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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