What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
This course has been quite enlightening for me. There is so much that I have learned from it that I will be able to integrate into my everyday professional life. I was amazed at my ability to create something so simple such as a blog. When I first saw that one had to be created for this class, I totally freaked out. I have already stated that I am not technology savvy and just the mere thought of creating one gave me a headache. I thought it was going to be extremely difficult and almost impossible to complete. However, the step by step instructions were easy to follow and allowed me to easily create my own blog. I really enjoyed doing this and I hope to soon be able to create a blog in which I am able to communicate with my parents on a daily basis. I was also enlightened by all of the course material we had to cover and read. It gave me knowledge and insight into current trends and updated me on what is happening with technology in education. This course was much dreaded but in the end I really enjoyed it. Once again I look forward to using all that I have learned in my professional life.
To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
The information obtained and learned in this course is very relevant to my professional life. The interviews conducted in week three with Dr. Abernathy, Dr. Jenkins, and Ms. Cummings were insightful and allowed me to learn how other educators are viewing this technology transition. The course readings, although plentiful and long, allowed me to learn what is expected, obstacles that occurring, and trends that are taking place in technology world. Due to what I have learned in this course, I will now actively be able to participate and offer insight into the planning and development of technology programs that are being implemented in my school. Prior to taking this class, I would have just sat in the shadows and not participated because I would not have had a clue about half of the things that were being discussed. Now, however, my knowledge base has been deepened and broadened. I not only read and learned new information from my reading but I was also able to learn how to do new things because of the assignments given in this course.
What outcomes did you not achieve? What prevented you from achieving them?
My biggest outcome not achieved in this class was the action plan that was part of week 3's assignment. Anytime I post a chart onto the assignment page on my computer, it does something weird, strange, crazy. The lines do not all align and information just seems to scatter all over the place. I even tried to delete the entire chart and repost it, but I was unable to even successfully do that. I think it is more of a technical issue and I just did not have the technical knowledge to do it correctly. I tried for two hours to post that part of my assignment correctly but the harder I tried, the worse it became. I finally just became extremely irritated and just submitted it as it was. I was experiencing the beginning stages of the flu and I do not know if that made me more irritable or if I just simply did not know what I was doing. Regardless, this was the most frustrating part of the class that I experienced and I am sure the solution was very simple.
Were you successful in carrying out the course assignments? If not, what prevented or discouraged you? I am not going to lie, sometimes after I would read the assignments, I would become scared, almost petrified. This fear often caused me to procrastinate in doing my assignments because I was afraid of the outcome. However, through the grace of God, I was able to successfully complete each assignment and when I actually started working on them, they were not as hard as I expected them to be. The action plan from week 4 is the only assignment that I feel gave me trouble. I had a very hard time posting the chart onto the assignment page and to this day, I do not understand why. Besides that one glitch, I was able to successfully submit each and every assignment after I overcame my initial fear. Often times, I would have to contact my instructional technology specialist and ask her for assistance to help me get through some of my assignments. It is strange because the ones I thought I would need the least amount of help on, I actually needed the greatest amount of help on.
What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I learned from this course that I am not as technology unsavvy as I first thought I was. By far, this is the most challenging course that I have taken in this program because the reading was intense, the assignments were long, and it was about what I presumed to be my weakest link, technology. However, this course actually motivated me and taught me some things about myself that I really did not know. I learned that I am not exactly one of those people that is in the less experienced category when it comes to technology like I first thought. This class also helped my attitude concerning technology and helped me realize to not go in being fearful but simply to embrace the transition. I also learned what is expected of an educational leader in terms of technology. Leaders can no longer stay in the background but must now come to the front and help guide their faculty and staff into the right direction and help them to meet the goals and challenges of the long range plan.
What is the educational value of blogs and blogging to the 21st century learner?
Blogging is a great tool to use in the 21st century. It is more than my space or face book. It can keep everyone connected and involved. A blog site can let parents and the community know what is going on in your class or school and it can keep the learner connected at all time. It is a great source of information for learners to be able to access after the traditional school hours if they have a question about an assignment, homework, project, or need help studying for a test. Blogs are so much more than a means gossip but they are a great educational tool that can be used to greatly enhance the learning of a student and keep everyone informed and involved. Tutorials can also be done via blogging for those students who may not be able to attend the traditional tutorial hours set up by the teacher. Blog sites are blocked at my school but once I learned how they can greatly enhance classroom learning, I hope to serve as a catalyst for change to get them unblocked.
What are the concerns of blogs and blogging in education?
Most who have issues with blogging are those that are not that up to date with technology trends and happenings. They feel it is more of a social website or a way of gossiping via the internet not realizing all of the positive implications that come along with it. They also worry about the security of such sites for their students and worry about negative happenings being the outcome. In other words, they worry about students and teachers misusing the blog sites for misproper and personal uses. I feel like administrators feel as if blogs will be used more as a social networking system instead of as an information/help site. Also, some administrators may feel that all teachers will mot utilize the blogs. This means that some parents and students will have access to information about their child 24/7 and some will not. All children will not be treated equal. This is when staff and professional development would be utilized to bring everyone into the 21st century.
How can you use blogging to communicate with school stakeholders?
You can use blogging to communicate with school stakeholders in much the same way that you can use it to communicate it with parents and students. Stakeholders may be able to communicate desires and concerns via blogging. Blogging would allow instant collaboration and feedback to take place as well. Blogging would also stakeholders to see or learn what is being taught in schools as well as other resources that teachers and educators have to offer for student success. Blogging is an open form of communication that allows all those involved in the educational process to have valuable input and receive valuable information concerning the education of our students. Blogging may also allow stakeholders who are interested in helping or contributing to notify educators in an easy, non invasive manner. What is excellent about blogging is that it once again allows dialogue to take place and the conversations are not simply one-sided and based on one person's thoughts, ideas, or views.
Friday, December 18, 2009
Tuesday, December 1, 2009
Sunday, November 29, 2009
Texas STaR Chart
The Texas Star Chart is a way to chart progress being made by the state and by invidual districts and campus regarding the progress being made in technology advancement under No Child Left Behind (NCLB). Our entire world is becoming increasingly digital and if we want our students here in Texas and in the nation to be able to compete in this ever increasing global market, we as educators must prepare them and we ourselves have to be prepared as well. The Long Range Plan lays out expectations for the state and districts from 2006-2010. There are many components to this plan but the STaR chart only rates four, which are: 1). teaching & learning, 2). educator preparation & development, 3). leadership, administration, & instructional support, and 4). infrastructure for technology. However, I feel that the foundation for improvement in the area of technology begins with what is set forth and communicated by our leaders and administrators. The area of leadership, administration, and instructional support from the STaR chart is of the most important because this is where it starts. Leaders and administrators must determine what technology needs our students must possess to be able to compete globally in the 21st century. Leaders and administrators work collaboratively with others to determine these needs and the information trickles down fr0m here and helps determine what information and tools teachers need to possess to get students motivated and involved in this new technological age that is transforming the 21st century. Educatioinal leaders are detrimental in this area because they help to create the vision and implement and sustain the programs to put this vision into place by getting all stakeholders involved. Leaders have a huge responsibility because they are almost like the catalyst for change and as a result of this new long range plan should be able to develop, implement, and find funding to help put into place and align resources for this tecnological change. The environments that leaders create must be flexible, innovative as well as responsive. Leaders must also make sure that their schools offer expanded curriculum and instructional opportunities to students via online, digital, as well as a variety of distance learning opportunities. Leaders must also provide and set up opportunities for staff development.
This area (Leadership, Administration, and Instructional Support) at the local level declined and then showed progress so is considered as still developing. Progress is also being made at the state level. More campuses statewide are moving into the advanced technology and targeted technology category from the early technology and developing technology categories. In 2006-07, 3% of campuses were considered in the early technology 54.95% were considered as still developing, 38.9% were considered as advanced, and 3.2% were considered to be in the targeted area. From 2007-08, only 2.0% of campuses were considered to be in the early technology stage statewide, 49% were considered to be developing, 45.5% were considered to be advanced and 3.6% were considered to be in the targeted area. A campus in the early technology stage does not have a technology plan, technology is only used to perform necessary tasks, no instructional specialist or district coordinators exists, and no budget is allocated for technology advancement or improvement. A campus that is considered as developing has a local plan in place that is aligned with the long range plan, some sort of vision exist, a limited technical support staff and a full time district technology coordinator exists. A small budget is set aside for technology improvement. A campus that is advanced has campus plan that is board approved, a technical support person for every 500 computers, a full time technology director is employed, and grants and other sources are used to fund technology plans. A campus that has achieved the targeted technology level has a plan focused on student success that is supported by the board and administration, there is one technical support person for every 350 computers, a campus instructional support staff, and many sources of funding are utilized to improve technology enrichment.
This area (Leadership, Administration, and Instructional Support) at the local level declined and then showed progress so is considered as still developing. Progress is also being made at the state level. More campuses statewide are moving into the advanced technology and targeted technology category from the early technology and developing technology categories. In 2006-07, 3% of campuses were considered in the early technology 54.95% were considered as still developing, 38.9% were considered as advanced, and 3.2% were considered to be in the targeted area. From 2007-08, only 2.0% of campuses were considered to be in the early technology stage statewide, 49% were considered to be developing, 45.5% were considered to be advanced and 3.6% were considered to be in the targeted area. A campus in the early technology stage does not have a technology plan, technology is only used to perform necessary tasks, no instructional specialist or district coordinators exists, and no budget is allocated for technology advancement or improvement. A campus that is considered as developing has a local plan in place that is aligned with the long range plan, some sort of vision exist, a limited technical support staff and a full time district technology coordinator exists. A small budget is set aside for technology improvement. A campus that is advanced has campus plan that is board approved, a technical support person for every 500 computers, a full time technology director is employed, and grants and other sources are used to fund technology plans. A campus that has achieved the targeted technology level has a plan focused on student success that is supported by the board and administration, there is one technical support person for every 350 computers, a campus instructional support staff, and many sources of funding are utilized to improve technology enrichment.
Pre-K Application Guidelines
Technology is such an integral part of our future and therefor we must prepare our children at a very young age for their future. This is why technology has been integrated into the curriculum for students even at the Pre-K level. Many students at this age are already interested in the "computer" but the state of Texas says that by the end of their Pre-k years children should be able to master certain computer tasks and concepts. By the end of their Pre-k years, students should be able to open and navigates through software programs designed to enhance
development of appropriate concepts, use and name many input devices such as a mouse or CD-ROM, operate voice and sound recorders and master the touch screen, be able to use software applications such as paint or draw to create and convey their own ideas, and understand they can obtain information through the use of technology. Technology is utilized as early as Pre-k because students at this age need to know how important technology in in their lives and in their futures. They need to be made to understand how technology can enhance their lives and help them grow professionally, socially, and academically. Technology at this young age is the building block upon which many more blocks will be added in the years to come.
development of appropriate concepts, use and name many input devices such as a mouse or CD-ROM, operate voice and sound recorders and master the touch screen, be able to use software applications such as paint or draw to create and convey their own ideas, and understand they can obtain information through the use of technology. Technology is utilized as early as Pre-k because students at this age need to know how important technology in in their lives and in their futures. They need to be made to understand how technology can enhance their lives and help them grow professionally, socially, and academically. Technology at this young age is the building block upon which many more blocks will be added in the years to come.
Technology Applications Skills Assessments
A already knew before I took the technology assessments that my skills were going to be low. I am not the most technology savvy educator and basically only do the bare minimum to get by. After completing my technology applications inventory, I had more no's than I did yeas and most if my yeas were in the foundation area. In the areas of information acquisition, solving problems, and communication, I obviously had more no's. What does this mean? It means what I have already stated above, that I am not the most technology savvy person. Sure I can perform simple tasks such as create and save files, keyboard proficiently, and use boolean searches. I can even even create and use audio, video, and image files; plan, create, and edit documents using a word processor; and use fonts, font types, and font sizes as well as effectively use graphics and page design to effectively communicate. However, these are simple tasks and are as far as my computer knowledge extends. I do not know to design and create interdisciplinary multimediapresentations for defined audiences including audio, video, text, and graphics;
create a document using desktop publishing techniques including, but not limited
to, the creation of multi-column or multi-section documents with a variety of textwrapped
frame formats; determine and employ methods to evaluate electronic information for accuracy and validity; or delineate between the various digital file formats including, but not limited to,
.wav, .mid, .au, .doc, .txt, .gif, .jpg, .mov, .cwk. From this assessment I see that I have a lot to learn personally and professionally if I want to be on the cutting edge of technology. After completing the building survey, I realized that my campus is not necessary up to par on technology either. Sure our students have to take a technology application class to meet graduation requirements but we do not have any surveys or anything in place to see exactly what students know once they leave those classes or how much information they retain. Sure there are students in my school that thrive on technology and know everything there is to know about computers but all of our students should be given the same opportunity to have this same knowledge base which is something that is not true on my campus. I realize from both surveys what my strengths and weaknesses are. I need to learn more about the digital technology that is available to me in order to make education more appealing to students on our campus and I need to work on assessing what students know, do not know, or want to know. We have to prepare our students for the technology competitive world they will enter when they leave high school. People are living longer, working longer, thus making the job force more competitive. As an educational leader I need to know what to equip my students with, get everyone involved, and get my students prepared for the 21st century. These assessments have both been extremely helping because I know when it comes to technology I have a lot to work on and these assessments have showed me the exact areas that I need to concentrate my efforts.
create a document using desktop publishing techniques including, but not limited
to, the creation of multi-column or multi-section documents with a variety of textwrapped
frame formats; determine and employ methods to evaluate electronic information for accuracy and validity; or delineate between the various digital file formats including, but not limited to,
.wav, .mid, .au, .doc, .txt, .gif, .jpg, .mov, .cwk. From this assessment I see that I have a lot to learn personally and professionally if I want to be on the cutting edge of technology. After completing the building survey, I realized that my campus is not necessary up to par on technology either. Sure our students have to take a technology application class to meet graduation requirements but we do not have any surveys or anything in place to see exactly what students know once they leave those classes or how much information they retain. Sure there are students in my school that thrive on technology and know everything there is to know about computers but all of our students should be given the same opportunity to have this same knowledge base which is something that is not true on my campus. I realize from both surveys what my strengths and weaknesses are. I need to learn more about the digital technology that is available to me in order to make education more appealing to students on our campus and I need to work on assessing what students know, do not know, or want to know. We have to prepare our students for the technology competitive world they will enter when they leave high school. People are living longer, working longer, thus making the job force more competitive. As an educational leader I need to know what to equip my students with, get everyone involved, and get my students prepared for the 21st century. These assessments have both been extremely helping because I know when it comes to technology I have a lot to work on and these assessments have showed me the exact areas that I need to concentrate my efforts.
Long Range Plans
If our students are to be able to compete in today's society and in the future, they must be what we call technology savvy. They must be on the cutting edge of technology and possess the skills and know how on how to use, operate, and utilize computers. Technology is forever changing so our students must be forever learning. However, not only should students be forever learning but educational leaders, teachers, parents, and the community must be forever learning as well. Everyone must be involved in this transformation if our students, who are the future, are to be equipped with the technological skills and knowledge to be able to compete in our global society. Educational leaders must stay one step ahead of everyone. They must know what is happending and what are students as well as out teachers need. They must be able to utilize this information and put together a shared vision by working collaboratively with all those involved to keep their students knowledge base full. Leaders must work with others not only create a vision but obtain funding, provide professional development, and keep parents and community members involved in this digital transformation. Educators should follow their leaders and make sure that they not only know what the latest technology is but that they also know how to put it to use and know when to use it. This can be done by attending professional developments on technology and utilizing your technology coordinators and technology instructional specialist. Once training is received, educators must use what is learned to make learning fun and relevant for students. Students of the future must not only be technology savvy but possess computer skills that will allow them to compete, problem solve, analyze situations, and put everything into context. The 21st century student is different from our traditional learners and therefor0re, it is very important that we, as educational leaders, should work collaboratively with others to create and foster a technology enriched environment that allows all students to be able to access technology 24/7 regardless of race, demographics, or socioeconomic backgrounds. Not only should we as educational leaders work to equip students but we should work even harder to equip parents and the community as well. Also, teachers should be eased into overcoming their technological fears and get into gear with the 21st century learner.
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