Technology Action Plan

Goal: In accordance with the district improvement plan, our school will demonstrate sustained growth in student achievement by ensuring learning for all students through high standards, integrated technology, highly qualified staff and the district-wide aligned curriculum.

Purpose: Increase the integration of technology resources and systems in order to ensure students are 21st Century Learners through the use of coordinated technology driven projects in core classroom in MP 2, 3, 4, & 6.

Personnel: District coordinators, technology coaches, campus administrators, campus department chairs, community leaders/volunteers, teachers and/or students.

Resources: Planning/collaboration time, computers/network access, necessary programs

Performance Measurement Indicators: Score on the “minimum technology standard” matrix used to evaluate the use of instructional technology resources

Evaluation Tools:
• Monitoring of Instructional Technology usage through lesson plans housed in Forethought
• Monitoring of district technology inventory
• Student survey of projects

Star Chart

BEst Practices Presentation

Star Chart

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Tecnhology, the Driver of Change

Technology is considered to be an important factor or driver of change in the educational future of our children and our nation as a whole. As a nation our president has stated that STEM (science, technology, engineering and math) education, literacy programs and improved critical thinking skills are vital and necessary to the success of American students to compete in a global marketplace. Technology is tool for the accessibility of this goal. Technology allows education to be accessible to many, wherever and whenever they may desire. For instance, many universities are utilizing online courses and degree programs to accommodate working adults. Some universities are offering high school and/or dual credit courses. I know a few adults who are taking advantage of the high school courses for accredited universities to complete and acquire their high school diploma. It is also anticipated that advanced education or training will be a requirement for some careers in both the vocational and professional arenas. Because of this, education has truly become paramount. Also, with financial exigency initiatives that may be going into effective, online programs maybe the financial resourceful and responsible way to go. Online course allow for the following: 1) larger classes that do not require the use of a facility or energy constraints, 2) video instructor for various cohorts instead of multiple instructors for respected sections, 3) reductions of supplies and liabilities through the use of interactive laboratories for some of the sciences and 4) it is a convenience for working students. I believe that this will be the wave of the future for most initial degrees.

Texas LRPT Obtainable?

WOW! What a document? The 2008 Progress Report on the Long-Range Plan for Technology, 2006-2020 is an all encompassing document that gives information on the accomplishments of the Texas Long-Range Plan for Technology. This report shows the various categories of technological advances that are recommended. What I find interesting is the letter from the Commissioner of Education in 2010 is almost verbatim word for word to the letter from the same commissioner in 2008. I also find it interesting that in both instances the commissioner states that the plan is obtainable. It is reasonable to say that yes when the plan was written, it was obtainable. Also, it is accessible with the financial support of the Texas legislature and the federal government. However, EdWeek Update, March 3, 2011 email newsletter stated that the stopgap spending bill severed about $160 million in federal funding from an array of education programs. It is also anticipated that more federal government education cuts are to come. Some of these cuts may or may not be programs that are funded technology or technology resources. This does not include the cuts from the state legislature to which the state commissioner of education states that the long-range plan for Texas is viable and obtainable. Maybe he’s looking at a budget that includes a number similar to TPM…an imaginary number. Until as Texans we demand that our state invests in our most important resource, our children, and invest in them now, we will pay for it in our future.

Infrastructure for Technology Finance Concerns

One of the areas of the Texas Longs range plan for Technology, 2006-2020 is infrastructure for technology. This area deals with the tools that are necessary for districts to allow for integrated technology and the basic framework to allow for usage now and in the future. According to the Texas Campus Star Chart, “Texas has made tremendous strides during the last decade in connecting schools to each other, to external resources, and to the Internet.” The article continues to state that this is due the fact the Texas legislature and federal government has given support to help to improve this category. Within the last decade, my local district has also made tremendous strides to ensure that technological equity is slowly developing among all schools. However, with RIF’s the last three years and major budget cuts locally, statewide, and nationally, as well as, we have not been able to continue on he anticipated pace of the district nor the campus plan. Our district and campus will have to adjust their improvement plans. It may be highly unlikely, that districts will receive the same financial support from the state legislature or the federal government that was once received. This is a travesty and tragedy to realize that districts must unfortunately now “make bricks without straw” so to speak. I would recommend that a complete inventory of technology resources including software and hardware be made and a review/reevaluation of the district and campus plan. At which adjustments be made, according to the availability of resources.

Action Plan

Check out my research plan. It's a little rough but workable.

Goal: The intent of this inquiry is to consider whether student responsibility and/or motivation predicate a comparable level of academic performance.

Action Steps(s):
- Define personal responsibility,self-motivation, and academic performance.
- Collaboration with all stakeholders to ascertain what the above definitions look-like
- Design survey to measure personal responsibility, self-motivation, and academic performance.
- Survey to parent, teacher, student
- Meet with PEIMS and site supervisor to facilitate computer generated sample meeting criterion. Draft, review and create invitation letters to potential participants
- Send letters to parents, potential participants, and teachers with return date within two weeks. - Also provide information meeting during this time
- Identify participants, gather data in regards to student performance for 09-10 school year
- send survey to participating stakeholders
- disaggregate data from survey
- gather data in regards to student performance for 10-11 school year for all MP ,
- If necessary, provide social skills and academic skills coaching for students/parents
- send survey to participating stakeholders
- disaggregate data and complete research report

Timeline for the entire project is 10 months.

What About Student Responsibility?

The intent of this research based inquiry is to consider whether student responsibility and/or motivation predicate a comparable of academic performance. Within the change of societal views in regards to parent expectation of educators, teachers are to ensure the academic success of all students. Sometimes unrealistic responsibilities are placed upon the educator, the school, and the school district to ensure that "no child is left behind." Has this mentality shifted the responsibility, as well as the burden of education solely upon the shoulders of unsuspecting teachers who long for students who "want to learn", thereby relieving students of their personal responsibility to participate, perform, and produce within the classroom? Will this lack of personal responsibility and self-motivation come back to haunt this society when these same students become adults with poor, non-viable work ethics in this global marketplace?

While investigating this possible correlation, the following questions will be examined:

1. Are high levels of self-motivation and/or personal responsibility prerequisites for better academic performance?
2. Do family and/or societal views effect student attitudes towards personal responsibility and/or self-motivation?
3. Are student attitudes towards personal responsibility and self-motivation learned behaviors? If so, how do we as educators affect change in these areas?

I welcome feedback from parents, teachers, and students.