ED 5352 Week 2 Presentation
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Sunday, November 29, 2009
5352 week 2 part 2-Educator Preparation and Development
The area of opinion described today has to do with educator preparation and development. This area could be see as the most vital in regard to student success in the 21st Century. Without proper instruction and training, educators can in no way help prepare students for the technological advancements they are to face in the future. Educators must realize that the world that students live in now is different from when they were in school. Continuous professional development is essential for all teachers.
The importance of educator preparation programs to have beginning teachers understand the many uses and means of implementing today’s technology. For example, distance learning is a way for current teachers and administrators to stay abreast of the latest trends in technology. All educators must have either graduated from an education program that models curret technology, know how to use technology properly and /or already know how to use technology properly. Part of a teachers role is to ensure that full integration of appropriate technologyis part of the current curriculum.
There has been progress at various levels in preparing educators to excel in the classroom. On the national level, the acknowledgement that more teacher training is needed has prompted the states to begin to implement more mandatory training to help teachers keep up with the technology and training hat is needed to prepare students for the future. Also, the state is outlining a gameplan sun as the Long Range Plan for Technology in ordere to help prepare teachers as well. From a school district standpoint, steps are being taken to provide staff development opportunities, distance learning opportunities and other means of professional development to help to ensure that teachers have what they need to prepare students for the future.
In regards to improvement in this area, continued professional development is the key, especially if the funding is available to do so. There must be a constant evaluation of the staff development process in order to ensure that the proper technology is being presented and utilized among the staff, and in term being implemented by the teachers in order to help students achieve success.
The importance of educator preparation programs to have beginning teachers understand the many uses and means of implementing today’s technology. For example, distance learning is a way for current teachers and administrators to stay abreast of the latest trends in technology. All educators must have either graduated from an education program that models curret technology, know how to use technology properly and /or already know how to use technology properly. Part of a teachers role is to ensure that full integration of appropriate technologyis part of the current curriculum.
There has been progress at various levels in preparing educators to excel in the classroom. On the national level, the acknowledgement that more teacher training is needed has prompted the states to begin to implement more mandatory training to help teachers keep up with the technology and training hat is needed to prepare students for the future. Also, the state is outlining a gameplan sun as the Long Range Plan for Technology in ordere to help prepare teachers as well. From a school district standpoint, steps are being taken to provide staff development opportunities, distance learning opportunities and other means of professional development to help to ensure that teachers have what they need to prepare students for the future.
In regards to improvement in this area, continued professional development is the key, especially if the funding is available to do so. There must be a constant evaluation of the staff development process in order to ensure that the proper technology is being presented and utilized among the staff, and in term being implemented by the teachers in order to help students achieve success.
Summary of Pre-K Technology Application TEKS
The Pre-K technology standards outline the earliest stages of technology development for students. At this stage, students begin to gain basic skills such as inputting information, touch keyboarding and becoming familiar with a computer.
The skills that these students aquire lay the foundation for future technological development and advancements as they continue throughout school.
A spiraling curriculum begins with the assumption that children are not always ready to learn something. Readiness to learn is at the core of a spiral curriculum, thus instead of focusing for relatively long periods of time on some narrow topic whose time has come, a spiral curriculum tries to expose students to a wide variety of ideas over and over. A spiral curriculum, by moving in a circular pattern from topic to topic within a field like, say, math, seeks to catch kids when they first become ready to learn something and pick up the other kids who may be a bit behind or not ready to learn yet.
The skills that these students aquire lay the foundation for future technological development and advancements as they continue throughout school.
A spiraling curriculum begins with the assumption that children are not always ready to learn something. Readiness to learn is at the core of a spiral curriculum, thus instead of focusing for relatively long periods of time on some narrow topic whose time has come, a spiral curriculum tries to expose students to a wide variety of ideas over and over. A spiral curriculum, by moving in a circular pattern from topic to topic within a field like, say, math, seeks to catch kids when they first become ready to learn something and pick up the other kids who may be a bit behind or not ready to learn yet.
Long-Range Plan Analysis
After analyzing the Long Range Plan for Technology, I learned much needed additional information regarding its implementation. The plan is in place to help students be able to achieve future success in the upcoming technology based world. The various phases of the plans expectations are outlined and a specific time frames for the completion of each of the phases is noted. The process will be ongoing much of the plan centers on providing opportunities for both teachers ands students to expand their knowledge of technology.
The new information that I have acquired will help me as an instructional leader by way of being more aware of what types of new technology are needed on my campus. Also, I will be able to assist in integrating this technology smoothly and efficiently. In addition, if the faculty has any questions or concerns about technology or implementation, I can address these accurately.
The new information that I have acquired will help me as an instructional leader by way of being more aware of what types of new technology are needed on my campus. Also, I will be able to assist in integrating this technology smoothly and efficiently. In addition, if the faculty has any questions or concerns about technology or implementation, I can address these accurately.
Saturday, November 28, 2009
5352 Technology Assessments Parts 1 & 2
The Technology Applications Inventory and the SETDA survey are the two technology assessments mentioned during parts 1 and 2 of the assignment. The Technology Applications Inventory is divided into four domains, each dealing with some aspect of technology. The first domain relates to the familiarity of the educator with various computer applications, keyboard skills, capturing digital files, and awareness of copyright laws, etc. The next domain allows the teacher to offer their level of knowledge on acquiring information through technology. The next domain dealt with problem solving and technology tools, where the teacher must offer their opinion on whether or not they are familiar with multimedia projects, technological collaboration, desktop publishing, etc. The final domain of the inventory is about the level of communication inquiring as to whether or not the proper technological tools are in use and the actions that are performed with these tools.
The SETDA survey was the next assessment that was completed and offered some insight into technology and its impact on both teachers and students. From the standpoint of what the survey wanted to know about the teacher, the following basic information was requested: grade level taught, number of years of teaching experience and subjects taught. Also, what expectations of the teacher in regard to technology were inquired about as well. This includes implementation of programs, what applications are used, and various strategies involved. Exactly what we as teachers required from our students from a technological standpoint was brought up in the survey as well as how teachers managed technolopy in their classrooms and supported technological learning. In the realm of professional development and technology, it was asked how often we as teachers were exposed to new forms of technology, and how technology is used for my personal use as a teacher. In addition, the level of access that we as teachers had to new technology was brought up during the series of survey questiuons as well.
From a student standpoint, the survey allowed us as teachers to evaluate technology and its influence on students in this surveyt as well. The effects of technology on a students peformance was addressed and how often technology was used in the classroom (if so what types). The various functions and actions that students performed with technology were mentioned in the survey such as email, online research, and data analysis.
The technological vision of the school district was examined by the survey. Meaning, what type of advancements or improvements did the district have for its students regarding technology, how this new technology would be implemented and what impact this would have on the students of the district.
From a standpoint of being an educational technology leader on my campus, there are both strengths and weaknesses. I believe that the opportunity is there for every group on our campus to benefit from technology in some way. I possess the desired skills to lead both faculty and staff into the necessary direction to help technology become a bigger learning tool for students and staff. From a weakness standpoint, this process ahs been delayed in the past and has been a slow process, so despite the fact that improvements are on the way, they may n ot arrive in as timely a fashion as most desire.
Overall, I agree with both assessments, becasue these are accurate indicators of the current technology in my school district and campus.
The SETDA survey was the next assessment that was completed and offered some insight into technology and its impact on both teachers and students. From the standpoint of what the survey wanted to know about the teacher, the following basic information was requested: grade level taught, number of years of teaching experience and subjects taught. Also, what expectations of the teacher in regard to technology were inquired about as well. This includes implementation of programs, what applications are used, and various strategies involved. Exactly what we as teachers required from our students from a technological standpoint was brought up in the survey as well as how teachers managed technolopy in their classrooms and supported technological learning. In the realm of professional development and technology, it was asked how often we as teachers were exposed to new forms of technology, and how technology is used for my personal use as a teacher. In addition, the level of access that we as teachers had to new technology was brought up during the series of survey questiuons as well.
From a student standpoint, the survey allowed us as teachers to evaluate technology and its influence on students in this surveyt as well. The effects of technology on a students peformance was addressed and how often technology was used in the classroom (if so what types). The various functions and actions that students performed with technology were mentioned in the survey such as email, online research, and data analysis.
The technological vision of the school district was examined by the survey. Meaning, what type of advancements or improvements did the district have for its students regarding technology, how this new technology would be implemented and what impact this would have on the students of the district.
From a standpoint of being an educational technology leader on my campus, there are both strengths and weaknesses. I believe that the opportunity is there for every group on our campus to benefit from technology in some way. I possess the desired skills to lead both faculty and staff into the necessary direction to help technology become a bigger learning tool for students and staff. From a weakness standpoint, this process ahs been delayed in the past and has been a slow process, so despite the fact that improvements are on the way, they may n ot arrive in as timely a fashion as most desire.
Overall, I agree with both assessments, becasue these are accurate indicators of the current technology in my school district and campus.
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