According to the National Educational Technology Plan by the Office of Educational Technology U.S. Department of Education, “Technology is at the core of virtually every aspect of our daily lives and work; we must leverage it to provide engaging and powerful learning experiences, content, and resources and assessments that measure student achievement in more complete, authentic, and meaningful ways. Technology-based learning and assessment systems will be pivotal in improving student learning and generating data that can be used to continuously improve the education system at all levels.” (Office of Educational Technology U.S. Department of Education, March 5, 2010) This quote clearly outlines why this technology plan is needed in today’s world. This plan has five major sections and goals with recommendations for states, districts, federal government, and other stakeholders in our education system. It addresses learning, assessment, teaching, infrastructure, and productivity. The first section of this plan is learning. Learning is at the core of this plan and it suggests that all learners be exposed to engaging lessons and empowering experiences within the classroom. The learning that takes place in our schools needs to well-rounded and comprehensive enough to prepare students to be able to be active, creative, knowledgeable, and ethical in making decisions that are influenced by technology. Students need to be exposed to learning that prepares them for the 21st Century and all the demands that it entails. Teachers have a job to ensure that lessons are well prepared and meet the needs of all students. It is imperative that teachers put the student at the center of that learning. The next section focuses on Assessment. Assessment is vital in ensuring that the learning is meaningful and impacting students who are experiencing the learning. In this plan, it is the main goal that assessment be a driving force to help ensure that learning aligns with the knowledge students need in order to be successful in today’s world. According to The National Educational Technology Plan, “Our educational system at all levels will leverage the power of technology to measure what matters and use assessments data for continuous improvement.” (Office of Educational Technology U.S. Department of Education, March 5, 2010) Data is the driving force to ensure students are receiving the best education possible. Today, data drives instruction. The next section is Teaching. Teaching needs to center around the learner and provide students with essential lessons in order to mold their success in the classroom. Teaching today is not a “one size fits all lesson”, it is necessary to differentiate lessons and personalize lessons to meet the needs of all students. It is imperative that teachers collaborate with others in order to brainstorm new and innovative ways of teaching. A major goal of this section is to allow professional educators to have support in the areas of technology through learning experiences, professional development, collaboration, and exposure to data and resources that will help empower and inspire more effective learning for students and teachers. The next section is Infrastructure, which provides an outline of what educators have access to in order to carry out their job. There is always improvement needed in creating a solid infrastructure of technologies used for learning. The first step is looking at removing barriers, and overcoming fears of using different technologies in the classroom. This can be helped by providing training and allowing teachers ample time to embrace new technologies. As leaders, we need to revise and improve the infrastructure on an annual basis to ensure the success of all staff members and students. It is vital that all students and staff be exposed to a comprehensive well developed infrastructure for learning at all times. Last, Productivity centers on the idea that schools need to embrace and take advantage of the power of technology to improve learning. It is necessary that school utilize staff, money and time in an effective manner in order to provide the best education to all students. Overall, the above goals and overviews of the main sections outlined in The National Education Technology Plan is a very proactive approach in ensuring that technology is up-to date and teachers are exposed to innovative ways to utilize technology in today’s learning.
National Educational Technology Plan, March 5, 2010. http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
Saturday, March 5, 2011
Blog #2 EDLD 5352 Instructional Leadership
The Texas Education Code requires the State Board of Education to develop a long range plan for technology. The Progress Report provides documentation of the state’s progress towards meeting the goals set in the Long Range Plan for Technology, 2006-2020. This long range plan is composed of four parts: Teaching and Learning, Educator Preparation and Development, Leadership, Administration, and Instructional Support, and Infrastructure. When we adopted this plan it created a set of measurable goals and a bold vision for students to be more prepared to make a difference in our ever changing society. The plan gives students the digital tools and resources that meet their individual needs and learning styles, provide parents with the access to the student information so they may be more directly involved, work towards providing teachers with on-going professional development that will help with individualizing instruction, and increase collaboration and communication with all stakeholders.
There has been much progress towards meeting the needs of students through the use of technology. By looking at the component of Teaching and Learning on the state’s plan, you can see that it has recognized ways to ensure that each student gets the best education possible. The state feels that technology can be the great equalizer among the classrooms across Texas by providing virtual learning opportunities to those students who otherwise wouldn’t have the means to travel. It will continue to be a challenge to keep up with the ever changing world of technology and to seek ways to integrate more uses of technology in the classroom. I do feel that The Texas Long Range Plan has allowed us to make great progress in the area of implementing technology in our classrooms. However, we must continue to press forward, as teachers and future administrators, towards meeting the needs of students through the use of technology to ensure we prepare all students to be competitive in the 21st century.
Texas Long Range Plan for Technology, 2006-2020
http://ritter.tea.state.tx.us/technology/EktronAttach/FinalCombinedLRPT2020.pdf
There has been much progress towards meeting the needs of students through the use of technology. By looking at the component of Teaching and Learning on the state’s plan, you can see that it has recognized ways to ensure that each student gets the best education possible. The state feels that technology can be the great equalizer among the classrooms across Texas by providing virtual learning opportunities to those students who otherwise wouldn’t have the means to travel. It will continue to be a challenge to keep up with the ever changing world of technology and to seek ways to integrate more uses of technology in the classroom. I do feel that The Texas Long Range Plan has allowed us to make great progress in the area of implementing technology in our classrooms. However, we must continue to press forward, as teachers and future administrators, towards meeting the needs of students through the use of technology to ensure we prepare all students to be competitive in the 21st century.
Texas Long Range Plan for Technology, 2006-2020
http://ritter.tea.state.tx.us/technology/EktronAttach/FinalCombinedLRPT2020.pdf
Thursday, March 3, 2011
Blog #1 EDLD 5352 Instructional Leadership
In the key area of Leadership, Administration and Instructional Support campus leaders must provide all the necessary support needed to both students and staff in regards to technology. Support such as providing on-going professional development to the staff to make certain that the staff is continuously kept up to date with our changing world of technology. “Today’s workforce demands a high level of knowledge and skills, and high degree of technology, competency, so students must be equipped with 21st Century skills.” (p. 29) This creates environments to enhance technological growth, and offers various opportunities for students to use and learn from technology. In order for this plan to be carried out a campus needs to have a technology committee made up of all important stakeholders to ensure that all members are collaborating and having a shared vision in working towards this goal.
Unfortunately, at my campus, we are not meeting the needs of 21st Century learners at this time. Due to the size of our district and the budget issues that we are facing with the state funding, the district doesn’t allocate the funds to retrofit the older schools with current technology equipment. While this is an area of weakness for us we do have teachers that are efficient in the area of technology and are open to being innovative and are willing to incorporate technology on a daily basis. However, the lack of updated equipment presents a road block for the teachers to carry the expectation to incorporate technology on a daily basis.
According to the STaR chart our campus has held steady at a developing tech level from 2006-2009. The specific area of budget went from a 2 to a 1 between the years of 2006-2008. Again, we are addressing the area of budget. Although, each classroom isn’t equipped with all of the technology tools that we need to provide technology on a daily basis we do make the best of it by sharing the equipment that is available.
My recommendations would be to have campus leaders find creative ways to fund technology to provide updated equipment. This year my principal collaborated with the PTA to get lumens and projectors for every classroom. After our annual carnival the PTA contributed $28,000 to help purchase the equipment. With the impending budget cuts that my district is likely to see in the years to come, we will have to continue to find creative ways to fund our technology.
Texas Long Range Plan for Technology, 2006-2020
http://ritter.tea.state.tx.us/technology/EktronAttach/FinalCombinedLRPT2020.pdf
Unfortunately, at my campus, we are not meeting the needs of 21st Century learners at this time. Due to the size of our district and the budget issues that we are facing with the state funding, the district doesn’t allocate the funds to retrofit the older schools with current technology equipment. While this is an area of weakness for us we do have teachers that are efficient in the area of technology and are open to being innovative and are willing to incorporate technology on a daily basis. However, the lack of updated equipment presents a road block for the teachers to carry the expectation to incorporate technology on a daily basis.
According to the STaR chart our campus has held steady at a developing tech level from 2006-2009. The specific area of budget went from a 2 to a 1 between the years of 2006-2008. Again, we are addressing the area of budget. Although, each classroom isn’t equipped with all of the technology tools that we need to provide technology on a daily basis we do make the best of it by sharing the equipment that is available.
My recommendations would be to have campus leaders find creative ways to fund technology to provide updated equipment. This year my principal collaborated with the PTA to get lumens and projectors for every classroom. After our annual carnival the PTA contributed $28,000 to help purchase the equipment. With the impending budget cuts that my district is likely to see in the years to come, we will have to continue to find creative ways to fund our technology.
Texas Long Range Plan for Technology, 2006-2020
http://ritter.tea.state.tx.us/technology/EktronAttach/FinalCombinedLRPT2020.pdf
Wednesday, March 2, 2011
Sunday, July 25, 2010
Week 3 Action Research Plan
Topic: How does performing ongoing informal assessments help to increase student achievement of students performing below grade level.
August-September 2010: I will research the benefits of informal assessments in improving achievement in students performing below grade level. Google information on informal assessments and find articles in educational journals. Notes will be taken from research
September-October 2010: Observe informal assessments taking place in a classroom setting by an upper grade teacher volunteer. Observations will take place several times. Observational notes will be taken and documented.
September-October 2010: After observations are done, I will conduct an interview with the volunteer teacher to find out how he/she feels informal assessments are beneficial in the classroom as well as how they are used to drive instruction and form small groups. Interview notes will be taken for evaluation.
October 2010-April 2011: The site supervisor, volunteer teacher, and I will come up with a tracking system to use to follow the class' progress throughout the year. The tracking system will be used to evaluate the benefits of ongoing informal assessments.
October 2010-April 2011: I will meet with the classroom teacher periodically to review student progress on the ongoing informal assessments. Assessment data will be taken and updated on the tracking system.
May 2011: At the end of the year, my site supervisor, the classroom teacher, and I will look at the cumulative data and focus on the progress made by those students that were performing belwo grade level. The tracking system will show the collection of assessment data and show whether or not progress was made throughout the year.
August-September 2010: I will research the benefits of informal assessments in improving achievement in students performing below grade level. Google information on informal assessments and find articles in educational journals. Notes will be taken from research
September-October 2010: Observe informal assessments taking place in a classroom setting by an upper grade teacher volunteer. Observations will take place several times. Observational notes will be taken and documented.
September-October 2010: After observations are done, I will conduct an interview with the volunteer teacher to find out how he/she feels informal assessments are beneficial in the classroom as well as how they are used to drive instruction and form small groups. Interview notes will be taken for evaluation.
October 2010-April 2011: The site supervisor, volunteer teacher, and I will come up with a tracking system to use to follow the class' progress throughout the year. The tracking system will be used to evaluate the benefits of ongoing informal assessments.
October 2010-April 2011: I will meet with the classroom teacher periodically to review student progress on the ongoing informal assessments. Assessment data will be taken and updated on the tracking system.
May 2011: At the end of the year, my site supervisor, the classroom teacher, and I will look at the cumulative data and focus on the progress made by those students that were performing belwo grade level. The tracking system will show the collection of assessment data and show whether or not progress was made throughout the year.
Friday, July 16, 2010
Week 2 Reflection
After watching the videos for week 2 and reading chapter 2 in the Dana book, it seems to me the big message is to always keep in mind that your focus when doing action research is to be practical and data driven when making decisions for your school.
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