Web Conference Reflection

     I was very happy with the web conference I attended.  Most of the time when I attended a web conference I had an agenda such as a specific question I needed help with concerning a course assignment.  Being forced to attend a web conference when I did not need help put me in a negative attitude at first. This attitude was not conducive to participation.  However, once I got involved in the conference, I really enjoyed being able to talk to fellow students who are further along in their masters degree plan.  They had wonderful insights to help me in my journey.  I also liked being able to talk to students that are at the same point in their masters degree plan.  As we began talking, I found we had several similar concerns and questions.  We were able to bounce ideas and previous knowledge off of each other and alleviate some of these concerns.  I feel this is a great tool for any administrator.  He/She could use a web conference for an open forum to communicate with the community and answer questions or present information.  The only draw back I see is how to keep the conference civil and on topic.  Administrators can also use a web conference to conference with each other.  They can bounce ideas off each other and find solutions to issues at their school without reinventing the wheel.

Technology Action Research Plan

Technology Roles and Responsibilities Organizational Chart:

Superintendent
1.  Responsible for delegating, overview of technology implementation, and budget approval 2.  Responsible for Assessments in the Area of Technology
Campus principal		Technology Director
1.  Responsible for creation \ implementation of technology action plan 2.  Assessment of classroom use 3.  Provide appropriate professional development 4.  Prepare budget and allocating funds for technology and Professional Development 5.  Involved in purchasing technology		1.  Provides Technology Assessments 2.  Provides information on Professional Development for Technology 3.  Works with the principal to budget for technology 4.  In charge of installation, training and maintenance of technology 5.  Involved in purchasing technology 6.  Assesses District Technology use
Site Based Committee	CIP Committee	Teachers	Departments
1.  Determine needs for Technology 2.  Determine needs for Professional Development 3.  Assess Use and Professional Development 4.  Assist in creation \ implementation of technology action plan	1.  Determine needs for Technology 2.  Determine needs for Professional Development 3.  Assess Use and Professional Development 4.  Assess needs based on STaR Chart 5.  Assist in creation \ implementation of technology action plan	1.  Determine Wish List 2.  Attend Professional Developments 3.  Implement in instructional classroom 4.  Determine Individual Professional Development needs 5.  Assess Use and Professional Development	1.  Determine Wish List 2.  Attend Professional Developments 3.  Implement in instructional classroom 4.  Determine Individual Professional Development needs

Technology Action Plan for the High School
Objective	To address obtaining new technology for classroom, school and Professional Development needs in the area of Technology based on StaR Chart and the Campus Technology Report.
Background	The High School needs to continue to address the needs of the 21st Century Learner being proactive in it's approach to technology.  The Technology Action Plan is based on the STaR Chart and the Campus Technology Report.  The STaR Chart identified the High School Campus as Developing Tech with specific needs in the area of Teacher Classroom use and Teacher Professional Development opportunities.  Priorities will be based on available resources.  The Campus Administration assisted by the Site Based Committee and the Technology Director will use the following steps to provide the best possible classroom technology and Professional Developments opportunities that the district can supply based on resource allocations.
Task/ Action Steps	Persons Responsible	Approximate Date	Resources	Assessments
Prepare a Needs  List based on assessment for technology at the High School	Site Based Committee, CIP Committee, Technology Director	Early April 2011	STaR Chart Data, District Technology Report, CIP	STaR Chart, PDAS, AEIS, Teacher Evaluations, Classroom Practicality
Prepare a teacher / staff Wish List	Teachers, Staff, Administration	Early April 2011	Survey given to teachers and staff	Teacher Evaluations, Classroom Practicality
Combine Needs and Wish List based on resources	Site based Committee, CIP Committee, Technology Director	End of April 2011	STaR Chart Data, District Technology Report, CIP, Wish List, Needs List	STaR Chart, PDAS, AEIS, Teacher Evaluations, Classroom Practicality
Budget for Technology for the High School	Technology Director, Campus Administration	May 2011	School budget, Combined Needs / Wish List	STaR Chart, PDAS, AEIS, Teacher Evaluations, Classroom Practicality
List technology professional development needs	Site based Committee, CIP Committee, Technology Director	May 2011	STaR Chart Data, District Technology Report, CIP, Teacher input	Teacher Evaluations, Classroom Practicality
Purchase and install classroom and school technology	Technology Director, Campus Administration	June 2011	School Budgeted Appropriations, Combined Needs / Wish List	Teacher input, STaR Chart, PDAS, AEIS
Find Appropriate Campus Professional Developments based on needs	Technology Director, Campus Administration	June 2011	STaR Chart Data, District Technology Assessment, List of Professional Development needs, Region 6 Service Center, Other Professional Development Providers	Teacher Evaluations, Classroom Practicality
Offer Technology Professional Developments based on identified needs	Technology Director, Campus Administration	August work days 2011 (main) August 2011 - May 2012 (as needed)	Region 6 Service Center, Other Professional Development Providers, Teachers and Staff	Teacher Evaluations, Classroom Practicality
Offer Off Campus Technology Professional Developments based on individual or departmental needs	Individual or Departmental personnel	August 2011- May 2012 (as needed)	Substitutes (as needed), Region 6 Service Center, Other Professional Development Providers, Teachers and Staff	Teacher Evaluations, Classroom Practicality
Observation and Assessment of Technology use in the classroom and school setting	Technology Director, Campus Administration	August 2011 - April 2012	Principal walk-through, Technology Director notes, Teacher input	STaR Chart, PDAS, AEIS
Report based on Observation and Assessment of Technology use in the classroom and school setting	Site based Committee, CIP Committee, Technology Director	April 2012	STaR Chart Data, District Technology Report, CIP, Wish List, Needs List,	STaR Chart, PDAS, AEIS

Evaluations:
The plan has build in yearly evaluations with the principal assesment, observations, and the final report.  The plan will also be evaluated by the STaR Chart, District Technology Report and AEIS.

Blogg # 3 : National Educational Technology Plan: Transforming American Education

The National Educational Technology Plan states that, "Teaching today is practiced mostly in isolation." ( U. S. Dept. of Education 2010)  Teachers are given specific objectives to cover and left to teach the content.  The plan calls for more professional development; specifically covering Connected Teaching.  This model would allow educators to be connected 24\7 to resources, colleagues, and even students.  The model also stresses the need for online classroom environments giving students and teachers more ways to interact with each other, administrators, as well as parents.  The plan goes on to state that, "The best way to prepare teachers for connected teaching is to have them experience it." ( U. S. Dept. of Education 2010)  The plan calls for more professional development not only in formal workshops but also in the act of teaching using these new models.  Using these models teachers can connect with exemplary practices, other professionals, and career-long professionals.  By connecting with exemplary practices and other professionals, teachers can model techniques and strategies that work in other schools and transform them to fit their personalized situation.  The report goes on to make several recommendations.  Number one is to use technology that will inspire new teachers and encourage our best educators to continue teaching.  Number two is to provide professional development to close the gap between teachers and students in terms of fluency.  Number three is creating career-long professional learning networks that would allow for increased professional development as well as hold educator accountable for the success of their students.  Number four is to increase technology in areas where it is least such as rural schools. Number five stresses the importance of creating a teaching force skilled in online instruction.  My concern is that this plan is so focused on the model of Connected Teaching that it does not make a feasible plan for most school districts.

Blogg # 2 : Progress Report on the Long-Range Plan for Technology, 2006-2020

Based on the 2008 STaR chart progress report on the state of the State for area one, Teaching and Learning, schools are decreasing in Early Tech; 5 % in 2006-07 to 4 % in 2007-08 and Developing Tech; 74 % in 2006-2007 to 70 % in 2007-08.  Schools are increasing in Advanced Tech; 20 % in 2006-7 to 25 % in 2007-08.  There is no change in the Target Tech; which stayed constant at 1 %.  Patterns of classroom use provides an insight to the possible changes.  Teachers used more developing and advanced instructional strategies in the classroom in 2007-08 as compared to 2006-07.  The report goes on to give examples of district and state programs that are aimed at increasing the Advanced and Target populations.

Based on the 2008 STaR chart progress report on the state of the State for area two, Educator Preparation and Development, schools are decreasing in Early Tech; 8 % in 2006-07 to 5 % in 2007-08.  Schools are increasing in Advanced Tech; 17 % in 2006-07 to 20 % in 2007-08.  There is no change in the Developing Tech; which stayed constant at 74 % and Target Tech; which stayed constant at 1 %.  The report shows data that shows that professional development activities had similar changes in content.  The report goes on again to give state and district programs designed to increase the Advanced and Target populations.

Based on the 2008 STaR chart progress report on the state of the State for area three, Leadership, Administration, and Instructional Support, schools are decreasing in Early Tech; 3% in 2006-07 to 2% in 2007-08 and Developing Tech; 55 % in 2006-07 to 49 % in 2007-08.  Schools are increasing in Advanced Tech; 39 % in 2006-07 to 45 % in 2007-08 and in Target Tech; 3 % in 2006-07 to 4 % in 2007-08.  The plan goes on to give information on Texas ePlan.  The report also discusses E-Rate and other technology funding possibilities.  

Based on the 2008 STaR chart progress report on the state of the State for area four, Infrastructure, schools are decreasing in Early Tech; 2% in 2006-07 to 1% in 2007-08 and Developing Tech; 39 % in 2006-07 to 35 % in 2007-08.  Schools are increasing in Advanced Tech; 53 % in 2006-07 to 57 % in 2007-08 and in Target Tech; 5 % in 2006-07 to 7 % in 2007-08.  The report then goes on to talk about internet safety, Telecommunications networks, and video conferencing.  Districts that are increasing their infrastructure rating to Target Tech are also summarized.

Blogg # 1 : Texas Long Range Plan for Technology, 2006-2020: Educator Preparation and Development

The second area of the Texas Long Range Plan for Technology is Educator Preparation and Development.  This area focuses on the continuous professional development of all educators in technology.  Teachers must be educated on the uses and practical applications of the increasing technology applications.

Based on SBEC Standards all Educators:

Graduate from an educator preparation program that models current technology

in instructional and administrative practices PreK-12.

Exit educator preparation programs knowing how to use technology

effectively in the teaching-learning process as demonstrated by the SBEC Technology Applications Standards.

Develop new learning environments that utilize technology as a flexible tool where learning is collaborative, interactive and customized for the individual learner.

Ensure full integration of appropriate technology throughout all curriculum and

instruction.

     -TEA Long Range Report for Technology

In 2007-08 the state wide data showed that 5.4 % of schools were defined as Early Tech, 74.2 % were defined as Developing Tech, 19.9 % were defined as Advanced Tech, and .6 % were defined as Target Tech.  In 2008-09 the state wide data showed that 4.5 % of schools were defined as Early Tech, 71.1 % were defined as Developing Tech, 23.8 % were defined as Advanced Tech, and 0.6 % were defined as Target Tech. In 2009-10 the state wide data showed that 3.7 % of schools were defined as Early Tech, 68.7 % were defined as Developing Tech, 26.8 % were defined as Advanced Tech, and 0.7 % were defined as Target Tech.  Locally my campus moved from a rating of 9 to 10 in Educator Preparation and Development.  The state wide trends show a movement away from the Early Tech; 5.4 % in 2007-08 to 3.7% in 2009-2010. The state wide trend is also away from Developing Tech; 74.2 % in 2007-08 to 68.7 % in 2009-2010.  The state wide trend was schools moving to Advanced Tech; 19.9 % in 2007-2008 to 26.8 % in 2009-2010.  The state wide trend was also moving toward the Target Tech but very slightly; 0.6 % in 2007-2008 to 0.7 in 2009-2010. The increase locally can be attributed to increased Access to Professional Developments and Levels of Understanding \ Use.

The key to progressing in the area Educator Preparation and Development is providing professional development that is aimed at the practical use for teachers in the classroom.  As a teacher if I do not see a practical use, it makes it difficult to change from the status quo.  To many times the professional development is focused on the technology instead of the teacher.

Texas STaR Chart

Overview: Introduction the Texas STaR Chart and share campus STaR Chart findings with the faculty

Texas STaR Chart

View more presentations from Cody Gore.

Use of blogs in education

1)     What is the educational value of blogs and blogging to the 21^st century learner?

Utilizing a blogg is a great ay for wan educator to reflect, communicate, and distribute information to a broad audience.  The biggest value is in reflection.  Being able to use comments from other bloggers to brainstorm and create an online dialogue is a major asset to any learner.  Blogging also addresses the 5 SBEC standards of knowledge, skills, and performance that when achieved are directly aligned with improved student achievement.  It allows educators to use current technology to stay informed.  There is also a wide variety of information that can be acquired by blogging and reading other educators bloggs.  This information can be used to create new solutions that fit the particular situation one has at their own school.  It allows for communication that is moving dramatically to the online world with other educators, community members, parents, and even students.  It can even be used to plan, organize, deliver, and evaluate instruction using the current technology.

2)     What are the concerns of blogs and blogging in education?

There are a few concerns about using blogs or blogging for an educator in today's society.  The biggest concerns as an educator is that posting thoughts can be used against you.  In blogging you are putting your thoughts and reflections out there for the whole cyber world to see.  Words can be misconstrued without non verbal cues to assist in content.  Distributing personal information is always a concern in the digital world we live in.  There is so many stories of information posted being used in a way that it was not intended.  Young people usually have less inhibitions about putting personal thoughts, information and pictures for all to see.  They do not realize that this information is out there in print and easily saved for later reference.  The easiest way to avoid this is not to post anything you don't want everyone to see or read.  Finding that line while blogging can be tricky.

3)     How can you use blogging to communicate with school stakeholders?

Blogging can be easily used to communicate with stake holders.  Bloggs are a great way to send out a bunch of information to a diverse audience quickly.  In recent past educational leaders have posted things in newspapers or sent out memos of things going on at school.  Now more of that information can be distributed in real time.  Stake holders can now go whenever is convenient to them and read whatever they are interested in.  They can follow such things as board meeting overviews, school happenings, or even follow such things as school improvement progression.  The possibilities are becoming more and more endless.  The great thing about blogging is they can also comment or ask questions if they so choose.  The educator can then answer the questions or concerns without having to hold the old town hall meetings or meeting with each individual person on the phone or in person.  If a person still has a concern they could go meet with the administrator but many of the questions could have been answered from the blogg.