Course Reflection (EDLD 5306)

From the pre-assessment, I envisioned that I would learn several technology tools to promote in an academic setting. I hoped to become more technologically literate. I wanted to apply these tools in the most innovative and current way possible. I learned how to create a weblog, wiki, RSS feeder, word cloud (wordle), and movie trailer (animoto). I read several provocative articles that guided me to apply these tools in ways to engage learning. I am so pleased with how this course elevated my technological proficiency and opened my eyes to the digital gap between a generation of teachers and a generation of students. I plan to use blogs to improve literary skills and a wiki to engage students in group/club projects. Teachers can monitor blogs with RSS feeders. Word clouds can decorate classrooms and animoto can be the new choice of presentation tools.   

As an educator, all the tools that I learned and all the articles that I read were very relevant to my line of work. This course introduced me to Marc Prensky who revealed to me the digital demands of the 21^st century classroom and students.  One of the greatest challenges of my profession is making learning fun for the students. Blogs can encourage students to read summaries that they would not normally read because it is of their peers and their comments may influence the works that they read. Teachers can subscribe to their students’ blogs to effortlessly keep tabs on their progress. Group projects are an excellent example of collaborative learning that engages student learners. Wikis can encourage more group projects because the group members do not have to meet in person to organize their project. A teacher can see on the wiki who was responsible for what page.

I think the pre-assessment highlighted my lack of knowledge of web tools. At that time, I was really motivated to self teach myself some technology tools to build my resume. Unfortunately, I was a bit overwhelmed with the assignments that I already had for the course. I was able to carry out the course assignments but it was a bit of a struggle for me. This course was very humbling for me because I could relate more to my students when I was learning technology tools. The topic was foreign and intimidating to me. YouTube was very helpful that further demonstrated the importance of acknowledging visual learners. I understand on even a greater scale why students shut down when we try to teach foreign concepts with chalk and a chalkboard. Research and summarizing was a breeze, when it came to technological applications it took more time. I guess this was because I really wanted to understand the concepts since I will have to teach them to others. Even though my projects were for a grade, I did not rush the assignments because I want to effectively teach the tools. The time I took to really grasp these technological concepts is what I struggled over during the course and is what held me back from learning additional web tools.

I rejected technology years ago when there was the Y2K scare and a computer crashed on me while I was typing a 15 page paper (I lost everything!!!). I argued that we were losing one-on-one personal interaction with smart phones at dinner tables and video games raising children. What I learned from the course is that technology, when used in moderation, is a very beneficial thing. I am from the analog world and I had to understand that the mind of the digital world does not function like mine. Throughout the course, I decided to look at my lack of knowledge of technology tools as a potential motivator for the educators that I will assist. I think the empathy that I would have for the analog educators will make me a good leader. I have learned that a good technology leader supports and develops his/her staff. My attitude towards reaching American youth has become more optimistic because I now know how to speak their language.

What is NETP?

On November 9, 2010 the U.S. Department of Education released a finalized National Educational Technology Plan (NETP). NETP 2010 urges the U.S. education system to seek clear outcomes, collaborate to redesign processes for effectiveness, monitor and measure performance, and establish accountability for progress. The plan describes learning as engaging and empowering learning experiences for all learners. The plan indicates that the content of instruction should match: who needs to learn, what needs to be learned, when, where, and how will students learn. A technology-integrated curriculum enables, motivates, and inspires all students, regardless of background, languages, or disabilities, to achieve. The plan describes teaching as fully integrated with technology or “connected”. Teams of “connected” educators have a plethora of resources at their fingertips to help reach the digital learner. The plan encouraged social networks be used as professional development tools for educators. It stated online communities should enable educators to take online courses to learn technology integration.

Although local, state, and  national technology plans have aligned goals of integrating technology into the classroom, neither of the plans have addressed the compensation of time it will take for educators to learn integration models. Teachers are already bombarded with the pressure of state examinations, I don’t see how administrators can additionally fit in the school year 50, possibly 100 hours of ample professional development for technology integration. Even if a technology integration certificate were mandated for future educators and a technology integration program were offered online for present teachers, where is the incentive for present veteran teachers to sacrifice an additional 100 hours of professional development in their crazy schedules. We all know that teaching is the most underrated profession in the country and to ask for teachers to become technologically literate with no compensation is a bit inhumane. I will start to take technology plans a bit more seriously when they detail how they will educate their teachers technology integration with compensation.


Transforming American Education: Learning Powered by Technology. Retrieved from http://www.ed.gov/technology/netp-2010

What is HISDs technology plan?

    I just discovered that The Schools and Libraries Program of the Universal Service Fund, commonly known as "E-Rate", provide discounts to the Houston Independent School District (HISD) to afford telecommunications and Internet access. HISD had to provide a technology plan to qualify for the discount. Below I’ve provided a very brief synopsis of HISD’s technology plan.
    HISD’s technology plan is titled District Long Range Strategic Plan for Technology (LRSPT) and was created to meet all filing requirements of the Texas E-Plan and to provide the District with a strategic road map for technology. The HISD LRSPT was developed to address the four key areas of the Texas Long Range Plan for Technology: Teaching and Learning; Educator Preparation; Leadership, Administration, and Support; and Infrastructure for Technology.
    A goal designed to address the first key area was the assurance of equitable access to a technology-enhanced curriculum. This can be done by the increase of technology integration into everyday classroom practice. The budget for this strategy is $3,060,000. Individual campus personnel is responsible for the alignment of the integrated lessons with the “School Technology Roadmap”. Evaluations are based on lesson plans and teacher observations.
    A goal designed to address the second key area was the increase in teacher and administrator participation in instructional technology training. This can be done by the increased participation of teachers and administrators in instructional technology training. The budget for this strategy is $150,000. Individual campus personnel is responsible for the increased awareness of opportunities for staff to participate in activities sponsored by technology professional education organizations. Evaluations are based on an increase in representation from the district by 10% in professional groups.
    A goal designed to address the third key area was the implementation of instructional programs that extend instruction beyond the boundaries of the traditional classroom. This can be done by the continuation of the district virtual school. The budget for this strategy is $800,000. Virtual school department manager is responsible for the continued development of virtual school online. Evaluations are based on the virtual school’s continued development.
    A goal designed to address the fourth key area was the expansion and capacity of HISD’s network to provide an infrastructure that supports teaching and learning with technology. The budget for this strategy is $2,000,000. Networking personnel is responsible for upgrading internal network connections, hardware and software for HISD sites to provide high speed Internet access to students. Evaluations are based on updated equipment reporting via surveys.
    Although the district has budgeted finances to implement this plan, it will take the sufficient TIME of the teachers to learn these strategies. This was not mentioned in the plan and I hope this issue is not overlooked.

http://www.slideshare.net/safirah1/hisd-tech-plan

Houston ISD Technology Plan 2009 - 2012. Retrieved from http://www.houstonisd.org/Technology/Home/Forms%20&%20Documents/2009-2012%20HISD%20TECH%20PLAN.pdf

Why access technology skills?

At the former campus where I instructed, it was very possible that you’d walk into a classroom where an expensive Smartboard (digital chalkboard) was pushed into the corner of the classroom or collected dust right in the middle of the classroom. Some teachers would tape paper over their Smartboard because it was pegged to their chalkboard that they frequently used. From an outsider’s perspective, this may seem like madness but if the administration had assessed which faculty members were technologically literate, that would not have happened.

It is very important campus leaders understand the technological literacy of their campus. Consequently, a campus where teachers are proficient in technology integration and students are technologically literate, the administrator could then comfortably adopt virtual educational tools that allow students to create their own environments. Such engagement will allow students to arrive at their own conclusions, a true example of learning. Also, at a campus that has older veteran teachers who are not technologically literate, the administrator could budget professional development workshops in technology integration instead of digital tools that would be unused.  

How the technological assessments are used can either benefit or harm a campus. Each campus should be treated by the district on a campus by campus basis to eradicate any unhealthy competition placed on administrators. However, campuses that scored rather highly on the technology pre-assessments should not be placed on a pedestal that requires more district funds than other schools. The high school where I taught did not have a wireless network but I was able to browse with my personal laptop when I did a departmental professional development workshop at a MIDDLE school. Texas school districts should remember that the Texas Long Range Plan for Technology assures equitable access to a technology-enhanced curriculum. Technological assessments are very valuable if the close educational gaps instead of widening them.