***************CLHS & Texas STaR Chart

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Week 2 Post 1: My Opinions about Texas’ Technology Plan: Educator Preparation and Development

A good description of the area of Education Preparation and Development, from the Texas Long Range Plan for Technology, 2006-2020 is that it is the ongoing process of preparing educators in technology skills, uses, and learning strategies for the 21^st century learner. Through technology based professional growth, distance learning, online learning and technology based teacher preparation programs, teachers need to be prepared to encourage students to think creatively and objectively to information, how information is processed and communicated in the 21^st century, and bring about learning opportunities that would not be possible without the technology.

Progress in this area is seen at the national, the state, and local levels. An example of national progress is seen in the No Child Left Behind Act. This Act was a start to guide educators into creating learning environments appropriate for the 21^st century learner. By implementing technology standards, the government has acknowledged education has changed; however not funding the initiative properly, these are standards that are difficult for districts to live up to. The state of Texas has implemented the Texas STaR Chart, a move to ensure that schools, teachers, and administrators are prepared to teach the 21^st century learner. Texas also recognizes the diplomas of many online universities, and encourages online learning and professional development. Locally, Clear Creek ISD encourages online professional development. CCISD has purchased the use of Blackboard, an online learning environment that allows teachers and students to communicate beyond the school day, through the use of technology. CCISD has offered numerous distance learning programs, and offers an entire high school curriculum for students online. Teachers are encouraged to attend technology trainings, communicate electronically, and incorporate technology into their classrooms. CCISD could offer more in the way of online professional development, but I think their progress is good in this area.

 

Trends in Educator Preparation & Development are also seen at a national, a state, and local levels. Nationally, the Department of Education has included on their website, links to teacher programs and professional development opportunities that are available online. The state of Texas has required all teachers be knowledgeable of the technology skills required of a Texas 8^th grader. All teacher preparation programs are required to include a technology component to prepare teachers for the 21^st century learner. Clear Creek ISD has steadily been moving forward in helping teachers learn needed technology skills.

Improvement of the area of Educator Preparation and Development could include a state-offered technology training specifically to get veteran teachers where they need to be in the world of integrating technology with curriculum in their classes. Perhaps a state-wide training, available online, would allow equal training opportunities to all educators in the state, regardless of the technology available or not in their districts.

Week 1 Part 4: PreK, Technology, and Spiraling Curr.

The Pre-K Technology Applications TEKS include having the child open and navigate through software programs, follow basic oral or visual cues for successful program operation; use and name a variety of input devices (such as keyboard, mouse); operate voice/sound recorders and touch screens; use software applications to create and express own ideas; and recognize that information is accessible through the use of technology. These skills lay the foundation for student performance in future grades in that the further a child advances in school, the more he will utilize these basic technology skills and base future knowledge on these stepping stones. These skills are further developed for grades K-2, whereupon new skills will be added in grades 3-5, which will help the student when he reaches grades 6-8, whereupon the skills obtained in those grades will help the student when he reaches grades 9-12. This spiraling curriculum is designed so that the skills the student learns early will be utilized and developed further as the child progresses through the school system.

An example of the spiraling curriculum using a specific skill can be seen with the domain of Foundations through grades preK-12.

Pretty much everything a child must do in PreK is considered a Foundations level strand. These skills help a student move to the K-2 level Foundation strands. Grades K-2 must be introduced to:

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) use technology terminology appropriate to the task;

(B) start and exit programs as well as create, name, and save files; and

(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;

(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;

(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;

(D) produce documents at the keyboard, proofread, and correct errors; and

(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.

(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A) follow acceptable use policies when using computers; and

(B) model respect of intellectual property by not illegally copying software or another individual's electronic work.

In grades 3-5, these skills are further mastered in the Foundations strand (new skills are in bold):

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) use technology terminology appropriate to the task;

(B) save and delete files, uses menu options and commands, and work with more than one software application;

(C) identify and describe the characteristics of digital input, processing, and output;

(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity; and

(E) access remote equipment on a network such as a printer or other peripherals.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;

(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns;

(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;

(D) produce documents at the keyboard, proofread, and correct errors;

(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate; and

(F) demonstrate an appropriate speed on short timed exercises depending upon the grade level and hours of instruction.

(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A) follow acceptable use policies when using computers; and

(B) model respect of intellectual property by not illegally copying software or another individual's electronic work.

In middle school, students are expected to know and utilize this prior knowledge, which will help them master the following Foundations skills, which have been added to extensively (all new skills are in bold), and in Foundations 2, the student moves from "uses" to "demonstrates proficiency in" :

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;

(B) compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices;

(C) demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency;

(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;

(E) use technology terminology appropriate to the task;

(F) perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents;

(G) explain the differences between analog and digital technology systems and give examples of each;

(H) use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML); and

(I) compare and contrast LANs, WANs, Internet, and intranet.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick;

(B) demonstrate keyboarding proficiency in technique and posture while building speed;

(C) use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks; and

(D) develop strategies for capturing digital files while conserving memory and retaining image quality.

(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;

(B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet;

(C) describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy;

(D) identify the impact of technology applications on society through research, interviews, and personal observation; and

(E) demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages.

And finally, once in high school, the student is expected to master the Foundations strand in one of a variety of classes. Each class has a Foundations strand, building on what the child learned previously Based on the most basic of class choices, a student is supposed to (new skills are in bold):

1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;

(B) compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices;

(C) make decisions regarding the selection, acquisition, and use of software taking under consideration its quality, appropriateness, effectiveness, and efficiency;

(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;

(E) differentiate current programming languages, discuss the use of the languages in other fields of study, and demonstrate knowledge of specific programming terminology and concepts;

(F) differentiate among the levels of programming languages including machine, assembly, high-level compiled and interpreted languages; and

(G) demonstrate coding proficiency in a contemporary programming language.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) demonstrate proficiency in the use of a variety of input devices such as keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video by appropriately incorporating such components into the product; and

(B) use digital keyboarding standards for the input of data.

(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;

(B) demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet;

(C) investigate measures, such as passwords or virus detection/prevention, to protect computer systems and databases from unauthorized use and tampering; and

(D) discuss the impact of computer programming on the World Wide Web (WWW) community.

 

Week 1 Part 3 Long Range Plan

Knowing what the state's long range plan for students and educators in regards to technology can help districts and schools create programs, trainings, infrastructures, and opportunities for learning that are aligned with the state's goals. Having a plan in place suggests that the state of Texas is prepared to help fund and set up an infrastructure to help districts meet their challenge of preparing students for the 21^st century. The recommendations to the various educational stakeholders, including the TEA, the Regional Education Service Centers, local education agencies, Texas Higher Education, parents, communities, and private sector suggests that the state of Texas believes it is not just the role of teachers and administrators to prepare our students for the world of technology and electronic delivery of information. Having guidelines, recommendations from the state, and a plan in place will help an instructional leader create teacher-buy in for new professional development opportunities, as well as create a buy in for reluctant parents, community members, or businesses to believe that what the district is doing is indeed in line with the state's directives. If only we could regain the funding that was the Technology Infrastructure Fund in the way that it had been provided previously, the state of Texas could be even further ahead of other states in preparing our students. As it is, funding is still a major issue and is a problem for many poorer school districts; all Texas students have a right to the same education and preparation for the future.

Week 1 Post 1 Inst Ldrshp

As a technology leader on my campus, in the role of librarian, I feel my strengths in educational technology leadership are pretty varied. On the first survey, the Technology Applications Inventory, I scored a total of 58 yes responses and 0 no responses. According to the inventory, I am a strong leader of educational technology on my campus. In becoming a librarian, I had to attend several graduate level courses on integrating technology. As the field of librarianship becomes more and more technology based, my skills have had to grow with what our campus offered. I certainly don't think I know all there is to know about technology, both hardware and software, or electronic information. I noticed that I knew far less about the technology and skills of the building teachers and students than I thought I would, according to the second assessment, SETDA Bldg Survey. I chose the building survey because in my job as librarian, I must help all students and be available to all teachers—of any given subject or grade level offered in our building. Through this survey, I realized I knew less about what technology and skills are both offered to our teachers, as well as how well/often our teachers use them.

I feel that my technology weaknesses are with spreadsheet details (I can use Excel, but do not know how to implement all the fantastic features the program offers), and I almost never create my own database in Access. If I have to create a database, I almost use Excel exclusively. There is so much more technology available than I have the time or opportunities to learn, implement, and share with others. When classes come to the library for research, I'm lucky if I get 20 minutes to show them how to use our online catalog, work with specific research databases to show the students the ease research can be with all the features that are offered through the district, plus go over ethics of writing and research, including citations. Time is the enemy of the 21^st Century learner and teacher right now—everything is moving at light speed, but teachers have 47 minutes a day to try to lasso information and share it with students.

I don't feel that these two surveys gave me a thorough insight to my skills in technology and leadership. There is so much more to educational technology.