Monday, November 30, 2009
Saturday, November 28, 2009
StarChart Analysis- Progress and Trends
The Texas Long Range Plan
Star Chart in Educator Preparation and Development
(2006-2008)
The Texas Long Range Plan (2006-2020) in Technology advises both teacher and administrators in the planning and assessing and making goals in classroom and campus technology. It gives assistance to the teacher and student in technology inside the classroom. The plan also helps schools verify their progress toward the technology goals. According to the Leave No Left Child behind Act, each teacher and child must be technology literate.
Inside the Texas Long Range Plan, there are four areas: Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. These four areas have certain standards that must be attained and sustained. The main emphasis for this writing is in the local, state and national progress and trends of the Educator Preparation and Development area of the Texas Long Range Plan in the years 2006-2008.
The Texas Long Range Plan lends itself to the School Technology and Readiness chart (StarChart) which assists teacher in professional development based on technology profile, provide data in the StarChart for precise school information, and establish funding priorities according teacher and classroom needs, supply data for grants, helps in the formation of campus and district technology goals, helps in the documentation use of NCLB, Title ll part D and resources.
The Educator Preparation and Development is a key area of the StarChart and the Texas Long Range Plan. The StarChart also incorporates four areas that are Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. It assists all teachers and administrators in the planning for technology. Within the key areas there are levels of progress called star classification (Early Tech, Developing Tech, Advanced Tech and Target Tech). The goal is for local and state progression to Target Tech. The Educator Preparation and Development area on the campus level considers professional development of teachers. Under the Educator Preparation and Development area there are six sub areas. The sub areas institute professional development and experiences, models of professional development, capabilities of educators, technology professional development participation, levels of understanding and patterns of use, capabilities of educators with online learning. On the national it includes the following sub areas. multimedia and the internet, administrative tasks,
Progress in Technology
National progress-(information from www.SETDA.org)
The states report a progress in the advancement of the three national goals for 2006, 2007 and 2008.
Primary Goal-
Improve student academic achievement through the use of technology in K12.
Increased levels of 8th grade technology literacy in students
o Alignment of technology investments to academic achievement
goals
o Increases in student achievement in mathematics and literacy
o Expanded, differentiated opportunities for students to learn
Additional Goal (A)
All students to be technologically literate by the eighth grade
Indicators of progress toward goals are: upgrade computer workstations, laptops, decrease student-to-computer ratio, faster networks, and differentiated experiences for both teachers and students.
Additional goal (B)
To foster the effective use of technology resources and systems with teacher trainings and curriculum developments, establish research based instructional methods to be implemented as best practices
Progresses were made in the following areas:
Increased proficiency of teachers, support for teachers, updating district plans, integrating technology in curriculum, linked data system, data-driven decision making, research on student learning through technology, partnerships with other educational communities, differentiated professional development
2006, 2007, 2008 goals are met through the above criteria.
State progress- Campus Statewide Summary
Progress shows a leveling or a plateau of the star classification, Developing Tech in 2006-2008. Early Tech incorporates multimedia and the internet. Technology skills are low, 10% of teachers meet SBEC standards. 5% of funds are allocated to professional development. Developing Tech level is administrative tasks. 40% of teachers meet SBEC standards. 6-24% of funds are used for professional development. Advanced Tech deals with technology into teaching and learning. 60% of educators meet SBEC standards. 25-29% of funds are allocated to professional development. Target Tech in agreement with technology supported learner centered projects. 100% of educators meet SBEC standards. 30% or more of budget is used for professional development.
Local progress- Campus StarChart Summary
Areas which are organized with specialized goals are professional development and experiences, models of professional development, capabilities of educators, technology professional development participation, levels of understanding and patterns of use, capabilities of educators with online learning.
In 2006, the overall star classification in 8; in 2007, there is an advance within the Development Tech of 2 points to a star classification of 10; and then in 2008, there is another 2 point advancement is the development tech status to a star classification of 12 points. Overall, the local progress is development tech.
Trends in Technology
National Trends- (information from www.SETDA.org)
2008:Trend 1: The Cuts to NCLB IID Funding Go Deeper . Funding cuts by congress-60% reduction of national funds
Trend 2: States Are Facilitating High-Quality Research
NCLB llD- according to research by individual states the effect of student achievement is beneficial
Trend 3: Academics Continue to Be Top Priority for NCLB IID
Academics a top priority- increased emphasis in math is the priority, continued emphasis in literacy and strong effort in science
Trend 4: Integration Is Critical to Developing Technology Literacy
Use of integration in the classroom as a means to student being technology literate
Trend 5: State Policies Scale Effective Practices
States are offering fully developed technology programs which are proven to be successful
Trend 6: Progress through Leadership and Professional Development
With funding cuts, States using PD and Leadership to as a key to advancement
Trend 7: Wanted: Digital Content/Digital Learning Environments
National trend that technology digital environment are needed along with high speed networks
Trend 8: Leveraging Data-Informed Decision Making. States are building Data based (informed) instructional decisions to be implemented. States working with local districts to design and implement technology programs
2007: National trends are all for results in technology.
2006: Setting the bar high for technology, continued investment, research, collaboration and leadership.
State trends- There are particular trends showing a development in all key areas with emphasis on teacher preparation and leadership.
Local trends- Shows a plateau in all areas. There is a current trend to emphasize teacher preparation and administrative leadership.
Recommendations
Congress has cut the funding for technology nationally by 60%. States are concentrating in the areas professional development and leadership to advance the technology in schools. My recommendation is to purchase academic technology programs which have been proven successful for school wide use. The technology specialist would then teach the teachers the program and support with the integration into the classrooms. To support teacher, administrators and staff, professional development would be offered.
Star Chart in Educator Preparation and Development
(2006-2008)
The Texas Long Range Plan (2006-2020) in Technology advises both teacher and administrators in the planning and assessing and making goals in classroom and campus technology. It gives assistance to the teacher and student in technology inside the classroom. The plan also helps schools verify their progress toward the technology goals. According to the Leave No Left Child behind Act, each teacher and child must be technology literate.
Inside the Texas Long Range Plan, there are four areas: Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. These four areas have certain standards that must be attained and sustained. The main emphasis for this writing is in the local, state and national progress and trends of the Educator Preparation and Development area of the Texas Long Range Plan in the years 2006-2008.
The Texas Long Range Plan lends itself to the School Technology and Readiness chart (StarChart) which assists teacher in professional development based on technology profile, provide data in the StarChart for precise school information, and establish funding priorities according teacher and classroom needs, supply data for grants, helps in the formation of campus and district technology goals, helps in the documentation use of NCLB, Title ll part D and resources.
The Educator Preparation and Development is a key area of the StarChart and the Texas Long Range Plan. The StarChart also incorporates four areas that are Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. It assists all teachers and administrators in the planning for technology. Within the key areas there are levels of progress called star classification (Early Tech, Developing Tech, Advanced Tech and Target Tech). The goal is for local and state progression to Target Tech. The Educator Preparation and Development area on the campus level considers professional development of teachers. Under the Educator Preparation and Development area there are six sub areas. The sub areas institute professional development and experiences, models of professional development, capabilities of educators, technology professional development participation, levels of understanding and patterns of use, capabilities of educators with online learning. On the national it includes the following sub areas. multimedia and the internet, administrative tasks,
Progress in Technology
National progress-(information from www.SETDA.org)
The states report a progress in the advancement of the three national goals for 2006, 2007 and 2008.
Primary Goal-
Improve student academic achievement through the use of technology in K12.
Increased levels of 8th grade technology literacy in students
o Alignment of technology investments to academic achievement
goals
o Increases in student achievement in mathematics and literacy
o Expanded, differentiated opportunities for students to learn
Additional Goal (A)
All students to be technologically literate by the eighth grade
Indicators of progress toward goals are: upgrade computer workstations, laptops, decrease student-to-computer ratio, faster networks, and differentiated experiences for both teachers and students.
Additional goal (B)
To foster the effective use of technology resources and systems with teacher trainings and curriculum developments, establish research based instructional methods to be implemented as best practices
Progresses were made in the following areas:
Increased proficiency of teachers, support for teachers, updating district plans, integrating technology in curriculum, linked data system, data-driven decision making, research on student learning through technology, partnerships with other educational communities, differentiated professional development
2006, 2007, 2008 goals are met through the above criteria.
State progress- Campus Statewide Summary
Progress shows a leveling or a plateau of the star classification, Developing Tech in 2006-2008. Early Tech incorporates multimedia and the internet. Technology skills are low, 10% of teachers meet SBEC standards. 5% of funds are allocated to professional development. Developing Tech level is administrative tasks. 40% of teachers meet SBEC standards. 6-24% of funds are used for professional development. Advanced Tech deals with technology into teaching and learning. 60% of educators meet SBEC standards. 25-29% of funds are allocated to professional development. Target Tech in agreement with technology supported learner centered projects. 100% of educators meet SBEC standards. 30% or more of budget is used for professional development.
Local progress- Campus StarChart Summary
Areas which are organized with specialized goals are professional development and experiences, models of professional development, capabilities of educators, technology professional development participation, levels of understanding and patterns of use, capabilities of educators with online learning.
In 2006, the overall star classification in 8; in 2007, there is an advance within the Development Tech of 2 points to a star classification of 10; and then in 2008, there is another 2 point advancement is the development tech status to a star classification of 12 points. Overall, the local progress is development tech.
Trends in Technology
National Trends- (information from www.SETDA.org)
2008:Trend 1: The Cuts to NCLB IID Funding Go Deeper . Funding cuts by congress-60% reduction of national funds
Trend 2: States Are Facilitating High-Quality Research
NCLB llD- according to research by individual states the effect of student achievement is beneficial
Trend 3: Academics Continue to Be Top Priority for NCLB IID
Academics a top priority- increased emphasis in math is the priority, continued emphasis in literacy and strong effort in science
Trend 4: Integration Is Critical to Developing Technology Literacy
Use of integration in the classroom as a means to student being technology literate
Trend 5: State Policies Scale Effective Practices
States are offering fully developed technology programs which are proven to be successful
Trend 6: Progress through Leadership and Professional Development
With funding cuts, States using PD and Leadership to as a key to advancement
Trend 7: Wanted: Digital Content/Digital Learning Environments
National trend that technology digital environment are needed along with high speed networks
Trend 8: Leveraging Data-Informed Decision Making. States are building Data based (informed) instructional decisions to be implemented. States working with local districts to design and implement technology programs
2007: National trends are all for results in technology.
2006: Setting the bar high for technology, continued investment, research, collaboration and leadership.
State trends- There are particular trends showing a development in all key areas with emphasis on teacher preparation and leadership.
Local trends- Shows a plateau in all areas. There is a current trend to emphasize teacher preparation and administrative leadership.
Recommendations
Congress has cut the funding for technology nationally by 60%. States are concentrating in the areas professional development and leadership to advance the technology in schools. My recommendation is to purchase academic technology programs which have been proven successful for school wide use. The technology specialist would then teach the teachers the program and support with the integration into the classrooms. To support teacher, administrators and staff, professional development would be offered.
Wednesday, November 18, 2009
Pre-K Technology Application TEKS
Pre-K Technology Application TEKS
The Pre-k Technology TEKS is simple: The teacher sets the environment for classroom practices by using the mouse effectively and smoothly. They incorporate books and games along with the computer. This sets the tone and foundation for the upper grades. The Pre-K Guidelines for technology are:
Student opens and navigates through software programs designed to enhance development of appropriate concepts. Student uses and names a variety of computer input devices, such as mouse, keyboard,voice/sound recorder, touch screen, CD‐ROM Child operates voice/sound recorders and touch screens.
In every grade, something new is added in the curriculum until finally in the 8th grade they are efficient in technology. This builds on the understanding from the previous grades. In educational terms scaffolding takes place and the student is given the chance to master the objectives before moving on to the next step.
For instance, in kindergarten through grade the student is given multiple chances to amster the mouse and keyboard.
The Pre-k Technology TEKS is simple: The teacher sets the environment for classroom practices by using the mouse effectively and smoothly. They incorporate books and games along with the computer. This sets the tone and foundation for the upper grades. The Pre-K Guidelines for technology are:
Student opens and navigates through software programs designed to enhance development of appropriate concepts. Student uses and names a variety of computer input devices, such as mouse, keyboard,voice/sound recorder, touch screen, CD‐ROM Child operates voice/sound recorders and touch screens.
In every grade, something new is added in the curriculum until finally in the 8th grade they are efficient in technology. This builds on the understanding from the previous grades. In educational terms scaffolding takes place and the student is given the chance to master the objectives before moving on to the next step.
For instance, in kindergarten through grade the student is given multiple chances to amster the mouse and keyboard.
Texas Long range Plan
Texas Long Range Plan
At this time, In Texas we are in phase one of the plan. The next phase begin in 2011with the last phase ending in the year 2020. This very ambitious plan incorporates the educator, students, parents and community in its plan to make every student technologically literate by the 8th grade. The plan incorporates scaffolding. The students are allowed to master certain applications before going on to the neat step. They actually receive three years (K-2, 3-5, 6-8) in each level to master each objective. There is also a need for change form the collective plan of instruction to a more individualized plan which meets specific needs of students. The teacher must be efficient and integrate technology in the classroom. The student must also have resources and environment to maximize learning in the classroom. The district will also provide the budget for all technology and infrastructure.
In the classroom and on campus:
Through the assessments, I would know what specific areas needed strengthening. This would make it easier to develop a plan for the development of the weak areas. The assessments also allow for resources and the integration of technology in the classroom. Oftentimes teacher take the trainings and then do not know how to integrate the technology in the classroom. I would put a support system for teachers to feel comfortable in the integration of technology. Trainings and help setting up whatever is needed is of the utmost importance.
At this time, In Texas we are in phase one of the plan. The next phase begin in 2011with the last phase ending in the year 2020. This very ambitious plan incorporates the educator, students, parents and community in its plan to make every student technologically literate by the 8th grade. The plan incorporates scaffolding. The students are allowed to master certain applications before going on to the neat step. They actually receive three years (K-2, 3-5, 6-8) in each level to master each objective. There is also a need for change form the collective plan of instruction to a more individualized plan which meets specific needs of students. The teacher must be efficient and integrate technology in the classroom. The student must also have resources and environment to maximize learning in the classroom. The district will also provide the budget for all technology and infrastructure.
In the classroom and on campus:
Through the assessments, I would know what specific areas needed strengthening. This would make it easier to develop a plan for the development of the weak areas. The assessments also allow for resources and the integration of technology in the classroom. Oftentimes teacher take the trainings and then do not know how to integrate the technology in the classroom. I would put a support system for teachers to feel comfortable in the integration of technology. Trainings and help setting up whatever is needed is of the utmost importance.
Reflections of Technology Adventures
Recently, I have been made to do much reflection, self analysis and self assessments in order to better understand myself and the world which ticks round me in relation to educational leadership. To my surprise, I am now asked to do technology assessments to find current uses and knowledge of technology in schools. I find this quite enlightening. I am for assessments 100 percent. I have proven research based assessments in the classroom and am elated to do these assessments. They will eventually tell what my professional development should reflect to strengthen weak areas. My goal is to become computer literate, acquire new skills and knowledge in educational technology.
We are asked to do two technology assessments:
1) Technology Application Inventory
2) SETDA survey
The Technology Application Inventory deals with four main domains or sections. The domains are as follows: Foundations, Information Acquisition, Solving Problems and Communication.
The foundations domain deals with the general understanding of the functions of the computer. From the power the computer has to keyboarding skills is addressed. In my overall technology skills, I am generally weak. Weak areas include hardware, software, power of the computer and digital files. My strong areas include the keyboarding and copyrighting. I do agree with this assessment. It teaches all the specific areas that is needed to be a technologically literate educator in the twenty first century.
Information acquisition tells how to get the information on the Internet. Again, I am weak in the is area. The only strength is knowing the difference between a directory and a search engine.
This identifies various search engines. Sometimes, I often wonder how to find the information I need.
Solving Problems shows that I am strong in creating basic word documents and weak in all other areas of creating such as spreadsheets, graphic organizers, etc. I have to agree with these finding because I know my abilities.
Communication deals with how the work is presented in its design, videos and charts. There is no surprise that I am weak in these areas. I know this in my own work because I often get stuck when working because I don't know how to basically function in a literate manner.
I see that all the information acquired here in this assessment is correct and true. I would have to let this assessment guide me in professional developments to strengthen weak areas, acquire new skills and become technologically literate in educational technology.
SETDA survey
This particular survey asks questions concerning technology in the classroom and its effect on the teacher and student achievement. The results show that I do use technology to some extent in the classroom but there is much room for growth. Best practices is a great way to share ideas and collaborate with others. I do not have all the wonderful resources and training.
In these two assessments, I know that I must receive training in both the functions and knowledge and skills and knowing how to get resources, creating various types of documents and applying all what is learned in the classroom and leadership positions. The Technology Application Inventory deals with functions and skills of the computer while the SETDA deals with the teacher and principal in and out of the classroom. Thy both deal with making one personally and professionally computer literate in educational technology. These assessments would also be very effective for a principal to give the entire staff in order to guide staff development. This would dramatically improve computer literacy and work in the classroom.
Strengths and weaknesses in educational technology leadership As an educational leader the strengths and weaknesses almost go hand in hand. Strengths are a highly qualified technology specialist, equipment, teacher effectiveness, funding and help with integration and a support system to help teachers integrate the technology in the classroom. Weakness are the opposite of not having any equipment or little equipment, poor qualified teachers, little or no funding at all. A very strong weakness is having everything in place with no support system to help teachers integrate the technology in the classroom. Teachers have to feel comfortable and trained and supported to have the best possible scenario in the classroom.
We are asked to do two technology assessments:
1) Technology Application Inventory
2) SETDA survey
The Technology Application Inventory deals with four main domains or sections. The domains are as follows: Foundations, Information Acquisition, Solving Problems and Communication.
The foundations domain deals with the general understanding of the functions of the computer. From the power the computer has to keyboarding skills is addressed. In my overall technology skills, I am generally weak. Weak areas include hardware, software, power of the computer and digital files. My strong areas include the keyboarding and copyrighting. I do agree with this assessment. It teaches all the specific areas that is needed to be a technologically literate educator in the twenty first century.
Information acquisition tells how to get the information on the Internet. Again, I am weak in the is area. The only strength is knowing the difference between a directory and a search engine.
This identifies various search engines. Sometimes, I often wonder how to find the information I need.
Solving Problems shows that I am strong in creating basic word documents and weak in all other areas of creating such as spreadsheets, graphic organizers, etc. I have to agree with these finding because I know my abilities.
Communication deals with how the work is presented in its design, videos and charts. There is no surprise that I am weak in these areas. I know this in my own work because I often get stuck when working because I don't know how to basically function in a literate manner.
I see that all the information acquired here in this assessment is correct and true. I would have to let this assessment guide me in professional developments to strengthen weak areas, acquire new skills and become technologically literate in educational technology.
SETDA survey
This particular survey asks questions concerning technology in the classroom and its effect on the teacher and student achievement. The results show that I do use technology to some extent in the classroom but there is much room for growth. Best practices is a great way to share ideas and collaborate with others. I do not have all the wonderful resources and training.
In these two assessments, I know that I must receive training in both the functions and knowledge and skills and knowing how to get resources, creating various types of documents and applying all what is learned in the classroom and leadership positions. The Technology Application Inventory deals with functions and skills of the computer while the SETDA deals with the teacher and principal in and out of the classroom. Thy both deal with making one personally and professionally computer literate in educational technology. These assessments would also be very effective for a principal to give the entire staff in order to guide staff development. This would dramatically improve computer literacy and work in the classroom.
Strengths and weaknesses in educational technology leadership As an educational leader the strengths and weaknesses almost go hand in hand. Strengths are a highly qualified technology specialist, equipment, teacher effectiveness, funding and help with integration and a support system to help teachers integrate the technology in the classroom. Weakness are the opposite of not having any equipment or little equipment, poor qualified teachers, little or no funding at all. A very strong weakness is having everything in place with no support system to help teachers integrate the technology in the classroom. Teachers have to feel comfortable and trained and supported to have the best possible scenario in the classroom.
Subscribe to:
Posts (Atom)