The outcomes that I had envisioned for this course was to create a blog, become an educational technology leader on my campus, and learn how to create an action plan. I did achieve these outcomes by creating a blog for the class and I decided to create a blog from my 8th grade science classroom in which the students enjoyed participating in for class assignments. In the article called “Blogging and RSS-The what's it? And how to of powerful new web tools for educators stated that "teachers use blogs as classroom portals, where they archive handouts, post homework assignments, and field questions virtually" (Richardson, 13). I have learned about what needs to be accomplished when technology is involved and what is needed to become an educational technology leader. I feel that in education that we need to be proactive in lesson planning for the subjects that we teach and be willing to utilize technology that is available to our campuses. Students are willing to learn and enjoy using technology in classroom lessons and students view my science educational blog to see what I have posted that is new. "Blogs are one of the many new disruptive technologies that are transforming the world. They are creating a richer, more dynamic, more interactive Web where participation is the rule rather than the exception" (Richardson, 26). I have also learned how to create an action plan involving technology and preparing an agenda that will help teachers utilize the technology that is available on their campus. By having teachers and students fill out surveys on what teachers would like to learn and how the technology can be used in their core subject areas. The major concern that they had was that the technology trainings that are offered are not intended for them and sit through the training already thinking that the training doesn’t apply to them in their subject area. The actual outcomes that I have envisioned have actually become a reality in the classroom from learning new technology skills from this class.
The outcomes that I have seen on my campus from implementing new technology have become a reality and have a great impact on the students and their parents. All of the outcomes that I wanted to achieve during this class have been achieved. I have created a blogs, action plan, and I have worked on including more science lessons with science interactive lessons and technology. As I had stated earlier, students have a positive reaction to the implementation of technology in the classroom.
I was able to carry out all of the class assignments and discovered that there were challenges in gaining the knowledge to implement these current technological techniques to make this class a successful one. I did find a challenge in creating the blog at first but, as we continued to work on this during our class I began to increase my knowledge in this new technological age that our students are experiencing. My attitude changed about using technology in the classroom and I have been really trying to maximize all of the technology that is available on my campus. I had previously thought using technology in my classroom would be enough but my attitude changed dramatically and incorporate technology on a daily basis with lessons that are being taught for the day. Blogging is an important way for us to merge in becoming the 21st century learner. I feel that blogging is very important for communication between the teacher and the students and their parents. Blogging would also be a great way to communicate with the community stakeholders in which they can be informed about the current events of the school and they are able to reply back in a timely manner instead of making appointments for information that can be shared by blogging.
The concerns with blogging are the student’s safety as they are on-line and need to be taught about etiquette and rules using the internet responsibly. “Beyond safety, middle level students must learn about conducting themselves responsibly while online. The Internet has its own rules of etiquette" (Adelman, 20). I do agree that our middle school students must act is a respectful and responsible manner while they have privileges to be on-line on any school campus. Of course, we are assuming that they are safe but, we can never be too careful. Students also continue to use computer technology at home and students need to be educated about cyber bullying which occurs more often than we think. Responsible use of the internet is very important for our students to learn in our technological society today.
Thursday, December 17, 2009
Sunday, December 13, 2009
Technology Integration Action Plan
Col. John O. Ensor Middle School
Socorro Independent School District
Technology Integration Action Plan
2009-2010
As I reviewed the information gathered during the first three weeks of this course, I have identified the needs for technology integration training, student centered application, and continual monitoring and evaluation of technology integration in our curriculum.
The strengths from the data and information gathered are:
Most of our students can create a power point presentation
Most students can create a brochure or information flyer
Most of our students can use the Google search engine to find articles and images
Many of our students can access and use information provided through teacher websites which consists of blogs and the school district web page
Many of our students can use Excel to make a bar graph or pie graph using the x and y axis
All teachers are using productivity tools such as email, Promethean, and campus website to manage student data and communicate with parents
Most teachers have a positive attitude towards increased technology
Many teachers want to move towards a more student centered classroom which involves technology integration
The weaknesses from the data and information that was gathered are:
Basically a few of our teachers update and maintain a website that has useful information for parents and students. This was less than 40% of our campus.
Students are unaware of correct methods for citing information as I have found during our students writing their research paper on their science project.
Students do not follow copyright law regarding software or music. Some students are basically unaware of our copyright laws.
Students are not able to read and follow directions without teacher guidance when they are utilizing computer technology
Teachers do not feel confident using technology as their primary means of instruction in their classrooms. They are more focused on the traditional model of teaching and are reluctant to utilize all of the technology that is available to them.
Teachers do not feel they have the support that is needed to integrate technology in their classroom on a daily basis in their subject areas.
Teachers that use technology on a daily basis spend four or more hours extra per week compared to teachers who do not use technology except on a monthly basis.
Campus Action Plan
Action Plan Goal: By 2011, Col. John O. Ensor Middle School will continue to earn an accountability rating of Recognized by TEA.
Action Plan Objective: By 2010, 85% percent of all eighth graders will meet standards on Science TAKS. By utilizing the
Target Group(s): ESL and Minority Groups Students
Strategy/ Activity
Person(s) Responsible
Timeline
Resources/
Estimated Cost
Formative Evaluation
1. Provide after school science tutorials for those students who perform low on common assessments that are given on a nine week basis. These tutorials will be technology based using interactive websites and computer lessons to make learning interesting and fun for the students.
B. Bumpas
Rachel Guerra- Campus Coordinator
T. Navarro- Assistant Principal
Jan-Apr 2010
12 weeks
Title I funds Materials- $1000 (Region 19 TAKS Prep Activities)
Science Measuring Up TAKS 8th grade books
Tutoring pay for four teachers at $40 an hour for working Saturday school. $4000
Improved Scores on formative assessments given during the 9 weeks period.
2. Provide professional development using Inspiration Software, to create concept maps for all teachers. Teachers will also be taught to gather and utilize technology based interactive lessons.
Rachel Guerra- Campus Coordinator
Alberto Chavez- Campus Technology Specialist creating the training session.
T. Navarro- Assistant Principal
January 2010
Materials $100 for color copies (Inspiration Software already installed on computer lab stations)
Concept Mapping used in at least 3 lesson plans at each grade level during Jan-March. Improved grades for all students and targeting their science scores. This can be used in all subject areas. Evaluation of the training will be given to determine the amount of teachers who take back to the classroom and maximize our technology and they can collaborate and document their experiences.
University of Texas at El Paso Science Department, coordinating an effort to develop fieldtrips, guest speakers, and professional development sessions for our campus teachers. One of our weaknesses is space science and I would like to conduct a field trip on Astronomy to McDonald Observatory in Fort Davis, TX, to give our student hands on space science activities.
Rachel Guerra- Campus Coordinator
Maria Sanchez- Socorro ISD Science Instructional Specialist
T. Navarro- Assistant Principal
January-May 2010
Title I funds Transportation for field Trips $1500 for the buses
Students will be tested and display 85% pass rate or improved Scores on Science common assessments given at least once every 9 weeks.
The summative evaluation for Col. John O. Ensor Middle School will be 85% or above pass rate of all eighth graders and 85% will be achieved by each student of each student group meets standards on Science TAKS. In addition to ensure that tested science concepts are being tested, 6th and 7th grade students will get 80% or better on science assessments given during the spring 2010 semester following the school district’s pacing guide. Students in all core TAKS tested areas will increase 5% or more on the final 2010 TAKS scores.
Socorro Independent School District
Technology Integration Action Plan
2009-2010
As I reviewed the information gathered during the first three weeks of this course, I have identified the needs for technology integration training, student centered application, and continual monitoring and evaluation of technology integration in our curriculum.
The strengths from the data and information gathered are:
Most of our students can create a power point presentation
Most students can create a brochure or information flyer
Most of our students can use the Google search engine to find articles and images
Many of our students can access and use information provided through teacher websites which consists of blogs and the school district web page
Many of our students can use Excel to make a bar graph or pie graph using the x and y axis
All teachers are using productivity tools such as email, Promethean, and campus website to manage student data and communicate with parents
Most teachers have a positive attitude towards increased technology
Many teachers want to move towards a more student centered classroom which involves technology integration
The weaknesses from the data and information that was gathered are:
Basically a few of our teachers update and maintain a website that has useful information for parents and students. This was less than 40% of our campus.
Students are unaware of correct methods for citing information as I have found during our students writing their research paper on their science project.
Students do not follow copyright law regarding software or music. Some students are basically unaware of our copyright laws.
Students are not able to read and follow directions without teacher guidance when they are utilizing computer technology
Teachers do not feel confident using technology as their primary means of instruction in their classrooms. They are more focused on the traditional model of teaching and are reluctant to utilize all of the technology that is available to them.
Teachers do not feel they have the support that is needed to integrate technology in their classroom on a daily basis in their subject areas.
Teachers that use technology on a daily basis spend four or more hours extra per week compared to teachers who do not use technology except on a monthly basis.
Campus Action Plan
Action Plan Goal: By 2011, Col. John O. Ensor Middle School will continue to earn an accountability rating of Recognized by TEA.
Action Plan Objective: By 2010, 85% percent of all eighth graders will meet standards on Science TAKS. By utilizing the
Target Group(s): ESL and Minority Groups Students
Strategy/ Activity
Person(s) Responsible
Timeline
Resources/
Estimated Cost
Formative Evaluation
1. Provide after school science tutorials for those students who perform low on common assessments that are given on a nine week basis. These tutorials will be technology based using interactive websites and computer lessons to make learning interesting and fun for the students.
B. Bumpas
Rachel Guerra- Campus Coordinator
T. Navarro- Assistant Principal
Jan-Apr 2010
12 weeks
Title I funds Materials- $1000 (Region 19 TAKS Prep Activities)
Science Measuring Up TAKS 8th grade books
Tutoring pay for four teachers at $40 an hour for working Saturday school. $4000
Improved Scores on formative assessments given during the 9 weeks period.
2. Provide professional development using Inspiration Software, to create concept maps for all teachers. Teachers will also be taught to gather and utilize technology based interactive lessons.
Rachel Guerra- Campus Coordinator
Alberto Chavez- Campus Technology Specialist creating the training session.
T. Navarro- Assistant Principal
January 2010
Materials $100 for color copies (Inspiration Software already installed on computer lab stations)
Concept Mapping used in at least 3 lesson plans at each grade level during Jan-March. Improved grades for all students and targeting their science scores. This can be used in all subject areas. Evaluation of the training will be given to determine the amount of teachers who take back to the classroom and maximize our technology and they can collaborate and document their experiences.
University of Texas at El Paso Science Department, coordinating an effort to develop fieldtrips, guest speakers, and professional development sessions for our campus teachers. One of our weaknesses is space science and I would like to conduct a field trip on Astronomy to McDonald Observatory in Fort Davis, TX, to give our student hands on space science activities.
Rachel Guerra- Campus Coordinator
Maria Sanchez- Socorro ISD Science Instructional Specialist
T. Navarro- Assistant Principal
January-May 2010
Title I funds Transportation for field Trips $1500 for the buses
Students will be tested and display 85% pass rate or improved Scores on Science common assessments given at least once every 9 weeks.
The summative evaluation for Col. John O. Ensor Middle School will be 85% or above pass rate of all eighth graders and 85% will be achieved by each student of each student group meets standards on Science TAKS. In addition to ensure that tested science concepts are being tested, 6th and 7th grade students will get 80% or better on science assessments given during the spring 2010 semester following the school district’s pacing guide. Students in all core TAKS tested areas will increase 5% or more on the final 2010 TAKS scores.
Sunday, November 29, 2009
Saturday, November 28, 2009
Opinion Piece on the Texas STaR Chart
The STaR Chart shows that our greatest strength is in Infrastructure for Technology. For three consecutive years from 2006-09 show that we have increased in Key Area Total from a 15 to a 16. I do agree with the assessment because our campus is knowledgeable about the campus infrastructure and we have not had a large turnover of teachers on our campus. I feel that the assessment report that is given by the STaR Chart is a correct report of the campus developing and becoming advanced as a faculty.
The STaR Chart is used to identify and show areas that need to be improved, for example on our campus, Infrastructure for Technology. For three consecutive years from 2006-09 show that we have increased in Key Area Total from a 15 to a 16. The data supports my choice because our campus is knowledgeable about the campus infrastructure and we have not had a large turnover of teachers on our campus. I feel that the assessment report that is given by the STaR Chart is a correct report of the campus developing and becoming advanced as a faculty. Teachers have shown to be Advanced for 3 consecutive years on our campus.
The STaR Chart shows that our greatest weakness is in teaching and learning. I feel that Trends that are seen from the Teaching and Learning Key area tools from 2006-2009 are that there is no change in the progression of developing this area. In the Key are tools there has been no change as the number stays at 12 for the last 3 years. My recommendation is for the teachers to receive more professional development in teaching and learning computer technology. When the teachers are given the professional development that they need enables the teachers to improve teaching and learning in the classroom. I do agree with the assessment because we need to improve and receive more professional development so that we can increase our scores on teaching and learning.
The STaR Chart is used to identify and show areas that need to be improved, for example on our campus, Infrastructure for Technology. For three consecutive years from 2006-09 show that we have increased in Key Area Total from a 15 to a 16. The data supports my choice because our campus is knowledgeable about the campus infrastructure and we have not had a large turnover of teachers on our campus. I feel that the assessment report that is given by the STaR Chart is a correct report of the campus developing and becoming advanced as a faculty. Teachers have shown to be Advanced for 3 consecutive years on our campus.
The STaR Chart shows that our greatest weakness is in teaching and learning. I feel that Trends that are seen from the Teaching and Learning Key area tools from 2006-2009 are that there is no change in the progression of developing this area. In the Key are tools there has been no change as the number stays at 12 for the last 3 years. My recommendation is for the teachers to receive more professional development in teaching and learning computer technology. When the teachers are given the professional development that they need enables the teachers to improve teaching and learning in the classroom. I do agree with the assessment because we need to improve and receive more professional development so that we can increase our scores on teaching and learning.
Wednesday, November 25, 2009
Summary - Pre-K Technology Applications TEKS
The scaffolding curriculum for Pre-K Technology Application TEKS. This section features five of the domains outlined in the 2008 Texas Pre-Kindergarten Guidelines. Each domain includes video examples of the specific outcomes filmed in Texas Pre-Kindergarten classrooms. In examples of different lessons, teachers are addressing multiple outcomes within and across domain areas. Teachers use a variety of teaching strategies to help children learn most effectively in the classroom preparing then for the next stage in learning. An example is having students play in the hardware store. The students vocabulary can be expanded, recognize words, and have the students participate in their classroom community. Math activity by counting pumpkins, children are engaged in learning across domains and their instruction is scaffolded. The teachers and children show interactions that promote multiple skills at the same time so that many domains can be covered at one time. Students are beginning to be trained to become involved in the technology world that we live in today.
Analysis of Technology Long-Range Plan
Guiding technology and integration at a campus by being knowledgeable of the different domains that are required to be a successful administrator in a technological world that we live in today. It is very important for administrators to posses the instructional support and leadership skills in technology integration. In implementing the technology in the classroom and with the teachers on the campus it is important to assess the teachers need for professional development in improving their own skills. In utilizing the different types of professional development assists the teachers in gaining their knowledge and communication skills to become technology savvy. The computer specialist on the campus should also coordinate and foster the needs to the campus and address areas of need according the Technology Long Range Plan.
Strengths in Educational Technology
My strengths in educational technology leadership on my middle school campus are an advantage in assisting other teachers in my science department or on my school campus. My strengths consist of preforming software applications which consists of creating, modifying, saving files, and printing. The three domains that we are focusing on are Foundations, Information Acquisition, and Communication. I feel that these domains are integrated into important in communicating with parents, the community, stakeholders, colleagues, and students. It is important to be knowledgeable in different software programs and can distinguish between various digital files. Utilizing different forms of software programs depends on the information that needs to be communicated with the students or different staff members. In using Microsoft Word, Excel, Power Point, and Promethian Interactive White Board are key factors in having students become successful in the classroom and mastering key Objectives and TEKS. It is important to understand and assist with determining the amount of RAM that is installed on computers and determining if enough memory is available to install current or updated files. Using a scanner, slide shows, newsletters, brochures, reports, and multimedia presentations are very important in assisting our science department needs and another method of communicating without using excessive amounts of copies and paper.
Implementing a Teacher survey is also important in gaining knowledge about teachers needs and understanding of the technology that is available on campus. Teachers are asked on a yearly basis to complete a STAR chart and each year teachers are given professional development to improve their computer technology skills. Teachers are given opportunities to attend trainings to gain knowledge using software and hardware in which the school district has provided for each campus.
Implementing a Teacher survey is also important in gaining knowledge about teachers needs and understanding of the technology that is available on campus. Teachers are asked on a yearly basis to complete a STAR chart and each year teachers are given professional development to improve their computer technology skills. Teachers are given opportunities to attend trainings to gain knowledge using software and hardware in which the school district has provided for each campus.
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