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.