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."
Wednesday, October 31, 2007
Tech Standards and Sioux Falls School District
Eldrid Vossler Kindergarten Teacher in the Sioux Falls School Distict
In regards to the state standards for technology the Sioux Falls district had already addressed some of the areas. There is a commitment to provide accessibility to different types of technology and to integrate technology as much as possible in all of the areas of curriculum.
The Sioux Falls School has curriculum guides for technology beginning at the 6th grade. In the 6th and 7th grade the curriculum consists of keyboarding classes. In the eighth grade students are required to take personal computing. This class consists of learning how to use spreadsheets, word processing programs and presentation programs. In high school there is a required computer class of .5 credits to graduate.
In the elementary school there is an emphasis to teach keyboarding and use of the computer. There is no formal curriculum for teaching technology except what is connected to other curriculums. The elementary schools either have a computer room or computers in the classroom for the teachers and students to use. These computers are loaded with various software depending on the software the district or the individual school has purchased.
Currently the Sioux Falls school district The Sioux Falls School District is making significant hardware purchases to give both the teachers and students more access to computers and software. Especially important in the purchases are the Smartboards that are being installed in the elementary classrooms. The district provides training for teachers who have smartboards in their classrooms. There also is a requirement that new staff pass a basis technology test using Microsoft Office programs. The district provides training for any staff that feel that they need to learn or brush up their skills on these programs. As the district upgrades or changes the software offered to the staff there is training made available to the staff using the new software.
In my classroom I introduce the students to a basic keyboarding program to familiarize the students to where the letters are located. The students learn how to use the shift key and the space bar as well as the location of the letters and numbers. I also use the computer lab to practice basic reading and math skills. Finally, I have the students use the pbskids site to learn to navigate the internet. My goals for computer lab include: learning the keyboard, learning to navigate a desktop to find programs and learning to navigate the internet. The technology standards that are addressed in the computer lab are K.CT.1.2 Use input/output devices to operate various technologies, K.CT.1.1 Describe technology using accurate terminology. K.SI.1.2 Identify five ways to respect equipment, K.NC.1.1 Identify three human-made objects and K.NC.2.1 Identify that parts make a whole.
In regards to the state standards for technology the Sioux Falls district had already addressed some of the areas. There is a commitment to provide accessibility to different types of technology and to integrate technology as much as possible in all of the areas of curriculum.
The Sioux Falls School has curriculum guides for technology beginning at the 6th grade. In the 6th and 7th grade the curriculum consists of keyboarding classes. In the eighth grade students are required to take personal computing. This class consists of learning how to use spreadsheets, word processing programs and presentation programs. In high school there is a required computer class of .5 credits to graduate.
In the elementary school there is an emphasis to teach keyboarding and use of the computer. There is no formal curriculum for teaching technology except what is connected to other curriculums. The elementary schools either have a computer room or computers in the classroom for the teachers and students to use. These computers are loaded with various software depending on the software the district or the individual school has purchased.
Currently the Sioux Falls school district The Sioux Falls School District is making significant hardware purchases to give both the teachers and students more access to computers and software. Especially important in the purchases are the Smartboards that are being installed in the elementary classrooms. The district provides training for teachers who have smartboards in their classrooms. There also is a requirement that new staff pass a basis technology test using Microsoft Office programs. The district provides training for any staff that feel that they need to learn or brush up their skills on these programs. As the district upgrades or changes the software offered to the staff there is training made available to the staff using the new software.
In my classroom I introduce the students to a basic keyboarding program to familiarize the students to where the letters are located. The students learn how to use the shift key and the space bar as well as the location of the letters and numbers. I also use the computer lab to practice basic reading and math skills. Finally, I have the students use the pbskids site to learn to navigate the internet. My goals for computer lab include: learning the keyboard, learning to navigate a desktop to find programs and learning to navigate the internet. The technology standards that are addressed in the computer lab are K.CT.1.2 Use input/output devices to operate various technologies, K.CT.1.1 Describe technology using accurate terminology. K.SI.1.2 Identify five ways to respect equipment, K.NC.1.1 Identify three human-made objects and K.NC.2.1 Identify that parts make a whole.
Patrick Henry Middle School and State Technology Standards
The Sioux Falls School District is trying to implement the state technology standards within the next few years. In order to do this, keyboarding must be taught at the elementary level. At the present time, elementary schools are not set up (and many don't have room) to teach keyboarding. Sixth graders will continue to be taught keyboarding until this change can be made.
The middle school curriculum has changed this year to reflect the new standards. It is a "bubble" year for the 7th and 8th grade. They will both be doing some of the same type of things. Instruction and practice in Microsoft Word will be taught in both the 7th and 8th grade. This will prepare the 7th graders for additional changes next year.
In comparing the lesson plans for 8th graders with the state standards for 8th graders, it appears that they are meeting many of the goals. In the Nature/Concepts/Systems section, students are being taught about the history and progression of technology throughout the year and how to problem solve. They are labeling and studying the parts of the system in the beginning of the quarter as well as taking a career test. This test will help them examine skills that would be needed for different professions.
The Social Interaction area of learning the school acceptable use policy is covered in one of the first classes. Students must also sign a form. The advantages and disadvantages of using technology is shown by comparing the use of library information versus finding information, pictures and graphs on the internet.
Information and Communication Tools/Processes is taught throughout the entire quarter. Problems are discussed and solved as they come up. Technology use and projects include: excel-bowling chart, business cards, tables and borders-menu, animation, flyers, word art, brochures and research papers. Students are also shown how to do work cited when taking any information off the internet.
The Information Literacy/Decision Making section is taught in the beginning of the quarter. The school police officer discusses internet crime and safety and students complete an online safety survey. They are pointed toward other sites besides google when they search for information. The reliability of each site is also discussed so that students can tell which sites are accurate and relevant.
One of Patrick Henry's teachers was on the state committee to change the standards and she was helpful in supplying information to me.
The middle school curriculum has changed this year to reflect the new standards. It is a "bubble" year for the 7th and 8th grade. They will both be doing some of the same type of things. Instruction and practice in Microsoft Word will be taught in both the 7th and 8th grade. This will prepare the 7th graders for additional changes next year.
In comparing the lesson plans for 8th graders with the state standards for 8th graders, it appears that they are meeting many of the goals. In the Nature/Concepts/Systems section, students are being taught about the history and progression of technology throughout the year and how to problem solve. They are labeling and studying the parts of the system in the beginning of the quarter as well as taking a career test. This test will help them examine skills that would be needed for different professions.
The Social Interaction area of learning the school acceptable use policy is covered in one of the first classes. Students must also sign a form. The advantages and disadvantages of using technology is shown by comparing the use of library information versus finding information, pictures and graphs on the internet.
Information and Communication Tools/Processes is taught throughout the entire quarter. Problems are discussed and solved as they come up. Technology use and projects include: excel-bowling chart, business cards, tables and borders-menu, animation, flyers, word art, brochures and research papers. Students are also shown how to do work cited when taking any information off the internet.
The Information Literacy/Decision Making section is taught in the beginning of the quarter. The school police officer discusses internet crime and safety and students complete an online safety survey. They are pointed toward other sites besides google when they search for information. The reliability of each site is also discussed so that students can tell which sites are accurate and relevant.
One of Patrick Henry's teachers was on the state committee to change the standards and she was helpful in supplying information to me.
Technology at Sioux Falls Christian
I was sad to find out that our school does not currently have a technology plan in place. I talked with our tech coordinator- and he said that he is busily working on getting this set up for us to implement.
So currently each teacher is doing his or her own thing! Some perhaps are even unaware that there are official technology standards! I am working very hard to get my team and I to satisfy the standards in our grade level. But this year our school is requiring nothing.
The first standard discusses this history and progression of technology. I had an in depth lesson where we discussed the development of tools in farming, and then how communication has progressed throughout the years, and then finally how computers have progressed, and how they are a wonderful tool for us. I had them brainstorm what it would have been like before technology was developed, and then they journaled about what future technologies they could com up with.
Also for the safety/ethical/legal issues standard- we as a class talk lots about what good ethical Christian behavior on computers would look like. How we can practice good Christian conduct, even in the computer lab. We also talked lots about safety issues and specifically never putting whole names on the web. For our blogs that we use weekly, the are only allowed to sign their first name.
The standard which has the students recognize and demonstrate skills and operating technological systems is one that we work very hard on in the 4th grade. Every computer lab lesson has at least one or more of these operations. We constantly are writing newsletters, which involves text boxes, copy and pasting pictures, carefully using spell check, and navigating through specific menus and tool bars. They also are required to save their document, and are accountable for relocating it the next time!
The standards state that 4th graders are required to key 10 WPM at 90% accuracy. Every computer lab lesson we work on keyboarding, and my students are already at or above this level! We do lots of games, and FUN activities where the students are accountable for proper keyboarding. They really pick up on this quickly!
Students also are understanding the purpose of information technologies to communicate with a variety of collaborators. We do weekly blogs in our class. Each student is then required to go back and read the blog and everyone else’s comments, and then they need to comment on other’s comments, etc! They LOVE the fact that they can write something on their computer, and use it to communicate to someone on the way other end of the room! This is an introduction to computer as a communication tool! This is a big highlight!
And the final standard that we satisfy in the 4th grade is students using technology to locate and acquire information. We do a HUGE animal research project in the 4th grade. The students are required to do all of their research for their specific animal on their own. They have to locate appropriate and accurate information. They also search for images of their animal!
We use technology an awful lot in the 4th grade, but there are no specific guidelines from our school! Hopefully next year it will be much better!
Karla Te Slaa
So currently each teacher is doing his or her own thing! Some perhaps are even unaware that there are official technology standards! I am working very hard to get my team and I to satisfy the standards in our grade level. But this year our school is requiring nothing.
The first standard discusses this history and progression of technology. I had an in depth lesson where we discussed the development of tools in farming, and then how communication has progressed throughout the years, and then finally how computers have progressed, and how they are a wonderful tool for us. I had them brainstorm what it would have been like before technology was developed, and then they journaled about what future technologies they could com up with.
Also for the safety/ethical/legal issues standard- we as a class talk lots about what good ethical Christian behavior on computers would look like. How we can practice good Christian conduct, even in the computer lab. We also talked lots about safety issues and specifically never putting whole names on the web. For our blogs that we use weekly, the are only allowed to sign their first name.
The standard which has the students recognize and demonstrate skills and operating technological systems is one that we work very hard on in the 4th grade. Every computer lab lesson has at least one or more of these operations. We constantly are writing newsletters, which involves text boxes, copy and pasting pictures, carefully using spell check, and navigating through specific menus and tool bars. They also are required to save their document, and are accountable for relocating it the next time!
The standards state that 4th graders are required to key 10 WPM at 90% accuracy. Every computer lab lesson we work on keyboarding, and my students are already at or above this level! We do lots of games, and FUN activities where the students are accountable for proper keyboarding. They really pick up on this quickly!
Students also are understanding the purpose of information technologies to communicate with a variety of collaborators. We do weekly blogs in our class. Each student is then required to go back and read the blog and everyone else’s comments, and then they need to comment on other’s comments, etc! They LOVE the fact that they can write something on their computer, and use it to communicate to someone on the way other end of the room! This is an introduction to computer as a communication tool! This is a big highlight!
And the final standard that we satisfy in the 4th grade is students using technology to locate and acquire information. We do a HUGE animal research project in the 4th grade. The students are required to do all of their research for their specific animal on their own. They have to locate appropriate and accurate information. They also search for images of their animal!
We use technology an awful lot in the 4th grade, but there are no specific guidelines from our school! Hopefully next year it will be much better!
Karla Te Slaa
Thursday, September 13, 2007
State Tech Standards for Students
After examining Tri-Valley's technology and tablet policies, I do feel that the school covers the state's student technology standards whether it is in the individual classrooms or done in our advisory time.
Tri-Valley is a One-to-One school, and many of the policies and classroom procedures have been written to fulfill the student technology standards. Tri-Valley does a good job explaining how computers are a part of our everyday lives and that in order for our students to be ready to enter the workforce they need to be trained and skilled in the area of technology. The tablets really do enhance the educational experience for the students. However, even though there are real advantages to the tablets and other technologies, students and staff do see first hand what happens when technology fails. It may be that the servers are down, the internet is down, or email is not functioning; this is part of being in a technological society, and it is one of the students' standards.
Students in my classroom are instructed on how to evaluate a source and determine whether or not it is accurate or biased. This is important for students; I don't want them to think that even though all this information is at their fingertips that it is all reliable. Students are assessed in project based learning activities which incorporate technology into the assessment. Both of which are student standards.
The staff at Tri-Valley use WebCT6 as a central learning hub for the students. This builds so many skills, and the students are becoming very fluent in the program. They use the calendar feature to organize their classwork, they get their notes for lecture, and they take their e-quiz during class.
The students also have evaluated the acceptable use policy that covers our district in their advisory time. This was a great way for students to feel like they were are part of the implementation process.
Not a day goes by when I am not using technology in the classroom. It is a learning process for students and staff alike: a wonderful learning experience.
Ellory Stroh
Tri-Valley is a One-to-One school, and many of the policies and classroom procedures have been written to fulfill the student technology standards. Tri-Valley does a good job explaining how computers are a part of our everyday lives and that in order for our students to be ready to enter the workforce they need to be trained and skilled in the area of technology. The tablets really do enhance the educational experience for the students. However, even though there are real advantages to the tablets and other technologies, students and staff do see first hand what happens when technology fails. It may be that the servers are down, the internet is down, or email is not functioning; this is part of being in a technological society, and it is one of the students' standards.
Students in my classroom are instructed on how to evaluate a source and determine whether or not it is accurate or biased. This is important for students; I don't want them to think that even though all this information is at their fingertips that it is all reliable. Students are assessed in project based learning activities which incorporate technology into the assessment. Both of which are student standards.
The staff at Tri-Valley use WebCT6 as a central learning hub for the students. This builds so many skills, and the students are becoming very fluent in the program. They use the calendar feature to organize their classwork, they get their notes for lecture, and they take their e-quiz during class.
The students also have evaluated the acceptable use policy that covers our district in their advisory time. This was a great way for students to feel like they were are part of the implementation process.
Not a day goes by when I am not using technology in the classroom. It is a learning process for students and staff alike: a wonderful learning experience.
Ellory Stroh
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