Week 4 Assignment Part I: Development of an Organization Chart Integrating Technology
LuAnn Hughes - District Technology Head
Ms. Hughes coordinates district technology programs. She is instrumental in integrating new technology programs.
John Griner - Mr. Griner is in charge of software programs for the district.
He purchases new software and provides technical support for new programs.
Instructional Assistants -
These people float from campus to campus overseeing technological problems and assisting teachers.
Teachers -
Responsible for technology integration at the campus/classroom levels.
According to my principal during our week 3 interview, the role of the principal is to monitor technology usage. Through a district wide program called Eduphoria, my principal is able to view PDAS in relation to technology usage, lesson plans in relation to incorporating technology, and data in relation to technology usage in the classroom. He also conducts "data walks" weekly and is able to view each teacher's level of technology implementation.
Week 4 Assignment Part II: Professional Development Planning
In interviewing a member of my campus Site Based Decision Making Team, it was suggested campus-wide professional development training for use with current technology programs. Many of our teachers do not know how to use what we already have on campus let alone new programs. The students I interviewed said technology usage varies from class to class. Some teachers are using technology everyday and allowing students access as well, while some teachers do not touch technology the whole year. We need to be on the same page and faithfully using our technology that is available. After the professional development sessions, our newer teachers can mentor the veteran teachers to provide a campus contact.
According to the Campus Improvement Plan at Cater on high quality staff development (p.7), technology in-services were not mentioned. Under the heading of integrating technology into the classroom environment (p. 9), there is a list of programs teachers can use to incorporate technology into the classroom.
According to the Texas Long-Range Plan for Technology "professional development opportunities must be available 24/7 to all educators through a variety of delivery methods, including online and other distance learning technologies" (p. 2).
After the first initial professional development sessions to make sure that everyone is on the same page about current technology in the district, data can be taken from the STaR chart results, and teachers can be grouped by developing technology use or advanced technology use. There should be technology professional development tailored to suit each end of the spectrum and offered throughout the year. I recommend the following plan that allows technology staff development at the campus once a month. This is frequent enough to allow teachers time to try out the new information and provide feedback on how it is working for them in the classroom.
August 2011 - Topic: Information about current technology in the distrct.
The objective of this meeting is to make sure that everyone is on the same page about current technologies and how to use them.
September 2011 - Topic: STaR Chart Results.
The objective of this meeting is to make the staff aware of our STaR chart trends for the last several years. We can discuss as a campus how to improve low areas and how to keep improving high areas.
October 2011 - Topic: Grouping teachers by technology ability levels.
The objective of this meeting is to ensure that teachers are receiving technology level appropriate training. The advanced users need a different type of technology than the developing users. Also in this meeting teachers will be paired with a mentor. The developing technology users will be given an advanced technology partner they can go to as they are learning how to incorporate technology into their classrooms.
November 2011 - June 2012 - Topic: Specific sessions for various group levels.
The objective of these sessions is to target specific areas of importance to each technology level group. Each group will have the opportunity to guide what they need from the sessions, and will have the ability to share with each other things they are doing in their classrooms to incorporate technology.
Persons Responsible for Implementation
Campus principal and assistant principal
District technology head - to oversee the topics that will be presented at the campus as well as offer suggestions or input on who will be presenting.
Technology assistants - as needed
Teachers - by taking the new information and applying it to their classrooms.
Temple Independent School District. (2009-2010). Cater Elementary Campus Improvement Plan (CIP) 2009-2010, 1-23.
Texas Education Agency. (2006 November). Texas Long-Range Plan for Technology 2006-2020. Retrieved from TEA website: http://www.tea.state.tx.us
Week 4 Assignment Part III: Evaluation Planning for Action Plan
At Cater Elementary we are currently have an assessment measure in place, but the measure is not being used for technology. Each week our administrators are responsible for conducting a "data walk" on each teacher on campus. This provides the school and district data about each teacher. It would be easy to incorporate a technology component with the "data walk." This would provide the campus and district data on a weekly basis about how faithfully technology is being utilized in the classrooms. If a trend develops with certain teachers not incorporating technology, those teachers could be recommended for more professional development. The district improvement plan states "refine technology curriculum to meet Technology Application TEKS and integrate into the core curriculum areas" (p. 30).
We could also use online surveys as a means for collecting data. We could survey teachers, parents, and students to find out if technology use is being increased in classrooms. This could be done quarterly.
In addition, principals should be looking at the types of professional development their teachers signed up for or completed. If they see a teacher lacking in technology professional development, they will be able to conference with them immediately and work on finding a session for them to attend.
The timeline for evaluation of the professional development sessions on campus should be occuring once at least once a month. The professional development plan I have suggested would provide the ability to have the teachers try new ideas and come back in a month and report what is working for them and what is not working for them.
Temple Independent School District. (2010-2011). District Improvement Plan 2010-2011, 1-49.
Sunday, March 20, 2011
Sunday, March 6, 2011
Saturday, March 5, 2011
EDLD 5352 Instructional Leadership Week 2 Blog #3
National Education Technology Plan Transforming American Education: Learning Powered by Technology
The premise behind this national plan is to incite schools to act now. We have to work together as schools, as districts, as states, and nationally in order to see the highest success from technology with our students. The National Educational Technology Plan (NETP) has 5 goals for states, districts, the national government, and any stakeholders. Goal 1 is Learning. Goal 2 is Assessment. Goal 3 is Teaching. Goal 4 is Infrastructure. Goal 5 is Productivity.
Under Goal 1, Learning, it states that "all learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society" (p. 12). We must make changes to the way we are teaching students and how they are receiving learning in order to incorporate technology into our daily classrooms. Goal 2, Assessment, states that "our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement" (p. 12). We need to have feedback on student learning so that we can make changes as needed to see student achievement improvement. We can also incorporate technology into assessments. Goal 3, Teaching, states that "professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners" (p. 13). This is a big area of improvement. Districts are so diversified in how they assist teachers in achieving professional development in technology. NETP suggests having online learning communities for educators to collaborate, incorporating technology into curriculum, and providing teachers with professional development opportunities involving technology to name a few. Under Goal 4, Infrastructure, it states that "all students and educators will have access to a comprehensive infrastructure for learning when and where they need it" (p.13). One of the suggestions is that students and educators need to have access to adequate broadband internet, something also mentioned in the Long-Range Plan for Technology in Texas. Finally on to Goal 5, Productivity, which states that "our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff" (p.14).
Plans such as this give us an idea of where we are heading and where we need to be. This national plan provides a guide for the states to use as an example.
U.S. Department of Education, U.S. Department of Technology. (2010, March 5). Draft National Educational Technology Plan 2010. Retrieved from: http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf.
The premise behind this national plan is to incite schools to act now. We have to work together as schools, as districts, as states, and nationally in order to see the highest success from technology with our students. The National Educational Technology Plan (NETP) has 5 goals for states, districts, the national government, and any stakeholders. Goal 1 is Learning. Goal 2 is Assessment. Goal 3 is Teaching. Goal 4 is Infrastructure. Goal 5 is Productivity.
Under Goal 1, Learning, it states that "all learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society" (p. 12). We must make changes to the way we are teaching students and how they are receiving learning in order to incorporate technology into our daily classrooms. Goal 2, Assessment, states that "our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement" (p. 12). We need to have feedback on student learning so that we can make changes as needed to see student achievement improvement. We can also incorporate technology into assessments. Goal 3, Teaching, states that "professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners" (p. 13). This is a big area of improvement. Districts are so diversified in how they assist teachers in achieving professional development in technology. NETP suggests having online learning communities for educators to collaborate, incorporating technology into curriculum, and providing teachers with professional development opportunities involving technology to name a few. Under Goal 4, Infrastructure, it states that "all students and educators will have access to a comprehensive infrastructure for learning when and where they need it" (p.13). One of the suggestions is that students and educators need to have access to adequate broadband internet, something also mentioned in the Long-Range Plan for Technology in Texas. Finally on to Goal 5, Productivity, which states that "our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff" (p.14).
Plans such as this give us an idea of where we are heading and where we need to be. This national plan provides a guide for the states to use as an example.
U.S. Department of Education, U.S. Department of Technology. (2010, March 5). Draft National Educational Technology Plan 2010. Retrieved from: http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf.
EDLD Instructional Leadership Week 2 Blog #2
Progress Report on the Long-Range Plan for Technology 2006-2020
Most districts in the Teaching and Learning area are in the Developing Technology range. Between 2007-2008 and 2009-2010 the Advanced Technology range has improved. The positive aspect of the progress report is that few schools are reporting in the Early Technology range, however few schools are also reporting in the Target Technology range. The good news is that we are aware of our technology deficiencies and are actively trying to do something about it.
In general the 2006-2020 progress report was modeled after the 1st progress report 1988-2000. Several surveys were conducted for the progress report, many of those posed to students. In the 2007 Net Day Speak Up survey for students some interesting results were found. Students in grades K-2 reported using technology primarily to play games. When asked about how they use technology at school, they reported mostly to play learning games. Other close front runners were taking tests or to practice reading, math, or writing. Students in grades 3-5 use technology primarily to play video games or online games. Students in those grades reported that for school work they primarily use computers for research. Students in grades 6-8 most commonly use technology for video games, online games, downloading music, social networking sites, or e-mail. These students reported using computers for school work mainly for research. The final group, students in grades 9-12, reported using technology mostly for downloading music. For class work students reported using technology for writing assignments or research the most. In this same survey parents and teachers were also surveyed. Parents reported many positive outlooks for increased technology. They reported that technology was helping in "accessing and monitoring their child's education" (p. 8 December 2008). In addition parents also reported "...being better informed about school events, being better informed about their child's grades and overall achievement level, feeling more connected to the school, being better informed about homework, assignments, and tests, and being better able to help their child with homework" (p. 8 December 2008). The teacher survey indicated that a majority of teachers identify with being average tech users.
Reports of the Technology Immersion Pilot (TIP) were also listed in the 2008 progress report. The TIP program enables students and teachers to have access to technology proven to facilitate student academic growth. This program is providing teachers the opportunities to follow the technology plan outlined in the 2006-2020 Texas Long-Range Technology plans.
If we don't know where we have been how can we know where we are going? As a state planning allows us to know what steps we need to take in order to be proactive towards our technology incorporation into schools. The state provides the guide for districts to model their schools by and teachers to model their classrooms on. Local districts can check their progress by the state plan and see how they measure up and what changes need to be made in order to continue improving.
Texas Education Agency. (2008, December). Progress Report on the Long Range Plan for Technology 2006-2020. Retrieved from the TEA website: http://www.tea.state.tx.us/.
Texas Education Agency. (2010, December). 2010 Progress Report on the Long-Range Plan for Technology, 2006-2020. Retrieved from the TEA website: http://www.tea.state.tx.us/.
Most districts in the Teaching and Learning area are in the Developing Technology range. Between 2007-2008 and 2009-2010 the Advanced Technology range has improved. The positive aspect of the progress report is that few schools are reporting in the Early Technology range, however few schools are also reporting in the Target Technology range. The good news is that we are aware of our technology deficiencies and are actively trying to do something about it.
In general the 2006-2020 progress report was modeled after the 1st progress report 1988-2000. Several surveys were conducted for the progress report, many of those posed to students. In the 2007 Net Day Speak Up survey for students some interesting results were found. Students in grades K-2 reported using technology primarily to play games. When asked about how they use technology at school, they reported mostly to play learning games. Other close front runners were taking tests or to practice reading, math, or writing. Students in grades 3-5 use technology primarily to play video games or online games. Students in those grades reported that for school work they primarily use computers for research. Students in grades 6-8 most commonly use technology for video games, online games, downloading music, social networking sites, or e-mail. These students reported using computers for school work mainly for research. The final group, students in grades 9-12, reported using technology mostly for downloading music. For class work students reported using technology for writing assignments or research the most. In this same survey parents and teachers were also surveyed. Parents reported many positive outlooks for increased technology. They reported that technology was helping in "accessing and monitoring their child's education" (p. 8 December 2008). In addition parents also reported "...being better informed about school events, being better informed about their child's grades and overall achievement level, feeling more connected to the school, being better informed about homework, assignments, and tests, and being better able to help their child with homework" (p. 8 December 2008). The teacher survey indicated that a majority of teachers identify with being average tech users.
Reports of the Technology Immersion Pilot (TIP) were also listed in the 2008 progress report. The TIP program enables students and teachers to have access to technology proven to facilitate student academic growth. This program is providing teachers the opportunities to follow the technology plan outlined in the 2006-2020 Texas Long-Range Technology plans.
If we don't know where we have been how can we know where we are going? As a state planning allows us to know what steps we need to take in order to be proactive towards our technology incorporation into schools. The state provides the guide for districts to model their schools by and teachers to model their classrooms on. Local districts can check their progress by the state plan and see how they measure up and what changes need to be made in order to continue improving.
Texas Education Agency. (2008, December). Progress Report on the Long Range Plan for Technology 2006-2020. Retrieved from the TEA website: http://www.tea.state.tx.us/.
Texas Education Agency. (2010, December). 2010 Progress Report on the Long-Range Plan for Technology, 2006-2020. Retrieved from the TEA website: http://www.tea.state.tx.us/.
EDLD 5352 Instructional Leadership Week 2 Blog #1
Texas Long Range Plan for Technology 2006-2020: Teaching and Learning
The goal of the teaching and learning plan is to ensure that students are fully engaged in the learning process. There is more of a focus on individualized instruction than on the traditional "one size fits all" approach. The overarching goal is to equalize the learning process.
For Teaching and Learning there are several goals to keep in mind. One, that students "have access to relevant technologies, tools, resources, and services for individualized instruction 24 hours a day/ 7 days a week." Secondly, that students "use information and communication technologies to collaborate, construct knowledge and provide solutions to real-world problems and situations that are encountered. " Thirdly, all learners "use research-based strategies in all subject areas to improve academic achievement." Finally, a goal for all learners is to "communicate effectively in a variety of formats for diverse audiences." (p.16)
Substantial progress has been made in this area since the start of this plan in 2006. Students are receiving more access to technology programs and teachers are better trained to incorporate technology into the classroom. Through careful implementation districts are increasing access to many important resources vital to the 21st century student. Many districts are reporting that their achievement scores are increasing due to increased technology usage. The national plan for technology improvement includes a 7 step process. Leadership needs to be strengthened, budgeting needs to become more and more innovative, teacher training needs to be improved, online learning needs to be supported, broadband access needs to be supported and encouraged for teachers and students, a movement towards digital content, and finally data needs to be integrated. Within this national plan are recommendations for the state, local districts, and schools. For example under the heading of improving teacher training 5 suggestions are made. One of those suggestions is that districts need to make sure new teachers are being better prepared in technology usage.
There is certainly room for improvement in this area. Teachers need to be constantly improving in technology and keeping up with trends as new technology is created. The better teachers know technology the better they can pass it along to their students. It is very important to assess educators' technology leadership knowledge and skills. We have to know what level we are as a state in order to make steps towards improvement. Educators are responsible for teaching the future citizens of our country how to function in an ever-changing technological world.
Texas Education Agency. (2006, November). Texas Long Range Plan for Technology 2006-2020. Retrieved from the TEA website: http://www.tea.state.tx.us/.
The goal of the teaching and learning plan is to ensure that students are fully engaged in the learning process. There is more of a focus on individualized instruction than on the traditional "one size fits all" approach. The overarching goal is to equalize the learning process.
For Teaching and Learning there are several goals to keep in mind. One, that students "have access to relevant technologies, tools, resources, and services for individualized instruction 24 hours a day/ 7 days a week." Secondly, that students "use information and communication technologies to collaborate, construct knowledge and provide solutions to real-world problems and situations that are encountered. " Thirdly, all learners "use research-based strategies in all subject areas to improve academic achievement." Finally, a goal for all learners is to "communicate effectively in a variety of formats for diverse audiences." (p.16)
Substantial progress has been made in this area since the start of this plan in 2006. Students are receiving more access to technology programs and teachers are better trained to incorporate technology into the classroom. Through careful implementation districts are increasing access to many important resources vital to the 21st century student. Many districts are reporting that their achievement scores are increasing due to increased technology usage. The national plan for technology improvement includes a 7 step process. Leadership needs to be strengthened, budgeting needs to become more and more innovative, teacher training needs to be improved, online learning needs to be supported, broadband access needs to be supported and encouraged for teachers and students, a movement towards digital content, and finally data needs to be integrated. Within this national plan are recommendations for the state, local districts, and schools. For example under the heading of improving teacher training 5 suggestions are made. One of those suggestions is that districts need to make sure new teachers are being better prepared in technology usage.
There is certainly room for improvement in this area. Teachers need to be constantly improving in technology and keeping up with trends as new technology is created. The better teachers know technology the better they can pass it along to their students. It is very important to assess educators' technology leadership knowledge and skills. We have to know what level we are as a state in order to make steps towards improvement. Educators are responsible for teaching the future citizens of our country how to function in an ever-changing technological world.
Texas Education Agency. (2006, November). Texas Long Range Plan for Technology 2006-2020. Retrieved from the TEA website: http://www.tea.state.tx.us/.
Sunday, February 27, 2011
Web Conference EDLD 5352 Instructional Leadership: Technology Component
This was my 1st web conference to attend in my program. I have found it very helpful. The interactions with professors/instructional coaches as well as colleagues was highly beneficial to me. It answered questions I didn't know I had, as well as clarifying those I did have. I would definitely look into attending another web conference in the future.
Friday, August 13, 2010
Week 5 Reflections
This course started out as being my most dreaded course because I had a preconceived notion of research. Though this course has certainly not been easy as I have had to stretch myself and my abilities to new levels, I have learned so much. My schema of research has been forever altered. I have gained a wealth of knowledge from this course that will not only affect me in this program but will affect my leadership ability in future positions. I have incorporated so much from all aspects of this course because the lessons blended so well together and built on each other. I am always looking for relevance in what I do and ask myself how I will apply what I am learning to my career. This course has significant importance to my current position as a teacher as well as my future position as an administrator.
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