When I intitially saw the course title of “Instructional Leadership,” I thought that this course was going to be more like another curriculum management course, teaching future principals to help teachers with planning and instruction. I was pleasantly surprised when I discovered that we would be learning about instructional leadership through technology. Once I understood what the course was about, I hoped to learn a lot more about programs and methods that could make my job more efficient. I was also hoping to get ideas to take to other teachers at my school to help them integrate technology into their classrooms. Many teachers at my school are like a lot that we have discussed and read about, they are simply digital immigrants who are teaching digital natives. I was hoping to learn new things to help myself and other become more comfortable with technology in the classroom on a more frequent basis. Looking back now at the course, I see that these outcomes were achieved. I learned a lot in this course!
These things that I learned and achieved while taking this course are absolutely relevant to my everyday job as a teacher. I can become more of a teacher leader by sharing this information with other faculty members at my school and encouraging them to take those steps to integrate technology into their planning, instruction, and evaluation. I can also lead others by modeling the things that I have learned and doing them in my own classroom. More importantly, I can have a great impact on my students by using technology to reach them at a new level, differentiating instruction for their different learning styles and levels, and offering them opportunities for deeper enrichment. Once I become an administrator, this information and the knowledge that I have gained through this course will become even more relevant, because I can influence and help people on a larger scale.
I was very excited to attend the new web conferences, and I was able to participate in one of them. I learned a lot from it, and I was hoping that an outcome of the course would be for me to participate in more of them and perhaps even learn how to conduct them myself. I would love to be able to do parent conferences like that, when possible, and maybe even faculty meeting someday. However, I was disappointed that all of the subsequent web conferences for my section were on dates that I could not attend. One of them was on my husband’s birthday, one of them was scheduled on the same night as a PTA meeting, and I was out of town on a family emergency for the third conference. I am hoping that other courses and other professors will bring this to the table as well, since the one that I was able to attend was helpful and fun.
I was successful in carrying out the course assignments. I think that a lot of this comes from the fact that I, myself, am kind of a digital native instead of a digital immigrant. I grew up with technology – not as much as my students have, but I was still able to access information, communicate online, and learn new things with the click of a mouse. I think that if I were an older, veteran teacher completing this course, I would have had a much harder time. For example, the blog and powerpoint were simple for me because I have had a blog of my own for 3 years and I frequently post pictures, movies, and slide shows to it. I am also well prepared to complete the assignments because, ironically, of my technology skills. It is much easier to complete a complicated assignment when you know how to organize your information into tables and charts, and how to research, cite sources, and type effieciently.
I learned a lot about myself while reading the articles and doing the assignments for this course. I learned that, even though I feel like I am doing a great job of integrating technology into my classroom, there is so much more that I can be doing! I feel like my attitude has changed and I am now seeking out new ways to make learning more meaningful for my students. As far as my leadership skills go, I have discovered new aspects of myself over the last 4 weeks of class. When I am planning with my team, I have been encouraging them to bring more technology in. I’ve been working hard to modify some of our lessons and bring them more up-to-date. Additionally, I have been talking a lot with the technology specialist at my school and brainstorming ways to motivate all of the teachers to embrace technology and integrate it into their classrooms. I am just much more motivated to do all of these things after taking this course.
One of the assignments in this course was to create and publish several entries to a blog. I think that there is great educational value to doing this to the 21st century learner. Not only does it provide a meaningful writing opportunity, which are sometimes so hard to find, it motivates students to express themselves and share their ideas with others. Also, there is a great aspect of collaboration in blogging. While others may not be able to edit a student’s blog, they can comment on it and work together to form new ideas. Also, blogging can have great value to students and parents if teachers are doing it. Parents can stay informed of what is going on in the classroom (spelling words, homework, projects, upcoming tests, etc) if they can follow a teacher’s blog. Ths enables parents to better support students at home and is therefore very beneficial to the students.
Although blogging has great educational value these days, there are also some concerns associated with it. Many teachers, parents, schools, and districts are hestitant to allow their students to “put themselves out there” in cyberspace. There is a fear of violating confidentialty rules when teachers are blogging about students, and there is also paranoia that students will be discovered by the wrong people and be put in harm’s way. Many unfortunate things have happened to students who gave out personal information over the internet. However, I do believe that there is a solution to the problem. In order for blogging to work successfully in the school environment, there must be strict rules and procedures in place for it. This really goes for all online activity that students participate in. They need to be explicitly taught how to remain safe in cyberspace. As educators, we need to give them the tools that they will use for the rest of school and their lives.
Blogging is not only a great tool for students to use for communication and collaboration, or for teachers to use when communicating with students and parents at home, it is also a great way for teachers and administrators to communicate with stakeholders. Stakeholders should be aware of the major events taking place at school, but often times that communication gets pushed aside because school personnel and the stakeholders themselves are so busy. They may not have time to make it to big meetings to hear news and talk about important issues. With blogging, they can visit the blog at their convenience and be instantly caught up. Also, they can leave comments on the blog to give feedback, ideas, and suggestions about the topics at hand. When I am an administrator, I hope to utilize blogging to communicate with my school stakeholders. In fact, all of the strategies, ideas, and tools that I have picked up throughout this course will be of great use to me as I further my career.
Wednesday, December 9, 2009
Monday, December 7, 2009
Action Plan
My Action Plan: I only put this here in case we had to. The formatting is absolutely terrible.
I would really, REALLY appreciate any feedback that you have about this. I think I've done what I needed to do, but I'm second-guessing myself. Any suggestions are very welcome!
Job Title Roles and Responsibilities
Assistant Superintendent Works with the Executive Director in the planning stages for all technology in the district.
District Executive Director of Instructional Technology
Works with the Assistant Superintendent in the planning stages for all technology in the district; reports to the Executive Directors and works with them on implementation of plans and programs.
Elementary Instructional Technology Specialists Makes sure that all programs and tools are implemented; responsible for all purchases of equipment; distributes information from Executive Director to Campus Specialists.
Elementary Campus Instructional Technology Specialist Maintains all campus technology, assists teachers with technology lessons, monitors the implementation of plans and programs at the campus level.
Elementary Classroom Teacher Implements technology in the classroom; teaches students to use technology for research and learning; differentiates learning for each students with technology; uses technology to input and interpret student data for assessment and monitoring.
(This has arrows in it, making it more like a flow chart. They just wouldn't copy here).
Professional Development Plans:
Professional Development Activity #1 – Gathering, Analysis, and Use of Data from a Variety of Sources
Rational In the campus technology report (Week 3), I discovered that our school does not consider data from the STaR Chart when creating the Campus Improvement Plan (CIP) for each academic year. I feel that it is important, in order to make our technology goals as much of a priority as our other academic goals, to include this data in the decision making process. I think that each teacher should also individually look at the goals and scores from the STaR Chart, as well as benchmark data and tools, AEIS data, and any other data that she has available in order to analyze it and use it to improve her instruction.
Note This professional development will be differentiated and offered to teachers in short, separate sections. It will be online and accessible through their school laptops, so that it is convenient for everyone and they only have to participate in the sections that they are not proficient in. This will save time and model the same type of differentiation that we expect them to offer the students. It will also make teachers more comfortable with using technology because the information that they need will constantly be at their fingertips.
Professional Development Activity 1. Introduction (for all sections): Ask teachers if they would ever ask a student to look at one multiplication worksheet and then take a test over everything having to do with math. Point out that a teacher making decisions based on only one data source, or even worse no data source at all, is just as terrible of a choice.
2. Section 1 – What is the STaR chart and how do you interpret and make applications from the data?
a. Teachers view the PowerPoint explaining StaR Chart and the data for Northwood Hills from the last 3 years (found here: http://learningtoleadjmw.blogspot.com/2009/11/star-chart-information-see-more.html).
b. Teachers will then have the opportunity to view and post to a discussion board in case they have questions or comments. A professional from the technology department will closely monitor the discussion board so that questions are answered in 24 hours or less.
3. Section 2 – District Tools for benchmarks and AEIS data
a. Teachers will have the following options to choose from to meet their needs, all of which will link to separate pages of questions and answers or tutorials.
i. What are the district tools and where can I find them?
ii. How to get the district tools on your computer.
iii. How to filter to specific subjects, grade levels, schools, demographics, and teachers to view disaggregated data
iv. How to interpret the data and make applications to improve your teaching
b. Teachers will then have the opportunity to view and post to a discussion board in case they have questions or comments. A professional from the technology department will closely monitor the discussion board so that questions are answered in 24 hours or less.
4. Section 3 – Gathering Your Own Data
a. This page will explain that, while district and state data is extremely useful and important, it is also important for teachers to gather their own data about student progress in academics and technology.
b. Teachers will be able to click on the following options and see examples of teacher-created materials used for formal and informal assessment of technology (They will also have the opportunity to post their own, in a wiki-style format).
i. Student technology surveys
ii. Student questionnaires
iii. Technology applications observation records
c. Teachers will be able to click on the following options for help on entering or interpreting their own data for academic purposes.
i. Coding pass/fail grades in excel
ii. Making line graphs to track student progress
iii. Creating and maintaining skills checklists for monitoring progress
iv. Developing and maintaining Item Analysis sheets for analyzing test questions and student performance on them by objective.
Professional Development Activity #2 – Integration of Technology with Instructional and Organizational Leadership
Rational Once teachers understand the data tools that are available to them and are comfortable using them and creating their own, they must be able to create new and meaningful learning experiences for their students based on the needs identified in the data. As discussed in the Week 3 Campus Technology Report, students are eager to use technology in the classrooms, and are already using it at home. In the report I identified a weakness of not having ALL students actively engaged using technology on a regular basis. The following options for teachers will allow them to explore ways and work collaboratively to develop new ways of integrating technology into their classrooms on a daily basis.
Note As in the first activity, this section will be offered on a 24/7, as needed basis on the internet through our district-issued laptops. Through the use of wikis, it will provide teachers with help and suggestions from administrators, technology personnel, and colleagues at the click of a button. It will also allow differentiated instruction, as teachers only need to participate in the sections that they need help with.
Professional Development Activity 1. Introduction (for all sections): Explain to teachers that students have changed significantly over the last several years, while most of them have been in the classroom. Teachers are no longer the door to a new world, because students have been using technology to learn, explore, and play since the day they learned how (at a very young age). They are still curious and hungry for information, but for a different kind. The jobs of teachers have changed, and it is now their responsibility to teach students how to use these tools responsibly and in the most meaningful ways, in order to increase learning.
2. Section 1 – What Tools are Available and How to Use Them: Teachers will be able to click on the following pages and see a list of available software, equipment, and programs available to them and their students. Each item will include a description and detailed instructions for operating it.
a. Software:
i. Microsoft Word
ii. Microsoft PowerPoint
iii. Microsoft Publisher
iv. Microsoft Excel
v. Microsoft Outlook
vi. Ticket To Read
vii. Imagination Station
viii. Destination Math
ix. Accelerated Reader
x. Scholastic Reading Inventory
xi. Houghton Mifflin Online Assessments
b. Equipment:
i. Teacher laptops
ii. Student laptops
iii. Student stations
iv. Alpha-Smart Keyboards
v. Document Cameras
vi. Projectors
vii. iPods
viii. Smart Boards
3. Section 2 – Ideas for Technology Integration: Each of the following sections will be a wiki, so that teachers can read ideas and contribute their own. As I learned in the Round Table Interview, it is important to model for teachers what you expect them to do for their students. This collaboration will accomplish that goal.
NOTE: I will include 2-3 ideas for each section (and explain them in detail), and prompt teacher input for additional discussion and ideas on the wiki.
a. Whole-Class Ideas:
i. Teaching with PowerPoint
1. Group PowerPoint presentations over research topics
2. Jeopardy and other game show-like lessons and reviews (find templates here: http://jc-schools.net/TUTORIALS/PPT-GAMES/).
ii. Smart Board Lessons
1. Alphabetizing by dragging and dropping
2. Using Virtual Manipulatives for math concepts
iii. Computer Lab Lessons
1. Student email and collaboration using E-pals (www.epals.com).
2. Researching various topics related to current topics
b. Differentiation Ideas
i. Learning Centers – give instructions on computers
ii. iPods for fluency practice
iii. Using available software for differentiation
1. Reading: Ticket to Read, Imagination Station, Accelerated Reader, HMR Online Assessments
2. Math: Destination Math, Microsoft Excel
c. Enrichment Ideas
i. Independent Study research
ii. Independent Study presentations on PowerPoint and Publisher
iii. Students producing PowerPoint games and lessons to help teach concepts
As teachers post their ideas and questions on the wiki, collaboration will help to formulate new ideas and give teachers the confidence to implement them. They will also be able to work together to modify lessons to fit their grade levels or just to enhance them.
Monitoring and Evaluation:
I. Professional Development Activity: Professional Development Activity #1 – Gathering, Analysis, and Use of Data from a Variety of Sources
Goal: Teachers will better utilize district data and produce teacher-created data sources to better monitor student progress and enable themselves to make informed decisions about academic and technology goals. This will result in improved ratings and scores, as shown below.
Timeline: By the end of the current school year (June of 2010)
Indicators:
1. Quantitative:
a. STaR Chart data will increase by at least one point in all sections, indicating progress toward meeting technology goals (see Figure 1)
b. Student benchmark data will improve by at least 5% in each subject area, indicating that teachers are better meeting students’ needs through informed decision making (see Figure 2).
c. AEIS (TAKS) passing data will improve by at least 1% in each subject area, indicating that teachers are better meeting students’ needs through informed decision making (see Figure 3).
d. AEIS Commended rates will increase by at least 5%, indicating that teachers have interpreted data to successfully differentiate instruction to meet student needs (see Figure 4)
e. At least 60% of teachers in the district will participate in the online professional development activity to get help in this area.
2. Qualitative:
a. Teachers will complete the “Online Professional Development Satisfaction Survey” (see Figure 5)
II. Professional Development Activity: Professional Development Activity #2 – Integration of Technology with Instructional and Organizational Leadership
Goal: Teachers will have the support needed in order to integrate technology into their classrooms in meaningful, numerous ways. This will result in increased student academic performance and higher ratings in STaR Chart.
Timeline: By the end of the current school year (2009-2010)
Indicators:
1. Quantitative:
a. STaR Chart data will increase by at least one point in all sections, indicating progress toward meeting technology goals (see Figure 1)
b. Student benchmark data will improve by at least 5% in each subject area, indicating more meaningful lessons, instructional differentiation, and increased student engagement due to technology (see Figure 2).
c. AEIS (TAKS) passing data will improve by at least 1% in each subject area, indicating more meaningful lessons, instructional differentiation, and increased student engagement due to technology (see Figure 3).
d. AEIS Commended rates will increase by at least 5%, indicating that teachers have used differentiation and enrichment through technology to reach higher level achievers (see Figure 4)
e. At least 60% of teachers in the district will participate in the online professional development activity to get help in this area.
2. Qualitative:
a. Teachers will complete the “Online Professional Development Satisfaction Survey” (see Figure 5).
b. Students will complete the “Technology Survey” (see Figure 6).
Figure 1: STaR Chart Progress
Domain 2008-2009 Score 2009-2010 Score Improvement (Y/N)
Teaching and Learning 14
Educator Preparation and Development 11
Leadership, Administration, and Instructional Support 16
Infrastructure for Technology 16
Figure 2: Campus Benchmark Data Increase by Subject Area
Subject 2008-2009 EOY Scores (% Passing) 2009-2010 EOY Scores (% Passing) 5% Increase(Y/N)
Reading 84%
Math 90%
Science 88%
Figure 3: AEIS (TAKS) Campus Data (Passing Rates)
Subject 2008-2009 Scores (% Passing) 2009-2010 (% Passing) 1% Increase (Y/N)
Reading 98%
Math 97%
Science 99%
Figure 4: AEIS (TAKS) Campus Data (Commended Rates)
Subject 2008-2009 Scores (% Commended) 2009-2010 (% Commended) 5% Increase (Y/N)
Reading 52%
Math 63%
Science 39%
Figure 5: Online Professional Development Satisfaction Survey – Gathering, Analyzing, and Using Data
Teacher Assignment: ___________________________
School: ___________________________
Directions: Circle numbers for each question, and provide answers to the free response questions.
1. How often did you use the online professional development to help you with the gathering, analysis, and use of data from a variety of sources?
0 – Not at All 1 – 1-2 Times 2 – 3-4 Times 3 – 5 or More Times
2. How often did you use the online professional development to help you with the integration of technology into instruction and classroom practices?
0 – Not at All 1 – 1-2 Times 2 – 3-4 Times 3 – 5 or More Times
3. How helpful did you find the online professional development?
0 – Not at All 1 – Very Little 2 – Somewhat 3 – Extremely
4. What was the average amount of time before your question was answered on a discussion board?
0 – More than 24 hours 1 – 18-24 hours 2 12-18 hours 3 – Less than 12 hours
5. How many ideas did you take from the wikis and implement in your classroom?
0 – None 1 – 1-2 2 – 3-4 3 – 5 or More
6. What was the most helpful thing about the online professional development?
________________________________________________________________________
________________________________________________________________________
7. What improvement do you suggest to the system?
________________________________________________________________________
________________________________________________________________________
Figure 6: Student Technology Survey
School: _______________________________
Teacher: _______________________________
Directions: Circle the number next to the answer that you choose for each question. For the open-ended questions, write one sentence.
1. How many times each week do you use a computer in your classroom?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
2. How many times each week do you use a computer outside of your classroom (library or computer lab)?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
3. How many times each week do you use a Smart Board in your classroom?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
4. How many times each week do you use iPods in your classroom?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
5. How many times does your teacher project her laptop onto the screen in your classroom?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
6. List 5 new things that you have learned about technology this year.
a. _________________________________________
b. _________________________________________
c. _________________________________________
d. _________________________________________
e. _________________________________________
7. What is one thing that you would like to learn about, or would like to do more of (with technology)?
_______________________________________________________________________
8. Do you use computers and other technology to learn more often at school or at home?
_______________________________________________________________________
I would really, REALLY appreciate any feedback that you have about this. I think I've done what I needed to do, but I'm second-guessing myself. Any suggestions are very welcome!
Job Title Roles and Responsibilities
Assistant Superintendent Works with the Executive Director in the planning stages for all technology in the district.
District Executive Director of Instructional Technology
Works with the Assistant Superintendent in the planning stages for all technology in the district; reports to the Executive Directors and works with them on implementation of plans and programs.
Elementary Instructional Technology Specialists Makes sure that all programs and tools are implemented; responsible for all purchases of equipment; distributes information from Executive Director to Campus Specialists.
Elementary Campus Instructional Technology Specialist Maintains all campus technology, assists teachers with technology lessons, monitors the implementation of plans and programs at the campus level.
Elementary Classroom Teacher Implements technology in the classroom; teaches students to use technology for research and learning; differentiates learning for each students with technology; uses technology to input and interpret student data for assessment and monitoring.
(This has arrows in it, making it more like a flow chart. They just wouldn't copy here).
Professional Development Plans:
Professional Development Activity #1 – Gathering, Analysis, and Use of Data from a Variety of Sources
Rational In the campus technology report (Week 3), I discovered that our school does not consider data from the STaR Chart when creating the Campus Improvement Plan (CIP) for each academic year. I feel that it is important, in order to make our technology goals as much of a priority as our other academic goals, to include this data in the decision making process. I think that each teacher should also individually look at the goals and scores from the STaR Chart, as well as benchmark data and tools, AEIS data, and any other data that she has available in order to analyze it and use it to improve her instruction.
Note This professional development will be differentiated and offered to teachers in short, separate sections. It will be online and accessible through their school laptops, so that it is convenient for everyone and they only have to participate in the sections that they are not proficient in. This will save time and model the same type of differentiation that we expect them to offer the students. It will also make teachers more comfortable with using technology because the information that they need will constantly be at their fingertips.
Professional Development Activity 1. Introduction (for all sections): Ask teachers if they would ever ask a student to look at one multiplication worksheet and then take a test over everything having to do with math. Point out that a teacher making decisions based on only one data source, or even worse no data source at all, is just as terrible of a choice.
2. Section 1 – What is the STaR chart and how do you interpret and make applications from the data?
a. Teachers view the PowerPoint explaining StaR Chart and the data for Northwood Hills from the last 3 years (found here: http://learningtoleadjmw.blogspot.com/2009/11/star-chart-information-see-more.html).
b. Teachers will then have the opportunity to view and post to a discussion board in case they have questions or comments. A professional from the technology department will closely monitor the discussion board so that questions are answered in 24 hours or less.
3. Section 2 – District Tools for benchmarks and AEIS data
a. Teachers will have the following options to choose from to meet their needs, all of which will link to separate pages of questions and answers or tutorials.
i. What are the district tools and where can I find them?
ii. How to get the district tools on your computer.
iii. How to filter to specific subjects, grade levels, schools, demographics, and teachers to view disaggregated data
iv. How to interpret the data and make applications to improve your teaching
b. Teachers will then have the opportunity to view and post to a discussion board in case they have questions or comments. A professional from the technology department will closely monitor the discussion board so that questions are answered in 24 hours or less.
4. Section 3 – Gathering Your Own Data
a. This page will explain that, while district and state data is extremely useful and important, it is also important for teachers to gather their own data about student progress in academics and technology.
b. Teachers will be able to click on the following options and see examples of teacher-created materials used for formal and informal assessment of technology (They will also have the opportunity to post their own, in a wiki-style format).
i. Student technology surveys
ii. Student questionnaires
iii. Technology applications observation records
c. Teachers will be able to click on the following options for help on entering or interpreting their own data for academic purposes.
i. Coding pass/fail grades in excel
ii. Making line graphs to track student progress
iii. Creating and maintaining skills checklists for monitoring progress
iv. Developing and maintaining Item Analysis sheets for analyzing test questions and student performance on them by objective.
Professional Development Activity #2 – Integration of Technology with Instructional and Organizational Leadership
Rational Once teachers understand the data tools that are available to them and are comfortable using them and creating their own, they must be able to create new and meaningful learning experiences for their students based on the needs identified in the data. As discussed in the Week 3 Campus Technology Report, students are eager to use technology in the classrooms, and are already using it at home. In the report I identified a weakness of not having ALL students actively engaged using technology on a regular basis. The following options for teachers will allow them to explore ways and work collaboratively to develop new ways of integrating technology into their classrooms on a daily basis.
Note As in the first activity, this section will be offered on a 24/7, as needed basis on the internet through our district-issued laptops. Through the use of wikis, it will provide teachers with help and suggestions from administrators, technology personnel, and colleagues at the click of a button. It will also allow differentiated instruction, as teachers only need to participate in the sections that they need help with.
Professional Development Activity 1. Introduction (for all sections): Explain to teachers that students have changed significantly over the last several years, while most of them have been in the classroom. Teachers are no longer the door to a new world, because students have been using technology to learn, explore, and play since the day they learned how (at a very young age). They are still curious and hungry for information, but for a different kind. The jobs of teachers have changed, and it is now their responsibility to teach students how to use these tools responsibly and in the most meaningful ways, in order to increase learning.
2. Section 1 – What Tools are Available and How to Use Them: Teachers will be able to click on the following pages and see a list of available software, equipment, and programs available to them and their students. Each item will include a description and detailed instructions for operating it.
a. Software:
i. Microsoft Word
ii. Microsoft PowerPoint
iii. Microsoft Publisher
iv. Microsoft Excel
v. Microsoft Outlook
vi. Ticket To Read
vii. Imagination Station
viii. Destination Math
ix. Accelerated Reader
x. Scholastic Reading Inventory
xi. Houghton Mifflin Online Assessments
b. Equipment:
i. Teacher laptops
ii. Student laptops
iii. Student stations
iv. Alpha-Smart Keyboards
v. Document Cameras
vi. Projectors
vii. iPods
viii. Smart Boards
3. Section 2 – Ideas for Technology Integration: Each of the following sections will be a wiki, so that teachers can read ideas and contribute their own. As I learned in the Round Table Interview, it is important to model for teachers what you expect them to do for their students. This collaboration will accomplish that goal.
NOTE: I will include 2-3 ideas for each section (and explain them in detail), and prompt teacher input for additional discussion and ideas on the wiki.
a. Whole-Class Ideas:
i. Teaching with PowerPoint
1. Group PowerPoint presentations over research topics
2. Jeopardy and other game show-like lessons and reviews (find templates here: http://jc-schools.net/TUTORIALS/PPT-GAMES/).
ii. Smart Board Lessons
1. Alphabetizing by dragging and dropping
2. Using Virtual Manipulatives for math concepts
iii. Computer Lab Lessons
1. Student email and collaboration using E-pals (www.epals.com).
2. Researching various topics related to current topics
b. Differentiation Ideas
i. Learning Centers – give instructions on computers
ii. iPods for fluency practice
iii. Using available software for differentiation
1. Reading: Ticket to Read, Imagination Station, Accelerated Reader, HMR Online Assessments
2. Math: Destination Math, Microsoft Excel
c. Enrichment Ideas
i. Independent Study research
ii. Independent Study presentations on PowerPoint and Publisher
iii. Students producing PowerPoint games and lessons to help teach concepts
As teachers post their ideas and questions on the wiki, collaboration will help to formulate new ideas and give teachers the confidence to implement them. They will also be able to work together to modify lessons to fit their grade levels or just to enhance them.
Monitoring and Evaluation:
I. Professional Development Activity: Professional Development Activity #1 – Gathering, Analysis, and Use of Data from a Variety of Sources
Goal: Teachers will better utilize district data and produce teacher-created data sources to better monitor student progress and enable themselves to make informed decisions about academic and technology goals. This will result in improved ratings and scores, as shown below.
Timeline: By the end of the current school year (June of 2010)
Indicators:
1. Quantitative:
a. STaR Chart data will increase by at least one point in all sections, indicating progress toward meeting technology goals (see Figure 1)
b. Student benchmark data will improve by at least 5% in each subject area, indicating that teachers are better meeting students’ needs through informed decision making (see Figure 2).
c. AEIS (TAKS) passing data will improve by at least 1% in each subject area, indicating that teachers are better meeting students’ needs through informed decision making (see Figure 3).
d. AEIS Commended rates will increase by at least 5%, indicating that teachers have interpreted data to successfully differentiate instruction to meet student needs (see Figure 4)
e. At least 60% of teachers in the district will participate in the online professional development activity to get help in this area.
2. Qualitative:
a. Teachers will complete the “Online Professional Development Satisfaction Survey” (see Figure 5)
II. Professional Development Activity: Professional Development Activity #2 – Integration of Technology with Instructional and Organizational Leadership
Goal: Teachers will have the support needed in order to integrate technology into their classrooms in meaningful, numerous ways. This will result in increased student academic performance and higher ratings in STaR Chart.
Timeline: By the end of the current school year (2009-2010)
Indicators:
1. Quantitative:
a. STaR Chart data will increase by at least one point in all sections, indicating progress toward meeting technology goals (see Figure 1)
b. Student benchmark data will improve by at least 5% in each subject area, indicating more meaningful lessons, instructional differentiation, and increased student engagement due to technology (see Figure 2).
c. AEIS (TAKS) passing data will improve by at least 1% in each subject area, indicating more meaningful lessons, instructional differentiation, and increased student engagement due to technology (see Figure 3).
d. AEIS Commended rates will increase by at least 5%, indicating that teachers have used differentiation and enrichment through technology to reach higher level achievers (see Figure 4)
e. At least 60% of teachers in the district will participate in the online professional development activity to get help in this area.
2. Qualitative:
a. Teachers will complete the “Online Professional Development Satisfaction Survey” (see Figure 5).
b. Students will complete the “Technology Survey” (see Figure 6).
Figure 1: STaR Chart Progress
Domain 2008-2009 Score 2009-2010 Score Improvement (Y/N)
Teaching and Learning 14
Educator Preparation and Development 11
Leadership, Administration, and Instructional Support 16
Infrastructure for Technology 16
Figure 2: Campus Benchmark Data Increase by Subject Area
Subject 2008-2009 EOY Scores (% Passing) 2009-2010 EOY Scores (% Passing) 5% Increase(Y/N)
Reading 84%
Math 90%
Science 88%
Figure 3: AEIS (TAKS) Campus Data (Passing Rates)
Subject 2008-2009 Scores (% Passing) 2009-2010 (% Passing) 1% Increase (Y/N)
Reading 98%
Math 97%
Science 99%
Figure 4: AEIS (TAKS) Campus Data (Commended Rates)
Subject 2008-2009 Scores (% Commended) 2009-2010 (% Commended) 5% Increase (Y/N)
Reading 52%
Math 63%
Science 39%
Figure 5: Online Professional Development Satisfaction Survey – Gathering, Analyzing, and Using Data
Teacher Assignment: ___________________________
School: ___________________________
Directions: Circle numbers for each question, and provide answers to the free response questions.
1. How often did you use the online professional development to help you with the gathering, analysis, and use of data from a variety of sources?
0 – Not at All 1 – 1-2 Times 2 – 3-4 Times 3 – 5 or More Times
2. How often did you use the online professional development to help you with the integration of technology into instruction and classroom practices?
0 – Not at All 1 – 1-2 Times 2 – 3-4 Times 3 – 5 or More Times
3. How helpful did you find the online professional development?
0 – Not at All 1 – Very Little 2 – Somewhat 3 – Extremely
4. What was the average amount of time before your question was answered on a discussion board?
0 – More than 24 hours 1 – 18-24 hours 2 12-18 hours 3 – Less than 12 hours
5. How many ideas did you take from the wikis and implement in your classroom?
0 – None 1 – 1-2 2 – 3-4 3 – 5 or More
6. What was the most helpful thing about the online professional development?
________________________________________________________________________
________________________________________________________________________
7. What improvement do you suggest to the system?
________________________________________________________________________
________________________________________________________________________
Figure 6: Student Technology Survey
School: _______________________________
Teacher: _______________________________
Directions: Circle the number next to the answer that you choose for each question. For the open-ended questions, write one sentence.
1. How many times each week do you use a computer in your classroom?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
2. How many times each week do you use a computer outside of your classroom (library or computer lab)?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
3. How many times each week do you use a Smart Board in your classroom?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
4. How many times each week do you use iPods in your classroom?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
5. How many times does your teacher project her laptop onto the screen in your classroom?
0 – 0-1 Times 1 – 2-3 Times 2 – 4 Times 3 – 5 or More Times
6. List 5 new things that you have learned about technology this year.
a. _________________________________________
b. _________________________________________
c. _________________________________________
d. _________________________________________
e. _________________________________________
7. What is one thing that you would like to learn about, or would like to do more of (with technology)?
_______________________________________________________________________
8. Do you use computers and other technology to learn more often at school or at home?
_______________________________________________________________________
Sunday, November 22, 2009
My First Web Conference Experience
Tonight I attended the web conference hosted by Dr. Abernathy. It was hosted through Adobe Acrobat Connect Pro. It was a little bit out of control, since I don't think that they were prepared for the large number of students that attended. Dr. Abernathy said at one point that she had expected 25-30, but when I logged on there were already 97 people in the room, with room for only 3 more. Since there were so many people in the room, all trying to contribute to the conversation and ask questions, the script was moving very quickly and it was extremely hard to keep up with. It would be better if next time we participated in smaller groups.
Although it was a little bit oerwhelming, it was also a very neat experience that I look forward to trying again. It was also very cool to be able to speak in real time with one of our professors, a luxury that I have never had in this program.
I would love to someday be able to use this at school, either as a teacher or as an administrator. One person in the chat room mentioned that she would love to have parent conferences like that. I am not currently at a school where that would be possible, due to large numbers of families of low socioeconomic status who do not have access to computers and/or internet. However, maybe sometime in the future these things will become more available or I will work in a different setting.
I am the teacher representative for the PTA board of directors at my school, and I think that having our meetings via web conferencing would be a much more efficient way to meet than the monthly meetings we currently have in the school library. That way, all of the mothers could stay home with their families and we would probably have greater participation in each meeting.
Those are my thoughts on the web conferencing experience!
Although it was a little bit oerwhelming, it was also a very neat experience that I look forward to trying again. It was also very cool to be able to speak in real time with one of our professors, a luxury that I have never had in this program.
I would love to someday be able to use this at school, either as a teacher or as an administrator. One person in the chat room mentioned that she would love to have parent conferences like that. I am not currently at a school where that would be possible, due to large numbers of families of low socioeconomic status who do not have access to computers and/or internet. However, maybe sometime in the future these things will become more available or I will work in a different setting.
I am the teacher representative for the PTA board of directors at my school, and I think that having our meetings via web conferencing would be a much more efficient way to meet than the monthly meetings we currently have in the school library. That way, all of the mothers could stay home with their families and we would probably have greater participation in each meeting.
Those are my thoughts on the web conferencing experience!
Educator Preparation and Development in Technology - My Opinion
As a teacher, there are certain areas where I feel that I am an expert in what I do. Differentiating instruction in reading and math, and providing challenging, meaningful work for my gifted and talented students are two of these areas. Part of the reason that I feel so prepared to do these things is because I can rely on technology to help me. There are software programs available for teaching and reinforcing remedial skills, there are databases available for my students to learn and research on their own, and there are programs that let me track my students’ progress and ability levels in data tables and other presentation styles.
The reason that I am so prepared to do these things is because I had a recent, very enriching college experience which taught me how to incorporate technology into my classroom. In college, I took online classes, participated in webinars and other online learning opportunities, compiled an internet portfolio of all of my work throughout the four years, and did numerous smaller projects to reinforce these skills.
What about the teachers who graduated from college 20 years ago, or more? How have they been taught to use technology in their classrooms? Where will I be 20 years from now when technology has changed and evolved and I am out of the loop?
This is what is happening across our state and at my campus specifically. According to the STaR Chart, a technology survey for campuses across our state, this is an area that is in need of improvement. While the scores at my campus and in the state have improved over the last 3 years, it is not a significant improvement. More than anything, this area seems to be a little stagnant of growth. Teachers do not feel as though they are receiving enough staff development to help them be competent in facilitating the integration of technology into their classrooms. Many teachers feel that the staff development that they actually are receiving is not of the caliber that it should be. While teaching teachers how to use it themselves is important, what we are really lacking are sessions that teacher them how to let their students use it. Teachers need meaningful, hands-on staff development in which they can learn how to integrate technology on a regular basis and across all subject areas. This training needs to extend beyond their teacher preparation programs and into their continuing education through district-provided staff development. If we had more of this, there would be less “fear of the unknown,” and our students would benefit greatly.
The Long-range plan for technology, 2006-2020. (2006). Texas Education Agency. Retrieved from
http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html.
School technology and readiness. (2009). Texas Education Agency. Retrieved from
http://starchart.esc12.net/.
The reason that I am so prepared to do these things is because I had a recent, very enriching college experience which taught me how to incorporate technology into my classroom. In college, I took online classes, participated in webinars and other online learning opportunities, compiled an internet portfolio of all of my work throughout the four years, and did numerous smaller projects to reinforce these skills.
What about the teachers who graduated from college 20 years ago, or more? How have they been taught to use technology in their classrooms? Where will I be 20 years from now when technology has changed and evolved and I am out of the loop?
This is what is happening across our state and at my campus specifically. According to the STaR Chart, a technology survey for campuses across our state, this is an area that is in need of improvement. While the scores at my campus and in the state have improved over the last 3 years, it is not a significant improvement. More than anything, this area seems to be a little stagnant of growth. Teachers do not feel as though they are receiving enough staff development to help them be competent in facilitating the integration of technology into their classrooms. Many teachers feel that the staff development that they actually are receiving is not of the caliber that it should be. While teaching teachers how to use it themselves is important, what we are really lacking are sessions that teacher them how to let their students use it. Teachers need meaningful, hands-on staff development in which they can learn how to integrate technology on a regular basis and across all subject areas. This training needs to extend beyond their teacher preparation programs and into their continuing education through district-provided staff development. If we had more of this, there would be less “fear of the unknown,” and our students would benefit greatly.
The Long-range plan for technology, 2006-2020. (2006). Texas Education Agency. Retrieved from
http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html.
School technology and readiness. (2009). Texas Education Agency. Retrieved from
http://starchart.esc12.net/.
Tuesday, November 17, 2009
Technology Applications TEKS
The Pre-K Technology Applications TEKS lay the foundation for future learning. The child is expected to learn how to start and exit programs, use a variety of basic input devices, use basic technology terminology, operate programs successfully by following oral or pictoral cues, interact with electronic text such as storybooks, and use a variety of software programs to enhance learning. (Technology Applications Student Standards for EC-12: Prekindergarten Guidelines and K-12 TEKS, 2005)
These TEKS lay the foundation for learning in the future grades because they help the child become familiar with the basis parts of a computer and the process of operating one. They also provide the child with an introduction to how important technology is to their learning. (Technology Applications Student Standards for EC-12: Prekindergarten Guidelines and K-12 TEKS, 2005)
There are many examples in the Technology Applications TEKS of how they are a scaffolded, spiraling curriculum. Students have multiple opportunities throughout their schooling to master the skills. Take the Foundations strand, for example: This begins in Pre-K when the student is first introduced to the parts of the computer, technical terminology, and starting and exiting programs. In K-2, the student is expected to build on these skills by being able to produce and edit products, save, and print. They also build their vocabulary and use more input devices. In 3-5, the student builds on these skills even further by being timed on their production, being able to delete files, and knowing how to access files on a network. Their vocabulary also continues to expand. In 6-8, the student is still expected to do all of the same things, but they must show greater understanding by being able to compare and contrast input, output, and storage devices; analog and digital systems; and LANs, WANs, internet, and intranet. They must also develop and exhibit more specific keyboarding and grammatical skills, such as one space after punctuation and dashes. Finally, in grades 9-12 the student is expected to continue to build on these skills. They must do all of the same things, but also use information to select software and digital formats appropriate to their tasks, understand programming languages, and use much more diverse input devices to produce their products (including touch-screen, voice recorders, etc). (Technology Applications Student Standards for EC-12: Prekindergarten Guidelines and K-12 TEKS, 2005)
Technology Applications Student Standards for EC-12: Prekindergarten Guidelines and K-12 TEKS. (2005). Texas Education Agency. Retrieved from
http://ritter.tea.state.tx.us/technology/ta/stustd.html.
These TEKS lay the foundation for learning in the future grades because they help the child become familiar with the basis parts of a computer and the process of operating one. They also provide the child with an introduction to how important technology is to their learning. (Technology Applications Student Standards for EC-12: Prekindergarten Guidelines and K-12 TEKS, 2005)
There are many examples in the Technology Applications TEKS of how they are a scaffolded, spiraling curriculum. Students have multiple opportunities throughout their schooling to master the skills. Take the Foundations strand, for example: This begins in Pre-K when the student is first introduced to the parts of the computer, technical terminology, and starting and exiting programs. In K-2, the student is expected to build on these skills by being able to produce and edit products, save, and print. They also build their vocabulary and use more input devices. In 3-5, the student builds on these skills even further by being timed on their production, being able to delete files, and knowing how to access files on a network. Their vocabulary also continues to expand. In 6-8, the student is still expected to do all of the same things, but they must show greater understanding by being able to compare and contrast input, output, and storage devices; analog and digital systems; and LANs, WANs, internet, and intranet. They must also develop and exhibit more specific keyboarding and grammatical skills, such as one space after punctuation and dashes. Finally, in grades 9-12 the student is expected to continue to build on these skills. They must do all of the same things, but also use information to select software and digital formats appropriate to their tasks, understand programming languages, and use much more diverse input devices to produce their products (including touch-screen, voice recorders, etc). (Technology Applications Student Standards for EC-12: Prekindergarten Guidelines and K-12 TEKS, 2005)
Technology Applications Student Standards for EC-12: Prekindergarten Guidelines and K-12 TEKS. (2005). Texas Education Agency. Retrieved from
http://ritter.tea.state.tx.us/technology/ta/stustd.html.
Long Range Plan for Technology
Educators, administrators, students, and community members will one day be able to communicate and learn in a much more rich way. In order for this to happen, educators must emphasize the new technology TEKS, and participate in staff development to enhance their own abilities and teaching skills. Also, appropriate funds and resources for technology must be available to all schools. In order to accomplish this vision by 2020, a plan has been developed. This plan emphasizes four key areas: learners, educators, leaders, and infrastructure. (The Long-range plan for technology, 2006-2020, 2006)
Over the last several years, most parts of our community have become much more technological and modern. This is not the case for most school districts and schools in the United States. This is a problem because other countries are surpassing us in this area, and thus are having more successful students after high school graduation. Additionally, our country’s demographics are rapidly changing and technology must be integrated and applied to instruction on a daily basis in order to best serve all of our diverse students. (The Long-range plan for technology, 2006-2020, 2006)
Students are much more familiar and comfortable with technology than they were a number or years ago. They need to be challenged with it on an individual basis. Teachers need to introduce and reinforce key skills, and then tailor assignments to where each and every student is challenged. These technological activities can be independent or collaborative, or both. Educators need to apply the students’ familiarity with and use of technology on a daily basis to their learning in order to make it beneficial to their education and their futures. (The Long-range plan for technology, 2006-2020, 2006)
Across the board, the vast majority of teachers agree that technology is both important and beneficial to their students’ education. Most teachers also use email, internet search engines, and news websites on a regular basis at work. Teachers feel that the main barriers to technology in the classroom are lack of time, lack of support at home, and lack of materials. Teachers would like to see additional staff development focused primarily on how to integrate technology into their lessons more regularly. (The Long-range plan for technology, 2006-2020, 2006)
Teachers should no longer rely on the “one size fits all” philosophy of education. They need to understand that students need technology to use as tools for different things. Technology should be used to bridge the ability gap between students. Many students need distance learning opportunities for a multitude of reasons, most of which are to help bridge the gap mentioned above. The roles that teachers and students play must change, and they must be equal partners in education. Technology will help to accomplish this by expanding learning opportunities for all students. (The Long-range plan for technology, 2006-2020, 2006)
Teachers must be taught prior to entering their first job how to integrate technology in their classrooms. Therefore, all teacher preparation programs should model effective integration of technology. Many programs have already chosen to transition to some classes being distance learning, or online courses, to fulfill this requirement. Teachers must not only understand how to use technology, but also how to integrate it on a daily basis into their instruction to the benefit of their students. (The Long-range plan for technology, 2006-2020, 2006)
Administrators must emphasize the importance of technology in a variety of ways. They must budget money for both materials and equipment, and also for staff development as a teacher support. Also, they must set an example of technology use in the school. They can do this by using data in decision making and by relying on technology themselves. Administrators must hold teachers accountable for meeting technological goals, just as they do in other content areas. (The Long-range plan for technology, 2006-2020, 2006)
A good infrastructure is imperative to the achievement of all four of the goals above. Schools should have equitable access to all e-learning technologies through ubiquitous broadband resources 24/7 for all users. They should also provide quick technical assistance to support teaching and learning. Also, they should measure data securely and accurately, and set standards for accessibility for all users. If all of these things are there, then students can receive a rich, tailored educational experience within their school curriculum. (The Long-range plan for technology, 2006-2020, 2006)
The immediate issues that need to be addressed in order for student needs to be met are a realistic and stable funding model for all aspects of technology, leadership and support in the area of educational technology, strategies to measure the progress of students and teachers in meeting technology proficiencies, and software standards to ensure the proper use of funds for technology. (The Long-range plan for technology, 2006-2020, 2006)
My new learning can assist me as an instructional leader who is guiding technology use and integration at a campus. I am now more familiar with specific technology goals and how they must be addressed. I also now have information which will guide me toward addressing teacher concerns and helping them to move past them. Lastly, now that I have a greater understanding of the importance of the integration of technology in a student's education, I will be more supportive and hold my teachers more accountable in this area. (The Long-range plan for technology, 2006-2020, 2006)
The Long-range plan for technology, 2006-2020. (2006). Texas Education Agency.
Retrieved from http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html.
Over the last several years, most parts of our community have become much more technological and modern. This is not the case for most school districts and schools in the United States. This is a problem because other countries are surpassing us in this area, and thus are having more successful students after high school graduation. Additionally, our country’s demographics are rapidly changing and technology must be integrated and applied to instruction on a daily basis in order to best serve all of our diverse students. (The Long-range plan for technology, 2006-2020, 2006)
Students are much more familiar and comfortable with technology than they were a number or years ago. They need to be challenged with it on an individual basis. Teachers need to introduce and reinforce key skills, and then tailor assignments to where each and every student is challenged. These technological activities can be independent or collaborative, or both. Educators need to apply the students’ familiarity with and use of technology on a daily basis to their learning in order to make it beneficial to their education and their futures. (The Long-range plan for technology, 2006-2020, 2006)
Across the board, the vast majority of teachers agree that technology is both important and beneficial to their students’ education. Most teachers also use email, internet search engines, and news websites on a regular basis at work. Teachers feel that the main barriers to technology in the classroom are lack of time, lack of support at home, and lack of materials. Teachers would like to see additional staff development focused primarily on how to integrate technology into their lessons more regularly. (The Long-range plan for technology, 2006-2020, 2006)
Teachers should no longer rely on the “one size fits all” philosophy of education. They need to understand that students need technology to use as tools for different things. Technology should be used to bridge the ability gap between students. Many students need distance learning opportunities for a multitude of reasons, most of which are to help bridge the gap mentioned above. The roles that teachers and students play must change, and they must be equal partners in education. Technology will help to accomplish this by expanding learning opportunities for all students. (The Long-range plan for technology, 2006-2020, 2006)
Teachers must be taught prior to entering their first job how to integrate technology in their classrooms. Therefore, all teacher preparation programs should model effective integration of technology. Many programs have already chosen to transition to some classes being distance learning, or online courses, to fulfill this requirement. Teachers must not only understand how to use technology, but also how to integrate it on a daily basis into their instruction to the benefit of their students. (The Long-range plan for technology, 2006-2020, 2006)
Administrators must emphasize the importance of technology in a variety of ways. They must budget money for both materials and equipment, and also for staff development as a teacher support. Also, they must set an example of technology use in the school. They can do this by using data in decision making and by relying on technology themselves. Administrators must hold teachers accountable for meeting technological goals, just as they do in other content areas. (The Long-range plan for technology, 2006-2020, 2006)
A good infrastructure is imperative to the achievement of all four of the goals above. Schools should have equitable access to all e-learning technologies through ubiquitous broadband resources 24/7 for all users. They should also provide quick technical assistance to support teaching and learning. Also, they should measure data securely and accurately, and set standards for accessibility for all users. If all of these things are there, then students can receive a rich, tailored educational experience within their school curriculum. (The Long-range plan for technology, 2006-2020, 2006)
The immediate issues that need to be addressed in order for student needs to be met are a realistic and stable funding model for all aspects of technology, leadership and support in the area of educational technology, strategies to measure the progress of students and teachers in meeting technology proficiencies, and software standards to ensure the proper use of funds for technology. (The Long-range plan for technology, 2006-2020, 2006)
My new learning can assist me as an instructional leader who is guiding technology use and integration at a campus. I am now more familiar with specific technology goals and how they must be addressed. I also now have information which will guide me toward addressing teacher concerns and helping them to move past them. Lastly, now that I have a greater understanding of the importance of the integration of technology in a student's education, I will be more supportive and hold my teachers more accountable in this area. (The Long-range plan for technology, 2006-2020, 2006)
The Long-range plan for technology, 2006-2020. (2006). Texas Education Agency.
Retrieved from http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html.
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