Wednesday, November 25, 2009
Tuesday, November 24, 2009
EDLD 5352 Section 1122 Thomas Warlick Week 2 Assignment Part 2
The Teaching and Learning Area of the Texas Long-Range Plan for Technology 2006-2020 reflects the need of shifting the roles of teachers and learners in the traditional classroom. As teachers serve the students of the 21st Century, they must take into account that these students will live in a world that requires the use of technology in every facet. The emphasis of the Long-Range Plan in this area is to actively involve the students in the learning process, instead of strictly recipients of the knowledge. Learning and teaching in the 21st Century must focus on connecting students' real-world experiences to the classroom. The modern classroom will extend beyond the traditional walls of the school. Students will need to be active learners in online and virtual communities to prepare them for real-world collaboration and communication. With the use of technological resources, schools should empower their students with the skills necessary to succeed in a global and digital world.
Progress in the technological teaching and learning area at the national, state, and local areas has increased due to legislative requirements. NCLB addressed the need for improvement by settings national standards for technology use in the classroom. An example of a standard in place is the requirement that all students become technologically literate by the end of their eighth grade year. Legislation has been passed that ensures that schools promote integration of research-based technological instruction in the classroom.
The Texas Campus STaR Chart allows schools to evaluate six focus areas in the teaching and learning key area. The focus areas include patterns of classroom use, frequency and design of the instructional setting using the digital content, technological content area connections, monitoring implementation and student mastery of technology application TEKS, and online learning in the classroom.
The data trends for the teaching and learning key area on the STaR Chart Statewide Summary indicate that most schools statewide in 2007-08 were in the Developing Tech classification. My campus was in the same classification for the 2007-08 and 2006-07 school years, but in 2008-09 report the campus was classified in the Advanced Tech stage. The data reflects the commitment that the local school district and campus has made to integrate technology into the modern 21st Century classroom.
My recommendation in this area is for leadership at the national, state, and local levels to continue to raise and improve standards for the integration of technology in the classroom. The funding needs to be available for schools to successfully meet the commitment to these standards. Teacher preparation and continued professional development will allow the 21st Century educator to meet the needs of all diverse learners regardless of geographical location.
Progress in the technological teaching and learning area at the national, state, and local areas has increased due to legislative requirements. NCLB addressed the need for improvement by settings national standards for technology use in the classroom. An example of a standard in place is the requirement that all students become technologically literate by the end of their eighth grade year. Legislation has been passed that ensures that schools promote integration of research-based technological instruction in the classroom.
The Texas Campus STaR Chart allows schools to evaluate six focus areas in the teaching and learning key area. The focus areas include patterns of classroom use, frequency and design of the instructional setting using the digital content, technological content area connections, monitoring implementation and student mastery of technology application TEKS, and online learning in the classroom.
The data trends for the teaching and learning key area on the STaR Chart Statewide Summary indicate that most schools statewide in 2007-08 were in the Developing Tech classification. My campus was in the same classification for the 2007-08 and 2006-07 school years, but in 2008-09 report the campus was classified in the Advanced Tech stage. The data reflects the commitment that the local school district and campus has made to integrate technology into the modern 21st Century classroom.
My recommendation in this area is for leadership at the national, state, and local levels to continue to raise and improve standards for the integration of technology in the classroom. The funding needs to be available for schools to successfully meet the commitment to these standards. Teacher preparation and continued professional development will allow the 21st Century educator to meet the needs of all diverse learners regardless of geographical location.
Sunday, November 22, 2009
EDLD 5352 EA 1122 Thomas Warlick Week 1 Assignment Part 4 Technology Application TEKS Summary
The goal of the technology applications TEKS in the Pre-Kindergarten educational setting is to enhance students ability to acquire knowledge, problem solve, and communicate with others. Exposing and giving students regular access to computers at this age is a key part of the objectives. As mentioned in previous posts, the goal of the Technology Applications TEKS is to prepare students for the 21st Century economy that weighs so heavily on technology. The first step in this process is at the Pre-Kindergarten stage where students are exposed to a variety of technology resources. By exposing these students to these resources, the foundation is laid as students move into 21st Century elementary and secondary classrooms.
In review of the TEKS, students are expected to use basic computer input devices while navigating computer software that is age appropriate. The TEK that I found interesting was the one that expected students to be able to create and express their own ideas using technology. The examples of this included students writing and drawing using technology. Education has come a long way since the day of crayons and a Big Chief tablet. The students are expected to recognize that information is accessible through technology via resources like the Internet. While the skills seem overwhelming to a secondary teacher, as a parent of children that have grown up in the 21st Century, these skills are very age appropriate.
A spiraling curriculum is one that builds upon previous knowledge by revisiting a concept using different forms of representation in a continuing cycle and at a higher level of complexity. An example of the Technology Application TEKS being a spiraling curriculum is comparing the grades 6-8 Technology Applications (Computer Literacy) TEKS and the grades 9-12 Computer Science TEKS.
In the grades 6-8 foundations strand, students are demonstrating their ability to do various technology skills. While in the Computer Science objectives, students are expected to make decisions while using the various technology skills.
In the information acquisition strand, grade 6-8 students are expected to locate information using the Internet and apply strategies to locate information. In the high school TEKS, students are expected to use the information they locate in research and resource sharing. Instead of simply carrying out search strategies, they are expected to construct the strategies.
Within the grade 6-8 problem solving strand, students are expected to participate and complete tasks in electronic communities and collaboration. The high school students are expected to participate in learning environments that extend beyond the classroom walls and are meaningful activities within a larger community.
The communications strand in high school expects students to publish information in a variety ways not limited to basic software, Internet documents, and video. In the grade 6-8 TEKS, students are expected to use basic technology resources to publish information for others to read or view.
The comparison of the TEKS between grades 6-8 and 9-12 demonstrate how concepts are revisited and built upon to increase the complexity. The spiraling of this curriculum guarantees student learning is increasing on a step by step basis as one move through technology application coursework.
In review of the TEKS, students are expected to use basic computer input devices while navigating computer software that is age appropriate. The TEK that I found interesting was the one that expected students to be able to create and express their own ideas using technology. The examples of this included students writing and drawing using technology. Education has come a long way since the day of crayons and a Big Chief tablet. The students are expected to recognize that information is accessible through technology via resources like the Internet. While the skills seem overwhelming to a secondary teacher, as a parent of children that have grown up in the 21st Century, these skills are very age appropriate.
A spiraling curriculum is one that builds upon previous knowledge by revisiting a concept using different forms of representation in a continuing cycle and at a higher level of complexity. An example of the Technology Application TEKS being a spiraling curriculum is comparing the grades 6-8 Technology Applications (Computer Literacy) TEKS and the grades 9-12 Computer Science TEKS.
In the grades 6-8 foundations strand, students are demonstrating their ability to do various technology skills. While in the Computer Science objectives, students are expected to make decisions while using the various technology skills.
In the information acquisition strand, grade 6-8 students are expected to locate information using the Internet and apply strategies to locate information. In the high school TEKS, students are expected to use the information they locate in research and resource sharing. Instead of simply carrying out search strategies, they are expected to construct the strategies.
Within the grade 6-8 problem solving strand, students are expected to participate and complete tasks in electronic communities and collaboration. The high school students are expected to participate in learning environments that extend beyond the classroom walls and are meaningful activities within a larger community.
The communications strand in high school expects students to publish information in a variety ways not limited to basic software, Internet documents, and video. In the grade 6-8 TEKS, students are expected to use basic technology resources to publish information for others to read or view.
The comparison of the TEKS between grades 6-8 and 9-12 demonstrate how concepts are revisited and built upon to increase the complexity. The spiraling of this curriculum guarantees student learning is increasing on a step by step basis as one move through technology application coursework.
EDLD 5352 Section1122 Thomas Warlick Week 1 Assignment Part 3
The analysis of the Long-Range Plan for Technology is a valuable tool in my training for administrative leadership. The plan emphasizes the importance for a school administrator to be actively involved in technology leadership. Educational technology leaders must be life-long learners of the important education tool. Administrators influence on technology will directly affect teaching and learning in the classroom. An administrator is responsible for modeling the use of technology for staff and students. They must emphasize the importance of the integration of into their jobs and lives.
In reviewing the plan, the emphasis on the role that technology plays in the lives of all citizens in the 21st Century global economy is made very clear. The plan pointed out the importance that technology be accessible and implemented in schools in an equitable fashion that meets the needs of all learners across our state. Our students regardless of where they come from will need the technological tools to allow them to contribute successfully to the worldwide economy. While many of the students in our classrooms possess technological skill prior to entering the classroom, we must provide leadership and facilitation of technology in the classroom to increase their skills as they move through the education system.
The emphasis of the plan on the role of educational technology leadership is what I thought was most relevant to my future role as an administrator. The leader must provide students and teachers with opportunities to grow in the area of technology integration in the classroom. While most educators will agree that technology plays an important role in the lives of our students, technology is important to instructional process. As a leader that believes in the integration of technology, the plan demonstrates the importance of professional development for the entire school staff. Technology provides professional development opportunities that did not exist just a few years ago.
The Long-Range Plan provides the direction for all stakeholders that will move the existing educational system towards a 21st Century model that meets the needs of all students. Technology will open avenues that many believed were closed due to limitations that were perceived to exist in individuals lives.
In reviewing the plan, the emphasis on the role that technology plays in the lives of all citizens in the 21st Century global economy is made very clear. The plan pointed out the importance that technology be accessible and implemented in schools in an equitable fashion that meets the needs of all learners across our state. Our students regardless of where they come from will need the technological tools to allow them to contribute successfully to the worldwide economy. While many of the students in our classrooms possess technological skill prior to entering the classroom, we must provide leadership and facilitation of technology in the classroom to increase their skills as they move through the education system.
The emphasis of the plan on the role of educational technology leadership is what I thought was most relevant to my future role as an administrator. The leader must provide students and teachers with opportunities to grow in the area of technology integration in the classroom. While most educators will agree that technology plays an important role in the lives of our students, technology is important to instructional process. As a leader that believes in the integration of technology, the plan demonstrates the importance of professional development for the entire school staff. Technology provides professional development opportunities that did not exist just a few years ago.
The Long-Range Plan provides the direction for all stakeholders that will move the existing educational system towards a 21st Century model that meets the needs of all students. Technology will open avenues that many believed were closed due to limitations that were perceived to exist in individuals lives.
Wednesday, November 18, 2009
EDLD 5352 Section1122 Week 1 Assignment Part 2 Thomas Warlick
According to the Technology Applications Inventory, an area of strength for me in the area of educational technology leadership is a basic understanding of application skills that are necessary to use technology in the classroom. I understand that I must continue to grow as a future campus administrator in the area of educational technology. My weaknesses in the area of technology consist of advanced techniques in communicating using various resources that are available to modern educators. The inventory revealed to me a need to continue to grow in the area of integrating technology resources in the school wide curriculum and helping classroom teachers develop a plan for classroom implementation of technology. In the foundations and information domains, I scored a higher percentage of yes responses in comparison to the problem solving and communication domains. The inventory revealed that I had more experiences in the domains of foundations and information acquisition and pointed out a need for professional development in the other domains.
The State Educational Technology Directors Association (SETDA) teacher survey that I completed is designed to review and evaluate the use and availability of technology resources in a school. The survey asks questions in relation to school and district technology policies that are in place. The goal of the survey is to ensure that technology resources are being used to their maximum potential. As a future school leader the SETDA survey can be used to evaluate a teacher's knowledge and use of technology in the classroom. In my current position as an athletic director my use of technology in the classroom is limited due to my assignment and many of my responses reflect this. I believe the SETDA survey can be used to help teachers develop a professional growth plan to improve the integration of technology in the classroom. The school administrator can use the SETDA to evaluate their need for continuing education to ensure that technology is properly implemented throughout the school wide curriculum. My survey responses revealed to me the need for continued growth in the area of evaluating the integration of curriculum in the classroom.
The surveys were a great tool to evaluate my current knowledge level of educational technology from an administrator's standpoint. As a life-long learner, it is important to continually evaluate the current practices that one is using. These evaluations allow for identification of areas that are needed to be improved to maximize leadership effectiveness.
The State Educational Technology Directors Association (SETDA) teacher survey that I completed is designed to review and evaluate the use and availability of technology resources in a school. The survey asks questions in relation to school and district technology policies that are in place. The goal of the survey is to ensure that technology resources are being used to their maximum potential. As a future school leader the SETDA survey can be used to evaluate a teacher's knowledge and use of technology in the classroom. In my current position as an athletic director my use of technology in the classroom is limited due to my assignment and many of my responses reflect this. I believe the SETDA survey can be used to help teachers develop a professional growth plan to improve the integration of technology in the classroom. The school administrator can use the SETDA to evaluate their need for continuing education to ensure that technology is properly implemented throughout the school wide curriculum. My survey responses revealed to me the need for continued growth in the area of evaluating the integration of curriculum in the classroom.
The surveys were a great tool to evaluate my current knowledge level of educational technology from an administrator's standpoint. As a life-long learner, it is important to continually evaluate the current practices that one is using. These evaluations allow for identification of areas that are needed to be improved to maximize leadership effectiveness.
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