WEB CONFERENCE REFLECTION

Web Conference Reflection

Web conferencing enables online course takers an opportunity to interact with professors and classmates. I was not able to log on during the various web conferencing in part due to scheduling but I was able to read the transcripts and get a gist of the discussions. A benefit that I did pick up on during one of the web transcripts that I read is the instantaneous response to questions students had.

The academic levels of the discussions were rather impressive. It was evident that students were on different levels in the program by their contributions. The responses were fast paced and it looked a bit challenging to keep up but I assume it was beneficial but at times only a couple of students and the professor was engaged in the ongoing dialog.

I am seriously thinking about implementing blogs into my curriculum next year but is it possible to add web conferencing too. It would be fascinating to see how my senior English class would react to web conferencing. It would be challenging in part because a majority of our students do not have internet access. We are face with so many challenges when it comes to implementing technology and bringing our students into the modern technological age so they could be on a level competitive playing field with the rest of the modern world.

Technology Action Plan

Technology Action Plan

Introduction

This plan is based on the need for technology to support the delivery of the foundation Texas Essential Knowledge and Skills (TEKS) and to further supplement the instructional experience of students with access to technology as suggested by the Texas Education Agency (TEA).

To assist districts in technology planning, TEA developed the School Technology and Readiness Chart (STaR) and the state’s Long Range Plan for Technology (LRPT). From these documents, along with the TEKS, this Action Plan addresses the major components of successful technology implementation.

Vision and Beliefs

Using the TEKS, the STaR Chart, and the Texas Long Range Plan for Technology as guiding documents, a vision was established which states: “As an integral part of the teaching/learning process, instructional technology will facilitate students’ active learning and prepare them to meet the challenges of a rapidly changing world.”

The Vision Statement is based on the following Belief Statements:

• Technology facilitates the acquisition of the characteristics of a “digital native”.
• Technology assists students in posing problems, conducting critical inquiry, and developing informed insight in order to become effective communicators in a global community.
• Technology is a tool that provides students an opportunity to examine and evaluate ideas, images, and concepts from different perspectives.
• Technology may be used to address the learning needs of all students in a variety of flexible grouping arrangements that facilitate student-centered learning.
• Technology is one of many effective tools, which allows teachers and students to be partners in the learning process.
• Technology can provide access to both historical and current resources that would not otherwise be available in the classroom.
• Technology and student needs are constantly changing, therefore, demanding flexibility in long-range planning.
• Decisions to invest in instructional technology must reflect consideration of efficiency, effectiveness, and financial resources.
• Required staff development is critical if technology applications are to be effectively

Goals and Objectives

Goal 1

1. Improve instruction by empowering teachers to seamlessly integrate technology.

a. Develop and plan curriculum that integrates technology through team planning with the instructional technology specialist (ITS), librarian, teacher, and other instructional staff.

b. Model effective instructional technology integration within curriculum content and instruction.

c. Continue to provide electronic access to TA TEKS, lesson plans, and other teaching tools.

d. Recognize “best teaching and leadership practices” through the Educational Technology Spotlight.

e. Continually evaluate and revise TA TEK Applications’ curriculum and resources.

Goal 2

2. Improve academic achievement for all students across the curriculum through the transparent integration of technology into classroom instruction.

a. Provide students with equal access to technology.

b. Provide students with instruction on appropriate grade level TA TEKS.

c. Provide students with instruction on information literacy.

d. Provide parents with educational resources through the District web page.

Goal 3

3. Provide staff development for all campus-based instructional and administrative staff that aligns with the SBEC Technology Application Standards, TA TEKS, STaR Chart, and the Texas Long-Range Plan for Technology.

a. Identify district technology competencies of staff through campus-level assessment.

b. Monitor technology integration through student performance on a variety of assessments.

c. Communicate staff development expectations to campus administrators, librarians, teachers, and other instructional staff.

d. Identify and provide a variety of staff development delivery models which reflect best practices and teaching methods.

e. Monitor staff development through the Professional Staff Development System.

f. Develop, implement, and review the individual campus staff development plans.

g. Provide opportunities to ensure all instructional staff meets the SBEC Technology Application Standards for technology.

Goal 4

4. Support all stakeholders in the use of emerging technologies enabling collaboration, problem solving, and communication with a variety of audiences.

a. Collaborate routinely with curriculum departments.

b. Develop campus-level technology teams to mentor and assist principals, librarians, teachers, and staff.

c. Provide an on-line forum for group discussion, shared resources, and staff development options.

Goal 5

5. Maintain accountability through formal and informal assessment.

a. Define and communicate expectations of effective technology integration to all campus-based instructional and administrative staff.

b. Document effective technology integration on the Professional Development Appraisal System (PDAS) instrument

c. Complete the Texas School Technology and Readiness (STaR) Chart as an assessment tool.

Evaluation

The five goals of the Action Plan will be evaluated using the objectives under each goal. Evidence related to the objectives will be collected periodically during a specific time period set forth by a district technology committee.

Evaluation Participants: Curriculum staff, instructional technology staff, teachers, campus technology teams, media specialists, and campus administrative teams will work with an independent consultant and the district’s Department of Planning, Research, and Evaluation to implement the evaluation process.

Evaluation Strategies: Direct observations of teacher and student activities in the classroom will be central in the evaluation process. Examinations of classroom work products, various written records, including purchasing and receiving records, will be included. Demonstrations of technology implementation and classroom use will be available.

Teacher STaR Chart Self Assessment: Throughout the evaluation process, the results of the teacher self assessment will be monitored, and teachers and campuses will be provided with feedback related to their progress. Teachers will periodically complete self assessments relative to the most basic level, Early Tech, and Developing Tech, progressing to Advanced Tech, and finally Target Tech, where students have on demand access to technology and where activities are seamlessly integrated into all content areas. Also included at the Target Tech level, district staff will meet the SBEC standards and all classrooms will be connected to WAN.

Campus Staff Development: Campuses play a vital role in implementing and supporting the Action Plan. Administrators are responsible for campus-based planning and support for staff development as described in the individual Campus Improvement Plan (CIP).

Campus Improvement Plan: The Campus Improvement Plan will be a showcase for individual campuses to demonstrate the technology integration that takes place on their campuses. This CIP focuses on the four areas assessed by the Texas Teacher School Technology and Readiness (STaR) Chart: Teaching and Learning, Staff Development, Administration, and Infrastructure.

References

Texas Education Agency. (2006). Long-Range Plan for Technology 2006-2020. Austin.

Texas Education Agency. (2010). STaR Chart. Retrieved March 2011, from http://starchart2.esc12.net/campusSearchlist.aspx?foryear=20092010&district=Katy&campus=

National Educational Technology Plan: Transforming American Education: Learning Powered by Technology

After reading the draft of the new federal plan, it is remarkable to know that my son in Pre-k is already learning about software and how to navigate through different programs. This plan focuses on improving digital learning at the elementary, secondary and also in higher education.

The more I delineate on this matter I'm torn between hands on creative play and computer screens exploring such programs as Reader Rabbit or Jumpstart. My husband on the other hand is a tech geek so he already has our boys exploring the IPAD touch screens at 2 and 4. If there was a balance between the two then old school parents like myself that like the feel of a book can be satisfied.

The Pre-K technology requirements lay the foundation for student performance just like the regular Pre-K curriculum lays a foundation. Society has chosen to give our kids a leg up on school by providing an opportunity to prepare for school without the pressure of having to advance to the next level. The technology TEKS for Pre-K do just the same.

Texas Star chart

Check out this SlideShare Presentation:

Texas Star chart

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Progress Report on the Long-Range Plan for Technology, 2006-2020

The Progress report on the LRPT 2006-2020 was created to monitor the states progress from September 2006 to August 2008. There were two programs implemented between September 2006 to August 2008; Technology Immersion Pilot(TIP) and the Texas Virtual Schools Network (TxVSN). The Long Range Plan for Technology 2006-2020 was designed primarily because the education system in Texas was behind when it came to technology.

The TIP "provides teachers and students the opportunity to intergrate technology into all aspects of teching and learning" (TEA, 2008). The TIP program seems to be a very beneficial program, allowing the effects of campus technology immersion on student learning and teacher proficiency in Texas public schools to be measured. The TxVSN was created to give students more options in their course selection by allowing distance learning classes. Distance learning classes provide students with courses that otherwise would not have been available to them.

The progress report showed findings from the Texas StaR Charts that are mandated by the state to evaluate a campus; progress in meeting the goals of the Long-Range for Technology. It appears that there is a steady increase in the number of schools that are in the Advance Key Star Classification in all four Summary Areas of the shart. The area that has the biggest rise is the Infrastructure for Technology area. I believe this is because the resourses we need to grow with our current learners are becoming more readily available, we just need to find a way to make time and train to keep up in the other Summary Areas of the StaR Chart.

The findings of this progress report have shown us that while we are consistently moving ahead in this fast paced advancing world we still have a long way to go.

Texas Education Agency. (2008). Progress Report on the Long Range Plan for Technology 2006-2020. Austin: Texas Education Agency

Texas Long Range Plan for Technology

The Teaching and Learning area of the Texas Long Range Plan for Technology has a broad vision that affects today's learners. With the current legislation, all students are required to be technology savy by the end of their middle school year. Having educators align curriculum to support students technology aquisition is essential.

In order for us to prepare our students for the global society they have to operate in then they must have access to technology all day every day. There is also a big push for collaborative learning and the ability to solve problems in those groups is a real world skill students must acquire before they move on to the next stage; the "real world." Educators must follow research based plans and goals to increase student achievment.

After analyzing schools in my district, I discovered that more then 50% of the schools were at the Developing Technology standards. The majority of campuses show to be in the Developing Technology level progress. The trend conclusively in the area of Teaching and Learning is at the Developing Technology level, consequently strides are being made to move up to the Advanced Technology level because ultimately thats where all school districts want to be.

Commitment and work is neede to acheive school districts goal of being at the desired level of technology. It is my recommendation that if my school district want to achieve this they must in the next year budget for every student to have access to their own indidual IPAD or a Samsung Galaxy TAB so they can have that desired result can be achieved. Training will certainly be needed for support staff, techers, administrators, librarians and specialists in order to support the education process of these new technologies.

WEEK 5 Course Reflection

There were many aspects of this coursework that have been helpful in fine toning my action research plan. Nancy Fichtman Dana’s text, Leading with Passion and Knowledge: The Principal as Action Researcher, has provided endless insights, especially the insight she gave on narrowing down wonderings by using the nine areas of passion (p30-32). The weekly assignments were invaluable in retrospect. They assisted in narrowing my research topic and armed me with valuable tools to simplify and focus my research question.

My mental state coming in was one of excitement and an innate understanding of what type of leader I would eventually become. Only having one perspective of my school as a whole I never had the opportunity to even think about how things come together or what decisions have to be in place in order for a school to run smoothly. The vase amount of decisions that it takes to run a campus is ridiculously overwhelming. A leader has to be able to identify all aspects of need on each individual campus and create a system or procedures to meet those needs, and then a sound campus plan can be implemented.

That is so many things that I still want to learn. Thinking about it all is tremendously overwhelming because I think implementing all the new knowledge and anticipating the knowledge to come can be intimidating. A principal’s responsibility can be rather cumbersome but when you are firm with the goal and vision then that helps to focus a leader. Principals must have a clear vision of the direction in which they want to lead the campus. Another aspect that I will want to focus on is how to lead the unleadable.

One topic I would like to build upon is how to develop that strong leadership base. I truly want a strong school culture that fosters a positive sense of collaboration, instead of viewing it as duty. One way I can increase my knowledge base is by working closely with my site supervisor and focusing on what works. Having to conduct so much research allows me to see all the different schools of thought and how to narrow my focus and at the same time remaining flexible to new ideas. Dana, N.F. (2009). Leading with passion and knowledge: the principal as action researcher. Thousand Oaks, CA: Corwin Press.