Marion
Assignment 5
This course has been eye opening. I have learned things about technology that I did not know as well as received a new perspective on the advantages and uses of technology in the classroom. Going into this course I was not sure what to expect. My outcomes were basic, to find a new way to use technology in my classroom. The outcomes that I have were more widespread than they originated. I found not one new use for technology but many. I learned things about copyright laws that I did not know, as well as innovative ways to teach students using technology.
These skills are not only beneficial for when I become a principal but are also things that I can use every day in my classroom. It is imperative to be able to intrigue students and really reach them on their level. Technology is one way to do this. Finding new innovative ways to reach students is important but through this course I have also been inspired to use technology to find new ways to communicate with my parents. I liked that we created a blog for posting assignments. Prior to this class I had created and used a blog weekly in my personal life. I used to keep family in other states updated on our family and my kids. I had not really given any thought to using one at school. I do currently post weekly newsletters for my parents on our school website but will now also consider using a blog.
Each week in this course we were required to read several articles. One of the things that I wish we could have read about was how other school fund their technology. I am currently teaching in a district that is behind in technology equipment. Our current principal is brand new. She would love to help us update and is taking measures to help purchase equipment but it is slow moving and not everyone in the district is on board. I would have liked to learn how other districts adjusted their budgets to provide for their schools. One of the skills that I learned was about the importance of the STaR chart. Every year I fill out the STaR chart as a classroom teacher and was unaware of the significance of my answers. Through this course I have learned not only of its importance but how to read the results. I also gained a significant amount of insight on the Long-Range Technology plan.
This course was very time consuming for me. The work load seemed large and was overwhelming at times. I am glad that I was able to finish this course and complete all of my assignments. I have never considered myself technology savvy. Although I am committed to providing the best learning environment for my students, therefore I am also committed to being a lifelong learner. Sometimes this means reaching outside my comfort zone to learn new things that will benefit my students. I also believe that my excitement for technology and its benefits and uses has grown. I love the feeling that you get when you have learned something new and you cannot wait to get back to your classroom and share it with your students. This class has provided me with this feeling about several technology uses. I know that the excitement will continue to spread as I am a Principal passing on what I have learned and the excitement that I have onto my staff.
The 21st Century learner knows more about technology than I do. I know that it is important to not only teach but to be a learner myself. Today’s students have much to learn but also much to teach. I can see the importance that blogs would have on older students (I teach Kindergarten) and there is a universal benefit for parents as well as staff in all districts. My concerns for blogging with parents are their ability to make comments. Where I always welcome parent concerns I feel that these are better addressed and handle in a conference setting. It does concern me that parents could take advantage of a free forum to make comments as they wish.
On the other hand I can see many benefits for the use of blogging with faculty and other school stakeholders. What a great place for professionals to be able to post ideas that others can use to benefit their students. I can see how this could enrich the learning that can be done.
Friday, December 18, 2009
Monday, December 14, 2009
Action Plan and flow chart Week 4 assingment
Marion
Technology Action Plan
Based on information provided by interviews and the Campus Improvement Plan, the following are important guidelines to implement a technology plan.
• Implement a technology committee that includes one member from each grade level as well as the Principal and campus Technologist.
• Include technology standards in the Campus Improvement Plan.
• Create and implement a school vision with technology standards reflecting Long Range Plan for Technology.
• Allocate money for updated technolgoy to be purchased for our campus.
• Administration will attend technology staff development sessions with teachers in order to understand updated technology equipment.
• Curriculum integration with technology standards must be a priority goal of SBDM.
Evaluation of technology standards will be monitored:
• Complete effective walk through
• Effective monitoring and examining of teachers lesson plans
• Administration will monitor and review STaR chart results with campus teachers as soon as they become available.
• Goal(s) for school need to be implemented in the Site Based Decision Making Committee and Campus Improvement Plan.
• Target Tech goal is reached within the next five years.
• Require reflections from teachers and students concerning learned and implemented technology.
• Ongoing informal interviews with teachers are conducted by the campus technology support staff.
Principal’s Role:
To effectively incorporate the campus technology action plan, the principal will create innovative funding opportunities for technology improvement. She will work closely with the Campus Technology Specialist find effective learning software and acquire equipment that is utilized in the most efficient way. She will also work closely with the teachers to ensure the TEKS embedded in classroom teaching and The principal will regularly evaluate teachers’ technology proficiencies and effectiveness of their instruction. To ensure the campus and district technology plan is implemented and improved upon in the Campus Improvement Plan, she will work closely with the SBDC.
Organizational Flo-chart
Terry Caudwell- Director of Technology - Direct the development and implementation of district-wide instructional technology programs. Implement professional development of the educators and paraprofessionals of the Carthage Independent School District. Develop and enable the support and service relationships which enhance the delivery of instructional technology into the campus settings.
Cheryl Williams- Carthage Primay’s ITS: Implement, monitor and evaluate media resources for instructional purposes. Communicate with Terry about technology needs
Kiley Shaumaucher- Principal at Primary. Insure Campus funding, professional development, data collection, curriculum integration, and the evaluation of teacher technology proficiencies and effectiveness of instruction. Ensure the campus and district technology plan is implemented and improved upon in the Campus Improvement Plan.
Leslie Brightwell- Curriculum Instructional Specilist, Ensure that technology use with curriculum integration addresses TEKS
Classroom Teachers: Implement technology into lesson plans and utilize classroom equipment to its fullest capacity while addressing TEKS. Teach technology TEKS while facilitating learning and enabling the students to be flexible and explorative in learning
Technology Action Plan
Based on information provided by interviews and the Campus Improvement Plan, the following are important guidelines to implement a technology plan.
• Implement a technology committee that includes one member from each grade level as well as the Principal and campus Technologist.
• Include technology standards in the Campus Improvement Plan.
• Create and implement a school vision with technology standards reflecting Long Range Plan for Technology.
• Allocate money for updated technolgoy to be purchased for our campus.
• Administration will attend technology staff development sessions with teachers in order to understand updated technology equipment.
• Curriculum integration with technology standards must be a priority goal of SBDM.
Evaluation of technology standards will be monitored:
• Complete effective walk through
• Effective monitoring and examining of teachers lesson plans
• Administration will monitor and review STaR chart results with campus teachers as soon as they become available.
• Goal(s) for school need to be implemented in the Site Based Decision Making Committee and Campus Improvement Plan.
• Target Tech goal is reached within the next five years.
• Require reflections from teachers and students concerning learned and implemented technology.
• Ongoing informal interviews with teachers are conducted by the campus technology support staff.
Principal’s Role:
To effectively incorporate the campus technology action plan, the principal will create innovative funding opportunities for technology improvement. She will work closely with the Campus Technology Specialist find effective learning software and acquire equipment that is utilized in the most efficient way. She will also work closely with the teachers to ensure the TEKS embedded in classroom teaching and The principal will regularly evaluate teachers’ technology proficiencies and effectiveness of their instruction. To ensure the campus and district technology plan is implemented and improved upon in the Campus Improvement Plan, she will work closely with the SBDC.
Organizational Flo-chart
Terry Caudwell- Director of Technology - Direct the development and implementation of district-wide instructional technology programs. Implement professional development of the educators and paraprofessionals of the Carthage Independent School District. Develop and enable the support and service relationships which enhance the delivery of instructional technology into the campus settings.
Cheryl Williams- Carthage Primay’s ITS: Implement, monitor and evaluate media resources for instructional purposes. Communicate with Terry about technology needs
Kiley Shaumaucher- Principal at Primary. Insure Campus funding, professional development, data collection, curriculum integration, and the evaluation of teacher technology proficiencies and effectiveness of instruction. Ensure the campus and district technology plan is implemented and improved upon in the Campus Improvement Plan.
Leslie Brightwell- Curriculum Instructional Specilist, Ensure that technology use with curriculum integration addresses TEKS
Classroom Teachers: Implement technology into lesson plans and utilize classroom equipment to its fullest capacity while addressing TEKS. Teach technology TEKS while facilitating learning and enabling the students to be flexible and explorative in learning
Saturday, November 28, 2009
Texas STaR Chart- Teaching and Learning
The area of Teaching and Learning according to the Texas STaR Chart has 6 componets. They are:
Patterns of use: According to the STaR Chart this means that on our campus teachers primary use technology to direct discussion. I would disagree due to the fact that out of the 30 teachers on our campus on 3 of them Elmo's and projectors to use to direct any discussion so that all students could see and participate in them. Since we are a Primary campus (Pre-K though First Grade) Our students are at a stage when they would need to see to benifit.
Freqency and Design: The findings also state that most teachers have regular weekly access to the use of technology. I would agree with this. We do have a computer lab and every class is scheduled to attend each week.
Content area Connection: Most teachers use technology to support content objectives. I would disagree with this finding again not only do we not have access to most forms of technology but we have had no training to incoporate technology in the classroom. What is being used is self learned.
Technology applications: Teachers are aware of the TEKS and appropriate use them in their content area. I would agree that the teachers are aware of our Technology TEKS and address them adequetly.
Student Mastery of Technology: Within each grade level TEKS are mastered by 26-50% of students. I would agree that this is taking place within our campus.
Online learning: Most teachers customize several web-based lessons which include TEK based content. I would disagree a few teachers meet this criteria.
As I compared our local STaR Chart Scores to the State wide scores It seems that over the past four years the majority of schools have scored Developing Tech in this area. I feel that this is probably due to funding. While purchasing the neccessary equipment: computers, ELMOS, Smartboards etc is expensive upfront it can and will be benificially in the long run. Technology once initual purchased and training provided is a way provide more for our students and staff at a lower expense overall.
- patterns of classroom use
- frequency/design of instructional setting using digital content
- content area connections
- technology applications
- student mastery of technology and
- online learning
Patterns of use: According to the STaR Chart this means that on our campus teachers primary use technology to direct discussion. I would disagree due to the fact that out of the 30 teachers on our campus on 3 of them Elmo's and projectors to use to direct any discussion so that all students could see and participate in them. Since we are a Primary campus (Pre-K though First Grade) Our students are at a stage when they would need to see to benifit.
Freqency and Design: The findings also state that most teachers have regular weekly access to the use of technology. I would agree with this. We do have a computer lab and every class is scheduled to attend each week.
Content area Connection: Most teachers use technology to support content objectives. I would disagree with this finding again not only do we not have access to most forms of technology but we have had no training to incoporate technology in the classroom. What is being used is self learned.
Technology applications: Teachers are aware of the TEKS and appropriate use them in their content area. I would agree that the teachers are aware of our Technology TEKS and address them adequetly.
Student Mastery of Technology: Within each grade level TEKS are mastered by 26-50% of students. I would agree that this is taking place within our campus.
Online learning: Most teachers customize several web-based lessons which include TEK based content. I would disagree a few teachers meet this criteria.
As I compared our local STaR Chart Scores to the State wide scores It seems that over the past four years the majority of schools have scored Developing Tech in this area. I feel that this is probably due to funding. While purchasing the neccessary equipment: computers, ELMOS, Smartboards etc is expensive upfront it can and will be benificially in the long run. Technology once initual purchased and training provided is a way provide more for our students and staff at a lower expense overall.
Thursday, November 26, 2009
Pre-K Technology Applications TEKS
Pre-K students have much to gain from the use of technology. By using age appropriate software they are able to enhance their learning envioronment. If they software is age appropriate than it will enrich the child's learning.
Pre-K students are expected to learn the basic functions of a computer.
The child:
Pre-K students are expected to learn the basic functions of a computer.
The child:
- starts, uses, and exits software program
- uses a variety of input devices, such as mouse, keyboard, voice/sound recorder, or touch screen
- begins to use technical terminology, such as “mouse,” “keyboard,” “printer,” and “CD-ROM”
- follows basic oral or pictorial cues for operating programs successfully
- enjoys listening to and interacting with storybooks and information texts (e.g., multimedia encyclopedia) in electronic forms
- uses a variety of software packages with audio, video, and graphics to enhance learning experiences (e.g., improving vocabulary, increasing phonological awareness).
Analysis of the Long-Range Plan
I am excited at all the technology goals the State of Texas has for us. While they are lengthy and in depth I am proud that our State is raising the standards to meet the needs of the 21st century student. So many things go into the Long-Range Plan. I really like that we are thinking about students individual needs and not looking at them as a one plan fits all. The 21st centrury learner needs their content to be individualized. They are already technology savvy. The realilty is that they will be using technology that is not only digital but has not yet been invented.
Technology is powerful and can impact students learning. However, without proper teacher preparation the goal will be lost. Teachers must learn to use and incorporate technology in their classrooms. Professional development in this area is a must. If you only give them the equipement but do not train them on not only how to use it but the importance and student benifits all will be lost. I believe that the majority of teachers want what is best for their students. If they know that technology is a powerful tool that can boost student performance, help them to be more engaged, and provide them with more opportunities such as dual credit and advanced placement, they will be willing to learn and use this technology.
My new learning of this long-range plan has set the foundation for how I, as an instructional leader ,will guide the use of technology on my campus. I feel that leaders must set the standards for what they expect from others. Leaders must do exactly that “lead” others to see the possibilities that come with technology. They must be using technology themselves with the faculty as well as for student data.
It is also important that Administration fund and provide the use of technology in schools to give our students the best chance to respond to the educational challenges set before them.
Technology is powerful and can impact students learning. However, without proper teacher preparation the goal will be lost. Teachers must learn to use and incorporate technology in their classrooms. Professional development in this area is a must. If you only give them the equipement but do not train them on not only how to use it but the importance and student benifits all will be lost. I believe that the majority of teachers want what is best for their students. If they know that technology is a powerful tool that can boost student performance, help them to be more engaged, and provide them with more opportunities such as dual credit and advanced placement, they will be willing to learn and use this technology.
My new learning of this long-range plan has set the foundation for how I, as an instructional leader ,will guide the use of technology on my campus. I feel that leaders must set the standards for what they expect from others. Leaders must do exactly that “lead” others to see the possibilities that come with technology. They must be using technology themselves with the faculty as well as for student data.
It is also important that Administration fund and provide the use of technology in schools to give our students the best chance to respond to the educational challenges set before them.
Technology assesments week 1
Technology is an area that I feel weak in. The Technology Appliction Inventory is broken down into 4 differeint domains. The first domain is Foundations. There were 18 questions in this domain and I only answered yes to 6 of them. My strengths in this domain are:
The Second Domain is Information Acquisition. Their were 10 questions in this categorey and I answered yes to 3.
The Third domain is Solving Problems with Technolgoy Tools. There are 18 questions in this domain and I answered yes to 10 of them. In this category I had a majority of strengths. The areas that I need to improve in consist mostly in
I agree with the assesments. They confirmed what I already knew about my technolgoy skills and helped remind me their are many ways I need to improve.
- that I am able to perform basic software application functions,
- I am proficient in the use of a variety of imput devices
- I can keyboard proficiently
- I use the correct digitial keyboarding standards
- I know that all work is copyrighted
- And I am aware of the copyright Law of 1976
The Second Domain is Information Acquisition. Their were 10 questions in this categorey and I answered yes to 3.
- I can identify and use text files
- I can identifiy and use image, audio, and video files
- I can access and use online help and other documentation
The Third domain is Solving Problems with Technolgoy Tools. There are 18 questions in this domain and I answered yes to 10 of them. In this category I had a majority of strengths. The areas that I need to improve in consist mostly in
- spreadsheets
- graphic tools
- charts
- virtual environments
- Technical writing
- electronic communities
- Track trends and
- Comparison of data
- Spreadsheets
- telecommunication tools
- tracking trends
- employ technolgy specification to evaluate projects etc.
I agree with the assesments. They confirmed what I already knew about my technolgoy skills and helped remind me their are many ways I need to improve.
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