Monday, November 30, 2009
Educator Preparation & Development
Students must be prepared to function in the 21st century technological age. In order for this to happen, educators must equip themselves to flow with this trend toward incorporating educational technology in the curriculum. The use of educational technology is directly related to the amount of technological experience and expertise a teacher brings to the classroom. To gain this experience, it is incumbent upon each educator to increase personal learning through continual staff development in this area. Individuals enrolled in educator preparation programs should meet the Technology Applications educator standards and model the appropriate use of technology. Veteran teachers should participate in ongoing, job-embedded professional development that meets SBEC Technology Applications Standards for all teachers. One way to achieve this goal is through distance learning.
Marshall Independent School District has improved its rating in the area of Educator Preparation and Development from Developing Tech to Advanced Tech over the past three years. According to the level of progress, there is integration of technology into teaching and learning. There is regular use of online resources. At least 60% of educators meet SBEC standards, and 25-29% of the technology budget has been allocated for professional development. In this key area statewide, 5.4% of teachers rate as Early Tech, 74.2 % rate as Developing Tech, 19.9% rate as Advanced Tech, and 0.6% rate as Target Tech.
In order to improve in the area of Educator Preparation and Development, sufficient monetary resources must be budgeted to support relevant, job-embedded professional development for all staff. Educational leaders must ensure the integration of appropriate technology throughout all curriculum and instruction as well. Finally, to ensure that students are prepared for 21st century learning, the educational paradigm must be changed to view technology as the foundation of education and not merely a supplement.
Marshall Independent School District has improved its rating in the area of Educator Preparation and Development from Developing Tech to Advanced Tech over the past three years. According to the level of progress, there is integration of technology into teaching and learning. There is regular use of online resources. At least 60% of educators meet SBEC standards, and 25-29% of the technology budget has been allocated for professional development. In this key area statewide, 5.4% of teachers rate as Early Tech, 74.2 % rate as Developing Tech, 19.9% rate as Advanced Tech, and 0.6% rate as Target Tech.
In order to improve in the area of Educator Preparation and Development, sufficient monetary resources must be budgeted to support relevant, job-embedded professional development for all staff. Educational leaders must ensure the integration of appropriate technology throughout all curriculum and instruction as well. Finally, to ensure that students are prepared for 21st century learning, the educational paradigm must be changed to view technology as the foundation of education and not merely a supplement.
Wednesday, November 25, 2009
Pre-K Technology Applications TEKS
Children learn how technology can enhance our lives. Through exposure to computers, voice/sound recorders, televisions, digital cameras, iPODS, etc. students gain skills that enable them to become independent users of age-appropriate technology. The same is true for Pre-K students, and the state of Texas has developed technology standards for those students.
X.A.1.
The child uses software that promotes the development of concepts. To do this, the child will follow oral or visual cues and interact with multimedia devices. The teacher will provide time for students to use the technology and model its usage.
X.A.2.
The child successfully uses a variety of computer input devices. To accomplish this, the child will manipulate the mouse and successfully use terminology as he uses the computer. The teacher will instruct and provide time for the student to master both.
X.A.3.
The child operates recorders and touch screens. To acquire this skill, the teacher will model and discuss both items and provide a CD or tape recorder for students to use during independent play.
X.A.4.
The child uses software applications to express ideas. After the teacher models and discusses the use of the software, the student creates writings and drawings using a variety of software packages with audio, video, and graphics.
X.A.5.
The child recognizes that information is accessible through the use of technology. The teacher models when and how to obtain the information and the student is allowed to practice the skill.
The Pre-K TEKS lay the foundation for student performance in future grades by teaching the students the very basic skills needed to successfully use technology.
Technology Applications for PK-12 is an example of a spiraling curriculum. A spiraling curriculum takes a concept and revisits it at every grade level; however, each grade level explores the concept deeper with an increasing degree of difficulty. An example of the scaffolding curriculum is shown in the TEKS that cover computer input devices. In Pre-K a child uses and names a variety of computer input devices such as mouse, keyboard, voice/sound recorder, touch screen, and CD-ROM. By the time the student reaches high school, he will have revisited that TEKS numerous times. In The high school Computer Science I course, the student is expected to compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices. The student has progressed from identifying a few devices to full utilization of those devices and more.
X.A.1.
The child uses software that promotes the development of concepts. To do this, the child will follow oral or visual cues and interact with multimedia devices. The teacher will provide time for students to use the technology and model its usage.
X.A.2.
The child successfully uses a variety of computer input devices. To accomplish this, the child will manipulate the mouse and successfully use terminology as he uses the computer. The teacher will instruct and provide time for the student to master both.
X.A.3.
The child operates recorders and touch screens. To acquire this skill, the teacher will model and discuss both items and provide a CD or tape recorder for students to use during independent play.
X.A.4.
The child uses software applications to express ideas. After the teacher models and discusses the use of the software, the student creates writings and drawings using a variety of software packages with audio, video, and graphics.
X.A.5.
The child recognizes that information is accessible through the use of technology. The teacher models when and how to obtain the information and the student is allowed to practice the skill.
The Pre-K TEKS lay the foundation for student performance in future grades by teaching the students the very basic skills needed to successfully use technology.
Technology Applications for PK-12 is an example of a spiraling curriculum. A spiraling curriculum takes a concept and revisits it at every grade level; however, each grade level explores the concept deeper with an increasing degree of difficulty. An example of the scaffolding curriculum is shown in the TEKS that cover computer input devices. In Pre-K a child uses and names a variety of computer input devices such as mouse, keyboard, voice/sound recorder, touch screen, and CD-ROM. By the time the student reaches high school, he will have revisited that TEKS numerous times. In The high school Computer Science I course, the student is expected to compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices. The student has progressed from identifying a few devices to full utilization of those devices and more.
Texas Long-Range Plan for Technology 2006-2020
The Texas Long-Rang Plan for Technology is the vision for the implementation of technology in the classroom through 2020. According to the plan, the approach to teaching and learning must change from the "one-size-fits-all" approach to tailoring the curriculum to meet the individual needs of the students. To do this, the teacher and textbook must cease being the primary sources of information in the classroom. Instead a shift must occur to project-based instruction where students communicate with peers, collaborate with experts, and access online instructional resources and distance learning courses.
To optimize the learning environment, the educator must participate in life-long learning in the area of technological advances. It is critical that veteran teachers receive ongoing job-embedded professional development to assure mastery of the SBEC Technology Applications Standards for all teachers. Beginning teachers should meet the Technology Applications educator standards.
School leaders should model and expect the effective and ongoing use of technologies on the campus. It is their responsibility to develop, implement, monitor, and budget for a technology plan which aligns resources to improve student learning and support school operations.
The information I learned from the Texas Long-Range Plan for Technology can assist me as an instructional leader in many ways. I realize that the technology must be used as a major tool in the education of all students. Without it, students will not be prepared to function in the 21st century environment. Students today, unlike the teachers, were born into the technological age and have used technology all of their lives. Technology makes learning interesting and is a motivator for students. It absolutely must be present in schools. Educational leaders are responsible for making sure that this technology is available to all teachers and all students; therefore, It must be maintained by technical support staff that is readily accessible. As an instructional leader I will ensure that professional development is job-embedded to optimize the teachers' skill retention. I will model the use of technology and require teachers to do the same.
To optimize the learning environment, the educator must participate in life-long learning in the area of technological advances. It is critical that veteran teachers receive ongoing job-embedded professional development to assure mastery of the SBEC Technology Applications Standards for all teachers. Beginning teachers should meet the Technology Applications educator standards.
School leaders should model and expect the effective and ongoing use of technologies on the campus. It is their responsibility to develop, implement, monitor, and budget for a technology plan which aligns resources to improve student learning and support school operations.
The information I learned from the Texas Long-Range Plan for Technology can assist me as an instructional leader in many ways. I realize that the technology must be used as a major tool in the education of all students. Without it, students will not be prepared to function in the 21st century environment. Students today, unlike the teachers, were born into the technological age and have used technology all of their lives. Technology makes learning interesting and is a motivator for students. It absolutely must be present in schools. Educational leaders are responsible for making sure that this technology is available to all teachers and all students; therefore, It must be maintained by technical support staff that is readily accessible. As an instructional leader I will ensure that professional development is job-embedded to optimize the teachers' skill retention. I will model the use of technology and require teachers to do the same.
Tuesday, November 24, 2009
Personal Technology Assessments
Recently I took the Technology Applications Inventory to assess the knowledge needed to successfully implement the Technology Applications TEKS (Texas Essential Knowledge and Skills) in the classroom. The first strand, Foundations, includes performance descriptors that must be modeled and taught in the use of Technology Applications in all subject areas. In this domain, I can demonstrate basic computer knowledge and applications such as creating/saving files and utilizing peripheral components such as secondary storage and input devices. The second strand, Information Acquisition, entails the ability to acquire information using a variety of strategies from different sources to develop higher order thinking skills. According to the inventory, I would benefit from training to accurately determine the validity/relevancy of electronic information and to differentiate between vector graphic files and bit-mapped graphic files. My strengths lie in accessing and using online help and documentation and in validating information through accessing, researching, and comparing data. The ability to manipulate data into information and then to new knowledge describes the third strand, Solving Problems with Technology Tools. This domain involves the use and integration of the various technology applications such as word processing, spreadsheet, utility programs, etc. While I possess at least a working knowledge of the applications, further training would enhance my skills. The fourth strand, Communication, is the way new information is formatted to promote comprehension. The inventory revealed a deficit in the usage of telecommunication tools and the usage of project management tools.
The State Educational Technology Directors Association (SETDA) Teacher Survey was also taken to determine my technology use and the availability of technology on my campus. In my classroom, I have 13 computers. Students use the computers to access PLATO for their social studies, science, and TAKS Enrichment classes. Typically, students spend 3 hours per day on the computer. Since internet service is unavailable, students are unable communicate with others through the computers. The SETDA also revealed deficiencies in student access to technology outside of the classroom. The students reside in a residential treatment facility and have computer restrictions beyond the classroom.
The results of this assessment are accurate because it is obvious that technology is quickly advancing in today’s society. Access to technology is greatly needed in the classroom to prepare students to function in a technological society. My deficiencies in the aforementioned areas can only hinder the progress the students in my class make. I must attend to this area of my professional life and be ready to face the challenge of moving forward in 21st century technology.
The State Educational Technology Directors Association (SETDA) Teacher Survey was also taken to determine my technology use and the availability of technology on my campus. In my classroom, I have 13 computers. Students use the computers to access PLATO for their social studies, science, and TAKS Enrichment classes. Typically, students spend 3 hours per day on the computer. Since internet service is unavailable, students are unable communicate with others through the computers. The SETDA also revealed deficiencies in student access to technology outside of the classroom. The students reside in a residential treatment facility and have computer restrictions beyond the classroom.
The results of this assessment are accurate because it is obvious that technology is quickly advancing in today’s society. Access to technology is greatly needed in the classroom to prepare students to function in a technological society. My deficiencies in the aforementioned areas can only hinder the progress the students in my class make. I must attend to this area of my professional life and be ready to face the challenge of moving forward in 21st century technology.
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