The web conference was interesting, albeit frustrating at times. I am actually glad that it was required of us this time because it forced me to try it. I had never participated in anything like that and am glad I have now gotten to experience one. I appreciated seeing and hearing from Mrs. Borel. The part of the conference that I found most useful was hearing her discuss our internship and how the process of applying and planning would work. One thing that I really wish could have happened that did not was her giving a few explanations of some task examples based on the 33 standards. For example, if she had just said here is standard 1 and based on this some task examples would be such and such. That would have been so helpful to me because I have found the text to be much less helpful than it was promised to be. There doesn't seem to be much more explanation than our handbook provided.
Most of the frustrations were to be expected from a group of first-timers. There were times when people's microphones squealed unpleasantly and when Mrs. Borel's speaking cut out completely. There were moments when she seemed to be in fast forward mode and I couldn't understand her at all. I'm sure these are issues that can be smoothed out with time, patience, and practice. I plan on attending a few more web conferences so I can gain some more experience. Overall, it was a positive learning experience.
Thursday, July 29, 2010
Thursday, July 22, 2010
Posting #3 National Educational Technology Plan
The National Educational Technology Plan centers around five important goals that the U.S. Department of Education feels are necessary for bringing about needed change in our educational system. One of the goals noted is that learning experiences should be engaging for students both in and out of the classroom so that they can function in a 21st century society. The second goal is that schools will use technology to assess and use that data to continuously improve instruction. Third, teachers should be supported alone and in teams and that support should drive them to be more efficient educators. Fourth, all students should have total access to sufficient infrastructure that will fuel their learning. The last goal is that schools will redesign their processes and structure so that they best use time, money, and personnel.
The plan speaks to teaching, as it is now, and as it should be if the plan is successful. Right now the plan describes teaching as isolated, from both colleagues and other experts. An educator's task has been to cover his/her curriculum and ensure that students are prepared for standardized testing. Also, professional development happens in isolation at sporadic times with little connection to content or integration. The National Educational Technology Plan prescribes a paradigm shift for teaching. No longer should teachers teach in isolation, but rather in connection with their colleagues, experts, and their students. In order for teachers to do this effectively they must have appropriate technology in their grasp so that they can focus on creating a more learner-centered environment for their students. Collaboration is the key to connected teaching. Professional development should become more ongoing and aid teachers in integrating technology within their content.
Not only will teaching see a paradigm shift, but as a result, so should learning. Learning has tended to be more of a one-size-fits all mentality. Traditionally, one educator is in the classroom dispensing knowledge to their students in the same manner. The plan sets out to see learning transformed with the help of technology. It suggests that there should be core competencies that each student is learning but the way that they are making meaning of the content should be individualized with much of the choice lying on the students' interests and ability levels. In other words, differentiation should be taking place in all classrooms and technology is an avenue to facilitating it in a successful way.
The plan has goals and a vision for education that are encouraging and inspiring. The goals do not seem to be unreasonable to me. In fact, they are based on research, thinking, and trends that have already been surfacing in education. The most obvious obstacle to me seems to be supplying teachers with the technological resources required and the training to be prepared to use them.
The plan speaks to teaching, as it is now, and as it should be if the plan is successful. Right now the plan describes teaching as isolated, from both colleagues and other experts. An educator's task has been to cover his/her curriculum and ensure that students are prepared for standardized testing. Also, professional development happens in isolation at sporadic times with little connection to content or integration. The National Educational Technology Plan prescribes a paradigm shift for teaching. No longer should teachers teach in isolation, but rather in connection with their colleagues, experts, and their students. In order for teachers to do this effectively they must have appropriate technology in their grasp so that they can focus on creating a more learner-centered environment for their students. Collaboration is the key to connected teaching. Professional development should become more ongoing and aid teachers in integrating technology within their content.
Not only will teaching see a paradigm shift, but as a result, so should learning. Learning has tended to be more of a one-size-fits all mentality. Traditionally, one educator is in the classroom dispensing knowledge to their students in the same manner. The plan sets out to see learning transformed with the help of technology. It suggests that there should be core competencies that each student is learning but the way that they are making meaning of the content should be individualized with much of the choice lying on the students' interests and ability levels. In other words, differentiation should be taking place in all classrooms and technology is an avenue to facilitating it in a successful way.
The plan has goals and a vision for education that are encouraging and inspiring. The goals do not seem to be unreasonable to me. In fact, they are based on research, thinking, and trends that have already been surfacing in education. The most obvious obstacle to me seems to be supplying teachers with the technological resources required and the training to be prepared to use them.
Posting #2 District Technology Plan
The goal of our district's technology plan is to "infuse 21st Century skills throughout the District integrating technology as a tool for problem-solving and creativity." Mesquite ISD seeks to actualize this goal by equipping teachers and students with 21st century tools. For example, campuses have student computers, laptops, Promethean boards, IPod touches, and other technological equipment available for use.
In order to ensure that teachers are prepared to use this equipment our district offers multiple staff development opportunities. Most of the staff development classes teach teachers how to use the technology and offer suggestions for classroom application. Some of the classes are unique in that they teach teachers how to train their students in using the technology. Technology specialists are responsible for planning and implementing staff development opportunities; however, teachers are also encouraged to teach classes and share their expertise with others. All teachers who attend classes receive a stipend known as "Pay for Knowledge". This is just a small incentive that our district uses to encourage teachers to continue learning.
All of this technology comes at a price. Our district participates in E-Rate but also budgets for the portion that is not discounted. One of the ways that allows for resources that we cannot afford with our budget is by receiving grants. Our technology specialists write grants regularly that allow our campuses to gain new technology tools. Teachers are also encouraged to write grants and classes are offered to train them in this endeavor.
Software and other resources are typically assessed for their usefulness in improved student learning by evaluating student data through various assessment tools. Teachers are also frequently surveyed for their input about technology usefulness in their classrooms. Mesquite ISD relies heavily on STaR chart to monitor their progress toward reaching district and campus technology goals. The data from STaR chart helps to guide administrators and teachers as they write their campus improvement plans.
All of these elements work together to help our district progress in the area of technological advances so that our students will benefit from learning and working with 21st century tools.
In order to ensure that teachers are prepared to use this equipment our district offers multiple staff development opportunities. Most of the staff development classes teach teachers how to use the technology and offer suggestions for classroom application. Some of the classes are unique in that they teach teachers how to train their students in using the technology. Technology specialists are responsible for planning and implementing staff development opportunities; however, teachers are also encouraged to teach classes and share their expertise with others. All teachers who attend classes receive a stipend known as "Pay for Knowledge". This is just a small incentive that our district uses to encourage teachers to continue learning.
All of this technology comes at a price. Our district participates in E-Rate but also budgets for the portion that is not discounted. One of the ways that allows for resources that we cannot afford with our budget is by receiving grants. Our technology specialists write grants regularly that allow our campuses to gain new technology tools. Teachers are also encouraged to write grants and classes are offered to train them in this endeavor.
Software and other resources are typically assessed for their usefulness in improved student learning by evaluating student data through various assessment tools. Teachers are also frequently surveyed for their input about technology usefulness in their classrooms. Mesquite ISD relies heavily on STaR chart to monitor their progress toward reaching district and campus technology goals. The data from STaR chart helps to guide administrators and teachers as they write their campus improvement plans.
All of these elements work together to help our district progress in the area of technological advances so that our students will benefit from learning and working with 21st century tools.
Wednesday, July 21, 2010
Posting #1 Technology Assessments
Technology assessments have a worthwhile purpose for educators. These assessments help to identify areas of strength and weakness. There is an enormous emphasis on data-driven decisions in education. On my campus our data drives our decisions about our instruction. We base our tutoring and acceleration groups on data. The list could probably go on and on. My point is that data drives so many of the decisions we make within the context of teaching and education. Therefore, it only makes sense that we would also use data to assess where we are on the road to meeting the standards of the Long Range Texas Plan for Technology. We cannot fix what we are not aware of, so it is essential that we have assessments that help us evaluate what we are doing well and what we need to improve upon. The STaR chart is useful because it allows you to see a snapshot of just your campus. I appreciate that it is broken into different categories with very specific descriptions of each. This allows you to see that while your Infrastructure may be on target, there is still a need to improve upon Educator Preparation. The information and readiness levels are broken up in a reader-friendly format that makes analyzing strengths and weaknesses quick and simple.
While there are many advantages to using technology assessments such as the STaR chart, there are also some disadvantages. On one hand it is nice to be able to see a snapshot of your campus; however, on the other hand it doesn't necessarily give you an accurate picture of how you are doing with the technology standards. For example, there are some areas that I would view as a strength for myself that are ranked as a weakness with my campus because we are all lumped into a group together. Because there may be a majority of teachers on my campus who strictly use technology as a means for organization and classroom management, we may never move ahead to a more advanced level, despite the fact that a number of teachers integrate it into their lessons. Another disadvantage that I find with the technology assessments is that they are not all created equal. Some of the surveys we completed last week I found to be a bit irrelevant and meaningless. For example, there was one survey in particular that had questions that I had to mark happened less often simply because I do not have the technology readily available for my students. Once I had completed the survey it showed that I was at the very beginning stages, citing that I may occasionally use the internet or word processing tools. The explanation was ridiculous and did not apply to me at all. So, while some surveys are very meaningful others can be useless if the questions are too vague or general.
Despite the fact that there are both pros and cons to technology assessment I still believe that it is essential in helping us move forward with 21st century tools in our classroom.
While there are many advantages to using technology assessments such as the STaR chart, there are also some disadvantages. On one hand it is nice to be able to see a snapshot of your campus; however, on the other hand it doesn't necessarily give you an accurate picture of how you are doing with the technology standards. For example, there are some areas that I would view as a strength for myself that are ranked as a weakness with my campus because we are all lumped into a group together. Because there may be a majority of teachers on my campus who strictly use technology as a means for organization and classroom management, we may never move ahead to a more advanced level, despite the fact that a number of teachers integrate it into their lessons. Another disadvantage that I find with the technology assessments is that they are not all created equal. Some of the surveys we completed last week I found to be a bit irrelevant and meaningless. For example, there was one survey in particular that had questions that I had to mark happened less often simply because I do not have the technology readily available for my students. Once I had completed the survey it showed that I was at the very beginning stages, citing that I may occasionally use the internet or word processing tools. The explanation was ridiculous and did not apply to me at all. So, while some surveys are very meaningful others can be useless if the questions are too vague or general.
Despite the fact that there are both pros and cons to technology assessment I still believe that it is essential in helping us move forward with 21st century tools in our classroom.
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