Course Reflections

Course Reflections

When I began this course, I envisioned increasing what knowledge I had of technology. I teach math and use some technology in the classroom, and I thought of myself as having a pretty good understanding of technology. I definitely increased my knowledge, and then learned how little I did know. I would say that I achieved the outcomes that I had set for this course and then achieved knowledge of some things that I didn’t know existed. The actual course outcomes exceeded what I had envisioned for the course. For example, although I wasn’t an expert, I knew that technology standards existed for students. However, I wasn’t even aware that there were standards for teachers, and even administrators.
In achieving the outcomes for this course, I found that there were several aspects of the technology standards that are relevant to me in the classroom and as a leader. I have always completed the STaR chart, but now I have a better understanding of the chart as a whole and how this report can be used for planning the future of technology on a campus. Because I teach at the high school, I knew that there were Technology TEKS, but I wasn’t aware of the thoroughness and complexity or them at the lower grades. I also learned about the national standards that are in place for students, teachers, and administrators.
In completing the objectives for this course, one of the outcomes that I felt like I didn’t achieve was in exploring ways to seamlessly integrate technology in the classroom. There is no doubt that there is a need for student-centered technology in the classroom. I read a couple of articles that dealt with the research on integration of technology in the classroom, and I made this a point of emphasis in my practical application paper and action plan. I think this is an area that the “digital immigrants” need practical applications on ways to integrate technology into daily activity in their classroom. I understand that this is going to be one of the challenges of leading a campus to being technologically advanced.
I felt that I was successful in carrying out the assignments of the course. The first two weeks assignments were very time-consuming, but I enjoyed working with them, and I learned several new things. One of the new things that I did was posting a PowerPoint onto a blog. The process of setting up a blog was also something new, and I have since explored other blogs and educational sites. The forth week assignment was probably the one where I wanted more specific direction in creating the action plan. After posting my plan for discussion, I saw so many different interpretations of the instructions for the plan, and I liked most of my peers better than mine, I wish I would have had those ideas earlier in the week when I was creating mine.
By completing this technology leadership course, I first learned that I didn’t know as much as I thought I did about technology. For example, I knew there were technology TEKS, but I didn’t know that they were in place for all grade levels up to 8th grade, including Pre-K. I also learned about the NETS-A standards for administrators. This course also reinforced the important concept of being a leader that is surrounded by specialists. A principal cannot be an expert in every knowledge field, so it is important to have people in place on a staff that can give expert advice and opinions when it comes to their specialty. A leader needs good technology people to keep up with the latest trends in technology as they occur.
Blogs can be extremely beneficial to learning in the 21st century classroom. Blogs provide immediate information access on almost any educational topic. Blogs also provide quick, easy publishing for students. These two benefits together allow students to be providers and receivers of information. Blogs provide open lines of communication that is student-to-student, teacher-to-teacher, or student-to-teacher. Administrators can also use blogs to communicate with staff, parents, and other stakeholders. I believe that the educational world is just at the early stages of implementing blogs into the classroom. One or the most exciting possibilities of blogs is to connect classrooms from all over the world.

The concerns of blogging in an educational setting are centered on security. Anytime students are providing or receiving information in a public forum, there is concern for the student’s safety. One solution to this concern would be educational blogging sites that are designed for educational purposes only. These sites can be controlled by the teachers, and teachers can make the decision as to who has access, and to what extent. Another way to avoid these safety concerns is to start teaching students at an early age the importance of being responsible while on-line. Teaching cyber ethics can give students the ability to recognize and avoid the dangers that can come with open forums.
Blogging can be a valuable tool for communication within the school community. School leaders can use blogs to communicate with students, teachers, and parents. Blogs are a quick, easy way to post information for all stakeholders to have access. The possibilities are endless when it comes to the type of information that can be posted for parents. Anything from school calendars to lunch menus, or even weekly updates on the good things happening on your campus. Blogs can also form a line of communication that is easily accessible for all stakeholders, and good leaders understand the importance of communication within the school community.

Technology Action Plan

• Carthage ISD Action Plan
  Each year, Carthage ISD conducts a needs assessment utilizing surveys, interviews, focus group sessions, inventories, and the Texas Campus STaR Chart to analyze the status of technology needs and determine future needs. In week 3 of this course, I outlined the results of our recent evaluation and reported on the recent accomplishments in our technology infrastructure. This action plan will provide an analysis of future needs in our school district to achieve the objectives of the long-range technology plan. There has been an aggressive move in our district the last two years to improve the infrastructure of technology in our district. There have been building projects, new hardware, and upgrades to the network of our district. As I outlined in the Week 3 Technology report, the next step for our district will be to improve the implementation of technology into the classroom. This goal of seamless integration of technology will be made possible by the quality of professional development provided for the faculty and staff.
  
  Professional Development Review
  
   100% of instructional staff will use strategies that are appropriate to the needs of individual students and include responsiveness to our diverse learning community
   Staff will have access to and use a variety of resources to address the individual needs of students
   All staff will document the use of technology integrated in classroom activities at least once a week
   Teachers utilize teacher presentation stations, student stations, and peripherals to enhance learning once a week
  
   All professional development offerings will explicitly identify the staff needs that will be addressed
   Six hours of technology professional development will be offered annually focusing on student centered use of technology
   Teachers will utilize on-line staff development training for 24/7 ongoing professional development opportunities
   Technology will be implemented and used to increase the effectiveness of student learning
  
  
  Evaluation Plan
  The effectiveness of the Action Plan and the Professional Development Review is evaluated on an on-going basis. The intention of the evaluation is to be able to make decisions on the impact that technology has on the learning process for all students. There is a variety of tools and methods that can be used to determine the plan’s effectiveness.
   The Carthage H.S. STaR Chart results conducted bi-annually
   A locally prepared technology integration assessment will be administered for all teachers at the beginning and conclusion of the school year
   Records of staff member participation in technology training monitored by teacher professional development records
   Integration of training into the classroom as measured by lesson plans and the number and type of technology and distance learning projects
   Campus and district administrators will collect, analyze, and report progress on campus improvements
   Yearly inventory of hardware and software
   Monitoring of Internet usage as to types of sites being utilized