Sunday, June 6, 2010
My 1st Web Conference Experience
The web conference was for me an interesting experience in the nature of technical difficulties. Where prior to the conference all equipment worked I had several struggles trying to set up my camera to the Adobe conferencing software. I certainly gained a better understanding of my equipment and of the importance of testing the equipment prior to class. I am very excited about the internship prospects and was fortunate to be working with my local region service center on technology professional development. I have since asked a co-worker who teaches technology and engineering to mentor me in my graduate study and a close friend and technology leader at the Region 17 ESC will be helping me throughout as well. Admittedly I am a little nervous about the number of hours I will need to complete while still completing my everyday duties, but I know that over the course of 18 months this is really not going to be a tough task. I do want to try the web conference again in the following weeks to assure that I have learned to use my hardware properly.
National Educational Technology Plan
In the 2010 National Educational Technology Plan, the Department of Education reviews the needs of 21st century learners and educators. These needs have been laid out in six sections; learning, assessment, teaching, infrastructure, productivity, and research and development.
Under the section labeled learning, the report describes the need to empower learners uses the technology based tools that professionals are already using on a daily basis. We also need to find better assessment techniques that show real-time data that teachers can immediately use to differentiate instruction. 21st century learners need teachers to be technology literate, so providing and maintaining professional development will be a key aspect to meeting this part of the technology plan. It also asks that teachers change to a more connected teaching style, in which a learner-centered, technology driven classroom helps prepare our students.
Through, infrastructure the government and private businesses help to start a sound technology infrastructure in every school to allow student and teacher connectivity. It also looks at the need of schools to help maintain and update the ever-changing technology through planning and management. Productivity seeks to create a more productive school “business” by connecting district administrations to techniques commonly used by businesses to maintain efficient and budget centered organization. Finally, the plan focuses on research and development to help continually equip our schools, students, and teachers with the best in educational technology practices.
To provide for our 21st century learners we must provide a sound look at the future of technology in schools.
Under the section labeled learning, the report describes the need to empower learners uses the technology based tools that professionals are already using on a daily basis. We also need to find better assessment techniques that show real-time data that teachers can immediately use to differentiate instruction. 21st century learners need teachers to be technology literate, so providing and maintaining professional development will be a key aspect to meeting this part of the technology plan. It also asks that teachers change to a more connected teaching style, in which a learner-centered, technology driven classroom helps prepare our students.
Through, infrastructure the government and private businesses help to start a sound technology infrastructure in every school to allow student and teacher connectivity. It also looks at the need of schools to help maintain and update the ever-changing technology through planning and management. Productivity seeks to create a more productive school “business” by connecting district administrations to techniques commonly used by businesses to maintain efficient and budget centered organization. Finally, the plan focuses on research and development to help continually equip our schools, students, and teachers with the best in educational technology practices.
To provide for our 21st century learners we must provide a sound look at the future of technology in schools.
TX Progress Report on the LRPT
In the Texas progress report for the Long-Range Plan for Technology, the state reviews the House and Senate Bills passed by the 80th Legislature to build a virtual school network, provide, internet safety, technology-based assessment and other technology-based supplements.
Through these bills we now have the Texas Virtual School Network which provides professional development online through regional eduation service centers and online student learning. TxVSN provides flexibility in learning, acclerated course and courses that are not offered in many smaller school districts. The Texas Imersion Pilot Program has also shown success. Through technology based learning school districts that were a part of the TIP program showed increased math and reading literacy, more itellectually demanding work, and less discipline problems. The House and Senate also began creating college readiness standards to help schools prepare all stundents for a post-secondary education.
To help Texas school districts with the immersion of technology the state offered several grant opportunities to build appropriate infrastructures and create key leadership positions, as well as provide technology based professional development. Vision 2020 Grants provide districts with the opportunity to build either a virtual program or a 1:1 ratio in their classrooms. The STAR Grant was designed to proide technology based professional development and the Rural Technology Grant to provide for districts outside of traditional internet reach.
Through the STaR Chart, Texas ensures that all districts have adequate WAN/LAN access and are reaching to meet the LRPT standards. Currently, roughly 70% of districts fall under the developing technology level. Texas has also introducted a Master Technology Teacher certification for techonology mentors, and new tools for teachers such as C-SCOPE.
Through these bills we now have the Texas Virtual School Network which provides professional development online through regional eduation service centers and online student learning. TxVSN provides flexibility in learning, acclerated course and courses that are not offered in many smaller school districts. The Texas Imersion Pilot Program has also shown success. Through technology based learning school districts that were a part of the TIP program showed increased math and reading literacy, more itellectually demanding work, and less discipline problems. The House and Senate also began creating college readiness standards to help schools prepare all stundents for a post-secondary education.
To help Texas school districts with the immersion of technology the state offered several grant opportunities to build appropriate infrastructures and create key leadership positions, as well as provide technology based professional development. Vision 2020 Grants provide districts with the opportunity to build either a virtual program or a 1:1 ratio in their classrooms. The STAR Grant was designed to proide technology based professional development and the Rural Technology Grant to provide for districts outside of traditional internet reach.
Through the STaR Chart, Texas ensures that all districts have adequate WAN/LAN access and are reaching to meet the LRPT standards. Currently, roughly 70% of districts fall under the developing technology level. Texas has also introducted a Master Technology Teacher certification for techonology mentors, and new tools for teachers such as C-SCOPE.
Texas LRPT and Educator Preparation and Professional Development
Educator and Professional Development is of the utmost importance in looking at the Texas Long Range Plan for Technology. This section of the plan focuses on the need for educators to continue learning.
The current look at educator and professional development shows that educator preparation programs should and are beginning to teach and model the integration of technology in the classroom. By teaching the Technology Applications standards in the educator preparation programs schools are able to hire teachers who are better prepared for 21st century learners. In terms of professional development not only do educators need to continue learning to be prepared for their subject matter, but they need to be prepared to integrate technology into their subject matter. Professional development programs have adapted to the needs of prodessional educators by providing online sessions. Nationally, univeristies are beginning to increase online continuing education programs as well as degree programs in the teaching field.
While there has been a great increase in technology based professional development as well as access to professional development, there is still a need for improvement. Many educator preparation programs still lack the necessary equipement to allow student teachers to prepare for integrated technology use. Professional educators also need follow up on their campuses and in their classrooms to assure that they understand the use of the technologies they are learning about. Professional development activities are a great beginning, but unless we follow up with teachers to ensure understanding, many of our less tech-savvy teachers give up on the new knowledge the first time they struggle with it.
The current look at educator and professional development shows that educator preparation programs should and are beginning to teach and model the integration of technology in the classroom. By teaching the Technology Applications standards in the educator preparation programs schools are able to hire teachers who are better prepared for 21st century learners. In terms of professional development not only do educators need to continue learning to be prepared for their subject matter, but they need to be prepared to integrate technology into their subject matter. Professional development programs have adapted to the needs of prodessional educators by providing online sessions. Nationally, univeristies are beginning to increase online continuing education programs as well as degree programs in the teaching field.
While there has been a great increase in technology based professional development as well as access to professional development, there is still a need for improvement. Many educator preparation programs still lack the necessary equipement to allow student teachers to prepare for integrated technology use. Professional educators also need follow up on their campuses and in their classrooms to assure that they understand the use of the technologies they are learning about. Professional development activities are a great beginning, but unless we follow up with teachers to ensure understanding, many of our less tech-savvy teachers give up on the new knowledge the first time they struggle with it.
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