This course has over exceeded my expectations. My understanding of the importance of technology was very limited. Prior to taking this course I saw technology as a means to enhance an already sound curriculum. I expected this course to contribute to that philosophy. However, the course has allowed me to understand that there is a necessary shift that needs to be taken in the state of Texas towards a more efficient use of technology. It is my duty as a technology facilitator to be a catalyst for this change. The course has helped me by providing me with the necessary tools through guide me through this process. I now see that as educators we need to modify our methods to meet the technology driven lives that our students lives. This course has taught me that we have not caught up with the lives that our students lead outside of the classroom.
These outcomes are extremely relevant to my work as a technology facilitator. I have seen that there is a lot that needs to be done with our students prior to sending them into the workforce or secondary education. For one, our students need to learn to be responsible users of technology and the sources of information that come along with it. By giving our students training on ethical use of the Internet we can better prepare them to be better workers and students. This can prevent students from breaking copyright laws in the future. This can also help our students in their daily lives. Many of our students find it easy to infringe on many of the copy right laws, partake in unsafe use of social websites, and participate in cyber bullying. It should be our responsibility to train our student on how not to use these tools. We cannot leave this to our parents due to the fact that many of them are unaware on how to use the Internet themselves.
I gathered many interesting ideas from this course; however, I did not get a full understanding of how to put these ideas into practice. I feel that the reason that this was not accomplished was due to the lack of time to implement our new learning into practice. For example, I know I recognize that there is a need to train our students on the responsible use of the Internet; however, I am not sure as to how this can be achieved. I also gathered from this course that staff needs further training on the meaningful use of technology in the classroom. From the interviews I learned that offering these trainings in the summer is not making enough of an impact in my district. I would have liked to have been given the opportunity to conjure solutions to the problems that were highlighted by my new learning. This would have made my ability to implement these new ideas far easier.
I was successful in carrying out the course requirements. I feel that these requirements did consume time; however, this time was well spent in meaningful activities. The class discussion and replies allowed me to gain an understanding of other educators. This was useful as I was forming my own ideas. The blogs allowed me to reflect and demonstrate my understanding of the course. I believe that looking at the Texas long range plan was the most useful. Because of this assignment I was able to see the point in which my district is and needs to be under this plan. I now understand that we need to format both our campus improvement plans and district improvement plans to meet the needs of the Texas long range plan. The readings that were assigned also gave me great insight into the discussions that are going on about technology in the education field.
I have learned that my understanding of technology prior to taking this course were limited and archaic. I now see a need to revamp our curriculum to meet the technology Texas essential knowledge and skills. The use of technology that we have now in our classrooms no longer suffices. I feel that this new knowledge has served as vantage point for me. It has allowed me to shift my attitude. I once saw a need to resist technology in education. I felt that it was important to retain the education values that have been instilled in the American public school for many years. I now understand that this reasoning has no sense to it. Our world is in a constant shift our global markets no longer values the skills one taught to our students. Our students need proper training in technology in order to be able to compete with other nations. They are our nation’s future. We need to prepare them.
The value of blogs to the 21st century learner is immeasurable. This has become a very popular form of communication amongst our students. Many of them use this communication on social websites. Our students use these tools in negative contexts. It is time that we use our school resources to teach our students to use blogging as a means to communicate in an educational or professional setting. Many teachers already have set up classroom websites. They could easily include a blog to communicate with their students. As school leaders we can lead by example by using a blog on our district website to communicate with staff and the community. This will demonstrate an initiative to use technology. This will further the campus vision and provide an example to the rest of the district community. This communication can include, but not be limited to campus vision, mission, parental involvement, meeting agendas, and other necessary information that is open to the public.
Thursday, December 17, 2009
Sunday, December 13, 2009
Donna ISD Technology Organizational flow chart
Marie Evans, Dir. Technology
Develop the District Technology Plan evaluate and recommend changes as needed. Leads the District Technology Committee and provide leadership and direction. Helps teachers and administrators to facilitate the effective integration of technology into the curriculum.
Rene Rivera, Technology Specialist
Set-up and install computer hardware and software. Perform maintenance and repairs on computer. Train users on computer hardware/software and other electronic office equipment. Attend and participate in professional group meetings.
Oralia Medrano, Master Technology Teacher
Responsible for joining into collaborative relationships with teaching staff to provide
support for the integration of technology into instructional activities of the school.
Richard Weaver, Network Technology Administrator
Computer networking administrators are primarily responsible for maintaining and managing a working computer network and making sure it runs efficiently, but they also troubleshoot for problems and add and maintain necessary programs.
David Dale, Head Technician
Computer technicians build and maintain computer networks.
Veterans Middle School Technology Integration Plan
Purpose: To create a technology improvement plan that will assist in the integration of technology with instructional and organizational leadership.
Objective: Through the use of technology Veterans Middle school is committed to increasing student success through the use of technology in the gathering, analysis, and use of data in a variety of sources. The campus vision will be revised to embrace the integration of technology in different facets of our campus.
Results/Accomplishments:
Action Plan
Responsibilities
Resources
Potential Barriers
Communications Plan
Step 1:
Create a technology committee to address any needs.
Each department will elect a representative to join the committee.
The committee members will be elected staff that is already employed within the campus. There will be no need to outsource. The staff is readily available.
The lack of motivation from staff to be members of the technology committee. They might feel it is another burden on their overloaded schedules.
The campus administration will have to share the campus vision with the staff prior to asking them to join the committee. The staff will begin to see the need for the integration of technology within their campus.
Step 2:
Asses the technological needs of Veteran’s middle school.
The technology committee.
Computers are needed for staff to fill out survey.
Time needs to be allocated for meetings and completion of surveys.
Staff might not comply with filling out the survey. If the survey is completed there is no way to measure its accuracy.
The assessment will be done through campus surveys (i.e. star chart).
The technology committee will also meet with members of the SBDM to assess the technological needs for the campus.
Step 3:
Make technological support readily available to all staff members.
Administration will work collaboratively with the technology department.
The budget should include funds for the hiring of extra technicians.
There might not be adequate funding.
There might not be enough funds to adequately address these needs.
Administration will have to work with the technology department to increase support.
Teachers will have to communicate with the onsite technicians referencing their needs.
Step 4:
Phase out old equipment.
Campus staff will work with technicians to identify outdated equipment.
Funds need to be gathered to replace outdated equipment.
There might not be enough funds to adequately address these needs.
All stakeholders involved.
Step 5:
Search for funding through outside sources (i.e. grants).
The district grant writer will work collaboratively with campus administration and the technology committee.
Communication is essential between the campus and central office.
There are no guarantees that our campus will be provided with grant money.
The committee might not be able to communicate efficiently with the grant writer.
The campus technology committee and administration will have to communicate with the district grant writer.
Step 6:
The technology department will provide staff with training in the analysis, gathering, and use of data from a variety of sources.
The technology department.
Time must be allocated to develop and present meaningful trainings during school hours
Teachers might not show an interest in the staff developments.
The facilities and time constraints might force the technology department to provide the training outside of school hours.
Administration will have to share their needs with the technology department prior to designing the staff development.
In contrast the technology department will have to communicate the staff development to the staff.
Evidence of Success: The campus technology committee will design surveys and staff interviews to measure the success of the implementation of technology. These surveys and interviews will be administered at the beginning, middle and end of the academic school year.
Evaluation Process: The campus will continue to use data gathering sources that have provided success in the past. This includes, but is not limited to, creating lab reports on a weekly basis. The departments will continue to meet and revise the data. Also, the professional developments will be evaluated through teacher inputs in the form of questionnaires. The technology integration action plan will be considered a living document; therefore, it will be revised as the needs arise. The action plan will be formulated to meet the ongoing technological needs of our campus.
Marie Evans, Dir. Technology
Develop the District Technology Plan evaluate and recommend changes as needed. Leads the District Technology Committee and provide leadership and direction. Helps teachers and administrators to facilitate the effective integration of technology into the curriculum.
Rene Rivera, Technology Specialist
Set-up and install computer hardware and software. Perform maintenance and repairs on computer. Train users on computer hardware/software and other electronic office equipment. Attend and participate in professional group meetings.
Oralia Medrano, Master Technology Teacher
Responsible for joining into collaborative relationships with teaching staff to provide
support for the integration of technology into instructional activities of the school.
Richard Weaver, Network Technology Administrator
Computer networking administrators are primarily responsible for maintaining and managing a working computer network and making sure it runs efficiently, but they also troubleshoot for problems and add and maintain necessary programs.
David Dale, Head Technician
Computer technicians build and maintain computer networks.
Veterans Middle School Technology Integration Plan
Purpose: To create a technology improvement plan that will assist in the integration of technology with instructional and organizational leadership.
Objective: Through the use of technology Veterans Middle school is committed to increasing student success through the use of technology in the gathering, analysis, and use of data in a variety of sources. The campus vision will be revised to embrace the integration of technology in different facets of our campus.
Results/Accomplishments:
Action Plan
Responsibilities
Resources
Potential Barriers
Communications Plan
Step 1:
Create a technology committee to address any needs.
Each department will elect a representative to join the committee.
The committee members will be elected staff that is already employed within the campus. There will be no need to outsource. The staff is readily available.
The lack of motivation from staff to be members of the technology committee. They might feel it is another burden on their overloaded schedules.
The campus administration will have to share the campus vision with the staff prior to asking them to join the committee. The staff will begin to see the need for the integration of technology within their campus.
Step 2:
Asses the technological needs of Veteran’s middle school.
The technology committee.
Computers are needed for staff to fill out survey.
Time needs to be allocated for meetings and completion of surveys.
Staff might not comply with filling out the survey. If the survey is completed there is no way to measure its accuracy.
The assessment will be done through campus surveys (i.e. star chart).
The technology committee will also meet with members of the SBDM to assess the technological needs for the campus.
Step 3:
Make technological support readily available to all staff members.
Administration will work collaboratively with the technology department.
The budget should include funds for the hiring of extra technicians.
There might not be adequate funding.
There might not be enough funds to adequately address these needs.
Administration will have to work with the technology department to increase support.
Teachers will have to communicate with the onsite technicians referencing their needs.
Step 4:
Phase out old equipment.
Campus staff will work with technicians to identify outdated equipment.
Funds need to be gathered to replace outdated equipment.
There might not be enough funds to adequately address these needs.
All stakeholders involved.
Step 5:
Search for funding through outside sources (i.e. grants).
The district grant writer will work collaboratively with campus administration and the technology committee.
Communication is essential between the campus and central office.
There are no guarantees that our campus will be provided with grant money.
The committee might not be able to communicate efficiently with the grant writer.
The campus technology committee and administration will have to communicate with the district grant writer.
Step 6:
The technology department will provide staff with training in the analysis, gathering, and use of data from a variety of sources.
The technology department.
Time must be allocated to develop and present meaningful trainings during school hours
Teachers might not show an interest in the staff developments.
The facilities and time constraints might force the technology department to provide the training outside of school hours.
Administration will have to share their needs with the technology department prior to designing the staff development.
In contrast the technology department will have to communicate the staff development to the staff.
Evidence of Success: The campus technology committee will design surveys and staff interviews to measure the success of the implementation of technology. These surveys and interviews will be administered at the beginning, middle and end of the academic school year.
Evaluation Process: The campus will continue to use data gathering sources that have provided success in the past. This includes, but is not limited to, creating lab reports on a weekly basis. The departments will continue to meet and revise the data. Also, the professional developments will be evaluated through teacher inputs in the form of questionnaires. The technology integration action plan will be considered a living document; therefore, it will be revised as the needs arise. The action plan will be formulated to meet the ongoing technological needs of our campus.
Sunday, November 29, 2009
Texas STaR Chart
Check out this SlideShare Presentation:
Texas Star Chart
View more presentations from Zenon Guajardo.
Texas STaR Chart
The STaR Chart area of focus is that of teaching and learning. Within this area teachers are expected to seamlessly implement technology within the classroom curriculum. It is also the aspiration to serve as a facilitator, mentor, and co learner when allowing students to use technology within the classroom. It is the aspiration of this key area to meet all technology applications TEKS. The trends within my school district showed that progress was made during 2007-08 school year, but then regressed the following school year. During the 06-07 school year the trend displayed us as developing then next year we jumped to advanced in the 08-09 school year the district dropped down to developing once again. The trend statewide demonstrates that the rest of the state is also in a developing level at the key area of teaching and learning. This is consistent with the national trend. There is an obvious need at the local, state, and national level to improve in the area of teaching and learning. School districts need to align themselves with the Texas long range plan in order to improve the technological education that we are providing our students with. Part of this alignment requires a new vision by our local leaders. They must include technology in the campus vision and gain the support of local leaders, educators, students and parents. By modifying our vision to encompass technology in the classrooms we will be forced to provide teachers with more adequate training in these areas. As teachers gain training they will feel comfortable in using technology in more developed means. This will ultimately lead to the benefit of our students.
TA TEKS
According the Prekindergarten guidelines regular access to technology can enhance the student’s ability to acquire information, solve problems and communicate with others. Children should be provided with an age appropriate instructional programs that provide them with these opportunities. At this age children should gain confidence in using the technology. Students should be able to have basic use of software programs, use a variety of input devices, uses basic technical terminology, follows basic cues, and enjoys information text. The technology TEKS are spiraled through the rest of the academic years. Students are meant to master the skills according to their developmental level. For example, as their vocabulary expands so should their mastery of technical terminology. In another instance of spiraling students are expected to demonstrate an increase in keyboarding proficiency in both the grades 3-5 and 6-8 TEKS. In all grade levels students are expected to gather information of greater difficulty per grade level. The programs that students are expected to master also increase in difficulty; however, they are expected to interact with programs at every grade level. There remains consistency in the technology TEKS. The mastery of these abilities is spiraled by grade levels.
Texas Long-Range Plan
My analysis of the long range plan has led me to the conclusion that as Texas educators we need to be active proponents of technology. We need to make sure to equip our students with the necessary skills to be thriving in the changing economy. Our society is taking a shift from an industrial to an information based society. In order for our students to be successful in this type of society they must learn to be responsible users of this technology. They must learn the ethics of using online sources. They must make connection in a global economy through the communication sources now made available to them. As educators we must make our curriculum meaningful and seamlessly incorporate technological aspects. This signifies that educators will revert back to learners. We must learn to facilitate the use of technology for our students. This means that there needs to be a shift in our vision.
This new learning has made me realize the importance of teaching our students the proper use of technology. I have realized that we need this new learning in order to better help our student thrive in our society. It would be irresponsible of us to not teach our students the skills necessary to be successful in an information based society. With this new purpose in mind I will feel more passionate about implementing a more effective use of technology within our district. It also helps to know that this is a plan that has been set for all Texas educators.
This new learning has made me realize the importance of teaching our students the proper use of technology. I have realized that we need this new learning in order to better help our student thrive in our society. It would be irresponsible of us to not teach our students the skills necessary to be successful in an information based society. With this new purpose in mind I will feel more passionate about implementing a more effective use of technology within our district. It also helps to know that this is a plan that has been set for all Texas educators.
Saturday, November 28, 2009
Three Technolgy Assessments
As a technology leader in my campus my knowledge is limited. I need further development in these areas. I have a basic knowledge of the use of technology; however, I would like to further my knowledge on how to efficiently implement the technology in my curriculum. I use technology daily within my classroom to enhance the student learning. In the most part this use is teacher led. It would be far more beneficial to allow my students to be active learners and use the technology. In the technology application inventory I came out weak on items forty and forty one. I do not competently integrate the core subjects into my digital tools. I also do not participate in an online community. I feel that this would help me learn how to use the technology within my classroom. The SETDA- teacher survey showed me that showed me that I have an intermediate use of software. I need to learn how to use the software to the fullest potential within my classroom. I also learned that I am unaware of many of the uses of technology within my campus. I am unclear as to the initiatives that my campus is taking to help the 21st century learner obtain the skills necessary to compete in an information based society. The rubric for administrative technology use highlighted the need in the communication and public relations sections. I can see how I can further the communication within the district by actively participating in the different methods of communication made available to us. I also see how our district can benefit from increased from level two to level three in the Online Research and Professional Development section. Overall, I agree with the assessments. I see that there is a need for growth in the areas that were indicated. I feel that my colleagues and students would benefit from addressing these areas of need.
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