E-Rate and Klein ISD
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Sunday, October 17, 2010
E-Rate and Klein ISD
A presentation that summarizes how E-Rate can help Klein ISD implement their technology plan.
The National Education Technology Plan (NETP)
On March 5, 2010, the U.S. Department of Education, through the Office of Educational Technology published a draft of their National Educational Technology Plan (NETP) titled, Transforming American Education: Learning Powered by Technology. The NETP is a response designed to address two educational goals set forth by the current government administration by 2020: raise the amount of college graduates from 39% to 60% and close the achievement gap so that all students graduate from high school prepared to succeed in college and future careers. The NETP has identified five goals that need to be met: learning, assessment, teaching, infrastructure, and productivity.
To meet the goal of learning, the NETP recommends that stakeholders revise and create learning standards and objectives that reflect 21st century technology proficiency. Schools need to develop and adopt learning resources using technology that is accessible by students anywhere and anytime and use these advances to augment the ability of all students to excel in science, technology, engineering, and mathematics (STEM).
In the area of assessment, the NETP suggests that schools develop technologically innovative assessments that provide feedback that improves student achievement. School districts are encouraged to modify policies so that student data can be safely shared to assist educators in designing individualized instruction plans.
Technology integration should be the focus for designing curriculum and improving instruction. This can be accomplished by providing professional development opportunities that focus on collaborative learning, acquisition of information using digital resources, and online learning communities. Technology should be used as a catalyst to create personal learning networks for all educators. By integrating technology into all aspects of education, teachers can help to close the achievement gap between student learning and application of skills.
Another goal of the NETP is to ensure that all teachers and students have access to learning whenever and wherever. To accomplish this, schools must provide the necessary tools such as a computer with relevant software for each student, broadband access and wireless connectivity, and open educational resources that promote creative learning opportunities. All states and local educational service agencies will need to provide the tools for a framework that can meet these demands.
Educators across the nation need to develop a common definition of productivity in education. School districts will have to determine the best way to improve the means by which they enhance learning outcomes while at the same time funding their resources efficiently.
Professional development for educators is essential to the success of the NETP. School districts across the nation will need to develop learning opportunities that focus on collaborative learning communities for educators. By doing this, teachers will cultivate new skills in the same manner as their students. In order for educators to meet the goals set forth by the NETP, it is important that they move away from traditional teaching methods and move toward working with students as collaborators. Students need to develop skills that can be applied to real-world situations. Education can no longer be a delivery system of information. By customizing instruction to meet individual learning needs, educators develop the opportunity for students to compete and succeed in a global economy.
Office of Educational Technology, U.S. Department of Education (2010). Transforming American Education: Learning Powered by Technology. Retrieved from http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
To meet the goal of learning, the NETP recommends that stakeholders revise and create learning standards and objectives that reflect 21st century technology proficiency. Schools need to develop and adopt learning resources using technology that is accessible by students anywhere and anytime and use these advances to augment the ability of all students to excel in science, technology, engineering, and mathematics (STEM).
In the area of assessment, the NETP suggests that schools develop technologically innovative assessments that provide feedback that improves student achievement. School districts are encouraged to modify policies so that student data can be safely shared to assist educators in designing individualized instruction plans.
Technology integration should be the focus for designing curriculum and improving instruction. This can be accomplished by providing professional development opportunities that focus on collaborative learning, acquisition of information using digital resources, and online learning communities. Technology should be used as a catalyst to create personal learning networks for all educators. By integrating technology into all aspects of education, teachers can help to close the achievement gap between student learning and application of skills.
Another goal of the NETP is to ensure that all teachers and students have access to learning whenever and wherever. To accomplish this, schools must provide the necessary tools such as a computer with relevant software for each student, broadband access and wireless connectivity, and open educational resources that promote creative learning opportunities. All states and local educational service agencies will need to provide the tools for a framework that can meet these demands.
Educators across the nation need to develop a common definition of productivity in education. School districts will have to determine the best way to improve the means by which they enhance learning outcomes while at the same time funding their resources efficiently.
Professional development for educators is essential to the success of the NETP. School districts across the nation will need to develop learning opportunities that focus on collaborative learning communities for educators. By doing this, teachers will cultivate new skills in the same manner as their students. In order for educators to meet the goals set forth by the NETP, it is important that they move away from traditional teaching methods and move toward working with students as collaborators. Students need to develop skills that can be applied to real-world situations. Education can no longer be a delivery system of information. By customizing instruction to meet individual learning needs, educators develop the opportunity for students to compete and succeed in a global economy.
Office of Educational Technology, U.S. Department of Education (2010). Transforming American Education: Learning Powered by Technology. Retrieved from http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
A Brief Summary of the Technology Plan for Klein ISD
Klein ISD is committed to increasing productivity by assuring that all students and staff meet the standards set by the State of Texas for technology applications. In order to do this, Klein ISD is dedicated to expanding technology throughout the school district to enhance learning and instruction. The technology plan for Klein ISD includes four primary goals: implementation of 21st century teaching and learning strategies; continuation of professional development; increasing productivity through the use of technology; and improving the existing infrastructure.
Klein ISD continues their commitment to incorporate 21st century tools into the classroom. Teachers use data gathered by the district to assess student academic needs so that they can develop individualized student learning plans. This analysis allows teachers to implement 21st century learning skills through the use of technology. Additionally, teachers can use district data to determine critical instructional needs such as credit recovery and remediation for at-risk students. In order for the school district to determine compliance with state mandated curriculum, student progress is monitored by the administration of periodic benchmark assessments. All teachers in Klein ISD are required to maintain a web page as a communication and instructional tool for students and parents.
Over 75% of professional development opportunities in Klein ISD are centered on the use and integration of technology within the classroom. Teachers are expected to meet or exceed SBEC technology application standards for beginning teachers. Each campus provides professional development opportunities based on data acquired from the Texas Teacher STaR Chart and other appraisal instruments that are modified to include mastery of the SBEC technology applications. Klein ISD offers a variety of professional development opportunities that include classes before and after school, and distance learning. Additionally, Klein ISD has increased training opportunities for non-instructional personnel and community members. At least 80% of the technology budget is set aside for professional development. Coordination of professional development for the school district is the responsibility of the Associate Superintendent of Instruction and Student Services, the Director of Educational Technology, and campus principals.
Klein ISD is devoted to increasing student and staff productivity through the use of technology. Teacher websites, email, listservs, and electronic forums maintain communication between the school district and the community. Another key element to productivity is assuring that all systems and databases are interoperable. To meet the growing needs of the school district, Klein ISD has provided a student information and a professional development management system. The school district will continue to provide resources that enhance learning through the use of technology.
In order for Klein ISD to meet the goals set forth by their technology plan, it is imperative that they provide a stable and secure infrastructure that allows for continued growth. As more schools move toward the 1:1 initiative, the district will plan and prepare an infrastructure that meets the needs and demands for new and existing facilities. The increased demand for high-speed filtered access to the Internet will result in a need for new equipment that is capable of maintaining the existing infrastructure. It will be necessary to add additional technical and instructional technology staff to support the implementation of new technology systems.
Klein ISD formally evaluates their district technology plan annually and updates the plan every three years or earlier if necessary. The effectiveness of the plan is evaluated against the district, campus, and teacher STaR charts. Progress is monitored by the amount of teachers that attend technology-related professional development courses, lesson plans, documentation of community access to technology resources, and technical support records.
Klein ISD (2010). Klein ISD Technology Plan for E-Rate Year 13. Retrieved from http://www.kleinisd.net/docs/1-it.TechPlan.pdf
Klein ISD continues their commitment to incorporate 21st century tools into the classroom. Teachers use data gathered by the district to assess student academic needs so that they can develop individualized student learning plans. This analysis allows teachers to implement 21st century learning skills through the use of technology. Additionally, teachers can use district data to determine critical instructional needs such as credit recovery and remediation for at-risk students. In order for the school district to determine compliance with state mandated curriculum, student progress is monitored by the administration of periodic benchmark assessments. All teachers in Klein ISD are required to maintain a web page as a communication and instructional tool for students and parents.
Over 75% of professional development opportunities in Klein ISD are centered on the use and integration of technology within the classroom. Teachers are expected to meet or exceed SBEC technology application standards for beginning teachers. Each campus provides professional development opportunities based on data acquired from the Texas Teacher STaR Chart and other appraisal instruments that are modified to include mastery of the SBEC technology applications. Klein ISD offers a variety of professional development opportunities that include classes before and after school, and distance learning. Additionally, Klein ISD has increased training opportunities for non-instructional personnel and community members. At least 80% of the technology budget is set aside for professional development. Coordination of professional development for the school district is the responsibility of the Associate Superintendent of Instruction and Student Services, the Director of Educational Technology, and campus principals.
Klein ISD is devoted to increasing student and staff productivity through the use of technology. Teacher websites, email, listservs, and electronic forums maintain communication between the school district and the community. Another key element to productivity is assuring that all systems and databases are interoperable. To meet the growing needs of the school district, Klein ISD has provided a student information and a professional development management system. The school district will continue to provide resources that enhance learning through the use of technology.
In order for Klein ISD to meet the goals set forth by their technology plan, it is imperative that they provide a stable and secure infrastructure that allows for continued growth. As more schools move toward the 1:1 initiative, the district will plan and prepare an infrastructure that meets the needs and demands for new and existing facilities. The increased demand for high-speed filtered access to the Internet will result in a need for new equipment that is capable of maintaining the existing infrastructure. It will be necessary to add additional technical and instructional technology staff to support the implementation of new technology systems.
Klein ISD formally evaluates their district technology plan annually and updates the plan every three years or earlier if necessary. The effectiveness of the plan is evaluated against the district, campus, and teacher STaR charts. Progress is monitored by the amount of teachers that attend technology-related professional development courses, lesson plans, documentation of community access to technology resources, and technical support records.
Klein ISD (2010). Klein ISD Technology Plan for E-Rate Year 13. Retrieved from http://www.kleinisd.net/docs/1-it.TechPlan.pdf
Saturday, October 16, 2010
Technology Assessments
Educating students in the 21st century requires teachers to use new skills and tools in the classroom. The No Child Left Behind Act of 2001 requires students to be technologically literate by the end of eighth grade. In Texas, teachers are required to integrate technology in courses at each grade level. Teachers must complete the Texas School Technology and Readiness (STaR) chart each year to monitor their progress toward meeting these goals.
By assessing teacher knowledge of technology and skills, school districts can evaluate the data to identify the technological strengths and weaknesses of educators. This information is necessary for the creation of professional development opportunities based on the technical abilities of educators. It’s imperative that teachers receive professional development that supports them in their task of integrating technology into their curriculum. If a teacher is comfortable utilizing digital tools in the classroom, he or she is more likely to explore more innovative ways to make use of technology. As a result, students will be more engaged in the learning process.
Even though our students are competent at using technology outside of school, it doesn’t mean that they are proficient in using technology to learn. It is not enough that teachers integrate technology into their curriculum. It is necessary that students become skilled at using technology to learn. According to Willamson and Redish (2009), “mastering core academic content as defined in the past is not sufficient to prepare students for meaningful participation in today’s global economy” (p60).
Even though teachers are required to complete the Texas Teacher STaR Chart annually, that doesn’t mean that it accurately reflects true progress. Despite this drawback, the Texas Teacher STaR Chart lays the foundation for school districts to determine how to best support teachers in transforming their classrooms using technology.
Williamson, Jo, and Traci Redish (2009). ISTE’s Technology Facilitation and Leadership Standards. Eugene, OR: ISTE.
By assessing teacher knowledge of technology and skills, school districts can evaluate the data to identify the technological strengths and weaknesses of educators. This information is necessary for the creation of professional development opportunities based on the technical abilities of educators. It’s imperative that teachers receive professional development that supports them in their task of integrating technology into their curriculum. If a teacher is comfortable utilizing digital tools in the classroom, he or she is more likely to explore more innovative ways to make use of technology. As a result, students will be more engaged in the learning process.
Even though our students are competent at using technology outside of school, it doesn’t mean that they are proficient in using technology to learn. It is not enough that teachers integrate technology into their curriculum. It is necessary that students become skilled at using technology to learn. According to Willamson and Redish (2009), “mastering core academic content as defined in the past is not sufficient to prepare students for meaningful participation in today’s global economy” (p60).
Even though teachers are required to complete the Texas Teacher STaR Chart annually, that doesn’t mean that it accurately reflects true progress. Despite this drawback, the Texas Teacher STaR Chart lays the foundation for school districts to determine how to best support teachers in transforming their classrooms using technology.
Williamson, Jo, and Traci Redish (2009). ISTE’s Technology Facilitation and Leadership Standards. Eugene, OR: ISTE.
A Brief Overview of My First Web Conference
I had the opportunity to participate in my first web conference with my EDLD 5306 professor and cohorts this week. I really didn’t know what to expect as I’ve been rather reluctant to even consider exploring the possibility of communicating with others using a webcam and microphone.
About fifteen years ago, I remember accidentally launching some type of chat feature on Netscape that required the use of a brand new tool called a webcam. I didn’t even realize that I had launched the application until a window popped open with a stranger’s face staring at me. I was so scared that I immediately closed the window and ran out of the room. My first instinct was that the strange face in the pop-up window could see me. It was late at night and I wasn’t wearing any makeup. Once my heart rate returned to normal, I laughed at my ignorance. The strange face obviously couldn’t see me, but for some reason I found the whole idea of webcams very unsettling. Needless to say, the experience made a lasting impression on me.
Fifteen years later, I finally took the plunge and logged-in to my first face-to-face web conference. I loved the fact that we all had the opportunity to put a face to names that show up on the discussion board for our class. There were some technical difficulties, but it went remarkably well on my end. The audio was a little choppy, but that was due to the number of students participating in the web conference. I was relieved that all of us seemed to be overwhelmed with the assignment for the first week. I’m still overwhelmed, but at least I know that I’m not the only one feeling the pressure. I also appreciated discovering that if we have to miss a course, we can continue with the program and go back at a later date to complete the missed course.
Overall, I was really glad that I overcame my reluctance and took the time to actively participate in a web conference. I’m really looking forward to the next one!
About fifteen years ago, I remember accidentally launching some type of chat feature on Netscape that required the use of a brand new tool called a webcam. I didn’t even realize that I had launched the application until a window popped open with a stranger’s face staring at me. I was so scared that I immediately closed the window and ran out of the room. My first instinct was that the strange face in the pop-up window could see me. It was late at night and I wasn’t wearing any makeup. Once my heart rate returned to normal, I laughed at my ignorance. The strange face obviously couldn’t see me, but for some reason I found the whole idea of webcams very unsettling. Needless to say, the experience made a lasting impression on me.
Fifteen years later, I finally took the plunge and logged-in to my first face-to-face web conference. I loved the fact that we all had the opportunity to put a face to names that show up on the discussion board for our class. There were some technical difficulties, but it went remarkably well on my end. The audio was a little choppy, but that was due to the number of students participating in the web conference. I was relieved that all of us seemed to be overwhelmed with the assignment for the first week. I’m still overwhelmed, but at least I know that I’m not the only one feeling the pressure. I also appreciated discovering that if we have to miss a course, we can continue with the program and go back at a later date to complete the missed course.
Overall, I was really glad that I overcame my reluctance and took the time to actively participate in a web conference. I’m really looking forward to the next one!
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