I have learn and gain a new perspective regarding technology and how it is being used by younger people and how that technology is going to affect us in the future and the most impotant thing them. They are technology natives and also technology dependants. An important leson that I learn is that we can use that dependence on technology to help students learn and gain more knowledge, specially if we can direct and refocus their interest in learning.
I believe that I have achieve the outcomes by learning and gaining more knowledge on how students can use technology to learn and how technology is braking barriers in education.
We need to adapt our selfs to technology and usit in a constructive way. But we also need to teach our students to use technology in a constructive way with out affecting other people.
Technology is something that is moving so fast and at such a speed that it can happen that our own stundets may become obsolete in the use of technology.
From my vantage point I can reflect a many interesting learnings that I can apply to a campus as an administrator. From the security perspective I have to recognize that we live in a new world that requires us educators to learn more about the use of computers for our self and how the students are using it. This learning needs to be for our own enrichment and we need to learn what the students are learning technology wise.
By duing that we will be communicating at the same level, it seems to me that when we talk about being technology natives us the technology emeigrants are excluded from learning about technology and its use. And even though they are technology natives they still reuire to learn basic things like writing and mathematics how are they going to use technology if they are illiterate. We will never be separated about our basic knowledge as humans.
The out comes that I did not achieve are a more intensive use of technology that I can use at school, but it gave me a god insight of what I need to learn about technology so I can catch up with all that world of information. I see in the district curriculum that students are learning how to make web pages in high school that is something that we as teacherd do noy know how to do or at least not all of us. From that point of view if I want to catch up in all the technology issues that I need to learn, now I have the base or fundamentals in where to start. On the other hand this class helped me use a blog and how important is the use of a blog to communicate with other people. At the beginnig it was a little frustrating because the instructions are not very clear or at least there is a gap between the instructions and the real use. But after spending some time in the computer I was able to acieve my goal and this is very important for the new users of technology, because it is that sence of frustration that we need to overcome to learn and grow.
All of my course assignments were carried out successfully and with no big complications and it was interesting to use the technology to carry thos assignments. However I was expecting to see more use of technology like construction wise, like build a small web page and put a blog on it that I think would be very interesting. I can se several teachers having their own web page where they poste their homework for the week putting additional work for the tier two and three students. I mention this because of the use that a teacher can give to help students interact with technology and at the same time they can learn their subjects.
What I learned from this class is that we need to keap learning all the time in order to be up to date with our students we are no different from doctors or lawyers or people that need to keap themselves learning in order to catch up with all the knowledge that is out there. This class reinforced some knowledge that I have already but it also gave new insight of things that I do not know, but the must important is that now I know where to start looking for that information that I lack.
Bloging is a very important part in education since it eexpreses what one person is doing in one field or area, bloging is a new way of communicating with people in a new space and environment that we need to become familiar and learn how to use. However bloging should be understood in a important context of the community that it reads it and how to reach at that community because the web is becoming so big that there must be many blogs very interesting to read and communicate, but we need to know how to have acces to them. And blog is just one way to communicate there are many other ways to communicate like vide conferences, texting, mailing, phone. etc. This is just the tip of the iceberg for the 21st century learner.
Bloging will be a very important part in education and it will open new spaces of communication with our learning community at all levels from students to stakeholders.
Sunday, December 13, 2009
Saturday, December 5, 2009
Evaluation Planning for Action Plan
On part 2 I combined the planning and the goals however a reflection of the planning is required due to the importance of the process.
Evaluation Planning for Action Plan
Technology implementation is a continuous process that adapts to the organization's changing circumstances and includes ongoing evaluation. Effective evaluation will force planners to rethink and adapt objectives, priorities, and strategies as implementation proceeds. Continuous evaluation also facilitates making changes if aspects of the plan are not working.
Evaluating the implementation of a technology plan can be conducted by various means. Simple observations, both negative and positive, that have been made by students and teachers using the technology are the most helpful. Interviews and informal meetings with both instructors and students can draw out the lessons that both groups have learned from using the technology. A simple written survey can assist in measuring the extent to which the plan has met its original objectives and expected outcomes. The following questions should be addressed when planning the evaluation of the implementation of a technology plan:
How and when will you evaluate the impact your technology plan implementation has on student performance?
Who will be responsible for collecting ongoing data to assess the effectiveness of the plan and its implementation?
What windows of opportunity exist for reviewing the technology plan? (For example, the plan might be reviewed during curriculum review cycles.)
How will accountability for implementation be assessed?
How will you assess the level of technological proficiency gained by students, teachers, and staff?
How will you use technology to evaluate teaching and learning?
What is the key indicator of success for each component of the plan?
How will you analyze the effectiveness of disbursement decisions in light of implementation priorities?
How will you analyze implementation decisions to accommodate for changes as a result of new information and technologies?
Organizational mechanisms that need to be created that allow changes in the implementation of the technology plan and in the plan itself?
Administrative involvement and leadership are crucial to the technology planning and implementation process. If organizational leaders do not understand and support the technology plan, it will be difficult to implement and can be either intentionally or inadvertently sabotaged.
Many people perceive that without a technology champion or advocate who will take responsibility for promoting the planning process and implementing the plan, there will be no major push to make technology an integrated part of the organization. If the plan relies on only one person, however, it will almost certainly be unsuccessful. Implementation is best when tasks and duties are shared and delegated, and when individuals across the organization buy into the use of technology and the planning process.
Effective implementation of technology requires a change in culture--one that encourages people to think differently about the teaching and learning processes and the possibilities for technology use. Training and positive role modeling are important for helping to facilitate the change in attitudes and culture. Also, attention to internal and external marketing (garnering support) can help to change attitudes and build enthusiasm and participation. This kind of marketing should be based upon showing how technology will enhance the organization's purpose and goals and solve organizational and educational problems.
Flexibility is also a key ingredient of the technology planning process. Planners should set priorities, follow a timeline, and continue to evaluate progress. Yet, day-to-day demands will intervene, priorities will change, and resource availability is likely to be inconsistent. It is therefore important to be flexible, to expect the unexpected, and yet to remain committed to pushing forward the technology planning and implementation process. The plan should not be budget driven. Rather, the learning vision and organizational, technological, and educational objectives should drive the plan.
Evaluation Planning for Action Plan
Technology implementation is a continuous process that adapts to the organization's changing circumstances and includes ongoing evaluation. Effective evaluation will force planners to rethink and adapt objectives, priorities, and strategies as implementation proceeds. Continuous evaluation also facilitates making changes if aspects of the plan are not working.
Evaluating the implementation of a technology plan can be conducted by various means. Simple observations, both negative and positive, that have been made by students and teachers using the technology are the most helpful. Interviews and informal meetings with both instructors and students can draw out the lessons that both groups have learned from using the technology. A simple written survey can assist in measuring the extent to which the plan has met its original objectives and expected outcomes. The following questions should be addressed when planning the evaluation of the implementation of a technology plan:
How and when will you evaluate the impact your technology plan implementation has on student performance?
Who will be responsible for collecting ongoing data to assess the effectiveness of the plan and its implementation?
What windows of opportunity exist for reviewing the technology plan? (For example, the plan might be reviewed during curriculum review cycles.)
How will accountability for implementation be assessed?
How will you assess the level of technological proficiency gained by students, teachers, and staff?
How will you use technology to evaluate teaching and learning?
What is the key indicator of success for each component of the plan?
How will you analyze the effectiveness of disbursement decisions in light of implementation priorities?
How will you analyze implementation decisions to accommodate for changes as a result of new information and technologies?
Organizational mechanisms that need to be created that allow changes in the implementation of the technology plan and in the plan itself?
Administrative involvement and leadership are crucial to the technology planning and implementation process. If organizational leaders do not understand and support the technology plan, it will be difficult to implement and can be either intentionally or inadvertently sabotaged.
Many people perceive that without a technology champion or advocate who will take responsibility for promoting the planning process and implementing the plan, there will be no major push to make technology an integrated part of the organization. If the plan relies on only one person, however, it will almost certainly be unsuccessful. Implementation is best when tasks and duties are shared and delegated, and when individuals across the organization buy into the use of technology and the planning process.
Effective implementation of technology requires a change in culture--one that encourages people to think differently about the teaching and learning processes and the possibilities for technology use. Training and positive role modeling are important for helping to facilitate the change in attitudes and culture. Also, attention to internal and external marketing (garnering support) can help to change attitudes and build enthusiasm and participation. This kind of marketing should be based upon showing how technology will enhance the organization's purpose and goals and solve organizational and educational problems.
Flexibility is also a key ingredient of the technology planning process. Planners should set priorities, follow a timeline, and continue to evaluate progress. Yet, day-to-day demands will intervene, priorities will change, and resource availability is likely to be inconsistent. It is therefore important to be flexible, to expect the unexpected, and yet to remain committed to pushing forward the technology planning and implementation process. The plan should not be budget driven. Rather, the learning vision and organizational, technological, and educational objectives should drive the plan.
Professional Development Planning
SCHOOL GOALS:
• The plan for integrating technology into the school is based on the school or district's educational vision and is part of an overall school-improvement plan.
• The technology plan aims to improve student learning, to help students perform authentic tasks, and to help students learn skills that will prepare them for future careers.
• Educators, parents, students, and community members support the school's initiatives in the use of technology.
• Professional development and support for staff is provided on an ongoing basis.
• The technology plan is periodically reviewed and updated.
• Evaluation plans are in place to ensure the technology plan generates the desired outcomes
Technology Planning Team:
• The team is composed of representatives from all segments of the school and the community--administrators, the principal, teachers, parents, and local businesspeople who have expertise in technology and telecommunications. Designate a team leader is able to delegate responsibility to individuals or committees and keep the team on task.
• Participate in the process of planning for technology in education by asking appropriate questions, such as: How will the technology be used? How will technology affect the role of teachers? How can technology benefit all students?
Curriculum Goals and Objectives 1st year
1. All teachers will have daily access to a computer
2. All students will learn a basic battery of safe computer practices including turning the computer on and off, inserting disks and CDs into the computer, opening and closing applications, and how to use the mouse and keyboard.
3. Grades 1-5 will learn to access information from a CD Rom. Students will learn basic word processing and keyboarding skills and how to save information on the hard drive and then transfer to student's own disk. Technology Additions
12 LC-575 computers with Reference bundles
6 HP Deskwriter 540 Printers
1 projection panel
1 adapter for projection panel
6 10 foot cables
15 boxes formatted disks
6 computer stands
1 Site license Training Goals
1. Teachers unpack and assemble 580s with assistance
2. Workshop presented on system 7.5
3. Computers checked out to each teacher for practice and use
4. Summer computer workshops taken by teachers
Curriculum Goals and Objectives for 2nd year
1. All staff will use the Word program for word processing.
2. Excel will be used for a data base for student information, spread sheet for recording student grades, or word processing for parent newsletters.
3. Staff will be able to access their electronic mail by using the local area network.
4. Staff will begin to integrate technology into the curriculum.
5. Students will be able to access a program from the hard drive or a CD.
6. Second to fifth grade students using technology for research and publishing. Technology Additions
1. Classroom set (30) of AlphaSmarts.
2. One color Scanner.
3. Six ink jet printers.
4. A Power Mac computer for each classroom, music room, the library and the library office.
5. Two classroom presenters.
6. Two color Powerbook computers.
7. A laser printer for use by both at the library and computer lab.
8. Purchase appropriate software. Training Goals
Staff will receive training on:
1. how to communicate by e-mail by using the local area network.
2. use of ClarisWorks.
3. how to use the scanner.
4. how to use the classroom presenter.
5. how to use the Microsoft office software.
6. how to integrate technology into the curriculum.
Curriculum Goals and Objectives for 3 rd year
1. Staff will integrate technology into an 8 week late winter/early spring thematic unit.
2. Staff and students will be able to produce multimedia presentations for instruction and projects using Word, Power point Show, and Microsoft multimedia computer connected to a TV monitor.
3. Staff and students will have access to and be able to use software appropriate for the thematic unit.
4. Staff and students will be able to access information resources using District Intranet and the Internet. Technology Additions
1. Four PC computers will be purchased (on for the library and three for classrooms).
2. One PC multimedia computer including TV presentation hardware.
3. Three HP printers (Newest black and white jet ink model).
4. Appropriate cables to connect the music room in to the computers.
Training Goals
1. All staff will receive training in the use of the multimedia software.
2. All staff will receive training in the use of Power Point Slide Show.
3. All staff will receive training in the use of the PC multimedia and TV presentation hardware.
4. Staff will receive training for the integration of technology into thematic unit. Specifically, grade level teachers will be instructed in the use of appropriate software and hardware as well as in how to integrate technology into appropriate activities. This training will occur just prior to the start of the unit and will be followed up by coaching and support during the unit.
Evaluation
The technology committee will meet at least twice yearly, once in the fall to modify and update the three year plan, and in the spring to evaluate the year. Training
Provide ongoing staff training on newly purchased software and hardware.
• The plan for integrating technology into the school is based on the school or district's educational vision and is part of an overall school-improvement plan.
• The technology plan aims to improve student learning, to help students perform authentic tasks, and to help students learn skills that will prepare them for future careers.
• Educators, parents, students, and community members support the school's initiatives in the use of technology.
• Professional development and support for staff is provided on an ongoing basis.
• The technology plan is periodically reviewed and updated.
• Evaluation plans are in place to ensure the technology plan generates the desired outcomes
Technology Planning Team:
• The team is composed of representatives from all segments of the school and the community--administrators, the principal, teachers, parents, and local businesspeople who have expertise in technology and telecommunications. Designate a team leader is able to delegate responsibility to individuals or committees and keep the team on task.
• Participate in the process of planning for technology in education by asking appropriate questions, such as: How will the technology be used? How will technology affect the role of teachers? How can technology benefit all students?
Curriculum Goals and Objectives 1st year
1. All teachers will have daily access to a computer
2. All students will learn a basic battery of safe computer practices including turning the computer on and off, inserting disks and CDs into the computer, opening and closing applications, and how to use the mouse and keyboard.
3. Grades 1-5 will learn to access information from a CD Rom. Students will learn basic word processing and keyboarding skills and how to save information on the hard drive and then transfer to student's own disk. Technology Additions
12 LC-575 computers with Reference bundles
6 HP Deskwriter 540 Printers
1 projection panel
1 adapter for projection panel
6 10 foot cables
15 boxes formatted disks
6 computer stands
1 Site license Training Goals
1. Teachers unpack and assemble 580s with assistance
2. Workshop presented on system 7.5
3. Computers checked out to each teacher for practice and use
4. Summer computer workshops taken by teachers
Curriculum Goals and Objectives for 2nd year
1. All staff will use the Word program for word processing.
2. Excel will be used for a data base for student information, spread sheet for recording student grades, or word processing for parent newsletters.
3. Staff will be able to access their electronic mail by using the local area network.
4. Staff will begin to integrate technology into the curriculum.
5. Students will be able to access a program from the hard drive or a CD.
6. Second to fifth grade students using technology for research and publishing. Technology Additions
1. Classroom set (30) of AlphaSmarts.
2. One color Scanner.
3. Six ink jet printers.
4. A Power Mac computer for each classroom, music room, the library and the library office.
5. Two classroom presenters.
6. Two color Powerbook computers.
7. A laser printer for use by both at the library and computer lab.
8. Purchase appropriate software. Training Goals
Staff will receive training on:
1. how to communicate by e-mail by using the local area network.
2. use of ClarisWorks.
3. how to use the scanner.
4. how to use the classroom presenter.
5. how to use the Microsoft office software.
6. how to integrate technology into the curriculum.
Curriculum Goals and Objectives for 3 rd year
1. Staff will integrate technology into an 8 week late winter/early spring thematic unit.
2. Staff and students will be able to produce multimedia presentations for instruction and projects using Word, Power point Show, and Microsoft multimedia computer connected to a TV monitor.
3. Staff and students will have access to and be able to use software appropriate for the thematic unit.
4. Staff and students will be able to access information resources using District Intranet and the Internet. Technology Additions
1. Four PC computers will be purchased (on for the library and three for classrooms).
2. One PC multimedia computer including TV presentation hardware.
3. Three HP printers (Newest black and white jet ink model).
4. Appropriate cables to connect the music room in to the computers.
Training Goals
1. All staff will receive training in the use of the multimedia software.
2. All staff will receive training in the use of Power Point Slide Show.
3. All staff will receive training in the use of the PC multimedia and TV presentation hardware.
4. Staff will receive training for the integration of technology into thematic unit. Specifically, grade level teachers will be instructed in the use of appropriate software and hardware as well as in how to integrate technology into appropriate activities. This training will occur just prior to the start of the unit and will be followed up by coaching and support during the unit.
Evaluation
The technology committee will meet at least twice yearly, once in the fall to modify and update the three year plan, and in the spring to evaluate the year. Training
Provide ongoing staff training on newly purchased software and hardware.
Sunday, November 22, 2009
Opinion on one of the four areas of technology
There are 5-9 students per computer. There is direct connectivity to the internet in 50% of classrooms and library. Most rooms are connected to WAN/LAN. One educator per computer, shared use of others resources.
In my campus most of this objectives are acomplished but we need to devide our analisi in two parts and be very careful when we see in detail and interpret the results of these numbers since they may be deceiving. In part one I will write about the use of computers in the main building, some of the computers at the campus are outdated and they do noy have de required software for the students to learn, Teahcers rely on free web pages that will give acces to students so they can practice either math. or reading language arts, very litle use is gived to learn social studies or sience.
Teachers rely on the computer teacher so the students could learn about computers during the asigned schedule that is devided in two weeks in week A some of the teachers get to go to the computer lab and on week B the students go to the library so in reality students go to the computer lab twice every four weeks.
In part two I will about the use of computers in the portables at the moment only one portable has acces to the web and it is generaly to slow so the students in that class can spend ours trying to get in to a web page. For the rest of the portables there is no acces to the internet and there are no computers at all so the students do not have acces to technology and they work in the traditional way. You can se the diference among students who have acces to technology and students who do not have acces, when seated in front of a computer it usually takes more time to accomplish their work and some of them are lost and require of constant intervention by the teacher or the computer especialist to direct them and guide them.
My recomendatoin to solve this situation is to have computers installed in the portables and make the required conections to have acces to the internet, so students can benefit from the use of technology.
In my campus most of this objectives are acomplished but we need to devide our analisi in two parts and be very careful when we see in detail and interpret the results of these numbers since they may be deceiving. In part one I will write about the use of computers in the main building, some of the computers at the campus are outdated and they do noy have de required software for the students to learn, Teahcers rely on free web pages that will give acces to students so they can practice either math. or reading language arts, very litle use is gived to learn social studies or sience.
Teachers rely on the computer teacher so the students could learn about computers during the asigned schedule that is devided in two weeks in week A some of the teachers get to go to the computer lab and on week B the students go to the library so in reality students go to the computer lab twice every four weeks.
In part two I will about the use of computers in the portables at the moment only one portable has acces to the web and it is generaly to slow so the students in that class can spend ours trying to get in to a web page. For the rest of the portables there is no acces to the internet and there are no computers at all so the students do not have acces to technology and they work in the traditional way. You can se the diference among students who have acces to technology and students who do not have acces, when seated in front of a computer it usually takes more time to accomplish their work and some of them are lost and require of constant intervention by the teacher or the computer especialist to direct them and guide them.
My recomendatoin to solve this situation is to have computers installed in the portables and make the required conections to have acces to the internet, so students can benefit from the use of technology.
Sunday, November 15, 2009
Pre-K Technology Applications TEKS
· In your blog, create a new posting to summarize the Pre-K Technology Applications TEKS.
Pre-K Technology Applications TEKS
TECHNOLOGY APPLICATIONS DOMAIN
Technology and Devices Skills
In Pre-K children will learn about technology and it use in our lives.
Technology: computers, voice/sound recorders, televisions, digital cameras, personal digital assistants, and MP3 devices or iPODs.
Children will benefit by interacting with voice/sound recorders and other technology that may be available. They will develop the ability to handling and controlling various devices, becoming confident and independent users of age appropriate technologies.
End of Prekindergarten Year Outcomes
X.A.1.
Child opens and navigates through software programs designed for kinder students.
Examples of Child Behaviors
The child:
• follows basic oral or visual cues.
• listens to and interacts with storybooks and information texts in electronic forms.
Examples of Instructional Strategies
The teacher:
• provides time and technology.
• models use of computers and software.
• provides a variety of software packages with audio, video, and graphics
X.A.2.
Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD/ROM.
The child:
• moves and double‐clicks the mouse to interact with software programs.
• uses terminology to describe work on computer.
The teacher:
• provides instruction and practice time to enable the child to master this skill using the appropriate terminology and vocabulary.
X.A.3.
Child operates voice/sound recorders and touch screens.
The child:
• uses voice/sound recording and touch screen devices.
• inserts and plays CD to listen to songs
The teacher:
• models and discusses how to use voice/sound recording and touch screen devices.
• provides a CD or tape recorder for children to use during independent play.
X.A.4.
Child uses software applications to create and express ideas.
The child:
• creates writings and drawings using software.
• uses a variety of software packages with audio, video, and graphics
The teacher:
• models and discusses how to use software.
• provides time for children to interact with different programs
X.A.5.
Child recognizes that information is accessible through the use of
technology.
The child:
• learns new information through interaction with technology.
The teacher:
• models and discusses when and how to obtain information from websites
· How do the Pre-K TEKS lay the foundation for student performance in future grades?
By laying the foundations children will be able to manipulate and use technology in their own favor for various purposes. They will be able to manipulate technology and will be able to use it. Once they are confident in the use and they have appropriate the technology it will be easier for them to scaffold new learning.
· Reading Language Arts.
· Math.
· Social Studies.
· Science
They will integrate in their learning more information and will gain access to information beyond the books. They will also be able to process that information and manipulate to generate new information that they will be able to understand at their own way.
Now when they see the technology they know how to use it and will explore new possibilities. The learning that they will have once they incorporate the technology will cross from subject to subject in a faster way.
To do that they will have 10 years of interacting with technology at the 8 grade they will be comfortable using it and growing with it.
.
· In your blog, describe a spiraling or scaffolding curriculum. The Technology Applications TEKS are designed as a dynamic, spiraling curriculum. Describe a series of TEKS in which students have multiple opportunities to master knowledge/skills.
Students will gain the basic knowledge and gain understanding of technology during the following years escalating the use and applications of software and technology.
Grades Pre-K: Child opens and navigates through software programs designed for kinder students.
Grades K-2: Using technology students will access information that can include text, audio, video, and graphics. They will use computers and related technology to make presentations and prepare projects for foundation curriculum areas.
Grades 3-5: Students use word processing, graphics, databases, spreadsheets, simulations, multimedia, and telecommunications. They solve problems and communicate information in various formats and to a variety of audiences and evaluate their results.
Grades 6-8: Students become fluent in using multiple software applications and applying them across the curriculum. They build on the Grades 3-5 knowledge and skills.
Grades 9-12: Students have a variety of options from the adopted courses which allow for growth, specialization, integration into other curriculum areas, and preparation for the technological world. The high school courses in Technology Applications, Chapter 126 include: Computer Science I, Computer Science II, Desktop Publishing, Digital Graphics/Animation, Multimedia, Video Technology, Web Mastering, and Independent Study in Technology Applications.
Pre-K Technology Applications TEKS
TECHNOLOGY APPLICATIONS DOMAIN
Technology and Devices Skills
In Pre-K children will learn about technology and it use in our lives.
Technology: computers, voice/sound recorders, televisions, digital cameras, personal digital assistants, and MP3 devices or iPODs.
Children will benefit by interacting with voice/sound recorders and other technology that may be available. They will develop the ability to handling and controlling various devices, becoming confident and independent users of age appropriate technologies.
End of Prekindergarten Year Outcomes
X.A.1.
Child opens and navigates through software programs designed for kinder students.
Examples of Child Behaviors
The child:
• follows basic oral or visual cues.
• listens to and interacts with storybooks and information texts in electronic forms.
Examples of Instructional Strategies
The teacher:
• provides time and technology.
• models use of computers and software.
• provides a variety of software packages with audio, video, and graphics
X.A.2.
Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD/ROM.
The child:
• moves and double‐clicks the mouse to interact with software programs.
• uses terminology to describe work on computer.
The teacher:
• provides instruction and practice time to enable the child to master this skill using the appropriate terminology and vocabulary.
X.A.3.
Child operates voice/sound recorders and touch screens.
The child:
• uses voice/sound recording and touch screen devices.
• inserts and plays CD to listen to songs
The teacher:
• models and discusses how to use voice/sound recording and touch screen devices.
• provides a CD or tape recorder for children to use during independent play.
X.A.4.
Child uses software applications to create and express ideas.
The child:
• creates writings and drawings using software.
• uses a variety of software packages with audio, video, and graphics
The teacher:
• models and discusses how to use software.
• provides time for children to interact with different programs
X.A.5.
Child recognizes that information is accessible through the use of
technology.
The child:
• learns new information through interaction with technology.
The teacher:
• models and discusses when and how to obtain information from websites
· How do the Pre-K TEKS lay the foundation for student performance in future grades?
By laying the foundations children will be able to manipulate and use technology in their own favor for various purposes. They will be able to manipulate technology and will be able to use it. Once they are confident in the use and they have appropriate the technology it will be easier for them to scaffold new learning.
· Reading Language Arts.
· Math.
· Social Studies.
· Science
They will integrate in their learning more information and will gain access to information beyond the books. They will also be able to process that information and manipulate to generate new information that they will be able to understand at their own way.
Now when they see the technology they know how to use it and will explore new possibilities. The learning that they will have once they incorporate the technology will cross from subject to subject in a faster way.
To do that they will have 10 years of interacting with technology at the 8 grade they will be comfortable using it and growing with it.
.
· In your blog, describe a spiraling or scaffolding curriculum. The Technology Applications TEKS are designed as a dynamic, spiraling curriculum. Describe a series of TEKS in which students have multiple opportunities to master knowledge/skills.
Students will gain the basic knowledge and gain understanding of technology during the following years escalating the use and applications of software and technology.
Grades Pre-K: Child opens and navigates through software programs designed for kinder students.
Grades K-2: Using technology students will access information that can include text, audio, video, and graphics. They will use computers and related technology to make presentations and prepare projects for foundation curriculum areas.
Grades 3-5: Students use word processing, graphics, databases, spreadsheets, simulations, multimedia, and telecommunications. They solve problems and communicate information in various formats and to a variety of audiences and evaluate their results.
Grades 6-8: Students become fluent in using multiple software applications and applying them across the curriculum. They build on the Grades 3-5 knowledge and skills.
Grades 9-12: Students have a variety of options from the adopted courses which allow for growth, specialization, integration into other curriculum areas, and preparation for the technological world. The high school courses in Technology Applications, Chapter 126 include: Computer Science I, Computer Science II, Desktop Publishing, Digital Graphics/Animation, Multimedia, Video Technology, Web Mastering, and Independent Study in Technology Applications.
Long-Range Plan
From what I learned this gives me a new vision of what technology and the future of its use is in the classroom. It give a very clear perspective in what new areas teachers and administrators need to direct their efforts to make students computer literate.
It is important to bridge the difference that the districts have regarding the use of computers and make them accessible to all students and classrooms if we do not close the gap and learn how to teach students this new reality we are going to fail behind in competitiveness and development. Not only as a state but also as a country, many countries as stated in the document are closing the gap at a speed that we do not think is possible.
We also need to learn how to work and live in a multi ethnic environment with bilingual populations.
The teachers in the near future need to adapt in several ways to the technology available and start using it with the students as projects and as a way of instruction. This new technology will be presented to students in the early grades pre-k and kinder so they become familiar with the technology. The guidelines used by the teacher will be the TEA technology standards which will guide them in the use of technology and the levels of implementation required every year.
The staff developments at the campus will be oriented to teaching in new ways in one direction will be the use of technology in the classroom and how the students can learn from it, the other direction will be in creating a standard knowledge and a systems culture in the campus. For those teachers who do not know or are not familiar with technology they will be introduced guided in the use of technology. They will be mentored by teachers who are familiar with technology and have experience in the implementation of it in the classroom. In this way the frustrating transition for some of the teachers will be avoided and they will gain experience while learning.
An online training can be developed in order to keep teachers updated in new way to use technology in the classroom, and how the students can gain from the use of technology in class.
The online training will be updated and revised every semester and at the beginning of the school year. New material will be added and according to TEA and needs.
Each grade will have access to a general web page to post materials and homework so students and parents can review what the students are learning and what the homework for the day or week is going to be. Parents will be able to send mails to the teachers in case of questions or comments regarding the homework.
It is important to bridge the difference that the districts have regarding the use of computers and make them accessible to all students and classrooms if we do not close the gap and learn how to teach students this new reality we are going to fail behind in competitiveness and development. Not only as a state but also as a country, many countries as stated in the document are closing the gap at a speed that we do not think is possible.
We also need to learn how to work and live in a multi ethnic environment with bilingual populations.
The teachers in the near future need to adapt in several ways to the technology available and start using it with the students as projects and as a way of instruction. This new technology will be presented to students in the early grades pre-k and kinder so they become familiar with the technology. The guidelines used by the teacher will be the TEA technology standards which will guide them in the use of technology and the levels of implementation required every year.
The staff developments at the campus will be oriented to teaching in new ways in one direction will be the use of technology in the classroom and how the students can learn from it, the other direction will be in creating a standard knowledge and a systems culture in the campus. For those teachers who do not know or are not familiar with technology they will be introduced guided in the use of technology. They will be mentored by teachers who are familiar with technology and have experience in the implementation of it in the classroom. In this way the frustrating transition for some of the teachers will be avoided and they will gain experience while learning.
An online training can be developed in order to keep teachers updated in new way to use technology in the classroom, and how the students can gain from the use of technology in class.
The online training will be updated and revised every semester and at the beginning of the school year. New material will be added and according to TEA and needs.
Each grade will have access to a general web page to post materials and homework so students and parents can review what the students are learning and what the homework for the day or week is going to be. Parents will be able to send mails to the teachers in case of questions or comments regarding the homework.
Saturday, November 14, 2009
Technology Reflection and its use
I found that being a large school district is a big burden as far a technology is concern. Technology can be used in many different ways and is an incredible tool to have even though some times it seems to have a mind of it own. But regardless of that, from the assessments made at the beginning of the first week I noticed that in the district that I work for we are using technology in a limited way we do not have all the material, money and resources to have and use technology effectively.
We use technology in a very basic way at my campus even dough some other campuses have state of the art technology, it seems more that is a mater of distribution of technology along the district.
On the other hand the use of technology in some campuses is limited to head projectors, faxes and a computer per classroom with outdated software and to peripheral devices so students could print their work or modify what they have done in the computer.
In the Self-evaluation Rubrics for Basic Administrative Technology I score in the lower part of it since we basically use technology for basic things and there is not a staff development program implemented to cover these deficiencies.
In the Technology Applications Inventory we are more on the no side than on the yes in the four areas. In these areas there is a lot of work to do in the campuses in general since most of the teachers are not computer literate and some of them they do not like technology and think it is complicated.
On the SETDA Teacher Survey the scores obtained were in the low side, due to the fact that it sounds good and it will be nice to be able to do all that but when you do not have the resources is more a dream than something practical to have.
I consider my self a very technological oriented person and I like technology; I have worked for companies that are technological oriented and they make good use of it they were constantly updating their technology and training their staff in the use of it.
So I do not consider my self strange when I am in the need of using technology.
I would like to gain more knowledge in the domains mentioned in the Technology Applications Inventory they do a good classification of the different technology areas that a person may need.
The assessments are good because they make you realize how far or close you are from the benchmark, which may be a little bit upsetting in some cases like mine.
We use technology in a very basic way at my campus even dough some other campuses have state of the art technology, it seems more that is a mater of distribution of technology along the district.
On the other hand the use of technology in some campuses is limited to head projectors, faxes and a computer per classroom with outdated software and to peripheral devices so students could print their work or modify what they have done in the computer.
In the Self-evaluation Rubrics for Basic Administrative Technology I score in the lower part of it since we basically use technology for basic things and there is not a staff development program implemented to cover these deficiencies.
In the Technology Applications Inventory we are more on the no side than on the yes in the four areas. In these areas there is a lot of work to do in the campuses in general since most of the teachers are not computer literate and some of them they do not like technology and think it is complicated.
On the SETDA Teacher Survey the scores obtained were in the low side, due to the fact that it sounds good and it will be nice to be able to do all that but when you do not have the resources is more a dream than something practical to have.
I consider my self a very technological oriented person and I like technology; I have worked for companies that are technological oriented and they make good use of it they were constantly updating their technology and training their staff in the use of it.
So I do not consider my self strange when I am in the need of using technology.
I would like to gain more knowledge in the domains mentioned in the Technology Applications Inventory they do a good classification of the different technology areas that a person may need.
The assessments are good because they make you realize how far or close you are from the benchmark, which may be a little bit upsetting in some cases like mine.
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