EDLD 5306 Powerpoint Presentation

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EDLD 5306 Powerpoint Presentation

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TLRP: EDUCATOR PREPARATION AND DEVELOPMENT

As educational institutions progress toward finding new and innovative ways of integrating technology into the new futuristic classroom, educators are learning to embrace their new role while embarking on the technological journey. Learning to adapt to an enhanced learning environment and adopting new teaching resources is becoming the priorty for teachers across the state. The Texas Long Range Plan for Technology 2006-2020 created by TEA's Educational Technology Advisory Committee, encompasses four key areas of technology integration specific to learners, educators, leaders, and infrastructure. The area of eduacator preparation and development will be the focus of this blog. In short, this area focuses on the expectations for educators of the present and future. ETAC (2006) states all educators will graduate from an educator preparation program that models current technology in instructional and administrative practices PreK-12; exit educator preparation programs knowing how to use technology affectively in the teaching and learning process; develop new learning environments that utilize technology as a flexible tool where learning is collaborative, interactive and customized; and, lastly, ensure integration of appropriate technology throughout all of curriculum and instruction (p. 15). In addition to establishing the aforementioned requisites of educators, TEA has mandated the use of data-based tools in assisting districts with tracking their progress toward meeting the expectaions of the TLRPT. Givens (2006) credits ETAC for the origination of the Texas School Technology and Readiness (STaR) Chart, so that campuses and districts across the state may self-assess technology integration which is parallel to the TLRPT (p.1). School districts across the state are making great strides in providing students with the resources needed to afford them a 21st Century education. It will take the commitment of many to ensure this goal is met across the board. Specifically in the area of Educator Preparation and Development, the Texas STaR Chart is used to reflect the progress of campuses. Based on a three year compilation of Texas STaR Chart data, local progress is being made at my campus as we have achieved the advanced tech status within the last three years while improvements must still be made in subareas such as Models and Access to Professional Development for progress to continue("school technology and," 2006). In comparison with state findings, the Texas STaR Chart reveals most campuses, 74.2%,are considered developing tech in the area of educator preparation and development("campus statewide summary," 2008). This means most campuses across the state are primarily using technology for purposes other than curriculum enhancement, less than half meet SBEC standards, there is only an expectation present for educators to use technology, and a severly limited budget funds professional development("school technology and," 2006). Nationally, the International Society for Technology in Education has developed technology standards and performance indicators to help educators address the expectations of technology integration within the national classroom. ISTE's critera for educators are to facilitate and inspire student learning and creativity; design and develop digital age learning experiences and assessments; model digital age work and learning; promote and model digital citizenship and responsibility; and engage in professional growth and leadership(The Iste nets*t," 2008). Despite fluctuating growth percentages, progress is being made at the local, state, and national level to hold educators responsible for providing a quality and relevant education for all learners. In keeping with the technology standards imposed by local, state, and national entities,everyone is looking for tools and resources that will benefit curriculum enrichment and student learning. Locally, schools are doing what they can to continue progress and meet the needs of students and educators by providing computers, software, a sound infrastructure,and sufficient staff training. The state helps by setting forth expectations, promoting grants, and developing data-based tools to help facilitate schools in achieving these expectations. Being cognizant of trends is equally important in achieving successful technology integration. Entities such as EDUCAUSE provide reports of what is up and coming in the way of advanced technology. These reports serve as a tool local districts and state agencies can use to learn what lies beyond their borders. The Horizon Report (2010) is used to inform the public about technologies to watch.  For example, mobile computing is becoming increasingly popular amoung faculty and staff since it serves as a means of collaboration and communication (Johnson, Levine, Smith, and Stone, 2010, p. 5&6).  Another useful trend for educators to use as part of preparation and development is the practice of open content.  Open content serves to make course content freely available to all who desire to learn in areas that experience difficulty in accessing needed resources(Johnson, Levine, Smith, and Stone, 2010, p. 6). 
In closing, educators must be givin the tools and resources needed to educate the 21st Century learner.  Districts must provide on-going staff development for teachers, encourage online professional development, and make available resources that teachers can use to gain insight in the field of technology.

References

Johnson, L.. Levine, A, Smith, R., & Stone, S. (2010). The 2010 Horizon Report.  Austin, Texas:  The New Media Consortium.

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Texas Education Agency. (2006).  School technology and readiness a teacher tool for planning and self-assessing .  Austin, Texas:  Instructional Materials nd Educational Technology Division.

Texas Education Agency. (2006).  Texas long range plan for technology 2006-2020.  Austin, Texas:  Texas Education Agency.

EDLD 5306 Web Conferencing

An optional opportunity to participate in two synchronous web conferences was offered this week. I participated in both conferences and found them to be quiet valuable as the professors and participants were able to see each other and connect in some way. I believe this human interaction is essential to any learning environment as it serves as a tool of collaboration and communication. On the first evening, we encountered several problems with audio and web cam connections. When audio was present, introductions were made and questions were posed concerning the week's assignments. When audio was not present, which was most of the hour, participants took advantage of the chat tool. On the second evening, the transition was much smoother with minimal audio and web cam problems. Again, we used this time to visit with Professor Borel concerning assignments and gain information about each other. Even though problems were present, I found this to be an enlightening and engaging experience. I am looking forward to the next web conference session. Did I find this to be valuable enough to use in my classroom? Yes! I think this would be a great tool to use with AP students who are completing summer assignments as this will provide them with needed interaction during the summer months.