This course allowed me to review technology that I had previously thought was unavailable for the masses as well as introduced me to a variety of new ways to communicate through different types of technology. Prior to the start of this course, I desired to learn more about the Texas Long Range Plan for Technology, the Texas STaR Chart, document management tools, ways for teachers and students to collaborate and share their projects using technology and Internet safety. In the areas of the Texas STaR chart, Long Range Plan for Technology and collaboration opportunities using blogging, wikis and podcasting and Internet safety, I feel like I have been exposed to and learned a lot that is applicable to a leadership role. The course addressed a variety of information that is essential to be aware of when developing a technology integrated campus.
The coursework that I completed has given me the much needed information related to technology and its benefits. The in depth study of both the Long Range Plan for Technology and the Texas STaR Chart will benefit me greatly with relation to my job as the Vision 2020 grant manager as both of these programs played a vital role in our receiving the grant. Both of these programs are also part of the on going evaluation of our use of the grant funds. Also, with the implementation of the laptop grant, the knowledge I gained regarding the collaboration opportunities with the use of blogging, podcasting and wikis will allow me to train teachers and students on how to use these great technological applications to improve the communication between all individuals. With these new communication and collaboration tools also comes the responsibility to utilize the Internet safely. The Internet safety articles gave me many resources to share with the teachers, students and their parents to help teach and reinforce proper cyber ethics and safety when utilizing the Internet. This is vital now that each freshman student has 24/7 access to a laptop.
I struggled with more of the technical concept such as the document management tools, open source software and managing and assessing IT assets. These areas are things that I was neither familiar with nor able to wrap my mind around easily. I need more time to research and learn about these concepts in order to feel comfortable trying to implement them. Working with someone who is proficient in these areas would be a great place to begin my training.
Although I struggled with some of the information that was presented, I was successful in carrying out all the course assignments. All of the assignments were challenging in different ways and forced me to research the topics and discuss them with a variety of individuals on my campus. Seeking clarification and discussing what my campus had and didn’t have with regards to a long range technology plan was eye opening. These discussions prompted me to begin thinking of all the areas in which my recent knowledge due to this course would benefit many others especially those involved in the Vision 2020 grant. Although I was familiar with some of the content such as the Long Range Plan for Technology and the Texas STaR Chart in the assignments, it became evident that I did not have the required level of understanding or knowledge which is necessary for an individual in a leadership position.
Throughout this course I was made aware that many different styles and types of individuals are necessary in order for the use of technology to be successful on my campus. Success with regards to technology shouldn’t always be measured according to owning the latest gadgets but rather it is a team whose goal is to utilize technology to create positive learning opportunities for students. The team of teachers that I work with on the Vision 2020 laptop grant is full of these types of individuals. This course has given me plenty of information to share and discuss with them. Because we are working together, I do not feel that I have to know more than they do but rather I must be willing to share these new ideas and then collaborate to reach the best outcome. The leadership role may change hands many different times as those individuals with the most expertise share and teach their peers. This includes both teachers teaching students and teachers as well as students teaching students and teachers. As long as I maintain a positive attitude and am willing to expand my views concerning technology and leadership, the possibilities are endless.
Blogging has a wonderful educational value for the 21st century learner. It is an exciting way for individuals to share their projects and communicate with others both in and out of their normal circle. Blogging also allows for easy peer review for students and teachers and makes bringing in experts and mentors from outside the classroom easier (Richardson, 2004, p. 11). Often students are not excited about peer reviews but when done on the computer for others to see changes their attitudes more times than not. In addition, many times resources are limited but with blogging many new opportunities to “bring in” professionals arise.
There are concerns that present themselves when the discussion of blogging is brought up. Safety is a key concern when presenting and sharing information over the internet. It is essential that both students and teachers understand and embrace the responsibility of posting their information on the internet for all to see. We must protect our students with thoughtful teaching and clear policy (Richardson, 2005, p. 48).
Blogging is an easy and accessible way to communicate with my school stakeholders. It allows for collaboration with a large group of individuals without them being in the same room. Being able to share information and ideas wherever the Internet is available, allows for more individuals to be involved. At school, input from a diverse group of individuals will ensure that more of the community base is represented regularly. It also gives a way to track comments so as to change and build based on the input provided by the stakeholders. If the stakeholders see how technology can be used to better both their children and the district which they attend, their support of technology integrated instruction will soar. The stakeholders commitment to and support of technology will encourage school administrators to continue to add to and build the school’s technology resources.
Richarson, W. (2004). Blogging AND RSS. MultiMedia & Internet @ Schools, 11(1), 10-13.
Richardson, W. (2005). Blog Revolution. Technology & Learning, 26(3), 48.
Wednesday, December 16, 2009
Sunday, December 13, 2009
Technology Action Plan
Nixon-Smiley High School Technology Action Plan
Vision
Our school strives to provide a quality education so that every student will be equipped for life-long learning, responsible citizenship, and productive employment in a rapidly changing and diverse society. We realize that technology integration can be a powerful tool for teaching, learning, and educating our students for the 21st century and beyond. We believe all students will be motivated to learn through the addition of technology to all content areas.
Goal
Our goal is to prepare the students of Nixon-Smiley High School to meet the challenges of their future by implementing a curriculum that integrates the use of technology as a teaching and learning tool into all academic subject areas.
To attain this goal, every student will:
· Become familiar with a variety of technology devices and applications.
· Use technology devices that will maximize instructional time.
· Conduct research, gather data, and share findings using technology tools.
· Create multi-media projects based on TEKS objectives.
· Use technology to remediate, enrich, and individualize student instruction.
To attain this goal, every teacher will:
· Engage in on-going technology professional development sessions.
· Incorporate technology into planning and instruction.
· Model the appropriate use of technology.
· Ensure that students understand and comply with technology etiquette and
follow appropriate cyber ethics.· Showcase student technology projects throughout the school
and district.
Needs Assessment
The District Technology Committee has identified the needs of the district and needs on individual campuses by disaggregating data on provided by the Texas STaR Chart surveys. According to the STaR Chart, there is a need for on-going, relevant professional development and training in the area of technology integration. To more accurately pinpoint the needs of individual teachers, the district is developing a Teacher Self-Assessment of Technology Proficiency survey, which will be taken on SurveyMonkey.com. The results of this survey will identify specific deficiencies in teacher technology proficiency so that appropriate training and staff development sessions can be planned.
Nixon-Smiley High School STaR Chart Summary
School Year '06-'07 '07-'08 '08-'09
Teaching & Learning 12 14 12
Educator Preparation & Development 11 11 12
Leadership, Administration & Instruct. Support 13 15 13
Infrastructure for Technology 14 16 16
The Nixon-Smiley High School Campus Improvement Committee (CIC) has considered the data from the Texas STaR Chart for Nixon-Smiley High School to determine areas of need on our campus. The areas of concern identified from the STaR Chart data were in Educator Preparation and Development and Teaching and Learning. The teacher responses indicated that they participate in minimal amounts of technology professional development each year, demonstrate only two to three of the SBEC Technology Applications Standards, use technology for content area instruction only and have not had the opportunity to participate in web-based or online learning. In reference to Teaching and Learning, instruction is teacher-directed, students use technology on an individual basis to access electronic information and there is a minimal use of technology in foundation TEKS. The committee further investigated the specific professional development needs of the teachers at Nixon-Smiley High School by interviewing, surveying, and observing teachers. This information was used to formulate a plan for training opportunities for teachers.
In addition, the CIC reviewed the Nixon-Smiley CISD District Improvement Plan (NSCISD-DIP) paying special attention to the areas relating to technology and technology integration. One of the target areas of the NBISD-DIP is the improvement of instructional practice by improving the integration of technology into authentic instruction. The district is developing model lessons using technology tools effectively in the classroom. The freshman teachers involved in the Vision 2020 Grant are currently leading the way in developing these lessons.
The campus principal is concerned with the lack of technology integration that he has observed at Nixon-Smiley High School. The campus principal has determined that the teachers of Nixon-Smiley High School are in need of on-going technology professional development and guidance in constructing technology rich lessons. He feels that the small amount of technology professional development provided in the summer is not enough. Therefore, he will offer the opportunity for teachers to volunteer to be a part of a small cadre of teachers that will receive training so they will be able to train, mentor and model best practices for others on the campus throughout the year. “Training is embedded in instruction, not isolated from it, and is driven by the skills that teachers need to use technology in the classroom, not by the technology itself” (Jones, 2007, p. 35).
Nixon-Smiley High School is also expanding its technology integration through the Vision 2020 Grant. The Vision 2020 Grant is a one-to-one laptop immersion program. This grant provided for the purchase of Apple laptops and relevant software for each freshman student and teacher. Each freshman course teacher is receiving 50 hours worth of professional development in the next two years. This professional development focuses on integrating technology in to their lesson plans and best practices for using technology in the classroom. The teachers are also required to post a minimum of one technology integrated lesson per week as well as the student product from the lesson. The increase of laptops will allow for the increased use of technology throughout the ninth grade.
The CIC reviewed the Technology Applications TEKS for eighth grade, which covers the basic technology applications, and found that there was currently no system in place to ensure that these objectives were being reinforced at the high school level other than in the BCIS classes. Since some students take BCIS classes later in their high school career but we want the students to use the technology skills on a daily basis, there is a need for the Technology Applications TEKS to be revisited and reinforced by all teachers as the students enter high school from eighth grade.The CIC also requested a list of all computer applications software, hardware and technology equipment available on the campus. The teachers were provide the list and were surveyed using SurveyMonkey.com regarding their use of and/or proficiency in using each application. The CIC recommends that mini-sessions (1 hour after school) be offered for teachers to explore the features of software already available to them. In addition the teachers will receive time for technology-related preparation. (Wahl & Duffield, 2005, p. 8).
Organizational Chart for Nixon-Smiley High School Technology Integration
Responsibilities
NSCISD School Board:
Approve Technology Action Plan, new personnel positions, technology budget, and District Technology Plan.
NSCISD Superintendent: Mediates between schools and school board.
Director of Technology: Member of District Technology Committee, controls district technology budget, responsible for district technology infrastructure, district technology maintenance, computer inventory, and software licensing.
Technology Specialists:
Member of District Technology Committee, help maintain district technology infrastructure, help maintain district technology, provide “just-in-time” help for the district, and work with Vision 2020 laptop immersion program.
District Technology Committee:
Reviews and revises District Technology Plan. Makes recommendations for professional development and equipment purchases.
Campus Principal:
Head of Campus Improvement Committee and High School Technology Committee directs spending of campus technology funds, evaluates campus needs, evaluates campus teaching staff, and plans campus staff development.
Vision 2020 Grant Manager:
Director of Vision 2020 laptop immersion grant, responsible for Vision 2020 budget, provides “just-in-time” help for teachers and students, plans and provides professional development for 9th grade teachers involved in the grant, and member of the District Technology Committee and High School Technology Committee.
Technology Integration Specialist: Contracted Services
Community Communication Services is a contracted service for the Vision 2020 grant that provides professional development which includes modeling best practices in integrating technology into all curricular areas for freshman classroom teachers. They are also responsible for training professional staff in the use of programs and devices relating to Apple laptops.
Model Teachers:
Responsible for assisting classroom teachers in planning technology integration lessons, modeling lessons demonstrating effective technology integration, facilitating before, during, and after school mini-sessions as well as Saturday sessions when necessary, and provide “just-in-time” help for fellow teachers. These teachers will be identified by the campus principal.
Teachers:
Responsible for integrating Technology TEKS and technology integration into lessons across the curriculum into classroom experiences for students. May make technology professional development requests and purchasing requests.
NSCISD Technology Professional Development Goals
· Technology Integration Specialists, Model Teachers, and Vision 2020 Grant Manager will construct model lessons and demonstrate these lessons on campuses in actual classroom settings.
· Technology Integration Specialists and Vision 2020 Grant Manager will offer on-going technology integration professional development ‘mini-sessions’ throughout the school year.
· All teachers will maintain a teacher webpage and be provided professional development credit for updating these pages.
· NSCISD will implement teacher peer-tutoring in which teachers will be encouraged to share their technology enriched lessons with others.
· Technology Director and Vision 2020 Grant Manager will provide, via electronic newsletter, wiki or blog technology tips for technology enriched lessons and websites that may be helpful in planning lessons.
Nixon-Smiley High School Technology Professionals Development Plan
· Require all professional staff to become familiar with the Technology TEKS, especially through eighth grade, and to cite these TEKS in their lesson plans.
· Require teachers to attend a technology orientation session for ELMOs, projectors, Clickers, and interactive whiteboards prior to being issued the technology equipment for classroom use.
· Require all professional staff to create and share a minimum of one technology enriched and project-based lessons. Vision 2020 teachers will share a minimum of one technology enriched and project-based lessons per week.
· Require all professional staff to attend 10 or more hours of technology professional development annually.
· Recruit teachers to plan and facilitate mini-sessions to familiarize teachers with computer software and devices already available on campus.
· Require all teachers to demonstrate proficiency in the use of the Windows programs such as Power Point, Excel and Movie Maker on PCs. Freshman teachers will demonstrate proficiency in the use of the Apple programs such as Keynote, iWork, iPhoto, iMovie. Those unable to demonstrate proficiency will be required to attend training in addition to the required 9 hours.
· Teachers will attend web-page training and create and maintain a teacher web page that is updated a minimum of once every three weeks. This web page will be used as both a means of communication and an instructional tool.
· Teachers will be provided with 3 hours of release time per semester to observe technology best-practices lessons in model teacher classrooms, or for technology-related preparation with a Technology Integration Specialist, Model Teacher or Vision 2020 Grant Manager.
Evaluation Plan
The CIC and DTC will evaluate the effectiveness of the above mentioned initiatives by comparing STaR Chart data from the 08-09 school year to data gathered in the fall of 2010 and spring 2011. The committees expect to see an improvement in all areas, especially in the areas of Educator Preparation as well as Teaching and Learning. The CIC and DTC will also compare the data gathered from the 2009 Teacher Self-Assessment of Technology Proficiency survey to the results that will be gathered in 2010. The committees expect to see improvement in all areas. The CIC will compare the results of the 2009 Student Technology Survey and other student technology proficiency data gathered. The committees expect to see improvement in all areas and all grade levels.
The CIC will look for improvement in the Texas STaR Chart, AEIS report, TAKS scores, and District Benchmark scores in 2010. While improvement cannot definitively be linked to increased technology integration, any improvement will be assumed to be a reflection of enriching the curriculum with technology and adding opportunities for student collaboration and use of technology to solve authentic problems.
The Campus Principal will evaluate lesson plans to ensure that Technology Applications TEKS are being addressed by all the classroom teachers. In addition, he will ask teachers to submit a self-report of technology enriched lessons conducted each 3-week grading period. Classroom teachers must also provide evidence of conducting a minimum of 1 research and technology based project per semester. These technology based projects must culminate in a multi-media presentation. These presentations as well as the lesson plans will be posted on the school’s network server so as to be available to be the inspiration for the ideas for others.
References
Yonker, John. Personal interview. 7 Dec. 2009.
Duffield, J., & Wahl, L. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. http://www.wested.org/cs/we/view/rs/763.
Jones, E. (2007). Strategies to put instruction ahead of technology. Principal Leadership, 7(6), 35-38.
Nixon-Smiley CISD. (2009). District Improvement Plan Nixon-Smiley Consolidated Independent School District. Nixon, Texas.
School Technology and Readiness: A teacher tool for planning and self-assessing aligned with the Long-range plan for technology. (2006). Retrieved December 1, 2009, from http://starchart.esc12.net/docs/TxTSC.pdf
Vision
Our school strives to provide a quality education so that every student will be equipped for life-long learning, responsible citizenship, and productive employment in a rapidly changing and diverse society. We realize that technology integration can be a powerful tool for teaching, learning, and educating our students for the 21st century and beyond. We believe all students will be motivated to learn through the addition of technology to all content areas.
Goal
Our goal is to prepare the students of Nixon-Smiley High School to meet the challenges of their future by implementing a curriculum that integrates the use of technology as a teaching and learning tool into all academic subject areas.
To attain this goal, every student will:
· Become familiar with a variety of technology devices and applications.
· Use technology devices that will maximize instructional time.
· Conduct research, gather data, and share findings using technology tools.
· Create multi-media projects based on TEKS objectives.
· Use technology to remediate, enrich, and individualize student instruction.
To attain this goal, every teacher will:
· Engage in on-going technology professional development sessions.
· Incorporate technology into planning and instruction.
· Model the appropriate use of technology.
· Ensure that students understand and comply with technology etiquette and
follow appropriate cyber ethics.· Showcase student technology projects throughout the school
and district.
Needs Assessment
The District Technology Committee has identified the needs of the district and needs on individual campuses by disaggregating data on provided by the Texas STaR Chart surveys. According to the STaR Chart, there is a need for on-going, relevant professional development and training in the area of technology integration. To more accurately pinpoint the needs of individual teachers, the district is developing a Teacher Self-Assessment of Technology Proficiency survey, which will be taken on SurveyMonkey.com. The results of this survey will identify specific deficiencies in teacher technology proficiency so that appropriate training and staff development sessions can be planned.
Nixon-Smiley High School STaR Chart Summary
School Year '06-'07 '07-'08 '08-'09
Teaching & Learning 12 14 12
Educator Preparation & Development 11 11 12
Leadership, Administration & Instruct. Support 13 15 13
Infrastructure for Technology 14 16 16
The Nixon-Smiley High School Campus Improvement Committee (CIC) has considered the data from the Texas STaR Chart for Nixon-Smiley High School to determine areas of need on our campus. The areas of concern identified from the STaR Chart data were in Educator Preparation and Development and Teaching and Learning. The teacher responses indicated that they participate in minimal amounts of technology professional development each year, demonstrate only two to three of the SBEC Technology Applications Standards, use technology for content area instruction only and have not had the opportunity to participate in web-based or online learning. In reference to Teaching and Learning, instruction is teacher-directed, students use technology on an individual basis to access electronic information and there is a minimal use of technology in foundation TEKS. The committee further investigated the specific professional development needs of the teachers at Nixon-Smiley High School by interviewing, surveying, and observing teachers. This information was used to formulate a plan for training opportunities for teachers.
In addition, the CIC reviewed the Nixon-Smiley CISD District Improvement Plan (NSCISD-DIP) paying special attention to the areas relating to technology and technology integration. One of the target areas of the NBISD-DIP is the improvement of instructional practice by improving the integration of technology into authentic instruction. The district is developing model lessons using technology tools effectively in the classroom. The freshman teachers involved in the Vision 2020 Grant are currently leading the way in developing these lessons.
The campus principal is concerned with the lack of technology integration that he has observed at Nixon-Smiley High School. The campus principal has determined that the teachers of Nixon-Smiley High School are in need of on-going technology professional development and guidance in constructing technology rich lessons. He feels that the small amount of technology professional development provided in the summer is not enough. Therefore, he will offer the opportunity for teachers to volunteer to be a part of a small cadre of teachers that will receive training so they will be able to train, mentor and model best practices for others on the campus throughout the year. “Training is embedded in instruction, not isolated from it, and is driven by the skills that teachers need to use technology in the classroom, not by the technology itself” (Jones, 2007, p. 35).
Nixon-Smiley High School is also expanding its technology integration through the Vision 2020 Grant. The Vision 2020 Grant is a one-to-one laptop immersion program. This grant provided for the purchase of Apple laptops and relevant software for each freshman student and teacher. Each freshman course teacher is receiving 50 hours worth of professional development in the next two years. This professional development focuses on integrating technology in to their lesson plans and best practices for using technology in the classroom. The teachers are also required to post a minimum of one technology integrated lesson per week as well as the student product from the lesson. The increase of laptops will allow for the increased use of technology throughout the ninth grade.
The CIC reviewed the Technology Applications TEKS for eighth grade, which covers the basic technology applications, and found that there was currently no system in place to ensure that these objectives were being reinforced at the high school level other than in the BCIS classes. Since some students take BCIS classes later in their high school career but we want the students to use the technology skills on a daily basis, there is a need for the Technology Applications TEKS to be revisited and reinforced by all teachers as the students enter high school from eighth grade.The CIC also requested a list of all computer applications software, hardware and technology equipment available on the campus. The teachers were provide the list and were surveyed using SurveyMonkey.com regarding their use of and/or proficiency in using each application. The CIC recommends that mini-sessions (1 hour after school) be offered for teachers to explore the features of software already available to them. In addition the teachers will receive time for technology-related preparation. (Wahl & Duffield, 2005, p. 8).
Organizational Chart for Nixon-Smiley High School Technology Integration
Responsibilities
NSCISD School Board:
Approve Technology Action Plan, new personnel positions, technology budget, and District Technology Plan.
NSCISD Superintendent: Mediates between schools and school board.
Director of Technology: Member of District Technology Committee, controls district technology budget, responsible for district technology infrastructure, district technology maintenance, computer inventory, and software licensing.
Technology Specialists:
Member of District Technology Committee, help maintain district technology infrastructure, help maintain district technology, provide “just-in-time” help for the district, and work with Vision 2020 laptop immersion program.
District Technology Committee:
Reviews and revises District Technology Plan. Makes recommendations for professional development and equipment purchases.
Campus Principal:
Head of Campus Improvement Committee and High School Technology Committee directs spending of campus technology funds, evaluates campus needs, evaluates campus teaching staff, and plans campus staff development.
Vision 2020 Grant Manager:
Director of Vision 2020 laptop immersion grant, responsible for Vision 2020 budget, provides “just-in-time” help for teachers and students, plans and provides professional development for 9th grade teachers involved in the grant, and member of the District Technology Committee and High School Technology Committee.
Technology Integration Specialist: Contracted Services
Community Communication Services is a contracted service for the Vision 2020 grant that provides professional development which includes modeling best practices in integrating technology into all curricular areas for freshman classroom teachers. They are also responsible for training professional staff in the use of programs and devices relating to Apple laptops.
Model Teachers:
Responsible for assisting classroom teachers in planning technology integration lessons, modeling lessons demonstrating effective technology integration, facilitating before, during, and after school mini-sessions as well as Saturday sessions when necessary, and provide “just-in-time” help for fellow teachers. These teachers will be identified by the campus principal.
Teachers:
Responsible for integrating Technology TEKS and technology integration into lessons across the curriculum into classroom experiences for students. May make technology professional development requests and purchasing requests.
NSCISD Technology Professional Development Goals
· Technology Integration Specialists, Model Teachers, and Vision 2020 Grant Manager will construct model lessons and demonstrate these lessons on campuses in actual classroom settings.
· Technology Integration Specialists and Vision 2020 Grant Manager will offer on-going technology integration professional development ‘mini-sessions’ throughout the school year.
· All teachers will maintain a teacher webpage and be provided professional development credit for updating these pages.
· NSCISD will implement teacher peer-tutoring in which teachers will be encouraged to share their technology enriched lessons with others.
· Technology Director and Vision 2020 Grant Manager will provide, via electronic newsletter, wiki or blog technology tips for technology enriched lessons and websites that may be helpful in planning lessons.
Nixon-Smiley High School Technology Professionals Development Plan
· Require all professional staff to become familiar with the Technology TEKS, especially through eighth grade, and to cite these TEKS in their lesson plans.
· Require teachers to attend a technology orientation session for ELMOs, projectors, Clickers, and interactive whiteboards prior to being issued the technology equipment for classroom use.
· Require all professional staff to create and share a minimum of one technology enriched and project-based lessons. Vision 2020 teachers will share a minimum of one technology enriched and project-based lessons per week.
· Require all professional staff to attend 10 or more hours of technology professional development annually.
· Recruit teachers to plan and facilitate mini-sessions to familiarize teachers with computer software and devices already available on campus.
· Require all teachers to demonstrate proficiency in the use of the Windows programs such as Power Point, Excel and Movie Maker on PCs. Freshman teachers will demonstrate proficiency in the use of the Apple programs such as Keynote, iWork, iPhoto, iMovie. Those unable to demonstrate proficiency will be required to attend training in addition to the required 9 hours.
· Teachers will attend web-page training and create and maintain a teacher web page that is updated a minimum of once every three weeks. This web page will be used as both a means of communication and an instructional tool.
· Teachers will be provided with 3 hours of release time per semester to observe technology best-practices lessons in model teacher classrooms, or for technology-related preparation with a Technology Integration Specialist, Model Teacher or Vision 2020 Grant Manager.
Evaluation Plan
The CIC and DTC will evaluate the effectiveness of the above mentioned initiatives by comparing STaR Chart data from the 08-09 school year to data gathered in the fall of 2010 and spring 2011. The committees expect to see an improvement in all areas, especially in the areas of Educator Preparation as well as Teaching and Learning. The CIC and DTC will also compare the data gathered from the 2009 Teacher Self-Assessment of Technology Proficiency survey to the results that will be gathered in 2010. The committees expect to see improvement in all areas. The CIC will compare the results of the 2009 Student Technology Survey and other student technology proficiency data gathered. The committees expect to see improvement in all areas and all grade levels.
The CIC will look for improvement in the Texas STaR Chart, AEIS report, TAKS scores, and District Benchmark scores in 2010. While improvement cannot definitively be linked to increased technology integration, any improvement will be assumed to be a reflection of enriching the curriculum with technology and adding opportunities for student collaboration and use of technology to solve authentic problems.
The Campus Principal will evaluate lesson plans to ensure that Technology Applications TEKS are being addressed by all the classroom teachers. In addition, he will ask teachers to submit a self-report of technology enriched lessons conducted each 3-week grading period. Classroom teachers must also provide evidence of conducting a minimum of 1 research and technology based project per semester. These technology based projects must culminate in a multi-media presentation. These presentations as well as the lesson plans will be posted on the school’s network server so as to be available to be the inspiration for the ideas for others.
References
Yonker, John. Personal interview. 7 Dec. 2009.
Duffield, J., & Wahl, L. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. http://www.wested.org/cs/we/view/rs/763.
Jones, E. (2007). Strategies to put instruction ahead of technology. Principal Leadership, 7(6), 35-38.
Nixon-Smiley CISD. (2009). District Improvement Plan Nixon-Smiley Consolidated Independent School District. Nixon, Texas.
School Technology and Readiness: A teacher tool for planning and self-assessing aligned with the Long-range plan for technology. (2006). Retrieved December 1, 2009, from http://starchart.esc12.net/docs/TxTSC.pdf
Sunday, November 29, 2009
The Texas STaR Chart: What is it? and How will it effect me?
The Texas STaR Chart: A tool for technological improvement.
STaR Chart
View more presentations from jd38194.
Texas STaR Chart
According to the Texas STaR Chart, my high school rated highest in Infrastructure for Technology with an Advanced Tech rating while the other three components: Teaching and Learning, Educator Preparation and Development, and Leadership, Administration and Instructional Support received the lower rating of Developing Tech. The Infrastructure for Technology component includes students per computers, internet access and connectivity speed, other types of classroom technology, technical support, local area network and wide area network, and distance learning capacity.
The campus rating on the Texas Campus STaR Chart fluctuated from Advanced Tech to Developing Tech and back to Advanced Tech throughout the 2006-2009 school years that were reviewed. When the Advanced Tech rating was received the 2006-2007 and the 2008-2009 years, the Internet Access and Connectivity Speed and The Technical Support were the areas that received the highest scores. During the 2006-2007 year the Internet Access and Connectivity Speed scored a three and the Technical Support received the highest score of a four. In the 2008-2009 year, these components switched scores. The Infrastructure for Technology is a major concern for our administration. There is a strong focus on this portion of the STaR Chart at my high school because the infrastructure of a school is a critical element of support for all four areas of the Long Range Plan for Technology. 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 Texas Long Range for Technology Plan is aligned with the federal No Child Left Behind requirements. It is also essential for Texas to adopt standards to help districts work more effectively and efficiently while addressing the compliance with the Section 508 accessibility standards to ensure access for individuals with disabilities.
My campus has been able to do a good job of keeping the Infrastructure for Technology as current as possible as well as providing just-in-time technical assistance. However, the loss of funding from the Telecommunications Infrastructure Fund has had a significant impact on school infrastructure. Maintaining a current connectivity and keeping network equipment functioning is a struggle for many districts. Even though the school districts face challenges when creating and maintaining a solid infrastructure this was the area in which the most school districts received an Advanced Tech rating according to the Campus STaR Chart Summary for 2008-2009. Over 4,370 school districts throughout the state received this rating. A 21st Century infrastructure is crucial in providing a quality education to our students.
My district has allocated a portion of the ARRA funds to purchase more computers as well as upgrade infrastructure and internet access and connectivity speed. Our freshman class was also the recipient of the Vision 2020 one-to-one laptop immersion grant. This grant will improve our students per computer ratio which is a component that needs improvement. Other components of the Infrastructure for Technology that need improvement include the Distance Learning Capacity and Other Classroom Technology. With some planning and collaboration among administrators, teachers and technology specialist these areas can be improved in a timely manner.
The campus rating on the Texas Campus STaR Chart fluctuated from Advanced Tech to Developing Tech and back to Advanced Tech throughout the 2006-2009 school years that were reviewed. When the Advanced Tech rating was received the 2006-2007 and the 2008-2009 years, the Internet Access and Connectivity Speed and The Technical Support were the areas that received the highest scores. During the 2006-2007 year the Internet Access and Connectivity Speed scored a three and the Technical Support received the highest score of a four. In the 2008-2009 year, these components switched scores. The Infrastructure for Technology is a major concern for our administration. There is a strong focus on this portion of the STaR Chart at my high school because the infrastructure of a school is a critical element of support for all four areas of the Long Range Plan for Technology. 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 Texas Long Range for Technology Plan is aligned with the federal No Child Left Behind requirements. It is also essential for Texas to adopt standards to help districts work more effectively and efficiently while addressing the compliance with the Section 508 accessibility standards to ensure access for individuals with disabilities.
My campus has been able to do a good job of keeping the Infrastructure for Technology as current as possible as well as providing just-in-time technical assistance. However, the loss of funding from the Telecommunications Infrastructure Fund has had a significant impact on school infrastructure. Maintaining a current connectivity and keeping network equipment functioning is a struggle for many districts. Even though the school districts face challenges when creating and maintaining a solid infrastructure this was the area in which the most school districts received an Advanced Tech rating according to the Campus STaR Chart Summary for 2008-2009. Over 4,370 school districts throughout the state received this rating. A 21st Century infrastructure is crucial in providing a quality education to our students.
My district has allocated a portion of the ARRA funds to purchase more computers as well as upgrade infrastructure and internet access and connectivity speed. Our freshman class was also the recipient of the Vision 2020 one-to-one laptop immersion grant. This grant will improve our students per computer ratio which is a component that needs improvement. Other components of the Infrastructure for Technology that need improvement include the Distance Learning Capacity and Other Classroom Technology. With some planning and collaboration among administrators, teachers and technology specialist these areas can be improved in a timely manner.
Sunday, November 22, 2009
Pre-K Technology Applications TEKS
Pre-K students are required to know the basics. They must know how to start, use and exit software programs. They must know how to use devices to enter information as well as know the technical terminology. Through following basic oral and picture cues, students can operate programs successfully and enjoy listening/interacting with storybooks and information texts. Their learning experiences are also enhanced through software packages that include audio, video, and graphics. These tools increase phonological awareness and improve vocabulary.
It is necessary that our Pre-K students have the basic skills necessary to enter Kindergarten. The world is changing and our children must be ready. The vision 2020 plan breaks down a series of objectives that need to be met prior to learning the next set of objectives. If our children are behind, they will have a hard time catching up. With a technology driven society, our children need to keep ahead of the game, not struggle to keep up with it.
Students are required to acquire information throughout the TEKS. The information acquisition during kindergarten teaches students to apply keyword searches and select appropriate strategies to navigate and access information for research. During grades three through five, students continue to apply appropriate electronic search strategies in the acquisition of information. They start to use keyword and Boolean search strategies to navigate and access information on LANs and WANs. Grades six through eight continue to reinforce the previous objectives but start adding collaborative software. The high school grades are essentially the same. They continue to use LANs and WANs, Internet, and Intranet in research and resource sharing as well as construct appropriate electronic strategies in the acquisition of information.
The information acquisition is an important objective that our students must master. The continuous spiraling of these TEKS emphasizes its importance.
It is necessary that our Pre-K students have the basic skills necessary to enter Kindergarten. The world is changing and our children must be ready. The vision 2020 plan breaks down a series of objectives that need to be met prior to learning the next set of objectives. If our children are behind, they will have a hard time catching up. With a technology driven society, our children need to keep ahead of the game, not struggle to keep up with it.
Students are required to acquire information throughout the TEKS. The information acquisition during kindergarten teaches students to apply keyword searches and select appropriate strategies to navigate and access information for research. During grades three through five, students continue to apply appropriate electronic search strategies in the acquisition of information. They start to use keyword and Boolean search strategies to navigate and access information on LANs and WANs. Grades six through eight continue to reinforce the previous objectives but start adding collaborative software. The high school grades are essentially the same. They continue to use LANs and WANs, Internet, and Intranet in research and resource sharing as well as construct appropriate electronic strategies in the acquisition of information.
The information acquisition is an important objective that our students must master. The continuous spiraling of these TEKS emphasizes its importance.
Long Range Plan for Technology
I was excited to see the level of aspirations the state has for our Texas school-children as well as the driving force behind the upcoming technology requirements for students and schools. The biggest issue I see, is the lack of funding to keep up with the changing times. The part of the 2020 plan that is most exciting to me was to have a 1:1 ratio of computers to students.
It is inspiring to see the level of technology available and the eagerness to implement it in the classroom. I am currently in charge of the Vision 2020 grant that my high school received in July 2009. This grant is part of the Long Range Plan for Technology. Each of the freshman students and teachers that teach any freshman received a laptop. The laptop immersion program has opened many new opportunities to use technology in the classroom. The teachers have received professional development and will continue to receive on going training. Students are eager to participate and create their own information products using their laptops. The teachers are also catching the technology “bug” and are excited about creating technology infused lessons.
The other freshman teachers and I collaborate and share our lessons. We place our technology integrated lesson on our school server so that other teachers on campus may review and use the lessons. Some teachers are already looking and revising our lessons to meet their needs. It is definitely a step in the right direction. By implementing new technology, training, and collaboration, it helps move the teachers and students into the new global technology age. After reviewing the complete Long Range Plan for Technology, I am made aware of the great responsibility that I have been given as an instructional leader. I am responsible for guiding technology use and integration for the freshman teachers and students on my campus. It is also crucial that I provide a good example for the other teachers and students on my campus.
Technology across the globe has transformed every aspect of business, government, society, and life. Schools must prepare our students for the increasing technological demands. Teachers must receive the most up-to-date professional development so they are prepared to teach the students in a 21st century manner. Advances in technology, science and mathematics have created an intellectual race. The 21st century learning must be skilled in technology to keep up with the growing economy.
It is inspiring to see the level of technology available and the eagerness to implement it in the classroom. I am currently in charge of the Vision 2020 grant that my high school received in July 2009. This grant is part of the Long Range Plan for Technology. Each of the freshman students and teachers that teach any freshman received a laptop. The laptop immersion program has opened many new opportunities to use technology in the classroom. The teachers have received professional development and will continue to receive on going training. Students are eager to participate and create their own information products using their laptops. The teachers are also catching the technology “bug” and are excited about creating technology infused lessons.
The other freshman teachers and I collaborate and share our lessons. We place our technology integrated lesson on our school server so that other teachers on campus may review and use the lessons. Some teachers are already looking and revising our lessons to meet their needs. It is definitely a step in the right direction. By implementing new technology, training, and collaboration, it helps move the teachers and students into the new global technology age. After reviewing the complete Long Range Plan for Technology, I am made aware of the great responsibility that I have been given as an instructional leader. I am responsible for guiding technology use and integration for the freshman teachers and students on my campus. It is also crucial that I provide a good example for the other teachers and students on my campus.
Technology across the globe has transformed every aspect of business, government, society, and life. Schools must prepare our students for the increasing technological demands. Teachers must receive the most up-to-date professional development so they are prepared to teach the students in a 21st century manner. Advances in technology, science and mathematics have created an intellectual race. The 21st century learning must be skilled in technology to keep up with the growing economy.
Technology Assessment: Responses and Reflections
The first assessment, "Technology Applications Inventory", contained four domains. The four domains included foundations, acquisition, solving problems with technology tools and communications. Each domain contained a variety of questions all of which dealt with my ability to use and manipulate technology to achieve a desired outcome.
I did not score perfect or near perfect in any domain. However, the domain in which I scored the best was foundations. I would equate the foundations domain to general understanding and use of technology. There were many questions in this domain that I was unable to answer yes to unfortunately. I would like to attend training on copyright laws especially pertaining to the information found on the Internet as well as the proper way to make citations of all copyrighted material.
The domains, information acquisition and solving problems, were troublesome for me. These areas contain more in depth knowledge and skill when using technology. My scores were extremely low in these two domains. I am able to search the Internet but I am not able to determine and employ methods to evaluate electronic information for accuracy and validity. I must be able to do this so that I can teach it to my students. With the amount of information that is available via the Internet, students must be able to check it for accuracy and validity.
My lowest score of 0 was in the communication domain. I definitely need more professional development in the area of communication through technology. It would be very beneficial to be able to create interdisciplinary multimedia presentations or use telecommunication tools for publishing. If I am able to create products using this type of communication, then I will be able to teach my students to do the same.
Before taking the Technology Applications Inventory, I would have said that I am proficient with the use of technology. However, after taking this assessment, I know this is not the case. I am able to create products with the help of technology but I am now aware that I have yet to even begin to understand the depth of what technology can help me create. I agree with the scores from my assessment. My results from the inventory are a great place to start planning the professional development that I need to become a technologically advanced leader.
The second assessment, the SEDTA survey for the teacher, was also challenging and informative. There were many areas of the survey that were troublesome to me. I was made aware that there were many areas in which I am deficient when it pertains to technology.
There were many questions concerning data that should be collected for a variety of reasons such as the impact of technology on student engagement, if technology is impacting students' technology literacy or does technology impact student achievement in general. It was troublesome to me that I didn't know if my school collected that data or if I was the person responsible to be collecting the data. The data collected would be beneficial in many ways and would help to strengthen the learning that occurs throughout the campus.
The assessment also made it clear there is a lack of clear technology use expectations in the classroom throughout my high school. Some teachers integrate technology on a daily basis while others do not use it at all. Through clear expectation, teachers would know how often and what the use of technology should look like in their classrooms. My self along with my fellow teachers would greatly value professional development that addressed how to integrate technology in our classrooms while still teaching the required content.
I continue to use and teach the level of technology that I am comfortable with. For example, power point is a program that I use and ask my students to use for their presentations. However, I do not ask them to include such components as spreadsheets, charts, photo shop, media via digital cameras or video recorders. I need to increase my level of competency so that I may ask more of my students.
I would really like to know and understand the best practices with regards to technology. Professional development that addressed classroom management with technology, new technological innovations, and technology supported instruction would improve my level of teaching as well as my role as a leader.
I agree with the SEDTA assessment. There are many areas that I was previously not aware of before taking the assessment. Since taking the SEDTA, I am now able to begin my pursuit of professional development and peer communication to strengthen my weaknesses in educational technology leadership in my classroom and on my campus. Awareness is the key to broadening my understanding and use of technology.
I did not score perfect or near perfect in any domain. However, the domain in which I scored the best was foundations. I would equate the foundations domain to general understanding and use of technology. There were many questions in this domain that I was unable to answer yes to unfortunately. I would like to attend training on copyright laws especially pertaining to the information found on the Internet as well as the proper way to make citations of all copyrighted material.
The domains, information acquisition and solving problems, were troublesome for me. These areas contain more in depth knowledge and skill when using technology. My scores were extremely low in these two domains. I am able to search the Internet but I am not able to determine and employ methods to evaluate electronic information for accuracy and validity. I must be able to do this so that I can teach it to my students. With the amount of information that is available via the Internet, students must be able to check it for accuracy and validity.
My lowest score of 0 was in the communication domain. I definitely need more professional development in the area of communication through technology. It would be very beneficial to be able to create interdisciplinary multimedia presentations or use telecommunication tools for publishing. If I am able to create products using this type of communication, then I will be able to teach my students to do the same.
Before taking the Technology Applications Inventory, I would have said that I am proficient with the use of technology. However, after taking this assessment, I know this is not the case. I am able to create products with the help of technology but I am now aware that I have yet to even begin to understand the depth of what technology can help me create. I agree with the scores from my assessment. My results from the inventory are a great place to start planning the professional development that I need to become a technologically advanced leader.
The second assessment, the SEDTA survey for the teacher, was also challenging and informative. There were many areas of the survey that were troublesome to me. I was made aware that there were many areas in which I am deficient when it pertains to technology.
There were many questions concerning data that should be collected for a variety of reasons such as the impact of technology on student engagement, if technology is impacting students' technology literacy or does technology impact student achievement in general. It was troublesome to me that I didn't know if my school collected that data or if I was the person responsible to be collecting the data. The data collected would be beneficial in many ways and would help to strengthen the learning that occurs throughout the campus.
The assessment also made it clear there is a lack of clear technology use expectations in the classroom throughout my high school. Some teachers integrate technology on a daily basis while others do not use it at all. Through clear expectation, teachers would know how often and what the use of technology should look like in their classrooms. My self along with my fellow teachers would greatly value professional development that addressed how to integrate technology in our classrooms while still teaching the required content.
I continue to use and teach the level of technology that I am comfortable with. For example, power point is a program that I use and ask my students to use for their presentations. However, I do not ask them to include such components as spreadsheets, charts, photo shop, media via digital cameras or video recorders. I need to increase my level of competency so that I may ask more of my students.
I would really like to know and understand the best practices with regards to technology. Professional development that addressed classroom management with technology, new technological innovations, and technology supported instruction would improve my level of teaching as well as my role as a leader.
I agree with the SEDTA assessment. There are many areas that I was previously not aware of before taking the assessment. Since taking the SEDTA, I am now able to begin my pursuit of professional development and peer communication to strengthen my weaknesses in educational technology leadership in my classroom and on my campus. Awareness is the key to broadening my understanding and use of technology.
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