Sunday, March 27, 2011
Video Conference
The video conference on the 23rd was different. This was my first and hopefully not my final video conference. The audio had an echo to it but I tried to stay as long as I could. The conversations were on different topic but to keep up I think I did an amazing job. The main ideas centered on questions regarding requirements for completing the LCE and PDAS tests. Dr. Cummings mediated the video conference. She informed us about the state of Texas funding technology. The state should allocate funds for technology and should support technology. I thought that my district was the only one that have problem with technology and funding but after the video conference it is statewide.
Monday, March 21, 2011
Monday, March 7, 2011
Saturday, March 5, 2011
Blog Posting #3
An Executive Summary and Reflection on the U.S. Department of Education’s Technology Draft Plan
The U.S. Department of Education’s Technology Draft Plan was developed to ensure that our future generations are able to compete in a global economy by acquiring the technological skills that will lead to good jobs and higher earner power. There are two very concise goals. By 2020:
• The United States will raise the proportion of college graduates from where it stands today (39%) so that 60% of our population acquires a 2 year or 4 year college degree.
• The U.S. will close the achievement gap so that all students regardless of ethnicity, income, or living conditions will graduate from high school prepared for college and careers in the workplace.
One of the components of the plan focuses on effective teaching and accountability for professional educators. Also made evident in the plan is the fact that the United States has to strengthen and elevate the teaching profession if effective educators are to be attracted and retained. Technology is one of the ways that teachers can shift from a model of isolation to a model of connected teaching. Connected teaching is one of the ways in which educators work in a collaborative manner to build online communities including their students and their students’ peers.
Another factor in improving the teaching of technology in school is the use of professional development that focuses on collaboration, coherence, and continuous and more effective in-person courses and workshops with maximum opportunities, immediacy, and convenience that is enabled by online environments consisting of various resources and opportunities for collaboration. It is essential that teachers are provided with the trainings that they need to become proficient in the use and instruction of technology in their classroom. The plan the country has in place presently is ensuring that this will be done.
The U.S. Department of Education’s Technology Draft Plan was developed to ensure that our future generations are able to compete in a global economy by acquiring the technological skills that will lead to good jobs and higher earner power. There are two very concise goals. By 2020:
• The United States will raise the proportion of college graduates from where it stands today (39%) so that 60% of our population acquires a 2 year or 4 year college degree.
• The U.S. will close the achievement gap so that all students regardless of ethnicity, income, or living conditions will graduate from high school prepared for college and careers in the workplace.
One of the components of the plan focuses on effective teaching and accountability for professional educators. Also made evident in the plan is the fact that the United States has to strengthen and elevate the teaching profession if effective educators are to be attracted and retained. Technology is one of the ways that teachers can shift from a model of isolation to a model of connected teaching. Connected teaching is one of the ways in which educators work in a collaborative manner to build online communities including their students and their students’ peers.
Another factor in improving the teaching of technology in school is the use of professional development that focuses on collaboration, coherence, and continuous and more effective in-person courses and workshops with maximum opportunities, immediacy, and convenience that is enabled by online environments consisting of various resources and opportunities for collaboration. It is essential that teachers are provided with the trainings that they need to become proficient in the use and instruction of technology in their classroom. The plan the country has in place presently is ensuring that this will be done.
Blog Posting #2
The first progress report on the Texas Long Range Plan for Technology was commissioned in 2008. From the report, I believe there has been some progress definitely made the achievement of technology goals in the state. Students across the state now have greater access to technology than they ever have on their campuses. They are also exposed to technology skills that were unheard of 10 years ago. Parents also are provided greater access and communication modes via technology through the use of e-mail, and their technology tools which make it easier for them to find out about their child’s grades, attendance and discipline on campus. Teachers are also able to provide students with quality instruction which integrates technology from the beginning to advanced levels. They also have the opportunity now to participate in professional development activities through a variety of formats including web-based trainings and discussions. Teachers are also able to utilize a variety or technological resources that were not available to them years ago such as the Smart Board, Smart Table, Flip Camera, and I Pad. Communicating with each other and other school employees has become much easier through e-mail as well.
It is obvious that n=much progress has been made in the implementation of technology in school districts throughout the state; however there is more that needs to be done. I believe districts still need to better track and manage their IT equipment and resources because there is a prevalent problem across the state and also the nation with mismanagement of IT equipment and resources that results in great financial losses each year. In my district alone, each year computers are lost, stolen, and unaccounted for with no one held accountable and financial losses running into the thousands. So even though gains have been made in the Texas Long Range Plan for Technology, more should and can be done to achieve greater successes in the future.
It is obvious that n=much progress has been made in the implementation of technology in school districts throughout the state; however there is more that needs to be done. I believe districts still need to better track and manage their IT equipment and resources because there is a prevalent problem across the state and also the nation with mismanagement of IT equipment and resources that results in great financial losses each year. In my district alone, each year computers are lost, stolen, and unaccounted for with no one held accountable and financial losses running into the thousands. So even though gains have been made in the Texas Long Range Plan for Technology, more should and can be done to achieve greater successes in the future.
Blog Posting #1
The Texas Long Range for Technology 2006-2020: Leadership, Administration and Instructional Support Is this part of the plan being implemented effectively?
The Texas Long Range Plan for Technology is indeed a visionary plan for districts statewide to utilize and ensure that technology goals and objectives are being met by all educational stakeholders; however I am concerned that the Leadership, Administration and Instructional piece of the plan is not being implemented as effectively as it should be. I believe the Leadership Administration and Instructional support component of the plan is by far one of the most important aspects because it focuses on the administrators and instructional leaders on campuses and their roles in modeling the use of technology and ensuring technology goals, objectives and curriculum are truly being implemented and achieved on their campuses. The Leadership Administration and Instructional Support components of the plan include district and school administrators cultivating a shared vision on achieving technology goals; providing important and continuous technology training to all faculty and staff members in a variety of formats and mediums; and making data-based decisions in regards to technology trends and issues.
I am very concerned about district and campus leaders monitoring the progress of the Leadership, Administration, and Instructional Support component of the plan in my district. Many teachers I work with are not learning vital technology skills and thus unable to teach the skills to their students. I believe on a local level the progress can definitely be improved. First and foremost district and campus administrators must ensure they have created and are implementing a viable technology plan in the district and on the campuses as well. I am not sure how progress towards technology goals is being made both state and nationwide since I really do not follow the trends on a continuous basis, but I do believe there are significant problems in my district in working towards the plan. I would recommend that leaders in my district get together, collaborate and closely monitor the district’s technology plan and ensure it is being implemented on campus throughout the district. Campus leaders also need to attend technology trainings to keep abreast of the most recent trends and issues concerning technology in the classroom. They will not be able to effectively model and guide their faculty and staff members if they are not able to use technology themselves.
The Texas Long Range Plan for Technology is indeed a visionary plan for districts statewide to utilize and ensure that technology goals and objectives are being met by all educational stakeholders; however I am concerned that the Leadership, Administration and Instructional piece of the plan is not being implemented as effectively as it should be. I believe the Leadership Administration and Instructional support component of the plan is by far one of the most important aspects because it focuses on the administrators and instructional leaders on campuses and their roles in modeling the use of technology and ensuring technology goals, objectives and curriculum are truly being implemented and achieved on their campuses. The Leadership Administration and Instructional Support components of the plan include district and school administrators cultivating a shared vision on achieving technology goals; providing important and continuous technology training to all faculty and staff members in a variety of formats and mediums; and making data-based decisions in regards to technology trends and issues.
I am very concerned about district and campus leaders monitoring the progress of the Leadership, Administration, and Instructional Support component of the plan in my district. Many teachers I work with are not learning vital technology skills and thus unable to teach the skills to their students. I believe on a local level the progress can definitely be improved. First and foremost district and campus administrators must ensure they have created and are implementing a viable technology plan in the district and on the campuses as well. I am not sure how progress towards technology goals is being made both state and nationwide since I really do not follow the trends on a continuous basis, but I do believe there are significant problems in my district in working towards the plan. I would recommend that leaders in my district get together, collaborate and closely monitor the district’s technology plan and ensure it is being implemented on campus throughout the district. Campus leaders also need to attend technology trainings to keep abreast of the most recent trends and issues concerning technology in the classroom. They will not be able to effectively model and guide their faculty and staff members if they are not able to use technology themselves.
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