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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.

How Do Pre-K TEKS Lay the Foundation

The goal of the Pre-K TEKS is to help students become comfortable with technology. This prepares the Pre-K letting them come to understand that the use of technology in the classroom is an everyday occurance, and it should be a part of most lessons. Once students become familiar with technology they could become unmotivated by traditional lessons that lacks the use of technology. Our elementary students begin with more technology awareness than many adults. Technology is simply included in the world they know.

The K-2 TEKS show multiple opportunities to demonstrate mastery of various basic technology techniques such as the use of a mouse and the keyboard. These foundation TEKS allow students to practice fundamentals in a variety of ways.

Analysis of the LRPT and How It Can Assist Instructional Leaders

Before this course, I was not aware that Texas had a long range plan and support for technology integration in the classroom. I now know that there are numerous agencies and committees that have vital information that can readily assist in technology integration and professional development. As an instructional leader one can tap into these resources to provide growth for teachers and help maintain the campus and district infrastructure. The idea after creating a campus plan it to ascertain that it is fully implemented, and that faculty and administration develops a professional development plan that is monitored.

Technologically Challenged

After participating in two technology surveys, I find that I am nearly "kicking the bucket" on the continum of tech-savvy (alive and kicking) and tech-illiterate (suffocating). My strengths seem to be in the areas of using software programs to produce reports or presentations. While the inventory indicates proficient in these areas, I know that I do not know all the tools within these programs. The following are my findings based on these two surveys.

Technology Applications Inventory

Foundations Domain: My strengths in this area include keyboarding proficiently, being able to save files, and understanding digital file formats. Although I am aware of some of these standards, I remain a bit "shaky" in fully knowing all there is to know about these terms. My weaknesses in this area have to do with determining RAM requirements, the difference between analog and digital technology, and understanding all of the terminology for the Internet.

Information Acquisition Domain: While I am fairly inept when searching information, I could learn better strategies to narrow my search to locate desired information easier. Skills in which I need to improve include creating and using audio and video files and understanding graphic files and their differences.

Problem Solving with Technology Tools Domain: I am comfortable using word processing technology, but I am sure there are certain applications that I still need to discover. I feel that I am weak using many graphic tools available and using virtual environments. Another weak area is using collaboration and share technology. This is one area that I feel is important to be able to learn more from others within the collaborating group.

Communication Domain: While I can create basic presentations, I need more learning using video streaming to enhance them. The areas that need improvement are using telecommunications, electronic evaluation, and evaluation of products.

SETDA Teacher Survey

The second survey asked more questions related to the overall technology environment in my school. My findings are as follows:

While technology is used to some degree in my classroom, I am a long way from where I should be in its integration into the curriculum. I use tools daily to teach, but students are not manipulating technology daily to construct their own learning. As far as collecting data to determine if technology is making a decisive different in my students' learning, this is not occurring as far as I know. However, as a subjective observation, I know when I plan lessons and projects that allow students to use technology, students seem more engaged in learning. When using technology students do not communicate via email as they do not have access to it. In integration, we have not explored real-world problems and situations or collaborated with students beyond our school.

The school as a whole has a technology plan which is developed by a technology committee, but according to that plan we remain a campus developing our use of technology. We need much improvement in on-going technology training, and much more information is needed on how to integrate it with real-life situations. Moreover, all teaching staff needs to be aware of our technology strengths and weaknesses for each individual to plan professional development to improve. Furthermore, when we use technology a format is needed to share and collaborate with each other to further our knowledge and expertise.

These two assessments have opened my eyes to the fact that I am a technology immigrant that has much to learn to be more effective in using the wide array of tools available to teach, plan, and organize.