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
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