Opinion on Long Range plan

Under the goal of the Texas Long-Range Plan for Technology, the overall goal for educators seems to be to prepare students to become 21st Century Learners. The goals of the plan require that all educators:
1. Graduate from and educator preparation program that models current technology in instructional and administrative practices Prek-12;
2. Exit educator preparation programs knowing how to use technology effectively in the teaching and learning process;
3. Develop new learning environments that utilize technology as a flexible tool where learning is collaborative, interactive and customized.
4. Ensure integration of appropriate technology throughout all of curriculum and instruction.
In this district, the schools seem to be off to a good start towards accomplishing these goals. However, there are some flaws in the plan. Primarily, the plan deals with educators who are currently in preparations programs. It does not mention teachers who were in position prior to the creation of the plan.

This oversight will create an obstacle to fully reaching the plan’s goals unless it is addressed. We have a number of teachers who have been teaching for five or more years. That means, they’ve been teaching longer than the current plan has been in place. The district must address how to bring these teachers up to speed on technological changes and trends. While the district’s infrastructure is a strength, teacher preparation and development is an area of weakness. Without teachers who are willing and capable of utilizing the technology, the infrastructure is useless. Having the infrastructure benefits the students little if it isn't being used throughout the content areas.

Technology Assessments

The results of the two technology assessments were not surprising to me. While I am comfortable with technology, I recognize that I am truly a digital immigrant. I didn’t grow up with access to technology in the way that students today have had access to it. Technology does not intimidate me, but I do not usually know about the latest trends and upgrades. This is also true in my classroom. The assessments did raise my awareness about several opportunities for me as an instructional leader.
According to the assessments I am stronger in three areas. First, I am proficient in information acquisition. Second, the assessment validated what I already knew: I am a problem solver. This is even true in solving problems with technology tools. Third, I am proficient using technology to communicate. However, I am weaker in foundational knowledge of technology.
When it comes to the basics of technology, I rely heavily on basics, such as keyboarding, that I learned in high school. In some cases, I have gained information through work experience. As I read through the assessment, it occurred to me that I do not even know how those who were not computer science majors would obtain this information, other than through self-help. I think most employers, including school districts assume that teachers know this information, but that is usually not the case. As a classroom teacher, I could certainly use more time with the tech personnel on my campus learning these things. One of the assessment questions asks about training and professional development on technology. As I thought back to the professional development the district offered this summer, there was very little to build teachers technology skills. Most training that was offered was for campus and district level technology support personnel. There is little for the classroom teacher. In addition, when classroom teachers request time professional development time to familiarize themselves with various programs the district has already paid for, the request is denied. I know because my request was denied.

Pre-K Technology Application TEKS

The technology TEKS begins to prepare the student to use technology to communicate and expand their learning environment. The Pre-K TEKS begin to promote school readiness. There are three domains that lay the foundation for cognitive, social and emotional growth of the student. The other domains begin to develop the skills necessary for the core curriculum in grades K-12. A spriraling curriculum revisits basic ideas repeatedly and builds on them until the student has developed proficiency in them. The technology TEKS does just that. For example, TEK XA2 requires the pre-kindergartener to name and use a variety of input devices including the mouse and keyboard. After reviewing the TEKS for grades k-12, I realized that this TEKS is present in every grade level. This presents the student with numerous opportunities to practice and demonstrate proficiency.

Texas LRP and the Instructional Leader

The Texas Long Range Plan for Technology (LRP) has some very lofty goals. While I agree with the vision and need for change, instituting those changes are posing great problems for the classroom teacher. As campus, district and political leaders mandate change, here are some things they should consider.



First, provide the time and money for professional development that will assist the educator (whether the classroom teacher or the building principal) to become knowledgeable and proficient with the use of various forms of technology. I beleive that I'm a fairly young teacher, but I am a digital immigrant. That is, I didn't grow up with a computer, cell phone or Ipod. This technology doesn't intimidate me, but using it and navigating the software is a challenge. There must be funds allocated specifically for professional development in technology to bring teachers who are digital immigrants up to speed. Otherwise, there will always be some more pressing need that supercedes the use of funds. In addition, teachers must be made aware that these funds and training opportunities are available.



Second, recognize the different levels of abilities that exsist among educators. All too often, we emphasize that it is best practice to differentiate for students, but fail to recognize that differentiation is also necessary for the adult learner. While some educators may have used computers since grade school, others used typewriters in college.



Third, end the expectation that educators will be experts after only one training session. Frequently, principals and building leaders seem to expect immediate implementation and results. This is unrealistic. Professional learners need the same courtesy we require them to extend to their students. This means allowing the educator think time and wait time. One must have time to process the new information and and apply it to his or her duties. In the ideal situation, there woulod be some uninterupted time allocated as professional development for the educator to have some hands on time with the technology. This could be used by the classroom teacher to determine the best way to implement or use the technology in the classroom. For example, it might be time to develop the website, create sample of the final product students are to create, create a podcast or create the online review game. This time is especially important for those of us who are digital immigrants.