Web Conference Reflection

The online web conference was very interesting and helpful. I have used Skype but have not had the experience of viewing the information while the discussion takes place on the same screen. I enjoyed matching faces with names, and the side-bar conversations in the Chat area. I don’t quite understand the benefit of using the Chat area to repeat what was just said verbally. I know other participants can back track to follow the conversation, in case important information was missed. I feel it was more beneficial to see questions posted, and discussed by others, and verbally answered by the presenter.

Through the process I learned how to set up my microphone and camera. I feel comfortable with using Adobe Acrobat, but would like to experiment further with setting up my own meetings. That will come when I have a moment to spare.

This experience reinforces the idea educators do not have to be experts with technology tools, just be willing to step outside their comfort zone and experiment. It is actually quite liberating.

Bay Elementary E-Rate and Technology Plan Power Point

Power point e rate and technology plan

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National Education Plan

The National Educational Technology Plan, released by the U.S. Department of Education, contains many goals geared to transforming American education. To transform may mean to change the composition or structure of our education using technology, but more likely may mean to change the outward appearance of our technology education.  The classroom teachers will first need to undergo a transformation of ideals and teaching style.  Of course, the Plan does provide several five essential goals to help teachers undergo this transformation.

One goal is to model learning by engaging and empowering students.  Teaching must coincide with what needs to be learned.  Technology should be used to motivate and inspire on a personalized level for all students. Teachers may question how to teach what needs to be learned when we are teaching for jobs that are not even created yet.

Modeling learning using technology to connect teachers to unlimited resources is another goal of the plan. This goal is assuming teachers will respond to the vast amount of information available and utilize the information in a way that is beneficial to their classrooms.

Redesigning the classroom to rely on technology for individualized learning is another goal.  This transformation requires use of technology by students as early as 3 years old through graduation from college.  This goal sets out to monitor the students’ progress from beginning to end.  Again, before the classroom transformation can begin, the classroom teacher must be knowledgeable in the modifications. 

Another goal is to implement improved measurements of strengths and weaknesses of students and using the assessments to help improve the student’s performance.  This goal relies heavily on using data on individual students and designing individual plans for continued educational improvement.  This goal states ‘…to measure what matters…’ but the question may arise, “What matters?”

The fifth goal plans for an inclusive technology system that allows all involved with education the resources for continued growth.  Budgets will have to be set aside for the implementation of this necessary goal.  Before the other goals may be realized, the comprehensive infrastructure may need to be in place, and this will take long-range planning.

It is important for education to undergo a transformation in both learning and teaching in our rapidly changing World.  The U.S. Department of Education has set forth long-range plans to address the needs.  The question is can we keep up with the changes as they occur at a faster pace?

Technology Assessments

It is necessary, in our changing World, to continue to grow in our technology leadership and to infuse our teaching with technology skills.  How do we know which areas of technology we are lacking and in need of instruction?  We must have varied assessments to help guide us in our transformation.  With funding at risk, it is understandable we need a reporting requirement, and self-assessments seem to be the most productive method.

The annual self-assessment, STaR Chart, is one avenue to assess our school’s/district’s technology needs.  Does it work?  Teachers have become more aware of the change in focus towards technology as they complete the required assessment.  The over the past three years there has been an overall positive growth change for Bay Elementary, in Seabrook, Texas.  The teachers understand the need for growth and learning in the technology arena.  Although, Bay has consistently scored at the Advanced Technology level, the assessment gives enough information to give a focus for growth and instruction.  

The information appears to be accurate as the lowest scoring area was in Educator Preparation, and many steps have been taken to provide more technology learning opportunities this past year mandated by the district.  According to the data, we are still in need of more choices for online learning and instruction.  This information is also correct according to our workshops offered in CCISD.  I do believe the self-assessment survey works, but just as easily might not; depending on how honest the individual is when completing the questionnaire.  Also, questions, in the survey, must be written carefully as to be easily understandable to all participants.  The STaR seems to be pretty straightforward without alienating those who are not so computer literate.

I believe any self-assessment helps not only the district, but also the individual learner understand their strengths and weaknesses.  In other words, it helps us to know what we don’t know.  In week one, I took the Technology Technology Literacy Self-Assessment, and the LoTi Digital Age Survey.  As a result of both tools, I am more aware of my deficiencies and where my concentration should be in learning.  I was honest in my answers, which helps me to grow as a learner. 

Do assessments and surveys work?  In my opinion, yes, but only if the participants work at being honest with them, as well.

School or District Technology Plan

Clear Creek ISD has developed a long range technology plan for 2010-2013.  The District addressed the increasing role of information technology and as an accelerator for learning.  The first goal for the plan is to increase student learning and achievement by including technology throughout the curriculum.  In order for this to occur, students must have anytime, anywhere access, the Departments of Technology and Instruction must collaborate, and students must improve academically through technology and library services. Providing district-wide professional development is the second goal and can be achieved by providing distance learning that is collaborative and interactive. The third goal is to for Administration to provide effective management of resources supporting the planning initiatives. The schools’ leadership needs to communicate the shared vision and model collaboration through a variety of media.  The last goal requires the support of technology integration by ensuring proper working software and hardware. To meet this goal, the district must develop an infrastructure that would also address emergency situations.

The District plans to help teachers reach the above goals through e4-My Learning Plan access to continuous professional development offered.  The Instructional Technology Department is responsible for Staff Development (TSDP) offered on each campus for both mandatory and voluntary attendance. Web Instructor Training is provided for Virtual School learning and online training, through Tech U is provided.

As the teachers are trained, their progress is monitored by completing annual STaR charts, interviews, and data from Net Day’s Speak Up, monthly feedback, participation records, evaluations and documentation.

To implement the plan a budget was set for $13,791,177 for three years.  This year’s funding amounts to $67,059.  The larger percentage spent on Teaching and Learning (58%).  It does not appear, at this rate, there will be a supporting budget for three years. 

The overall plan will be undergo a formal evaluation in August with objective and strategy evaluations performed monthly from August to May.  Adjustments to the plan may be made mid-year as recommended by the District Technology Steering Committee (DTSC).

http://www2.ccisd.net/Libraries/Technology/Technology_LongRangePlan.sflb.ashx