Technology Action Plan/ EDLD 5352

Stakeholders	Title	Job Description
Dr. Linda Henrie	Superintendent	Responsible for operation of the school district as a whole. This includes Technology Curriculum. Instructional Technology Staff (District Level).
Richard Armand	Administrative Officer	This group is responsible for the actual technology implementation on the district level. He puts on the plan into action. The Administrative Officer answers for the entire technology group to the superintendent.
Christina Cornell	Technology Facilitator	District staff member assigned to specific campus to assist and train planning and integration of technology. In addition, they also provide staff development to promote the integration of technology.
Holly Grubbs	Principal	Responsible for selected technology on campus and implementation through appropriate district and campus personnel. This is based on district requirements, site based committee, and STaR Chart findings.
Nominated grade level teachers/ representatives	Site Based Committee	This group works with principal to determine campus needs. This includes technology needs and development.
Campus Tech.	Mary McWilliams	Responsible for new technology implementation of and assisting teachers with questions concerning technology questions. This person works closely with Technology Facilitator.
Classroom Teacher		Responsible for implementing technology into the classroom. Teachers are assisted by C-Tech and Technology Facilitator.

 

Staff Development/Lessons Learned:

Our principal acts as a leader in technology implementation in that she has set a campus technology goal of having Promethean Boards and document cameras installed into every classroom. At this point, our campus is on an upward trend with the use of technology. Teachers are more comfortable with the basic productivity tools and are beginning to branch out into more sophisticated production tools. Its use is more common in our upper grade level than in our primary grades. The technology needs on our campus can be addressed by utilizing a couple of resources available through our district. The technology resource site for our district is comprehensive in addressing the individual needs of any staff member. It includes the website Atomic Learning where one can receive tutorials on a variety of software applications used within our district. The tutorials provided are user-friendly. For teachers that prefer face to face learning the district provides a technology strand of classes in its staff development catalog offering a range of classes from basic computer operations to more advanced classes teaching the in and outs of operating the Promethean Board and developing curriculum related flipcharts. Another great resource is located right on our campus. In examining the STaR chart we can locate staff members who are comfortable with technology incorporations within their curriculum and encourage them to act as mentors to those less who are less proficient in technology incorporation.

Evaluation:

The evaluation process can take place through evaluating lesson plans, classroom walk-through's, STaR chart findings, and display of student product. These evaluation methods are currently monitored daily, weekly, and monthly by our campus administrator allowing her to make determinations as to what new direction the campus should be geared towards.

 

Blog Posting #3

The executive summary of the National Educational Technology Plan was intended to set goals and to challenge our current methods of technology education. According the reading, under the Obama administration, education has taken a priority driven by two clear goals. These goals are: We will raise the proportion of college graduates from where it now stands (39%) so that 60% of our population holds a 2-year or 4-year degree, and we will close the achievement gap so that all students—regardless of race, income, or neighborhood—graduate from high school ready to succeed in college and careers. It’s the responsibility of educators today to overcome the fear of not being adequately trained and inexperienced in using technology. Our students do not know of a world without hand held devices and easy access to the Internet. They approach its use with great ease and are comfortable in trying out new technology tools. However, educators often view the approach of using technology with anxiety and are not comfortable with experimenting with new technological tools. Educators need to devote time, energy, and funds to increasing their ease and knowledge in working with these various tools. Once teachers are comfortable with these tools in their teaching they will become a seamless part of the students’ learning process. It is vital that teachers become connected in online learning communities that involve their students’ subject area experts, libraries, and other web resources. This is the way we will engage our students and prepare them for the 21st century.

Blog Posting #2

The vision of the Long-Range Plan Technology 2006-2020 is separated into 3 phases. The first phase spans 2006-2010, phase two spans 2011-2015, and phase III spans 2016-2020. Phase II and III should build and be developed off of phase I. Phase I calls for things such as providing the necessary technical support, and quality professional development. This phase also calls for the Technology Allotment to increase to at least $50.00 per student. Phase II and III is described within four areas: learners, educators, leaders, and infrastructure. Learners are to be able to relate and use technology in real life situations. Educators are prepared to use the digital tools and resources necessary to teach students. Leaders are responsible to establish environments that are technology rich. This infrastructure allows all involved to have all of the access they require.

The implementation of technology in the school depends on the leadership. Administrators and leaders must have an understanding of technology and its benefits in order to prepare their students for the 21st Century. This also includes modeling and using technology themselves. It is up to the administrator to set the example and provide the vision for technology. In order to do this there should be a plan in place. This plan should be established through the use of a technology committee involving stakeholders. In addition, it is up to the administrator to provide and/or promote the appropriate training for staff to become more proficient in technology. This could be through professional development or distance education.

Finally, one size fits all does not work for today’s students. They are familiar with technology and understand its benefits. Technology is a part of their daily life. Due to this fact the content taught must be relevant and address the learning style of every student. I found this report to be informative and an honest evaluation of where need to be as educators. I made me examine my goals and use of technology in my classroom. I believe our district is moving the right direction in implementing the appropriate tools educators need, but on personal levels many teachers are lacking the skill to make technology a seamless part of their classroom. Much of this is due to lack of time.

Blog Posting #1

The area of educator preparation and development is essential for today’s classroom teacher. Teachers must be able to prepare students for their future in a manner that assures that students will not simply survive, but be able to thrive in our hi-tech society. According to the Texas Long Range Plan for Technology, preparing educators through professional development will help to move us from traditional schooling to 21st Century education. The challenge for our state and nation is being able to secure time, resources, and effective models for educator professional development. Resources are of major concern in many districts state and nationwide, which hinder the progress of being able to effectively implement technology into our classrooms. However, in there has been significant progress made in our school district when it comes to technology. Mesquite ISD has committed significant time and funds to develop a technological infrastructure that can address teaching teachers’ 21st century skills and how to implement them within the classroom setting. Mesquite is dedicated to staying on top of emerging technological trends. Currently, Mesquite Independent School District is in the process of installing Promethean boards in all classrooms across the district and they offer numerous staff development classes for teachers to understand how the boards operate and how to develop to flip chart that pertain to their specific curriculum. Another area that the district has committed itself to is a digital library. Any staff, students, and parents can access this library and download e-books or audio books to enjoy. All that the patron needs is an internet connection and a computer, phone, or compatible electronic device. My recommendation would be for districts to evaluate the current technology trends and how they can be incorporated in to the educational setting.

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Week 4-- Revisions and Comments

I was a little worried because I had not gotten any feedback/comment posted on my blog concerning my action research plan. I used the discussion board to request the help of my classmates regarding my blog posting, and I received it. It was suggested on my blog that I should consider giving teachers background information about school climate and culture before conducting the surveys. I think this is a good suggestion as some teachers are not familiar with all aspects of school climate and culture. If I can provide them with such information I could ensure more accurate responses, and also help them know exactly what I am looking for in the surveys. It was also suggested that I could include a survey rating the effectiveness of any new initiatives implemented by the principal. There is bound to be several new initiatives with a new incoming principal. I will consider making one or both of these revisions to my action research plan.

Action Research Plan

Goals and Objectives
To determine what type of perception teachers have of the new principal at the beginning, middle, and end of school year.
To determine the impact a new principal has on a school’s climate and culture.
To determine the new principal’s decisions have on the school’s climate and culture.
To gather a committed group of sample teachers to complete the online surveys throughout the school year.

Activities
Establish a baseline of teacher perception at the beginning of the year.
• Using the Likert Scale
Format Google survey for sample teachers.
Locate and research professional publications regarding school climate and culture.
Use blog to post additional perception questions as changes in the school climate and culture are identified.
Compile findings in a suitable format.

Research and Tools Needed
Google surveys/questionnaires
Professional publications and websites dealing with the topic being addressed.
Blog
Likert Scale survey

Timeline
Baseline should be established by August 20, 2010.
Google survey’s completed at the end of the first, third, and sixth six weeks.
Select professional materials by November 1, 2010.
Compile data by June 2011.

Persons Responsible for Implementation
I will take on the responsibility of implementing this action research. I will obtain needed information through committed teacher surveys throughout the course of the research.

Process for Monitoring Goals and Objectives
I will monitor the progress through the use of my timeline. I will monitor my blog for possible topics of discussion and changes in teacher perception.

Assessment Instrument
Google surveys, Likert Scale survey, and blogs