The school and libraries program

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National Educational Technology Plan - A Summary and Reflection

The 2010 National Educational Technology plan identifies two goals: (1) raise the proportion of college graduates from where it now stands (around 41 percent) so that 60 percent of our population holds a two-year or four-year degree by 2020, (2) close the achievement gap so that all students graduate from high school ready to succeed in college and careers.

We would achieve these goals by transforming education with the extensive use of technology. Since technology involves every aspect of our lives, it should be used to engage learners and provide learners with resources.

Learning powered by technology is another goal which can be achieved through learning: engage and empower; assessment, teaching, infrastructure, and productivity. With today’s information accessible 24/7, today’s learners can be accomplish many things and acquire massive amounts of information.

Periodic professional development is exchanged for continuous professional learning. This learning includes workshops and online resources. Higher education institutions will also be a beneficial source of professional growth throughout one’s career.

I believe that this plan is very comprehensive in identifying areas of growth and improvement. More and more technology has become the main catalyst for learning. The older methods of educating are being replaced with real world, real time information and experiences. I believe teachers will use technology more to facilitate learning and engage a student in the process of learning. Also, teachers, themselves, will be learners who use technology to facilitate learning. I like the idea that learning is “always on.” We are always learning: the educator, student, or administrator. This will become the norm rather than the “new technique.”  

U.S. Department of Education, Office of Educational Technology (2010). Transforming American Education: Learning Powered by Technology. Washington, D.C.

My School Technology Plan - A Summary

To my knowledge, my campus does not have a technology plan. It does, however, have a campus improvement plan that includes technology.

One of our District’s goals is that students will be challenged and encouraged to meet or exceed state and national expectations, including high school graduation. The technology objective of my campus is that it will increase the use of technology to offer a variety of instructional strategies to teachers.

The following strategies were noted: to continue to use projectors and ELMOs to all core-subject teachers; to use technology Neos for math intervention, provide training for teachers to use technological equipment and programs; and continue to use additional computer software for the enhancement and remediation of academic skills.

Resource allocations included SCE funds and local funds. The application process for grants is an ongoing task because we do not have the funds internally. We did apply and were fortunate to receive a grant to purchase ELMOs, projectors, and Smart Boards. Technical training was included with the purchase of the Smart Boards.

Another area of technological improvement included systems and strategies to be developed and implemented to increase parental involvement. Continuing the use of a parent portal on the District website is a strategy which will use local funds. Local funds will also be used to train teachers to maintain and update the campus website, as well as to disaggregate data on students’ achievement.

The person responsible for these strategies and allocations was usually the principal, assistant principal, and/or technology facilitator. A formative evaluation would be to inventory all technological hardware that was acquired, use data disaggregation forms and program evaluations.  

Technology Assessments - An Opinion

The value of assessing educators’ technology leadership knowledge and skills is imperative. If educators are not knowledgeable about technology, students will surpass teachers in their technological use, practice, and experience. The only way anyone can measure whether or not educators are knowledgeable about technology is to assess their knowledge. One good assessment is the Teacher STaR chart. This assessment tool asks educators the right questions and aids decision-makers to use the results to plan and perceive future needs. Once teachers complete the assessment, results will reveal whether they are reaching the desired technological goals.

My campus requires each teacher to complete the Texas Teacher STaR Chart so that the information submitted can be used by decision-making administrators and our grant writer. Our campus has recently received technological grants to supply teachers with classroom technology and students with math intervention hardware and software. Teachers have received interactive technological equipment and training for its use, and students now have access to math intervention technology. Each day students use the equipment, they are assessed on their progress.

All these assessments, however, are only perceived observations on paper given to our decision makers. We are assessing ourselves so much that all we consider in our decision making are the numbers on a page. Actual visual, walk-through observations, rather, can reveal whether an educator is knowledgeable and/or whether a student is learning. Even these visual observations will carry a grade for each area of assessment. I don’t think we can get away from assessments because this is the foremost method used to document actual progress.

Now that we have access to this new technology on my campus, I believe another assessment (visual or written) would reveal that our educators are improving in their knowledge and skills about technology and certainly experience. Obviously assessing the students will reveal whether or not students are progressing in their knowledge resulting from the use of technology.

Reflection of Web Conference of January 25, 2012

At first, I was apprehensive of this experience because I had no experience using a web cam during a video conference. I was afraid that I wouldn’t be able to access the web cam. It has been a long time since I have participated in any kind of distance learning, so I watched the suggested tutorial videos. The videos help to relieve my fears a bit.

I was pleasantly surprised to find out that the software was relatively easy to use. At first I could not find the button to turn on the web cam, but then there it was! All I had to do was turn it on. I believe that Dr. Borel was very proficient with all the technical tasks she had to do to make everyone able to participate. Even though she had to connect several individuals, she showed complete calmness and looked like she knew what she was doing—and she did. Dr. Borel was also patient answering our many questions, which is an invaluable asset for an educator.

Using the chat pod took a little getting used to because while Dr. Borel was talking, others were typing. I finally figured out what was happening and consulted the chat pod frequently to read the information given. Many of the questions the students asked were some that I had thought of, but did not ask. Dr. Borel’s answers were sufficient for me.

To quote Dr. Borel in the Information for Web Conferences information sheet, “Remember, this is another learning opportunity. We are all learners, learning is continuous, and learning is a journey!”