StaR Chart Findings

See more presentations by dmayfield | Upload your own PowerPoint presentations

Texas' Technology Long Range Plan 2020

21st century learning demands the transformation of a traditional model of teaching and learning. The first step is mastery of the SBEC Technology Application standards. At a minimum teachers must have access to 1) technology 2) quality professional development 3) time to implement new strategies. The fact that we are looking at a global economy will demand that Texas students possess a new set of skills. Skills that go beyond simple machines and basic literacy to self motivation and reliance, collaboration, problem solving, and life-long learning. The 21st century learner has not known a world without color t.v., video games, cell phones, and the internet. They expect teaching to be relevant and taught through a plethora of venues. Because Texas students are coming from various economic backgrounds and from schools of various economic ranges, geographics, and sizes, we must provide equitable access to a quality education. That challenge can only be addressed through the use of technology. Distance learning is one such means. The integration of any technology comes with special challenges. These challenges demand our fullest attention because only when these are met will Texas school children be adequately prepared to live, work, and thrive in the 21st century. Teacher preparation programs must ensure that all new teachers have a broad understanding on the uses of technology in the classroom. It is the only means by which students’ diverse needs will be met, and they are prepared to compete in the 21st century workplace. Instructional leaders must acknowledge the role technology will play in the acquisition of the skills required for Texas students to complete in a global economy. Human resources and funding must be available. The data-driven system of education that we are in today requires an infrastructure that is reliable, flexible, secure, and able to meet the constant change facing schools today.

Technology TEKS

The Pre-K technology curriculum is not compulsory but will provide the framework necessary for students to have the skills and readiness needed to be proficient in the arena of technology by the end of their eighth grade year. The descriptors of child behaviors are student-centered and learner friendly. Texas' four year old should be able to open and navigate various software programs. This includes using the mouse and the proper technology. The Pre-K student should be able to use voice/sound recording as well as to insert and play CD's to listen to music. Drawing and writing are done, and the student realizes that technology is a source of information. These basic skills repeated in the grade cluster 3 - 5 with some advances noted. For example, at the Pre-K level students generally use the mouse to click on information. At the 3-5 level students must move beyond the mouse to using proper keyboarding techniques. These techniques include the correct hand and body positions. The writing and drawing students do at the Pre-K level must now be saved, deleted, or adjusted according to the student's needs. At the 3-5 level students use search engines to locate specific information. They must also determine the value of the information they received. Whether it answers their questions and meets their learning needs. The TEKS provide a strong framework to set the stage for future technological literacy which is mandatory for students to compete in the 21st century workplace.

Technology and Readiness Results

Today's tech trek takes (nice alliteration, huh?) us to the StaR Chart which is an evaluative tool used to fulfill Texas' Long Range Plan by 2020. The StaR Chart evaluates a school's technology use and readiness in four key areas: 1) teaching and learning, 2) educator preparation and development, 3) leadership, administration and instructional support, and 4) infrastructure for technology. Each key area has six subtopics for specifity within that key area. The school's success is measured using a rubric of 1 to 4. 1 is defined as a an "early tech." 2 is defined as a "developing tech." 3 is defined as an "advanced tech." 4 is the "target tech." Target tech demonstrates the ultimate level of proficiency in those particular sub-topics. Waller ISD is recognized at both the state and national levels for its use of technology. At Waller's Fields Store Elementary the four key areas are ranked as "advanced" or "target" techs. According to the 2008-'09 StaR Chart summary, Fields Store Elementary's weakness lies in Professional Development for and use of online learning. The other weakness is students per computer. This key area may have been misunderstood when teachers mandatorily completed the StaR Chart because to be at the target tech there is one to one access. Fields Store has that! In order to further the development of teachers at FSE, the campus technologist offers "Tech Tuesdays." On Tuesday afternoons, teachers are free to visit the lab and receive training on requested topics. Since the StaR Chart revealed Online learning is a key area to address, a "Tech Tuesday" could be reserved for that training. I strongly believe in the brainstorming power several members of a team can have by pooling their ideas. In this way we guarantee that the training meets the needs and desires of those willing to receive advanced training.

Today's Trek to Technology

This whole experience is a bit intimidating. Me a reporter? Of my own learning sure, but who's interested in my learning? Just give me a survey. Check. Check. Yep, learned that, too. Check. Done. You can't imagine the flee response that is welling up inside me right now just imagining the readers thoughts. "Keep it simple, stupid." Those are my thoughts. I'm grossly aware of my need as an educator in the 21 century to embrace technology and utilize it in every form, context, and environment allowable. I'm behind. Not because of anything I've done. It's just the nature of the industry. It is forever advancing at paces that world-record holders would find challenging to compete. So I'm behind. What's most important now is not that I can check "Yes" or "No" in response to survey items, but that I'm competent in the arena of technology uses to differentiate instruction for the "wide range of preferences, skills, and abilities" that sit within my classroom each day. (Wahl and Duffield. 2005. Using technolgy to meet the meeds of diverse learners, 1) Where do I begin? That's where the Technology Application Inventory and the Teacher Survey from SETDA will help me. Here, I can feel technologically competent because of the proficiencies I do demonstrate and have the confidence to step out and build upon my currently limited knowledge base. Truth is I am competant in the basics. I can type, file save, e-mail, google search, and use on-line services i.e. banking, shopping... An early English writer once said, "Success comes to those who are too busy to be looking for it." I will busy myself in turning those "no's" to "yes's" and before long, I'll be in the mentor seat - showing others the amazing uses of technology that will have a long-lasting, positive impact on learners. One foreseen hindrance is the district's vision in technology. Their vision will earmark training, availablity of personnel to help, and resources. Those contraints will certainly influence the rate at which I'm able to fully utilize technology in the classroom.