After two unsuccessful prior attempts to attend web conferences scheduled for my Lamar graduation class on technology,I kept trying and was finally able to attend the morning of Saturday, March 26.
I was so excited that I had successfully logged in and had entered the virtual room, I sat glued to the computer screen while my heart raced. Slowly, students began trickling in and Dr. Abernathy closed the session at 25 students.
I had expected a formal venue; however, Dr. Abernathy set a relaxed tone as we began to interact with one another (as well as with her). While I wasn't able to hear anyone besides Dr. Abernathy, online keyboard chatting was comfortable for me and in some ways I felt like I had known the other students throughout the course.
After getting to know where we worked, where we were from, we began asking questions like what the LCE is like and what is expected in the Internship 12th course. As questions and answers flew back and forth there was a spirit of commradory. Sadly, my computer froze and once again I was hit with the reality that technology "bytes!" However, I am looking forward to the next conference and hope that I can lead one in the future with my staff.
Sunday, March 27, 2011
Saturday, March 19, 2011
Campus Technology Action Plan and Staff Devlopement Activities
Sample Technology Action Plan
STRATEGIC OBJECTIVE/GOAL 3: We will increase efficiency in the district operations and educational delivery system through the use of technology, and further develop business and community partnerships in order to best achieve our mission and objectives.
Performance Objective 1: Increase CISD staff’s level of technology integration expertise (proficiencies) through a differentiated staff development program that addresses 21st Century technology skills.
Sample Staff Development Activities based on STaR needs assessment
Friday, March 18, 2011
21st Century Leadership Flow Chart and Principal's Role
The principal is the head learner of the school and models the use of technology for the staff. It is her/his job to conduct ongoing needs assessments of his/her staffs' technology capabilites and to use AEIS/AYP/STaR data to determine and address the campus' greatest needs. The prinicpal manages and assesses CIP technology goals and objectives and ensures they are being implemented on the campus. It is the principal's duty to train and equip his/her staff with 21st century skills to teach their students.
Sunday, March 6, 2011
National Educational Technology Plan: Transforming American Education: Learning Powered by Technology
The National Educational Technology Plan: Transforming American Education: Learning Powered by Technology Draft provides a comprehensive plan to meet the instructional needs of the 21st century learner. Here are key highlights of this draft.
• To be successful 21st Century learners, technology must become the vehicle that must have a comprehensive infrastructure to allow access to learning 24/7.
• Learning can no longer be one size fits all. While all students should be exposed to key academic content and skills, the methodology can be personalized to hone into student's individual interests. At the same time, we as educators are challenged and must redefine what are the essential skills are 21st century learners need.
• Think outside the box! All learners will have learning experiences not only in school, but outside of school, as well. We can no longer expect our students to leave technology at the door. The following is a prime example how a principal integrated the use of cell phones in his school.
EX. "After letting two students use the calculator functions on their cell phones to solve the crisis of being two calculators short for a school-wide math exam, the principal at Passage Middle School, Virginia, decided that he might be on to something. Hoping to capitalize on the excitement expressed by students allowed to use their cell phones, he instituted Phone Fridays in math class and challenged students to come up with ways to use their phones to enhance learning. Students started using the phones’ calendar function to keep track of homework schedules and the camera function to take pictures of the notes on the classroom’s whiteboards. They created blogs and podcasts related to their homework and supported their math work both with the phone’s calculator and by using the stopwatch function to time their speed at doing calculations." (pg. 54)
• Classroom pencil/paper assessments will decrease because online assessment data will be ongoing and will be able to measure skills for individual students and groups. A primary concern will be to ensure that the infrastructure will meet the online demands for these assessments.
• Shift to a model of connected teaching. No longer will teachers "fly solo" but will perform as teams of connected educators. Instruction will take place in social networking communities.
• Skills and competencies such as critical thinking, problem-solving, creativity must be a part of all instruction. Students today will be solving problems that don't exist today! I thought it was an interesting point that today's learners are self-directed and self-taught.
In summary, this model calls for engaging learning experience to empower students. This requires a paradigm shift to focus on gearing instruction based on the individual needs of the learner. Furthermore, it brings "state of the art" technology to motivate students with and without disabilities to achieve.
Educational Technology Plan: Transforming American Education: Learning Powered by Technology. Retrieved March 6, 2011, from http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
• To be successful 21st Century learners, technology must become the vehicle that must have a comprehensive infrastructure to allow access to learning 24/7.
• Learning can no longer be one size fits all. While all students should be exposed to key academic content and skills, the methodology can be personalized to hone into student's individual interests. At the same time, we as educators are challenged and must redefine what are the essential skills are 21st century learners need.
• Think outside the box! All learners will have learning experiences not only in school, but outside of school, as well. We can no longer expect our students to leave technology at the door. The following is a prime example how a principal integrated the use of cell phones in his school.
EX. "After letting two students use the calculator functions on their cell phones to solve the crisis of being two calculators short for a school-wide math exam, the principal at Passage Middle School, Virginia, decided that he might be on to something. Hoping to capitalize on the excitement expressed by students allowed to use their cell phones, he instituted Phone Fridays in math class and challenged students to come up with ways to use their phones to enhance learning. Students started using the phones’ calendar function to keep track of homework schedules and the camera function to take pictures of the notes on the classroom’s whiteboards. They created blogs and podcasts related to their homework and supported their math work both with the phone’s calculator and by using the stopwatch function to time their speed at doing calculations." (pg. 54)
• Classroom pencil/paper assessments will decrease because online assessment data will be ongoing and will be able to measure skills for individual students and groups. A primary concern will be to ensure that the infrastructure will meet the online demands for these assessments.
• Shift to a model of connected teaching. No longer will teachers "fly solo" but will perform as teams of connected educators. Instruction will take place in social networking communities.
• Skills and competencies such as critical thinking, problem-solving, creativity must be a part of all instruction. Students today will be solving problems that don't exist today! I thought it was an interesting point that today's learners are self-directed and self-taught.
In summary, this model calls for engaging learning experience to empower students. This requires a paradigm shift to focus on gearing instruction based on the individual needs of the learner. Furthermore, it brings "state of the art" technology to motivate students with and without disabilities to achieve.
Educational Technology Plan: Transforming American Education: Learning Powered by Technology. Retrieved March 6, 2011, from http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
Saturday, March 5, 2011
Progress Report on the Long-Range Plan for Technology, 2006-2020
The Progress Report on the Long-Range Plan for Technology, 2006-2020 is a comprehensive response to Texas Education Code, Section 32.001, which requires the State Board "to develop a plan for systemic change to implement technology in an effort to meet the diverse needs of the 21st century learner."
Data was collected form such places as STaR (School Technology and Readiness) and Speak Up 2009 Survey data which all confirmed that today's learners are "digital natives" being schooled by "digital immigrants." (See my prevous blog to learn more about STaR).
Speak Up data showed 58% of students between K-2 grades use technology to play games and by 9-12 grades 57% of students are communicating with peers i.e. texting, social network sites. This data mirrors what I've observed of my 6th grade co-teach class. My students are proficient at texting (without looking), 9 out of 10 have a Facebook account, and are able to play virtual games with opponents from around the world. Using map pencils to color on paper maps is as foreign to them as it would be to ask a "digit immigrant" like myself to use Google Earch.
Furthermore, NCLB (No Child Left Behind), Title II, part D requires that all students will be technologically proficient by 8th grade. As a result, technology applications TEKs strands for K-12 have been added. These are: technology foundations, information acquisition, work in solving problems, and communications.
The full report provides ideas for implementing lessons, helpful websites, pilot programs, staff development opportunities to help support educators transitioning into the 21st century classroom. The report also gives recommendations for Texas schools so that by 2020 the NCLB requirements can be met. These are:
• All students should recieve rigorous, individualized instruction using expleriences that are relevant to their world. Learning will take place in diverse learning communities.
• All students should be able to access,synthesize, and create knowledge using current technology to solve real-world problems. Learning experiences should take place in authentic settings.
• All student should use self-directed learning skills and attitudes to help them process new information and apply what they learn in authentic settings.
The 152 page report supports a paradigm shift for Texas educators to begin changing teaching and learning practices to prepare our students to live and work in the 21st century. The full report can be accessed by clicking Progress Report
Data was collected form such places as STaR (School Technology and Readiness) and Speak Up 2009 Survey data which all confirmed that today's learners are "digital natives" being schooled by "digital immigrants." (See my prevous blog to learn more about STaR).
Speak Up data showed 58% of students between K-2 grades use technology to play games and by 9-12 grades 57% of students are communicating with peers i.e. texting, social network sites. This data mirrors what I've observed of my 6th grade co-teach class. My students are proficient at texting (without looking), 9 out of 10 have a Facebook account, and are able to play virtual games with opponents from around the world. Using map pencils to color on paper maps is as foreign to them as it would be to ask a "digit immigrant" like myself to use Google Earch.
Furthermore, NCLB (No Child Left Behind), Title II, part D requires that all students will be technologically proficient by 8th grade. As a result, technology applications TEKs strands for K-12 have been added. These are: technology foundations, information acquisition, work in solving problems, and communications.
The full report provides ideas for implementing lessons, helpful websites, pilot programs, staff development opportunities to help support educators transitioning into the 21st century classroom. The report also gives recommendations for Texas schools so that by 2020 the NCLB requirements can be met. These are:
• All students should recieve rigorous, individualized instruction using expleriences that are relevant to their world. Learning will take place in diverse learning communities.
• All students should be able to access,synthesize, and create knowledge using current technology to solve real-world problems. Learning experiences should take place in authentic settings.
• All student should use self-directed learning skills and attitudes to help them process new information and apply what they learn in authentic settings.
The 152 page report supports a paradigm shift for Texas educators to begin changing teaching and learning practices to prepare our students to live and work in the 21st century. The full report can be accessed by clicking Progress Report
Texas Long Range Plan for Technology: Teaching and Learning
Teaching and Learning is one of four areas tracked by STaR (student technology and readiness) and uses a four tiered scale to show level of progress: early tech, developing tech, advanced tech, and target tech. Teaching and learning pertains directly to student learning and teacher instruction. In the early tech stage, instruction is teacher-centered with students sometimes using technology. In the developing stage, instruction is teacher-directed and students regularly use technology. In the advanced stage, instruction is teacher-facilitated and students collaborate with their peers. In the target stage, teachers serve as facilitators, mentors, and co-learners. Learning is technology based and integrated into TEKS (K-8) in at least four subjects.
National data between 2006 - 2010 show a decrease in early tech and a spiked increase in developing and advanced tech. Target and early tech are less than 5%. Our district and campus mirror the national data to a point. Coppell ISD and my campus, Coppell Middle North, have set the bar high and have a STaR rating of advanced tech in all four domains. However, I did see a trend in that STaR data for Teaching and Learning which paralled data for Administration and Support on my campus.
My recommendations for improvement in this area is for our district to continue to attract and retain highly qualified administrators who are committed to seeing the district and campus improvement plans carried out to meet the needs of our 21st Century learners. Based on the Texas STaR chart data administrative support is key to retaining our district's Target rating in the area of Teaching and Learning.
Without question the shift to technology in Texas schools plays a fundamental role in preparing students to live and work in the 21st century and Teaching and Learning are fundamental to this process.
National data between 2006 - 2010 show a decrease in early tech and a spiked increase in developing and advanced tech. Target and early tech are less than 5%. Our district and campus mirror the national data to a point. Coppell ISD and my campus, Coppell Middle North, have set the bar high and have a STaR rating of advanced tech in all four domains. However, I did see a trend in that STaR data for Teaching and Learning which paralled data for Administration and Support on my campus.
My recommendations for improvement in this area is for our district to continue to attract and retain highly qualified administrators who are committed to seeing the district and campus improvement plans carried out to meet the needs of our 21st Century learners. Based on the Texas STaR chart data administrative support is key to retaining our district's Target rating in the area of Teaching and Learning.
Without question the shift to technology in Texas schools plays a fundamental role in preparing students to live and work in the 21st century and Teaching and Learning are fundamental to this process.
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