Week 4 Technology Plan

My Week 4 Technology Plan Assignment: Click Here

Reflections on Webcast

I participated in the EDLD 5352 Instructional Development webcast on Sunday, February 27th, 2011. Both instructors, Dr. Abernathy and Dr. Cummings, were present through the duration of the meeting. Most of the webcast was spent on students asking questions and allowing the professors to answer. However, at times it was confusing because the questions were being asked so fast, and some could not be answered. Many students seemed to be confused about the instructions for the course, as the software instructions are not correct. We were told to be sure to use the weekly overview emails as our guides for completing the assignments. Other hot topics of the webcast included TK20 and the requirements for principal certification, such as ILD. It was made clear during the webcast, that a book reading will not be required for the course, even though the software includes it in the assignments. I enjoyed participating in the webcast because it made me realize that other students have been just as confused with the miscommunication and multiple sets of instructions for this course. I did not enter the webcast with any specific questions, as I had not started my week 2 assignment at that time. Therefore, I mostly participated by reading the comments of others and listening to Dr. Abernathy's responses. While the webcast cleared up a few questions, I am having more questions as I progress through the class.

MWHS STaR Chart Presentation

Summary of the Texas STaR Chart data for Magnolia West High School from 2006-2010.

S ta r chart presentation

View more presentations from nicci_joiner.

Summary of the U.S. Department of Education's National Educational Technology Plan

The U.S. Department of Education’s National Educational Technology Plan: Transforming American Education: Learning Powered by Technology (2010) addresses five goals to inform state and local plans: learners will be prepared to be active and knowledgeable participants in the global network through engaging and empowering learning experiences; the education system will use technology to measure what matters and use data for continuous improvement; professional educators will use technology to connect to data and resources that support more effective teaching for all learners; students and educators will have access to a comprehensive infrastructure for learning at all times; and the education system will take advantage of technology, whereever possible, to improve learner outcomes. To meet the goals addressed for learning, technology must be used to engage and motivate learners, while also being used to differentiate instruction to meet the needs of all students. Students must be prepared to participate in the workforce of the 21st century. Teachers must use technology to collaborate with each other to create and implement more effective teaching practices. Professional development is a key part in closing the technology literacy gap between educators and students.

It is vital that students are prepared for participating in the 21st century global network. To do so, educators must provide quality, technology infused instruction that engages and motivates students. Technology must be used to make instruction relevant to students. To prepare themselves to offer this instruction, teachers must participate in professional development that focuses on increasing teacher collaboration and connectivity through technology usage. The U.S. Department of Education’s National Educational Technology Plan (2010) states “In a connected teaching model, connection replaces isolation.” Teachers must work together to improve instruction to prepare students for the future.

U.S. Department of Education. (2010). Transforming American education: learning powered by technology. Retrieved from the Department of Education website: http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf

Summary of the Long Range Plan for Technology, 2006-2020

Progress Report on the Long Range Plan for Technology (2008)

The Progress Report on the Long Range Plan for Technology was generated in 2008 to assess the progress of the plan from 2006 to 2008. The report began by summarizing two pilot programs related to technology improvement in the state of Texas; Technology Immersion Pilot and Texas Virtual School Network. According to the Texas Education Agency (2008), the Technology Immersion Pilot showed that student’s use of laptops for at home learning was the strongest predictor of TAKS Reading and Mathematics scores. There were significant benefits for students through this program and classrooms became more efficient. The Texas Virtual School Network program helped expand internet access to make education more equitable for students across the state. The program allowed more students to take classes for graduation requirements, however this program was not found to be successful for all students, as some still chose to withdraw from school.

The progress report also highlighted the state’s progress in the four areas addressed in the Long Range Plan for Technology: Teaching and Learning; Educator Preparation and Development; Leadership, Administration, and Instructional Support; and Infrastructure for Technology. To measure the progress of technology improvement, the state used data from the STaR Chart, which is a required annual report for all Texas teachers. Overall, between 2006 and 2008, the state observed improvements in the use of technology; however more progress still needs to be made to reach the goals set for 2020. In the progress report, the Texas Education Agency (2008) reported that educator preparation and development moved from the Developing Tech status in 2006 to Advanced Tech in 2008. Strong leadership in schools has led to the integration of more technology into curriculum and instruction over this time period. Finally, in the area of Infrastructure for Technology, the Texas Education Agency (2008) stated that 107 more campuses were rated at the Target Tech level in 2008 than in 2006. Therefore, the data showed that improvements have been made in addressing the Long Range Plan for Technology in the state of Texas, but until all schools reach the Target Tech level in each category, more improvements still need to be made.

Texas Education Agency. (2008). Progress report on the long range plan for technology, 2006- 2020. Retrieved from Texas Education Agency Website: http://www.tea.state.tx.us/index2.aspx?id=5082&menu_id=2147483665

Importance of Standards
The state has developed Technology Application Standards to which all educators should meet. New educators should learn and master the standards during an educator preparation program, while veteran teachers address the standards through professional development. The state has also outlined technology literacy standards for all students that should be met by the eighth grade. Through these standards, the state has outlined what is expected of teachers and students, in regard to technology. The state continually assesses technology integration progress through the STaR Chart, which is an annual technology assessment that all teachers in the state are required to complete. Through monitoring progress and trends of the technology standards from the STaR Chart data, schools, educators, and students can determine areas of needed improvement.

Opinion on the Assessment of Educator's Technology Knowledge and Skills

It is important to assess educator’s technology leadership knowledge and skills to ensure improvement over time. The first step for educator’s and educational leaders in the process of incorporating greater technology use into classroom instruction is to assess teacher’s current technology abilities. After a needs assessment has been conducted, then strategies for improvement can be designed and implemented. In my opinion, this is vital step in the continual improvement process. Also, technology is changing and growing rapidly, therefore assessments need to be conducted regularly to gauge how well educators are keeping up with the new technologies available.

Assessing educator’s technology skills is necessary for improvement in technology usage, which would lead to improved student performance. However, there are also some issues with assessing teachers in this manner. One issue is that not all teachers agree about their levels of technology literacy. For example, one teacher might rate themselves as using technology frequently because they make a power point lesson to go along with their lecture every day. This type of technology incorporation, which is monotonous and teacher driven, may not lead to increased student performance. Another teacher may use online simulations, as well as power points, and rate themselves lower in their abilities to use technology because they know about all the other technologies they could be using, but are not doing so. Therefore, the assessments can often be subjective to the teacher’s opinions of themselves and lack of knowledge about technology.

Reflections on My Action Research Plan, Week 4

This week my principal and I met to discuss my action research plan. He approved my action research plan (there is a link to the plan in my previous post), and we discussed some of the challenges I'll face. My biggest concern at this point is time. I'm wondering how I'll have enough time to keep up with this project, as well as my other responsibilities. I'm also concerned about the biology team having enough time to meet regularly and complete this project. I don't want to overload them, especially at the beginning of the school year. I am going to phase my project in, so that it won't be completely up and running until October to try to alleviate some of the stress on the biology team members. I think my project will be beneficial in the long run, but it is going to be difficult to get teacher "buy in" in the beginning. Wish me luck.