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.