At the Web Conference, we introduced ourselves and talked about what portion of the assignment that we were currently working on. We reflected on what we had learned by setting up wiki sites to explore valuable technology tools. There was a discussion on the necessary parts of the Internship Agreement and we were reminded that the Internship Agreement needs to be included on our wiki site.
We also took time to discuss the required reading which we will need for assignment 4. We discussed the books from the reading list and their availability by e-Books and audio versions. There was discussion about the extended time period allowed for assignment 2 due to the STaR Chart site being down temporarily. We opened up at the end for a brief question and answer period.
Sunday, October 24, 2010
Friday, October 15, 2010
National Educational Technology Plan
On March 5, 2010 the U.S. Department of Education released a draft of the National Educational Technology Plan: Transforming American Education: Learning Powered by Technology. This plan describes how information and communication technologies can help transform American education. It provides goals to inform state and local educational technology plans, and recommendations to inspire research, development, and innovation. The following includes excerpts from the National Educational Educational Technology Plan:
The NETP presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching "grand challenge problems" that should be funded and coordinated at a national level.
The challenging and rapidly changing demands of our global economy tell us what people need to know and who needs to learn. Advances in learning sciences show us how people learn. Technology makes it possible for us to act on this knowledge and understanding.
National Educational Technology Draft Plan
Goals and Recommendations
The NETP presents five goals with recommendations for states, districts, the federal government, and other stakeholders in our education system that address learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching grand challenge problems that should be funded and coordinated at a national level.
Learning
All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society
.Assessment
Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.
Teaching
Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.
Infrastructure
All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.
Productivity
Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.
There are still critical factors for achieving these technology goals. There continues to be a need for more time to accommodate for technology-related professional development. There is always increased demands on the time of all personnel and scheduling for professional opportunities is always a challenge. There is also a need for technical personnel to support the existing and new technologies. Needs for necessary skilled personnel to support the demands on all areas of computing is a continuous challenge. There is also a need for increased instructional technology personnel in the classrooms. Developing new positions in instructional technology could allow for the development of lessons geared towards our technology-minded students. Also there is an ongoing demand for technology funding. Funding is probably a challenge for all districts. Districts try to focus on funding sources such as grants and E-Rate for assistance. We want all of our student to benefit from increased technology so that they can be successful in the 21st century.
The NETP presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching "grand challenge problems" that should be funded and coordinated at a national level.
The challenging and rapidly changing demands of our global economy tell us what people need to know and who needs to learn. Advances in learning sciences show us how people learn. Technology makes it possible for us to act on this knowledge and understanding.
National Educational Technology Draft Plan
Goals and Recommendations
The NETP presents five goals with recommendations for states, districts, the federal government, and other stakeholders in our education system that address learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching grand challenge problems that should be funded and coordinated at a national level.
Learning
All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society
.Assessment
Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.
Teaching
Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.
Infrastructure
All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.
Productivity
Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.
There are still critical factors for achieving these technology goals. There continues to be a need for more time to accommodate for technology-related professional development. There is always increased demands on the time of all personnel and scheduling for professional opportunities is always a challenge. There is also a need for technical personnel to support the existing and new technologies. Needs for necessary skilled personnel to support the demands on all areas of computing is a continuous challenge. There is also a need for increased instructional technology personnel in the classrooms. Developing new positions in instructional technology could allow for the development of lessons geared towards our technology-minded students. Also there is an ongoing demand for technology funding. Funding is probably a challenge for all districts. Districts try to focus on funding sources such as grants and E-Rate for assistance. We want all of our student to benefit from increased technology so that they can be successful in the 21st century.
District Technology Plan
The Beaumont Independent School District Technology Plan has been developed to cover the usage of technology for the district for the next three years. The goals and objectives are very closely bound to the district's mission statement which is set by the Board of Trustees. This technology plan is designed for the infrastructure to be flexible to change with the continuous introduction of new technologies.
The Beaumont ISD technology plan provides recommendations to the district in four key areas in direct allignment with the state Long-Range Plan for technology, 1996-2013. These key areas are as follows:
Beaumont ISD has specific district technology goals which are follows:
The Director of Performance Management and Instructional Technology along with other district administrators is responsible for coordinating the technology professional development opportunities. There is a substantial portion of the technology budget that is allocated for educator preparation and development budget. Administrators, Educators, and all district personnel are provided with inservice time to ensure that the staff is kept up to date in learning about new technologies. District training sesssions are made available during yearly inservice time. The infrastructure such as telecommunication services, hardware, software and services are evaluated regularly by the Director of Information Services to maintain the most up to date technology services to ensure student learning.
The Texas Library standards have been implemented with the district and training in the use of the centralized, web-based library system is an ongoing intiative. The Director of Information Services meets regularly with district personnel to monitor and ensure that progress is being made toward the specified goals and responds quickly to any developments or opportunities that may arise concerning technology.
I feel that through these district goals and the technology-rich curriculum that BISD is promoting the use and application of technology for teachers and students and the district is coordinating its efforts to ensure the neccessary growth and development of technology.
The Beaumont ISD technology plan provides recommendations to the district in four key areas in direct allignment with the state Long-Range Plan for technology, 1996-2013. These key areas are as follows:
- Teaching and Learning
- Staff Development
- Administration and Support Services
- Infrastructure for Technology
Beaumont ISD has specific district technology goals which are follows:
- Incorporate technology as an integral part of education
- Provide staff development for all in the use of appropriate emerging technologies and their integration into the curriculum as a natural part of education
- Include technology-based information systems when making district or compus instructional and management decisions
- Establish the human and technical infrastructure to encourage communication and to improve access to data and educational resources
The Director of Performance Management and Instructional Technology along with other district administrators is responsible for coordinating the technology professional development opportunities. There is a substantial portion of the technology budget that is allocated for educator preparation and development budget. Administrators, Educators, and all district personnel are provided with inservice time to ensure that the staff is kept up to date in learning about new technologies. District training sesssions are made available during yearly inservice time. The infrastructure such as telecommunication services, hardware, software and services are evaluated regularly by the Director of Information Services to maintain the most up to date technology services to ensure student learning.
The Texas Library standards have been implemented with the district and training in the use of the centralized, web-based library system is an ongoing intiative. The Director of Information Services meets regularly with district personnel to monitor and ensure that progress is being made toward the specified goals and responds quickly to any developments or opportunities that may arise concerning technology.
I feel that through these district goals and the technology-rich curriculum that BISD is promoting the use and application of technology for teachers and students and the district is coordinating its efforts to ensure the neccessary growth and development of technology.
Technology Assessment for Students
According to the No Child Left Behind Act, Part D - Enhancing Education through Technology:
Section 2402 b. (1) To improve student academic achievement through the use of technology."
Section 2402 b. (2) (A) "To assist every student cross the digital divide by ensuring that every student is technologically literate by time the student finishes 8th grade regardless of race, ethnicity, gender, family income, geographic location, or disability."
Many states are working diligiently to make sure that every student develops strong technological skills and continually use them in order to function adequately in our 21st century world. Students will have difficulty functioning in this technological ever-changing world without stong technological skills. These are the following standards and technology competencies that are being addressed:
Section 2402 b. (1) To improve student academic achievement through the use of technology."
Section 2402 b. (2) (A) "To assist every student cross the digital divide by ensuring that every student is technologically literate by time the student finishes 8th grade regardless of race, ethnicity, gender, family income, geographic location, or disability."
Many states are working diligiently to make sure that every student develops strong technological skills and continually use them in order to function adequately in our 21st century world. Students will have difficulty functioning in this technological ever-changing world without stong technological skills. These are the following standards and technology competencies that are being addressed:
- Basic Operations and Concepts: Students should be proficient in the use of technology
- Social, Ethical and Human Issues: Students need to develop positive attitudes toward technology
- Technical Productivity Tools: Students use technology tools to enhance learning, increase productivity, and promote creativity
- Technology Communication Tools: Students practice using technology to locate, evaluate, and collect information from a variety of sources
- Technology Research Tools: Students use technology tools to process data and report results
- Technology Problem Solving and Decision Making Tools: Students use technology resources solving problems and making informed decisions.
Thursday, October 14, 2010
Educational Technology
I am creating this site for EDLD 5306 Concept of Educational Technology
Technology Assessments:
The rapid growth of technology equipment on our school campuses has resulted in the need for teachers to understand when to use technology, why to use technology, and how to best utilize technology in their classrooms. In many cases, teacher licensing and certification have not been able to keep up with the growing changes in technology. There are 12 SREB states including Texas that have created technology standards that require levels of technology competency. These are the SREB standards:
There are always challenges in keeping up with technology competency. With the rapid growth of technology it is difficult to keep teachers up to date on the latest changes. There are also challenges where teachers have lack of access to adequate technology equipment and software. For example, there may be a teacher that participates in a software training inservice session. If this teacher is not given the time to use these new skills that he or she learned in the training, they will not fully benefit from the software training session.
One example of professional development that is currently working for teachers in Georgia is a new training process. They use a training process called InTech. This process focuses on training in the curriculum and teaching methods rather than just training in the technical skills areas. Teachers are trained in intensive workshops and follow-up is a major portion of the process. They have additional training sessions so that the skills are learned and then they follow-up to make sure that teachers understand fully how to use their new skills.
State technology standards can make a difference if they are used in conjuction with in-service training programs. This needs to include technology standards in the teacher certification process. Finally, if teachers meet all of these technology standards and will make it priority to integrate this technology into their classrooms - the result will be a learner-centered environment for all of our students. In the end, this will definitely improve student achievement.
Technology Assessments:
The rapid growth of technology equipment on our school campuses has resulted in the need for teachers to understand when to use technology, why to use technology, and how to best utilize technology in their classrooms. In many cases, teacher licensing and certification have not been able to keep up with the growing changes in technology. There are 12 SREB states including Texas that have created technology standards that require levels of technology competency. These are the SREB standards:
- Fundamental computer operations skills and understanding of technology concepts and terms
- Ability to use technology for personal research and communication
- Understanding of legal and ethical issues pertaining to computer use, such as how copyright applies to classroom software use and what additional safety measures may be needed in the classroom
- Ability to use computers in a variety of ways to integrate technology into classroom activities that support student learning
- Basic Computer/Technology Operations and Concepts - Candidates will use computer systems to run software; to access; generate and manipulate data; and to publish results. They also will evaluate performance of hardware and software and apply basic troubleshooting strategies as needed.
- Personal and Professional Use of Technology - Candidates will apply tools for their own professional growth and productivity. They will use technology in communicating, conducting research and solving problems in addition, they will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical and legal use of computer/technology resources.
- Application of Technology in Instruction - Candidates will apply computers and related technologies to support instruction in their grade level and subject areas. They must plan deliver instructional units that integrate a variety of software, applications and learning tools. Lessons developed must reflect effective grouping assessment strategies for diverse populations.
There are always challenges in keeping up with technology competency. With the rapid growth of technology it is difficult to keep teachers up to date on the latest changes. There are also challenges where teachers have lack of access to adequate technology equipment and software. For example, there may be a teacher that participates in a software training inservice session. If this teacher is not given the time to use these new skills that he or she learned in the training, they will not fully benefit from the software training session.
One example of professional development that is currently working for teachers in Georgia is a new training process. They use a training process called InTech. This process focuses on training in the curriculum and teaching methods rather than just training in the technical skills areas. Teachers are trained in intensive workshops and follow-up is a major portion of the process. They have additional training sessions so that the skills are learned and then they follow-up to make sure that teachers understand fully how to use their new skills.
State technology standards can make a difference if they are used in conjuction with in-service training programs. This needs to include technology standards in the teacher certification process. Finally, if teachers meet all of these technology standards and will make it priority to integrate this technology into their classrooms - the result will be a learner-centered environment for all of our students. In the end, this will definitely improve student achievement.
Wednesday, October 13, 2010
Web Conference
Web Conference Overview Wednesday, Oct. 13 8:00 p.m. Tonight at the Web Conference, we saw the faces of other educators that are enrolled in the course and had an opportunity for questions and answers. We had an opportunity to learn more about the class website and our future internship. In the Internship handbook we will find more information about the requirements for portfolio, the application for Internship, our site mentor, the field based hours, and the final report which we can access from the class website. We discussed this week’s assignment and the process of how to post our blog’s URL and email address to the class website. It was interesting to better understand what is needed for the course and to have more explanation about the internship. We were told that it will be important to keep information from our class assignments to use later in this course. It is important to post to the discussions so that we can interact with other students enrolled in the course. I have a much better understanding of the expectations for the course. I feel that I am definitely gaining useful tools to make it a better learning experience for my students and for my campus. |
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