Sunday, November 29, 2009
Infrastructure for Technology
The Texas Long Range Plan for Technology is divided into four key areas that are very critical for the success of our students in the technology arena, Teaching and Learning, Education Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. Although I believe that there should be emphasis placed on each one of these areas, I believe the most time and effort should be devoted to Infrastructure for Technology.
Infrastructure for Technology is the foundation of the educational technology platform. Infrastructure ensures that students and teachers have direct connectivity, that classrooms are fully equipped with technology, along with technical support. Students and teachers should not share computers and there should be a certain ratio of students per computer. Web based learning should be evident in classrooms and supplied with voice, data, and video enhanced technology.
However, this is not happening in most of our schools in Texas. Many classrooms only have on computer and often times that computer is shared by students and teacher. Often times, the schools with computers have slow or stalled Internet connections. Due to lack of funds in certain districts, schools are not provided with televisions, dvd players, cameras, or computers. These things would surely enhance the learning experience but they are not being provided in many areas.
Per the STaR Chart, the schools in Texas have slowly been increasing in the last three years. In some school districts in Texas and even national have begun to make advances in this area by providing teachers and students laptops. However, this is not happening in every classroom across the country. Current trends in technology has really impacted the education circuit. Teachers are now using online grade books. Students and parents are now able to check grades and attendance online. In Dallas, we are now taking attendance on the computer. Without the proper equipment and connectivity we would not be able to do these things.
I would recommend that the administration, school leaders, and school board members do whatever it takes to get the things our students need to advance. They could write grants for money or equipment to be donated. School districts should partner with the makers and suppliers of technological devices and have programs set that are geared just of student's learning. It should be a requirement from state that every school has Internet capability and that every teacher in incorporating technology into their classroom weekly.
Infrastructure for Technology is the foundation of the educational technology platform. Infrastructure ensures that students and teachers have direct connectivity, that classrooms are fully equipped with technology, along with technical support. Students and teachers should not share computers and there should be a certain ratio of students per computer. Web based learning should be evident in classrooms and supplied with voice, data, and video enhanced technology.
However, this is not happening in most of our schools in Texas. Many classrooms only have on computer and often times that computer is shared by students and teacher. Often times, the schools with computers have slow or stalled Internet connections. Due to lack of funds in certain districts, schools are not provided with televisions, dvd players, cameras, or computers. These things would surely enhance the learning experience but they are not being provided in many areas.
Per the STaR Chart, the schools in Texas have slowly been increasing in the last three years. In some school districts in Texas and even national have begun to make advances in this area by providing teachers and students laptops. However, this is not happening in every classroom across the country. Current trends in technology has really impacted the education circuit. Teachers are now using online grade books. Students and parents are now able to check grades and attendance online. In Dallas, we are now taking attendance on the computer. Without the proper equipment and connectivity we would not be able to do these things.
I would recommend that the administration, school leaders, and school board members do whatever it takes to get the things our students need to advance. They could write grants for money or equipment to be donated. School districts should partner with the makers and suppliers of technological devices and have programs set that are geared just of student's learning. It should be a requirement from state that every school has Internet capability and that every teacher in incorporating technology into their classroom weekly.
Thursday, November 26, 2009
Pre-K Leading The Way
Students in Pre-K are not exempted from enhancing their learning through technology, they are expected to lead the way. The Pre-K Technology Applications TEKS, are designed for students to began to use software applications to be expressive and creative through technology. They are to use the software to create their own writings and drawings. Many of the software packages that the students will learn to use will enhance their learning through audio graphics and video. Before students leave pre-kindergarten they are expected to recognize that new information and learning is accessible through technology and various forms of software.
By the time students get into third, fifth, or even seventh grade, they should be expertise on the use of instructional software and the use of technology. The foundation was set for them in pre-k. The should recognize that there is knowledge and information that can be gained for the computer and other forms of technology.
The TEKS are designed like a construction of a house or building. If the TEKS are implemented appropriately in the Pre-K they are the foundation to all student learning. The TEKS for each cluster is designed to build on or extend the prior learning from the previous cluster. For example, in Pre-K the foundation is set that the computer can be a source for information as well as a source to create a new things, input and output. In the K-2 cluster the students are expected to use a variety of input devices such as the keyboard, mouse, and scanner. By the time the students reach the third grade, they are expected not only to identify but describe the characteristics of input, output, and processing. The 6-8 grade cluster requires the students to be a little bit more sophisticated in their learning, the are to compare, contrast, and use the various ways of inputting and outputting. This knowledge and expectation continues until the end of high school.
By the time students get into third, fifth, or even seventh grade, they should be expertise on the use of instructional software and the use of technology. The foundation was set for them in pre-k. The should recognize that there is knowledge and information that can be gained for the computer and other forms of technology.
The TEKS are designed like a construction of a house or building. If the TEKS are implemented appropriately in the Pre-K they are the foundation to all student learning. The TEKS for each cluster is designed to build on or extend the prior learning from the previous cluster. For example, in Pre-K the foundation is set that the computer can be a source for information as well as a source to create a new things, input and output. In the K-2 cluster the students are expected to use a variety of input devices such as the keyboard, mouse, and scanner. By the time the students reach the third grade, they are expected not only to identify but describe the characteristics of input, output, and processing. The 6-8 grade cluster requires the students to be a little bit more sophisticated in their learning, the are to compare, contrast, and use the various ways of inputting and outputting. This knowledge and expectation continues until the end of high school.
Long-Range Plan for Technology or Long Term Hope?
The Long-Range Plan for Technology seems to be a well thought out plan for the implementation of technology into our classrooms. Even though the plan is set into three phases that will extend until 2020, I find it hard to see how the plan will be successful. I wonder where are many of the school districts in Texas going to get the funding to prepare the teachers or to provide the students with the technology being discussed. The teachers in some districts don't even have a computer in their classroom, let alone every student having access to high speed connectivity.
However, I think that the plan should be implemented. I also believe that it will be very beneficial to our students, since technology drives our daily lives. As an instructional leader, I will be sure to learn and research the different types of technology that is out there and its uses and functions. I would share my learning with the students and teachers in my building. I would also plan engaging lessons that would allow the students to be responsible for their own learning. I think it would be imperative for me to know the TEKS and education standards regarding technology. I would be able to create school wide thematic units for study that are relevant and engaging to the students. The units should be data driven and researched based. As an instructional leader, I would try to see to it that teachers and classrooms are equipped with the necessary materials.
However, I think that the plan should be implemented. I also believe that it will be very beneficial to our students, since technology drives our daily lives. As an instructional leader, I will be sure to learn and research the different types of technology that is out there and its uses and functions. I would share my learning with the students and teachers in my building. I would also plan engaging lessons that would allow the students to be responsible for their own learning. I think it would be imperative for me to know the TEKS and education standards regarding technology. I would be able to create school wide thematic units for study that are relevant and engaging to the students. The units should be data driven and researched based. As an instructional leader, I would try to see to it that teachers and classrooms are equipped with the necessary materials.
Tuesday, November 24, 2009
To Know or Not To Know
Taking the assessments was truly a learning moment for me. If someone would have asked me to rate my knowledge of technology from 1-5, I would have given myself a 4. However, after pondering the items on the Technology Application Inventory and the Teacher survey from SETDA, I know rate myself at 2.5.
According to the results of the Technology Applications survey, my strongest areas are in the foundations and problem solving domains. I am not surprised that I am proficient in the Foundations domain because I learned many things in that category in high school and college. Since then, I have repeatedly used different operating systems, keyboard functions, and used digital images in products and projects.
My knowledge in the solving problems did take me by surprise however. When I think of problem solving my mind automatically goes to troubleshooting. I am very weak in this area. But this section of the survey was more about planning, creating, and applying technological tools to produce a variety of documents.
I think both the Long-Range Plan for Technology and the Technology Applications TEKS are really good guidelines for educators to follow. They both coincide and outlines what should be done in schools as far as technology is concerned. The TEKS are a blueprint that a classroom teacher should follow to ensure that their students are getting the information and learning that standards that is required of them each school year. The Long-Range Plan is just that, a plan to help get classrooms where they need to be. I think it really details the vision, the roles of all the stakeholders, current situations, and the future goals to get the students ready for the 21st century in the educational institutions and at the workplace.
The survey form SETDA was an eye opening and thought provoking task to complete. I realized that my campus is far behind other campuses as far as technology is concerned. There is not much data being collected about the use of technology in our district because there is not much technology use available to our students. The equipment needed to teach my students how to produce power points, web pages, create spread sheets, and complete practice drills are just not readily available to them.
I am a person that learns by doing. I learned to create my own web page, well by creating one. Other things such as working with formulas on a spreadsheet, inserting tables, and cropping photographs, I learned mostly by trial and error. The downfall to this method is that I didn't learn the appropriate terminology or process to many functions.
As a classroom teacher, I would love to be able to show my students some other uses of technology besides typing a paper and updating their MySpace pages. The resources are just not available. I would like to pass the knowledge that I have on to my students. But I would also like to learn more things about other forms of technology use besides the computer. I need to become familiar with terminology, other forms of technology, and more uses to aid in the job of an educator in and out of the classroom.
Both the Long-Range Plan and the Technology Applications TEKS both conincide and detail what the use of technology should look like in the classroom. I believe both of them are good foundations. The TEKS are like a check list for the classroom teachers. They list everything a student should know before leaving that grade level. The Long-Range Plan gives a means and a roadmap on how to get the schools where they should be. It clearly states a vision, defines roles, gives a timeline, and identifies needs. I think with the two of them we can actually prepare learners to be better equipped for the future educational institutions and workplace.
According to the results of the Technology Applications survey, my strongest areas are in the foundations and problem solving domains. I am not surprised that I am proficient in the Foundations domain because I learned many things in that category in high school and college. Since then, I have repeatedly used different operating systems, keyboard functions, and used digital images in products and projects.
My knowledge in the solving problems did take me by surprise however. When I think of problem solving my mind automatically goes to troubleshooting. I am very weak in this area. But this section of the survey was more about planning, creating, and applying technological tools to produce a variety of documents.
I think both the Long-Range Plan for Technology and the Technology Applications TEKS are really good guidelines for educators to follow. They both coincide and outlines what should be done in schools as far as technology is concerned. The TEKS are a blueprint that a classroom teacher should follow to ensure that their students are getting the information and learning that standards that is required of them each school year. The Long-Range Plan is just that, a plan to help get classrooms where they need to be. I think it really details the vision, the roles of all the stakeholders, current situations, and the future goals to get the students ready for the 21st century in the educational institutions and at the workplace.
The survey form SETDA was an eye opening and thought provoking task to complete. I realized that my campus is far behind other campuses as far as technology is concerned. There is not much data being collected about the use of technology in our district because there is not much technology use available to our students. The equipment needed to teach my students how to produce power points, web pages, create spread sheets, and complete practice drills are just not readily available to them.
I am a person that learns by doing. I learned to create my own web page, well by creating one. Other things such as working with formulas on a spreadsheet, inserting tables, and cropping photographs, I learned mostly by trial and error. The downfall to this method is that I didn't learn the appropriate terminology or process to many functions.
As a classroom teacher, I would love to be able to show my students some other uses of technology besides typing a paper and updating their MySpace pages. The resources are just not available. I would like to pass the knowledge that I have on to my students. But I would also like to learn more things about other forms of technology use besides the computer. I need to become familiar with terminology, other forms of technology, and more uses to aid in the job of an educator in and out of the classroom.
Both the Long-Range Plan and the Technology Applications TEKS both conincide and detail what the use of technology should look like in the classroom. I believe both of them are good foundations. The TEKS are like a check list for the classroom teachers. They list everything a student should know before leaving that grade level. The Long-Range Plan gives a means and a roadmap on how to get the schools where they should be. It clearly states a vision, defines roles, gives a timeline, and identifies needs. I think with the two of them we can actually prepare learners to be better equipped for the future educational institutions and workplace.
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