STaR Chart ppt
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Saturday, November 28, 2009
Thursday, November 26, 2009
Teaching & Learning: STaR Chart Summary
The area that I felt needed the most attention was the area of Educator Preparation & Development. This particular area has shown progress with an upward trend but has not been able to break the Developing Tech barrier over the last 3 years. Within the Educator Preparation & Development key area is Professional Development Experiences, Models of Professional Development, Capabilities of Educators, Access to Professional Development, Levels of Understanding and Patterns of Use, and Professional Development for Online Learning. Schools are rated as either Early Tech, Developing Tech, Advanced Tech, or Target Tech.
The Long Range Plan in this area calls for educators to take the advantage of the professional development opportunities and apply the knowledge to their instruction in their classrooms. Professional development opportunities must be made available by the district or regional service center. Once the teacher has received professional development, he/she is expected to use the knowledge in the classroom and actively seek out avenues of professional development, such as online learning. According to the Campus Statewide Summary by Key Area compiled by the STaR Chart for TEA, my campus is very similar to other school campuses in the Educator Preparation area. In 2007-2008, 74.2% of campuses rated themselves in the Developing Tech classification. Most use technology for administrative tasks and classroom management. In addition, the 40% of educators met SBEC standards. In 2008-2009, my campus was very close to moving into the Developing Tech classification. This is the goal of our campus in this area for the next year.
I feel that in my district, the professional development opportunities for technology are mainly optional. There are many elective trainings but I cannot recall any mandatory in my four years with the district. I also feel that the educators on my campus are capable but if not made to attend professional development trainings, they will not elect to do so on their own. Another barrier in the Educator Preparation & Development area is the Levels of Understanding and Patterns of Use. Teachers can be trained on all applications but if they don't have any activities or lessons to use it with, it is meaningless. Learning technology with a practical use is engaging to the teacher. As far as online learning goes, it is also available to teachers but it is a small minority of people who take advantage of the opportunity. Again, unless it becomes a mandatory component of a teacher's job, it will not be taken seriously. In order to keep our students ahead in the technology game, we must be dedicated to learning ourselves and take the initiative.
The Long Range Plan in this area calls for educators to take the advantage of the professional development opportunities and apply the knowledge to their instruction in their classrooms. Professional development opportunities must be made available by the district or regional service center. Once the teacher has received professional development, he/she is expected to use the knowledge in the classroom and actively seek out avenues of professional development, such as online learning. According to the Campus Statewide Summary by Key Area compiled by the STaR Chart for TEA, my campus is very similar to other school campuses in the Educator Preparation area. In 2007-2008, 74.2% of campuses rated themselves in the Developing Tech classification. Most use technology for administrative tasks and classroom management. In addition, the 40% of educators met SBEC standards. In 2008-2009, my campus was very close to moving into the Developing Tech classification. This is the goal of our campus in this area for the next year.
I feel that in my district, the professional development opportunities for technology are mainly optional. There are many elective trainings but I cannot recall any mandatory in my four years with the district. I also feel that the educators on my campus are capable but if not made to attend professional development trainings, they will not elect to do so on their own. Another barrier in the Educator Preparation & Development area is the Levels of Understanding and Patterns of Use. Teachers can be trained on all applications but if they don't have any activities or lessons to use it with, it is meaningless. Learning technology with a practical use is engaging to the teacher. As far as online learning goes, it is also available to teachers but it is a small minority of people who take advantage of the opportunity. Again, unless it becomes a mandatory component of a teacher's job, it will not be taken seriously. In order to keep our students ahead in the technology game, we must be dedicated to learning ourselves and take the initiative.
Sunday, November 22, 2009
Pre-K Tech Apps TEKS, Wk 1, part 4
The State of Texas has guidelines in place for students who enter the Pre-K program in our public schools. The focus of the TEKS is to familiarize the student with the basic components of a computer. That entails learning all of the devices that also go along with using a computer. Learning the vocabulary of the computer is also an integral part of the curriculum. Once a student is familiar with the vocabulary and devices, they are introduced to interaction through stories and games. These stories and games can be integrated with subject areas and used with a variety of software packages.
The Pre-K TEKS help lay a foundation will lead to students continually building on that foundation year after year. Students who have regular access to computers will have enhanced learning in the areas of information acquisition, problem solving, and communication. This learning should begin as soon as they enter the school setting. The State of Texas has put measures in place that provide for a spiraling of opportunities to master the objectives. In addition, new skills are added to reinforce on-going learning.
Under the Foundations section, the Pre-K student has to learn how to log on to a computer, use the computer, then exit the software programs. This is further enforced and scaffolded under the Foundations for Kinder - Grade 2 - The student is expected to start and exit programs as well as create, name, and save files. In Grades 3 -5 under Foundations, the student is expected to save and delete files, uses menu options and commands, and work with more than one software applications. Again under Foundations, Grades 6 - 8, the student is expected to compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices. Based on the expectations for each level, students build on previously learned skills to help master the new skills and objectives.
The Pre-K TEKS help lay a foundation will lead to students continually building on that foundation year after year. Students who have regular access to computers will have enhanced learning in the areas of information acquisition, problem solving, and communication. This learning should begin as soon as they enter the school setting. The State of Texas has put measures in place that provide for a spiraling of opportunities to master the objectives. In addition, new skills are added to reinforce on-going learning.
Under the Foundations section, the Pre-K student has to learn how to log on to a computer, use the computer, then exit the software programs. This is further enforced and scaffolded under the Foundations for Kinder - Grade 2 - The student is expected to start and exit programs as well as create, name, and save files. In Grades 3 -5 under Foundations, the student is expected to save and delete files, uses menu options and commands, and work with more than one software applications. Again under Foundations, Grades 6 - 8, the student is expected to compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices. Based on the expectations for each level, students build on previously learned skills to help master the new skills and objectives.
Thursday, November 19, 2009
Analysis of the Long-Range Plan, Wk 1, part 3
As an educator, I did not know that the state had a technology initiative dating back to November 1988, as well as a major initiative from 2006 - 2020. I do now know that No Child Left Behind Act of 2001 led to a 2002 update of the plan so that the goals and objectives of the long-range plan would be aligned with the federal plan. Because of the strides in the area of technology, it was time to revisit the long-range plan and make changes accordingly. The changes will be implemented in the following phases: Phase I - 2006 - 2010, Phase II - 2011 - 2015, Phase III - 2016 - 2020.
What I have learned from the long-range plan is that the majority of school-aged kids have computer access and are frequent users. As a state, Texas has to tap into that audience and find ways to reach those students. As for teachers, it was eye-opening to find that veteran teachers are participating and using technology. Therefore, the interest is definitely there for gains in technology. The state must keep up by providing the funding, resources, and training to keep Texas at the forefront of technology and education. What is woven throughout the entire long-range plan is the access to technologies, tools, resources, and services by students, parent, teachers, and stakeholders 24/7. The involvement and commitment of districts to upgrade and maintain infrastructure is key to the continued implementation of the plan.
As an instructional leader, what I can most use from the analysis of the Long-Range Plan is that in order to implement many of the changes, funding must be available. As an instructional leader, I can assist my campus by writing grants that may help my campus qualify for more computers for the students. Another area is student to computer ratio. Students must have current operating systems in order to effective. Money must be budgeted to replace obsolete computers. In addition, as an instructional leader, I must provide technical assistance and professional development to the staff. Teachers need to move towards becoming an Advanced or Target Tech on the STaR chart. The Long-Range Plan is daunting but in order for students to become life-long learners who can compete in the global economy, we must develop technology skills in an aggressive manner.
What I have learned from the long-range plan is that the majority of school-aged kids have computer access and are frequent users. As a state, Texas has to tap into that audience and find ways to reach those students. As for teachers, it was eye-opening to find that veteran teachers are participating and using technology. Therefore, the interest is definitely there for gains in technology. The state must keep up by providing the funding, resources, and training to keep Texas at the forefront of technology and education. What is woven throughout the entire long-range plan is the access to technologies, tools, resources, and services by students, parent, teachers, and stakeholders 24/7. The involvement and commitment of districts to upgrade and maintain infrastructure is key to the continued implementation of the plan.
As an instructional leader, what I can most use from the analysis of the Long-Range Plan is that in order to implement many of the changes, funding must be available. As an instructional leader, I can assist my campus by writing grants that may help my campus qualify for more computers for the students. Another area is student to computer ratio. Students must have current operating systems in order to effective. Money must be budgeted to replace obsolete computers. In addition, as an instructional leader, I must provide technical assistance and professional development to the staff. Teachers need to move towards becoming an Advanced or Target Tech on the STaR chart. The Long-Range Plan is daunting but in order for students to become life-long learners who can compete in the global economy, we must develop technology skills in an aggressive manner.
Tuesday, November 17, 2009
Reflections to Tech Assessments: Wk 1, part 2
I'm going to begin this blog by laying my cards out on the table. I am one of those teachers that is a little bit afraid of technology. So, I would have to say that my weakness is that I am afraid of the unknown and hesitant to learn new technology. By the same token, I feel that my strength is when I do learn something, I make it a point to become very good at it. I know that I am a very successful teacher with the technology I already use and with so much to do already, learning new technology seems like such a chore. I hope I can get inspired by this class and brush up on my technology skills.
In the first assessment, Technology Applications Inventory, I was responded "yes" to the majority of the questions in the Foundations, Information Acquisition and Problem Solving sections. I feel that I am proficient in these areas. However, in the Communication section, I responded "no" to 80% of the questions. Clearly, I am lacking some skills needed to communicate effectively and will need additional training in this area.
In the second assessment, the SETDA survey, I responded that, overall, my school does a good job at providing technology but it is still in the beginning stages of requiring everyone to be proficient. My district has pulled all of the on-site technology coordinators and reassigned them to central office. Previously, each campus had one technology coordinator to handle all technology issues. This has left all campuses in the district without guidance and assistance in technology. This is a major step backwards for our district.
As for the assessments, I feel that they are accurate and I agree with them. I am in the process of becoming more technologically aware but I do still have some work to do. And with that, I have to take on a leadership role, be a life-long learner, put aside any fear, and forge ahead.
In the first assessment, Technology Applications Inventory, I was responded "yes" to the majority of the questions in the Foundations, Information Acquisition and Problem Solving sections. I feel that I am proficient in these areas. However, in the Communication section, I responded "no" to 80% of the questions. Clearly, I am lacking some skills needed to communicate effectively and will need additional training in this area.
In the second assessment, the SETDA survey, I responded that, overall, my school does a good job at providing technology but it is still in the beginning stages of requiring everyone to be proficient. My district has pulled all of the on-site technology coordinators and reassigned them to central office. Previously, each campus had one technology coordinator to handle all technology issues. This has left all campuses in the district without guidance and assistance in technology. This is a major step backwards for our district.
As for the assessments, I feel that they are accurate and I agree with them. I am in the process of becoming more technologically aware but I do still have some work to do. And with that, I have to take on a leadership role, be a life-long learner, put aside any fear, and forge ahead.
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