My husband Mitch and I at a wedding this summer.
Week 4 Assignments:
Article Review about Staff Development
Feist, L (2003). Removing barriers to professional development. THE Journal. 30(11), 30,32, 34-36.
According to Feist’s research, staff development through the years has not made great changes in student learning or changing the way that teachers teach. As with many new initiatives, the introduction of technology into staff development has received some resistance from educators. Most of this resistance has come from poor implementation of technology and lack of planning or training for the educators involved. Moving towards a student-centered environment has been a difficult adaptation for many teachers.
Due to these barriers in teaching and learning, Feist looked at what types of staff development are most successful for teachers, leaving them feeling that they are able to implement what they have learned and apply it to their daily classroom practice. She interviewed educators who felt that they had ample staff development options available to them, but did not take advantage of these opportunities for several reasons. These educators wanted a staff development program that provided them with curriculum based, leadership supported projects or courses that they could fit into their busy schedules and apply directly to their classroom. They desired the assistance of a technology coordinator as a resource person to answer their questions as they started working with and implementing the pieces of technology. Along with this support they preferred staff development programs that included a follow up piece to ensure that they were able to use what they had learned.
In this article Feist suggested a model for developing and implementing staff development that included multiple stages to meet the barriers that currently exist for teachers. The first step was careful planning with all involved stakeholders, secondly was an assessment of the educator’s needs for technology support or courses focusing on what the students needed to learn rather than what the teacher needed to teach. Thirdly, the staff development takes place helping to integrate technology whenever possible to improve student learning. Next, the staff review what they have learned and with the support of the technology coordinator make the necessary changes to their courses. Finally the teachers prepare to teach the lessons the have created and use them with their students.
In looking over this staff development model, I think it would be helpful for teachers to go through a process like this. If more teachers were involved in the planning and felt like they had a resource person to contact when they have questions, the desire to try new kinds of technology and implement them in the classroom would be more prevalent. In my personal experience, I have found our staff development days to be rather frustrating for the same reasons that the teachers in the study mentioned. Not having time to implement and try what I have learned and a lack of follow up has left me with a treasure chest of great ideas and things to try, but no time or energy to actually see it happen.
District Technology Plan Summary
The School District of Waukesha technology plan contains every aspect contained in the DPI checklist, almost in the same order listed on the checklist. From the needs assessment to goals for staff and students and the implementation process that has occurred, each section of the DPI checklist has been thoroughly covered with explanations and resources that the district currently uses (forms or job descriptions) included.
In my experience through the years, Waukesha has been committed to providing access to technology to teachers, students and staff, by wiring all buildings and providing access to a great deal of technology. Each department has been given funds specifically for technology for the last 4 years, and as a department, we have decided what types of technology we wanted to purchase.
Where the plan falls short is in looking to the future. The current plan is valid through June 2008, and many of the programs that were included in the original plan no longer exist due to budget cuts. Another downfall of the technology plan is that members of the school district community such as parents and teachers do not have easy access to the technology plan. In other districts, it is posted on the district webpage so that teachers or members of the community can see where the district is headed in terms of technology.
It will be interesting to see the district’s new technology plan that includes all the changes that have happened in staffing of our libraries and with the technology resource teachers. Now that the district is completely wired for Internet access, where will the next focus be? It is my hope that the current software and hardware will be maintained and moved into a cycle of replacement of old machines and if any other funds are available, staff development in the area of integrating technology will be provided.
Chapter 4 Summary Technology in Educational Adminstration
Chapter four covered the administrative uses of software within a school district. These uses were divided into three major categories: databases, electronic spreadsheets, and office automation software. The author focused on specific uses in a district for each type of administrative software listed. Databases can be used to contain student, staff, curriculum, financial or facilities information in regards to courses, grades or personnel information. Spreadsheets can use the information found in databases to project future data or create reports. Office automation software can combine the features of databases and spreadsheets to assist in corresponding with families, or staff regarding issues that apply to them.
This chapter also offered information on specialized administrative applications such as email, building networks, statistical software, test scoring equipment, automated phone calling and energy management. Each of these applications can be added to the current administrative software that is used to help educators, administrators and office staff be more efficient.
Due to the amount of reporting to other agencies that districts are required to submit each year, having access to this type of software is essential for districts of any size, and crucial for large districts with thousands of students, teachers and other staff involved in the daily procedures of the buildings. Data-driven decision-making has been made much easier with the amount of data that is available to administrators with the databases or “data warehouses” that store vast amounts of data from previous as well as current school years.
Personally, I haven’t completed or compiled student grades without the help of a computer since student teaching. I have worked with multiple electronic grade books and online attendance programs in the last 5 years. With the introduction of the data warehouse to the School District of Waukesha, we have been able to look at school specific data as we do planning each year at Summer Academy. Having the information about our current and past students allows us to modify our SMART goals based on real data, from a variety of sources. Having access to the district’s new student management system Zangle, allows me to look up student information such as parent contact information or schedules from any computer instead of having to look through the student information note cards that I kept in my desk in the past.
Having administrative software has disadvantages as well; the previously mentioned Zangle was used to create the master schedule at the secondary buildings this year. We were promised that Zangle would do a better job of giving students the classes that they requested, than in previous years when the schedule had been created by teachers. Unfortunately for many involved, the software did not realize some of the intricate issues in the scheduling process (such as lunch hour classes and study halls) and many student and teacher schedules had to be changed the first two to three weeks of school. Hopefully through this process, we have learned that just because there is a piece of software that is capable of completing a task, sometimes humans are necessary to make sure that the task is completed correctly.
Administrative Software Evaluation
Vecchioli, L (1999). A process for evaluating student records management software. ERIC/AE Digest. 1999-12-00.
In searching for a tool to be used in evaluating administrative software, I found the number of available resources to be much fewer than those for educational software. The reason for this could be the specific requests and requirements that change from district to district.
The article I found that outlined the process for implementing administrative software changes followed a similar pattern to that of the technology plans we have read about in previous classes.
The first step in the process of adopting administrative software is forming a committee of stakeholders (administrators, librarians, teachers counselors, computer experts and future users) and gathering information by performing a needs analysis. Vecchioli suggests that potential users of the new system ask for demo versions of the software so they can try using the product. Once the needs analysis has been completed and the committee has narrowed down the possible software candidates, it is important to look at the role of the administrator in using the actual software. What kind of information can be gathered? What information needs to be reported to other agencies? Finally, after lengthy testing of the individual software modules and finding the best fit for the institution, the committee should recommend a piece of software to the rest of the building or district.
Due to the fact that all districts are different, have different strengths and weaknesses, and different needs, I think a generic form to evaluate administrative software is impractical. Following the guidelines listed above or the steps of a technology plan, would lead to a much more successful and appropriate program to be chosen. The key factor in adopting any piece of software (educational or administrative) is to try to demo it, or watch another person use it before purchase. The salespeople for these pieces of software know where the strengths of the program are due to their training, but it is very important for the users to have input into the software that they are going to be using to complete their day-to-day tasks. It is also important to plan for training of the users before the actual implementation of the software with real student data, as trying to learn a program while using it is very difficult, and important aspects and features of the program could be missed.
Week 3 Assignments:
Article review about Technology Application
Gates, A (2007). Technology Integration. Retrieved September 27, 2007, from Instructional Technology Lee’s Summit School District Website: http://its.leesummit.k12.mo.us/
This site contains thousands of resources for technology integration in the classroom categorized by topic. Each section of the 30 listed contains links to multiple activities, resources or websites for instant integration in the classroom. From ideas about using Microsoft Word, to WebQuests, and Web Page Design, this site has a plethora of ideas for the technologically savvy educator.
In looking specifically at the digital media section, there are 14 sub-sections that include podcasting, storyboarding and i-Movie just to name a few. Each of these sub-sections contains between three and 15 resources for each of the categories listed. The resources listed are tutorials, lesson plan ideas, rubrics and projects that teachers can use immediately in the classroom.
The Smartboard section includes teaching activities for all grade levels, free resources and access to presentations and projects that have been created by others and lessons and templates for easy use in the classroom. One link in this section leads to a site where there are Smart Notebook files available for download categorized by content area.
As an educator, I am excited to find a great resource like this and I am excited to share it with my colleagues. It is very easy to use and to find the information that I have needed to integrate the technology that I possess into my daily classroom routine. In these times when we have access to technology in the classroom, but lack the time to implement it correctly, this is a great site to find ideas to start with and modify them if they do not work for the specific task or content that I am looking for. Why “recreate the wheel” when the activities are already there? I am eager to do more exploring and see what else this page has to offer!
Week 2 Assignments:
Article review about Technology Planning
Faulds, R (2006). Educational Technology Planning. Retrieved September 25, 2007, from Michigan Department of Education K-12 Technology Planning Website: http://techplan.org/
This site is organized for Michigan educators in a way that it is very easy to find the information necessary for technology planning. The website contains links to news and announcements regarding technology plans, requirements for submission of technology plans, resources, and an approval checklist for technology plans.
As the technology planning process can be a long one with many involved parties, having a website that all members of the community as well as staff can access is a large benefit. Also, with federal guidelines that mandate the requirements for technology plans, having a resource website with tips and suggestions for districts will save time in only having to create one submission of a plan to the state.
From the main page, educators can link to the Michigan’s technology standards grouped by grade, for easy access to the grade they currently work with. There are also checklists for technology expectations by the end of each grade where teachers can mark if students have met the criteria with teacher observation, portfolio evidence, formal assessment or a technology literacy class.
The biggest advantage to this site is the Supporting Resources page, which is grouped into the following categories: Getting Started, Technology Planning Resources, Needs Assessments, Curriculum Integration, Professional Development, Supporting Resources, Grants and Funding, Evaluation, Acceptable Use Policies and Technology’s Impact on Learning. Each of these sections contains links to multiple resources dealing with the topic desired so educators can spend more time learning about the process and the necessary steps and less time searching all over the internet for information.
As we have studied and discussed in class, there are many steps to technology planning for school districts, and this site covers all those steps to help educators create successful technology plans for their districts. Finding all the resources in one location is a benefit, helping educators be more productive with their time. The site is set up in a very user-friendly format, which allows ease of locating and reading the desired information.
Chapter 3 Summary "Technology, Learning, and Equity Issues"
Integration of technology into schools requires more thought than just looking at hardware, software and training. There are other issues that are important for administrators to look at as well. Issues such as the role and amount of technology in schools, when technology education should begin, the effect of technology on special education students and issues regarding equity for all students regardless of gender, color or socio-economic status are very important as well.
With the rapid expansion and implementation of technology into classrooms it is important for teachers and administrators to plan for the issues listed above when doing technology planning. As more teachers are giving more technologically based assignments, it is important to take into consideration the number of students that do not have computer or Internet access at home.
As we have discussed in class the last two weeks, planning for technology is crucial for its success. How will the technology be used in the classroom? Do teachers have appropriate training to teach the students how to use the technology correctly? With more computer access at home, what kind of skills do students start their schooling with in regards to technology? All of these are issues that need to be considered as a district creates a technology plan.
This chapter also discussed the possibility of technology replacing the teaching profession by using integrated learning systems as a part of the curriculum. As an online teacher, I have found that using a curriculum that I have not written is difficult at sometimes and very rewarding in other instances. I do not feel as if the technology is replacing me, as I do have daily contact with many of my students that have questions, and I still do feel that I am “teaching” them. What has changed however is that in comparison to my face-to-face classes; the students are not dependent on me for all of their material. I have online students that rarely contact me, because they are comfortable enough searching for the answers to their questions in their online units or on the Internet. They still receive feedback from me on their assignments and assessments, but it is different than being in a face-to-face class waiting for all information to be “given” to them. It took me awhile to give my students more control of their learning and to be more of a guide to them rather than a leader, but I have seen my students grow in their knowledge of Spanish and their ability to advocate for themselves in the last three years.
Good summary - your thoughts on tranforming to students in control of their learning is inspiring - Louis
Week 1 Assignments:
- Summarize Chapters 1 and 2 from our text.
Chapter 1: “Introduction to Technology and Planning”
This chapter began with an introduction focusing on the power of technology to connect the world with the example of Bancroft and Arnesen trekking across Antarctica in 2001. From this example the author continued to explain the potential of technology applications in K-12 schools as a way to prepare students for life after high school and college. Picciano also included a short synopsis of the history and evolution of technology integration in schools from the 1960’s to the present. He presented two types of technology applications, instructional and administrative, both with different functions and challenges in implementation. After the initial discussion on technological applications, Picciano shared the importance of careful planning as it pertains to technology acquisition and administration, and foreshadowed what is to come in future chapters.
Chapter 2:”Basic Concepts of Planning”
Chapter 2 was an introduction to the planning process and the steps needed to move an institution towards a common goal. School systems are an intricate matrix of groups (students, parents, teachers, administrators, business members, and taxpayers) all working towards the ultimate goal of student success. Financial resources and the people involved in the matrix may change through the years, but the four elements of planning stay the same. Comprehensiveness, collaboration, commitment and continuity allow schools to create and follow plans to lead them towards success in any area. Without one of these 4 C’s, even the best ideas are in danger of failure. The 4 C’s that Picciano described can be used in planning for administrative and instructional technology as well. The planning process is different for each of these types of technology due to the fact that the impact they have on the matrix discussed earlier varies. For instructional applications, a much smaller group is impacted versus an administrative application that could have implications on almost every member of the district. The type of application dictates the type of hardware and software that is necessary for the district and with proper planning and evaluation; resources can be used in the most appropriate fashion to move the district forward.
- List the Technology Needs Assessments you find
Technology needs assessments:
In searching for technology needs assessments, I was impressed with the variety of tools that are readily available on the Internet. There were many different types of forms, but the two I found most useful and applicable were checklists that could be modified to match the school district’s goals and current technology. The Technology Needs Assessment Survey from EDmin Open Systems http://www.ed.gov/pubs/EdTechGuide/appc-5.html is a basic checklist asking staff members how they are currently using technology themselves or with students, and also asks them to rate the staff development that have received or desire relating to technology.
The Teacher Technology Competencies Certification Portfolio Index found at http://www.texasttcc.net/teacherchecklist.html is a more complex, but still very user friendly form that asks teachers or other staff what they are capable of with the technology they currently possess, and empower them to see as they are completing the survey how much they already know about the technology available to them.
Both of these tools could be modified and used with teaching, secretarial or administrative staff, as a way to see what is needed in the area of technology in the district, especially relating to training on the technology that is currently installed. Too often, resources are spent on great pieces of technology, but without access to proper training, this technology will never be used to its fullest potential. Due to the fact that both of these forms are relatively short, the data could be gathered quickly and have more participation from staff.
Citation:
Quiñones, S (1998). Technology needs assessment survey. Retrieved September 15, 2007, from An Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms Web site: http://www.ed.gov/pubs/EdTechGuide/appc-5.html
Pearson, M.J. (2007). Teacher technology competencies certification portfolio index . Retrieved September 15, 2007, from Texas Teacher Technology Competencies Certification Web site: http://www.texasttcc.net/teacherchecklist.html
- Article/resource review on Change
Bennett, H (2003). Successful K-12 technology planning: Ten essential elements. Teacher Librarian. 31(1), 22-25.
Bennett’s article contained the ten most important elements when planning for technology acquisition. Due to the fact that millions of dollars have been spent on technology applications in the last two decades, the author points out essential aspects to consider when looking for technology to be added to school districts. As was seen in the simulation from the last class and the chapters in the textbook, a carefully drawn plan can help a district get the most out of the resources they allocate to a particular project.
The first suggestion given by Bennett was to create a vision of how the technology will be used over the next few years, and how the use of technology and successes will be measured. Secondly, all members of the institution including parents, students, teachers, community members and administration must be included in the process of planning for technology acquisition, so that input and ideas can be received from all parties. In order for a district to understand what its technological needs are, data must be gathered to see the current use of technology and how it is currently being used in the schools. There are many technology needs assessments available online for this very purpose. This data can also be gathered by completing classroom or office visits to watch technology being used with students. Fourthly, Bennett suggests that districts look at the research that has been completed in reference to technology integration in the classroom to see what has worked for other districts in the past. There are key areas of research that have focused on the effect of daily student access to technology, teacher training, and teaching reform to a more student-centered environment.
After the plan is written and the technology has been acquired it is up to the district to implement the technology. Bennett shared six barriers that teachers should be prepared to face as they move towards technology integration: lack of leadership and access to computers, time needed to learn and place educational software into the curriculum, the cost of software needed for the technological applications, lack of training needed to feel comfortable teaching others with the given technology and the reform necessary to have the technology be more than a lecture aid to teach the same content with a different type of presentation.
To alleviate some of these issues, districts must be willing to provide ongoing staff development, computer infrastructure and funding for any technology plan that is written. Finally, Bennett advocates for frequent monitoring of the steps of the plan and preparing for what is to come in the future. Technology is always changing, and what might work for today’s students might not work as well for students three, five or ten years from now.
Change is an inevitable process in school districts, and the steps that Bennett has given mirror what has been presented in the textbook chapters and the simulation from last week’s class period. When taken step by step the process of change and the introduction of new technology into a school district moves from a seemingly impossible task of trying to please all parties while using only the limited allocated resources to a way to get groups of people working together toward a common goal of student success and competency in technology before graduating from high school. The more students are taught using technology, the more they will be prepared for the ever changing technological world that awaits them after high school.
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