Texas S Ta R Chart
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Texas S Ta R Chart
View more presentations from cromerg.
Monday, November 30, 2009
Saturday, November 28, 2009
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.
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.
Thursday, November 26, 2009
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.
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.
Monday, November 23, 2009
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.
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.
Thursday, November 19, 2009
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.
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.
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