Saturday, November 28, 2009
STaR Chart: Teaching and Learning
Teaching and Learning within the realm of the Texas STaR Chart is defined as the traditional model of schooling with the teacher choosing what is to be learned and then serving as the source of knowledge as the student acts as the receiver of that knowledge. This model is not adequate for 21st Century, world-class education. Roles of teacher and learner must continue to change. As technology advances, so must we if we are to give our students any chance of being able to succeed.
Learning and teaching must focus on connecting to students’ lives and reflect what research reveals about how people learn. What we must do in teaching and learning is to move from the traditional teacher-led learning model to a student-centered collaborative model in order to empower our young citizens to succeed in a global and digital world of information. Much of this has been put in place already with the No Child Left Behind Act, setting national goals to improve student academic achievement through the use of technology, ensure that all students become technologically literate by the end of the eighth grade, promote the effective integration of technology into on-going professional development and advance research-based instruction through technology integrated curriculum development.
Learning and teaching must focus on connecting to students’ lives and reflect what research reveals about how people learn. What we must do in teaching and learning is to move from the traditional teacher-led learning model to a student-centered collaborative model in order to empower our young citizens to succeed in a global and digital world of information. Much of this has been put in place already with the No Child Left Behind Act, setting national goals to improve student academic achievement through the use of technology, ensure that all students become technologically literate by the end of the eighth grade, promote the effective integration of technology into on-going professional development and advance research-based instruction through technology integrated curriculum development.
Pre-K Tech Apps Guidelines
The main focus of Prekindergarten technology applications are to introduce the children to technology including computers, voice/sound recorders,televisions, digital cameras, personal digital assistants, and MP3 devices or iPODs. While children are surrounded by technology,they 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.
In a scaffolding curriculum, there is one concept introduced at varying degrees of difficulty. If the objective is to use software applications to express their own ideas, the children could be allowed to submit a final project that is audio, video, word processor document, photograph or computer generated art, or any other such means, depending on how adept the child is in each medium.
In a scaffolding curriculum, there is one concept introduced at varying degrees of difficulty. If the objective is to use software applications to express their own ideas, the children could be allowed to submit a final project that is audio, video, word processor document, photograph or computer generated art, or any other such means, depending on how adept the child is in each medium.
Analysis of the Long Range Plan
I read stories about how far behind we (the United Sates) were, when it came to technology, but I really had no idea of the depths of that ignorance. Reviewing the Long-Range Plan showed that growth in technology has transformed every aspect of business, government, society, and life. Advances in technology, mathematics, and science across the globe have resulted in a global intellectual and economic race never before seen or imagined. As a result of the access to advanced technologies, increasingly diverse individuals and small groups of individuals not historically seen as a competitive force are able to participate in the economic structure of society. At the same time, large corporate organizations of the 20th Century are struggling with antiquated infrastructure and also struggle with securing the intellectual talent required for growth in an economy that thrives on intellectual labor.
We have a long way to go to catch up. It is intimidating, but it also displays where I, as an emerging leader, have to start (and finish), if I want my school, staff and students to be successful.
We have a long way to go to catch up. It is intimidating, but it also displays where I, as an emerging leader, have to start (and finish), if I want my school, staff and students to be successful.
Tech Assessment and Reflection
My strengths in educational technology leadership lie in foundations and information acquisiton. I was never formally trained on many of the things I know, it was mostly trial and error. However, I have come to find that there is so much that I do not know about the technology of the 21st century, as reflected in the multitude of "no's" I had for the remaining categories of solving problems and communication.
Both assessments confirmed that my lack of knowledge is substantial enough to be embarrassing. Aside from word processing, and basic spreadsheet functions, I am on the bottom of the totem pole. I disgree with the findings that say I am unable to use problem solving skills. I have no problem opening a help manual and searching for the solution to a problem I encounter.
In the future, I would benefit from more knowledge and skills in research, communication, and using open-access software. Also, I am aware that there are technology goals for my campus, but because I am not an avid user of student-centered technology lessons, I have no idea what those objectives are or how they should be implemented. I have left most of that to the technology applications instructors. However, I see that, even though resources are limited, my knowledge of what should be happening is the true problem. Therefore, my goal is to broaden my knowledge of the technology standards for my school district, as well as strive to find opportunites to implement them in my classroom.
Both assessments confirmed that my lack of knowledge is substantial enough to be embarrassing. Aside from word processing, and basic spreadsheet functions, I am on the bottom of the totem pole. I disgree with the findings that say I am unable to use problem solving skills. I have no problem opening a help manual and searching for the solution to a problem I encounter.
In the future, I would benefit from more knowledge and skills in research, communication, and using open-access software. Also, I am aware that there are technology goals for my campus, but because I am not an avid user of student-centered technology lessons, I have no idea what those objectives are or how they should be implemented. I have left most of that to the technology applications instructors. However, I see that, even though resources are limited, my knowledge of what should be happening is the true problem. Therefore, my goal is to broaden my knowledge of the technology standards for my school district, as well as strive to find opportunites to implement them in my classroom.
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