Star Chart
View more presentations from brianlharper.
Sunday, November 29, 2009
Saturday, November 28, 2009
STaR Chart Analysis
I believe the most important area of the Texas STaR Chart is the Teaching & Learning. It focuses on patterns of classroom use, frequency / design of instructional setting using digital content, content area connections, technology TEKS implementation, student mastery of technology TEKS, and online learning. Teachers need to provide learning opportunities beyond the classroom where it wouldn’t be possible without the use of technology. The classroom should predominately be student centered instead of the traditional teacher led instruction. Technology is used to assist the student in higher order thinking skills so that they may create more problem solving strategies.
More staff development is being provided to assist teachers in implementing the technology usage. In Dallas, teachers are given whiteboard training and classes on using Microsoft Office for proficiently. However, I see that content staff development still does not incorporate technology in their training. The district should consistently model their expectations to the teachers not inform them of their desires. Progress is very slow in the technology transition due to reluctance to change and uncertainty of implementation.
In my school, the trend has decreased for the area of Teaching & Learning. This is in part to the transition of the 6th grade team being moved to the junior high campus in Dallas. In elementary school, where the 6th graders were prior to 2006, the technology was more widely used and expected. The scores were significantly higher in schools that did use the technology in the classroom on a regular basis. Overall, the trend is increasing due to more exposure and acceptance by the teachers.
The implementation and mastery of the TEKS is directly related to the teacher’s implementation and mastery of technology. Therefore, I believe that the focus needs to be placed on the teacher’s knowledge and skills. The district needs to have a clear vision and become better models for what is expected. The administrators should be clear about their technology vision and incorporate technology.
More staff development is being provided to assist teachers in implementing the technology usage. In Dallas, teachers are given whiteboard training and classes on using Microsoft Office for proficiently. However, I see that content staff development still does not incorporate technology in their training. The district should consistently model their expectations to the teachers not inform them of their desires. Progress is very slow in the technology transition due to reluctance to change and uncertainty of implementation.
In my school, the trend has decreased for the area of Teaching & Learning. This is in part to the transition of the 6th grade team being moved to the junior high campus in Dallas. In elementary school, where the 6th graders were prior to 2006, the technology was more widely used and expected. The scores were significantly higher in schools that did use the technology in the classroom on a regular basis. Overall, the trend is increasing due to more exposure and acceptance by the teachers.
The implementation and mastery of the TEKS is directly related to the teacher’s implementation and mastery of technology. Therefore, I believe that the focus needs to be placed on the teacher’s knowledge and skills. The district needs to have a clear vision and become better models for what is expected. The administrators should be clear about their technology vision and incorporate technology.
Pre-K Technology Applications
The Pre-K technology TEKS are designed to build the foundation for the students' future skill requirements. At this level they learn how to handle and use technology.
The student learns to use storybooks on the computer. They often do this by using the mouse or pushing certain main keys such as enter or space. They learn the names for primary computer parts such as keyboard, mouse, screen, and printer.
In addition to computers, children at Pre-K level learn to use voice/ sound machines. One popular tool at this level is LeapFrog. Students from Pre-K to Second grade use this tool to help with reading and other skills.
These skills are a spiraling curriculum. Students will use these skills at the Kindergarten and future levels, so if they didn't fully master the TEK it will be learned again in the next grade level. These TEKS build a good foundation for when they advance to Kindergarten level since many Kindergartners did not attend Pre-K. One example of a spiraling TEK in which they have many opportunities to master would be the usage and naming of various computer input devices.
The student learns to use storybooks on the computer. They often do this by using the mouse or pushing certain main keys such as enter or space. They learn the names for primary computer parts such as keyboard, mouse, screen, and printer.
In addition to computers, children at Pre-K level learn to use voice/ sound machines. One popular tool at this level is LeapFrog. Students from Pre-K to Second grade use this tool to help with reading and other skills.
These skills are a spiraling curriculum. Students will use these skills at the Kindergarten and future levels, so if they didn't fully master the TEK it will be learned again in the next grade level. These TEKS build a good foundation for when they advance to Kindergarten level since many Kindergartners did not attend Pre-K. One example of a spiraling TEK in which they have many opportunities to master would be the usage and naming of various computer input devices.
Friday, November 27, 2009
Long-Range Plan
The Texas Long-Range Plan for Technology shows the state's determination to not fall more behind than we already are. The plan shows a comprehensive vision to have the schools in the state prepared by the year 2020. The teachers are not fully capable or confident with the demands necessary for the new change. Administrators should be more responsible for the vision than what they currently are. The students need better flexibility in learning that is given through technology usage in the classroom.
I realize that the teachers need more training and assistance in adpoting technology use. As an administrator, I see the need to create an environment for technology, provide opportunities for students, create staff development, create a budget for technology, and have the curriculum aligned to meet the needs of the state.
I realize that the teachers need more training and assistance in adpoting technology use. As an administrator, I see the need to create an environment for technology, provide opportunities for students, create staff development, create a budget for technology, and have the curriculum aligned to meet the needs of the state.
Wednesday, November 25, 2009
Technology Assessments
I took two technology assessments to discover my skill level in regards to technology in education. The first was the Technology Applications Inventory from TEA, and the other was Profiling Educational Technology Integration.
The first survey had 97% 'yes' responses. The only 'no' answers cam from the area of problem solving. I agree with the results, since my prior experience and knowledge are heavily based on technology. My master degree, MBA e-business, was enabling organizations to collaborate via technology. At school, I used technology as much as I can, and I teach others how to maximize their knowledge. I realize that I am probably more knowledgeable than a majority of educators.
The second survey showed more about the expectations and what technology should look like in an educational environment. The main parts were collection of data, use technology to build content areas, sharing information, type of technology, and the professional development. I learned that the school that I am in is behind where it should be. The question give a good indication of what is expected in an effective school.
Through the assessments, I realize that I am doing well with the technology knowledge that I have, and I am using it to benifit the students in class. However as a leader, I need to find a way to educate the staff on technology issues and utilize the technology available better. Some of the more advanced applications cause a slight problem, but I haven't had a need at this time to learn them. I am confident that I can learn the necessary skills and teach others.
The first survey had 97% 'yes' responses. The only 'no' answers cam from the area of problem solving. I agree with the results, since my prior experience and knowledge are heavily based on technology. My master degree, MBA e-business, was enabling organizations to collaborate via technology. At school, I used technology as much as I can, and I teach others how to maximize their knowledge. I realize that I am probably more knowledgeable than a majority of educators.
The second survey showed more about the expectations and what technology should look like in an educational environment. The main parts were collection of data, use technology to build content areas, sharing information, type of technology, and the professional development. I learned that the school that I am in is behind where it should be. The question give a good indication of what is expected in an effective school.
Through the assessments, I realize that I am doing well with the technology knowledge that I have, and I am using it to benifit the students in class. However as a leader, I need to find a way to educate the staff on technology issues and utilize the technology available better. Some of the more advanced applications cause a slight problem, but I haven't had a need at this time to learn them. I am confident that I can learn the necessary skills and teach others.
Subscribe to:
Comments (Atom)