Action Plan: To integrate technology into all parts of curriculum Administrators will review data from the STaR Chart and technology survey with all staff. By analyzing the data, staff will be made aware of their progress toward meeting the goals of the Long Range Plan of Technology. Resources include the STaR Chart and technology survey results. For the evaluation process, teachers will write strengths and weaknesses gathered from data on sticky notes and place on a T-Chart.
Campus Instructional Technology Specialist will train teachers how to use the Dukane AirSlate 3 and incorporate it into lessons. By using the AirSlates, students will be more engaged in lessons allowing teachers to address different learning styles. Resources include the Dukane AirSlate 3. Teachers will complete an evaluation form for training.
Grade level teachers will work together to create lessons using the Dukane Airslate 3. Teachers will be required to create one activity for language arts, math, and science aligned with a lesson from the upcoming unit incorporating the use of the Dukane AirSlate 3. Teachers will collaborate as a team in coming up with strategies to incorporate the use of AirSlates during lessons. Evaluation will include lesson plans that incorporate the use of the SirSlate 3.
After conducting the lessons with their students, teachers will share successes and downfalls of lessons. Staff will be able to learn new strategies using the AirSlates and/or make suggestions for improvement. By allowing time for reflection, teachers will learn how to make adjustments to fit the needs of all students. All grade levels will present one lesson which incorporated the use of the AirSlate 3 and teachers will fill out an evaluation form.

STaR Chart

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Texas STaR Chart - Educator Preparation and Development

The Texas Campus STaR Chart can be used to evaluate a school’s progress toward meeting the goals of the Long Range Plan for Technology. It can also be used for technology planning, budgeting for resources, and evaluation of progress in local technology projects. The summary chart looks at four key areas including Teaching and Learning, Educator Preparation and Development, Leadership Administration & Instructional Support, and Infrastructure for Technology.
The Educator Preparation and Development (EP) area covers professional development experiences, models of professional development, capabilities of educators, technology professional development participation, levels of understanding and patterns of use, and capabilities of educators with online learning.
In the past three years, the Texas Campus STaR Chart Summary has ranked EP the weakest area at my campus. It also was ranked low statewide in 2007-2008. There has been very little improvement at my campus over the past three years in this area. I believe teachers are not taking advantage of the professional development offered for technology growth. It is not a requirement for teachers in my district to take technology professional development to receive credit. I believe teachers are so overwhelmed that they are taking classes that count as required credit only. If the district would start giving teachers credit for their time in attending the much needed technology professional development and allow time for planning and collaboration, we might see the area Educator Preparation and Development increase. We have a lot of technology available on campus, but many teachers don’t know how to use it.

Summary of Pre-K Technology Applications TEKS

Pre-K students will develop their knowledge of technology through constant exposure and access to computers. These students will use developmentally appropriate software to build their learning. Children in Pre-K are expected to learn the basic functions of the computer including starting, using, and closing programs. Students will also begin to use the correct vocabulary associated with the basic parts and functions of a computer. They will also learn the right way to use a computer successfully. In addition, Pre-K students will be exposed to a variety of input devices and interact with digital storybooks. There are many TEKS that are spiraled throughout the Technology Applications TEKS in each of the grade level clusters. Some examples include using terminology, using a variety of input devices, proper keyboarding skills, producing documents, selecting appropriate strategies to navigate online and access information, using a variety of data types and software, and publishing information. It seems that as students move through the different grade levels, their previous skills are built upon to gain a more in depth knowledge of technology.

The Texas Long-Range Plan for Technology, 2006-2020, is a comprehensive strategic plan divided into four domains developed to help promote the performance of students in technology. Therefore, teachers need to strive to always become more proficient in the ever changing world of technology. As an instructional leader, I will guide the use of technology by expecting that it be incorporated into all aspects of learning for the diverse needs of our students. I will make sure to have a shared vision for integrating technology into the everyday uses at my building. I will also see to it that all staff attends professional development to receive the most up to date training and strategies for teaching with technology. Students will in turn have the tools needed to be successful in our world.

For my class Instructional Leadership: The Technology Link, I completed the Technology Applications Inventory to assess my knowledge and skills in the four major domains of the Technology Applications TEKS. The inventory showed my greatest strength to be within the Foundations strand. Within the Foundations strand I am able to use the keboard proficiently, perform basic software applications, and I am familiar with a variety of productivity tools. The performance descriptors in the Foundations domain are practiced throughout the study of Technology Applications. The area I seemed to be weakest in was Communication. I am not as familiar with the use of different layouts in a database to communicate information or publishing in a variety of ways. I need to increase my knowledge in designing and creating interdisciplinary multimedia presentations. The SETDA survey shows that our district holds high standards for our schools at all levels as well as all teachers and students. My district has identified specific skills that students must have in order to be technologically literate and has a specific plan for helping students become technologically literate. Our district promotes best practices with technology ensuring that every classroom teacher learns those practices.