STaR Chart Evaluation

Educator preparation is Cy Fall High school’s greatest weakness according to the staff’s perception on the STaR Chart. While I agree that no matter what training is given, there is so much new technology out there that one can never feel completely prepared in all technologies. But, my analysis is that the area of infrastructure is Cy Falls’ greatest weakness. I believe we are advanced in every area, but infrastructure is hampering many of our technology implementations. This is most evident in the area of the one-to-one laptop initiative because there have been many issues which could have been avoided if the wireless connections that were supposed to be in place were in place. We were supposed to have wireless connections throughout our building before the beginning of this school year, however we have yet to get that strong a connection and the school year is almost half-way over. Connectivity is a critical element and should be remedied as soon as possible.
According to the statewide summaries of the STaR Chart, most teachers feel they are developing in teaching and learning and educator preparation, while they rank themselves as advanced regarding administration and support and infrastructure. These assessments coincide with what the staff members of Cy Falls high school stated. In my opinion, however, the STaR Chart may not be an accurate measurement of teachers’ perceptions and their perceptions may not be completely accurate. My reasoning for this judgment is based on my experiences with getting teachers to complete the STaR Chart for the last few years. It has been my job to post dates for submission, facilitate the submission process for my entire staff, and continually check to see who has submitted the charts. And, what I have realized is that many teachers do not read the chart descriptions, and will not take the time to really analyze what the survey is asking in each question. Many teachers just try to complete the chart as quickly as possible. I think this chart would be more accurate if it was not completed in the middle of the school year when teachers are inundated with teaching and filling out other forms, mentoring students, and inputting grades, etc.

Pre-K Technology Foundations (The Key to Learning)

The Pre-K Technology Application TEKS give Texas Pre-K students the skills to operate various forms of technology which lay the groundwork for future student success in utilizing technology appropriately. The students use these basic skills to help them learn various aspects of curricula. By the end of Pre-K, Texas students are required to open and steer through software programs, use and identify a variety of computer input devices, manage voice/sound recorders and touch screens, use software applications, and comprehend that information is accessible through technology. In order for this to happen, teachers must be able to work these technologies, have time in their curricula, and know how to teach students how to use these programs.
The best way for children to learn most curricula (including technology) is through spiraling and scaffolding. The spiraling and scaffolding of curriculum is a technique for teaching which uses the student’s prior knowledge as a foundation, then adding a layer of more information and using this as the basis for the next layer. This allows for the increased difficulty and complexity, thus higher-level thinking is the end result. This is a methodology which is an on-going process that continues throughout the student’s education. These foundations have to be taught in order for the student to be successful in later grades. Eventually, if this spiraling of curricula has been accomplished appropriately, the students will become competent problem-solvers, self-directed learners, and responsible citizens.

Long-Range Technology Plan Analysis

The Long Range Plan is an immense document which attempts to map out a course for technology and educational integration for the entire state of Texas. In this ever-changing world of the 21st century, education must keep up with a society obsessed with technology. In addition, this plan must be comprehensive enough to prepare students to utilize technology and compete for jobs which have yet to be created. This plan incorporates suggestions for teachers, administrators, funding, infrastructure, etc. to be completed by 2020. This plan is crucial in insuring that students and teachers are obtaining the tools needed to educate students to be able to compete in the 21st century.
As an instructional leader, it is vital for me and other instructional leaders to comprehend the need for schools to improve technology teaching and integration. I will endeavor to create an environment where technology integration is seen as fundamental by my entire campus. I will utilize the Long-Range Technology Plan, the technology TEKS, and other sources of data to show reluctant teachers the importance of technology in education. Then, I will work with my campus leadership (both formal and informal leaders) to overcome the budgetary constraints in order to obtain funding for the proper equipment to integrate technology. I already work toward this goal as a technology liaison, but I think I will have much more say as an administrator. Next, I would like to have my campus be a model for future technology integration and prepare my students for this technology-obsessed world.

Technology Assessments Reflection

When reviewing the two technology assessments required for the first week I realized that my skills as a technology liaison skews the results. My self assessments are not typical of most teachers or administrators. I knew that I had some skills that others did not regarding technology, but I was under the impression that I was much closer to average. However, I have learned most of what I know about technology by teaching myself. I have taken a few classes, but mostly what I know has been through trial and error. Thus, I do not always know the correct terminology. So, when I completed the Texas Education Agency’s Technology Applications Inventory, I was unsure as to what I really knew. I do realize that one of my weaknesses concerns creating spreadsheets. I rarely work with spreadsheets in Social Studies (I only have used Excel limitedly). This is beginning to change since I am on a team that uses spreadsheets to analyze data regarding student behavior issues (i.e. number of tardies each period, for each day). With regards to the SETDA survey, I recognized that my district is doing a good job with respect to the technology hard ware and soft ware. Cypress Fairbanks ISD (CFISD) attempts to be one of the forerunners with technology integration in the classroom. Some examples include: mounted projectors in every secondary core-curriculum classroom; interactive whiteboards in a majority of classrooms (all levels); technology assistants and technology liaisons in every secondary school; and a laptop initiative where every 11th grade US history student receives a laptop and lessons which utilize the laptop software. Additionally, the administrations on both the district and school levels encourage and support teachers’ integration of appropriate technology in their classrooms persistently. Furthermore, CFISD endeavors to fund technology programs by giving schools and teachers time and money to implement technology into their classrooms. All teachers and administrators have websites, many teachers use blogs (such as Wikispaces), some teachers use text alerts with their students and their parents for reminders of upcoming tests, quizzes, and major assignments, and some teachers are beginning to use podcasts with their students. We can always use more money and time to integrate technology better, but CFISD is working hard on getting the technology to the teachers and the students.