Friday, November 27, 2009
Thursday, November 26, 2009
EDLD 5352 Week 2: Star Chart Report
My district and campus have invested heavily in the area of technology. The amount of resources invested in equipment, software, time, and professional development has been quite extensive. The goal on the part of the district has been to shift the emphasis from teacher-directed to student directed learning. We have several mobile computer labs with wireless internet access in each classroom and our library has eleven computers with internet access available for student use. Our district administration is striving to move teachers into the current trends in education via technology.
Despite the great amount of resources invested in technology on the part of my district and the entire state, the use of technology for student-directed learning remains in the Developing Tech stage according to the 2007-2008 STaR Chart. My district along with 69.7% of schools across the state is in the Developing Stage in the area of Teaching and Learning (Texas Education Agency, 2009). This area assesses the frequency of technology use in all areas of the curriculum, the method of its use, and whether or not the Technology TEKS are integrated in classes across the curriculum or addressed solely in technology related classes.
Our results appear to correlate with national trends. Becker (2001) states that after computer classes, business classes are the most frequent users of technology. Nationally, only one out of six science teachers, one out of eight social studies teachers, and one out of nine math teachers report frequent computer use during their class for student-directed learning.
One reason may be due to the number of computers available full time in the classrooms. According to Becker (2001) teachers with five to eight computer located in their class rooms were twice as likely to use computers in class as those with one to four but access to a computer lab with fifteen to twenty computers. The reason may be due to the complications involved with attempting to schedule use of the lab.
Districts seeking to increase the level of technology based student-directed learning may serve themselves better by placing computers in classrooms as opposed to creating more labs. This does seem counter intuitive at first. It does reflect my experience as a classroom teacher. Given the curriculum and instructional requirements on teachers due to accountability and high stakes testing, there does not exist a great deal of discretionary time in class or planning. Having even enough computers in the classroom to allow students to work in groups of four would ease the complications associated with student-directed computer use a great deal.
Becker, H. J., (April, 2001). How are teachers using computers in the classroom?.Presented at the 2001 Meetings of Educational Research, New Orleans, LA. Retrieved from http://www.crito.uci.edu/tlc/FINDINGS/special3/
Texas Education Agency, (2009). School technology and readiness. Retrieved from http://starchart.esc12.net/
Despite the great amount of resources invested in technology on the part of my district and the entire state, the use of technology for student-directed learning remains in the Developing Tech stage according to the 2007-2008 STaR Chart. My district along with 69.7% of schools across the state is in the Developing Stage in the area of Teaching and Learning (Texas Education Agency, 2009). This area assesses the frequency of technology use in all areas of the curriculum, the method of its use, and whether or not the Technology TEKS are integrated in classes across the curriculum or addressed solely in technology related classes.
Our results appear to correlate with national trends. Becker (2001) states that after computer classes, business classes are the most frequent users of technology. Nationally, only one out of six science teachers, one out of eight social studies teachers, and one out of nine math teachers report frequent computer use during their class for student-directed learning.
One reason may be due to the number of computers available full time in the classrooms. According to Becker (2001) teachers with five to eight computer located in their class rooms were twice as likely to use computers in class as those with one to four but access to a computer lab with fifteen to twenty computers. The reason may be due to the complications involved with attempting to schedule use of the lab.
Districts seeking to increase the level of technology based student-directed learning may serve themselves better by placing computers in classrooms as opposed to creating more labs. This does seem counter intuitive at first. It does reflect my experience as a classroom teacher. Given the curriculum and instructional requirements on teachers due to accountability and high stakes testing, there does not exist a great deal of discretionary time in class or planning. Having even enough computers in the classroom to allow students to work in groups of four would ease the complications associated with student-directed computer use a great deal.
Becker, H. J., (April, 2001). How are teachers using computers in the classroom?.Presented at the 2001 Meetings of Educational Research, New Orleans, LA. Retrieved from http://www.crito.uci.edu/tlc/FINDINGS/special3/
Texas Education Agency, (2009). School technology and readiness. Retrieved from http://starchart.esc12.net/
Saturday, November 21, 2009
Technology Application TEKS
The Pre-K Technology TEKS lay the foundation for the Technology Application TEKS throughout the Elementary and Middle School. They are not divided into domains but they deal with the fundamental skills that students will need to be successful in mastering the TEKS in the following grades. They focus on the Fundamental Domain by expecting the student to start and end programs correctly while using various data entry devices. They also address the Information Acquisition Domain by having the student follow basic directions for operating programs, listening to and interacting with stories on-line and developing vocabulary from various software packages and styles.
The Technology Application TEKS spiral in their progression of skill development. Students are afforded the opportunity to encounter, master, and enrich the same skills at various grade levels. Beginning at the Pre-K level, students are expected to use various input devices and technical terminology. This Foundation Domain strand follows through to the Eighth Grade. At each level, the schema from the previous level is built upon to increase the student’s knowledge from existing knowledge. Students are expected to be able to choose the most appropriate soft ware platform to manage data and tasks across the grade levels also.
Spiraling of the curriculum allows the student to develop proficiency and metacognition over time in a skill through repeated exposure to it. This assimilation of knowledge allows for the student to draw upon past knowledge for comparison when encountering new skills and schema. The benefit is a greater permanence of learning and retention.
The Technology Application TEKS spiral in their progression of skill development. Students are afforded the opportunity to encounter, master, and enrich the same skills at various grade levels. Beginning at the Pre-K level, students are expected to use various input devices and technical terminology. This Foundation Domain strand follows through to the Eighth Grade. At each level, the schema from the previous level is built upon to increase the student’s knowledge from existing knowledge. Students are expected to be able to choose the most appropriate soft ware platform to manage data and tasks across the grade levels also.
Spiraling of the curriculum allows the student to develop proficiency and metacognition over time in a skill through repeated exposure to it. This assimilation of knowledge allows for the student to draw upon past knowledge for comparison when encountering new skills and schema. The benefit is a greater permanence of learning and retention.
The Texas Long-Range Plan for Technology, 2006-2010
I had no idea that the state of Texas had invested such an enormous amount of effort and resources into technology for education. It is interesting to note the amount of research and data that has gone into the Long-Range Technology Plan. The state has a clear vision of enabling all students regardless of economic background, geographic location, or disability to access the technologies necessary to be successful in the 21st century.
The Plan goes beyond simply laying out a set of benchmarks and expecting a district to accomplish them. It lays out recommended actions for each level of the education hierarchy from The Texas Education Agency (TEA) to the parents and community. These actions are needed to successfully implement the Plan. The Plan further recommends greater funding from the TEA for per student technology spending.
The Plan speaks a great deal about the value of distance learning for teachers and students. It also seeks to allow students access to educational technologies twenty-four hours a day, seven days a week. The Plan recognizes the need for ongoing professional development for teachers that focuses on practical classroom applications of technology.
It will be important for me to model life time learning in the area of technology as a campus instructional leader. The emergence of technological developments must be embraced by the education community in order for students to maximize their proficiency in using them. My goal as a campus leader is to maximize every student’s ability to contribute and compete in the 21st century. This can only be accomplished if they master current technology.
The Plan goes beyond simply laying out a set of benchmarks and expecting a district to accomplish them. It lays out recommended actions for each level of the education hierarchy from The Texas Education Agency (TEA) to the parents and community. These actions are needed to successfully implement the Plan. The Plan further recommends greater funding from the TEA for per student technology spending.
The Plan speaks a great deal about the value of distance learning for teachers and students. It also seeks to allow students access to educational technologies twenty-four hours a day, seven days a week. The Plan recognizes the need for ongoing professional development for teachers that focuses on practical classroom applications of technology.
It will be important for me to model life time learning in the area of technology as a campus instructional leader. The emergence of technological developments must be embraced by the education community in order for students to maximize their proficiency in using them. My goal as a campus leader is to maximize every student’s ability to contribute and compete in the 21st century. This can only be accomplished if they master current technology.
Requisite Technology Skills Assessment
I scored extremely low on the Technology Applications inventory. I could not meet enough of the Grade Eight Technology Application TEKS to pass any reasonable test on them. I am a member of the generation that witnessed the first desk top computers. Ironically, we now have calculators that process faster and do more than those first desk top machines. I remember the first E-mail and Internet connections that I ever experienced. These were both as an adult working in the education field. My access to computers and technology has only expanded within the last seven or eight years. I have only owned my own personal computer with Internet access within the last two years.
I am able to work with Microsoft Word to a limited extent. I am literate in using e-mail and school network communications. I am able to maintain and update my web site from our district home page. I make available all of my lecture slides and project assignment sheets online. I also post links to sites that will assist my students with concepts in class. I am not afraid of technology, I just have an extremely limited experience in using it. When you join that with the fact that the current technology is already outdated once it reaches the consumer, I have a great deal of catching up to do. The areas in which I would most benefit from professional development include multimedia applications and course ware management for on-line learning.
I am a high school science teacher and I encourage my students to use technology when ever possible in learning. I seek to use technology in the course of my instruction. Our district has a great deal of technology available for both student and teacher use.There is little or no data collected to determine its use and impact on the curriculum or student engagement.Our students spend less than thirty minutes a week on average engaged in technology use as a part of the general curriculum. Computers are used extensively with our Read 180 program and AIMS WEB Math labs. The area that we are weakest in is the ability for students to collaborate on-line due to filtering limitations.
As a future instructional leader, the most important thing that I can do is to not stand in the way of progress. I must be open to and encourage the wise implementation of emerging technologies in the class room. I must not allow my own lack of skills to limit those of the generation of leaders to follow.
I am able to work with Microsoft Word to a limited extent. I am literate in using e-mail and school network communications. I am able to maintain and update my web site from our district home page. I make available all of my lecture slides and project assignment sheets online. I also post links to sites that will assist my students with concepts in class. I am not afraid of technology, I just have an extremely limited experience in using it. When you join that with the fact that the current technology is already outdated once it reaches the consumer, I have a great deal of catching up to do. The areas in which I would most benefit from professional development include multimedia applications and course ware management for on-line learning.
I am a high school science teacher and I encourage my students to use technology when ever possible in learning. I seek to use technology in the course of my instruction. Our district has a great deal of technology available for both student and teacher use.There is little or no data collected to determine its use and impact on the curriculum or student engagement.Our students spend less than thirty minutes a week on average engaged in technology use as a part of the general curriculum. Computers are used extensively with our Read 180 program and AIMS WEB Math labs. The area that we are weakest in is the ability for students to collaborate on-line due to filtering limitations.
As a future instructional leader, the most important thing that I can do is to not stand in the way of progress. I must be open to and encourage the wise implementation of emerging technologies in the class room. I must not allow my own lack of skills to limit those of the generation of leaders to follow.
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