What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
Initially, I did not envision this course exposing me to the many challenges facing the instructional leader with a vision of having the campus technologically integrated. This course has “opened my eyes” to much more than I envisioned. I am certainly categorized as “digital immigrant,” and never imagined the issues involved in meeting technology standards, how to safely involve students exploring the world outside of the classroom, and actually connecting with students in other locations to learn. Every week opened my mind to new thoughts and ideas to ponder for implementing technology into my school. I achieved more than I expected by learning about the Long Range Plan for Technology, TEKS for technology, Blogs, Wikis, RSS, intellectual property, revising acceptable use policies, and teaching the ethical use of technology. The course was exceptionally thorough as far as how technology relates to education. I feel that this course was very effective in engaging and allowing me to explore areas of technology, things I had heard about, but never imagined their use in the classroom. I feel that I am more aware of how to approach changes that need to be made and that I must work closely with the technology committee and site based committee to formulate plans and answer questions before purchasing and implementing. I also realize how professional development must be ongoing and hands-on to be truly effective. This course has definitely given me much to think about in a leadership position in the future.
To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
In my current position, these outcomes are relevant. I have begun looking at possible ways to explore engaging my students in projects on Think.com. I gained approval for membership, and this has been accepted. I have asked my principal and tech director about obtaining releases and notifying parents. In addition, I have also mentioned an update to our acceptable use policy. The information discussed in this course made me want to increase my use of technology with my students, and I am making an effort with every lesson to integrate technology that my students use to create performance outcomes. My students understand many types of technology, and they are definitely more engaged when they can use it to do their class work. I feel that other elements taught in this course such as copyright issues, cyber safety, and state mandated technology TEKS will help me focus on these endeavors. I feel that I will be able to facilitate learning using technology after taking this course, and I feel that my students will be better prepared as they enter middle school.
What outcomes did you not achieve? What prevented you from achieving them?
Some technologies discussed in this course through the readings and lectures remain “foggy.” I need to practice and question to find out more about RSS, wikis, podcasting, and making web pages. I think podcasting and/or video casting could be a great tool to use for students who have been absent and for communication with parents. These could even be uploaded into my teacher web page, but I do not feel I learned as much about these tools as I need. I will be involved in professional development using Web 2.0 tools, so I hope to learn more about these tools then. There is much value to learning in depth about these tools, and I will need to find time to actively participate in our new learning opportunity in order to become effective and confident in using these tools in the classroom. As an instructional leader, I also want to develop my understanding of these technologies in order to explore alternative ways of meeting with staff members, collaborating, and observations. I think these would allow for more effective time management.
Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
The time constraints were a challenge for me as this course involved a lot of new learning, and this added to current job responsibilities certainly was demanding. However, I feel the rigor was necessary, and all of the components of the course were very necessary to allow a deeper understanding of technology and how it will affect changes in education. At times, I felt as if I was jumping into the unknown, and that is an uncomfortable feeling. Even so, the assignments and lectures were understandable and thought-provoking. Technologies that I had heard of became familiar and using blogging with a hands-on approach helped me understand how it can be used with my students. Furthermore, the assignments helped me comprehend these technology concepts. The readings were also very insightful and discussed topics to be considered as an instructional leader. I feel there are many aspects of integrating technology that I still need to further explore, and there are many layers of planning that will need to take place before I completely address all aspects of information in which I have been exposed.
What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I learned that I am currently not using technology to the degree that was discussed in our readings. I feel that I am now motivated to learn more about all aspects of integrating technology. I did realize how much I stand in the digital immigrant world. I learned that I am not confident in learning new types of technology, and I need to get over that and plan projects that will benefit my students, as well as, engage them. I am amazed by this new information as it will allow me to grow as an educational leader in the near future. My technology skills and understanding have been greatly increased upon the completion of this course. Before this course I did not seek out new types of technology to integrate into my classroom. Now I have the attitude that there is no limit concerning what I can use in the classroom to better educate and engage my students. I now find myself thinking of ways to integrate new technology to better educate my students and myself.
What is the educational value of blogs and blogging to the 21st century learner?
I can see blogs being used in ELAR while reading a class novel. As an on-line journal in which other students can respond, I think blogging would allow students to see issues from more perspectives. In any content area, this could apply for whatever project is assigned to groups of students. By students sharing and collaborating information, I think the individuals learn more as they are exposed to many sides of an issue. Furthermore, digital natives like to use this sort of technology as it is very much like chatting or texting. In an educational setting, they do need to understand that what they post will be under scrutiny not only by the teacher, but an entire group of followers. However, I think students will rise to this standard and will be more engaged in the learning.
As an instructional leader, blogging could be used to collaborate with staff on matters of administration, as well as, staff development issues. In the same way as students, different points of view are expressed and everyone involved learns more. Plus, all information is easily cataloged and stored.
What are the concerns of blogs and blogging in education?
Concerns of blogging I think have to do with going to sites that are inappropriate for students. We want students to be safe from predators and/or cyber bullying, and any time they venture on-line where others are responding, students could be faced with such negative on-line users. This is why educators should explore and plan for safe on-line uses for students. Parents and teachers should also teach children how to stay safe when they are working on-line. We do not want information to get into the wrong hands to defame our students or our schools. Privacy is of the utmost concern, and proper releases should be obtained beforehand. Students and teachers should always remember that the purpose of blogging in school is for educational purposes only. I think using services that allow for safer blogging experiences might be better to use for the sake of keeping students safe and their information private.
How can you use blogging to communicate with school stakeholders?
Blogging can be used to communicate on the website to inform stakeholders about virtually anything that needs to be communicated. It could be for releasing information about accomplishments of staff and students. It is a way to spread great news about our schools to give a positive climate among all who are involved with and interesting in the workings of our schools. Administrators could also have a staff blog for relaying meeting information and calendar events. Furthermore, blogging could be used to reflect on staff development, what was learned, and how are we going to use what we learned. Integration of technology could be shared with other teachers and administration, discussing the learning and the outcomes. Teachers could use blogs to upload information ranging from assignment information to presentations for instruction on their web pages. The use of blogs is simply a way to communicate timely information in an effective way and reflect on what we do.
Friday, December 18, 2009
Sunday, December 13, 2009
Action Report
Leakey School is a small PreK-12 campus. The technology director has been at the school for one and one-half years, and the principal began his tenure this school year. Both are aware of the large amount of change that is needed with regards to plans for the school in technology integration and general improvement.
According to our technology director, M. Davis, the StaR chart provides the overall responses which are used to decide in what areas our school is deficient. He does not currently use AEIS or AYP for identifying needs (M. Davis, personal communication, December 2, 2009). In all areas evaluated by the StaR chart, our school is “developing technology” in all areas except infrastructure, which is barely in the “advanced technology stage.” In reviewing three consecutive years, the school has remained in the developing stage for technology integration.
After reviewing the district improvement plan and the technology plan, together these are not currently congruent. The district improvement plan is in need of major restructuring. After reviewing this plan, I noticed large gaps of information missing, especially in the area of technology integration in the classroom. The only recurring information in the plan with regards to technology was the use of the Accelerated Reading program. When discussing the plans with my principal, he stated that the plans basically had not been revised using the technology plan, and work was in progress with the Site Based Decision Committee to make changes to the plan and begin implementing them (R. Baldwin, personal communication, December 1, 2009). Furthermore, a strategy documented in the district technology plan states that technology integration will be a part of the campus improvement plan (LISD School District Technology Plan, 2009-10).
After reviewing the district improvement plan and the technology plan, together these are not currently congruent. The district improvement plan is in need of major restructuring. After reviewing this plan, I noticed large gaps of information missing, especially in the area of technology integration in the classroom. The only recurring information in the plan with regards to technology was the use of the Accelerated Reading program. When discussing the plans with my principal, he stated that the plans basically had not been revised using the technology plan, and work was in progress with the Site Based Decision Committee to make changes to the plan and begin implementing them (R. Baldwin, personal communication, December 1, 2009). Furthermore, a strategy documented in the district technology plan states that technology integration will be a part of the campus improvement plan (LISD School District Technology Plan, 2009-10).
The campus technology plan, on the other hand, gives current information on the existing condition of technology that is in place and has strategies documented for improving technology integration district-wide. The district and school are directly linked to the Internet with a web server to provide district information and student work. A distance learning lab is available for staff, students, and community members. Technology labs house most systems for student use. The one-to-one computing that Prensky (2008) suggests we move toward is far from fruition. Personally, I have two out-dated systems in my classroom for student use. These are used occasionally for my UIL students to go on-line to enhance learning in social studies, but primarily they are used for Accelerated Reading testing. I herd students to the lab often when we need computers to enhance learning. In regards to the round table discussion/interview, the idea of observing classrooms to see exactly how technology is being used and if teachers are still in front of the room imparting information to students would, I imagine, be witnessed quite a bit (Jenkins, Ed.D., Abernathy, Ed.D., & Cummings, M.Ed., 2009). However, in most classrooms a projector is available and is connected to a mini-Mac system that will allow Internet access for the whole classroom. In addition, most classrooms have an Elmo system which works with this system. The technology plan summary states that much has been done to improve infrastructure for technology since our technology director has been on staff, and this has occurred in approximately in one and a half years. I believe that we are moving ahead as funding is available, and improving technology is a primary concern of our new administration.
M. Davis reports that currently Leakey ISD is using VOD for curriculum enhancement. Safari Montage is a Video on Demand system that allows teachers to enhance/enrich a broad spectrum of subjects. Ninety-five percent of the videos are TAKS/TEKS aligned and provide guides and quizzes (M. Davis, personal communication, December 2, 2009). According to T. McNiel, a member of the site-based committee, technology is used for research in gifted and talented programs with use of the Internet and Enchanted Learning. In addition, math curriculum is enhanced with software for practicing computation and problem-solving with such programs as Brain-pop, which is a learning tool in a game format (T. McNiel, personal communication, December 1, 2009). Another site-based committee member, C. Thomasson, explained that at the high school level, graphing calculators enable students to visualize graphs and check calculations, line intersections, and more. Also, the Internet is used to access game sites to enrich math skills and experience scavenger hunts for specific information. To deliver instruction, the Elmo allows teachers to project text, making transparencies and over-head projectors obsolete in the classroom. She reported that one white board is available in a classroom allowing interaction between students, teacher, and the curriculum. However, this technology is not easily accessed by teachers (C. Thomasson, personal communication, December 3, 2009).
Leakey ISD within the last two months has acquired a new service through Infosource Learning. As stated by the website, “This content library helps educators learn, use, and then integrate the latest Web 2.0 tools into their classroom curriculum. Throughout each of the 20 courses, educators answer questions to build their own Curriculum Integration Plan. This personalized action plan will help them integrate these technologies into their classroom curriculum” ("Infosource, Inc.”). This is exciting for our district as this will allow teachers to have 24/7 access to professional development and hopefully, we will begin understanding and put into action learning in a way our digital natives require (Prensky, 2008). In the week three round table interview with Lamar University professors, this was a point that was made – that professional development should come to the desktop of educators and administrators so that access is available (Jenkins, Ed.D., Abernathy, Ed.D., & Cummings, M.Ed., 2009). Another point was made that I think is important as we move into learning and implementing is that new acceptable use policies should be reviewed and updated (Jenkins, Ed.D., Abernathy, Ed.D., & Cummings, M.Ed., 2009). When speaking with our technology director and principal, I learned that they are currently collaborating about how to allow technology tools into the classroom that have previously been outlawed (R. Baldwin and M. Davis, personal communication, December 2, 2009). This issue is in the beginning stages, but if we are learning how to integrate Web 2.0 tools, I would think that answers to this dilemma are on the horizon.
Personally, I use the state-adopted Techknowledge program which directly teaches my fifth-grade students about technology. This Web-based program consists of an introduction to technology and ten units where students earn points when they master instruction ranging from keyboarding to presentations. Each unit has a project that can be completed in order to practice the new learning, and the instruction is presented using animated characters. These projects use skills across the curriculum. Besides this, I use cooperative grouping to research social studies topics, and students must access the Internet to gain knowledge. With the information I asked them to present the information in various ways, including PowerPoint presentations and typed papers using Microsoft Word. When discussing various topics, I use Safari Montage to enhance or give background information in reading. For instance, before reading a story about a character who is a child of a migrant farm working family, I accessed a video stream about migrant farm workers and Cesar Chavez. This video on demand service also has video to enhance writing instruction, which I use often. Students watch these presentations in the classroom with the aid of a projector which works with a mini computer. The Elmo allows me to switch between what is seen on the computer and the camera which projects text. Others ways that I use technology is to access Websites, such as Scholastic, which as interactive units for my students use. This site has electronic reader capability which helps my struggling readers.
While Leakey ISD has a long way to go to reach the type of technology integration that would allow students to use technology tools to interact globally, I believe a vision for this is emerging. By implementing online 24/7 professional development opportunities for staff to learn Web 2.0 tools, I think this is a step in the right direction. Organizational changes will need to be made, and our administration and faculty will have to make big strides to make this happen.
References:
References:
Jenkins, Ed.D., S. , Abernathy, Ed.D., K. , & Cummings, M.Ed., C. . (2009). Week three
round table interview. Department of Education, Lamar University, Beaumont, TX.
Infosource, Inc.. (n.d.). Retrieved from /www.infosourcelearning.com.
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.
round table interview. Department of Education, Lamar University, Beaumont, TX.
Infosource, Inc.. (n.d.). Retrieved from /www.infosourcelearning.com.
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.
STAFF DEVELOPMENT: Session I – Elementary Teachers K-5
“Tech Knowledge”
Purpose: To preview the current adopted software program so that teachers can use the program with students. This program teaches students basic computer skills at each grade level through units using animated characters. Students earn points as they successfully work through units. Teachers will be expected to use technology lab time to implement the program at least one time per week for 50 minutes.
Place and Time:
January, 2010 (Scheduled Staff Development Day)
Elementary Computer Lab
Presented by Vicki Baldwin and Michael Davis
Program:
Teachers will preview the program as a student on lab computers.
They will skim through units as students would to understand what the student engages in while in program.
Teachers will be given teacher user name and password.
Teachers will use current class rolls to create their class in the program.
Teachers will be shown how to monitor students’ progress in the “Manage My Class” area.
Evaluation:
Evaluation of students’ progress through the program will be on-going through observation and discussion.
At a later date, teachers will also be asked to reflect on use of the program and students’ engagement. Also, teachers should note improvement of students’ basic understanding of computers and capabilities.
STAFF DEVELOPMENT: Session II –Teachers K-12
“Info source Learning”
Purpose: To learn how to access web based professional development for teachers. According to the product representation, “This content library helps educators learn, use, and then integrate the latest Web 2.0 tools into their classroom curriculum. Throughout each of the 20 courses, educators answer questions to build their own Curriculum Integration Plan. This personalized action plan will help them integrate these technologies into their classroom curriculum” ("Info source, Inc.”).
Place and Time:
January, 2010 (Scheduled Staff Development Day)
High School Computer Lab
Presented by Vicki Baldwin and Michael Davis
Program:
Teachers will be given teacher user name and password.
Teachers will preview the program.
They will take an initial pretest on one area of learning.
Teachers will access the results and their first individual learning plans.
Teachers will work through lessons after this session is over and will be on-going.
Evaluation:
Teachers will be expected to show timely progress through the program will be on-going through observation and discussion.
Teachers will be expected to integrate the technology learned into their lesson plans.
Teachers will post lesson plans for other to collaborate and/or use, and for documentation of technology integration.
Teachers will post students’ work on teacher web pages.
Role of Principal
Implementation and Monitoring
Once the principal has completed the groundwork for improvement in technology integration, he or she can ensure its implementation in several ways. First, to ensure that teachers are completing on-line professional development on my campus, the principal can monitor Infosource Learning on-line logs which show what courses are in progress. To explain, our school is currently contracting this service to allow teachers 24/7 on-line technology training. Teachers take a pre-test in each area, and the results determine the training the individual teacher requires. This on-line learning is logged, and administrators can monitor activity. Secondly, teachers are in the process of being trained to create a web-page within the school’s website. This website can be easily monitored to check lesson planning, communications of students’ learning, and it could even showcase use of technology in the classroom. In addition, principals are required to do walk-throughs, and when there is more visibility in classrooms, the principal can determine whether or not the plan is being implemented and whether or not a transition to constructivist learning is occurring. In addition, the principal should ask teachers to share plans and outcomes in a shared computer files that can be accessed by teachers and administrators. Other ways of monitoring would be to ask to see or display student work using technology, and discussing the ongoing plan with teachers, asking how they are progressing and listening to input.
This will be new learning for a lot of teachers, but to move from developing technology as reported by the STaR Chart to advanced, we will need to work with each other giving support and understanding along the way.
Implementation and Monitoring
Once the principal has completed the groundwork for improvement in technology integration, he or she can ensure its implementation in several ways. First, to ensure that teachers are completing on-line professional development on my campus, the principal can monitor Infosource Learning on-line logs which show what courses are in progress. To explain, our school is currently contracting this service to allow teachers 24/7 on-line technology training. Teachers take a pre-test in each area, and the results determine the training the individual teacher requires. This on-line learning is logged, and administrators can monitor activity. Secondly, teachers are in the process of being trained to create a web-page within the school’s website. This website can be easily monitored to check lesson planning, communications of students’ learning, and it could even showcase use of technology in the classroom. In addition, principals are required to do walk-throughs, and when there is more visibility in classrooms, the principal can determine whether or not the plan is being implemented and whether or not a transition to constructivist learning is occurring. In addition, the principal should ask teachers to share plans and outcomes in a shared computer files that can be accessed by teachers and administrators. Other ways of monitoring would be to ask to see or display student work using technology, and discussing the ongoing plan with teachers, asking how they are progressing and listening to input.
This will be new learning for a lot of teachers, but to move from developing technology as reported by the STaR Chart to advanced, we will need to work with each other giving support and understanding along the way.
Monday, November 30, 2009
Educator Preparation - Key Area 2
After several years of assessing educator preparation in technology, 74.2% statewide in Texas still are described as developing. Therefore, in this area technology is primarily used to report grades, e-mail, develop lesson plans, and other administrative areas. However, to reach target status, technology must be more about students' learning.
The target status of the educator preparation component of the Texas STaR chart is to use technology to support learner-centered, real-world projects. Teachers become facilitators of learning while students learn to collaboratively create solutions to problems using a variety of technologies that they are confident in using. Plus, these tools are available to them 24/7 at any location. In addition, administrators rank technology integration at the top of their lists. They understand the dynamics and work to support technological areas in schools.
Mark Prensky (2005) states that basically we are either dabbling with technology or doing old things (communicating and exchanging) in old ways (passing stuff around). Perhaps that is part of the reason a large percentage of schools are rated "developing." I can only believe that the right kind of professional development will help get the ball rolling so that educators understand what is available for technology integration and become confident about learning in these different ways. Moreover, educators need to learn how to manage this new learning environment and how to obtain an accurate measure of success. This change in the way we do things needed, but the manner in which to proceed seems to have us in a rut.
To me, no matter how elaborate the infrastructure, which is called the key component of technology integration, if we don't learn to maneuver in the digital world we cannot optimize the infrastructure that is available.
References:
Prensky, M. (2005). Adopt and adapt: Shaping tech for the classroom. Edutopia: The George Lucas Educational Foundation.
The target status of the educator preparation component of the Texas STaR chart is to use technology to support learner-centered, real-world projects. Teachers become facilitators of learning while students learn to collaboratively create solutions to problems using a variety of technologies that they are confident in using. Plus, these tools are available to them 24/7 at any location. In addition, administrators rank technology integration at the top of their lists. They understand the dynamics and work to support technological areas in schools.
Mark Prensky (2005) states that basically we are either dabbling with technology or doing old things (communicating and exchanging) in old ways (passing stuff around). Perhaps that is part of the reason a large percentage of schools are rated "developing." I can only believe that the right kind of professional development will help get the ball rolling so that educators understand what is available for technology integration and become confident about learning in these different ways. Moreover, educators need to learn how to manage this new learning environment and how to obtain an accurate measure of success. This change in the way we do things needed, but the manner in which to proceed seems to have us in a rut.
To me, no matter how elaborate the infrastructure, which is called the key component of technology integration, if we don't learn to maneuver in the digital world we cannot optimize the infrastructure that is available.
References:
Prensky, M. (2005). Adopt and adapt: Shaping tech for the classroom. Edutopia: The George Lucas Educational Foundation.
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