• What outcomes had you envisioned for this course? Did you achieve those outcomes?
Did the actual course outcomes align with those that you envisioned?
After taking the Pre-Course Evaluation, I realized I had a lot to learn about technology as far as the extent to which it can be used in the classroom, and all the regulations that surround this rapidly growing and ever changing revolution. For instance, the Texas Long-Range Plan for Technology was a familiar name, but at that point I had never taken the time to examine and understand the plan, and how it impacted me as a teacher. The outcomes I envisioned for this course consisted of understanding all aspects of technology implementation and the effects it has on student learning, and gaining enthusiasm for technology use within the classroom and envisioning ways in which I can utilize technology in my daily classroom activities. I feel as if the outcomes I envisioned were achieved by having greater understanding for the technology implementation process and the Long-Range Plan set in place by the state. I am more aware of what is expected of me as a teacher and a principal as far as implementing technology into my classroom and my role in making all stakeholders attentive to cyber ethics. The actual course outcomes did, indeed, align with the outcomes I envisioned and then some. I have gained a wealth of knowledge in the area of technology, and feel as if I can be a technology leader on my campus.
• To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
The achieved outcomes are still relevant to the work I do in my school as I am more attentive of the need to incorporate technology into my lessons on a daily basis, and the effects that technology has on the students’ ability to learn and master objectives. I can take the outcomes achieved in the previous weeks, such as blogging, analyzing the Technology Application TEKS, Texas Long-Range Plan for Technology, and STaR Chart, and directly apply them to my classroom, changing the structure of the current curriculum to meet the needs of our 21st Century learners. The analysis of these components will be utilized to help guide my lesson planning as I incorporate various technology application skills .
• What outcomes did you not achieve? What prevented you from achieving them?
Although this course has given me many ideas and suggestions on how to incorporate more technology into my classroom, they are still just ideas. At this point, I have been unable to turn these ideas into reality. With time, I know that these ideas will take flight and become an every day part of the classroom, however an implementation process such as this will have to phase in over time. At present, time constraints and the ending of a semester has prevented me from achieving this outcome. In addition, I was unable to contribute to web conferences to the highest extent due to the lack of equipment. I was able to watch the conference take place and post comments, however, I was not an active participant, but rather a curious on-looker.
• Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
The assignments in this course were carried out with success and ease. The assignments were rigorous, but relevant which made them more exciting and appealing to participate. The directions for creating a blog were clear and easy to follow, as well as the directions for posting a power point presentation. I feel that the assignments were pertinent to the classroom setting and the knowledge gained from this course can be directly implemented into the classroom. I enjoyed not only reading about technology, but also being able to produce creations, such as the blog, which appeals to me as a kinesthetic learner. The creation and practice of using the blog also gave me the confidence to utilize it within the classroom to post discussion questions for students.
• What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
From this course I learned that I have an enthusiasm for technology and all it has to offer as far as reinventing the way I teach. I feel as though being open minded about technology and its uses has made me a risk-taker when it comes to technology and I am willing to try any form of new technology that is relevant to my students learning the objectives. Since the start of this course, I have gained a more in-depth knowledge about the current technology I use in my classroom as well as other technologies used throughout the school. We are fortunate to have a community that helps to provide funding for such elaborate and well-equiped classrooms with the latest technologies. In the way of leadership skills, I have learned what it takes to be a leader of 21st Century learners and educators as I lead the way in the technology revolution. I feel my positive attitude toward technology is reflected in the way I teach and I can start to see the influence this attitude has on students and teachers.
• What is the educational value of blogs and blogging to the 21st century learner?
What an innovative way to do homework! Blogs have tremendous educational value due to their engaging nature and the pathway they create for open communication. The possiblities for blog use in the educational world are endless. Blogs can be used not only with your students, but to communicate with parents, community members, and the rest of the world. To the 21st Century learner, blogs are only a stepping stone to the kind of technology they will be using in the future. They gain technology, communication, and writing skills when blogging, as well as learn to work collaboratively with one another. Blogs create a forum for students to open a line of communication and interact globally with students from other countries. Blogging creates a learning environment that brings to life what was once only words in a book. History has the potential to become reality by blogging with students across the globe to learn about the history and traditions of their countries. This example is only the beginning of the educational value of blogging. In addition, blogging is cost effective and can save money, which in turn could be used to purchase more technology. I thoroughly enjoyed creating a blog in this course and will continue using it to benefit my students.
• What are the concerns of blogs and blogging in education?
Educational blogging does pose a few concerns. The main concern is the availability of technology and equity for all students. There are a number of students that do not have internet access or computers at home, making blogging outside of school impossible and delaying their advancement in technology skills. In addition, there are a number of schools that do not have adequate technology funding, leaving the student to computer ratio deficient. Another concern is the ability to monitor the content being posted on the blog. There are filters in place that allow the blog operator to view comments before they are posted on the blog, however that does not always stop people from finding a way to post unwanted comments.
• How can you use blogging to communicate with school stakeholders?
Blogging with school stakeholders can be a vital component to open communication. Blogs can be used to communicate from classroom teacher to parents about class activities, homework, and projects taking place from week to week, as well as updating them on the topics covered in class so they will have something to discuss with their children to stay an active part of their educational lives. Blogs can be utilized between administrators and staff to keep everyone up-to-date on the news and activities taking place on campus. Along those lines, sign-up lists can also be posted on blogs as well. Administrators can use blogs to communicate with parents and community members about school news and policies, school activities, and bad weather closings.
Thursday, December 17, 2009
Sunday, December 13, 2009
Technology Action Plan
The following indentifies all personnel responsible for the integration of technology and instruction, which includes leadership from the district to the campus, and then on to the classroom. The technology integration chart below provides job titles, job descriptions, roles and responsibilities, and in particular the role of the principal in making sure the organizational chart is implemented and monitored.
Instructional Technology Administrator:
The Instructional Technology Administrator oversees the Campus Instructional Technologists (CITs), and coordinates staff developments and trainings for teachers in order to provide teachers with what they need instructionally to implement the Technology Application TEKS. Trainings are made available throughout the year within the district or resources are provided to attend trainings outside the district as to cover all information resources.
Campus Principal:
Campus principals attend regular meetings with the Intructional Technology Administrator to receive updated information in relation to teacher and student technology use. Technology assessment data is reviewed by those present at the meetings in order to make informed decisions on how to successfully incorporate technology into the classroom. Principals are made aware of new guidelines from the state and are responsible for relaying these new guidelines to teachers on their campus. Principals collaborate with Campus Instructional Technologist to ensure that technology integration is taking place. In addition to overseeing technology implementation on campus, the principal is also responsible for allocating funds for hardware and software that teachers use to integrate technology into their classrooms.
To ensure the the organizational chart is implemented on his or her campus, the principal attends meeting with the district Instructional Technology Administrator and passes information on to teachers and staff at their campus. The principal is an integral part of the Technology Committee and the Campus Leadership Committee, both of which analyze data to create a technology plan that is incorporated into the campus improvement plan. STaR Chart data monitored by the principal is used to fullfil the technology training needs of the teachers. As teachers implement strategies from their technology training, the principal will make walk-throughs and initiate discussions about the pros and cons of the new technology. This information will help indicate areas of need for the teachers. In addition, the principal oversees the budget and works with the CIT to allocate portions of the budget for technology.
Campus Instructional Technologist (CIT):
The Campus Instructional Technologist attends the latest conferences and trainings to keep up to date with the ever changing world of technology. They conduct research on new technology and instructional strateies to implement on campus and train teachers to successfully integrate these new technologies into their classrooms. For example, the CIT will train teachers to use the latest technologies such as Web 2.0 tools that teachers utilize to engage students. CITs inventory and purchase hardware and software, as well as collaborate with teachers to design and integrate technology embedded lessons.
Technology Committee:
The campus Technology Committee is comprised of representatives from each grade level, K – 4, Specials teachers, and Special Education teachers. This committee analyzes data then uses that information to collaborate and provide goals for the technology portion of the campus improvement plan. Purchcasing decisions regarding technology are made by this committee ensuring that all facets of the campus are well equipped with the technology they need. The technology representatives are responsible for relaying information back to their team members regarding policy, guidelines, and curriculum that is directly related to technology.
Teachers:
All teachers are responsible for engaging students and seamlessly integrating technology and technology TEKS into their classroom. Teachers do this by regularly attending technology trainings where they learn the latest trends in technology and participate in collaborative technology learning groups in order to continually improve the technology integration process.
Professional Development Planning
Currently teachers utilize technology such as Moodle, Skype, Promethean, Google Earth, and etc. to engage our 21st Century learners. However, integration of these technologies is only the first step. As educators of 21st Century learners, it is imperative that we stay up-to-date with trends in the latest technology as our students are ahead of the curve, and hesitation on our part will put us further behind. In order to do this, we have designed professional development dedicated to improving the gathering, analysis, and use of data from a variety of sources. Information systems consisting of AEIS, AYP, STaR Chart, spreadsheets, and databases are used in identifying campus curriculum, instruction, and professional development needs. At present, two district wide professional development days each year are devoted solely to technology. Leaders in cutting edge technology, such as Alan November, present research based technology strategies on teaching 21st Century learners. Teachers also have numerous opportunities throughout the year to attend technology sessions that directly relate to their technology needs. In addition, CITs provide interactive professional development sessions for 21st Century skills and strategies for utilizing search engines. Other professional development courses utilize Web 2.0 innovative tools combined with data gathering and analysis skills. Combining engaging and collaborative Web 2.0 skills and higher level thinking to analyze data improves strategies for data analysis.
District wide, teachers annually attend the Working On the Work (WOW) conference which engages teachers in research based innovative strategies to educate teachers in making decisions about rigorous, meaningful lessons while weeding out those that are ineffective. WOW, combined with technology professional development seamlessly integrate and improve student achievement. Teachers and the Campus Instructional Technologist participate in round table discussions that initiate brainstorming and collaboration to design engaging and innovative technology lessons, in addition to discussing and evaluating technology tools and curriculum. The above mentioned professional development is intended to improve decision making in the integration of technology with instructional and organizational leadership.
Evaluation Planning for Action Plan
Evaluation components that provide measurable outcomes include Self-Directed Appraisal System (SDAS), STaR Chart, and student assessments. SDAS is the appraisal system utilized by Highland Park ISD. This appraisal system allows teachers to analyze their professional skills and choose an area of need in which they conduct research and implement instructional strategies into their classroom. With the implementation of technology into the classroom, technology skills have become a priority among teachers. Within SDAS, teachers are able to form focus groups and collaborate periodically providing evaluation opportunities and the monitoring of professional development to improve decision making in the integration of technology. According to the District Technology Plan, other evaluation components for teachers include revising curriculum documents that utilize innovative technology, participating in collaborative discussion and sharing of best practices, and establishing user groups to collaborate regularly with the purpose of evaluating technology.
STaR Chart data is analyzed to evaluate the campus’ progress toward the goals of the Long-Range plan for Technology, determine progress toward meeting goals of the district, and annually gauge progress in integrating technology into the school. The district and individual campuses also use STaR Chart data to design professional development and assess the needs of the teachers. As stated in the District Technology Plan, the district will ensure ongoing evaluation of technology integration strategies through the analysis of STaR Chart data, in addition to creating a system to evaluate teacher proficiency in the utilization of technology.
Evaluation of student assessments include grades received on technology assignments and tests given in the classroom, as well as the student assessment taken by 5th and 8th grade students annually at learning.com. With this assessment, teachers and administrators are able to analyze and evaluate data and determine technology TEKS that need to be addressed. In addition, we are able to see how we compare as a district or campus to other districts and campuses in the state. The District Technology Plan defines student’s ability to demonstrate mastery of Technology Applications TEKS as an “evaluation of evidence found in student projects and technology literacy assessments” (Highland Park ISD District Technology Plan, 2007-2010).
Below are the results from the Technology Literacy Assessment taken through learning.com in the 08-09 school year. These results compare Highland Park ISD to other schools in the state.
Technology Integration Chart
Instructional Technology Administrator:
The Instructional Technology Administrator oversees the Campus Instructional Technologists (CITs), and coordinates staff developments and trainings for teachers in order to provide teachers with what they need instructionally to implement the Technology Application TEKS. Trainings are made available throughout the year within the district or resources are provided to attend trainings outside the district as to cover all information resources.
Campus Principal:
Campus principals attend regular meetings with the Intructional Technology Administrator to receive updated information in relation to teacher and student technology use. Technology assessment data is reviewed by those present at the meetings in order to make informed decisions on how to successfully incorporate technology into the classroom. Principals are made aware of new guidelines from the state and are responsible for relaying these new guidelines to teachers on their campus. Principals collaborate with Campus Instructional Technologist to ensure that technology integration is taking place. In addition to overseeing technology implementation on campus, the principal is also responsible for allocating funds for hardware and software that teachers use to integrate technology into their classrooms.
To ensure the the organizational chart is implemented on his or her campus, the principal attends meeting with the district Instructional Technology Administrator and passes information on to teachers and staff at their campus. The principal is an integral part of the Technology Committee and the Campus Leadership Committee, both of which analyze data to create a technology plan that is incorporated into the campus improvement plan. STaR Chart data monitored by the principal is used to fullfil the technology training needs of the teachers. As teachers implement strategies from their technology training, the principal will make walk-throughs and initiate discussions about the pros and cons of the new technology. This information will help indicate areas of need for the teachers. In addition, the principal oversees the budget and works with the CIT to allocate portions of the budget for technology.
Campus Instructional Technologist (CIT):
The Campus Instructional Technologist attends the latest conferences and trainings to keep up to date with the ever changing world of technology. They conduct research on new technology and instructional strateies to implement on campus and train teachers to successfully integrate these new technologies into their classrooms. For example, the CIT will train teachers to use the latest technologies such as Web 2.0 tools that teachers utilize to engage students. CITs inventory and purchase hardware and software, as well as collaborate with teachers to design and integrate technology embedded lessons.
Technology Committee:
The campus Technology Committee is comprised of representatives from each grade level, K – 4, Specials teachers, and Special Education teachers. This committee analyzes data then uses that information to collaborate and provide goals for the technology portion of the campus improvement plan. Purchcasing decisions regarding technology are made by this committee ensuring that all facets of the campus are well equipped with the technology they need. The technology representatives are responsible for relaying information back to their team members regarding policy, guidelines, and curriculum that is directly related to technology.
Teachers:
All teachers are responsible for engaging students and seamlessly integrating technology and technology TEKS into their classroom. Teachers do this by regularly attending technology trainings where they learn the latest trends in technology and participate in collaborative technology learning groups in order to continually improve the technology integration process.
Professional Development Planning
Currently teachers utilize technology such as Moodle, Skype, Promethean, Google Earth, and etc. to engage our 21st Century learners. However, integration of these technologies is only the first step. As educators of 21st Century learners, it is imperative that we stay up-to-date with trends in the latest technology as our students are ahead of the curve, and hesitation on our part will put us further behind. In order to do this, we have designed professional development dedicated to improving the gathering, analysis, and use of data from a variety of sources. Information systems consisting of AEIS, AYP, STaR Chart, spreadsheets, and databases are used in identifying campus curriculum, instruction, and professional development needs. At present, two district wide professional development days each year are devoted solely to technology. Leaders in cutting edge technology, such as Alan November, present research based technology strategies on teaching 21st Century learners. Teachers also have numerous opportunities throughout the year to attend technology sessions that directly relate to their technology needs. In addition, CITs provide interactive professional development sessions for 21st Century skills and strategies for utilizing search engines. Other professional development courses utilize Web 2.0 innovative tools combined with data gathering and analysis skills. Combining engaging and collaborative Web 2.0 skills and higher level thinking to analyze data improves strategies for data analysis.
District wide, teachers annually attend the Working On the Work (WOW) conference which engages teachers in research based innovative strategies to educate teachers in making decisions about rigorous, meaningful lessons while weeding out those that are ineffective. WOW, combined with technology professional development seamlessly integrate and improve student achievement. Teachers and the Campus Instructional Technologist participate in round table discussions that initiate brainstorming and collaboration to design engaging and innovative technology lessons, in addition to discussing and evaluating technology tools and curriculum. The above mentioned professional development is intended to improve decision making in the integration of technology with instructional and organizational leadership.
Evaluation Planning for Action Plan
Evaluation components that provide measurable outcomes include Self-Directed Appraisal System (SDAS), STaR Chart, and student assessments. SDAS is the appraisal system utilized by Highland Park ISD. This appraisal system allows teachers to analyze their professional skills and choose an area of need in which they conduct research and implement instructional strategies into their classroom. With the implementation of technology into the classroom, technology skills have become a priority among teachers. Within SDAS, teachers are able to form focus groups and collaborate periodically providing evaluation opportunities and the monitoring of professional development to improve decision making in the integration of technology. According to the District Technology Plan, other evaluation components for teachers include revising curriculum documents that utilize innovative technology, participating in collaborative discussion and sharing of best practices, and establishing user groups to collaborate regularly with the purpose of evaluating technology.
STaR Chart data is analyzed to evaluate the campus’ progress toward the goals of the Long-Range plan for Technology, determine progress toward meeting goals of the district, and annually gauge progress in integrating technology into the school. The district and individual campuses also use STaR Chart data to design professional development and assess the needs of the teachers. As stated in the District Technology Plan, the district will ensure ongoing evaluation of technology integration strategies through the analysis of STaR Chart data, in addition to creating a system to evaluate teacher proficiency in the utilization of technology.
Evaluation of student assessments include grades received on technology assignments and tests given in the classroom, as well as the student assessment taken by 5th and 8th grade students annually at learning.com. With this assessment, teachers and administrators are able to analyze and evaluate data and determine technology TEKS that need to be addressed. In addition, we are able to see how we compare as a district or campus to other districts and campuses in the state. The District Technology Plan defines student’s ability to demonstrate mastery of Technology Applications TEKS as an “evaluation of evidence found in student projects and technology literacy assessments” (Highland Park ISD District Technology Plan, 2007-2010).
Below are the results from the Technology Literacy Assessment taken through learning.com in the 08-09 school year. These results compare Highland Park ISD to other schools in the state.
Technology Integration Chart
Sunday, November 29, 2009
Texas STaR Chart
This presentation is a summary of the Texas STaR Chart data.
Texas STaR Chart
View more presentations from hbezzell.
Texas STaR Chart: Teaching and Learning
The key area of Teaching and Learning can be defined by the patterns of use within the classroom, the frequency and design of the instructional setting, connections to the content area, implementation of Technology Application (TA) TEKS, student mastery of TAs, and the extent of online learning. As a campus, Bradfield has made advancements in the key area of Teaching and Learning, but still has more to improve upon. In the 2006-2007 school year, we scored 14 in this key area giving us a classification of Developing Tech. The following year (2007-2008), we increased our score by four points moving up to a total of 18 points and moving in classification up to Advanced Tech. However, in 2008-2009 Bradfield maintained the classification of Advanced Tech with 18 points, showing no increase from the previous year. Statewide there has been a shift in numbers and it seems around 5% of those surveyed shifted from Developing Tech in 2006-2007 to Advanced Tech in 2007-2008. Local, statewide, and national trends in this key area show larger increases from 2006-2007 and less significant increases from 2007-2008, but none the less they were still increases. To improve the area of Teaching and Learning, I would suggest that each grading period teachers focus on the implementation of a particular technology into their instruction. By the end of the year, they will have implemented six new technology activities into their classroom that can be used on a regular basis. This gradual implementation will allow teachers and students time to become comfortable using the technology as well as learn its many uses.
Tuesday, November 24, 2009
Pre-K Technology Application TEKS
In essence, the Pre-K Technology Applications are guidelines set to introduce young children to the world of technology. Through the implementation of these applications, a child will be able to use appropriate terminology to identify basic technology tools, as well as use those tools to navigate through age appropriate software programs using various input devices. Children will learn to properly interact with technology to create and express their own ideas.
The Pre-K TEKS lay a foundation for student performance in future grades by becoming the groundwork on which to build a strong understanding and capacity for new knowledge in the future. Just as in math, students must learn the sequence of numbers before they can add and subtract, they must also learn the basics of technology before they can create their own blog.
A spiraling curriculum is one that continuously flows from one grade to the next without any gaps in instruction. Each grade level builds upon the pre-existing knowledge to challenge students while intermittently revisiting the foundation skills in order to stay sharp and focused. For example, a Pre-K student will learn to use a mouse to double-click and navigate through age appropriate software. Students in grades K – 2 will use keyboarding techniques to operate the alphabetic, numeric, punctuation, and symbol keys. In grades 3 – 5, students will learn to save and delete files, use menu options and commands, and work with more than one software application. These skills start with a foundation and are spiraled throughout the grade levels to continuously build and refine technology skills.
The Pre-K TEKS lay a foundation for student performance in future grades by becoming the groundwork on which to build a strong understanding and capacity for new knowledge in the future. Just as in math, students must learn the sequence of numbers before they can add and subtract, they must also learn the basics of technology before they can create their own blog.
A spiraling curriculum is one that continuously flows from one grade to the next without any gaps in instruction. Each grade level builds upon the pre-existing knowledge to challenge students while intermittently revisiting the foundation skills in order to stay sharp and focused. For example, a Pre-K student will learn to use a mouse to double-click and navigate through age appropriate software. Students in grades K – 2 will use keyboarding techniques to operate the alphabetic, numeric, punctuation, and symbol keys. In grades 3 – 5, students will learn to save and delete files, use menu options and commands, and work with more than one software application. These skills start with a foundation and are spiraled throughout the grade levels to continuously build and refine technology skills.
Monday, November 23, 2009
Long-Range Plan for Technology
After analyzing the Long-Range Plan for Technology, I acquired an immense amount of knowledge about the plan that was previously unknown. From 2006 – 2020 the implementation of Phases I, II, and III will take place. This comprehensive strategic plan covers the plan’s four domains which consist of Teaching and Learning, Educator Preparation and Development, Leadership, Administration, and Instructional Support, and Infrastructure for Technology. This plan encompasses the knowledge and skills teacher must obtain in order to empower learners to acquire the skills needed to thrive in a technology-rich society. In addition, this plan addresses the need for professional development for teachers to stay connected to the latest technology trends. The plan also addresses leadership and administrative roles in the implementation of the technology plan, as well as the infrastructure. The Long-Range Plan for Technology is designed to make ensure equitable access to technology for all learners.
As an instructional leader who is guiding technology use and integration on campus, I can utilize the Long-Range Plan for Technology as a framework to guide implementation and decision making. This plan will allow me to study the needs of my campus and its infrastructure to determine specific areas that are in need of improvement. In addition, this new acquired knowledge has shown me that in order to meet the needs of the 21st Century learner; teachers must be up to date with the latest technology to create an innovative learning environment. As an instructional leader, I can provide relevant and applicable staff development to support the teacher’s needs.
As an instructional leader who is guiding technology use and integration on campus, I can utilize the Long-Range Plan for Technology as a framework to guide implementation and decision making. This plan will allow me to study the needs of my campus and its infrastructure to determine specific areas that are in need of improvement. In addition, this new acquired knowledge has shown me that in order to meet the needs of the 21st Century learner; teachers must be up to date with the latest technology to create an innovative learning environment. As an instructional leader, I can provide relevant and applicable staff development to support the teacher’s needs.
Week 1, Part 1A Questions
Address 1) each of the three assessments, 2) your analysis of your technology knowledge and skills, and 3) technology areas where you need more knowledge and skills that will help guide your future technology professional development.
The Foundations domain showed me that I have much to learn about memory and storage devices. I know how to save my work and retrieve it, but as far as knowing exactly where the work is saved and why it is saved in specific places, is information that I need to acquire. In the domain of Information Acquisitions, the survey pointed out the need for obtaining knowledge concerning vector and bit-mapped graphic files. Solving Problems with Technology Tools is the domain in which I feel I have a good understanding of the applications and can apply them on a daily basis. However, I need to show growth in the application of using interactive virtual environments or simulations. I teach a hands-on intensive course with limited time constraints that, at times, does not leave much room for interactive virtual environments, but I would like to start incorporating them into my lab.
What are your strengths and weaknesses in educational technology leadership either as a principal or as a technology leader on your campus or in your district?
I feel that my strengths in technology lie with having knowledge regarding a wide variety of skills and applications. This allows me to use various forms of technology within the classroom to meet the diverse learning styles of my students. On the other hand, I feel that this strength can also act as a weakness due to not having enough in-depth knowledge to utilize technology skills and applications to their fullest capabilities in my classroom.
Do you agree with the assessments? Why or why not?
I thought the assessments were a fair representation of the knowledge and skills required to teach 21st Century students what they need to know in order to thrive in a constantly evolving technology driven society. These assessments are a great tool to use in order to evaluate the current state of technology use in your classroom and throughout your school.
The Foundations domain showed me that I have much to learn about memory and storage devices. I know how to save my work and retrieve it, but as far as knowing exactly where the work is saved and why it is saved in specific places, is information that I need to acquire. In the domain of Information Acquisitions, the survey pointed out the need for obtaining knowledge concerning vector and bit-mapped graphic files. Solving Problems with Technology Tools is the domain in which I feel I have a good understanding of the applications and can apply them on a daily basis. However, I need to show growth in the application of using interactive virtual environments or simulations. I teach a hands-on intensive course with limited time constraints that, at times, does not leave much room for interactive virtual environments, but I would like to start incorporating them into my lab.
What are your strengths and weaknesses in educational technology leadership either as a principal or as a technology leader on your campus or in your district?
I feel that my strengths in technology lie with having knowledge regarding a wide variety of skills and applications. This allows me to use various forms of technology within the classroom to meet the diverse learning styles of my students. On the other hand, I feel that this strength can also act as a weakness due to not having enough in-depth knowledge to utilize technology skills and applications to their fullest capabilities in my classroom.
Do you agree with the assessments? Why or why not?
I thought the assessments were a fair representation of the knowledge and skills required to teach 21st Century students what they need to know in order to thrive in a constantly evolving technology driven society. These assessments are a great tool to use in order to evaluate the current state of technology use in your classroom and throughout your school.
Technology Assessment Reflections
Texas Application Inventory
The Texas Application Inventory is a self- assessment of requisite knowledge and skills needed for the implementation of the Technology Applications TEKS. Over all, the response “No” was given on less than 20% of the survey. In the four domains the results were as follows: The response of “Yes” was given on 14 out of 18 questions for Foundations, 8 out of 10 for Information Acquisition, 16 out of 18 for Solving Problems, and 10 out of 12 for Communications. While I feel that these results reflect a solid understanding for technology and how to utilize it in my every day life, as well as in the classroom, I also feel that I have much knowledge to acquire in all four domains as they each consist of intricate details that will take time and practice to learn.
SETDA Teacher Survey
The SETDA survey inquired about my personal use of technology in the classroom as well as the use and availability of technology at my school. The survey addressed the collection of data to determine if technology is impacting student achievement, increasing 21st Century skills, technology literacy, and student engagement. I feel confident in the progress my school has made toward this type of data collection and how the data is being used to impact student success in technology. After addressing the use of technology in my classroom, I took time to reflect on ways I can incorporate more technology into the science lab. My classroom is meant to be a hands-on experimental laboratory, and in some cases I am able to use technology to an extent, but at times the experiments take precedence. As funding becomes available I would like to purchase technology that will be functional and innovative in my unique classroom setting. Overall as a school, I feel that teachers do an excellent job of applying technology to their classroom on a daily basis, as well as incorporate technology into every facet of the learning experience. Technology, school-wide, is used to communicate and collaborate. Support for using technology comes from administration, colleagues, parents, and community members.
The Texas Application Inventory is a self- assessment of requisite knowledge and skills needed for the implementation of the Technology Applications TEKS. Over all, the response “No” was given on less than 20% of the survey. In the four domains the results were as follows: The response of “Yes” was given on 14 out of 18 questions for Foundations, 8 out of 10 for Information Acquisition, 16 out of 18 for Solving Problems, and 10 out of 12 for Communications. While I feel that these results reflect a solid understanding for technology and how to utilize it in my every day life, as well as in the classroom, I also feel that I have much knowledge to acquire in all four domains as they each consist of intricate details that will take time and practice to learn.
SETDA Teacher Survey
The SETDA survey inquired about my personal use of technology in the classroom as well as the use and availability of technology at my school. The survey addressed the collection of data to determine if technology is impacting student achievement, increasing 21st Century skills, technology literacy, and student engagement. I feel confident in the progress my school has made toward this type of data collection and how the data is being used to impact student success in technology. After addressing the use of technology in my classroom, I took time to reflect on ways I can incorporate more technology into the science lab. My classroom is meant to be a hands-on experimental laboratory, and in some cases I am able to use technology to an extent, but at times the experiments take precedence. As funding becomes available I would like to purchase technology that will be functional and innovative in my unique classroom setting. Overall as a school, I feel that teachers do an excellent job of applying technology to their classroom on a daily basis, as well as incorporate technology into every facet of the learning experience. Technology, school-wide, is used to communicate and collaborate. Support for using technology comes from administration, colleagues, parents, and community members.
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