Using the STaR Chart to Identify Neal's Technology Needs

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S Ta R Chart Presentation

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Focusing on Teaching and Learning

The STaR Chart area that is our area of focus this year is Teaching and Learning. The other areas are important, but the purpose of the technology Long-Range Plan is to ensure that our students acquire the technology skills necessary to compete and succeed in the 21^st Century. Without the teaching and learning of the required technology student expectations, our students will not be proficient. We can ensure that essential technologies are available, that professional development is appropriate and needs based, that administration provides appropriate support, but it is impossible for us, as instructional leaders, to be in every classroom all the time. The target tech level for Teaching and Learning requires that:

· The teacher to serve as facilitator, mentor and co-learner.

· Students have on-demand access to all appropriate technologies to complete activities that have been seamlessly integrated into all core content areas.

· All technology Applications TEKS are met K-8.

· High school campuses offer all Technology Applications courses ad teach at least 4 courses.

As I analyzed our campus’ STaR Charts from the last three years, it was disappointing to see that our level of progress in Teaching and Learning had decreased from Advanced Tech to Developing Tech. This does not correlate with state and national trends. As I compared the 2007-2008 and 2006-2007 Campus Statewide Summary, it showed that the number of schools at Early Tech and Developing Tech levels had decreased while the number of schools at the Advanced Tech and Target Tech levels had increased. As I read the descriptors under the Target Tech level for Teaching and Learning, it was quite obvious where our campus is lacking. We have worked diligently on acquiring the needed technologies to ensure that our students have the essential learning opportunities needed to demonstrate proficiency. We have increased the number of COWs, Smart Boards, LCD projectors, etc. in an effort to eliminate the popular excuse, “I can’t integrate technology because we do not have the resources.” The resources are now available, but ironically, the level of progress in the area of Teaching and Learning has decreased. The problem is that our teachers have difficulties integrating technology into the content areas. Our students do spend a great deal of time on the computers, but they are usually working on skills practice or tutorial software.

In order to address this teacher need, I think it would be beneficial for our campus to create a Technology Learning Community. We could invite teachers who successfully integrate technology into the content areas to be a part of this learning community. We could then model lessons and provide examples of lesson plans that effectively integrate technology. I think providing a model would be an effective first step in the right direction.

Technology Applications TEKS - Spiraling to Ensure Mastery

The Pre-K technology applications are integrated into five domains in an effort to provide learning experiences that will develop a strong foundation for our students.

The Technology Applications TEKS are designed as a dynamic, spiraling curriculum. They are based on four strands: foundations, information acquisition, solving problems and communication. These strands remain consistent from Kindergarten to 12th grade. Basically, a student can always go back to reinforce the skill if needed. For example, the first student expectation in the Kindergarten–Grade 2 Technology Application TEKS states that the student will demonstrate knowledge and appropriate use of hardware components, software programs and their connections. That first student expectation reads the same in the Grades 3-5 and Grades 6-8 Technology Application TEKS. This skill is revisited year after year to ensure mastery. The specific expectations do increase in level as to remain grade appropriate. The expectation is that by 8th grade, our students will demonstrate proficiency in these areas.

Preparing our Students for the 21st Century

After thoroughly reading the Long-Range Plan, it is evident that it is our responsibility as educators to prepare our students to function in a society that is highly competitive and technology driven. This plan leaves no stone unturned describing in detail the need, the goals and expectations and recommendations for ensuring that we meet our goals. We must model what it is to be a lifelong learner, and honestly reflect over our practices in order to continue growing as an educator. We can no longer be the “sage on the stage.” We must facilitate learning, and expect for students to be more active participants in the learning process. We must ensure that technology is seamlessly integrated into the content areas, and that we are providing students with the opportunities to not only learn technology skills but also to evaluate, create and apply their learning.

As an instructional leader, it is imperative that I be aware of the Long-Range Plan. As it states in the Long-Range Plan, I must have a deep understanding of the expectations and requirements, I should model the use of technology, and I must ensure that implementation is taking place. This increased awareness will also help when planning the budget, planning professional development, analyzing curriculum and instruction, and creating the Campus Improvement Plan.

What Did I Learn from These Assessments?

As a current instructional leader and future administrator, I would have to say that the fact that I believe that it is imperative that we provide our students with the learning opportunities to not only develop technology skills but also to use technology to apply learning, evaluate and create is my greatest strength as a future technology leader. I am comfortable with technology for the most part, but I am not always up to date with the latest technology trends. As a future administrator, I would have to ensure that I actively continue my technology development in order to set the example for my teachers. I cannot expect my teachers to do what I am not doing.

After reflecting on the two technology skills assessments that I completed, I have to admit that I was not surprised at all by what the results showed. The first assessment, the Technology Applications Inventory, showed that I was proficient in my technology skills. The area that I seemed to lack confidence was in the “solving problems” section. The second assessment, SETDA, revealed some useful information. Because I am no longer a classroom teacher, I completed the building survey. It was quite obvious after completing this survey that we have room to grow in terms of technology on our campus. We do have a specific district technology plan in place with specific requirements at each grade level. The majority of this learning takes place in the Computer Lab. Unfortunately, our students are not always given the opportunity to develop and apply this new technology learning in the classroom. The majority of our students spend 1-2 hours on the computer per week, but most if this time is used for drill and practice tutorial software. Our students and teachers do have access to the latest technology, but we do not always take the time to integrate these technologies into our teaching. We are an elementary campus, and therefore, the majority of our teachers do not use technology to present instruction. Sometimes, they do incorporate the Smart board, videos from United Streaming or YouTube, but not daily. We do not assess students’ technology proficiency. This may be something that we should consider.

Our district is taking a new approach with technology professional development. At the beginning of the school year, we completed a technology assessment to determine our technology level. In previous years, we had on-site monthly technology professional development, but this year, our technology professional development is differentiated based on our technology level. I think that this is a step in the right direction. This provides us all with the opportunity to increase and build upon our current technology knowledge and skills.