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The Pulvermacher's
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This picture is already 2 years old. I could not find a picture of myself with a straight face. I was either frowning or making goofy faces. Personally, I don't like pictures (or video) but I endure the process because I treasure the few pictures I have of family members who have passed on. Anyways... I'm the ugly one on the right. Thank goodness for my wife and children. They make the picture worth keeping.
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Week 5
Assignments
1. Staff Development Comments - Done
2. Staff Development Links - Done
Week 4
Assignments
1. Fourth Article Review "Staff Development in Instructional Technology" - Done
2. netTrekker (preview IDEAS and MarcoPolo)
3. Evaluate Administrative Software - Done
4. Chapter 4 Summary - Done
5. Evaulate District Technology Plan - Done
1. Fourth Article Review "Instructional Technology Staff Development"
Technology is here to stay and more needs to be done to assist teachers to its integration into the curriculum, support standards, and create projects that will engage young learners. This is not going to happen all by itself. Professional development is key to the success of the technological classroom and our future children. Truth be said, most teachers lack the technical expertise to effectively implement technology into their lessons and classroom. One time inservices with fellow teachers or a consultant are not enough. (I have been consistently commenting in my assignments that there must be follow up and support where technology implementation is concerned). The commitment must be over an extended amount of time, dedicated dollars, an evaluative piece, and tied into curriculum goals and standards. Professional development must be written into the district’s technology plan and supported by current professional research.
Staff development opportunities that work possess a number of effective components to ensure teacher success. When teaching teachers (and anyone else for that matter) success is strengthened by allowing the sessions to be hands-on, active participation, collegial learning, a variety of experiences, and sufficient time. Much of the above is taught in college teaching methods courses nationwide to apply in the classroom. In this situation, teachers are playing the role of students. Would not the same (or similar) tactics that work for children work for adults? In addition all teachers need to be on board with the change in technology. Development can be encouraged by either mandating or using incentives.
Another set of successful components center around administrative concerns such as support from above, adequate resources, continuous funding, and technical assistance and support. In other words… money. One-time events may create the “buzz” needed, but it disappears once the staff walks out the door much like any student when the bell rings. A commitment from administration for the “long haul” is necessary. Computers are not a fad. The success of the district, staff, and children rests on this commitment. Administration needs to put their “mouth where the money is”. No more talk. It all starts with a vision and a plan that includes the voices from the various segments found in the district and supporting communities. On a number of occasions, administrators from my school sit in the classes, not as spies, but as participants. Purchasing resources, either new or updates, and hiring support staff, needed to troubleshoot, in line with the technology plan are crucial for long-term success too.
The last component, evaluation of the process, can be argued as being the most important. The type of evaluation (preformative, formative, or summative) does not matter. But any feedback concerning the effectiveness, assessing teacher and students needs, and a method to suggest change will only strengthen the staff development course(s) offered. The ultimate goal is “to determine whether professional development promotes using technology to improve student achievement”.
Articles I have found from NCREL (to date) include a list of goals. Here too the goals pertain to professional development. Many were touched upon throughout the article. In a sense it is a summary of the article. The most important bullets are number one “The school community holds a shared vision…” and number two “Professional development is an integral part of the overall technology plan…” Without clear and concise language, the implementation of technology within the school district will flounder wasting both time and money. The article finishes with three more important pieces all under the heading called the “Action Options”. In essence it is a checklist for the technology planning committee, administration, and teachers. Each list provides a purpose, what to consider, and, most important, asks the question “how does technology affect student achievement”.
Reference
North Central Regional Education Library, (2000). Critical issue: providing professional development for effective technology use. Retrieved October 1, 2007, from NCREL Web site: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm.
District Plan Evaluation
2. netTrekker
3. Evaluate Administrative Software
Evaluating any software package can be a tedious process that requires discipline and “staying the course” set forth by the technology plan and its supervising planning committee. In a climate of shrinking revenues and angry taxpayers, snap decisions can waste valuable time and money, create a pessimistic staff, and dry up a once supporting community. Vecchioli dedicates time in her article to describe important steps a school should take in the evaluation process of management software. The first piece of advice for any school is to create a “school-wide committee”, define the administrator’s role, identify “the requirements of the school, design of system, implementation of the product, and ability to consult the software company.”
As it concerns the committee, it should be representative of the entire school including administrators, teachers, counselors, librarians, and computer experts. I would include other important members who either control dollars like a member from the school board and community. Support staff like secretaries who will be inputting data should be represented too. All members should participate equally in the evaluation process, attend demonstrations by sales representatives, and the opportunity to physically use the package in question.
Vecchioli stresses the committee should identify administrative tasks to be computerized and then prioritize. These should be in hand before purchasing from a potential vendor. It will speed up the process, help identify the best product and vendor, and allow for flexibility in the event a vendor needs to modify their product to fit the stated needs. When prioritizing, the committee needs to remain cognizant of budget concerns and staff training in order to gain the perceived benefits.
Since these software packages will decrease the dependence on the central office, building principals will be able to access data within a couple keystrokes. Principal involvement is of the utmost importance. Within a snapshot, they will be able to determine future needs that future software versions must address and the degree in which they can be used to improve the school and the overall education of the student body.
Other issues the committee must address during the system design before purchasing administrative software (any type for that matter) are as follows: 1). Identify software products, 2). Acquire software reviews, 3). Discuss with vendors, building staff, and other districts about the product, 4). Gain an opportunity to use live or trial version of the product, and 5). Analyze district/building needs. Personally, I would change this list. I would first analyze needs first. The committee may not create a complete list, but who does. Direction is the most important and analyzing needs will address. These needs need to be revisited with each and every step. The last step would then be relabeled as “Re-Analyze”. This constant evaluation will address future needs and unidentified (or misidentified) application of the software previously unknown.
Once all the above is researched in a timely manner, then the recommendation to invest is easy. The committee has data, hands-on experience, and constant evaluations to support and defend the investment into the product when the nay-sayers eventually appear. And they will. They always do.
Reference
Vecchioli, Lisa, (1999). A process for evaluating student records management software. Retrieved October 4, 2007, from Eric/AE Digest site: http://www.ericdigests.org/2000-3/records.htm
4. Chapter 4 Summary
Administration applications are usually divided into the three major categories of databases, spreadsheets, and office automation. A lesser category was lightly addressed known as specialized applications. Due to my experience teaching Microsoft Office applications while working for CompUSA, I am familiar with the design and creation of business related files. These skills have served me well over the years when applying them to my alternative education program and coaching assignments.
Databases
Quit possibly the most complex of the categories and yet the most powerful. These applications manage data covering student contact information, attendance, class schedules, grades, and much more. Data can provide insight into current trends and forecast future concerns. Currently, I manage a database of my creation to track student-athletes in the football program. The major contribution of the database is the rosters it generates for each football team based on year and level (i.e. Varsity, JV, etc.). Another database I created is intended to store information concerning parent contact. When disputes arise regarding attendance, a nice report is printed complete with the student name, dates, times, and excuses given. Usually all disagreements end and put the burden of proof is placed upon the parent/student. Databases can be employed by administrators to collect data on students, personnel, facilities, curriculum/courses, and finances.
Spreadsheets
The account’s friend. These applications are designed to allow the user to create complex equations to “crunch” raw data into meaningful sums. All decent spreadsheet applications allow the user to import data from databases, manipulate data with numerous functions, present data in easy to read charts and graphs, and if you change data in one cell are can have an immediate cascade effect on all linked cells. Enrollment projections, academic planning and scheduling, and reporting department budgets are just a few uses employed by school districts including the one I serve.
Office Automation
This selection of applications started out with the word processor. Its job was specific. Replace the typewriter. Since the 1990’s, it has become much more. Word processors can interact with spreadsheet and database applications thereby increasing the power of all three. Email and internet access also fall into this category. Not only can the administration create a form letter to all graduating seniors through the mail, but also by email to increase the likelihood that parents will receive and read the information (and decrease the likelihood of student interception). All this with the use of a word processor, one to two databases, and an email client with access to parent email addresses. I have created numerous forms for my program using Microsoft Word. These documents are still dispersed the old fashioned way, mail. In the near future I plan on using the internet to save time, paper, and the most important – money.Finally there are five additional administrative applications types that fall under the radar. The first is a “portal” or a presence on the web with a professionally done websites. The second are statistical software packages. These analyze data involving treatments, variance, correlation, and regression. The third has software and hardware that quickly correct objective tests. They are both convenient and time saving for teachers. The fourth consists of telephone systems that automatically send out pre-recorded messages to the district (or select groups) to notify of events like snow days or upcoming parent-teacher conferences. The last aids facilities management. The computer system monitors energy consumption by analyzing peak usage. Once patterns emerge, the system can save the district money by regulating and eliminating the waste of water, electricity, heat, and air conditioning.
5. Evaluate District Technology Plan
http://www.arrowheadschools.org/display/displayFile.asp?docid=148&filename=/User/Intranet/Directories/techplan04-07.pdf verses http://dpi.wi.gov/forms/pdf/fplanreview.pdf
My impression of my district’s Technology Plan is mixed. I like the plan’s layout and design. It is written in the same format and design as my action research. This leads me to believe that it may have been a graded project for one the staff members listed in the plan. Some of the pieces included are the table of contents, abstract, review of current literature, data, and appendix of worthy information. But when comparing it to DPI’s Information (Library Media) & Technology Plan Review/Approval Form it has left me asking a couple of questions. Like any study there are holes which lead me to believe that the committee did not follow the format promoted by the above stated form.
The 64 page document, although not designed to follow DPI’s form, with reading many of the required pieces can be found with a little reading and paying close attention to the terminology. The introduction portion had all the expected pieces within the plan. The vision and mission are written to include the State’s Technology standards which I found useful and well applied. Plus, the technology mission was applied to promote the District mission statement too. Background information is provided in the plan in the form of demographics and district history.
The next section of DPI’s Review/Approval Form is where my questions begin to arise. The first is with student proficiency. Loti and enGauge surveys were used to assess staff, students, and administration, but the data used in the plan reflects staff attitudes. Some 653 students participated in the enGauge survey. Student proficiency is not addressed in the plan.
The next question arises in the fixed assets of the district. Every year in the spring, the entire district’s assets are audited by an outside firm. They count everything that is and is not bolted down. The plan refers to “approximately 800 computers” a couple of occasions but there is no table with exact numbers and estimated value. There is a budget summary for procurement, implementation, maintenance, and upgrade, but these numbers are estimates with no specific numbers on hardware, software, and related technology. There is no listing of instructional software or telecommunications and infrastructure.
The district has identified 5 goals to achieve when the plan expires June 2007. None of the goals (technology director, increase research and best practice, computer and infrastructure replacement schedule, increase community involvement, and track student progress in WKCE, AP, and ACT test scores) were written to improve student proficiency or learning. The goals are written with a statement of the problem, needed resources, and implementation plan. This works well with the DPI form. Whether these goals have been achieved, I do not know but would be interested to learn the results.
Adult literacy is not addressed either. Staff development and courses are not addressed in the document. Numbers, attendance, cost, should be addressed. It is not. As it concerns the community goal, it addresses gaining funding and maintaining a web presence.
After reviewing the material presented in the plan my approval of the document layout is not a ringing endorsement. There are too many holes and missing pieces that should have been included in the plan. One obvious solution is to get my name listed due to being involved in the process of the next district technology plan. There is no current plan because the last one expired this past June.
Week 3
1. Third Article Review "Application of Instructional Technology" - Done
2. enGauge Questions 1 and 2 - Done
3. Compare / Contrast Charlie Chaplin video to National Standards for students, staff, and administrators in Technology - Done
1. Third Article Review "Application of Instructional Technology"
Linda Starr in her article, “Technology Integration Made Easy” naturally starts off with a plug for Education World who published her work on their website. After the sales pitch, the article discusses the importance of integrating technology into the classroom. It is no longer a priority, but a mandate. It is longer a separate subject, but a tool to broaden student learning and understanding. It is the teacher’s job to make the implementation seamless and almost a matter of fact. Difficult indeed, but not impossible.
Unfortunately, there is a large population of teachers who are computer illiterate or lack confidence when addressing technology to students. To build confidence, these teachers need the time to include technology in their curriculum, to learn the hardware and software, and develop the appropriate “terminology” in order to communicate effectively with students.
For the struggling (or even the savvy), Education World provides a number of resources and ideas for teachers to include in an attempt to promote technology integration. The links address numerous subjects taught in schools ranging from geography (weather was a part of the geography department in college), math, english (spelling, vocabulary, grammar, quotes, reading comprehension), history, SAT preparation, current events, science, and educational brain teasers and games.
If I had written the article, I would have included popular search engines, how to find and identify reliable websites, and other major websites such as pbs.org or historychannel.com. Although each site is deeply rooted in television, both provide a wealth of knowledge across multiple subjects. Using the internet presence and broadcast television would provide enough content to be able to use the textbook for its true intended purpose… a door stop. When I teach World War II with “Hiroshima”, by John Hersey, I heavily rely on PBS’s online content from “American Experience: Race for the Superbomb” and now Ken Burns “The War”. There is enough content to teach World War II for a semester. What an exciting time to be a teacher… All the potential and power available… To me teachers who do not want to integrate need to be rooted out now. To deny students these simple ways to integrate is unconscionable.
Reference
Starr, Linda, (2002). Technology integration made easy. Retrieved September 30, 2007, from Education World Web site:
http://www.educationworld.com/a_tech/tech/tech146.shtml.
2. enGauge Questions 1 and 2
3. Compage / Contrast Charlie Chaplin video to National Standards for students, staff, and administors in Technology
Week 2
1. eTIPS - Done
2. Second Article Review "Technology Planning" - Done
3. Chapter 3 Summary - Done
4. Thoughts as K12 instructor concerning change, assessments, and technology planning - Done
1. eTIPS
2. Second Article Review "Technology Planning"
My search once again brings me back to the North Central Regional Education Library. The pseudo article I found was first published by NCREL almost ten years ago. Although dated, it still provides sound advice, video from experts in the field, and things to avoid when planning for technology in an educational environment.
From the start, the article promotes cooperation between educators, parents, and community to develop a vision and plan for the inclusion of technology. Without the careful planning of many important forces within and out of the school, the plan will be “short-lived”. The plan “is a tool for improving--and ultimately, transforming--teaching and learning. To accomplish that job, technology must be an integral part of [the] school or community's overall plan to move all children toward high academic standards."
It is pointed out that there are a number of important steps to take chronologically in order to ensure a successful integration of the technology plan. The first step is to create a committee whose purpose is to review school improvements already taking place and to research future needs. The panel must include administrators, teachers, community members, and parents. Other suggestions include “potential business partners” and representatives from local government and the department of education. Once set, they take on the above stated responsibilities, vision, goals, plan, and the resources to implement and attain the stated goals indentified in the plan. Another piece of the plan is professional development. If the words of the plan do not create action in the classroom, it is a failure. Teachers must develop a level of comfort and proficiency with any application or hardware in order for students to gain positive results. Teachers need a reason to use and access to support. If the technology is troublesome, it will not be implemented in the classroom. Finally, the plan requires an assessment piece. Accountability is important for continued investment and support from the community.
There are some nice additions to the article too. First is a list of generic goals for any technology planning committee to include in the infancy of a plan. Another is action options. This is another list of steps that a beginning committee could use to start the planning process. Another list is aimed at teachers with ideas and ways to implement technology in the classroom.
With every task, there are some things to avoid because they are counterproductive and avoid the overall goal to improve student learning. Some “pitfalls” are technology based like obsolete equipment requiring upgrades or selecting appropriate software. Other advice presented centers on vendors and consultants. Still more covers assessment models, using computers for repetition instead of higher orders of thinking, and even budget concerns.
The article is a good starting point when starting the planning process. Unfortunately, the article does show its age with many dead links.
Reference
North Central Regional Education Library, (1998). Critical issue: developing a school or district technology plan. Retrieved September 23, 2007, from NCREL Web site: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm
3. Chapter 3 Summary
This chapter stresses the importance of educating all students regardless of age, special needs, gender, or race/ethnicity. I both agree and disagree in regard to when children must start using computer technology. Since I purchased the dated 3rd edition, I came away feeling Picciano wants students to wait due to a child’s difficulty in using fine motor skills. Personally, it is never too early to introduce a computer to a child. At home our children started with educational games. Now, they use a couple math websites. At the same time, we are also delaying with the full introduction to the web and email. Recently I had my son use Google to check percentage rates for 6 month CD’s at the local banks in town. He had to locate the information, take notes, compare information, and decide which the best deal was. In a controlled environment, it is never too late. As it concerns special need students, I have never considered this population. I have never worked with a student described by Picciano. With online courses, home tutoring, and the affluent and wealthy families residing in the district I teach, this population is a rarity. Right or wrong. As it concerns gender, (my opinion is limited due to the at-risk population I work with) I see a leveling of the playing field. More boys tend to be at the far extremes, either know everything or limited knowledge. Females use the computer as a tool and with the advent of social networking sites has only increased confidence and usage. Boys still tend to use the computer as a toy or play games. When Picciano addressed socio-economic differences, I only understand the affluent school that has everything. Granted, my school does not have everything and in some respects we have fallen behind some of our neighboring districts. Money is currently being funneled into the areas we lack like Moodle as an example. Money is a nice problem to have. Having read Kozal’s Savage Inequities, I do not doubt for a moment in the divides (more like canyons) that exist socially, economically, and digitally in schools across the nation and here in Southeastern Wisconsin. Even if the appropriate planning model has been identified, it must include the population it is to serve and the available financial resources. If not, technology resources, money, and time will be wasted.
Great summary and thoughts - Louis
4. Thoughts as K12 instructor concerning change, assessments, and technology planning
Week 1
1. Zoomerang Survey - Done
2. Change Simulation Discussion - Done
3. Chapter 1 Summary - Done
4. Chapter 2 Summary - Done
5. Podcast Summary - Done
6. Technology Needs Assessment - Done
7. District Technology Plan - Done
8. First Article Review "Change Process" - Done
1. Zoomerang Survey
2. Change Simulation Discussion
3. Chapter 1: Introduction to Technology and Planning
The first chapter is a history lesson covering the last 50 years of computers in education. Sure Picciano provides a purpose for the book, the untapped power of computers in education, and the need for a planning framework. But, Picciano spends a large portion of the chapter explaining why education lags behind the business world when it comes to purposeful and efficient implementation of computers. He explains this divide was caused by expensive mainframe computers, lack of software, and the need to address the social changes sweeping the nation during the 1960’s and 70’s. When software developers realized that database management tools designed for business could be applied to school administrative tasks, computers became practical and needed tools. Of course the minicomputer, PC, and falling prices, accelerated the process. In the attempt to catch up, many schools have been inefficient and suffer from mismanagement. In the end, these efforts have wasted time, energy, and taxpayer dollars. Picciano rounds out the chapter stressing the importance of planning. His model includes “planning at both the district and school levels”, evaluation and feedback, and giving the staff who are expected to implement the technology in the classroom a say in the process. Schools now are going through a maturation process that businesses had to endure and overcome decades ago when planning effective technology strategies. How sad.
4. Chapter 2: Basic Concepts of Planning
Chapter Two provides a basic framework for those in leadership roles to lay out a reasonable and responsible path to implementing technology in a school (either building or district wide). The four C’s (Comprehensiveness, Collaboration, Commitment, and Continuity) is an entry level way to start planning for change in an educational setting. Once each C can be identified and addressed, further planning can begin. Implementing the model for planning technology takes into account the environment, district, and building levels. The model demands the identification of values and goals, plus feedback and evaluation pieces.
Picciano stresses the importance of a positive attitude during technology planning. Change and investment of money does lead to reluctance and outright hostility. I am reluctant even though I am techno savvy. Instead of focusing in on the big picture (practical experience and the ethical use of social networking applications), I worry about the bumps in the road (incidents that are potentially embarrassing for self and/or administration). Careful and responsible planning will easily win over the segment of teachers such as me.
The final thoughts presented concern both administrative and instructional applications of technology. “Administratively” speaking, technology is used to increase efficiency in the management of students such as attendance, behavior, and grades. This data can be used to create a snapshot of the district’s (or individual school) academic success based on district wide goals or state standards. The technology can be used to monitor teachers too. The classroom application of technology is designed to improve learning, retention, differentiation, and skill development required in the outside world.
5. Podcast Summary
6. Technology Needs Assessment(s)
1). Key Survey Software. (2007) School technology needs assessments. Retrieved September 18, 2007, from KeySurvey Web site: http://www.keysurvey.com/
This survey is a web-based sample only at http://www.keysurvey.com/survey/134127/1516/. It comes from KeySoftware that specializes in professional surveys. Cost is involved. The evaluator can scroll through to preview the design and layout, ease of usage, and the questions involved. The survey clearly defines its purpose and intended audience. Instructions are easy to follow and questions are categorized into subtopics.
2). Smith, Russell (2004). Technology competencies: an online needs assessment. Retrieved September 18, 2007, from russelltexas.com Web site: http://www.russelltexas.com/usagesurvey1.html/
The assessment from russelltexas.com is low budget. The site creator, Russell Smith, is an educational technology consultant in Abilene, TX. It recommends users to copy and paste what is needed to their own documents or emails. Interesting. That aside, the page does post important questions when assessing staff levels of competency or comfort. The questions provided could be used to kick start the research. There are over 40 questions ranging from basic computer skills to the more complex like developing web-based collaborations with students. I would use the material offered at this site for an informal survey before spending taxpayer money. By identifying specific staff that would present a cross section based on age, gender, education, and others, I could create a basic school profile. From this sample, I would then use a taglit, loti, or engauge survey to prove or disprove the informal findings.
3). North Central Regional Education Library, (2004). Welcome to enGauge. Retrieved September 16, 2007, from enGauge Web site: http://www.ncrel.org/engauge/
This website from ncrel was by far the most comprehension I found. After I found it, I realized I have taken an enGauge and taglit survey for AHS in the past. After digging around, I found sample surveys at http://engauge.ncrel.org/survey/select.htm. This page allows the reviewer to preview multiple sample surveys for administrators, teachers, parent, student, and many more. The sample questions were grouped together in relevent categories. Many were traditional survey questions. Few offered video scenarios to choose from. Certainly video is a nice touch to convey more meaning than just "Strongly Agree", "Agree", "Neutral", etc. Obviously, the services provided come at a cost. But enGauge will provide a framework for analyzing school/district technology policies. It saves time and places data in the hands of administration and/or educational teams in charge of the research.
7. District Technology Plan
8. First Article Review "Change Process"
After searching the web through Google, I found one particular website fixated on the “change process” in today’s business climate. The content is managed by Peter de Jager who is a writer, speaker, and consultant for what he calls the “Rational Assimilation of the Future”. The site includes books, a blog, and articles covering many topics, including change. He is branching out into podcasting too.
The particular page offering articles covering the “change process” is located at http://www.technobility.com/docs/menu-managing-change.htm. Here de Jager defines the “change process” and its components in sequential steps.
When defined, de Jager provides simple explanations of change that most can agree upon. Based on Virginia Satir's research, “change is not an event, it's a process”. The key to change is that the more we learn about the process, we get better at changing and its implementation.
From here, de Jager explains the seven steps of change. The first step is Status Quo (SQ). This is the point where change can occur. Sometimes SQ can be positive, negative, or both at the same time. Obviously, the negative SQ is more than enough to search for change. At the same time when change occurs, we rarely want to through away the SQ (example: although you lost your job, it does not mean you move out of your house). The next step is the Foreign Element (FE). It can be either an outside or internal force making change necessary. Even though change is inevitable, Resistance occurs instantly in any social system. Why should we change when what we do is successful? Organizations that provide no information and bogus answers to legitimate concerns only create a negative work atmosphere. Denial is the next step. “Someone in denial uses effective and efficient behaviors no longer appropriate to the task”. After Denial is Chaos. If SQ is stable and comfortable then Chaos is the result from the impact of the FE. Confidence is crushed and replace with uncertainty and incompetence. According to de Jager the next step, Integration, is a short period where patterns are becoming internalized but minor setbacks cause moments of doubt and overreactions. New Status Quo is the final step. The process has come full circle. Competence and confidence is refound. Unfortunately, the NSQ is short lived because inevitability a new FE will come along and restart the change process.
To me the change process described mimics an individual in mourning (de Jager does reference this set of behavior patterns too). Although death is a part of life, you never know when death comes to visit. Even when prepared, due to old age or terminal illness, you can never fully prepare for the event. The best thing to do is to accept that it will come and to adapt as quickly as possible. Death… Change… they seem interchangeable.
Reference
de Jager, Peter (2005). Managing change, part II. Retrieved September 19, 2007, from Managing Change and Technology Web site: http://www.technobility.com/index.html
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