Course Reflections

One of the many challenges I face as an educator in the 21st century is mastering the use of digital tools. The very nature of information has changed in the past decade and has become increasingly digital, networked and overwhelming (Warlick, 2007). At the beginning of each school year, all teachers in my district are required to complete a self report form. We iterate the areas in which we need improvement. I identified technology skill as an area of weakness that I need to work on. Richardson (2007) states that there is a whole new world out there with a whole new set of skills our kids need to manage. In order for me to fit into the new information age, I have to be technology literate. Richardson (2007) calls it a new “C-Change” in education in which instant communication is achieved through cell phones and Internet connections. There is also a shift from a passive, consumer-based culture to a participatory, production-based culture.
The result of the self-evaluation I took before the start of this course made me realize how inadequate my knowledge is about technology and its role in today’s education. I knew little about the Texas Long-Range Plan. Although I took the Teacher STaR Chart survey, I did not fully comprehend its purpose. The self-evaluation enabled me to see the concepts I needed to master through this course. I envisioned myself gathering information in order to describe the key components of the Texas Long-Range Plan for Technology. As a future administrator, it is imperative that I possess a clear understanding of this document inasmuch as it is a crucial component of the education of students in the 21st century. Another important outcome of this course is a better understanding of the needs of digital-age students. According to Prensky (2001), our students today are all “native speakers” of the digital language of computers, video games and the Internet. He refers to the teachers who were educated in the pre-digital age as “immigrants” who need to learn the language of the “natives” in order to fit in. Today’s students are different from the people our educational system was designed to teach. With this in mind, I need to equip myself with current knowledge about technology and its applications and work towards adapting the curriculum to the needs of this new generation. Today’s students live and function in a digital age. They derive more education through their use of various technology tools outside of school. This is evident in my own kindergarten students who are very comfortable in using the computer. I have observed that when my kindergarten students are engaged in activities on the computer, their attention span is longer, and they show better concentration.
This course has helped me acquire knowledge, skills and tools to help me meet the goals and standards of a 21st century education. It is important that I develop a solid understanding of the ethical issues involved in the use of digital information resources in order for me to teach students how to use them responsibly. Kruger (2003) points out that as computers become a larger part of the curriculum, educators everywhere are being asked to take a stand for cyber ethics, the right and wrong of computer and Internet use. Our students have access to a wide variety of information on the Internet. Not all parents may take the responsibility of instilling cyber ethics in their children. Inasmuch as we expect students in the 21st century to use Internet resources for assignments and research projects, it is essential that we teach them about ethical responsibilities that come with the use of these resources. Our students also need a clear understanding of copyright laws and intellectual property rights. Online safety should now be part of our children’s education. Adelman (2004) says that all middle level students who use the Internet or discussion groups need to be taught to protect themselves and others. Our students have become vulnerable to Internet misuse, and educators have the responsibility of educating them in order to prevent inappropriate use and prevent predators from taking advantage of the innocent.
This course introduced me to Blogging. It helped me get connected with fellow educators who share my interest. According to Richardson (2004), Weblogs have been around for years, but educators have been slow to adopt for various reasons, such as privacy and security. I find blogs to be excellent tools for collaboration and remarkable instruments for learning. The Weblogs can be a great venue for self expression as well. However, we must be extra careful about the validity of the many ideas we read on blogs. As Richardson (2004) points out, the use of blogs also generates more concern than content. While it is true that blogs broaden students’ horizons, some young people, on the other hand, use blogs inappropriately. Some bloggers also reveal too much personal information, making them vulnerable to unscrupulous online predators. Blogging can be a useful tool for communication among school stakeholders. For example, it can be used in place of faculty meetings. It will give all teachers the opportunity to express their ideas and participate in the discussion of issues that are relevant to the school. It is also an excellent way for all stakeholders to contribute to the Campus Improvement Plan.
This has been a very challenging course for me, especially because I am not technology savvy. All the information I have gathered from the assigned readings have made me aware of the technology demands of the 21st century. If I am to succeed both as an administrator and as an educator, I have to keep abreast of the new trends in technology. It will also become my moral responsibility to implement rules that require teachers and students to follow cyber ethics and observe internet safety. Above all, I will make sure that students are given the opportunity to use technology in school and are provided with the appropriate digital resources as suggested by Prensky (2008) as ways to make education relevant in this digital age.

Technology action plan for Carroll Academy

Technology Action Plan for Carroll Academy
Goal: Demonstrate sustained growth in student achievement.
Objective: Use technology to improve, sustain and support student achievement at or beyond grade level.

Activities:
1.Complete a comprehensive needs assessment.
2.Identify and provide technologies that meet the needs of teachers and students.
3.Obtain funding for technologies through local, state, federal, grant and private sources.
4.Provide technology professional development to faculty and staff.

Timeline
1.January 2010-June2010
2.July 2010- June 2012
3.July 2010- June 2012
4.July 2010- June 2012

Person(s) responsible
1.Principal; Assistant Principal; Technology Specialist
2.Executive Director of Curriculum and Instruction; Executive Director of Technology Services; Principal/ Assistant Principal; Technology Specialist
3.Principal/Assistant Principal; Grant writing Committee; Librarian; Technology Specialist
Executive Director of Curriculum and Instruction; Executive Director of Technology Services;
4.Principal/ Assistant Principal; Technology Specialist; Librarian; Teachers

Outcomes/Evaluation
1.Campus technology plan includes strategies and budget to align instruction and technology.
2.Student computer ratio at least 3:1. Teacher computer ratio at 1:1.
STaR Chart data indicates increased availability and use of technology in classrooms.
3.Availability of funds to meet goals of the plan.
4.STaR Chart data indicates increase in staff training and integration of technology into all curriculum areas. Technology training is also available online.

Carroll Academy STaR Chart Summary

See more presentations by roser | Upload your own PowerPoint presentations

Teacher Preparation and Development

Teacher preparation and development are two of the great challenges Texas faces today. Teacher preparation needs to be relevant to the 21st century if Texas is to fulfill its Long Range Plan. Teachers need to be well equipped with skills necessary to handle technology tools which they are expected to use in 21st century classrooms. Staff development should be geared towards helping teachers acquire current knowledge in using technology.

The 2007-2008 statistics found in the Campus Statewide Summary showed a majority of teachers fall under the developing tech level of progress. This showed that the use of technology by teachers were not maximized and was limited to administrative tasks such as emails and classroom management.

There is an immediate and great need to push to a higher level of progress. My recommendation would be to make it mandatory for teachers to fulfill a certain number of staff development hours to be spent on technology applications. Teachers should be given more preparation time so they can practice their technology skills. Budget allocation for staff development should be increased. Technology integration into lessons should be given more weight in the PDAS in order to challenge teachers to implement it.

Summary of Pre-K Technology Applications TEKS

At the end of pre-kindergarten year a child is expected to open and navigate through software programs designed to develop appropriate concepts. The teacher models the use of computers and software, and the child follows basic oral or visual cues. The teacher also provides a variety of audio, video and graphics with which the child interacts to enhance learning experiences. Another expectation is for the child to use and name a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen and CD-ROM. The teacher provides instruction and practice time to ensure mastery of the skill. The child is also expected to operate voice and sound recorders and touch screens. The teacher models how to use the recording and provides a CD or tape recorder for the children to use. At the end of pre-kindergarten, the child is expected to use software applications to create and express his or her ideas. Finally, the child is expected to recognize that information is accessible through the use of technology. The teacher models and discusses when and how to obtain information from websites.

By surrounding children with technology such as computers, voice/sound recorders, televisions, digital cameras, etc., children learn to handle appropriate technologies. This early exposure to technology in pre-kindergarten lays the foundation for student performance in later years.

A dynamic and spiraling curriculum provides students multiple opportunities to master a skill. What students learn in the upper grades have been built upon knowledge that was introduced in the early years. Constant exposure to the skill helps them to hone it. As an example, the TEKS in the four strands are repeated from K-2 to 6-8. Foundations for K-2 states that the student demonstrates knowledge and appropriate use of hardware components and software programs. The same TEKS is repeated in grades 3-5 and 6-8. Each grade level builds upon what students learn from the lower grades. The basic skills start in K-2 and become more complex as the students progress to the higher grades. In K-2 students learn to start and exit programs as well as create, name and save files. In grades 3-5 students hone those skills and, in addition, learn to delete files. When they get to grades 6-8, they learn more complex tasks such as comparing, contrasting, processing and using primary and secondary storage devices.

Analysis of the Texas Long Range Plan

The vision of the Texas Long Range Plan is for students to be able to use digital tools and various media resources to gather and use information by 2020. Literacy in technology will prepare students to thrive in an economically demanding world. In order to meet the individual needs of students, teachers must be knowledgeable in th use of current digital tools and multi-media resources. As an educational leader, I have the responsibility of supporting the students and teachers by providing them with a technology-rich environment. I must envision, fund, and assess the use of technology in my campus. I must develop and implement a budget for technology allocation and align resources to improve student learning. I must put in place a school infrastructure that will provide access to e-learning tools and provide technical assistance to support teaching and learning.

My knowledge about technology applications

The result of the Technology Application Inventory I took discloses that my knowledge about technology application is quite basic. It made me realize that I need to acquire more knowledge about technology. First, I have to have a clear understanding of technical terms. It occurs to me that using a computer is not just word processing e-mails, creating power points or just surfing the internet for resources I can use in my classroom. I had no idea what the difference is between primary and secondary storage. I also need to know how to determine the amount of RAM requirements necessitated by programs I use and the amount of RAM installed in my computer. I had to ask my husband about it! I have since realized that I have been proficient only in keyboarding and navigating through different websites. I had taken for granted all the other aspects of the use of computers because there was always someone else who provided that information to me.

With regard to information acquisition, there are many things I need to learn. I am proficient in making text files but deficient in making video and audio files. My ability to solve problems using technology tools is limited. In the domain of communication, the assessment shows I possess average skill. I have made powerpoint presentations for my students and created some activities for my class using some school- provided software. It is clear overall that I need to develop and broaden my knowledge about technology applications through self study and by attending more staff development activities related to technology applications.