I entered the course with an open mind. I honestly did not know what to expect, but I was eager to learn. I wanted to put myself in a position where I felt educated about the technology standards and expectations for the 21st century. I tend to have a reputation at my school for being a “techie” and I wanted to feel like I could live up to that reputation. I was completely blown away by what I have learned in this course. There is some much technology information out there that I was never even aware of. I also feel like I enhanced my vocabulary. I was in a meeting with my new principal the other day and I used the words stakeholders and infrastructure in one sentence. This art teacher has a brain! I just need time now to absorb the information and time for reflection. Sometimes when information comes to quickly, it is hard to transmit into real world situations.
The information I learned is extremely relevant to my personal job. Now that I have a better understanding of the technology standards, security issues, and future technology objectives, I can apply that knowledge in my lessons. I can also mentor other teachers who need guidance in those areas. Even as an art teacher, I need to be educated on these issues because they affect me and my students. I really enjoyed some of the websites I visited. My students and I especially enjoyed. www.wordle.net I am really looking forward to using it next year so my students can use typography to design a cover for their sketchbooks. As a middle school teacher, the eighth graders are nowhere near the level they should be for the 2020 technology goal. Learning about this will help me guide my students in a more proactive approach to reaching this goal.
I came into the course with an open mind, so I was not really disappointed about anything. I had absolutely no idea what to expect. I did have frustrations, however. Using the wiki was a huge headache at times. I found the formatting un-user-friendly, and got discouraged when things would not format or upload correctly. This is a time when I needed to educate myself on how to complete these tasks correctly. Sometimes the strict deadlines hindered me from being able to fully grasp the concepts. I am still not a huge fan of the wiki, but will remain optimistic that my mind will be changed. The only other outcome that I did not achieve was time management. I submitted my assignments on time, but I wish I could have gotten through them quicker. Now that this class is complete, I am eager to spend quality time with my family and ready to finish my Christmas shopping!
According to my grades, I was successful at the course assignments. I also felt proud of the work I put into them each week. I was happy with my work when I submitted my assignments, and felt positive that I would receive a fair score. In the past, I have usually been a step ahead of due dates and timelines. With this course, however, sometimes I felt like I was running in place just to catch up. Sundays became submit day at my house. I was blown away at how many hours I spent at my computer each week, but in the end, it had a positive result. I tend to have the mentality that if I set my mind to something, I will follow through and achieve my goals. I never put forth effort toward something if success is not part of the plan.
I learned a lot about myself. Personally, I learned that I can work a full time job, be a full time mother, a full time wife, and complete my assignments on time. Apparently I don’t require as much sleep as I thought I did. I also learned that there is a lot more about technology that I need to learn. I consider myself pretty proficient, but my eyes were opened to many new things through the course. I try to always keep a positive attitude, but the work load made it challenging at times. In the end, I was proud of myself for being myself. I realized that I am a positive, hardworking, and loyal student. I also enjoyed reading A Whole New Mind by Daniel H. Pink. It really gave validity to by job as an art teacher. I enjoyed learning about the different ways to educate the right side of the brain.
Wednesday, December 15, 2010
Sunday, November 28, 2010
Summary of the National Educational Technology Plan
The National Educational Technology Plan was developed to foster the values of education in America. In order for our society to work, we need educated people.The first goal of this plan is to raise the amount of college graduates. Currently, only 39% of the population holds a 2 or 4 year degree. The goal is to raise this percentage to 60%. The second goal is to close the achievement gap so all students can graduate from high school ready to succeed in college or careers.
There are also goals to address the learning process. In this goal, learners will have experiences that will prepare them to be well rounded citizens in our society. Technology is a key factor in the learning process of this goal. This goal will be met by creating 21st century standards for all content areas, and using technology to improve the learning. The power of technology should reach learners at anytime and anywhere, while developing resources that design principles from the learning sciences. Technology will also be used to enhance STEM (science, technology, engineering, and mathematics) learning. Teaching is also a goal for the plan. Teachers will be supported with technology so that they can have access to data, content, resources, expertise, and learning experiences. This will give them the ability to inspire effective teaching for all learners. To meet this goal, online learning communities will be created. In these communities, educators can collaborate with others and encourage our best teachers to stay in the profession. There also needs to be a closure in the gap between student and educator technology fluency. These personal learning networks will develop educators who are skilled in online instruction. Professional development and training go hand in hand with the success of our students. Instructional staff need to be able to educate themselves in a higher level, in order to meet the needs of 21st century learners.
After reviewing the plan, I began to think about how my district handles drop out students. The U.S. Department of Education (2010) states, “A complex set of personal and academic factors underlie students’ decision to leave school or to disengage from learning, but support should start as early as possible, before children enter school, and should become intensified for those students who need it as they move through school” (p. 11). Where is the support? As a middle school teacher, my over aged students are already at risk for dropping out. Of course we have good counselors, but there are only three in a school of 1400 students. Students need more support in this area. Counselors should be able to counselor, not organize state mandated tests, or facilitate open house procedures. Let them counsel!
Reference
US Department of Education, Office of Educational Technology. (2010). Transforming American education: learning powered by technology. Washington, DC.
There are also goals to address the learning process. In this goal, learners will have experiences that will prepare them to be well rounded citizens in our society. Technology is a key factor in the learning process of this goal. This goal will be met by creating 21st century standards for all content areas, and using technology to improve the learning. The power of technology should reach learners at anytime and anywhere, while developing resources that design principles from the learning sciences. Technology will also be used to enhance STEM (science, technology, engineering, and mathematics) learning. Teaching is also a goal for the plan. Teachers will be supported with technology so that they can have access to data, content, resources, expertise, and learning experiences. This will give them the ability to inspire effective teaching for all learners. To meet this goal, online learning communities will be created. In these communities, educators can collaborate with others and encourage our best teachers to stay in the profession. There also needs to be a closure in the gap between student and educator technology fluency. These personal learning networks will develop educators who are skilled in online instruction. Professional development and training go hand in hand with the success of our students. Instructional staff need to be able to educate themselves in a higher level, in order to meet the needs of 21st century learners.
After reviewing the plan, I began to think about how my district handles drop out students. The U.S. Department of Education (2010) states, “A complex set of personal and academic factors underlie students’ decision to leave school or to disengage from learning, but support should start as early as possible, before children enter school, and should become intensified for those students who need it as they move through school” (p. 11). Where is the support? As a middle school teacher, my over aged students are already at risk for dropping out. Of course we have good counselors, but there are only three in a school of 1400 students. Students need more support in this area. Counselors should be able to counselor, not organize state mandated tests, or facilitate open house procedures. Let them counsel!
Reference
US Department of Education, Office of Educational Technology. (2010). Transforming American education: learning powered by technology. Washington, DC.
Saturday, November 27, 2010
North East ISD Technology Plan Summary
The North East ISD technology plan provides a blueprint for the implementation of improved instruction, with the primary focus of student education. The four goals are based on the four key areas of the Texas Long-Range Plan for Technology. The first goal is to improve academic achievement through technology integration. Strategies for reaching this goal include the integration of graphing and science calculators, probe-based lessons, adherence to the AUP policy, increased keyboard awareness in elementary grades, and instructional specialist support. There are also strategies for GIS capabilities in secondary schools, professional development, access to technology for community members, infrastructure development, ceiling mounted projectors in all learning environments, accessibility to technology data, and access to online databases and streaming videos. To obtain this goal, the district also provides a technology lesson database. The second goal is to increase the amount of educators who can integrate technology into their curriculum by providing the educators with high quality professional development. There are specific professional development strategies for this goal. Some of these include training on technology teaching strategies, technology standards, goal setting, use of the A-train management system, and web conferencing. Planning, budgeting, and funding to increase the support of technology into curriculum is the third goal for my district. The strategies include complete access to technology for all stakeholders, increase of technical support response time, a developed technology plan that is focused on student success, a firm infrastructure, convenient access to e-mail at all times, and web page coordinators. The community will also have access to the parent portal where they can get current information about grades, attendance, and even students lunch purchases. The district will also provide community education programs, StaR Chart reflections, and evaluation of software and hardware packages. The fourth goal of this plan is to increase support and access to new technologies through a comprehensive upgrade plan. This is supported by the use of wireless laptops, wireless networks, and classroom computers with internet, Netware upgrades, and telecommunication maintenance. All high schools will be equipped with security cameras, computer and software inventory will be centralized, SPAM and viruses will be filtered, and there will be an increase storage capacity on networks.
The budget for technology professional development in the NEISD school district is $1,846,621.00. This is for the 2008-2011 school years. Staff will be able to participate in on going, high quality, and intensive development to further the use of effective technology. Through the use of Atrain, staff will be able increase their quality of learning and apply it to use while teaching in the classrooms. Teacher, along with educational staff and campus administrators are responsible for coordinating the trainings.
In the NEISD school district, student learning and services are assessed in a variety of ways. For example, the hardware is monitored through the Controlled Resources Management System, software is monitored through ZenWorks and other services are monitored through the Computer Service Center Work Order System. According to the data, there seems to be a sufficient budget to support the non-discount elements of the plan. NEISD evaluates this process by working with the Educational Technology Steering Committee. Teacher, administrators, parents, community members, and central office staff members sit on this committee. The method for evaluation consists of several factors. A few of these are to evaluate surveys to identify areas of need, determine campus goals, monitor the amount and success of professional development, and monitor the integration of technology into the curriculum. As these areas are being monitored, the committee will have the ability to make corrections as they arise.
Resource
Middleton, R. (2008, April 15). North east isd technology plan for e-rate year 11. Retrieved November 27, 2010, from http://www.neisd.net/techplan/NEISD%20ePlan%202008-2011.pdf
The budget for technology professional development in the NEISD school district is $1,846,621.00. This is for the 2008-2011 school years. Staff will be able to participate in on going, high quality, and intensive development to further the use of effective technology. Through the use of Atrain, staff will be able increase their quality of learning and apply it to use while teaching in the classrooms. Teacher, along with educational staff and campus administrators are responsible for coordinating the trainings.
In the NEISD school district, student learning and services are assessed in a variety of ways. For example, the hardware is monitored through the Controlled Resources Management System, software is monitored through ZenWorks and other services are monitored through the Computer Service Center Work Order System. According to the data, there seems to be a sufficient budget to support the non-discount elements of the plan. NEISD evaluates this process by working with the Educational Technology Steering Committee. Teacher, administrators, parents, community members, and central office staff members sit on this committee. The method for evaluation consists of several factors. A few of these are to evaluate surveys to identify areas of need, determine campus goals, monitor the amount and success of professional development, and monitor the integration of technology into the curriculum. As these areas are being monitored, the committee will have the ability to make corrections as they arise.
Resource
Middleton, R. (2008, April 15). North east isd technology plan for e-rate year 11. Retrieved November 27, 2010, from http://www.neisd.net/techplan/NEISD%20ePlan%202008-2011.pdf
Technology Assessments
In all honesty, I never knew what technology knowledge was expected of me as a teacher. I never took the time to educate myself because I knew my technology skills were a small step ahead of others. Accessing the educators’ technology leadership knowledge and skills is extremely valuable. It lays out specifically what I am expected to know to successfully educate my students. There is also value in accessing the knowledge and skill level of student technology. After reading what was expected of a student in the eighth grade, I began to feel a little worried. I don’t believe that all of the students in my school are meeting those standards. I think core curriculum teachers are so focused on their subject standards, that the technology piece gets put aside. I can’t blame them. They are under so much pressure. Armstrong and Warlick (2004) have asked the question, “What do students really need to be learning today in order to be ready for an unpredictable future” (p. 20)? I think they should be learning core curriculum, but they should use digital tools in the process.
A pro of technology assessment is that teachers can identify which areas they and their students are excelling and lacking. The Texas star chart, for example, is organized in a goal-related way. Teachers can strive to reach the highest levels if they understand what the questions actually mean. That leads me to the major con of the assessment. In the past, I have found different technology questions to be hard to understand. Technology jargon is used so much that I fear like I have under rated myself in the past because I did not really understand the question. If others feel the same way, and I am technology literate, have they underrated themselves too?
Reference
Armstrong, S., & Warlick, D. (2004). The new literacy: The 3Rs evolve into the 4Es. Technology & Learning, 25(2), 20.
A pro of technology assessment is that teachers can identify which areas they and their students are excelling and lacking. The Texas star chart, for example, is organized in a goal-related way. Teachers can strive to reach the highest levels if they understand what the questions actually mean. That leads me to the major con of the assessment. In the past, I have found different technology questions to be hard to understand. Technology jargon is used so much that I fear like I have under rated myself in the past because I did not really understand the question. If others feel the same way, and I am technology literate, have they underrated themselves too?
Reference
Armstrong, S., & Warlick, D. (2004). The new literacy: The 3Rs evolve into the 4Es. Technology & Learning, 25(2), 20.
Tuesday, November 23, 2010
Week 2: Web Conference
After attending the web conference for my graduate class Concepts of Educational Technology EDLD 5306, I feel better about the course. It was interesting to see the faces behind the names of the postings that I have read in the discussion board. It was also soothing to hear other people were dealing with time management struggles during the first week. I also feel like I have accomplished the objectives for the conference. I learned how to operate the hardware and software, listened to the interactions of my professor and classmates, and got a better understanding of the components of the program. I am also excited to join our Cohort 17 Facebook page. Web conferencing would be a great tool to use in the classroom. I should also start using it with friends and family that live out of town. It would be nice to see a familiar face behind a voice.
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