Saturday, November 28, 2009
Tuesday, November 24, 2009
Week 2, Part 2
As part of this week's assignment, I would like to focus on the first key area of the Texas School Technology and Readiness (STaR) Chart, Teaching & Learning. This focus area includes: Patterns of Classroom Use, Frequency/Design of Instructional Setting Using Digital Content, Content Area Connections, Technology Applications (TA) TEKS Implementation (TAC Chapter 126), Student Mastery of Technology Applications (TA) TEKS, and Online Learning. I am choosing to focus on this area because I think it reflects what teachers are actually doing with the technology they have access to on their campuses.
First, Patterns of Classroom Use indicates how a teacher is using technology in the classroom. Early Tech scores would have teachers being the primary users of technology for management purposes with the students using mostly skill reinforcement software. At my campus, we are currently performing at the next range which is "Developing Tech." This includes using technology for direct instruction with modeling for students and directing them to use technology to communicate and present information. We tend to use technology for presentation and research which tend to be in this level. When comparing to my previous school, the scores are the same in this area. We would like to improve to the next level, Advanced Tech, which would include using technology for higher order thinking skills and collaboration to evaluate information, analyze data, and solve problems.
The "Patterns of Classroom Use" is the most important aspect in this area because the second area of Frequency/Design of Instructional Setting Using Digital Content merely establishes the availability of technology in different learning environments, but not how it is used. Another area that I think correlates to the patterns of classroom use is the focus area of Content Area Connections. I believe this is important because of how technology can be used within different content areas. It can be used for research and presentation, as well as analyzing and comparing information about specific grade level TEKS. To use technology at this level would give our school a rating of Advanced Tech. When comparing to another school in the district, both campuses received a 2 in this area.
In both local campuses, the score for Technology Applications (TA) TEKS Implementation is a "2." This indicates that the teachers are aware of the TA TEKS for different content areas and occasionally include them in planning and implementing instruction. In my opinion, this indicates the TA TEKS are included as an afterthought. As a result, the next area "Student Mastery of Technology Applications (TA) TEKS is low. This describes the percentage of students who have mastered the TA TEKS. If students are not being exposed to the TA TEKS and/or using them regularly, they probably have a low percentage of student with mastery. The ideas go hand in hand.
The final section under "Teaching and Learning" includes Online Learning. Both local campuses scored low in that area. I believe using online resources to improve student learning is available but needs to be accessed. This is why I chose this area. Teachers have access to so many tools, but are unsure of how it can coorelate to what they are supposed to be teaching in the class. I am afraid that so many teachers are overly focused on the TAKS test and can not see outside of TAKS test format to allow learning on a broader more in depth level.
When comparing my local campuses with the statewide summary, our scores fall in line with most of the state scores. I feel that the infrastructure is strong in our state indicating that we recognize the need for technology instruction and usage, but we are still weak on how to implement the technology strategies effectively. There are very low percentages in the "Early Tech" stage with the highest being 5.4%, which indicates that the state of Texas is making concentrated efforts on improving technology usage in the classroom. I believe Texas may be at the forefront of technology usage tracking because according to the National Assessment Governing Board, WestEd, a 40 year old educational research group, is to construct a test that will assess the use of technology in schools nationwide. This test is supposed to be released in 2012. (Jones, J. (2009). Education Department Commissions First Nationwide Technolgy Assessment. Convergemag.com/literacy, Business Week. (p.1).
My recommendations for improvement in our scores in the Texas STaR chart are to establish specific expectations of technology usage with specific follow up dates to discuss progress. I would like to see our tech facilitators in the classroom modeling specific strategies and getting the students involved. I believe it is important to give the teachers opportunites to see how it can work with real students and then let them reflect on what worked and didn't work to see where they can improve. I also think specific strategies to align the technology with the core content areas will be more accepted than random technology skills that may "look" interesting, but won't be used because of lack of time to explore them.
First, Patterns of Classroom Use indicates how a teacher is using technology in the classroom. Early Tech scores would have teachers being the primary users of technology for management purposes with the students using mostly skill reinforcement software. At my campus, we are currently performing at the next range which is "Developing Tech." This includes using technology for direct instruction with modeling for students and directing them to use technology to communicate and present information. We tend to use technology for presentation and research which tend to be in this level. When comparing to my previous school, the scores are the same in this area. We would like to improve to the next level, Advanced Tech, which would include using technology for higher order thinking skills and collaboration to evaluate information, analyze data, and solve problems.
The "Patterns of Classroom Use" is the most important aspect in this area because the second area of Frequency/Design of Instructional Setting Using Digital Content merely establishes the availability of technology in different learning environments, but not how it is used. Another area that I think correlates to the patterns of classroom use is the focus area of Content Area Connections. I believe this is important because of how technology can be used within different content areas. It can be used for research and presentation, as well as analyzing and comparing information about specific grade level TEKS. To use technology at this level would give our school a rating of Advanced Tech. When comparing to another school in the district, both campuses received a 2 in this area.
In both local campuses, the score for Technology Applications (TA) TEKS Implementation is a "2." This indicates that the teachers are aware of the TA TEKS for different content areas and occasionally include them in planning and implementing instruction. In my opinion, this indicates the TA TEKS are included as an afterthought. As a result, the next area "Student Mastery of Technology Applications (TA) TEKS is low. This describes the percentage of students who have mastered the TA TEKS. If students are not being exposed to the TA TEKS and/or using them regularly, they probably have a low percentage of student with mastery. The ideas go hand in hand.
The final section under "Teaching and Learning" includes Online Learning. Both local campuses scored low in that area. I believe using online resources to improve student learning is available but needs to be accessed. This is why I chose this area. Teachers have access to so many tools, but are unsure of how it can coorelate to what they are supposed to be teaching in the class. I am afraid that so many teachers are overly focused on the TAKS test and can not see outside of TAKS test format to allow learning on a broader more in depth level.
When comparing my local campuses with the statewide summary, our scores fall in line with most of the state scores. I feel that the infrastructure is strong in our state indicating that we recognize the need for technology instruction and usage, but we are still weak on how to implement the technology strategies effectively. There are very low percentages in the "Early Tech" stage with the highest being 5.4%, which indicates that the state of Texas is making concentrated efforts on improving technology usage in the classroom. I believe Texas may be at the forefront of technology usage tracking because according to the National Assessment Governing Board, WestEd, a 40 year old educational research group, is to construct a test that will assess the use of technology in schools nationwide. This test is supposed to be released in 2012. (Jones, J. (2009). Education Department Commissions First Nationwide Technolgy Assessment. Convergemag.com/literacy, Business Week. (p.1).
My recommendations for improvement in our scores in the Texas STaR chart are to establish specific expectations of technology usage with specific follow up dates to discuss progress. I would like to see our tech facilitators in the classroom modeling specific strategies and getting the students involved. I believe it is important to give the teachers opportunites to see how it can work with real students and then let them reflect on what worked and didn't work to see where they can improve. I also think specific strategies to align the technology with the core content areas will be more accepted than random technology skills that may "look" interesting, but won't be used because of lack of time to explore them.
Saturday, November 21, 2009
Week 1, Part 4
The PreK TEKS most definitely lay a foundation for learning in all grade levels. The TEKS are actually continued throughout all grade levels just at deeper levels of understanding. The five foundations of Social and Emotional Development, Language and Communication, Emergent Literacy, Reading and Writing, and Math are all skills that students revisit each year. First, the Social and Emotional Development strand includes self concept, self control, and social competence. This is most important and possibly overlooked as students get older. Many students struggle with aspects of this strand such as relationships with others and awareness of feelings or even difficulty with rules and routines, but teachers feel they should have learned it already or do not have the tools to revisit these needs at upper grade levels. The Language and Communication strand is often revisited as students level of listening, speaking, and vocabulary usage intensifies. One aspect that is evident in the remaining three strands of Emergent Literacy, Reading and Writing, and Math that I feel is so important is motivation. I believe that that is so necessary for academic success and possibly where the technology perspective comes into play. Technology offers so many different levels of participation that can motivate children to achieve. The different levels allow us to focus on individual needs and abilities and can help move all children forward.
All of the skills in the Pre-K strands are revisited throughout a child's education. One specific example is in the area of math. The Pre-K strand for math includes: counting, adding/subtracting, geometry and spatial reasoning, measurement, classification and patterning. These skills are added to each year in all the grade levels with a deeper understanding. We continue to spiral the curriculum and offer multiple opportunities to master by connecting to previous learning. Really we just add to the difficulty by increasing vocabulary or adding another aspect of the skill. Where this can be a problem is when a grade level teacher is faced with a large amount of students who have not mastered pre-requisites to their current year's curriculum and the teacher needs to take a large step back to ensure the foundation is there before moving on. The good thing about a spiraling curriculum is that a teacher can look back to and know what the prerequisites are to the skills they are teaching and if a student is struggling, they know where to go to find out what they should have learned to that point.
All of the skills in the Pre-K strands are revisited throughout a child's education. One specific example is in the area of math. The Pre-K strand for math includes: counting, adding/subtracting, geometry and spatial reasoning, measurement, classification and patterning. These skills are added to each year in all the grade levels with a deeper understanding. We continue to spiral the curriculum and offer multiple opportunities to master by connecting to previous learning. Really we just add to the difficulty by increasing vocabulary or adding another aspect of the skill. Where this can be a problem is when a grade level teacher is faced with a large amount of students who have not mastered pre-requisites to their current year's curriculum and the teacher needs to take a large step back to ensure the foundation is there before moving on. The good thing about a spiraling curriculum is that a teacher can look back to and know what the prerequisites are to the skills they are teaching and if a student is struggling, they know where to go to find out what they should have learned to that point.
Week 1, part 3
After reviewing all of the components of the Long Range Plan, I better realize the necessity of leadership in seeing all parts of the plan implemented. I definitely am aware of the need for change because of our societal changes. We are in the information age in a global community. Technology is in all aspects of our lives, known and unknown. I believe that it is our duty as educators to be involved in this change as we are producing our leaders of tomorrow. Educators are doing a disservice to our students if we are not modeling, using, or expecting technology in our classrooms. The students of today have positive feelings about technology and see it as fun and necessary. The teachers should respond to that excitement and engage the learners in their curriculum and instruction which will help increase student ownership of learning. Many teachers do not have the confidence to give up the techniques they know in order to try something that is new to them. As a leader in education, I must recognize that fear and provide time and resources to allow teachers to try something new. I can support professional development and then establish expectations for usage of that learning. I can model technology usage and showcase the possibilities. One of the most important things I learned in reading the Long Range Plan is the development of the technology committee on campus. I believe that is an excellent place to focus development. I also think I can build community awareness by incorporating technology into our afterschool programs and inviting parents to participate.
I am aware of a variety of technology tools on our campus, but I need to have a better understanding of who is using what and give opportunities for teachers to share how they are using that in their classroom. One part of the plan shows results from a NetDay Speak Up survey that reveals teachers want to know more about how to integrate technology into core instruction. I believe that will be a focus for me and our technology committee.
I am aware of a variety of technology tools on our campus, but I need to have a better understanding of who is using what and give opportunities for teachers to share how they are using that in their classroom. One part of the plan shows results from a NetDay Speak Up survey that reveals teachers want to know more about how to integrate technology into core instruction. I believe that will be a focus for me and our technology committee.
Thursday, November 19, 2009
Week 1: Part 1
After finishing the surveys, I wanted to post my reflections and thoughts about my technology proficiency. First of all, I thought I was pretty comfortable around a computer until I took these surveys. I still think I am decent with a computer, but I am not familiar with the formal jargon or specifics involved with it. I would have to say the primary usage for computers in my life is for email. I use it for work and for personal use. All teachers on my campus have email accounts. The second technology usage that is common among the people I know is the use of Facebook for personal use and Excel and Powerpoint for presentation usage. In regards to the "Technology Applications Inventory," I would say that the communciation component is the strongest on my campus. The Foundations component is an area of weakness for me as I am not famililar with the specifics of how my computer operates. I feel more comfortable with information acquisition and problem solving with technology. As far as in our school, I do feel that we have many technology pieces available and my district has done a good job at offering training to use these tools. Unfortunately, I think that the technology is only as good as the user using it and if it is not used regularly, then those skills are not as sharp as they could be.
Teachers in my school have access to many forms of technology such as computers (both desktop and laptop) and computer programs, digital cameras, PDA's, and document cameras. Most commonly used are programs such as Compass Learning, Eduphoria (Aware and Forethought components), Comic Life, Kidspiration/Inspiration, and online textbook resources. We also have access to "clicker systems," and smartboards, but these tools are most commonly used by the same teachers over and over again.
Our teachers are expected to maintain a webpage that is updated regularly, and our students do have keyboarding requirements at certain grade levels. Computers are used for accessing the library resources, teacher and student portfolios, research, and various district access sites such as payroll, ITTCS, and RTI databases. As far as data is concerned, I do feel that we are a data rich district, but I feel like our teachers are weak in using that data to make changes in instructional practices.
I am aware of the TEKS for technology, but I do not feel that we are doing our best to integrate those skills into our core subjects in the classroom. I think technology is still viewed as a separate skill even though many of our students are more proficient that our teachers. I think the teacher's insecurity in using technology is what holds back a student's success in using it.
Teachers in my school have access to many forms of technology such as computers (both desktop and laptop) and computer programs, digital cameras, PDA's, and document cameras. Most commonly used are programs such as Compass Learning, Eduphoria (Aware and Forethought components), Comic Life, Kidspiration/Inspiration, and online textbook resources. We also have access to "clicker systems," and smartboards, but these tools are most commonly used by the same teachers over and over again.
Our teachers are expected to maintain a webpage that is updated regularly, and our students do have keyboarding requirements at certain grade levels. Computers are used for accessing the library resources, teacher and student portfolios, research, and various district access sites such as payroll, ITTCS, and RTI databases. As far as data is concerned, I do feel that we are a data rich district, but I feel like our teachers are weak in using that data to make changes in instructional practices.
I am aware of the TEKS for technology, but I do not feel that we are doing our best to integrate those skills into our core subjects in the classroom. I think technology is still viewed as a separate skill even though many of our students are more proficient that our teachers. I think the teacher's insecurity in using technology is what holds back a student's success in using it.
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