Reflections on Instructional Leadership: The Technology Link

“The very nature of information has changed in the past decade. It has become increasingly digital, networked, and overwhelming” (Warlick, 2007, p.20). This is a quote out of our first set of readings in week 1. The last part of that quote, “overwhelming,” really relates to the thoughts going through my mind when I started this class. I would not call my self a total “Digital Immigrant” but I am definitely not a “Digital Native.” One of the outcomes I was hoping for with this class was for my eyes to be opened to what new technologies education has to offer and exactly how I can promote the implementation of them as a school administrator. I feel like from the readings I obtained some invaluable information that has rejuvenated my excitement about technology and what it has to offer.
Learning to use a blog has been very rewarding. I have never participated in a blog and I think that learning how to download the slideshow was a neat experience. I believe that all stakeholders in education could benefit from blogging. From the teacher keeping an on-going review to parents and students from students posting their reflections on class from each day. Communication between all stakeholders will greatly increase when we start implementing such technology. I also think blogging empowers 21st century learners to take some control of their own learning, it is a great process for them to deliver feedback. If each student had their own laptop they could use a blog as a journal. This way other students could see their interpretation of the days lesson. Another way to communicate using blogs would be to set up a page for departments. A place to vent, plan events, and even collaborate on concepts and planning. I am still concerned with some of the details with blogging among staff like how often each staff member should check it. In the past we have reverted to email as our main source of communication. Blogging is not the waive of the future anymore, it’s todays line of communication and as educators we must start participating in it.
Moreover, even though blogging is a great educational tool, it also comes with a few concerns for educators. Cyberbullying is a reality in today’s society. “58% of students have not told their parents or an adult abou something mean or hurtful that happened to them online” (Hitchcock, 2007, p.13). This number is unsettling for me. It makes me want to hover over my children and their comuter as they get older. This is why it is so important that technology leaders have proper procedures and guidelines in place. This includes a board-approved Acceptable Use Policy that is current and up-to-date with today’s technology. Students and parents almost must be taught about internet-safety and cyberbullying. One idea this course has brought to my mind is that we need to find ways to implement the student’s new technologies into the classroom, including the I-Phone and I-Pods.
This course has given me more confidence with technology. I feel I can be a successful technology leader and half the battle of getting there is to just overcome the fear of learning something new. I have learned that if you want to be a school leader you have to lead by using technology yourself. Teachers will only follow a leader that has had hands-on experience with the technology. You can’t simply ask them to do something you are not willing to do yourself. Another outcome that I would have like to achieve but didn’t was using a Wiki. I have tried this in the past and I was not successful. This class didn’t really address Wikis. I would have loved to gain some experience with other technologies that are out there, not just blogging.
Furthermore, I was very pleased that I was successful in carrying out the course assignments. Luckily, the instructions and rubrics were very clear, except on the last plan. I was a little unsure of exactly how my plan was supposed to look, so I probably went overboard with information. The discussion board requirement was good because it forced me to fully read all of the articles, but it did grow tiresome. I felt like everytime I tried to get it done early, I found myself working on it the last couple of days. I feel like we didn’t exactly do it the way we were supposed to. I think the person that started the quotes should have gave the “Final Word” after the other student’s had the opportunity to respond. However, it would have been way too much to have to gone back and responded to eight more reading responses.
Lastly, I belive that any student that worked hard in this course would have to say that the outcomes and work completed in this course was definitely releveant to the work we do in our schools. As a technologly leader and an administrative intern, it is important that we embrace these new ideas in technology and began to move our campuses into the 21st century. I know I am facilitating two technology trainings in the spring and I plan on sharing some of the readings from this course with my teachers. This course has proven to me how valuable blogging is to the engagement of learning of our students in today’s society. Now it is up to me as a leader to help my school gain use of this great technology tool.

References

Warlick, D. (2007). Literacy in the new information landscape. Library Media Connection, 26 (120-21.

Hitchcock, J. A. (2007). Cyberbullies, online predators, and what to do about them. Multimedia & Internet @ Schools, 14930, 13-15.

Technology Action Plan

Weatherford Independent School District
Roles & Responsibilities with Technology

School Board
Adopts policies regarding technology and collaborates with the Superintendent to design infrastructure of the district to support technology needs.
Superintendent
Directs the implementation of adopted technology policies. Reviews budget allocated for technology resources. Reviews the technology needs presented by each campus and the Chief Technology Officer
Deputy Superintendant
Works with Director of Curriculum & Instruction and Chief Technology Officer to investigate new technology that will enhance student learning. Evaluates implementation of technology. Reports to the Superintendant on all data supporting and measuring technology usage.
Chief Technology Officer
Maintains and monitors all parts of the Infrastructure for Technology. Collects all STaR Chart data and reports the information to all campus principals and Superintendants. Maintains records of all hardware in the district and makes sure that site licenses are current. Keeps his own professional development with technology up to date so that our district is implementing the most current and efficient technology possible.
Director of Technology, Instructional Support
Designs professional development for district personnel and teachers for the implementation of technology. Surveys the staff on the support needs for technology.
Network Manager
Reviews and maintains system updates and accessibility for all faculty and staff. Repairs networking problems with technology. Oversees the installation of technology.
Assistant Network Manager
Assists network manager with network problems. Helps review all licenses for hardware and works with the re-order of parts for technology.
Help Desk Technician
Provides immediate assistance to teachers and staff with technology problems. Orchestrates all technicians work orders for both computer and telephone repair. Acts as a liason between staff and technicians.
Computer Repair Technicians
Maintains and repairs all hardware (laptops, computerlabs, and desktops). Responsible for downloading all new software and programs to the computers. Assists teachers in minor computer repairs and instruction.
Telephone System Technicians
Maintains and repairs all telephones within the district. Leads professional development on the phone system to properly train teachers and district employees on usage. Stays current on the latest phone systems that can be purchased for the district.
Principals & Campus Administrators
Responsible for making sure technology TEKS are being integrated in the classroom. Creates and revises budget to allocate money for the implementation of technology. Acts as a liason between the campus and the Chief Technology Officer and Director of Curriculum and Instruction on technology needs, including support. Models the usage of technology in their own daily work. Provides time and resources to support professional development. Utilizes technology to make data driven decisions for the campus through several data sources.
Campus Technology Support Staff (Teacher Technician, Librarians)
Keeps accurate logs of all technology on the campus. Assists teachers with the use of technology for instructional purposes. Trains students on proper ways to do research using technology. The teacher technician provides support to other staff members on the campus by troubleshooting their problems. They assist with the online gradebook and other technology initiatives on campus. Both sets of support staff are on the committee to evaluate and review technology usage and needs for the district.
Campus Teachers
Integrates technology into instructional time in the classroom while covering all Technology TEKS. Demonstrates profiency with technology in the classroom from professional development opportunities. Searches for new technology to be used in the classroom and reports it to the Technology Support Staff. Ensures students are safely using technology in their classrooms. Complete the STaR chart annually to provide district with data on the implementation of technology.
Students
Responsible for following the Acceptable Use Policy for the district/campus. Demonstrates appropriate use of technology while enhancing academic performance.
Parents
Demonstrates appropriate use of technology. Protects students from the dangers of technology while at home. Review the district’s AUP for technology with their student. Provide feedback to district on new ideas for technology.

The following is an action plan that supports the goals and objectives for Weatherford ISD. I have tailored professional development to meet the needs of these goals and objectives and meet the needs revealed in our current data.

Goal 1: Promote the integration of technology throughout the curriculum.

o Objectives:
100% of WISD teachers will integrate technology into instruction to improve student learning and meet the needs of individual learning styles.
· Action Steps:
1. Teachers and staff will analyze both STaR chart data and teacher/student surveys to discover the need for technology on campus.
2. Teachers will review the needs of student learning styles through our data system AWARE.
3. Professional development will be provided to give teachers hands-on training with the implementation of technology.
4. Promethean training and responder training will be provided each year.
5. TI-Inspire training will be provided for all Mathematics teachers so that they will integrate their usage in the classroom.
6. Training will be provided for ethical and practical use of the Internet and Web 2.0 tools for all teachers and students.
100% of WISD teachers and students will have access to and use of integrated technological curriculum resources.
· Action Steps:
1. Curriculum and Instruction will facilitate curriculum writing with the integration of technology.
2. All students will be evaluated on their technology knowledge and skills by the 8th grade.
3. Utilize campus computer labs for instruction.

100% of WISD teachers and students will have classroom access to modern multimedia technologies to improve student achievement and teacher effectiveness.
· Action Steps:
1. Develop and maintain a “standard classroom technology configuration” to guarantee equal access to technologies for all students.
2. Training will be provided to teachers to utilize Infinite Campus software and the email system.
3. Integrate email into the campus for all secondary students.
4. Utilize mobile laptop carts in all classrooms when needed.
5. Increase band-width so that computers will run more efficiently.
6. Create more wireless capabilities throughout the building.

§ 100% of WISD campuses will have the ability to positively impact parental involvement/communications and adult literacy through the use of technology.
· Action Steps:
1. Teachers will keep Infinite Campus updated so that parents can review the Parent Portal to see their student’s grades.
2. Community Programs will offer instruction on technology and review parental safeguards over cyber bullying and internet safety for students
3. Professional Development on the electronic calling system will be provided for teachers to communicate with parents as a large group.

Goal 2: Provide opportunities for faculty and staff to develop and maintain technology skills.
Objectives:
WISD will provide research-based, ongoing and sustained professional development for 100% of teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom and the library media center.
Action Steps:
1. Professional development will address Marzano’s Instructional Strategies and the integration of technology.
2. Promethean responder training will be used to assist teachers in the implementation of data collection with responder data.
WISD will develop a system of Technology Professional Development to ensure that 100% of professional staff meet or exceed SBEC standards for technology literacy and the effective integration of technology into all areas of instruction.
Action Steps:
1. Create skill proficiencies for technology knowledge and skills for all teachers, staff, and administrators
2. Review of STaR chart data will play a key role in identifying strengths and weaknesses of teachers and other staff members.
3. Mini-10 Laptop training (6hrs.) will be provided to all teachers who wish to participate in the program. Teachers will receive laptop to use for school purposes.

Goal 3: Provide a safe and secure network environment.
Objectives:
WISD will enforce a CIPA compliant policy of Internet safety that includes measures to block or filter content for both minors and adults.
Action Steps:
1. Provide internet security tailored to specific grade level needs.
2. Internet activity will be filtered for content, logged by user logon, and monitored real-time for violations of the WISD AUP.
3. The AUP will be reviewed and updated annually with the help of all stakeholders.
4. Professional Development will be held for all teachers through the library for the appropriate usage for research
5. “Safe” research websites will be provided to teachers as well.


Goal 4: Maintain an effective and reliable infrastructure for network telecommunications and learning.
Objectives:
The Technology Department, Curriculum & Instructional Department, and the Technology Advisory Committee will work together, using ongoing planning as a tool for the improvement in educational technology and academic achievement.
Action Steps:
1. The “WISD Long-Range Technology Plan” will be revised annually to support academic achievement.
2. Professional development will allow teachers to review this plan and evaluate the plan on an ongoing basis.
3. We will utilize a “Student Technology Advisory Council” to aid in the planning process of technology to the campus.
§ 100% of WISD campuses will have “Advanced Tech Level” technical support as defined by STaR Chart standards.
1. Tech support will be monitored, including the “Online Work Order System”
2. Surveys will be provided to teachers to evaluate tech support.
§ 100% of WISD campuses and departments will use student management technology and other resources/tools to improve efficiency and effectiveness.
1. Training will be available on Student Management System and all Online Resources
2. Infinite Campus (electronic gradebook) training will be provided to all teachers.
3. Professional development training on the online lesson planner (Forethought) and the AWARE system will be providing. Focus will be made on gathering data on sub-populations.
4. Teachers will review AEIS data to see the needs of students in the classroom campus-wide.
5. Development of Web Resources and Online Forms, moving towards a paperless or reduced paper environment.

The STaR Chart shows that Educator Preparation and Development is my campus’ greatest weakness. This means that most teachers have completed professional development on the integration of technology specific to their content area. They have also increased productivity to accomplish a variety of instructional and management tasks. We provide large group professional development sessions to help teachers integrate technology. Most teachers on campus demonstrate two to three of the SBEC Technology Application Standards. Our campus offers 9-18 hours of technology professional development per school year for teachers. Most teachers have participated in professional development via online courses or content for their subject area. Lastly, most teachers adapt technology knowledge and skills for content area instruction.
We are using proven strategies that facilitate higher order thinking skills and collaboration with experts, peers, and parents. I believe our on-line grade book and Promethean Boards have allowed this. We are not using observation/assessments in other teachers’ classrooms; therefore, we belong in developing tech for Models for Professional Development. I believe this year we are getting more hours of technology professional development during the school year and that we will be Advanced Tech on that next year. We already use technology as a tool in our classrooms and across content areas to enhance higher order thinking skills. Moreover, we are beginning to undergo online teaching with several of our teachers.

Sample Professional Development Activity (Inter-departmental Planning Block 90 minutes):

Teachers will complete a consensogram over technology usage.
To recognize the teachers usage and confidence with technology in the classroom
Teachers will place sticky dots on questions describing technology usage.
1. Have sticky dots at each groups table.
2. Teaches will walk around the room placing dots where they feel comfortable with each question.
5 minutes
Review Campus Improvement Plan and District Technology goals
Teachers will have the opportunity to see where the integration of technology fits into our CIP and how it aligns to our technology goals
Brief whole group overview with highlighting of technology components of plan.
1. Facilitator will outline CIP pointing out technology components.
2. Teachers will be provided with sticky notes to address concerns involving the CIP
15 minutes
Analysis of Texas STaR Chart Data
Teachers can identify where our campus stands with technology and see the areas for improvement.
Each group will analyze one of the four components of the STaR chart making note of our strengths, weaknesses, and improvements over the years.
1. Teachers will be formed into groups.
2. Each teacher will be given STaR chart data and chart paper.
3. Teachers will identify strengths and weaknesses
4. We will share out information
25 minutes
Break
Rest time and free conversation.
Break
1. Teachers may get snack and use the restrooms
10 minutes
Analysis of AEIS data integrated with STaR Chart Data
Teachers will learn what needs we have on our campus and how we can implement technology to address those needs.
Teachers will form new groups and be given a sub-population to look at the data. They will look for needs of each population and how technology can address those needs.
2. New groups are formed
3. AEIS data is given to each group
4. Teachers will correlate sub-pop needs to what technology can provide and share out.
5. Principal will also review attendance, drop-out rate vs. student engagement through technology
20 minutes
Introduce Project Tomorrow and the Speak Up Surveys
Teachers will have an opportunity to review this information and began to look for applications for our campus
Teachers will use mobile laptops to go to http://www.tomorrow.org/
We will look at the website briefly
1. Teachers will type in the website.
2. Review the website
3. Discuss in their groups the applications to our campus.
10 minutes
Teachers will complete a consensogram over technology usage to follow-up professional development
To recognize the teachers usage and confidence with technology in the classroom
Teachers will place sticky dots on questions describing technology usage.
3. Have sticky dots at each groups table.
4. Teaches will walk around the room placing dots where they feel comfortable with each question.
5 minutes

The technology plan will be evaluated at different times throughout the year. Below is a chart organizing the measurement system used to evaluate Weatherford’s technology plan. All data and results will be presented to the Board of Trustees and Superintendent in monthly business meetings.

Six Weeks Data accumulated for the CIP including:
Attendance Rate
Discipline
Failure Rate
Technology will increase the engagement level of our students in the classroom. It will also give teachers immediate feedback on student performance, therefore instruction will be better geared toward student needs. We will evaluate these key measures in the CIP plan to help monitor our success with technology.
Continuous Data Improvement Sheet, Principal
Each Six Weeks
Walk-Through Data
As administrators do a walk-through in the classroom, they will note use of technology and the engagement levels in the classroom.
Principal & Assistant Principals
Daily
Forethought Lesson Planning
Lesson plans will be monitored electronically through our online lesson planner. Administrators and Department Chairs will look for the use of technology during instructional time.
Principal, Assistant Principals, & Department Chairs
Weekly
Parent Portal Communication & Parent Contacts
Through the documentation of parent portal contacts and direct email contacts we will track the communication between teachers and parents. We will also evaluate how quickly teachers are inputting grades into the online gradebook.
Principal, Assistant Principals, Teachers, & Other Support Staff
Daily
Student &Parent Feedback Survey’s
Including the Student Site-Based Committee
Each semester our students and parents will participate in online surveys evaluating the use of technology in the classroom.
Parents & Students
Semester
STaR Chart
Teachers will complete the STaR Chart to help the district and campus obtain data on their technology knowledge and usage in the classroom.
Teachers & Technology Director
Annually
Professional Development Assessments
After each technology professional development training teachers will assess the training and make recommendations for improvements
Teachers & Professional Development Facilitators
TBA
AWARE results for benchmark data
Teachers will use the AWARE program to evaluate progress of student achievement on benchmark tests. Teachers will look at all sub-populations.
Teachers & Testing Coordinator
Each Unit Assessment
Professional Development Tracking
Curriculum and Instruction will monitor and record all technology professional development including but not limited to:
Promethean Training
TI-Inspire Training
Mini-10 Laptop Training
Infinite Campus
Eduphoria
AWARE
Assistant Director of C & I, Teachers, Facilitators
Throughout the year
Technology work orders
The Technology Department will keep statistics on their efficiency with computer work orders including repairs, downloads, and set-up.
Computer Technicians & Help Desk Technician
Monthly
AEIS Data
The principal will review the AEIS Data to check for increase in all of our sub-populations with all of our measures. The expectation is that our data will increase because of the implementation of technology in the classroom and throughout the campus
Principals & Teachers
Yearly

Texas STaR Chart Presentation

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STaR Chart Power Point Presentation

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Texas STaR Chart: Educator Preparation and Development

The Texas Campus School Technology and Readiness (STaR) Chart http://starchart.esc12.net/ is an assessment of four areas that are recongnized by the Texas Long-Range Plan for Technology, 2006-2020, for effective integration of technology. The four areas include: Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Suport, and Infrastructure for Technology. The area I would like to discuss is Educator Preparation and Development. I chose this area because I feel it is crucial that our teachers today are well-prepared for the advancement of technology in classrooms. Technology has been proven to increase engagement and achievement with students, therefore it is a necessity that our teachers are implementing it into the curriculum. I have found at my own campus, if the teachers are not well trained and prepared, they won't utilize new technology initiatives brought to them.

This area assesses teachers involvement in professional development experiences, staff development models available to them, capabilities of educators, participation in technology professional development, levels of understanding on how to use tools, and capabilities of educators with online learning.

Locally, the STaR Chart shows that Educator Preparation and Development is my campus’ greatest weakness. Trends from 2006-2009 have shown that we have made consistent progress each year, but continue to remain as a Developing Tech in this area. This means that most teacher have completed professional development on the integration of technology specific to their content area and to increase productivity to accomplish a variety of instruction and management tasks. We provide large group professional development sessions to help teachers integrate technology. Most teachers on campus demonstrate two to three of the SBEC Technology Application Standards. Our campus offers 9-18 hours of technology professional development per school year for teachers. Most teachers have participated in professional development of online courses or content for their subject area. Lastly, most teachers adapt technology knowledge and skills for content area instruction.

Looking at the data statewide, 74.2% of our teachers are currently at the Developing Tech level. This means that teachers are using technology for administrative tasks and classroom management. There is use of online resources as well. 40% of educators meet SBEC standards. Lastly, administration expect teachers to use technology. This trend is not unlike my local campus trend. Both seem to be on the verge of Advanced Tech. Nationwide we are seeing the same type of progress. As technology is increasing in the workplace and community, we are seeing greater needs for students to be more effiecient with it as well. This means that teachers across the nation are having to move from their traditional teaching styles and integrate technology into the classroom. Thus, the need for more Educator Preparation and Development.

Furthermore, I would recommend that locally and statewide schools need to focus more on models of professional development with technology. Teachers need indivdiually guided instruction that give them a hands-on approach to using and understanding technology. I also believe that stipends should be given for teachers who go above and beyond to advance their own knowledge in technology and utilize it in the classroom. Lastly, online learning is the new waive of the future. In my case, I'm doing Lamar University because it is convenient for my time schedule. Students are now taking on responsibility much earlier in life. As educators we need to come up with ways to educate our students, yet make it relevant to their life in their individual time frame.

Works Cited

TEA. (2008). Campus Statewide Summary by Key Area. Retrieved November 29, 2009, from STaR Chart: http://starchart.esc12.net/statistics.html

Technology Applications TEKS Summary

http://ritter.tea.state.tx.us/technology/ta/stustd.html

What's going on in Pre-K?

Pre-K TEKS lay the foundation for student performance in future grades by showing young children how technology can enhance their lives. Students need regular access and exposure to computers and related technology. In my own personal opinion, technology is the key to engage our young students so that as they become older, they can continue to engage in classrooms each day with their own personalized instruction.

Pre-K does have standards but they are not divided into the four domains of Foundations, Information Acquisition, Problem Solving, and Communication. Instead they are are much more simplistic, however, are necessary to build for the future. In Pre-K students need to be able to listen to and interact with storybooks and information text in electronic forms. It is important for them to follow basic oral or visual cues for operating programs successfully. They must be able to move and double-click a mouse to interact with software programs. At this time, students must also begin to build terminology that describe their work on the computer. Lastly, students should use voice/sound recording and touch screen devices appropriately. They should be able to insert and play a CD to listen to songs.

These TEKS help students develop fine motor skills and allow for independent play time. I believe they also allow students an enhanced learning experience that will get them excited about education and the learning process. These TEKS also allow students to start thinking critically and allows them to see their imaginative ideas come to life in creative ways. It is important for Pre-K students to master these skills so that they have a sound technological foundation to build upon in future grades.

Spiraling curriculum!

The Technology Application TEKS are not just a set of standards for each grade level and then you move on to something new. Students have multiple opportunities to master skills in this spiraling curriculum. For example, with student information acquisition students should be able to acquire electronic information in a variety of formats. In elementary grades students should be able to acquire information including text, audio, video, and graphics and they should be able to use on-line help and documentation. As students move into middle school they must be able to identify, create, and use files in various formats such as text, bit mapped/vector graphics, image, video, and audio files. They must also be able to access, operate, and manipulate information from secondary storage and remote devices. In high school, this same TEK has transformed into using a variety of resources with various productivity tools to gather authentic data as a basis for individual and group programming projects. They must also design and document sequential search algorithms for digital information storage and retrieval. As one can see, by high school, students will have multiple opportunities to master the acquisition of electronic information. The bar of expectations is raised each year with technology so that student skills will be developed to the highest level.

Long-Range Plan for Technology

The Long-Range Pan for Technology http://www.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html is a very detailed plan that is to be fully implemented from 2006-2020. The very first idea pointed out in the plan is that it involves all stakeholders. Everyone has a key role. A few key points from the overall vision is that learning is extended to homes and communities and that virtual relationships among learners are created. Lastly, on-line learning is the waive of the future because it is individualized and more time-efficient for the learner. Some of the key pieces in the vision are that all teacher must master the SBEC technology Application TEKS and professional development will be more available and through various delivery methods. One of the most questionable parts of the vision is how our budget money will allow for implementation. The plan hopes to increase technology allotment by $50 per student per year. That's a lot of money!! This plan upholds a vision to create a collaborative education network where a web portal can address the needs of educators, parents, and students.

Moreover, the plan introduces the need for change. It mentions how technology has transformed every aspect of business. The main goal is to create affordable access so that increasingly diverse individuals are a strong competitive force in today's economy. Students today are technological savvy and see positive value of technology. Our students are going to have to learn to think for themselves, however they still need considerable training in several different areas including: technical training, traditional reading and writing, analytical skills for accessing and applying information.Portable devices will help students interact in the digital world.

In addition, teachers also see the considerable impact technology has on student performance including increased engagement, achievement, collaboration, and teamwork. All teachers use a variety of technology tools with 99% using email and 82% using websites and search engines.
Teachers want more professional development and training on integration of technology into curriculum and instruction. Barriers pointed out in the plan include lack of time, school computers, student home access, traditional model of education changing, teachers must learn to be facilitators, and students must be active participants in the learning process.

Lastly, this plan outlines recommendations for TEA, SBEC, ESCs, LEAs, Texas Higher Education, parents, communities, and private sectors for Teaching and Learning, Educator Preparation and Development, Leadership, and Administration and Instructional Support. Some of the key points I found were that support of the implementation and revision of the Technology TEKS is critical. Alignment of curriculum and assessments with technology integrated and best practices in educational technology must be modeled. Acceptable Use Policies for school districts provide safety for students and as teachers we must teach students ethical online behavior. Teachers should strive to reach Target-level tech on the Texas STaR Chart and training must be provided to help districts and campuses make data-driven decisions.
Furthermore, administration must develop, implement, and manage the budget for technology resources. They must create timely staff development based on a needs assessment of their staff. Modeling the use of technology also sends a positive message to teachers. The infrastructure for technology should strive for equitable access to all e-learning and work to obtain high-speed connectivity for all. The major goals are to reduce costs, increase student access, and improve communication and collaboration among stakeholders.



QUESTION:

How can your new learning assist you as an instructional leader who is guiding technology use and integration at a campus?

As an instructional leader who is guiding technology use and integration at my campus, I can use the Long-Range Plan for Technology to see all of the different needs that should be addressed in order to help my school move into the future of learning with technology. Besides creating a plan of improvement based on the needs addressed in the STaR Chart, I can also create a way to measure the progress of our plan. Some of the ways to measure progress as outlined in the plan is to allow more time for professional development with our technology tools. As far as the math and science departments are concerned I can provide professional development that integrates our Promethean Technology into the classroom. I can discuss with technology leaders the amount of money we have to increase band-width in order to have faster Internet speed. I can help teachers with their web-pages and evaluate technology usage through walk-throughs. I can continue to search for ways for students to interact through distance learning and programs that individualize lessons to meet student needs. I can review our Acceptable Use Policies and familiarize our teachers with the policy so that our students are in a safe environment. Lastly, I can continue to collaborate with teachers through technology sources and model judicious use of technology.

Reflection on Technology Assessments

I took two assessments over technology. The first was the Technology Applications Inventory http://www.tea.state.tx.us/technology/techapp/assess/teksurv.pdf which is a self-assessment of requisite knowledge required for implementation of the Technology Application TEKS. This assessment is broken down in four stands of Foundations, Information Acquisition, Solving Problems, and Communication. The second assessment was a SETDA survey http://www.setda-peti.org/tools.html in which I took the teacher survey. This survey asked questions about technology policies, usage, and availability in my classroom, campus, and district level. As an instructional coach I spend all of my time with teachers, therefore, I thought the teacher survey was most appropriate.

Overall, I was satisfied with my knowledge level with the TEKS. At the most I had four "no's" in a section and that was in Foundations. I believe this assessment was an accurate reflection of my knowledge because it showed that I am very weak with some of the "formal" technology vocabulary and I also have not had much experience with creating image, audio, and video files. This is definitely a topic of interest that I have, but besides the video camera and regular camera that I have at home, my knowledge and programs for this type of technology is limited. Another weakness that I am not proud of is with spreadsheets. I create and manipulate them all of the time, but I struggle with using formulas and functions. I think this is something I could do, but it would definitely take me some time.

Moreover, this assessment showed that I am very good at collaborating with colleagues using electronic and on-line communications. I can create an effective presentation through power-point. However, I would love to involve video in my presentations. As an instructional coach, I don't use much technology with students but I facilitate and train teachers with technology for use in their own classrooms. I also create presentations for them to share in their classrooms with students.

Furthermore, as I reflect on the SETDA survey I see that my campus and district do understand that their is a correlation between student achievement and the implementation of technology within classrooms. Our school offers professional development with technology and in the summer rewards teachers with laptops for certain trainings. Math and Science teachers on our campus have Promethean Technology available in the classrooms. The best part about this technology are the student responders that keep students engaged and provide instant feedback on student progress. This survey did open my eyes to the fact that we are not getting our students involved in enough "creation" with technology tools (in mathematics). We use technology more as teacher presentation instead of student presentation of their knowledge.

Lastly, our district is definitely on target with technology. The survey showed me some areas of weakness that we have including computer availability in all classrooms and the need for faster Internet speed. A strength is parent communication through our on-line gradebook and email system. These assessments have been eye-opening for me. I do agree with the areas of strength and weakness that they show for both my campus and myself. I will continue to work in developing my skills for technology efficiency and success in the future.