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.
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