EDLD 5352 Week 5 Reflections

• What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

I have learned a lot this session. I had no idea that I would be pried into becoming tech ‘savvy at the beginning of this course. However, I am very grateful for the motivation and prodding into stepping into 21^st century learning and the digital technology global society. My original vision for this course was to read about the current research and teaching strategies to be used in the modern classroom. I did not expect to be ‘practicing what I preach.’ I have been to many technology classes and have felt like I was being forced to learn something that is totally beyond my abilities. However, I have found a new confidence in trying new technologies. I can assuredly say that what I have learned vastly goes beyond my expectations for this course.

• 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?

What I have achieved in this course is very relevant to my job of educating and preparing children to become life-long learners. For, it has highlighted the importance of teaching them skills that they will need and use for the rest of their lives. They are surrounded by and involved in a very technical world. They need to be able to appropriately use and manage the technologies of their world. These technologies will help unlock an immense wealth of knowledge available in this global society. Instructional technology also presents learning in a method that is more motivating and meaningful to them, the students. However, I must be converted into a digital citizen to guide them through our digital society. Consequently, what I have learned and practiced will improve my facilitating their learning process and ethically guide them through new digital technologies.

• What outcomes did you not achieve? What prevented you from achieving them?

For five short weeks; I have come a long way in instructional technology. I did discover that I am a ‘digital immigrant.’ I had never heard that phrase before. However, when I first read that phrase in week’s three articles by Prensky; I found a phrase that depicted me technologically. It made me examine myself as a modern instructor. I discovered I have a lot to learn to help my students learn and achieve at the highest levels. I have a lot yet to achieve in the world of technology. I did not realize how much I was handicapping my students by not exposing them to all the technologies that are available to our students. I was not knowledgeable myself. I plan on putting into practice all I have learned as far as blogging and exploring the use of other technology formats e.g. wikis and podcasts.

• Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

I was pleasantly surprised to discover that I could successful complete all of the course assignments. My first adventure was to create a power-point for the STaR chart. I have attended two power-point workshops; however, I had not completed one on my own; I’m ashamed to say. I really stressed over the task. I asked a high school niece if she could tell me what to do. Nevertheless, I can proudly say I did it completely on my own. I struggled through by trial and error. I now know I can do this. It gave me confidence to explore other technology formats. I had a little problem attaching my power-point to my blog. I did not realize how long it takes to convert my power-point to a format that was conducive to my blog. Speaking of blogs; I do have another blog floating somewhere on the world wide web that I created for another technology class. I created it and have not checked on its progress in over a year. I plan to blog more after this course.

• What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?

I really have learned a lot from this course. I have learned that technology is not a monstrous, mysterious force that should be feared. I have learned that digital technology is here to stay, like it or not. Although, I have come to know that there are a lot of advantages to this new technology. It really can make life and teaching a somewhat easier. I first have to have an open mind and give it a try. I must not fear exploring and becoming a part of this strange new world of digital technology. It does move at a fast pace. Therefore, I must be always open to new learning. The children enjoy learning with 21^st century technology; and they learn it quickly. I have adopted a new attitude that says ‘I can’ learn and practice in this 21^st century global society. Teaching is changing and I must change with it. Learning can be exciting, fun, and challenging in this digital society. I must learn along with the ‘digital natives.’ I am becoming a ‘digital citizen’ and no longer just satisfied with being a ‘digital immigrant.’

• What is the educational value of blogs and blogging to the 21^st century learner?

Using blogs in the educational setting can be beneficial for students and teachers. Blogging is one resource we can use to facilitate collaboration with a whole world. We are no longer confined to the people in our group, classroom, or school building. Through blogs; students and teachers have the ability to share ideas, dialogues, discussions, and reflections with a wider more diverse population. They have the opportunity to co-operatively work with a more diverse group of people in an entirely different location or demographic than their own. They can hear other points of view than just the people in their school community. Teachers also may communicate with educators in various parts of the world and stay informed of teaching strategies being practiced elsewhere. Blogging is a valuable tool that, when used appropriately, can improve collaboration and co-operative learning immensely.

• What are the concerns of blogs and blogging in education?

Blogging, however, does carry some concerns with it. Yes, it is a valuable educational tool that is exciting and scary at the same time. For, sometimes you may not know who you are talking to. Therefore, it is imperative that teachers be guides through the world wide web. Teachers need to stay abreast of what and how students are using the web. We must practice and teach our students how to be safe on the web. Blogging is a web based tool. Therefore, it can be accessible to many others. Students must be informed of its dangers. They must know what information they can reveal or post in their blogs or any other web tool. Teachers and students must also become familiar with cyber ethics and know what is legal and right to do when doing research or gathering information from the web. They must know to always credit others for their work and not reproduce copyrighted material.

• How can you use blogging to communicate with school stakeholders?

Finally, blogging is an excellent tool that can be utilized to communicate with all school stakeholders. From posting a blog; you can make it accessible to a great number of people at the same time. You can write one communication and it can reach all groups of stakeholders at the same time. First, you have to let all stakeholders know you have a blog available that you will use to communicate with them. You have to let them know your blog address. You have to follow up to keep your blog current. They, too, have the ability to reply to you and post their own comments on your blog. Blogging is an extraordinary way to communicate with all of the school stakeholders and to have them communicate with you.

EDLD 5352 Week 4 Assignment

Explanation of Responsibilities: Technology Organization

1. School Board, Superintendent, and Technology Steering Committee

· Define technology vision for the district.

· Secure support from community for technology initiatives.

· Secure financial resources through school tax bonds.

2. Executive Director of Educational Technology

· Implement vision and long-range plan to integrate technology in the learning and work environment.

· Collaborate with instructional staff in the development and delivery of curriculum, instruction, professional development, and technology to achieve district’s instructional goals.

· Develop and manage the technology budget and facilitate grant writing and management.

· Provide leadership for the teaching of Technology Curriculum.

3. Chief Technology Officer

· Facilitate communication between and among staff, management, vendors, and other technology resources within the district.

· Responsible for design and implementation of district-wide communication infrastructure and maintenance of local area networks.

· Ensure sufficient and effective user support and access to information and related technology by all campuses and administrative departments.

4. Instructional Technology Officer

· Coordinate and administer the schedules and responsibilities of the District Instructional Technology Teachers.

· Chief administrator of the district’s Technology Integration Mentor Program. Co-ordinate professional development with principals.

· Keep up with TEA curriculum guides, bulletins, and developments in current research related to instructional technology.

5. Director of Information Technology

· Work with administration and staff to assess and respond to campus needs.

· Supervise the ongoing operations of the IT department providing quality and timely support to district staff and students concerning hardware and software needs.

· Identify emerging information technologies to be assimilated within district infrastructure.

6. Principal and Technology Administrator

· Work with SBDM team to develop technology vision for the campus.

· Monitor the results of the campus plan and make adjustments as needed.

· Collaborate with district personnel to ensure implementation of campus technology needs.

· Collaborate with district personnel to secure resources for campus technology and professional development.

· Principal is instrumental in making sure all technology mandates and standards are met at the campus level.

· Leader of campus technology team to implement a good technology environment to equip students for 21^st century technology.

7. District Instructional Technology Teachers

· Technology trainer/teacher liaison to faculty and staff on all campuses.

· Teach district technology professional development classes.

· Develop and teach strategies for using district software and that support TEKS objectives.

8. Information Technology Specialist

· Responsible for the timely support and assistance of reliable information technology for each campus.

· Insure that technology is in agreement with campus and district technology plans.

· Manage and maintain network services, systems, and devices as requested.

9. Campus Instructional Technology Specialist

· Actively participate in campus and grade level technology planning.

· Provide ongoing, job-embedded professional development to classroom teachers.

· Perform any other teacher/technology duties required by the principal.

10. Teachers

· Implement district and campus technology curriculum in the classroom.

· Participate in technology professional development.

· Ensure students have access and participate in technology assignments an projects.

Part 2: Professional Development Planning:

Campus Technology Needs:

Through analysis of our Campus STaR Chart data of the last three years: our campus staff has been rated as ‘developing’ in the Teaching and Learning category. Interviews with students and some members of the SBDM committee indicate this is a need on our campus. The district has supplied an abundance of technology tools in each classroom, including: at least four computers, starboards, e-instruction, document cameras, and digital cameras. However, fourth and fifth grade students I interviewed stated they did not know how to blog, email, or use much of the software loaded on their classroom computers. It seems we may have several teachers that may be classified as ‘digital immigrants’ as referenced by Prensky, 2001 and our instructors in the round table discussion from Week 3. However, our state, district, and campus technology plans indicate that all students shall have access to 21^st century technology and teachers who are prepared to use this technology to appropriately engage these students in learning.

Professional Development to Improve Needs:

Ø Atomic Learning on-line professional development. The district provides access to this professional development available to staff 24/7. Advantages of using this on-line development includes:

1) Educator chooses classes that fits his/her needs.

2) Classes include use of 21^st century skills that are alighned to district curriculum.

3) Tutorials for utilizing technology tools teachers have access to in their classrooms.

4) Classes that address gathering, using, and analyzing information from a variety of sources.

5) There are 21^st century technology projects listed that teachers can learn how to utilize in their classrooms.

6) Ability to collaborate with other educators across the globe through blogs.

7) Workshops cover Web 2.0 tools.

Ø Other district provided online tutorials include:

1) Easy Tech from Learning.com which includes interactive tutorials in the use of district software.

2) District website tutorials available on district website with instructions in how to use district software

Ø District and Campus based classes offered and listed on Eduphoria.

1) Offers a variety of classes in the evenings and on Saturdays to all employees at no cost.

2) Campus administrators collaborate with district instructional teachers to offer training sessions for specific teacher needs.

3) Teachers earn staff development credit for attending workshops.

4) Campus teachers can mentor other less knowledgeable technology teachers through campus training and earn a small stipend.

Ø Other technology workshops outside district include classes offered by the region and the county department of education.

Each educator has multiple opportunities to improve their 21^st century digital technology skills and meet the state, district, and campus technology standards.

Part 3: Evaluation Planning

The district and campus technology goal is for all teachers and librarians demonstrate competency and proficiency in all five standards of the State Board for Educator Certification (SBEC) Technology Standards for all teachers. All campus administrators to demonstrate proficiency of the ISTE Technology Standards for Administrators.

Evaluation components of the technology action plan include:

• Analysis of the SBEC standards on the annual district and campus STaR charts.
• District Technology Self-Assessment Tool – available on the district website. It targets the skills (What all Teachers Can Do) specified in the right column on the SBEC Technology Standards Chart. All teachers, librarians and campus administrators must complete this self-assessment at the beginning of each school year.
• Net Day Speak-Up Survey.
• AEIS, AYP, and PEIMS data
• Campus administrator classroom walk-throughs
• District Technology Instructional Officer observations

Campus principal, along with the SBDM and the technology professional development planning committee use the results of all these evaluation components. They are utilized to plan for and direct technology professional development that meet the needs of the staff; so that all teachers, librarians and administrators master all competencies in the SBEC Technology Standards.

STaR Chart Summary

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STaR Chart Reflection

For my reflection; I chose the area of Teaching and Learning. Over the three year span of 2005 - 2008, the state STaR chart reflected little growth in this area. The greatest percentage of teachers were classified as Developing Techs. The description of a developing tech is as follows:

Instruction is teacher-directed. Students regularly use technology on an individual basis to access electronic data and develop communication and presentation projects. Minimal technology is used in the Foundation TEKS. Most TEKS are met K-8. At least 2 technology application courses are taught at the high school level. This is for the developing tech. The goal is to have all campuses reach Target Tech level. At this level teachers are facilitators, mentors, and co-learners. Students have on demand access to all appropriate technologies to complete assignments woven into core content subjects. All TEKS are met K-8 and at least 4 Tech App classes are taught at the high school level.
I think Teaching and Learning is critical because this is the area where learning takes place. It is important to train teachers to provide instruction that will facilitate learning with technology. This will take required staff development, class observations, collaboration with other teachers for all educational staff. Staff should be made aware of the Long-range technology plan for Texas, the district, and the campus. We are encouraged or required to participate in the NetDay Speak Up and completing the STaR Chart with realizing their importance.

Texas Technology Long Range Plans Reflections

I have learned a lot about our state's long range plan for technology. As a matter of fact, the first thing I learned is that the state has a long range plan. I was not aware of an official plan. I found the plan very interesting and I am excited about the fact that our state is preparing our children for an ever changing technological, global society. The plan began in 2006 with a vision going through 2020. There are high expectations not only for our students but for teachers also. Quality staff devlopment is expected for all staff members, emphasizing technology for instruction. Students and teachers are both expected to use technology in the classroom and beyond. Technology is to be accessable 24/7. The state has allotted resources for all classrooms to have the digital tools and resources for all students in the state. All districts and campuses are to develop appropriate visions for technology. The state is informed of progress district and campuses are making through survey tools such as NetDaySpeak Up and STaR chart. The state is providing funds for quality infrastructure to accommodate changing digital technology. I believe the Long Range Plans can and will be accomplished. It has enlightened me to the reasons technology has been stressed on my campus. After studying the state's long range plans; I am more excited and determined to make technology a priority in our curriculum and instruction.

Pre-K Technology

Pre-K TEKS for technology are as follows:
X.A.1. Child opens and navigates through software programs designed to enhance development of appropriate concepts. The students follows basic oral or visual cues for programs and listen to and interacts with multimedia electronic technology. The teacher allows time to use technology; models technology use; and provides a variety of software packages.
X.A.2. Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD-ROM. The child learns to move and double click the mouse and use computer terminology. The teacher provides instruction for these skills and allows time for students to practice.
X.A.3. Child operates voice/sound recorders and touch screens. The child uses voice/sound devices appropriately and inserts and plays CD. The teacher models using devices and provides a CD for children during independent play.
X.A.4. Child uses software applications to create and express own ideas. The child uses software to write, draw and enhance learning experiences. The teacher models and discusses software use and provides time for children to interact with programs.
X.A.5. Child recognizes that information is accessible through the use of technology. The child learns by interacting with technology. The teacher models and discusses website uses.

Laying the foundation is what the Pre-K curriculum does for technology instruction. The children become acquainted with the computer and basic terminology. They learn to manipulate basic technology tools. They learn to operate the mouse and become knowledgeable of a variety of software that they can interact with and practice independently.

Scaffolding curriculum: Pre-K TEKS are introduced in Pre-K and developed and mastered in the K-2 technology TEKS. The Foundation TEKS focus on the terminology, practice, and manipulation of interactive technology using a variety of software devices. Information Acquisition TEKS focus on acquiring information using websites as in Pre-K TEKS X.A.5.
When students are given time to practice these skills from Pre-K to 2. They should be able to demonstrate mastery in basic computer interactions. This will help them continue to spiral upward to become masters of continuing changing technology.

Phoebria Ford

EDLD 5352 Instructional Leadership in Technology

I have taken a personal assessment of my expertise in using educational technology. I find myself in the intermediate stage. I am not a beginner; but not quite an expert or target tech at this time. I have learned a lot of the foundations e.g. knowing how to create and save files. My strengths also include: keyboard proficiency, sharing files, applications and print, knowing copyright laws and using citations. My weaknesses in this area include understanding internet terminology, using the variety of input devices, working with digital files, cameras, and scanners. I know this is probably easy; however I have not mastered this yet. In the domain of Information Acquisition, my strengths include: using Boolean search strategies, creating and using text files, accessing online help, researching and comparing data, knowing the difference between a directory and search engine on the internet. My weaknesses include creating and using audio and video files and using graphic files. In the domain of solving problems with technology tools; I am strong in most of these areas. I can plan, create, and edit documents created with a word processor. I understand most of the tools, eg. fonts, tab settings, edit tools, inserting pictures, tables, etc. However, I struggles with spreadsheets, multimedia projects, interactive virtual environments, and using technical writing.

In completing a survey of technology use for school instruction; I discovered that I could use technology more often for instruction. Best Practices should be integrated with the use of technology. Technology for instruction is stressed in my school environment. However, teacher collaboration could improve. Sharing of technology tips would greatly help me. Using technology for assessment is being used more often in the classroom. I think that is beneficial for both the teacher and the students. It helps the teacher assess student learning immediately and gives students immediate feedback as well. Assessing my knowledge of technology has enlightened my strengths and weaknesses. Technology is a necessary skill we all need today and for tomorrow. I am learning more each day.