Texas Star Chart
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Sunday, November 29, 2009
Saturday, November 28, 2009
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!
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!
Thursday, November 26, 2009
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, ...".
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.
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.
Sunday, November 22, 2009
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.
"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.
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