Texas S Ta R Chart
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Monday, November 30, 2009
Sunday, November 29, 2009
Texas STaR Chart opinion on teaching and learning
The Texas STaR Chart is a tool used to create and update a district technology plan, create a vision for the technology future, set benchmarks and goals, and monitor progress toward those goals. In teaching and learning, one of the four areas of in the STaR chart, the traditional roles of teachers and students must be challenged. The information and technology available to students places teacher in the role of facilitator and students as active participants in learning. The STaR chart track progress in the patterns of classroom use of technology, frequency/design of instructional settings using digital content, content area connections, TEKS implementation, student mastery of TEKS, and online learning.
While progress is being made in this key area, most schools in our state as well as mine, are in the developing tech category where instruction is still teacher led and students regularly use technology. Most TEKS are met K-8 and high school courses are taught, but teacher facilitated lessons are not yet the norm in 69.7% of our state’s schools as well as mine. At my school as in many others across the state, teachers must become the facilitators of learning with student becoming 21st century learners with the ability to acquire information, validate that information, and problem solve using that information. Student must be encouraged to communicate that information with others online in various forms. Students that can accomplish these tasks have become those types of learners that can adapt and adopt new technology and learn for a lifetime. These students should have the ability to use higher order thinking skills and be placed in the forefront for the workplace. All of this cannot be done without adequate time and professional development as well as administrative support for this task.
While progress is being made in this key area, most schools in our state as well as mine, are in the developing tech category where instruction is still teacher led and students regularly use technology. Most TEKS are met K-8 and high school courses are taught, but teacher facilitated lessons are not yet the norm in 69.7% of our state’s schools as well as mine. At my school as in many others across the state, teachers must become the facilitators of learning with student becoming 21st century learners with the ability to acquire information, validate that information, and problem solve using that information. Student must be encouraged to communicate that information with others online in various forms. Students that can accomplish these tasks have become those types of learners that can adapt and adopt new technology and learn for a lifetime. These students should have the ability to use higher order thinking skills and be placed in the forefront for the workplace. All of this cannot be done without adequate time and professional development as well as administrative support for this task.
Technology Applications
The technology applications TEKS for prekindergarten children help children learn how technology can enhance our lives. Children leaving prekindergarten should be able to open and navigate through software programs designed to enhance development of appropriate concepts. Children should also be able use and name a variety of computer input devices, such as a mouse, keyboard, voice/sound recorder, touch screen, and CD-ROM. Students leaving prekindergarten should be able operate voice/sound recorders and touch screens. Students should also be able to use software applications to create and express ideas and recognize that information is accessible through the use of technology.
Technology applications is a dynamic and spiraling curriculum throughout the grades PK-12. In early childhood, students learn to that information is accessible through interaction with technology. In kindergarten through the second grade, students apply keyword searches to acquire information. Students is grades three through five acquire information including text, audio, video, and graphics and use on-line help and documentation. Sixth grade to eighth grade students identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files and demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs. This culminates in high school students being able to acquire information in and knowledge about electronic formats including text, audio, video, and graphics and use a variety of resources, including foundation and enrichment curricula, together with various productivity tools to gather authentic data as a basis for individual and group programming projects. The skills that students acquire in prekindergarten start the foundation for the skills need by high school students.
Technology applications is a dynamic and spiraling curriculum throughout the grades PK-12. In early childhood, students learn to that information is accessible through interaction with technology. In kindergarten through the second grade, students apply keyword searches to acquire information. Students is grades three through five acquire information including text, audio, video, and graphics and use on-line help and documentation. Sixth grade to eighth grade students identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files and demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs. This culminates in high school students being able to acquire information in and knowledge about electronic formats including text, audio, video, and graphics and use a variety of resources, including foundation and enrichment curricula, together with various productivity tools to gather authentic data as a basis for individual and group programming projects. The skills that students acquire in prekindergarten start the foundation for the skills need by high school students.
Long-Range Plan Section and Page Numbers
Summary of Key Ideas
Vision 2020 (1-4)
Vision 2020 outlines the bold long-range plan for providing a 21st century education for the students of Texas. It speaks to the needs and development of technology and infrastructure of a learning environment available 24/7 for teachers, students, and other stakeholders. As an instructional leader, one must be aware of the vision and support and encourage an environment in which the 21st century learner can become a lifelong learner.
Defining the Need for Change (5-6)
Our world is changing at a rapid rate; in order to be successful and employable in the workplace today, one must have the skills needed by a world that becomes more reliant on technology everyday. The face of the global economy and the demographics of our state are changing. As educators and instructional leaders, we must equip our students with the skills to learn. Technology changes quickly so mastering the technology is not the key; mastering the ability to learn new technology is the necessary tool with which we should equip our students.
Introducing the 21st Century Learner (7)
Our students will work at jobs that have yet to be created using technology that has yet to be designed. The key to the 21st century learner is that he/she is embracing the technology and loves the interaction with technology. In order to serve the needs of our students today, instructional leaders must see that educators are providing instruction with individual students in mind. At a time when so much technology is at our fingertips, we need to provide meaningful and engaging lessons for each student. A daunting task lies ahead, but we must engage our learners because they truly want to learn to become successful with technology in all subject areas. Students indicate a desire to use more technology in the classroom and feel that learning will be more meaningful with technology.
Teacher Voices (12-14)
Many teachers consider themselves average with technology skills. Many teachers indicate a desire to have more technology available for students. Many cite the need for student computers and internet access for all. The main barrier to using technology is a lack of professional development on the integration of technology in the classroom. Teachers realize that student engagement is tied to technology use and want to increase the level of engagement for all students. As an instructional leader, professional development must not be overlooked, and an instructional leader must make every effort to provide students and teachers with the tools needed for success.
Teaching and Learning (17-22)
Teaching and learning in the 21st century are no longer the one size fits all type education. Several recommendations are made in the long-range plan for each stakeholder in the education of Texas learners. Many of the recommendations include mastery of technology application standards for teachers, TEKS mastery for students, opportunities for professional development provided by regional service centers, and interaction by parents and community members. As an instructional leader, one must work toward implementing these recommendations for the success of our students.
Educator Preparation and Development (23-28)
Educators must be prepared to equip students with the ability to use technology not only to survive, but also thrive. Educators must learn to use new technology along with their students. Educator preparation programs should provide future educators with the knowledge and skills needed to be lifelong learners just as students should be.
Leadership, Administration, and Instructional Support (29-34)
Administrators must recognize the effective use of technology is imperative for 21st century schools. Distance education and technology education opportunities must not be overlooked. Administrators must be on the leading edge of technology and also work to fund technology in their schools. Administrators must also include all stakeholders in the support of technology learning environments. Instructional leaders must also use data to make decisions.
Infrastructure for Technology (35-40)
The infrastructure is the critical element of support in the long-range plan. Connectivity is key to integrating technology in every classroom seamlessly. The loss of infrastructure funding has created a hardship on schools and their ability to maintain existing systems, much less be able to upgrade systems. Connectivity is not available across the state and will need to be to create the 21st century school needed to equip our learners.
Study of Needs (41-42)
Funding for expanding and sustaining the technology and infrastructure are needed. Leadership in educational technology, strategies to measure progress of students and teachers, the continuation of telecommunications discounts for connectivity, bandwidth, and infrastructure, and software standards to maximize funds are also listed in the summary of findings. As an instructional leader, one must know the needs of a group in order to meet those needs.
In summary, I have learned a great deal from the study of the long-range plan. I will admit that I had never read the entire plan before this assignment. I had read pieces of the plan and knew that I need to be aware of the findings and recommendations in the plan, but I am looking through the eyes of an administrator now and making plans for student success.
Summary of Key Ideas
Vision 2020 (1-4)
Vision 2020 outlines the bold long-range plan for providing a 21st century education for the students of Texas. It speaks to the needs and development of technology and infrastructure of a learning environment available 24/7 for teachers, students, and other stakeholders. As an instructional leader, one must be aware of the vision and support and encourage an environment in which the 21st century learner can become a lifelong learner.
Defining the Need for Change (5-6)
Our world is changing at a rapid rate; in order to be successful and employable in the workplace today, one must have the skills needed by a world that becomes more reliant on technology everyday. The face of the global economy and the demographics of our state are changing. As educators and instructional leaders, we must equip our students with the skills to learn. Technology changes quickly so mastering the technology is not the key; mastering the ability to learn new technology is the necessary tool with which we should equip our students.
Introducing the 21st Century Learner (7)
Our students will work at jobs that have yet to be created using technology that has yet to be designed. The key to the 21st century learner is that he/she is embracing the technology and loves the interaction with technology. In order to serve the needs of our students today, instructional leaders must see that educators are providing instruction with individual students in mind. At a time when so much technology is at our fingertips, we need to provide meaningful and engaging lessons for each student. A daunting task lies ahead, but we must engage our learners because they truly want to learn to become successful with technology in all subject areas. Students indicate a desire to use more technology in the classroom and feel that learning will be more meaningful with technology.
Teacher Voices (12-14)
Many teachers consider themselves average with technology skills. Many teachers indicate a desire to have more technology available for students. Many cite the need for student computers and internet access for all. The main barrier to using technology is a lack of professional development on the integration of technology in the classroom. Teachers realize that student engagement is tied to technology use and want to increase the level of engagement for all students. As an instructional leader, professional development must not be overlooked, and an instructional leader must make every effort to provide students and teachers with the tools needed for success.
Teaching and Learning (17-22)
Teaching and learning in the 21st century are no longer the one size fits all type education. Several recommendations are made in the long-range plan for each stakeholder in the education of Texas learners. Many of the recommendations include mastery of technology application standards for teachers, TEKS mastery for students, opportunities for professional development provided by regional service centers, and interaction by parents and community members. As an instructional leader, one must work toward implementing these recommendations for the success of our students.
Educator Preparation and Development (23-28)
Educators must be prepared to equip students with the ability to use technology not only to survive, but also thrive. Educators must learn to use new technology along with their students. Educator preparation programs should provide future educators with the knowledge and skills needed to be lifelong learners just as students should be.
Leadership, Administration, and Instructional Support (29-34)
Administrators must recognize the effective use of technology is imperative for 21st century schools. Distance education and technology education opportunities must not be overlooked. Administrators must be on the leading edge of technology and also work to fund technology in their schools. Administrators must also include all stakeholders in the support of technology learning environments. Instructional leaders must also use data to make decisions.
Infrastructure for Technology (35-40)
The infrastructure is the critical element of support in the long-range plan. Connectivity is key to integrating technology in every classroom seamlessly. The loss of infrastructure funding has created a hardship on schools and their ability to maintain existing systems, much less be able to upgrade systems. Connectivity is not available across the state and will need to be to create the 21st century school needed to equip our learners.
Study of Needs (41-42)
Funding for expanding and sustaining the technology and infrastructure are needed. Leadership in educational technology, strategies to measure progress of students and teachers, the continuation of telecommunications discounts for connectivity, bandwidth, and infrastructure, and software standards to maximize funds are also listed in the summary of findings. As an instructional leader, one must know the needs of a group in order to meet those needs.
In summary, I have learned a great deal from the study of the long-range plan. I will admit that I had never read the entire plan before this assignment. I had read pieces of the plan and knew that I need to be aware of the findings and recommendations in the plan, but I am looking through the eyes of an administrator now and making plans for student success.
Reflections of technology assessments in Week 1
By using the resources provided by the Texas Education Agency (TEA), educators are able to access their knowledge and skill level with technology. One of the resources provided by TEA is the Technology Applications Inventory. The inventory consists of fifty-eight questions designed to probe the knowledge required to implement the technology applications TEKS. The inventory assesses the four domain areas of foundations, information acquisition, solving problems, and communications.
In the domain of foundations, there are eighteen questions. I responded with a yes to 14 of the eighteen. My no responses included saving files that could be used cross platform, correct digital keyboarding standards, capturing digital files and conserving memory and space, and knowing that all work is copyrighted. In analyzing these responses, I do not know what the term cross platform means so I must do some research as to the definition of the term. I also was unaware of correct digital keyboarding standards. I have just kept keyboarding all the years the way that I learned how to type in middle school; I must update myself on this immediately. Capturing digital files and conserving memory and space are the areas that I recognize that I need the most work with updating my skills. I have always considered myself to be fairly proficient with technology; I am never afraid to try new technology and learn to use it to benefit myself and my students, but I admit that digital capture is not an area that I have spent enough time learning. I also did not realize that all work is copyrighted.
In the domain of information acquisition, my no responses were to image, audio, and video file creation, resolving information conflicts and validating information, and identifying the source location, media type, relevancy, and content validity of information. Again, the audio/video lack of skill on my part worked as a factor, but I also lack in the area of research validity. This concerns me as a mathematician as I always want valid data so I need to work on the deficiency.
The problem solving domain had the most no responses for me as checked no to database operations, using virtual environments, technical writing strategies and guides, the electronic communities initiator and teacher, using collaborative software, and validating information. I know without a doubt that my database skills are not up to par and the use of electronic communities has been fairly new to me.
In the last domain of communication, my no responses were to video presentations, video conferencing, and database managers. These answers were consistent with my responses to earlier questions. My skills are not what they should be for video capture and use and my database skills definitely need work.
The other tool used to assess an educator’s skill and knowledge of technology in this assignment was the SETDA Teacher Survey. My responses to this survey were in keeping with the first inventory as far as video capture and database use go, but as I teach in a small school, we have a fairly large amount of available technology. We have two computer labs and student and teacher computers in every classroom including PK. We have digital cameras, scanners, probeware, and simulation software at our school. The problem that we face in our district is that we live in a rural area where DSL does not exist. I do not even have DSL in my home as it will not be available for at least another year in my area. I can have satellite internet connections, but most of my students cannot afford this item. Approximately half of my students do not have computers in their homes as forty five percent of my student population is economically disadvantaged.
I realize that I need to work on certain areas of technology use for myself, but at the present time, I cannot change the technology in the homes of my students. We are working on using our stimulus funds for laptops for all of our secondary students at this time. I am excited about this opportunity for our students.
By using the resources provided by the Texas Education Agency (TEA), educators are able to access their knowledge and skill level with technology. One of the resources provided by TEA is the Technology Applications Inventory. The inventory consists of fifty-eight questions designed to probe the knowledge required to implement the technology applications TEKS. The inventory assesses the four domain areas of foundations, information acquisition, solving problems, and communications.
In the domain of foundations, there are eighteen questions. I responded with a yes to 14 of the eighteen. My no responses included saving files that could be used cross platform, correct digital keyboarding standards, capturing digital files and conserving memory and space, and knowing that all work is copyrighted. In analyzing these responses, I do not know what the term cross platform means so I must do some research as to the definition of the term. I also was unaware of correct digital keyboarding standards. I have just kept keyboarding all the years the way that I learned how to type in middle school; I must update myself on this immediately. Capturing digital files and conserving memory and space are the areas that I recognize that I need the most work with updating my skills. I have always considered myself to be fairly proficient with technology; I am never afraid to try new technology and learn to use it to benefit myself and my students, but I admit that digital capture is not an area that I have spent enough time learning. I also did not realize that all work is copyrighted.
In the domain of information acquisition, my no responses were to image, audio, and video file creation, resolving information conflicts and validating information, and identifying the source location, media type, relevancy, and content validity of information. Again, the audio/video lack of skill on my part worked as a factor, but I also lack in the area of research validity. This concerns me as a mathematician as I always want valid data so I need to work on the deficiency.
The problem solving domain had the most no responses for me as checked no to database operations, using virtual environments, technical writing strategies and guides, the electronic communities initiator and teacher, using collaborative software, and validating information. I know without a doubt that my database skills are not up to par and the use of electronic communities has been fairly new to me.
In the last domain of communication, my no responses were to video presentations, video conferencing, and database managers. These answers were consistent with my responses to earlier questions. My skills are not what they should be for video capture and use and my database skills definitely need work.
The other tool used to assess an educator’s skill and knowledge of technology in this assignment was the SETDA Teacher Survey. My responses to this survey were in keeping with the first inventory as far as video capture and database use go, but as I teach in a small school, we have a fairly large amount of available technology. We have two computer labs and student and teacher computers in every classroom including PK. We have digital cameras, scanners, probeware, and simulation software at our school. The problem that we face in our district is that we live in a rural area where DSL does not exist. I do not even have DSL in my home as it will not be available for at least another year in my area. I can have satellite internet connections, but most of my students cannot afford this item. Approximately half of my students do not have computers in their homes as forty five percent of my student population is economically disadvantaged.
I realize that I need to work on certain areas of technology use for myself, but at the present time, I cannot change the technology in the homes of my students. We are working on using our stimulus funds for laptops for all of our secondary students at this time. I am excited about this opportunity for our students.
Monday, November 23, 2009
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