Instructional Management
View more presentations from j a santillan.
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 In part one I will write about the use of computers in the main building, some of the computers at the campus are outdated and they do noy have de required software for the students to learn, Teahcers rely on free web pages that will give acces to students so they can practice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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