Texas S Ta R Chart Revised

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Texas S Ta R Chart Revised

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Texas S Ta R Chart

Check out this SlideShare Presentation:

Texas S Ta R Chart

View more presentations from RICHARD ENSLEY.

EDUCATOR PREPARATION and DEVELOPMENT

In the Starchart statewide summary, I recently focused on the area of Educator Preparation and Development. This is an area of concern for me because I feel that teachers are lacking in the areas of preparation and development when it comes to technology. Both local and state data support this theory because the ratings were overwhelmingly falling in the classification of Developing Tech. This means that I have received Professional development on integrating technology into content area activities for students as well as to streamline productivity and management tasks. It also means that I participate in large group pro-fessional development sessions that focus on increasing teacher pro-ductivity and building capacity to integrate technology effectively into content areas with followup that facilitates implementation. 74% of our teachers in the state fall into this category. It is not enough to receive and participate in professional development. This will not produce positive results that will impact technology infusion within our classroom. This will keep us hiding behind the mask of being a passive learners. To really impact technological learning in our classrooms through infusion of our core subjects, we need to become active learners by engaging in segments of collaboration with our peers of common core areas of education. In this way, we can come up with ways to effectively integrate what we’ve learned so we can have positive application within our classrooms. The highest level of Target Tech requires that I collaborate with other professionals in the development of new learning environments which empowers students to think critically to solve real-world problems and communicate with experts across business, industry and higher education. This simply means that if we want our students to be Global learners, we must first become Global learners as teachers. We must give what we are trying to get. If we want to reap a great harvest, we must first sow a great planting of seeds.

PRE K TECHNOLOGY TEKS

Young children have much to gain from the use of technology. In prekindergarten, they expand their ability to acquire information, solve problems, and communicate with others. Regular access and exposure to computers and related technology can enhance this learning. Children use engaging, age‐appropriate, and challenging software; and technology to extend their knowledge and to enrich their learning of curriculum content and concepts. These technologies serve as important learning tools and are integrated throughout the instructional program. Children learn how technology can enhance our lives. Technology includes computers, voice/sound recorders, televisions, digital cameras, personal digital assistants, and MP3 devices or iPODs. Surrounded by technology, children can benefit from becoming aware of and interacting with voice/sound recorders and other technology that may be available. They develop techniques for handling and controlling various devices, becoming increasingly confident and independent users of age appropriate technologies. At the end of the school year each student should be able to:

- open and navigate through software programs designed to enhance
- the development of appropriate concepts.
- use and name a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD‐ROM.
- Operate voice/sound recorders and touch screens.
- Use software applications to create and express own ideas.
- recognizes that information is accessible through the use of technology

Personal Technological Revelations

I recently performed 2 personal technology assessments. The first was The Technology Application Inventory and the second being The State Educational Technology Directors Association Teacher Survey. The inventory revealed that I have many areas of technological application that need improving upon. I learned that I don’t understand the differences between operating systems as I am only familiar with Windows. I don’t understand how to determine the amount of RAM installed in my computer and the RAM requirements necessitated by programs I use. I can’t delineate between various file formats. I can’t capture digital files while conserving memory and retaining image quality. These weaknesses are correct and let me know that my foundations are weak within the domain of Foundations.
I’m weaker within the domain of Information Acquisition. The survey revealed I know nothing about Boolean search strategies. I can’t identify, create and use image, audio, and video files. I can’t determine and employ methods to evaluate electronic information for accuracy and validity.
I also found that I know almost nothing within the domain of Solving Problems with Technology Tools. I haven’t planned, created, and edited databases by defining fields, entering data, and designing layouts appropriate for reporting. I don’t use interactive virtual environments, appropriate to level, such as virtual reality or simulations. I don’t use technical writing strategies to create products such as technical instructional guides. I don’t design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product.
The last domain of Communication also proved me to be technically inadequate. I haven’t created a variety of spreadsheet layouts containing descriptive labels and page settings. I’ve never used telecommunication tools for publishing such as video conferencing, or distance learning.
The SETDA Teacher Survey also showed me that it will not be enough to improve my literacy, but I must also seek creative ways in which I can effectively use technology in my math class to further prepare our students for this ever evolving technologically global society we live in today and the future.