Concepts of Educational Technology - Course Reflection

When first beginning this course I had predicted learning all aspects of bringing different types of technology into education. This course has shown these elements and much more, such as district budgeting limitations and practicing secure student connections. There is much more to facilitating educational technology then just suggesting a teacher use a website to produce a animated poster. As educators we must create a secure and engaging online environment, which can be easier said then done. This course has challenged me in many ways, the most challenging so far is my own creativity to introduce innovative technologies into a Physical Eduction class. As traditional teachers may feel that teaching to the TAKS Test limits what they can do with technology, I feel my classes must be active to be successful and not all technologies can do this job as well. My attitude is still as optimistic as ever as this first course is coming to an end. I have challenged myself to be more of an online learner and be apart of a conversation I would usually sit back and read along with. I have learned that I have something to contribute and enjoy now being apart of someone else's education just as they are apart of mine. 

Week 2 Web Conference Reflection

After attending the web conference on Tuesday the 23^rd of November, I had a better understanding of the course expectations. I, also, realized my classmates and I were all in the same boat when feeling a bit overwhelmed with the class. Dr. Abshire was able to explain proper procedure, discussion board requirements, and answered questions from students. Unfortunately, Dr. Abshire tried to present the class a presentation that was to tiny to read. She later posted this powerpointon EPIC. All in all, the web conferencing is a unique tool to use when in a type of course, such as this, to connect with classmates faces. I look forward to more web conferencing through out this program. 

E-Rate Presentation

National Educational Technology Plan

 Our graduates in the past, present, and future years will be competing in a global economy which is why education in America must adapt and continue to adapt to the changing world around us. In education, changes are upon us via technology. Goals have been set in place by The U.S. Department of Education called the National Education Technology Plan. There are five essential components to this plan that cover learning, assessment, teaching, infrastructure and productivity.

When discussing 21^st century learning the plan is referring to challenging and enabling learners to learn to the best of their ability. Technology is now allowing the possibility of education and learning to occur twenty-four hours a day, seven days a week. Technology is a very large umbrella encompassing text writings, presentations, email, multi-media, photography, blogs, and the infinite possibilities of social networking. Just as the students need to be challenged, our educators in schools around the nation are being challenged to integrate these resources into their lesson plans.

Technology can help shift classrooms to model connected teaching. In a connected teaching model, connection replaces isolation. Classroom teachers need to fully connect technologies data, tools, and resources that give students the power to create, manage, and build learning experiences. Teachers can reconnect with students as they learn along with students in software, programs, and social networking. One of the issues in the classrooms are the learning gap between student and teacher. Teachers must ready themselves through professional development to guide and be guided through new technologies. Other issues come from the “top”, district leaders have the ability to make technology changes in their district and some could be hindering these necessary changes because these leaders themselves are “digital dinosaurs.”

District Technology Plan

In the Clear Creek Independent School District documents that helped structure the district technology plan are, but not limited to; District Improvement Plan, No Child Left Behind Act, Texas Loge-Range Plan for Technology, and The Schools and Libraries Program of the Universal Service Fund, E-Rate.

Clear Creek ISD has recognized the increasing need for technology in instruction and for operational use through out the district. Through instruction we can create an environment where students can reach high performance and engagement occurs. Clear Creek has insured all access to digital tools and resources twenty-four hours a day, seven days a week that are focused on individual strengths, needs, talents, and learning styles. As students enter classrooms as “digital natives” it is essential that our educators acknowledge that we are preparing them for a world far different then we can expect when these students graduate. We must prepare them for jobs that have not been created yet. Professional learning must include new ways to teach and lead to improvements in students academic achievement. Instructional technology should reflect current research, modern contexts to engage students in learning and learning assessments that effectively measure what student are learning. As all districts around us, rapid changes are occurring in technology and it will be strong leadership at all levels that sustains the vision for all four areas of this technology plan. In addition, maintaining the adequate human infrastructure to support these goals will be critical to supporting all areas of this plan.   

Goals:

• Increase student access to 24/7 learning
• Increase collaboration between the department of instruction and the Department of Technology
• Improve academic achievement across the curriculum through technology and library services
• Expand professional development by use of distance and distributed learning technologies
• Provide professional development this is collaborative, interactive and differentiated
• Shared vision and planning that is collaborative and technology-rich
• Promote efficient and effective management of district resources
• Develop the infrastructure to prepare for and address emerging technologies for future needs.

Strategies:

• Maintain and adapt existing online learning solution to provide all students and parents 24/ access to resource, curriculum, and coursework
• Increase availability and use of electronic testing, assessment tools and resources
• Develop a comprehensive plan to provide on demand access to network connected computers to students that are At-Risk
• Provide district developed training resources through the district’s website, intranet, video conferencing and streaming video server
• Provide just-in-time training for new and upgrade technology resources, both during and outside the instructional day, with follow-up training as needed
• Model technology use during professional development in all areas
• Allocate a minimum of 30% of technology funding to provide technology professional development
• Survey and meet with student focus groups to gather data and feedback for use in campus and district technology planning and initiatives

The budget and funding for the years 2009-2012 for technology include a 58% use of funds for teaching and learning. This shows the highest percent focusing on students learning and instructional material for technology. Infrastructure for technology will receive 20% of the funds to update, purchase new and support the products already in use throughout the district and to close the gap between student and computer ratio. Twelve Percent will focus on the educator preparation and development of technological knowledge, software updates, and hands on development for teachers. Lastly, 10% will be distributed for support, leadership, and administration. This seems to be a small percentage of a vital component for technology, supporting teachers that are in the classrooms. Getting the right leaders in the schools for support that can work efficiently and effectively could intern keep this percentage low so funds can be distributed to other areas of need.

Evaluation of the Technology Plan will be an ongoing process. The plan in its entirety will be evaluated formally in August and reviewed in January. Individual goals and objective and strategies will be evaluated monthly from August to May during District Technology Steering Committee (DTSC) meetings. Intention of the evaluation will be to make decisions on the impact that technology has on the learning process for all students. Adjustments can be made to the plan mid-year as recommended and approved by the DTSC. A report and plan updates will be presented to the Superintendent, District Education improvement Council (DEIC), and Board of Trustees annually. Mid-year adjustments approved by the DTSC will be reported to the superintendent and DEIC at the following DEIC meeting. Each teacher will complete the Texas Teacher STaR Chart annually. Each campus will then complete the Texas Campus STaR Chart annually using data collated from teachers, librarians, administrators, students, and technology staff. These results will be analyzed to determine progress of district plans and TEA's Long Range Plan for Technology.

Other methods of evaluation will include but not limited to:

• Student focus group meetings
• Net Day's Speak Up Event data
• Monitoring of Internet usage
• Culture Pulse Survey
• Curriculum Management Audit
• Number of staff completed with each of the three levels in the Technology Staff Development Plan a the end of June and December.
• Monitoring ad documentation of Technology Help Desk service requests to ensure equipment and services are available for maximum use.

Technology Assessments

In last weeks assignments, we took several technology assessments. Some repeating questions from other assessments and others very lengthy. Self-assessments are paramount for both teachers and students to evaluate the knowledge at which skills are being used, data drives decisions. (Stansbury) For the Campus STAR Chart teachers evaluate their own school. The state analysis these reports, as should the administrators review their teachers and students assessments. Also, by taking these assessments districts will be able to see trends and more efficiently budget for technology needs.

Positives for having assessments for students and faculty range from budgeting, student comprehension and technology integration. Districts will be able to look at wasted money on software and products that aren't user friendly or compatible for classrooms. Also, looking at what money is needed to bring in new technology. Students comprehension of technology is a primary focus, what can students accomplish on computers that can replace paper and pencils. As for our educators, self-assessments bring to light what can be hidden behind classroom doors. Who is using the resources and staying up to date with professional development.

Negatives for self-assessments in my opinion couldn't out weigh the positives. With self-assessments you tend to worry about validity. Are the participants being honest and forth coming of their actions and knowledge. You would hope your educators, as working adults, would be the most trust worthy but I wouldn't hold your breath. Just from last weeks assignments I was “surveyed out.” My suggestion would be as a district and/or campus choose one assessment that meets all the informational needs and use the same evaluation year after year, minus minor updates that may need to be adjusted. As the teachers we are, we don't like to repeat ourselves and we don't want to have to do more work then we have to, in a time efficient manner. Personally I would not want to take 3 different evaluations with questions repeating themselves and the time it takes from the classroom to take them, expect rushed and false information. You could also replace surveys with teacher and student discussion groups.

Resource:

Stansbury, M. Savvy educators reveal secrets of reform.