Monday, January 25, 2010
Video Conference
Last night I was able to attempt my first video conference with members of my graduate class. It was an interesting experience even though we were plagued with a number of technical issues. I was able to log on and gain access to the web site easily, and my microphone seemed to be working fine, but I was unable to get my video camera broadcasting correctly. I know it was working because I was able to get into iPhoto and see myself. Each time I clicked on the broadcast button however, it did not make it through to the others. Each of us had some technical glitches it seemed, but we were able to talk about our assignments with the professor and most of those who attended the session were able to ask questions about pending assignments. Other than the video issues experienced by three of us, there were also some audio issues. The audio dropped out several times and there were a few instances of severe feedback. That could possibly have been caused by people using the microphone on their computer without earphones to prevent the feedback. It will be interesting to try to attend the next session and see if we can work out the technical glitches. It was good to get to try a video conference for the first time in a no pressure session.
Northbrook Middle School STaR Chart
Check out this SlideShare Presentation: STaR Chart summary and trends for Northbrook Middle School in Houston, TX.
Sunday, January 24, 2010
Educator Development and the Texas Long Range Technology Plan
The Texas Long Range Plan for Technology, 2006-2020 describes four key areas targeted for growth across the state. One of these areas is Educator Preparation and Development. This is a critical area for growth across the state if Texas is to implement the significant shift in teaching and learning that experts agree is mandated by the digital age. This area has shown little growth in the last three years based on the state and local STaR Chart results, a tool used to track progress by teachers, campuses, and districts toward achieving the goals of the Texas Long Range Plan for Technology.
Educator Preparation and Development sets a goal of teachers having complete and easy access to technology for their students while using technology regularly in learner-centered projects. Administrators need to allocate at least 30% of their technology budget for professional development and ensure all educators meet State Board of Educator Certification standards to reach state goals.
A review of the STaR charts for my local campus and the state summary results shows little growth over the last three years. While the largest percentages of teachers and campuses are in the developing and advanced levels, there has been only a very slow movement upward in those numbers. The largest area of concern is the very low levels reported in the highest proficiency level (Target Tech), less than 1% state-wide and also the lowest reported on my own campus.
Nationally, there appears to be the same shortfall in teachers and districts who have reached a high level of preparation to integrate technology to meet learning objectives in classrooms. Teachers need professional development that allows them to experiment with equipment and share ideas, projects and concerns with their peers. A research report by Becker and Riel (2000) shows “teachers who regularly participate in professional interactions and activities beyond the classroom teach in different ways from those who have minimal contact with their peers.” A separate study by Ronnkvist et.al (2000) concludes that “Professional development support should be appropriate to the subject matter.” and also that “Professional development support needs to address appropriate hardware, software, and instructional strategies for guiding student use of technology.”
The need for professional development could easily be one of the major factors blocking measurable improvement in teacher use of technology in their curriculum. Professional development needs to be at a level the teacher is comfortable using and provide specific curricular uses in the classroom. Educators must be allowed to access technology at a level where they feel comfortable exploring and then moved forward skill levels strategically connecting each successive skill to a usable classroom curricular tie. Until a teacher is comfortable that technology can be purposeful and effective as well as reliable both technically and as a source for students, that teacher is not likely to develop into a Target Tech teacher and incorporate technology use seamlessly into the curriculum covered.
Becker, H.J., & Riel, M. M. (2000). Teacher professional engagement and constructive-compatible computer usage (Report no. 7). Irvine, CA: Teaching, Learning, and Computing. Retireved February 28, 2002 from http://www.crito.uci.edu/tlc/findings/report_7/. Accessed January 21, 2010 from http://caret.iste.org/index.cfm?fuseaction=studySummary&StudyID=433&words=Teacher%2Cprofessional%2Cengagement&from=searchStudiesKeyword
Ronnkvist, A. M., Dexter, S. L., & Anderson, R. E. (2000). Technology support: Its depth, breadth, and impact in America's schools. Teaching, learning and computing: 1998. A national survey, Report #5. Center for Research on Information Technology and Organizations. Irvine, CA: University of California, Irvine and University of Minnesota. Retrieved October 31, 2001, from http://www.-crito.uci.edu/tlc/html/findings.html. Accessed January 21, 2010 at http://caret.iste.org/index.cfm?fuseaction=studySummary&StudyID=330&words=Technology%2CSupport%3B%2CIts&from=searchStudiesKeyword
Educator Preparation and Development sets a goal of teachers having complete and easy access to technology for their students while using technology regularly in learner-centered projects. Administrators need to allocate at least 30% of their technology budget for professional development and ensure all educators meet State Board of Educator Certification standards to reach state goals.
A review of the STaR charts for my local campus and the state summary results shows little growth over the last three years. While the largest percentages of teachers and campuses are in the developing and advanced levels, there has been only a very slow movement upward in those numbers. The largest area of concern is the very low levels reported in the highest proficiency level (Target Tech), less than 1% state-wide and also the lowest reported on my own campus.
Nationally, there appears to be the same shortfall in teachers and districts who have reached a high level of preparation to integrate technology to meet learning objectives in classrooms. Teachers need professional development that allows them to experiment with equipment and share ideas, projects and concerns with their peers. A research report by Becker and Riel (2000) shows “teachers who regularly participate in professional interactions and activities beyond the classroom teach in different ways from those who have minimal contact with their peers.” A separate study by Ronnkvist et.al (2000) concludes that “Professional development support should be appropriate to the subject matter.” and also that “Professional development support needs to address appropriate hardware, software, and instructional strategies for guiding student use of technology.”
The need for professional development could easily be one of the major factors blocking measurable improvement in teacher use of technology in their curriculum. Professional development needs to be at a level the teacher is comfortable using and provide specific curricular uses in the classroom. Educators must be allowed to access technology at a level where they feel comfortable exploring and then moved forward skill levels strategically connecting each successive skill to a usable classroom curricular tie. Until a teacher is comfortable that technology can be purposeful and effective as well as reliable both technically and as a source for students, that teacher is not likely to develop into a Target Tech teacher and incorporate technology use seamlessly into the curriculum covered.
Becker, H.J., & Riel, M. M. (2000). Teacher professional engagement and constructive-compatible computer usage (Report no. 7). Irvine, CA: Teaching, Learning, and Computing. Retireved February 28, 2002 from http://www.crito.uci.edu/tlc/findings/report_7/. Accessed January 21, 2010 from http://caret.iste.org/index.cfm?fuseaction=studySummary&StudyID=433&words=Teacher%2Cprofessional%2Cengagement&from=searchStudiesKeyword
Ronnkvist, A. M., Dexter, S. L., & Anderson, R. E. (2000). Technology support: Its depth, breadth, and impact in America's schools. Teaching, learning and computing: 1998. A national survey, Report #5. Center for Research on Information Technology and Organizations. Irvine, CA: University of California, Irvine and University of Minnesota. Retrieved October 31, 2001, from http://www.-crito.uci.edu/tlc/html/findings.html. Accessed January 21, 2010 at http://caret.iste.org/index.cfm?fuseaction=studySummary&StudyID=330&words=Technology%2CSupport%3B%2CIts&from=searchStudiesKeyword
Friday, January 22, 2010
Second Semester
The first semester went well. My Journalism students have mastered their technology skills but are not quite where I want them in their writing abilities. This year I get to teach a class called Electronic Experiences which is a piano keyboarding class. It is a lot of fun. The students get to learn to play the piano, a little music theory, and they get to use our older eMac computers to go online and play music theory games.
I have begun a graduate program in technology and am looking forward to being able to apply all the things I learn there with my students. Several posts for that class will soon be making an appearance on this blog. I hope you find them interesting.
I have begun a graduate program in technology and am looking forward to being able to apply all the things I learn there with my students. Several posts for that class will soon be making an appearance on this blog. I hope you find them interesting.
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Ginger Girl
