Hello to All,
Thank you for doing the assignment I created for you. I hope you're keeping current on each day's work. We have a lot to do to improve our test scores, but we can do it!!! Beginning in January I will start having Saturday tutorials for those of you in need of extra writing help. Plan to be there and plan to work. Follow the links I have posted for extra online help in the form of grammar quizzes. Particularly, we need to work on subject-verb agreement. Thanks Tannin, Faynikia, Darrius, Ashley, Rosemary, Diamond, Priscilla and Ricarra for giving me the idea to use texting and/or e-mailing as an assignment. Stay busy, and stay safe!!!! I'll see you all in January!
Mrs. Dew
Subject/Verb Websites: (Be sure to read the directions and the rules if they're shown)
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sv_agr_quiz.htm
http://grammar.ccc.commnet.edu/grammar/quizzes/svagr2.htm
http://www.eslbee.com/sv.htm
http://www.cityu.edu.hk/elc/quiz/subverb1.htm
Tuesday, December 15, 2009
Technology Course Reflections
When I began this course I had high expectations. I envisioned utilizing technology in a number of ways to enhance learning in my school. I imagined that the course would introduce me to web based programs or websites which I could modify for use in the core subjects and then train others to use. The actual course of this class, however, was much more than I had envisioned. Instead of leading me to web based programs or websites, I was instructed to create a website (blog) and to post my self-created products on it for perusal and critique. While I can truthfully say that the objectives I envisioned were met, I must admit that I had aimed too low. The actual course outcomes surpassed my expectations and equipped me with skills that I can utilize to train teachers and to teach students.
The outcomes I achieved in this course are relevant to my work as a technology leader at my school. I learned to create and post a blog, post a Power Point presentation, create an action plan, and to plan learner centered professional development. More importantly, I learned to examine and assess data for informed decision making regarding technology integration. I learned to access the online resources which will aid me in these decisions such as the Texas STaR chart specific to my school, and the Texas Long Range Plan for Technology. I also learned the organization of my district and the plans they have for technology integration over the next few years. All of my acquired knowledge is applicable to my job both now and in the future. It will continue to be necessary to evaluate our campus needs, and it will also continue to be necessary to utilize web based programs to enhance instruction on our campus.
Throughout the five week course, I anticipated learning more about the utilization of technology learning tools such as Wikispaces and Twitter. While the concept was discussed in our readings, we were not instructed to access the website to create one for educational use. I anticipated finding additional methods to reach students and Wikispaces and Twitter are the new educational buzz words for concepts which will bring classrooms and schools into 21st century learning. Perhaps the greatest deterrent for me was time. The course requirements were rigid, and I found myself scrambling for time each week to meet deadlines. Had the creation of either of these been integrated into the course, I could have gained valuable experience to share with our staff which is hungry for technology ideas and new ways to teach old concepts.
Although the course assignments were difficult, I was successful in carrying them out. I experienced one near miss which taught me to check, double check, and triple check any website or blog address before transmitting it to a grader. After many hours of accessing information, finding school related pictures, working on my Power Point, creating a blog, and posting the Power Point to the blog, there was a problem which caused my academic coach to be unable to access my blog. Fortunately, she asked me to send the address to her in an e-mail which I promptly did. The new address worked, and the coach as well as the professors was able to view my blog. The most difficult assignment for me was the one which seems easiest – the discussion board. We were required to respond to four to eight articles with an opinion about one quote from each source. After posting our own opinion, we were required to respond to the quotes chosen by two of our colleagues. For two weeks straight, this meant that we had to have twenty four postings in the week. The task was daunting because once we had given our opinion, we were then asked to give another opinion about the same reading twice more. In most cases we had exhausted our opinions on our own topic. Another assignment I found extremely challenging was the action plan. I have read many action plans, but I had never created one on my own. As students, we were given the components to include, but we were not given a format to utilize as a model. Thus, I created what I thought the professors requested. Upon posting it to the discussion board, I discovered that it was vastly different from the colleagues with whom I collaborated. We all agreed that there was more than one way to write a plan, so I left it as it was and submitted it for grading.
This course was an exercise in self discovery. I learned more about my leadership skills and about my ability to adapt. I went into this course with a mindset and an attitude which didn’t leave much room for new things. Certain areas of technology were taboo in schools, and in my mind they were destined to remain that way. I couldn’t see the use for a cell phone in school as anything other than a method to socially network or to illegally transmit answers to a test. In my mind social networking sites had no value at all, and online references were usually unreliable. Through the readings I was opened up to a number of relevant uses for technology in the classroom. As a leader in my school, it is important that I create a culture of learning and a culture of 21st century learning. The reading taught me that most experienced teachers and administrators are “digital immigrants” trying valiantly to educate “digital natives.” Their methods of communication are not compatible. This course taught me to broaden my knowledge of what should be considered acceptable usage and to utilize different types of technology in order to teach others. If best teacher is one who has experienced what he/she is teaching, then the best administrator is one who leads by example.
I am willing to admit that I strongly questioned the relevance of the blog to the 21st century learner. Before this course if I were asked to rate its educational value I would undoubtedly have scored it very low. Even while completing course assignments and preparing them for posting, I questioned the educational value. It sounds incredibly cliché to say that I experienced an epiphany, but indeed I did. One of the assignments for this class involved interviewing students about technology usage at my school. My student interviews opened my mind to the possibilities for technology usage that I hadn’t ever thought existed. Since most of the students are text and e-mail junkies, I decided to tap in to that enthusiasm and to assign work on my blog for students to access during the holidays. When students found about my blog they were eager to look at it and to begin the work early. Some have even asked if they could e-mail me with questions from the assignments which will be distributed. It is hard to believe that all this excitement is the result of a blog.
My concerns about blogs and blogging are much the same as they are with anything new. I am afraid that the students will lose interest in the blog’s educational value and utilize it strictly for a social network. Instead of sharing an educational video, it may become a popular place for YouTube downloads and other information that clouds the academic value in the center. I also have a concern about safety. It is a fact that predators wait for children to access the internet in order to gain private information about them and even to arrange meetings with them. It becomes imperative, then, to assign professional development to warn teachers and administrators of the dangers of going online and the types of information it is acceptable to share in an open forum like a blog.
Like all technology, the blog is not without drawbacks. Used wisely, though, blogs can be a useful tool to assist teachers with a myriad of educational issues. Teachers can use blogs to post assignments and syllabi. They can offer tutorial links for struggling students and additional practice for students who need it. Blogs can also be used by students for journal writing and reflections on classroom assignments. For administrators, the blog can be used in place of school newsletters and memorandums. One of the major drawbacks of the blog involves the safety of the user. Younger children have a different notion about what information should be made public and what should be kept private. They are more prone to give away intimate details about their families and or living arrangements than older children. For instance, in a reflection piece, a younger child might state, “I do my homework at 7:00 after Mommy and Daddy come home from work.” This opens both the parent’s and the student’s schedules up to any predator who might be interested. Educators must be aware of the worldwide audience and instill in students boundaries as to what should and should not be posted.
One of the most useful purposes of blogging is to communicate with school stakeholders. One of the major purposes of blog writing in schools is to connect students to one another and to others outside the classroom. They create networks of learning that promote reading, writing, and critical thinking. Through blogs, parents and other school stakeholders can be kept informed on coming events, school testing dates, community speakers, fundraisers, and other matters of public interest. Collaboration can also take place within a school, within a grade level or across grade levels. Some examples of possible collaboration configurations are: student-student, class-class, class-expert, student-teacher, teacher-mentor, or teacher-teacher. The circle could be expanded to include parents, experts, volunteers in schools and other stakeholders.
To summarize, my experience in this technology course has opened new avenues to learning and to teaching. It allowed me to view my personal weaknesses and strengths and to clearly see the advances my school has made in the area of technology. It has emphasized the need for incorporating technology in all aspects of school life and the importance of ensuring that staff is trained. Through the use of technology, it is suggested that teachers and learners are becoming empowered, motivated, reflective and connected practitioners in new knowledge environments. They must, therefore, be willing to utilize it to improve the quality of education with differentiated instruction, records management, and electronic portfolios.
Thursday, December 10, 2009
Technology Action Plan 2009-2010
Action Plan
By Lucille Dew
EDLD 5352, EA 1173
TECHNOLOGY ORGANIZATIONAL CHART
District Based Personnel
Technology and Information Systems
TECHNOLOGY– James Gray, Manager
Maggie Anaya, Technolgy Supervisor
Davant Stewart, Supervisor II
NETWORKING SYSTEMS—Scott Gilhousen, Manager
(TIS) / Educational Technology (ET)
Mark Landrum, Network Architect
Carl Bradley, Networking Supervisor II
OPERATIONS—Silvia López, Supervisor
School Based Personnel
Delesa O’Dell Thomas, Principal
LaShovious Smith -Technician
Inge Garibaldi -Technology Coordinator
Helen Franklin -Technology Instructor
TECHNOLOGY ORGANIZATIONAL CHART
District Office Personnel
Technology and Information Systems (TIS)
It is the mission of TIS Applications to effectively and efficiently create, implement, manage, and maintain computer systems using best-practice project management tools and techniques in support of the District’s mission “to strengthen the social and economic foundation of Houston by assuring its youth the highest-quality elementary and secondary education available anywhere.”
Technology Support Resources
Technology Curriculum Integration
Online technology resources to assist teachers with the effective integration of technology
EasyTech by Learning.com for grades K-6
TechConnect for grade 7
Connected Tech for grade 8
HISD Online Resources
What We Do
Build custom applications
Manage implementation of 3rd party systems
Provide data products and services
Provide professional project management products and service
Educational Technology (ET)
Educational Technology (ET) develops curriculum documents for Technology Applications grades K-5 and grades 6-8. These documents are available on the Curriculum Web site.Additionally, ET supports the integration of technology in the teaching and learning process in all content areas. Currently, the ET staff is working with the content area curriculum staff to infuse technology support in Horizontal Alignment Planning Guides.
What We Do
Develop Technology Applications curriculum PK-8
Support teachers in the integration of technology tools into all curriculum content areas
Maintain EasyTech enrollment
Support Assessment Projects (TPRI/mClass, Kathy Richardson Assessing Math Concepts, 8th grade Literacy)
Support Technology PLCs across the district
Support district/state Technology Initiatives
Videoconferencing
REDE grant
Vision 2020 grant
Campus and Teacher STaR Charts
School Based Personnel
What We Do
Inge Garibaldi – Technology Coordinator
· Schedules professional development for all school-based personnel
· Inventories and installs new hardware/software
· Writes/monitors technology grants
LaShovious Smith – Technician
· Completes minor repair of computer equipment, data projectors, smart boards, etc.
· Provides basic training on computer programs
· Installs new hardware/software
· Inputs test scan sheets into KAMIKO data program for disaggregation of test data
Helen Franklin – Technology Teacher
· Instructs technology courses for students and staff
· Attends technology update meetings/trainings as school-based representative
· Coordinates STaR Chart / technology surveys and monitors teacher participation
· Assists teachers with the integration of technology
Principal’s Role
Ultimately, the principal is responsible for the implementation of technology on the campus. She is involved with all aspects of campus implementation. District level directives filter down into the school via her office. She receives memos from the district and she holds meetings with the key personnel on campus (Garibaldi, Smith, and Franklin) to ensure that they are aware of the district mandates. She monitors their transcripts to ensure that they have attended the required training from the district before implementing new programs at our school.
Additionally, Principal Thomas meets with the Site Based Decision Making Committee to develop the CIP for our campus. Together they make decisions regarding technology acquisition and resource allocation for the upcoming school year. During the summer she plans the comprehensive two week professional development activities for the entire staff upon their return. She surveys the staff regarding their technology needs and meets with each teacher to hear a “wish list” for technology. As funds become available, she refers to the lists to increase teaching resources.
When the committee plans meetings/workshops to inform the staff of new technology, Principal Thomas must first approve the agenda and verify that the scheduled trainer is district approved or sponsored. An avid user of technology herself, Mrs. Thomas collects yearly transcripts of the professional staff and monitors training and technology usage. She conducts walk-through observations and monitors teacher lesson plans to ensure that teachers are integrating technology.
Since all of the student data is computerized, our principal keeps track of our electronic grade books, attendance submission, and parent contact through our district sponsored student information system. The principal’s monitoring software allows her to see and know what is happening throughout her campus.
Professional Development for M. C. Williams Middle School :
Statement of Need
A review of the M.C. Williams STaR chart data indicates that our school has made improvements in technology utilization, but we still need improvement. The major area of improvement for our school is a need for Educator Preparation and Development. Many of our professional staff have been trained extensively in technology integration in the classroom, but some have very little training. The following Power Point presentation illustrates where we stand and offers some suggestions for improvement. (right click + presentation action + show to view show)
Professional Development Plan
Session Purpose: To familiarize learners with curriculum resources in various middle level subject areas including lesson plans, how-to’s and a quick reference guide.
Learning Objective to Be Addressed: Participants will be guided through the process of learning how to create a WebQuest for student use
Grade Level:
6-8
Facilitator:
Lucille Dew
Location:
M.C.Williams Library/Computer Lab
Start Time:
8:00 a.m.
End-Time:
12:00 p.m.
Learner-Centered Activity
Purpose
Description
Steps
Estimated Time
Warm Up Activity
Follow the Leader
To have participants communicate non-verbally with colleagues
Participants organize themselves into a line by their birthdates without speaking to each other.
Participants are asked to stand at their seats. The leader tells them that they are expected to form one line beginning with the earliest birthday to the latest birthday (month and date). They must communicate their month and day of birth without speaking or writing. Only their bodies can be used to communicate. When the line is formed, each person then says his/her birthday. If someone is out of order, the entire team loses. If everyone is in order, then the entire group receives a “prize.” (Teamwork certificate/button)
10 minutes
Activity
Teachers will understand characteristics of a WebQuest. • Teachers will be able to evaluate a WebQuest. • Teachers can create their own WebQuests.
Presentation created by: Kristina Roys, Samantha McLeod, and Koreen Gonzales
Teachers will show their understanding of WebQuests by creating their own WebQuests during the in-service. Once the WebQuests are complete, the WebQuests will be evaluated by other teachers in the inservice based upon the rubrics.
Participants will:
1. Review the definition of WebQuests;
2. Evaluate at least one good and one bad WebQuest using a rubric WebQuest rubric
3. Teachers work in same subject/grade to brainstorm ideas on topics for their own WebQuest
4. Teachers work in pairs or teams to build their own WebQuests using a WebQuest outline as a guide.
WebQuest outline
(To find resources, utilize the following link: http://webquest.org/findlinks/)
5. Teachers will save their work. At this point teachers should be use their flash drives so that they can save their WebQuests to use in the classroom.
6. Assessing WebQuests. Teachers trade computers and evaluate another teacher's WebQuest and note likes and suggestions for improvement. It may be helpful to use the rubric used earlier as a guide.
7. Question and Answer session.
3 hours
***Additional Professional Development Topics:
By Lucille Dew
EDLD 5352, EA 1173
TECHNOLOGY ORGANIZATIONAL CHART
District Based Personnel
Technology and Information Systems
TECHNOLOGY– James Gray, Manager
Maggie Anaya, Technolgy Supervisor
Davant Stewart, Supervisor II
NETWORKING SYSTEMS—Scott Gilhousen, Manager
(TIS) / Educational Technology (ET)
Mark Landrum, Network Architect
Carl Bradley, Networking Supervisor II
OPERATIONS—Silvia López, Supervisor
School Based Personnel
Delesa O’Dell Thomas, Principal
LaShovious Smith -Technician
Inge Garibaldi -Technology Coordinator
Helen Franklin -Technology Instructor
TECHNOLOGY ORGANIZATIONAL CHART
District Office Personnel
Technology and Information Systems (TIS)
It is the mission of TIS Applications to effectively and efficiently create, implement, manage, and maintain computer systems using best-practice project management tools and techniques in support of the District’s mission “to strengthen the social and economic foundation of Houston by assuring its youth the highest-quality elementary and secondary education available anywhere.”
Technology Support Resources
Technology Curriculum Integration
Online technology resources to assist teachers with the effective integration of technology
EasyTech by Learning.com for grades K-6
TechConnect for grade 7
Connected Tech for grade 8
HISD Online Resources
What We Do
Build custom applications
Manage implementation of 3rd party systems
Provide data products and services
Provide professional project management products and service
Educational Technology (ET)
Educational Technology (ET) develops curriculum documents for Technology Applications grades K-5 and grades 6-8. These documents are available on the Curriculum Web site.Additionally, ET supports the integration of technology in the teaching and learning process in all content areas. Currently, the ET staff is working with the content area curriculum staff to infuse technology support in Horizontal Alignment Planning Guides.
What We Do
Develop Technology Applications curriculum PK-8
Support teachers in the integration of technology tools into all curriculum content areas
Maintain EasyTech enrollment
Support Assessment Projects (TPRI/mClass, Kathy Richardson Assessing Math Concepts, 8th grade Literacy)
Support Technology PLCs across the district
Support district/state Technology Initiatives
Videoconferencing
REDE grant
Vision 2020 grant
Campus and Teacher STaR Charts
School Based Personnel
What We Do
Inge Garibaldi – Technology Coordinator
· Schedules professional development for all school-based personnel
· Inventories and installs new hardware/software
· Writes/monitors technology grants
LaShovious Smith – Technician
· Completes minor repair of computer equipment, data projectors, smart boards, etc.
· Provides basic training on computer programs
· Installs new hardware/software
· Inputs test scan sheets into KAMIKO data program for disaggregation of test data
Helen Franklin – Technology Teacher
· Instructs technology courses for students and staff
· Attends technology update meetings/trainings as school-based representative
· Coordinates STaR Chart / technology surveys and monitors teacher participation
· Assists teachers with the integration of technology
Principal’s Role
Ultimately, the principal is responsible for the implementation of technology on the campus. She is involved with all aspects of campus implementation. District level directives filter down into the school via her office. She receives memos from the district and she holds meetings with the key personnel on campus (Garibaldi, Smith, and Franklin) to ensure that they are aware of the district mandates. She monitors their transcripts to ensure that they have attended the required training from the district before implementing new programs at our school.
Additionally, Principal Thomas meets with the Site Based Decision Making Committee to develop the CIP for our campus. Together they make decisions regarding technology acquisition and resource allocation for the upcoming school year. During the summer she plans the comprehensive two week professional development activities for the entire staff upon their return. She surveys the staff regarding their technology needs and meets with each teacher to hear a “wish list” for technology. As funds become available, she refers to the lists to increase teaching resources.
When the committee plans meetings/workshops to inform the staff of new technology, Principal Thomas must first approve the agenda and verify that the scheduled trainer is district approved or sponsored. An avid user of technology herself, Mrs. Thomas collects yearly transcripts of the professional staff and monitors training and technology usage. She conducts walk-through observations and monitors teacher lesson plans to ensure that teachers are integrating technology.
Since all of the student data is computerized, our principal keeps track of our electronic grade books, attendance submission, and parent contact through our district sponsored student information system. The principal’s monitoring software allows her to see and know what is happening throughout her campus.
Professional Development for M. C. Williams Middle School :
Statement of Need
A review of the M.C. Williams STaR chart data indicates that our school has made improvements in technology utilization, but we still need improvement. The major area of improvement for our school is a need for Educator Preparation and Development. Many of our professional staff have been trained extensively in technology integration in the classroom, but some have very little training. The following Power Point presentation illustrates where we stand and offers some suggestions for improvement. (right click + presentation action + show to view show)
Professional Development Plan
Session Purpose: To familiarize learners with curriculum resources in various middle level subject areas including lesson plans, how-to’s and a quick reference guide.
Learning Objective to Be Addressed: Participants will be guided through the process of learning how to create a WebQuest for student use
Grade Level:
6-8
Facilitator:
Lucille Dew
Location:
M.C.Williams Library/Computer Lab
Start Time:
8:00 a.m.
End-Time:
12:00 p.m.
Learner-Centered Activity
Purpose
Description
Steps
Estimated Time
Warm Up Activity
Follow the Leader
To have participants communicate non-verbally with colleagues
Participants organize themselves into a line by their birthdates without speaking to each other.
Participants are asked to stand at their seats. The leader tells them that they are expected to form one line beginning with the earliest birthday to the latest birthday (month and date). They must communicate their month and day of birth without speaking or writing. Only their bodies can be used to communicate. When the line is formed, each person then says his/her birthday. If someone is out of order, the entire team loses. If everyone is in order, then the entire group receives a “prize.” (Teamwork certificate/button)
10 minutes
Activity
Teachers will understand characteristics of a WebQuest. • Teachers will be able to evaluate a WebQuest. • Teachers can create their own WebQuests.
Presentation created by: Kristina Roys, Samantha McLeod, and Koreen Gonzales
Teachers will show their understanding of WebQuests by creating their own WebQuests during the in-service. Once the WebQuests are complete, the WebQuests will be evaluated by other teachers in the inservice based upon the rubrics.
Participants will:
1. Review the definition of WebQuests;
2. Evaluate at least one good and one bad WebQuest using a rubric WebQuest rubric
3. Teachers work in same subject/grade to brainstorm ideas on topics for their own WebQuest
4. Teachers work in pairs or teams to build their own WebQuests using a WebQuest outline as a guide.
WebQuest outline
(To find resources, utilize the following link: http://webquest.org/findlinks/)
5. Teachers will save their work. At this point teachers should be use their flash drives so that they can save their WebQuests to use in the classroom.
6. Assessing WebQuests. Teachers trade computers and evaluate another teacher's WebQuest and note likes and suggestions for improvement. It may be helpful to use the rubric used earlier as a guide.
7. Question and Answer session.
3 hours
***Additional Professional Development Topics:
- Cyberbullying
- Creating Wiki Spaces
- Protecting Students from Online Predators
- Thou Shalt Not Be Boring...Using Technology in the Classroom
Evaluation
To gain feedback on the usefulness of the staff development
Participants will be asked to complete a three question evaluation form.
The following questions will be asked:
What did you like about today’s activities?
What did you dislike?
Do you have the classroom resources to use this information immediately?
Comments:
5 minutes
Participant Questionnaire
(Level One)
1. Did you think your time was well spent?
2. Were the activities meaningful?
3. Do you think the activities will be useful in practice?
4. Will the lessons have to be modified for use in your classroom?
5. How can we improve on this staff development?
Participant Questionnaire
(Level Two)
To be distributed one –two weeks after implementation
1. What is a WebQuest?
2. Name three methods of retrieving information to create a WebQuest.
3. What area of your course (grammar rules for English, problem solving for math, muscular system for science or health, etc.) would be suitable for a WebQuest?
4. Has your attitude changed about using technology as a result of your workshop experience? If so, how? If not, why not?
Evaluation of Organizational Support for Skills Gained in Professional Development
(Level Three)
To be completed one month after implementation
The data this type of analysis requires may involve observations, analyzing school records or the minutes of follow-up meetings, questionnaires, or structured interviews.
1. Was individual change encouraged and supported?
2. Was administrative support public and overt?
3. Were problems addressed quickly and efficiently?
4. Were sufficient resources made available, including time for sharing and reflection?
5. Were successes recognized and shared?
Participant Questionnaire
(Level Four)
To be completed as needed at least two months after implementation
Please respond to the following questions:
1. Are you using WebQuest in your classroom?
2. Have you experienced success?
Please attach one lesson plan in which you used WebQuest.
Participant Questionnaire
(Level Five – Student Impact)
To be completed at the end of the term/year
1. After using WebQuest, did students show improvement in academic, behavior, or other areas?
2. Did the students benefit from the activity?
3. Were there any unintended/unexpected results?
Wednesday, November 25, 2009
The Texas Long-Range Plan for Technology, 2006-2020
Teaching and Learning (17-22)
This area of the Texas Long Range Plan for Technology addresses the need for and the process of teaching and learning. It provides recommendations for student development and institutes a timeline for skill acquisition. Although progress has been made at the national level including NCLB mandates and expectations, the actual implementation of many of the programs has yet to be espoused by the state and the local school districts. The government has mandated that all students become literate in technology by the eighth grade, yet there are still schools in Texas which have yet to receive the resources necessary to maintain technology development.
The Texas Education Agency (TEA) has issued a standard which includes a technology component. The Texas Essential Knowledge and Skills (TEKS) ensure that every Texas student is exposed to technology beginning in Pre-K and ending only when a student completes high school. Local school districts have made great strides toward fulfilling the mandates of the TEKS, but there is a definite disparity between schools in affluent areas and schools in inner city areas. I have witnessed firsthand the difference which exists between the two. Technology usage gets diluted when schools are forced to make budget decisions regarding testing subjects and technology. Thus, much of what the students learn in low income schools is taught in the technology applications class and not integrated in the core subjects. Since many teachers remain untrained and undertrained in the area of technology, few requests are made for the types of technology which moves the students from novices to experienced users in the educational arena. The bottom line is schools are held responsible for test scores. Principals are reluctant to spend money on expensive programs which would not be put to use. Instead, they invest their budgets in the low tech resources with which their teachers are accustomed.
Teaching and learning in the area of technology could be improved with teacher buy-in and appropriate training. One-day workshops are not enough to encourage the fundamental change needed to make the program successful. Just as students are introduced to technology usage step by step, teachers should be trained on the job, step by step until they are comfortable in its use. Support should be provided for veteran teachers just as it is for new teachers. New teachers need mentoring from veteran teachers to learn to teach, and veterans need mentoring from literate computer users to learn how to integrate technology. It would be a win-win situation.
This area of the Texas Long Range Plan for Technology addresses the need for and the process of teaching and learning. It provides recommendations for student development and institutes a timeline for skill acquisition. Although progress has been made at the national level including NCLB mandates and expectations, the actual implementation of many of the programs has yet to be espoused by the state and the local school districts. The government has mandated that all students become literate in technology by the eighth grade, yet there are still schools in Texas which have yet to receive the resources necessary to maintain technology development.
The Texas Education Agency (TEA) has issued a standard which includes a technology component. The Texas Essential Knowledge and Skills (TEKS) ensure that every Texas student is exposed to technology beginning in Pre-K and ending only when a student completes high school. Local school districts have made great strides toward fulfilling the mandates of the TEKS, but there is a definite disparity between schools in affluent areas and schools in inner city areas. I have witnessed firsthand the difference which exists between the two. Technology usage gets diluted when schools are forced to make budget decisions regarding testing subjects and technology. Thus, much of what the students learn in low income schools is taught in the technology applications class and not integrated in the core subjects. Since many teachers remain untrained and undertrained in the area of technology, few requests are made for the types of technology which moves the students from novices to experienced users in the educational arena. The bottom line is schools are held responsible for test scores. Principals are reluctant to spend money on expensive programs which would not be put to use. Instead, they invest their budgets in the low tech resources with which their teachers are accustomed.
Teaching and learning in the area of technology could be improved with teacher buy-in and appropriate training. One-day workshops are not enough to encourage the fundamental change needed to make the program successful. Just as students are introduced to technology usage step by step, teachers should be trained on the job, step by step until they are comfortable in its use. Support should be provided for veteran teachers just as it is for new teachers. New teachers need mentoring from veteran teachers to learn to teach, and veterans need mentoring from literate computer users to learn how to integrate technology. It would be a win-win situation.
Saturday, November 21, 2009
Spiraling/Scaffolding Curriculum
A spiraling or scaffolding curriculum is one which introduces the concept in pre kindergarten and then continues to build on the information learned from one grade to the next. It starts with foundational knowledge and limited usage, moves to more hands-on usage of the concept and then synthesizes the information previously assigned to demonstrate proficiency in the concept and ultimately a project utilizing the learned skills.
The Middle School TEKS is a spiraling curricuum. They have multiple opportunities for students to master knowledge and skills. In TEKS 1 (A) - 1(I) students demonstrate knowledge and use of operating systems, software applications and networking components. In 2 (A) - 2 (D) students use data input skills and demonstrate proficiency a variety of input devices. In 3 (A) - 3 (E) students comply with the laws and examine the issues regarding the use of technology in society. In 4, 5, and 6 students acquire information utilizing a variety of strategies and electronic resources. These TEKS allow the students to create documents and utilize various search methods to acquire knowledge. TEKS 7, 8, and 9 allow students the opportunity to solve problems using electronic communities and collaborative software. Finally, TEKS 10, 11, and 12 require that students communicate utilizing technology. This communication includes creating spreadsheets, manipulating documents for specific audiences, and tracking and evaluating technology trends.The above TEKS build skills and allow students the opportunity to build knowledge layer upon layer (scaffold).
The Middle School TEKS is a spiraling curricuum. They have multiple opportunities for students to master knowledge and skills. In TEKS 1 (A) - 1(I) students demonstrate knowledge and use of operating systems, software applications and networking components. In 2 (A) - 2 (D) students use data input skills and demonstrate proficiency a variety of input devices. In 3 (A) - 3 (E) students comply with the laws and examine the issues regarding the use of technology in society. In 4, 5, and 6 students acquire information utilizing a variety of strategies and electronic resources. These TEKS allow the students to create documents and utilize various search methods to acquire knowledge. TEKS 7, 8, and 9 allow students the opportunity to solve problems using electronic communities and collaborative software. Finally, TEKS 10, 11, and 12 require that students communicate utilizing technology. This communication includes creating spreadsheets, manipulating documents for specific audiences, and tracking and evaluating technology trends.The above TEKS build skills and allow students the opportunity to build knowledge layer upon layer (scaffold).
Pre-K TEKS
The Pre-K Technology TEKS are designed to provide children with the opportunity to learn how their lives are enhanced through the use of computers, voice/sound recorders, televisions, MP3 devices, digital camers, and even iPODs . Children are encouraged to develop techniques to control the various devices and to become independent users of age-appropriate technology.
In the TEKS the child learns to open and operate software programs, use a variety of input devices such as the mouse and keyboard, and operate sound recorders and touch screens to create and express their own ideas. In addition, the child learns to recognize that information of all types is available through the use of technology.
The Pre-K TEKS lay the foundation for student performance in future grades by providing basic level knowledge of the existance and use of technology. In addition, it eliminates the fear of using technology by providing hands-on practice and piquing the interest of the student before actual assignments are given.
In the TEKS the child learns to open and operate software programs, use a variety of input devices such as the mouse and keyboard, and operate sound recorders and touch screens to create and express their own ideas. In addition, the child learns to recognize that information of all types is available through the use of technology.
The Pre-K TEKS lay the foundation for student performance in future grades by providing basic level knowledge of the existance and use of technology. In addition, it eliminates the fear of using technology by providing hands-on practice and piquing the interest of the student before actual assignments are given.
Thursday, November 19, 2009
Technology Assessments
The two assessments I completed were quite enlightening. They exposed my weaknesses in technology and made me take a serious look at what I know and don’t know about a practice which has overtaken the world. Although I am a veteran teacher, I pride myself on being knowledgeable about areas which concern young people. Up to this point I have relied on my own children to keep me informed about the changes which pertain to the young. One of the things which they have been interested in since infancy is technology. My son who has a classic case of ADHD has the uncanny ability to multi-task. Thus, his room was a hive of activity most of which utilized technology. On any given day he had the television playing and the music blasting from the stereo while he worked diligently on a computer.
Imagine my surprise then, when I took the first survey (Technology Applications Inventory) and discovered a whole new language about which I knew practically nothing. Digital file formats such as .wav, .mid, .au, .doc, .txt, .gif, .jpg, .mov, .cwk. might as well have been Chinese characters for all I knew. I know punctuation quite well, but according to the survey, there are standards for digital keyboarding which include some ambiguous phrases such as “em/en dashes” and “smart quotation marks.” When did punctuation get smart? If all that wasn’t enough, I learned that there is a whole new way to acquire information and that one of the ways is to use the Boolean search strategies. The whole thing is mind boggling.
According to the Technology Applications Inventory, my strength lies in the problem solving domain. I can and do create documents for use in my classes as well as for my personal needs. I can use several different programs sufficiently, but I don't understand the technical aspects of much of what I can do. As a leader, I don't consider myself strong enough in this area to teach others any more than basic operations. I wouldn't feel comfortable instructing anyone or troubleshooting their problems.
According to the SETDA Teacher Survey, my school's technology usage is underdeveloped. We lack much of the hardware and the software to adequately serve our students. Teachers at my school, although trained, do not have access to smart boards, scanners, digital video recorders and other resources related to technology. I have been trained in best practices for incorporating technology into the English classroom, but our school lacks the computers, programs, and the time in our schedule to incorporate it. I see this as a definite weakness and a hinderance to our growth.
I need to strengthen my knowledge of programs and the language of technology. I am weak on much of the terminology used to communicate with others and to work collaboratively with those who are computer savvy. I need to begin with terminology and determine what I know and don't know. I have a working knowledge of technology, but I lack the ability to verbalize what I know because I don' t have the language. Future professional development for me would definitely include empasis on foundational knowledge and information acquisition.
I agree with the assessments, because they accurately assessed my weaknesses and outlined my strengths. I am aware that I can search for informaton and create documents for use in my classroom, but I am also aware that I need basic foundational knowledge and more in depth skill in acquiring knowledge.
Imagine my surprise then, when I took the first survey (Technology Applications Inventory) and discovered a whole new language about which I knew practically nothing. Digital file formats such as .wav, .mid, .au, .doc, .txt, .gif, .jpg, .mov, .cwk. might as well have been Chinese characters for all I knew. I know punctuation quite well, but according to the survey, there are standards for digital keyboarding which include some ambiguous phrases such as “em/en dashes” and “smart quotation marks.” When did punctuation get smart? If all that wasn’t enough, I learned that there is a whole new way to acquire information and that one of the ways is to use the Boolean search strategies. The whole thing is mind boggling.
According to the Technology Applications Inventory, my strength lies in the problem solving domain. I can and do create documents for use in my classes as well as for my personal needs. I can use several different programs sufficiently, but I don't understand the technical aspects of much of what I can do. As a leader, I don't consider myself strong enough in this area to teach others any more than basic operations. I wouldn't feel comfortable instructing anyone or troubleshooting their problems.
According to the SETDA Teacher Survey, my school's technology usage is underdeveloped. We lack much of the hardware and the software to adequately serve our students. Teachers at my school, although trained, do not have access to smart boards, scanners, digital video recorders and other resources related to technology. I have been trained in best practices for incorporating technology into the English classroom, but our school lacks the computers, programs, and the time in our schedule to incorporate it. I see this as a definite weakness and a hinderance to our growth.
I need to strengthen my knowledge of programs and the language of technology. I am weak on much of the terminology used to communicate with others and to work collaboratively with those who are computer savvy. I need to begin with terminology and determine what I know and don't know. I have a working knowledge of technology, but I lack the ability to verbalize what I know because I don' t have the language. Future professional development for me would definitely include empasis on foundational knowledge and information acquisition.
I agree with the assessments, because they accurately assessed my weaknesses and outlined my strengths. I am aware that I can search for informaton and create documents for use in my classroom, but I am also aware that I need basic foundational knowledge and more in depth skill in acquiring knowledge.
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