Thursday, March 31, 2011
Wednesday, March 30, 2011
Tuesday, March 29, 2011
Monday, March 28, 2011
Wednesday, March 23, 2011
Tuesday, March 22, 2011
Monday, March 21, 2011
My campus recently purchased 24 IPADS along with a networked cart. Each department chair has been asked to take the IPAD home over the summer. We are to search for APPS that would be appropriate for our content area. I would like to use the IPADS with a PSAT preparation class that I teach during the summer. There are two different types of professional development that are needed as we implement IPAD technology into our curriculum and instruction. First, many teachers have no experience with Apple products much less IPADs. They need basic training on this platform that would also include general uses in education. Then teachers should be trained in their specific content-area, enriching the instruction in their classrooms.
Goal: Integrate IPAD technology into the curriculum and instruction of summer PSAT preparation class.
Stakeholders Responsibilities Date of Completion
Ellen Williams – District Director of Special Programs She coordinates the prep. class and would have to approve any major change in curriculum and instruction. April 1
Robert Templeton – Campus Principal He would also have to approve any major changes to the program. April 1
Heather Engstrom – Campus Dean of Curriculum She is responsible for our adoption of IPAD technology. She would have to approve the use of the technology. She will assist in the compiling student PSAT scores in the past and she will track improvement of students attending the preparation course. April 5
Joel Atkins – District Chief Technology Officer Both instructors would seek his expertise in this new technology. He would be able to give or recommend the appropriate professional development for our specific use of the technology. April 25
Peter Thomas – math teacher
Austin Clarkson – English teacher Research available APPS that would enhance learning. Seek professional development that would teach the fundamental applications of the technology as well as the implementation of the technology in instruction and curriculum. Would also teach the class, using IPAD technology and complete teacher assessment of the results. Would also assist in gathering student assessments of the technology. July 15
I would assess the use of IPAD technology in the PSAT course three ways. First, the two teachers of the course would complete a formal assessment. The students of the course would also complete a formal assessment. Finally, the PSAT scores of these students would be tracked from their sophomore and junior year. Score differences would be compared to past students of the preparation course. Of course, all professional development attended by staff would also have a formal assessment.
Goal: Integrate IPAD technology into the curriculum and instruction of summer PSAT preparation class.
Stakeholders Responsibilities Date of Completion
Ellen Williams – District Director of Special Programs She coordinates the prep. class and would have to approve any major change in curriculum and instruction. April 1
Robert Templeton – Campus Principal He would also have to approve any major changes to the program. April 1
Heather Engstrom – Campus Dean of Curriculum She is responsible for our adoption of IPAD technology. She would have to approve the use of the technology. She will assist in the compiling student PSAT scores in the past and she will track improvement of students attending the preparation course. April 5
Joel Atkins – District Chief Technology Officer Both instructors would seek his expertise in this new technology. He would be able to give or recommend the appropriate professional development for our specific use of the technology. April 25
Peter Thomas – math teacher
Austin Clarkson – English teacher Research available APPS that would enhance learning. Seek professional development that would teach the fundamental applications of the technology as well as the implementation of the technology in instruction and curriculum. Would also teach the class, using IPAD technology and complete teacher assessment of the results. Would also assist in gathering student assessments of the technology. July 15
I would assess the use of IPAD technology in the PSAT course three ways. First, the two teachers of the course would complete a formal assessment. The students of the course would also complete a formal assessment. Finally, the PSAT scores of these students would be tracked from their sophomore and junior year. Score differences would be compared to past students of the preparation course. Of course, all professional development attended by staff would also have a formal assessment.
Friday, March 4, 2011
Thursday, March 3, 2011
Instructional Leader -- Week 2 -- post #2
The Texas Education Agency’s “Progress Report on the Long-Range Plan for Technology, 2006-2020” indicates great progress over the last few years and great opportunities for improvement in the future. A number of technological advancements have made a change in education in recent years. Handheld devices such as digital phones and lap-tops have become ubiquitous fixtures of society. Also, online learning has become commonplace. The use of these and other technologies were tested by the state with the TIP. The Technology Immersion Pilot attempts to harness the power of recent advancements, giving students 24/7 access to technology resources. TIP has assessed the possibilities and predicted outcomes of students immersed in technology. Specific districts were given these resources. Their progress was tracked and monitored by testing and surveys. The progress report also assesses developments in four categories: Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. Each of these areas is monitored and surveyed through the Star Chart report issued by the state. Most of the graphs and statistics are based on Star Chart results. Not only has technology provided more relevance to students but it also enhances efficiency, understanding, and application. In addition, distance learning has made education more equitable to all students. Educators continue to seek professional development opportunities to integrate technology into curriculum and instruction. According to Star Chart data leadership support for technology in the classroom and professional development is trending positive. Also, accessibility to the Internet and strong technical support increased over five percent just in the last year.
Instructional Leader -- Week 2 -- post #3
The ideas outlined in the Dept. of Education’s report “Transforming American Education: Learning Powered by Technology” are organized into many of the same areas – learning, assessment, teaching, infrastructure, and productivity -- as the Texas Long Range Plan. The first section of content covers learning in the 21st century. This vision relies on the power of technology to personalize instruction. The report emphasizes the positive impact of technology on relevance and flexibility. Students live in a technological world of 24/7 information and application. Education that reflects this environment will be more appealing and engaging to students. Also, technology allows learners to be at the center of exploration, navigating through content using a variety of mediums. The next area of study is assessment. Technology allows educators to make data-driven decisions. Technological assessments allow students to revisit and analyze past performance and future goals. Next, technological advances will allow teachers to engage in a connected teaching model. Teachers will build learning communities that exchange data, opinions, and insights. Professional development will play a large role in helping teachers transition from traditional models to the connected teacher. Also, technology can level the playing field for students; students of all backgrounds can have the same learning opportunities. This equality can only be reached if the proper infrastructure is implemented across the nation. All students must have equal access and resources to enhance student learning. Finally, the report addresses productivity. Funds must be spent efficiently and judiciously in the face of tight budgets. We must get as much as possible for each dollar spent. Old assumptions and practices must be challenged, if fiscal responsibility is going to be met.
Wednesday, March 2, 2011
Instructional Leader -- Week 2 -- post #1
Technological advancement has created an array of educational tools and learning opportunities that we are just beginning to use and understand. Never before have the possibilities been so great; never before has the educator’s responsibility been greater. It is our job to navigate, assess, and make decisions on how the latest available technologies can enhance student learning in our classroom. Technology must be fully integrated into the learning experience, just as it is ubiquitous in the lives of our students. Only then can we increase levels of relevance, collaboration, creativity, and analysis. Teachers must explore best practices in educational technology and seek out professional development to learn and refine new strategies and platforms for learning. The classroom environment is changing with the increased use of technology. Likewise, the role of the teacher is changing. No longer does the teacher simply deliver content and assess the understanding of the content delivered. Teachers are now facilitators of collaborative and flexible learning. We can lead students on an exploration of learning, an exploration that is enriched by technology. One of the biggest challenges to this vision of technology and learning is accessibility. Computer labs are overbooked. Bandwidth is stifled. Networks are overloaded. Budgets are being cut. Teachers must overcome these challenges and maximize resources even if they are limited. If our country is going to continue to be a world power, we must lead the marriage of technology and education. We have tremendous possibilities in education. Now we must take responsibility and act.
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