Thursday, March 31, 2011
More Thoughts on Web Conferencing
I have enjoyed the opportunites to Web Conference with the other students and professors of Lamar University. The Web Conference is a good way to exchange information and get ideas from many other educators that are interested in growing and learning together. The last web conference that I attended, I was able to ask the professor several direct and specific questions that she personally answered. I valued that opportunity and look forward to having more of those in the future. This sparked an idea in my head about having a Web conference with other teachers in my school or district that want to participate in a book study. The Web conference would allow them to participate from home in the evening after they have finished the day at school or we could do it on Sunday afternoon after everyone finishes their weekend activities. It would be a way to connect and to grow together without taking any working time away from the school hours. Web Conferencing provides many good opportunities to communicate and collaborate in easy ways.
Thursday, March 24, 2011
Web Conferencing Report
I have completed 7 courses of my graduate work through Lamar University. I have been able to attend many webinars or web conferences with my classes. These conferences allow me and other students to listen and participate in discussions about the topic of study. It has also allowed me to get clarification or in depth explanantion about current or future assignments. I attended a web conference last night that gave me a great opportunity to hear valuable thoughts from the course professor. I think that web conferencing and skyping are good inexpensive ways to give and receive current information with peers or experts in the field. I can see that professional development opportunities will be broadened in the future with this capability and I can see that using it to collaborate with other classrooms or schools will have even a greater benefit to students of all ages and grades. As a future leader, it is important to model and utilize this technology with stakeholders.
Saturday, March 19, 2011
Technology Plan Posted
My technology plan was written is Microsoft Word and it is not compatable with this blog site. I spent several hours writing the plan, but I may have spent more hours trying to post this plan. It was a terrible issue trying to get it posted. After almost 2 hours, I just rewrote the format and posted it differently than it is on my assignment! Did anyone figure out how to post a table written is MW?
Friday, March 18, 2011
Technology Action Plan (Finally able to post this after several tries!)
Technology Action Plan for Professional Development and Evaluation
EDLD 5352 Instructional Leadership: The Technology Link
Professional Development Activities: Activities for integrating technology with instructional and organizational leadership.
Needs: After reviewing the Star Chart, District Improvement Plan, Campus Improvement Plan, AEIS Report, and Strategic Plan for our district, there was an evident need for professional development that improved the integration of technology into content areas to facilitate the development of higher level thinking skills and collaboration with experts, peers, and stakeholders. There was also a need for diverse levels of training for competencies. This plan begins with the basic review of information for all stakeholders and provides opportunities for stakeholders to align vision and goals from all sources of information to implement technology into instructional and educational practices. Then this plan moves into specific training goals for the direct implementation of technology in the classroom to improve and increase student achievement. The Technology Plan for Professional Development and Evaluation utilizes not only the Instructional Technology Coordinator, but the representation of teacher leaders through the coordination of a technology team to guide and support stakeholders in the direct implementation of technology.
Professional Development Activity #1
Pre-K through 5th grade STaR Chart review and update. Review current classifications and make decisions about advancing classifications to Advanced Tech and Target Tech.
Goal #1
Review current school classification status. Make a yearly plan for staff members to attend/give trainings that will advance their knowledge and application skills.
Person(s) Responsible and Timeline #1
Principal, Teachers, and Teacher Leaders. One hour update completed by September 1 of each year. (Done after school or during in-service week prior to school.)
Evidence/Evaluation #1
STaR Chart Information from web-site. Individual staff members will make a personal plan to target areas of personal need by committing to attending training that will help advance current classifications. Yearly evaluation and professional development documentation. School budget reflects monies spent on technology training.
Professional Development Activity #2
Pre-K through 5th grade Technology TEKS review.
Goal #2
Review Technology TEKS with grade levels and allow for team planning for applications.
Person(s) Responsible and Timeline #2
Principal, Team Leader, Grade Level Teachers. Grade Level meetings done by September 1 of each year.
Evidence/Evaluation #2
Documentation of Grade Level Meeting and Discussion Topics, Teacher lesson plans for technology implementations through content area(s). Documentation of Technology TEKS and goals in lesson plans and lesson implementations.
Professional Development Activity #3
Review of State and District Technology Plans with staff members and SBDM team.
Make goals for Campus Improvement Plan after reviewing State and District Technology Plans, STaR Chart, and AEIS Reports.
Goal #3
Review State and District Technology plans to incorporate state and district technology vision into campus improvement plan.
Person(s) Responsible and Timeline #3
Campus SBDM team and all staff members. Make improvement strategies to be implemented through CIP. Done yearly and CIP is submitted to School Board for approval.
Evidence/Evaluation #3
Evidence in Campus Improvement Plan and SBDM meeting/staff meeting minutes. Evidence and Evaluations from CIP can be found in student achievement results from formal state evaluations and formal student evaluations done in the classroom. Student achievement can be measured through student progress. Use data to revise goals for the next CIP.
Professional Development Activity #4
Advanced Technology Training for Teacher Leaders, Technology Teachers, or Technology Coaches. (Technology Team) Advanced Training provided to technology team members to be able to assist staff with classroom technology incorporation.
Goal #4
Provide on-site personal assistance to staff members who are incorporating technology skills and competencies in the classroom. Core technology skills for “hands-on” use in the classroom.
Person(s) Responsible and Timeline #4
Technology Leaders, (Technology Team) and Instructional Technology Coordinator (Gregg Holbert). Advanced trainings done yearly for technology team or teacher leaders. Those stakeholders become “Trainers” to assist with technology incorporation.
Evidence/Evaluation #4
Evaluations/Feedback given to Principal and Instructional Technology Specialist through surveys, documentation, and formal evaluations of specific advanced trainings.
Professional Development Activity #5
Specific staff training for classroom implementation of web 2.0 tools
Goal #5
Provide opportunities to expand knowledge of web tools for classroom implementation. Core technology skills for “hands-on” use in the classroom. Providing teachers more training gives them opportunities to allow student engagement in the process of learning.
Person(s) Responsible and Timeline #5
Instructional Technology Coordinator (Gregg Holbert), Technology Team Members. Provided yearly and in summer sessions for professional development credit.
Evidence/Evaluation #5
Evidence of trainings through lesson plan and lesson implementation. Evaluation of staff training from staff to Technology Team through discussion, feedback, and formal written evaluation for documentation. Evaluations from students on lesson implementations. Student surveys reviewed by Principal and Technology Team.
Professional Development Activity #6
Leveled Trainings provided for interactive SMART Board Activities that promote student interactions. (Beginner, Intermediate, and Advanced Leveled Trainings).
Goal #6
Differentiated trainings for staff members according to their competencies for SMART Board applications.
Person(s) Responsible and Timeline #6
Instructional Technology Coordinator, Technology Team members, and outside resources that support SMART Board applications. Provided yearly and in the summer for professional development credit.
Evidence/Evaluation #6
Evidence of training through lesson plans and lesson implementation. Evidence of students interacting with the SMART Board daily. Evaluation of staff training from staff to Technology Coordinator and Technology Team through discussions, feedback, and formal written evaluations. Evaluations from students on lesson implementations. Student surveys reviewed by Principal and Technology Team. Budget shows evidence of monies spent on outside training.
Professional Development Activity #7
Leveled trainings provided for SMART Board applications of student response systems and data gathering resources utilized through the SMART Board. (Beginner, Intermediate, and Advanced Leveled Trainings)
Goal #7
Differentiated trainings for staff members according to their competencies for SMART Board Response Systems. To provide more detailed data of student achievement and data gathering programs.
Person(s) Responsible and Timeline #7
Instructional Technology Coordinator, Technology Team members, Sources outside the district. Yearly training and summer training for professional development credit.
Evidence/Evaluation #7
Evidence of training through lesson plans and lesson implementation. Evidence of students using data response systems and the student data from the session. Formal and informal evaluations of trainings from staff members to Instructional Technology Coordinator or Technology Team. Data from response systems to guide student instruction. Data gathered from data programs. Budget reflects monies spent for professional development.
Professional Development Activity #8
Provide current training for Internet Safety for staff and students. (Done online through the district web-site.) Our school provides cyber-safety lesson plans for staff to utilize in lesson planning.
Goal #8
Provide current training for Internet Safety for staff and students. (Done online through the district web-site.) Our school provides cyber-safety lesson plans for staff to utilize in lesson planning.
Person(s) Responsible and Timeline #8
Instructional Technology Coordinator. Provided online through district web-site at convenience of stakeholder. Provided yearly for the Fall Semester.
Evidence/Evaluation #8
Online survey after safety course is complete. Evidence of safety lessons documented in lesson plans from staff.
Professional Development Activity #9
Training for staff to implement technology tools like scanners, cameras, or Skype technology into classrooms.
Goal #9
Implementation of technology tools for staff and students.
Person(s) Responsible and Timeline #9
Provided yearly by Instructional Technology Coordinator for professional development credit.
Evidence/Evaluation #9
Evidence of implementation of technology tools from lesson plans, student presentations, and written responses documented from student experiences. Student files or student portfolios with student examples of technology tool usage.
Professional Development Activity #10
Staff training for appropriate use of school web-site, classroom web-site, e-mail, and blogging.
Goal #10
To implement the staff and student use of school web-site, e-mail, and blogging for instructional purposes.
Person(s) Responsible and Timeline #10
Instructional Technology Coordinator, Technology Team members.
Evidence/Evaluation #10
Evidence through school/ classroom web-site updates done by staff or students. Appropriate forms of communication documented through e-mail and blogging. Student shared experiences documented through formal evaluations and informal discussion with class documented through lesson plans.
Evidence and Evaluation: Each professional development activity has evidence of implementation for the stakeholder. The professional development activities are for the staff member implementing the technology, but that implementation should directly effect student instruction. Technology implementations incorporated with student instruction should increase student progress and achievement. The professional development activities that directly impact instruction have evaluations that can track student progress with technology.
EDLD 5352 Instructional Leadership: The Technology Link
Professional Development Activities: Activities for integrating technology with instructional and organizational leadership.
Needs: After reviewing the Star Chart, District Improvement Plan, Campus Improvement Plan, AEIS Report, and Strategic Plan for our district, there was an evident need for professional development that improved the integration of technology into content areas to facilitate the development of higher level thinking skills and collaboration with experts, peers, and stakeholders. There was also a need for diverse levels of training for competencies. This plan begins with the basic review of information for all stakeholders and provides opportunities for stakeholders to align vision and goals from all sources of information to implement technology into instructional and educational practices. Then this plan moves into specific training goals for the direct implementation of technology in the classroom to improve and increase student achievement. The Technology Plan for Professional Development and Evaluation utilizes not only the Instructional Technology Coordinator, but the representation of teacher leaders through the coordination of a technology team to guide and support stakeholders in the direct implementation of technology.
Professional Development Activity #1
Pre-K through 5th grade STaR Chart review and update. Review current classifications and make decisions about advancing classifications to Advanced Tech and Target Tech.
Goal #1
Review current school classification status. Make a yearly plan for staff members to attend/give trainings that will advance their knowledge and application skills.
Person(s) Responsible and Timeline #1
Principal, Teachers, and Teacher Leaders. One hour update completed by September 1 of each year. (Done after school or during in-service week prior to school.)
Evidence/Evaluation #1
STaR Chart Information from web-site. Individual staff members will make a personal plan to target areas of personal need by committing to attending training that will help advance current classifications. Yearly evaluation and professional development documentation. School budget reflects monies spent on technology training.
Professional Development Activity #2
Pre-K through 5th grade Technology TEKS review.
Goal #2
Review Technology TEKS with grade levels and allow for team planning for applications.
Person(s) Responsible and Timeline #2
Principal, Team Leader, Grade Level Teachers. Grade Level meetings done by September 1 of each year.
Evidence/Evaluation #2
Documentation of Grade Level Meeting and Discussion Topics, Teacher lesson plans for technology implementations through content area(s). Documentation of Technology TEKS and goals in lesson plans and lesson implementations.
Professional Development Activity #3
Review of State and District Technology Plans with staff members and SBDM team.
Make goals for Campus Improvement Plan after reviewing State and District Technology Plans, STaR Chart, and AEIS Reports.
Goal #3
Review State and District Technology plans to incorporate state and district technology vision into campus improvement plan.
Person(s) Responsible and Timeline #3
Campus SBDM team and all staff members. Make improvement strategies to be implemented through CIP. Done yearly and CIP is submitted to School Board for approval.
Evidence/Evaluation #3
Evidence in Campus Improvement Plan and SBDM meeting/staff meeting minutes. Evidence and Evaluations from CIP can be found in student achievement results from formal state evaluations and formal student evaluations done in the classroom. Student achievement can be measured through student progress. Use data to revise goals for the next CIP.
Professional Development Activity #4
Advanced Technology Training for Teacher Leaders, Technology Teachers, or Technology Coaches. (Technology Team) Advanced Training provided to technology team members to be able to assist staff with classroom technology incorporation.
Goal #4
Provide on-site personal assistance to staff members who are incorporating technology skills and competencies in the classroom. Core technology skills for “hands-on” use in the classroom.
Person(s) Responsible and Timeline #4
Technology Leaders, (Technology Team) and Instructional Technology Coordinator (Gregg Holbert). Advanced trainings done yearly for technology team or teacher leaders. Those stakeholders become “Trainers” to assist with technology incorporation.
Evidence/Evaluation #4
Evaluations/Feedback given to Principal and Instructional Technology Specialist through surveys, documentation, and formal evaluations of specific advanced trainings.
Professional Development Activity #5
Specific staff training for classroom implementation of web 2.0 tools
Goal #5
Provide opportunities to expand knowledge of web tools for classroom implementation. Core technology skills for “hands-on” use in the classroom. Providing teachers more training gives them opportunities to allow student engagement in the process of learning.
Person(s) Responsible and Timeline #5
Instructional Technology Coordinator (Gregg Holbert), Technology Team Members. Provided yearly and in summer sessions for professional development credit.
Evidence/Evaluation #5
Evidence of trainings through lesson plan and lesson implementation. Evaluation of staff training from staff to Technology Team through discussion, feedback, and formal written evaluation for documentation. Evaluations from students on lesson implementations. Student surveys reviewed by Principal and Technology Team.
Professional Development Activity #6
Leveled Trainings provided for interactive SMART Board Activities that promote student interactions. (Beginner, Intermediate, and Advanced Leveled Trainings).
Goal #6
Differentiated trainings for staff members according to their competencies for SMART Board applications.
Person(s) Responsible and Timeline #6
Instructional Technology Coordinator, Technology Team members, and outside resources that support SMART Board applications. Provided yearly and in the summer for professional development credit.
Evidence/Evaluation #6
Evidence of training through lesson plans and lesson implementation. Evidence of students interacting with the SMART Board daily. Evaluation of staff training from staff to Technology Coordinator and Technology Team through discussions, feedback, and formal written evaluations. Evaluations from students on lesson implementations. Student surveys reviewed by Principal and Technology Team. Budget shows evidence of monies spent on outside training.
Professional Development Activity #7
Leveled trainings provided for SMART Board applications of student response systems and data gathering resources utilized through the SMART Board. (Beginner, Intermediate, and Advanced Leveled Trainings)
Goal #7
Differentiated trainings for staff members according to their competencies for SMART Board Response Systems. To provide more detailed data of student achievement and data gathering programs.
Person(s) Responsible and Timeline #7
Instructional Technology Coordinator, Technology Team members, Sources outside the district. Yearly training and summer training for professional development credit.
Evidence/Evaluation #7
Evidence of training through lesson plans and lesson implementation. Evidence of students using data response systems and the student data from the session. Formal and informal evaluations of trainings from staff members to Instructional Technology Coordinator or Technology Team. Data from response systems to guide student instruction. Data gathered from data programs. Budget reflects monies spent for professional development.
Professional Development Activity #8
Provide current training for Internet Safety for staff and students. (Done online through the district web-site.) Our school provides cyber-safety lesson plans for staff to utilize in lesson planning.
Goal #8
Provide current training for Internet Safety for staff and students. (Done online through the district web-site.) Our school provides cyber-safety lesson plans for staff to utilize in lesson planning.
Person(s) Responsible and Timeline #8
Instructional Technology Coordinator. Provided online through district web-site at convenience of stakeholder. Provided yearly for the Fall Semester.
Evidence/Evaluation #8
Online survey after safety course is complete. Evidence of safety lessons documented in lesson plans from staff.
Professional Development Activity #9
Training for staff to implement technology tools like scanners, cameras, or Skype technology into classrooms.
Goal #9
Implementation of technology tools for staff and students.
Person(s) Responsible and Timeline #9
Provided yearly by Instructional Technology Coordinator for professional development credit.
Evidence/Evaluation #9
Evidence of implementation of technology tools from lesson plans, student presentations, and written responses documented from student experiences. Student files or student portfolios with student examples of technology tool usage.
Professional Development Activity #10
Staff training for appropriate use of school web-site, classroom web-site, e-mail, and blogging.
Goal #10
To implement the staff and student use of school web-site, e-mail, and blogging for instructional purposes.
Person(s) Responsible and Timeline #10
Instructional Technology Coordinator, Technology Team members.
Evidence/Evaluation #10
Evidence through school/ classroom web-site updates done by staff or students. Appropriate forms of communication documented through e-mail and blogging. Student shared experiences documented through formal evaluations and informal discussion with class documented through lesson plans.
Evidence and Evaluation: Each professional development activity has evidence of implementation for the stakeholder. The professional development activities are for the staff member implementing the technology, but that implementation should directly effect student instruction. Technology implementations incorporated with student instruction should increase student progress and achievement. The professional development activities that directly impact instruction have evaluations that can track student progress with technology.
Thursday, March 17, 2011
Technology Action Plan
I am posting a Technology Action Plan that will provide professional development activies for integrating technology in the classroom. Here is my current plan. It is a work in progress, so please give me some feedback on this plan.
Sunday, March 6, 2011
Creating and Posting a Slide Show Presentation
Enrolling in Graduate School has certainly been an adventure over the past year. I have learned many new things and have enjoyed exploring all the aspects of leadership. It has been a positive experience, but I must say that completing this week's assignments and getting all these postings done has been hours of work!!!! It is very hard to be a mother, wife, teacher, and a grad school student! My husband is a blessing. This gives me so much more perspective on single parents who work, raise a family, and go back to school.
Blog #1 Opinion Piece
Opinion Piece on the Texas Long Range Plan for Technology, 2006-2020
Focus Area: Educator Preparation and Development
This area of the plan was the one that I wanted to study more for two reasons. I have been teaching for over 20 years and I am more of a "digital immigrant" while my students are in the "digital native" category. I know that I must continue to grow my own professional development as a teacher, but maybe even more importantly, as a future leader, I must grow the knowledge and skills to lead others into growing their skills. For these two reasons, I wanted to understand the plan and be able to form some thoughts and opinions about it.
The vision for this particular area of the plan is to provide professional development opportunities to ensure that the educators of Texas are adequately prepared to deliver and provide the 21st century learner the skills needed to adapt and contribute to a technology-based world. In the vision, not only do Texas educators have to provide the knowledge and skills that are outlined in the Technology Application TEKS, but they must be able to provide instruction and opportunities for students to initiate and increase personal learning through and with current technology. We know that professional development is necessary to keep instructional strategies aligned with best instructional practices for a diverse student population. This means that professional development with technology must continue almost daily to keep up with the digital world. I recently reviewed the Texas campus STaR chart and studies the results of my current campus' progress over the past three years. Our school has moved to the Advanced Tech in three of the four areas. The one area that was still in the Developing Tech category was Educator Preparation and Development.
This means that our school needs to not only engage in more current technology training, but it needs to use that training to move students to the next level of learning with technology and its uses. About 75% of schools in Texas are categorized in the Developing Tech area for Educator Preparation. So, my school, along with many others will have to address this area in the very near future to be in line with the technology plan. As a teacher leader, I can be a part of more professional development and share those implementations with my colleagues. I can actively change my practices by giving my students more technology application experiences and allow them to evaluate themselves. As a future leader in some capacity in a school, I can not only be more technology savvy, but I can know and understand the direction in a way that will be a shared vision for teachers. I can use my resources and budget to guide and direct my staff to the right professional development opportunities that will support the campus needs and mission. Without proper educator preparation and development, the technology plan will not meet its goals by 2020. It is vital to know these standards and to know how to incorporate them and that comes with excellent professional development opportunities and the infrastructure to support technology-based learning. These thoughts are certainly my opinion.
Focus Area: Educator Preparation and Development
This area of the plan was the one that I wanted to study more for two reasons. I have been teaching for over 20 years and I am more of a "digital immigrant" while my students are in the "digital native" category. I know that I must continue to grow my own professional development as a teacher, but maybe even more importantly, as a future leader, I must grow the knowledge and skills to lead others into growing their skills. For these two reasons, I wanted to understand the plan and be able to form some thoughts and opinions about it.
The vision for this particular area of the plan is to provide professional development opportunities to ensure that the educators of Texas are adequately prepared to deliver and provide the 21st century learner the skills needed to adapt and contribute to a technology-based world. In the vision, not only do Texas educators have to provide the knowledge and skills that are outlined in the Technology Application TEKS, but they must be able to provide instruction and opportunities for students to initiate and increase personal learning through and with current technology. We know that professional development is necessary to keep instructional strategies aligned with best instructional practices for a diverse student population. This means that professional development with technology must continue almost daily to keep up with the digital world. I recently reviewed the Texas campus STaR chart and studies the results of my current campus' progress over the past three years. Our school has moved to the Advanced Tech in three of the four areas. The one area that was still in the Developing Tech category was Educator Preparation and Development.
This means that our school needs to not only engage in more current technology training, but it needs to use that training to move students to the next level of learning with technology and its uses. About 75% of schools in Texas are categorized in the Developing Tech area for Educator Preparation. So, my school, along with many others will have to address this area in the very near future to be in line with the technology plan. As a teacher leader, I can be a part of more professional development and share those implementations with my colleagues. I can actively change my practices by giving my students more technology application experiences and allow them to evaluate themselves. As a future leader in some capacity in a school, I can not only be more technology savvy, but I can know and understand the direction in a way that will be a shared vision for teachers. I can use my resources and budget to guide and direct my staff to the right professional development opportunities that will support the campus needs and mission. Without proper educator preparation and development, the technology plan will not meet its goals by 2020. It is vital to know these standards and to know how to incorporate them and that comes with excellent professional development opportunities and the infrastructure to support technology-based learning. These thoughts are certainly my opinion.
Saturday, March 5, 2011
Blog #2 Reflection
Reflection of the Long-Range Plan for Technology, 2006-2020
This plan ensures that students in the state of Texas will have access to knowledge and skills that prepare them for success as a lifelong learner and contributor to a global digital society. The long range plans for technology experiences affect students, teachers, and educational leaders. The vision for 2020 includes inceased student engagement and achievement through technology. It includes parents as active particiapnts in partnership of educating students. The educators must individualize learning and increase collaboration with all stakeholders. And the community and school board members should be involved in more coomunication with the learning community and see the resources used more effectively and efficiently for the attainment of learning goals. This plan requires proficient technology resources and productive professional development. There are three phases to the plan. Phase I began in 2006 and it continued through 2010. This phase alligned goals and curriculum standards with reasearch to meet the needs of the 21st century learner. It provided guidance for trainign and resurces, technical support, and eqitable access for stakeholders with interactive technology. Phase II is 2011-2015 and Phase III is 2016-2020. This plan gives specific implementations to learners, educators, leaders, and infrastructure. The learners will have experiences with technology that are reflective of a 21st century learner. They will solve problems, use critical thinking, have global and social responsibility, make data-based decisions and will incorporate skills that ensure lifelong learning. The educators must be prepared to instruct the 21st century leanrer by increasing current knowledge of technology and by using learner-centered strategies that promote effective teaching/learning in a digital world. The leaders must guide and develop a shared vision for learning practices and opportunites that increase technological skills and their applications to the global community. All of these things that the learner, educator, and leader must accomplish cannot be possible with out the support of the infrastructure. These digital tools must give the student, teacher, and leader, access, technical support, and current experiences that connect them with information and resources to grow in technology-based learning. The plan breaks the knowledge and skills down to clumps of grade levels that can work on accomplishing those objectives in a spiraling and connected manner. The K-2 guidelines are foundational to the growth of the student and the student's future capabilities. This plan also has specific recommendations for all stakeholders to be able to know the expectations and have ways to reach the goals of the vision for 2020. This plan needs effective leadership to accomplish the goals at every level. Our students' educational opportunities and technological experiences are counting on this vision and it implementation.
Texas Education Agency.2010.Report on the Long Range Plan for Technology 2006-2010
This plan ensures that students in the state of Texas will have access to knowledge and skills that prepare them for success as a lifelong learner and contributor to a global digital society. The long range plans for technology experiences affect students, teachers, and educational leaders. The vision for 2020 includes inceased student engagement and achievement through technology. It includes parents as active particiapnts in partnership of educating students. The educators must individualize learning and increase collaboration with all stakeholders. And the community and school board members should be involved in more coomunication with the learning community and see the resources used more effectively and efficiently for the attainment of learning goals. This plan requires proficient technology resources and productive professional development. There are three phases to the plan. Phase I began in 2006 and it continued through 2010. This phase alligned goals and curriculum standards with reasearch to meet the needs of the 21st century learner. It provided guidance for trainign and resurces, technical support, and eqitable access for stakeholders with interactive technology. Phase II is 2011-2015 and Phase III is 2016-2020. This plan gives specific implementations to learners, educators, leaders, and infrastructure. The learners will have experiences with technology that are reflective of a 21st century learner. They will solve problems, use critical thinking, have global and social responsibility, make data-based decisions and will incorporate skills that ensure lifelong learning. The educators must be prepared to instruct the 21st century leanrer by increasing current knowledge of technology and by using learner-centered strategies that promote effective teaching/learning in a digital world. The leaders must guide and develop a shared vision for learning practices and opportunites that increase technological skills and their applications to the global community. All of these things that the learner, educator, and leader must accomplish cannot be possible with out the support of the infrastructure. These digital tools must give the student, teacher, and leader, access, technical support, and current experiences that connect them with information and resources to grow in technology-based learning. The plan breaks the knowledge and skills down to clumps of grade levels that can work on accomplishing those objectives in a spiraling and connected manner. The K-2 guidelines are foundational to the growth of the student and the student's future capabilities. This plan also has specific recommendations for all stakeholders to be able to know the expectations and have ways to reach the goals of the vision for 2020. This plan needs effective leadership to accomplish the goals at every level. Our students' educational opportunities and technological experiences are counting on this vision and it implementation.
Texas Education Agency.2010.Report on the Long Range Plan for Technology 2006-2010
Blog #3 Summary and Reflection
Summary and Reflection of the National Educational Technology Plan (Draft 2010)
The National Educational Technology Plan (NETP) specifically calls for a transformation in education to provide engaging and inspiring learning experiences with technology-based learning. The plan helps educators to gather data, collaborate, and assess student achievement in more powerful and meaningful ways. Technology should help educators to utilize more collaborative teaching strategies, access training that will enhance professional abilities, and to increase productivity at all levels. All learners need experiences that include technology to create and personalize their learning. Those experiences should reflect 21st century learning goals which include critical thinking, problem solving, collaboration, and decision making that can make positive contributions to a technology driven world. All learners should utilize data to drive decision making and should be able to assess and diagnose strengths and weaknesses. Teachers should use technology and technology skills to connect to resources and other classrooms for continual opportunities to expand professional learning and effective teaching practices. Teachers need current training and current infrastructure to implement technology and its vast uses for themselves and their students. The NETP urges educators to embrace the importance of teaching, learning, and professional development. It is a fast-paced and interactive time in technology and these goals require leadership that invests in its students, communities, and world partners in this process. The five goals and recommendations that accompany those goals, are for states, districts, federal government, and educational stakeholders. #1. Learning should be engaging and prepare students to be active and creative in a global society. #2. Assessment should measure what matters and should be used to make continuous improvement. #3. Teaching is connective to many forms of technology and experiences should enhance teaching for all learners. #4. The Infrastructure should support purposeful learning goals and will be adequate and effective. #5. The productivity in education will take full advantage of the powerful and meaningful uses of technology. It will design, implement, and evaluate technology and will ensure that learners are prepared for the 21st century world. In this plan, it discusses the grand challenge problems in education research and development. The problems discussed require collaborative problem solving strategies from stakeholders from different fields. This plan makes it very clear that technology is a "Driver of Change". Technology has expanded and broadened the information highway and has allowed education to rapidly grow its student expectations and experiences. Technology has leveled the playing field for those that have the resources to incorporate and maintain technology. This plan has relevant and reachable goals, but there needs to be leadership in place to constantly review and assess those goals and measure if they are being reached efficiently and effectively.
Office of Educational Technology U.S. Department of Education. Transforming American Education: DRAFT. National Educational Technology Plan 2010. March 5, 2010
The National Educational Technology Plan (NETP) specifically calls for a transformation in education to provide engaging and inspiring learning experiences with technology-based learning. The plan helps educators to gather data, collaborate, and assess student achievement in more powerful and meaningful ways. Technology should help educators to utilize more collaborative teaching strategies, access training that will enhance professional abilities, and to increase productivity at all levels. All learners need experiences that include technology to create and personalize their learning. Those experiences should reflect 21st century learning goals which include critical thinking, problem solving, collaboration, and decision making that can make positive contributions to a technology driven world. All learners should utilize data to drive decision making and should be able to assess and diagnose strengths and weaknesses. Teachers should use technology and technology skills to connect to resources and other classrooms for continual opportunities to expand professional learning and effective teaching practices. Teachers need current training and current infrastructure to implement technology and its vast uses for themselves and their students. The NETP urges educators to embrace the importance of teaching, learning, and professional development. It is a fast-paced and interactive time in technology and these goals require leadership that invests in its students, communities, and world partners in this process. The five goals and recommendations that accompany those goals, are for states, districts, federal government, and educational stakeholders. #1. Learning should be engaging and prepare students to be active and creative in a global society. #2. Assessment should measure what matters and should be used to make continuous improvement. #3. Teaching is connective to many forms of technology and experiences should enhance teaching for all learners. #4. The Infrastructure should support purposeful learning goals and will be adequate and effective. #5. The productivity in education will take full advantage of the powerful and meaningful uses of technology. It will design, implement, and evaluate technology and will ensure that learners are prepared for the 21st century world. In this plan, it discusses the grand challenge problems in education research and development. The problems discussed require collaborative problem solving strategies from stakeholders from different fields. This plan makes it very clear that technology is a "Driver of Change". Technology has expanded and broadened the information highway and has allowed education to rapidly grow its student expectations and experiences. Technology has leveled the playing field for those that have the resources to incorporate and maintain technology. This plan has relevant and reachable goals, but there needs to be leadership in place to constantly review and assess those goals and measure if they are being reached efficiently and effectively.
Office of Educational Technology U.S. Department of Education. Transforming American Education: DRAFT. National Educational Technology Plan 2010. March 5, 2010
A Break in the Action Research
My Action Research on fluency and increasing fluency rates is continuing. The MOY for TPRI is complete and new students and strategies are being tested. I will not be able to complete the research and report the findings until May of 2011 when the EOY TPRI results are officially done.
So, while the research goes on, I will post some thoughts on technology and technology plans.
So, while the research goes on, I will post some thoughts on technology and technology plans.
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