Week 5 Relfection

When I began this course, I hoped to have learned about new technology that I could incorporate into the classroom. I was slightly disappointed after only using blogs in great detail, but the readings and lectures have helped me to focus on being innovative when incorporating technology into my lesson plans. Another outcome I had envisioned was being more comfortable with legal issues surrounding the use of technology. I am still uneasy and have many questions about this subject, but with the better understanding, I can continue to grow in knowledge as I complete my internship and shadowing of my campus administrators.
After taking this course, I realize that many people are just as uncomfortable with technology as I am. This has actually given me the courage to try new things because I no longer am ashamed of my lack of technological know-how. This is a learning process and will continue to be a learning process. What I have realized is that no matter how we try, we will never be technology experts because technology is constantly changing. This realization makes the learning outcomes of this course relevant to the work I do at school because I am now more prepared to try new things, thus becoming a stronger instructional leader and better prepared to set an example for other educators.
As I mentioned earlier, the one outcome I feel I did not achieve is obtaining a solid grasp on the legal issues surrounding the use of technology in schools. I feel very intimidated by laws, and I am terrified to break them. Maybe I just try to overanalyze everything, but I’d rather be safe than sorry. I need to address this topic more because this fear could hinder my use of technology in the future.
As far as the assignments for this course go, I feel I did was successful in all except for the Week 3 assignment. I did not receive an acceptable grade, but I have no one to blame but myself. I started to feel like this course was too redundant, and I got bored with it. I also slipped into a negative state after reading many of the negative posts in the discussion board. All these things combined, I did not put forth the effort needed to complete the assignment and the grade I received was a wake up call to me.
From this course I learned many things about technology, myself, and instructional leadership. I learned the meaning of many of the technological buzzwords that I previously avoided. I also learned that even though I do not feel comfortable with my technology skills, I can improve just by giving things a try. I was so nervous to set up that blog during week one that I put it off until the last minute. After it only took a couple of minutes to set up, I realized I stressed over nothing and felt pretty silly. More importantly, though, is the lesson I learned from the Week 3 assignment mentioned in the previous paragraph. There will be times when I am frustrated, bored, and surrounded by negativity as an instructional leader, but I will have to rise above those things for the sake of my students and staff.
Before this course, I never considered the value of blogs in education. I always thought of them as gossip columns, as a way for people to let others know what is going on in their lives, or as social networking sites. I love the idea of students using blogs to bounce ideas off of each other. They can be used to complete projects with students from other classes, campuses, and even other countries.
Concerns about the use of blogs and blogging in education have to do with safety. We don’t need malicious people manipulating our youth by hacking into educational blog sites with the intensions of harming students. We also don’t need people posting inaccurate information on the blog sites, either. Lastly, there are concerns about cyberbullying with the use of blogs. To avoid these problems, we must teach students about internet safety, ethics, and how to validate information.
After this course, I now see how blogs can also open up more lines of communication between parents, students, teachers, administrators, and the community. Schools can set up blogs on their websites for parents and other community members to voice concerns, give suggestions, and communicate with teachers and other parents. It would be a great way for all stakeholders to contribute to the success of all students and help mold productive members of society. This type of system would have to be regulated somehow, though. There would need to be some sort of safeguard to prevent inappropriate language from being posted. There would also need to be procedures for keeping the blog from becoming the complaint department.

Technology Action Plan

Week 4 Assignment, Part 1: Development of an organization chart integrating technology


Superintendant
Presents technology budget and plans to the school board for approval
Ensure technology laws, rules, and regulations are being followed
Oversee campus administrators

Director of Technology
Develop the District Technology Plan
Evaluate, recommend, and purchase hardware and software
Maintain inventory of technology equipment, warrenties, and licenses

Director of Educational Technology
Provide assistance to administrators and teachers to facilitate the integration of technology into the curriculum
Plans professional development for Technology Specialists and teachers

Educational Technology Specialist
Assist Director of Educational Technology

Campus Principal
Sets expectations for technology intergation
Monitors technology integration in the curriculum
Assists adding technology goals in the campus improvement plan
Monitors progress toward technology goals set in CIP
Allocates sufficent funds for technology development in the campus budget

Campus Assistant Principal
Assists in the monitoring of technology integration in the classroom
Assists campus technolgy department in keeping inventory of equipment

Campus Technology Specialist
Assist teachers in integrating technology into the classroom
Monitor equipment and use
Provide troubleshooting assistance when there is a problem with equipment

Classroom Teacher
Integrate technology into lesson planning
Model apropriate use for technology to students
Keep current of technology trends and uses in the classroom by attending professional development sessions

Week 4 Assignment, Part 2: Professional Development Planning

Background
My disrtict offers summer technology academies to prepare teachers for the integration of technology into everyday lesson planning. The district also provides training on Technology Application TEKS, Web 2.0 tools, concept mapping, digital hot sheets, file sharing, digital citizenship, internet safety, validating internet resources, spreadsheets and SchoolNet. Currenty, as stated in the district imporvement plan, my district is expanding the use of mobile technology for students and teachers.

Based on the result of the Texas STaR Chart, my campus is in the “developing”stage in all technology areas, with Educator Preparation and Development being the greatest area of weakness. There are several computer programs aimed at supplementing classroom instruction (Study Island, Star Reading/Math, Accelerated Reader, Success Maker) thus raising student achievement that were purchased by the campus pricipal; however, most teachers don’t know how to use the programs. Another area for concern, based on interviews of campus teachers, is the lack up-to-date equipment and software available on campus.

Action Plan

Task
Person(s) Responsible
Timeline
Evaluation

Needs assessment to determine the areas of technology that need to be improved on
Campus Principal, Site-Based Decision Making Committee
By 08/6/10 and ongoing
STaR Chart results

Provide adequate technology equipment to all classroom teachers (ELMOs, projectors, Smart Boards)
Campus Administrators, campus
By 08/16/10 and ongoing
Teacher surveys

Professional development related to the mechanical use of technology equipment
Campus administrators, campus technology specialist
By 08/16/10 and ongoing
Teacher surveys, administrative walk-throughs, lesson plans that include the integration of technology

Professional development related to the integration of technology equipment into classroom lessons
Campus administrators, peer facilitators
All year long
Administrative walk-throughs, lesson plans that include the integration of technology

Professional development related to the use of computer software programs as supplements to instruction (Star Reading/Math, Success Maker, Study Island)
Campus administrators, campus technology specialist, peer facilitators
By 10/04/10 and ongoing
Administrative walk-throughs, lesson plans that include the integration of technology

Professional development related to the use of computer software programs to track and analyze data related to student achievement (SchoolNet)
Campus administrators, SchoolNet campus representatives
By 10/04/10 and ongoing
Evidence of lesson planning based on disaggregated data from CBA and benchmark results

Professional development related to the use of internet websites (with valid licenses) to supplement instruction (BrainPop, United Streaming)
Campus administrators, campus technology specialist, peer facilitators
By 10/04/10 and ongoing
Administrative walk-throughs, lesson plans that include the integration of technology

Professional development related to the legal use of internet websites and copyright laws
Campus administrators, librarian
By 08/16/10
Administrative walk-throughs and review of lesson plans

Week 4 Assignment, Part 3: Evaluation Planning for Action Plan


Several sources will be used for the evaluation of this action plan. This data will be on-going and analyzed frequently in order for adjustments to be made and to document the campus’s progress toward Texas’s Long-Range plan for Technology. The methods that will be used to evaluate the action plan are as follows:
· STaR Chart-teachers will complete the survey once a year; campus administrators and SBDM committee will revierw the results to determine technology goals to be included in the CIP, results will be crossed referenced with the Texas Long-Range Plan for Technology to determine compliance with the plan

· Teacher Surveys-teachers will fill out surveys at the end of staff development sessions to determine the effectiveness of the session; surveys will be used to determine if goals outlined in the CIP have been met

· Administratve Walk-throughs-administrators will observe classrooms for evidence of technology integration after staff development sessions

· Lesson Plans-lesson plans will indicate technology integration and the use of technology software used to analyze data for the purpose of needs assessments and student achievement

· Sign-In Sheets-administrators will keep copies of sign-in sheets as evidence of session participants

· Acheivemet Reports (AEIS, AYP)-campus administrators and the SBDM committee will review reports to determine progress and how technology supported that progress

S Ta R Chart

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S Ta R Chart

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STaR Chart

I feel the Administration and Instructional Support section of the Texas Long Range Plan for Technology is they most important area for schools and school districts to focus on. In order for a campus and/or district to meet its goals, there needs to be strong support from campus as well as central administration. When the Administration and Support category improves, so will the other three categories (Teaching and Learning, Educator and Preparation, and Infrastructure). The Administration and Instructional Support area includes leadership and vision, planning, instructional support, communication and collaboration, budget, and leadership/support for online learning.

According to the 2007-2008 Campus Statewide Summary, 49% of campuses fall into the Developing Tech category in the area of Administration and Support. My campus is part of this 49%. Unfortunately, the past three years of data also show that my campus’s progress towards the Target Tech area is declining. To improve this area, I would recommend that leadership improve its vision for technology in schools, allocate more money in the budget for new equipment and professional development, and encourage the use of online and distance learning.

Long Range Plan

The Long-Range Plan for Technology showed my responsibilities as an educator to keep up with current trends in technology in order to prepare my students for the future. As an instructional leader, it is important that the technology on campus be up to date and expectations for technology use are clear. Because many teachers are intimidated by new technology, professional development needs to be provided. Professioanl development also needs to be continuous because of the rapid improvement of technology and equipment.

Spiraling Curriculum

A spiraling curriculum provides students many opportunities to be exposed to and master certain objectives through out the year. A spiraling curriculum makes vertical alignment across grade levels, as well. For example, the K-2 Technology Applications standards require students to "demonstrate knowledge and appropriate use of hardware components, software programs, and their connections." Each year students are given the opportunity to master this objective with increasing difficulty. They must use appropriate terminology; start and exit programs; create, name, and save files; and use networking technology. Then, in grades 3-5, they must be able to do these things and use this knowledge to use menu options and commands, work with multiple software applications, use digital input and output, solve compatibility issues, and access remote equipment.

Pre-K Technololgy TEKS

The Pre-K Technology TEKS require students to learn basic computer functions such as using a keyboard and mouse, identify the different pats of a computer and understand computer terminology, explore using the Internet to find information, and use software to express ideas and reinforce learning. All these experiences lay the foundation for student performance because they instill the skills needed for the use of technology and instruction in the future.