My expectations for this course ended up being a bit different than its outcomes. With the name Instructional Leadership, I expected the content to address being a leader in instruction on a campus. Instead, the course focused on technology use and some technology instruction. I think some of the things we covered were very important for leaders to learn, such as the specifics of the Texas Long-Range Plan for Technology and the Technology Applications TEKS. I also found the Week 3 work about digital natives and digital immigrants to be especially important and valuable. It’s necessary for a leader to be able to motive his/her teachers and get them to the next level as far as technology goes.
Another outcome that I found to be valuable was learning about the principal’s role on a campus as far as technology goes. Rather than a leader, the principal is a mediator, helping forge a workable relationship between the teachers and the technologists. The principal also models for the teachers what a technology user looks like by using the technology and staying current on research and trends.
I found most of the information relevant to my current position as a teacher. As a teacher, I would like to learn more about project-based instruction and technology integration. I also would like to know more about legal protections for children’s Internet use. Either I totally breezed through that lesson or it wasn’t included in this course. I don’t remember learning about that. It sounds important.
I was successful in carrying out the course assignments. The discussion board activities were cumbersome, especially when we had eight or more articles to read and post about, and then an additional 16 more to comment on. That seemed to be busy work that didn’t lend a lot to my learning (in reference to the discussion board, not the readings). I found the readings to be valuable and informative. It would be interesting if there was an effective way to have a live discussion online about the readings, rather than counting our posts and making sure the quantity is there. Students would get more out of the interaction if it were live, I think.
I did learn some interesting things about myself in this course. I learned that I’ve been sort of a technology snob, thinking I know more than I do. I probably fall somewhere between a digital immigrant and a digital native. I’m certainly not as fluent with technology as kids are today, but I’m not scared of it like some of my elders. I learned the importance of letting our students take the lead and figure the technology out for themselves in a discovery process, rather than going through the instruction booklet. I was surprised to read learn about how having fewer computers than students might be more workable than having one computer for each student. I will also remember what I learned about the principal’s role in technology-integrated schools: that he/she is there to be a mediator between the teachers and the techies and have a storehouse of current knowledge about data and trends.
As far as blogs go, I believe there is educational value in using them. In essence, blogs are a form of publication, which is the goal of most writers. It also serves as a forum for discussion, sharing, debating and learning. It’s important that the blog is password protected and that uninvited visitors are not allowed. This part of the whole thing scares me and causes me to be hesitant with using blogs in the classroom.
I do believe, however, that blogging can be a very useful tool in communicating with community stakeholders. For use off-campus and with adult participation only, those fears I listed above no longer apply. Stakeholder blogging is a great communication tool. Users can share what is happening on the campus and seek involvement from the community at the same time. The two-way street of communication gives stakeholders a sense of belonging, like they are being heard and their opinions and insights are important. This strengthens the relationship between the campus and its community.
All in all, I thought this course was a successful learning experience. A little less work would probably have been OK – and maybe a more fitting course name. Once the kinks in the online meetings/chats are ironed out, I think that aspect of the course would serve to be very valuable to our learning. Assignment and course instructions also could use more clarifying. A lot of the information was confusing and some of it contradicted what could be read in other areas of the course. Most useful to me was learning about the Texas Long-Range Technology Plan, the Technology Applications TEKS, examining the campus STaR chart and learning more about how to study data and what to do with the information.
Tuesday, December 15, 2009
Saturday, December 12, 2009
Technology Action Plan
Week 4 Assignment, Part 1: Development of an organization chart integrating technology
Using the campus and district improvement plans, and any suggested technology improvements, develop an organization chart that includes the following:
• Identify by title or job description all personnel/stakeholders responsible for integrating technology and instructional and organization leadership from the district office to the campus and classroom;
• Provide a brief description of the role and responsibilities of all identified personnel in your organizational chart;
• Discuss the role of the principal in making sure the organizational chart is implemented and monitored.
The principal’s role in making sure the organizational chart is implemented is necessary to the success of a campus that uses technology effectively. First, the principal must set a good example by using technology tools daily. Really, it’s up to the principal to interact with all of the entities on the organizational chart to make sure that technology use is implemented and monitored. Obviously, the principal works closely with the teachers by providing professional development opportunities and the technology resources. The principal must work well with the Technical Support group to keep the campus up and running. And lastly, it is very important that the principal works closely with the community and parents to bring fresh technological approaches and resources to the teachers and students. The principal is the point person for a campus and really is the defining factor in whether or not technology is a priority at his/her school.
Stakeholders and their Roles
Instructional Technology Department: Creates technology initiatives, develops technology training and implements staff development
IT Infrastructure Personnel: Creates and maintains network services
School Board Members: Approves funding and makes technology integration a priority
The Community: Demands technology education and supports it at home
Local Businesses: Partner with schools to provide additional equipment, training and real world speakers
Administrators: Require and inspire teachers to use technology, establish a culture of technology among all stakeholders on the campus
Technical Support: Fix computers and provide support for classroom teachers in use of technology
Teachers: Responsible for integrating technology through the use of technology and in the projects they require students to create
Students: Demonstrate a willingness to learn and use technology
Week 4 Assignment, Part 2: Professional Development Planning
Using the campus and district improvement plans, and any suggested technology improvements, develop professional development activities that include the following:
• Reference analysis and lessons learned about the technology needs from the Week 3 report;
• Addresses professional development designed to improve the gathering, analysis and use of data from a variety of sources;
• Includes professional development to improve decision making in the integration of technology with instructional and organizational leadership.
District initiatives address two areas: 1) Providing equipment (hardware and software); and 2) Providing the training to use the equipment. Putting equipment out without training is a waste of money because teachers do not use it. And providing the training without the equipment is a waste of time and district resources.
Providing the Equipment
Schools receive points based on enrollment and are allowed to chose a technology package from a menu. Packages vary from IVC carts to single computers to interactive teaching stations (white boards, doc cameras, eInstruction CPS, etc.) to mini laptop carts. Principals pick the equipment based on the needs of the campus. Teachers attend training based on the equipment they receive.
The district also sponsors a Caught You Award, where teachers who are caught using technology with students get a certificate. This makes them eligible for a monthly drawing, the prize being a computer, white board and projector.
Providing the Training
Title I and IID money (No Child Left Behind) specifies that a certain percent be dedicated to staff development. The district is able to use this money to pay trainers and the teachers who attend the sessions. Not only do the teachers get paid for attending the technology training, but they also get equipment when they are finished.
One such professional development plan encompasses a grade level initiative. The training is customized to the grade level curriculum (or the subject area). For example, K-2 teachers attend 9-12 hours of training and receive a computer with software and a printer for their classroom. The training is customized to the K-2 curriculum. This particular program is being offered in the spring, and I have volunteered to attend. Two teachers from each campus will go to 12 hours of training, get paid a stipend for our time and the campus will receive a computer, projector, software and wireless slate. Attendees will have the opportunity to pick from a variety of topics, including Office 2007, wikis and blogs.
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional and organizational leadership must include evaluation components that provide measurable outcomes designed to address the following:
• Uses data and other analysis from the Week 3 report, including using the campus and district improvement plans, and local or state technology plans;
• Provides assessments and/or monitoring reports measuring professional development designed to use technology to improve the gathering, analysis and use of data from a variety of sources;
• Provides assessments and/or monitoring evaluating professional development to improve decision making in the integration of technology with instructional and organizational leadership.
Evaluation Methods of Technology Action Plan
he evaluation process will measure how well the district meets the goals defined in the plan. Technology Services will be the coordinating body for evaluation, however, technology users throughout the district will be encouraged to contribute to the evaluation. The evaluation component of the plan relies on a broad spectrum of staff, ensuring that the measurement and evaluation of technology initiatives is open and focuses on how well students’ academic achievement were served. The evaluation will measure how well initiatives in the area of academic and administrative technology, infrastructure, and professional development and training opportunities have met the district’s technology goals. In conjunction with measurement requirements and suggestions from TEA, district successes in the technology area will also be measured by improvement in student and faculty technology competencies.
Statistical data on current technology deployment and current performance and competencies will be the primary evaluation tool for assessing the district’s current level of technology use. Student achievement scores, teacher and administrator competency ratings, computer to student ratios, network services speeds and bandwidth capabilities, and the number of desktops and computer labs are all examples of the type of measurement tools that will be used by the district to provide a numerical perspective on technology use and availability.
While quantitative tools such as STaR Chart levels, TAKS scores, and state and national tests will be used to measure success, other evaluation methods are necessary. The district will employ additional evaluation methods that include state and national test scores, benchmarks for technology proficiencies, and surveys. The most complete picture of the current state of technology use will also require campus surveys, teacher input, and parent, student and community views.
In general, the evaluation methods will measure progress throughout the course of the plan. Additionally, the variety of evaluation methods will not only afford a numerical comparison, but will also provide a comprehensive evaluation of technology use through campus assessments, student feedback, and interviews with campus faculty and administrators.
Using the campus and district improvement plans, and any suggested technology improvements, develop an organization chart that includes the following:
• Identify by title or job description all personnel/stakeholders responsible for integrating technology and instructional and organization leadership from the district office to the campus and classroom;
• Provide a brief description of the role and responsibilities of all identified personnel in your organizational chart;
• Discuss the role of the principal in making sure the organizational chart is implemented and monitored.
The principal’s role in making sure the organizational chart is implemented is necessary to the success of a campus that uses technology effectively. First, the principal must set a good example by using technology tools daily. Really, it’s up to the principal to interact with all of the entities on the organizational chart to make sure that technology use is implemented and monitored. Obviously, the principal works closely with the teachers by providing professional development opportunities and the technology resources. The principal must work well with the Technical Support group to keep the campus up and running. And lastly, it is very important that the principal works closely with the community and parents to bring fresh technological approaches and resources to the teachers and students. The principal is the point person for a campus and really is the defining factor in whether or not technology is a priority at his/her school.
Stakeholders and their Roles
Instructional Technology Department: Creates technology initiatives, develops technology training and implements staff development
IT Infrastructure Personnel: Creates and maintains network services
School Board Members: Approves funding and makes technology integration a priority
The Community: Demands technology education and supports it at home
Local Businesses: Partner with schools to provide additional equipment, training and real world speakers
Administrators: Require and inspire teachers to use technology, establish a culture of technology among all stakeholders on the campus
Technical Support: Fix computers and provide support for classroom teachers in use of technology
Teachers: Responsible for integrating technology through the use of technology and in the projects they require students to create
Students: Demonstrate a willingness to learn and use technology
Week 4 Assignment, Part 2: Professional Development Planning
Using the campus and district improvement plans, and any suggested technology improvements, develop professional development activities that include the following:
• Reference analysis and lessons learned about the technology needs from the Week 3 report;
• Addresses professional development designed to improve the gathering, analysis and use of data from a variety of sources;
• Includes professional development to improve decision making in the integration of technology with instructional and organizational leadership.
District initiatives address two areas: 1) Providing equipment (hardware and software); and 2) Providing the training to use the equipment. Putting equipment out without training is a waste of money because teachers do not use it. And providing the training without the equipment is a waste of time and district resources.
Providing the Equipment
Schools receive points based on enrollment and are allowed to chose a technology package from a menu. Packages vary from IVC carts to single computers to interactive teaching stations (white boards, doc cameras, eInstruction CPS, etc.) to mini laptop carts. Principals pick the equipment based on the needs of the campus. Teachers attend training based on the equipment they receive.
The district also sponsors a Caught You Award, where teachers who are caught using technology with students get a certificate. This makes them eligible for a monthly drawing, the prize being a computer, white board and projector.
Providing the Training
Title I and IID money (No Child Left Behind) specifies that a certain percent be dedicated to staff development. The district is able to use this money to pay trainers and the teachers who attend the sessions. Not only do the teachers get paid for attending the technology training, but they also get equipment when they are finished.
One such professional development plan encompasses a grade level initiative. The training is customized to the grade level curriculum (or the subject area). For example, K-2 teachers attend 9-12 hours of training and receive a computer with software and a printer for their classroom. The training is customized to the K-2 curriculum. This particular program is being offered in the spring, and I have volunteered to attend. Two teachers from each campus will go to 12 hours of training, get paid a stipend for our time and the campus will receive a computer, projector, software and wireless slate. Attendees will have the opportunity to pick from a variety of topics, including Office 2007, wikis and blogs.
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional and organizational leadership must include evaluation components that provide measurable outcomes designed to address the following:
• Uses data and other analysis from the Week 3 report, including using the campus and district improvement plans, and local or state technology plans;
• Provides assessments and/or monitoring reports measuring professional development designed to use technology to improve the gathering, analysis and use of data from a variety of sources;
• Provides assessments and/or monitoring evaluating professional development to improve decision making in the integration of technology with instructional and organizational leadership.
Evaluation Methods of Technology Action Plan
he evaluation process will measure how well the district meets the goals defined in the plan. Technology Services will be the coordinating body for evaluation, however, technology users throughout the district will be encouraged to contribute to the evaluation. The evaluation component of the plan relies on a broad spectrum of staff, ensuring that the measurement and evaluation of technology initiatives is open and focuses on how well students’ academic achievement were served. The evaluation will measure how well initiatives in the area of academic and administrative technology, infrastructure, and professional development and training opportunities have met the district’s technology goals. In conjunction with measurement requirements and suggestions from TEA, district successes in the technology area will also be measured by improvement in student and faculty technology competencies.
Statistical data on current technology deployment and current performance and competencies will be the primary evaluation tool for assessing the district’s current level of technology use. Student achievement scores, teacher and administrator competency ratings, computer to student ratios, network services speeds and bandwidth capabilities, and the number of desktops and computer labs are all examples of the type of measurement tools that will be used by the district to provide a numerical perspective on technology use and availability.
While quantitative tools such as STaR Chart levels, TAKS scores, and state and national tests will be used to measure success, other evaluation methods are necessary. The district will employ additional evaluation methods that include state and national test scores, benchmarks for technology proficiencies, and surveys. The most complete picture of the current state of technology use will also require campus surveys, teacher input, and parent, student and community views.
In general, the evaluation methods will measure progress throughout the course of the plan. Additionally, the variety of evaluation methods will not only afford a numerical comparison, but will also provide a comprehensive evaluation of technology use through campus assessments, student feedback, and interviews with campus faculty and administrators.
Thursday, November 26, 2009
Educator Preparation & Development
The Texas Long-Range Plan for Technology relies on growth in four particular areas in order for the vision to be met. The targeted categories include the learners, educators, leaders and infrastructure, and though I believe each one of these is equally important in attaining the plan's goals, I am going to look at the role of the educators in this ambitious plan for the state's educational system.
"Today Texas faces a critical urgency for all professional educators, both current and those who will enter the education system in the future, to have the skills needed to change instruction to meet the needs of this generation of Texas students." (The Texas Long-Range Plan for Technology, 2006-2020, TEA)
The plan stresses the need for educator preparation programs that teach educators how to effectively use technology in the classroom. Once out of school, educators must be able to develop new learning environments that utilize technology as a flexible tool where learning is collaborative, interactive and customized. Furthermore, educators must know how to integrate the appropriate technology throughout all of the curriculum and instruction. These are tall orders and are not something that will happen without the proper training.
More than 5,000 teachers participated in NetDay Speak Up 2005, a survey assessing the use of technology in schools. Among the most interesting responses were that teachers find the primary obstacle to using technology in their classroom to be lack of time, rather than lack of training. Additional barriers include not enough computers and no home access for students.
Most teachers indicated that their pre-service preparation or school-provided professional development aided in their use of technology and all teachers reported a desire for additional professional development with the primary emphasis on integration of technology into the curriculum and instruction. All of these findings fall in line with my personal experience.
Teachers in Texas are primarily using technology in their classrooms to complete administrative tasks, such as communicating by email, taking attendance, analyzing data and recording student grades. While this is a start, it's not where we want to be technology-wise. Teachers need the tools and resources to help them integrate technology into both the curriculum and the instruction.
Resources
The Texas Long-Range Plan for Technology, 2006-2020, TEA, http://www.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html.
"Today Texas faces a critical urgency for all professional educators, both current and those who will enter the education system in the future, to have the skills needed to change instruction to meet the needs of this generation of Texas students." (The Texas Long-Range Plan for Technology, 2006-2020, TEA)
The plan stresses the need for educator preparation programs that teach educators how to effectively use technology in the classroom. Once out of school, educators must be able to develop new learning environments that utilize technology as a flexible tool where learning is collaborative, interactive and customized. Furthermore, educators must know how to integrate the appropriate technology throughout all of the curriculum and instruction. These are tall orders and are not something that will happen without the proper training.
More than 5,000 teachers participated in NetDay Speak Up 2005, a survey assessing the use of technology in schools. Among the most interesting responses were that teachers find the primary obstacle to using technology in their classroom to be lack of time, rather than lack of training. Additional barriers include not enough computers and no home access for students.
Most teachers indicated that their pre-service preparation or school-provided professional development aided in their use of technology and all teachers reported a desire for additional professional development with the primary emphasis on integration of technology into the curriculum and instruction. All of these findings fall in line with my personal experience.
Teachers in Texas are primarily using technology in their classrooms to complete administrative tasks, such as communicating by email, taking attendance, analyzing data and recording student grades. While this is a start, it's not where we want to be technology-wise. Teachers need the tools and resources to help them integrate technology into both the curriculum and the instruction.
Resources
The Texas Long-Range Plan for Technology, 2006-2020, TEA, http://www.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html.
Sunday, November 22, 2009
Pre-K Technology Applications TEKS
The Pre-K TEKS lay the foundation for student performance in future grades by giving students authentic and repeated opportunities to practice the skill they are learning. The TEKS address five domains. They are social and emotional development; language and communication; emergent literacy: reading; emergent literacy: writing; and math. Within each of the five domains, teachers have the obligation to provide instructional strategies that support the students.
The Technology Applications TEKS provide a spiraling curriculum, giving students multiple opportunities to master knowledge and skills. For example, in the emergent literacy: writing domain, children move through the writing stages from scribbles to letter-like shapes to conventional letters. In the video example, the teacher guides a student who is copying letters from a classroom example with a little scaffolding from the teacher.
Teachers are also expected to extend student learning by modeling, drawing on students' prior knowledge, using visuals and making a real-world connection between the child and the material the teacher is presenting. These are further examples of a spiraling curriculum.
The Technology Applications TEKS provide a spiraling curriculum, giving students multiple opportunities to master knowledge and skills. For example, in the emergent literacy: writing domain, children move through the writing stages from scribbles to letter-like shapes to conventional letters. In the video example, the teacher guides a student who is copying letters from a classroom example with a little scaffolding from the teacher.
Teachers are also expected to extend student learning by modeling, drawing on students' prior knowledge, using visuals and making a real-world connection between the child and the material the teacher is presenting. These are further examples of a spiraling curriculum.
The Long-Range Plan for Technology
Reviewing the Long-Range Plan for Technology was an eye-opening experience that gave me hope about the future of educational technology in Texas and also made me aware of the immense amount of work that accomplishing this vision will demand.
I definitely respect the thoroughness of this report. It communicates the demand for implementation of educational technology by stressing the reality of our global economy; explaining the nature of today's learners; and expressing teacher opinions concerning technology in the classroom.
The most important thing I learned from reading this report is that the success of this vision lies in the hands of many different parties, including the state and federal governments; regional service centers; individual campuses and their administration and leaders; teachers; universities; and communities and the private sector. All of these groups must be made to realize that they are stakeholders and will be affected by the technological readiness of today's students.
As an instructional leader who is guiding technology use and integration at a campus, I now realize that I'd be responsible for budgeting for and monitoring a technology plan that improves student learning; offering students a variety of distance learning technologies; and providing opportunities for relevant and timely staff development. Among the most important of these responsibilities is staff development. In completing the surveys and reviewing this report, I am more aware of the importance of teaching teachers how to use technology in their instruction. It's so much more than just knowing how to navigate a computer and run software; it's about effectively using that computer and the software to enrich students' learning. This is a tall order and teachers need help!
I definitely respect the thoroughness of this report. It communicates the demand for implementation of educational technology by stressing the reality of our global economy; explaining the nature of today's learners; and expressing teacher opinions concerning technology in the classroom.
The most important thing I learned from reading this report is that the success of this vision lies in the hands of many different parties, including the state and federal governments; regional service centers; individual campuses and their administration and leaders; teachers; universities; and communities and the private sector. All of these groups must be made to realize that they are stakeholders and will be affected by the technological readiness of today's students.
As an instructional leader who is guiding technology use and integration at a campus, I now realize that I'd be responsible for budgeting for and monitoring a technology plan that improves student learning; offering students a variety of distance learning technologies; and providing opportunities for relevant and timely staff development. Among the most important of these responsibilities is staff development. In completing the surveys and reviewing this report, I am more aware of the importance of teaching teachers how to use technology in their instruction. It's so much more than just knowing how to navigate a computer and run software; it's about effectively using that computer and the software to enrich students' learning. This is a tall order and teachers need help!
Saturday, November 21, 2009
Requisite Technology Skills Assessment
I completed two surveys to assess my strengths and weaknesses in the area of educational technology leadership. The first assessment is the Technology Applications Inventory, developed by the TEA to determine the requisite knowledge required for implementation of the Technology Applications TEKS. It looks at my knowledge and skills in the four strands of Foundations, Information Acquisition, Solving Problems and Communication.
What I discovered is that I scored the highest percentages of yes answers in the Foundations category, which makes sense. I have a good foundation of knowledge in technology, having used it for all of my adult life. In the Information Acquisition domain I answered 70 percent of the questions with a yes. Once again, since college I have been doing Internet research and learning how to evaluate information. My weaknesses lie in the Solving Problems and Communication domains, which I see as higher-level knowledge and skills. There were no surprises with this first assessment.
The State Educational Technology Directors Association survey was the second assessment I took. It is designed to evaluate my technology use, the availability of technology at my school and district policies related to technology. I obviously know how to answer questions about my technology use and the availability of technology at my school. I knew little, though, about district policies related to technoloty. I need more knowledge and skills in the area of district resources and policies.
Though this survey was very thorough, it's hard to take the wealth of information and boil it down to a few statements that sum up my understanding of technology. I do like that included availability of resources and district policies, though, because it provides a much better evaluation of what there is to use technology-wise. It seems like the first assessment is best for an individual and the second would be most useful to a group or committee that is examining technology use at a school.
What I discovered is that I scored the highest percentages of yes answers in the Foundations category, which makes sense. I have a good foundation of knowledge in technology, having used it for all of my adult life. In the Information Acquisition domain I answered 70 percent of the questions with a yes. Once again, since college I have been doing Internet research and learning how to evaluate information. My weaknesses lie in the Solving Problems and Communication domains, which I see as higher-level knowledge and skills. There were no surprises with this first assessment.
The State Educational Technology Directors Association survey was the second assessment I took. It is designed to evaluate my technology use, the availability of technology at my school and district policies related to technology. I obviously know how to answer questions about my technology use and the availability of technology at my school. I knew little, though, about district policies related to technoloty. I need more knowledge and skills in the area of district resources and policies.
Though this survey was very thorough, it's hard to take the wealth of information and boil it down to a few statements that sum up my understanding of technology. I do like that included availability of resources and district policies, though, because it provides a much better evaluation of what there is to use technology-wise. It seems like the first assessment is best for an individual and the second would be most useful to a group or committee that is examining technology use at a school.
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