Analysis Of Texas S Ta R Chart
View more presentations from Cathrine Hart.
Sunday, November 29, 2009
Saturday, November 28, 2009
Texas Long Range Plan for Technology, 2006-2020
I think that the most important area of the Texas Long Range Plan for Technology, 2006-2020 is that of teaching and learning. I believe that this is the area that will have the greatest impact on student success. Educators need to provide students with an education that will allow for them to be successful members of society; this future will definitely incorporate an ever-changing technology. This means that we must teach students to become lifelong learners in order to stay current with the trends.
Teaching and Learning is everything that teachers do to present the curriculum. Traditional education is more teacher-led, while the education of today and definitely the education of the future needs to be more student-centered. Education needs to be always evolving - with the end being that the students are active participants in their education. Teachers need to be sure that their lessons are connected to students' lives and experiences. Lessons must be based in research based best-practices.
I believe that my campus is making progress in incorporating technolgy into teaching and learning. While there are still a great many teacher-led lectures happening, there are more and more student-centered activities being incoroporated as well. The adminstration on my campus allows for teachers to take risks in order to incorporate technology and it celebrates the many successes of the students. Technology is being integrated into all courses (core and electives). I believe that progress is being make in Texas as well. Nearly 70% of respondents indicated that students regularly use technology on an individual basis to access electronic information and develop communication and presentation projects. Nearly 26% of respondents in Texas stated that instruction is teacher - facilitated and students are collaborating with peers to problem-solve; they are also integrating the Technology TEKS into the core courses. Less than 1% of respondents stated that students have on-demand access to all appropriate technologies to complete activities that have been seamlessly integrated into all core content areas. This is unacceptable, our students' futures demand that we prepare them for a technologically based world. We, as educators, need to be working toward this end.
The trend on my campus is toward more student-centered activities, and less teacher-led lectures. The trend is toward technology being incorporated in all areas. There is more collaboration within the classroom. The teacher is becoming a facilitator and mentor, and learning from and with the students. Administration expects that teachers will incorporate technology on an almost daily basis, and that lessons become more student-centered and differentiated to meet the needs of the individual student. The trend in the state of Texas is that teachers are beginning to use technology in the foundation courses. Classes still tend to be teacher-directed, however, students do have access to technology. The schools of Texas are moving toward more student-centered activities, and more implementation of the technology TEKS into the core courses. While they are making progress, educators in Texas still have along way to go.
My recommendation is that teachers need to take risks. They need to allow students to collaborate with each other, and with students in other cities, states, countries. Teachers need to be willing to take the emphasis off them as teachers, and allow the students to direct the learning. Teachers need to implement current technology into their lessons and connect these lessons to their students' lives. Teachers need to take advantage of staff development opportunities in technology, and they need to collaborate and plan with each other and they need to stay current on the trends. Teachers need to prepared to prepare their students for the global and digital world that they are about to enter.
Teaching and Learning is everything that teachers do to present the curriculum. Traditional education is more teacher-led, while the education of today and definitely the education of the future needs to be more student-centered. Education needs to be always evolving - with the end being that the students are active participants in their education. Teachers need to be sure that their lessons are connected to students' lives and experiences. Lessons must be based in research based best-practices.
I believe that my campus is making progress in incorporating technolgy into teaching and learning. While there are still a great many teacher-led lectures happening, there are more and more student-centered activities being incoroporated as well. The adminstration on my campus allows for teachers to take risks in order to incorporate technology and it celebrates the many successes of the students. Technology is being integrated into all courses (core and electives). I believe that progress is being make in Texas as well. Nearly 70% of respondents indicated that students regularly use technology on an individual basis to access electronic information and develop communication and presentation projects. Nearly 26% of respondents in Texas stated that instruction is teacher - facilitated and students are collaborating with peers to problem-solve; they are also integrating the Technology TEKS into the core courses. Less than 1% of respondents stated that students have on-demand access to all appropriate technologies to complete activities that have been seamlessly integrated into all core content areas. This is unacceptable, our students' futures demand that we prepare them for a technologically based world. We, as educators, need to be working toward this end.
The trend on my campus is toward more student-centered activities, and less teacher-led lectures. The trend is toward technology being incorporated in all areas. There is more collaboration within the classroom. The teacher is becoming a facilitator and mentor, and learning from and with the students. Administration expects that teachers will incorporate technology on an almost daily basis, and that lessons become more student-centered and differentiated to meet the needs of the individual student. The trend in the state of Texas is that teachers are beginning to use technology in the foundation courses. Classes still tend to be teacher-directed, however, students do have access to technology. The schools of Texas are moving toward more student-centered activities, and more implementation of the technology TEKS into the core courses. While they are making progress, educators in Texas still have along way to go.
My recommendation is that teachers need to take risks. They need to allow students to collaborate with each other, and with students in other cities, states, countries. Teachers need to be willing to take the emphasis off them as teachers, and allow the students to direct the learning. Teachers need to implement current technology into their lessons and connect these lessons to their students' lives. Teachers need to take advantage of staff development opportunities in technology, and they need to collaborate and plan with each other and they need to stay current on the trends. Teachers need to prepared to prepare their students for the global and digital world that they are about to enter.
Technology Application TEKS
The Pre-K TEKS lay the proper foundation for school success. In Pre-K, the student will open and navigate through programs that promote development of appropriate concepts. The Pre-K student will use a variety of computer input devices (mouse, touch screen, CD-Rom, etc). The Pre-K student will operate such devices as voice/sound recorders and touch screens. The Pre-K student will create and express their own ideas through the use of technology. The Pre-K student will recognize that technology can be used to access information. These skills are spiraled through the rest of the Technology Applications TEKS. Students will have many opportunities to master and build upon these TEKS through the 8th grade. By the end of the 8th grade year the student should have had enough opportunities to practice the TEKS that he / she has achieved mastery of the Tech Apps TEKS. At the high school level, students will be expected incorporate the Tech Apps TEKS into the foundation courses, as well as expand their knowledge of technology through specialized technology courses.
It is the responsibility of every teacher to be teaching the technology applications TEKS. Each teacher needs to be incorporating these TEKS into their lessons whenever possible.
There are four strands to the technology applications TEKs. The first strand is foundation. The student needs to be able to choose the appropriate application for the task at hand and while doing so they also need to comply with all of the laws. The second strand is information acquistion. The student needs to be able to identify the task requirements, and plan search strategies (the student not only needs to access the information, he / she needs to be able to analyze and evaluate the information). The student needs to be able to find electronic information in all sorts of formats (audio, video, text, etc). The third strand is problem solving - the student needs to synthesize knowledge, create a solution, and analyze results. The students will use the information that they find to create new knowledge using a variety of programs and processes. Students will evaluate their work and seek evaluation from others (peers, teachers, professionals). The last strand is communication. The student will choose the correct technology to communicate with their audience. They will ensure that the technology they choose to communicate through meets the needs of their intended audience. They will ask for feedback to ensure that they have done so.
The Technology Application TEKS are described as a dynamic, spiraling curriculum. This denotes a curriculum that is continously assessed and changed according to the needs of the students and society. The students are given multiple opportunities to master the required knowledge and skills. For example, my US History class just finished a project on the Roaring 20's. The product for this project was a radio broadcast (using Audacity). The students had numerous opportunities to master the knowledge and skills. Each student was assigned a topic from the 1920's. They had to use technology to locate resources within the library. They also had to use technology to locate resources on the Internet. (Each student had to have at least one library resource, and one Internet resource). After finding the resources, the student had to write their script using MS Word. (The student had to cite their sources at the end of the project.) Once each student had their script they collaborated with 3 other students to produce their radio broadcast. Each group of 4 had to determine the best way to present their material (for example, interview, reporting of the news, etc). Each group then had to combine their scripts to get the best flow for their broadcast. Then using this script, each group had to record their broadcast using Audacity. Each member of the group had multiple opportunities to apply the four strands of the technology applications in their US History class.
It is the responsibility of every teacher to be teaching the technology applications TEKS. Each teacher needs to be incorporating these TEKS into their lessons whenever possible.
There are four strands to the technology applications TEKs. The first strand is foundation. The student needs to be able to choose the appropriate application for the task at hand and while doing so they also need to comply with all of the laws. The second strand is information acquistion. The student needs to be able to identify the task requirements, and plan search strategies (the student not only needs to access the information, he / she needs to be able to analyze and evaluate the information). The student needs to be able to find electronic information in all sorts of formats (audio, video, text, etc). The third strand is problem solving - the student needs to synthesize knowledge, create a solution, and analyze results. The students will use the information that they find to create new knowledge using a variety of programs and processes. Students will evaluate their work and seek evaluation from others (peers, teachers, professionals). The last strand is communication. The student will choose the correct technology to communicate with their audience. They will ensure that the technology they choose to communicate through meets the needs of their intended audience. They will ask for feedback to ensure that they have done so.
The Technology Application TEKS are described as a dynamic, spiraling curriculum. This denotes a curriculum that is continously assessed and changed according to the needs of the students and society. The students are given multiple opportunities to master the required knowledge and skills. For example, my US History class just finished a project on the Roaring 20's. The product for this project was a radio broadcast (using Audacity). The students had numerous opportunities to master the knowledge and skills. Each student was assigned a topic from the 1920's. They had to use technology to locate resources within the library. They also had to use technology to locate resources on the Internet. (Each student had to have at least one library resource, and one Internet resource). After finding the resources, the student had to write their script using MS Word. (The student had to cite their sources at the end of the project.) Once each student had their script they collaborated with 3 other students to produce their radio broadcast. Each group of 4 had to determine the best way to present their material (for example, interview, reporting of the news, etc). Each group then had to combine their scripts to get the best flow for their broadcast. Then using this script, each group had to record their broadcast using Audacity. Each member of the group had multiple opportunities to apply the four strands of the technology applications in their US History class.
Analysis of Long-Range Plan
The state of Texas has mandated that all teachers must master the SBEC technology applications objectives. School Districts must offer staff development that allow teachers opportunities to master these objectives. We as educators, must be able to prepare our students for their futures, futures that are going to be increasingly global and based in technology. We need to prepare our students to be flexible, dynamic, and lifelong learners. Our students are "digital natives", that is they have been born into a world of technology. We must use technology to make learning engaging, interactive, and most of all differentiated for each learner.
Teachers report that they are using increasingly using technology in their lessons. They also report that barriers to incorporating more technology are time and skills. Teachers would like to see more time for planning and collaborating, and also more time for staff development opportunities that will advance their technology skills.
Our students deserve to learn in engaging and meaningful ways that meet the needs of each student. Teachers need to prepare their students to “live, think, and communicate in the 21st century". Teachers need to extend the classroom beyond the 4 walls of the classroom.
Administrators of schools must have a vision for their school that encourages the integration of technology into the classroom. Adminstrators must foster a culture in which teachers feel that they are safe to take risks. Administrators must allocate the necessary resources (money, time, staff development) for technology.
“Texas students deserve and need fully integrated access to technology in order to gain the skills that they need to learn and work in the 21st Century.” In order for this to happen, we need to be sure that every student has access to technology. The state must ensure that the necessary infrastructure is in place for every student.
As a leader in my school, I must model the use of technology. It is not enough that I ask the teachers in my school to integrate technology, the teachers must see that I use it as well. I must "put the money where my mouth is"; that is I must give the teachers the resources that they need to easily integrate technology. I must allocate money for resources (computers, programs, etc), time for planning and collaboration, and staff development opportunities. I need to stay current on the trends. I need to talk to the students - they are the experts in technology.
Teachers report that they are using increasingly using technology in their lessons. They also report that barriers to incorporating more technology are time and skills. Teachers would like to see more time for planning and collaborating, and also more time for staff development opportunities that will advance their technology skills.
Our students deserve to learn in engaging and meaningful ways that meet the needs of each student. Teachers need to prepare their students to “live, think, and communicate in the 21st century". Teachers need to extend the classroom beyond the 4 walls of the classroom.
Administrators of schools must have a vision for their school that encourages the integration of technology into the classroom. Adminstrators must foster a culture in which teachers feel that they are safe to take risks. Administrators must allocate the necessary resources (money, time, staff development) for technology.
“Texas students deserve and need fully integrated access to technology in order to gain the skills that they need to learn and work in the 21st Century.” In order for this to happen, we need to be sure that every student has access to technology. The state must ensure that the necessary infrastructure is in place for every student.
As a leader in my school, I must model the use of technology. It is not enough that I ask the teachers in my school to integrate technology, the teachers must see that I use it as well. I must "put the money where my mouth is"; that is I must give the teachers the resources that they need to easily integrate technology. I must allocate money for resources (computers, programs, etc), time for planning and collaboration, and staff development opportunities. I need to stay current on the trends. I need to talk to the students - they are the experts in technology.
Sunday, November 22, 2009
Technology Assessment
As part of the EDLD 5352 class, I have had to assess my technology level. As I had thought, I am not that proficient in technology. I am familiar with and use the basics of technology on a daily basis. That is I can create a basic document in word, excel, or powerpoint (but basic is about it) and I can find what I need (usually) on the Internet. However, that is about it. I do not know how to create a document that uses multimedia aspects (ie, a document that contains video, sound, etc). I do integrate the technology that "I" know into my classroom, but I only know and am comforable with the basics, where my students know and are comfortable using so much more.
After completing the assessments, I determined (what I already knew) that I am not much of a technology leader on my campus. My strengths in technology are that I do use what I know, and I am willing to learn (and use) new things. I have no problem attending staff development opportunities to broaden my skills. I am also open to learning from my students. My weakness is that I only know the basics of the most basic programs.
The Technology Applications Inventory indicated that I am proficient in the foundations (however, there is still room for improvement). In Information Acquisition and Solving Problems with Technology Tools I am on my way to becoming proficient, but I still have a long road to travel (50% yes / no responses). The Communication Domain is my downfall (1 yes / 11 no's). I need to find and attend professional development opportunities to attend in order to become more proficient.
The SETDA Teacher Survey indicated that I no-intermediate skills on technology in which my students have excellent skills. I use the technology that is available in which I feel comfortable using. My campus has made a huge push to incorporate technology into our students daily learning (almost every classroom has a smartboard) however, I feel that I have alot to learn in order to be able to use the available technology proficiently.
After evaluating the results of my technology assessments, I feel that I can benefit from any and all technology development opportunities that I can. In order to be an effective campus leader, I need to be able to "walk the talk"; that is, if I will expect my teachers to be proficient in the use of available technology, that I need to be proficient in the available technology as well.
After completing the assessments, I determined (what I already knew) that I am not much of a technology leader on my campus. My strengths in technology are that I do use what I know, and I am willing to learn (and use) new things. I have no problem attending staff development opportunities to broaden my skills. I am also open to learning from my students. My weakness is that I only know the basics of the most basic programs.
The Technology Applications Inventory indicated that I am proficient in the foundations (however, there is still room for improvement). In Information Acquisition and Solving Problems with Technology Tools I am on my way to becoming proficient, but I still have a long road to travel (50% yes / no responses). The Communication Domain is my downfall (1 yes / 11 no's). I need to find and attend professional development opportunities to attend in order to become more proficient.
The SETDA Teacher Survey indicated that I no-intermediate skills on technology in which my students have excellent skills. I use the technology that is available in which I feel comfortable using. My campus has made a huge push to incorporate technology into our students daily learning (almost every classroom has a smartboard) however, I feel that I have alot to learn in order to be able to use the available technology proficiently.
After evaluating the results of my technology assessments, I feel that I can benefit from any and all technology development opportunities that I can. In order to be an effective campus leader, I need to be able to "walk the talk"; that is, if I will expect my teachers to be proficient in the use of available technology, that I need to be proficient in the available technology as well.
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