Reflections of EDLD 5352

The outcomes I envisioned for this course were to be able to understand how technology is integrated into the school system through its leaders and other stakeholders. I also hoped that I would learn how to do presentations that I had never done before. These outcomes were both addressed. I had never created a blog nor a Power Point presentation before. I do feel that the course outline addressed the outcomes I had envisioned and beyond what I had envisioned. For example, I had no idea that Texas had a Long Range Plan for Technology and was quite impressed with what is expected of us in that plan. I was also excited to learn about the STaR Chart and what the data provided. As a former teacher, I had never known why we had to participate in the STaR Chart and now I understand. Learning how to blog, creating a Power Point presentation, and learning of the STaR Chart's importance has made this course's assignments more relevant to me.
The outcomes are definitely more relevant to me in my job at this time. I am the Assistant Principal at an elementary school and we do so many extra activities for students as well as the community. Because of this, we have presentations to give, and previously, I had no idea how to create a presentation using technology. I now know how to use a blog to present information as well as a Power Point presentation. Understanding the STaR Chart and being able to access it is valuable to me as an administrator also. I have to say that I've never seen the District Technology Plan before taking this class. This document was very interesting to see and it made me understand why and how things are planned for and mastered during a certain time line for technology. It was helpful in making me see how beneficial an action plan is, not only at a district level, but at any level when needs have to be addressed.
The outcome I did not achieve was understanding how to develop curriculum more thoroughly in the classroom for technology, especially at the elementary level. Although I know that we need more professional development, I would like to know how others go about addressing that need and how resources and time are divided in order to benefit from the training more efficiently. I would have also liked ideas for newletters or website ideas for administrators and teachers to use for improving their own. Having a list of websites for help in any technology training would have been very beneficial. I think that each level should have resource sites to address needs for that level. (elementary, middle school, and high school) With such limited time to "Google" something, I think that having that list would be a great teacher/administrator's resource.
The course assignments were very difficult to carry out. They were time -consuming in and of themselves, but with the added discussion posts and having to post on two other quotes was overwhelming. What happens is that one develops a non-caring attitude by Week 4. The assignments were beneficial, and I learned a great deal, but I can promise you that posting on other people's quotes had no benefit whatsoever for me. I enjoyed the articles, but felt that 8 articles per week were too many, especially when several of them said almost the same thing. As I said, I did learn a lot from this course, and I feel that it was worth my time and effort. However, the postings were too much and made me have a very bad attitude toward this class. Collaboration is one thing, but to me, this was just "busy work."
Learning about copyright laws and intellectual property was interesting to me. I had not realized the different areas of copyright we need to know about. Also, online bullying was news to me and caused me to reflect on how dangerous the internet can be along with the sexual predators out there. I felt that using the blog and Power Point was helpful because I had done neither before this class. It was very informational. I know that I am very "technology-ignorant" and have felt insecure about that. In reading about digital immigrants and digital natives, I didn't feel quite so alone! I think as a leader, I will need to make a special effort to be a good model for the staff in using technology as well as monitor technology usage on the campus.
I hope to be able to provide professional development that is helpful and meaningful to the staff in order for them to teach to the 21st century learners. I also want to make sure that I use newer teachers who have updated technology courses in college to mentor the teachers that need help with technology in order to bring the up to where they need to be for our students.
There are several benefits of blogging in education. One is that is a great way to communicate with students and parents, as well as community. Another is that students can publish their work or products and can collaborate with others from all over. Kids learn to interact with others and can manage their classroom assignments or collaborate with the teacher regarding an assignment. Music can be put on blogs along with video, so the uses for blogging are numerous.
Concerns with blogging are the same as with any internet tool. Sharing inappropriate pictures or allowing predators access to students' information are two of the most damaging credits to blogging. Many students don't understand how giving too much information away can invite predators to know who they are and where they live. It's our job as administrators and teachers to make sure that information is given regarding the safety measures that need to be taken when blogging.
Using blogging to communicate with stakeholders can be done through setting up a blog in order to post news, homework assignments, and answer questions. Scores could be posted, ( with codes for parents to know which score represents their child's), along with links to provide help for parents on many issues. Many times, parents just want to know something that is going on at school, and blogging may be the tool to answer any question parents may have. If an event occurred at the school, a blog could be posted to explain before they have to call the school and ask. Bus changes, lunch menus, classroom party times, field trip information, school board minutes, and any other important announcements could be posted into the blog.

Elkhart Elementary STaR Chart Information for Future Success

Check out this SlideShare Presentation: Elkhart Elementary's data from the STaR Chart is presented to allow our staff to understand weaknesses and strengths in technology on our campus.

Elkhart Elementary Star Chart P.Point

View more presentations from tkherring.

Educator Preparation and Development

Educator Preparation and Development involves effective use of technology to integrate through all grade levels as well as subject areas. This area would cover the administration recognizing the benefits of technology and allowing for the budget to cover for professional development. Our campus has shown little improvement in this area, keeping us at "developing technology" status. The state's data shows that 74.2% is at "developing techology" in this area, with only .6% at "target technology." Developing Technology status reveals that technology is being used mainly for administrative tasks and classroom management. The use of online resources is present, and 40% of teachers must be meeting the SBEC standards. This status also reveals that 6-24% of the budget must be used for professional development. In looking at this area of the Long Range Plan, schools will need to effectively integrate technology and plan for technology, budgeting, and evaluate the progress of reaching the goals for technology. All teachers should be technology literate and integrate technology across the state. In the past 3 years, our campus has shown the same totals for Education Preparation and Development on the STaR Chart. We are showing weaknesses in professional development experiences, models of professional development, capabilities of educators, access to professional development, and professional development for online learning. After looking at the comparisons between us and the state, I see that all are week in these areas also. I think that to improve in this area, we are going to have to make our school communities understand the importance of funding and providing resources for our teachers in order to be able to become computer literate. As a former teacher, I know that any professional development we received was given to us, and taken home, and forgotten about. There was hardly any follow-up training to help us continue with the skills we learned, and without hands-on learning, I was lost after I got home and tried to read my notes. The more experienced teachers, including myself, who didn't have prep classes in college, truly need more follow-up help with technology. Our districts need to try to set aside more funds for professional development follow-up, along with resources to help our teachers. My district is very supportive in giving its teachers any professional development we want or need, but something needs to change in regard to following through with the training we receive. We are a part of a great district who is trying to move forward, so I know in the future we will get there. In the meantime, I hope that our board realizes that more money is needed for us to be able to keep up with the 21st century demands.

PRE-K and Technology Curriculum

Pre-K guidelines were written to provide for teaching practices as well as to involve families for the readiness and monitoring of student progress. They were designed to also address the needs of English Language Learners and special needs. Pre-K students will learn how technology affects their lives through the use of technology tools and will become aware of handling and controlling technology devices. They must learn to open and navigate programs and create and express ideas through various software. They should be able to name input devices such as mouse, keyboard, sound recorder, touch screen, and CD Rom. They will be able to recognize that information can be found through technology.
The Pre-K TEKS lay the foundation for student learning in that they learn basic developmental skills such as operating programs, interacting, using tools for interaction, and using appropriate vocabulary. They learn how to acquire information and solve problems. Giving access to technology develops 21st century skills.
A spiraling or scaffolding curriculum is one which skills build upon each other. Students in Texas are expected to be technologically literate by the 8th grade, so the concepts should be taught from kindergarten through 8th and should be mastered according to the performance descriptors for TEKS. An example of TEKS having multiple opportunities to be mastered would be terminology, starting and exiting programs, using networking and data input, applying keyword searches, and using navigating strategies.

Long Range Plan for Technology

I'm aware that we as a society are going to have to make sure that technology instruction must improve in the classrooms in order for us to stay in competition with our global counterparts. This long range plan was very informative in that it stated what had to be done and what the goals were for education. Understanding that our students need to be globally aware and collaboratively working together was a key to all parts of the plan. The plan addressed the future challenges that we will face as educators and what is needed to prepare for those. A huge responsibility is on our shoulders as educators in making sure that we address the needs of the learners in technology. New skills that educators will have to address include analytical problem-solving as well as reasoning and assessment of skills. Collaboration and data-gathering will be a large part of their education. The long range plan addressed teachers and what they had to say regarding technology education. The findings were that they need more time as well as professional development. They mostly use email as the main avenue of technology, but are willing to use technology more efficiently with training. Having a useful school website was a target they would like to see in helping them become more efficient with communicating to parents and students as well as other stakeholders. The positive aspects of 21st century learning in technology is collaboration among all and addressing every learning need for every student through technology. Learning will become more active and teachers will become more facilitative. Challenges to technology are including the alignment with the curriculum, time for training and visiting classrooms, flexibility, and exploring best practices in the classroom for technology. It will fall on the administrators to assure that they model best practices in technology for their staff as well as provide time and funds for professional development. Leaders will need to encourage and provide tools for their teachers to use in acquiring the information needed. They will need to establish learning environments conducive to technology and create a safe and secure infrastructure that is dynamic. The needs of the state as determined by the Educational Technology Advisory Committee include needing a funding model for the infrastructure to be successful, to provide professional development for staff, and to have software standards established.
This new learning can assist me as an instructional leader by reminding me of what is coming in the future and what we need to address for that future. The plan listed recommendations for TEA, Region Education Service Centers, as well as communities and parents. As a leader to move forth in technology, this gave me a guideline of what to go by for the staff as well as the students. Addressing the needs of the state as well as what the majority of teachers' needs are was helpful in seeing that we all have the same issues that need help.

Surveys

As I looked at my first survey, I felt that it showed me exactly what I already knew: I am technology-ignorant. I definitely had more weaknesses than I had strengths. The Technology Applications Inventory was divided into 4 strands: Foundations, Information Acquisition, Solving Problems, and Communications. In all four strands, my "no" answers outweighed my "yes" answers. This survey was a more personal survey of what I actually am able to do under those four strands addressed. The second survey, the SETDA, was the survey which really let me know that I knew nothing. It was very specific and gave a true picture of my knowledge of technology as an administrator. This survey addressed what is done for teachers as well as in the building to assure technology is being addressed as well as used. My minimal strengths in technology are that I can access information when I need it as well as navigate to find something. I know some terminology and can create a word document as well as share online. I do not yet know how to upload pictures or create PowerPoints. The SETDA revealed to me how far behind we are at my school in regard to providing training for our teachers, allowing students to learn more technology in computer classes, amount of time teachers use the computers and technology to teach with, and how limited we are in regard to the amount computers we have for our students. These 2 surveys certainly showed me what I am missing in regard to technology information and made me aware of what I need to do as a leader to help the teachers and students become proficient in technology. My most needed areas of improvement are found in the "Solving Problems" strand as well as the "Communications" strand. Although weak in the other two strands, these strands are very much what I need to focus on to receive more knowledge and skills in my future professional development.