Thursday, November 26, 2009
Wednesday, November 25, 2009
Texas Campus STaR Chart
According to the Texas Campus STaR Chart, my campus rated highest in Infrastructure for Technology and lowest in Teaching and Learning and Educator Preparation and Development. Infrastructure for Technology includes number of students per computer, Internet access and connectivity speed, other classroom technology, technical support, local area network wide area network, and distance learning capacity.
The campus ratings on the Texas Campus STar Chart were exactly the same for all areas in 2006-2007 and 2007-2208. There was no data available for 2008-2009. I was surprised to find that there had been no changes at all in the two year span. It might be in part due to teacher turnover. There have been new teachers added each year due to teacher resignations, retirements, and transfers. The campus was rated Advanced Tech in Infrastructure for Technology, which is in alignment with the district and the state. Within the state in 2007-2008, 57.2% of schools were rated Advanced Tech in this area. The Long Range Plan for Technology (Texas) is aligned with the federal NCLB requirements.
Although Infrastructure for Technology was our highest area according to STaR Chart data from 2006-2007 and 2007-2008 (2008-2009 was not available), network and infrastructure have been a problem since mid year 2008-2009. While the district allocates adequate funding for infrastructure and has several wireless access points in every school and throughout the district, there have been connectivity issues since the implementation of the teacher laptop initiative. This has been frustrating for teachers because they cannot always access the district Intranet and other resources on demand. The district and has allocated a portion of the ARRA (stimulus) funds to upgrade the infrastructure and connectivity.
The district has taken an important step in improving the Infrastructure for Technology. Additionally, more servers are needed to run district wide instructional and data management programs.
The campus ratings on the Texas Campus STar Chart were exactly the same for all areas in 2006-2007 and 2007-2208. There was no data available for 2008-2009. I was surprised to find that there had been no changes at all in the two year span. It might be in part due to teacher turnover. There have been new teachers added each year due to teacher resignations, retirements, and transfers. The campus was rated Advanced Tech in Infrastructure for Technology, which is in alignment with the district and the state. Within the state in 2007-2008, 57.2% of schools were rated Advanced Tech in this area. The Long Range Plan for Technology (Texas) is aligned with the federal NCLB requirements.
Although Infrastructure for Technology was our highest area according to STaR Chart data from 2006-2007 and 2007-2008 (2008-2009 was not available), network and infrastructure have been a problem since mid year 2008-2009. While the district allocates adequate funding for infrastructure and has several wireless access points in every school and throughout the district, there have been connectivity issues since the implementation of the teacher laptop initiative. This has been frustrating for teachers because they cannot always access the district Intranet and other resources on demand. The district and has allocated a portion of the ARRA (stimulus) funds to upgrade the infrastructure and connectivity.
The district has taken an important step in improving the Infrastructure for Technology. Additionally, more servers are needed to run district wide instructional and data management programs.
Sunday, November 22, 2009
Spiraling Technology TEKS
The Technology Applications TEKS provide students with a spiraling curriculum of technology expectations. Here is an example of a Foundation technology application that begins in Pre-kindergarten and continues to expand through high school.
In Pre-kindergarten, students begin using and naming a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, and CD-ROM. In K-2, students are expected to use data input skills appropriate to the task. The student is expected to use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen. In Grades 3-5, the expectation is stated the same way, but students are expected to be more independent. In Grades 6-8, students are expected to use data input skills appropriate to the task. The student is expected to demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphones, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick. In high school, students are expected to use data input skills appropriate to the task, The student is expected to demonstrate proficiency in the use of a variety of input devices such as keyboard, scanner, voice/sound recorder, touch screen, or digital video by appropriately incorporating such components into the product.
This is an example of how the skills are spiraled to support student learning and mastery. First students were asked to become familiar with and name the devices, then use them at appropriate times, then become proficient, then apply them to the correct situations. This reminds me of reading strands for phonics and word study. FIrst students learn letters and sounds, then chunks, then simple spelling patterns (CVC, CVCe), become proficient, and then apply them in their reading and writing. Doing this activity helped me make a connection with technology that I had not made before because I was able to relate it to a content area.
In Pre-kindergarten, students begin using and naming a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, and CD-ROM. In K-2, students are expected to use data input skills appropriate to the task. The student is expected to use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen. In Grades 3-5, the expectation is stated the same way, but students are expected to be more independent. In Grades 6-8, students are expected to use data input skills appropriate to the task. The student is expected to demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphones, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick. In high school, students are expected to use data input skills appropriate to the task, The student is expected to demonstrate proficiency in the use of a variety of input devices such as keyboard, scanner, voice/sound recorder, touch screen, or digital video by appropriately incorporating such components into the product.
This is an example of how the skills are spiraled to support student learning and mastery. First students were asked to become familiar with and name the devices, then use them at appropriate times, then become proficient, then apply them to the correct situations. This reminds me of reading strands for phonics and word study. FIrst students learn letters and sounds, then chunks, then simple spelling patterns (CVC, CVCe), become proficient, and then apply them in their reading and writing. Doing this activity helped me make a connection with technology that I had not made before because I was able to relate it to a content area.
Pre Kindergarten Technology Applications
The Pre-kindergarten technology applications pave the way for students to increase their knowledge in Kindergarten and beyond. Students learn to open and navigate software programs that enhanced learning. This helps students begin their knowledge of technology Foundations. In Kindergarten through Second Grade, students are expected to learn to start and exit programs and use technology terminology appropriate to the task.
Pre-kindergarten students learn to name a variety of computer input devices, such as mouse, keyboard, and voice recorder. These are devices that students are to learn in Kindergarten through Second Grade in Foundations, and they remain in the Foundations through high school.
Pre-kindergarten students also learn to operate voice/sound recorders and touch screens. Again, this part of Foundations for students Kindergarten through high school.
Pre-kindergarten students learn to use software programs to create and express their own ideas. That is very aligned to a Foundation skill as well as a Communication skill for students beginning in Kindergarten. Students beginning in Kindergarten are expected to produce documents at the keyboard and use language skills as grade level appropriate. In the area of Communication, students are expected to learn to publish information ina variety of media beginning in Kindergarten.
Finally, Pre-kindergarten students learn to recognize that information is acessible through the use of technology. This is related to Solving Problems, where students are to use electronic tools and research skills to build a knowledge base on a topic, which begins in Kindergarten.
Pre-kindergarten students learn to name a variety of computer input devices, such as mouse, keyboard, and voice recorder. These are devices that students are to learn in Kindergarten through Second Grade in Foundations, and they remain in the Foundations through high school.
Pre-kindergarten students also learn to operate voice/sound recorders and touch screens. Again, this part of Foundations for students Kindergarten through high school.
Pre-kindergarten students learn to use software programs to create and express their own ideas. That is very aligned to a Foundation skill as well as a Communication skill for students beginning in Kindergarten. Students beginning in Kindergarten are expected to produce documents at the keyboard and use language skills as grade level appropriate. In the area of Communication, students are expected to learn to publish information ina variety of media beginning in Kindergarten.
Finally, Pre-kindergarten students learn to recognize that information is acessible through the use of technology. This is related to Solving Problems, where students are to use electronic tools and research skills to build a knowledge base on a topic, which begins in Kindergarten.
How can my new learning assist me as an instructional leader who is guiding technology use and integration at a campus?
Examining the Long Range Plan for Technology helps me to be more aware of standards for students and teachers. It provides me with the background to understand the purpose of our district and campus technology plan. Since I am a veteran teacher of more than 20 years, I feel a little at a disadvaantage when it comes to technology, although I use it several times daily both personally and professionally.
As a leader, knowing the Long Range Plan for Technology helps me know what is very important for my teachers to know and be able to do. As I sit on the Campus Improvement Committee, I will have the knowledge base to discuss technology issues that we write into our campus plan.
I had no idea that the US was so far behind countries like India in the number of college graduates. We have the opportunity to provide all students with the tools necessary to be ready for college or trade school of some kind. It's time we made it a priority.
As a leader, knowing the Long Range Plan for Technology helps me know what is very important for my teachers to know and be able to do. As I sit on the Campus Improvement Committee, I will have the knowledge base to discuss technology issues that we write into our campus plan.
I had no idea that the US was so far behind countries like India in the number of college graduates. We have the opportunity to provide all students with the tools necessary to be ready for college or trade school of some kind. It's time we made it a priority.
Saturday, November 21, 2009
Reflections on Technology Assessments
I completed the Preassessment before the course began, and found that I do not know much about the technology plan and the goals for improvement in technology. I left the classroom before the STAR chart began, and so I do not have first hand knowledge of that, either. I have had training related to technology. I am proficient in using Word, Excel, and Powerpoint, and I use them daily in my current job. I use Adobe Professional daily as well.
The first assessment on the assignment was the Technology Applications Inventory. I rated myself "yes" or "no" on questions from four categories; Foundations, Information Acquisition, Solving Problems, and Communication. I had the most "yes" responses in Foundations, which was not a surprise to me since I have been out of the classroom for quite a while. I had 14 "yes" responses compared to 4 "no" responses in that area. In Information Acquisition, I had 5 "yes" and 5 "no" responses, meaning I was pretty equal in both. In Solving Problems, I had a higher number of "no" responses than "yes". I think this is because the training that I have attended in the past several years related to technology was more focused on administrative technology applications instead of teaching applications. In Communications, I had 7 "yes" responses and 5 "no" responses. I am able to communicate effectively using technology, but there is more that I can learn to improve this skill.
The second assessment was the SEDTA teacher survey. I had hard time deciding whether to complete the teacher, building, or district survey because none of the surveys really fit my exact position as a district administrator. I chose the teacher survey because it was the most applicable to what I do. The survey was very lengthy, and asked about the extent to which technology is utilized in the classroom by teachers and students. I found that teachers in my school are expected to use technology to communicate with other staff members, parents, and even students. There is an expectation that technology will be integrated into content area lessons with increasing frequency. Both the building level and district level adminstration support the use of technology by teachers and students. This is evident in the district's long range technology plan, and in the campus improvement plan. This year, our campus improvement team decided to use stimulus (AARA) funding to purchase addtional technology for classrooms. We are purchasing document cameras, flip cameras, and smart boards to assist teachers with utilizing technology to enhance learning.
We use technology in our teaching frequently. For example, in the science lab, teachers use the projector and computer to display Internet resources related to science concepts being taught. Document cameras are used to demonstrate how to complete assignments, such as lab documents and science journals. In the reading content, document cameras are used to show literature as it is read during a whole group lesson. In bilingual classrooms, teachers use the document camera to display correctly completed homework and classwork to increase comprehension for students who are learning English.
Technology is used by teachers and administrators to gather and store data related to student performance. There is an expectation that teachers are able to navigate the mclass and Voyager websites for reading data and the COMPASS, for all other data related to assessment and intervention for students within the district.
Students go to the computer lab on a rotating basis and additionally when teachers sign up. They learn keyboarding beginning in third or fourth grade. There is more of a focus on it as students get olddr, but we try to expose them early so that they can use word processing and other applications effectively. Students also use computers within the classroom to complete research and as a station for learning in reading and math. We use programs such as Write Outloud, Word, and Powerpoint for students to complete written projects. Students do not use excel often in elementary school.
Although this second survey did not provide a way to score and categorize the responses, I did feel that my responses were similar to the first survey in that I had much more foundational knowledge than information acquisition and problem solving. Most teachers are really embracing technology and embedding it into their teaching. There are some who are less comfortable, and the district and school is providing training to assist them in integrating technology.
The first assessment on the assignment was the Technology Applications Inventory. I rated myself "yes" or "no" on questions from four categories; Foundations, Information Acquisition, Solving Problems, and Communication. I had the most "yes" responses in Foundations, which was not a surprise to me since I have been out of the classroom for quite a while. I had 14 "yes" responses compared to 4 "no" responses in that area. In Information Acquisition, I had 5 "yes" and 5 "no" responses, meaning I was pretty equal in both. In Solving Problems, I had a higher number of "no" responses than "yes". I think this is because the training that I have attended in the past several years related to technology was more focused on administrative technology applications instead of teaching applications. In Communications, I had 7 "yes" responses and 5 "no" responses. I am able to communicate effectively using technology, but there is more that I can learn to improve this skill.
The second assessment was the SEDTA teacher survey. I had hard time deciding whether to complete the teacher, building, or district survey because none of the surveys really fit my exact position as a district administrator. I chose the teacher survey because it was the most applicable to what I do. The survey was very lengthy, and asked about the extent to which technology is utilized in the classroom by teachers and students. I found that teachers in my school are expected to use technology to communicate with other staff members, parents, and even students. There is an expectation that technology will be integrated into content area lessons with increasing frequency. Both the building level and district level adminstration support the use of technology by teachers and students. This is evident in the district's long range technology plan, and in the campus improvement plan. This year, our campus improvement team decided to use stimulus (AARA) funding to purchase addtional technology for classrooms. We are purchasing document cameras, flip cameras, and smart boards to assist teachers with utilizing technology to enhance learning.
We use technology in our teaching frequently. For example, in the science lab, teachers use the projector and computer to display Internet resources related to science concepts being taught. Document cameras are used to demonstrate how to complete assignments, such as lab documents and science journals. In the reading content, document cameras are used to show literature as it is read during a whole group lesson. In bilingual classrooms, teachers use the document camera to display correctly completed homework and classwork to increase comprehension for students who are learning English.
Technology is used by teachers and administrators to gather and store data related to student performance. There is an expectation that teachers are able to navigate the mclass and Voyager websites for reading data and the COMPASS, for all other data related to assessment and intervention for students within the district.
Students go to the computer lab on a rotating basis and additionally when teachers sign up. They learn keyboarding beginning in third or fourth grade. There is more of a focus on it as students get olddr, but we try to expose them early so that they can use word processing and other applications effectively. Students also use computers within the classroom to complete research and as a station for learning in reading and math. We use programs such as Write Outloud, Word, and Powerpoint for students to complete written projects. Students do not use excel often in elementary school.
Although this second survey did not provide a way to score and categorize the responses, I did feel that my responses were similar to the first survey in that I had much more foundational knowledge than information acquisition and problem solving. Most teachers are really embracing technology and embedding it into their teaching. There are some who are less comfortable, and the district and school is providing training to assist them in integrating technology.
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