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Leanne Knight EDLD 5362 ET8019 NETP The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for.

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Presentation on theme: "Leanne Knight EDLD 5362 ET8019 NETP The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for."— Presentation transcript:


2 Leanne Knight EDLD 5362 ET8019

3 NETP The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement. U.S. Department of Education Office of Educational Technology, 2010

4 Recommendations for states, districts, the federal government, and other stakeholders 5 Essential Components of Learning Powered by Technology Learning Assessment Teaching Infrastructure Productivity U.S. Department of Education Office of Educational Technology, 2010

5 1.0 Goal: All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. 1.1 States should continue to revise, create, and implement standards and learning objectives using technology for all content areas that reflect 21st-century expertise and the power of technology to improve learning. 1.2 States, districts, and others should develop and implement learning resources that use technology to embody design principles from the learning sciences. 1.3 States, districts, and others should develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere. 1.4 Use advances in learning sciences and technology to enhance STEM learning and develop, adopt, and evaluate new methodologies with the potential to inspire and enable all learners to excel in STEM. U.S. Department of Education Office of Educational Technology, 2010

6 2.0 Goal: Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. 2.1 States, districts, and others should design, develop, and implement assessments that give students, educators, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. 2.2 Build the capacity of educators, educational institutions, and developers to use technology to improve assessment materials and processes for both formative and summative uses. 2.3 Conduct research and development that explores how embedded assessment technologies, such as simulations, collaboration environments, virtual worlds, games and cognitive tutors, can be used to engage and motivate learners while assessing complex skills. 2.4 Conduct research and development that explores how UDL can enable the best accommodations for all students to ensure we are assessing what we intend to measure rather than extraneous abilities a student needs to respond to the assessment task. 2.5 Revise practices, policies, and regulations to ensure privacy and information protection while enabling a model of assessment that includes ongoing gathering and sharing of data for continuous improvement. U.S. Department of Education Office of Educational Technology, 2010

7 3.0 Goal: Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners. 3.1 Expand opportunities for educators to have access to technology- based content, resources, and tools where and when they need them. 3.2 Leverage social networking technologies and platforms to create communities of practice that provide career-long personal learning opportunities for educators within and across schools, pre-service preparation and in-service educational institutions, and professional organizations. 3.3 Use technology to provide all learners with online access to effective teaching and better learning opportunities and options in places where they are not otherwise available and in blended (online and offline) l 3.4 Provide pre-service and in-service educators with professional learning experiences powered by technology to increase their digital literacy and enable them to create compelling earning environments. 3.5 Develop a teaching force skilled in online instruction. U.S. Department of Education Office of Educational Technology, 2010

8 4.0 Goal: All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 4.1 Ensure students and educators have broadband access to the Internet and adequate wireless connectivity both in and out of school. 4.2 Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school. 4.3 Support the development and use of open educational resources to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technology-based learning tools and courses. 4.4 Build state and local education agency capacity for evolving an infrastructure for learning. 4.5 Develop and use interoperability standards for content and student-learning data to enable collecting and sharing resources and collecting, sharing, and analyzing data to improve decision making at all levels of our education system. 4.6 Develop and use interoperability standards for financial data to enable data- driven decision making, productivity advances, and continuous improvement at all levels of our education system. U.S. Department of Education Office of Educational Technology, 2010

9 5.0 Goal: Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. 5.1 Develop and adopt a common definition of productivity in education and more relevant and meaningful measures of outcomes, along with improved policies and technologies for managing costs, including those for procurement. 5.2 Rethink basic assumptions in our education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing student and educator learning around seat time instead of the demonstration of competencies. 5.3 Develop useful metrics for the educational use of technology in states and districts. 5.4 Design, implement, and evaluate technology-powered programs and interventions to ensure that students progress seamlessly through our P– 16 education system and emerge prepared for college and careers. U.S. Department of Education Office of Educational Technology, 2010

10 Conclusions As seen in the National Education Technology Plan, we need to help teachers and students find innovative uses for technology. "Internet-savvy students also told us they use the Internet as a way to collaborate on schoolwork with their classmates. Employing and instant messaging technologies, students say they create, join, leave, rejoin what might be called virtual study groups at will" (Levin & Arafeh, 2002, pg. 11). Stephen Heppell states in Learning to Change, Changing to Learn, It's the death of education but the dawn of learning (Pearson Foundation, 2008). Teachers need to accept twenty first century technology because students embrace this technology.

11 Texas LRPT The Texas Education Code, Section , requires the State Board of Education (SBOE) to develop a long-range plan for technology and requires that biennial reports be completed and provided to the governor and Legislature on the progress toward implementation of this plan. Texas Education Agency, 2010

12 Students can expect higher performance and deeper engagement in academic, real world endeavors by accessing digital tools and resources available 24 hours a day, 7 days a week (24/7) appropriate to individual strengths, needs and learning styles. Students know they will be prepared to thrive in a 21st Century workforce with changing economic implications. Parents can expect not only to participate more directly in their childrens education but also to improve their own knowledge as parents and citizens. Communications increase as parents have 24/7 access to learning resources and student information such as achievement, attendance, and discipline. Educators can expect to access and use information on demand in order to individualize instruction. The use of digital tools and resources and 24/7 professional development opportunities transform the educators role in the educational process. Increased communication will enhance collaboration between school, home, and community. Community and school board members can expect more effective and efficient use of fiscal resources and human capital. Increased communication and participation in the educational decision-making process is enhanced through the use of anytime, anywhere digital tools and resources. Texas Education Agency, 2010

13 The Texas Campus STaR Chart produces a profile of the campus status toward reaching the goals of the Long-Range Plan for Technology (LRPT) and No Child Left Behind. The profile indicators place a campus at one of four levels of progress in each key area of the LRPT: Early Tech-1 Developing Tech-2 Advanced Tech-3 Target Tech-4 The key areas include: Teaching and Learning Educator Preparation and Development Leadership Administration and Instructional Support Infrastructure for Technology. Most campuses in Texas show continued improvement and are moving from lower levels on the campus chart towards the Target Tech level.(pg. 9) Texas Education Agency, 2010

14 Goal: Technology Literacy: To assist every student in crossing the digital divide by ensuring that every student is technology literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability. The state defines a technology literate student as one who has mastered the Technology Applications TEKS for Grades K-8. Districts report their progress in meeting this requirement to TEA and the United States Department of Education. pg 14 Texas Education Agency, 2010

15 Technology Plan Highland Park Independent School District, 2006

16 Highland Park Independent School District has prepared this District Technology Plan to articulate a common vision for technology in the district and identify the strategies that will help use technology to promote student achievement of rigorous curriculum standards and the development of critical thinking skills that are essential for academic and workplace success. Highland Park Independent School District, 2006

17 Texas Long-Range Plan for Technology Teaching and Learning 2. Educator Preparation and Development 3. Leadership, Administration and Support Services 4. Infrastructure for Technology Highland Park Independent School District, 2006

18 Objective 1.1: Design authentic learning opportunities using technology. Objective 1.2: Promote the process by which individuals and groups increase instructional effectiveness through the use of innovative technology. Objective 1.3: Provide effective support for all stakeholders utilizing technology to enhance teaching and learning. Objective 1.4: Design authentic, ongoing assessment that drives instruction and provides effective and timely feedback. Objective 1.5: Enrich educational opportunities for teachers, students and community members by providing enhanced resources, communication, and adult literacy. Ensure quality teaching and learning experiences for students, staff, and the community through the use of innovative technology resources. Highland Park Independent School District, 2006

19 Objective 2.1: Enhance professional development opportunities that promote teacher collaboration, leadership opportunities, and training support in best practices. Objective 2.2: Create a collaborative environment that nurtures small, personalized and sustainable learning communities for students and staff. Objective 2.3: Increase the effective use of technology as a tool to design, deliver, and evaluate meaningful and engaging learning experiences for students. Ensure sustained educator preparation and development in the use of technology that is standards-based, meaningful and engaging. Highland Park Independent School District, 2006

20 Objective 3.1: Empower leadership among staff, students, and community to develop a clear vision of integration of technology in all teaching and learning. Objective 3.2: Provide hardware/software necessary to support the learning environment for students. Build a strong foundation of leadership, administration and services that support exceptional teaching and learning through the integration of technology. Highland Park Independent School District, 2006

21 Objective 4.1: Provide a physical support structure that optimizes the use of technology. Objective 4.2: Establish effective policies and procedures for accessibility to district technology. Ensure a progressive, stable and robust infrastructure for technology that supports the educational vision of the Highland Park Independent School District. Highland Park Independent School District, 2006

22 Conclusions Our teachers need to feel reasonably secure in the infrastructure otherwise technology will not be utilized. It is essential for leaders in education and government to agree that statewide educational networks are a vital part of the states future (Mathews, 2004, pg. 7). Without a strong infrastructure, our teachers will not use the technology which engages our students. Our leaders need to also take into consideration the areas they are spending their funding. Too often school districts invest in technologies because of their high-tech, 21at century appeal without fully considering their impact on student learning and long-term total cost of ownership (Moore, 2006). We need to find a viable solution to funding and proper disbursement of funding.

23 Star, Early Tech 9-14 Developing Tech Advanced Tech Target Tech


25 Though Highland Park ISD does not accept Federal Funding, we make every effort to expend 25% of our local technology funds on professional development. Highland Park Independent School District, 2006

26 University Park Elementary Technology Campus Goal: All faculty and students will have access to technologies that enhance instruction, information, problem-solving, research, and communication University Park Elementary, 2010

27 4.01: By May 2011, 100% of University Park students and student groups will use workplace and classroom technologies, e.g.,, web resources during open-lab, to accomplish the TA TEKS for grade level clusters K-2 and : By May 2011, 100% of University Park students and student groups will use technologies to express ideas, solve problems, and information problem-solve through research using technology applications. 4.03: By December 2010, the UP Technology Committee will review and evaluate progress on acquisition of hardware components and software programs necessary for implementing the Technology Action Plan. 4.04: By May 2011, 100% of University Park teachers in Classroom of the Future environments will have completed training in the use of hardware, software, and web-based resources available to and deployed in their classrooms. 4.05: By May 2011, University Parks Technology Committee will conduct an end-of-year evaluation of the impact of the new technologies on instruction and present a Summary Report to UPs CLC, PTA Executive Board and General PTA meeting. 4.06: By May 2011, 100% of University Park Student K-4 will have participated in two assured experience research projects correlated to the TEKS, using an Information Problem Solving Model, as appropriate. 4.06: By May 2011, 100% of UP Classroom of the Future teachers will attend 10 ActivUser Support Group meetings. 4.07: By May 2011, 100% of UP teachers will participate in CIT and Teacher-Led Activ-Users groups to build proficiency in the use of classroom technology tools in lesson design and classroom projects that promote student creativity and engagement. University Park Elementary, 2010

28 TEACHING AND LEARNING -20 Patterns of Classroom Use 3 Frequency/Design of Instructional Setting Using Digital Content 4 Content Area Connections3 Technology Applications (TA) TEKS Implementation (TAC Chapter 126) 3 Student Mastery of Technology Applications (TA) TEKS 4 Online Learning 3 EDUCATOR PREPARATION AND DEVELOPMENT-20 Content of Professional Development 4 Models of Professional Development 4 Capabilities of Educators 3 Access to Professional Development3 Levels of Understanding and Patterns of Use 3 Professional Development for Online Learning 3 LEADERSHIP, ADMINISTRATION, AND INSTRUCTIONAL SUPPORT - 24 Leadership and Vision 4 Planning 4 Instructional Support 4 Communication and Collaboration 4 Budget 4 Leadership and Support for Online Learning 4 INFRASTRUCTURE FOR TECHNOLOGY -21 Students per Computer 3 Internet Access Connectivity/Speed 4 Other Classroom Technology 4 Technical Support 3 Local Area Network Wide Area Network 4 Distance Learning Capacity 3 Early Tech1 Developing Tech2 Advanced Tech3 Target Tech4

29 6-8 Early Tech 9-14 Developing Tech Advanced Tech Target Tech

30 Recommendations University Park Elementary School needs to ensure we utilize collaborative tools with out students. Web 2.0 tools help to achieve this goal. We need to use wireless devices to assist in reaching our Target Tech goal. Moore states, When combined with notebook and with hand-held computers with Wi-Fi capabilities, wireless connectivity gives students, teachers and administrators unprecedented flexibility for when and where they do their work (2006). At our school, we utilizing our wireless in many innovative ways. We are piloting in a third grade class to have students bring their own devices since most of our students have their own devices such as iTouch, iPad, etc. Our network now allows for any guest on our network to use the wireless. Those utilizing our guest wireless have a more severe filter but no one has to worry about passwords. With the continued decrease in funding throughout the state, we needed to find alternatives to school purchased devices. Funding was listed among the most challenging issues (Mathews, 2004, pg. 5). We need to insure those who are in charge of money in our districts see that the actual investments are worthy of funding.

31 Recommendations Another area we need to work to increase is in our online learning in our classrooms and with our own professional development. Moodle has become an excellent tool for our students to utilize for online educational courses and support. As distance educators seek to improve the quality of online courses, they face the challenge of meeting the needs of a diverse population that is more mobile and technology-savvy than any previous generation. The 21 st -century learner requires educational opportunities not bound by time or place, yet allow interaction with the instructor and peers (Beldarrain, 2006, pg. 150). Distance education allows teachers in a conventional school to supplement and work with the tech savvy students while assisting those who cannot physically participate in a traditional school environment. I have seen Moodle appropriately integrated with first graders and older students. The importance of knowledge about effective virtual schooling cannot be overstated (Cavanaugh, Gillian, Kromrey, Hess, & Blomeyer, 2004, pg. 22). Our teachers need training on the proper utilization of online educational environments so our students can benefit from these tools.

32 Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27.2, Cavanaugh, C., Gillian, K., Kromrey, J., Hess, M., Blomeyer, R. (2004). The effects of distance education on k-12 student outcomes: A meta-analysis. North Central Educational Regional Laboratory. Retrieved on April 25, 2011, from Highland Park Independent School District. (2006). HPISD District Technology Plan. [White paper]. Retrieved May 9, 2011, from Levin, D., & Arafeh, S. (2002). The digital disconnect: The widening gap between internet-savvy students and their schools. Retrieved April 11, 2011, from Pew Internet and American Life Project: Mathews, J.B. (2004, April). Why statewide educational networks are important to state and educational leaders. Southern Regional Educational Board. Retrieved on April 18, 2011, from Moore, R. J., (2006, August). The five best accelerators in school. School Administrator, 63.7, p.8. Pearson Foundation. (Producer). (2008). Learning to change, changing to learn. Retrieved April 12, 2011,from Star. (2007). Texas Campus STaR Chart Summary. [White paper]. Retrieved May 11, 2011, from 78d174b56e8b&foryear= Star. (2010). Texas Campus STaR Chart Summary. [White paper]. Retrieved May 11, 2011, from 78d174b56e8b&foryear= Texas Education Agency. (2010) Progress Report on the Long-Range Plan for Technology. [White paper]. Retrieved from University Park Elementary. (2010). University Park Elementary Campus Improvement Plan. [White paper]. U.S. Department of Education Office of Educational Technology. (2010) National Education Technology Plan [White paper]. Retrieved from

33 Leanne Knight EDLD 5362 ET8019

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