De Zavala STaR Chart Analysis

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Leadership, Administration and Instructional Support

Leadership, Administration and Instructional Support would be an area that I would definitely explore further to improve at my campus. This area entails the ability to lead the technology vision of meeting the demands of the 21st Century learning and ensuring that students are equipped with the skills upon graduation to keep up with the demands of technology competency. Administrators must model the use of technology as an integral part of their professional activities and lead others to do the same. A campus needs assessments must be conducted to determine strengths and challenges that will impact planning and implementation of technology in schools. To develop a technology plan, leaders must have a technology committee that understands the requirements and will ensure that they are being met and improved upon.

Progress in this area for state for 2007-2008; 2% for Early Tech, 49% for Developing Tech, 45.5 % for Advanced Tech and 3.6% for Target Tech. Looking back at the trends in 2006-2007; Developing Tech was at 54.9% and Advanced Tech was at 38.9%, which means that we are making progress from Developing Tech to Advanced Tech, but there is room for improvement to Target Tech. The number for Early Tech is significantly low, but it must decrease to 0%.

My recommendations for improvement would be for administrators to be cognizant of using technology to model and increasing in frequency, modality and presentation. Leaders must be knowledgeable in using technology and should strive for Target Tech, for themselves and the campus.

Pre-K Technology Applications TEKS Summary

The Pre-kindergarten TEKS lay the foundation for the skills that 21st century children need to learn and grow. The TEKS are designed in a dynamic, spiraling curriculum that entails the basic technology skills and the skills are repeated as the students advance in grade level, but the skills increase in rigor. The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication. Pre-K students begin to learn technology as they navigate through software programs that are developmentally appropriate. Pre-k children learn to refer to the different input devices as the keyboard, mouse, voice/sound recorder, touch screen and CD-Rom. As the students progress to 1st – 5th grade for example, the students will use these input devices to produce electronic documents using several word processing documents, spreadsheets, and databases. In kinder–second grade in the foundations objective, the student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The same objective is presented in 3rd -5th grade level cluster, but the students are asked to learn a bit more developmentally appropriate for their grade level. In each of the four strands, the objective is repeated, but the intensity is increased as the grade level increases.

Greetings!

Hello everyone! As an information seeker, my inclination as a rightful citizen of society is that of acquiring new knowledge and applying to problem solve. My quest as a blogger begins today!

Technology Long-Range Plan

Upon reading the Texas Long-Range Plan, I found out that first of all there is a plan in place to integrate technology in phases in schools and learning. I found that we are in Phase I, where strategies are aligned to the curriculum standards that incorporate higher technology learning for students to be equipped and thrive in the 21st Century learning. The vision of the plan is to assure that students are actively engaged in the learning process and that there are opportunities in their schools, libraries, homes, and communities that stimulate and initiate this engagement. Professional development must be on-going to ensure that veteran educators teaching in classrooms and new educators recently certified are knowledgeable with the technology standards to facilitate, mentor and co-teach learners. There are four key components in the plan; learners, educators, leaders and the infrastructure that all must be informed and up-dated to the expectations of ever changing society and the new technological era that we are living in and will evolve into.

As an instructional leader who is guiding technology use and integration at a campus, it is my duty to ascertain and assure that a campus needs assessment is performed to measure the knowledge that teachers know in technology, analyze the data from the STaR chart and provide continuous professional development for teachers. The classrooms must be equipped with working technology that has more computers for students to work on and also that the students are able to learn through multi-media presentations using technology equipment. I need to ensure that teachers are integrating technology TEKS and standards into everyday teaching and maximizing the learning potential for students. It is also my duty to ensure that students are learning actively in the classrooms, that they are being facilitated the learning in technology standards and that they are attaining student progress and student achievement.

Reflections of Technology Assessments

Accessing my technology strengths and weakness was indeed a very valuable insight to my technology awareness. As an Instructional Coordinator/AP, I have a major role in ensuring that instructional practices incorporate technology daily and to ensure that students are being prepared for 21st century learning.

In the Technology Applications Inventory, I found that I am pretty proficient in all the four domains: in foundations, I do not have a full understanding of the difference in analog and digital technology to interface the two; in information acquisition, solving problems, and communication, I am fully aware and having working knowledge of each of the components.

In the SETDA Building Survey, as a campus we are using the technology, but not to the extent that I would like to see. For example, we having many sites that we use for student learning; Study Island, Accelerated Reader, Renzulli, Education City and many others, but we fail in the area of aggregating data to determine if the technology used increases student achievement. Our technologist does a great job to teach the students the TEKS objectives, but the amount of time that he has is limited to 45 minutes once a week.

From the two surveys, I have found that my knowledge of technology is pretty extensive, but I am aware that I need to continue learning because there is technology innovated daily into the market, and unless we take a proactive approach to keeping up with is, we can drown ourselves in this technological era.