I put off doing the newsletter assignment until the day before because I thought it would be easy create one. However, as I started creating one from scratch and incorporating the design elements into it, it wasn’t as easy as I thought. I struggled with using the software and did not quite get the desired results immediately. I realized how much effort and patience is required to be able to publish a well designed and interesting newsletter. Despite the struggle, I really enjoyed the experience and would love to continue publishing a quarterly family newsletter. This way, I could continue to design and write with more confidence and ease as I have more experience. Most of all, I learned that I needed to start on a project right away instead of assuming that it would be easy. It would have also given me time to fully learn how to use the software to get my desired design and effects.
The first thing I did was to search on the internet for examples of different kinds of newsletters. When I decided that I wanted to do a family newsletter, I just focused my search on that subject and how I could design and publish one. I used Microsoft Publisher as the software to use to the project because it was the one that was easily available. I did not interact much with colleagues because I did not have time to participate in group activities due to my work and my responsibilities as a wife, mother of 4 children, and homemaker. I believe that even if I had interacted I would basically make my own decisions from my own research and study. That is just how I work.
Saturday, December 18, 2010
Saturday, December 4, 2010
Thursday, November 18, 2010
Reflections on Design of Ancient Works
It was a visual feast to view the sacred texts from ancient times. They are colorful and attractive. The creative designs and meticulously written letters manifest of the great value that they put upon these revered words of wisdom.
The ancient writers clearly used the basic design elements of contrast, repetition, alignment,and proximity. In the Lisbon Bible cover, the Star of David really stands out as it contrasts with the green background. Smaller versions of the stars are repeated at the corners of the cover and within the corners of the border. The focal point, which is the Star of David, is centered and visually connects with all the stars at the corners. Finally, the close proximity of the "floral" designs created an awesome "matte" effect for the star centerpiece.
Monday, September 13, 2010
Draft Action Research Plan
Purpose
Technology has made it possible for many non-readers to learn how to read. The Edmark Reading Program and Ticket to Read are some of the available computer based reading programs that are making improvement in special education children’s lives by helping them to read in non-traditional manners. According to Ted Hasselbring and Candyce Williams Glasser, “Millions of students across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to participate in a typical classroom environment. For these students, computer-based technologies can play an especially important role.”
As a special education teacher for the past nine years, I have used these available computer-based technologies in addressing the reading deficiencies of wide range of special education students from ones with mild disabilities to ones with more severe types of disabilities. I have seen improvement in their sight word recognition, fluency, decoding, and comprehension skills as they consistently used the computer programs as part of their individualized educational plan. However, I have not formally gathered data to support my claim that such programs do make an impact on their reading achievement. At this time, it is mostly through my observations that I see progress. My main objective on this inquiry is to show how technology can help special education students to improve their reading fluency and comprehension skills and to help them increase their scores on the Stanford Achievement Test and TAKS tests. Moreover, I hope that the same computer based programs will be available for use by the at-risk students in the general education classroom as part of their Response to Intervention (RTI) to prevent further referrals for special education services.
Question
1. What effects do the combined use of the Edmark Reading Program (ERP) and Ticket to Read (TTR) programs have on the reading skills of Special Education Students at Patterson Elementary School?
Subquestions
• What is the relationship between use of ERP and TTR and one or more grade level growth in student’s reading skills?
• Can the two programs be used as sole programs for reading or are they just supplemental to traditional text-based programs?
• How much time should students spend in a week on the programs in order to make a significant impact on their reading skills?
• What kind of support will the students need to make participation in the programs successful?
Method
• Collect pre- and post participation data on the participating students reading levels and scores as indicated on their scores on ERP unit tests, Voyager Passport Assessments for Reading, Stanford and TAKS scores.
• Conduct progress monitoring in between pre- and post participation
• Students will use the programs for at least an hour a day at school (30 minutes on ERP and 30 minutes on TTR)
• Collaborate with general education teachers to monitor student’s use of the computer based programs.
• Weekly participation rewards such as stickers, certificates, notes, etc
Data Collection
• Identify participating students
• Collect pre- and post participation data on the participating students reading levels and scores as indicated on their scores on sight word recognition tests, Voyager Passport Assessments for Reading, Stanford and TAKS scores
• Conduct 3 benchmark testing (First, Middle, Final)
• Progress monitoring every week fluency, comprehension and sight word recognition
• Teacher blog after conducting benchmark tests
• Chart progress
• Chart time spent
• Compare pre- and post participation scores
Calendar
September
• Gather baseline data
• Identify participating students
• Make a schedule for daily use of students
• Teacher blog on the start of the project
October
• Weekly progress monitoring
• Provide weekly rewards
November
• Weekly progress monitoring
• Provide weekly rewards
November
• Weekly progress monitoring
• Provide weekly rewards
December
• Weekly progress monitoring
• Provide weekly rewards
• Second Benchmark Testing
• Teacher blog
January
• Weekly progress monitoring
• Provide weekly rewards
February
• Weekly progress monitoring
• Provide weekly rewards
March
• Weekly progress monitoring
• Provide weekly rewards
April
• Weekly progress monitoring
• Provide weekly rewards
• TAKS, TAKS – A, TAKS – M testing
May
• Weekly progress monitoring
• Provide weekly rewards
• Stanford test
• Final benchmark test
• Teacher blog
June - July
• Share findings
• Teacher Blog
• Brochure
Data Analysis
• Ongoing
Technology has made it possible for many non-readers to learn how to read. The Edmark Reading Program and Ticket to Read are some of the available computer based reading programs that are making improvement in special education children’s lives by helping them to read in non-traditional manners. According to Ted Hasselbring and Candyce Williams Glasser, “Millions of students across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to participate in a typical classroom environment. For these students, computer-based technologies can play an especially important role.”
As a special education teacher for the past nine years, I have used these available computer-based technologies in addressing the reading deficiencies of wide range of special education students from ones with mild disabilities to ones with more severe types of disabilities. I have seen improvement in their sight word recognition, fluency, decoding, and comprehension skills as they consistently used the computer programs as part of their individualized educational plan. However, I have not formally gathered data to support my claim that such programs do make an impact on their reading achievement. At this time, it is mostly through my observations that I see progress. My main objective on this inquiry is to show how technology can help special education students to improve their reading fluency and comprehension skills and to help them increase their scores on the Stanford Achievement Test and TAKS tests. Moreover, I hope that the same computer based programs will be available for use by the at-risk students in the general education classroom as part of their Response to Intervention (RTI) to prevent further referrals for special education services.
Question
1. What effects do the combined use of the Edmark Reading Program (ERP) and Ticket to Read (TTR) programs have on the reading skills of Special Education Students at Patterson Elementary School?
Subquestions
• What is the relationship between use of ERP and TTR and one or more grade level growth in student’s reading skills?
• Can the two programs be used as sole programs for reading or are they just supplemental to traditional text-based programs?
• How much time should students spend in a week on the programs in order to make a significant impact on their reading skills?
• What kind of support will the students need to make participation in the programs successful?
Method
• Collect pre- and post participation data on the participating students reading levels and scores as indicated on their scores on ERP unit tests, Voyager Passport Assessments for Reading, Stanford and TAKS scores.
• Conduct progress monitoring in between pre- and post participation
• Students will use the programs for at least an hour a day at school (30 minutes on ERP and 30 minutes on TTR)
• Collaborate with general education teachers to monitor student’s use of the computer based programs.
• Weekly participation rewards such as stickers, certificates, notes, etc
Data Collection
• Identify participating students
• Collect pre- and post participation data on the participating students reading levels and scores as indicated on their scores on sight word recognition tests, Voyager Passport Assessments for Reading, Stanford and TAKS scores
• Conduct 3 benchmark testing (First, Middle, Final)
• Progress monitoring every week fluency, comprehension and sight word recognition
• Teacher blog after conducting benchmark tests
• Chart progress
• Chart time spent
• Compare pre- and post participation scores
Calendar
September
• Gather baseline data
• Identify participating students
• Make a schedule for daily use of students
• Teacher blog on the start of the project
October
• Weekly progress monitoring
• Provide weekly rewards
November
• Weekly progress monitoring
• Provide weekly rewards
November
• Weekly progress monitoring
• Provide weekly rewards
December
• Weekly progress monitoring
• Provide weekly rewards
• Second Benchmark Testing
• Teacher blog
January
• Weekly progress monitoring
• Provide weekly rewards
February
• Weekly progress monitoring
• Provide weekly rewards
March
• Weekly progress monitoring
• Provide weekly rewards
April
• Weekly progress monitoring
• Provide weekly rewards
• TAKS, TAKS – A, TAKS – M testing
May
• Weekly progress monitoring
• Provide weekly rewards
• Stanford test
• Final benchmark test
• Teacher blog
June - July
• Share findings
• Teacher Blog
• Brochure
Data Analysis
• Ongoing
Monday, September 6, 2010
Reflections on Action Research and Data Analysis
In all honesty, whenever the word “research” is mentioned, a cringe is immediately seen on my face. It took a lot of energy to bring myself to reading Chapter 2 on the Dana text. Surprisingly, I was actually mesmerized by the topic especially by the many examples given of action research on campus. My mind went on hyper-speed and instantly thought of “wonderings” that are applicable to my roles as special education teacher/department chairperson and as Renzulli site manager. My research cringe face changed into a wide eyed and eager to learn look like the Von Trapp children as Maria taught them the first line of the song, “Doe a dear a female dear”. I find action research to be exciting, practical and extremely beneficial to my profession. Traditional research is boring and at times, not applicable to my present situation. Action research, on the other hand, is a proactive and a worthwhile endeavor. I could not wait to proceed with the 3 topics that I wanted to pursue.
The interviews of the three scholars provided a look at the current trends in education. Data seems to be the word in this decade of accountability. It is also one of those words that bring a pout to my face almost similar to “research”. However, I could not fight this trend any more if I am to survive as an educator. It is like aging, no matter how much you try to hide it with make-up, plastic surgery, or exercise, you still age with every tick of the clock. Thus, just as I accept that I am getting older each day, I accept that I need to look at data, analyze it, and make instructional adjustments accordingly no matter how much I disdain it. So bring on the data; I am now ready to digest it and use it to increase student achievement.
The interviews of the three scholars provided a look at the current trends in education. Data seems to be the word in this decade of accountability. It is also one of those words that bring a pout to my face almost similar to “research”. However, I could not fight this trend any more if I am to survive as an educator. It is like aging, no matter how much you try to hide it with make-up, plastic surgery, or exercise, you still age with every tick of the clock. Thus, just as I accept that I am getting older each day, I accept that I need to look at data, analyze it, and make instructional adjustments accordingly no matter how much I disdain it. So bring on the data; I am now ready to digest it and use it to increase student achievement.
Saturday, August 28, 2010
Blogging as Part of Action Research
A leader can reflect on every aspect of his action research through his blog. That way, there is documentation of the thought processes and inspiration before it gets lost in the myriad of business of the day. It’s almost like a conversation of a leader to his inner soul, reaching to his inner most longings to find solutions for the greater good of his constituents.
A blog is also a good way of sharing the action research to others. This way, stakeholders and other leaders can comment and suggest ideas to make the research better, interactive and relevant to all concerned.
A blog is also a good way of sharing the action research to others. This way, stakeholders and other leaders can comment and suggest ideas to make the research better, interactive and relevant to all concerned.
Action Research
I finally found the right word to describe what I have been doing all along as a special education teacher - action research. When I start a school year, I ask this question to myself, "What can I do help each of my students meet their goals and expectations for the school year?” Then, I research on different strategies and interventions that may work to help them be successful. Next, I devise lesson plans using the strategies and interventions and implement them to the students. Finally, I evaluate the effectiveness of the plan. Then, the action research cycle starts again.
Furthermore, the readings for this course will help me extend the application of action research, not just in teaching, but in leadership. I am now pursuing a course in educational technology and because of this my principal has given me the responsibility of managing the usage of Renzulli on our campus. Renzulli is the program that the district has implemented to aid teachers in differentiating instruction to all learners. By knowing the mechanics of administrative inquiry, I am now better equipped to muse over strategies in motivating teachers to use the technology for teaching and learning.
In conclusion, action research is an excellent tool for me to use as a teacher and a leader in technology on campus. I am even thinking of teaching this tool to my students. This is exactly the kind of mind set I want to instill in them. I would like them to take ownership of their education and to solve their problems concerning their learning.
Furthermore, the readings for this course will help me extend the application of action research, not just in teaching, but in leadership. I am now pursuing a course in educational technology and because of this my principal has given me the responsibility of managing the usage of Renzulli on our campus. Renzulli is the program that the district has implemented to aid teachers in differentiating instruction to all learners. By knowing the mechanics of administrative inquiry, I am now better equipped to muse over strategies in motivating teachers to use the technology for teaching and learning.
In conclusion, action research is an excellent tool for me to use as a teacher and a leader in technology on campus. I am even thinking of teaching this tool to my students. This is exactly the kind of mind set I want to instill in them. I would like them to take ownership of their education and to solve their problems concerning their learning.
Wednesday, August 11, 2010
Course 5306 Reflections # 5
What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I have been doing a lot of reflection as I participate in this course. I discovered that there are still a lot of things that I do not know about technology and its role in education, in the global economy and in my personal life. Though I have been able to use a lot of technology in the classroom, I quickly realized as find out from my readings, that most of my activities are teacher directed.
With this discovery, I resolve to allow more time for the students to plan, collaborate, and implement their self-directed activities. These are exactly the skills they need to survive this competitive technologically rich world.
I also would like to develop a childlike attitude in my approach in learning a new technology skill. I need to explore, touch, experiment, and research on how to use technology best in engaging my student in meaningful activities.
I have been doing a lot of reflection as I participate in this course. I discovered that there are still a lot of things that I do not know about technology and its role in education, in the global economy and in my personal life. Though I have been able to use a lot of technology in the classroom, I quickly realized as find out from my readings, that most of my activities are teacher directed.
With this discovery, I resolve to allow more time for the students to plan, collaborate, and implement their self-directed activities. These are exactly the skills they need to survive this competitive technologically rich world.
I also would like to develop a childlike attitude in my approach in learning a new technology skill. I need to explore, touch, experiment, and research on how to use technology best in engaging my student in meaningful activities.
Course 5306 Reflections # 4
Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
The course assignments were very self explanatory and very doable. I just have a problem with time management. I am a very busy wife and mother of 4 boys. Attending to the needs of my household takes a lot of time. So I find myself doing the homework until the wee hours of the night.
Another problem is my tendency to be a perfectionist. I want to do a good job on every single thing I do, whether simple or complex. I want to see a polished product even though I am just starting out.
Thus, much of my problems do not have anything to do with the course assignments. It is more of my attitude and habits. I need to better organize my time and I need to be willing to take risks and even make mistakes. I should not have to expect to perfection on my first try.
The course assignments were very self explanatory and very doable. I just have a problem with time management. I am a very busy wife and mother of 4 boys. Attending to the needs of my household takes a lot of time. So I find myself doing the homework until the wee hours of the night.
Another problem is my tendency to be a perfectionist. I want to do a good job on every single thing I do, whether simple or complex. I want to see a polished product even though I am just starting out.
Thus, much of my problems do not have anything to do with the course assignments. It is more of my attitude and habits. I need to better organize my time and I need to be willing to take risks and even make mistakes. I should not have to expect to perfection on my first try.
Course 5306 Reflections # 3
What outcomes did you not achieve? What prevented you from achieving them?
For the most part, I have enjoyed exploring the different Web 2.0 tools, reading the latest on technology, and navigating through the course program. The biggest frustration is taking part in a web conference. The first web conference, I was not able to connect. Then, on the next one, I was out of town and had no internet connection. Finally last night was the epitome of my frustration; I tried to join but did not know how to participate in the discussion. Then, I was asked to leave the room. I was wondering. Did I do something grievous or did I offend anyone?
Hopefully, I did not do such thing. Nevertheless, I still do not understand why I would have a difficult time with this technology because I have been video conferencing using Yahoo Messenger (or Skype) with my family and friends in the Philippines for the past 4 years.
For the most part, I have enjoyed exploring the different Web 2.0 tools, reading the latest on technology, and navigating through the course program. The biggest frustration is taking part in a web conference. The first web conference, I was not able to connect. Then, on the next one, I was out of town and had no internet connection. Finally last night was the epitome of my frustration; I tried to join but did not know how to participate in the discussion. Then, I was asked to leave the room. I was wondering. Did I do something grievous or did I offend anyone?
Hopefully, I did not do such thing. Nevertheless, I still do not understand why I would have a difficult time with this technology because I have been video conferencing using Yahoo Messenger (or Skype) with my family and friends in the Philippines for the past 4 years.
Course 5306 Reflections # 2
To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
Creating a blog was a dream come true for me. I have always admired my friends who are doing “Mommy blogs” and wished that I could create one. However, I never had the push to do it. Now that it was an assignment, I actually created one.
Now, I am thinking of creating a teacher blog. Not only will it be a vehicle for self expression, but it will also be a fountain of teacher resources, sharing of best practices, and fulfillment of most of my internship activities.
This is how I picture my role in the 21st Century. I will be using the up to date tools such as blogs and wikis to share my enthusiasm for life, and for teaching and learning. I will do my best to integrate technology in my teaching so my students will be exposed that what is really happening in the world today.
Creating a blog was a dream come true for me. I have always admired my friends who are doing “Mommy blogs” and wished that I could create one. However, I never had the push to do it. Now that it was an assignment, I actually created one.
Now, I am thinking of creating a teacher blog. Not only will it be a vehicle for self expression, but it will also be a fountain of teacher resources, sharing of best practices, and fulfillment of most of my internship activities.
This is how I picture my role in the 21st Century. I will be using the up to date tools such as blogs and wikis to share my enthusiasm for life, and for teaching and learning. I will do my best to integrate technology in my teaching so my students will be exposed that what is really happening in the world today.
Course 5306 Reflections # 1
What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
Technology has always fascinated me. In the 80’s I was so addicted to video games like Donkey Kong. I played the game so well that I was referred to as “Donkey Kong Queen”. I continue to enjoy using different forms of technology (cell phone, Ipod, computer, digital camera) in my everyday life. So when the opportunity came for me to pursue my masters, I naturally chose technology leadership.
I thought an online course would be easy but it turned out to be a challenge that I actually enjoy. I am doing things that I only dreamed of doing before such as creating a blog or a wiki. My eyes have been opened to the huge role that technology plays in the global events. I could not wait to learn more. I could not wait to share all things that I have learned to my colleagues and my students.
Technology has always fascinated me. In the 80’s I was so addicted to video games like Donkey Kong. I played the game so well that I was referred to as “Donkey Kong Queen”. I continue to enjoy using different forms of technology (cell phone, Ipod, computer, digital camera) in my everyday life. So when the opportunity came for me to pursue my masters, I naturally chose technology leadership.
I thought an online course would be easy but it turned out to be a challenge that I actually enjoy. I am doing things that I only dreamed of doing before such as creating a blog or a wiki. My eyes have been opened to the huge role that technology plays in the global events. I could not wait to learn more. I could not wait to share all things that I have learned to my colleagues and my students.
Tuesday, July 20, 2010
Monday, July 19, 2010
Blog Posting #3 – National Educational Technology Plan
Summary:
The National Education Technology Plan of 2010 provides a framework in helping America achieve economic growth and prosperity in the 21st Century and to be competitive in the world economy. The plan includes goals and recommendations to facilitate the Obama administration’s educational goals of increasing the percentage college graduates to 60% of the population and to close the achievement gap in order for ALL students to graduate from high school and be college bound. The use of technology is integral part of achieving these goals. Just as technology is being use in all aspects of American life, it must be used in education to achieve a prosperous future.
The five goals and recommendations are in the areas of learning, assessment, teaching, infrastructure and productivity. The plan calls for engaging teaching and learning experiences to drive achievement. Data pertaining to assessments should be used to monitor student performance. Relevant and on-going professional development should be provided to improve teaching. Infrastructures must be in placed to make information accessible to all stakeholders. Productivity must be streamlined and efficient to provide excellent services even in these challenging economic times.
Reflection:
The plan is bold and ambitious yet achievable. America has the human and technological resources to make it possible. The question that remains is in the willingness and hearts of the American people. Third world countries have made tremendous strides in producing college graduates who are technologically advanced even with limited resources. How much more the U.S. when everything is in excess?
The National Education Technology Plan of 2010 provides a framework in helping America achieve economic growth and prosperity in the 21st Century and to be competitive in the world economy. The plan includes goals and recommendations to facilitate the Obama administration’s educational goals of increasing the percentage college graduates to 60% of the population and to close the achievement gap in order for ALL students to graduate from high school and be college bound. The use of technology is integral part of achieving these goals. Just as technology is being use in all aspects of American life, it must be used in education to achieve a prosperous future.
The five goals and recommendations are in the areas of learning, assessment, teaching, infrastructure and productivity. The plan calls for engaging teaching and learning experiences to drive achievement. Data pertaining to assessments should be used to monitor student performance. Relevant and on-going professional development should be provided to improve teaching. Infrastructures must be in placed to make information accessible to all stakeholders. Productivity must be streamlined and efficient to provide excellent services even in these challenging economic times.
Reflection:
The plan is bold and ambitious yet achievable. America has the human and technological resources to make it possible. The question that remains is in the willingness and hearts of the American people. Third world countries have made tremendous strides in producing college graduates who are technologically advanced even with limited resources. How much more the U.S. when everything is in excess?
Blog Posting #2 – District Technology Plan
Technology is one of the tools to facilitate the overall goals of the district which are to:
G1: Increase student achievement.
G2: Increase management efficiency.
G3: Improve public support and confidence in schools.
G4: Create a positive district culture.
G5: Provide facilities-to-standard program.
In support of the Texas Long Range Technology Plan, the Houston Independent School District established a 5 year technology plan which includes:
TP-A: Strategic Management and Accountability
TP-B: Learning Support and Planning
TP-C: Unified Student Record
TP-D: Administrative Systems
TP-E: Technology Systems
Major technology initiatives include: timely access to information (district portal), comprehensive student data (Chancery and GradeSpeed), Curriculum and accountability information(AEIS, AYP, and disaggregated assessment data) ; infrastructure to connect stakeholders; helpdesk to answer technical questions and troubleshoot problems; monitor emerging technologies to aid in teaching and learning; data management process; establish standards for technology use; and equitable distribution of technology across campuses.
Professional development opportunities are available through trainings provided by the professional development department and through online trainings. The campuses also provide the opportunity by bringing experts into the campus to train teachers on technology or to send staff to outside training facilities. Sufficient time and resources are made available upon the initiative and discretion of the administrator.
There is a established data, asset management system and helpdesk to monitor use of data in driving instruction and achievement, to provide infrastructure and technology devices, to give technical support to all, and to ensure that the 5 year technology plan is implemented properly.
Houston ISD Technology Plan
http://cms7.houstonisd.org/vgn/images/portal/cit_23015118/23482056Executive%20Summary.pdf
G1: Increase student achievement.
G2: Increase management efficiency.
G3: Improve public support and confidence in schools.
G4: Create a positive district culture.
G5: Provide facilities-to-standard program.
In support of the Texas Long Range Technology Plan, the Houston Independent School District established a 5 year technology plan which includes:
TP-A: Strategic Management and Accountability
TP-B: Learning Support and Planning
TP-C: Unified Student Record
TP-D: Administrative Systems
TP-E: Technology Systems
Major technology initiatives include: timely access to information (district portal), comprehensive student data (Chancery and GradeSpeed), Curriculum and accountability information(AEIS, AYP, and disaggregated assessment data) ; infrastructure to connect stakeholders; helpdesk to answer technical questions and troubleshoot problems; monitor emerging technologies to aid in teaching and learning; data management process; establish standards for technology use; and equitable distribution of technology across campuses.
Professional development opportunities are available through trainings provided by the professional development department and through online trainings. The campuses also provide the opportunity by bringing experts into the campus to train teachers on technology or to send staff to outside training facilities. Sufficient time and resources are made available upon the initiative and discretion of the administrator.
There is a established data, asset management system and helpdesk to monitor use of data in driving instruction and achievement, to provide infrastructure and technology devices, to give technical support to all, and to ensure that the 5 year technology plan is implemented properly.
Houston ISD Technology Plan
http://cms7.houstonisd.org/vgn/images/portal/cit_23015118/23482056Executive%20Summary.pdf
Saturday, July 17, 2010
Blog Posting #1 – Technology Assessments
I have been participating in the Star Chart survey for the past three years and it's only now that I realized the value of such a technological assessment. Having read the information on teaching in the 21st Century, Texas LRTP, and studied my campus StarChart for the past three years, I now see the direction that my campus is heading as far as implementing the goals of technology in education and in preparing our students for a career in the 21st century. I also see the value of including technology skills as part of the students’ essential knowledge and skills and to assess student’s progress in that area.
Information gathered from the assessments will be used by leaders to make decisions for improvement in all areas as outlined in the LRTP. Teachers will know the strengths and weaknesses in the area of technology and how they will be able to integrate technology in teaching the core subjects and to engage them in lesson with meaningful implications in the real world.
The only concern I have about technology assessments is the validity of the answers given in the questionnaire. Some teachers may have rushed through them. Some terms may be unfamiliar. However, I do not see any concerns as far as technology assessment for the students. It is absolutely vital that their skills be assessed so teachers will make conscious efforts in making use of technology available in the classroom and to prepare them in this exciting future of technological advances.
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