Holly Dornak
EDLD 5306
November 24, 2009
Week 1 Assignment Overview In Texas, the Long-Range Plan for Technology, 2006-2020, establishes a shared vision of teaching and learning, and the processes for improved student achievement, through the application and integration of technology. In addition, the Technology Applications Texas Essential Knowledge and Skills (TEKS) define what students need to know and be able to do to function in an information-based economy. By the end of Grade 8, students are required to master the TEKS in four key areas: Foundations, Information Acquisition, Problem Solving, and Communication. In this week’s assignment, you will summarize the key ideas of the Long-Range Plan and the Technology Applications Standards. You will also evaluate and reflect on your own requisite knowledge for implementation of the TEKS at your campus.
Lamar University
Page 1
Holly Dornak
EDLD 5306
November 24, 2009
Rubric Use the following Rubric to guide your work on the Week 1 Assignment.
Tasks ďƒŞ Long-Range Plan for Technology Summary
Accomplished
Proficient
Student thoroughly summarizes key ideas of each section of the Long-Range Plan for Technology.
Student provides a brief summary of each section of the LongRange Plan for Technology.
Student comprehensively responds to questions.
Student answers the questions.
(3 points) Technology Applications TEKS Summary
(2 points)
Progressing Student less than completely summarized the key ideas of each section of the LongRange Plan for Technology. Student less than completely answers the questions.
Not Meeting Expectations Student does not summarize each section of the Long-Range Plan for Technology. Student does not respond to the questions. (0 points)
(1 point)
Student thoroughly describes each strand of the Technology Applications TEKS, and summarizes two objectives/skills for each domain.
Student briefly describes each strand of the Technology Applications TEKS, and summarizes at least one objective/skill for each domain.
Student comprehensively answers all questions.
Student answers the questions provided. (2 points)
Student describes three or fewer strands of the Technology Applications TEKS, and summarizes at least one objective/skill for each domain described. Student responds to one of two questions provided.
Student does not describe each TEKS strand, and/or does not summarize at least one objective/skill for each domain; student fails to answer the questions provided. (0 points)
(1 point)
(3 points) Requisite Technology Skills Assessment
Assignment Mechanics
Lamar University
Student completes the Technology Applications Inventory and records responses on table, and provides thorough reflection regarding technology strengths and weaknesses.
Student somewhat completes Technology Applications Inventory and records responses on table, and provides brief analysis of technology strengths and weaknesses.
(2 points)
(1 point)
Responses are relevant to course content; student uses correct APA writing mechanics; no errors in grammar, spelling, or punctuation.
Responses are relevant to course content; few errors in grammar, spelling, or punctuation, including APA writing mechanics.
(2 points)
(1 point)
Needs Improvement
Student does not complete Inventory or record responses; and/or does not analyze technology strengths and weaknesses. (0 points)
Needs Improvement
Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.
Page 2
Holly Dornak
EDLD 5306
November 24, 2009 (0 points)
Week 1 Assignment, Part 1: Key Ideas of the Long-Range Plan for Technology The Texas Long-Range Plan for Technology, 2006-2020, is a comprehensive strategic plan divided into four domains: Teaching and Learning; Educator Preparation and Development; Leadership, Administration, and Instructional Support; and Infrastructure for Technology. In Part 1 of the Week 1 Assignment, you will summarize key ideas of the Long-Range Plan. To complete this assignment:
Access the Long-Range Plan by entering the following address into your web address bar: http://www.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html
Review the plan.
Complete the table below by summarizing each of the key ideas stated in the chart, and answering the questions provided. Long-Range Plan Section and Page Numbers
Summary of Key Ideas
Vision 2020 (1-4)
Ideal usage of technology in our educational system will only be realized through a rethinking of traditional expectations of our educational system. Educators and students alike must master technology applications. Expectations of Teacher/Student technology proficiencies must evolve to reflect the educational and employment needs of 21st century learners. In order to master technology proficiencies educators must have sustained access to technology, availability of 24/7 professional development opportunities, and adequate time to develop effective lessons that integrate technology. The state must budget to provide sustainable hardware, software, web access, networking opportunities, and technical support. In order to make the Texas Long Range Plan for Technology a classroom reality, specific goals have been set for 2006-2010 (Phase I.) Successful implementation of the Texas Long Range Plan for Technology will result in learners prepared for successful employment in a 21st century information economy.
Defining the Need for Change (5-6)
In order to remain competitive in an increasingly global economy, Texan educators must prepare a diverse population of students in Texas for dynamic techno-centric employment
Lamar University
Page 3
Holly Dornak
EDLD 5306
November 24, 2009
opportunities.
Introducing the 21st Century Learner (7)
Most 21st Century Learners come to school eager to use technology to learn. Many use cell phones, gaming, the internet, and social networking on a regular basis. These familiar, frequent users of technology expect to be digitally engaged in the classroom and believe they learn more readily when their teacher integrates technology into the curriculum.
Teacher Voices (12-14)
Most Texas educators acknowledge that technology plays an important role in education. Fast wireless internet, laptops for student use, and useful school websites were among the items educators found most important. Adequate time to become familiar with technology was also a concern for Texan teachers.
Teaching and Learning (17-22)
Technology enables teachers to differentiate lessons in order to meet the needs of learners with a diverse set of backgrounds. Distance and online learning opportunities, are invaluable tools that serve to level the academic field by helping student form frames of reference beyond that of their classroom and local community. As technology continues to change, so to must our perception of traditional teacher/student roles. Teachers and students must now co-learn and examine new information critically if they are to fluidly integrate technology into their learning environment and lives. Local, regional, and state entities must work together to promote and support teacher and student mastery of the Technology Applications Standards and Technology Application TEKS.
Educator Preparation and Development (2328)
For technology to impact curriculum and instruction, teachers must incorporate technology after first taking the initiative to increase their tech-know-how through continuing education and professional development. Beginning teachers must meet the Technology Application educator standards. Veteran teachers should be encouraged to meet Technology Application educator standards, and even obtain Master Teacher of Technology certification.
Leadership, Administration, and
Administrators must not only assure that
Lamar University
Page 4
Holly Dornak
Instructional Support (29-34)
EDLD 5306
November 24, 2009
teachers are using technology in the classroom, they must set an example by modeling the use of technology in their professional activities. They must invigorate educators by helping them to see the important role technology plays in the lives and futures of 21st century learners. They must share their vision for the future, take concrete steps to provide technology for use in classrooms, and carefully assess that use of technology.
Infrastructure for Technology (35-40)
Adequate digital, physical, and human infrastructure is necessary to provide a reliable technical environment in which the 21st century learner can thrive. To that end, high speed connectivity, reliable funding for current and emerging technologies, just-in-time technical support, adequate access to data, and a well thought out emergency plan must be district priorities.
Study of Needs (41-42)
21st century learners require the seamless integration of technology in their classrooms. Barriers from the past have been identified and addressed in order to increase the effectiveness of the new educational technology plan.
What new information did you acquire from your analysis of the Long-Range Plan? How can your new learning assist you as an instructional leader who is guiding technology use and integration at a campus? My analysis of the Texas Long Range Plan for Technology has revealed that local and state entities are aware of the limitations and barriers associated with the integration of technology in the classroom. This is an important realization because as a classroom teacher I often felt that no one understood the extraordinary lengths I sometimes had to go to in order to integrate technology in my classroom. If even one component of this plan falls to the wayside, the impact on the classroom is severely felt. I especially appreciated the indicated need for “just in time” technical support. As technology becomes increasingly complex and educators scramble to keep up, “just in time” technical support goes a long way to alleviate the stress and frustration that sometimes accompanies new uses of technology. As I assist in guiding technology use and integration on my campus, the need for this “just in time” support will be foremost in my thoughts.
Lamar University
Page 5
Holly Dornak
EDLD 5306
November 24, 2009
Week 1 Assignment, Part 2: Technology Applications TEKS Summary Texas’ Technology Applications TEKS curriculum is divided into four strands: Foundations, Information Acquisition, Solving Problems, and Communication. In this part of this assignment, you will summarize (1) the four strands of the Technology Applications TEKS and (2) two objectives/skills required in each of the four domains for a selected grade cluster. To complete this assignment:
Access the Technology Applications TEKS by entering the following address in your web address bar: http://ritter.tea.state.tx.us/technology/ta/stustd.html
Thoroughly review the Technology Applications TEKS for PK-12. (NOTE: There are standards for Pre-K students, but they are not divided into domains.)
Select a grade cluster—(K-2, 3-5, 6-8, 9-12)—and review the TEKS for that cluster.
Complete columns 2-4 of the table by describing each domain of the Technology Applications TEKS and summarizing two important objectives/skills required in each of the four domains for your selected grade cluster. Grade Cluster: Technology Application Strand
Foundations
Information Acquisition
Problem Solving
Communication
Lamar University
Strand Description
Summary of TEKS #1
Students will demonstrate knowledge and use of basic hardware/software components, data input, acceptable use policies, and fair use of intellectual property.
126.3.1. E Students will access key peripherals including (but not limited to) scanners, printers, digital still and video components.
Students will use grade level appropriate strategies to acquire information from electronic resources.
126.3.5.B Students will use online help to solve technical problems.
Summary of TEKS #2
126.3.2.E Students will use proper keyboarding techniques.
126.3.6.C Students will evaluate information to determine usefulness.
126.3.8.B Students will use Students will use digital distance and online media to solve learning opportunities problems. to manipulate information.
126.3.9.B Students will evaluate final digital products using print/slideshow previews.
Students will effectively 126.3.11. A communicate digitally Students will publish
126.3.12.A Students will self
Page 6
Holly Dornak
EDLD 5306
with others.
November 24, 2009
information in a variety select work to form a of digital forms. digital portfolio which represents their learning.
Summarize the Pre-K Technology Applications TEKS. How does the Pre-K TEKS lay the foundation for student performance in future grades? Pre-K students are exposed to technology through modeling and hands on applications. They are to be exposed as often as possible to hands on use of developmentally appropriate software and hardware. Mastery of basic skills such as pointing and selecting with a mouse, entering basic data (letters, and numbers) with keyboard, and interaction with visual/oral/written data through online or digital media is expected. The Technology Applications TEKS are designed as a dynamic, spiraling curriculum. Describe a series of TEKS in which students have multiple opportunities to master knowledge/skills. The dynamic, spiraling nature of the Technology Applications TEKS is readily evident by examining student presentation expectations. In 3-5th grade the TEKS indicate that students should use presentation software to communicate with audiences. 6-8th grade TEKS build on that expectation by asking students to use productivity tools to create multimedia presentations for targeted audiences. Further building occurs in high school when students are asked to participate with other students in the production of a multimedia presentation appropriate for a target audience and purpose.
Week 1 Assignment, Part 3: Requisite Technology Skills Assessment The Texas Education Agency (TEA) provides many resources for educators to help them assess and increase the knowledge and skills for success in the information age. One of the tools is the Technology Applications Inventory, which is a self-assessment of requisite knowledge required for implementation of the Technology Applications TEKS. In Part of your assignment, you will access the Technology Applications Inventory and assess your knowledge and skills in the four strands of Foundations, Information Acquisition, Solving Problems, and Communication. To complete this assignment:
Access the Technology Applications Inventory by entering the following address in your web address bar: http://www.tea.state.tx.us/technology/techapp/assess/teksurv.pdf
Print out the inventory, and complete it.
Complete the table by recording your number of yes and no responses.
After completing the chart, answer the questions that follow.
Domain
Lamar University
Total # of Questions
# of Yes Responses
# of No Responses
Page 7
Holly Dornak
EDLD 5306
November 24, 2009
Foundations
18
17
1
Information Acquisition
10
8
2
Solving Problems
18
15
3
Communication
12
10
2
What did the inventory reveal as your greatest strength? Do you agree? Explain. The Prerequisite Technology Skills Assessment identified Foundations to be my greatest strength. I would agree because overall, I feel that I am a proficient technology consumer/producer. What did the inventory reveal as your greatest weakness? Do you agree? Explain. Information Acquisition was identified as the area with which I struggle the most. I agree. I am readily admit that I do not have much experience using virtual or augmented reality. Additionally, I have not created enough databases to be considered proficient with any one data base program, and am just beginning to use technical writing strategies to create technical instructional guides. Furthermore, I have spent very little time creating/using rubrics to evaluate projects for technology specifications.
Lamar University
Page 8
Holly Dornak
EDLD 5306 December 4, 2009
Week 2 Assignment Overview The Texas Campus STaR Chart was developed around the four key domains of the Texas Long-Range Plan for Technology, 2006-2020: Teaching and Learning; Educator Preparation and Development; Leadership, Administration, and Instructional Support; and Infrastructure for Technology. The STaR Chart is designed to help campuses determine their progress toward meeting both Long-Range Plan and district goals. In the Week 1 assignment, you summarized the Long-Range Plan and the Technology Applications TEKS, and completed a self-assessment of the requisite skills that you need to implement the TEKS. In this week’s assignment, you will look at the strengths and weaknesses of your campus as you examine and apply data from the Texas Campus STaR Chart, a technology data-gathering tool provided by the state. You will complete a three-year comparison of Texas Campus STaR Chart data from your campus with statewide summary data. Like the resources you utilized in your Analysis assignment, the STaR chart will prove useful as you become an instructional leader. You will practice using a Web 2.0 tool to reflect on your learning and also create a slide presentation using Microsoft PowerPoint or Google Presentation to introduce and present your campus STaR chart findings to the faculty.
Lamar University
Page 1
Holly Dornak
EDLD 5306 December 4, 2009
Rubric Use the following Rubric to guide your work on the Week 2 Assignment. Tasks Campus STaR Chart Analysis
Creating and Using a Blog
Accomplished
Proficient
Student uses relevant STaR Chart information to thoroughly complete the chart provided.
Student uses relevant STaR chart to fill out most of the chart provided.
Student comprehensively responds to all questions.
Student provides a brief analysis of campus technology strengths and weaknesses.
(3 points)
(2 points)
Student successfully sets up a blog and provides appropriate information related to the blog’s creation or to previously-created blog; student posts a thoughtful, at least 250-word opinion piece on one of the four areas of The Texas Long Range Plan for Technology, 2006-2020. The opinion piece includes (1) a description of the area, (2) progress in the area – including local, state and national, (3) trends in the area – including local, state and national, and (4) recommendation for improvement in the area.
Student successfully sets up a blog and provides appropriate information and student posts a less than 250 word opinion piece and/or opinion piece includes less than four components in the “accomplished” category.
Progressing Incorrect data pulled from STaR Chart, STaR data summary chart is not completed. Student does not respond to all questions.
Not Meeting Expections Student does not complete the chart provided. Student does not respond to the questions. (0 points)
(1 point)
Blog not created, and/or student does not write an opinion piece and post it on blog. (0 points)
(1 point)
(2 points) Create a slide presentation to share campus STaR Chart findings with faculty.
Lamar University
Student successfully creates a slide presentation to share campus STaR Chart findings with the faculty and posts the presentation on their blog. The presentation includes (1) an
Successfully creates a slide presentation to share campus STaR Chart findings with faculty and posts the presentation on their blog. The presentation includes
Successfully creates a slide presentation to share campus STaR Chart findings with faculty and posts the presentation on their blog. The presentation includes at least four of the
Slide presentation not created and/or slide presentation not posted on the students’ blog and/or slide presentation created and posted on students’ blog but includes at least three
Page 2
Holly Dornak
EDLD 5306 December 4, 2009 introduction/agenda,(2) content relevant to the topic, (3) summary/conclusion (4) at least one student-created chart of the STaR chart data, (5) at least one working hyperlink, (6) navigational icons, (7) talking points only with six or less lines of text per slide, (8) up to three digital photos to personalize the campus.
at least six of the eight components in the “accomplished” category.
eight components in the “accomplished” category. (1 point)
of the eight components listed in the “accomplished” category.
(2 points)
(0 points)
Responses are relevant to course content; few errors in grammar, spelling, or punctuation, including APA writing mechanics.
Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.
(3 points)
Assignment Mechanics
Responses are relevant to course content; student uses correct APA writing mechanics; no errors in grammar, spelling, or punctuation. (2 points)
(1 point)
(0 points)
Lamar University
Page 3
Holly Dornak
EDLD 5306 December 4, 2009
Week 2 Assignment, Part 1: Campus STaR Chart Analysis State law mandates that the Texas Campus STaR Chart be used to evaluate a campus’ progress toward meeting the goals of the Long-Range Plan for Technology. The chart can also be used for technology planning, budgeting for resources, and evaluation of progress in local technology projects. To complete this assignment: •
Access the Texas Campus StaR Chart by entering the following address in your web address bar: http://starchart.esc12.net/
•
Click on “Texas Campus STaR Chart,” and read the article to review STaR Chart scoring.
•
Click on “Statewide Summary Data.” Click on 2007-2008 Summary Statistics. Print out the Statewide Data Summary.
•
Click “Campus Data Search.” Choose the year from the drop-down box. Then type in the name of your selected district (without “ISD”). For example, for Beaumont ISD, you would only type in Beaumont. Do not type in a campus. Click “Simple Search.” A list of campuses in your district will appear.
•
Click on your selected campus, and the STaR chart will appear.
•
Print out the most current three years of STaR Charts for your selected campus.
Analyze the data, fill out the chart below, and answer the questions provided.
Lamar University
Page 4
Holly Dornak
EDLD 5306 December 4, 2009
School District: Campus:
Summary Area
Key Area Totals
Key Area STaR Classifications
Trends
Teaching & Learning
2008-09: 15 2007-08: 13 2006-07: 11
2008-09: Advanced 2007-08: Developing 2006-07: Developing
Overall improvement
Educator Preparation & Development
2008-09: 15 2007-08: 13 2006-07: 10
2008-09: Advanced 2007-08: Developing 2006-07: Developing
Overall improvement
2008-09: Advanced 2007-08: Advanced 2006-07: Advanced
Overall improvement
2008-09: Advanced 2007-08: Developing 2006-07: Developing
Overall improvement
Leadership, Administration, & 2008-09: 20 2007-08: 18 Instructional Support 2006-07: 16
Infrastructure for Technology
2008-09: 19 2007-08: 14 2006-07: 13
1) What did the STaR Chart show as your campus’ greatest strength? Do you agree with that assessment? Explain. The past 3 years of STaR Chart data indicate that Jane Long Elementary’s greatest strength lies in its Leadership, Administration, and Instructional Support. I agree with this assessment. The prior administrator allocated bond funds associated with school renovation to purchase interactive white boards for each classroom. Her vision of the high importance of technology has been embraced by the faculty in successive years and supported by her successor, our current administrator. In addition to providing key tools for teachers to use to integrate technology, Jane Long’s prior administrator fought for the right to have a Campus Instructional Technology Specialist on site. Our Campus Instructional Technology Specialist has played a critical role in shaping teacher attitudes as she provides just-in-time technical support and targeted professional development opportunities to the entire staff. 2) What did the STaR Chart show as your campus’ greatest weakness? Do you agree with that assessment? Explain. By one point, STaR Chart data indicate that Jane Long Elementary’s greatest weakness is Educator Preparation and Development. I agree and believe that our district needs to do a better job of offering staff development that marries technology with curriculum. To achieve that
Lamar University
Page 5
Holly Dornak
EDLD 5306 December 4, 2009
goal, the technology staff development department and curriculum department in our district need to do a better job of working together. Currently there is reluctance on the part of our curriculum department to allow the technology department to offer trainings on designated staff development days because they worry that too many teachers will “abandon ship� to attend technology trainings on those days. In a perfect world, curriculum based trainings would be best practice models of technology integration. 3) In an online learning community interaction, which STaR Chart area would you choose to introduce to the other members? What data supports your choice? I would choose to introduce the Teaching and Learning area of the STaR Chart. Though our campus is showing improvement, 2006-2007 data from the STaR Chart indicates that this is an area of needed growth. Additionally it is the area that most immediately impacts students and as such is of great importance.
Lamar University
Page 6
Holly Dornak
EDLD 5306 December 4, 2009
Week 2 Assignment, Part 2: Creating and Using a Blog For the next part of this week’s assignment, you will create your own blog and post an opinion piece on one of the four areas of the Texas Long Range Plan for Technology, 2006-2020. If you already have your own blog, you may publish your piece on your blog. If you don’t have your own blog, use the directions below to create one. To complete this assignment:
Access the video, “Blogs in Plain English” by entering the following address in your web address bar: http://www.youtube.com/watch?v=NN2I1pWXjXI
View “Blogs in Plain English” as preparation for this assignment.
Enter the following address in your web address bar: www.blogger.com (if you do not have a blog), or use a blog you already have set up.
Read the information about the site.
Click “Create a Blog.” Complete the information required to use the site, including the selection of a username and password. (If you already have a Google account, you can enter your username and password at the top of the home page.) Check the box to accept the terms of service, and click “Continue” to move to the next step.
After creating your blog account, click “Name Blog.”
Select a title for the blog (example: “TX Long Range Plan” or something a little more creative) and a blog address URL (example: http://yourname.blogspot.com). Click “Continue” to move to the next step, “Choose a Template.”
Choose a template for your blog, then click “Continue.”
When the “Your Blog Has Been Created” screen appears, click “Start Blogging.”
On the screen provided, compose a 250-word opinion piece on one of the four areas of the Texas Long Range Plan for Technology, 2006-2020: Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; or Infrastructure for Technology. You may discuss the area as it relates to your campus or the area in general. Include: 1) a description of the area. 2) progress in the area (include local, state and national progress). 3) trends in the area (include local, state and national progress). 4) your recommendations for improvement in the area.
Record your blog information in the chart below. If you have a blog and did not need to create one for the assignment, enter that information. Then answer the questions on the next page.
Your Blog’s Name The Tech Stop
Lamar University
Your Blog’s URL http://techsass.blogspot.com/
Page 7
Holly Dornak
EDLD 5306 December 4, 2009
1) What is the educational value of blogs and blogging to the 21st century learner? Blogs have the potential to revolutionize education as we know it by creating a “world stage� for our student’s ideas, questions, and realizations. No longer must our students ponder what they have learned in isolation. Now students can share what they know as well as what they wonder with the world at large. Authentic communication creates ownership and is immeasurably motivating.
2) What are the concerns of blogs and blogging in education? Just as student behavior should be exemplary on a field trip, so to should their web conduct be. While all students have the right to their opinions, each time students communicate (whether at school or online) they are accountable for what they say and have the responsibility to respect the rights and feelings of others. Educators must embrace blogging as having important academic implications, but must also develop discipline policies that take into account the far reaching and dynamic nature of this new way to communicate. 3) How can you use blogging to communicate with school stakeholders? Almost anyone who can read and write has the potential to post information to a blog. Students in seventh grade can use blogs as an extension of literature circles to communicate their ideas about a book they have been reading with a sister class in a different city, state, or country. High school students can use blogs to post Biology lab reports and pose questions for their classmates (or others) to consider. Second grade students can use FLIP cameras to video themselves discussing new observations during a field trip, then post the video to their blog with written commentary. All students can then respond to any of the above mentioned blog postings in order to evaluate, collaborate, or facilitate the growth of new ideas.
Lamar University
Page 8
Holly Dornak
EDLD 5306 December 4, 2009
Week 2 Assignment, Part 3: Creating and posting a Slide Presentation As an instructional leader, you must be able to effectively share information with the faculty. You must also be able to talk confidently to those you lead. Throughout this Application Assignment, you will expand your knowledge and practice using technology tools. Presentation software, such as Microsoft PowerPoint and Google Presentation, is used to communicate ideas or information through text, images, animations, audio and video. In Part 3 of the Application assignment, you will create a slide presentation to introduce the Texas STaR Chart and share your campus STaR Chart findings with the faculty. After you create your slide presentation you will post your presentation to your blog. Resources for Effective Presentations: http://www.garrreynolds.com/Presentation/slides.html http://www.shkaminski.com/Classes/Handouts/powerpoint.htm#strengths http://kinesiology.boisestate.edu/kines442/tips_for_making_effective_powerp.htm www.iasted.org/conferences/formatting/Presentations-Tips.ppt http://faculty.baruch.cuny.edu/blsci/main/details.asp?docid=156 Directions: 1. Create a slide presentation using Microsoft PowerPoint or Google Presentation to introduce the Texas STaR Chart and share your campus STaR Chart findings with the faculty. 1) 2) 3) 4) 5) 6) 7) 8)
Include an introduction/agenda Include content relevant to the topic Include a summary/conclusion Include at least one student-created chart of the STaR chart data Include at least one working hyperlink Use navigational icons Use talking points only with six or less lines of text Use up to three digital photos to personalize the campus
2. Upload/Embed your presentation to your Blog. Microsoft PowerPoint Instructions: To share a Microsoft PowerPoint presentation in your blog, you must first upload the presentation to a Web-based service, such as SlideShare.net, authorSTREAM.com, or Scribd.com, that will convert the file to a format that can be embedded into your blog. Directions for authorSTREAM: 1. Go to www.authorSTREAM and click “JOIN NOW” from the menu at the top of the page to set up a FREE SlideShare account. 2. Select “Upload PowerPoint” (from menu across top of screen). 3. From the drop-down menu, select “Single File Upload”. 4. Click “Browse…” to select your saved PowerPoint file. 5. Complete the “Title information” and select “Private” 6. Next select “Upload PowerPoint”
Lamar University
Page 9
Holly Dornak
EDLD 5306 December 4, 2009
7. After you receive the message your file has uploaded, select “Your Stuff” from the menu across the top of the screen. 8. From the drop-down menu, select “Your Presentations” 9. Select “Send to Blogs & Networks” (from menu on righthand side of screen) 10. Select “Blogger” 11. Enter your Blog’s Username and Password (Note: The Blog field is your blog’s URL. This should populate by default; if not, enter your blog’s URL. 12. Select “Post” Directions for SlideShare: 1. Go to www.slideshare.net and click “SIGNUP” (at the top of the page) to set up a FREE SlideShare account. 1. Click “UPLOAD” 2. Click “Browse and select files” and select your saved Powerpoint presentation. 3. After your file is uploaded, you will be asked to choose settings for your file. You have the option to share publicly or privately (viewable only to you).Once you have selected your settings, click “Publish All”. 4. After a while your file will be converted. The conversion may take a few minutes depending on the size of your file. Click “here” to view status of the file conversion. 5. When conversion is complete, click “Update” 6. Select “My SlideSpace” from the menubar at the top of the page. 7. Click “your presentation” 8. Select “Post to Blogger” from menubar below your presentation. 9. When the Google Accounts Access Request Screen appears, click “Grant Access”. 10. On the next screen: a. Select a title for the blog post (example: Texas STaR Chart Presentation or something a bit more creative.) b. Then, enter the text for the post, i. e. the executive summary of your presentation. c. Confirm the “Post To” information is correct. This should be the Name and URL of your blog. Finally, click “Blog this!”. (Note: You may need to change the Zoom Level to be able to click “Blog this”) Google Presentation Instructions: 1. After you have completed and saved your presentation, select “Share” from the menubar (at the top of the page). From the drop down menu, select “Publish/embed”. 2. On the next screen, select “Publish document”. 3. Once the document is published on the web on the next screen, you will need to select the presentation size (small or medium is adequate) and copy the code in the box (make sure you highlight ALL the code, then press <CTRL C”>. 4. Open your blog, sign in, and select “New Post”. 5. On the next screen:
Lamar University
Page 10
Holly Dornak
EDLD 5306 December 4, 2009
a. Select a title for the blog post (example: Texas STaR Chart Presentation or something a bit more creative.) b. Then, enter the text for the post, i. e. the executive summary of your presentation. Press <Enter>. c. Next, select the “Edit HTML” tab across the top of the text box. d. Paste the code you copy in step 3 in the text box. Press <CTRL V>. e. Select “Preview” to preview your post. 6. Finally, click “Publish Post”.
Lamar University
Page 11
Jane Long Elementary STaR Chart Analysis
Overview of STaR Chart Analysis • What does the Texas STaR Chart measure? • Data from Jane Long Elementary • Areas of Strength • Challenge Areas • Where do we go from here?
Texas STaR Chart School Technology and Readiness • Online Self-Assessment • Measures Campus/District Technology Integration Efforts • Aligned with the Long Range Plan for Technology 2006-2020
Texas STaR Chart School Technology and Readiness • Four Key Areas Assessed: – Teaching and Learning – Educator Preparation & Development – Leadership, Administration, and Instructional Support – Infrastructure for Technology
Texas STaR Chart School Technology and Readiness • Levels of Progress: – Early Tech – Developing Tech – Advanced Tech – Target Tech
25 20
Jane Long Elementary STaR Chart Analysis Target Tech Advanced Tech
2008-09
15 10 5
Developing Tech
2007-08 2006-07
Early Tech
0 Teaching & Learning
Educator Leadership, Infrastructure & Preparation & Administration & Technology Development Instructional Support
Texas STaR Chart School Technology and Readiness • Areas of Strength: – Leadership, Administration & Instructional Support • Leadership and Vision • Planning
Texas STaR Chart School Technology and Readiness • Challenge Areas: – Educator Preparation and Development • Capabilities of Educators • Access to Professional Development • Professional Development for Online Learning
Texas STaR Chart School Technology and Readiness • Where do we go from here? – Progress is being made – More is needed • Increase PLC time for Tech Staff Development • INTERACT Program • CITS provide ongoing support
Holly Dornak
EDLD 5306
December 4, 2009
Week 3 Assignment Overview An online learning community is dependent on e-communication. Emails, e-presentations, enewsletters, e-meetings, and e-publishing are all part of online learning. In this weekâ&#x20AC;&#x2122;s assignment, you will create a wiki, and use your wikispace to invite colleagues, preferably at your school and grade level, to join you in establishing an online learning community.
Holly Dornak
EDLD 5306
December 4, 2009
Rubric Use the following Rubric to guide your work on the Week 3 Assignment.
Tasks
Accomplished
Proficient
Needs Improvement
ď&#x192;Ş
10
8
6
The evidence suggests that this work is a â&#x20AC;&#x153;Habit of Mind.â&#x20AC;? The educator is ready to mentor others in this area.
The evidence suggests that performance on this work matches that of a strong educator.
The evidence does not yet make the case for the educator being proficient at this task.
Creating a Wiki
Student successfully Student successfully creates a wiki and provides creates a wiki and provides required information. required information.
Student does not create a wiki or provide wiki information.
Inviting Wiki Members
Student identifies four or more colleagues who have accepted invitations to join the wiki.
Student identifies 2-3 colleagues who have accepted invitations to join the wiki.
Student does not identify colleagues who have joined the wiki.
Creating a Wiki Home Page
Student successfully creates a wiki home page, and provides thoughtful analysis of the benefits and challenges of using a wiki to communicate and collaborate with colleagues.
Student successfully creates a wiki home page, and provides brief analysis of the benefits and challenges of using a wiki.
Wiki home page is not created, and/or student does not provide analysis on the benefits and challenges of using wiki.
Assignment Mechanics
Responses are relevant to course content; no errors in grammar, spelling, or punctuation.
Responses are relevant to course content; few errors in grammar, spelling, or punctuation.
Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.
Holly Dornak
EDLD 5306
December 4, 2009
Week 3 Assignment, Part 1: Creating a Wiki A wiki is an excellent tool for establishing and facilitating an online learning community. Through the wiki, community members can collaboratively plan, share information, reflect on the information, and communicate with each other. For Part 1 of your Week 3 Assignment, you will set up a wiki account. You will then invite colleagues, preferably at your campus and grade level, to join you in using the wiki to establish an online learning community. To complete this assignment:
Enter the following address into your web address bar: http://www.wikispaces.com
On the right side of the screen under “Get Started,” fill out the first three boxes with a username, password, and your email address.
Record your information in the space below.
Website Name and Address
Jane Long Texans http://janelongtexans.wikispac es.com/
Website’s Purpose
Manage the check in and check out of technology inventory, as well as computer, library and science lab scheduling
My Username
hdornak
My Password
q2oe
My URL
http://janel ongtexans .wikispace s.com/
Holly Dornak
EDLD 5306
December 4, 2009
Week 3 Assignment, Part 2: Inviting Wiki Members To complete this assignment: •
Enter the following address into your web address bar: http://www.wikispaces.com
•
On the left side of the screen under the word “Actions,” click on “Make a New Space.” This will take you to “Make a New Space Now.”
•
In the box next to “Space Name,” give your space a name, which will be the URL to your newly created site.
•
On the next page, be sure that “Protected” is selected at “Space Visibility.” All spaces must have permissions set to “Protected” to ensure integrity of your work. This will keep the public from modifying anything on your page. Only members of your wikispace will be able to edit content. Click “Join.”
•
Close the “Getting Started with Your Wikispace” popup box.
•
Click on the “Manage Space” link on the upper left-hand side of the page.
•
Under “Space Settings,” click “Members and Permissions” link.
•
Under “Invite a New Member,” key in one email address of a colleague who wants to join your wiki. Click “Invite.”
•
When the invitation appears, you can add the other email addresses in the “To” bar. Insert commas between each email address. Edit the message to include your invitation to join the online learning community. Did you invite me to join your wiki? Click “Send.”
In the space below, list the people who have accepted invitations to join your wiki. You don’t have to provide their names, simply list them as “third-grade teacher,” “science department chair,” etc. Assistant Principal (The entire Jane Long Campus uses the Jane Long Texans wiki I’ve created)
Holly Dornak
EDLD 5306
December 4, 2009
Week 3 Assignment, Part 3: Creating a Wiki Home Page After the colleagues at your school respond to the invitation to join the wiki, you will now create a wiki home page for the online learning community. Before setting up your home page: •
Access the “Wikis in Plain English” video by entering the following address in your web address bar: http://www.youtube.com/results?search_query=wikis+in+plain+English&search_type=
This video will provide you with additional information about using wiki as a tool for collaboration.
To set up your home page: •
Enter the following address into your address bar: http://www.wikispaces.com
•
Under “Navigation” on the top left of the screen, click “Home.” You will edit this page to create a Home page for your online learning community.
•
Click “Edit This Page” at the top of the screen, and create your home page in the space. As you create the home page, keep in mind that the goal of the online learning community is to improve technology use and integration at your campus.
On the home page, include the following:
o
The name of your online learning community and campus location.
o
The names of the members and their positions (grade level/content area).
o
The purpose of the online learning community. (Remember, the goal of the online learning community is to improve technology use and integration at your campus. Support your purpose statement with data that you collected in the Project 1 Analysis and Project 2 Application.)
o
One question to get the members’ ideas flowing. (Relate the question you pose to the data you collected from the Texas Star Chart.)
o
Other members may add to the list of questions, or click Discussion and enter their comments. The wikispace http://coeprofessionaldevelopment.wikispaces.com/ also contains an example discussion page.
Click “Save,” and answer the questions provided below.
Holly Dornak
EDLD 5306
December 4, 2009
How do you envision using the wiki to facilitate an online learning community? What are the benefits of using this tool? What are the challenges? I think this wiki is potentially a wonderful way for teachers to share lesson plans, documents and ideas as they practice technology integration in the classroom. I once read that teaching is potentially the most isolated of all professions. Using the wiki, teachers can post their ideas, plans, or questions for others to share or learn from. The challenge on our campus has been posed to me a thousand times… “how do I access the wiki again?” Many of the digital immigrants on our staff have a lot of trouble wrapping their head around not only the fact that this is indeed a page that anyone can edit, but that the page is stored online rather than on a networked drive. I don’t know why that seems so confusing to them, but it is.
Holly Dornak
EDLD 5306
December 13, 2009
Week 4 Assignment Overview Conducting an effective interactive meeting online requires many of the same steps as a faceto-face meeting—minus the travel time. In your reading, ―E-Communications 101,‖ Gwen Solomon advises that ―time-tested tactics include assigning roles, creating and sticking to an agenda, accepting all input respectfully, and making sure there is follow-through on action items.‖ In this week’s assignment, you will continue to work in the wikispace you created as you collaborate with colleagues to establish a timeline and develop and finalize an agenda for the first interactive meeting of your online learning community.
Holly Dornak
EDLD 5306
December 13, 2009
Rubric Use the following Rubric to guide your work on the Week 4 Assignment.
Tasks
Accomplished
Proficient
Needs Improvement
10
8
6
The evidence suggests that this work is a â&#x20AC;&#x2022;Habit of Mind.â&#x20AC;&#x2013; The educator is ready to mentor others in this area.
The evidence suggests that performance on this work matches that of a strong educator.
The evidence does not yet make the case for the educator being proficient at this task.
Developing a Meeting Timeline
Student posts a meeting timeline that reflects collaboration with colleagues.
Student posts a meeting timeline.
Meeting timeline not posted.
Developing a Meeting Agenda
Student posts a specific, thorough agenda related to improving technology integration on campus; agenda reflects collaboration with colleagues.
Student posts an agenda related to improving technology integration on campus.
Meeting agenda not posted, or incomplete.
Assignment Mechanics
Responses are relevant to course content; no errors in grammar, spelling, or punctuation.
Responses are relevant to course content; few errors in grammar, spelling, or punctuation.
Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.
Holly Dornak
EDLD 5306
December 13, 2009
Week 4 Assignment, Part 1: Developing a Meeting Timeline For the first part of this week’s assignment, you will work collaboratively with the colleagues who joined your wiki space during Week 3 to establish a timeline for the first interactive meeting of your online learning community. To complete this assignment: •
Before you begin, access the video, ―Wiki in Plain English‖ at http://www.youtube.com/watch?v=-dnL00TdmLY to obtain more information about wiki as a tool for collaboration. Share the link to ―Wiki in Plain English‖ with members of your wiki space.
•
Enter the following address into your address bar: http://www.wikispaces.com
•
To add a new page, under ―Actions,‖ click on ―New Page.‖ Enter the name of your page. The name should relate to the group’s first task—setting a timeline for contributing to and finalizing the agenda. The newly created page will automatically be listed on the left side, under ―Navigation.‖
Suggest a proposed start and end time for collecting the group’s input on the agenda. Then request input from the wiki members on the proposed timeline.
Copy and paste the collaborative timeline from your wiki page here.
Teachers, Please: 1. View the video to learn more about how a wiki works. 2. Examine the goals for this online collaboration. 3. Give feedback regarding the timeline for this collaboration in the designated table. Click Here to Learn about How a Wiki Works Or paste this URL in the address bar of your browser: http://ia350633.us.archive.org/3/items/LeeLeFeverWikisinPlainEnglish/WikisinPlainEnglis h.mp4
Holly Dornak
EDLD 5306
December 13, 2009
Goals and Timeline of this Online Collaboration:
Identify obstacles that stand in the way of integrating technology in the classroom. o
Teachers should submit obstacles by:
Date Suggested by CITS : Submit Items for Agenda: December 21, 2009 – January 22, 2010 Teacher Feedback:
Collaborate to create strategies to overcome obstacles. o
Teachers should propose solutions by:
Date Suggested by CITS : Submit Items for Agenda: December 21, 2009 – January 22, 2010 Teacher Feedback:
Take action to overcome obstacles.
Date Suggested by CITS : Work to Overcome Obstacles: January 25, 2010 – February 19, 2010 Teacher Feedback:
If you need assistance using this wiki, please contact our online facilitator and CITS, Holly Dornak, by email: hdornak@lcisd.org Community Members: Jane Long Elementary Staff and Administration
Holly Dornak
EDLD 5306
December 13, 2009
Week 4 Assignment, Part 2: Developing a Meeting Agenda To complete this assignment:
Before you begin, make sure all wiki members have viewed ―Wiki in Plain English‖ at http://www.youtube.com/watch?v=-dnL00TdmLY
Enter the following address into your address bar: http://www.wikispaces.com
After the group has decided on the timeline, add another new page to your wiki. To add a new page, under ―Actions,‖ click on ―New Page.‖
Enter the name of your page—something related to creation of the agenda. This time, wiki members will brainstorm ideas for the agenda items for the first interactive meeting of the professional learning community. Group members should think about the following as they plan the agenda:
o
Purpose
o
Objective
o
Grade level
o
Facilitator’s name
o
Community members
o
Activities: the purpose of each activity, the description of each activity, the activity’s steps, and the estimated time for each activity. An example of a beginning activity might be to have the community members create a shared vision.
As your group prepares the agenda, keep in mind that the goal of the online learning community is to improve technology use and integration at your campus.
Copy and paste the collaborative agenda from your wiki page here.
Let’s Get Started Eliminating Obstacles to Technology Integration!! Goals · Pre-K – 5th grade teachers should brainstorm a list of obstacles that stand in the way of integrating technology in the classroom. · Pre-K – 5th grade teachers and CITS will collaborate to create strategies to overcome obstacles. · Pre-K – 5th grade teachers and CITS will take action to overcome obstacles.
Holly Dornak
EDLD 5306
December 13, 2009
Agenda Obstacles to Integrating Technology: Date Solution is Date Solution is Required Achieved
Teacher or Team Name
Obstacle to Technology Integration
Solution Proposed by Teacher/Team
Solution Proposed by CITS
Sample
ActiVotes won’t work
Learn how to use ActiVotes
Teachers will ASAP be trained in Activote registration, and ad-hoc use of ActiVotes.
First Grade: January 5th
Other Items for the Agenda: (Teachers, please make suggestions regarding other areas you would like to address here)
Teacher Training Needs
What resources are available on our campus?
What resources are needed on our campus?
Other:
If you need assistance using this wiki, please contact our online facilitator and CITS, Holly Dornak, by email: hdornak@lcisd.org Community Members: Jane Long Elementary Staff and Administration
Holly Dornak
EDLD 5306
December 13, 2009
How can a wiki facilitate an online learning community? In what way(s) is using the wiki for collaboration easier than face-to-face meetings? In what way(s) is using the wiki more difficult? The use of a wiki can facilitate an online learning community in many ways. First, because it is online, teachers have access to it both at school and at home (if they have a computer with internet access at home). Since a wiki allows multiple users to make changes to a central document, when structured effectively, it is a wonderful place to have an online discussion (even with educators worldwide), and collaborate to solve problems. In terms of collaboration it is more useful than email since it allows multiple members to view and add to a central, corporate discussion. Because the wiki is an archived, text based, online tool it is in many ways more useful than face to face meetings because all data presented and discussed is saved and can be referenced later on the wiki rather than spoken and forgotten (as is often the case in face-to-face collaboration.) Additionally, online collaboration can be conducted with educators, parents, students, and administrators worldwide through the use of a wiki. Despite these benefits, wiki use may be considered more difficult than face to face collaboration by digital immigrants for a host of reasons including, but not limited to: 1. Accessing the wiki may be confusing/difficult 2. Wiki use requires adequate typing skills 3. Edit/Save concept may be foreign 4. General fear that user will â&#x20AC;&#x2022;mess upâ&#x20AC;&#x2013; 5. Many digital immigrants are working at a frustration level with technology in general and are therefore reluctant to use unfamiliar forms of technology. 6. Unfamiliar tasks take longer, and digital immigrants may be frustrated by the increased amount of time it takes to complete a task they may otherwise consider simple in a face-to-face collaboration.
Holly Dornak
EDLD 5306
December 18, 2009
Week 5 Assignment Overview Throughout this course, we have examined the role and responsibilities of an educational technology leader in the 21st century information landscape. In Week 1, we looked at educational technology in terms of the Texas Long-Range Plan for Technology, the Technology Applications TEKS, and the Technology Applications Inventory. Our focus in Week 2 was on using data to make informed decisions and gathering data on educational technology through the Texas STaR Charts. Week 3’s focus was on the needs of the “digital natives” we serve, online learning communities, and expectations for educators. In Weeks 4 and 5, we discussed online safety and the social, legal, and ethical issues confronting today’s digital-age educators, students, and parents. For your Week 5 assignment, you will consider the outcomes of this course and the extent to which the outcomes will influence your role as an educational technology leader in your school. Follow these steps to complete your Week 5 assignment:
Reflect on what you have learned in this course. Assume a school leadership role as an educational technology campus facilitator or as the district educational technology director. From that vantage point, compose a 150word response to each of the guiding questions provided. Write reflectively instead of in question-and-answer style. Submit your reflections by the end of Week 5.
Holly Dornak
EDLD 5306
December 18, 2009
Rubric Use the following Rubric to guide your work on the Week 5 Assignment.
Tasks
Accomplished
Proficient
Needs Improvement
5
4
3
The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area.
The evidence suggests that performance on this work matches that of a strong educator.
The evidence does not yet make the case for the educator being proficient at this task.
Course Reflection
Student composes 150word reflection on each question provided; reflections demonstrate extensive knowledge of course content.
Student composes 150word reflections on 3-4 of the questions provided; reflections demonstrate adequate knowledge of course content.
Student composes two fewer reflections, and/or reflections exhibit a lack of understanding of course content.
Assignment Mechanics
Responses are relevant to course content; no errors in grammar, spelling, or punctuation.
Responses are relevant to course content; few errors in grammar, spelling, or punctuation.
Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.
Holly Dornak
EDLD 5306
December 18, 2009
Week 5 Assignment: Course Reflections What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned? Honestly, it has been so long since I have been in a college course that I did not really know what outcomes to expect. This course has most certainly deepened my knowledge regarding the laws and expectations that surround the use of technology in public education. Because of knowledge gained in this class, I am now able to more ably understand and defend the choices that those in the technology leadership positions of my district have made. Furthermore, my preconceived ideas regarding the most effective way to encourage technology integration through staff development have been challenged and corrected. I have gained the vocabulary to articulate the important differences between digital natives and digital immigrants as well as an appreciation for project based learning that extends outside the classroom and even the district. My increased knowledge of key ethical concerns such as acceptable use, copyright law, and guidelines for online safety has also been an important outcome of this course.
To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
What I have learned in this course could not be more pertinent to my position as Campus Instructional Technology Specialist. Currently I am using what I have learned on a daily basis as I develop trainings for staff members in my district. Additionally, I have a better understanding of why the more experienced Campus Instructional Technology Specialists in my district run their staff development trainings in the manner they do. I am new to my position and now understand that it is less important for teachers to leave my trainings as experts and more important that they have time to work collaboratively, troubleshoot, and are able to tie technology directly to the curriculum. Without the curriculum component tie-in, teachers will largely leave whatever skills they have developed during training â&#x20AC;&#x153;on the shelfâ&#x20AC;? instead of using them in the classroom. Becoming familiar with the Texas Long Range Plan for Technology has been a key asset to my development as a leader in technology. Prior to this course I was completely unfamiliar with the plan. Now I feel I have a stronger background in what Texas educational stakeholders expect from their technology dollars.
What outcomes did you not achieve? What prevented you from achieving them?
While I feel that I gained a great deal from the content in this course, I was surprised that the most recent reading was from 2007. Because of this, a few relevant topics such as social networking, learner response systems, the application of interactive whiteboards in the classroom and other more recent technology innovations were not addressed in detail. This being said, I do feel that the outcomes that I achieved were indeed a foundation for technology
Holly Dornak
EDLD 5306
December 18, 2009
leadership. Staying abreast of the latest gadgets and their educational impact is a constant struggle, but one that is key as I prepare to assist teachers in meeting the needs of 21st century learners. I enjoyed the wiki and blog experience, but I feel the directions regarding the purpose of the wiki were ambiguous. They seemed to indicate that it would be acceptable to use a wiki I had created that was already in use on my campus. Based on the mediocre grade I received, this was not the case. If I had known that the focus of the assignment was to be on beginning a new wiki for teacher collaboration, I would certainly have done so. From my perspective, there is no reason to reinvent the wheel and confuse teachers with “another wiki” in addition to the one we are already using.
Were you successful in carrying out the course assignments? If not, what prevented or discouraged you? For the most part I felt successful in carrying out course assignments. The first two weeks were very intense not only because I was adjusting to online learning, but also because there was an enormous amount of material to read and summarize. As previously discussed, there were a few assignments that I feel could have been more completely explained (wiki.) Seeing examples of what was expected, would have been greatly appreciated, and would have helped me to be more successful. I very much enjoyed the collaboration that was possible during the video conference, even though I was able to participate in only one online meeting. I almost had heart failure and quit the program when a student (who happened to be in the wrong video conference) asked about having eighteen discussion posts each week. Luckily that was cleared up quickly. The discussion posts provided a key learning component for me and revealed to me that my district seems somewhat ahead of the curve in terms of technology infrastructure and staff development. What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes? It became clear to me early in the course that the technology leaders in my district have been working hard to achieve the goals of the Texas Long Range Plan for Technology. I must admit that prior to examining the Long Range Plan and considering the changes that have been made in my district within the last three years, my attitude was much less positive than it is now. While I feel we still have a long way to go, especially in terms of providing “just in time” rather than “just in case” professional development and support, my district is without a doubt, moving in the right direction. Another area of growth for me was finding that all three assumptions that I had about effective professional development were proved false (Burns, 2002.) This realization has created pivotal change in the way I develop my technology trainings. It was exciting for me to discover that what my district is doing in its INTERACT program, is supported by the research presented in this class.
Holly Dornak
EDLD 5306
December 18, 2009
Holly Dornak
EDLD 5306
December 18, 2009
EDLD 5306 Fundamentals of Educational Technology
Post-Course Pre-Course Self-Evaluation Self-Evaluation Prior to beginning work on this course, you completed a Pre-Course Self-Evaluation to measure your knowledge of the concepts and ideas discussed. Rate yourself again to measure how well you now understand these concepts and ideas. Rating Choices: 1. 2. 3. 4. 5.
This is completely new to me. I’ve heard of this but don’t fully understand it. I understand these concepts. I use these concepts in my work. I can teach others how to do this.
1. The Texas Long-Range Plan for Technology provides a shared vision of academic excellence and sets the goals for educational technology through the year 2020.
My Rating
5
2. The Technology Applications TEKS, written under a dynamic, spiraling framework, are expected to be mastered by students by the end of Grade 8.
5
3. The Texas Teacher STaR Chart, mandated by law, establishes a framework for measuring how well teachers are prepared to equip students with the knowledge and skills to thrive in today’s information economy.
5
4. The Texas Campus STaR Chart, also mandated by law, is designed for use in technology planning, budgeting for resources, and evaluation of progress in local technology projects.
5
5. Today’s educators, “digital immigrants,” often must adopt and adapt to meet the challenges that “digital native” students bring to the classroom.
5
6. Administrators must model technology use and integration to lead the way for teacher participation in online communities of practice.
5
7. Cyberbullying, a real danger for children, is often not reported because the children fear that they will be punished, no one will believe them, or the bullying will get worse.
5
8. For instruction in cyber ethics and online responsibility to be effective, it must be integrated into students’ regular assignments and discussion. Teachers can improve instruction by using strategies that promote the teaching and learning of more rigorous content.
5
9. Many school districts’ Acceptable Use Policies (AUPs) are outdated and should be rewritten entirely to cover new online tools, such as Web publishing.
5
Holly Dornak
EDLD 5306
December 18, 2009
10. There are many technology tools available that could be used in lieu of blocking student useâ&#x20AC;&#x201D;if school districts would take the time to find out about them and their applications to teaching and learning.
TOTAL RATING SCORE:
5
50