In the introduction letter the professors clearly stated their vision for us, the students, in the Instructional Leadership and Technology course: to help us effectively use and integrate technology on our campuses for the purpose of improving student achievement. Upon reading this statement, my vision for the course was to understand how to use the resources available and to revisit TEA’s guidelines for using technology in our schools. Not only were those expectations met, but I acquired so much more information than anticipated. As a future technology leader, I believe I am coming away with an awakening. On one hand, we are limited as to what we can do based on what our districts can provide, but on the other hand, we can implement more technology at intervals as we make our way along that new information landscape. With each step though, comes the need to advocate cyber ethics and continually be watchdogs for cyber dangers to our students.
The results of these findings leave me concerned and therefore motivated to continue not only on a path that involves technological resources for teaching today’s students, but it also starts a quest to either initiate or integrate what I know is essential for our learners’ success. First, I must ensure I am modeling and continually teaching ethics. With that I must also stress the need for network discretion. Using collaboration and cooperation for authoring assignments brings more motivation and participation for students. Also by graduating from a Digital Immigrant to more of a Digital Citizen, I think I could close some of the gap that exists between my Digital Native students and their teachers. As new resources become available, I must commit to being one of the first to implement them and stress to those I work with to do the same. I must not sit back and wait for them to come to me. I may need to ask questions, seek answers and push to get action. And then, practice makes perfect.
These new goals, or expected outcomes, come at some cost. Not only do they come at a financial cost, but they will cost time. In an already over-extended work day, many of us run on negative time, and therefore we are forced to cut corners constantly and re-plan our lessons plans. Many teachers are perfectionists and having to go to Plan B too often doesn’t sit very well. With a new commitment of additional technology in the school, comes a time commitment too. In the article “Who’s In Control of the Technology-Integrated School?” author Betsy Price (2005) points out the three tiers of classification: teaching, classroom management and information technology. By using them simultaneously, this should allow for a near-balanced schedule, hopefully.
As a Digital Immigrant seeking to become a Digital Citizen, I do not feel alone. This course provided opportunities for us as students to break out of our shells and try some new things. One example was that of not only creating a blog but learning to actively use it with posts and downloads. Another assignment brought me to a website where I could read and compare information regarding the use of technology on my campus. The STaR Chart and the Texas Long-Range Plan are important when considering educational goals. Message board discussions allowed me to see both successes and complications on other campuses. By collaborating I was able to better see what is working and what is not in other districts in the state. Then by observing works posted by colleagues, I gained so much more insight. Direction became more focused as others shared their experiences. While meeting with a middle school principal, she admitted that her campus is far from where she would like it to be when considering teaching to our 21st century learners. She strives for progress and just possibly I can help her move forward.
I would like to create a wiki for the principal which would allow her to collaborate with her teachers. Additionally, she would like to use one for a book club too. First, we must get permission for accessing the site. I hope to help her break through in this area. I have learned that the old adage “where there’s a will, there’s a way” still rings true. I have the right attitude and the motivation to get the ball rolling. I understand the hurdles, but when it comes to leadership, there will be many snags and snarls to overcome. This could just be an excellent practice exercise. My technology skills have progressed, if only a fraction, but willingly “I Go” with the technological demands.
Many values come with learner-centered lessons, such as a lesson designed for using wikis or blog sites. First, it is the 21st century we have to consider, after all. Second, our students can learn such skills as collaborating, communicating and working toward a deadline, all of which will benefit them in the real world. This form of learning is more interesting to most, exchanging blogging for preparing a report or writing a paper, not that there is anything wrong with those forms of learning. Blogs allow learners to use diverse forms of input and customization. They experience netiquette hands on and creative learning styles are expressed. As engaged learners in a teamwork effort, our Digital Natives can learn with some flexibility and greater ownership. Diversification can fit right in with resources and individualized instruction. By utilizing this form of educating, we put ourselves in the position of being more empathetic toward our students and hopefully we create and maintain that connection that can so easily get lost in the classroom.
Though it may be a valuable source of learning, blogging is not looked upon as a perfect mode of instruction. Risks are involved. Districts fear outsiders with ill intentions may have access to students’ web pages. Possibilities of misuse are a problem. Exposure to cyber ads and other temptations are concerns. Worries come with the territory. It becomes a critical matter then that we as educators and administrators put cyber communication standards at the top of our technology priorities. We must make plans to be filters and teach filtering while including lessons and activities for online safety. Even author Hallee Adelman (2004) admitted results from a recent study showed “there are real dangers online that our middle level students must be prepared to face.”
Blogging does have its advantages too. For example, this interactive tool allows for an administrator to set up a site for the staff to jointly read about important information while allowing an avenue for feedback. The leader can direct all questions or comments about specific topics to the blog and then respond, allowing for all concerned parties to view the information. Also, teachers can allow students to blog about specific topics, creating a learning neighborhood online. Teachers can blog with each other, allowing for lesson planning and sharing of information. Teachers can blog with parents. Again, topics with thoughts and details can be expressed in the form of a blog site where parents can access it and make their comments. School district personnel can set up blogs for the public to access. Community leaders and representatives can blog about upcoming changes and education issues. In addition, Real Simple Syndication (RSS) would allow for the content to come to the subscriber, allowing the reader to review all new updates from a specific blog. With this form of communication at virtually everyone’s fingertips, information can be disseminated, reviewed, thought about and responded to several times over while keeping communication lines open. The possibilities seem endless.
References:
Adelman, H. (2004). Teaching online safety. Voices from the middle, 11(3), 17-22.
Price, B. (2005). Who’s in control of the technology-integrated school? Principal Leadership, 6(1), 51-56.
The Wright Way and Beyond
Tuesday, December 15, 2009
Friday, December 11, 2009
Technology Action Plan
My action plan is presented in the form of the PowerPoint: Wright Technology Use (see below). A summary follows:
Step 1: At the beginning of the school year, it is imperative to review data from reports such as the AEIS, AYP, and STaR Chart. This data drives instruction by focusing on strengths and weaknesses and specific groups of students. It allows us to see our progress and it compares scores from year to year as well as how we stand in the district.
Step 2: More data is analyzed through the campus database D2SC. Teachers would be trained or refreshed on the database input and reports. This information is useful for each classroom as it allows the teacher to see how individual students are doing on such assessments as six weeks tests and benchmark testing.
Step 3: Students create their own system for charting progress. Grades 3-5 would be required to create an excel spreadsheet listing major tests and scores. Teachers help with input and monitor. Goals and plans of action are set and/or revised.
Step 4: As the year gets underway, all teachers must include technology training in their schedules. By December, they should have completed both campus and district requirements. Incentives would be offered for additional training and implementation of technology in the classroom. Tech liaisons and the tech specialist would help monitor.
Step 5: Assessments in the use of technology would be reviewed: teachers' use of data, teachers' and students' use of technology as set by implementation goals. Revisions and new goals set.
Step 6: The technology vision would be reviewed and revisited frequently. Incentives offered.
Step 7: Ensure cyber etiquette and safety is understood and practiced. Revisit at staff meetings.
Step 8: Review TEA's website for elementary technology applications. Revisit at professional developments and/or staff meetings.
Step 1: At the beginning of the school year, it is imperative to review data from reports such as the AEIS, AYP, and STaR Chart. This data drives instruction by focusing on strengths and weaknesses and specific groups of students. It allows us to see our progress and it compares scores from year to year as well as how we stand in the district.
Step 2: More data is analyzed through the campus database D2SC. Teachers would be trained or refreshed on the database input and reports. This information is useful for each classroom as it allows the teacher to see how individual students are doing on such assessments as six weeks tests and benchmark testing.
Step 3: Students create their own system for charting progress. Grades 3-5 would be required to create an excel spreadsheet listing major tests and scores. Teachers help with input and monitor. Goals and plans of action are set and/or revised.
Step 4: As the year gets underway, all teachers must include technology training in their schedules. By December, they should have completed both campus and district requirements. Incentives would be offered for additional training and implementation of technology in the classroom. Tech liaisons and the tech specialist would help monitor.
Step 5: Assessments in the use of technology would be reviewed: teachers' use of data, teachers' and students' use of technology as set by implementation goals. Revisions and new goals set.
Step 6: The technology vision would be reviewed and revisited frequently. Incentives offered.
Step 7: Ensure cyber etiquette and safety is understood and practiced. Revisit at staff meetings.
Step 8: Review TEA's website for elementary technology applications. Revisit at professional developments and/or staff meetings.
Wright Technology Use
Check out this SlideShare Presentation: Including technology in teaching and assessing our 21st century students
Wright Technology Use
View more presentations from beverlywright.
Friday, November 27, 2009
Texas S Ta R Chart and You
Check out this SlideShare Presentation:
Texas S Ta R Chart
View more presentations from beverlywright.
Wednesday, November 25, 2009
Moving Up the Technology Ladder: Developing our Educators for the Climb
Technology Table Terms (TEA's STaR Chart Report)
My campus is developing. At least according to the Campus Statewide Summary table, it is. This table, reflects the four stages and descriptors for Texas campuses to move along from being called an "Early Technology" school to a "Developing Technology" campus, then to an "Adanced Technology" one to a school using "Targeted Technology" criteria. Since 74.2% of the reported campuses in Texas are also called "Developing," my campus would appear to be in the norm. Should we want to stay there? Certainly not. To teach our budding technology students for the 21st century, we must set our mark at the highest standards and strive to get there. How? Administrators must realize their part in putting professional development and leadership for technology at the top of their agendas. Time must be provided not only for learning but for plannng, implementing and integrating it into daily, weekly, and/or semester lesson plans. Accountability systems must be in place and momentum with motivation need to drive the action.
Defining "Developing" and Depicting Improvement
For a campus to be at the "developing technology" level, only the second of four stages, technology is used for administration tasks and classroom management. Online resources are available. 40% of educators meet SBEC requirements. School leaders expect teachers to use technology. Budgeting allows for 6-24% in technology training for educators. To climb to the next level, "advanced," integration of technology into teaching and learning would need to take place to a bigger degree and online resources would need to be used daily. The 40% would need to increase to 60% for educators meeting the SBEC requirements. The use of technology would be used at an above average rate, and more budget money, from 25-29% allocated toward professional development would need to take place. In my opinion, with concerted efforts before the school year starts, and with careful planning and communication, a campaign could take place, giving the teachers an opportunity to buy into the plan. With ongoing monitoring and measurement procedures in place, and with just a few more points in our favor, the campus could move to the next rung on the ladder.
Not the End in Trends
Texas is not alone in the technology trend toward educating our students for the 21st century. According to the National Educational Technology Standards (NETS), generally speaking, there are expectations set for responsibilities for administrators, teachers and students so that in a collaborative effort, we can all prepare to function with the technological challenges ahead. Each with their own criteria, according to these standards, must seek to demonstrate competencies in several categories as a leader, an educator or a student. All things considered, I believe Texas is not only on its way but it realizes the severity of this trend.
My campus is developing. At least according to the Campus Statewide Summary table, it is. This table, reflects the four stages and descriptors for Texas campuses to move along from being called an "Early Technology" school to a "Developing Technology" campus, then to an "Adanced Technology" one to a school using "Targeted Technology" criteria. Since 74.2% of the reported campuses in Texas are also called "Developing," my campus would appear to be in the norm. Should we want to stay there? Certainly not. To teach our budding technology students for the 21st century, we must set our mark at the highest standards and strive to get there. How? Administrators must realize their part in putting professional development and leadership for technology at the top of their agendas. Time must be provided not only for learning but for plannng, implementing and integrating it into daily, weekly, and/or semester lesson plans. Accountability systems must be in place and momentum with motivation need to drive the action.
Defining "Developing" and Depicting Improvement
For a campus to be at the "developing technology" level, only the second of four stages, technology is used for administration tasks and classroom management. Online resources are available. 40% of educators meet SBEC requirements. School leaders expect teachers to use technology. Budgeting allows for 6-24% in technology training for educators. To climb to the next level, "advanced," integration of technology into teaching and learning would need to take place to a bigger degree and online resources would need to be used daily. The 40% would need to increase to 60% for educators meeting the SBEC requirements. The use of technology would be used at an above average rate, and more budget money, from 25-29% allocated toward professional development would need to take place. In my opinion, with concerted efforts before the school year starts, and with careful planning and communication, a campaign could take place, giving the teachers an opportunity to buy into the plan. With ongoing monitoring and measurement procedures in place, and with just a few more points in our favor, the campus could move to the next rung on the ladder.
Not the End in Trends
Texas is not alone in the technology trend toward educating our students for the 21st century. According to the National Educational Technology Standards (NETS), generally speaking, there are expectations set for responsibilities for administrators, teachers and students so that in a collaborative effort, we can all prepare to function with the technological challenges ahead. Each with their own criteria, according to these standards, must seek to demonstrate competencies in several categories as a leader, an educator or a student. All things considered, I believe Texas is not only on its way but it realizes the severity of this trend.
Tuesday, November 24, 2009
Technology TEKSing From Pre-K to Graduation (Applying the Technology TEKS)
By introducing our young three and four year old students to a classroom of buttons and gadgets, we are providing a fun and meaningful jump start on their learning process. These technical apparatuses may seem like toys, but they are foundational tools for helping these little learners to acquire basic skills not only for math, reading and writing, but for social and emotional development as well as language and communication.
One method of moving our learners up the techno ladder is by scaffolding or spiraling, which is a way of supporting learning with patterns of grade appropriate skills. For example, the kindergarten student goes into the computer lab and learns a foundation of basic hardware and software terms, how to start and turn off the machine correctly, and how to use the mouse, keyboard and touch screen applications. They are told the user rules and are expected to obey them. These foundational skills are reiterated and developed more throughout the first and second grades, thereby providing opportunities for students to type basic documents and working with specific subject software applications. They can easily access the printer and other peripherals.
By the third grade, they are into learning keyboarding techniques and and are expected to be proficient at letter locations by the fourth or fifth grade. Speed is practiced. Type to Learn is a favorite practice program for many young learners. More detailed and longer documents are produced by this time and editing features are in place. Copyright issues are understood and respect for others' electronic work is taught.
Of course, the foundational skills and applications increase as the student enters and moves on from each grade level, and when they reach high school would then be prepared to take such courses as computer science, desktop publishing, digital graphing, mulitmedia and web mastering where operating systems and networking are explored and learned.
One method of moving our learners up the techno ladder is by scaffolding or spiraling, which is a way of supporting learning with patterns of grade appropriate skills. For example, the kindergarten student goes into the computer lab and learns a foundation of basic hardware and software terms, how to start and turn off the machine correctly, and how to use the mouse, keyboard and touch screen applications. They are told the user rules and are expected to obey them. These foundational skills are reiterated and developed more throughout the first and second grades, thereby providing opportunities for students to type basic documents and working with specific subject software applications. They can easily access the printer and other peripherals.
By the third grade, they are into learning keyboarding techniques and and are expected to be proficient at letter locations by the fourth or fifth grade. Speed is practiced. Type to Learn is a favorite practice program for many young learners. More detailed and longer documents are produced by this time and editing features are in place. Copyright issues are understood and respect for others' electronic work is taught.
Of course, the foundational skills and applications increase as the student enters and moves on from each grade level, and when they reach high school would then be prepared to take such courses as computer science, desktop publishing, digital graphing, mulitmedia and web mastering where operating systems and networking are explored and learned.
The Long Range Technology Plan for Texas: So Close And Yet So Far
I have reviewed a promising proposition presented by the TEA to its state's governing body: The Long Range Plan for Technology, 2006-2020. (http://ritter.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf) Stakeholders of the education community would all benefit from this long range mission of expanding the educational environment to include a variety of technologies in our education system by the year 2020.
With change in technology and its uses taking place all over the planet, Texas schools must take the plunge and make advancements toward including this extremely important piece as part of the education system. From paying bills to teaching in our schools, technology is impacting the globe. Texas must empower its educators and students to live and compete in a global society by providing the necessary skills and resources to teach and learn with a variety of technology tools. Because our students today are becoming technology rich, we need to embrace the trend by tailoring teaching to individual learning styles. We must teach both traditional and technical skills to help prepare them sufficiently.
In a 2005 survey of Texas educators, mostly classroom teachers, results showed that although teachers and students were using technology, many areas needed attention. Teachers reported that their jobs were made easier by using technology, but they lacked sufficient professional development to help them to better implement new programs. The need for integrating technology into the curriculum and having a useful school website were important factors. Barriers exist making teachers' jobs all the more challenging. Lack of time and resources were a big factor in hindering them from providing lessons utilizing technology.
Recommendations to state and local agencies call for provisions for meeting the technological needs in education. In addition, collaboration amongst parents, the community and private sector needs to take place. With all stakeholders taking this bull by the horn, the vision seems within reach. In the meantime, we can do our part as teachers to get adequate technology training when possible and keep the ball rolling by supporting our administrators and technology liaisons with our attempts at growth in a technology rich classroom.
With change in technology and its uses taking place all over the planet, Texas schools must take the plunge and make advancements toward including this extremely important piece as part of the education system. From paying bills to teaching in our schools, technology is impacting the globe. Texas must empower its educators and students to live and compete in a global society by providing the necessary skills and resources to teach and learn with a variety of technology tools. Because our students today are becoming technology rich, we need to embrace the trend by tailoring teaching to individual learning styles. We must teach both traditional and technical skills to help prepare them sufficiently.
In a 2005 survey of Texas educators, mostly classroom teachers, results showed that although teachers and students were using technology, many areas needed attention. Teachers reported that their jobs were made easier by using technology, but they lacked sufficient professional development to help them to better implement new programs. The need for integrating technology into the curriculum and having a useful school website were important factors. Barriers exist making teachers' jobs all the more challenging. Lack of time and resources were a big factor in hindering them from providing lessons utilizing technology.
Recommendations to state and local agencies call for provisions for meeting the technological needs in education. In addition, collaboration amongst parents, the community and private sector needs to take place. With all stakeholders taking this bull by the horn, the vision seems within reach. In the meantime, we can do our part as teachers to get adequate technology training when possible and keep the ball rolling by supporting our administrators and technology liaisons with our attempts at growth in a technology rich classroom.
Monday, November 23, 2009
Reflecting on the Technology Applications Inventory and the SETDA Teacher Survey
It has been proven yet again that I am technologically deficient. As much as I know this and have tried to fix the unending problem, I can't seem to get into the game, much less get ahead of the game. I am not shameful though because I a) know it and admit it b) continue to try c) am at the mercy of working with what I have access to. The inventory and survey results were no surprise to me and so, if graded, I would give myself and my school a mere "C." We are average.
The inventory table results, not surprisingly, showed that I was strongest in foundations. When I looked at the ratio of the number of yes and no responses, I found there were 41% "yes" responses compared to 59% "no" responses. Although I have enough basics to point me in the right direction, and I probably have enough resources, mostly in the form of people I know who can answer to my cries for help, I am barely adequate at using many technology tools and programs to their potential. Areas of strength are in using basic software applications, knowing internet terms, keyboarding (thanks to my 9th grade typing class), and in operating some peripherals. Areas of improvement are vast. They are but not limited to: manipulating files for readability and processing, working with spreadsheets and data, creating multimedia projects, and working with database managers. I know I am not alone in this finding and that is comforting, but we can not use it as an excuse to sit back and let this trend continue if we are going to prepare our students for what they need to be successful lifelong learners.
In comparison, my school fell short of being called techno savvy too, although I hear we are better off than many. Of course we use technology daily and we are a data driven campus (reaching Recognized last year for the first time), but I can't say that there is any data that reflects if technology is positively affecting our students. I can certainly assume so, but I can't really prove that we are impacting our 21st century learners with challenging high tech lessons. We are low in student to computer ratios in the classroom, although we have a computer lab that is easily accessible. Most students don't have computers at home but because of their gaming expertise, they sure pick up on computer skills quickly. Teachers in the district have minimal technology training requirements and not enough time to implement effectively what they learn most of the time. With other changes in technology we are faced with annually, often times we spend spare moments understanding the new software for entering grades, the new program for designing and sharing lesson plans and accessing curriculum online which changes each year itself.
In conclusion, let me reiterate, or should I say alliterate, we both need to rise to the occasion and transform with technological terms and training along with targeting tools for teaching with technology. With careful budgeting and planning, along with the necessity, we need to make it a priority to implement more technology supported lessons. Additionally, we need to continue to think of our computers as companions, not opponents, in figuring out how we can play the game competitively and successfully.
The inventory table results, not surprisingly, showed that I was strongest in foundations. When I looked at the ratio of the number of yes and no responses, I found there were 41% "yes" responses compared to 59% "no" responses. Although I have enough basics to point me in the right direction, and I probably have enough resources, mostly in the form of people I know who can answer to my cries for help, I am barely adequate at using many technology tools and programs to their potential. Areas of strength are in using basic software applications, knowing internet terms, keyboarding (thanks to my 9th grade typing class), and in operating some peripherals. Areas of improvement are vast. They are but not limited to: manipulating files for readability and processing, working with spreadsheets and data, creating multimedia projects, and working with database managers. I know I am not alone in this finding and that is comforting, but we can not use it as an excuse to sit back and let this trend continue if we are going to prepare our students for what they need to be successful lifelong learners.
In comparison, my school fell short of being called techno savvy too, although I hear we are better off than many. Of course we use technology daily and we are a data driven campus (reaching Recognized last year for the first time), but I can't say that there is any data that reflects if technology is positively affecting our students. I can certainly assume so, but I can't really prove that we are impacting our 21st century learners with challenging high tech lessons. We are low in student to computer ratios in the classroom, although we have a computer lab that is easily accessible. Most students don't have computers at home but because of their gaming expertise, they sure pick up on computer skills quickly. Teachers in the district have minimal technology training requirements and not enough time to implement effectively what they learn most of the time. With other changes in technology we are faced with annually, often times we spend spare moments understanding the new software for entering grades, the new program for designing and sharing lesson plans and accessing curriculum online which changes each year itself.
In conclusion, let me reiterate, or should I say alliterate, we both need to rise to the occasion and transform with technological terms and training along with targeting tools for teaching with technology. With careful budgeting and planning, along with the necessity, we need to make it a priority to implement more technology supported lessons. Additionally, we need to continue to think of our computers as companions, not opponents, in figuring out how we can play the game competitively and successfully.
Saturday, November 21, 2009
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