EDLD 5352 Web conference Reflections

I participated in several of the web conferences in this course. This course is a combination of students from both Educational Administration and Educational Technology Leadership programs. The professor appreciated everyone’s efforts in getting assignments in on time even though we all are busy with work, children, and other activities.

Dr. Abernathy always started off the conference with everyone stating the district they are currently working. I thought was helpful so that we can be able to communicate and collaborate with other classmates outside of the class setting. Each week she clarified any course issues for those who had questions. In week 5 there were question being raised about the self-evaluation which we did not have to do because it was the same as the assignment. She also stated that the week 5 assignment was our final exam and that we must submit it into TK20 as an artifact. Dr. Abernathy said it would be advantageous to take the practice LCE until we pass and that we can take it as many times as needed, as that would help in preparing for the TExES principal test. There was also a Google site given to review before taking the LCE.  I thought that she was helpful in giving us tips on all assignments so that we can all be successful future leaders. It was also discussed about taking the ILD and the cost if the student wants to be certified. I felt that the web conferences were very helpful in clarifying all assignments and gaining tips and ideas from others. I have enjoyed this course.

Technology Action Plann

Action Planning Template
Goal: To Improve Technology use by district staff
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Utilize district data to assess student academic needs and design appropriate instruction.	Principal/Assistant Principals Classroom Teachers	Fall/Spring 2012/2013 Align with Benchmarks and district Interim Assessments	Computer Spreadsheet Planning Period	State assessments District Benchmarks School generated assessments
Teachers will be trained to utilize White Boards for class instructions.	Principal Teacher models Assistant Principal	Spring/Fall 2012-2013	Principal allocating funds from academic budget to purchase White Boards for those teachers/ departments  who don’t have one	Walk-throughs 45 minute evaluation
Familiarize teacher with Technology TEKS for students	Assistant Principal	Fall/Spring 2012-2013	Computer HISD Website Planning Period	Lesson Plans Observations
Use of Blogs for student assignments and to communicate with stakeholders	Assistant Principals/Department Chairs	Fall 2012	Computer	Lessons Plans Survey Monkey Technology Checklist
Teachers and Staff are trained to use spreadsheets, PowerPoint, Wiki, and Podcast to enhance instruction	Technologist specialist/Teacher models	Fall 2012	Computer labs Planning Period	Creating an actual lesson using one form of technology and presenting to peers. Peer evaluation of each other

Texas Long-Range Plan

I have learned that the Long-Range Plan is unique and dynamic. I had no idea that Texas is leading this effort and pioneering the drive to better prepare and educate our youth for tomorrow's technological world. The goal of the Long-Range Plan for Technology, 2006-2020 is to support the Mission of Texas Public Education by preparing students "for success and productivity of a lifetime learner, a world class communicator, a competitive and knowledge worker, and an engaged and contributing member of the emerging global digital society" (LPRT, p. viii). When I read this, I can't help but think that this statement applies to ALL types of students - meaning, not just those students in K-12, but also the teachers, who are lifelong students as well. In order to prepare their students well, teachers must be constant learners.

The Educator Preparation and Development Area in the LRPT describes the goals, needs, and recommendations to increase technology skills with the teachers so that the teachers can then best teach their students. The emphasis is on not just pre-service teacher development, but also on continuous professional development during teachers' careers. According to the LRPT, the key goals of this area state that all educators will:

• graduate from teacher prep programs that model current technology instruction in PreK-12
• exit teacher prep programs knowing how to use technology effectively in the teaching and learning processes
• develop learning environments that uses technology as a flexible tool, where learning is collaborative, interactive, and individualized for students
• ensure appropriate technology integration in curricula

STaR chart data trends in this area show that most of the schools statewide from the '05-'06 to '07-'08 school years have been sitting stable at the "Developing Tech" classification. What is interesting is that the biggest percentages in the "Advanced Tech" and "Target Tech" labels in this area occurred in '05-'06, with scores of 32.3% and 2.4%, respectively. What was the difference then (compared to the most current percentages of 19.9% and 0.6%, respectively)? What is because the technology was not as prevalent or advanced and so mastery of it was easier? The converse could be true as well--the technology we have now is much more advanced and the learning curve is higher...?

My goal is to go back to the classroom and create more learner-centered lessons. I also recommend for this area of the state to continue to fund technology purchases and more importantly, ongoing professional development needed for training and instruction. At the campus level, it is vital that the leaders support training, formal or informal in nature. In addition, I want to integrate technology on a daily basis instead of occasionally. I want to integrate Physical Education and technology seamlessly.

Texas STaR Chart Presentation

http://www.slideshare.net/paulaceaser/star-chart-presentation-11343316

EDLD 5397 Week 3 Assignment Part 3 Action Research Draft

Week 3 Assignment, Part 3

Draft Action Research Project Progress Report

Action Research Draft Report

Paula Ceaser

James Madison High School – Houston ISD

What are the effects of technology on Classroom and Students?

I felt that on my campus that it was a need to focus on technology since the world as we know it today is focused on using technology. When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information given by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information.  

      Students in a ninth grade math class through teacher guidance will be allowed to use technology to collaborate and elaborate classroom learning.  For many students this will be the first time to use such a collaborative technological resource.  I am hoping that this new format will excite and encourage communication and collaboration that will facilitate classroom learning.

Using Web 2.0 tools such as blogs can enhance learning.  “Blogs promote open dialogue and encourage community building in which both the bloggers and commenters exchange opinions, ideas, and attitudes.” ( Solomon, G. & Schrum, L. (2007). P55)  The use of blogs is a good way to differentiate learning for students.  It is important to reach all students, and make learning more meaningful and relevant.  “It is a wonderful way to differentiate student learning.”  (Pitler, H, Hubbel, E., Kuhn, M., & Malenoski, K. (2007).P35) “Using a blog truly promotes an interactive learning experience.”  ( November, A. (2010)p43)

     I met with two ninth grade teachers and explained my action research project.  I also discussed the need to raise math scores and that I was hoping that the implementation of blogs would help.  I shared the research that supported my plan.

      To help eliminate the chance for lack of implementation I set up classroom blog for each teacher and showed them how to log on, make posts, and help students to log on. I used an educational blog site so that the teachers would feel more comfortable with the implementation of their use.  Facebook has often given blogs a negative connotation in education circles. I again stressed the research that blogs can enhance learning.  I also made sure that teachers understood how the use could help them differentiate learning.

     During periodic planning meetings I would check to see if teachers were using the blogs and how they were implementing them in the classroom. One teacher tried  to implement the blogs, but she utilized them to their fullest potential.  She would erase student inputs between classes instead of letting all her classes collaborate.  I tried to work with her to stop this and explain that even if one student copied what another student wrote they were learning.  It may be that the student did not have the knowledge to write on their own, so by copying it was reinforcing learning and helping to remediate. The other teacher were not implementing blogs into their classroom and I continued to try to get their buy in and implementation of blogs.

      Because blogs can help differentiate learning it will help all students especially those with special needs. Through communicating with classmates an ESL/bilingual will be able to see English grammar modeled. Because blogs are typed at the students own pace, students that require more time for assignments can take it without being conscious for their slow production responses. They can also work from various sites including home, computer lab, public library, and auxiliary classroom computers.

Resources

November, A. (2010). Empowering students with technology. Thousand Oaks,    

       CA: Corwin.

Pitler, H, Hubbell, E, Kuhn, M, & Malenoski, K. (2007). Using technology with

       classroom instruction that works. Alexandria, VA: ASCD.

Solomon, G, & Schrum, L. (2007). Wev 2.0 new tools, new schools.

      Washington, DC:  International Society for Technology in Education.

Tool 7.1 Action Planning Template


Goal:





Person(s) Timeline: Needed

Action Step(s) Responsible Start/End Resources Evaluation

1.

I will use samples of technology applications that teachers and students will apply to classroom curriculum.

I will focus on teachers that use technology and teacher who don’t use technology who are working with Communities in schools.



9th grade English teachers will provide samples of student work.

I will conduct the interview with 2 teachers. One that uses technology and one that don’t use technology. I will start the research after the first 3 weeks (early Sept., 2010) of school to give teachers and students to get acclimated to the new school year./March

September (after the first 3-4 weeks of school due to schedule changes)/March Samples of student work related to classroom curriculum

Small recorder to conduct the interview. I hope to see that technology will be beneficial to student success and that student and teachers will take on new roles in the classroom

I hope to find if students are more successful in classes where teachers who use technology versus those teacher who don’t. I am also seeking if those teachers seek professional development for using technology with classroom curriculum.

2.

I will focus on students who are in classrooms where teachers use technology versus teachers who don’t use technology. I will conduct the interview with the September/March Recorder to conduct the interview Will technology be effective in the classroom for students. I hope that technology will provide experiences that will prepare students for the world outside of school.

3.

I will review literature which will suggest that technology implementation was unrealistic.







I will be responsible to review literature to see if there are any findings of technology implementation being unrealistic. July 23, 2010/Aug. 2010

July Professional Journals, Professional Publication, and Scholarly Articles The literature should suggest that technology implementation is realistic and will show that technology improves student self-esteem and communication with others.

4.

I will use surveys so that the teachers can provide information technology will be beneficial to student success.



I will provide a paper-based survey to students and teachers.

I will conduct the survey. August Make copies of surveys for teachers.

Survey-monkey using the computer lab. Expected outcome is to see if using technology is beneficial to students in classroom curriculum.

5.

Students will take a survey to provide information to see if technology will be beneficial to student success.



I will provide student with a paper-based survey.

I will conduct the survey. August Make copies of surveys for teachers.

Survey-monkey using the computer lab. Expected outcome is to see if using technology is beneficial to students in classroom curriculum.

6. Observe student’s progress reports/report cards.

I will observe 3 week progress reports/report cards. October/March Progress reports/

report cards Expect to see an increase in grades for those students who use technology with classroom curriculum.

Week 2 Action Research Reflection

In listening to Dr. Lewis I learned that before changing the curriculum for a district is that you may want to do action research. In theri case, The Gates Foudation was in place to help with the research. Administrators and teachers were able to look at the data to see how they could change the curriculum and apply effective instructional strategies for student success. I understand that action reseach will play a role in my professional career and that when looking at data, I need to make sure that it is revelant to my school's situation. By having an interest in a topic would help me to be more focused on the outcome when doing action research. As an administrator I would need to make sure that my staff is trained in disaggregating data and look to see how it is practical for my students.