Star Chart Presentation
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Saturday, November 21, 2009
Friday, November 20, 2009
Week 2 Blog
The Educator Preparation Key area assesses the level of preparedness teachers possess in regard to technology. It assesses the availability of training and resources for teachers to utilize in their classrooms and for their own personal growth. It also measures the amount of administrative support teachers receive in regard to funding and resources for technology. This assessment is based upon the amount of professional development teachers attend and the amount of money budgeted to staff development by their administrators.
The percentage of teachers in the early development stage of educator preparedness is over 5% for the 2008-2009 school year. Although this is a higher than some prior years (and that is worth commending) this is an area that student learning hinges on. This is a truly troubling thought because as technology use has increased and changed many teachers have fallen behind the technology curve. Our school has dropped two points per year in two consecutive years in the area of Educator Preparation. If teachers are not educated in the skills of technology they cannot use the technology in their classes thus they cannot pass on that knowledge to students. Also their training is pertinent to their administrative capabilities and data recording for the school. It is vital that school begin to institute more technology training to bridge the gap in knowledge. Student learning and success in technology is dependent upon their teachers. For schools to be on target they should conduct regular learner-centered projects that are aligned to the TEKS. Administrators should ensure the integration of technology by encouraging teachers with compliments and resources while also assessing technology use and its benefits on their campus. Principals should dedicate 30% or more of their technology budget for professional development.
The percentage of teachers in the early development stage of educator preparedness is over 5% for the 2008-2009 school year. Although this is a higher than some prior years (and that is worth commending) this is an area that student learning hinges on. This is a truly troubling thought because as technology use has increased and changed many teachers have fallen behind the technology curve. Our school has dropped two points per year in two consecutive years in the area of Educator Preparation. If teachers are not educated in the skills of technology they cannot use the technology in their classes thus they cannot pass on that knowledge to students. Also their training is pertinent to their administrative capabilities and data recording for the school. It is vital that school begin to institute more technology training to bridge the gap in knowledge. Student learning and success in technology is dependent upon their teachers. For schools to be on target they should conduct regular learner-centered projects that are aligned to the TEKS. Administrators should ensure the integration of technology by encouraging teachers with compliments and resources while also assessing technology use and its benefits on their campus. Principals should dedicate 30% or more of their technology budget for professional development.
Tuesday, November 17, 2009
Blog Week 1 part 4
The Pre-K guidelines help students develop their foundation for reading, math, social skills, basic computer skills, as well as exploratory capabilities such as hand and eye coordination and lengthening attention span. The Pre-K TEKS help to develop basic technology skills such as using a mouse and some use of a keyboard to communicate and demonstrate learning. The TEKS are especially helpful for ELL students and students with special needs. Technology gives them another venue for learning and communicating with others. The use of technology in conjunction with parental and educator support should encourage positive social relationships and help students learn socially appropriate methods for communicating. Students also learn the fundamental uses of a computer for some of their daily activities. Technology also allows for students and teachers to use computers as an assessment tool to measure improvement and development.
All these skills taught in Pre-K are further developed in later grades thus without the strong foundation in Pre-K students are at a disadvantage by the time they reach kindergarten. These essential prerequisite skills of reading and basic use of a computer are essential for students to continue in their learning of technology. Also the etiquette that students learn in pre-K is important so that students communicate and use technology in a socially acceptable manner. Technology allows the students to become more self-directed in regard to their education and learning. That skill is one that can greatly help all students in their educational career.
The spiraling curriculum of technology means that students will oftentimes see the same skill taught over and over but with ever increasing complexity. Each piece of learned information enables the next to be taught. This often times means repeating steps at a more challenging and complex level.
For example, the use of a mouse will enable a student to navigate the operating system of a computer which in turn will usually lead to a student learning to use the internet. But the use of the internet will require the student to learn new skills with the mouse such as double clicking, scrolling, and right clicking. This new skills can then be applied again to the operating system of the computer to do more complex skills and so on. Thus learning increases as new skills are taught and reinforced with re-teaching.
This form of instruction must be adaptable and ever changing as new skills are acquired and new skills are mastered. This also must be flexible and adaptable so students can apply the knowledge to new forms of technology.
The Pre-K guidelines help students develop their foundation for reading, math, social skills, basic computer skills, as well as exploratory capabilities such as hand and eye coordination and lengthening attention span. The Pre-K TEKS help to develop basic technology skills such as using a mouse and some use of a keyboard to communicate and demonstrate learning. The TEKS are especially helpful for ELL students and students with special needs. Technology gives them another venue for learning and communicating with others. The use of technology in conjunction with parental and educator support should encourage positive social relationships and help students learn socially appropriate methods for communicating. Students also learn the fundamental uses of a computer for some of their daily activities. Technology also allows for students and teachers to use computers as an assessment tool to measure improvement and development.
All these skills taught in Pre-K are further developed in later grades thus without the strong foundation in Pre-K students are at a disadvantage by the time they reach kindergarten. These essential prerequisite skills of reading and basic use of a computer are essential for students to continue in their learning of technology. Also the etiquette that students learn in pre-K is important so that students communicate and use technology in a socially acceptable manner. Technology allows the students to become more self-directed in regard to their education and learning. That skill is one that can greatly help all students in their educational career.
The spiraling curriculum of technology means that students will oftentimes see the same skill taught over and over but with ever increasing complexity. Each piece of learned information enables the next to be taught. This often times means repeating steps at a more challenging and complex level.
For example, the use of a mouse will enable a student to navigate the operating system of a computer which in turn will usually lead to a student learning to use the internet. But the use of the internet will require the student to learn new skills with the mouse such as double clicking, scrolling, and right clicking. This new skills can then be applied again to the operating system of the computer to do more complex skills and so on. Thus learning increases as new skills are taught and reinforced with re-teaching.
This form of instruction must be adaptable and ever changing as new skills are acquired and new skills are mastered. This also must be flexible and adaptable so students can apply the knowledge to new forms of technology.
Blog post part 2 Week 1
I have always considered myself to be pretty current and up-to-date on most technology. I feel overall most parts of the assessments reinforced these notions. My strong areas seem to be in regard to the use of technology and its organization in the classroom. I have thorough knowledge regarding the internet, classroom software such as Microsoft office, and presentation software such as story board, Power Point, and Media Player.
Despite these strengths the assessments gave me great insight into areas that I need to improve upon. For example, The Rubric for Administrative Technology Use forced me to consider my future policies and procedures as a principal. I had never considered how I would implement technology into my school’s classroom, train my staff, or use technology to gather and evaluate data for my school before this assessment. I feel this is probably my greatest weakness at this time.
The Technology Applications Inventory revealed my need for better knowledge about computer programming and networking. I also learned that there are a few areas that I could improve upon such as working with digital graphics and movies. Incorporating and creating them more in my classes could enhance my teaching. I would also like to become more familiar with networking communications such as video conferencing and distance learning for our students.
According to our SETDA Teacher Survey I learned our school could greatly benefit from some technology goal directed vision. I feel as a principal I should use data and research to drive my goals for implementing technology and choosing particular programs and policies. As a profession we should more thoroughly heed research when making appropriate decisions about technology.
As a whole I feel the assessments were accurate and the assessments have greatly helped me to evaluate my current condition and helped me develop the mindset of an administrator.
I have always considered myself to be pretty current and up-to-date on most technology. I feel overall most parts of the assessments reinforced these notions. My strong areas seem to be in regard to the use of technology and its organization in the classroom. I have thorough knowledge regarding the internet, classroom software such as Microsoft office, and presentation software such as story board, Power Point, and Media Player.
Despite these strengths the assessments gave me great insight into areas that I need to improve upon. For example, The Rubric for Administrative Technology Use forced me to consider my future policies and procedures as a principal. I had never considered how I would implement technology into my school’s classroom, train my staff, or use technology to gather and evaluate data for my school before this assessment. I feel this is probably my greatest weakness at this time.
The Technology Applications Inventory revealed my need for better knowledge about computer programming and networking. I also learned that there are a few areas that I could improve upon such as working with digital graphics and movies. Incorporating and creating them more in my classes could enhance my teaching. I would also like to become more familiar with networking communications such as video conferencing and distance learning for our students.
According to our SETDA Teacher Survey I learned our school could greatly benefit from some technology goal directed vision. I feel as a principal I should use data and research to drive my goals for implementing technology and choosing particular programs and policies. As a profession we should more thoroughly heed research when making appropriate decisions about technology.
As a whole I feel the assessments were accurate and the assessments have greatly helped me to evaluate my current condition and helped me develop the mindset of an administrator.
Blog post part 3 Week 1
After looking over the Long-Range Plan I am encouraged as a teacher about the goals set by our state and local education entities to increase our technology usage and availability in our schools. There are numerous challenges ahead namely; costs for technology upgrades and maintenance and training for teachers. Nevertheless I believe these challenges can be overcome by teachable teachers and research that links technology with student success, better school efficiency, and costs savings.
As a principal the long-rang plan provides a set of guiding principles that can help direct my decision making regarding technology so that it complies and supports the long-range technology plan. The plan can help me decide on appropriate staff development for my teachers and curriculum advisors, methods for supporting our existing technology, and guidance for choosing new technologies. It can give me a better understanding of how I can support my teachers with resources to help improve classroom instruction. The goals of the plan should be in the forefront of my mind when making decisions about technology as these decisions are costly and will affect our students for much of their educational and professional careers.
After looking over the Long-Range Plan I am encouraged as a teacher about the goals set by our state and local education entities to increase our technology usage and availability in our schools. There are numerous challenges ahead namely; costs for technology upgrades and maintenance and training for teachers. Nevertheless I believe these challenges can be overcome by teachable teachers and research that links technology with student success, better school efficiency, and costs savings.
As a principal the long-rang plan provides a set of guiding principles that can help direct my decision making regarding technology so that it complies and supports the long-range technology plan. The plan can help me decide on appropriate staff development for my teachers and curriculum advisors, methods for supporting our existing technology, and guidance for choosing new technologies. It can give me a better understanding of how I can support my teachers with resources to help improve classroom instruction. The goals of the plan should be in the forefront of my mind when making decisions about technology as these decisions are costly and will affect our students for much of their educational and professional careers.
Monday, November 16, 2009
Blog post part 2 Week 1
I have always considered myself to be pretty current and up-to-date on most technology. I feel overall most parts of the assessments reinforced these notions. My strong areas seem to be in regard to the use of technology and its organization in the classroom. I have thorough knowledge regarding the internet, classroom software such as Microsoft office, and presentation software such as story board, Power Point, and Media Player.
Despite these strengths the assessments gave me great insight into areas that I need to improve upon. For example, The Rubric for Administrative Technology Use forced me to consider my future policies and procedures as a principal. I had never considered how I would implement technology into my school’s classroom, train my staff, or use technology to gather and evaluate data for my school before this assessment. I feel this is probably my greatest weakness at this time.
The Technology Applications Inventory revealed my need for better knowledge about computer programming and networking. I also learned that there are a few areas that I could improve upon such as working with digital graphics and movies. Incorporating and creating them more in my classes could enhance my teaching. I would also like to become more familiar with networking communications such as video conferencing and distance learning for our students.
According to our SETDA Teacher Survey I learned our school could greatly benefit from some technology goal directed vision. I feel as a principal I should use data and research to drive my goals for implementing technology and choosing particular programs and policies. As a profession we should more thoroughly heed research when making appropriate decisions about technology.
As a whole I feel the assessments were accurate and the assessments have greatly helped me to evaluate my current condition and helped me develop the mindset of an administrator.
I have always considered myself to be pretty current and up-to-date on most technology. I feel overall most parts of the assessments reinforced these notions. My strong areas seem to be in regard to the use of technology and its organization in the classroom. I have thorough knowledge regarding the internet, classroom software such as Microsoft office, and presentation software such as story board, Power Point, and Media Player.
Despite these strengths the assessments gave me great insight into areas that I need to improve upon. For example, The Rubric for Administrative Technology Use forced me to consider my future policies and procedures as a principal. I had never considered how I would implement technology into my school’s classroom, train my staff, or use technology to gather and evaluate data for my school before this assessment. I feel this is probably my greatest weakness at this time.
The Technology Applications Inventory revealed my need for better knowledge about computer programming and networking. I also learned that there are a few areas that I could improve upon such as working with digital graphics and movies. Incorporating and creating them more in my classes could enhance my teaching. I would also like to become more familiar with networking communications such as video conferencing and distance learning for our students.
According to our SETDA Teacher Survey I learned our school could greatly benefit from some technology goal directed vision. I feel as a principal I should use data and research to drive my goals for implementing technology and choosing particular programs and policies. As a profession we should more thoroughly heed research when making appropriate decisions about technology.
As a whole I feel the assessments were accurate and the assessments have greatly helped me to evaluate my current condition and helped me develop the mindset of an administrator.
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