Development of an organization chart integrating technology
Classroom teachers: Classroom teachers are responsible for integrating technology into their daily lesson plans. Using technology allows teachers to differentiate instruction. Teachers have the opportunity to meet with the Learning Technologies Coach to request software.
Library Media Specialist: The Library Media Specialist works alongside teachers to integrate technology in the classroom. The media specialist is able to check out resources like Flip Cams, I Pods, and other technology tools that are available on campus. The Library Media Specialist also serves as the middle man between the technology department and the classroom teachers in some cases. She also determines if teacher requests are district level or campus needs and coordinates with the appropriate department.
Campus Principal: The campus principal handles campus level technology requests. First and foremost the principal will decide if the technology request is a campus need as well as something that will positively affect the learning of our students. If the request is deemed appropriate, the Software and Digital Resources Acquisition Form will be filled out by the requesting teacher or the Learning Technologies Coach. After the appropriate forms have been filled out and approved through the Learning Technologies Department, the principal determines the funds that will be used to pay for the resource.
Learning Technologies Coach: The Learning Technologies Coach previews the software to first determine ways that it will improve instruction and then to see if it will be both Mac and PC compatible. If she feels that the software is worthy of more investigations she will then fill out the Software and Digital Resources Acquisition Form that is required before any software purchase can be made by the district. Another job of the Learning Technologies Coach is to stay abreast of the new up and coming programs. This allows us to recommend software when we feel it would benefit our individual campus needs.
Director of Campus Technology: The director of Campus Technology tests the software to see if it capable with district servers and what kind of manpower the software will require to keep up and running.
Executive Director of Technology: The Executive Director of Technology decides if BISD has the money to purchase the software and if she feels it is a good fit for the district for improving instruction.
Director of Learning Technologies and Career and Technical Education: The Director of Learning Technologies and Career and Technical Education determines if the Learning Technologies department will be able to train and support the software. The Director of Learning Technologies and Career and Technical Education also works to support teachers and staff in the use of programs that are designed to integrate the technology TEKS in the classroom such as Learning.com.
Networking Specialist: The Networking Specialist completes final inspections on the software to make sure it will work with our servers, and other software programs that we have in place.
District Superintendent: The superintendent distributes the technology plan information to the campus principals and closely monitors the integration of technology on each of the campuses. The superintendent reviews campus data and determines if the campus CIP and technology integration is in line with the district plan.
BISD School Board: The school board reviews and approves the district Technology Plan. The plan must follow the guidelines of the Long Range Technology plan and make strides toward meeting the goals of the state in technology.
Professional Development Planning
1. Review campus STaR chart data in PLC groups. Teachers will identify areas where personal growth is needed. The learning communities will determine areas where team growth is needed.
August 2011
Campus principal, grade level and department teams
Based on STaR chart data, campus interviews, and the CIP review, my campus needs to grow in the area of professional development in integrating technology in the classroom. Teachers need to review the star chart data in order to set personal goals for themselves and their teams. This data can be used to update the Professional Learning Plans (PLP) that each teacher is required to create and follow.
The effectiveness of these review sessions will be determined through review of the 2011-2012 STaR chart data as well as individual PLP goal completion. The PLP is reviewed yearly by the principal and the teacher. Goals are determined to be met or still in the process of being met. The principal and the teacher will determine if more development is necessary in the area of technology integration.
2. Teachers will be formally trained to use and integrate the Envision math technology resources and the Pearson ELA technology resources that are available through our district textbook adoptions.
Mini sessions throughout the 2011-2012 school year
Classroom teachers, library media specialist, Learning technologies coach, campus technology liaison
Based on campus budget needs, teachers should begin to take advantage of available resources on campus. Each of the new textbook adoptions comes with many online resources. Through experience and discussions with colleagues, teachers are feeling overwhelmed with the amount of resources available. There is also little time to comb through the resources to find what will fulfill the needs of the classroom.
The campus technology liaison will complete classroom walkthroughs and observations to evaluate the use of the math and ELA technology resources before and after the mini sessions. The campus principals will also be adding a technology integration component to their informal walkthrough forms. Teachers will have the opportunity to share their ideas on integrating technology on a bulletin board in the Staff Cafe. This share strategy will allow teachers to “steal” good ideas that fit needs in their classrooms.
3. Teachers will attend sessions on integrating the technology TEKS into their lesson plans through the Eduphoria online lesson planner. Strategies to align technology with district initiatives, specifically Performance Excellence, SIOP, and structured teaching will be discussed.
Campus retreat- August 2011
Director of Learning Technologies, Learning Technologies Coach, campus principal, classroom teachers
It is imperative that the technology TEKS are integrated into classroom lesson plans. The BISD technology plan specifies that teachers will align technology integration with district initiatives.
Teachers will submit their lesson plans weekly into the Eduphoria online lesson planner to campus administrators. These plans will be reviewed for evidence of technology integration, specific TEKS references, and alignment with district initiatives as evidenced in activities and learning strategies.
4. Classroom teachers will be trained to use Learning.com in their classrooms as a computer work station. Teaching points for online safety will be distributed to teachers. The online safety guidelines will be covered prior to allowing students to use the Internet.
September 2011
Classroom teachers, Library Media Specialist, Learning Technologies coach
Online safety is imperative for students to be aware of. It is not in the students’ best interest to stop using the Internet because of the safety risks. The benefits outweigh the negative aspects. As teachers, we must be proactive in preparing our students to use the Internet in a safe way.
Each student will be required to take an online safety quiz before they are given their personal login and password for computer use. Quizzes must be kept on file for documentation that the online safety information was covered.
5. Campus administrators will be trained in the AWARE program for data review.
August 2011
Director of Learning Technologies, campus administrators
Administrators must be able to disaggregate data and make informed decisions about technology use on campus. The AWARE program allows administrators to access any data source available at any grade level. This allows administrators to make data driven decisions about technology integration in classrooms.
The Director of Learning Technologies will have the capability to review the use of AWARE. Campus principals will complete a survey detailing how they use the program, how often, and what data they use most often. Campus principals will have the opportunity to make recommendations on how to make the AWARE program more effective and efficient for data review and disaggregation.
6. Classroom teachers will be trained to use the AWARE program to review and disaggregate data.
September 2011
Director of Learning Technologies, campus administrators, classroom teachers
It is imperative that teachers are able to make informed decisions about their students using data. The AWARE program allows teachers to use technology to view data in many different ways with ease.
Campus administrators will review data and AWARE use in PLC meetings. Through observation, administrators will determine if teachers need a more thorough training session or follow up sessions based on questions that arise in these PLC meetings. Use of the AWARE program will be tracked electronically as well. This will allow the Director of Learning Technologies to make decisions about the effectiveness of the program for future renewal purposes.
Evaluation Planning for Action Plan
1. Review campus STaR chart data in PLC groups. Teachers will identify areas where personal growth is needed. The learning communities will determine areas where team growth is needed.
The effectiveness of these review sessions will be determined through review of the 2011-2012 STaR chart data as well as individual PLP goal completion. The PLP is reviewed yearly by the principal and the teacher. Goals are determined to be met or still in the process of being met. The principal and the teacher will determine if more development is necessary in the area of technology integration.
2. Teachers will be formally trained to use and integrate the Envision math technology resources and the Pearson ELA technology resources that are available through our district textbook adoptions.
The campus technology liaison will complete classroom walkthroughs and observations to evaluate the use of the math and ELA technology resources before and after the mini sessions. The campus principals will also be adding a technology integration component to their informal walkthrough forms. Teachers will have the opportunity to share their ideas on integrating technology on a bulletin board in the Staff Cafe. This share strategy will allow teachers to “steal” good ideas that fit needs in their classrooms.
3. Teachers will attend sessions on integrating the technology TEKS into their lesson plans through the Eduphoria online lesson planner. Strategies to align technology with district initiatives, specifically Performance Excellence, SIOP, and structured teaching will be discussed.
Teachers will submit their lesson plans weekly into the Eduphoria online lesson planner to campus administrators. These plans will be reviewed for evidence of technology integration, specific TEKS references, and alignment with district initiatives as evidenced in activities and learning strategies.
4. Classroom teachers will be trained to use Learning.com in their classrooms as a computer work station. Teaching points for online safety will be distributed to teachers. The online safety guidelines will be covered prior to allowing students to use the Internet.
Each student will be required to take an online safety quiz before they are given their personal login and password for computer use. Quizzes must be kept on file for documentation that the online safety information was covered.
5. Campus administrators will be trained in the AWARE program for data review.
The Director of Learning Technologies will have the capability to review the use of AWARE. Campus principals will complete a survey detailing how they use the program, how often, and what data they use most often. Campus principals will have the opportunity to make recommendations on how to make the AWARE program more effective and efficient for data review and disaggregation.
6. Classroom teachers will be trained to use the AWARE program to review and disaggregate data.
Campus administrators will review data and AWARE use in PLC meetings. Through observation, administrators will determine if teachers need a more thorough training session or follow up sessions based on questions that arise in these PLC meetings. Use of the AWARE program will be tracked electronically as well. This will allow the Director of Learning Technologies to make decisions about the effectiveness of the program for future renewal purposes.
Thursday, March 17, 2011
Sunday, March 6, 2011
Summary and Review of the NETP goals and recommendations
The draft plan of the NETP states goals and recommendations in the five key areas of learning, assessment, teaching, infrastructure, and productivity. These goals and recommendations will help meet the demands of our rapidly changing economy and the needs of 21st century learners.
In the area of learning, the plan calls for engaging and empowering learning experiences for all learners. Educators should use technology to provide personalized learning experiences. We are not providing a one size fits all education anymore. Students should be empowered to take control of their own learning. With technology, we are able to open the door to a wider set of educators and learning resources. Learning is not restricted to the classroom environment. In order to become expert learners, we must become proficient in critical thinking, problem solving, collaboration, and multi-media communication. Using these real world skills, educators and students are able to be productive members of the 21st century.
Assessment using technology can provide data for decision making. Technology based assessment should be testing what matters, the critical competencies and areas of expertise: critical thinking, problem solving, collaboration, and multi-media communication. These assessments not only provide information for the educators to create more effective lessons, it can provide data for students, parents and teachers to review together to create learning plans for individual students.
The plan in the area of teaching calls for technology to help teachers connect with other educators for collaboration and professional development purposes. Through technology, educators have the data, tools, and the opportunities to build online learning communities that will support them in creating a connected environment for themselves and their students in and outside of school. Educators must close the gap of technology understanding in order to improve instructional practices and learning outcomes.
In the area of infrastructure, the plan calls for every student and educator to have available the resources they need to have learning opportunities at their fingertips 24/7/365. A comprehensive infrastructure is important to move us beyond the traditional learning model. The goals of the plan strive to provide learning that is always on and available no matter where you are in the world.
In the last essential area, productivity, the goal is to implement personalized learning through technology and ensuring that it is effective for K-12 improvements in learning. Although the purpose for schools and learning is the same, the role and process of learning has changed and those changes need to be considered. With technology, learning can become more flexible to fit the needs of individual learners.
Research and development also plays an important part in this plan. There are grand challenge problems that require outside scientists and researchers to work toward a solution. These challenges should be coordinated at the national level.
After reviewing the plan, I feel that the goals and recommendations are obtainable with support from all stakeholders in the process. Educators, school leaders, national, and state associations are all going to have to work closely together to make our schools more technologically aware and advanced. The plan is possible but there is still a lot of work to be done. I have concerns about the monetary parts of this plan with the current state of the economy, specifically state education, there are many cuts happening. Are technology budgets going to continue to be funded? Will this plan suffer due to current funding?
In the area of learning, the plan calls for engaging and empowering learning experiences for all learners. Educators should use technology to provide personalized learning experiences. We are not providing a one size fits all education anymore. Students should be empowered to take control of their own learning. With technology, we are able to open the door to a wider set of educators and learning resources. Learning is not restricted to the classroom environment. In order to become expert learners, we must become proficient in critical thinking, problem solving, collaboration, and multi-media communication. Using these real world skills, educators and students are able to be productive members of the 21st century.
Assessment using technology can provide data for decision making. Technology based assessment should be testing what matters, the critical competencies and areas of expertise: critical thinking, problem solving, collaboration, and multi-media communication. These assessments not only provide information for the educators to create more effective lessons, it can provide data for students, parents and teachers to review together to create learning plans for individual students.
The plan in the area of teaching calls for technology to help teachers connect with other educators for collaboration and professional development purposes. Through technology, educators have the data, tools, and the opportunities to build online learning communities that will support them in creating a connected environment for themselves and their students in and outside of school. Educators must close the gap of technology understanding in order to improve instructional practices and learning outcomes.
In the area of infrastructure, the plan calls for every student and educator to have available the resources they need to have learning opportunities at their fingertips 24/7/365. A comprehensive infrastructure is important to move us beyond the traditional learning model. The goals of the plan strive to provide learning that is always on and available no matter where you are in the world.
In the last essential area, productivity, the goal is to implement personalized learning through technology and ensuring that it is effective for K-12 improvements in learning. Although the purpose for schools and learning is the same, the role and process of learning has changed and those changes need to be considered. With technology, learning can become more flexible to fit the needs of individual learners.
Research and development also plays an important part in this plan. There are grand challenge problems that require outside scientists and researchers to work toward a solution. These challenges should be coordinated at the national level.
After reviewing the plan, I feel that the goals and recommendations are obtainable with support from all stakeholders in the process. Educators, school leaders, national, and state associations are all going to have to work closely together to make our schools more technologically aware and advanced. The plan is possible but there is still a lot of work to be done. I have concerns about the monetary parts of this plan with the current state of the economy, specifically state education, there are many cuts happening. Are technology budgets going to continue to be funded? Will this plan suffer due to current funding?
Thursday, March 3, 2011
Review of the Progress Report on the Long-Range Plan for Technology, 2006-2020
In the 2010 Long Range Plan for Technology, 2006-2020, progress in the four key areas of the plan are detailed. Programs, grants, and initiatives in each of the key areas; teaching and learning, educator preparation and development, leadership administration and instructional support, and the infrastructure for technology, are discussed in detail. These programs, grants, and initiatives as well as the STaR chart data, have been the reason why we are well on our way to meeting the goals of the LRPT.
We are making substantial progress in the area of teaching and learning to increasing access to 21st century resources. The STaR chart data shows that we are moving toward the developed and advanced tech indicators each year. It is clear that the technology application TEKS are being taught but the LRPT recommends that they be revised overtime to align with 21st century skills. Programs and grants such as TIP, Vision 2020 grant, T3 Grant, Connections, R-Tech, and K-12 databases are helping educators immerse Texas classrooms in technology, improve student achievement, and overcome academic obstacles.
In the area of educator preparation and development, we are functioning in the developing indicator with some growth shown in advanced tech. Initiatives like Project Share, Intel Teach, and Texas Education on ITunes University are helping provide educators with continuing education needed to effectively teach in t 21st century classrooms. It is imperative that educators are being prepared for technology integration. All teachers and librarians are required by the LRPT to show development and proficiency in the technology standards.
Leadership, administration, and instructional support have show growth in the developing tech and advanced tech areas. Advanced tech has grown substantially from 2008-2009 to the 2009-2010 school years. Through the STaR chart data, leaders are able to make budgetary decisions based on campus and district needs. Future plans for the Educational Technology Advisory Committee involve using Project Share to examine the LRPT and determine priorities for 2011-2015. Changes have already been made to allot $30 per student for technology. School administrator technology proficiency is also being reported. Strong leadership that is proficient in technology fosters a campus climate that is following the lead of their administrators in the area of technology.
Infrastructure in technology has been improving yearly and has reached the advanced tech indicator in most schools. Connected Texas is working to provide information in order to improve the broadband connection in 1 million homes. TETN provides the 20 regional service centers in Texas with technology resources. Internet safety programs are a high priority. The CIPA mandates that schools have an internet safety policy. There will be no E-Rate discounts unless schools have these policies in place.
Each regional service center is providing resources that support the goals of the LRPT. Efforts are being made to improve and make changes based on the needs of the 21st century learner. Texas is making great strides toward those goals and will continue to monitor progress in the area of technology. We strive to create experiences and opportunities for students that will foster success.
We are making substantial progress in the area of teaching and learning to increasing access to 21st century resources. The STaR chart data shows that we are moving toward the developed and advanced tech indicators each year. It is clear that the technology application TEKS are being taught but the LRPT recommends that they be revised overtime to align with 21st century skills. Programs and grants such as TIP, Vision 2020 grant, T3 Grant, Connections, R-Tech, and K-12 databases are helping educators immerse Texas classrooms in technology, improve student achievement, and overcome academic obstacles.
In the area of educator preparation and development, we are functioning in the developing indicator with some growth shown in advanced tech. Initiatives like Project Share, Intel Teach, and Texas Education on ITunes University are helping provide educators with continuing education needed to effectively teach in t 21st century classrooms. It is imperative that educators are being prepared for technology integration. All teachers and librarians are required by the LRPT to show development and proficiency in the technology standards.
Leadership, administration, and instructional support have show growth in the developing tech and advanced tech areas. Advanced tech has grown substantially from 2008-2009 to the 2009-2010 school years. Through the STaR chart data, leaders are able to make budgetary decisions based on campus and district needs. Future plans for the Educational Technology Advisory Committee involve using Project Share to examine the LRPT and determine priorities for 2011-2015. Changes have already been made to allot $30 per student for technology. School administrator technology proficiency is also being reported. Strong leadership that is proficient in technology fosters a campus climate that is following the lead of their administrators in the area of technology.
Infrastructure in technology has been improving yearly and has reached the advanced tech indicator in most schools. Connected Texas is working to provide information in order to improve the broadband connection in 1 million homes. TETN provides the 20 regional service centers in Texas with technology resources. Internet safety programs are a high priority. The CIPA mandates that schools have an internet safety policy. There will be no E-Rate discounts unless schools have these policies in place.
Each regional service center is providing resources that support the goals of the LRPT. Efforts are being made to improve and make changes based on the needs of the 21st century learner. Texas is making great strides toward those goals and will continue to monitor progress in the area of technology. We strive to create experiences and opportunities for students that will foster success.
Monday, February 28, 2011
My First Web Conference Experience
On Sunday, February 27, 2011 I logged into my very first web conference for my masters degree program. What a whirlwind! There were 100 participants in the conference. Wow! I was overwhelmed by the speed of the questions being asked, the number of people asking the same question again and again, and Dr. Abernathy trying to keep up with the questions. Although the conference room was jam packed and very hectic, I do feel that I was able to get some of my questions cleared up. My questions about the book study, the weekly overviews, and the blog address were answered. After about 35 minutes, my sound started to break up more so than it had been and then the screen when blank. I tried to get back into the conference but I was never granted access back into the conference.
It was a neat experience and I would like to participate again in a smaller setting. Being new to the web conference experience, I think that I would benefit from a smaller more controlled setting the first few times I participate. I think that web conferencing is a great tool for educators and leaders to communicate and am glad that I have had the opportunity to participate.
It was a neat experience and I would like to participate again in a smaller setting. Being new to the web conference experience, I think that I would benefit from a smaller more controlled setting the first few times I participate. I think that web conferencing is a great tool for educators and leaders to communicate and am glad that I have had the opportunity to participate.
Educator Preparation and Development...are we making improvements?
In the area of Educator Preparation and Development, educators are expected to be proficient in the educational technology applications that are available to them in order to implement them in their classrooms for students. Educators are expected to continuously improve their technology skills to keep up with their ever changing students and their individual needs. I think that on all levels; national, state, and local, many educators are working hard to reach their technology implementation goals. Others that may not be so excited about the change are being pushed by their leaders and administrators to work out of their comfort zone and expand their technology horizons. After I reviewed the statewide STaR summary, it shows that most teachers feel that their campuses are in the developing stage of this key area. Reviewing the STaR chart for my campus and others in my district, trends indicate that improvements are slowly but surely taking place.
I feel that in many cases, it is not the lack of educator professional development opportunities that holds us back in this key area, but instead the lack of a sense of urgency. Do teachers know just how imperative educational technology implementation in the classroom is? Are teachers aware of the STaR results and how they are being used to create opportunities for the 21st century learner? If the answer to these questions is no, how do we expect teachers to create goals for themselves to become more technologically savvy? If school leaders are creating a sense of urgency as well as modeling technology use, their staff may begin to understand the importance of educational technology in the classroom. I did not realize the urgency of becoming more proficient in technology until I began my technology course in my masters degree program. I also did not ever realize what the STaR chart was actually being used for. If teachers were better informed of the Long Range Technology Plan and the Vision 2020, would they take more time to set and reach personal goals in the area of technology? I believe the answer would be yes!
I feel that in many cases, it is not the lack of educator professional development opportunities that holds us back in this key area, but instead the lack of a sense of urgency. Do teachers know just how imperative educational technology implementation in the classroom is? Are teachers aware of the STaR results and how they are being used to create opportunities for the 21st century learner? If the answer to these questions is no, how do we expect teachers to create goals for themselves to become more technologically savvy? If school leaders are creating a sense of urgency as well as modeling technology use, their staff may begin to understand the importance of educational technology in the classroom. I did not realize the urgency of becoming more proficient in technology until I began my technology course in my masters degree program. I also did not ever realize what the STaR chart was actually being used for. If teachers were better informed of the Long Range Technology Plan and the Vision 2020, would they take more time to set and reach personal goals in the area of technology? I believe the answer would be yes!
Monday, August 2, 2010
Anticipated barriers...suggestions anyone?
I will be looking at connections between the use of higher level thinking skills in classroom lessons and activities and commended TAKS scores. Although students at our campus are succeeding by passing the TAKS, why are they not going the extra mile to score commended? Do they possess the skills necessary to meet these expectations on the test?
One barrier I have anticipated is confidentiality of teachers. I want to look at lesson plans submitted by teachers last year in connection to the number of commended scores their students earned. Some teachers may not mind, but I know others who would not want me to be the one reviewing their plans. I wonder if there is a way for my assistant principal to black out names or keep them confidential. Will she be willing to review the plans herself in order to collect the information we need? The information collected from these lesson plans and TAKS scores will help to determine the level of professional development needed on our campus that focuses on higher level thinking skills.
The second barrier I have anticipated is the budget crisis my district is going through right now. We are stretched very thin on funds and there is little or no money to buy resources or bring in professionals to train teachers. Does my district have resources already that I can tap into in order to get the teachers on my campus the training they need to implement higher level thinking skills in their lessons and activities? If not, what are some other avenues I might take in order to train my teachers? One way that I have thought of is through teacher study groups and brainstorming sessions. We could also start book studies that focus on using these skills. I know there are ways to get teachers the information and resources needed, but where are they and how can I get to them?
One barrier I have anticipated is confidentiality of teachers. I want to look at lesson plans submitted by teachers last year in connection to the number of commended scores their students earned. Some teachers may not mind, but I know others who would not want me to be the one reviewing their plans. I wonder if there is a way for my assistant principal to black out names or keep them confidential. Will she be willing to review the plans herself in order to collect the information we need? The information collected from these lesson plans and TAKS scores will help to determine the level of professional development needed on our campus that focuses on higher level thinking skills.
The second barrier I have anticipated is the budget crisis my district is going through right now. We are stretched very thin on funds and there is little or no money to buy resources or bring in professionals to train teachers. Does my district have resources already that I can tap into in order to get the teachers on my campus the training they need to implement higher level thinking skills in their lessons and activities? If not, what are some other avenues I might take in order to train my teachers? One way that I have thought of is through teacher study groups and brainstorming sessions. We could also start book studies that focus on using these skills. I know there are ways to get teachers the information and resources needed, but where are they and how can I get to them?
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