1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
I really did not have a vision for the outcome of this course. I am not in the Technology Leadership Program, and I did not even know the name of the course until I enrolled. I took this course as a substitute for a course I failed in the Educational Leadership Program. Ironically, I failed the course because of problems with technology. I took the course when the Academic Partnership was new, and I do not believe the portal I downloaded to my computer was working correctly. Not only did my computer crash twice, but also my assignments would not submit correctly. I spent hours on the phone with Tech Support, and tit never seemed to help. I will admit that I am definitely a technology immigrant, but when no one could tell me what I was doing incorrectly, I had to wonder if it was I at all. Unfortunately, back then, our coaches would not (or could not) accept assignments by email; therefore, if I could not get them in through the portal, I received a zero. I actually quit the entire program for several months, and then, another teacher at my school told me I could access the online portal, and I actually got that one to work. The reason I am reflecting on this in response to the question is that I was so frustrated with technology I did not care to know anything about the course. Now, as I look back, I can really relate to some of the questions about my school’s technology that I answered on one of the surveys. It is so important to our students to have technology that works properly, and if there is a problem to have great technical support; otherwise, we will drain our student’s momentum and desire to learn. I know, for that is exactly what happened to me.
2. 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?
I suppose I would have liked to feel a bit more technologically perceptive after taking this course, but I do not feel like that at all. I learned about some great tools, which help students create, collaborate, and learn through and with others; however, I personally do not feel I know enough to use anything I learned in this class effectively. I found it extremely difficult to teach myself the necessary skills in the allotted time. I would have liked fewer assignments each week, so I had the time I needed to explore, practice, and learn the various applications. I feel I only received a brief overview of what is available on Web 2.0., instead of learning correct implementation of the tools I “experienced”. Since this was the first course in the program, I am confident the other students will become more efficient and knowledgeable with each course they take (actually, I am sure they were all more technically inclined than I was from the beginning). I suppose I understand why the course did not achieve the depth I wished it had, and I know with my unique situation, I am probably the only one who feels slighted.
3. What outcomes did you not achieve? What prevented you from achieving them?
I actually answered this question with the last one; however, to put it concisely, I am not proficient in anything I learned due to the time constraints I experienced throughout the course. For instance, I never did figure out how to do the web conferencing, and I even spent money on a nice web cam with a good speaker. I got into the room once, but I could not see anyone and no one could hear me. I did hear some interesting discussion, but I certainly did not feel a part of the group. It would have been nice to have someone walk me through the procedure, but as I said previously, there was not enough time for questions or instructions, by phone or by email. I understand one give’s up the luxury of face-to-face instruction in an online course, but I honestly prefer teaching myself anyway. Yet, the problem, once again, is that I did not have the time to explore and figure things out at my own pace.
4. Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
I was not successful in carrying out several of the course assignments, and not for a lack of trying. Once more, my nemesis was the lack of time. I work at a high achieving high school, and I have to put in many hours of my own time just to keep up with my classes. In addition, I am working another job at night to pay for my graduate courses. That only left me so many hours to do assignments, and I always ran out of time. I must admit that I typically spend longer on my assignments than many other students. I read a lot, look up things, and put quite a bit of effort into the assignments. I have always felt the need to do the best I can do; otherwise, I feel like I am just trying to get by, instead of gaining knowledge and improving myself. I especially missed the class discussions, because that is really the only thing that makes you feel like part of a class. I guess the other thing that discouraged me was the problems I had with technology. I worked on my wiki for hours one night and still could not get it to work correctly. I actually ended up crying because I was so frustrated and discouraged. I finally gave up trying…what else could I do? It was 5:00 A.M., and I had spent all night fighting with it.
5. What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I have always known that I am a perfectionist, and perhaps, I have too much pride in the things I do, but it is nearly impossible for me to do less than my best…even when I try. In addition, I probably pay a bit too much attention to detail as I strive for perfection. I also know there is a fine line between the positive side of perfectionism and the negative side of perfectionism. From this course, I learned that I have still not achieved balance between the two. I have always known that I am extremely tenacious and do not give up easily. Perhaps, I have too much pride in the things I do, but it is nearly impossible for me to do less than my best…even when I try. I also know I need to give myself permission to be less than perfect, and allow myself to let go a bit sooner. From this course, I learned I have not achieved that yet, even when it is detrimental to my mental and physical health. I have discussed my technology skills previously, and my leadership skills are really quite good, that is when my pride does not get in the way.
Perhaps, hubris will be my tragic downfall…
Thursday, November 11, 2010
Tuesday, October 19, 2010
Monday, October 18, 2010
Transforming American Education: Learning Powered by Technology
The National Educational Technology Plan to transform American education through technology-powered learning fosters the cross-cultural collaboration needed to solve today’s challenging and rapidly growing global problems. It advocates a need for a strategic and coherent change in our regulations, policies, actions, and investments. The NETP calls for an immediate reform of the American educational system to improve learning outcomes and provide workable, cost-effective, and efficient programs and projects, accessible to every person in every school. To address these concerns, the NEPT presented a model of 21st century learning. This plan, powered by technology, addresses five challenging goals and recommends several actions the stakeholders (including district, state, and federal government) could implement in order to meet each of one of these five goals.
First, all learners must have engaging learning activities that empower and prepare them to be active, knowledgeable, and ethical participants in our global society. All content areas must contain integrated 21st century competencies, such as critical thinking, problem solving, and multi-media communication. These learners need real-world web-tools, preparing them to be productive, global members of a competitive workforce. Secondly, educators at all levels will need to develop new and better ways to measure what is important. For use in academic improvement and achievement, technology-based assessment data must be readily available to the correct people at the correct time. Educators also need support and training to help them manage the assessment process, analyze the data, and take the right action. The next technology goal will support individual educators and teams of educators by providing a connection to data, content, and resources, enabling and inspiring more effective learning for all students. In addition, students and educators at every level of our educational system will have the ability to access a comprehensive infrastructure for learning, whenever and wherever they need it. Finally, we must rethink basic assumptions, which currently guide our educational system. We must restructure our processes and redesign our structures, to make sure we use technology efficiently, making the most of our time, money, and staff. We must plan, manage, monitor, and report our spending to our decision-makers, so they will have an accurate view our financial performance. This visibility is essential to meeting all of the needs outlined in the National Educational Technology Plan.
Yet, the NETP does not stop with the implementation of these five goals; it also introduces “grand challenge problems” to our scientists and researchers. The ultimate outcome is to establish an all level, integrated, real-time system for managing learning experiences and their costs across the entire educational system. I believe our educational system can achieve this radical transformation to bring learning into the 21sr century. The focus must be on prompt implementation, continuous evaluation, and improved outcomes.
First, all learners must have engaging learning activities that empower and prepare them to be active, knowledgeable, and ethical participants in our global society. All content areas must contain integrated 21st century competencies, such as critical thinking, problem solving, and multi-media communication. These learners need real-world web-tools, preparing them to be productive, global members of a competitive workforce. Secondly, educators at all levels will need to develop new and better ways to measure what is important. For use in academic improvement and achievement, technology-based assessment data must be readily available to the correct people at the correct time. Educators also need support and training to help them manage the assessment process, analyze the data, and take the right action. The next technology goal will support individual educators and teams of educators by providing a connection to data, content, and resources, enabling and inspiring more effective learning for all students. In addition, students and educators at every level of our educational system will have the ability to access a comprehensive infrastructure for learning, whenever and wherever they need it. Finally, we must rethink basic assumptions, which currently guide our educational system. We must restructure our processes and redesign our structures, to make sure we use technology efficiently, making the most of our time, money, and staff. We must plan, manage, monitor, and report our spending to our decision-makers, so they will have an accurate view our financial performance. This visibility is essential to meeting all of the needs outlined in the National Educational Technology Plan.
Yet, the NETP does not stop with the implementation of these five goals; it also introduces “grand challenge problems” to our scientists and researchers. The ultimate outcome is to establish an all level, integrated, real-time system for managing learning experiences and their costs across the entire educational system. I believe our educational system can achieve this radical transformation to bring learning into the 21sr century. The focus must be on prompt implementation, continuous evaluation, and improved outcomes.
Highland Park I. S. D. Technology Plan 2007-2010
Highland Park Independent School District envisions the use of technology as a tool to enhance teaching, learning, and student achievement as students prepare for the 21st century. The Highland Park Technology Plan encompasses four main goals, supported by objectives and action strategies.
I truncated and listed the goals and objectives as follows:
1. Ensure quality teaching and learning experiences for students, staff, and the community using innovative technology resources.
• design authentic learning opportunities (utilize existing talents and abilities; integrate technology into new and existing curriculum)
• promote process individuals and groups use to increase instructional effectiveness (teachers participate in online forums, online learning, and staff development)
• provide effective support for all stakeholders utilizing technology design authentic, on-going (sponsor student tech projects for contests; establish user groups to train, mentor and model)
• assessment that drives instruction (create authentic assessments w/tech tools; use technology to format assessments; design instruction culminating in mastery of TA TEKS; and continue to assess 5th and 8th grade students on T A performance assessments)
• enrich educational opportunities for teachers, students and community (implement enhanced web sites; provide variety of online library resources;. provide distance education; increase communicate using teacher-created web sites; continue to provide TV broadcast and enhance existing community communication)
2. Ensure sustained educator preparation and development in the use of technology that is
standards-based, meaningful, and engaging.
• Enhance professional development opportunities that promote teacher collaboration, leadership opportunities, and training support in best practices.
• Create a collaborative environment that nurtures small, personalized, and sustainable learning communities for students and staff.
• Increase the effective use of technology as a tool to design, deliver, and evaluate meaningful and engaging learning experiences for students.
3. Build a strong foundation of leadership, administration, and services that support exception
teaching and learning through the integration of technology.
• Empower leadership among staff, students, and community to develop a clear vision of integration of technology (communicate tech planning to all stakeholders; ensure ongoing evaluation-tech integration strategies; develop models-peer collaboration and teacher leadership; train district techs and campus instr. techs; and provide training/ support for campus webmasters)
• Provide hardware/software to support the learning environment for students (meet annually to review programmatic needs; continue to expand capabilities through online student enrollment system; continue to integrate Personnel services through district website; and investigate Sp Ed student management software)
4. Ensure a progressive, stable, and robust infrastructure for technology that supports the educational vision of the Highland Park Independent School District.
• Provide a physical support structure that optimizes the use of technology (maintain/upgrade servers and hardware/software; plan for tech environment; investigate cost-effectiveness of VPN; integrate user-authentication across applications; and investigate options for data warehousing)
• Establish effective policies and procedures for accessibility to district technology (establish uniform system for upgraded hardware and software; develop uniform obsolescence procedure campuses hardware; develop acceptable use policy for controlled data portals, allowing network access, and use of server space)
Below, I listed some of the evaluation processes HPISD uses to monitor specific goals and objectives.
• attendance and collaboration in meetings
• teacher STaR Chart
• SDAS goals and objectives
• integration of technology into content
• portal usage reports
• acquisition of best practice lessons in repository
• forum discussions
• integrated best practices in classrooms
• teacher collaboration and shared information
• teacher web site presence
• community usage reports and feedback
The Highland Park Independent School District’s Technology Plan includes strategies for action, designates staff responsible for implementation, identifies timelines, costs and their funding sources, and provides the evaluation measure, which assesses the completion of plan activities. Even though staff development is a separate goal, the plan notes staff development activities throughout. The primary focus of the district’s technology plan is teaching and learning; all other activities support this effort. The technology plan provides a guide for the district to follow throughout the year, as goals and objectives are completed. The technology committee reviews the plan yearly to assess the status of activities and modify or add new objectives for keeping up with our changing technology needs.
Our district also recognizes the need for technology instruction as a key component of the overall academic program in order for students to be contenders in the 21st century global workforce. Technology, which is now a large part of the HPISD curriculum, provides a great tool for aiding students and educators in research, information acquisition, problem solving, and communication. The district is aligning curriculum, state standards, and assessment standards to ensure educators have access to current, correct information and materials. HPISD administrators recognize need for educators to learn to access and incorporate a wide variety of appropriate resources for instructional support, research, and administrative tasks. They also provide excellent professional development opportunities. The administrator of instructional technology, the campus instructional technologists, and selected campus teachers and trainers investigate, coordinate, and often, teach our professional development sessions.
In conclusion, Highland Park ISD does not accept Federal Funding; however, they make every effort to expend 25% of the local technology funds on professional development. Fortunately, our district has financial and time resources that ensure staff is up-to-date in learning about new technologies. In addition, the administration, school board, and community show tremendous support for our district’s acquisition of technology – recently, the district passed bond referendums, received state grants, and received donations from the local PTA and Education Foundation to support technology efforts.
I truncated and listed the goals and objectives as follows:
1. Ensure quality teaching and learning experiences for students, staff, and the community using innovative technology resources.
• design authentic learning opportunities (utilize existing talents and abilities; integrate technology into new and existing curriculum)
• promote process individuals and groups use to increase instructional effectiveness (teachers participate in online forums, online learning, and staff development)
• provide effective support for all stakeholders utilizing technology design authentic, on-going (sponsor student tech projects for contests; establish user groups to train, mentor and model)
• assessment that drives instruction (create authentic assessments w/tech tools; use technology to format assessments; design instruction culminating in mastery of TA TEKS; and continue to assess 5th and 8th grade students on T A performance assessments)
• enrich educational opportunities for teachers, students and community (implement enhanced web sites; provide variety of online library resources;. provide distance education; increase communicate using teacher-created web sites; continue to provide TV broadcast and enhance existing community communication)
2. Ensure sustained educator preparation and development in the use of technology that is
standards-based, meaningful, and engaging.
• Enhance professional development opportunities that promote teacher collaboration, leadership opportunities, and training support in best practices.
• Create a collaborative environment that nurtures small, personalized, and sustainable learning communities for students and staff.
• Increase the effective use of technology as a tool to design, deliver, and evaluate meaningful and engaging learning experiences for students.
3. Build a strong foundation of leadership, administration, and services that support exception
teaching and learning through the integration of technology.
• Empower leadership among staff, students, and community to develop a clear vision of integration of technology (communicate tech planning to all stakeholders; ensure ongoing evaluation-tech integration strategies; develop models-peer collaboration and teacher leadership; train district techs and campus instr. techs; and provide training/ support for campus webmasters)
• Provide hardware/software to support the learning environment for students (meet annually to review programmatic needs; continue to expand capabilities through online student enrollment system; continue to integrate Personnel services through district website; and investigate Sp Ed student management software)
4. Ensure a progressive, stable, and robust infrastructure for technology that supports the educational vision of the Highland Park Independent School District.
• Provide a physical support structure that optimizes the use of technology (maintain/upgrade servers and hardware/software; plan for tech environment; investigate cost-effectiveness of VPN; integrate user-authentication across applications; and investigate options for data warehousing)
• Establish effective policies and procedures for accessibility to district technology (establish uniform system for upgraded hardware and software; develop uniform obsolescence procedure campuses hardware; develop acceptable use policy for controlled data portals, allowing network access, and use of server space)
Below, I listed some of the evaluation processes HPISD uses to monitor specific goals and objectives.
• attendance and collaboration in meetings
• teacher STaR Chart
• SDAS goals and objectives
• integration of technology into content
• portal usage reports
• acquisition of best practice lessons in repository
• forum discussions
• integrated best practices in classrooms
• teacher collaboration and shared information
• teacher web site presence
• community usage reports and feedback
The Highland Park Independent School District’s Technology Plan includes strategies for action, designates staff responsible for implementation, identifies timelines, costs and their funding sources, and provides the evaluation measure, which assesses the completion of plan activities. Even though staff development is a separate goal, the plan notes staff development activities throughout. The primary focus of the district’s technology plan is teaching and learning; all other activities support this effort. The technology plan provides a guide for the district to follow throughout the year, as goals and objectives are completed. The technology committee reviews the plan yearly to assess the status of activities and modify or add new objectives for keeping up with our changing technology needs.
Our district also recognizes the need for technology instruction as a key component of the overall academic program in order for students to be contenders in the 21st century global workforce. Technology, which is now a large part of the HPISD curriculum, provides a great tool for aiding students and educators in research, information acquisition, problem solving, and communication. The district is aligning curriculum, state standards, and assessment standards to ensure educators have access to current, correct information and materials. HPISD administrators recognize need for educators to learn to access and incorporate a wide variety of appropriate resources for instructional support, research, and administrative tasks. They also provide excellent professional development opportunities. The administrator of instructional technology, the campus instructional technologists, and selected campus teachers and trainers investigate, coordinate, and often, teach our professional development sessions.
In conclusion, Highland Park ISD does not accept Federal Funding; however, they make every effort to expend 25% of the local technology funds on professional development. Fortunately, our district has financial and time resources that ensure staff is up-to-date in learning about new technologies. In addition, the administration, school board, and community show tremendous support for our district’s acquisition of technology – recently, the district passed bond referendums, received state grants, and received donations from the local PTA and Education Foundation to support technology efforts.
The Value Of Accessing Educators’ Technology Skills
Do you dream of 21st century learning and educational reform? Do you believe technology strengthens curriculum and supports engaged learning? Do you know if educators, students, and members of your community need technological expertise?
I believe the answer each of these questions is a resounding, yes! I believe accessing educators’ technology leadership knowledge and skills is critically important if we plan to use research-based technological strategies. Educators should be cognizant of the best strategies for improving student involvement and achievement, as well as projected costs and training requirements. Districts must have a reliable and realistic view of each campus’ technology needs in order to provide funding, training opportunities, and professional development sessions. The National Educational Technology Plan states the importance of school reform happening quickly, before the 21 century passes us by. The data received from educator assessments will enable districts to identify district and campus needs, and address them promptly.
It is equally critical for districts to access the knowledge and skill levels of student technology use and their perceived needs. Campuses must know how many students need technology training before they can efficiently use different forms of integrated technology in various subjects. Districts must also figure out ways to provide funds needed for technology and training (I suppose a con to technology could be the large amount of money a district needs). Yet, I believe the only downside of assessing students to provide integrated technology in our schools lies with the naysayers -- the educators who like things just the way they are and believe allowing students freedom to use technology will lead to behavior and moral issues.
Technology does enhance learning outcomes in many diverse ways. It involves an on-going process supported by the results of student and educator assessments. So, take a few technology assessments, analyze the results, and pay attention to your perceived needs. Take professional development classes, get training and mentoring from tech-savvy teachers, and prepare to become an invaluable asset to the reformation of American education.
I believe the answer each of these questions is a resounding, yes! I believe accessing educators’ technology leadership knowledge and skills is critically important if we plan to use research-based technological strategies. Educators should be cognizant of the best strategies for improving student involvement and achievement, as well as projected costs and training requirements. Districts must have a reliable and realistic view of each campus’ technology needs in order to provide funding, training opportunities, and professional development sessions. The National Educational Technology Plan states the importance of school reform happening quickly, before the 21 century passes us by. The data received from educator assessments will enable districts to identify district and campus needs, and address them promptly.
It is equally critical for districts to access the knowledge and skill levels of student technology use and their perceived needs. Campuses must know how many students need technology training before they can efficiently use different forms of integrated technology in various subjects. Districts must also figure out ways to provide funds needed for technology and training (I suppose a con to technology could be the large amount of money a district needs). Yet, I believe the only downside of assessing students to provide integrated technology in our schools lies with the naysayers -- the educators who like things just the way they are and believe allowing students freedom to use technology will lead to behavior and moral issues.
Technology does enhance learning outcomes in many diverse ways. It involves an on-going process supported by the results of student and educator assessments. So, take a few technology assessments, analyze the results, and pay attention to your perceived needs. Take professional development classes, get training and mentoring from tech-savvy teachers, and prepare to become an invaluable asset to the reformation of American education.
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