Edld 5352 Course Reflection
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Thursday, December 17, 2009
Sunday, December 13, 2009
Technology Action Plan
Kemp ISD Action Plan
Technology Action Plan
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Sunday, November 29, 2009
Kemp Primary STaR Chart Presentation
Kemp Primary moving towards Advanced Tech.
S Ta R Chart Presentation
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Saturday, November 28, 2009
Texas Long Range Plan for Technology, 2006-2020
The area of Teaching and Learning encompasses the following focus areas: Patterns of Classroom Use, Frequency/Design of Instructional Setting Using Digital Content, Content Area Connections, Technology Applications (TA) TEKS Implementation (TAC Chapter 126), Student Mastery of Technology Applications (TA) TEKS, and Online Learning.
According to the Texas STaR Chart Campus Chart, "Our challenge in teaching and learning is to move from the traditional teacher-led learning model to a student-centered collaborative model in order to empower our young citizens to succeed in a global and digital world of information" (p.4).
Unfortunately, our Primary campus posted Incomplete campus information for 2006-2007 and 2007-2008. However, after reviewing the High School statistics, I found it interesting that their scores were consistent for 2006-07 and 2007-08 and then dropped for 2008-09 in all areas respectively. I would have thought that as teachers and technology became more prevalant, the scores would have naturally increased.
I then compared the data from the Campus Statewide Summary by Key Area for 2006-07 & 2007-08. The number of campuses decreased significantly in the Early Tech and Developing Tech stages in all four Key Areas. In addition, my findings concluded the area containing the most growth in all four Key Areas was Advanced Tech with each area increasing a minimum of 3% and a maximum of 6.5%. The Target Tech area also increased but with minimal gains of 0.2% in most Key Areas.
My recommendations for improvements in this area would include on-going professional development training for teachers which will promote effective technology integration into everyday instruction. I would also encourage teachers to make learning relevant to student's lives thus forming the connection to life-long learning.
According to the Texas STaR Chart Campus Chart, "Our challenge in teaching and learning is to move from the traditional teacher-led learning model to a student-centered collaborative model in order to empower our young citizens to succeed in a global and digital world of information" (p.4).
Unfortunately, our Primary campus posted Incomplete campus information for 2006-2007 and 2007-2008. However, after reviewing the High School statistics, I found it interesting that their scores were consistent for 2006-07 and 2007-08 and then dropped for 2008-09 in all areas respectively. I would have thought that as teachers and technology became more prevalant, the scores would have naturally increased.
I then compared the data from the Campus Statewide Summary by Key Area for 2006-07 & 2007-08. The number of campuses decreased significantly in the Early Tech and Developing Tech stages in all four Key Areas. In addition, my findings concluded the area containing the most growth in all four Key Areas was Advanced Tech with each area increasing a minimum of 3% and a maximum of 6.5%. The Target Tech area also increased but with minimal gains of 0.2% in most Key Areas.
My recommendations for improvements in this area would include on-going professional development training for teachers which will promote effective technology integration into everyday instruction. I would also encourage teachers to make learning relevant to student's lives thus forming the connection to life-long learning.
Wednesday, November 25, 2009
Pre-K Technology Applications TEKS
Pre-K TEKS lay the foundation for student performance in future grades by developing techniques for handling and controlling various devices, becoming increasingly confident and independent users of age-appropriate technologies. At the end of Pre-K, a student should be able to open and navigate through software programs by utilizing a mouse, keyboard, voice/sound recorder, touch screen, and CD-ROM.
A spiraling or scaffolding curriculum is when the teacher presents tasks which allow the learner to build on prior knowledge and internalize new ideas. The teacher must provide assisted activities which are only one level ahead of what the learner can do in order to aid the learner through the zone of proximal development.
The following is a series of TEKS in which students have multiple opportunities to master knowledge/skills:
X.A.1 The child follows basic oral or visual cues for operating programs successfully.
K-2 1A The student starts and exits programs as well as create, name, and save files.
3-5 1A The student saves and delets files, uses menu options and commands, and work with more than one software application; delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity.
6-8 1A The student demonstrates the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency.
High School The student discusses current programming languages, discuss the use of the languages in other fields of study, and demonstrate knowledge of specific programming terminology and concepts.
A spiraling or scaffolding curriculum is when the teacher presents tasks which allow the learner to build on prior knowledge and internalize new ideas. The teacher must provide assisted activities which are only one level ahead of what the learner can do in order to aid the learner through the zone of proximal development.
The following is a series of TEKS in which students have multiple opportunities to master knowledge/skills:
X.A.1 The child follows basic oral or visual cues for operating programs successfully.
K-2 1A The student starts and exits programs as well as create, name, and save files.
3-5 1A The student saves and delets files, uses menu options and commands, and work with more than one software application; delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity.
6-8 1A The student demonstrates the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency.
High School The student discusses current programming languages, discuss the use of the languages in other fields of study, and demonstrate knowledge of specific programming terminology and concepts.
Long-Range Plan analysis
I acquired a tremendous amount of information concerning the vision, need for change, who is the 21st Century learner, recommendations, and needs for immediate change after reading Vision 202 a Long-Range Plan for Technology, 2006-2020.
I agree technology today is an integral part of our daily lives and we, as educators, need to make sure our students have the necessary tools in order to function productively and meet today's challenges. The execution of the plan in three phases appears reasonable. However, next year will be 2010 and phase 1 of the plan theoretically should be in place. As far as our campus is concerned, I do not see where any of this phase has been established and I question how many other campuses find themselves in the same situation. It is also evident to me that all pieces of the plan must work collaboratively together in order for success to take place. Learners, educators, leaders, and infrastructure must work in tandem in order for students to gain the skills they need to learn and work in the 21st Century.
I also found interesting the extensive recommendations to the Texas Education Agency, State Board for Educator Certification, Regional Education Service Centers, Local Education Agencies, Texas Higher Education, and Parents, Communities, and Private Sector addressing learners, educators, leaders, and infrastructure areas.
As an instructional leader, I would focus on the Summary of Findings to guide technology use and integration at my campus since these have been identified as immediate issues which need to be addressed. I would also focus my efforts on the educators because unprepared educators will not be able to implement the plan effectively.
I agree technology today is an integral part of our daily lives and we, as educators, need to make sure our students have the necessary tools in order to function productively and meet today's challenges. The execution of the plan in three phases appears reasonable. However, next year will be 2010 and phase 1 of the plan theoretically should be in place. As far as our campus is concerned, I do not see where any of this phase has been established and I question how many other campuses find themselves in the same situation. It is also evident to me that all pieces of the plan must work collaboratively together in order for success to take place. Learners, educators, leaders, and infrastructure must work in tandem in order for students to gain the skills they need to learn and work in the 21st Century.
I also found interesting the extensive recommendations to the Texas Education Agency, State Board for Educator Certification, Regional Education Service Centers, Local Education Agencies, Texas Higher Education, and Parents, Communities, and Private Sector addressing learners, educators, leaders, and infrastructure areas.
As an instructional leader, I would focus on the Summary of Findings to guide technology use and integration at my campus since these have been identified as immediate issues which need to be addressed. I would also focus my efforts on the educators because unprepared educators will not be able to implement the plan effectively.
Response and Reflections of Technology Assessments
Upon completing the Technology Applications Inventory and the SETDA assessment for The Teacher, I reaffirmed what I already believed to be true; I possess numerous weaknesses as an educational technology leader.
The results of the SETDA Teacher survey concluded as a third grade teacher, I have not incorporated technology into my instructional program. Our school does not provide the opportunity for technology to be utilized to its full potential. In addition, teachers, such as myself, have not received any support, training, or incentives to integrate technology advancements.
The Technology Applications Inventory was divided into four domains which included Foundations, Information Acquisition, Solving Problems, and Communication. I scored second highest in the Foundations domain, I answered "Yes" to 11 out of 18 total questions. The Foundations domain identified I possess basic understanding of computer hardware and software along with the ability to use these applications successfully. My strength is located in the Information Acquisition domain, I answered "Yes" to 6 out of 10 total questions. This domain assesses my ability to locate information on the Internet and an intranet. These two domains proved to be my strongest of the four.
The last two domains established my weakest areas. In the Solving Problems domain, I answered "Yes" to 6 out of 18 total questions. This domain pertains to utilizing a variety of programs proficiently and incorporating them into the curriculum areas. I am familiar with using Microsoft Word. I can also enter information into an Excel spreadsheet. Unfortunately, these are my limitations as I have not had the opportunity for sufficient exposure to additional programs. Finally, my weakest domain is the Communications domain, where I answered "Yes" to 3 out of 12 total questions. I discovered as a third grade teacher within a school district with limited technology, we do not communicate in a technologically advanced manner.
I require more knowledge and skills in many areas to help guide me as a future technology professional. As a principal, I understand the necessity to be able to communicate using a variety of methods. Throughout this class and future studies, I expect to broaden my horizons and gain the knowledge necessary to become a proficient technology professional.
The results of these assessments were true and accurate in my situation. They provided me with tremendous insight as to the areas I should prioritze my attention.
The results of the SETDA Teacher survey concluded as a third grade teacher, I have not incorporated technology into my instructional program. Our school does not provide the opportunity for technology to be utilized to its full potential. In addition, teachers, such as myself, have not received any support, training, or incentives to integrate technology advancements.
The Technology Applications Inventory was divided into four domains which included Foundations, Information Acquisition, Solving Problems, and Communication. I scored second highest in the Foundations domain, I answered "Yes" to 11 out of 18 total questions. The Foundations domain identified I possess basic understanding of computer hardware and software along with the ability to use these applications successfully. My strength is located in the Information Acquisition domain, I answered "Yes" to 6 out of 10 total questions. This domain assesses my ability to locate information on the Internet and an intranet. These two domains proved to be my strongest of the four.
The last two domains established my weakest areas. In the Solving Problems domain, I answered "Yes" to 6 out of 18 total questions. This domain pertains to utilizing a variety of programs proficiently and incorporating them into the curriculum areas. I am familiar with using Microsoft Word. I can also enter information into an Excel spreadsheet. Unfortunately, these are my limitations as I have not had the opportunity for sufficient exposure to additional programs. Finally, my weakest domain is the Communications domain, where I answered "Yes" to 3 out of 12 total questions. I discovered as a third grade teacher within a school district with limited technology, we do not communicate in a technologically advanced manner.
I require more knowledge and skills in many areas to help guide me as a future technology professional. As a principal, I understand the necessity to be able to communicate using a variety of methods. Throughout this class and future studies, I expect to broaden my horizons and gain the knowledge necessary to become a proficient technology professional.
The results of these assessments were true and accurate in my situation. They provided me with tremendous insight as to the areas I should prioritze my attention.
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