EDLD 5306 Concepts of Technology / Course Reflections

       Concepts of Technology was an enjoyable, challenging course.  I came into the course with an open mind.  My only desire was to know more about technology.  Last year I made a commitment to increase my knowledge of technology, as it relates to education, as a part of my professional development goals.  In the past, I have utilized online professional development courses such as the TEA/Pearson TELPAS Refresher Course.  This type of online course has increased my desire to understand and be able to create online course work.  Concepts of Technology has not only met my expectations, but now has inspired a new vista for me.  My learning experience was tremendous.  The discovery and use of a myriad of Web 2.0 tools, technology and leadership assessments, data collection techniques for making informed decisions, discussion of social, legal, and ethical issues are some of the highlights of my learning outcomes. 

  

     Concepts of Technology has given me a new outlook and a desire to adjust my pedagogical foundations.  I know now that I have new skills to apply; self-reflection is one.  Leadership and technology assessments have given me pause to reflect and make adjustments. I will model the use of these assessment tools to aid my colleagues in further understanding of their technology needs as well as my own.  Another skill that I will endeavor to use more of will be Web 2.0 tools.  These tools will be helpful for teachers as well as myself as we apply them to our professional development needs and as we continue to learn to infuse technology into our course content. Knowledge should drive our curriculum decisions. Learning to reflect and base decisions on valuable research in the area of technology and leadership will guide me to be a better teacher and better leader.

       After thinking back on the course, I believe that I have been able to improve my instruction and learning through the use of technology techniques taught, research that has been done, and models of instruction that have been modeled for me.  The only hindrances to my achieving some outcomes of learning were time. This course gives one so much relevant information to think about. Application of the many concepts learned takes time. However, I believe that I did learn and apply the objectives of the course.  I did have some difficulty with my internship plans.  Internship seems to necessitate reflective planning time and some guidance. This five-week course was fast paced and demanding.  For me, time and guidance were obstacles in the way of achieving my internship planning, but it is my understanding that internship plans are working documents and that we are writing first drafts. I am looking forward to adjusting my plans.

       Concepts of Technology course assignments were rigorous and what I expected in a masters level course.  I was able to realize all of the learning outcomes and performance outcomes.  However, due to time constraints, I was not able to do the in depth exploration and discovery that this course inspired me to want to do.  From Dr. Abernathy’s videos, to the readings, to the web conferences supervised by Professor Borel, one could see that all course content was valuable for understanding the objectives of the course. The web conferences, learning videos, and online assessments modeled very well teaching with technology and distance learning.  Creating a blog and wiki was also very beneficial as it modeled content management.  I feel the course taught the content well, but was also an agent for change.  For instance, after creating the aggregate reader, I purposed to use this Web 2.0 tool to keep current of emerging trends.



       During the course, I took several assessments including the Keirsey Temperament Sorter, the Multiple Intelligence Inventory, the Leadership Skills assessment, the LoTi Digital-Age Survey, and others.  From the assessments, I learned that I am an Idealist that can be inspiring and influential.  In addition, I learned that I am given to project planning and I have a need to work on self-evaluation using feedback from others. Further, during the course, my attitudes changed; I now would like our district to be a district that tries a concept like allowing students to bring their own wireless technologies to school.  I was one of the first to use a word processor in my classes in the nineties. I was so thankful to be able to take notes and write papers with the use of technology.  As a junior high special education teacher, I can only imagine the enormous advantage that students with laptops have over other less fortunate students.

EDLD 5306 Web Conference for December 8, 2011

     This is the next to the last week of our course, EDLD 5306 – Concepts of Educational Technology. The web conferences are difficult for me because of my sleep schedule.  I feel that I am one of those drivers who keeps hitting the pylons because of sleep deprivation!

     This week we discussed our Internship Plan and Principals Competencies and Skills Chart.  They will be due in week 5 of the course.  It is a short week so I will have to focus and get the work done.  We also discussed the work that we needed to turn in this week. 

     The Internship Requirements entail 150 hours of field based activities and 150 hours of course embedded activities. Within those hours are 33 ISTE indicators that must be met and 38 principal competencies and skills the must be met.

      I am glad I attended this week, it was very informative!

Hawk Tech Trekker

EDLD 5306 Synchronous Web Conference

     Technology leaders plan, design, and model effective learning environments and multiple experiences supported by technology (Williamson & Redish, 2009, p. 214). The online class meeting I had on November 17, 2011, was very well planned, designed, and executed. I thought that it was a great experience. It was similar to a traditional classroom experience in that all of my colleagues were present and the instructor was present. It was different in that you were able to face the professor, but you also faced all of your classmates. I could see, hear, and speak to the professor or my classmates. Taking notes was made simple by the addition of a power point presentation on the screen. The presentation was also made available by the professor online. Colleagues could completely concentrate on the content. We discussed GRE requirements, an overview of the Master of Education in Educational Technology Leadership program, and our internship requirements. My colleagues were text chatting, asking questions, during the presentation and that could be seen in a sidebar on the screen. The complete experience was taped; chat, video cam images, the presentation. If you were not sure what was written or said by anyone you could simply review the video at anytime. It would be difficult to get that level of documentation into my notes in a traditional classroom.

Cited Reference

Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.

E-Rate & The AISD Technology Plan

EDLD 5306 AISD Tech Plan Blog 4

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The National Education Technology Plan 2010

     The National Education Technology Plan recognizes that technology is pervasive, ubiquitous, and constantly changing. 

     Students have access to information 24/7; need to become critical thinkers, and expert learners. The challenge for educators is to utilize learning sciences and with the aid of technology create engaging and individualized learning experiences.  Learning systems combined with technology-based assessments can simultaneously assess, grade, and diagnose students. Teachers use a connected teaching model.  They utilize learning data and tools to prepare for students and direct their own professional development that is collaborative and online. 

     To transform education in America, the NTEP presents five goals to address the key components of the plan: 

1.    All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

2.    Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.

3.    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.

4.    All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.

5.    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.

AISD Strategic Plan for Technology

      AISD’s 2010-2015 Strategic Plan for Technology was drafted in 2009.  The plan was designed to be consistent with the Texas LRPT, ISTE Net·S standards, SBEC Technology Applications Standards, and the district and campus STaR Charts. 

     The AISD Strategic Plan for Technology was developed by forming four working groups to ensure consistency and based on the four key areas of the Texas STaR Chart. Committee members were charged with drafting goal statements, objectives, and strategies.

Arlington Independent School District Strategic Plan for Technology 2010-2015
Teaching and Learning	Objective – All teachers will use emerging technologies. Strategies include:  Provide a variety of technology infused lessons weekly. Update library technology.
Educator Preparation	Objective – Provide all teachers and administrators with professional development. Strategies include:  Verify implementation of technology skills with walk throughs and documentation. Provide innovative online, 24/7 distance learning.
Leadership	Objective – Create an environment where stake-holders are life-long learners. Strategies include:  All administrators demonstrate ISTE’s NETS·A. Incorporate SBEC Technology Applications Standards into PDAS.
Infrastructure	Objective – Continually provide an adequate and scalable infrastructure.  Strategies include:   Work toward 1:1 personal computing ratio.  Continue to investigate relevant emerging technologies.

     The district uses critical indicators of technology to evaluate progress.  Some indicators include:  Student mastery of technology TEKS, teacher mastery of SBEC standards, integration of technology and curricula, and technology-related professional development. Assessments used to measure these indicators include:  TTCC certification completion, Technology Applications TExES exam, lesson plans, professional development documentation, the fixed access database, technology repair and troubleshooting data base, and STaR Charts.

To see the full AISD Strategic Plan for Technology visit:

http://www.aisd.net/aisd/techplan/Home/tabid/8608/Default.aspx

Is Testing for Technology Skills Necessary?

     Are teachers and students being tested too much? In Texas, teachers are self- assessed with the School Technology and Readiness Assessment (STaR Chart) to provide teachers with an overall consensus of how their campus feels they are progressing in the area of technology. Students are also measured for their understanding of the TEKS for Technology Applications.

     But, is this testing necessary? Teachers’ technology leadership knowledge and skills as well as students knowledge and skills are based on standards. The world and technology is constantly changing. Standards must be periodically, systematically, and comprehensively updated. This takes time and resources that local and state education agencies have little of. With these changes, assessment instruments will need to be updated as well; further straining budgets and stakeholders’ constitutions.

     What choice do we have? Technology has changed the planet. In our fast paced world where technology savvy societies are leading the way economically and educationally, educational stakeholders must be diligently paying attention. Once, the preferred word processor was a typewriter. Today word processors are mobile laptops and iPads. Teachers and students need to know their technology strengths and weaknesses. For teachers who are planning professional development and lesson plans, assessments are essential if students are to benefit from their pedagogical skills. Many students love technology, but often may not be aware of the particular skills needed to be successful in real world environments. Teachers must teach and assess and plan with an eye on changes in the culture of technology and changes in standards.