How can you use blogging to communicate with school stakeholders?
As stated previously, blogging can be used from the classroom daily. For Elementary campuses, we can use a class blog to update parents and community members of what it is we are doing. How Science experiments are going, what is happening in our classroom community, when the next class party is, what just happened in the chapter we read together during reading circle, and so on. This would be a wonderful way for divorced parents to stay in touch with their child’s class, for parents who are out of town on business or family trips, even for students who are called away with family emergencies to stay in touch with their classmates and teacher. A class blog could be a wonderful way to document the whole school year for the children, as well as the teacher. To document progress and celebrate the little victories that happen in the classroom.
Often times, when we mess up as educators it is due to lack of communication. You can never communicate too much in my opinion. So, for me to think of a class blog that updates parents on all sorts of items, it is a good thing. Parents would not have to worry about not getting that note from Johnny, it would be online at all times for them to see. Communication is key at all levels.
Friday, December 18, 2009
Question 8
What are the concerns of blogs and blogging in education?
Of course there are concerns where blogs come into play. The content needs to be relevant to what the blog is about, verbage needs to be looked at carefully (as emoticons can only go so far in trying to communicate feelings), and who can view the blog is a huge concern, as well as pictures or names of underage children appearing on the web. These are all concerns that should be looked at carefully. Certain students do not need picture of them or their name to appear on the web for safety reasons. Others seeing your blog that may intend harm to children should concern all of us. One of our readings stated this, "Predators do their homework." That has stuck in my head; I’m not too sure it will ever leave. We must be concerned of safety above all else when we take the lives of innocent children in our hands. The internet and blogging can be a blessing and a curse. We must proceed with great caution at all times. The moment we let our guard down something can happen; we simply cannot take that chance. Blogging daily from your classroom can be wonderful if their parents only are invited to join in to see. We cannot allow anyone and everyone to see what is going on in our classrooms.
Of course there are concerns where blogs come into play. The content needs to be relevant to what the blog is about, verbage needs to be looked at carefully (as emoticons can only go so far in trying to communicate feelings), and who can view the blog is a huge concern, as well as pictures or names of underage children appearing on the web. These are all concerns that should be looked at carefully. Certain students do not need picture of them or their name to appear on the web for safety reasons. Others seeing your blog that may intend harm to children should concern all of us. One of our readings stated this, "Predators do their homework." That has stuck in my head; I’m not too sure it will ever leave. We must be concerned of safety above all else when we take the lives of innocent children in our hands. The internet and blogging can be a blessing and a curse. We must proceed with great caution at all times. The moment we let our guard down something can happen; we simply cannot take that chance. Blogging daily from your classroom can be wonderful if their parents only are invited to join in to see. We cannot allow anyone and everyone to see what is going on in our classrooms.
Question 7
What is the educational value of blogs and blogging to the 21st century learner?
I think the educational value of blogging is more than I probably comprehend, to be honest. I do think that there are possible ways for teachers to communicate to students via blogs about assignements and class projects, so that they are more apt to check out the teacher’s web page than they may currently be. And, it could possibly be a way in which teachers can update parents about what is going on in their classrooms daily. For me, at the Elementary school level, this would be the best way to utilize blogs for teachers. If during the day a teacher updates his or her blog to let parents know, in real time, what is going on in their classroom, then parents feel more connected to their child’s classroom. This would be one way a parent could feel as though he or she is with their child daily. I know that my own students found my blog page as a way to stay connected with me when I was in Japan. I updated my blog page at breakfast, lunch, and dinner time. My students and their parents all benefitted from it. We kept in touch, e-mailed, and they were a part of my visit to Japan in a way. This is how I think teachers can keep parents involved in their class, even when they are on business trips or out of town. For me, this is where blogging and education need to come together more.
I think the educational value of blogging is more than I probably comprehend, to be honest. I do think that there are possible ways for teachers to communicate to students via blogs about assignements and class projects, so that they are more apt to check out the teacher’s web page than they may currently be. And, it could possibly be a way in which teachers can update parents about what is going on in their classrooms daily. For me, at the Elementary school level, this would be the best way to utilize blogs for teachers. If during the day a teacher updates his or her blog to let parents know, in real time, what is going on in their classroom, then parents feel more connected to their child’s classroom. This would be one way a parent could feel as though he or she is with their child daily. I know that my own students found my blog page as a way to stay connected with me when I was in Japan. I updated my blog page at breakfast, lunch, and dinner time. My students and their parents all benefitted from it. We kept in touch, e-mailed, and they were a part of my visit to Japan in a way. This is how I think teachers can keep parents involved in their class, even when they are on business trips or out of town. For me, this is where blogging and education need to come together more.
Question 6
What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
This course did teach me several things. I learned that I can figure out technology that is new to me. Teachers are not good at not being experts in everything, especially at the Elementary level. Usually we are the gods of all knowledge in the classroom, especially at Elementary. However, a tough pill to swollow is that we are not in the know on every topic that there is. We simply cannot be, especially where technology is discussed. We cannot know all there is to know even about the cell phones we hold in our hands daily; yet, we still think we should know everything about the technology used in our classes.
This course taught me that I am not to be the expert on everything. I do not have to know all about the technology I use in my own classroom even. I am to also continue to learn myself, alongside the students I teach. I am to be a student of technology as well as an educator of technology. My students may know how to work a program I do not; at that point, I must sit back and learn from their wealth of knowledge
This course did teach me several things. I learned that I can figure out technology that is new to me. Teachers are not good at not being experts in everything, especially at the Elementary level. Usually we are the gods of all knowledge in the classroom, especially at Elementary. However, a tough pill to swollow is that we are not in the know on every topic that there is. We simply cannot be, especially where technology is discussed. We cannot know all there is to know even about the cell phones we hold in our hands daily; yet, we still think we should know everything about the technology used in our classes.
This course taught me that I am not to be the expert on everything. I do not have to know all about the technology I use in my own classroom even. I am to also continue to learn myself, alongside the students I teach. I am to be a student of technology as well as an educator of technology. My students may know how to work a program I do not; at that point, I must sit back and learn from their wealth of knowledge
Question 5
Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
I do feel that I was quite successful in carrying out the course assignments as they were layed out. I do feel that there were some discrepancies in several of the assignments. I must explain this a little further in order to plead my case. On at least two different occassions I noticed that the assignment as it was written was just a tad different than the rubric. This is something that should be looked at before the course it taught again, from my standpoint. Of course, being that teachers are usually detail oriented people, I have high hopes that everyone read the rubrics prior to doing the assignments and noticed that there were slight differences. However, we all overlook things from time to time; some may not have noticed those differences.
There was one week which required posting a Powerpoint to our blog; I will not lie, this was a bit tough. It was good though. I did learn several things on my own that I will use after this class. I learned how to teach myself how to use different things in Powerpoint such a s hyperlink. So, for me, the week this assignement was there was tough, but in a good way.
I do think that there was one particular week which was a bit rigorous in the reading/posting area. However, I was not discouraged by this at all. This is, of course, a graduate class after all. It was a bit tough to get it all in, seeing as how those that are in this class all have classes of our own. Having said that, I personally feel that whatever a Graduate course professor would require of me in that course is completely legitimate to ask me to do. Graduate work is to be a bit tougher than Undergraduate work. It is to require more of you; thereby earning your certificate with pride of knowing what you had to do in order to get it.
I do feel that I was quite successful in carrying out the course assignments as they were layed out. I do feel that there were some discrepancies in several of the assignments. I must explain this a little further in order to plead my case. On at least two different occassions I noticed that the assignment as it was written was just a tad different than the rubric. This is something that should be looked at before the course it taught again, from my standpoint. Of course, being that teachers are usually detail oriented people, I have high hopes that everyone read the rubrics prior to doing the assignments and noticed that there were slight differences. However, we all overlook things from time to time; some may not have noticed those differences.
There was one week which required posting a Powerpoint to our blog; I will not lie, this was a bit tough. It was good though. I did learn several things on my own that I will use after this class. I learned how to teach myself how to use different things in Powerpoint such a s hyperlink. So, for me, the week this assignement was there was tough, but in a good way.
I do think that there was one particular week which was a bit rigorous in the reading/posting area. However, I was not discouraged by this at all. This is, of course, a graduate class after all. It was a bit tough to get it all in, seeing as how those that are in this class all have classes of our own. Having said that, I personally feel that whatever a Graduate course professor would require of me in that course is completely legitimate to ask me to do. Graduate work is to be a bit tougher than Undergraduate work. It is to require more of you; thereby earning your certificate with pride of knowing what you had to do in order to get it.
Question 4
Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
I do feel that I was quite successful in carrying out the course assignments as they were layed out. I do feel that there were some discrepancies in several of the assignments. I must explain this a little further in order to plead my case. On at least two different occassions I noticed that the assignment as it was written was just a tad different than the rubric. This is something that should be looked at before the course it taught again, from my standpoint. Of course, being that teachers are usually detail oriented people, I have high hopes that everyone read the rubrics prior to doing the assignments and noticed that there were slight differences. However, we all overlook things from time to time; some may not have noticed those differences.
There was one week which required posting a Powerpoint to our blog; I will not lie, this was a bit tough. It was good though. I did learn several things on my own that I will use after this class. I learned how to teach myself how to use different things in Powerpoint such a s hyperlink. So, for me, the week this assignement was there was tough, but in a good way.
I do think that there was one particular week which was a bit rigorous in the reading/posting area. However, I was not discouraged by this at all. This is, of course, a graduate class after all. It was a bit tough to get it all in, seeing as how those that are in this class all have classes of our own. Having said that, I personally feel that whatever a Graduate course professor would require of me in that course is completely legitimate to ask me to do. Graduate work is to be a bit tougher than Undergraduate work. It is to require more of you; thereby earning your certificate with pride of knowing what you had to do in order to get it.
I do feel that I was quite successful in carrying out the course assignments as they were layed out. I do feel that there were some discrepancies in several of the assignments. I must explain this a little further in order to plead my case. On at least two different occassions I noticed that the assignment as it was written was just a tad different than the rubric. This is something that should be looked at before the course it taught again, from my standpoint. Of course, being that teachers are usually detail oriented people, I have high hopes that everyone read the rubrics prior to doing the assignments and noticed that there were slight differences. However, we all overlook things from time to time; some may not have noticed those differences.
There was one week which required posting a Powerpoint to our blog; I will not lie, this was a bit tough. It was good though. I did learn several things on my own that I will use after this class. I learned how to teach myself how to use different things in Powerpoint such a s hyperlink. So, for me, the week this assignement was there was tough, but in a good way.
I do think that there was one particular week which was a bit rigorous in the reading/posting area. However, I was not discouraged by this at all. This is, of course, a graduate class after all. It was a bit tough to get it all in, seeing as how those that are in this class all have classes of our own. Having said that, I personally feel that whatever a Graduate course professor would require of me in that course is completely legitimate to ask me to do. Graduate work is to be a bit tougher than Undergraduate work. It is to require more of you; thereby earning your certificate with pride of knowing what you had to do in order to get it.
Question 3
What outcomes did you not achieve? What prevented you from achieving them?
There are a couple of outcomes I would have liked to achieve that I did not. I would have liked to see a lesson on how to teach my own campus staff and faculty how to use the technology. I was also looking to find out how I can keep current on new and innvative technologies for my teachers and myself. I guess, in simple terms, I was looking for some interesting ideas that I could use in a faculty or staff meetings. Possibly ways to teach my teachers to use the technologies themselves. I do suppose that the course taught me how to blog (although technically I already knew how to prior to the course).
From my standpoint, the preventer from learning the things I hoped to learn was the course layout and predetermined materials that would be covered. Of course, this is not something that is usually up for discussion. The materials that will be covered are determined far in advance for the benefit of all.
There are a couple of outcomes I would have liked to achieve that I did not. I would have liked to see a lesson on how to teach my own campus staff and faculty how to use the technology. I was also looking to find out how I can keep current on new and innvative technologies for my teachers and myself. I guess, in simple terms, I was looking for some interesting ideas that I could use in a faculty or staff meetings. Possibly ways to teach my teachers to use the technologies themselves. I do suppose that the course taught me how to blog (although technically I already knew how to prior to the course).
From my standpoint, the preventer from learning the things I hoped to learn was the course layout and predetermined materials that would be covered. Of course, this is not something that is usually up for discussion. The materials that will be covered are determined far in advance for the benefit of all.
Question 2
To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
(Again, I will answer the relevancy from the standpoint of being at an Elementary campus.) From where I stand, I am not quite sure how relevant all of what we focused on in the course was to what I do daily. At Elementary campuses, we are not focused on Openness or blogging daily (maybe we should be). We are more focused on using technology to bring the world to our students through new and innovative ways. Sharing files and programs and thoughts via the internet is good, very good. And, I am quite certain that Secondar campuses utilize this type of technology daily. However, I was more looking for information on how to train my teachers to use some of the new technologies that I am still not quite that familiar with. I am more interested in learning how to train teachers to use things such as Tumblebooks or United Streaming. Actually, I am not quite certain how Openness is used at all in the public school system. I would think that it would be a bit difficult to do such things, maybe I am wrong (which is completely possible). Elementary campuses, of course, are a different animal all together than Secondary campuses. We run things in a very different fashion. Classes are different, teachers are totally different, and the use of technology in our classrooms looks much different than at Secondary campuses. We need to use Infocus machines, document cameras, projectors, and the like. We need our students to simply learn to type on a keyboard, to work a mouse, and to learn baiscs of Powerpoint and Word. We are not really looking to blog or add Open files to our daily lives, just make what we actually do more successful.
(Again, I will answer the relevancy from the standpoint of being at an Elementary campus.) From where I stand, I am not quite sure how relevant all of what we focused on in the course was to what I do daily. At Elementary campuses, we are not focused on Openness or blogging daily (maybe we should be). We are more focused on using technology to bring the world to our students through new and innovative ways. Sharing files and programs and thoughts via the internet is good, very good. And, I am quite certain that Secondar campuses utilize this type of technology daily. However, I was more looking for information on how to train my teachers to use some of the new technologies that I am still not quite that familiar with. I am more interested in learning how to train teachers to use things such as Tumblebooks or United Streaming. Actually, I am not quite certain how Openness is used at all in the public school system. I would think that it would be a bit difficult to do such things, maybe I am wrong (which is completely possible). Elementary campuses, of course, are a different animal all together than Secondary campuses. We run things in a very different fashion. Classes are different, teachers are totally different, and the use of technology in our classrooms looks much different than at Secondary campuses. We need to use Infocus machines, document cameras, projectors, and the like. We need our students to simply learn to type on a keyboard, to work a mouse, and to learn baiscs of Powerpoint and Word. We are not really looking to blog or add Open files to our daily lives, just make what we actually do more successful.
Question 1
What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
For this course, I had envisioned something that I think was somewhat different than I had expected originally. Now, having not a clue as to what technology applications an Administrator needs to be able to control, my assumptions were purely based on my own thoughts as to what and how an Administrator would use technology. Having stated that, I thought the course was going to be more focused on how Administrators could use current technologies in staff development or staff meetings as well as how to use current technology to improve systems that are currently in place in whatever particular school you are assigned to. Of course, this was not the focus of the class I came to find out quite quickly.
Our course focused, from my point of view, on the Technology TEKS, applications from using those technology TEKS, as well as how current classroom teachers can utilize technology (such as blogging) in the classroom. This is not a bad thing, however, I honestly do not see how all of what was studied is truly applicable at an Elementary campus. Seeing as how I am currently at an Elementary campus, my focus was to look at things from that particular point of view. In light of how I was looking at things, from my standpoint, the class did not align with what I had originally thought it was going to be.
For this course, I had envisioned something that I think was somewhat different than I had expected originally. Now, having not a clue as to what technology applications an Administrator needs to be able to control, my assumptions were purely based on my own thoughts as to what and how an Administrator would use technology. Having stated that, I thought the course was going to be more focused on how Administrators could use current technologies in staff development or staff meetings as well as how to use current technology to improve systems that are currently in place in whatever particular school you are assigned to. Of course, this was not the focus of the class I came to find out quite quickly.
Our course focused, from my point of view, on the Technology TEKS, applications from using those technology TEKS, as well as how current classroom teachers can utilize technology (such as blogging) in the classroom. This is not a bad thing, however, I honestly do not see how all of what was studied is truly applicable at an Elementary campus. Seeing as how I am currently at an Elementary campus, my focus was to look at things from that particular point of view. In light of how I was looking at things, from my standpoint, the class did not align with what I had originally thought it was going to be.
Sunday, December 13, 2009
Updated Version of Technology Application Plan
Technology Action Plan
Goals
My Action Plan is Two Fold.
Part One focuses on individual school needs;
Part Two involves accountability district-wide.
Goal #1: Determine what one technology aspect at each campus that needs to be addressed through continuous improvement.
Staff development (1/2 day):
Evaluation of current system: following through the entire PDAS using the Continuous Improvement Institute Toolbox that has been implemented throughout the district for improvement in other areas. I would also have each campus’ Technology Facilitator present and leading the session. The outline for the day would look something like this:
Present StaR Chart information to teachers, present AEIS data, present LISD Technology 2020 Plan to teachers as well; then, present campus teachers with the extra survey data from the survey they fill out each year for Grant.
Use a Plus/Delta Chart to note positive and negative things about current technology use in the classroom.
Use Imagine Perfect to determine what teachers consider the perfect senerio for technology intergration in their classroom.
Determine top Drivers and Preventers to implementing technology in the classroom.
Use Hot Dot or NGT to determine top 10 items that are on the Delta Chart – things that need to be addressed.
Use a Force Field Analysis to determine what one item can truly impact the most areas of technology in the classroom, as well as what one item we can focus on improving currently. *this one area could take an hour as it is usually involved.
Action Plan and Plan for Evaluation: I would then have the teachers, administrators, and the Technology Facilitator come up with a plan for improving this one specific item. I would also charge each campus with determining the time frame for the implementation as well as how to determine its effectiveness.
Ongoing Feedback, Evaluation, and Reports: Have each Facilitator give a report as to what each campus determines that they need to improve on to our Superintendents and School Board. I would have the Facilitators show the PDAS that they worked through with each faculty, and how they came to their decisions. (PDAS is about the process more than anything after all.) I would then have regular updates on the "A" portions (at least once every other week). Of course, the final piece of the puzzle would be an additional day during the summer to determine if the plan for the campus was successful, with a report to the Superintendents and Board Members.
Goal #2: Increase knowledge and use of Technology TEKS in the classroom
Staff development (1 hour session): Have Technology Facilitator for each Pod communicate the grade level TEKS (even if they are embedded in the current curriculum).
Evaluation of current system: Give a survey before school begins (a survey if you will).
Action Plan and Plan for Ongoing Evaluation:
Have Technology Facilitators for each Pod in the district give a lesson to the teachers on what the Technology TEKS are and how to communicate those to their students.
Have Technology Facilitators work with teachers in cooperative lessons to ensure that the TEKS are being met at each grade level.
Have an online form (perhaps on the L-Net for the district) where teachers continually log on as periodically check off the items that have been covered for their grade level (Technology TEKS). This way, any Technology Facilitator can go online to see where their teachers are in teaching those TEKS to the students in their Pod. *This is an ongoing assessment.
Have the Technology Facilitators meet with Educational Teams periodically to check their status of the online forms and address any issues at that time.
After each 9 week grading period for Elementary and each 6 week grading period for Secondary, I would have a report be given to the teachers, Principals, Superintendents, and School Board. This way, everyone is on the same page in knowing which TEKS have been covered and which TEKS have not at each grade level, campus, and Pod.
Goals
My Action Plan is Two Fold.
Part One focuses on individual school needs;
Part Two involves accountability district-wide.
Goal #1: Determine what one technology aspect at each campus that needs to be addressed through continuous improvement.
Staff development (1/2 day):
Evaluation of current system: following through the entire PDAS using the Continuous Improvement Institute Toolbox that has been implemented throughout the district for improvement in other areas. I would also have each campus’ Technology Facilitator present and leading the session. The outline for the day would look something like this:
Present StaR Chart information to teachers, present AEIS data, present LISD Technology 2020 Plan to teachers as well; then, present campus teachers with the extra survey data from the survey they fill out each year for Grant.
Use a Plus/Delta Chart to note positive and negative things about current technology use in the classroom.
Use Imagine Perfect to determine what teachers consider the perfect senerio for technology intergration in their classroom.
Determine top Drivers and Preventers to implementing technology in the classroom.
Use Hot Dot or NGT to determine top 10 items that are on the Delta Chart – things that need to be addressed.
Use a Force Field Analysis to determine what one item can truly impact the most areas of technology in the classroom, as well as what one item we can focus on improving currently. *this one area could take an hour as it is usually involved.
Action Plan and Plan for Evaluation: I would then have the teachers, administrators, and the Technology Facilitator come up with a plan for improving this one specific item. I would also charge each campus with determining the time frame for the implementation as well as how to determine its effectiveness.
Ongoing Feedback, Evaluation, and Reports: Have each Facilitator give a report as to what each campus determines that they need to improve on to our Superintendents and School Board. I would have the Facilitators show the PDAS that they worked through with each faculty, and how they came to their decisions. (PDAS is about the process more than anything after all.) I would then have regular updates on the "A" portions (at least once every other week). Of course, the final piece of the puzzle would be an additional day during the summer to determine if the plan for the campus was successful, with a report to the Superintendents and Board Members.
Goal #2: Increase knowledge and use of Technology TEKS in the classroom
Staff development (1 hour session): Have Technology Facilitator for each Pod communicate the grade level TEKS (even if they are embedded in the current curriculum).
Evaluation of current system: Give a survey before school begins (a survey if you will).
Action Plan and Plan for Ongoing Evaluation:
Have Technology Facilitators for each Pod in the district give a lesson to the teachers on what the Technology TEKS are and how to communicate those to their students.
Have Technology Facilitators work with teachers in cooperative lessons to ensure that the TEKS are being met at each grade level.
Have an online form (perhaps on the L-Net for the district) where teachers continually log on as periodically check off the items that have been covered for their grade level (Technology TEKS). This way, any Technology Facilitator can go online to see where their teachers are in teaching those TEKS to the students in their Pod. *This is an ongoing assessment.
Have the Technology Facilitators meet with Educational Teams periodically to check their status of the online forms and address any issues at that time.
After each 9 week grading period for Elementary and each 6 week grading period for Secondary, I would have a report be given to the teachers, Principals, Superintendents, and School Board. This way, everyone is on the same page in knowing which TEKS have been covered and which TEKS have not at each grade level, campus, and Pod.
Saturday, December 12, 2009
Action Plan for LISD Technology
My Action Plan is Two Fold. Part One focuses on individual school needs; Part Two involves accountability district-wide.
Part One:
After speaking with our Technology Director, I determined that though there are things that must be implemented district-wide each year, there are things that may be overlooked at the campus level. For instance, the Fine Arts areas are not addressed at all in the district’s plan for technology improvement. After much consideration, I would highly suggest taking one day out during February Conference (day 3 for example) to do the following: an all day session that follows through the entire PDAS using the Continuous Improvement Institute Toolbox that has been implemented throughout the district for improvement in other areas. I would suggest this for each campus, having their Technology Facilitator present and leading the session. The outline for the day would look something like this:
Present StaR Chart information to teachers, present LISD Technology 2020 Plan to teachers as well; then, present campus teachers with the extra survey data from the survey they fill out each year for Grant.
Use a Plus/Delta Chart to note positive and negative things about current technology use in the classroom.
Use Imagine Perfect to determine what teachers consider the perfect senerio for technology intergration in their classroom.
Determine top Drivers and Preventers to implementing technology in the classroom.
Use Hot Dot or NGT to determine top 10 items that are on the Delta Chart – things that need to be addressed.
Use a Force Field Analysis to determine what one item can truly impact the most areas of technology in the classroom, as well as what one item we can focus on improving currently. *this one area could take an hour as it is usually involved.
I would then have the teachers, administrators, and the Technology Facilitator come up with a plan for improving this one specific item. I would also charge each campus with determining the time frame for the implementation as well as how to determine its effectiveness.
I would then have each Facilitator give a report as to what each campus determines that they need to improve on to our Superintendents and School Board. I would have the Facilitators show the PDAS that they worked through with each faculty, and how they came to their decisions. (PDAS is about the process more than anything after all.) I would then have regular updates on the "A" portions (at least once every other week). Of course, the final piece of the puzzle would be an additional day during the summer to determine if the plan for the campus was successful, with a report to the Superintendents and Board Members.
I know that my particular plan may be a bit more involved than I was asked to give, however, our current system needs improving in order to be more applicable at the campus level.
Part Two:
I would suggest focusing on the Technology TEKS. Currently, the teachers are actually unaware most of the time that they exist. And, until the StaR Chart has to be filled out, they do not even think about them. I would suggest having the Technology Facilitator for each Pod communicate those TEKS (even if they are embedded in the current curriculum). This way, we do not have a lack of communication as to what they are. The StaR Chart provides some information and clarity that our teachers do not know what they are, but it does not communicate how to teach those TEKS to the students or teachers. Actually, there is not a current data chart or survey that actually takes into consideration how to measure if the teachers are teaching the technology TEKS other than the StaR Chart. And, the StaR Chart is not considered a reputable source from the standpoint of several I have talked to on the issue.
Then, how do you determine if the teachers know what the technology TEKS are and if the teachers are teaching them? As it is now, we must assume that our students’ needs are being met. I would suggest the following plan of action to determine those two items:
Give an evaluation before school begins (a survey if you will). Not in the middle of the school year like the StaR Chart is, but before we even see students walk through the doors.
Have Technology Facilitators for each Pod in the district give a lesson to the teachers on what the Technology TEKS are and how to communicate those to their students.
Have Technology Facilitators work with teachers in cooperative lessons to ensure that the TEKS are being met at each grade level.
Have an online form (perhaps on the L-Net for the district) where teachers continually log on as periodically check off the items that have been covered for their grade level (Technology TEKS). This way, any Technology Facilitator can go online to see where their teachers are in teaching those TEKS to the students in their Pod. *This is an ongoing assessment.
Have the Technology Facilitators meet with Educational Teams periodically to check their status of the online forms and address any issues at that time.
After each 9 week grading period for Elementary and each 6 week grading period for Secondary, I would have a report be given to the teachers, Principals, Superintendents, and School Board. This way, everyone is on the same page in knowing which TEKS have been covered and which TEKS have not at each grade level, campus, and Pod. *This is an ongoing assessment.
It would be a bit time consuming, however, I feel that this would be a good way to assess ongoing technology in the classroom.
Part One:
After speaking with our Technology Director, I determined that though there are things that must be implemented district-wide each year, there are things that may be overlooked at the campus level. For instance, the Fine Arts areas are not addressed at all in the district’s plan for technology improvement. After much consideration, I would highly suggest taking one day out during February Conference (day 3 for example) to do the following: an all day session that follows through the entire PDAS using the Continuous Improvement Institute Toolbox that has been implemented throughout the district for improvement in other areas. I would suggest this for each campus, having their Technology Facilitator present and leading the session. The outline for the day would look something like this:
Present StaR Chart information to teachers, present LISD Technology 2020 Plan to teachers as well; then, present campus teachers with the extra survey data from the survey they fill out each year for Grant.
Use a Plus/Delta Chart to note positive and negative things about current technology use in the classroom.
Use Imagine Perfect to determine what teachers consider the perfect senerio for technology intergration in their classroom.
Determine top Drivers and Preventers to implementing technology in the classroom.
Use Hot Dot or NGT to determine top 10 items that are on the Delta Chart – things that need to be addressed.
Use a Force Field Analysis to determine what one item can truly impact the most areas of technology in the classroom, as well as what one item we can focus on improving currently. *this one area could take an hour as it is usually involved.
I would then have the teachers, administrators, and the Technology Facilitator come up with a plan for improving this one specific item. I would also charge each campus with determining the time frame for the implementation as well as how to determine its effectiveness.
I would then have each Facilitator give a report as to what each campus determines that they need to improve on to our Superintendents and School Board. I would have the Facilitators show the PDAS that they worked through with each faculty, and how they came to their decisions. (PDAS is about the process more than anything after all.) I would then have regular updates on the "A" portions (at least once every other week). Of course, the final piece of the puzzle would be an additional day during the summer to determine if the plan for the campus was successful, with a report to the Superintendents and Board Members.
I know that my particular plan may be a bit more involved than I was asked to give, however, our current system needs improving in order to be more applicable at the campus level.
Part Two:
I would suggest focusing on the Technology TEKS. Currently, the teachers are actually unaware most of the time that they exist. And, until the StaR Chart has to be filled out, they do not even think about them. I would suggest having the Technology Facilitator for each Pod communicate those TEKS (even if they are embedded in the current curriculum). This way, we do not have a lack of communication as to what they are. The StaR Chart provides some information and clarity that our teachers do not know what they are, but it does not communicate how to teach those TEKS to the students or teachers. Actually, there is not a current data chart or survey that actually takes into consideration how to measure if the teachers are teaching the technology TEKS other than the StaR Chart. And, the StaR Chart is not considered a reputable source from the standpoint of several I have talked to on the issue.
Then, how do you determine if the teachers know what the technology TEKS are and if the teachers are teaching them? As it is now, we must assume that our students’ needs are being met. I would suggest the following plan of action to determine those two items:
Give an evaluation before school begins (a survey if you will). Not in the middle of the school year like the StaR Chart is, but before we even see students walk through the doors.
Have Technology Facilitators for each Pod in the district give a lesson to the teachers on what the Technology TEKS are and how to communicate those to their students.
Have Technology Facilitators work with teachers in cooperative lessons to ensure that the TEKS are being met at each grade level.
Have an online form (perhaps on the L-Net for the district) where teachers continually log on as periodically check off the items that have been covered for their grade level (Technology TEKS). This way, any Technology Facilitator can go online to see where their teachers are in teaching those TEKS to the students in their Pod. *This is an ongoing assessment.
Have the Technology Facilitators meet with Educational Teams periodically to check their status of the online forms and address any issues at that time.
After each 9 week grading period for Elementary and each 6 week grading period for Secondary, I would have a report be given to the teachers, Principals, Superintendents, and School Board. This way, everyone is on the same page in knowing which TEKS have been covered and which TEKS have not at each grade level, campus, and Pod. *This is an ongoing assessment.
It would be a bit time consuming, however, I feel that this would be a good way to assess ongoing technology in the classroom.
Subscribe to:
Comments (Atom)