TF V1 E.1
Daily, I see students interacting with their iPads, iPods, and iPhones. Students show a great interest in what these gadgets possess and the apps available through them.
I have conducted research on BYOD (Bring Your Own Device) for BISD. The research has revealed effectives strategies in using technology to meet the needs of our students. By allowing students to bring their personal devices to school, they are able to take ownership of the learning process. When lessons are designed around the use of electronic devices, students engage in a deeper sense of learning, due to an increase interest.
TF-VIII A.1
I have observed through the years the continuous use of technology as an educational tool. This year the use of technology is used to meet the needs of diverse learning by acquiring programs that can be modified to the learning level of the student. The Reading Counts program at BJH allows students to test in order to determine their reading level. This program monitors the students reading abilities and comprehension.
The main issue that came to mind is that many students can read at higher levels but cannot comprehend the material read. This program is currently used for reading purposes only. However, this program as well as it results needs to expand to all teachers. If I have a student in class that reads successfully out loud I would have little knowledge knowing that he or she lacks the ability to understand what was read. All teachers need to be aware of the reading level of all students, which is not disclosed at our district. Students with IEP’s have modifications and others are assumed to be on grade level. Unless the teacher notices difficulty the issue may go unnoticed.
TF-VIII B.1
The Technology Plan that is completed every three years reflects the history of technology used within Buffalo ISD. These plans state goals, strategies and objectives that the school plans to implement to incorporate technology. The plan is re-evaluate every three years and the committee discusses what goals were reached or established as a result of the plan. Most plans main goal is to offer some type of technology in the classroom. The past plans reflect video segments or graphics; today’s plans expand to using video as an instructional tool through Discovery Education or Lab experiments. The use of televisions and VCR is no longer the up to date way to teach. Teachers need update equipment to teach in the 21st century. BISD plan displays a need for teachers to implement the technology available within their classrooms to meet the technology application standards. Overhead Projector has been replaced by document cameras and smart boards. The use of board games as learning activities is now replaced by interactive boards.
Viewing the beginning use of technology was a computer per classroom for teacher use only. The paperwork has been maintained by software programs such as RSCCC Gradebook. Students and parents can monitor their grades by accessing a portal on the school website. The use of technology has increased through the years for teachers, students and parents. Technology continues to expand into the classroom for multiple assignments from webquest, research, and software programs offering a new way to learn as well as meeting the needs of the diverse learner. The history of technology has heightened the level of education but some schools still have not met the challenge before them. As a facilitator, it is my job to help teachers experience the use of technology available to advance the learning level of each student. New programs along with the old software have multiple possibilities that teachers can modified and use for assessment if they have knowledge of how to use the programs correctly.
TF-VIII C.1
Group process skills are currently in progress with the Educational Region Center 6 for Math and Science. Through Project Share, teachers receive updates in the CSCOPE curriculum. Additional information is available on corrections or curriculum updates. Within Project Share teachers are able to share, comment, and email teacher within Region 6 on activities used within their classroom. Teacher collaboration extends the projects available with the current curriculum along with extensions to meet the needs of the diverse learning.
Among the project share offered by the region center, teachers continue to have face to face discussion during departmental meetings. Ideas and thought are exchanged verbal then expand through the use of email to share project documents or lesson plans. Currently within our district a Google document has been create for teachers to reserve the only computer lab available for a certain date. Although this is a minor step in partnering the use of technology, teachers are learning how to use a multi-shared document to benefit the use of the computer lab and illuminate scheduling conflicts. In turn this activity could lead to forums available through Google Docs for departmental meetings or to include teachers within other school districts to discuss, post and explain activities used within their classroom.
TF-VIII D.1
Teachers that actively participate in group forums or cooperative learning activities can reflect on success and failures of certain assignments. The representatives from Region 6 maintain an active role within Project Share, offering addition assessments and modifications along with attachments to enhance a current project. Project Share forum discusses focus mainly on STAAR testing materials but other levels are available for the non tested grade levels. Math and Science forums are separate however some activities do extend into each other for example the units on formulas, graphing, and plotting data.
As we search for STAAR materials additional forums or participation in cooperative groups would extend everyone’s knowledge of what is working with students to assist in mastering the concepts taught. Another program that I have used is E-Pals, a partnership nationwide. E-Pals allow teachers to communicate with classrooms around the world exposing students to different cultures and learning environments. The evaluation of cooperative groups proves to be productive when teachers communicate openly regarding assessment and ideas needed. Teachers working together feed off each other ideas. Successful processes are active members participating in the cooperative learning group, current updates and feedback, encouraging additional members at multiple grade levels, and documentation of success and failures. For forum to be effective all parties must actively post, respond and maintain information made available.
TF-VIII D.2
Buffalo ISD is a technology poor district. District wide evaluation of school’s technology
environment consists of:
Elementary: Grades K-3
· All students go to the computer lab one day a week for 45 minutes
· Students use online typing/keyboarding software, Study Island, & Star
Fall
· No Technology teacher only an aide
· Laptop Cart usage: Study Island and Compass Learning
· Smart Board and Document Cameras
Junior High (Lower Level): Grades 4-5
· 80% receive keyboarding sometime throughout the year
· 5th grade uses computers to conduct research
· Low percent of students use word program/publish a newsletter
· Laptop Cart: Used to integrate technology
· Smart Board and Document Cameras
Junior High (Upper Level): Grades 6-8
· 6th grade: Fifteen percent receive Applied Micro type, Word,
PowerPoint and Prezi for one semester in a school year as an elective
PowerPoint and Prezi for one semester in a school year as an elective
· Computer Labs are used for research and tutorial based instruction
· 7th grade: No technology class offered. Students only use technology
if assigned in regular classes
if assigned in regular classes
· 8th grade: Tech Connect – all students
Computer Applications: Word, Prezi, Excel, Wix
and PowerPoint
Computer Applications: Word, Prezi, Excel, Wix
and PowerPoint
· Smart Board and Document Cameras
High School: Grades 9-12
· BCIS
· Web Technology (Multimedia) – elective course
o Computer applications
o HTML
o Web design
o Advanced levels of Microsoft programs
· Library Computer Lab is utilized for research projects
The current Technology Plan states the need for an Instructional Technology Specialist and professional development to assist teachers in successfully implementing technology within their classroom. All teachers have Smart boards but lack the skills needed to use the equipment as a productive educational tool. Smart boards offer diversity in learning.
TF-VIII D.3
ISTE NETS for Teachers and Students are the standard requirements for implementing technology within the classroom in public schools. In addition to ISTE, technology teachers must teach according to the Technology Applications for 3rd grade to 12th grade. Technology Applications teach students the basic skills in computer programs as well as feature usage. Students at a lower level are exposed to the correct keyboarding techniques and posture.
For the 2012-2013 school years, new technology courses have been added at the high school level.
During a Technology Committee meeting I was able to observe the discussion of the need to increase technology usage in the classroom along with making teachers aware of the ISTE NETS. Professional development training was discussed, noting that members of the committee will be offering training during in-service to enhance technology integration. Teachers will be require to address the ISTE NETS for teachers in future lessoning planning along with requiring students to use their knowledge of technology to create successful projects. Each technology teacher will review and realign their curriculum to meet all the technology application standards for the upcoming school year. The reviews of current programs were discussed as to how effectively these programs can be used for research and assignment activities. I am now cautious of creating assignments that do not incorporate technology. Even though technology is not ready available among our campus, I have been able to offer teachers activities and instructions on using their Smart board as an interactive tools for the entire class.
TF-VIII D.4
CSCOPE is the curriculum adopted at BISD. CSCOPE is aligned to meet the needs of the state, local and national level of required objectives. Within CSCOPE activities are include that address the use of technology. In addition to CSCOPE, other software programs are used to incorporate technology while engaging students in development reinforcement of objectives. Through these programs students are exposed to learning that is gauged and directed toward their personal level needed while allowing technology to be an active part of their educational experience. Reinforcement programs address the ISTE NETS number 4 - Critical thinking, problem solving and decision making along with 6 – Technology operations and concepts.
TF-VIII D.5
In order to create an effective technology plan, a needs assessment district wide must be obtained. Administrators must evaluate teachers, students and programs per campus to assess the needs within the district. A Technology Committee can offer information on the use of technology applications and student progress, principals can recommend equipment and programs that would enhancing the learning environment and teacher input
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