I am choosing to analyze the Key Area of Teaching & Learning. I chose this area as it is the area that focuses on direct impact to the students. Here are the scores and ratings from NBHS for the past three years.
2008-09: 14 Developing Technology
2007-08: 15 Advanced Technology
2006-07: 13 Developing Technology
The trend shows a decrease in the Frequency/Design of Instructional Setting and the TA TEKS Implementation. The criteria for the Key Area of Teaching and Learning is that; the teacher serves as the facilitator, mentor, and co-learner, students have on-demand access to appropriate technologies to complete activities in core content areas and high schools offer at least 4 Technology Applications courses. I believe that the decrease in Frequency/Design of Instructional Setting and the TA TEKS Implementation is directly related to our decrease in Educator Preparation and Development Area. Without professional development, teachers lack the skills to effectively implement technology into the classroom. I also believe that with such a focus on standardized tests, many teachers have opted to concentrate the majority of their efforts on teaching what will be tested on the TAKS test as their jobs depend on their students standardized test scores. Back to the professional development area, the focus of our administration has been strickly on the test scores as we were told no teachers would attend out of district professional development until TAKS scores were raised. I find it interesting that when you look at our STaR Chart classifications from 5 years ago, we were rated Advanced Technology in 3 of the 4 key areas and last year we were rated Advanced Technology in only 1 Key Area. Maybe eliminating outside professional development was a step backwards.
Sunday, November 29, 2009
Technology Applications TEKS Summary
The Pre-K TEKS are very basic such as use of the keyboard and mouse and the set the framework for the basic skills needed for the continuing grades and the TEKS required for the advanced grades.
Pre-K use of the keyboard, mouse and terminology is again taught in K-2 with the addition of a little bit of more information and devices. This continues in each subsequent grade to give a dynamic, spiraling curriculum.
There are overlapping TEKS for each grade on individual skills that students are required to master according to the TEKS. Middle school computer science TEKS overlap with High school TEKS on many of their required TEKS from appropriate use of hardware and software to use of input devices. These TEKS greatly overlap within courses in the High School computer class offerings from computer scienceI and II, desktop publishing, digital graphics, multimedia, web mastery as well as most all of the technology classes offered.
Grade Cluster: 9-12
Technology Application Strand
Strand Description and Summary of TEKS
Foundations
Technology related terms, concepts, data input strategies, make informed decisions about technologies and their applications.
Student demonstrates knowledge and appropriate use of hardware, software and data input skills.
Student complies with the laws and examines issues regarding technology in society.
Information Acquisition
Identification of task requirements, using search strategies, use of technology to access, analyze, and evaluate the acquired information.
Student uses a variety of strategies to acquire information from electronic resources and in a variety of formats.
Student evaluates the acquired electronic information.
Problem Solving
Select appropriate technology, synthesize knowledge, create a solution, and evaluate the results.
Student uses computer-based productivity tools to create and modify solutions to problems and uses research skills and electronic communication.
Student uses technology applications to facilitate evaluation of work, both process and product.
Communication
Communicate information in different formats to diverse audiences and analyze and evaluate the results.
Student formats digital information for effective communication and delivers the product electronically in a variety of media.
Student uses technology applications to facilitate evaluation of communication, both process and product.
Pre-K use of the keyboard, mouse and terminology is again taught in K-2 with the addition of a little bit of more information and devices. This continues in each subsequent grade to give a dynamic, spiraling curriculum.
There are overlapping TEKS for each grade on individual skills that students are required to master according to the TEKS. Middle school computer science TEKS overlap with High school TEKS on many of their required TEKS from appropriate use of hardware and software to use of input devices. These TEKS greatly overlap within courses in the High School computer class offerings from computer scienceI and II, desktop publishing, digital graphics, multimedia, web mastery as well as most all of the technology classes offered.
Grade Cluster: 9-12
Technology Application Strand
Strand Description and Summary of TEKS
Foundations
Technology related terms, concepts, data input strategies, make informed decisions about technologies and their applications.
Student demonstrates knowledge and appropriate use of hardware, software and data input skills.
Student complies with the laws and examines issues regarding technology in society.
Information Acquisition
Identification of task requirements, using search strategies, use of technology to access, analyze, and evaluate the acquired information.
Student uses a variety of strategies to acquire information from electronic resources and in a variety of formats.
Student evaluates the acquired electronic information.
Problem Solving
Select appropriate technology, synthesize knowledge, create a solution, and evaluate the results.
Student uses computer-based productivity tools to create and modify solutions to problems and uses research skills and electronic communication.
Student uses technology applications to facilitate evaluation of work, both process and product.
Communication
Communicate information in different formats to diverse audiences and analyze and evaluate the results.
Student formats digital information for effective communication and delivers the product electronically in a variety of media.
Student uses technology applications to facilitate evaluation of communication, both process and product.
Saturday, November 28, 2009
Key Ideas of the Long Range Plan for Technology
SUMMARY OF KEY IDEAS
Long-Range Plan for Technology
Summary of Key Ideas
Vision 2020
All professional educators must master the SBEC Technology Applications standards. This professional development must be available 24/7. Adequate technical support must be available and funding must be provided for effective implementation of the technology plan. Internet access and a web portal must be available to all. Phase I strategies must be reviewed and revised frequently. Learners must use technology in real world learning experiences. Educators must use technology in effective teaching-learning processes. Leaders must create technology rich environments. Infrastructure must support all students with appropriate technologies.
Defining the Need for Change
Teaching and learning must empower students to live and learn in the 21st century. We must plan for a future that serves all citizens.
Introducing the 21st Century Learner
Today’s students rely on technology in every aspect of their lives.
Teacher Voices
Teachers indicate the primary impact of technology is increased student engagement, student achievement and collaboration. 55% of teachers rate their technology skills as average and the majority say technology makes their job easier and it increases communication with parents. The main barrier to using technology is the lack of time.
Teaching and Learning
Educators must make learning more engaging and relevant to students and prepare them to live, think, and communicate in the 21st century. Learners must have access to individualized instruction 24/7. They must construct knowledge and provide solutions to real-world problems. Students must use research based strategies in all subject areas to improve academic achievement and communicate effectively with diverse audiences. These students must be active participants in the learning process and that wanting to learn more and acquiring information is a valuable part of learning.
Educator Preparation and Development
All educators must utilize current technology in instructional and administrative practices in Pre K through 12. They must know how to utilize technology effectively in the teaching-learning process. Learning must be collaborative, interactive and customized for the individual learner. Educators must integrate appropriate technology throughout all curriculum. They must engage students and effectively measure what students are learning.
Leadership, Administration, and Instructional Support
Leaders must budget for a technology plan to improve student learning and provide environments to maximize teaching and learning and community involvement. They must offer expanded curricula and vary instructional opportunities to students. Relevant staff development in a variety of formats must be offered and they should expect and plan appropriate technology throughout the teaching and learning process. Finally, leaders should use data in decision making and model the effective use of technologies.
Infrastructure for Technology
Infrastructure system should provide e-learning technologies 24/7 for all users and provide technical assistance to support teaching and learning. All data should be secure and accurate and interoperability and accessibility for all users.
Study of Needs
The Texas Long Range Plans for Technology and the STaR Charts show significant progress has been made but more is needed in the areas of funding, support and leadership of educational technology to districts, strategies to measure the progress of students, telecommunication discounts and software interoperability.
As an instructional leader who is guiding technology, what I have learned will allow me to focus on the areas that need improvement. Most of which revolves around increased funding and my main focus would be in acquiring as much funding and support as possible. Seeking grants and contributions from businesses and industry in the community would be another avenue to pursue.
Long-Range Plan for Technology
Summary of Key Ideas
Vision 2020
All professional educators must master the SBEC Technology Applications standards. This professional development must be available 24/7. Adequate technical support must be available and funding must be provided for effective implementation of the technology plan. Internet access and a web portal must be available to all. Phase I strategies must be reviewed and revised frequently. Learners must use technology in real world learning experiences. Educators must use technology in effective teaching-learning processes. Leaders must create technology rich environments. Infrastructure must support all students with appropriate technologies.
Defining the Need for Change
Teaching and learning must empower students to live and learn in the 21st century. We must plan for a future that serves all citizens.
Introducing the 21st Century Learner
Today’s students rely on technology in every aspect of their lives.
Teacher Voices
Teachers indicate the primary impact of technology is increased student engagement, student achievement and collaboration. 55% of teachers rate their technology skills as average and the majority say technology makes their job easier and it increases communication with parents. The main barrier to using technology is the lack of time.
Teaching and Learning
Educators must make learning more engaging and relevant to students and prepare them to live, think, and communicate in the 21st century. Learners must have access to individualized instruction 24/7. They must construct knowledge and provide solutions to real-world problems. Students must use research based strategies in all subject areas to improve academic achievement and communicate effectively with diverse audiences. These students must be active participants in the learning process and that wanting to learn more and acquiring information is a valuable part of learning.
Educator Preparation and Development
All educators must utilize current technology in instructional and administrative practices in Pre K through 12. They must know how to utilize technology effectively in the teaching-learning process. Learning must be collaborative, interactive and customized for the individual learner. Educators must integrate appropriate technology throughout all curriculum. They must engage students and effectively measure what students are learning.
Leadership, Administration, and Instructional Support
Leaders must budget for a technology plan to improve student learning and provide environments to maximize teaching and learning and community involvement. They must offer expanded curricula and vary instructional opportunities to students. Relevant staff development in a variety of formats must be offered and they should expect and plan appropriate technology throughout the teaching and learning process. Finally, leaders should use data in decision making and model the effective use of technologies.
Infrastructure for Technology
Infrastructure system should provide e-learning technologies 24/7 for all users and provide technical assistance to support teaching and learning. All data should be secure and accurate and interoperability and accessibility for all users.
Study of Needs
The Texas Long Range Plans for Technology and the STaR Charts show significant progress has been made but more is needed in the areas of funding, support and leadership of educational technology to districts, strategies to measure the progress of students, telecommunication discounts and software interoperability.
As an instructional leader who is guiding technology, what I have learned will allow me to focus on the areas that need improvement. Most of which revolves around increased funding and my main focus would be in acquiring as much funding and support as possible. Seeking grants and contributions from businesses and industry in the community would be another avenue to pursue.
Tuesday, November 17, 2009
Week 1 Responses & Reflections
My responses and reflections to the three technology assessments in Week 1, part 1A and B.
My Technology Applications Inventory survey indicated 13 yes's and 5 no's in the Foundations Domain. This reflects how I feel about my knowledge of the basics of technology. I scored 8 yes's and 2 no's in the Information Acquisition Domain and this again reflects that I feel that I am fairly technology saavy in accessing information. I scored 9 yes's and 9 no's in the Solving Problems with Technology Tools. The no's came primarily in the use of spreadsheets which I am lacking knowledge in their development. In the Communication Domain, I scored 7 yes's and 5 no's. Again, I feel fairly confident in my ability to communicate via technology.
My State Educational Technology Directors Association (SETDA) Teacher Survey revealed to me the areas I lacked knowledge in such as integrating technology into my curriculum. I can see that I need more staff development in planning technology supported instruction. It also showed that my school lacks incentives for teachers to utilize technology.
I agree with these assessments as they showed my areas of strengths and more importantly my areas that I need improvement in.
I consider my strengths as a technology leader on campus to be in relating to the teachers needs. More time and training on the integration of technology in the classroom is imperative for teachers to feel comfortable using technology in the classroom. My weakness would be my own inability to help the teachers with all their questions on how to perform and apply certain technologies in the classroom.
My Technology Applications Inventory survey indicated 13 yes's and 5 no's in the Foundations Domain. This reflects how I feel about my knowledge of the basics of technology. I scored 8 yes's and 2 no's in the Information Acquisition Domain and this again reflects that I feel that I am fairly technology saavy in accessing information. I scored 9 yes's and 9 no's in the Solving Problems with Technology Tools. The no's came primarily in the use of spreadsheets which I am lacking knowledge in their development. In the Communication Domain, I scored 7 yes's and 5 no's. Again, I feel fairly confident in my ability to communicate via technology.
My State Educational Technology Directors Association (SETDA) Teacher Survey revealed to me the areas I lacked knowledge in such as integrating technology into my curriculum. I can see that I need more staff development in planning technology supported instruction. It also showed that my school lacks incentives for teachers to utilize technology.
I agree with these assessments as they showed my areas of strengths and more importantly my areas that I need improvement in.
I consider my strengths as a technology leader on campus to be in relating to the teachers needs. More time and training on the integration of technology in the classroom is imperative for teachers to feel comfortable using technology in the classroom. My weakness would be my own inability to help the teachers with all their questions on how to perform and apply certain technologies in the classroom.
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