Sunday, March 27, 2011
Web conference with Dr. Abernathy
The web conference that was held on March 6, 2011 hosted about 90 students. The conference had all students asking many detailed questions. Questions concerning the assignments, discussion questions, TK 20 portfolio, and future assignments. Dr. Abernathy answered and resolved as many of our questions as possible with there being so many students involved in the conference. I got my question answered as did many others. Dr. Abernathy clarified that a wiki did not have to be done during this course. All in all the I benefitted from the web conference because my questions were answered and I was able to move on with my assignment in a timely manner.
Sunday, March 20, 2011
Technology Action Plan
Action Plan
Goal: By 2012, Paso Del Norte will increase TAKS scores in all core subjects but with a focus especially on Technology to meet Exemplary status.
Objective: June 2011, the percentage of students meeting state standards in technology to increase to Advanced Technology Trend in all technology areas.
Target Group(s): All stakeholders of the campus
Leadership and Roles:
Superintendent will assist the Director of Technology, Administrators, and Campus technology pilots in implementing and organizing all the necessary technology tools to achieve the Texas Long Range Technology Plan.
Director of Technology will assist the Administrators, Campus technology pilots, Curriculum Specialist, and Campus mentors to implement the necessary technology resources on the campuses. The director will assist in planning professional development trainings associated with technology to implement at the campus levels.
Administrator will assist the campus technology pilots, technology teachers, campus tutors, and counselors in implementing technology in all subject areas. The administrator will assist and evaluate the integration of technology into the curriculum through weekly lesson plans.
Campus technology pilots will collaboratively work with the campus teachers in implementing technology into the weekly lesson plans. Campus teachers will develop weekly lesson plans where technology is implemented into their content area.
Curriculum Specialist will assist with campus administrator and teachers to integrate professional development trainings on new software and technology tools that will be implemented on the campus.
Campus Mentors will assist teachers in the integration of new computer-based activities and technology enriched curriculum for weekly implementation in the classroom.
Campus Teachers will assist the technology pilots to integrate the technology standards, objectives, and TEKS into the weekly lesson plans. They will evaluate and assess the progress of its effectiveness.
Professional Development Planning:
The Star chart showed an area of weakness for my campus in the Educator preparation and Development. The technology trend showed that we scored 12 points in the 06’-07’ school year, and then that score decreased to 11 points the following year. The school was still considered to be Advanced but the school decreased in points instead of increased and that is a negative progress. Therefore, a plan must be set up to establish for the understanding, implementation, evaluation, and assessment of the campus technology programs by all stakeholders. The Campus Technology pilot, Administrators, Campus mentors, and Teachers will be trained on proper implementation of all technology programs so they can utilize them in the classroom and computer labs.
• Meetings will be scheduled to give information and requirements that will be implemented into the classrooms by campus teachers in technology applications and tools.
• Professional development trainings will be scheduled to train campus teachers in proper implementation of technology standards, objectives, and TEKS in their weekly lesson plans and classroom instruction.
• Proper evaluation sessions dates will be arranged to show that the technology resources are being implemented and proper used. These evaluation sessions will determine positive or negative progress in the area of technology implementation.
Evaluation:
The evaluation process should include the Star Chart data analysis for the campus. The progress of the school should be examined and determined to see if the campus is making progress toward mastery in technology. The progress made in the Star Chart will determine part of the direction the Campus Improvement Plan (CIP) takes. If the progress is negative then a change of direction for the CIP will have to be addressed. Moreover, Walk-thru and observations with positive feedback will be facilitated; Learning Community teams will collaboration once a week, review department lesson plans for differentiated Technology lessons and instruction at least every 3 weeks. Administrators will be responsible for the walkthroughs and observations with positive feedback. Administrators will document their walkthroughs. This section in the comments area will be used for constructive criticism. The timeline for these walkthroughs will be once every 3 weeks. Lesson plans will be created within the respective departments and a follow up on the various technology resources. Using these technology resources, teachers within the departments will share any successes or help with any circumstances that might help teachers become successful with classroom instruction and curriculum. Through this evaluation throughout the year we will be able to assess the progress of the Star Chart, AEIS, AYP, and the Texas Long Range Technology Plan.
Goal: By 2012, Paso Del Norte will increase TAKS scores in all core subjects but with a focus especially on Technology to meet Exemplary status.
Objective: June 2011, the percentage of students meeting state standards in technology to increase to Advanced Technology Trend in all technology areas.
Target Group(s): All stakeholders of the campus
Leadership and Roles:
Superintendent will assist the Director of Technology, Administrators, and Campus technology pilots in implementing and organizing all the necessary technology tools to achieve the Texas Long Range Technology Plan.
Director of Technology will assist the Administrators, Campus technology pilots, Curriculum Specialist, and Campus mentors to implement the necessary technology resources on the campuses. The director will assist in planning professional development trainings associated with technology to implement at the campus levels.
Administrator will assist the campus technology pilots, technology teachers, campus tutors, and counselors in implementing technology in all subject areas. The administrator will assist and evaluate the integration of technology into the curriculum through weekly lesson plans.
Campus technology pilots will collaboratively work with the campus teachers in implementing technology into the weekly lesson plans. Campus teachers will develop weekly lesson plans where technology is implemented into their content area.
Curriculum Specialist will assist with campus administrator and teachers to integrate professional development trainings on new software and technology tools that will be implemented on the campus.
Campus Mentors will assist teachers in the integration of new computer-based activities and technology enriched curriculum for weekly implementation in the classroom.
Campus Teachers will assist the technology pilots to integrate the technology standards, objectives, and TEKS into the weekly lesson plans. They will evaluate and assess the progress of its effectiveness.
Professional Development Planning:
The Star chart showed an area of weakness for my campus in the Educator preparation and Development. The technology trend showed that we scored 12 points in the 06’-07’ school year, and then that score decreased to 11 points the following year. The school was still considered to be Advanced but the school decreased in points instead of increased and that is a negative progress. Therefore, a plan must be set up to establish for the understanding, implementation, evaluation, and assessment of the campus technology programs by all stakeholders. The Campus Technology pilot, Administrators, Campus mentors, and Teachers will be trained on proper implementation of all technology programs so they can utilize them in the classroom and computer labs.
• Meetings will be scheduled to give information and requirements that will be implemented into the classrooms by campus teachers in technology applications and tools.
• Professional development trainings will be scheduled to train campus teachers in proper implementation of technology standards, objectives, and TEKS in their weekly lesson plans and classroom instruction.
• Proper evaluation sessions dates will be arranged to show that the technology resources are being implemented and proper used. These evaluation sessions will determine positive or negative progress in the area of technology implementation.
Evaluation:
The evaluation process should include the Star Chart data analysis for the campus. The progress of the school should be examined and determined to see if the campus is making progress toward mastery in technology. The progress made in the Star Chart will determine part of the direction the Campus Improvement Plan (CIP) takes. If the progress is negative then a change of direction for the CIP will have to be addressed. Moreover, Walk-thru and observations with positive feedback will be facilitated; Learning Community teams will collaboration once a week, review department lesson plans for differentiated Technology lessons and instruction at least every 3 weeks. Administrators will be responsible for the walkthroughs and observations with positive feedback. Administrators will document their walkthroughs. This section in the comments area will be used for constructive criticism. The timeline for these walkthroughs will be once every 3 weeks. Lesson plans will be created within the respective departments and a follow up on the various technology resources. Using these technology resources, teachers within the departments will share any successes or help with any circumstances that might help teachers become successful with classroom instruction and curriculum. Through this evaluation throughout the year we will be able to assess the progress of the Star Chart, AEIS, AYP, and the Texas Long Range Technology Plan.
Sunday, March 6, 2011
Texas Long Range Plan for Technology
Progress Report for the state of Texas
State and federal requirements for technology literacy and curriculum integration have led to a new emphasis on gaining valuable knowledge and skills and monitoring progress in meeting targeted levels of proficiency. P.38 Therefore, the Texas progress report has shown considerable forward gains in technology because of their many applications in their districts. “Distance learning has proven to be a powerful tool for ensuring that students across the state have equitable access to quality education and instruction regardless of the school’s wealth, size, socioeconomic status, or geographic location. In particular, online learning has provided many opportunities for educators and students to have access to current research and valuable instructional resources.” The state of Texas is progressing toward Target Technology in all areas because it a state mandate. The state must achieve this goal and it is making positive progress. The data shows that 2,014 campuses or 26% of all campuses are at the highest
levels on the chart. That translates to 1,947 campuses or 25% of all campuses are at the Advanced Tech level and 69 campuses or 0.9% of all campuses are at the Target Tech level. The progress report shows that Texas’ schools are making considerable gains in the area of technology. Texas schools and regions are marching towards the Target tech goal. This progress helps all the stakeholders of every community across the state of Texas. Technology will benefit our students because it is the way of the present and future; therefore, it is vital that we teach and guide our students to Target technology standards.
Citation: http://ritter.tea.state.tx.us/comm/leg_reports/2008/08pr_to_lrpt.pdf.
Technology Draft Plan
Technology learning puts the students at the center and empowers them to take control of their own learning by providing flexibility in several areas. Learning should be learner centered. Technology provides a learner centered avenue because it offers many applications to find and learn new types of knowledge. Technology provides access to a much wider and more flexible set of learning resources than is available in classrooms and connections to a wider and more flexible set of “educators,” including teachers, parents, experts, and mentors outside the classroom. Well-designed projects help students acquire knowledge in specific content areas and also support the development of more specialized adaptive expertise that can be applied in other areas (Trilling & Fadel, 2009). Learning must develop a deeper understanding that requires the learner to explore many technological applications; therefore, the learning must adapt to the desired outcome. Technology is able to adapt to all types of learners. For students, these tools create new learning activities that allow them to grapple with real-world problems, develop search strategies, evaluate the credibility and authority of websites and authors, and create and communicate with multimedia (Jenkins, 2009; Leu, Kinzer, Coiro, & Cammack, 2004). As good as technology-based assessment and data systems might be, educators need support in learning how to use them. An important direction for development and implementation of technology-based assessment systems is the design of technology-based tools that can help educators manage the assessment process, analyze data, and take appropriate action. As important as it is to teach the vast applications of technology to our students, it is vitally important to instruct our teacher, parents, and communities. Without all stakeholders knowing how to use these applications of technology and being properly instructed it will only being useless information. The draft plan summarizes the key components that are necessary for positive forward progress for all stakeholders in technology. These components are in learning, teaching, and training without these we will fall back in knowledge compared to the global learning networks that are found all over the world.
Citation: http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
State and federal requirements for technology literacy and curriculum integration have led to a new emphasis on gaining valuable knowledge and skills and monitoring progress in meeting targeted levels of proficiency. P.38 Therefore, the Texas progress report has shown considerable forward gains in technology because of their many applications in their districts. “Distance learning has proven to be a powerful tool for ensuring that students across the state have equitable access to quality education and instruction regardless of the school’s wealth, size, socioeconomic status, or geographic location. In particular, online learning has provided many opportunities for educators and students to have access to current research and valuable instructional resources.” The state of Texas is progressing toward Target Technology in all areas because it a state mandate. The state must achieve this goal and it is making positive progress. The data shows that 2,014 campuses or 26% of all campuses are at the highest
levels on the chart. That translates to 1,947 campuses or 25% of all campuses are at the Advanced Tech level and 69 campuses or 0.9% of all campuses are at the Target Tech level. The progress report shows that Texas’ schools are making considerable gains in the area of technology. Texas schools and regions are marching towards the Target tech goal. This progress helps all the stakeholders of every community across the state of Texas. Technology will benefit our students because it is the way of the present and future; therefore, it is vital that we teach and guide our students to Target technology standards.
Citation: http://ritter.tea.state.tx.us/comm/leg_reports/2008/08pr_to_lrpt.pdf.
Technology Draft Plan
Technology learning puts the students at the center and empowers them to take control of their own learning by providing flexibility in several areas. Learning should be learner centered. Technology provides a learner centered avenue because it offers many applications to find and learn new types of knowledge. Technology provides access to a much wider and more flexible set of learning resources than is available in classrooms and connections to a wider and more flexible set of “educators,” including teachers, parents, experts, and mentors outside the classroom. Well-designed projects help students acquire knowledge in specific content areas and also support the development of more specialized adaptive expertise that can be applied in other areas (Trilling & Fadel, 2009). Learning must develop a deeper understanding that requires the learner to explore many technological applications; therefore, the learning must adapt to the desired outcome. Technology is able to adapt to all types of learners. For students, these tools create new learning activities that allow them to grapple with real-world problems, develop search strategies, evaluate the credibility and authority of websites and authors, and create and communicate with multimedia (Jenkins, 2009; Leu, Kinzer, Coiro, & Cammack, 2004). As good as technology-based assessment and data systems might be, educators need support in learning how to use them. An important direction for development and implementation of technology-based assessment systems is the design of technology-based tools that can help educators manage the assessment process, analyze data, and take appropriate action. As important as it is to teach the vast applications of technology to our students, it is vitally important to instruct our teacher, parents, and communities. Without all stakeholders knowing how to use these applications of technology and being properly instructed it will only being useless information. The draft plan summarizes the key components that are necessary for positive forward progress for all stakeholders in technology. These components are in learning, teaching, and training without these we will fall back in knowledge compared to the global learning networks that are found all over the world.
Citation: http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
Texas Long Range Plan for Technology
Educator preparation and Development has an ongoing process to educate the professional educator. It must provide the knowledge and skills for technology that the educator needs to educate their classroom students. It is dependent on the educator to take time to increase their own level of knowledge. ” Technology can impact curriculum and instruction, but for this to occur, teachers need to learn to incorporate technology appropriately to support the curriculum and bring about learning opportunities that would not be possible without the technology.”
In my campus there is a gradual move toward being a Developing Technology school. Over the past three school years we had a steady rating. The definition of a Developing Technology is the following: Use of technology is for administrative tasks and classroom management. There is use of online resources. 40% of educators meet SBEC standards. Administrators expect
teachers to use technology. 6-24% of technology budget allocated for professional development. Therefore, my campus must make it a priority to move ahead toward the Target Technology that the state requires. The Target technology is: There are regular technology-supported learner-centered projects. There is vertical alignment of Technology Applications TEKS and anytime, anywhere use of online resources. Administrators ensure integration of appropriate technology. 100% of educators meet SBEC standards. 30% or more of budget allocated for professional development. To meet this goal my campus must strive and be willing to develop themselves as educators. The administration must support our desire to enhance our knowledge of technology through professional development and the necessary resources needed to achieve this goal. This has to be the goal in my campus and we need to strive towards this goal.
Citation: http://starchart.esc12.net/
In my campus there is a gradual move toward being a Developing Technology school. Over the past three school years we had a steady rating. The definition of a Developing Technology is the following: Use of technology is for administrative tasks and classroom management. There is use of online resources. 40% of educators meet SBEC standards. Administrators expect
teachers to use technology. 6-24% of technology budget allocated for professional development. Therefore, my campus must make it a priority to move ahead toward the Target Technology that the state requires. The Target technology is: There are regular technology-supported learner-centered projects. There is vertical alignment of Technology Applications TEKS and anytime, anywhere use of online resources. Administrators ensure integration of appropriate technology. 100% of educators meet SBEC standards. 30% or more of budget allocated for professional development. To meet this goal my campus must strive and be willing to develop themselves as educators. The administration must support our desire to enhance our knowledge of technology through professional development and the necessary resources needed to achieve this goal. This has to be the goal in my campus and we need to strive towards this goal.
Citation: http://starchart.esc12.net/
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