Texas Campus Sta R Chart Pp

It is obvious that the long range outlook for teaching and learning must include technology. The question is how much and what kind. Finding ways to engage students in the learning process and stimulate the educational experience is key to the future of our system. Most schools have attempted to keep up since the explosion of the internet. Technology rooms have become an integral part of the school building, technology TEKS have been established by the state to create standards, and teachers continue to find ways to include technology in the classroom. Many schools have hired dedicated technology personnel and created technology departments to assist school staffs with technology incorporation. Are we where we need to be? Not even close. With the adoption of the Long Range Plan for technology we are definitely taking steps in the right direction. There has been the recognition of a need and a plan to fulfill that need. Where I think we’re at right now is teachers using technology to make old processes a little easier. Where I think we need to get is a place where students use technology as a learning tool and teachers facilitate that process. Is the technology that schools have in place enough to make that happen? I would think not. In order for technology to become the way students learn it will have to an integral part of every classroom. Computers will have to be readily available for each student. Lessons will have to mostly be delivered via the computer instead of a teacher talking and students listening. I think this is not only important for our students to keep up with technology in the future but for our students to stay involved in learning. I think if we don’t continue to find ways to do this we will continue to fall further behind in the learning process.

Texas Campus Sta R Chart Pp

View more presentations from Landon Sanderson.

Pre-K Technology TEKS…

The Pre-K Technology TEKS are designed with five areas that focus on research based teaching strategies and developmental strategies about how children learn. They are intended to be creative lessons that will help young children learn how to become focused on learning and begin a school career in a positive step. The five areas of focus are: Social and Emotional Development, Language and Communication, Reading, Writing, and Math. While these areas lay the foundation for the technology TEKS, the subsequent TEKS for years to come are designed the build (scaffold) upon each other the further in development a student travels. This scaffolding can be seen in the foundation domain. In grades 3-5 students are expected to demonstrate a basic understanding of terminology and uses of the computer environment but as they progress to grades 6-8 that knowledge is expected to grow in-depth requiring student to be able to compare, contrast, and analyze the computer environment.

The Long-Range plan for Technology…..

As the leader at a campus it is nice to know that there is a vision from the state about where we need to be headed with technology. I believe it is always a good idea to define who is responsible and what they are responsible for to eliminate any confusion about what it is we need to accomplish. It is clear through the Long-Range plan that there is a vision about where we are headed and how we need to get there. I think this plan also leaves open the responsibility of the district in order to implement this plan as they see fit. This is a great thing for those districts that place technology as a priority. I could also see where this could become a liability for those districts that choose not to place technology incorporation in high regard. For me, this plan will definitely be a great starting point and foundation of goals that my campus will have. I will use this plan to help me collaboratively define in greater detail what our technology goals as a campus should be and how we will achieve them.

A reflection on the SETDA and Technology Application assessments….

It is obvious in today’s world that technology is becoming more and more a part of how we live. And because it is a large part of how we live then it is obvious it is a part of how we learn. I believe that learning how to incorporate technology into the classroom will contribute to the success of students today. As a campus leader it is my duty to understand and learn better ways to do this. My history with technology can benefit me by helping me to know ways to do this and also to show me where it is I need to improve. I believe I have shown on the SETDA assessment of classroom technology that my past experience with technology in the classroom is very minimal. After all, I do teach P.E. so technology is not a part of what we do. This assessment has also brought to light the fact that technology is not a large part of the professional development at my campus nor is it part of the evaluation of the skills students should obtain. I have learned through my reflection of this assessment that ongoing professional development will benefit all school employees and students. Not only professional development on technology skills but also incorporations skills on how to use technology in the classroom. As a teacher and campus leader I will have to continue to embrace technology on my campus. I believe that I demonstrated in the Technology Application assessment that I already have a solid background in technology applications. Of course, there are several areas that could be improved but I believe I have enough technology knowledge to incorporate its use into the classroom but I still need the “how to” in order to do that. Again, that is where I believe as a campus leader it will be my duty to find professional development that will accomplish this. I don’t feel like these assessments taught me anything I didn’t already know. I knew how much (or how little in my case) I used technology in my class but I did learn a little about what I might need to learn about technology applications. But, after all, that is why there are technology coordinators at all schools these days.