Sunday, December 13, 2009
Saturday, November 28, 2009
Thursday, November 26, 2009
My Opinion of Educator Preparation and Development
...as it relates to the Texas Long Range Plan for Technology, 2006-2020
The Texas Long Range Plan for Technology is a nice goal, laid out in a proficient and sensible way. I wish that I could have more faith in its sure progress. I have only been teaching five years, but having come from a business background I am aware that training doesn't guarantee success and that too many committee and over-planning can backfire in the long-run.
I believe that overall, the state of Texas is progressing in the area of preparing teachers. However not all teachers are meeting the SBEC standards, obviously. Many teachers are still lacking the development and training necessary to be capable and expert in presenting technology skills to their students. Training can be limited due to severe budget cuts and lack of available technology professionals available to instruct. Resources can be difficult to find if enough lesson preparation time isn't provided. Administrators expect teachers to use technology simply because programs and applications have be presented, but unless their are advanced technology people available, all is wasted.
Teachers, overall want to be able to give their students the best opportunity for education possible. Most teachers are aware of the need for vertical alignment and incorporation of Technology Application TEKS. Therefore, more professional learning communities are beginning to find ways to overcome the many obstacles hindering technology instruction. Teachers are finding ways to move through the challenges and take advantage of personal development found in online learning and other avenues.
Until more access to computers are made available, and a greater push for implementation of technology occurs, educators will continue to fluctuate in their levels of development. In order to insure success in this area, a scaffolding similar to that implemented with student learning will need to occur. Unless teachers are given the time and ability to make use of their knowledge, true development never takes place and educators become stagnate and jaded to the challenges laid upon them by the Long Range Plan.
The Texas Long Range Plan for Technology is a nice goal, laid out in a proficient and sensible way. I wish that I could have more faith in its sure progress. I have only been teaching five years, but having come from a business background I am aware that training doesn't guarantee success and that too many committee and over-planning can backfire in the long-run.
I believe that overall, the state of Texas is progressing in the area of preparing teachers. However not all teachers are meeting the SBEC standards, obviously. Many teachers are still lacking the development and training necessary to be capable and expert in presenting technology skills to their students. Training can be limited due to severe budget cuts and lack of available technology professionals available to instruct. Resources can be difficult to find if enough lesson preparation time isn't provided. Administrators expect teachers to use technology simply because programs and applications have be presented, but unless their are advanced technology people available, all is wasted.
Teachers, overall want to be able to give their students the best opportunity for education possible. Most teachers are aware of the need for vertical alignment and incorporation of Technology Application TEKS. Therefore, more professional learning communities are beginning to find ways to overcome the many obstacles hindering technology instruction. Teachers are finding ways to move through the challenges and take advantage of personal development found in online learning and other avenues.
Until more access to computers are made available, and a greater push for implementation of technology occurs, educators will continue to fluctuate in their levels of development. In order to insure success in this area, a scaffolding similar to that implemented with student learning will need to occur. Unless teachers are given the time and ability to make use of their knowledge, true development never takes place and educators become stagnate and jaded to the challenges laid upon them by the Long Range Plan.
Wednesday, November 25, 2009
Pre-K Technology Application TEKS
These TEKS lay a foundation of student performance by scaffolding and spiraling curriculm. From early introduction students begin to obtain working knowledge of computers but gaining familiarity of the keyboard, programs, and applications. Scaffolding and spiraling allow students to build and revisit their base of information and strategies. The domains offer series of TEKS in which students are given multiple opportunities to master their knowledge and skills.
http://www.tcet.unt.edu/START/teks/k8.pdf Some examples are in the domain of Foundations where students learn how to master the use of components and are able to use keyboards at various levels of proficiency. In the domain of information acquistion, students continue to learn how to obtain online help through out each grade level.
http://www.tcet.unt.edu/START/teks/k8.pdf Some examples are in the domain of Foundations where students learn how to master the use of components and are able to use keyboards at various levels of proficiency. In the domain of information acquistion, students continue to learn how to obtain online help through out each grade level.
The Long-Range Plan for Technology
After having read the plans by the Texas Education Agency: http://ritter.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf , I am impressed by the strategic planning that was involved in this report. I am also more aware of the driving forces behind major educational decisions of our state. In order to meet the goals and vision that has been presented, however one thing needs to be immediately addressed: lack of computer availabilty in the classrooms. It is wonderful to see the noble and lofty ideas presented by depressing to realize that if we are truly on a phase schedule, we are already far behind in meeting the plan.
Reflections on Week One Assessments
After completing the Technology Applications Inventory Assessment as well as the SETDA survey, I am more respectful of the knowledge and skills that are needed for educators to meet the requirements for TEKS implementation.
Regarding the Technology Applications Inventory, I was able to comprehend the breakdown of the various domains. Even though I am stronger in the Foundation Domain, I realize that I have multiple areas of weakness within all the domains. Within the area of Problem Solving With Technology Tools, I am saddened to learn that I am still quite limited in my knowledge.
The SETDA survey provides a different way of assessing technology usage in that it addresses need for shared vision and teacher responsibility. This survey was extremely disheartening in its examination of my school and own personal use. The SETDA addresses various different needs as well as possible strengths and weaknesses on the part of the educational system. I became acutely aware of the need for more data collection and examination in my school district. In defense of my school, I state that our technology professionals are excellent at what they do, but that their hands are tied by time and budget. Teachers also are limited on time, and even though ongoing opportunities for technology integration are offered, without a familiarity on how to obtain and collect data, achievement and failure will not be documented in this fashion. Also in defense of the district, budgeting is tight and computer usage is therefore limited. There are just not enough computers. The labs are full on a daily basis and not large enough to support class size.
Overall, the assessment and survey reiterate that technology is mandatory and its importance is ever growing. I am more in tune with my need to develop more to meet the requirements of the domains. Also, as a future administrator, I am even more aware of the need to focus on the importance of meeting the TEKS directives.
Regarding the Technology Applications Inventory, I was able to comprehend the breakdown of the various domains. Even though I am stronger in the Foundation Domain, I realize that I have multiple areas of weakness within all the domains. Within the area of Problem Solving With Technology Tools, I am saddened to learn that I am still quite limited in my knowledge.
The SETDA survey provides a different way of assessing technology usage in that it addresses need for shared vision and teacher responsibility. This survey was extremely disheartening in its examination of my school and own personal use. The SETDA addresses various different needs as well as possible strengths and weaknesses on the part of the educational system. I became acutely aware of the need for more data collection and examination in my school district. In defense of my school, I state that our technology professionals are excellent at what they do, but that their hands are tied by time and budget. Teachers also are limited on time, and even though ongoing opportunities for technology integration are offered, without a familiarity on how to obtain and collect data, achievement and failure will not be documented in this fashion. Also in defense of the district, budgeting is tight and computer usage is therefore limited. There are just not enough computers. The labs are full on a daily basis and not large enough to support class size.
Overall, the assessment and survey reiterate that technology is mandatory and its importance is ever growing. I am more in tune with my need to develop more to meet the requirements of the domains. Also, as a future administrator, I am even more aware of the need to focus on the importance of meeting the TEKS directives.
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