EDLD 5398 - The course we look forward to for almost 18 months ... and now it's almost over! I have learned so very much and cannot wait to see what the future holds as we all step into the future as well-prepared school administrators. Here is the Week 5, Part 5 (FINAL!!!) assignment:
Web 2.0 Tools:
I am not in a classroom but continue to use technology on a daily basis and am always open to new methods of delivering information to stakeholders. This program with Lamar gave me several fresh ideas (some new and some reminders) such as: Prezi, blogs, YouTube for instructional purposes, Edmoto, drop box, and Google docs. I am reminded that my leadership skills as an Assistant Coordinator are very much intertwined with technology as my job is probably 85% or more technology based. Since the teachers I work with are located all across Texas, my main method of communication with them is through e-mail. I also use such Web 2.0 tools as Facebook, Twitter, and Wufoo to send and receive information about the grant program. I found this question to be so open-ended that it was almost impossible to narrow down the answer to just a few choices. Web 2.0 tools are expanding at such a fast pace that it is hard to remain current. As educators, we must collaborate and share with others the Web 2.0 tools that we find most helpful. Teachers should work together to keep an active and updated list of Web 2.0 tools relevant to the needs of their students.
Some of the Web 2.0 resources that I currently use
• Facebook – provide program information and updates for the ATC program
• Twitter – provide program information and updates for the ATC program, also used to follow people and organizations relevant to CTE in Texas
• Listservs – provide program information and updates for the ATC program
• Wufoo – allows teachers to register for training sessions and to submit credentials for prescreening approvals
• ATC website – provides program information to teachers, interactive because teachers can complete Part I of the training process in an online in-service session, teachers can access their approval “certificate,” and districts can review reports of teachers with specific course approvals
• Blogs – used for the Lamar program
EDLD 5398 Web Conferences:
Since this program has been 100% online, I have found the web conferences serve as a virtual classroom where we (the students) can get answers to our questions from the course professors. I attended several web conferences for this course (and throughout the entire program) and found all to be extremely helpful. They were very informative and served to answer many course-related questions that we may have had about the assignments. Since this course was being updated at the start date, the syllabus was updated three or four times during the first week of the course. Thankfully, the web conferences helped to alleviate my frustrations and to clarify issues about the assignments such as: which assignments were due in which week and were we supposed to post them in Epic or TK20. Whether the web conferences are required or not, I feel it is to the Lamar student’s advantage to attend at least one or two per course to get a sense of their classmates’ viewpoints about the subject matter of the course and the program in general.
Thursday, May 10, 2012
Sunday, February 12, 2012
EDLD 5352 Week 4 Assignment: Technology Plan
Campus technology needs are addressed at both the district and campus levels within the district. The seamless integration of technology into the classroom is a top-level priority for the district and one that is addressed in district goals and objectives and each Campus Improvement Plan. Future plans for the district include transitioning one elementary school into a magnet school for technology. Goals and objectives are data-driven and are determined from analysis of multiples reports including AEIS, AYP, STaR charts, and campus needs assessments. The CIP reflects the district’s vision and is aligned with the campus objectives, the Technology Application TEKS, and the Texas Education Agency’s Long-Range Plan for Technology, 2006-2020.
The results of the campus needs assessment for technology shows that, in general, the campus feels that technology is a necessary tool for education, and that it is an essential part of the classroom curriculum and instruction. The teachers report they are using technology (or attempting to use technology) in all content areas. They feel that technology integration into the classroom has shown in increase in student involvement, student behavior, and has generated more student interest when compared to the more traditional classroom of the 20th century. The teachers and staff feel that the district is supportive of technology, but that barriers such as budget cuts, inadequate teacher training, and a lack of available technical support is prohibitive to the district fully embracing technology throughout all areas of the district.
The results of the campus needs assessment for technology shows that, in general, the campus feels that technology is a necessary tool for education, and that it is an essential part of the classroom curriculum and instruction. The teachers report they are using technology (or attempting to use technology) in all content areas. They feel that technology integration into the classroom has shown in increase in student involvement, student behavior, and has generated more student interest when compared to the more traditional classroom of the 20th century. The teachers and staff feel that the district is supportive of technology, but that barriers such as budget cuts, inadequate teacher training, and a lack of available technical support is prohibitive to the district fully embracing technology throughout all areas of the district.
| Seamless Technology Integration | ||||
| Goal: Implement technology so it is seamlessly integrated into all classrooms on a daily basis thereby creating a non-traditional learning environment that fosters inquiry, creativity, and innovation for all students | ||||
| Action Steps(s): | Person(s) Responsible: | Timeline: Start/End | Needed Resources | Evaluation |
| Conduct needs assessment with all teachers to determine current technology levels and perceived campus needs | Principal Curriculum Specialist Instructional Technologist SDBM Committee members | February, 2012 | Needs assessment forms/technology use survey | Determine level of teacher input from the number of surveys returned for the needs assessment |
| Review and analyze data received from technology needs assessment | Principal Curriculum Specialist Instructional Technologist SDBM Committee members | February, 2012 | No additional resources needed | Determine levels of strength, weakness, and perceived levels of technology proficiency from teacher input. |
| Result: Technology hardware outdated and needs to be updated | Principal District Technology Director Superintendent | February, 2012 – August, 2012 | Some updates can be funded through Title IA funds; other funding options to be determined based on district technology replacement schedule | Inventory analysis of equipment in the following areas: new, used and still in service, outdated or no longer in working order |
| Result: Professional development for teachers should be focused on integration of technology rather than the mechanics of a program | Principal Curriculum Specialist Instructional Technologist | March, 2012 – December, 2012 | Title IA and SCE funds to be used for trainings on campus, within the district, and at the regional and state levels | Feedback from staff from all trainings attended and sign-in sheets for attendance at campus and district level training sessions |
| Conduct post-needs assessment survey to determine progress and success throughout the 2012-2013 school year | Principal Curriculum Specialist Instructional Technologist SDBM Committee members | February, 2013 | Needs assessment forms/technology use survey | Determine level of teacher input from the number of surveys returned for the needs assessment. Determine levels of strength, weakness, and perceived levels of technology proficiency from teacher input. |
Saturday, February 11, 2012
Web Conference: January 29, 2012
I attended the web conference for EDLD 5352 on Sunday, January 29, 2012. This is my tenth course in the Lamar program for Educational Leadership, and I have attended many web conferences throughout these courses. Most of these conferences have been very informative and serve to answer many course-related and program-related questions that we (the students) may have about the assignments, TK20, the LCE, and other related issues. Since these courses are 100% distance-learning, these conferences serve as a virtual classroom where we can get answers to our questions from the course professors. For EDLD 5352, there have been several conflicting pieces of information when reviewing the assignments, weekly overviews, IA e-mails, and the course syllabus. As the Lamar professors update courses, not every location for the new information gets updated, and this causes much confusion and frustration for the students. This course is no exception. Thankfully, by attending the web conferences, we are able to ask questions for clarification and can continue completing the assignments as required.
Monday, January 30, 2012
Infrastructure: The Critical Element for Successful Technology
The Texas Long Range Plan for Technology, 2006-2010 addresses the needs of technology in education for Texas public schools. The infrastructure of a school is the critical element of support for all four areas of this plan: teaching and learning; educator preparation and development; leadership, administration, and instructional support; and infrastructure for technology (“Long-range plan for technology,” 2006, p. 35). One of the goals of a successful infrastructure for each district is to provide 24/7 access for all stakeholders. Technical assistance should also be available to support both the teacher and the learner. As in most schools across the nation, the infrastructure of our schools has been negatively impacted due, in large part, to the massive budget cuts in the public school system. Many schools were forced to choose between technology upgrades, offering professional development sessions that would address the needs of the school, maintenance and upkeep to facilities, and saving teacher jobs. The most painless cut seemed to be in the area of technology. However, schools are still expected to provide support and technology access to all stakeholders in spite of smaller budgets. In order to provide the best available use of technology for all Texas students and teachers, districts should maintain strong relationships with community partners and should revise their current budgets in order to utilize funds in the most efficient and equitable manner possible. Maintenance and upgrades to existing technology should be handled on a rotating basis in order to maintain a continuing level of technology success. Campus Improvement Plans should include campus-based grant writing committees that will seek out opportunities for funding and training that will not create additional strain on already limited budgets. Administrators that are innovative in their approach to providing quality access to technology should be able to fulfill the long-range plans as we move forward to the year 2020.
Texas Education Agency, (2006). Long-range plan for technology, 2006-2020. Retrieved from
website: http://www.tea.state.tx.us/technology/etac.
Values and Concerns for Educational Blogs
What is the educational value of blogs and blogging to the 21st century learner?
Blogs for the 21st century learner provide an open forum in which to reflect on the learner’s educational journey. Before the advancements of technology were integrated into the classroom, teachers would have their students reflect on various topics in a hand-written journal and later perhaps in a document text saved to a disc. These would be shared with a limited number of classmates when time was available. Today’s teachers can use blogs as a more modern-day journal approach which allows their students to interact with others on a global basis rather than to be confined to the classroom walls. Through student blogs, today’s learners can communicate and collaborate on ideas with other students across the world. Teachers also can use blogs for similar purposes. They can share ideas and learn new strategies through the writing and sharing of their educational blogs. The dialogue formed by commenting on various blog entries can assist each participant in his/her own reflections about the stated topics.
What are the concerns of blogs and blogging in education?
What are the concerns of blogs and blogging in education?
Students need to be reminded that blogs are usually nothing more than online journals and therefore reflect the author’s feelings and opinions rather than sound, research-based facts. We must teach our students the need for thinking critically when reading a blog entry and let them know it is up to them to determine the validity of the entry. Students should also be taught to be respectful in the own blog entries and to practice a high code of ethics in a blog setting just as they would in a classroom setting. A blog is not the place for cyber-bullying and the district should have a monitoring system in place to ensure a student’s “cyber-safety.”
How can you use blogging to communicate with school stakeholders?
A blog can be a wonderful tool in which to communicate with all school stakeholders, and a blog is much easier to add entries to when compared to a class web site. A teacher can share class information and upcoming important dates for exams and assignments through a blog. An administrative blog can also be used in similar fashion and could send out weekly newsletters to all blog subscribers. Homework assignments, weekly activities, field trips, lunch menus, supply lists, and highlights of student successes are just a few suggestions to share on an educational blog for parents and community members. Questions can also be asked to participants so that the blog subscriber can answer and give feedback to help in planning or to address areas of concern.
Sunday, September 11, 2011
Action Research Project Progress Report
Charter School TAKS Data Analysis: Comparing charter school students to students transferring from public schools. Is there a difference?
Needs Assessment
The Charter School has recently expanded and was able to double the size of its fourth and fifth grades for the 2010-2011 school year. For example, there are students in fifth grade at the charter school that have attended a public school for the first five years (K-4) and are now in the charter school setting for the first time because of this expansion. This increase in student population provides a one-time opportunity to review and compare the TAKS data for students who have always attended the charter school to students who previously attended public schools and are now in their first year of charter school attendance.
Objectives and Vision of the Action Research Project
After reviewing the results of the TAKS data analysis, the charter school administration will be able to determine if students entering the charter school from a public school setting improved their test scores with different teaching methods when compared to methods and strategies used in a public school setting. This analysis will provide information to assist the administration as they evaluate their teaching methods and prepare for the future.
Review of the Literature and Action Research Strategy
The comparison of charter schools to public schools has generated interest and misconceptions among the general public for a number of years. There are studies and reports that support that charter schools are superior to public schools, that public schools are better than charter schools, and studies that show that students perform essentially the same in either setting (Education Law Center, 2010). The Charter School seeks to determine how their teaching methods compare to those used in public schools within the local community. The charter school administration made the decision to analyze the TAKS scores once the student population doubled in size in fourth and fifth grades. This analysis will allow a one-time opportunity to review the success of their teaching strategies with students who have transferred from a public school to the charter school and to compare “career” charter school student achievements to transfer students.
Education Law Center. 2010. Charter school achievement: Hype vs. evidence. Retrieved from
Articulate the Vision
The interest in the success of the charter school has always been high at the university. At the inception of the charter school, it was still a part of the local ISD. Within the past few years, the charter school has now become a separate entity and is no longer a part of the local ISD. It is an individual charter school that is governed by a separate board and members of the university. It is grant-funded as a separate charter school through the Texas Education Agency (TEA). The interest in the instructional approach at the charter school provided the foundation and vision for this action research project. The results of the analysis will assist the administration in preparing for the future needs of the school by determining if their current teaching methods are providing for the academic success of its students. The vision and the results of this project were shared with board members in a recent board meeting. Table of data and a summary report were provided for their review. Information from the project will be considered when developing future campus improvement plans and professional development at the charter school.
Manage the Organization
This portion of the assignment really does not apply to this particular project. The entire project consisted of my review, documentation, and analysis of all TAKS scores for the fourth and fifth graders. I reviewed the fourth graders’ TAKS scores from third grade and fourth grade and the fifth graders’ TAKS scores from fourth grade and fifth grade. Within this comparison approximately half of each of these grade levels attended a public school for the first year and transferred to the charter school for the second year. The other half of the student population attended the charter school for all (or almost all) of their school career. No additional monies, materials, or people were required to complete this project. While the results involved student learning, students were not directly involved in this project so active student learning and student safety were not issues to be addressed.
Manage Operations
As in the previous section, this portion of the assignment does not apply to this particular project. However, now that the project has been completed, the results of this analysis will be used to determine future teaching methods and will assist the administration in preparing their Campus Improvement Plan and will provide guidance as the plan appropriate professional development sessions needed to meet the CIP’s goals and objectives. These plans will be communicated to the teachers and staff in future faculty meetings. There were no conflicts to resolve with this project.
Respond to Community Interest and Needs
The Charter School has a limited special needs student population and the results of this action research project will not affect them. The student population is diverse in its cultural and ethnic populations, but the results of the data review does not impact one group more than another as it compared overall student populations in an equitable manner. Any future goals or objectives developed as a result of this study will provide for the success of all students fairly and equitably.
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