EDLD 5352 Course Reflection

Following the conclusion of this course, I envisioned that I would understand the responsibilities of administrators when it comes to the implementation of technology in the instructional and managerial programs. Also, I hoped to learn about technology tools that I had not yet been exposed to, the technology standards for administrators, internet safety, and copyright laws. Other expected outcomes included discovering how to build an effective infrastructure to support the needed technology and how to acquire the funding to do so. All of the above mentioned outcomes were satisfied with the exception of how to attain funding. This course has been my favorite due to the fact that the majority of the outcomes have relevancy in my current position.
Creating the blog, analyzing the information from the STAR chart, and participating in “The Last Byte” protocol for discussion were the three most important assignments in relation to being a technology facilitator. I learned who to effectively post information in a variety of formats onto the blog. I posted through typing, posted through using a slide show converter program, and also discovered how to export Microsoft Word documents to the blog through conversion. Being able to solve technology issues, encouraged me to continue to work with technology in order to increase my productivity and effectiveness. Additionally, analyzing the STAR chart data through the creation of a power point allowed me to understand the current landscape of technology usage and needs at my school. By realizing these needs, I can more effectively focus my work at the school as a technology facilitator. Moreover, participating in the discussion allowed me to truly see how other people view the changes that technology is causing in our schools.
The fact that I myself am considered a Millennial has definitely helped with the fact that I am ready, willing, and able to participate in a digital classroom environment. I have discovered that connecting my students through the use of technology has peaked my interest. Though I have already used tools such as Edublogs, Glogster, and Diigo, I am interested in working on a Wiki and podcasts. From classroom experience, I have noted that I have the patience to work with the available technology tools and that I am able to alter the activity if needed when/if it does not work out. Additionally, I have discovered that I am willing to take leadership roles, when it comes to technology, such as the digital classroom that I am piloting in my school with the assistance of an instructional technology facilitator. I find satisfaction in assisting others with creating lessons using technology and doing infrastructure based tasks, such as wiring a SMART Board to a laptop, projector, and document camera. The most important realization I have uncovered is the need to journal, reflect, and share my thoughts and experiences. Not everyone is as willing to attempt to use technology to the same extent. If I reflect and record what worked and what didn’t work with my students, then the other teachers would be more willing to attempt to use the tools themselves.
For the 21st century learner, blogging is an invaluable tool to their educational career. Collaboration is key to a more effective education, but we need to move beyond the classroom. No longer are students restricted to collaboration within the classroom walls. In today’s global technology based society, we now have the power and ability to connect our students with the students in the next classroom, the next school, across the state, across the nation, and even across the world. From using this tool, students will learn not only how to interact properly which will translate into needed skills for their future careers, but also they will be exposed to a larger pool of ideas and beliefs which will serve to spread their horizons to make them global and open-minded members of society. We owe it to our students to prepare them to the best our ability for their future. The future is changing, so what and how we teach has to change too. Blogging is just one tool among many that will allow us to meet the needs of our 21st century learners.
Providing access to students for blogging is both an exciting and daunting task. My main concerns, as a technology specialist, include privacy and security. Many questions have to be addressed such as: Who and how will have the rights to write on the blog? Also, who and how will we monitor what is written? To navigate these difficulties, we must first integrate Cyber ethics material into our set curriculum. Our students must be taught how to collaborate online effectively and the consequences that will be occur if it is not followed. Teachers need to first come up with a plan about how they want to use the blog with their students. Once this is established, a representative from the technology department will come to the classroom to assist in the process of registering students and starting to blog. While this is taking place, the instructional technology facilitator will be also teaching the students about Cyber ethics so that they know what they are being held accountable for when they are online blogging.
Blogging to communicate with stakeholders can provide a new dimension to building productive and meaningful partnerships. Using this tool, increased collaboration can occur which will lead to more effective decision making. By posting topics or questions on the blog, stakeholders can then respond in a conversation format. Not only does this provide us with a record of what has been stated, but it also affords more people the opportunity to have their “voices” heard. Moreover, blogging with stakeholders reduces the need for having face-to-face meetings which are hard to schedule and can often last longer because participants get off topic. By utilizing the blog the conversation is focused and stakeholders can contribute whenever is most convenient for them. Blogging could be extended to so many aspects of district communication, such as sharing lesson ideas, how technology is incorporated, and sharing resources, all of which would benefit our students. Due to the growing number of benefits, blogging to communicate with stakeholders is something that should be happening across the nation.

Technology Action Plan

 

(Superintendant and Board)

• Ensures that the district stays at the forefront of education through the use of technology
  
• Aligns mission statement with the needs of our 21^st century technologically advanced students
  

(Chief Information Officer)

• Ensures that superintendent and board's technology vision is in place
  
• Aligns the application development with the technical operations and ensures these work with the instructional technology elements.
  

(Director of Enterprise Application Development)

• Researches the new technology as it becomes available and determines which should be developed and implemented across the district
  

(Director of Technical Operations)

• Ensures that the district has the needed infastructure to implement the approved technology applications
  

(Director of Instructional Technology)

• Ensures all technoglogy facillatators are adequately prepared for teaching the technology tools
  
• Develops new methods in which to implement technology in instructional situations
  

(Instructional Technology Facilitators)

• Attends professional development sessions weekly to keep up to date
  
• Accepts requests from teachers to learn how to use technology tools
  
• Creates their own technology projects with which to work with selected teachers
  

(Campus Principal)

• Ensures that the campus vision and inmprovement plan have technology components
  
• Models effective use of technology in the school
  
• Ensures that an adequate amount od resources are available for teachers to be able to incorporate technology into the classroom
  
• Plans professional development for their faculty concerning technological applications
  
• Places emphasis on technology elements in observations
  

(Assistant Principal)

• Models use of technology in the school
  
• Applauds and highlights teachers after observations who incorporate technology
  

(Instructional Coach)

• Guides teachers use of technology in their classroom when needed
  
• Conducts professional development sessions in order to keep teachers up to date
  

(Campus Teacher)

• Incorporates technology into their classroom
  
• Attends professional development sessions in order to better incorporate technology
  
• Shares technological knowledge with other teachers
  
• Models for students proper and effective use of technology
  

 

The role of the principal in making sure the organizational chart is implemented and monitored is multi faceted. First, he/she must stay up-to-date on all recent developments. Additionally, they must have developed positive relationships and open communication to ensure their school is always using technology efficiently. Moreover, the principal must be willing to model and encourage appropriate technology usage so that their teachers and assistant principals will follow in their path. They also must work cooperatively with the assistant principals, technology facilitators, and instructional coach to ensure technology is being used and monitored in the classroom. Principals can use the data from AEIS to determine what content areas and special populations need to be targeted and then apply technology based interventions. They also must use the results from the STAR chart to monitor technology key areas in the school.

 

 

Professional Development Plan

 

    Profession development is of the upmost importance, especially when related to technology, because it allows for the sharing of intellectual resources. KISD provides these opportunities for these experiences throughout the year and also during the professional learning days where teachers can receive training on the technology of their choice. After reviewing the campus improvement plan and other data sources, such as the AEIS report, STAR chart, and district and state technology plans, three areas in need of professional development appeared. These include curriculum and technology alignment, effective use of technology resources-teachers, and effective use of technology resources-students. The most imperative, however, is the first, curriculum and technology alignment, because the technology is constantly changing and evolving and needs to be monitored so that teachers can effectively integrate it with their curriculum.

 

Curriculum and Technology Alignment

 

Needs Assessment

• Leaders will analyze Benchmark data, TAKS date, AEIS report and STAR chart for the school. They will then compile the information by integrating them to see where the most improvement can be made.
  
• Identify areas of student and teacher need
  
• Identify professional development to integrate technology effectively with the curriculum
  

  
   

Participants

• Campus Principal and assistant principals
  
• Curriculum Specialist
  
• Director of Instructional Technology
  
• Instructional Technology Facilitators
  
• Director of Enterprise Application Development
  
• Teacher leaders
  
• Instructional coach
  

  
   

Professional Development Activity

• PLCs will attend technology professional development together as a cohesive unit that has been identified as the most useful for their content area. They will then be given time to allow for lesson creation and reflection to ensure they incorporate the new technology into their classroom.
  
• Instructional Technology Facilitators will report to schools when requested to work with teachers trying to incorporate technology.
  
• Before school starts, the professional learning days will include a technological emphasis so teachers will have a choice on which sessions to attend.
  

 

Effective Use of Technology Resources-Teachers

 

Needs Assessment

• Analyze STAR chart data to identify teacher views on technology
  
• Conduct teacher interviews to establish patterns of teacher technology use both instructionally and in relation to management uses
  
• Identify areas of teacher need
  
• Identify professional development to increase the effectiveness of technology resources both instructionally and managerially.
  

  
   

Participants

• Campus Principal and assistant principals
  
• Director of Instructional Technology
  
• Instructional Technology Facilitators
  
• Teacher leaders
  
• Instructional coach
  

 

Professional Development Activity

• An Effective Technology Usage session will be developed to teach teachers about simple solutions that can dramatically increase their productivity and ease technology use. The items discussed will be identified through the needs assessment and will range in ability level. An example includes setting your internet tabs to include Zangle (attendance), KMAC (lesson plans), and ESembler (gradebook) in order to increase efficiency.
  
• Campuses will submit simple solutions to the Digi Know? Newsletter team in order to share efficient and effective technology information.
  

 

Effective Use of Technology Resources-Students

 

Needs Assessment

• Participate and analyze SPEAK Up/Project tomorrow, conduct student interviews
  
• Identify areas of student needs (What content areas are using/not using technology? How could we incorporate technology more effectively in these areas?)
  
• Identify professional development to increase the effectiveness of student usage of technology
  

  
   

Participants

• Campus Principal and assistant principals
  
• Curriculum Specialist
  
• Director of Instructional Technology
  
• Instructional Technology Facilitators
  
• Director of Technical Operations
  
• Teacher leaders
  
• Instructional coach
  

 

Professional Development Activity

• Campus leaders will participate in an ongoing needs assessment in order to stay up-to-date on the campus' needs that would best benefit the students. Teachers will attend professional development to determine how to appropriately decipher the needs and to find solutions.
  
• Teacher leaders and administrators will present at faculty/department meetings how they best use the available technology with their students.
  
• ITFs will come to campus to teach PLCs how to allow students the most access to technology resources.
  

 

 

Evaluation Plan

Aligning evaluation measures with those of the KISD Long Term Technology Plan, the areas listed above, which include curriculum and technology alignment, effective use of technology-teachers, and effective use of technology-students, must be evaluated on a continuous basis. Formal individual professional development sessions will include an immediate evaluation that participants fill out at the conclusion of the session and also a reflective evaluation that will be conducted after the participant has incorporated the knowledge gained in the session into their classroom. This added reflective evaluation component should provide a more thorough evaluative measure with which changes can be made when needed. Moreover, the first identified professional development, curriculum and technology alignment, can be evaluated on a formal yearly basis through analyzing the campus Benchmark tests and AEIS report. The second identified professional development key area of effective use of technology-teachers can be analyzed using the above measures and the STAR chart data. If the teachers feel they are truly using technology to its full potential, this should be evident in the specific key areas of the STAR chart. Along with the mentioned evaluation procedures, the professional development area of effective use of technology-students can be measured with before and after formal student interviews and questionnaires where the students rate how knowledgeable they are on certain areas of technology. The campus administration, who themselves will be evaluated based on the NETC standards for administrators, would be responsible for ensuring that this information is gathered, but the district would be responsible for developing the instruments used for evaluation. The instruments developed would be online so they are objective and can be accessed at anytime. Additionally, this will allow faster and more reliable disaggregation of the data that is collected which can then be compared to other schools in the district, state, and nation.