Reflection

As the course began, I was excited to address the topic of technology in schools. As an administrator I feel it is imperative that I maximize my knowledge in this area. As for my expectations for the course, I only wanted to build my current knowledge base to a higher level. I had hope we would address the use of blogs and other open source technology, and address the “Appropriate Use” policies schools are using to “protect” their students. For schools to continue to authentically engage students of the 21st Century, we must offer instruction that incorporates the technologies students use in their everyday life. While schools strive to meet this goal, it is an oversimplification to think that technology will improve teaching on its own merit. Teaching strategies are necessary for technology to have the desired impact, and it must be supported by professional development. This professional development must influence changes in the behavior and habits of all stakeholders.

I found most of the course work relevant to the current situation in my school. Schools need to find and use the most current technology to teach and communicate with all stakeholders and this class addressed this need. I do not feel this course equipped me with the knowledge of the proper procedures to make effective change to our current technology program or it’s Acceptable Use Policy. As Dr. Abernathy and Dr. Jenkins suggested, districts need to make major changes to accommodate the paradigm shift that is taking place with the integration of technology in our schools. I felt the course material sold me on the change process, but left me wanting more of a plan to initiate this change in my school or in my district. Identifying the need for change is only the first step in this difficult process.
This course was organized quit differently than others in this series. It had many more hands on technology activities that I enjoyed, and felt I learned a substantial amount of useable information and instructional strategies and was able to carry out all of the assigned work. I found the week one and two assignment my favorite, because of the hands on activity of creating our own blog and actually posting our course work in this open source website. Also, the new discussion board strategy, where we posted quotes from the assigned reading, was extremely affective. It was the most productive use of the discussion board out of the eleven classes I have taken, and it forced me to study the assignment articles with greater attention. I would, however, suggest minimizing the discussion board quantity during the first two weeks due to the depth of the blog assignment.
This course has taught me to be proactive in my acquisition of knowledge and skill in reference to technology. I do not want to be a principal that receives technology education in a ‘trickle up” manner. I want to be an instructional leader that is current and aggressive in this key area. As the course work has taught us, as principal we are the technology leaders of our campus and there is no better way to lead than modeling that which we expect from other. Also, my attitude has change on the acceptable use policy. Before this course I felt it was not my job to question the policy, but to simply enforce it to the letter. I now believe changes need to take place in our “AUP” for the education on our campus to meet the needs of the 21century student. Technology on our campus needs to be wireless, mobile and brought to the students, not hidden away in some far off computer lab. With all of the current technology available, student should be using their textbooks less and less. Student should be using the same technology in the classroom and they do at home creating a seamless technology environment that cultivates and engages.

Today’s students are no longer the people our educational system was designed to teach. (M. Prensky, 2001) Prensky went on to say that our students don’t even process information in the same way as we “digital immigrants” do. Student need open source venues such as Weblogs or “blogs” to collaborate and communicate in today classrooms. Educators have been slower to adopt Weblogs for a variety of reasons, among them access, privacy, and security issues. (W. Richardson, 2004) But because so many people in the real work and communicate on a daily basis with blogs, schools are slowly overcoming their fears and experimenting with this new form of communication. Today many schools are starting to see the cost effectiveness of blogging. Blogs are not only for students but can be extremely effective in promoting collaboration among teachers. As a principal, many new teacher directives take more and more of your time. Time teachers did not have to spare in the first place. Establishing interactive school and departmental blog sites would not take away time from teachers, but would allow teacher to collaborate without requiring an extra meeting! This strategy would actually add time back to our teachers schedule, improving teacher moral, collaboration, and ultimately classroom instruction.
My excitement for the use of blogs does not minimize the safety issues surrounding their use. Any time teachers and especially students are posting personal information and private thoughts onto the web, caution should be used. It is our responsibility as administrators and technology leaders to keep our students protected with thoughtful teaching and clear policy. (W. Richardson, 2005) As Richardson suggested, we can learn more form blogging in a short amount of time that all of our lives spent reading. The information is current and interactive to your thoughts and questions. It is, however, important to understand the nature of open source formats, and educate our children in the art of using these tools. They are not definitive sources of information, but collaborative tools to further you knowledge and understanding on a specific topic.

In blogs, educators are discovering a new tool for engaging students who live in a world increasingly dominated by technology. By incorporating blogging into the school environment, educators can capitalize on the social media explosion, turning a potentially isolating medium into a format to communicate to all stakeholders. It would allow for self-expression as well as a bridge to the broader learning community. Blogs offer a creative outlet and give students a voice in what may be their only outlet or experience of being heard. Introducing blogs into the classroom fosters an environment of cooperation and recognition of the talents of each individual. Plus, students are learning and applying technical and communication skills that they will take with them into the 21st Century workplace.

MISD Organizational Chart Job Descriptions

Chief Information Officer
Direct and manage the information systems and computer services for the district. Ensure efficient and effective access to information and related technology by all campuses and administrative departments.

Director of Technology Services
Assist all areas of McKinney ISD in the effective use of technology resources by supporting the development, implementation, operation, monitoring, and evaluation of the district’s technology programs. The Director of Technology Services works collaboratively with other members of the district Central Office staff and campus staff to use technology applications as an integral part of the total instructional program and efficient operation of the district.

Director of Information Services
Provide leadership and direct operations of the Information Services division of the Technology Services Group.

Director for Instructional Technology
Facilitate the effective use of computers and other technology in instructional programs district wide. Assist in the development of short- and long-range plans for the integration of technology into the instructional program. Implement and coordinate the technology staff development and training program. Provide leadership and technical expertise for district technology based assessment programs, including the centralized scanning operations. Effectively communicate program plans, including assessment and scanning deadlines, to central office and campus administrators.

Network Administrator
Administer and operate the district’s computer and/or storage networks
Develop, maintain, and monitor all district Local Area Networks (LANs), and/or Wide Area Network (WAN), and/or Metropolitan Area Network (MAN) and/or Storage Area Network (SAN). Responsible for the installation, testing, and oversight of all network and enterprise storage hardware and/or software.

Technical Operations Manager
Plan, coordinate, and manage all activities related to the integration of software programs and applications into the district’s Information Services systems. Work collaboratively with the application developer to design, develop, and implement MISD web-based applications. Integrate delivery of data through the MISD portal.

Technology Business Systems Analyst
Provide local program development and support for district business oriented computer systems and software applications. Design, program, modify, and implement systems applications for the management of information throughout the district.

Senior Database Administrator
Function as the Senior Database Administrator (DBA) for the district’s enterprise systems Function as the leader of the district’s data management team

Technology Student Systems Analyst
Provide local program development and support for district student oriented computer systems and software applications. Design, program, modify, and implement systems applications for the management of information throughout the district.

Technology Network Assistant
Plan, coordinate, and manage all activities related to the integration of software programs and applications into the district’s desktop computer systems. Manage all district backup operations Assist with the management of the district’s Storage Area Network (SAN) Assist with the management of the district’s servers (Windows and Novell)

Technology Training Manager
Train staff on district applications and initiatives. Develop district wide training curriculum standards. Create, modify and maintain electronic and written training materials. Coordinate with other district training and professional development staff.

Telecom Manager
First line of assistance for all campus, administration and/or department related telecommunication issues and will perform and/or supervise hardware installations. Assist the administration as well as the daily maintenance of all telephones and other related technologies acquired by the district.

Web Services Manager
Plan, coordinate, and manage all activities related to the integration of software programs and applications into the district’s Information Systems’ systems.
Assist with the development and delivery of services through the MISD portal.
Work collaboratively with the application developer to design, develop, and implement MISD web-based applications. Integrate delivery of data through the MISD portal.

Systems Manager
Manage, deploy, configure and maintain the district’s server systems Helps maintain and monitor all district local area networks (LAN), Wide Area Network (WAN), Metropolitan Area Network (MAN) and Storage Area Networks (SANs)

Technology Application Developer/Systems Analyst
Create, modify, and maintain enterprise-level, web-based applications and solutions that meet the district’s instructional and business needs. Increase the district’s capacity to collect and deliver data and to improve business efficiency through the district’s portal. Lead the development, analysis, design, configuration, testing, implementation, documentation, and training activities of applications/software needed to meet the district’s instructional and business needs.

Office Manager of Technology Services
Contributes to the smooth and efficient operation of the Technology Services Group.

Technology Services Group Secretary
Contributes to the smooth and efficient operation of the Technology Services Group.

Technology Data Specialist
Provide local program development and support for district computer systems and software applications. Design, program, modify, and implement systems applications for the management of information throughout the district.

Technology Specialist - Hardware
First line of assistance for all campus, administration and/or department related technology issues and will perform any hardware installations. Assist the administration as well as the teachers in the daily maintenance of all computers/printers and other technologies acquired by the district.

Technology Specialist - Media
Support Audio/Video and Media Distribution Systems technology needs for McKinney ISD.

Technology Specialist - Help Desk
Provide a single point of contact for all district staff to assist and resolve problems relating to hardware and software and communications-related services. Responsible for phone support, technology problem evaluation, and distribution of technology-related work orders. Demonstrate skill in the use and support of personal computers, in the use of applicable programs and systems, and in troubleshooting information systems. Ability to operate information technology systems, to communicate effectively, and to train others.

Campus Technology Specialist
Facilitate the effective use of technology at the campus level. Provide technical support in the use of hardware and software to multiple campuses.

Action Plan and Role of the Principal

Role of the Principal

Acquiring quality technology support staff is very important at the campus level. It is the role of the principal to hire qualified applicants who he or she believes is a great fit. The principal must first make sure the teachers are aware of the resources available. It is the role of the campus based technology specialist to facilitate the effective use of technology at the campus level and provide technical support in the use of hardware and software. Principals can monitor the correct implementation of the organizational chart by conducting formative and summative meetings with the technology staff as well as department chairs. These meetings could explore what new resources are needed and how effective technical support is.

Long Range Plan : Teaching and Learning

The Texas Long Range Plan for Technology, 2006-2020, includes these four areas: Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; or Infrastructure for Technology. I will discuss my opinion of one area as it relates to my campus. I will explore the trends and what reccommendations I have for improvement in these areas.

I wish to discuss the first Key Area, Teaching and Learning.Our target goal describes a classroom that is a student-centered learning environment where technology is seamlessly integrated to solve real world problems in collaboration with business, industry, and higher education Learning is transformed as our students propose, assess, and implement solutions to problems. Currently, our district is at the Advanced Technology level of implementation. Compared to the state level which is at the Developing Technology stage, we are at a higher stage. Approximately 70% of the state of Texas is currently at the developing level. The recent trend for our high school is showing growth over the last three years. During the 2006-07 school year, we were at the developing level. This remained the same for the 2007-08 school year. However, the 2008-2009 school year indicated that there was growth in the Teaching and Learning key area.

My recommendations for improvement would include a set of SMART goals for the next year. These goals must not be overwhelming for new teachers and not to invasive for veteran teachers. I believe this process should start the first week we return from summer. With fresh ideas and open minds, the staff would most likely accept small changes in the way of instruction if there is data that supports the need for change.

Texas STaR Chart Presentation

McKinney Boyd High School

The following is a presentation to the Boy High School Staff detialing the Results of the STaR Chart Survey.

Pre-K Technology Applications TEKS

The Pre-K Technology Applications TEKS are developed in a manner that starts at the foundation level. The TEKS begin to grow as the students' proficiency grows. This allows for a systemic learning that is dynamic. The students expectations are clear and concise allowing for fluid growth.

The curriculum uses spiraling and scaffolding to slowly build the students strengths for multiple technologies. The Foundations of issues regarding the copyright laws and acquisition of digital information is scaffolded by the methods of citing sources. This smooth flow of TEKS students to have multiple opportunities to master knowledge/skills.

The Solving problems section facilitates evaluation of work, both process and product.
This allows students to track trends, set time lines, and review/evaluate progress for continual improvement in process and product While enhancing the readability and functionality of student products.

Long-Range Plan for Technology

There are three phases to the plan. Phase I details the expectations through 2010. Phase II and III will be developed after analyzing the progress on phase one is complete. Phase I includes aligning curriculum content standards based on current research, and provide equitable access to technology tools for students and teachers. Phase I also details that provide on-going quality professional development for educators and time for teachers to implement new strategies. Technical support issues are also addressed. Phase I also call for an increase the Technology Allotment to at least $50 per student per year and fund from the Telecommunications Infrastructure Fund.

We as educational leaders can effectively build a long term campus goal because we have and end in mind. The goals set before us under Phase I will help guide us on this technological journey.

Technology Advancement

The advances in technology over the last ten years have exponentially increased due to the development of new computer systems, operating systems, and software development. This advancement is also present in the field of education. The technology for personal use has bleed into the classrooms of elementary schools, high schools, and colleges.

At the high school level, I use technology primarily as a way to engage geometry students who would otherwise sit idle or passively take control of their own learning. Other forms of technology are used to enrich the learning of basic concepts and use them on the application level to deepen the understanding of how math can be integrated in society.

Using technology as a learning tool is a strength of mine. However, using technology as a source of enrichment is a weakness. I use the Classroom Performance System, or CPS, to engage students on a daily basis. I feel students would benefit more if they are given the opportunity to develop projects, or even lesson on their own. I also believe that I should do a better job of using technology to reach all types of learning styles. For example, I rarely use videos or geometry software such as Geometry Sketch board.

The three assessments I recently took gave me a better understanding of how my school district uses, or lack thereof, technology not only as an instructional tool, but an evaluation tool as well. I agree with the technology survey results in that I have a fare amount on knowledge, but I lack the integration of it in the classroom. Our school district offers plenty of workshops for teachers to develop the knowledge necessary but we are limited by time because we are such a curriculum driven district.