Tuesday, November 24, 2009
Teaching and Learning with Technology
The area of teaching and learning as described by the Texas Longe Range Plan for Technology, 2006-2020 states that technology should enhance differentiated instruction for students by providing communication with peers globally, working with experts and online access to learning resources. The goal is to provide equitable access to learning for all students in Texas. Unfortunately, trends in this area show a decline in progress rather than increase in using technology for teaching and learning. Statewide, only 0.9% of campuses are at the target level. Nationally, research shows that schools are making little progress toward providing technology rich environments for students. In general, higher education is further along than K-12 schools toward integrating technology and learning. The area of greatest progress is in high-speed broadband access to enhance learning and communications. However, technology based assessments are low and schools report that using technology to meet the needs of all students is still low in America's schools.
In the state of Texas, 69.7% of campuses report that the technology is developing. The question becomes how long is it going to take to get schools to an advanced or target level of technology use for students? Technology continues to become more advanced every day and every day that Texas waits to integrate this technology into our classrooms is another day that our students fall behind.
In the state of Texas, 69.7% of campuses report that the technology is developing. The question becomes how long is it going to take to get schools to an advanced or target level of technology use for students? Technology continues to become more advanced every day and every day that Texas waits to integrate this technology into our classrooms is another day that our students fall behind.
Sunday, November 22, 2009
Pre-K Technology Application TEKS
Children in Pre-Kindergarten embark on their journey into education. This is the beginning of life-long learning and technology is an integral part of the learning experience. It is imperative that children are afforded the opportunity to begin using technology at the earliest stages of their education. The Pre-K Technology Application TEKS strive to provide teachers the guidelines to introduce these little new learners to the world of technology. By integrating these technologies into the curriculum, teachers are able to provide differentiated instruction to learners of all abilities. Technology allows children with special educational needs, English language learners as well as advanced students the opportunity to enhance and individualize their learning environment. The Pre-K Technology TEKS provide specific measureable goals that each student should master in order to continue their progression into technology throughout their educational studies.
The TEKS state that the student will be able to start, use and exit software programs that are age appropriate. The student will be able to identify parts of the computer such as the mouse, keyboard, printer and CD-ROM. Technology will provide basic oral and pictorial cues to help the student operate programs. The student is expected to listen to and interact with storybooks and information texts. The student will be use a variety of software to enhance the learning experience.
The Pre-K TEKS lay the foundation for student performance in future grades by providing an introduction to both the hardware and software necessary for basic computer operations. The requirements are the basic minimum operations that are required to successfully use a computer. The TEKS set the stage for using technology as an integral part of the learning experience.
Scaffolding instruction means adjusting instruction so that students are challenged and able to
develop new skills. Teachers, students, and instructional practices and materials can provide this support. By spiraling concepts vertically throughout the education of a student, the student is able to master and continue to build upon concepts. An example of spiraling curriculum can be seen in the Foundations application strand of the Technology TEKS. In Pre-Kindergarten the student is expected to be able to start and exit programs. TEK 1.B. for K-2 states that the student will be able to start and exit programs as well as create, name and save files. The students is expected to be able to continue using the skill he mastered in Pre-K and expand upon this skill as he progresses in K-2. In the Foundations strand for Grades 3-5, 1.B. states the student will now save and delete files, use menu options and commands, and work with more than one software application. In Grades 6-8, the student is now asked to apply the knowledge he has learned. In the Foundations strand, TEK 1.A. states that the student demonstrates knowledge and appropriate use of operating systems, software applications, and communication and networking components. This series of TEKS clearly demonstrates scaffolding instruction so that the student has multiple opportunities not only to master knowledge and skills, but to build upon and extend that knowledge.
The TEKS state that the student will be able to start, use and exit software programs that are age appropriate. The student will be able to identify parts of the computer such as the mouse, keyboard, printer and CD-ROM. Technology will provide basic oral and pictorial cues to help the student operate programs. The student is expected to listen to and interact with storybooks and information texts. The student will be use a variety of software to enhance the learning experience.
The Pre-K TEKS lay the foundation for student performance in future grades by providing an introduction to both the hardware and software necessary for basic computer operations. The requirements are the basic minimum operations that are required to successfully use a computer. The TEKS set the stage for using technology as an integral part of the learning experience.
Scaffolding instruction means adjusting instruction so that students are challenged and able to
develop new skills. Teachers, students, and instructional practices and materials can provide this support. By spiraling concepts vertically throughout the education of a student, the student is able to master and continue to build upon concepts. An example of spiraling curriculum can be seen in the Foundations application strand of the Technology TEKS. In Pre-Kindergarten the student is expected to be able to start and exit programs. TEK 1.B. for K-2 states that the student will be able to start and exit programs as well as create, name and save files. The students is expected to be able to continue using the skill he mastered in Pre-K and expand upon this skill as he progresses in K-2. In the Foundations strand for Grades 3-5, 1.B. states the student will now save and delete files, use menu options and commands, and work with more than one software application. In Grades 6-8, the student is now asked to apply the knowledge he has learned. In the Foundations strand, TEK 1.A. states that the student demonstrates knowledge and appropriate use of operating systems, software applications, and communication and networking components. This series of TEKS clearly demonstrates scaffolding instruction so that the student has multiple opportunities not only to master knowledge and skills, but to build upon and extend that knowledge.
Analysis of the Long Range Plan
The Texas Long Range Plan for Technology, 2006 - 2020 is a comprehensive plan designed to integrate technology into the classroom not just to enhance the educational experience of students, but to prepare them to lead in the 21st century. The recommendations of the plan are thorough and complete. The vision provides students, teachers, administrators and districts the guidelines to implement a plan that will enhance the learning of all students and prepare them to become leaders in a global digital marketplace. The plan recognizes that students today are not the students of even yesterday. Most students are more technologically savvy than their educators. Students use technology to communicate and access resources in every part of their lives. It is imperative that this technology become an integral part of classroom instruction. It is no longer sufficient to have a student workstation available for occasional use. The curriculum must seamlessly integrate technology into the everyday curriculum. Technology must be used for personal productivity, information, data analysis, community and public relations, professional development and leading our educational system into the 21st century. The long range plan for Texas outlines every aspect of this technological integration and provides directives for every individual needed to successfully implement this plan.
As a classroom educator, I find the plan to be impressive. But the reality is that is currently just words on paper from my viewpoint. I teach in Texas City, Texas. Texas City is a community of blue collar workers with a majority minority population. Most of the students in my school come from economically disadvantaged households and are classified as at risk students. Many of my students do not have access to technology in their homes and the access at school is extremely limited. As a Science teacher, I would love to integrate technology into my curriculum. I currently have one student work station in my classroom with no internet access. The computer lab is only available to the Math department. My computer at my desk is old, slow and outdated. The Texas Long Range Plan for Technology is a worthy goal. I am willing and ready. My students are willing and ready. My question is "where is the money to implement it?"
As a classroom educator, I find the plan to be impressive. But the reality is that is currently just words on paper from my viewpoint. I teach in Texas City, Texas. Texas City is a community of blue collar workers with a majority minority population. Most of the students in my school come from economically disadvantaged households and are classified as at risk students. Many of my students do not have access to technology in their homes and the access at school is extremely limited. As a Science teacher, I would love to integrate technology into my curriculum. I currently have one student work station in my classroom with no internet access. The computer lab is only available to the Math department. My computer at my desk is old, slow and outdated. The Texas Long Range Plan for Technology is a worthy goal. I am willing and ready. My students are willing and ready. My question is "where is the money to implement it?"
Response to Technology Assessments
I bring unique strengths to my campus in terms of educational technology leadership. Prior to entering the field of education, I spent fifteen years in the corporate business world as a district manager, regional manager and corporate trainer. This experience allowed me to develop my technology skills in terms of data processing, data analysis and communications. I feel that my greatest strength is my ability to compile and analyze data. As a Science teacher, I am constantly tracking and analyzing the progress of my students. NCLB has created an educational environment which necessitates constant and continuous student assessment. My weakness is learning how to use that skill in the field of education in regard to parent communications, building class schedules and budget allocation.
In the technology applications inventory, I felt that my proficiency was at an above average level. There were areas that will require additional training such as interfacing, video files, virtual reality and multimedia projects. In the SETDA Teacher Survey, I was surprised to find that there are many technological areas lacking in my school district. My school district is very small and lacks the funding to implement many of the technologies that would enhance student learning. The Rubric for Administrative Technology Use provided me with great insight into the many ways that technology and digital information could be used to enhance professional development, parent communications, allocation of resources and the general operations of a school. I felt the assessments were a through and accurate reflection of my abilities and my deficiencies. I am excited to have this information so that I can plan to seek out additional training and knowledge in the areas that I need more skills to develop professionally.
In the technology applications inventory, I felt that my proficiency was at an above average level. There were areas that will require additional training such as interfacing, video files, virtual reality and multimedia projects. In the SETDA Teacher Survey, I was surprised to find that there are many technological areas lacking in my school district. My school district is very small and lacks the funding to implement many of the technologies that would enhance student learning. The Rubric for Administrative Technology Use provided me with great insight into the many ways that technology and digital information could be used to enhance professional development, parent communications, allocation of resources and the general operations of a school. I felt the assessments were a through and accurate reflection of my abilities and my deficiencies. I am excited to have this information so that I can plan to seek out additional training and knowledge in the areas that I need more skills to develop professionally.
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