Saturday, November 3, 2007
Technology Standards Blog
After reviewing the state technology standards, I believe our school is meeting these requirements with the help of every department. One area our social studies department contributes to reaching these state standards is the use of our mobile lab and comparing and contrasting how technology changes society. In my world geography class, I have students do some reasearch on underdeveloped, developing, and developed countries and their use of technology. The students find after reading a few short articles and interperting some graphs that the more developed the country is the higher usage of technology their citizens use. From education, to business, to agriculture, the students learn that technology is becoming just as important as natural resources. In other classes such as business, I know they hit a lot of the standards. Such as internet job searches, online surveys, and using business week online. The only standard I question whether or not we meet is analyzing the intended and unintended impacts of a system. I know we would hit the intended part with discussions of technology use by various countries and the impact it has had on changing their soceity, but I am unaware of anyone discussing the unintended part. That is something I will have to research. Overall I think we are doing a fairly good job as a school to meet the growing technological needs of our students.
Wednesday, November 7, 2007
Monday, November 5, 2007
Technology Standards in Marion
Currently I am in the process of redeveloping or technology plan. Our new tech plan is due in January 2008. I spent last month working on the development of certain aspects of the technology plan. The new tech plans all have to link to the state technology standards.
One of the components of our new technology plan will be to provide professional development for all of our staff members to incorporate the new technology standards into their current curriculum maps. As an administrator I would like to see the tech standards fit seamlessly into their current curriculum. We will also look at implementing a peer mentoring system in our building. I will be mentoring one teacher from each building on the incorporation of the standards into their lessons. These teachers will mentor other teaches in the building until every teacher is fully implementing the state technology standards.
When I looked at our old technology plan from 2005, there was no mention of meeting any standards. With our new plan we will strive to meet the state standards and also the ISTE standards. We are attempting to put in many new technology tools for our staff to use. We just purchased six new Promethean boards last week to implement into the classrooms. These are a great tool to use and meet the state technology standards.
I think the thing that is the most positive is that the state tech standards can be incorporated into the classroom very easily. These are not something more to do for teachers. The only downfall is that as a district you need to make sure that you give your staff the right technology tools to use in the classroom.
One of the components of our new technology plan will be to provide professional development for all of our staff members to incorporate the new technology standards into their current curriculum maps. As an administrator I would like to see the tech standards fit seamlessly into their current curriculum. We will also look at implementing a peer mentoring system in our building. I will be mentoring one teacher from each building on the incorporation of the standards into their lessons. These teachers will mentor other teaches in the building until every teacher is fully implementing the state technology standards.
When I looked at our old technology plan from 2005, there was no mention of meeting any standards. With our new plan we will strive to meet the state standards and also the ISTE standards. We are attempting to put in many new technology tools for our staff to use. We just purchased six new Promethean boards last week to implement into the classrooms. These are a great tool to use and meet the state technology standards.
I think the thing that is the most positive is that the state tech standards can be incorporated into the classroom very easily. These are not something more to do for teachers. The only downfall is that as a district you need to make sure that you give your staff the right technology tools to use in the classroom.
My use of technology in the classroom fits well with the state standards. The standards I am not emphasizing have to do with the history and progression of technology and parts of a technological system.
In our district technology plan several committees are tied into the implementation, assistance, staff development, and curriculum as it relates to the district goals. The district plan emphasizes 21st Century learning and life skills, lays out a schedule for equipment acquisitions, staff development, technical support. The technology plan does not cover the meeting of state standards in regard to what is taught to students, these topics are addressed in curriculum.
In our district technology plan several committees are tied into the implementation, assistance, staff development, and curriculum as it relates to the district goals. The district plan emphasizes 21st Century learning and life skills, lays out a schedule for equipment acquisitions, staff development, technical support. The technology plan does not cover the meeting of state standards in regard to what is taught to students, these topics are addressed in curriculum.
Sunday, November 4, 2007
Dakota Christian Technology Standards
For some reason I thought this was due on the 4th not the 2nd and so this is late but what I have.
I am experiencing similar feelings to what Karla Te Slaa experienced when she first questioned the administration about where our School stood with regard to technology. The most relevant statement I got was that we are attempting to provide the technology equipment for the staff and our students. I realized that the entirety of our technology standards are linked to the personal efforts of the teachers in all of our grades and subjects.
Our Technology coordinator is constantly in communication with all branches of the school trying to provide the help he can. But, he is coming to me for advice concerning how to make the connection between curriculum and technology because he has no background in teaching or how to apply technology into a teaching method. He is unsure of the areas to focus our technology so we as teachers bear a huge burden in that region.
We are constantly following our Christian ideals by introducing our students into the world of public communication in the web, but trying to "reform" that world to honor God. One of the things that we are trying to instill in the students is appropriate and ethical behavior with regard to communication in the public world. Our students must comunicate in a Christian manor.
I find myself evaluating our efforts a DCS, and coming to the conclusion that we need more in-service time because teachers are doing their best to keep their heads above water with teaching, grading, families, and extra-curricular activities. I believe that adding the responsibility of incorporating more in depth technology will overwhelm and eventually crush any desire to use technology at all. I have talked with other teachers who have been involved in workshops or in-services at other schools and they were provided time to test the water of a new software or web-service with some "school time" rather than home time. I feel we need to construct some into our schedule at DCS. I hope that with this practice we can pass these skills on to the students and they will be able to implement them in furthering their education and ability to manipulate similar products in the future.
I am experiencing similar feelings to what Karla Te Slaa experienced when she first questioned the administration about where our School stood with regard to technology. The most relevant statement I got was that we are attempting to provide the technology equipment for the staff and our students. I realized that the entirety of our technology standards are linked to the personal efforts of the teachers in all of our grades and subjects.
Our Technology coordinator is constantly in communication with all branches of the school trying to provide the help he can. But, he is coming to me for advice concerning how to make the connection between curriculum and technology because he has no background in teaching or how to apply technology into a teaching method. He is unsure of the areas to focus our technology so we as teachers bear a huge burden in that region.
We are constantly following our Christian ideals by introducing our students into the world of public communication in the web, but trying to "reform" that world to honor God. One of the things that we are trying to instill in the students is appropriate and ethical behavior with regard to communication in the public world. Our students must comunicate in a Christian manor.
I find myself evaluating our efforts a DCS, and coming to the conclusion that we need more in-service time because teachers are doing their best to keep their heads above water with teaching, grading, families, and extra-curricular activities. I believe that adding the responsibility of incorporating more in depth technology will overwhelm and eventually crush any desire to use technology at all. I have talked with other teachers who have been involved in workshops or in-services at other schools and they were provided time to test the water of a new software or web-service with some "school time" rather than home time. I feel we need to construct some into our schedule at DCS. I hope that with this practice we can pass these skills on to the students and they will be able to implement them in furthering their education and ability to manipulate similar products in the future.
Friday, November 2, 2007
Sioux Falls School District - Technology Standards
Hi Everyone -
I talked with Rich Meier, Sioux Falls Elementary Curriculum Coordinator, about the new Technology Standards. He said that many of the new technology standards have direct connections with certain subjects. The district will begin by aligning and placing technology standards into the new reading/language arts essentials. Then they will move to the social studies essentials (written next). There are some that best fit with science and math and those documents will be refined to add the technology standards as time permits this year and the next.
There will be a state technology assessment given to 8th grade students. If students are going to do well, they will need the experiences of past years/curricula. Also, once an essentials document is written, principals can monitor student progress and teacher alignment between instruction and the standards/essentials.
With this in mind, I talked with a first grade teacher and a third grade teacher to see what they thought of the new technology standards. I went to the South Dakota Department of Education's website and printed off a brochure for those two teachers. This was the first time that either one had seen the technology standards for their grade levels. Both teachers were surprised by some of the standards addressed at their grade level. As of right now they only cover probably less then half of the standards, so they are curious to see how this will work. I definately got the impression that the classroom teachers are struggling with everything the NCLB tests are throwing at them, especially at Hawthorne where we are on a plan of assistance in math and reading.
A couple of the challenges the teachers brought up when we were discussing the technology standards was the lack of computers. With only one computer lab in the school, classes are only able to meet for about 30 minutes once a week. Also, they thought it would be nice if the building would have one Techonology Teacher to help integrate and teach computer classes. Both teachers were curious to see when the district will actually inform them of the new technology standards and how they are going to train all of the staff.
It will be interesting to see how everyone adapts to the new standards. Overall, I think the students will benefit from these standards. However I know that it will take time for the teachers at the elementary level to change their ways of teaching to incorporate these ideas into their lessons.
-Amy Holland
I talked with Rich Meier, Sioux Falls Elementary Curriculum Coordinator, about the new Technology Standards. He said that many of the new technology standards have direct connections with certain subjects. The district will begin by aligning and placing technology standards into the new reading/language arts essentials. Then they will move to the social studies essentials (written next). There are some that best fit with science and math and those documents will be refined to add the technology standards as time permits this year and the next.
There will be a state technology assessment given to 8th grade students. If students are going to do well, they will need the experiences of past years/curricula. Also, once an essentials document is written, principals can monitor student progress and teacher alignment between instruction and the standards/essentials.
With this in mind, I talked with a first grade teacher and a third grade teacher to see what they thought of the new technology standards. I went to the South Dakota Department of Education's website and printed off a brochure for those two teachers. This was the first time that either one had seen the technology standards for their grade levels. Both teachers were surprised by some of the standards addressed at their grade level. As of right now they only cover probably less then half of the standards, so they are curious to see how this will work. I definately got the impression that the classroom teachers are struggling with everything the NCLB tests are throwing at them, especially at Hawthorne where we are on a plan of assistance in math and reading.
A couple of the challenges the teachers brought up when we were discussing the technology standards was the lack of computers. With only one computer lab in the school, classes are only able to meet for about 30 minutes once a week. Also, they thought it would be nice if the building would have one Techonology Teacher to help integrate and teach computer classes. Both teachers were curious to see when the district will actually inform them of the new technology standards and how they are going to train all of the staff.
It will be interesting to see how everyone adapts to the new standards. Overall, I think the students will benefit from these standards. However I know that it will take time for the teachers at the elementary level to change their ways of teaching to incorporate these ideas into their lessons.
-Amy Holland
Tech Standards at Flandreau
Our current technology plan was adopted in Jan. of 2006, and is in the last few months of the implementation cycle. We have had progress on all of our goals and most of our action steps have been completed. We have already had one meeting on developing the replacement plan.
Primary goals for the 2006 plan include:
Primary goals for the 2006 plan include:
- Promote district-wide technology integration in strategic planning
- Provide on-going professional development to promote technology integration in all phases of teaching and learning.
- Implement a State and ISTE standards-based curriculum at all grade levels and curriculum areas
- Provide access to high performance digital services to support teaching and learning.
As you see, goal number three is the crux of our discussion. We had one member of our Technology team participate in the development of the New Technology standards. This is definitely an asset to out district as we move forward with our implementation.
There have already been discussions about the scope and sequence of our technology plan. Keyboarding has been suggested to move down into the lower elementary instead of the lower middle school. The consensus feeling is that bad typing habits develop early, and we need to correct those behaviors early.
It has been a long tradition at Flandreau for a different kind of thinking. We often say, "Every teacher is a reading teacher. Every teacher is a math teacher." We are adding, "Every teacher is a technology teacher." The technology standards will be implemented through out the curriculum areas.
Internet safety has been a topic of growing concern in Flandreau. We have brought in outside resources, but we should develop internal resources. One of the action steps in the 2006 technology plan that has not been implemented is a school-wide Internet safety curriculum.
I appreciate that the technology standards do not focus on specific tools. The implementation of these standards can, and will outlast many of the hot tools of the day.
Flandreau will be incorporating the technology standards into our curriculum. With continued training in the Classroom Connections initiative, we will provide a solid technological base for each of out curricular areas.
Sioux Valley Technology Plan & SD Technology Standards
Our district strives to update technology resources as finances allow. Our tech administrator is cautious, then moves forward quickly with what he believes is the best use of our assets.
Teachers are encouraged to use technology with our students in the form of laptops/tablets wirelessly connected to overhead projectors. Through this, we model appropriate uses of technology.
More student interaction is allowed in one of our elementary classrooms, which has obtained a Promethean board this year. Keyboarding is a facet of the elementary level, as well as the middle and high school levels. Accounting, yearbook, and English classes make use of our computer labs. Our sophomore Spagraphy class students (speech and geography combined) were required to make an ad for a movie, and one of my former students brought in a flash drive to show me his presentation. As with most subjects, some students will have a passion for a topic and go to great lengths on their own time to do their best work. It was a pleasure seeing this particular student utilizing his creative gifts in a class assignment.
Our high schoolers learned a bit about ethics when students were irresponsible with one high school lab. Computers were vandalized and, consequently, were not high on the replacement priority list. Lesson of the day: if you (or your peers) don't respect your privileges, you may live without them for a while.
We seem to be excellent at teaching the core components of technology, and also its usefulness. I think we need a bit more awareness, though, of our incredible dependence upon it. When the lights flicker, I wonder if my students have saved the documents they're working on. When my wireless overhead is tripped by a passing electron cloud, I go into a tizzy and hope the tech admin is near or that a custodian can bring me a ladder so we can troubleshoot my connection back into existence. We really can't get away from technology's influence...even down to the automatic eyes on the bathroom sinks and toilets.
Within my grade level, it's easy to see where I fail at implementing our state's tech standards with my students. The standards speak of design skills and troubleshooting. I'm still showing my kids the basics--where to save on a shared computer, and how to rename a document so it can be identified later.
Troubleshooting is something I'm still working on. If I know what to do and can easily pass it along to the students, I do. However, I teach a remedial reading class. Rather than having students install an updated printer, I'll do it for them. Some are just catching on to the concept of toggling between windows and are amazed that they can run Explorer and Word simultaneously. In a class devoted to reading, I'm already pressing their limits.
In the world of troubleshooting, I do more modeling than licensing of free reign. Most times, I'm invoking a process of trial-and-error. For the kids who haven't shut down due to their frustration (with both reading and a technological hangup), they see me transferring information in different ways. A year or so ago, I wanted my students to save their Word documents in a folder on our server that was dedicated solely to our class. That way, I could open up the same document, check the answers, mark which ones needed corrections, and "beam" it back to the student. Unfortunately, not all students could access the folder. One brilliantly came up with the idea of saving to their individual student folders within the server--the ones they use for their keyboarding class projects. That solved the problem of loading up on a new computer the next day and not being able to access their saved document from the day before, but it still didn't allow me access. In the last moments of class one day, I hit on the idea of having students submit their work as comments on our blog. That way, I could see them and others could observe their work, as well.
Today, a student needed to type a document in study hall and print it. I installed a printer, which I later realized was the wrong one. In the meantime, his document wouldn't print. He observed me pulling up Explorer, typing in the address for webmail, and emailing myself his document as an attachment. I then went to my computer across the room, pulled up his document, hooked up my printer, and printed off a copy for him. Troubleshooting seems to be a lot like playing Taboo--one goal, with a lot of roundabout ways to get there.
We do also evaluate the accuracy of information. I may use Wikipedia articles as references, but I remind the students of their ability to be changed at whim, so we know to go elsewhere for verification.
There are also the inevitable accountability and ethics conversations, which include not plagiarizing, making sure I can see computer monitors, not clicking on ads, and quickly leaving sites which seem inappropriate.
I appreciate being aware of our technology standards and wonder if this is like what reading has become--not just something to teach in an isolated classroom, but "Technology across the Curriculum."
Teachers are encouraged to use technology with our students in the form of laptops/tablets wirelessly connected to overhead projectors. Through this, we model appropriate uses of technology.
More student interaction is allowed in one of our elementary classrooms, which has obtained a Promethean board this year. Keyboarding is a facet of the elementary level, as well as the middle and high school levels. Accounting, yearbook, and English classes make use of our computer labs. Our sophomore Spagraphy class students (speech and geography combined) were required to make an ad for a movie, and one of my former students brought in a flash drive to show me his presentation. As with most subjects, some students will have a passion for a topic and go to great lengths on their own time to do their best work. It was a pleasure seeing this particular student utilizing his creative gifts in a class assignment.
Our high schoolers learned a bit about ethics when students were irresponsible with one high school lab. Computers were vandalized and, consequently, were not high on the replacement priority list. Lesson of the day: if you (or your peers) don't respect your privileges, you may live without them for a while.
We seem to be excellent at teaching the core components of technology, and also its usefulness. I think we need a bit more awareness, though, of our incredible dependence upon it. When the lights flicker, I wonder if my students have saved the documents they're working on. When my wireless overhead is tripped by a passing electron cloud, I go into a tizzy and hope the tech admin is near or that a custodian can bring me a ladder so we can troubleshoot my connection back into existence. We really can't get away from technology's influence...even down to the automatic eyes on the bathroom sinks and toilets.
Within my grade level, it's easy to see where I fail at implementing our state's tech standards with my students. The standards speak of design skills and troubleshooting. I'm still showing my kids the basics--where to save on a shared computer, and how to rename a document so it can be identified later.
Troubleshooting is something I'm still working on. If I know what to do and can easily pass it along to the students, I do. However, I teach a remedial reading class. Rather than having students install an updated printer, I'll do it for them. Some are just catching on to the concept of toggling between windows and are amazed that they can run Explorer and Word simultaneously. In a class devoted to reading, I'm already pressing their limits.
In the world of troubleshooting, I do more modeling than licensing of free reign. Most times, I'm invoking a process of trial-and-error. For the kids who haven't shut down due to their frustration (with both reading and a technological hangup), they see me transferring information in different ways. A year or so ago, I wanted my students to save their Word documents in a folder on our server that was dedicated solely to our class. That way, I could open up the same document, check the answers, mark which ones needed corrections, and "beam" it back to the student. Unfortunately, not all students could access the folder. One brilliantly came up with the idea of saving to their individual student folders within the server--the ones they use for their keyboarding class projects. That solved the problem of loading up on a new computer the next day and not being able to access their saved document from the day before, but it still didn't allow me access. In the last moments of class one day, I hit on the idea of having students submit their work as comments on our blog. That way, I could see them and others could observe their work, as well.
Today, a student needed to type a document in study hall and print it. I installed a printer, which I later realized was the wrong one. In the meantime, his document wouldn't print. He observed me pulling up Explorer, typing in the address for webmail, and emailing myself his document as an attachment. I then went to my computer across the room, pulled up his document, hooked up my printer, and printed off a copy for him. Troubleshooting seems to be a lot like playing Taboo--one goal, with a lot of roundabout ways to get there.
We do also evaluate the accuracy of information. I may use Wikipedia articles as references, but I remind the students of their ability to be changed at whim, so we know to go elsewhere for verification.
There are also the inevitable accountability and ethics conversations, which include not plagiarizing, making sure I can see computer monitors, not clicking on ads, and quickly leaving sites which seem inappropriate.
I appreciate being aware of our technology standards and wonder if this is like what reading has become--not just something to teach in an isolated classroom, but "Technology across the Curriculum."
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