Technology Integration Personnel Organizational Chart

In our rural, 2A district, technology integration is initiated by the Central Office from either the Head of Technology or his assistant. The Campus principals work with three chosen technology liasians (who teach some sort of technology class) to implement and troubleshoot technology initiatives on campus. Here is a diagram of the decision making flow chart:

Action Plan: Technology Integration for Student Success

Professional Development and Evaluation

Campus administrators must collaborate with the SBDMC to develop a specific campus technology plan designed to improve instruction and learning. This plan must provide opportunities for teachers to collaborate with similar-subject teachers, in front of the technology, and with specific goals in place to help them master the various technologies available to them. Also, a specific list must be created and posted on the website of each software, hardware, purchased license, and technology tool available to them, the students, and their parents as well as on-line trouble-shooting tutorials to help all stakeholders master the tools at their disposal. Additionally, the SBDMC must develop a plan to assess the effectiveness of both the professional development and the implementation and success of the Action Plan. This evaluation tool must consider teacher usage and have measurable outcomes.

STaR Data from CHS

STaR Data from CHS

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Texas Long-Range Plan for Technology: 2006 – 2020

The components of the STaR chart dealing with educator professional development continue to rank lowest. Analysis indicates that less than 1% of educators report sufficient technology development training to place their school in the “target” zone. Additionally, less than 20% of all educators report that their school operates within the “advanced” stage of training. Close to 75% of Texas schools are operating within the “developing” range of educator preparation when it pertains to technology integration. My current school is reflective of these results. Of all the components necessary for technological advancement, I feel this component is the most important.
Educator Preparation activities should be geared toward integrating technology into the curriculum and affording students opportunities to learn in a variety of ways while producing differentiated products using real-world applicable technology tools. In order for a school to reach the “target” zone concerning professional development, teachers must have multiple opportunities to participate in relevant, affordable, convenient, and goal-oriented trainings that can be specifically applies to teaching and learning. Training should be supported and encouraged by school leaders and result in teachers having the ability to create customized technological lessons that foster student and community collaboration, interactive products, and real-world applications. Finally, to expand the realm of learning to outside school walls, teachers must be trained to create, use, and implement distance learning opportunities using on-line formats. If teachers are to promote learning to meet the needs of 21st century students, they must have the tools to interact with the various components of the infrastructure and know how to create meaningful learning activities. To accomplish these goals, school leaders must support teacher learning by providing relevant training and allocating necessary funds to support this training.
As the technology infrastructure continues to improve, I believe teacher preparation opportunities will increase in number and effectiveness. Schools have to require teachers to become more technologically proficient and support training that is applicable, in specific, goal-driven ways to the classroom/curriculum. Many teachers attend training and cannot use the tools they were supposed to be requiring or don’t have the necessary resources to fully implement the ideas presented. School leaders have to follow the lead of the TEA/SBEC and provide a clear vision and roadmap concerning the implementation of technology and then model the usage as a mode to increased student performance.

Progress Report on the Long-Range Plan for Technology: 2010

Texas uses the STaR (School Technology and Readiness) chart to monitor the progress of school technology implementation and application as a way to improve student proficiency and achievement. The domains include: Teaching and Learning, Educator Professional Development, Leadership/Administration Support, and Infrastructure. Additionally, this report summarizes the activities and progress of the Educational Service Centers (ESCs) across the state toward helping schools improve technology application.
For the Teaching and Learning domain, most schools are in the developing stage, but there are drastic improvements from 2009 in the advanced stage. These improvements are, in part, a result of the availability of grant money for districts/schools to use for teacher training so they can more effectively use technology in their classroom and provide various forms of support for students. Additionally, programs like TxVSN have helped students access school content outside of the school and helped with the proliferation of distance learning opportunities.
Educator professional development has improved slightly over the past year as well. Most schools are in the developing stage, but have shown improvements and increases in the advanced stage as well. ESCs have done a great job of providing increasingly relevant professional development opportunities for teachers to effectively integrate technology into lesson delivery and assessment. Also, collaboration training through programs such as Project Share have increased teacher resources to help with technology implementation.
In the domain of Leadership/Administrative support, most schools have progressed into the advanced stage and over the last year shown increased numbers in the target area.

National Educational Technology Plan

By the year 2020, there is an expectation that 60% of the American people will have some sort of post-High School degree. In order to accomplish this goal, the Department of Education has indicated the need for technological advancement in the nation’s educational system. This includes attaining goals and implementing recommendations in these five areas.
• Learning
• Assessment
• Teaching
• Infrastructure
• Productivity
Learning goals revolve around the premise that technology implementation in all curriculums will improve learning. Schools must strive to make learning more personalized. This means that, through the use of technology, teachers and curriculum specialists should design individualized learning plans to meet the differing student populations and these plans should also mirror real-world realities to build the connection between the classroom and practical application. Students must be afforded options to reach objectives, be provided with tools (internet access, etc.), and real-world scenarios to improve learning.
Improvements in modes of assessment and the analysis of those results can be improved through the use of technology. Teachers (schools) must be trained to effectively provide multiple modes of assessment (through the use of different forms of technology) to provide students with opportunities to create products in their most successful way and increase competence with various types of technology. Additionally, teachers must be trained to use technology to analyze assessment results as a way to improve instruction, learning, and identify areas of weakness.
Technology must be used to improve the art of teaching as well. Through online collaboration and involvement in PLCs, teachers can make improvements in many areas (classroom management, curriculum, instructional delivery methodology, assessment protocols, and awareness of available resources). Online PLCs can serve to provide specific and meaningful professional development, allow students to access their teachers after school hours, and help educators stay up to date on technological advancements.
When discussing technology infrastructure as it relates to school, the different components include: people, resources, hardware and software, and network capabilities. The main goal within this plan is for all students to have at least one internet-accessible tool available to them at all times. Other concerns and goals involve keeping technology costs low, keeping networks and students safe, providing diverse tools to meet various student needs, and expanding the classroom to worldwide cooperatives.
Schools must be able to use technology to monitor the previously mentioned areas in need of improvement. Schools should be able to gather and analyze all sorts of data, assess effectiveness of their initiatives and programs, and make informed decisions concerning improvement and cost effectiveness.