Reflection

I have been considered to be the initial contact for technology-related issues on my campus for the last couple of years. Campus staff frequently came to me for help when an issue would arise with computers in their classrooms. These issues were primarily software management problems which I was quickly able to resolve. Any problems dealing with hardware were referred to our district Technology Help Desk. That said, my journey through this course of teaching with technology has proven to be quite frustrating for me on many occasions. I began with minimal background in the use of current technology. I came to this course able to “surf” the Internet, communicate using e-mail, operate campus software programs, and successfully compose documents or spreadsheets using Microsoft Word. Unfortunately, this was basically the extent of my technology-based knowledge.

Initially, I felt this course would teach me everything that I would need to know as a future campus administrator about using technology in education today. I thought upon completion I would be able to walk into any classroom and successfully assist teachers as they incorporated technology into their curriculum. I realized early on that this would probably not be the case. It appeared that while I was busy teaching, technology innovations grew much more quickly than I was aware of and able to keep up with. More importantly, it appeared technology had changed faster than my campus was able to keep pace with.

I struggled early with having to first learn the technology that was required to complete some of the assignments. I had heard of blogging, but I had no idea what that meant. I asked my teenage daughter, who responded it was like an online diary. Creating and posting to a blog proved to be simple feats, but I still have lessons to learn about following other blogs, uploading information, and additional blog-related management tasks. I know I will need to continue learning more about blogging as it is, and will continue to be, an asset to education. It provides a means by which students can communicate with other students with whom they may share interests. They might also post blogs about what they are currently learning, and ask others for collaboration on activities or projects. Blogging can be used as a tool by which teachers share ideas and successful activities with each other. Teachers could communicate with students by posting homework, lessons, or helpful Internet links. Teachers, and the campus as a whole, might post messages to the community regarding great things that are happening in classrooms. Blogging also has the potential for allowing dangers that exist in the cyber world to secretly enter our schools. As an administrator, I feel it would be critical to provide learning sessions for students, parents, and other community members on possible threats such as online predators and bullies.

In a later assignment, I had some difficulty creating a power point presentation. I had never been asked to do one, and again had to enlist the assistance of my daughter. I felt like I was one of the students on my campus who are also learning to do this same thing. I was proud of my final product, not because it was such a fantastic presentation, but because I accomplished something new. However, along with feeling pride, I also felt some embarrassment that I was so far behind current technology usage.

This course has taught me that I still have much to learn when it comes to technology and its possibilities. I had, and still have, limited knowledge of wikis, podcasts, desktop search engines, open source software, etc. My list entitled, “I Need to Learn More About…,” continued to lengthen with each reading and video segment. I was often frustrated with the amount of information that was being disseminated because I knew I had so much further to go on each topic. This course utilized a combination of too much information in too short of a timeframe with too broad of a spectrum for me to truly understand what I felt was expected for me to know. While I was eager to learn more about using technology in education, I was left with more questions than answers on how to achieve that end result. I was also concerned that the readings, which provided much needed information, did not always appear to be fully correlated with the required assignments.

I did learn many things from this course that will be beneficial when serving as a campus administrator. I found the readings discussing success stories in implementing innovative technology activities encouraging. I wanted to learn more on the specifics of getting online collaboration communities started. I would definitely like to pursue these types of activities as a future administrator. I discovered there are controversial issues relating to ownership of intellectual property. Professional development sessions on proper use will be essential to ensure teachers are aware of current laws before implementing research projects and other activities with students. Teachers should also be informed of what rights they may or may not personally have to various works they create. The readings about online predators and cyberbullies were alarming. As a parent, I have tried to have open discussions with my children on ways to stay safe in the online environment. As an administrator, it will be critical to provide similar information to students as well as parents to ensure steps are taken to protect children while online at school and at home.

The most important lesson I learned from this course was that it is ok go ahead and try new technologies in my classroom even if I do not know or understand everything about those technologies. In this way I can assume the role of learner in the field of technology. This will allow for students to collaborate with me in this endeavor, and we can all achieve a greater understanding of the possibilities when combining technology with curriculum. Additionally, I learned I must be more vigilant in staying on top of changes in technology, and how those new technologies might be incorporated into today’s schools and beyond.

Technology Action Plan

Week 4 Assignment: Technology Action Plan

Part 1 Organizational structure

Our district’s focus on integrating technology has resulted in the creation of a district-wide Technology Planning Committee consisting of the Superintendent, Director of Curriculum, Director of Technology, Coordinator of Professional Development, Coordinator of Instructional Technology, PEIMS Coordinator, Network Support Specialist, and Service and Support Specialist. The committee’s role has been to create the District Technology Plan, 2010-2013. The committee will now need to monitor and evaluate the progress toward the goals listed in the plan.

The district’s technology support to campuses is divided among five groups, directly supervised by the Director of Technology. The Network Support is responsible for maintaining the infrastructure for all campuses, and includes a Network Engineer, Communications Engineer, and Network Technician. The Service and Support section maintains campus computers and related technology for 32 campuses. This section includes six Field Service Technicians, two Help Desk Technicians, and a supervisor. The Business Support Services consists of eight personnel who are responsible for PEIMS, internal information systems, and other database reporting systems. The Coordinator for Instructional Technology is the support person for integration of technology into the classrooms. The Coordinator for Instructional Technology works with the Coordinator of Professional Development to plan, implement, and evaluate professional development in the area of technology integration for teachers, administrators, and paraprofessionals.

On a campus level, the administrator is responsible for ensuring teachers have the necessary equipment and resources available to adequately integrate technology into the classroom environment. The administrator is also responsible for using technology on a daily basis to serve as a role model to staff and students. Finally, the administrator must ensure appropriate professional development is offered to staff that is specific to the technology needs of their campus.

Teachers are responsible for integrating technology into the curriculum for the benefit of all of his/her students. They must also be willing to continue to learn how to use technology as it continually changes to best prepare students for the world they will be entering following their school career.



Part 2 Professional Development Plan

Educator Preparation was shown to be the weakest area in our STaR Chart data. Another area of weakness for our campus discussed in my technology report was integration of technology into the classrooms. Specifically, addressing the TA TEKS was noted as an area of focus for additional professional development. When asked how focus on these needs in a professional development session, my administrator stated she would like our students to become users of Gaggle.net so that they may learn technology related objectives while better communicating with teachers, other students, and parents. Teachers have not previously been trained on using this with students, so a plan was created to introduce this website to them. This session will be hands on using computers and begin with an introduction of the website. Teacher accounts will have been previously created so they are ready to use the website as the presenter leads them through creating student accounts, managing preferences, and other website features. Following introduction of Gaggle.net, teachers will be lead through information resources such as Encyclopedia Britannica, Encyclopedia.com, and other online research information websites that students can access when doing research projects. The ultimate goal would be for students to conduct research projects that include collaborating with other students via Gaggle.net, and then post them online using the blog feature of this website. This would address weaknesses noted in our campus AEIS data for 4th and 7th grade writing. A follow-up session will be planned to provide professional development on the use of recently purchased Flip cameras. They are currently being used by new staff to video lessons given by other teachers on campus. The new staff then meet monthly to discuss the teaching techniques observed. We are planning to use these cameras with students to address TA TEKS, along with improving science scores for 5th and 8th grade students due to weaknesses in these areas in AEIS data. The first project planned will be for students to film science safety lessons and again post them in blog form on Gaggle.net.



Part 3 Evaluation Plan

Evaluation of these sessions will be through several sources on the campus level. Annual review of AEIS data will determine progress in noted areas such as writing and science. Review of STaR Chart data teacher progress in learning new technology and integrating that technology into the curriculum. STaR Chart data will also show progress toward students achieving the TA TEKS. Annual review of the Campus Improvement Plan will provide information on progress toward objectives regarding writing, science, and integrating technology in the classroom. Additionally, teachers will be asked to reflect on these sessions regarding new lessons learned and how to implement them in the classroom. Teachers will be asked to incorporate technology based activities which will be described in their lesson plans. Lesson plans will be reviewed weekly by grade level chairs and administration. Information regarding the use of technology will also be collected through data walks and shared with staff on a monthly basis.

On a district level, periodic review of the Technology Plan will show progress in infrastructure, professional development in the area of technology, and advancements in integrating technology throughout the curriculum.

The Texas S Ta R Chart

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The Texas S Ta R Chart

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Texas Campus STaR Chart

The Texas STaR Chart, comprised of the Teacher STaR Chart and the Campus STaR Chart, is a measurement tool that was developed to assess progress toward the Texas Long-Range Plan for Technology, 2006-2020, which addresses skills both students and teachers must achieve in order to be prepared to work in the 21st Century. The Teacher STaR Chart is a self-assessment survey whereby teachers rate their proficiency and school achievement in four identified domains. The Campus STaR Chart is a summary of each campus' progress toward the Long-Range Plan.

Educator Preparation is the weakest domain statewide for the 2007-08 school year. The Chart identifies four levels of progress - Early Tech, Developing Tech, Advanced Tech, and Target Tech. In the report, only 0.6% of campuses responded they were at Target Tech. Additionally, 5.4% of campuses reported being at the Early Tech,74.2% at Developing Tech, and 19.9% at Advanced Tech. These results showed a slight decrease from data reported in the 2006-07 school year in Target Tech and Early Tech, and a slight increase in the other two areas. One interesting point was while the total number of campuses increased over the two years, the number of responses actually decreased.

Educator Preparation is also an area of weakness when looking at my campus results. The rating remained as Developing Tech for the 08-09, 07-08, and 06-07 school years. However, the total points for this area dropped to 11 for the 08-09 school year.

It would seem that since this is a critical area for teaching toward the 21st Century, more emphasis must be placed on this area in teacher preparation programs for new teachers, as well as in embedded professional development opportunities for established teachers. Technology is not going away, in fact it only continues to evolve and improve. Educators must be ready to engage students in learning that not only incorporates technology, but embraces it every day, everywhere, and in every scope imaginable.

Pre-K Technology Applications TEKS/Spiral Curriculum

Students in prekindergarten classrooms are expected to use software and other technology resources to enhance their learning experiences. They are expected to use a variety of input devices such as mouse, keyboard, touch screen, and disk drive. They use technology to write and express ideas. They also are expected to understand that information is accessible through technology resources.

These TEKS tie directly to TEKS expected later in other grades. For example, using input devices is a requirement in the K-2 Technology TEKS Foundations strand. Using technology to write and express ideas will later be seen in the K-2 Communications strand as formatting information for effective communication. Finally, understanding that information is accessible through technology will be evident in the Information Acquisitions strand when students are expected to research information using a variety of sources.

In a spiral curriculum, students are exposed to many facets of subjects areas at an early age. These ideas are then built upon and refined each year as a child goes through school. Later learning thus builds upon previous learning. This gives students many exposures and opportunities to master their learning.

The Texas Technology Application TEKS are devised in a spiral manner. Each strand is grown and developed year by year. For example, under the Communication strand, in grades K-2 students are expected to evaluate their product for relevance to the assignment. This same expectation is again seen in grades 3-5 and grades 6-8. At the high school level, Technology Applications TEKS are specific to courses. However, they still are part of the spiral curriculum. Relevant to the previously mentioned expectation, students in Computer Science I/II, Desktop Publishing, Digital Graphics/Animation, Multimedia, Video Technology, Web Mastering, and Independent Study in Technology Applications are expected to seek and respond to advice from peers and professionals when evaluating a product.

Analysis of the Texas Long-Range Plan for Technology

I reviewed and summarized nine components of the Texas Long-Range Plan for Technology, 2006-2020. The components included:

1. Vision 2020 - addressed the areas of implementation included in the plan and the timeframe expected for completion.
2. Defining the Need for Change - reviewed the rationale for implementation of the plan.
3. Introducing the 21st Century Learner - described the background of students today and identified skills they will need to master to be successful in the professional world.
4. Teacher Voices - reported results of teacher surveys relating to technology use and proficiency.
5. Teaching and Learning - described student expectations in the use of technology as well as technological resources and instruction that will be needed to meet those expectations.
6. Educator Preparation and Development - described teacher expectations in the use of technology and identified professional development required to meet those expectations.
7. Leadership, Administration, and Instructional Support - identified the role of the instructional leader in assisting teachers and students with increased proficiency and implementation of current technology.
8. Infrastructure for Technology - identified the needed technological resources for appropriate implementation of the Long-Range Plan.
9. Study of Needs - described the methods used for gathering of information and identification of recommendations for the Long-Range Plan.

The components of the Texas Long-Range Plan for Technology provide the framework and timelines necessary to prepare students with the technology and real-world skills they will need in order to compete in the ever changing world we live in. This plan serves as a guide to instructional agencies and individual instructional leaders in providing instruction and resources for students to achieve those skills. The campus leader serves as a model for technology use and allocated needed resources to teachers and students. In this role, the leader is a critical component of implementation of the Long-Range Plan.

Technology Assessments

I recently completed two technology self-assessments to assist me in determining my current level of proficiency in using technology. The Technology Applications Inventory, published by the Texas Education Agency, focused on four goal areas: Foundations, Information Acquisition, Solving Problems, and Communication. The SETDA Teacher Survey addressed areas such as using technology to improve student achievement, availability and use of technology both at home and school, and increasing student and teacher technology literacy.

My results on the Technology Applications Inventory showed strength in only the Foundations area, with yes responses to 12 out of 18 questions. I responded equally yes and no to questions in the Solving Problems category. Finally, I responded with more no answers in the Information Acquisition and Communication categories. These responses appear accurate in my comfort level of using current technology in education. I possess a basic understanding of different productivity tools, can distinguish between file formats, and can use most basic application programs. I have little experience creating various types of file formats, multimedia projects, or graphics files. I also am a novice at using technology to enhance classroom instruction.

My results on the SETDA Teacher Survey indicated strengths in using the internet to access information. My weaknesses included using data and technology to impact student achievement and engagement, incorporating technology when designing lessons, and facilitating students' ability to create products using technology. The survey also identified implementing strategies to improve student technology literacy as a campus-wide area of weakness.

Using these assessments as a guide, I see personal growth is needed to more fully incorporate technology in the classroom. Professional development in using technology as an instructional tool would benefit me as I assist students in preparing for a future in today's rapidly changin world.