Course Reflection

     When I began the Technology Leadership course at Lamar University, my expectations were to learn more about technology so that I could share that knowledge with fellow educators.  My interest in technology had fueled my desire to learn more; however, having very little technology experience to begin with -- other than creating a PowerPoint presentation or Inspiration document -- I had not anticipated learning how critical the need is to incorporate technology into the curriculum for our learners.  I have to say that I learned so much more from this course than I had anticipated.  For instance, I had no idea that there is a Technology Plan in place at my school that embodies the ISTE standards.  Frankly, I had never heard of the ISTE standards.  Once I realized the document existed, it was initially hard to envision the impact of that document on education at our school because of our  limited funds.  This course helped me think outside of the box, see beyond the limitations and challenges we face because of lack of funding, and conceptualize the ways we can efficiently utilize the technology we now have.

      Having acknowledged that our funds are limited and that I must be creative in my efforts to ensure that what little technology we have is put to good use, the challenge ahead does appear to be a daunting one. However, I now realize that the relevancy of, as well as the need for, a technology-infused curriculum has never been more acute.  Our time-honored methods of modeling the teacher-centered classroom becomes more ineffectual with each passing year.  Now that I am equipped with the knowledge that using technology effectively makes all the difference in learning outcome, there is no turning back.  We must, for the sake of today's learner and our future learners, not only integrate but seamlessly infuse technology into the learning experience to the point that it becomes a natural and expected journey for every learner.  Never has the need been greater for a shift from teacher-centered to student-centered learning, and I plan to be a part of bridging the gap between the past -- and our antiquate ways of teaching -- and the future, where we allow learners to connect with one another around the world, where they can experience firsthand the satisfaction of collaborating with their peers and taking control of their own learning.  In this new vision of the education of our youth, teachers act as facilitators and learn along with the students, and thus begins the process of nurturing the life-long learner.
     
     I cannot imagine putting any more effort into this course than I have; nor can I imagine getting more out of it than I have.  My learning outcomes from this course far exceeded my expectations.   I learned so much about our students that I had no knowledge of before this course.  For instance, I now understand that students cannot process information in the way that I could when I was a child.  Our students have been immersed in digital technology almost from birth, and they have taken it for granted as a means of communication and learning.  I still have memories of my grandmother's black dial phone that was extremely heavy and had a short cord, necessitating its permanent location.  Now just about every student has a personal cell phone.  It now makes sense to me that their thought processes have adapted to the surrounding digital stimulus.  It is no wonder that they come into the classroom and tune out the teacher.  We are not communicating in their language.  I am excited about the possibilities and anxious to become a vital part of developing the type of technology-driven curriculum that meets the needs of today's learner.

     As I carried out the course assignments, I doubted myself along the way.  For example, it took me many more hours to set up my Wiki and my Blog than I had initially anticipated.  At times I was a little unsure of the directions or what the expectations were for me as a novice.  Putting in numerous hours on a task that appeared simple on the surface did, at times, prove a bit discouraging; however, it did not stop me from working at it until I accomplished the assignment.  Having no previous technical experience proved a hindrance but not a deterrent.  In some respects I do wish there had been a prerequisite requirement, so that I would have been prepared to accomplish the task in a timely manner; but on the other hand, I developed a sense of satisfaction -- though it took much longer than expected -- in having used a technology tool to create my own personal Wiki and Blog.  The time crunch was uncomfortable and stressful, yet I was forced to learn something in a short time frame rather than drag it out indefinitely, which I sometimes have a tendency to do.  I can only imagine how much quicker our students will be able to navigate and create online; and I look forward to helping pave the way for them to achieve their own technological accomplishments. 

     Taking an educational technology leadership course revealed some of my inner strengths and talents that heretofore lay dormant.  For instance, I love to be creative and found that I could apply that love while creating my Wiki home page.  I shared a bit of my love of nature in my introduction video.  I found it easy and enjoyable to put my individual "stamp" on my work while meeting the expected criteria.  Though my technology skills, in some eyes, would appear to be severely lacking, I did find the ability to "hang in there," even though at times I was unsure of what I was doing.  My confidence in my own technology skills has been boosted by using some simple online tools to create what I had never heard of prior to taking this course, a Wiki and a Blog.  My attitude has changed toward my school's student population.  I better understand their apathy and the reason for their lack of effort.  Do I feel like I can walk into school on Monday morning and lead my school into a new direction technology-wise?  No.  However, I now believe in myself and know that I have the ability to continue to learn how to step into a technology leadership role.  My site mentor and technology coordinator believe in me, based solely on a review of my "Technology Plan."  They have no idea what I've been able to accomplish in the past five weeks.  I am looking forward to taking the next step in my journey toward becoming a technology leader at my school.

Sheryl's Intro

Sheryl's Intro

Web Conference on Wednesday, October 13th, 2010

Last week I joined the Web Conference on Wednesday, October 13th, previously scheduled for Tuesday, October 12th.  I was connected fine but then experienced technical difficulties.  I was able to hear Professor Borel, so I listened for the hour but could not post any comments or interact with students.  I did report this problem to Sarah, and she sent me a link to the copy of the conference.  I then watched the video from beginning to end.  I learned more the second time around, simply because I could pause and rewind and jot notes to make sure I heard everything correctly.

The web conference did shed light on the assignment ahead and gave me direction on where to go to print out the documents I would need for my Internship and other ensuing activities.  I learned about our cohort groups, for the first time, and I was relieved to know that we would be working closely with one another.

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National Educational Technology Plan

The two overarching goals of the National Educational Technology Plan are to raise the number of college graduates, obtaining 2- and 4-year degrees, to 60% of the population; and to close the achievement gap in order that all high school graduates are prepared and ready to succeed in college and their ensuing careers.  The desired success will depend upon some underlying support: i.e., to have clear outcomes, to continually monitor and measure performance, and to "hold ourselves accountable for progress and results every step of the way."

This plan specifically points to using technology, in regards to teaching strategies and professional learning, as an effective tool, which, when integrated successfully into the curriculum, positively affects teaching strategies and professional learning and, as a consequence, produces life-long learners with rewarding careers.  The desire is to produce a body of innovative and creative thinkers, learners with complex problem-solving skills who are able to derive educational benefit from collaborative learning, as a result of adopting and employing technology-based learning tools.

Though acknowledging technology's rewards, this plan identifies a present disconnection between teaching and learning.  The proposal is to move away from “tried and true” methods of teaching and learning previously thought adequate.  There is a need for today’s educator to move away from the idea that all students learn the same; consequently, students’ differing learning styles should guide instruction toward a model that uses technology to tap into individual needs and creates an environment where the learner is actively engaged in a personalized learning experience.

In “connected teaching,” teachers reach out to their peers and experts through online learning communities, as formalized “Professional Development” gives way to “Professional Learning.”  In this sense, teachers should see their profession as a collaborative team effort, not as an isolated endeavor on the part of one educator.  So, just as the classroom teacher-student relationship is evolving, so too is the relationship between teachers and professional learning.  Online professional learning communities beckon educators to connect with other educators much the same way our youth connects today with online communities of friends.  Educational relationships are moving toward personal connections and collaboration in the learning process, as a means to bridge the gap and make a connection at the point of disconnect.

Though the present technology exists to facilitate “connected teaching,” this technology plan acknowledges, “not all the conditions necessary to leverage it are.”  There are many educators unfamiliar with, and/or uncomfortable, using technology; and, consequently, they are not able to envision its benefit in the learning environment or comprehend the degree to which our culture has shifted to incorporate technology as an inherent and commonplace tool. This is true for many of today’s professionals, as well as the 21^st century learner.  

The concern, therefore, is that this acknowledged gap affects funding of the needed technological equipment and professional development associated with its use, when all of the irons are not in the fire, so to speak.  Regrettably, this disconnect sometimes impedes the direction in which our educational system is forging ahead in the 21^st Century.  However, acknowledgement of a disconnect, in my opinion, is half the battle because, after all, unless we recognize a problem in the educational system as it exists today, educators and students will be oblivious to the need for implementation of the tools available tools to us, in order to foster successful educational relationships and connections in the 21st Century.  In conclusion, I believe that, even though progress is slow, we are headed in the right direction.

Technology Assessments

The purpose of technological assessment of educators and students is to make improvements in leadership skills and to help guide students toward important learning goals.   There can be no improvement of a skill or progress toward goals when there is no assessment accompanying that journey.  To that end, simply put, educators and students need technological assessments in order to find out if we're on the "right track."  Well-designed educator and student technology assessments will guide instruction and learning toward a set of goals, just as rails keep a train on its track toward its destination.

One of the pros of a technology assessment is to identify needs and determine the current skill levels of educators and students.  Without the pre-assessment of student ability, before the learning activity takes place, for instance, educators have no benchmark to guide their curriculum planning.  Conversely, waiting until the end of a learning activity to assess in a summative manner leaves no room to alter teaching techniques during learning.  Hence, after initial student needs are assessed, formative assessments should be done throughout the learning process to provide educators with feedback and to guide them on their journey of implementation of technology as a means of facilitating learning. This part of the assessment process is important because it is done during instruction and, therefore, affords the educator time for re-structuring the lesson and/or re-directing instruction, dependent upon the progress or lack thereof of the student.

Similarly, one of the pros of technology pre-assessment of educators is to provide feedback regarding skill levels, in terms of both strengths and limitations.  When an educator is aware of his skill level and of his ability to both use and teach technology, he is empowered with the knowledge of where to begin an activity, how to measure its effectiveness along the teaching and learning path, and how to use the results to determine when and where improvements and/or adjustments need to be made.  Armed with this knowledge about herself, an educator is ready to assess how students learn best and whether or not the teaching methodologies employed are effective and will result in a successful learning experience on the part of students, which is the goal of all assessments.

One con of technology assessment is its futile value in a technology-poor environment.  Assessing skills in the realm of technology does little in the way of guiding instruction and learning if the tools are simply not available due to lack of funds.  Another con of technology assessment has its roots in the complexity of integrating technology into the curriculum.  If there is an overall lack of leadership or lack of shared vision on the part of school leaders, assessment of technological ability in and of itself will not provide a path to follow.  Once technology skills are assessed, there must be support, leadership and a shared vision by all professionals involved, in order to give purpose and direction to the evaluation and ensuing teaching and learning path to follow.

The perceived need for technology in education may not be easily assessed in students if they had either a negative prior technology-based learning experience or none at all.  Without this scaffolding in place to base one's opinion on, students may not see the need for technology relative to their education and their eventual employment in a digital-age society.  Therefore, lack of prior experience can skew the results of an assessment.  Lack of a prior positive experience with technology, assuming some educational technology was used, is evidence of poor leadership skills on the part of the previous educator.  This underscores the desperate need for highly-qualified leaders and teachers in the field of technology who are capable of leading students by modeling and facilitating.  A positive learning experience with technology is achieved by allowing students to discover and chart their own learning path as they receive guidance, and formative assessments along the way, by a leader who will keep them on the "right track."

SCS District Technology & Learning Implementation Plan

The 2009-2010 school year is my fifth year working as a highly-qualified math teacher with Shelby County School (SCS) District.  Kitty Hildebrand is the Technology Coordinator and head of the Technology Department for SCS.  She works under the direction of District Webmaster, Robert LaBonia, and alongside school principals to ensure that staff and students have access to, and support for, technology.  Additionally, each school has an assigned technology team readily available to assist teachers in teaching technology in the classroom and to promptly troubleshoot technological problems.

All professional development (PD) core and technology classes are overseen by the District and implemented through the Technology Department. Educators are required to take a core number of (PD) classes, which coincide with their area of instructional specialty and/or administrative duties; in addition, educators select from numerous ongoing classes to maintain continuous learning about new technology.  Technology classes are scheduled by educators online, through "My Learning Plan," on a regular basis throughout the calendar year.   Classes are offered both during in-service and after school on a continual basis.  Teachers and administrators have access to Web site, PD360, which offers on-demand professional development and instructional videos; this site also serves as a forum for educators across the country to join groups (i.e. middle school math), in order to share knowledge and experience.

SCS advocates the use of technology in every school in the District and budgets for the technological equipment, maintenance, and supporting cost not discounted through E-Rate and as prescribed by the Technology & Learning Implementation Plan 2010-2014.  The PTSA at each school, through fund-raising, provides additional resources for technology as needed.  Many teachers purchase their own supplies, in order to pool discretionary funds and purchase technology (i.e., an Interwrite Mobi or a set of classroom clickers).

The vision of SCS is to strive to support an instructional model that empowers students to use technology in ways that deepen their understanding of academic content and prepare them for the digital age in which we live.  Our Technology & Learning Implementation Plan goals are to provide and maintain: 1. equipment; 2. quality instructional software; 3. a high-speed data network; 4. and implement a District Student Information System (SIS); 5. and expand Business Information Systems (APECS); 6. community support and funding sources for technology; 7. equipment and software and to provide technical support; 8. and support teachers as they integrate technology into the curriculum; 9. professional development; 10. and enhance communication; and, lastly, 11. accountability.

Some of the many important strategies of the Technology Plan are as follows:  Teachers are to "promote and model digital citizenship and responsibility."  As prescribed by the District, teachers are to promote and demonstrate the effective use of digital tools and resources, as well as model lifelong learning.  Teachers are to engage students in exploring real-world issues and solving authentic problems through the use of digital tools and resources.  Teachers are to design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources.  The ISTE Grade Band Summary Rubrics are used to monitor progress as students move, with teachers as their models, toward mastery of technology skills.  8th graders are tested for demonstration of mastery of technology.

The technology goals are accomplished through ongoing action steps written into the Technology Plan, which include monitoring student progress during the school year through online evaluative testing services provided by Discovery Education.  The ensuing instruction is then guided by the test results, enabling administrators and educators to target specific performance indicators for all students.  At-risk or low-performing students are identified and given priority computer access to CompassLearning Odyssey, a Web-based curriculum that engages students through online reading and math software designed to enhance student performance.  Additionally, Robert LaBonia, District Webmaster, is responsible for gathering statistical information for the District as it directly affects student achievement.

SCS's administration, teachers, and parents have access to PowerTeacher, a Web-based program which allows educators to facilitate differentiated instruction, administer formative assessment, and provide parents, students, and all stake-holders real-time access to student assignments, grades, and progress toward each standard.  Teachers, literally at the touch of a button, have access to student demographics, standards, rubrics, and grade scales.  This program facilitates ease of communication between parents and teachers and is backed up regularly by a centralized and school-based servers, which are available for administrative functions and teacher document storage.  The SCS technology system is protected by regularly-updated virus protection and encrypted passwords, safeguarding all automatically backed-up data, and ensuring teachers, administrators, and parents confidentiality.

The SCS Technology Plan can be access at the following website:

Shelby County School District Technology Plan