The need for Educator Preparation

The Texas Star Chart is used to organize and analyze school data in the area of technology. Current statewide data shows that one of the biggest needs in the schools is more educator preparation. This is a huge challenge for public schools. The kinds of advancements that have been made in technology over the past decade have been quick and drastic. In ten years schools have gone from community computer access to classroom computers that manage everything from curriculum to attendance and grades. The internet in the classroom has drastically changed the way teachers communicate to colleagues, parents and students. But what does the future look like? The tricky thing is that we need to be preparing now for a future with technology we know nothing about.
These changes in technology have improved the schools ability to operate, however many schools are still listed in the Developing Stage of technology progress. This is in part to a large number of veteran teachers who simply don’t feel comfortable using new software and operating systems. Many teachers learn just enough about new systems to get by and never feel like they can dig deeper into programs. Many teachers get frustrated when working with new programs and simply give up and do things the old fashioned way. I myself have experienced this frustration working on this week’s assignments, and I consider myself strong in the area of technology.
The key is for schools to provide in depth technology training and to constantly check up on teachers and revisit areas of training that need improvement. Simply putting software on a teacher computer with no instruction as to how it will improve classroom activities is fruitless. Schools should refer to the 5 standards as stated in the SBEC and gear teacher training to these standards. Teachers need to have help to move from being technology competent to technology comfortable.

S Ta R Chart

This presentation is an overview of the Texas Star Chart used by public schools to measure technologies in the schools. Data from the state summary report is presented along with a comparison of state data to Ford Middle School. A brief explanation of the key areas and levels of progress are stated.

S Ta R Chart

View more presentations from Brennan Killingsworth.

Tech TEKS Review

The Pre-K TEKS website is very impressive and interactive. It establishes the need for the the Pre-K students to begin to develop basic computer and communication skills through technology practices. The videos are informative and demonstrate the development of basics of self awareness and learning motivation. The guidelines articulate what basic technological knowledge the students need to be prepared for in Kindergarten. Children start Kindergarten at a wide range of social and emotional levels and the task of providing them with basic technology skills is equally as drastic.

The Technology TEKS are designed much like the TEKS for other subjects in that it is a scaffolding curriculum that constantly builds off of already learned knowledge. For example, In the high school desktop publishing class students must be able to "distinguish design requirements as they relate to purposes and audiences including one-surface objects, multiple or bound pages, stationery, book jackets/magazine covers, pamphlets, magazines, brochures, and labels." If you track back to the middle school TEKS you will find this is also an expectation, but at a more appropriate level: "use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports." Then if you track further back into the Elementary guidelines you find the foundation of this expectation: "publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video."

The requirements are established as building blocks through out the student's school years. Each component is readdressed numerous times and the student is allowed to demonstrate their ability at their level as they grow.

Long-Range Plan for Tech. Review

I have spent the last 2 days reviewing the Texas Long Range Plan for Technology. It is a huge document showing the research behind the need for technology in the schools. One thing that kept showing up that concerns me as an educator is the ideal of all students having equal access to technology. With the vast differences in student demographics and the huge number of students who do not have computers at home -the only way to provide equal access is for the schools to step up and provide computers for school use, and maybe even at home use. Also -the need for staff development is crucial. My own experience tells me that as soon as we learn a new tech skill it becomes outdated and needs to be replaced by new practices.

Our technology leader in my school is amazing, but out numbered by the teachers and students. I can help her out by not waiting for her to find ways for me to integrate technology in my class -but to find new ways myself. Then I can share my new techniques with her to share with other teachers.

Technology Surveys

As I began the technology surveys I felt that I was fairly literate in the area of school technology needs. However, I now feel like there is much I need to learn if I am to adequately use technology in my school.

The results of my Technology Applications Inventory show that I do have strengths when it comes to Solving Problems with Technology Tools. However, these strengths have more to do with my abilities as a teacher, not necessarily how my students are able to use technology or how I am able to incorporate technology in my class. As a band director, it is hard (but not impossible) to use technology in my class like other subjects can. The main way I use technology in my class is by the use of websites and email to communicate and update students and parents about classroom activities or upcoming events. “Letters home” have been replaced by emails and handbooks and contact info is shared through websites.

My weaknesses do feel overwhelming when it comes to technology use and the surveys have focused those weaknesses pretty clearly. As I completed the SETDA Teacher Survey, I realized I know little about what is expected of the students or teachers at my school. Many of the areas of the survey simply did not apply to my classroom. However, there were many questions that made me rethink my approach to instruction. I think the main thing is that we do not have the funding or technology resources at my school to do more than just the bare minimum as required by the TEKS. Band, and other elective classes, are such unique areas of study that we need to be creative and think outside the box to incorporate technology supported instruction.