Week 3 Web Conference Reflection

This week's  web conference went much smoother than the last. We had a good group assembled. Pertinent questions were asked and answered. Technical problems were greatly reduced, though some participants still had some. Mrs. Borel patiently responded to questions, even those that were repeatedly asked. Clarification of assignments and tasks was given to the relief of most attendees. I will continue to attend these conferences whenever possible. They provide a sounding board for all involved and give support via comments. It's nice to know there are others having the same problems as myself.  

Schools and Libraries Program

More PowerPoint presentations from Ava Guidry

District Technology Plan

My district’s technology plan follows closely the State of Texas’ plan. It is a three phase plan and we are now in the second phase. The plan’s key areas are:

Teaching and Learning – teacher facilitates and collaborates with students to ensure mastery of the technology application TEKS by eighth grade. Teachers teach skills for students to become technologically literate. These skills range from learning how to maneuver a mouse in pre-K and kindergarten to producing self-guided technical products in twelfth grade.

Educator Preparation – aims for all teachers to master SBEC standards using a third or more of the overall budget to accomplish this. Teachers engage in continuous professional development that ensures they are well equipped to mentor and facilitate student learning. Trainings are tailored to the teacher’s level of expertise. Teachers use their learning to redesign teaching methods.

Administration and Support – each campus has a plan in place that is student centered with support from involved parties. Campus leaders form a campus leadership team with a shared vision. This team authors the campus improvement plan, aligning it with the district’s plan and goals. They also model the use of the skills we need to impart to students.

Infrastructure – all students in all classrooms will have access to web connected computers.  We will have amply equipped classrooms. There will be easy access to a “robust LAN/WAN” service provider.  Technicians are available on a 350:1 computer-tech ratio.

Budget Sources – a combination of budget sources mainly private donations and federal funding. Funds come from yearly school budget allocations, federal distributions from the Schools and Library Program and local private donations.

The above features are monitored on an on-going basis with yearly assessments of technology and readiness. The assessments grade equipment, software, and other services needed to keep the program in place and running smoothly.

Resources

Texas Education Agency. (2010). Texas Long Range Technology Plan. (2011)

Retrieved fromhttp://www.tea.state.tx.us/index2.aspx?id=5082&menu_id=2147483665

National Educational Technology Plan

After the Secretary of Education in Washington, D.C gathered information regarding the status of United States’ college student completion rates; it was deemed necessary to put forth a national plan to increase our students' learning potential with the goal of making them more successful in the global economy. It was deemed that Technology-based learning and assessment systems would be the pivotal point in improving student learning and generating data that can be used to continuously improve the education system at all levels.

“The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students’ daily lives and the reality of their futures (p. 8).” The plan went on to say it is important that we instruct students in the use of technology used in businesses that will prepare them for real-world problem-solving and becoming globally competitive in the workplace.

“Strengthening and elevating the teaching profession is as important as effective teaching and accountability (p. 10).” This is proposed to be accomplished through equipping teachers to use a connected teaching approach, another name for team-teaching. This team-teaching will happen across classrooms, districts, states, countries, and the world. The training will be pretty much a mirror of how teachers will be expected to teach with a strong emphasis of online and self directed learning.

The plan said, “Technology will help us execute collaborative teaching strategies combined with professional learning that better prepare  and enhance educators’ competencies and expertise over the course of their careers  (p. 7-8).”

Reference

U.S. Department of Education. (2010). Transforming American Education: Learning Powered by Technology - Executive Summary

Web Conferencing

Thursday, July 21^st, was my second web conference. I am impressed with the idea of using it and possibly hosting one among constituents and students. There seems to be the need to iron out a few kinks. I believe that once these are worked out, things will run smoothly.  

Some of the issues were distracting while others were simply where everyone was trying to get attention. One very annoying distraction was the constant feedback from open microphones making hearing what speakers were saying difficult.  

I believe if we stick to the final word protocol, some of our conference issues will be eliminated. It was suggested in the first conference that we raise our hands to get recognition to speak, but I’m not sure everyone was aware of this.

We simply need to have more practice doing this. Therefore, you can look for me to be in attendance at as many of the synchronous web conferences as possible.

Technology Assessments

It is my opinion that educator and student technology assessments have tremendous value.  These tools measure and validate the use of technology by our teachers and students. There are some drawbacks to the use of these assessments. They may contain erroneous or misleading data.

Teacher assessment allows a district or campus to collect and analyzed data to identify what is being used and reach a better understanding of teachers’ technology needs, whether it is training or equipment. "Competent technology uses teachers as the doorkeepers to providing learning experiences for their students. An assessment of their skills is one way of measuring whether or not technology is used effectively in teaching or for professional productivity (Anderson, M. 2000)”.

 Student assessment helps teachers know where their students are in their technology literacy acquisition and what they need to further it. Assessments allow for gauging progress and formulating an informed approach to continuing or developing a plan of action. This trend is world-wide, for example in England, “The English government has tackled head-on the need to cultivate one essential twenty-first-century skill: computer literacy. This year, schools began using the ICT Literacy Test for students ages 11-14 to gauge not only their mastery of technical skills but also their readiness to apply these skills effectively in everyday life and work (Rubenstein, G. 2008)”.

Analysis of collected data helps to fine tune or make conclusions and recommendations toward efficient use and to update teacher and student needs. In the case of a technology plan that is already in place, it monitors progress toward an established goal.

References

Anderson, Mary.  (2000). Assessing Teacher Technology Skills. Multimedia Schools. Retrieved from http://www.highbeam.com/doc/1G1-67263083.html (2011)

Rubenstein, Grace. (2008).  Tech Literacy the British Way.  Edutopia. Retrieved from http://www.edutopia.org/assessment-technology-literacy#%7CTech (2011)

I must be learning