STaR Chart
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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.
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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