Star Chart
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Saturday, November 28, 2009
StarChart
The Texas Star Chart: A Teacher Tool for Planning and Self Assessing states that "In order to continue improvements in teaching and learning in Texas, educators must assure that the knowledge and skills students learn match the knowledge and skills needed to live and work in the 21st Century." I have chosen what I believe to be the key words of that quotation for this opinion piece.
I has become increasingly clear, in my estimation, that schools are not keeping up with students in the area of learning styles. Students today are much more tech-savvy than ever before, much more than the adults who instruct them.
The star chart survey found that we are weak in the area of "Teaching and Learning." The students have the basic (and beyond) knowledge and skills in technology but we are not fully utilizing the technology we have in place to engage our students and broaden their knowledge and experiences. In each of last five years of data, there has been no progress beyond "developing." This is also true of statewide data. I looked at the last four years on the "Statewide Summary Data" and it shows no significant improvement in the key area of teaching and learning.
To improve this key area, I would recommend lengthening the time spent in each class period so that technology can be more efficiently integrated into the curriculum. I would also increase the opportunities for teachers to be trained in practical applications of the technology available to them and common planning time to critique the curriculum for opportunities to integrate technology and also to decide on the key points that must be taught. This way teachers will have more time to integrate technology in the classroom without having to cast such a broad net, sacrificing depth of knowledge.
I has become increasingly clear, in my estimation, that schools are not keeping up with students in the area of learning styles. Students today are much more tech-savvy than ever before, much more than the adults who instruct them.
The star chart survey found that we are weak in the area of "Teaching and Learning." The students have the basic (and beyond) knowledge and skills in technology but we are not fully utilizing the technology we have in place to engage our students and broaden their knowledge and experiences. In each of last five years of data, there has been no progress beyond "developing." This is also true of statewide data. I looked at the last four years on the "Statewide Summary Data" and it shows no significant improvement in the key area of teaching and learning.
To improve this key area, I would recommend lengthening the time spent in each class period so that technology can be more efficiently integrated into the curriculum. I would also increase the opportunities for teachers to be trained in practical applications of the technology available to them and common planning time to critique the curriculum for opportunities to integrate technology and also to decide on the key points that must be taught. This way teachers will have more time to integrate technology in the classroom without having to cast such a broad net, sacrificing depth of knowledge.
Wednesday, November 25, 2009
Technology Applications
Pre-K technology TEKS are an effort to expand the communication skills of prekindergarten students. Basic ability to get information, solve problems, and communicate with others is the focus of these TEKS. Children learn the basic functions and develop skills using, and controlling, peripheral devices such as a mouse or touch screen. The will begin to use printers, graphics and generally interacting with the technology.
This introduction to computers lays a framework on which students will begin to build a more complex relationship with technology such as graphics design, video editing, and deep research. A series of TEKS to provide opportunities to master knowledge and skills might include a video or powerpoint lesson by the teacher on a knowedge and skill particular to the subject area. The students could be assigned a related topic or problem to research online. The information from the research would then be presented to the class in the form of their own powerpoint (which would include original graphics, video clips, etc.) or a student constructed video.
This introduction to computers lays a framework on which students will begin to build a more complex relationship with technology such as graphics design, video editing, and deep research. A series of TEKS to provide opportunities to master knowledge and skills might include a video or powerpoint lesson by the teacher on a knowedge and skill particular to the subject area. The students could be assigned a related topic or problem to research online. The information from the research would then be presented to the class in the form of their own powerpoint (which would include original graphics, video clips, etc.) or a student constructed video.
Long Range Plan
There are many benefits to using technology in schools. The global workforce our student will be entering is much more reliant on technology than ever before. Parents can more readily access and participate in their child's education. Children today are very diverse in how they learn and are very at ease with today's technology. Technology enhances opportunities for teachers to differentiate lessons. Updating and improving the technology skills of teachers is no less important that any other staff development required of teachers. Indeed, many teachers are much less tech-savvy than their students. As such, it is imperative that technology be a major component of a school's Campus Improvement Plan, devoting fiscal, time, and human resources to the effort.
As an administrator/leader, I must model technology literacy and insist that my staff do so also.
As an administrator/leader, I must model technology literacy and insist that my staff do so also.
Monday, November 23, 2009
Assessment Reflections
After completing the two assessments it became obvious to me that both the staff at my school, and I, have a command of the basics of technology usage. However, our school lags behind when using technology to build student skills on proficiency in reading, writing, mathematics, science, and social studies. For example, the technology application inventory indicates strength in both the communications and foundations domains but a lesser grasp of the solving problems and information acquisition, skills most likely to be utilized by students in the classroom.
The State Educational Technology Directors Association assessment survey reveals a deficiency regarding campus/district monitoring of effectiveness and the impact of technology on student achievement. While there is abundant technology available to staff and students at my school, there is essentially no data collected (outside of the Star Chart for teachers) to indicate whether technology is positively affecting student’s 21st Century skill development. The district encourages technology literacy, requiring six hours technology update each year, which involves staff development on topics such as imbedding video, web research lessons, and the use of data projectors in each room. Each teacher is afforded the use of a personal computer. and lesson plans and grading are done electronically.
When it comes to student technology literacy the school falls short. Only one technology credit is required for graduation. There is no system in place to evaluate the effectiveness of what little technology is being used by staff with the students. Although my staff and I are proficient in the use of technology as indicated by the two assessments, the Knowledge and Skills outlined by state curriculum guides is vague and somewhat limited pretty much to understanding how technology has impacted society. Furthermore, innovative uses of technology are not widely shared by staff. To improve the utilization of technology on my campus, staff development that focuses on practical classroom uses and a clear instrument for analyzing its effectiveness must be developed. Additional technology must also be acquired for teachers to have access for their classes.
The State Educational Technology Directors Association assessment survey reveals a deficiency regarding campus/district monitoring of effectiveness and the impact of technology on student achievement. While there is abundant technology available to staff and students at my school, there is essentially no data collected (outside of the Star Chart for teachers) to indicate whether technology is positively affecting student’s 21st Century skill development. The district encourages technology literacy, requiring six hours technology update each year, which involves staff development on topics such as imbedding video, web research lessons, and the use of data projectors in each room. Each teacher is afforded the use of a personal computer. and lesson plans and grading are done electronically.
When it comes to student technology literacy the school falls short. Only one technology credit is required for graduation. There is no system in place to evaluate the effectiveness of what little technology is being used by staff with the students. Although my staff and I are proficient in the use of technology as indicated by the two assessments, the Knowledge and Skills outlined by state curriculum guides is vague and somewhat limited pretty much to understanding how technology has impacted society. Furthermore, innovative uses of technology are not widely shared by staff. To improve the utilization of technology on my campus, staff development that focuses on practical classroom uses and a clear instrument for analyzing its effectiveness must be developed. Additional technology must also be acquired for teachers to have access for their classes.
Getting Started
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