STaR Chart
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Sunday, November 29, 2009
Saturday, November 28, 2009
Week 2: Educator Preperation and Development Area of the STaR Chart (updated version)
I argue that "Educator Preparation and Development" is a key element in the successful integration of technology into the classroom. The STaR chart has six sub-categories for this area.
1.) Content of Professional Development: What professional development opportunities are provided and for what content?
2.) Models of Professional Development: How is professional development presented (e.g., lecture, small group, focus group, etc.)?
3.) Capabilities of Educators: What is the level of understanding for teachers regarding SBEC's Technology Application Standards?
4.) Access to Professional Development: How many actual hours of professional development are teachers offered during a school year?
5.) Levels of Understanding and Patterns of Use: How much do teachers understand and how much integration has occurred?
6.) Professional Development for Online Learning: How much professional development have teachers been provided in the area of online learning?
In 2008-2009, 74% of all campuses fell in "Developing Tech" for this area of the STaR chart. This is exactly where Giddens is...This is the area of greatest weakness for my school, Giddens Elementary. I believe this leads to a significant decrease in the integration of technology into learning and the classroom. It makes intuitive sense. How can teachers implement technology resources into the classroom if they have not been trained in their use?
It is interesting to note that there were more campuses in "Developing Tech" and "Advanced Tech" than in most recent years. It seems, schools have taken a few steps back in the area of "Educator Preparation and Development".
We need to make sure that opportunities are provided for teachers to learn new technology. We need to make sure these opportunities are, not only provided, but visible and easy to attend. We also need to make sure that staff development is on-going and meaningful. Professional development is not a one-day, one-size-fits-all event. It is on-going and continuous. It occurs not only outside the classroom, but most importantly, inside the classroom.
1.) Content of Professional Development: What professional development opportunities are provided and for what content?
2.) Models of Professional Development: How is professional development presented (e.g., lecture, small group, focus group, etc.)?
3.) Capabilities of Educators: What is the level of understanding for teachers regarding SBEC's Technology Application Standards?
4.) Access to Professional Development: How many actual hours of professional development are teachers offered during a school year?
5.) Levels of Understanding and Patterns of Use: How much do teachers understand and how much integration has occurred?
6.) Professional Development for Online Learning: How much professional development have teachers been provided in the area of online learning?
In 2008-2009, 74% of all campuses fell in "Developing Tech" for this area of the STaR chart. This is exactly where Giddens is...This is the area of greatest weakness for my school, Giddens Elementary. I believe this leads to a significant decrease in the integration of technology into learning and the classroom. It makes intuitive sense. How can teachers implement technology resources into the classroom if they have not been trained in their use?
It is interesting to note that there were more campuses in "Developing Tech" and "Advanced Tech" than in most recent years. It seems, schools have taken a few steps back in the area of "Educator Preparation and Development".
We need to make sure that opportunities are provided for teachers to learn new technology. We need to make sure these opportunities are, not only provided, but visible and easy to attend. We also need to make sure that staff development is on-going and meaningful. Professional development is not a one-day, one-size-fits-all event. It is on-going and continuous. It occurs not only outside the classroom, but most importantly, inside the classroom.
Week 2: Educator Preperation and Development Area of the STaR Chart
I argue that "Educator Preparation and Development" is a key element in the successful integration of technology into the classroom. The STaR chart has six sub-categories for this area.
1.) Content of Professional Development: What professional development opportunities are provided and for what content?
2.) Models of Professional Development: How is professional development presented (e.g., lecture, small group, focus group, etc.)?
3.) Capabilities of Educators: What is the level of understanding for teachers regarding SBEC's Technology Application Standards?
4.) Access to Professional Development: How many actual hours of professional development are teachers offered during a school year?
5.) Levels of Understanding and Patterns of Use: How much do teachers understand and how much integration has occurred?
6.) Professional Development for Online Learning: How much professional development have teachers been provided in the area of online learning?
This is the area of greatest weakness for my school, Giddens Elementary. I believe this leads to a significant decrease in the integration of technology into learning and the classroom. It makes intuitive sense. How can teachers implement technology resources into the classroom if they have not been trained in their use?
1.) Content of Professional Development: What professional development opportunities are provided and for what content?
2.) Models of Professional Development: How is professional development presented (e.g., lecture, small group, focus group, etc.)?
3.) Capabilities of Educators: What is the level of understanding for teachers regarding SBEC's Technology Application Standards?
4.) Access to Professional Development: How many actual hours of professional development are teachers offered during a school year?
5.) Levels of Understanding and Patterns of Use: How much do teachers understand and how much integration has occurred?
6.) Professional Development for Online Learning: How much professional development have teachers been provided in the area of online learning?
This is the area of greatest weakness for my school, Giddens Elementary. I believe this leads to a significant decrease in the integration of technology into learning and the classroom. It makes intuitive sense. How can teachers implement technology resources into the classroom if they have not been trained in their use?
Monday, November 23, 2009
Texas' Long-Range Technology Plan
Who knew!? I can't believe that the state of Texas has such an extensive document that outlines every detail of how our students will acquire technology application knowledge and skills. It deals with the cutting edge facts...that technology is an ever-increasingly important component of our daily lives. We are faced with using technology in our professional and personal lives. Even veteran teachers are using technology at an increasing rate. IT IS NOT GOING AWAY and you cannot do without it.
Leander ISD is implementing Eduphoria. This is a "one stop" shop for grades, attendance, record keeping, and lesson planning. And it is ENTIRELY online. The day of lesson plan and attendance books is becoming, nearly through mandate, a thing of the past.
The Texas Long-Range Plan helps deal with the issues of our technology infused ever changing world. If nothing more, it makes us embrace the fact that our students are digital natives. They eat, breath, sleep, walk, learn (...and whatever else) through technology. Having classrooms without technology is like having a library without books. Which actually, might someday be reality.
Leander ISD is implementing Eduphoria. This is a "one stop" shop for grades, attendance, record keeping, and lesson planning. And it is ENTIRELY online. The day of lesson plan and attendance books is becoming, nearly through mandate, a thing of the past.
The Texas Long-Range Plan helps deal with the issues of our technology infused ever changing world. If nothing more, it makes us embrace the fact that our students are digital natives. They eat, breath, sleep, walk, learn (...and whatever else) through technology. Having classrooms without technology is like having a library without books. Which actually, might someday be reality.
pre-k tech teks
Created in 1999, these TEKS help the pre-k teacher better prepare our youngest learners for what is to come...
These guidelines state that p-k students must follow visual and oral cues to navigate through a program. Our three and four year olds must use the computer to access digital story books and other informational texts. These kids must be able to double-click and use computer terminology. They must also be able to use voice and sound recording technology at an appropriate level. They should also be able to play/insert CDs (this one is now obsolete as we are moving more and more toward MP3s and the like). The child should also be able to create drawings. Also, the student should use technology applications that enhance the learning system.
These Technology Application TEKS are definitely scaffolded/spiralling. Every student should advance a grade having experienced foundational requirements that will allow them to access that year's Technology TEKS. Without these necessary prerequisite skills students will not be able to master new skills. In other words, these skills build upon each other...year AFTER year AFTER year!
These guidelines state that p-k students must follow visual and oral cues to navigate through a program. Our three and four year olds must use the computer to access digital story books and other informational texts. These kids must be able to double-click and use computer terminology. They must also be able to use voice and sound recording technology at an appropriate level. They should also be able to play/insert CDs (this one is now obsolete as we are moving more and more toward MP3s and the like). The child should also be able to create drawings. Also, the student should use technology applications that enhance the learning system.
These Technology Application TEKS are definitely scaffolded/spiralling. Every student should advance a grade having experienced foundational requirements that will allow them to access that year's Technology TEKS. Without these necessary prerequisite skills students will not be able to master new skills. In other words, these skills build upon each other...year AFTER year AFTER year!
responses to tech assessments from week 1
I was really quite shocked after I took the surveys at how technologically illiterate I really am. This is especially funny considering the fact that I am often considered a technology "go to" person on my campus.
Through the Technology Applications Inventory, I realized that I need significant improvement in the area of creating effective and meaningful spreadsheets. I know how to insert data into a spreadsheet, but I am not entirely familiar with how to create equations (beyond average), create labels, or even create different pages on the same document.
I am not entirely sure of the purpose for using different document formats. Which ones take up the most space but preserve document quality? Which one is best for sending information via email? How do I zip files with Macs? So many questions raced through my mind as I was completing this survey.
Concerning the SETDA teacher survey...
First, I was completely overwhelmed with the shere size of the survey...26 pages! But, it just goes to show how all-encompassing technology really is. I was proud of how much "general" knowledge I had of several technology applications (e.g., spreadsheets, word processor, Powerpoint, email...and even SPSS). But, my ability to apply knowledge to create a quality product, that is another issue.
Also, the part of the survey that dealt with student access to technology at home really made me think. The playing field isn't always level in this regard. Many students who live in inner-city Austin do not have the same access to technology as those students who live in the suburbs, a few miles away. The question remains: how do we level the playing field?
Finally, I need to diversify my technology applications in the classroom. I do a great job of getting kids "on the computer", but a poor job of improving their computer literacy skills. For example, my students use curriculum software to learn language arts skills. They do not however use presentation, writing, or data applications on a consistent basis.
These surveys were helpful in uncovering some areas of weakness in the area of technology leadership. I believe these are powerful tools that can be modified for use as a technology or educational leader.
Through the Technology Applications Inventory, I realized that I need significant improvement in the area of creating effective and meaningful spreadsheets. I know how to insert data into a spreadsheet, but I am not entirely familiar with how to create equations (beyond average), create labels, or even create different pages on the same document.
I am not entirely sure of the purpose for using different document formats. Which ones take up the most space but preserve document quality? Which one is best for sending information via email? How do I zip files with Macs? So many questions raced through my mind as I was completing this survey.
Concerning the SETDA teacher survey...
First, I was completely overwhelmed with the shere size of the survey...26 pages! But, it just goes to show how all-encompassing technology really is. I was proud of how much "general" knowledge I had of several technology applications (e.g., spreadsheets, word processor, Powerpoint, email...and even SPSS). But, my ability to apply knowledge to create a quality product, that is another issue.
Also, the part of the survey that dealt with student access to technology at home really made me think. The playing field isn't always level in this regard. Many students who live in inner-city Austin do not have the same access to technology as those students who live in the suburbs, a few miles away. The question remains: how do we level the playing field?
Finally, I need to diversify my technology applications in the classroom. I do a great job of getting kids "on the computer", but a poor job of improving their computer literacy skills. For example, my students use curriculum software to learn language arts skills. They do not however use presentation, writing, or data applications on a consistent basis.
These surveys were helpful in uncovering some areas of weakness in the area of technology leadership. I believe these are powerful tools that can be modified for use as a technology or educational leader.
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