Tecka Mobley
Education 5352 – Instructional Leadership
Reflecting back on the beginning of this course, I am not sure what outcomes I had envisioned. I do know that when this course began I hoped to acquire enough knowledge and skills to help my campus reach its technology goals. I also hoped to gain the ability to analyze and facilitate the use of technology to enhance teaching and learning. I would have to say that I did achieve the outcomes that I envisioned, because the knowledge and skills that I have gained in this course has prepared me to confidently design and apply skills for monitoring and evaluating change the will allow me to make the needed adjustments to achieve my campus technology goals. As a leader it is important to be able to promote the success of all students through my leadership. The actual outcomes of this course aligned perfectly with those that I had envisioned. I was able to learn how to recognize the needs of digital – age students, as well as the strategies and tools needed to meet those digital needs. I was also able to analyze different data sources, such as the STaR chart to help me make informed decisions about the technology needs of my campus. These outcomes that I have achieved are extremely relevant to the work that I do in my school because the world is changing and the students that I will be leading are digital learners. They need more than the traditional methods of teaching. The outcomes I have achieved through this course have already helped me in my work today, and will only make my work as a technology leader that much easier to accomplish. As I reflect back on all the proposed outcomes of this class, I would have to say that I achieved all of them. I would however, like to be more knowledgeable about the key components of the Texas Lone-Range Plan for technology. I feel that having a better understanding of these components will help me be more confident in my decision making when it comes to the technology needs of my campus.
As I reflect back on course assignments from this class, I realized that although there was great frustration involved in completing each assignment, the feeling of accomplishing them was even greater. I was successful in carrying out each assignment for this course. Week one assignment was somewhat discouraging because the instructions were somewhat vague. Once I received clarification I was able to complete the assignment with great success. I have to say that looking back at the assignment from week one, creating a blog, seemed overwhelming to me. I was pleasantly surprised at how easy it actually was. It was fun too. I was successful in carrying out week two assignment, but was a little discouraged on trying to upload my STaR chart power point to my blog page. I was able however to create a successful presentation that outlined the strengths and weaknesses in technology at my campus, and upload it to my blog. I have to say that week three did not pass without discouragement, only because of the time it took to complete the interviews for the assignment. I was able to complete the assignment, but only at the last minute, and that was discouraging and frustrating at the same time. When I think back to last week, and the assignment for week four, I can remember being somewhat frustrated. I had to really think about all the things I had learned in this class. Creating the action plan for professional development was difficult for me because I feel that my knowledge of technology is somewhat inadequate to make meaningful decisions. I was able to come up with an action plan that was very beneficial. I think back now about the last four weeks and I feel that I was successful in carrying out each week’s assignments.
As I reflect back over the past four weeks in this course, I realized that I have learned a lot about myself, about my technology and leadership skills, as well as my over-all attitude about instructional leadership and technology. When this course began five weeks ago I felt like my knowledge of technology was inadequate. I wasn’t sure that I could be successful in implementing effective technology leadership strategies in ways that would improve learning because I was uncomfortable with the whole technology leadership idea. What I learned about myself is that I can actually do the things I was unsure about. I found out that I could successfully create my own blog and upload data to it. I also learned that I can create meaningful technology strategies that will help improve learning for teachers and students. From the Technology Application Inventory Survey I learned that I need more practice and knowledge in the areas of foundations, information acquisition, solving problems, and in communication. I feel that this class has given me more of the knowledge I need in these four domains. As far as my technology skills, I learned that I can actually do more than I first thought. I learned about different technology applications that are available, and how to utilize those applications to improve learning in the classroom. As I think back about the staff development action plan assignment, I can remember being worried because I didn’t feel I could come up with effective strategies for professional development. What I learned was that I can be a good leader and I can facilitate the design and implementation of curricula that enhances teaching and learning. When I think back about my attitudes about technology, I realized that I had a very negative attitude. That attitude stemmed from my lack of knowledge in technology applications. After this class, I feel that my attitude has changed. I now look at technology as a necessary learning tool. I am excited about the knowledge I have gained and the outcomes I have achieved in this course.
Today’s students need to be able to think and operate in ways that traditional education cannot prepare them for. Through this class I have learned that one way to achieve this is through the use of blogs. I never thought about blogging having an educational value until now. Blogs provide a communication space that teachers can utilize with students whenever there is a curriculum need to develop writing, share ideas, or just reflect on work being done in the classroom. I believe that blogs are valuable to education because they give students a genuine and potentially worldwide audience for their work. This can result in feedback and greatly increase student motivation to do their best work. Blogs also give students ownership over their own learning as well as an authentic voice allowing them to articulate their needs. I also learned through this course that a great value of blogs to education is that they foster the development of a learning community through collaboration.
Although there are many educational values to using blogs in school, there are just as many concerns. Reflecting back on the readings and my interviews, I have learned that a major concern with using blogs in school is the threat of cyber stalkers or predators. Inappropriate sharing is also a huge concern since students themselves are creating the on-line content. There are several risks to inappropriate sharing such as fraud and theft, where students become victims of a crime. I feel that as an administrator it is my job to make the best decisions for my students. Reflecting back to the readings for week four, I learned about intellectual property. I can see where this would be a concern when using blogs in education due to the ease of copying materials on-line.
There is always going to be educational value and concerns when using technology for education, and blogging has its share of both. One thing I have learned for sure about blogging is that is fosters collaboration. Blogs can be used to communicate with all school stakeholders. As a school administrator I would use blogs to post announcements, projects, photos, calendar, and to communicate with the entire school community. Blogs can be used as a building blog to the school website, where each department could have their own blog and update it when needed. The blogs can also be used to continue dialogue between meetings, or even used to archive minutes from meetings. Another way blogs could be used to communicate with stakeholders is to use the blog for classroom newspapers to parents and for internal communication to staff.
Wednesday, December 16, 2009
Sunday, December 13, 2009
Professional Development Action Plan
Week 4 Assignment, Part 1: Development of an organization chart integrating technology
Using the campus and district improvement plans, and any suggested technology improvements, develop an organization chart that includes the following:
· Identify by title or job description all personnel/stakeholders responsible for integrating technology and instructional and organization leadership from the district office to the campus and classroom;
· Provide a brief description of the role and responsibilities of all identified personnel in your organizational chart;
· Discuss the role of the principal in making sure the organizational chart is implemented and monitored.
JOB TITLE
ROLES AND RESPONSIBILITIES
Superintendent
Creates a vision and sets the tone for technology use in the district. Understands the elements and characteristics of long-range planning for the use of current and emerging technology. Works with the Technology Director and Curriculum Director in planning for technology.
Curriculum Director
Works with the superintendent and technology director on curriculum alignment and program implementation. Provides leadership and management of curriculum related to instructional programs and services to the district.
Technology Director
Responsible for the delivery of technology strategies and solutions such as hardware, software, and learning solutions. Over sees the Development, implementation, operation, monitoring, and evaluation of the technology program of the school district
Campus Technology Instructor
Assists teachers with technology lessons. Implements technology programs on campus. Responsible for ensuring teachers have proficiency training. Also takes care of all campus technology problems.
Principal
Ensures the implementation of technology through classroom observations. Uses data such as the Texas STaR Chart, and ensures appropriate use of funds.
Teacher
Responsible for proper technology implementation in the classroom. Teaches students to use technology as a learning tool. Differentiates learning for each students to ensure student comprehension.
Week 4 Assignment, Part 2: Professional Development Planning
Using the campus and district improvement plans, and any suggested technology improvements, develop professional development activities that include the following:
· Reference analysis and lessons learned about the technology needs from the Week 3 report;
· Addresses professional development designed to improve the gathering, analysis and use of data from a variety of sources;
· Includes professional development to improve decision making in the integration of technology with instructional and organizational leadership.
Professional Development Activity #1 - Gathering, Analyzing, and the use of Data from a variety of sources.
RATIONAL
Based on my campus technology report from week 3, I realized that although my campus uses the STaR chart to create or update the Campus Improvement Plan (CIP), the teachers on my campus really don’t understand what it is. I believe that if our campus is going to reach our technology goals, then all teachers must look at and analyze the Star chart to help them make the best decisions for our students when it comes to technology and making improvements.
NOTE
Data will be used from the district STaR chart, observations, and surveys.
1. Introduction: A brief introduction of session presenters will be given, and participants will be invited to enjoy a snack and refreshment before the session begins.
2. Utilizing District Data- After a brief description of the session goals and objectives the following question will be posed: What is a STaR Chart?
3. Participants will discuss the question with participants at their individual tables.
4. Participants will be asked to view a power point showing the 2006 – 2007 STaR report for Prosper Middle School by accessing the following site: teckamobley.blogspot.com
5. The Participants will be asked to disaggregate the data and answer the following questions with in their group:
· How is the information the STaR chart used?
· Based on the data, what area of technology do we need to improve?
6. Participants will write their response to question #2 on an index card. These cards will be given to central administration.
7. The groups will come together as a whole group to discuss responses to the questions.
8. After the whole group discussion, each participant will be given a professional development survey to fill out for future professional development activities the feel are needed at our campus to improve technology.
9. Surveys will also be given to central administration.
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional an organizational leadership must include evaluation components that provide measurable outcomes designed to address the following:
· Uses data and other analysis from the Week 3 report, including using the campus and district improvement plans, and local or state technology plans;
· Provides assessments and/or monitoring reports measuring professional development designed to use technology to improve the gathering, analysis and use of data from a variety of sources;
· Provides assessments and/or monitoring evaluating professional development to improve decision making in the integration of technology with instructional and organizational leadership.
Professional Development Activity #2 – Integration of Technology with Instructional and organizational Leadership
RATIONAL
Based on my campus technology report from week 3, I realized that even though my campus offers several ways that technology can be used to deliver and enrich instruction, teachers need to improve on using technology for communication.
NOTE
The purpose of this professional development session is to help teachers use technology effectively to communicate using the latest communication models such as: blogging, podcasting, and RSS (Really Simple Syndication).
1. Introduction: Session Presenters will be introduced and participants will be offered snacks and drinks before the session begins.
2. Learning about New Digital Communication Models: The session will begin with a brief icebreaker question: Who knows about blogging, podcasting, and RSS’s? Participants will discuss the question with people at their table.
3. A short introduction on each of the three will be given, along with examples of each using the following sites:
· http://www.elise.com/web/a/what_is_blogging.php
· http://www.searchenginejournal.com/index.php?p=1239
· http://www.rss.softwaregarden.com/aboutrss.html
4. After discussing each of these models, participants will be asked to discuss with their group how they could see themselves or other teachers using these technologies in the classroom.
5. Groups will come together and discuss responses to question.
6. Participants will be given a note card and will be asked to respond to the following question:
*Why are blogging, podcasting, and RSS important to teaching in a digital society?
7. Note cards will be collected, and the presenter will read the responses. The participants will then have a change to comment on the responses to the question.
Session will end with participants filling out a session evaluation sheet.
Monitoring and Evaluation
Professional Development Activity #1
Goal – To teach teachers to use and understand district data to help monitor student progress, and to help teachers make better decisions when it comes to academic and technology goals.
Time Line – By the end of the current school year (June 2010)
Indicators:
Quantitative – STaR chart data will be improved by at least one point in the areas or Teaching and Learning, Educator Preparation and Development, Leadership, administration and instructional support, and Infrastructure for Technology.
Domain
2007-2008
2008-2009
2009-2010
Improvement
YES or NO
Teaching and Learning
13
Dev. Tech
16
Advanced Tech
Education Prep, and Dev.
13
Dev. Tech
15
Advanced Tech
Leadership, Admin, & Instr. Support
18
Advanced Tech
19
Advanced Tech
Infrastructure for Technology
14
Dev. Tech
18
Advanced Tech
Qualitative – Teachers will complete the district professional development survey
Students will complete the technology survey
Student Technology Survey
School –
Teacher-
Directions – Circle the answer that best describes your technology use at school.
1. How many times each week do you use a computer in your classroom?
0-1 times 2-3 times 4 times 5 or more times
2. How many times do you use technology outside of your classroom?
0-1 times 2-3 times 4 times 5 or more times
3. How many times a week do you see your teacher use technology to teach?
0-1 times 2-3 times 4 times 5 or more times
4. How many times a week would you like to use technology at school?
0-1 times 2-3 times 4 times 5 or more times
5. What types of digital technology would you like to use at school as a learning tool?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Professional Development Activity #2
Monitoring and Evaluation
Goal: To have users learn about the latest communication methods, and to allow educators to discover new ideas for using technology to communicate.
Time line – By the end of the current school year (June 2010).
Indicators -
Quantitative - STaR chart data will be improved by at least one point in the areas or Teaching and Learning, Educator Preparation and Development, Leadership, administration and instructional support, and Infrastructure for Technology.
Qualitative – Teachers will complete the professional development survey
Students will complete the technology survey
Using the campus and district improvement plans, and any suggested technology improvements, develop an organization chart that includes the following:
· Identify by title or job description all personnel/stakeholders responsible for integrating technology and instructional and organization leadership from the district office to the campus and classroom;
· Provide a brief description of the role and responsibilities of all identified personnel in your organizational chart;
· Discuss the role of the principal in making sure the organizational chart is implemented and monitored.
JOB TITLE
ROLES AND RESPONSIBILITIES
Superintendent
Creates a vision and sets the tone for technology use in the district. Understands the elements and characteristics of long-range planning for the use of current and emerging technology. Works with the Technology Director and Curriculum Director in planning for technology.
Curriculum Director
Works with the superintendent and technology director on curriculum alignment and program implementation. Provides leadership and management of curriculum related to instructional programs and services to the district.
Technology Director
Responsible for the delivery of technology strategies and solutions such as hardware, software, and learning solutions. Over sees the Development, implementation, operation, monitoring, and evaluation of the technology program of the school district
Campus Technology Instructor
Assists teachers with technology lessons. Implements technology programs on campus. Responsible for ensuring teachers have proficiency training. Also takes care of all campus technology problems.
Principal
Ensures the implementation of technology through classroom observations. Uses data such as the Texas STaR Chart, and ensures appropriate use of funds.
Teacher
Responsible for proper technology implementation in the classroom. Teaches students to use technology as a learning tool. Differentiates learning for each students to ensure student comprehension.
Week 4 Assignment, Part 2: Professional Development Planning
Using the campus and district improvement plans, and any suggested technology improvements, develop professional development activities that include the following:
· Reference analysis and lessons learned about the technology needs from the Week 3 report;
· Addresses professional development designed to improve the gathering, analysis and use of data from a variety of sources;
· Includes professional development to improve decision making in the integration of technology with instructional and organizational leadership.
Professional Development Activity #1 - Gathering, Analyzing, and the use of Data from a variety of sources.
RATIONAL
Based on my campus technology report from week 3, I realized that although my campus uses the STaR chart to create or update the Campus Improvement Plan (CIP), the teachers on my campus really don’t understand what it is. I believe that if our campus is going to reach our technology goals, then all teachers must look at and analyze the Star chart to help them make the best decisions for our students when it comes to technology and making improvements.
NOTE
Data will be used from the district STaR chart, observations, and surveys.
1. Introduction: A brief introduction of session presenters will be given, and participants will be invited to enjoy a snack and refreshment before the session begins.
2. Utilizing District Data- After a brief description of the session goals and objectives the following question will be posed: What is a STaR Chart?
3. Participants will discuss the question with participants at their individual tables.
4. Participants will be asked to view a power point showing the 2006 – 2007 STaR report for Prosper Middle School by accessing the following site: teckamobley.blogspot.com
5. The Participants will be asked to disaggregate the data and answer the following questions with in their group:
· How is the information the STaR chart used?
· Based on the data, what area of technology do we need to improve?
6. Participants will write their response to question #2 on an index card. These cards will be given to central administration.
7. The groups will come together as a whole group to discuss responses to the questions.
8. After the whole group discussion, each participant will be given a professional development survey to fill out for future professional development activities the feel are needed at our campus to improve technology.
9. Surveys will also be given to central administration.
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
The technology action plan integrating instructional an organizational leadership must include evaluation components that provide measurable outcomes designed to address the following:
· Uses data and other analysis from the Week 3 report, including using the campus and district improvement plans, and local or state technology plans;
· Provides assessments and/or monitoring reports measuring professional development designed to use technology to improve the gathering, analysis and use of data from a variety of sources;
· Provides assessments and/or monitoring evaluating professional development to improve decision making in the integration of technology with instructional and organizational leadership.
Professional Development Activity #2 – Integration of Technology with Instructional and organizational Leadership
RATIONAL
Based on my campus technology report from week 3, I realized that even though my campus offers several ways that technology can be used to deliver and enrich instruction, teachers need to improve on using technology for communication.
NOTE
The purpose of this professional development session is to help teachers use technology effectively to communicate using the latest communication models such as: blogging, podcasting, and RSS (Really Simple Syndication).
1. Introduction: Session Presenters will be introduced and participants will be offered snacks and drinks before the session begins.
2. Learning about New Digital Communication Models: The session will begin with a brief icebreaker question: Who knows about blogging, podcasting, and RSS’s? Participants will discuss the question with people at their table.
3. A short introduction on each of the three will be given, along with examples of each using the following sites:
· http://www.elise.com/web/a/what_is_blogging.php
· http://www.searchenginejournal.com/index.php?p=1239
· http://www.rss.softwaregarden.com/aboutrss.html
4. After discussing each of these models, participants will be asked to discuss with their group how they could see themselves or other teachers using these technologies in the classroom.
5. Groups will come together and discuss responses to question.
6. Participants will be given a note card and will be asked to respond to the following question:
*Why are blogging, podcasting, and RSS important to teaching in a digital society?
7. Note cards will be collected, and the presenter will read the responses. The participants will then have a change to comment on the responses to the question.
Session will end with participants filling out a session evaluation sheet.
Monitoring and Evaluation
Professional Development Activity #1
Goal – To teach teachers to use and understand district data to help monitor student progress, and to help teachers make better decisions when it comes to academic and technology goals.
Time Line – By the end of the current school year (June 2010)
Indicators:
Quantitative – STaR chart data will be improved by at least one point in the areas or Teaching and Learning, Educator Preparation and Development, Leadership, administration and instructional support, and Infrastructure for Technology.
Domain
2007-2008
2008-2009
2009-2010
Improvement
YES or NO
Teaching and Learning
13
Dev. Tech
16
Advanced Tech
Education Prep, and Dev.
13
Dev. Tech
15
Advanced Tech
Leadership, Admin, & Instr. Support
18
Advanced Tech
19
Advanced Tech
Infrastructure for Technology
14
Dev. Tech
18
Advanced Tech
Qualitative – Teachers will complete the district professional development survey
Students will complete the technology survey
Student Technology Survey
School –
Teacher-
Directions – Circle the answer that best describes your technology use at school.
1. How many times each week do you use a computer in your classroom?
0-1 times 2-3 times 4 times 5 or more times
2. How many times do you use technology outside of your classroom?
0-1 times 2-3 times 4 times 5 or more times
3. How many times a week do you see your teacher use technology to teach?
0-1 times 2-3 times 4 times 5 or more times
4. How many times a week would you like to use technology at school?
0-1 times 2-3 times 4 times 5 or more times
5. What types of digital technology would you like to use at school as a learning tool?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Professional Development Activity #2
Monitoring and Evaluation
Goal: To have users learn about the latest communication methods, and to allow educators to discover new ideas for using technology to communicate.
Time line – By the end of the current school year (June 2010).
Indicators -
Quantitative - STaR chart data will be improved by at least one point in the areas or Teaching and Learning, Educator Preparation and Development, Leadership, administration and instructional support, and Infrastructure for Technology.
Qualitative – Teachers will complete the professional development survey
Students will complete the technology survey
Saturday, November 28, 2009
Friday, November 27, 2009
Texas STaR Chart- Infrastructure for Technology
Infrastructure for Technology is the fourth part of the Texas Long Range Plan for Technology. It is the key element of all four areas of the plan. The infrastructure will provide the following: 24/7 broadband access to all e-learning technologies, just-in-time technical assistance ensuring accurate, secure data, and data standards supporting inter-operability and user accessibility. Progress in the area of infrastructure is being made at the local, state, and national level by creating a sense of community that is conductive to interdisciplinary projects and expansion of learning that goes beyond the classroom. Based on the data from the state, more schools were rated advanced and target tech in 2007-2008 as compared to 2006-2007. More local school districts are meeting the Texas Long Range Plan goal by increasing their technology support budget. Trends in the infrastructure for technology show a steady progress toward meeting the recommendations set forth in the plan. With the help of collaboratives, education service centers, local, state, and Federal funding, school districts in Texas are making great strides in the area of infrastructure of technology. I believe that there are things that can be done to strengthen this area at the local, state, and regional level. I would recommend that TEA partner with other state agencies and institutions of higher education to develop and implement a high-speed, high capacity statewide telecommunication network. Regional Education Centers should try to maintain and expand the regional technology and telecommunications infrastructure to meet the growing demands of school districts , and local agencies can design, install, and maintain a technology and telecommunication infrastructure for communications and services that ensure equitable access.
Thursday, November 26, 2009
Texas Long Range Plan- Learning
After reviewing the Texas Long Range Plan I have learned that there are four important components to developing a shared vision for teaching and learning. The four components are: Teaching and Learning, Educator Preparation and Development, Leadership, Administration, and Instructional Support, and Infrastructure for Technology. I have learned that no matter where a student lives or attends school, educational technology is extremely important when it comes to the learning environment. Distance learning is a valuable tool that provides students with equal access to a quality education. Educators have to commit to ongoing professional development, as well as model appropriate use of technology. It is important that systems of technical support, staffing patterns, budgeting functions, and funding acquisitions require ongoing professional development as well. I have learned that the infrastructure of a school is the key element for all four components of the Texas Long Range Plan.
My new learning can assist me as an instructional leader by helping me create flexible learning environments to maximize teaching and learning. It will help m e budget and monitor the technology plan as well. With this new learning I will be able to expand the curriculum on-line, via digital technology by providing distance learning.
My new learning can assist me as an instructional leader by helping me create flexible learning environments to maximize teaching and learning. It will help m e budget and monitor the technology plan as well. With this new learning I will be able to expand the curriculum on-line, via digital technology by providing distance learning.
Pre-K TEKS
The Pre-k Technology Application TEKS act as a guideline for what pre-k students should be able to do. Under the pre-k guidelines students should be able to acquire information, solve problems, and communicate with others. Regular exposure to technology will enhance their learning. At this level students will be able to learn and handle input devices such as a mouse, keyboard, voice recorder, and touch screens. These students will also learn terminology associated with technology such as "printer" and "CD-ROM."
The Pre-K TEKS help lay the foundation for future grades by helping the students to develop the intellectual, social, and practical skills that they will need to be successful in school. As they move on to higher grades they will be able to use recall information based on previous learning.
A spiraling curriculum is where students revisit key ideas in a discipline throughout a curriculum, but at a higher level of complexity that is consistent with the students prior knowledge. A spiraling curriculum helps promote discovery learning that results in students leaning to take responsibility for their own learning.
A series of TEKS in which students have multiple opportunities to master certain skills would consist of the following:
Foundation:
1.f - students perform basic software application functions including, but not limited to opening an application program and creating, modifying, printing, and saving documents
2.a - students demonstrate proficiency in the use of a variety of input devices such as a mouse, keyboard, microphone, and printer
Information Acquisition:
4.a - use strategies to locate and acquire desired information on LANS and WANS including the Internet, intranet, and collaborative software.
4.b- apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies
The Pre-K TEKS help lay the foundation for future grades by helping the students to develop the intellectual, social, and practical skills that they will need to be successful in school. As they move on to higher grades they will be able to use recall information based on previous learning.
A spiraling curriculum is where students revisit key ideas in a discipline throughout a curriculum, but at a higher level of complexity that is consistent with the students prior knowledge. A spiraling curriculum helps promote discovery learning that results in students leaning to take responsibility for their own learning.
A series of TEKS in which students have multiple opportunities to master certain skills would consist of the following:
Foundation:
1.f - students perform basic software application functions including, but not limited to opening an application program and creating, modifying, printing, and saving documents
2.a - students demonstrate proficiency in the use of a variety of input devices such as a mouse, keyboard, microphone, and printer
Information Acquisition:
4.a - use strategies to locate and acquire desired information on LANS and WANS including the Internet, intranet, and collaborative software.
4.b- apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies
Technology Survey Reflection
After completing the Technology Application Inventory I discovered some strengths and weaknesses in my overall educational technology knowledge. My strengths are in the Foundation domain. My weakness is in the information acquisition domain and in the communication domain. Reflecting on the results of the survey I realized that I can perform basic software applications that I am knowledgeable about. The responses that I answered "no" to was responses that asked me to delineate between, or distinguish between something. I realized that there is so much out there in the technology world that I have heard about, but have no idea how to perform. I also realized that there is technology that I have not even heard about. I need to be more knowledgeable in the terminology and applications. I agree somewhat with the survey, because I only work with what I know and I really never have tried to learn anything new about technology, because it scares me in some way. I disagree in part with the survey because I feel that my strengths are really in the communication. I see now that there is much to learn when it comes to technology and if I want to stay on top of things in the 21st century, I will have to learn more technology applications.
The results of the SETDA Teacher Survey indicates that my school is extremely technology supportive, but that I don't use what is available to me near enough in my classroom. As a result of my school being technology supportive I am presented with opportunities each week to learn new things. I just need to take advantage of those opportunities. I feel that my strengths are evident in basic computer applications, but my weakness lies in the lack of knowledge with terminology and knowing how to apply that terminology. The results of the survey show that my campus takes into consideration 21st century skills.
The results of the SETDA Teacher Survey indicates that my school is extremely technology supportive, but that I don't use what is available to me near enough in my classroom. As a result of my school being technology supportive I am presented with opportunities each week to learn new things. I just need to take advantage of those opportunities. I feel that my strengths are evident in basic computer applications, but my weakness lies in the lack of knowledge with terminology and knowing how to apply that terminology. The results of the survey show that my campus takes into consideration 21st century skills.
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