Week 5 Assignment

Reflection on Instructional Leadership and Technology
Upon beginning this course, I did not have specific projected outcomes for what I would learn by the end of the course. I had learned an overwhelming amount of knowledge from the previous course and suspected that I would learn a great deal from this one. I did, however, hope to gain insight into much of the technology jargon that I heard frequently and was hoping also to know more about how to incorporate the Technology TEKS into classroom instruction. Reading through the Learning Outcomes on the first day of this course began my overwhelming feeling of all that is involved in providing our students with a technology-rich environment where learning is facilitated through digital means. Many of the outcomes listed included things that I had not given much time to, some of which were completely unfamiliar. Before this course, I had never reviewed the Texas Long-Range Plan for Technology, had not given instruction to students concerning cyber ethics or bullying, and had not realized the full extent of the needs of the digital natives in my classroom. I knew from the beginning that this course would open my eyes to the needs of students, teachers, and administrators to help bring about a change in the way technology was incorporated in my school.
From the beginning week of this course, I began dialoguing with my principal how we could increase the technology instruction in our schools. From the videos to the discussion board to the articles, everything was relevant to what I do each day in my classroom. During the week 3 interviews is when it all became very real to me. I met with the technology director and my principal and every question I asked was something that they had discussed in their recent district technology meeting. This course had already given me so much insight and opinion into where our campus is in the integration of technology, that my principal suggested that I join the next district technology meeting. I was able to make suggestions that our school could do to help with the use of technology, many of which came from the articles or discussion board entries. My principal suggested I sign up with our region’s service center for the Digital Media conference in January.
The overwhelming amount of knowledge learned from this course has kept my mind reeling. I’ve been able to sort through so many questions that I had that were technology-related. There are still many things that I want to achieve in integrating technology into my classroom. Many of the ideas given in this course have prompted me to take a deeper look into how I can parallel my content with technology instruction. I wanted to be able to view the web conferences, but I was not able to view any of them. I put in many hours at school and church, and I have two young daughters. I really would have liked to have been able to view on of them, and I am hoping to be able to participate in the web conferences if any are available during the next class, or even over the holiday season while I’m out of school. After taking the SETDA survey and the Technology Applications Inventory, I was able to see that technology is not my strong suit, but this course has helped me to get on course and be able to venture into the unknown territory of podcasting, blogging, and other new technology venues.
I was fairly confident at being able to carry out the assignments given each week. At the beginning of each week, the assignment looked a bit daunting (not being a very technology-capable person), but the weeks’ videos, readings, and discussion board were very helpful in providing me with the background needed to get started. In week 2, I was asked to create a blog to house my reflections for each part of the week’s work. This did seem overwhelming at first, but I took it step by step, and in the end realized what a simple task blogging can be! Finding time to get all the interviews done proved to be a harder task than what I anticipated, but the information gathered was well worth it. Not included in the week’s assignment was an impromptu interview with a young college girl that came to observe me that day. I asked many questions about how technology is taught to our college students and was sad to find out that she had never heard of Texas’ Long Range Plan for Technology. She was learning how to make a teacher web page and a power point. That was the extent of her technology course on her road to becoming a certified teacher.
After only five weeks, I learning what I feel like is an incredible amount of information. Before, I was somewhat less likely to be approached with a technology question by a colleague. However, now I feel confident that I could talk about how to incorporate technology into instruction, use data-driven results to guide technology usage, teach online safety and cyber ethics, and conduct surveys to find out the strengths and weaknesses in our school’s technology infrastructure. Whereas before I had the attitude of wanting to incorporated more technology into my instruction but not knowing how, now I am much clearer about how I can strenthen my instruction with technology use. Technology is changing the way we teach, and we are also changing the way we teach technology. I am learning how to use technology to guide my instruction, instead of instruction how to use technology.
Learning the value of using blogs in the classroom was not something I thought would be addressed in this course, but I now know that my students can use a blog to interact and participate with others. Just as blogs are used in companies to create a place to communicate, educational blogs are useful when students need to read and edit one another’s writing, collaborated on a science fair project, and interact with other students from around the country. In one of our articles, Blogging and RSS, the author shares how she brought in an author through the use of her weblog to carry on a conversation about the book they were reading. I am looking forward to being able to incorporate blogs into my instruction and see how student learning changes. Our students, being digital natives, pick up new technology very quickly, many are using computers before entering school. We have to learn to take the restraints off and see what kids can accomplish when they are engaged in learning through technology.
As we learned in Week 3, there are some real concerns about blogging. One such problem is accessibility. With so many federal privacy laws, not to mention inappropriate sites, each district, perhaps campus, has its own opinions about students’ access to the Internet. I learned a great deal about programs that our school can use to protect our students, such as iSafe, and even shared these with my principal and technology supervisor. Students can be opened up to many dangers, such as online predators. It is our job, as educators, to educate our students about ways they can be safe on the Internet. Based on the STaR Chart, my district scored highest in Infrastructure of Technology, and this is made evident by the great amount of protection our students receive when using our computers at school. We have to be diligent and persistent in teaching cyber ethics, just as we would when teaching to classroom ethics, such as kindness and honesty.
I am currently discovering that there are many uses to blogs in my classroom. One very important use is to provide school stakeholders with a way to dialogue with the class. For example, when studying cultural celebrations and national holidays in Social Studies, parents and other community members can blog about ways that they celebrate holidays such as Cinco de Mayo, Christmas, Veteran’s Day and Memorial Day. Students can compare and contrast their findings from reading the class blog. I talked to my principal about using a blog to do a book share or our faculty meetings, or talk about curriculum. The possibilities are overwhelming. This class has opened my eyes to all of the technology change that is reaching the classrooms. I am very excited about using all that I learned in my class now and in my administrative position later! As I continue to use Texas’ Long Range Plan for Technology and the Technology Applications TEKS to guide my instruction, using technology will become easier and easier.

Week 4

Week 4 Assignment, Part 1:
Superintendent-To promote the district’s vision for technology to administration staff, teachers, community stakeholders, and students
Curriculum & Instruction Director-To help in the choosing of appropriate technology professional development, and the identification of weaknesses in the technology instruction given to teachers and students
Technology Director-To direct the overall installation, use, and evaluation of technology in the campus schools
Technology Specialist-To oversee the operations of the technology used in the campuses – troubleshooting, maintaining
Instructional Technology Specialist-To provide quality professional development to teachers that will allow more hands-on and relevant instruction to students
Campus Principals-To understand the weaknesses in technology instruction on campus, to relate to the district administration the professional development needs, ensure that all faculty members understand technology policies and guidelines for themselves and their students.
Campus Technology Aide-To provide the campus with technology support and to lead the campus in technology products such as newsletters, etc., to troubleshoot on campus with hardware and software problems.
Campus Teachers -To teach cyber ethics to students, to provide hands-on collaborative and creative ways to incorporate technology into the classroom, to ensure that students receive instruction in all technology TEKS


Week 4 Assignment, Part 2:
Ranking lowest in the area of Educator Preparation and Development on the STaR Chart for the last three years has prompted the district to take a more active approach at offering professional development that is useful, meaningful, and on-going. I gave my principal the web address for the SETDA survey and she has used it to gather data from teachers that will prioritize which technology issues need to be targeted first. Our campus has installed document scanners, projectors, Mimio Smartboards, and other useful instructional technology tools. However, the teachers of our campus have not been proficient in using said equipment based on the minimum amount of training that has been offered. So, in the attempt to provide on-going and productive professional development, every Monday the district Instructional Technology Specialists use one of the computer labs to conduct staff training during each conference period. Each week, a different technology topic is introduced, taught, and reviewed. Topics range from creating newsletters and web pages to using our new software that records books, etc. that can be played on an MP3 player. Teachers use a survey at the end of each Monday professional development session to include how the information given will be used in the classroom, how beneficial the professional development was, and ideas for upcoming Monday professional development sessions. Also, as with many campuses, there are staff members who are fluent in the implementation of new technology. Our new Mimio Smartboards are proving to be a challenge for some of the campus teachers, so I propose a designated time when a teaches can pair up with someone that is more familiar with this new technology and have a “share” time, so that the teachers who are unsure how to use the Smartboards can see how other teachers are using them. Perhaps an online discussion board would also be a great way for teachers to share ideas about how they are using the Smartboards in their classrooms.


Week 4 Assignment, Part 3:
Our campus will use the yearly STaR Chart data to assess key areas of technology use. Other data reports, including AEIS, AYP, and surveys such as SETDA, will show areas of strength and weakness so we can gauge improvement yearly. Classroom monitoring visits by the principal will be used to assess whether technology is being used to meet instructional needs. Teachers, through e-mail, will be sent surveys periodically to gather opinions about professional development needs. These findings will be gathered and delivered to the Site-Based Decision Making Committee in order to make decisions for the upcoming year regarding new technology and professional development.

Texas Star Chart

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Texas Star Chart

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Reflection on the Texas LRPT - Teaching & Learning

The first area of the Texas Long Range Plan for Technology is titled Teaching & Learning; it deals primarily with the use of technology in the learning environment. Our students have different backgrounds, interests, and instructional needs. As educators, it is our job to provide technology that is relevant and useful. Technology can meet the needs of our students by offering ways to collaborate, communicate and create.

Currently, the state of Texas shows that the level of most teachers in this area is ranked "Developing Tech". This means that the instruction in the classroom is teacher-directed and the students use technology regularly on an individual basis. Students access electronic information and develop communication and presentation projects. I found, from the information provided in the STaR charts, that my school has scored in the "Developing Tech" ranking for the past three years. We have increased our score, from 11 to 14 to 15, but I am convinced that the score indicates we are not offering our students all that they need. Based on the Campus Statewide Summary, the Teaching & Learning Area was only second to the bottom, with Educator Preparation being the lowest. This makes a correlation for me. If educators are not being prepared adequately and comprehensively, that is probably the reason that Teaching & Learning has a score in Developing Tech that closely matches Educator Preparation.

I believe that the more hands-on technology training that a teacher receives, the more likely technology will be used in an engaging and creative way in the classroom. Teachers must be self-motivated towards fully implementing the Technology TEKS in their instruction. It would be helpful if schools had a way to monitor the implementation of the Technology TEKS and assess student mastery of the TEKS. Teachers need ideas and ways to promote parental and community involvement in the area of technology.

I think that for the most part, schools, districts and educators are striving to improve in the Technology area of Teaching and Learning. We learn more everyday about how technology can improve student learning. As teachers, we must become students in the attempt to learn all we can about using technology to its greatest potential!

Reflection on the Pre-K Technology Application TEKS

The Pre-K Technology Applications TEKS are broken down into 5 components:

1.) Opening and navigating through software programs:
The child should be able to follow visual or oral cues to operate the software. Also, the child should be able to listen and interact with storybooks and informational texts. It is important that the teacher provides great resources and the time to practice, as well as modeling correct use.

2.) Naming and using computer input devices:
The child should be able to use the keyboard, mouse, touch-screen, CD-ROM, and the voice/sound recorder. Students should demonstrate double-clicking the mouse, and be able to use correct terminology when refering to their work on the computer. The teacher must provide ample time to master these concepts and demonstrate how to use these devices correctly.

3.) Operating voice/sound recorders and touch screens:
The child should use these devices appropriately and be able to insert and play a CD to listen to songs. The teacher provides these tools and demonstrates how to use them during their playtime.

4.) Use software applications to create and express their own ideas:
The child can create writings and drawings using software. Also, the students should use software packages with graphics, audio, and video to increase vocabulary and phonological awareness. Teacher must allow time for each child to use the technology and interact with the programs.

5.) Sees that information is available through technology:
The child should learn new information through the using of technology in the classroom. The teachers demonstrates when and how to get information from websites.

The Pre-K TEKS lay the foundation for student performance in future grades by helping children become aware of the usefulness and entertainment aspect of technology. The earlier a child becomes familiar with technology, the more independent and confident they will feel. They will be much more likely to experiment and be self-motivated to learn more.

A spiraling or scaffolding curriculum is one that is vertically aligned, and created to prevent gaps in instruction. A concept is introduced generally, and as the grades progress, the student objective becomes more defined and specific. Such as introducing subtraction of one digit numbers, then two digit numbers, then three digit numbers and so on. Or the understanding of place value for 2 digit numbers, then 3 digit numbers, and so on.

In Pre-K, a child is introduced to the mouse and keyboard as a input device of the computer. In Grades K - 2, in TEKS 2A, it states that the student is expected to "use a variety of input devices such as mouse, keyboard, ...". Later, in Grades 3 - 5, in TEKS, it states again that the student is expected to "use a variety of input devices such as mouse, keyboard, ...". in Grades 6 - 8, as well as Grades 9 - 12, TEKS 2A states the the student is expected to demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, ...".

Reflection on the Long-Range Plan for Technology 2006-2020

The Long-Range Plan for Technology is the state's way of providing Texas students with the experiences, knowledge, and resources to be 21st century problem-solvers, thinkers, and literate beings ready to navigate in a changing economy. As an instructional leader, I am responsible for the full integration of technology use on my campus, so I must share the same vision as the state of Texas. The vision is for students to have access to digital learning tools at all times that are appropriate for their learning situation and will prepare them completely for the technology-rich world. Students must be proficient in technology, beginning in Kindergarten. The technological instruction we provide them should be relevant and aid them in problem-solving. We need to teach our students to be ethical in their technology endeavors, to appreciate diversity, and to be conscious of the decisions they make when using technology. Students must become active learners and be able to acquire information, check for credibility, and determine the usefulness of gathered data.
Educators have multiple resources to diversify their teaching and receive professional development in an easier way. Professional Development must be provided and meet the needs of teachers so that they can move to areas of proficiency demonstrated the STaR Chart. A collaborative educational system will be of high importance. It will be the job of administrator and educators to meet the expectations of this plan. Teachers must use technology to make learning more meaningful and engaging. Students must be prepared to be problem-solvers, be thinkers, and active communicators. The LRPT helps to define the goals for instructing and assessing technology in the classroom. Technology must be vertically aligned throughout the grades to ensure a gapless and wholesome integration of technology applications. Professional development is the key to an educator’s ability to integrate technology successfully into instruction. Experiences must be provided in the classroom, and these experiences are based on the willingness of the teacher to promote technology in the classroom. The Technology Application standards must be met. For new teachers, this means that they are prepared by their university to effectively use technology in instruction. For veteran teachers, this requires on-going professional development and job-embedded activities. Distance-learning is available as well to provide an easy way to gather more knowledge.
The fast growing use of technology has catapulted the educational system into preparing our students to be ready for the changes that technology is constantly making. Texas students must be prepared in order to sustain a job in the economic state of our world amid all of the changes and advances. The leadership of the state is responding to these changes by providing the direction and resources to secure our future. With fewer jobs, more economic difficulty and an increasing diverse student population, it is now more important than ever that our students are challenged to become profient in technological tools and applications.
Leaders must fully embrace technology personally, corporately, and collaboratively to demonstrate its usefulness in creating a powerful learning environment. Administrators play a fundamental part in driving the vision for technological advances and changes in the district. Leaders and their committees understand the state and federal requirements regarding education and technology and will make the needed changes and decisions to help our schools make technology integration a number one priority. Leaders must budget for technology resources, create a collaborative environment where teachers can learn from one another, provide opportunities for growth and development, and use data in decision-making.

Reflection on Technology Applications Inventory & SETDA Survey

Taking the Technology Applications Inventory and the SETDA Survey opened my eyes to the amount of technological abilities that I have not mastered and have not made available to my students. Both of these assessments seem accurate, and I have followed with a reflection on both of them. Analyzing the Technology Applications Inventory showed me that while I do have a mediocre base in Foundations (56% yes responses), Information Acquisition (6o% yes responses), and Solving Problems (56% yes responses), I scored low in Communication (only 25% yes responses). In Foundations, I understood and could use most of the devices that attach to the computer itself like the mouse, scanner, etc., but do not have knowledge about the internal workings such as the memory storage, RAM requirements, digital file formats, and retaining image quality of pictures. In Solving Problems with Technology Tools, I knew beforehand that I was relatively at ease with creating word processing, spreadsheet and publishing products, but now realize that I need to improve in the applications that facilitate evaluation of work, both process and product. In my highest scoring area, Information Acquisition, I am strong in knowledge of search engines and strategies, online help, and discerning the relevance and validity of information online. However, I cannot identify, create, or use image, audio and video files, nor do I understand the difference between vector graphic files and bit-maped graphic files. My lowest scoring area, Communication, was not all that surprising as communication through technology is not my strong suit. I have never created an interdisciplinary multimedia presentation, though I would care to learn more about that. I do produce a newsletter for my students' parents through Microsoft Publisher that communicates the upcoming events and academic objective for the week. The SETDA Teacher Survey is about my use of technology at school, the availability of technology, and the school's technology policies. I found that there were many questions that I had to reply "Don't Know" on, which says quite a bit to me about the amount of information and communication that my school has about technology-related policies and procedures. I do not know if my school is collecting any data about the effect of technology on students' literacy, and if they are, what they are doing with the information. I found that my students spend 1 to 2 hours on the computer each week, but do not use technology to solve real-world problems, communicate with experts or peers, or collaborate with students in or beyond their school, or use digital tools to enhance their learning. I use technology in my class to review taught objectives, research to find information, and create visual projects to present information. I rarely use research to guide my decision-making when designing technology-supported learning experiences, though I would like to have more information on the best avenue to receive this research. Only occasionally am I exposed to innovations and best practice in teaching with technology. Though my own skill level is low in the area of multimedia editing or authoring tools and video edition technology, my interest level is high! I do try to think of ways that technology can enhance student learning, but need more professional growth to optimize my ability to incorporate technological tools into my teaching.

Week 1 Readings

Literacy in the New Information Landscape
"This expands what it is to be a successful and responsible reader today. It means that part of reading is asking questions about what you are reading."
This quote really hit home for me, especially right now during my school year. This is the time when I work with my third graders on our first research project. This year our first research project is about assorted Native American tribes. The students are responsible for browsing information from websites that I have previously selected to collect data about the Native American tribe they have chosen. At this grade level, this is the first time they have done a research project, and most likely the first time they have selected pertinent information from various sources.

The New Literacy: The 3Rs Evolve into the 4Es
"Thus, it is crucial that when teaching literacy to our students, we emphasize skills that reflect the information environment of the present, not the past."
Because the appearance and location of information has changed so much from the time I was a student in the public school system, it is especially important that I focus on preparing my students for the present and future, not providing skills that I would have needed at their age.

E-Communications 101
"Everyone likes to be kept informed. With No Child Left Behind stressing accountability and parental control, it pays to be a transparent organization - or at least look that way."
I have a weekly newsletter that goes home every Monday with each student that states, for the week, the concepts covered in each subject, any homework assignments, upcoming events, notices, and important information. After reading this article, I realized how easily I can upload this to my district's website to provide this information online as well.

Strategies to Put Instruction Ahead of Technology
"Rather than simply learning the basics of how to use a technology tool, teachers must learn how to use the tool to improve teaching and learning in their classrooms. Training is embedded in instruction, not isolated from it, and is driven by the skills that teachers need to use the technology in the classroom, not by the technology itself."
It is not the knowledge of technology itself that we are teaching, but instead, the usefulness of the technology in gaining knowledge.

Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Do
"Simple graphics software and word processors, as well as resources and tools found on the Internet, offer students a variety of ways to access content, work with information to develop understanding, and demonstrate what they know."
We have available in almost every classroom the necessities for differentiating instruction for technology. Students can prepare a word document, arrange a power-point presentation, construct a table or chart in a spreadsheet, or compose a database from almost any computer.

Building Technology Facilitators and Leaders
"Without the presence of well-prepared, capable educational technology professionals to shape the future of PK-12 technology integration, we cannot meet the learning goals established in our national, state, district, and school-level plans."
With the standards that are set forth for technology, it is so important that each district have on hand technologists that can help instructors advance technology in their classrooms. Technology changes rapidly and teachers need assistance from highly qualified professionals to keep them up-to-date on the latest technology improvements.