What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

I remember thinking that this course would be about integrating technology into daily instruction and lesson plans. When in reality this course has challenged the very idea of how technology needs to be manipulated and molded to better meet the needs of the instructors and their students. As an administrator, I have been challenged to rethink the current technology and its uses. There were even some things I was not even aware of, like the fact that there is a Texas Long Range Technology Plan. Looking at the student population I will serve, I have realized that they are at risk for a factor not considered by many, they are at risk of becoming victims of the “digital divide”(Mason & Dodds, 2005). We, as leaders, have an obligation to make sure that teachers integrate technology, not just because it is good practice, but because our students need to be exposed to the technology at school or risk not be exposed at all.

To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

The course outcomes I have achieved are directly tied into my real world in educational leadership. For example, I have found a mis-alignment between our CIP and the technology plan the district set forth for the 2004-2007 school years. I have found the objective written to include technology in the plan to be too general and not adequate for such an important document. Also, I will be a strong advocate for offering after school computer access, and having more student participation in the up and coming multimedia festival. Our students do not only deserve to have the best instruction but also the best access to technology. We have to give our students the chance to become “digital natives” or risk having them be unprepared for the technology rich workplace of the near future. Achieving this will be not be as easy as simply investing in new hardware like computers, but will need explicit instruction to teach students acceptable use, validation, analysis, synthesis, and presentation of data and research acquired on the Internet.

What outcomes did you not achieve? What prevented you from achieving them?

In retrospect I probably should have put more effort in trying to participate in the on-line conferencing that was hosted by the professors of this course. I actually ended up investing in a web camera set-up, but the last conference ended up being canceled and I was unable to participate. The knowledge could have been useful in implementing on-line conferencing which I may be using with my staff next semester as part of our flexible meetings initiative. Teachers may enjoy being able to sign-on from their classrooms instead of having to drive to a different campus for an informational meeting. The first class e-mail system we currently use those support chat rooms and video conferencing, which probably employs the same skills that I could have learned from partaking in the activities mentioned above. Other than the optional activity, I feel that I have otherwise met every performance outcome as prescribed in the course syllabus.

Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

I was successful in carrying out most of the assignments. I had some trouble understanding the discussion instructions for Week #2 and lost 50 percentile points when I responded to two quotes posted by classmates instead of two sets (14) as required and explained in the rubric. Technically it was my fault since I had received the e-mail notifying me of the change, the problem was I only read the first part of the e-mail which said to leave Week #1 alone and proceed with Week#2 instructions. I finished the required coursework, but then forgot to go back and read the rest of the e-mail and how it applied to the second week. I was most discouraged by the amount of time the replies actually required. This was the first class that required this much participation in the discussion forum. The only other problem I had was in Week #3 when I wrote and met the required content of the assignment, but then did not use the appropriate APA style for citing a personal communication (interviews). I used quotes, but did not realize there was a proper format of: (name, personal communication, date). I was obviously more careful and detailed in Week #4, which is reflected in the score (100%) I obtained.

What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?

This course made something very clear to me right from the start. I was made to realize that I was not as adept in technology as I had imagined myself to be. Before taking this course I had actually considered myself to be pretty techy, but I have since learned that my skills are basic when compared to what is being done out there. It was hard for me to admit that I am a “digital immigrant”. I have learned about such things as blogging, RSS feeds, and Internet streaming or podcasting. I have learned about the NETS for Administrators, Students, and Teachers, something I did not know even existed before this course. My leadership skills have become more well rounded since being able to use e-mail is no longer considered to be a use of updated technology. Now a days the instructional leader is expected to employ the use of such things as wikis, remote learning, and on-line conferencing. I can honestly say that I have a new appreciation for the technology I currently use on a daily basis, and have become more in tunned to how technology is currently being used in my high school's classrooms.

What is the educational value of blogs and blogging to the 21st century learner?

The educational value of blogging is dependent on how the instructor sets up the ground rules for usage. Blogging allows those students who are shy and less likely to speak up in a regular classroom to ask questions or inquire further about what is being thought. Students enjoy the anonymity of being able to type their questions and responses into a blog, which is much less intimidating than speaking in front of their peers. Blogging has the added benefit of allowing experts in the field to be able to speak to the students themselves. We read about instances were students were blogging about a book being read in English class. The teacher was able to contact the author and convinced him to join in and respond to student's comments and questions. The 21st century learner who blogs would be better able to make the direct connection between what is being learned in the classroom and how it applies to the “real world”.

What are the concerns of blogs and blogging in education?

There are some major concerns with blogging and its uses in education. Some parents might be uncomfortable with their children being on the Internet. The federal government has even passed legislation, like COPPA, which was written to protect our children from on-line predators. However, with the proper training and ground rules, students can use blogging in safe manner that is conductive to learning. The concern that blogging might be used to cyberbullying is easily eliminated by explicitly teaching cyber ethics which teaches students such things as “flames” are not being allowed (Adelman, 2004). Also, students would be required to sign an Acceptable Use Policy that would prohibit them from using the blog or any other social site to harass or otherwise demean their fellow classmates. Parents would also be given a passcode to allow them to monitor the conversations their children are having with their instructor and classmates. Some might even enjoy engaging other parents in a parent blog about what their children are learning in the classroom.

How can you use blogging to communicate with school stakeholders?

Blogging could be used very effectively to communicate with a school's stakeholders. For example, a blog could be used by the principals to communicate with parents/guardians about up and coming events and/or meetings. A teacher could use a blog to offer help on homework or help explain a lesson more in depth. A couch could use a blog to communicate with his players and/or parents. He could post such things as a game schedule and the results of past matches. A team leaders could have his team post concerns our ideas to be addressed at the next meeting. Parents could use a blog to communicate with other parents and share ideas on everything from homework help to college/university applications. The possibilities are endless, but the overall picture is that blogs can be used not only as an alternative form of communication, but as a more appropriate and flexible way of distributing information. You could even have a blog directly connected to an RSS feed that could deliver content like articles directly to those who would find it relative.

Utilizing data from the Galena Park ISD Technology Plan: 2004-2007, written on 03/29/2004, the following evaluation components were identified to measure the desired outcomes:
Evaluation:
The GPISD technology plan was to be reviewed and updated at least quarterly.
The 15-members of the Technology Planning Committee, facilitated by the Director of Technology, will consider growth areas and strengths of the plan.

Concerted efforts with the instructional technology staff will provide frequent monitoring. Regular meetings will be held to ensure effective two-way communication.

The director will provide monthly updates to principals during principal meetings. In addition, the director will send out monthly technology update newsletters outlining technology highlights.

Evaluation Method:
The 15-member Technology Planning Committee will hold the district accountable for the success of objectives of the technology plan.
Qualitative and quantitative data will be collected from a variety of sources, including teacher and student data, AEIS, accountability standards, TAKS, benchmarks, CBA's, and STaR Chart Survey results.

Progress reports will be expected in frequent intervals. Collected data will be ongoing to monitor the plan and the technology program. The Office of Research will conduct a comprehensive assessment during November of each year. The findings will be used to monitor the progress of objectives. The data gathered and information gathered through the effectiveness indicators or evidence of completion will be reported to the district community.

Program evaluation will be guided by the effectiveness indicators and will include both process and product evaluation components with both quantitative and qualitative data analysis.

GPHS Texas STaR Chart Presentation

Here's my power point, hope you enjoy!

Texas Long Range Plan (Opinion Piece)

The following is a description of one of the four areas in the The Texas Long Range Plan for Technology, which consists of Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; and Infrastructure for Technology. For my opinion piece I will speak about Teaching and Learning. This domain measures the patterns of classroom technology use, the frequency and design of the instructional setting, how technology is making connections to content areas, the correct TEKS implementation, student mastery of technology applications, and on-line learning. Progress in this area has been slow at my campus. That comment is based on the fact that this domain has remained steady and is currently not experiencing any growth. At the state level we see that close to 70% of schools (5327) are currently classified as Developing Technology. The trend locally shows us that there will probably be little or no growth in this area in the 2009-2010 school year. The state trend, however, indicates that a small minority (25% or 1947) of schools have managed to achieve the higher classification of Advanced Technology. My personal recommendations to improve in this area is to provide professional development in reinforcing the Technology TEKS K-8 that students have acquired before coming to the high school. Also, I would promote proper technology training as to encourage the more timid teachers ot increase the patterns of technology use in their classrooms.

Pre-K Technology Applications TEKS

A Pre-K child receives some basic instruction that for the most part is making the child comfortable with the use of technology. The expectations for these young children are the following: uses age appropriate software; can identify a computer screen, mouse, printer, and CD Rom; can insert and play a CD; creates digital writings or drawings; and the child learns new information because of the use of technology. These basic skills will aid the child in developing even more complex skills that will be needed as the content gradually becomes more challenging. The scaffolding of these skills is and essential element since the children will eventually be expected to not only carry out such tasks on their own, but to someday manipulate the technology for work, personal, or play.

Week 1 Assignment

The following are my interpretations of my the two surveys taken for my first week's assignment. The first is called the Technology Applications Inventory, and second was titled SETDA Teacher Survey. The first survey was brief and only consisted of yes or no responses. The second was much more detailed and for the most part was made up of questions that measured attitude or rating scales. I personally found the second survey to be the more effective tool in measuring technology proficincies. I actually found that the first survey gave a false sense of profiency since most of my answers were yes. However, when faced with the same questions I found that proficiency level was at the beginner or novice level. Some of my strengths are with the familiarity with technology in the workplace and home. I find that I am not only willing to implement this technology, but that I have the skills necessary to do it effectively. Weaknesses that were identified by the two surveys is that the district and/or school site have no clear direction of what they expect technology implementation to look like in our classrooms. What has happened is that each teacher has been left alone to haphazzardly use and implement technology as best they can. Also, both surveys have demonstrated a need for improvement in being able to apply technology to track student progress (other than formal assessments). I believe the findings to be accurate because I anwered honestly on all questions without fear that my appraser would actually be reading the survey afterwards. As a side note, as part of this years progress towards tech. implementation we were asked to take an on-line survey very similar to the SETDA (STar Chart). I answered honestly on that survey as well because we were told our answers were anonymous and would help with future acquisition of technology on our campus.