Texas S Ta R Chart Pp
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Sunday, November 29, 2009
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.
Wednesday, November 25, 2009
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