Tuesday, December 15, 2009
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.
Sunday, December 13, 2009
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.
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.
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