Roles and Responsibilities
Board of Trustees- Approves district's budget, curriculum, and policies in relation to technology implementation
Superintendent- Responsible for working closely with the Board to supervise, evaluate, and analyze instructional material and development of technology curriculum.
District Technology Department- Provide students with a variety of opportunities to utilize technology as a tool for information acquisition, problem-solving, and oral and written communication. Provide professional development that addresses the SBEC Teacher Technology Standards and the integration of Technology Applications. Improve the district's student to computer ratio to 3.5 to 1 by 2007. Maintain and improve the average age of technology assets. Provide distance learning capability, student data storage and wireless technologies.
Campus Technology Assistants- Assist and train teachers at specific campus on technology equipment and programs. Provide staff development sessions for district.
Principal- Monitors and evaluates the use of technology implementation on his/her campus. Supports all staff members on technology integration.
Campus Technology Liaison- Attends district staff development on current technology being used in the district. Informs campus on any updates pertaining to district technology. Provides campus with site-based staff development on technology.
Teachers- Implement technology into everyday teaching. Attend staff development on technology each year.
Students- Implement technology provided in the classroom to enhance everyday learning.
Parents- Support students in technology use. Attend parent training sessions provided by the campus
Role of the Principal
It is the principal's responsibility to support all technology use in his/her school. The principal and administrative team should serve as models by using technology daily as well. The principal must have open communication with the district's technology department as well as professional development department. As the campus leader, the principal should ensure that adequate amounts of professional development opportunities are available to staff and faculty. The principal should also be fully aware of the school's and district's technology and evaluate at the end of each year in order to make necessary adjustments the following year.
Sunday, December 13, 2009
Saturday, November 28, 2009
Texas STaR Chart Presentation
A summary of the Texas STaR chart and Yeager Elementary's results.
S Ta R
View more presentations from Lindsay Ellis.
Texas Long Range Plan for Technology - Educator Preparation and Development
Preparing our teachers for the effective and teaching in the 21st century requires professional development that will provide them with the skills and tools they will need. This area measured on the STaR chart focuses on the following; content of professional development, models of professional development, capabilities of educators, access to professional development, levels of understanding and patterns of use, professional development for online learning.
Recent trends show that many efforts have been made to provide schools with more technology equipment. Many school districts have a goal of providing each child with a laptop or more SMART Boards. However, with all this equipment teachers need training for effective and efficient implementation.
I feel that much progress has been made by providing professional development to districts and campuses. However, based on our results from the recent years of the STaR chart, it is clearly not enough. The size of the district can have a lot to due with the amount of professional learning that they offer. Also the amount of funds that a school has will directly affect what training the teachers will need. If the school or district has no money for SMART boards, the teachers will not have training opportunities because they don't have the equipment.
The district I teach in is a very large district and has provided our teachers with a wide variety of equipment that we need to integrate technology. However, the training that is offered has been minimal. Teachers don't feel comfortable integrating technology if they don't know how. Technology can be "scary" to even veteran teachers that are unfamiliar with how to use it in their teaching.
Recent budget cuts in our district removed the professional development compensation to all teachers. This had a monumental affect on the amount of hours that teachers took over the summer and the course of the year. Unfortunately, the area that suffered the most was technology. Teachers took the classes that they felt they needed based on their content area and technology classes were somewhat forgotten.
I think that the number of classes offered at our district level was also too small. Teacher need to have the opportunities to take a wide variety of classes that will prepare them for even the basic technology integration. Not all teachers have the advanced knowledge and they should be able to take the classes they will benefit from them the most. This depends on where each individual is as a teacher that integrates technology and to what level.
I recommend that our district provides a wide variety of professional development in the area of technology. I think that these classes should include implementation of software programs, using the SMART boards, laptops, document cameras, etc. Teachers should not only be able to choose the classes in the area they feel they need training in, but also their technology experience level. This would look like a beginning teacher possibly signing up for a software integration class such as KidPix at the beginning level. Since he/she is not familiar with the program, the class will prepare him/her to learn the basics of the program and give real world examples of applications into the classroom. An experienced teacher that is very well trained and experienced with technology may sign up to take a class on SMART board use at the advanced level. The SMART board is an amazing tool to use in the classroom, but different levels of classes should be offered that will meet the needs to the teachers. One teacher may need to learn how to use it as a beginner and another may be very advanced and want to take their teaching with the SMART board to the "next level." I think it would be very beneficial to offer all technology classes at three levels, beginner, intermediate, and advanced. We are constantly trying to differientiate instruction for our students, why not do the same for our teachers?
I think that a set number of hours should be required by the district in regards to technology professional development. If you give teachers the choice not to take them, of course, you will have those that don't. Our district requires that if you are GT certified teacher you take "update hours" each year. Why is that not the same for technology classes? Each teacher should be required to take a set number of hours of technology classes each year that will help them integrate technology.
I also feel that our district should provide some type of compensation to teachers for their participation in technology staff development. While most teachers would prefer that the monetary compensation returns, that may not be possible. However, something could be done (campus wide or district wide) that would motivate teachers to complete technology professional development classes.
Recent trends show that many efforts have been made to provide schools with more technology equipment. Many school districts have a goal of providing each child with a laptop or more SMART Boards. However, with all this equipment teachers need training for effective and efficient implementation.
I feel that much progress has been made by providing professional development to districts and campuses. However, based on our results from the recent years of the STaR chart, it is clearly not enough. The size of the district can have a lot to due with the amount of professional learning that they offer. Also the amount of funds that a school has will directly affect what training the teachers will need. If the school or district has no money for SMART boards, the teachers will not have training opportunities because they don't have the equipment.
The district I teach in is a very large district and has provided our teachers with a wide variety of equipment that we need to integrate technology. However, the training that is offered has been minimal. Teachers don't feel comfortable integrating technology if they don't know how. Technology can be "scary" to even veteran teachers that are unfamiliar with how to use it in their teaching.
Recent budget cuts in our district removed the professional development compensation to all teachers. This had a monumental affect on the amount of hours that teachers took over the summer and the course of the year. Unfortunately, the area that suffered the most was technology. Teachers took the classes that they felt they needed based on their content area and technology classes were somewhat forgotten.
I think that the number of classes offered at our district level was also too small. Teacher need to have the opportunities to take a wide variety of classes that will prepare them for even the basic technology integration. Not all teachers have the advanced knowledge and they should be able to take the classes they will benefit from them the most. This depends on where each individual is as a teacher that integrates technology and to what level.
I recommend that our district provides a wide variety of professional development in the area of technology. I think that these classes should include implementation of software programs, using the SMART boards, laptops, document cameras, etc. Teachers should not only be able to choose the classes in the area they feel they need training in, but also their technology experience level. This would look like a beginning teacher possibly signing up for a software integration class such as KidPix at the beginning level. Since he/she is not familiar with the program, the class will prepare him/her to learn the basics of the program and give real world examples of applications into the classroom. An experienced teacher that is very well trained and experienced with technology may sign up to take a class on SMART board use at the advanced level. The SMART board is an amazing tool to use in the classroom, but different levels of classes should be offered that will meet the needs to the teachers. One teacher may need to learn how to use it as a beginner and another may be very advanced and want to take their teaching with the SMART board to the "next level." I think it would be very beneficial to offer all technology classes at three levels, beginner, intermediate, and advanced. We are constantly trying to differientiate instruction for our students, why not do the same for our teachers?
I think that a set number of hours should be required by the district in regards to technology professional development. If you give teachers the choice not to take them, of course, you will have those that don't. Our district requires that if you are GT certified teacher you take "update hours" each year. Why is that not the same for technology classes? Each teacher should be required to take a set number of hours of technology classes each year that will help them integrate technology.
I also feel that our district should provide some type of compensation to teachers for their participation in technology staff development. While most teachers would prefer that the monetary compensation returns, that may not be possible. However, something could be done (campus wide or district wide) that would motivate teachers to complete technology professional development classes.
Wednesday, November 25, 2009
Technology Applications TEKS
The Pre-K Technology Applications TEKS states that by the end of the prekindergarten year , children will learn how technology can enhance their lives. The children will develop techniques for working with and using different technological devices, while also becoming proficient when using age-appropriate technologies.
-The children will be able to open and search through various software programs in order for them to develop appropriate concepts. Examples of this behavior include, adhering to basic oral or visual cues when operating programs and listening to and participating in informational texts and storybooks that are electronic.
-The child must also demonstrate how to use and name various computer input devices. These devices include the mouse, keyboard, touch screen, CD -rom, and voice/sound recorder. When a child demonstrates this behavior, it will show the child moving and double clicking the mouse when using software programs and using appropriate technological language when orally expressing their work on the computer.
-The child will appropriately use video/sound recorders and touch screens. They will demonstrate this behavior by using these devices correctly and independently inserting a CD into the CD rom to listen to and play songs.
-The child must use software applications in order to create and express their own ideas. Some examples of this include using software to create writings and drawings, and enhancing their learning experiences throughout the use of video, graphics, and audio. The child is aware that information can be reached throughout the use of technology in daily interaction.
I believe that the PreK TEKS lay a solid foundation for the student's performance in future grades primarily with daily exposure to various forms of technology. When children are given the opportunity to work with technology on a daily basis, it allows them to consistently use electronic devices to enhance and guide their learning. It is important that we as educators expose our students at an early age to the benefits of technology in our world today. This will enable them to function effectively and efficiently inside and outside of the classroom in a society that is driven by technology.
After researching the definition of a spiraling curriculum, I have come to the understanding of what it means. In our assignment this week, it mentions that the Technology Application TEKS are an example of a dynamic, spiraling curriculum. This means that exposing students to a wide variety of ideas and readiness to learn is at the core of this type of curriculum. I feel that the Technology Application TEKS allow students to have multiple opportunities to master knowledge and skills because they enable students to practice and demonstrate different ways to use technology in their daily lives.
-The children will be able to open and search through various software programs in order for them to develop appropriate concepts. Examples of this behavior include, adhering to basic oral or visual cues when operating programs and listening to and participating in informational texts and storybooks that are electronic.
-The child must also demonstrate how to use and name various computer input devices. These devices include the mouse, keyboard, touch screen, CD -rom, and voice/sound recorder. When a child demonstrates this behavior, it will show the child moving and double clicking the mouse when using software programs and using appropriate technological language when orally expressing their work on the computer.
-The child will appropriately use video/sound recorders and touch screens. They will demonstrate this behavior by using these devices correctly and independently inserting a CD into the CD rom to listen to and play songs.
-The child must use software applications in order to create and express their own ideas. Some examples of this include using software to create writings and drawings, and enhancing their learning experiences throughout the use of video, graphics, and audio. The child is aware that information can be reached throughout the use of technology in daily interaction.
I believe that the PreK TEKS lay a solid foundation for the student's performance in future grades primarily with daily exposure to various forms of technology. When children are given the opportunity to work with technology on a daily basis, it allows them to consistently use electronic devices to enhance and guide their learning. It is important that we as educators expose our students at an early age to the benefits of technology in our world today. This will enable them to function effectively and efficiently inside and outside of the classroom in a society that is driven by technology.
After researching the definition of a spiraling curriculum, I have come to the understanding of what it means. In our assignment this week, it mentions that the Technology Application TEKS are an example of a dynamic, spiraling curriculum. This means that exposing students to a wide variety of ideas and readiness to learn is at the core of this type of curriculum. I feel that the Technology Application TEKS allow students to have multiple opportunities to master knowledge and skills because they enable students to practice and demonstrate different ways to use technology in their daily lives.
Sunday, November 22, 2009
Analysis of Long Range Plan
My analysis of this plan provided me with insight on what I can do as an instructional leader to guide technology use and integration on a campus.
After reading this plan, I realized that in order to successfully prepare our students for the future, this integration is not an option. Prior to this assignment, I didn't know that plans such as this even existed, or were so intricate.
As a leader I must envision successful implementation and create a shared vision with my staff. I also must work towards appropriate funding in my building to ensure that teachers and students have the tools they need to implement the various areas of technology into their everyday teaching. Furthermore, I must provide my staff with the appropriate staff development that they may need to keep "current" with the changes in technology from year to year. As an administrative team, we will implement the use of technology in our daily plans at school. We will also use data to drive our decision making.
Overall, I have learned that the administrator plays a key role in succesful implementaiton of technology use in school that promotes student learning.
After reading this plan, I realized that in order to successfully prepare our students for the future, this integration is not an option. Prior to this assignment, I didn't know that plans such as this even existed, or were so intricate.
As a leader I must envision successful implementation and create a shared vision with my staff. I also must work towards appropriate funding in my building to ensure that teachers and students have the tools they need to implement the various areas of technology into their everyday teaching. Furthermore, I must provide my staff with the appropriate staff development that they may need to keep "current" with the changes in technology from year to year. As an administrative team, we will implement the use of technology in our daily plans at school. We will also use data to drive our decision making.
Overall, I have learned that the administrator plays a key role in succesful implementaiton of technology use in school that promotes student learning.
Response and Reflection to Technology Assessments
Upon completing these assessments, it was clear that my school, district, and I are not as "far along" in successful technology implementation as I had originally thought.
According to the first assessment, Technology Applications Inventory, I demonstrated strength in the domain of Foundation. I felt that this was very accurate as I have a strong foundation in technology, but still have many areas that need improvement. From this same survey, I showed weakness in the domain Solving Problems with Technology Tools and Communication. As far as problem solving, I am able to implement a variety of programs but don't necessarily use it for problem solving. When asked about designing track trends, and reviewing and evaluating programs for improvement, I have had no experience. I was surprised that my score for Communication was split evenly between the number of yes and no responses. I do use technology as a source of communication on a daily basis. However, the questions regarding publishing work and designing/implementing procedures are areas in which have little experience.
On the State Educational Technology Directors Association survey I found many weaknesses as well. The results of this survey surprised me the most. The school that I currently work in has worked hard at providing technology training staff development for our teachers. However, when answering some of the questions I found that my students are using technology in a variety of ways. For example, the survey showed that my students are not using technology to communicate with others, produce a variety of print products, solving real world problems, and producing multi web products. I feel that additional training is needed at my school in order to strengthen this area. We also have a lack of appropriate equipment that we need in order to implement many of these programs. Our school/district does not provide any type of compensation for implementation of technology or even for the staff development. Due to recent budget cuts, our staff development stipend was taken away. I think that this is a huge reason that many teachers may not be encouraged to implement technology or take the necessary training needed. A strength of this survey was that the students on our campus are spending at least 45 minutes a week on computers and we do have access to a computer lab, high speed Internet, and laptops.
I do agree with the results of the survey to an extent. I think that many of the weaknesses fall back onto what we can do at our school and district to improve the low areas. I think that our district needs to provide additional staff development that demonstrates HOW to use programs in our classroom. I think that teachers feel great pressure to follow the curriculum and therefore, time is an issue as well. I feel that the staff development should include examples of how we can implement technology while aligning with our current curriculum. Teachers need to feel supported and not as though they have "one more thing on their plate." Demands are high, and if the technology can be implemented into what we are already doing, I think it is much more likely to be used.
According to the first assessment, Technology Applications Inventory, I demonstrated strength in the domain of Foundation. I felt that this was very accurate as I have a strong foundation in technology, but still have many areas that need improvement. From this same survey, I showed weakness in the domain Solving Problems with Technology Tools and Communication. As far as problem solving, I am able to implement a variety of programs but don't necessarily use it for problem solving. When asked about designing track trends, and reviewing and evaluating programs for improvement, I have had no experience. I was surprised that my score for Communication was split evenly between the number of yes and no responses. I do use technology as a source of communication on a daily basis. However, the questions regarding publishing work and designing/implementing procedures are areas in which have little experience.
On the State Educational Technology Directors Association survey I found many weaknesses as well. The results of this survey surprised me the most. The school that I currently work in has worked hard at providing technology training staff development for our teachers. However, when answering some of the questions I found that my students are using technology in a variety of ways. For example, the survey showed that my students are not using technology to communicate with others, produce a variety of print products, solving real world problems, and producing multi web products. I feel that additional training is needed at my school in order to strengthen this area. We also have a lack of appropriate equipment that we need in order to implement many of these programs. Our school/district does not provide any type of compensation for implementation of technology or even for the staff development. Due to recent budget cuts, our staff development stipend was taken away. I think that this is a huge reason that many teachers may not be encouraged to implement technology or take the necessary training needed. A strength of this survey was that the students on our campus are spending at least 45 minutes a week on computers and we do have access to a computer lab, high speed Internet, and laptops.
I do agree with the results of the survey to an extent. I think that many of the weaknesses fall back onto what we can do at our school and district to improve the low areas. I think that our district needs to provide additional staff development that demonstrates HOW to use programs in our classroom. I think that teachers feel great pressure to follow the curriculum and therefore, time is an issue as well. I feel that the staff development should include examples of how we can implement technology while aligning with our current curriculum. Teachers need to feel supported and not as though they have "one more thing on their plate." Demands are high, and if the technology can be implemented into what we are already doing, I think it is much more likely to be used.
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