When I first realized this course would cover the topic of technology I expected to discuss and learn how to implement, use and evaluate the use of technology on a campus. I was not expecting to learn about copyright laws. However, I found the copyright topic interesting and insightful. With technology being what is it and it being so easy to copy and paste rules and laws need to be discussed with staff and students alike. I enjoyed learning what my peers are doing at their schools with technology. They are using computers, Smartboards, and even cell phones to achieve quality learning. Looking at the STaR chart was another area I feel I had learned from. I had taken the survey for the past few years and never really knew why or what the data was used for. After talking to my campus technology team I know understand what the data is used for. I feel this class was everything I expected it to be plus more.
Taking what I have learned in this course to my classroom will be done with relevance. Copyright laws that I was not aware of, ownership of teacher created lessons and documents, and creative ideas for technology in the classroom are all areas that I can use still. I will also take what I have learned with me when I become an administrator. I will need to be aware of how to read STaR chart data, understand copyright laws for workbooks and textbooks and not only know how to implement technology, but how to implement the most effective technology for my students and staff. I am also now aware of the technology TEKS and how they are to be implemented across the curriculum and throughout the grade levels.
I believe I achieved all of my desired outcomes. I do not believe that I was prevented from achieving any goal for this class. I was able to complete all task by learning to read STaR chart data, understanding copyright laws, and by learning the necessary steps to implement quality and relevant technology for a campus. I learned how to create and maintain a blog. I now see that blogs and other forms of Internet based open forums can be an asset to education. I was also able to share my experiences with technology and how it is being used on my campus and in my district.
I believe I was very successful in carrying out my course assignments. I was able to find all information needed such as my campus’s STaR chart data, the technology TEKS online, and how to create and manage a blog. I was able to read the articles assigned as well as watch the videos, post all discussion quotes and comments and complete the discussions with my peers. I would have liked for some of my peers to post their discussion quotes sooner, but they eventually did and everything was able to be completed and turned in on time. I also believe I was able to carry out successful course work because I took the extra time to talk to my principal, technology support expert, as well as technology support assistants. Without their help in answering my questions about how implementation and data driven decisions are made I would have had a tougher time and my responses may not have been as in-depth and thorough.
While doing the research and conducting interviews for this course I discovered that my knowledge of technology was not as high as I thought. I also realized that I do not incorporate technology into my lessons enough. Using a Smartboard is a great presentation tool but it is not the same as the students using a computer to do research or create their own presentations. I always said it is hard to incorporate technology into a math class when we have to emphasize on passing the TAKS test. After reading the posts from my peers on the discussion board I now see that other teachers integrate technology on a weekly basis with great success and student participation. So needless to say my attitude toward the use of technology in my classroom has changed for the better. I also now see the importance and need of technology in all subject areas. As an administrator I plan to highly encourage the use of technology as much as possible.
Educational blogging in the 21st century can be a very useful tool in the learning process when working cooperatively with peers. I believe that an educational blog has a place in high school and college classes or maybe even an upper level junior high class. I do like the idea of the students being able to add comments and to have input into a group project. With blogging the students can work on a project and exchange ideas from anywhere. They do not have to be able to meet at a central location. This is a great way to do group work without ever having to meet with members of your group. I have some concerns about an open blog for middle school aged kids. I know with good supervision it could work, I just wonder how serious kids, at that level, would take it. Being able to share ideas and add comments is a great way to learn when it can be done constructively, with an open mind and the understanding that the comments are meant to be helpful. Another concern to keep in mind is that these blogs must be kept private and monitored frequently for outside contributors and predators. Even with the blog set as private people still find ways to break in.
I currently email the parents of my students on a daily basis letting them know about class work, homework, tests, etc. I am now considering creating a blog for them to check whenever they can. Email with assignments and dates are only good until it is deleted. An ongoing blog would keep all information in one place. This would allow parents and student to use the blog as a reminder for important dates and to keep up with class work due to absences. Not only would parents be able to read about the happenings of the class, they could also post questions and comments if they felt the need. Along with parents, administrators and other interested stakeholders could follow the progress of the class. This would be a great way to keep the parents involved and the community connected.
Thursday, December 17, 2009
Wednesday, December 9, 2009
Eduphoria Training for Teachers
Scott Barrett – Asst. Superinendent for Technology
Mr. Barrett’s role is to oversee implemenation of technology through out the district and district technology budget.
Ray Krause – Network Technician / Campus Technology
Mr. Krause’s role is to install new hardware and software on classroom/teacher computers, librarys, and administrator offices, along with repairing or ordering hardware/software and monitoring the gradebook system. Ray also in charge of training teachers to use new software and hardware.
Debbie Brantner – Campus Technology Support
Mrs. Brantner’s role is website updating, Eduphoria support, ViewIt training and backup to Ray for hardware and softwar problems.
Christy Hames – WOW Cart Trainer / Science Teacher
Mrs. Hames’ role in technology is to train teachers in proper use and care of WOW carts.
Curtis Null – Campus Prinicpal
Mr. Null’s role is to make decisions about technoloy in-services and implementations. Mr. Null, as principal, performs walk throughs and observes teaching style and management, he also checks on the usage to any purchased hardware.
My district has recently purchased and began using the software system, Eduphoria. Eduphoria enables teachers and administrators to track assessment scores, such as TAKS, Universal Screenings, and Chapter/Unit tests, as a whole or by objective for all subjects. Teachers can upload lesson plans and create a calendar for help manage their time. There is an application called “formspace” where evaluations and other various forms can be created and reviewed. There are also applications that allow teachers to register for professional development and in-services. This particular application also keeps track of your hours that the teacher has accumulated when attending professional development. Finally, Eduphoria also keeps track of the teacher’s evaluation and PDAS self reports. The software obviously does many things and can be very helpful for teachers and administrators, however, many teachers do not know how to use all of the applications to help with making data driven decisions. The following is a plan to develop and organize an in-service to help the teachers of my campus to better understand and use Eduphoria.
This plan will start with finding a good date to hold the in-service. With Christmas break around the corner our first day back afterwards is an in-service day. This would be an ideal opportunity for a detailed professional development session.
I would start by talking to Scott Barrett, Asst. Superintendent to Technology. I will discuss with him the possibility of getting a representative from Eduphoria to lead the in-service. I believe an Eduphoria representative/trainer would be the best person to lead this in-service because he/she would be able to answer any questions that may arise along the way. If this is not possible, then I would ask Debbie Brantner – campus Technology and Eduphoria Support to conduct the training.
This training will take place in one of the main computer labs on campus. This will allow each teacher to be on their own computer. The training will be centered around Eduphoria’s ability to disaggregate and track assessment data. The teachers will be taught how to create scantrons for unit/chapter tests. At the beginning to the training each teacher will be given a packet detailing each step along the way so they can take notes as needed. I will ask the teachers to bring copies of upcoming tests and answer keys to use in this training. This will allow the teachers to use relevant information while learning to use this software. This will keep their attention and make the training more meaningful. Along with answer keys, the teachers will need to bring a list of their subject’s TEKS. When creating scantrons with Eduphoria teachers enter the correct answer choice along with the TEK that is being covered for that question. After the teachers have learned how to create a scantron for their test, with TEKS entered, then they would be trained on how to sign onto Eduphoria Scanreader and run the scantrons through the reader. When the scantrons are scored and uploaded the teacher can see which questions and TEKs are weaknesses and which ones are strengths. The part of the training would also address any problems that may occur along the way and how to correct the problems if they occur. After the scans have been created and run the next step of the in-service would be devoted to teaching the teachers how to find and read the data in the Eduphoria system. To help this to flow better I will have example scantrons filled in and scanned so the teachers can see how the data looks and how it is disaggregated by the system.
At the end of this training the teachers will be asked to log into the Formspace Application and then directed to a file where they fill out an evaluation over regarding the training. The evaluation will cover areas of likes, dislikes, pacing and be able to write any questions they still may have.
Mr. Barrett’s role is to oversee implemenation of technology through out the district and district technology budget.
Ray Krause – Network Technician / Campus Technology
Mr. Krause’s role is to install new hardware and software on classroom/teacher computers, librarys, and administrator offices, along with repairing or ordering hardware/software and monitoring the gradebook system. Ray also in charge of training teachers to use new software and hardware.
Debbie Brantner – Campus Technology Support
Mrs. Brantner’s role is website updating, Eduphoria support, ViewIt training and backup to Ray for hardware and softwar problems.
Christy Hames – WOW Cart Trainer / Science Teacher
Mrs. Hames’ role in technology is to train teachers in proper use and care of WOW carts.
Curtis Null – Campus Prinicpal
Mr. Null’s role is to make decisions about technoloy in-services and implementations. Mr. Null, as principal, performs walk throughs and observes teaching style and management, he also checks on the usage to any purchased hardware.
My district has recently purchased and began using the software system, Eduphoria. Eduphoria enables teachers and administrators to track assessment scores, such as TAKS, Universal Screenings, and Chapter/Unit tests, as a whole or by objective for all subjects. Teachers can upload lesson plans and create a calendar for help manage their time. There is an application called “formspace” where evaluations and other various forms can be created and reviewed. There are also applications that allow teachers to register for professional development and in-services. This particular application also keeps track of your hours that the teacher has accumulated when attending professional development. Finally, Eduphoria also keeps track of the teacher’s evaluation and PDAS self reports. The software obviously does many things and can be very helpful for teachers and administrators, however, many teachers do not know how to use all of the applications to help with making data driven decisions. The following is a plan to develop and organize an in-service to help the teachers of my campus to better understand and use Eduphoria.
This plan will start with finding a good date to hold the in-service. With Christmas break around the corner our first day back afterwards is an in-service day. This would be an ideal opportunity for a detailed professional development session.
I would start by talking to Scott Barrett, Asst. Superintendent to Technology. I will discuss with him the possibility of getting a representative from Eduphoria to lead the in-service. I believe an Eduphoria representative/trainer would be the best person to lead this in-service because he/she would be able to answer any questions that may arise along the way. If this is not possible, then I would ask Debbie Brantner – campus Technology and Eduphoria Support to conduct the training.
This training will take place in one of the main computer labs on campus. This will allow each teacher to be on their own computer. The training will be centered around Eduphoria’s ability to disaggregate and track assessment data. The teachers will be taught how to create scantrons for unit/chapter tests. At the beginning to the training each teacher will be given a packet detailing each step along the way so they can take notes as needed. I will ask the teachers to bring copies of upcoming tests and answer keys to use in this training. This will allow the teachers to use relevant information while learning to use this software. This will keep their attention and make the training more meaningful. Along with answer keys, the teachers will need to bring a list of their subject’s TEKS. When creating scantrons with Eduphoria teachers enter the correct answer choice along with the TEK that is being covered for that question. After the teachers have learned how to create a scantron for their test, with TEKS entered, then they would be trained on how to sign onto Eduphoria Scanreader and run the scantrons through the reader. When the scantrons are scored and uploaded the teacher can see which questions and TEKs are weaknesses and which ones are strengths. The part of the training would also address any problems that may occur along the way and how to correct the problems if they occur. After the scans have been created and run the next step of the in-service would be devoted to teaching the teachers how to find and read the data in the Eduphoria system. To help this to flow better I will have example scantrons filled in and scanned so the teachers can see how the data looks and how it is disaggregated by the system.
At the end of this training the teachers will be asked to log into the Formspace Application and then directed to a file where they fill out an evaluation over regarding the training. The evaluation will cover areas of likes, dislikes, pacing and be able to write any questions they still may have.
Tuesday, November 24, 2009
Sunday, November 22, 2009
Big STaR Chart Across Texas
This week I had a chance to review and study my campus' STaR Chart report. A STaR Chart is a technology survey developed by the state of Texas to see where teachers feel their campus is when it comes to technology. I looked at the past three years worth of data. There are four areas the state looks at; Area I - Teaching and Learning, Area II - Educator Preparation and Development, Area III - Leadership, Administration and Instructional Support and Area IV - Infrastructure for Technology. My campus has improved greatly in the area of Infrastructure for Technology for the past three years. We went from a 16 to a 19, with a 24 being the best. This category discusses various technologies in the classroom, Internet access, number of computers per student, technical support, local networks and distance learning. Our campus is right in line with the majority of districts in Texas. 57 % of the school districts say they are also at the Advanced Level. I believe that my district and campus have made great improvement and continue to advance each year. I do, however, believe that we still need more technology hardware in the classrooms such as SmartBoards, document readers, clickers and presentation systems to move to the Target Level. As technology improves and becomes more economical more and more schools will move into the Advanced Level and even the Target Level. I think my campus will be at the Target Level with one to two years.
Thursday, November 19, 2009
Pre-K Technology Applications TEKS
When reviewing the technology TEKS for Pre-K students I find that the student will be able to do more than one might think. For instance they will be able to interact with and navigate through software and age appropriate websites. They will be able to use and operate input devices such as the mouse, keyboard, touch screen and voice/sound recorders. They will also be able to create and express their own ideas. Lastly and most important the Pre-K students will be able to learn new information while using technology. Learning while using technology will truly be the way of the future, if not today.
The TEKS for Pre-K lay a solid foundation for the students as the students will advance in their knowledge of technology. As the student get older their abilities will need to advance. They will not only be expected to know how to interact on a website, but how to search the Internet for meaningful information. They will also need to be able to create an appropriate presentation with the information found.
The TEKS spirals these objectives through-out the students public school career. For instance the ability to use various input devices (mouse, keyboard, etc.) is an objective from Pre-K to the 5th grade. Being able to publish a printed copy, monitor display, Internet documents and a video is an objective from the 3rd grade to the 8th grade. With the TEKS objectives spiraling through over and again for multiple years this allows students to grasp the entire concept of that objective and to truly master it.
The great thing about the technology TEKS is that they can be implemented in all subject areas. These are not only taught in a computer or technology class. Technology is used in every class from math to English and many electives. This means the students have many opportunities to sharpen theirs skills and master all technology objectives.
The TEKS for Pre-K lay a solid foundation for the students as the students will advance in their knowledge of technology. As the student get older their abilities will need to advance. They will not only be expected to know how to interact on a website, but how to search the Internet for meaningful information. They will also need to be able to create an appropriate presentation with the information found.
The TEKS spirals these objectives through-out the students public school career. For instance the ability to use various input devices (mouse, keyboard, etc.) is an objective from Pre-K to the 5th grade. Being able to publish a printed copy, monitor display, Internet documents and a video is an objective from the 3rd grade to the 8th grade. With the TEKS objectives spiraling through over and again for multiple years this allows students to grasp the entire concept of that objective and to truly master it.
The great thing about the technology TEKS is that they can be implemented in all subject areas. These are not only taught in a computer or technology class. Technology is used in every class from math to English and many electives. This means the students have many opportunities to sharpen theirs skills and master all technology objectives.
Wednesday, November 18, 2009
Texas' Technology Education Plan for 2020
After reviewing Texas' technology plan for 2020 I have to agree with it. I believe that all schools should have access to the Internet through broadband 24 hours a day 7 a weeks without interruption. I also really like the idea of students being able to have the choice of distance learning to challenge themselves or to be able to take classes that their local district does not offer such as duel credit and various electives. The 2020 vision also includes the need to keep teacher up to date on new technology and information on how to use the technology. This is extremely important. A teacher can not be expected to capture all students and keep their attention when using outdated technology and slowing moving lessons due to old equipment. In today's times the students usually know more than the teachers when it comes to technology and how to use it, at least doing the cool stuff. If the teachers can integrate never seen before software into their lessons than the students will be interested and want to be involved.
As a campus leader, I must have a vision and goals for the school and the teachers must not only know my vision and goals, but must buy-in and believe in them as well. The goals for administrators and leaders, of 2020 , will help the teachers to be prepared to use technology in a classroom everyday with confidence and comfort. This will may "buy-in" much easier.
As a campus leader, I must have a vision and goals for the school and the teachers must not only know my vision and goals, but must buy-in and believe in them as well. The goals for administrators and leaders, of 2020 , will help the teachers to be prepared to use technology in a classroom everyday with confidence and comfort. This will may "buy-in" much easier.
Reflections of Technology Assessments
I recently had to take a couple technology assessments for a master's program. One was a technology application inventory which is produced by the state of Texas. The questions were yes and no answers, "Do you know what this is or what that is?" The domains covered Foundations of Technology, Information Acquisition, Solving Problems with Technology and the forth was Communication with Technology. I thought the questions covered all aspects of technology in education. I fill fairly comfortable with my knowledge of technology and would enjoy learning more. However this particular inventory shows I do have some... many weaknesses. The Foundation domain covered files types, copyrights, networks, etc. I understand how to save various files and why you save something as a different file. Where I struggle is with network committees and platforms. In the second domain, Information Acquisition, my results were split down the middle - 5 yes and 5 no. I can search for information on the Internet, but I don't know how to check for it's validity. I know what a search engine is, but again I'm not sure what a directory is. So I still have a good amount to learn in this domain. The next domain is Solving Problems. This was my best with 13 yes' and only 5 no's. This domain, to me, is technology I deal with on a daily basis as a teacher. Writing tests, editing documents, using graphics, paint, and integrating various subjects into my lessons. The last domain in the survey is Communication. I thought this would be a strong domain for me. I email daily with parents and colleagues. However, my results were again split down the middle - 6 yes and 6 no. As much as I email, I do not create newsletter, websites or databases for presentations. So according to the state I'm mediocre at best.
The second survey I had to take was SETDA survey. The questions in this survey were formatted with answer choices such as, pick all that apply, a range of 5 choices (agree, strongly agree, etc.) I will have to say many of these answers I have no clue on because, even though the questions are geared to teachers, I don't know what over teachers in other subject do in their classes. I also an not sure of the campus' and district's technology goals. This survey left me more frustrated due to the length (26 pages) and the fact I knew very little about technology in the school where I work.
Hopefully in the course I am taking I will have the opportunity to learn more about technology and understand how to do more as well.
The second survey I had to take was SETDA survey. The questions in this survey were formatted with answer choices such as, pick all that apply, a range of 5 choices (agree, strongly agree, etc.) I will have to say many of these answers I have no clue on because, even though the questions are geared to teachers, I don't know what over teachers in other subject do in their classes. I also an not sure of the campus' and district's technology goals. This survey left me more frustrated due to the length (26 pages) and the fact I knew very little about technology in the school where I work.
Hopefully in the course I am taking I will have the opportunity to learn more about technology and understand how to do more as well.
Subscribe to:
Comments (Atom)