Instructional Leadership: The Technology Link

Glenna Cromer
December 2009

Instructional Leadership: The Technology Link
Course Reflections

As I began EDLD 5352, The Technology Link, I did not realize I would learn so much about technology in schools. I came into this course with no particular expectation because I am a novice when it comes to technology. You might say I was “blissfully ignorant.” Other than creating Word documents and sending email, I pretty much left technology to the experts. I did not realize I would be expected to create a blog--something I would have been hesitant to try on my own--nor to be able to intelligently discuss the Texas Long-Range Plan for Technology. So, did this course meet my expectations? It exceeded them.

Specifically, I learned of the lofty but attainable goals created by a team of experts who penned the Texas Long-Range Plan for Technology, also called Vision 2020, because these goals are expected to be met completely by the year 2020. I learned that there are standards that drive the use of technology on Texas campuses. I examined and wrote about the four strands of Technology Application TEKS. I learned about blogs, wikis, podcasting, and RSS. I learned about the roles and difficulties principals face in making technology decisions. You might say I increased my vocabulary by some degree, all with technology-related words. I learned that most acceptable use policies are outdated and need to be revisited to incorporate web publishing policies. My knowledge that children need to be protected from online dangers was reinforced. The information I gained about copyright was valuable and interesting.

Is this new-found knowledge relevant to the work I do in my school? As a reading specialist, I teach children to read or to read strategically all day long. Part of teaching strategic reading is to teach students to be critical thinkers. This Technology Link course provided a foundation of knowledge that is based on critical thinking. Students absolutely must be critical thinkers in order to successfully use the technology tools they need in the 21st century. They must be able to discern fact from opinion, or a scam from a legitimate website. So, I unequivocally believe what I learned in EDLD 5352 is relevant to my work.

Will this knowledge help me in a future position? My hope is that it will help me in decisions I must make as a campus or district leader. I believe I am more equipped to make technology related decisions after having completed this course.

I still feel deficient in knowledge about infrastructure and funding, but I trust I will learn more in future courses about budget and money sources. As for infrastructure, I will continue to try to learn, realizing that I am not a technology expert. I will try to continue to learn about technology as my leadership role develops.

I have to admit I was nervous about attempting some of the assignments for EDLD 5352, because I had such precious little background knowledge about technology. I discovered that if I listened to the lectures, studied the articles and completed the discussions and reviews, all the information was cross-referenced, helping me to gain more confidence in the learning. I think that now with some background knowledge having been gained, I will not be so hesitant to try new technologies. I know I am an immigrant, but I can become a knowledgeable immigrant.

I believe blogs can be useful tools for professional development, especially for book studies or professional learning communities. The term 24/7/365 was used over and over in this course, and I believe all learning must be available anytime/anywhere. Teachers and administrators have precious little time to spend in meaningless, time-consuming meetings. Blogs are a perfect answer to the weekly staff meeting. If we must discuss something that’s important but not urgent, post it on a blog. Staff can respond more thoughtfully when they are in a relaxed setting.

Blogs can also be useful in that information such as powerpoint slideshows can be imbedded in them. I am sure there are numerous applications that I am not aware of, but the point is, that information can be ready and waiting on a blog. No need to take notes or minutes, either, as all the responses will be recorded on the blog itself.

In education, administrators and teachers must be first and foremost concerned with student safety and acceptable use of blogs. For educational purposes, they can be set up within the infrastructure of the district and not open to possible unwanted visitors. Among concerns are the possibilities that students posting on blogs might not be doing the writing or postings themselves. Students must maintain an honor system and any infraction would be difficult to prove.

As a means of communication with stakeholders, blogs can be useful in providing stakeholders with a means of responding to news that concerns them. Blogging can provide a better understanding of parent concerns than, for example, Survey Monkey. However, unscrupulous parents or stakeholders might not filter their thoughts before posting, and there remains the possibility that some communications might be offensive. If there were a means of monitoring the blogs before they are posted, this unwanted situation could be thwarted before it could happen.

In sum, I learned some things about myself as a leader and especially about my knowledge and lack thereof, concerning technology in schools. I am happy to have gained greater knowledge about the Texas Long-Term Plan for Technology, and that all students are to be technologically proficient by 8th grade. I learned that there are many aspects of technology that a school administrator must be aware of. I hope to continue learning more about this interesting subject. Written by Glenna Cromer

Texas S Ta R Chart

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Texas S Ta R Chart

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Texas Long-Range Plan for Technology - Educator Preparation and Development

The Texas Long-Range Plan for Technology is comprised of four basic domains, one being Educator Preparation and Development. This domain mandates that all educators and future educators graduate from a university program that models current technology practices. It further directs that educators know and use teaching and learning processes as set forth in the SBEC Standards. The plan also requires that educators create learning environments that use technology and is customized for the learner. Educators are also required to integrate technology throughout the curriculum. Recommendations to TEA, as well as regional and local service centers, direct that staff development be planned, delivered and evaluated by 24/7 distance learning as well as other venues.

In my own campus STaR chart summary, I noticed an inconsistent but ultimately downward trend in this area over the past three years as follows: 14, 15, 13. This places my campus in the Developing Tech category, which is Level 2 on a scale of 1-4, which 4 being the highest, or Target Tech. Even though the majority of schools in Texas assessed at this same level, it is low for an up and coming school district. I suggest that teachers are overwhelmed at this time with learning new English Language Arts and Reading TEKS and the campus-mandated training that has been required. Technology has taken a backseat to these demands. I suggest and recommend that next year technology staff development be a greater part of each educator's staff development plan.

Spiraling and Scaffolding Technology TEKS

Spiraling and scaffolding curriculum is written to cycle the learner back through the knowledge with more depth and complexity each year. This gives the learner many opportunities to master the skills addressed. The TEKS for technology are written in such a manner. For example: (2) Foundations: The student uses data input skills appropriate to the task.

In Kinder through second grade, the student is expected to use a mouse, a keyboard, proper keyboarding techniques, be able to proofread, and to demonstrate appropriate speed on timed tasks.

In grades 3 through 5, the same skills are addressed, but with greater depth and complexity. These same skills are written into the grades 6-8 TEKS, but the students must demonstrate proficiency in the use of a variety of input devices such as a microphone, digital camera, printer, scanner or joystick. They must also use such features as smart quotation marks and must capture digital files while conserving memory to retain image quality.

The same TEKS are spiraled through grades 9-12, but with greater speed and intensity to address grade appropriate development.

Technology Guidelines for Prekindergarten

There are four end-of-year outcomes listed in the Texas Prekindergarten Technology Applications Domain. They are summarized as follows:

X.A.1. The child will open and navigate through software programs, following oral or visual directions. These programs should be designed to enhance concepts such as phonemic awareness, vocabulary, or other learning concepts.

X.A.2. The child will use language to describe digital devices, such as keyboard, mouse, voice/sound recorder or touch screen.

X.A.3. The child will operate voice/sound recorders and touch screens. The child will insert and play CD.

X.A.4. The child will use software to create and express ideas. This could include writing and drawing software or other learning software.

X.A.5. The child will recognize that information is accessible through technology. The child may learn this through teacher modeling the ability to obtain information from websites.

Response: These guidelines can lay a foundation for student performance in future grades because the earlier a child begins to use technology, the better he is able to gain knowledge through the four domains of technology. Using technology is motivating for young children, and manipulating digital tools incorporates sensory integration such as listening, seeing and tactile movement.

Texas Long-Range Plan for Technology

Summary of the Texas Long-Range Plan for Technology: The Educational Technology Advisory Committee was appointed by the Texas Education Agency in 2004 to develop the Texas Long-Range Plans for Technology, otherwise known as Vision 2020. One of the measures the committee has developed is the Teacher School Technology and Readiness (STaR) Chart, to help schools and districts assess technology goals.

The long range plan revises and replaces the original plan that covered the years 1996 – 2010. Vision 2020 addresses such components as educator technology proficiencies, professional development, technology funding and budgeting and resources.

The Texas Long-Range Plan for Technology is to be implemented and assessed in three phases: Phase I (2006-2010); Phase II (2011-2015); and Phase III (2016-2020). The plan provides specific objectives and goals for learners, educators, educational leaders and infrastructure. A vision and specific recommendations are set forth for all these persons or entities, as well as for state, regional and local education agencies. Additionally there are recommendations for parents, communities and the private sector.

My Reflection: Studying this plan has been enlightening and will help me as an instructional leader. I see that the goals for technology are specific and ongoing. Goals such as 1:1 personal computer ratios in schools, 24/7 learning opportunities, online and distance learning for a diverse society are lofty but attainable goals and will require planning, budgeting and training for all educators. Educational leaders must incorporate the use of technology in the campus improvement plan as well as in evaluation of teachers.

Reflections on Technology Assessments

Over the past ten years or so I have thought of myself as a technology-savvy kind of teacher. I have computers in my classroom, use the document camera, know how to email, use Publisher, Word, PowerPoint, and Excel. I have even created and posted a website.

You can imagine how my bubble burst when I completed the two technology assessments for EDLD 5352. I discovered that being able to keyboard and send emails does not a technology leader make. While I am relatively strong in the Foundations Domain, I cannot tell you the difference between analog and digital technology. I found myself feeling as if I were in a foreign country and couldn't understand the language.

The most telling domain of all was that of Solving Problems with Technology Tools. In my teaching job as a reading specialist, I use my eyes, my ears, my intuition, and a pencil to listen and assess my students. I have felt pretty comfortable in my little world behind the reading table.

I see clearly that I must break out of my 20th century mold and get current. If I am to be an educational leader, I must understand all the applications, tools and requirements demanded of our students to make them successful in the 21st century. I need to become more aware of what is required of classroom teachers and of students. I resolve to attend staff development dealing with technology and to personally set a goal of educating myself.