Web. Con.

Although I tried several times to get into a web conference ( I was never allowed in even when I signed in twice at least a hour before it started) I was able to go over about five different web conference resources that were sent out. I thought this was a great idea. As I read through he transcripts and made notes, I could see who this could easily be used as a training tool. You could train teachers how to uses this in the classroom by conductive a staff development via web conference. You could also create a big teacher suport group via web conference, to showcase different teaching styles and to discuse similar problems. Haveing the opportunity to use a web conferencee gives me a easier and more personal way to communicate with other teachers and with my studetns.

Week 4 Assignment, Part 2: Professional Development Planning

Week 4 Assignment, Part 2: Professional Development Planning

Using the campus and district improvement plans, and any suggested technology improvements, develop professional development activities that include the following:

·         Reference analysis and lessons learned about the technology needs from the Week 3 report;

·         Addresses professional development designed to improve the gathering, analysis and use of data from a variety of sources;

·         Includes professional development to improve decision-making in the integration of technology with instructional and organizational leadership.

The need that I feel is addresses will bring the biggest benefit to our campus and our students is our campuses need to create classrooms that use technology more and have a adapted technology curriculum to meet the 21^st century learner.

            As I studied our campus and districts technology plan I saw a ton of things that if they were implemented on our campus would be a great benefit to our students and staff.  It was shocking to see that our campus and district plans encouraged the use of technology in the class however didn’t seem to provide the resources of that technology to our teachers.

            I felt that the first thing that would be need for my action plan would be technology survey that could be taken online by both teachers and students. This survey would need to address the current classroom technology being used, training in the field of technology that teachers and staff have received, new forms of technology that teachers and students would like to use in the classroom setting, and different forms of technology that student have access to and technology that they wish they had access to. By creating this survey I would have data to support a more stream lined professional development activity. I would now what things are being successful in the classroom, and what technology students have and are familiar with.

            I would feel that organizing a district staff survey would also be very helpful. This survey would strive to gather data from other campuses on the use of technology and technology training that has be successful for their students.  This would create a greater range of data along with useful information and examples from successful teachers and administrators.

I.                    Staff development training on uses of technology already available on campus.

a.      With the help of the technology coordinator, create a slid presentation and examples of currently available technology.

b.      Using survey information, have two teachers model the most popular and most successful applications of this technology (being classroom and student specific).     

II.                   Providing the results of the student survey with the staff. Showing them what technology is available to your students at home and what technology they may what to see in the classroom.

a.      Provide student sample work that has been created using this technology.

b.      Provide lesson plan examples and model these lesson plans using the student technology.

III.                 Show staff the results from the inter district survey.

a.      Using staff from other campuses model examples of new technology that is available (but not yet on our campus) , and how it is being used in their classrooms.

IV.        Have administrative leadership speak on the importance of keeping up with the world community of learners, through the use of blogs, web-sites, wiki, and other social networking tools.

Week Four

Week 4 Assignment, Part 1: Development of an organization chart integrating technology

Using the campus and district improvement plans, and any suggested technology improvements, develop an organization chart that includes the following:

·         Identify by title or job description all personnel/stakeholders responsible for integrating technology and instructional and organization leadership from the district office to the campus and classroom;

·         Provide a brief description of the role and responsibilities of all identified personnel in your organizational chart;

·         Discuss the role of the principal in making sure the organizational chart is implemented and monitored.

According to http://technology.conroeisd.net/plan the CONROE ISD Technology Plan for 2010 - 2013 has a Technology Planning Committee comprised of the following members
- Scott Barrett, Asst. Supt.·
- Teri Ross, Coor. of Info· Systems
-Terry McClaugherty, Coor. of Network Services·
- Amy Mayer, Coor.· of Instructional Technology
-Alicia Swedberg, Instructional Technology· Specialist
- Bob King, Teleproductions Supervisor·
- Lewis Tadlock,· Technology Repair Supervisor
- Deanna Martin, Directory of Curriculum·-Judy Davis, Elem. Principal
- Rich Mayer, Inter. Assistant Principal Sarah· Sanders, JH Principal

-Curtis Null, CHS Principal

-Tara Vandermark, Elem Principal
-Lisa Meeks, HS Asst. Principal

-Lauren Riddler, Teacher
-Candice McDougal, Teacher
-Jessica Powell, Teacher
-Michelle Vaugh,· Librarian
-Mona Butler, Campus Instructional Technology
-Pam Britton, Librarian
-Dennis Muehsler, HS Asst. Principal
-David Plummer, Campus Instructional Technology
-Riane Sanchez, Librarian·
-Jerry Cox, CTE· Coordinator
-Stephanie Means, District Science Coach·
-Malinda Stewart, District Literacy Coach
-Bethany Rees, Campus Technology Specialist·
-Debbie Vanderlind, Campus Technology Specialist

This is the official list of stakeholders that are responsible for the use of technology on our in our district and one each campus. You will see that there is a diverse group of individual on this list consists of administrator and teachers from every leave in the district.

          Teachers: 1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a.	promote, support, and model creative and innovative thinking and inventiveness.
b.	engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c.	promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d.	model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a.	design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b.	develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c.	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d.	provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a.	demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b.	collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c.	communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d.	model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a.	advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b.	address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c.	promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d.	develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a.	participate in local and global learning communities to explore creative applications of technology to improve student learning.
b.	exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c.	evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d.	contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

Aministrators:       . Visionary Leadership

Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators:

a.	inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders.
b.	engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision.
c.	advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan.

2. Digital Age Learning Culture

Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators:

a.	ensure instructional innovation focused on continuous improvement of digital-age learning.
b.	model and promote the frequent and effective use of technology for learning.
c.	provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners.
d.	ensure effective practice in the study of technology and its infusion across the curriculum.
e.	promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration.

3. Excellence in Professional Practice

Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators:

a.	allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.
b.	facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology.
c.	promote and model effective communication and collaboration among stakeholders using digital-age tools.
d.	stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning.

4. Systemic Improvement

Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational Administrators:

a.	lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources.
b.	collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning.
c.	recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals.
d.	establish and leverage strategic partnerships to support systemic improvement.
e.	establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning.

5. Digital Citizenship

Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. Educational Administrators:

a.	ensure equitable access to appropriate digital tools and resources to meet the needs of all learners.
b.	promote, model and establish policies for safe, legal, and ethical use of digital information and technology.
c.	promote and model responsible social interactions related to the use of  technology and information.
d.	model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools.

star chart texas

More PowerPoint presentations from basil

What can we do? Post # 1

The area that I feel is the most important to the success of a school when it comes to the implications of technology is the area of Leadership, Administration and Instructional Support. I feel that this area is so important because without leaders and administrators pushing a technology in school you easily can have a short fall in many different areas. The creation of a proper technology budget is the first thing that comes to mind, with out Administration support you my not receive the funding necessary to support, teacher staff development, student and teacher online training, distance learning, classroom technology, and all that comes with internet and web applications. I feel that the national trend in technology education is being pushed forward how ever with the recent budget cuts I can't help but see the first thing being cut is technology funding, and teacher resources. I seems that the leadership has looked passed a global education for our children in favor of spending on other resources. The state of Texas seems to be hit hard by the same leadership idea, I have already heard of several different district eliminating their whole technology staff, this seems to be a drastic measure but is this a new trend in our school or just a difficult choice by Administrator in those districts. Locally the leaderships decision have had a big effect as well, we seem to have a drastic cut in resources such as DVDs , lab tops, and software. This funding is the key area in the Leadership, Administration, and instructional Support area, all the planning, verbal support, and collaboration will do you no good if the budget is not there to support technology. I think that one way we can help in this area is to create digital libraries at our schools, every year I see hundreds of new books being delivered to our library and every year I see those same books collecting dust, our library at must will have three students in it at a time. If our state or local leadership would fund a digital library with digital readers, lab tops and larger computer labs it will save on future spending. The start up cost would be high, but the up keep would be low, you can access data bases with thousands of free and cheap online and down loadable books. Administration would have to take part in collaboration with different subject to build a core set of books, they would need to create online staff development so teacher could instruct student on how to access and use this new technology, and there would need to be a committee formed to plan the usage of this technology, all things that fall into the Leadership, Administration Instructional Support StaR chart report.

Draft Plan #3

 

“The model of 21st century learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn.” Goal: Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners.”(The Department of, 2010)

Our students have the access to mobile technology it is the goal of the is plan to create classrooms and schools that can use this technology to the students benefit, creating a place where students can integrate their technology with the teachers lesson plans. As educators we must progress and build our classrooms to help meet these goals.

“the model of 21st century learning calls for using technology to help build the capacity of educators by enabling a shift to a model of connected teaching. Goal: All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.”(The Department of, 2010)

Within the goals of the teaching section they call for educators to have access to comprehensive infrastructure when ad where the students need it. This is a big problem I think in our educational system right now, the access to technology just isn't there for all teacher and all students. There are many school in this state that are still using 10 year old text books, and have no student access computer.

“The best way to prepare teachers for connected teaching is to have them experience it. All institutions involved in preparing educators should provide technology-supported learning experiences that promote and enable the use of technology to improve learning.”(The Department of, 2010)

Professional development has to be priority to school districts, the acquisition of new skills is necessary for teachers to be prepared for our future students. New teachers need to know how it implement the technology they have been using in their education, and experienced teachers need to be connected to new technology and information on how to introduce that into their lessons.

The Department of Education, The office of Technology. (2010). Transforming america's education Washington, D.C. : The U.S. Department of Education. Retrieved from http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf

 

Texas Long Range Plan #2

As read through the long range goals of our state, I couldn't help but think to myself how far from these goals we really are. The long range goals state that every 8^th grader should be tech literate, I teach Freshman English and I would say that in my 8 years of teaching I only have about 40 % of my students that I would consider Tech literate. I would like to see the programs that are talked about in this long term plan in the elementary schools, giving our young students the basics to build on. Reading theses goals has helped me to see the real need for administrators to push this tech literacy on to our teachers and to our students. With our world becoming such a global community our students are no longer just competing with American students, our job force is now world wide, and our students need to be able to compete in this world wide market.

However I see a dangerous trend happening recently in our country, with in the last few weeks, I have read and heard through the grape vine of three different districts and a few other through out the country that are cutting there Tech Departments as a way to complicate for the lose of funding with-in their district. This is a trend that will be detrimental to our students. Without Tech support our teachers and students will lose valuable resources.