Scarborough High STaR Chart
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Friday, November 27, 2009
Week 2 Assignment, Part 2: Using a Blog
The area I have chosen to focus on for this blog is Key Area II: Educator Preparation and Development. It is a new day and age and learning is not using an abacus anymore. Learning is Windows XP, Vista, IPhone, Halo, and any other eye catching finger tapping technology that is out there in the world today. It may take me hours to figure out an IPod where it would take a student 30 minutes to do that very thing. We must prepare our educators to be technology literate because if not they will fall by the wayside. Can you imagine the students boredom in your class if in the class next door they are using Smartboards to look at Google Earth? You yourself would want to see what is going on and why there is Oos and Ahhs going on. You may even go next door to your colleague and ask, “what was going on in there?”
In order to get to that level you must be trained currently on various technologies in order to have them work for you efficiently in your classroom. Sadly, older teachers are the ones will attend more of these trainings because they were not brought up in technology like the new crop of teachers. Administrators can even fall in this category as will since they are suppose to push technology on their campus as information rich and invigorating but if they do not use it what does that say about the effective use of technology on their campus? Although, we have moved toward monitoring campus technology and its use we still are not to the point where everyone is using technology as they should. There will come a time and it’s soon that so much technology is out there to be used and that will go hand and hand with teaching, that teachers and administrators will begin to retire because they just can’t keep up with the every changing world of education.
That statement speaks volumes as education today is ever changing. We are here to become administrators and change the world of education ourselves. Can we do this by coming in and saying we are going to do it the way I was taught? Or are we going to come in and say everyone is going to be trained on Smartboards because I want our students to be as advanced as those kids on the other side of town. Training is key for all and kids today need to have that foundation in order to have it scaffold onto higher learning. We can only teach what we have been taught and today we need to be taught and prepared on technology.
In order to get to that level you must be trained currently on various technologies in order to have them work for you efficiently in your classroom. Sadly, older teachers are the ones will attend more of these trainings because they were not brought up in technology like the new crop of teachers. Administrators can even fall in this category as will since they are suppose to push technology on their campus as information rich and invigorating but if they do not use it what does that say about the effective use of technology on their campus? Although, we have moved toward monitoring campus technology and its use we still are not to the point where everyone is using technology as they should. There will come a time and it’s soon that so much technology is out there to be used and that will go hand and hand with teaching, that teachers and administrators will begin to retire because they just can’t keep up with the every changing world of education.
That statement speaks volumes as education today is ever changing. We are here to become administrators and change the world of education ourselves. Can we do this by coming in and saying we are going to do it the way I was taught? Or are we going to come in and say everyone is going to be trained on Smartboards because I want our students to be as advanced as those kids on the other side of town. Training is key for all and kids today need to have that foundation in order to have it scaffold onto higher learning. We can only teach what we have been taught and today we need to be taught and prepared on technology.
Tuesday, November 24, 2009
Week 1 Assignment, Part 4: Technology Applications TEKS Summary
Using the Pre-K TEKS children learn how technology can enhance their lives. Technology at this level means any technological item that would be in a classroom such as computers, voice/sound recorders, televisions, etc. Teaching students these wide varieties of technological devices, we can be sure that children will benefit from being able to become familiar with these devices and take that knowledge with them as we begin to establish real world connections. The five focuses that are concentrated on for end of year outcomes are 1) child opens and navigates through software programs designed to enhance development of appropriate concepts, 2) child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD‐ROM, 3) child operates voice/sound recorders and touch screens, 4) child uses software applications to create and express own ideas, and 5) child recognizes that information is accessible through the use of technology.
Using these five main focuses students are introduced to a plethora of foundation skills that will be used to scaffold their future learning as they enter upper grade levels. To name a few skills acquired at the Pre-K level that will be part of the spiraling curriculum, students will follow basic oral or visual cues for operating programs successfully, moves and double‐clicks the mouse to interact with software programs, use terminology to describe work on computer, insert and plays CD to listen to songs, and use a variety of software packages with audio, video, and graphics in order to enhance learning experience. Technology is a must in this day and age and we must teach our children the skills necessary to keep up with the times or we are doing them a great disservice. The TEKS have done a great job of helping us establish basic skills for our little ones and the building of knowledge for our big ones. As we become more advanced so will the basic skills needed to teach the future leaders of the world. We just need to continue on the path that we are on in order to let our children master the skills necessary in order to have vast opportunities in the future.
Revised Texas PreKindergarten Guidelines. (2008, May 21). Retrieved November 24, 2009, from Texas Education Agency: http://ritter.tea.state.tx.us/ed_init/pkguidelines/PKG_Final_100808.pdf
Using these five main focuses students are introduced to a plethora of foundation skills that will be used to scaffold their future learning as they enter upper grade levels. To name a few skills acquired at the Pre-K level that will be part of the spiraling curriculum, students will follow basic oral or visual cues for operating programs successfully, moves and double‐clicks the mouse to interact with software programs, use terminology to describe work on computer, insert and plays CD to listen to songs, and use a variety of software packages with audio, video, and graphics in order to enhance learning experience. Technology is a must in this day and age and we must teach our children the skills necessary to keep up with the times or we are doing them a great disservice. The TEKS have done a great job of helping us establish basic skills for our little ones and the building of knowledge for our big ones. As we become more advanced so will the basic skills needed to teach the future leaders of the world. We just need to continue on the path that we are on in order to let our children master the skills necessary in order to have vast opportunities in the future.
Revised Texas PreKindergarten Guidelines. (2008, May 21). Retrieved November 24, 2009, from Texas Education Agency: http://ritter.tea.state.tx.us/ed_init/pkguidelines/PKG_Final_100808.pdf
Week 1 Assignment, Part 3: Key Ideas of the Long-Range Plan for Technology
Technology is ever changing and in Texas teachers use technology on a daily basis. There is a 3 phase plan ending in 2020 that will bring about a new more technological advance education system beginning in phase 1 which started in 2006 and ends in 2010. After review of phase 1, phase 2 which is 2011-2015 and phase 3 which is 2015-2020 will then be implemented using best practices. The goal is to have technology savvy teachers as well as students in order to bring this vision to the forefront. In looking at the needs we come to find that a realistic and dependable funding model is needed to not only expand but sustain student and teacher technology. There is also a need for ongoing professional development, instructional and technical support, and a robust technology infrastructure. Districts need strategies to measure the progress of students and teachers in meeting the Technology proficiencies that are critical to teaching and learning in this day and age. Administrators are key in bringing in and making sure technology is used correctly and efficiently on their campus. Leaders must be on board so that their team can see the positives when implementation is taking place. Technology is needed in all area of a school campus and education in general. Administration must use technology and show how the vision of combining education with it is the direction we are going and we as future administrators need to help steer that movement in the right direction.
The Long-Range Plan for Technology 2006-2020 . (2006, November). Retrieved November 24, 2009, from Texas Education Agency: http://ritter.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf
The Long-Range Plan for Technology 2006-2020 . (2006, November). Retrieved November 24, 2009, from Texas Education Agency: http://ritter.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf
Saturday, November 21, 2009
Week 1 Assignment, Part 2: Creating and Using a Blog
Being technology savvy is a must in this day and age especially in an education setting. With video games being so prominent in kids lives these days, we as educators need to be able to bring some form of technology into the classroom in order to engage students and keep them intrigued. I am proud to say that my campus is technology savvy and technology is used every single day. From computer labs, to library, to PowerPoint’s, technology has a strong presence at my campus. I am from the new crop of educators that was brought up with technology and I know for a fact that will guide me as I implement certain technologies into my campus once I gain a principalship.
My assessment results for both the technology inventory and the SETDA building survey (we were to omit the Johnson survey) do show that myself and my campus are both strong in technology. However, our weakness indicated is that access to a lot of these technologies such as scanners and digital media is not plentiful. It is present on our campus however it is just not easily assessable as I would like. If one teacher is using something then another can’t so lesson plans need to be modified and certain contents are not getting the full grasp that the teacher would have hoped.
Both of these surveys were very informative as they not only let me see my skill level but also my campuses. From the SETDA building survey, I do see that I need to learn how to link technology to campus data in order to show teachers how to improve student performance. I also need to learn about technology funding and how that ties into the overall campus technology goal. All in all I would say these surveys were very helpful in letting me see positives and negatives on my campus. It is now just a matter of learning much more in order to turn those negatives into positives.
Profiling Educational Technology Integration (PETI) SETDA/Metiri Resources for Assessing Readiness & Use. (2004). Retrieved November 21, 2009, from Suite of Tools: http://www.setda-peti.org/tools.html
My assessment results for both the technology inventory and the SETDA building survey (we were to omit the Johnson survey) do show that myself and my campus are both strong in technology. However, our weakness indicated is that access to a lot of these technologies such as scanners and digital media is not plentiful. It is present on our campus however it is just not easily assessable as I would like. If one teacher is using something then another can’t so lesson plans need to be modified and certain contents are not getting the full grasp that the teacher would have hoped.
Both of these surveys were very informative as they not only let me see my skill level but also my campuses. From the SETDA building survey, I do see that I need to learn how to link technology to campus data in order to show teachers how to improve student performance. I also need to learn about technology funding and how that ties into the overall campus technology goal. All in all I would say these surveys were very helpful in letting me see positives and negatives on my campus. It is now just a matter of learning much more in order to turn those negatives into positives.
Profiling Educational Technology Integration (PETI) SETDA/Metiri Resources for Assessing Readiness & Use. (2004). Retrieved November 21, 2009, from Suite of Tools: http://www.setda-peti.org/tools.html
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