As I look back on this course and think about the expectations that I had in the beginning, I can now smile. I was not really comfortable with technology, and didn’t realize quite how much “common” knowledge I didn’t have. When I was in undergraduate school at The University of Michigan it was the 80’s, and we learned how to program in “Fortran” and key punch cards….yes, I can hear the “youngsters” from this class wondering if we had inkwells back then too! So to say I was leery about even passing this class is to put it mildly. I felt way out of my comfort zone. I can remember the night I had to post my assignment to my blog, that took me a lot of extra hours to even figure out ”how to make “ first, I can remember hitting “CTRL, C”; “CTRL, v” over and over trying to get the darn thing to go on the blog. Then I noticed that I missed the section about the programs we had to upload to in order to convert our power point, and then upload it to our blog…..wow, what a night….but I kept “toughing “it out throughout the course, and refused to let it intimidate me- I just had to spend a whole lot of extra hours mastering the technology part first. I am so happy that I stuck with it, because I feel that I have learned so much in this course.
One of the main things that I learned was about the technologies that are actually considered to be educational that we don’t use at all in my school- some of which I had never heard about, and others that I was made to think weren’t acceptable educational tools. It was really refreshing to see how these different technologies could be used in the classrooms, and that I could now work towards helping my district get over their “fear” of them, and hopefully help others use them.
One of the main goals I had was just to survive this course…..but to my great surprise I did more than that, I feel that I can really put a lot of the new technologies I learned to work at my campus, if I can get them to approve them. I really enjoyed the videos, the readings, and the way that the discussion posts were done. There seemed to be a lot more interaction and collaboration with my classmates in the way this class was designed. It was reassuring to see that I wasn’t alone in not having a lot of the technology resources we learned about. More importantly, was getting the insight into some of the districts where my classmates work, that did use the technology to the benefit of their students. It is data like this that I feel that I can use as an administrator to open the discussion into getting the use of the technology approved in my district. I feel that blogging, podcasts, teacher-created websites, and video uploads should be allowed to be used as tools to teach. I also checked the different districts around mine, and I found that some are using these different technologies to their advantage, even though they aren’t allowed yet in mine. I will continue to work to achieve at least the use of some of them during the rest of the school year, and will continue to push the idea forward as an administrator.
I feel that I was very successful in carrying out the assignments for this class. Although, I am sure it probably took me twice as long as a lot of the other students to do them, I know that they were very much worthwhile to me. I feel that the topics and ideas that we looked at and studied were very relevant to my daily life as a teacher and as an administrator. Even though I am not totally comfortable with all of the new technologies I have learned about in this course, I have definitely mastered an understanding of the majority of them. What I learned about myself in the course is that I can learn how to use the technology that my students and children have grown up with and take for granted. I know now that even though I am a “digital immigrant” vs a “digital native “ I am still able to master it. I really enjoyed talking with my students about a lot of the technologies that were new to me, only to find out that they know all about it already!
I feel that the educational value of blogs and blogging to the 21st century learner can be of extreme value. I really feel that it would be of great use in the classroom for students to give closure to what they learned that day in class. It is useful for teachers to use as a way to keep parents abreast of what their students are learning, doing, and should be studying daily in your class. Teachers could also use it within their areas of expertise to share and collaborate with staff members within their school, or even with a further reach out….district, or statewide even. AP’s and/or the Principal could use it as a very important way of keeping the stakeholders in the community, both parents and business owners, or partner colleges abreast of important events and information related to the schools business. Our goal has always been to increase parent and community involvement in my district and this could really strengthen the ties, and open up the communication between us. I don’t feel that blogging should be a great concern in education; I feel that there are worse areas of the internet that need to be monitored than it. Of course there would have to be someone monitoring for inappropriate posts, etc.
All in all, I really enjoyed this class and even though at each new technology try my level of frustration would rise, I feel that I have come a long way in my understanding of technology within the schools, and how my students can benefit from my continued learning in this area. I will continue to expand my knowledge in the area of blogs, and teacher websites especially and work to get my district to approve their use.
Friday, December 18, 2009
Sunday, December 13, 2009
Lori's Action Plan- Week 4 assignment
Michelle,I don't know what is going wrong, but it isn't putting in the lines for my charts, or my flow chart???? It is fine on the "submit" and on the board???? Sorry
Part I: Aldine I.S.D.
MacArthur High School
Overview:
Our campus improvement plan will assist stakeholders in the community to participate in developing the best comprehensive school in the nation. Technology is one of the main items addressed in both our District and in our CIP. The plan as intended makes the technology one of the key ways to improve student learning. Technology dictates can be found in 3 of the 5 MacArthur Objectives. Within the sub categories in the Objectives, 4 address technology. Our district has what they call Site-based-management, and so the development of the CIP is different than some schools: We build from the “bottom up”. The steering committee is representative of all stakeholders: students, teachers, parents, administrators, community members, and business partners. First off, alignments with the Districts goals are a must. Then our staff at MacArthur meets as entire group and looks at the AEIS, AYP, and TAKS data from the previous school year. All of this information is thoroughly disaggregated and discussed. Ideas are given, and thought is dedicated to finding a way to improve the student and staff. Then the entire group is divided into committees, this is done at the very start of the school year in August. Each committee develops goals and objectives that will enhance our instructional program in relationship to student conduct, attendance, career plans and overall success. We are one of the only two high schools in our district, which contains 5 high schools, that was recognized and not in AYP trouble. The following are the actual excerpts from our CIP that deal with technology.
MacArthur High School
Campus Action Plan
2009-2010 Campus Objectives
Objective 1.1.4: MacArthur will demonstrate sustained growth in student achievement
Goal: Demonstrate student proficiency on the 10th grade Science TAKS test at 80% grade or higher and 11th grade mastery at 85% or higher for each student group including special education Perspective: Process alignment for student results
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
1. Improve existing technology using graphing calculators, wireless carts, and in-focus and increase the amount of in focus AS T, SS Improve student group performance scores High School Allotment $87,000 8/09 6/10
Objective 1.2: MacArthur will demonstrate sustained growth in student achievement
Goal: Focus on college readiness/Improve student performance on the PSAT, SAT, ACT and AP tests. Perspective: Process alignment for student results
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
2. Establish a computer lab AS P,AP,T, SS, SP Improve student performance on standardized assessment Staff Time
District money 8/09 6/10
Objective 3.1: MacArthur High School will improve parent/community relations by creating a welcoming environment.
Goal: Increase and improve communications with parents. Perspective: Student stakeholder focus Parent/Community relations
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
3. Use phone dialer for communication to parents and community: progress reports, report cards, project prom, open house, NG incentives and forms needed to be turned in. All P,AP,A, AR Parent community survey Local funds 8/09 6/10
Objective 4: MacArthur High School will allocate resources to maximize excellence in the operation of MacArthur High School.
Goal: Increase and improve communications with parents. Perspective: Process alignment for student results
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
1. Develop technology infrastructure with equipment put in place.
• Infrastructure, Phase I
i.e. Infocus projectors, blades, mimeos drops, wiring. AS P,AP,T, SS, SP Completion of 3 tier, 40 hour plans.
All money expended Title I, ARRA,SVE, Pr. Budget 8/09 6/10
“Responsible Person” code:
P- Principal: Nancy Blackwell, oversees all campus operations, she is also the Chairman of the Campus Improvement Steering Committee.
AP- Assistant Principals: Assist the principal in running the campus; they each have their own varying set of duties. Part of Ms. Blackwell’s leadership team.
• Marguerita Guerra- head of curriculum, on the CISC committee also
• Lupita Munoz- on the CISC committee also
• Charlie Troncale- head of the building, and just about everything else
• Ed Redeaux
• Andy Shroble
• Terry Riggle
T- Teachers: We have just a little over 200 of us
• Leah Domer- English Dept chair, on the CISC committee also
• Marylyn Doyle- Science Dept chair, on the CISC committee also
• Vickie Hoskins- Social studies Dept Chair, on the CISC committee also
• Wanda Higgins- CATE Dept chair, on the CISC committee also
• Amy Smith- Foreign Language chair, on the CISC committee also
• Eric McClellan- Fine Arts Dept Chair, on the CISC committee also
• Kelly Silha- PE/Athletics Dept Chair, on the CISC committee also
• Sue Richetti- Special Ed Dept Chair, on the CISC committee also
• Caesar Gonzales- EAC, Special Ed teacher, on the CISC committee also
SS: Skills Specialists- They work with their special department to help the new teachers become great at what they do. They also run staff developments, and anything else that is asked of them.
• Jamie Spates- Science/Social Studies, on the CISC committee also
• Sandra Foster- Math, on the CISC committee also
SP: Support Personnel- These are extra staff, whether they are aides, secretaries, etc.
• Denise Keaton- EAC Counselor, on the CISC committee also
A: Attendance- The attendance office has a staff of three people:
• Ms Navarro
• Ms Ramirez
• Ms Juarez
AR: Area representations- These are members of our community stakeholders
• Teresa Ramirez- parent
• Patti Solomon- Acosta- Acosta’s Service Station
S: Students- we have about 2400!
• Wesley Livingston
• Olga Tovar
• CeCe Gordon
So, we start out with the committees, then it goes to the leadership team, and they along with Ms. Blackwell review the Proposed Campus Action Plan, once they get it set, it goes before the Campus Improvement Steering Committee for final consideration before it leaves our campus. Then it goes up to the District for approval (the key leader of Technology that is responsible for the four things shown above is Magaret Barnet). After that it goes to our Area Superintendent Ms. Byrum-she oversees the operations of the High School- MacArthur, down through our vertical feeder schools all the way to pre-k. Then finally to the superintendent Ms Bamburg- She oversees all of the operations of the entire district, and will make the final decision.
Now if extra money comes in Ms. Blackwell will decide if she wants to pour it into more technology, rather than going back through the whole process again…which doesn’t even finalize until Nov-Dec.
Action Items that still need to be addressed would be the fact that most teachers still don’t have the technology that they need to actually improve student achievement through its use. Since the Action plan gave until 6/10 to complete the Phase I part, I would say that the following year in addition to all of the regular disaggregated data that we look at we will need to do a Technology Audit and see if all of the classrooms were brought up to the level that was proposed. There should also be a “Technology use” newsletter put out once per month by the technology campus person, currently Dustin Ivy. It should be sent out with a generic idea for the use of the technology we have in our rooms to date, and information on where to go to get further help or information on the idea.
Part 2: Professional Development Planning
According to what we did in week three, as a principal I will need to be able to do both of the following Domain II, Instructional Leadership elements:
• Analyze and facilitate the use of technology, telecommunications, and information systems to enrich the campus curriculum ( SBEC Principal Competency 4 indicator);
• Analyze and facilitate the use of technology, telecommunications, and information systems to enhance teaching and learning (SBEC Principal Competency 5 indicator).
In other words, it is my job as a principal to not only be able to figure out what kind of technology we need by analyzing the data, but I must be able to know how to encourage and facilitate the use of the technology for the increase in student achievement. As I also talked about in week three, Technology and information systems (e.g., AEIS, AYP, STaR chart and other data gathering software) are used in identifying district/campus curriculum, and it is also used to determine our instructional and professional development needs. As I am looking at the data from week 3, I realize that we really need to have the technology be in the classrooms to use with the students in order to enrich their differentiated instruction, and improve student achievement. Once the technology is available to the teachers on a daily basis, then it will be time for Professional development in order to be sure that all of the staff understands how and why they need to integrate the technology into their daily curriculum instruction.
Actual Professional Development should then include:
1. A basic Professional Development on the how’s and whys of integrating any type of technology into the classroom. I am sure that when the teachers have been in serviced on it in the past they treated it as a “need to know” sort of thing…..there wasn’t the technology in their classroom, so why listen. If they are told it will be there shortly they will welcome this type of in-service.
2. A Professional Development session at the building level, in the individual department meetings. All of the different areas require the technology for different uses, and will use them in different ways. You could try to put your department into groups, or pairs where an experienced technology “guru” could do a hands on type of training with the teachers right in their rooms on how the different equipment not only works, but how to hook it up, so that they can troubleshoot as necessary.
3. Last, but not least, the last training should be based on the subject area you teach. It should be a very specific Professional development in which there are examples demonstrated and given in your teaching area, of using the technology you have in your room for curriculum and instructional use.
4. At that time, the Department Planning Level leaders can take over, and the teachers can spend some actual professional development time coming up with ways that they can integrate it in their next lesson, or unit. For instance time to make a power point to use in class with their new infocus.
Part 3: Evaluation Planning for Action Plan
Evaluation:
• Use the technology audit to find out where we are according to our action plan, and decide where we are going in phase II of the plan.
• Use the data that is available to us as always from our information systems, such as: AEIS, AYP, StaR chart TAKS results on both 10th grade, and Exit level, End of Course data, and any other data gathering systems we have- IGPRO, SASI, etc. Once disaggregated, the data can be used to determine what is being successful with the kiddos and where our problem areas lie. Once the problem areas are found, they can then be addressed within a new action plan.
• Our leadership teams should continue to do walk-throughs looking for the technology to be integrated within our daily teaching curriculum.
• Team collaboration should continue, and peer observations should be discussed and used as a teaching peer collaboration means.
Part I: Aldine I.S.D.
MacArthur High School
Overview:
Our campus improvement plan will assist stakeholders in the community to participate in developing the best comprehensive school in the nation. Technology is one of the main items addressed in both our District and in our CIP. The plan as intended makes the technology one of the key ways to improve student learning. Technology dictates can be found in 3 of the 5 MacArthur Objectives. Within the sub categories in the Objectives, 4 address technology. Our district has what they call Site-based-management, and so the development of the CIP is different than some schools: We build from the “bottom up”. The steering committee is representative of all stakeholders: students, teachers, parents, administrators, community members, and business partners. First off, alignments with the Districts goals are a must. Then our staff at MacArthur meets as entire group and looks at the AEIS, AYP, and TAKS data from the previous school year. All of this information is thoroughly disaggregated and discussed. Ideas are given, and thought is dedicated to finding a way to improve the student and staff. Then the entire group is divided into committees, this is done at the very start of the school year in August. Each committee develops goals and objectives that will enhance our instructional program in relationship to student conduct, attendance, career plans and overall success. We are one of the only two high schools in our district, which contains 5 high schools, that was recognized and not in AYP trouble. The following are the actual excerpts from our CIP that deal with technology.
MacArthur High School
Campus Action Plan
2009-2010 Campus Objectives
Objective 1.1.4: MacArthur will demonstrate sustained growth in student achievement
Goal: Demonstrate student proficiency on the 10th grade Science TAKS test at 80% grade or higher and 11th grade mastery at 85% or higher for each student group including special education Perspective: Process alignment for student results
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
1. Improve existing technology using graphing calculators, wireless carts, and in-focus and increase the amount of in focus AS T, SS Improve student group performance scores High School Allotment $87,000 8/09 6/10
Objective 1.2: MacArthur will demonstrate sustained growth in student achievement
Goal: Focus on college readiness/Improve student performance on the PSAT, SAT, ACT and AP tests. Perspective: Process alignment for student results
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
2. Establish a computer lab AS P,AP,T, SS, SP Improve student performance on standardized assessment Staff Time
District money 8/09 6/10
Objective 3.1: MacArthur High School will improve parent/community relations by creating a welcoming environment.
Goal: Increase and improve communications with parents. Perspective: Student stakeholder focus Parent/Community relations
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
3. Use phone dialer for communication to parents and community: progress reports, report cards, project prom, open house, NG incentives and forms needed to be turned in. All P,AP,A, AR Parent community survey Local funds 8/09 6/10
Objective 4: MacArthur High School will allocate resources to maximize excellence in the operation of MacArthur High School.
Goal: Increase and improve communications with parents. Perspective: Process alignment for student results
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
1. Develop technology infrastructure with equipment put in place.
• Infrastructure, Phase I
i.e. Infocus projectors, blades, mimeos drops, wiring. AS P,AP,T, SS, SP Completion of 3 tier, 40 hour plans.
All money expended Title I, ARRA,SVE, Pr. Budget 8/09 6/10
“Responsible Person” code:
P- Principal: Nancy Blackwell, oversees all campus operations, she is also the Chairman of the Campus Improvement Steering Committee.
AP- Assistant Principals: Assist the principal in running the campus; they each have their own varying set of duties. Part of Ms. Blackwell’s leadership team.
• Marguerita Guerra- head of curriculum, on the CISC committee also
• Lupita Munoz- on the CISC committee also
• Charlie Troncale- head of the building, and just about everything else
• Ed Redeaux
• Andy Shroble
• Terry Riggle
T- Teachers: We have just a little over 200 of us
• Leah Domer- English Dept chair, on the CISC committee also
• Marylyn Doyle- Science Dept chair, on the CISC committee also
• Vickie Hoskins- Social studies Dept Chair, on the CISC committee also
• Wanda Higgins- CATE Dept chair, on the CISC committee also
• Amy Smith- Foreign Language chair, on the CISC committee also
• Eric McClellan- Fine Arts Dept Chair, on the CISC committee also
• Kelly Silha- PE/Athletics Dept Chair, on the CISC committee also
• Sue Richetti- Special Ed Dept Chair, on the CISC committee also
• Caesar Gonzales- EAC, Special Ed teacher, on the CISC committee also
SS: Skills Specialists- They work with their special department to help the new teachers become great at what they do. They also run staff developments, and anything else that is asked of them.
• Jamie Spates- Science/Social Studies, on the CISC committee also
• Sandra Foster- Math, on the CISC committee also
SP: Support Personnel- These are extra staff, whether they are aides, secretaries, etc.
• Denise Keaton- EAC Counselor, on the CISC committee also
A: Attendance- The attendance office has a staff of three people:
• Ms Navarro
• Ms Ramirez
• Ms Juarez
AR: Area representations- These are members of our community stakeholders
• Teresa Ramirez- parent
• Patti Solomon- Acosta- Acosta’s Service Station
S: Students- we have about 2400!
• Wesley Livingston
• Olga Tovar
• CeCe Gordon
So, we start out with the committees, then it goes to the leadership team, and they along with Ms. Blackwell review the Proposed Campus Action Plan, once they get it set, it goes before the Campus Improvement Steering Committee for final consideration before it leaves our campus. Then it goes up to the District for approval (the key leader of Technology that is responsible for the four things shown above is Magaret Barnet). After that it goes to our Area Superintendent Ms. Byrum-she oversees the operations of the High School- MacArthur, down through our vertical feeder schools all the way to pre-k. Then finally to the superintendent Ms Bamburg- She oversees all of the operations of the entire district, and will make the final decision.
Now if extra money comes in Ms. Blackwell will decide if she wants to pour it into more technology, rather than going back through the whole process again…which doesn’t even finalize until Nov-Dec.
Action Items that still need to be addressed would be the fact that most teachers still don’t have the technology that they need to actually improve student achievement through its use. Since the Action plan gave until 6/10 to complete the Phase I part, I would say that the following year in addition to all of the regular disaggregated data that we look at we will need to do a Technology Audit and see if all of the classrooms were brought up to the level that was proposed. There should also be a “Technology use” newsletter put out once per month by the technology campus person, currently Dustin Ivy. It should be sent out with a generic idea for the use of the technology we have in our rooms to date, and information on where to go to get further help or information on the idea.
Part 2: Professional Development Planning
According to what we did in week three, as a principal I will need to be able to do both of the following Domain II, Instructional Leadership elements:
• Analyze and facilitate the use of technology, telecommunications, and information systems to enrich the campus curriculum ( SBEC Principal Competency 4 indicator);
• Analyze and facilitate the use of technology, telecommunications, and information systems to enhance teaching and learning (SBEC Principal Competency 5 indicator).
In other words, it is my job as a principal to not only be able to figure out what kind of technology we need by analyzing the data, but I must be able to know how to encourage and facilitate the use of the technology for the increase in student achievement. As I also talked about in week three, Technology and information systems (e.g., AEIS, AYP, STaR chart and other data gathering software) are used in identifying district/campus curriculum, and it is also used to determine our instructional and professional development needs. As I am looking at the data from week 3, I realize that we really need to have the technology be in the classrooms to use with the students in order to enrich their differentiated instruction, and improve student achievement. Once the technology is available to the teachers on a daily basis, then it will be time for Professional development in order to be sure that all of the staff understands how and why they need to integrate the technology into their daily curriculum instruction.
Actual Professional Development should then include:
1. A basic Professional Development on the how’s and whys of integrating any type of technology into the classroom. I am sure that when the teachers have been in serviced on it in the past they treated it as a “need to know” sort of thing…..there wasn’t the technology in their classroom, so why listen. If they are told it will be there shortly they will welcome this type of in-service.
2. A Professional Development session at the building level, in the individual department meetings. All of the different areas require the technology for different uses, and will use them in different ways. You could try to put your department into groups, or pairs where an experienced technology “guru” could do a hands on type of training with the teachers right in their rooms on how the different equipment not only works, but how to hook it up, so that they can troubleshoot as necessary.
3. Last, but not least, the last training should be based on the subject area you teach. It should be a very specific Professional development in which there are examples demonstrated and given in your teaching area, of using the technology you have in your room for curriculum and instructional use.
4. At that time, the Department Planning Level leaders can take over, and the teachers can spend some actual professional development time coming up with ways that they can integrate it in their next lesson, or unit. For instance time to make a power point to use in class with their new infocus.
Part 3: Evaluation Planning for Action Plan
Evaluation:
• Use the technology audit to find out where we are according to our action plan, and decide where we are going in phase II of the plan.
• Use the data that is available to us as always from our information systems, such as: AEIS, AYP, StaR chart TAKS results on both 10th grade, and Exit level, End of Course data, and any other data gathering systems we have- IGPRO, SASI, etc. Once disaggregated, the data can be used to determine what is being successful with the kiddos and where our problem areas lie. Once the problem areas are found, they can then be addressed within a new action plan.
• Our leadership teams should continue to do walk-throughs looking for the technology to be integrated within our daily teaching curriculum.
• Team collaboration should continue, and peer observations should be discussed and used as a teaching peer collaboration means.
Sunday, November 29, 2009
Texas S Ta R Chart Pp
Check out this SlideShare Presentation:
Texas S Ta R Chart Pp
View more presentations from Lori Smith.
Week 2, Part 2
Educator Preparation & Development is the area that I would like to address from this week’s work dealing with the Long-Range Plan for Technology. What this area talks about is that, a “one size fits all” approach to teaching and learning does not meet the educational needs and goals for all students. Texas students are all different from each other; they are very diverse in nature. All students can benefit from the rich content, communication with other students, experts, and form access to online instructional resources, distance learning courses, all different ways of building knowledge and skills through using technology. The plan in this area sets guidelines for strategies that will involve curriculum, instruction to strengthen the education process through using 21st century tools. We are definitely making improvements in this area, as the state, districts, and schools strive to meet this challenge. The state did its part by coming up with the plan, but they need to put funding into it also. The districts need to understand that the state means what it says and that if they don’t meet these new standards there will be a punishment. There is the obvious one that their students won’t be able to compete with others in the state. Last but not least the schools need to realize how important it is, and the teachers can help this by showing how they could use the new technology. If teachers stand together and demand the technology for their students, and they get the community to buy into it, then it will get done.
Pre k TEKS
Grade Cluster:
Technology Application Strand Strand Description
Foundations
The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. And, the student uses data input skills appropriate to the task. The student complies with the laws and examines the issues regarding the use of technology in society.
Summary of TEKS #1
(A) use technology terminology appropriate to the task;
(B) start and exit programs as well as create, name, and save files; and
(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.
Summary of TEKS #2
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;
(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; and
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.
Information Acquisition
The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student evaluates the acquired electronic information.
Summary of TEKS #1
(A) apply keyword searches to acquire information; and
(B) select appropriate strategies to navigate and access information for research and resource sharing.
Summary of TEKS #2
(A) acquire information including text, audio, video, and graphics; and
(B) use on-line help.
Problem Solving
The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student uses technology applications to facilitate evaluation of work, both process and product.
Summary of TEKS #1
(A) use software programs with audio, video, and graphics to enhance learning experiences; and
(B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.
Summary of TEKS #2
(A) use communication tools to participate in group projects; and
(B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment.
Communication
The student formats digital information for appropriate and effective communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student uses technology applications to facilitate evaluation of communication, both process and product.
Summary of TEKS #1
(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; and
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials.
Summary of TEKS #2
(A) publish information in a variety of media including, but not limited to, printed copy or monitor display; and
(B) publish information in a variety of media including, but not limited to, stored files or video.
Every single one of these TEKS as you can see from the summary are the basic essentials that all of the other grades are based on. If you follow any of the TEKS up the grade levels you will find that they are a lot alike. The same main ideas, but the higher up in grades that you get, the more in depth the understanding must become in order to master the TEK.
Technology Application Strand Strand Description
Foundations
The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. And, the student uses data input skills appropriate to the task. The student complies with the laws and examines the issues regarding the use of technology in society.
Summary of TEKS #1
(A) use technology terminology appropriate to the task;
(B) start and exit programs as well as create, name, and save files; and
(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.
Summary of TEKS #2
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;
(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; and
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.
Information Acquisition
The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student evaluates the acquired electronic information.
Summary of TEKS #1
(A) apply keyword searches to acquire information; and
(B) select appropriate strategies to navigate and access information for research and resource sharing.
Summary of TEKS #2
(A) acquire information including text, audio, video, and graphics; and
(B) use on-line help.
Problem Solving
The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student uses technology applications to facilitate evaluation of work, both process and product.
Summary of TEKS #1
(A) use software programs with audio, video, and graphics to enhance learning experiences; and
(B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.
Summary of TEKS #2
(A) use communication tools to participate in group projects; and
(B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment.
Communication
The student formats digital information for appropriate and effective communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student uses technology applications to facilitate evaluation of communication, both process and product.
Summary of TEKS #1
(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; and
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials.
Summary of TEKS #2
(A) publish information in a variety of media including, but not limited to, printed copy or monitor display; and
(B) publish information in a variety of media including, but not limited to, stored files or video.
Every single one of these TEKS as you can see from the summary are the basic essentials that all of the other grades are based on. If you follow any of the TEKS up the grade levels you will find that they are a lot alike. The same main ideas, but the higher up in grades that you get, the more in depth the understanding must become in order to master the TEK.
Long Range Plan Assignment
Long-Range Plan and Summary of Key Ideas
Vision 2020 -
In summary, Vision 2020 says that we will extend the school time. We will have 24/7 access to resources and tools. This will help students to be better equipped to deal with the real world when they graduate. It will allow the parents to participate in their childs education, and increase their communication ability. The Educators will have access to vital student information so that they can individualize student instruction. And as far as school boards and community leaders are concerned this will make the things that money is spent on a more effective use of resources.
Defining the Need for Change-
Life expectancy is increasing by 30 years, and the workforce in America is retiring later. Texas will add almost 4million students k-12 over next 40 years. They will be even more diverse, and poor. Our schools must meet the fast pace of Technology change.
Introducing the 21st Century Learner -
The 21st century learner will want all content to be relevant, even with the basics, though they will take responsibility for personal well being. Their will be global collaborative learning- technology must keep up.
Teacher Voices-
Teachers teach more than one subject and find many benefits from technology use both to teach with and to communicate with other professionals. However, not all have what they need due to funding.
Teaching and Learning -
The plan sets parameters and guidelines for new strategies involving curriculum, instruction, and assessment to strengthen the education process through the effective use of 21st century tools for learning.
Educator Preparation and Development -
Technology can impact curriculum and instruction, but for this to occur, teachers need to learn to incorporate technology appropriately to support the curriculum and bring about learning opportunities that would not be possible without the technology.
Leadership, Administration, and Instructional Support -
Effective school administrators conduct needs assessments to determine strengths and challenges that will impact planning and implementation of educational technology in schools. As leaders, administrators must envision, fund, and assess the use of technology in schools.
Infrastructure for Technology -
A stable infrastructure requires consistent and reliable funding to ensure the support for current and emerging technologies for the most effective and efficient delivery of services.
Study of Needs -
In an effort to gauge the current status of educational technology implementation and the ability of districts to meet the goals of the Long-Range Plan for Technology, Additional data was reviewed and analyzed from a variety of sources, including summaries of the School Technology and Readiness (STaR) charts.
After going through this long range plan document a lot of the things that are happening in my district are starting to make sense. Though I find it hard to see how we are going to keep up with the plan due to lack of funds. To me, one of the biggest problems with increased technology is that you no sooner have the equipment, and it is outdated already!
Vision 2020 -
In summary, Vision 2020 says that we will extend the school time. We will have 24/7 access to resources and tools. This will help students to be better equipped to deal with the real world when they graduate. It will allow the parents to participate in their childs education, and increase their communication ability. The Educators will have access to vital student information so that they can individualize student instruction. And as far as school boards and community leaders are concerned this will make the things that money is spent on a more effective use of resources.
Defining the Need for Change-
Life expectancy is increasing by 30 years, and the workforce in America is retiring later. Texas will add almost 4million students k-12 over next 40 years. They will be even more diverse, and poor. Our schools must meet the fast pace of Technology change.
Introducing the 21st Century Learner -
The 21st century learner will want all content to be relevant, even with the basics, though they will take responsibility for personal well being. Their will be global collaborative learning- technology must keep up.
Teacher Voices-
Teachers teach more than one subject and find many benefits from technology use both to teach with and to communicate with other professionals. However, not all have what they need due to funding.
Teaching and Learning -
The plan sets parameters and guidelines for new strategies involving curriculum, instruction, and assessment to strengthen the education process through the effective use of 21st century tools for learning.
Educator Preparation and Development -
Technology can impact curriculum and instruction, but for this to occur, teachers need to learn to incorporate technology appropriately to support the curriculum and bring about learning opportunities that would not be possible without the technology.
Leadership, Administration, and Instructional Support -
Effective school administrators conduct needs assessments to determine strengths and challenges that will impact planning and implementation of educational technology in schools. As leaders, administrators must envision, fund, and assess the use of technology in schools.
Infrastructure for Technology -
A stable infrastructure requires consistent and reliable funding to ensure the support for current and emerging technologies for the most effective and efficient delivery of services.
Study of Needs -
In an effort to gauge the current status of educational technology implementation and the ability of districts to meet the goals of the Long-Range Plan for Technology, Additional data was reviewed and analyzed from a variety of sources, including summaries of the School Technology and Readiness (STaR) charts.
After going through this long range plan document a lot of the things that are happening in my district are starting to make sense. Though I find it hard to see how we are going to keep up with the plan due to lack of funds. To me, one of the biggest problems with increased technology is that you no sooner have the equipment, and it is outdated already!
Week 1 Part 1
I found out several things from taking the two different assessments. I took the TEA Assessment which measured my Technology Ability. I also took the Teacher SETDA survey since that is my current position. The TEA assessment indicated that I had 67% yes in the foundations area, with twelve yes and six no, out of a total of eighteen questions. My information Acquisition was also in the sixty percent area. So I am good at the bottom level foundation wise, and can usually find what I am looking for, however when it came to Solving Problems and communication on a Technology level I was only about fifty percent. This means the higher level it is, as far as communicating technology wise, and understanding the deeper things with the computer, it is like a flip of a coin for me, a hit or miss chance, fifty-fifty on whether I can do it. The other assessment showed the same sort of information but what I also noticed was that the way they questioned you was different. It appeared that I couldn’t do anything, but it would be one word in the question that would get me to have to go negative instead of positive. This is misleading to someone who looks at my results but doesn’t know me. The assessments definitely help me to see why this class is making me feel like I am in over my head…. the professors are expecting a high level of technology use, but not teaching it, and there is too much crammed in to one week for someone that takes days to understand just the technology part.
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