Texas STaR Chart
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Sunday, November 29, 2009
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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