· What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
For this course I was actually surprised by the topics we read about and discussed. Though I really enjoyed being able to communicate with my peers and learning so much about technology and what it can offer my students and myself, I assumed this course would be over leadership roles we take in Education. As I say this I think about the fact that education today is headed into the 21st century and if we are not on board and informed about technology we can not lead the way. I have learned so much more in this class then any of the other classes partially because I was able to be more hands on and there was that communication from others that allowed me to think about comments I had made.
· 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?
The outcomes of what I learned in this class are invaluable. There were many articles I read that really allowed me to see things from a different perspective. It made me question my thoughts and allowed me to have thoughts I had not considered in the past. I am very pleased with learning little things like creating a blog and being able to actually blog. It is something so small, that I now know anyone has the ability to be able to create. I would have not attempted to do something like this on my own, and was glad we were given detailed instructions about how to create one and most importantly I created it successfully and it is accessible.
· What outcomes did you not achieve? What prevented you from achieving them?
In this course I would have liked to have had more interaction on the blogs. The course started off so technology strong where we had to create a few components of technology and then it died down. Though it was frustrating at times because I had never creating a blog or a slideshow, and then had to post it, I really learned a lot. Being able to use more applications and create more within our blogs would have been a challenging, yet successful eye opener for me. This would have forced me to use aspects of technology which I run from because I am not knowledgeable about, and therefore have no control and am scared.
· Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
I was extremely successful at completing my assignments. The slideshow was the most frustratrating for me. I tried to convert it in two different systems, and was unsuccessful. I read the directions about ten times and finally had to walk away and come back to it. Once I was actually able to post it successfully to the site I felt like there was nothing that I couldn’t do and was prepared for the challenge. I understand how my mother must feel when she is doing something like saving a picture, which I would think is simple. Since I was able to work through it I was prepared for the remainder of the course and was not intimidated by the work that came after.
· What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
What didn’t I learn about myself. Though I am still not completely comfortable with many aspects of technology, I learned that I have the capably to learn about so much that is out there, and there is a lot. I have a Wiki at school and never really fully understood its purpose and really didn’t’ use it. I now have begun to edit it, so that it is something I can use from day ONE next year. There are so many tools out there that can assist in creating lessons and involvement in the classroom and in class discussions that the students would find beneficial and would want to participate it. If I am able to implement these into my classroom, and show others we will be on the way to leading our students into the 21st century versus following them in there.
· What is the educational value of blogs and blogging to the 21st century learner?
The contact the world around us and their contact to us, is the value of blogs. Being able to contact students through the way in which they contact each other, puts us right back in the race. Students having the ability to ask questions and see what other students are asking lets allows them to feel comfortable with being able to ask the questions they thought maybe no one else was thinking. One way I feel is great about students and teachers being able to communicate this way is because when you write something down you think about it a little more than when you blurt something out. This allows the students to ask more educated questions which would then be transferred into so many other aspects of their lives. Creating more knowledgeable citizens.
· What are the concerns of blogs and blogging in education?
One of the articles we read talked about tone in emails and how easily somethings can be misinterpreted. People think differently and without having someone explain something to you and showing you the steps for your own success, it might be hard for someone to be successful using a blog. Also there is the safety involved in this. By posting all of the information about what is going on in a classroom the safeist thing to do? Allowing people to be able to view information that is only needed to be viewed by few can open up doors to many other possibilities of students exploring other places that could be unsafe.
· How can you use blogging to communicate with school stakeholders?
Twenty-four seven access to me is a great way for the stakeholders and I to be able to communicate. By having information posted, stakeholders are able to understand what is going on in the classroom and what is being studied. If all aspects of a students life are involved in all aspects of a students life, then the student can only be successful. The access the teachers have to the parents and the parents to the teacher, allow for open communication so that students become responsible and hopefully self sufficient. Students then will constantly be learning and using tools both inside and out of the classroom.
Saturday, December 19, 2009
Sunday, December 13, 2009
Professional Development Planning
Areas to be Addressed
Professional Development Activity
Participants
Organizers/Presenters
Lack of Technology Knowledge
Discuss the vision of the district
Survey teachers and administrators
Address the needs of the faculty on the campus
All administrators and all faculty
District Instructional Technology Specialist/Campus Lead Technology Specialist/Principal
Using what we have
Address the concerns of the faculty for lack of resources
Introduce implementation ideas based on the resources available to the faculty
All faculty including Librarian
Campus Lead Technology Specialist/Principal/Vice Principal for Curriculum and Instruction
STaR Chart Results
Explain results to faculty
Re-examine district vision
Examine reasoning for results
Share ideas where technology can be implemented into classrooms
All faculty including Librarian
Campus Lead Technology Specialist/Principal/Vice Principal for Curriculum and Instruction
Roles and Reponsibilties of Personnel
Title
Role and Responsibility
District Technology Coordinator
Regularly meet with district leaders to discuss the vision of the district
Locate the funds necessary to support the districts technology plans
Organize a group of individuals knowledgeable of technology and the implementation of it in the classroom
District Instructional Technology Specialist
Work with leaders of schools to implement technology plans with in their schools.
Develop and organize instructional courses for teachers and administrators
Designs professional development for the implementation of technology in the classroom where students can be successful
Campus Lead Technology Specialist
Maintains campus website
Provides support to teachers and administrators on individual campuses
Informs teachers of new technology being introduced to the campus
Creates and maintains a list of technology on the campus and their locations
Campus Principal
Use technology on campuses when creating and sharing professional development
Enforce the use of technology in the classroom
Discuss the use of results of technology assessments to faculty on their individual campuses
Vice-Principal for Curriculum and Instruction
Provides leadership in implementing technology in the classroom
Assists in creating lessons to use in the classroom
Discusses the necessities of using technology in the classroom with teachers
Observes teachers methods of using technology in the classroom
The main role of the Principal should be to enforce the vision of the district. It is his/her responsibilty to allot time nessecary for teachers to ba able to learn the skills nessecary to implement technology into the classroom. The principal needs to be on board with the vision of the district and needs to be an example of the the district is attempting to accomplish. If he/she wants to achieve the goals put in place by the state and the district, he/she must also hold his faculty and staff accountable for implementing technologies learned in professional developments. By monitoring classrooms, physically or through constant feedback and discussions, a principal will be able to tell if technology is being used as a tool and resource in classrooms on his campus.
Role and Responsibility
District Technology Coordinator
Regularly meet with district leaders to discuss the vision of the district
Locate the funds necessary to support the districts technology plans
Organize a group of individuals knowledgeable of technology and the implementation of it in the classroom
District Instructional Technology Specialist
Work with leaders of schools to implement technology plans with in their schools.
Develop and organize instructional courses for teachers and administrators
Designs professional development for the implementation of technology in the classroom where students can be successful
Campus Lead Technology Specialist
Maintains campus website
Provides support to teachers and administrators on individual campuses
Informs teachers of new technology being introduced to the campus
Creates and maintains a list of technology on the campus and their locations
Campus Principal
Use technology on campuses when creating and sharing professional development
Enforce the use of technology in the classroom
Discuss the use of results of technology assessments to faculty on their individual campuses
Vice-Principal for Curriculum and Instruction
Provides leadership in implementing technology in the classroom
Assists in creating lessons to use in the classroom
Discusses the necessities of using technology in the classroom with teachers
Observes teachers methods of using technology in the classroom
The main role of the Principal should be to enforce the vision of the district. It is his/her responsibilty to allot time nessecary for teachers to ba able to learn the skills nessecary to implement technology into the classroom. The principal needs to be on board with the vision of the district and needs to be an example of the the district is attempting to accomplish. If he/she wants to achieve the goals put in place by the state and the district, he/she must also hold his faculty and staff accountable for implementing technologies learned in professional developments. By monitoring classrooms, physically or through constant feedback and discussions, a principal will be able to tell if technology is being used as a tool and resource in classrooms on his campus.
Sunday, November 29, 2009
Week 2 Long Range Plan
According to the Texas Long Range Plan for Technology, 2006-2020, one of the key areas is Leadership, Administration and Instructional Support. This area needs to maximize the involvement of the teaching and learning. This area discusses expanding opportunities to students which they would not have otherwise had. Having the students grow with society around them so that they can be productive in the 21st century. This appeared to be a direction East Central High School was headed towards in the past few years.
Upon entering my campus this year I learned about the different schools within the schools. One of the schools was called Digital Campus. This group of selected students was each given an imac notebook, and in all their classes they had access to wireless internet. This also allowed the school to purchase ipods that could be checked out for students who were studying for TAKS tests, where the students could find podcasts created by teachers. This appeared to work for a few years, but after seeing that is was taking a lot of time and energy to maintain, the program has began to come apart and is being phased out. Though there was the full support, the funding and the time necessary to keep teachers educated about new practices has become a problem.
This school allowed certain students to be successful where they would not have been. They were able to apply the skills that came naturally to them and allowed them to feel involved in their own schooling. These students will have a leg up in society because they interacted with technology throughout high school and will easily be able to adapt to the changes that society is continuing to facing the 21st century.
Upon entering my campus this year I learned about the different schools within the schools. One of the schools was called Digital Campus. This group of selected students was each given an imac notebook, and in all their classes they had access to wireless internet. This also allowed the school to purchase ipods that could be checked out for students who were studying for TAKS tests, where the students could find podcasts created by teachers. This appeared to work for a few years, but after seeing that is was taking a lot of time and energy to maintain, the program has began to come apart and is being phased out. Though there was the full support, the funding and the time necessary to keep teachers educated about new practices has become a problem.
This school allowed certain students to be successful where they would not have been. They were able to apply the skills that came naturally to them and allowed them to feel involved in their own schooling. These students will have a leg up in society because they interacted with technology throughout high school and will easily be able to adapt to the changes that society is continuing to facing the 21st century.
Texas S Ta R Chart
Check out this SlideShare Presentation:
Texas S Ta R Chart
View more presentations from Natalie.
Week 1 Pre-K Technology Applications TEKS
Pre-Kindergarten is where structured instruction first begins for many people. Though when we think of Pre-Kinder we think of 123, ABC, this is the time where so much learning can occur and where most is remembered. In today’s world, the learner will become citizens of the 21st century. In order to be productive citizens, students must learn the basics and Pre-Kinder is where that all begins.
The Technology Application TEKS for Pre-Kinder introduce students to the 21st century and the world of computers and technology. During this sensitive time when learning is occurring, Technology TEKS show students the basic understanding of how to use technology. Students are taught vocabulary so they will be able to understand the terminology used within the classroom today as well as in the future, and how to correctly apply it. Students are then able to begin to establish a strong base to build a stronger understanding of Technology for the future.
By establishing a strong base, the educational futures begin. Through a spiraling curriculum students are taught many other aspects of technology they will need to become productive citizens of the 21st century. Similar to us as educators, if we are thrown a bunch of what we consider “stuff” all at once, we will “stuff” it to the side. However, if we are given items, in this case pieces of a puzzle piece by piece, we are better able to complete the puzzle and see the whole picture. By spiraling the curriculum throughout the entire education of the learner, the end result is a learner who can understand, apply, and analyze the knowledge gained.
The Technology Application TEKS for Pre-Kinder introduce students to the 21st century and the world of computers and technology. During this sensitive time when learning is occurring, Technology TEKS show students the basic understanding of how to use technology. Students are taught vocabulary so they will be able to understand the terminology used within the classroom today as well as in the future, and how to correctly apply it. Students are then able to begin to establish a strong base to build a stronger understanding of Technology for the future.
By establishing a strong base, the educational futures begin. Through a spiraling curriculum students are taught many other aspects of technology they will need to become productive citizens of the 21st century. Similar to us as educators, if we are thrown a bunch of what we consider “stuff” all at once, we will “stuff” it to the side. However, if we are given items, in this case pieces of a puzzle piece by piece, we are better able to complete the puzzle and see the whole picture. By spiraling the curriculum throughout the entire education of the learner, the end result is a learner who can understand, apply, and analyze the knowledge gained.
Friday, November 27, 2009
Week 1 Long-Range Plan for Technology
The purpose of the Long-Range Plan for technology is to produce successful citizens into the world. These citizens will be knowledgeable when it comes to the basic skills we need to have such as problem solving and be able to analyze situations. They will also have the knowledge necessary to survive in the 21st century where the focus remains and will continue to remain on the growing amounts of technological resources we have available to us.
As educators we are responsible for establishing a vision to focus on. When that vision is set in place all stakeholders need to be part of pursing that vision. The full support of Administrators and district and campus leaders is necessary to obtain the goals in the vision. We are also responsible for keeping up with the technology that is being introduced to many of our students outside of the classroom. Recognizing that not all of our students have the same access to technology outside of the classroom, but if we are able to expose them to technology while inside our classroom, then we are exposing them to what they will need for the future. By maintaining a level of knowledge, we are prepared for the classroom. We can not be afraid of the learner, we must embrace what the learner knows and work together as a learning community, where all stakeholders involved are working on the common goal.
The school system itself is responsible for also achieving the success of all the stakeholders. Providing support as well as funding to assist teachers in gaining the knowledge through courses and time to incorporate new knowledge into learning in the classroom.
As educators we are responsible for establishing a vision to focus on. When that vision is set in place all stakeholders need to be part of pursing that vision. The full support of Administrators and district and campus leaders is necessary to obtain the goals in the vision. We are also responsible for keeping up with the technology that is being introduced to many of our students outside of the classroom. Recognizing that not all of our students have the same access to technology outside of the classroom, but if we are able to expose them to technology while inside our classroom, then we are exposing them to what they will need for the future. By maintaining a level of knowledge, we are prepared for the classroom. We can not be afraid of the learner, we must embrace what the learner knows and work together as a learning community, where all stakeholders involved are working on the common goal.
The school system itself is responsible for also achieving the success of all the stakeholders. Providing support as well as funding to assist teachers in gaining the knowledge through courses and time to incorporate new knowledge into learning in the classroom.
Thursday, November 26, 2009
Week 1 Technology Assessment
When completing the first assessment from the Texas Education Agency, I realized there was a lot of information that I had never even heard of. Several of the ideas the questions were referring to I did not even understand, and therefore was unaware of how to use the programs it was referring to. When analyzing the results of the first assessment I was able to determine that I had a basic knowledge of technology skills, and was able to fully communicate with others successfully through technology as well as problem solve when encountering issues along the way. The domain that I had the least knowledge about was about the foundations of technology and that is an area that I need to focus building my knowledge.
After completing the SETDA survey for Teachers, I was not able to answer several of the questions fairly. Because I am new to my campus and district, I am unaware of many of the procedures that occur when discussing technology. Our campus is also in a rebuilding stage, and under construction. Literally half of the campus is in portables. The library is almost removed completely on another campus. It is at least a 10 minute walk from my classroom. Because of all of these obstacles, I am not able to gather my students to take them where they have access to computers and other technology resources the library has. Some of the other questions referred to other campuses at my level in my district. My district is a one high school district and so therefore many of the decisions for the district are made within my own campus. The more I become acquainted with the people of the culture of my campus I will also become more knowledgeable about the processes within.
After completing the SETDA survey for Teachers, I was not able to answer several of the questions fairly. Because I am new to my campus and district, I am unaware of many of the procedures that occur when discussing technology. Our campus is also in a rebuilding stage, and under construction. Literally half of the campus is in portables. The library is almost removed completely on another campus. It is at least a 10 minute walk from my classroom. Because of all of these obstacles, I am not able to gather my students to take them where they have access to computers and other technology resources the library has. Some of the other questions referred to other campuses at my level in my district. My district is a one high school district and so therefore many of the decisions for the district are made within my own campus. The more I become acquainted with the people of the culture of my campus I will also become more knowledgeable about the processes within.
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