LHS Shooting StaR Chart

LHS is technology infrastructure rich, has solid instructional support, but needs to improve in technology professional development which will lead to improvements in technology teaching and learning.

LHS StaR Chart

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Texas STaR Chart Reflection

I feel that the key to improving the implementation of technology within Texas schools lies in the area of Educator Preparation and Development. The Long-Range Plan for Technology, 2006-2020 states “Whether teaching and learning are impacted through the use of educational technology is directly related to the experiences that are brought to the classroom. These classroom experiences are dependent on an educator taking the initiative to increase personal learning through ongoing professional development or continuing education. 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.” It only makes sense for teachers to be able to prepare students for future use of the technology we have available, those teachers themselves must know how to use this same technology.

Since the 2006-2007 mandate for all teacher to complete the Campus STaR Chart we can find that according to Statewide Summary by Key Area data, this is an area of needed improvement. In 06-07 only 17.7% of Texas schools has surpassed Developing Tech ratings. This number improved to 20.5% in 07-08. Nonetheless, this remains an impact area of emphasis to improve teacher training in technology.

I believe that if teachers are exposed to this data, they will become aware of the necessity. I feel that all teachers take pride in their work and that these statewide STaR Chart results are a blemish on Texas schools. By letting data drive the decisions, I see teachers responding positively to demand and take advantage of quality technology training opportunities. This teacher training will then have a direct impact on the technological preparedness of the students in their classrooms.

Spiraling of the Technology Applications TEKS

The use of input devices provides an example of the spiraling of multiple opportunities to master an essential technology skill. The use of different input devices is part of a series of TEKS for each grade level. The keyboard and mouse are both inputs listed for each grade level. Simple double-clicking on the mouse begins in Pre-K, then the complexity expands to include advanced input devices such as touch screens and voice/sound recorders at the higher grade levels.

Pre-K Technology Applications TEKS Summary

The students at this age are expected to learn how to start, use, and exit age appropriate software, as well as make use of different input devices, such as a mouse and keyboard. They should begin use of technical terminology, and use different types of software which has audio, video and graphics components. They should also begin developing communication skills using technology.

The Pre-K TEKS include basic technical skills that are essential to acquire before advancing to skills required in later grades. For example, the expectation for Pre-K students to use different input devices is also an expectation for high school students. The expectation at the high school level includes some additional types of input devices that are not listed in the Pre-K expectation

Long-Range Plan Analysis Reflection

It has made me realize the importance and urgency of the implementation of technology into curriculum and instruction. There are many aspects of the plan that still need to be implemented. Many teachers continue to use traditional teaching methods and fail to adjust instruction to meet individual needs of students. As an instructional leader, the first thing that I would need to do is fill in gaps in my knowledge of technology applications. Data would need to be collected to evaluate technology use at my campus. Most importantly, opportunities for professional development must be provided for teachers, along with continued support,in order to make any needed improvements. These decisions would all be data driven, based on data from sources such as the Texas STaR chart.

Tech Surveys Reflection

I feel that I’m quite adept with technology and both surveys supported my belief. In the Technology Applications Inventory that assesses ones knowledge and skills in the four strands of Foundations, Information Acquisition, Solving Problems, and Communication, of the 58 total questions, I only answered “no” to 9 of them. This data shows that I am 85% efficient in terms of the TEA’s technology knowledge and skills. It wasn’t until the last 2 strands, Solving Problems and Communication, that I indicated “no.” Of the things I’m lacking, most are in the communication strand involving publishing, telecommunications, and managerial design issues. To me, this inventory identifies areas to work into my internship plan.

To me the SETDA Teacher Survey was less helpful in my self-assessment. It seemed too convoluted in terms for given me clear feedback, but was very helpful in make me more aware of the many technology issues involved in education. Early in the survey the questions involved data to determine if students are being impacted by technology. I know my campus is utilizing more technology in its teaching, but we haven’t done much to measure the impact. This makes a point to be sure to not just use technology for technologies sake. Its implementation must be beneficial. This survey also stressed the importance that campus leadership collecting data referencing the use and effectiveness of technology. As with the first survey, this one also indicated my area for technology growth involves multimedia editing and authoring tools.

I think the take-home message from these 2 activities is that while I may have knowledge and skills with technology, it is important that I, as a campus leader, must ensure that the campus classroom teachers also have similar knowledge and skills so that they can promote those same abilities in the students.