How can you use blogging to communicate with school stakeholders?

Using blogs to communicate with school stakeholders is an underutilized resource. Blogging has become a journalistic tool. It is a great a way to publish news, ideas, rants, announcements, and ponderings very quickly, and without technical, editorial, and time constraints. It essentially makes anyone a columnist. Blogging will allow more people to contribute, which only makes schools and their stakeholder to become more efficient with their own time and money. It is also a great way for school stakeholders to communicate directly with school personnel and create two-way online conversations rather than just one.

What are the concerns of blogs and blogging in education?

I believe that the concerns of blogs and blogging in education is that you are never sure what you are going to get, or who is going to contribute. Blogging allows opinions to come from anywhere and sometimes opinions are shared that are not necessarily “school appropriate”. Having access to blogging will also allow access to blogging sites that are not regulated and could be used in a wrong and harmful way by some students. Students have to be educated on how to correctly blog and how to identify blogs that are not for educational use.

What is the educational value of blogs and blogging to the 21st century learner?

I think the educational value of blogs and blogging to the 21st century learner is going to be an important resource for teachers in the near future. Blogging is a way to bring the world to the classroom. It is a great tool for not only collaboration with others inside the classroom, but you can also use blogging to bring experts from outside the classroom to contribute as well. It is going to allow for more collaboration, more student-centered learning, as well as, allowing the teacher to expand lesson plans and assessments. I believe it is going to revolutionize the education system.

What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?

I learned a great deal from this course. I learned that I am very advanced in technology, not only in education, but in life as well. Since I teach technology class such as Web Mastering and BCIS, I feel that I have a “leg up” on other teachers who teach other subjects. With my experience, I need to be able to help others integrate technology in their classrooms. Students are yearning for it and I could be a resource for teachers that want to use things such as blogging, Internet resources, and cell phones in their classrooms. I feel as though I could be a leader in the advancement of technology in not only my school, but in the district as well.

Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

I felt that I was very successful in carrying out the course assignments. I thought the assignments fit well within the scope and sequence of the course. The assignments were challenging, but they provided me with the opportunity to expand my knowledge on the integration of technology and curriculum. The STaR chart was interesting and very informative. Creating a PowerPoint presentation on how the STaR chart rates my campus was definitely a plus. I really liked the interaction of my classmates on the discussion board. It felt like a lot to do at the time, but the assignments and the expectations of the course were right on point for me.

What outcomes did you not achieve? What prevented you from achieving them?

I felt as though I achieved all the outcomes that were expected of us. I was able to build a technology action plan in which I had no prior knowledge of. I was able to analyze STaR chart data and determine where a campus and district stands in its technology advancement. I also able to use STaR chart data to determine where my campus rates and help others learn more about the STaR chart. I was also able to interact on a daily basis with my peers and received great feedback from them. I thought all the readings were appropriate and served as a great supplement for a traditional textbook. This was definitely one of my favorite classes I have taken thus far.

To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

There is no doubt that the outcomes are still relevant to the work that I do in school. The Texas STaR chart was eye-opening. I thought my campus and district was a front runner for introducing technology into the curriculum, but only to find out that we are only at a developing tech level. This class has also opened my eyes to the issues facing administrators in dealing with technology and how to integrate it into the curriculum. Teachers and administrators can be at odds when it comes to technology, and older teachers sometimes struggle with it. It will be my job as an administrator to get everyone on the same page and assist with the learning and adjusting to the technology that is going to make our education easier.

What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisione

The outcomes I had envisioned for this course was an introduction to the process of the integration of technology into education, how to lead that integration of technology into education, and some of the issues facing the integration. I believe that I achieved this outcome and many more. I believe that the actual course outcomes aligned with the outcomes I had envisioned very well. I was able to identify issues, analyze data such as the Texas STaR chart, and develop a technology plan to assist in that integration of technology in the classroom. I learned a great deal from this class and can not wait to work on some of these issues as an administrator.

Technology Action Plan

This plan is based on the need for technology to support the delivery of the foundation Texas Essential Knowledge and Skills (TEKS) and to further supplement the instructional experience of students with access to technology as suggested by the Texas Education Agency (TEA).

To assist districts in technology planning, TEA developed the School Technology and Readiness Chart (STaR) and the state’s Long Range Plan for Technology (LRPT). From these documents, along with the TEKS, this Action Plan addresses the major components of successful technology implementation.

Vision and Beliefs

Using the TEKS, the STaR Chart, and the Texas Long Range Plan for Technology as guiding documents, a vision was established which states “As an integral part of the teaching/learning process, instructional technology will facilitate students’ active learning and prepare them to meet the challenges of a rapidly changing world.”

The Vision Statement is based on the following Belief Statements:
• Technology facilitates the acquisition of the characteristics of a “digital native”.
• Technology assists students in posing problems, conducting critical inquiry, and developing informed insight in order to become effective communicators in a global community.
• Technology is a tool that provides students an opportunity to examine and evaluate ideas, images, and concepts from different perspectives.
• Technology may be used to address the learning needs of all students in a variety of flexible grouping arrangements that facilitate student-centered learning.
• Technology is one of many effective tools, which allows teachers and students to be partners in the learning process.
• Technology can provide access to both historical and current resources that would not otherwise be available in the classroom.
• Technology and student needs are constantly changing, therefore, demanding flexibility in long-range planning.
• Decisions to invest in instructional technology must reflect consideration of efficiency, effectiveness, and financial resources.
• Required staff development is critical if technology applications are to be effectively

Goals and Objectives

Goal 1
1. Improve instruction by empowering teachers to seamlessly integrate technology.
a. Develop and plan curriculum that integrates technology through team planning with the instructional technology specialist (ITS), librarian, teacher, and other instructional staff.
b. Model effective instructional technology integration within curriculum content and instruction.
c. Continue to provide electronic access to TA TEKS, lesson plans, and other teaching tools.
d. Recognize “best teaching and leadership practices” through the Educational Technology Spotlight.
e. Continually evaluate and revise TA TEK Applications’ curriculum and resources.

Goal 2
2. Improve academic achievement for all students across the curriculum through the transparent integration of technology into classroom instruction.
a. Provide students with equal access to technology.
b. Provide students with instruction on appropriate grade level TA TEKS.
c. Provide students with instruction on information literacy.
d. Provide parents with educational resources through the District web page.

Goal 3
3. Provide staff development for all campus-based instructional and administrative staff that aligns with the SBEC Technology Application Standards, TA TEKS, STaR Chart, and the Texas Long-Range Plan for Technology.
a. Identify district technology competencies of staff through campus-level assessment.
b. Monitor technology integration through student performance on a variety of assessments.
c. Communicate staff development expectations to campus administrators, librarians, teachers, and other instructional staff.
d. Identify and provide a variety of staff development delivery models which reflect best practices and teaching methods.
e. Monitor staff development through the Professional Staff Development System.
f. Develop, implement, and review the individual campus staff development plans.
g. Provide opportunities to ensure all instructional staff meets the SBEC Technology Application Standards for technology.

Goal 4
4. Support all stakeholders in the use of emerging technologies enabling collaboration, problem solving, and communication with a variety of audiences.
a. Collaborate routinely with curriculum departments.
b. Develop campus-level technology teams to mentor and assist principals, librarians, teachers, and staff.
c. Provide an on-line forum for group discussion, shared resources, and staff development options.

Goal 5
5. Maintain accountability through formal and informal assessment.
a. Define and communicate expectations of effective technology integration to all campus-based instructional and administrative staff.
b. Document effective technology integration on the Professional Development Appraisal System (PDAS) instrument
c. Complete the Texas School Technology and Readiness (STaR) Chart as an assessment tool.

Evaluation

The five goals of the Action Plan will be evaluated using the objectives under each goal. Evidence related to the objectives will be collected periodically during a specific time period set forth by a district technology committee.

Evaluation Participants: Curriculum staff, instructional technology staff, teachers, campus technology teams, media specialists, and campus administrative teams will work with an independent consultant and the district’s Department of Planning, Research, and Evaluation to implement the evaluation process.

Evaluation Strategies: Direct observations of teacher and student activities in the classroom will be central in the evaluation process. Examinations of classroom work products, various written records, including purchasing and receiving records, will be included. Demonstrations of technology implementation and classroom use will be available.

Teacher STaR Chart Self Assessment: Throughout the evaluation process, the results of the teacher self assessment will be monitored, and teachers and campuses will be provided with feedback related to their progress. Teachers will periodically complete self assessments relative to the most basic level, Early Tech, and Developing Tech, progressing to Advanced Tech, and finally Target Tech, where students have on demand access to technology and where activities are seamlessly integrated into all content areas. Also included at the Target Tech level, district staff will meet the SBEC standards and all classrooms will be connected to WAN.

Campus Staff Development: Campuses play a vital role in implementing and supporting the Action Plan. Administrators are responsible for campus-based planning and support for staff development as described in the individual Campus Improvement Plan (CIP).

Campus Improvement Plan: The Campus Improvement Plan will be a showcase for individual campuses to demonstrate the technology integration that takes place on their campuses. This CIP focuses on the four areas assessed by the Texas Teacher School Technology and Readiness (STaR) Chart: Teaching and Learning, Staff Development, Administration, and Infrastructure.

Cy Creek High School STar Chart

These are the results of the Cypress Creek High School Star Chart.

Cy Creek High School STar Chart

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Week 2, Part 2: Texas Star Chart

I believe that the Educator Preparation and Development area is one of the most important aspects of the four areas of the Texas Long Range Plan for Technology. I constantly try to provide students with access to new technologies and teach them how to use it. As the demand and the use of technology progresses, the innovative products are developed and become outdated in such a rapid pace. In addition, some schools are stuck with an innovative technology programs with no knowledge on how to effectively implement them into the classrooms. Teachers who are technologically savvy will achieve the desired results or even develop innovative uses of the programs,, while some teachers become frustrated on trying to learn how to bring new technology into their classrooms due to a lack of proper professional development.

The examples above are the reasons why professional development is critical. In order for all teachers to develop competency in integrating technology-supported/learner-centered instruction, administrators must ensure that teachers are receiving the proper professional development. For example, my campus administrators do a great job of providing professional development to our faculty. On our campus, professional development is a process. They will deliver methods and technology, model them, allow us to practice them in the classroom, and give us support if we need. In addition, we are given the opportunity to become creative, innovative, and provide them with any type of feedback. It is a firm belief that our campus is successful because our teachers are well-developed and trained.

The best kind of professional development is one where teachers are doing hands-on learning and actually applying what they have learned to their classrooms. Collaborating with teachers on how they are incorporating technology and new lesson plans. Professional development is not when you go to a lecture and listen. It is a collaborative process where teachers must get "down and dirty" and actually learn something.

The trends in our nation, state, and on my campus seems to be in the development stage of this area in the Long Range Plan of technology. As a whole, technology is budgeted for and used in the classroom. However, the ability of 24/7 access to online resources for learner-centered activities needs to become prevalent. Also, according to the Campus Statewide Summary by Key Area Report, only 19.9% of campuses reported that 60% of educators meet SBEC standards. All in all, I recommend that campuses develop plans and budgets to ensure that all teachers and administrators meet SBEC standards. With this in mind, campuses need to develop incentive programs and local standards to hold everyone accountable for meeting expectations.

Week 1 Assignment, Part 4: Technology Applications TEKS Summary

In prekindergarten, students expand their ability to acquire information, solve problems, and communicate with others. Regular access and exposure to computers and related technology can enhance this learning. Children use engaging, age-appropriate, and challenging software, and technology to extend their knowledge and to enrich their learning of curriculum content and concepts. These technologies serve as important learning tools and are integrated throughout the instructional program.

Children will learn the basic functions of the computer and related technologies. They develop techniques for handling and controlling various input devices, and become increasingly confident and independent users of age-appropriate software programs. The students at the pre-k level will learn the basic functions of the computers and other technologies. The prekindergarten year is used as a time for the students to become familiar with techniques and becoming confident in their abilities with the technology. They will be expected to be able to start, use and exit software programs. The students will also be expected to use an assortment of input devices, including the mouse, keypad, printer, and CD-ROM, and know the terminology associated with each component. Students should be able to follow basic oral or pictorial cues in order to operate programs successfully. Another expectation would be for the students to be able to listen and interact appropriately with electronic forms of storybooks and information texts. The final expectation of pre-k students would be that they are able to successfully use a variety of software packages with audio, video, and graphics to enhance their learning experiences.

Pre-K TEKS lay the foundation for student performance in future grades by laying a foundation for years to come. If teachers at the pre-k level are successful in attaining the goals set forth by the Prekindergarten Guidelines, the teachers of the future grades have a much easier time in reaching their goals. If the students entering their classes are fluent with technology, meaning being capable of using technology and feeling confident in using technology, the instructors can spend their time delving into the content necessary to reach their goals according to the TEKS. Teachers at each grade level are required to meet the appropriate TEKS according to their subject area and/or grade level. They can access technology that is age-appropriate, challenging, and engaging for the students in their classroom that is relevant to their specific curriculum. Furthermore, the ability of the students to work comfortably with technology will enable teachers in the future grades to have the opportunity to reach all learners by utilizing the various technological strategies for diverse classrooms with greater ease, as they will not have to spend their time introducing basic computer technology to the students.
In reviewing the grade clusters K-2, 3-5, 6-8, and various specific TA high school level content areas, I found several TEKS that are repeated through several, if not all clusters.

Since all of the other content area TEKS are designed as a dynamic and spiraling curriculum, it is appropriate and rational to say that the Technology Application TEKS would also be designed as a dynamic and spiraling curriculum. As students progress into higher grades, the expectation of the particular TEKS increases with higher grade clusters, as is true of most content area TEKS. Through several grade clusters, the Solving Problems strand according to the TA TEKS, the student “uses appropriate computer-based productivity tools to create and modify solutions to problems.” I compared this TEK in three different clusters, K-2, 3-5, and 6-8. That specific objective continues into the high school level courses, but I only illustrated the grade clusters listed above. Although the main objective is identical in all three grade clusters, each grade cluster had an increasing number of expectations.

The objective that the student “uses appropriate computer-based productivity tools to create and modify solutions to problems” is first listed in the K-2 grade cluster. At this level there are two expectations of the student. One, they are expected to “use software programs with audio, video, and graphics to enhance learning experiences” (7A), and two, they are to “use appropriate software including the use of word processing and multimedia, to express ideas and solve problems” (7B).

The next grade level to list this objective is grade cluster 3-5, with three expectations required of the student. Again, here the student is expected to “use software programs with audio, video, and graphics to enhance learning experiences” (7A), exactly as it was stated in the grade cluster K-2. Differing though, the second expectation has been modified to have the student “use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia” (7B). Here, the student is still expected to use word processing and multimedia, which reinforces those skills learned in the previous grade cluster. At this level though, the student is now expected to use additional methods which include graphics, databases, spreadsheets, and simulations to express ideas and solve problems. Finally, the third expectation that the student is to “use a variety of data types including text, graphics, digital audio, and video” (7C). This expectation is a new feature added to this grade cluster.

The middle school cluster, 6-8, lists the same objective, but goes into much comprehensive detail with regard to student expectations. Within this cluster and objective, the teachers are required to look at ten expectations. At this level, it is clear that the expectation is for the student to use specific strategies, focusing greater attention to detail, but still focusing on the student’s ability to use computer-based productivity tools to create or modify products of their own. As you can see this is illustrated in the detailed wording of the first few expectations. The first few specifics are listed, “plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings” (7A), “create and edit spreadsheet using all data types, formulas and functions, and chart information” (7B), “plan, create and edit databases by defining fields, entering data, and designing layouts appropriate for reporting” (7C), and “demonstrate proficiency in use of multimedia authoring programs by creating linear or nonlinear projects incorporating text, audio, video, and graphics” (7D). The next several continue in the same detailed manner, “create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a text-wrapped frame formats” (7E), “differentiate between and demonstrate appropriate use of a variety of graphic tools found in draw and paint applications” (7F), “integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge” (7G), and “use interactive virtual environments, appropriate to level, such as virtual reality or simulations” (7H). The final expectations are indicated as, “use technical writing strategies to create products such as a technical instruction guide” (7I), and “use foundation and enrichment curricula in the creation of products” (7J).

Week 1 Assignment, Part 3: Key Ideas of the Long-Range Plan for Technology

The information that I acquired from my analysis of the Long-Range Plan was the creation of a vision of technology that the state has created. I was unaware that the state had created this plan and vision for educational technology through the year 2020. It surprised me that the plan already has some type of systematic planning and step-by-step strategies implemented over time according to the three phases. The Texas Long Range Plan for Technology sets parameters and guidelines for new strategies involving curriculum, instruction, and assessment to strengthen the educational process through the effective use of 21st Century tools for learning.

My new learning can assist me as an instructional leader with technology use and integration at my campus by allowing me the experience and knowledge to plan effectively to create innovative, flexible and responsive learning environments to maximize teaching and learning. With the recent trend of booming technology, my decision-making will be influenced by this Long-Range Plan by creating a budget for all aspects of technology implementation. By being familiar with this plan and its phases can only help me as I transition from a teacher to an instructional leader on campus.

Week 1: Part 1 Requisite Technology Skills Assessment

When taking technology application surveys, I feel as though I have a distinct advantage over other teachers because I actually teach technology applications at my school. I currently teach Web Mastering and Business Computer Information Systems (BCIS). I use technology everyday and the students are expected to become proficient users of technology when they leave.

Looking at the surveys, it is clear that I have mastered all the domains. In the 1st survey, the only domain that gave me any trouble was the Solving Problems domain where I only mastered 14 out of the 18 possible questions. The responses that were “no's” involved the issue of “resolving information conflicts and validate information through research and comparison of data”, “using interactive virtual environments, appropriate to level, such as virtual reality or simulations”, use technical writing strategies to create products such as technical instructional guides, and “design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product”. I answered these questions as “no” because these items are not part of the curriculum that I am currently teaching or have never had the opportunity to learn or be a part of a team learning how to do them.

I would consider myself more than technological-advanced than most people, including teachers. I am an expert in Adobe Photoshop, Flash, and Dreamweaver. I know HTML and CSS. I also have been MOUS certified in Excel, Word, PowerPoint, and Access. Although there is no such thing as MOUS certification anymore, it is still good to have. If you are unfamiliar with what that is, MOUS certification was issued to those who passed the industry test given by Microsoft. I have a tendency to pick up software applications and new technology fairly quickly. Due to the fact that I am more advanced, I am always willing to help others when needed.

As far as my data from the Technology Applications Survey, I am off the charts. I can solve issues dealing with server and software issues. Throughout my teaching career, I have learned on my own and attended countless hours of professional development on how to use programs and software at home and in the classroom. However, the majority of my learning has been done on my own and with my own resources. Implementing and managing some of the innovative technology has never been a problem. After taking these surveys, I would consider myself super in the majority of this survey.