EDLD 5306 Concepts of Educational Technology

Week 1 Assignment Overview In Texas, the Long-Range Plan for Technology, 2006-2020, establishes a shared vision of teaching and learning, and the processes for improved student achievement, through the application and integration of technology. In addition, the Technology Applications Texas Essential Knowledge and Skills (TEKS) define what students need to know and be able to do to function in an information-based economy. By the end of Grade 8, students are required to master the TEKS in four key areas: Foundations, Information Acquisition, Problem Solving, and Communication.

In this week’s assignment, you will summarize the key ideas of the Long-Range Plan and the Technology Applications Standards. You will also complete several assessments this week to assess your temperament, understanding of learning styles, leadership skills, and requisite knowledge for the implementation of technology on your campus or in your district.

While the Technology/Leadership Assessments, Summarization of Key Ideas of the Long-Range Plan for Technology, and the Technology Applications TEKS Summary are your three required assignments for this week, you should also be taking steps to prepare for future assignments in this course. This week, you should:  begin looking over the Approved Reading List in your Resources folder for a technology/leadership book you will read and summarize as part of your Week 4 assignment. EDLD 5306 Concepts of Educational Technology Rubric Use the following Rubric to guide your work on the Week 1 Assignment.

Tasks Not Meeting Proficient Needs Accomplished Expectations The evidence Improvement The evidence The evidence does suggests that The evidence suggests that the not yet make the performance on suggests that the educator is ready case for the this work educator needs to mentor others educator being matches that of a improvement in in this area. proficient at this strong educator. this area. task.

Self- Student Student Student completes Student does not Assessments completes all somewhat does not complete complete each of parts of each of completes all all parts of each of the self- the self- parts of each of the self- assessments assessments in the self- assessments required in the the assignment assessments in and/or does not assignment and/or and thoroughly the assignment document results. does not document documents and provides less (maximum 32 results. results as than thorough points) (0 points) required. documentation of (maximum 45 results as points) required. (maximum 38 points)

Long-Range Student Student provides Student less than Student does not Plan for thoroughly a brief summary completely summarize each Technology summarizes key of each section summarized the section of the Summary ideas of each of the Long- key ideas of each Long-Range Plan section of the Range Plan for section of the for Technology. Long-Range Plan Technology. Long-Range Plan Student does not for Technology. Student answers for Technology. respond to the Student the questions. Student less than questions. comprehensively (maximum 17 completely (0 points) responds to points) answers the questions. questions. (maximum 20 (maximum 14 points) points) Technology Student Student briefly Student describes Student does not Applications thoroughly describes each three or fewer describe each TEKS TEKS Summary describes each strand of the strands of the strand, and/or does strand of the Technology Technology not summarize at Technology Applications Applications TEKS, least one Applications TEKS, and and summarizes at objective/skill for TEKS, and summarizes at least one each domain; summarizes two least one objective/skill for student fails to objectives/skills objective/skill for each domain answer the for each domain. each domain. described. questions Student Student answers Student responds provided. comprehensively the questions to one of two (0 points) EDLD 5306 Concepts of Educational Technology answers all provided. questions questions. (maximum 17 provided. (maximum 20 points) (maximum 14 points) points)

Assignment Student adheres Student adheres Student adheres Student does not Mechanics to APA stylistic mostly to APA loosely to APA use APA guidelines. stylistic stylistic guidelines. guidelines. Writing is clear, guidelines. Writing is unclear (Maximum 0 concise, and well Writing is mostly and/or points) organized. clear, concise, disorganized. Excellent and well Weak sentence/paragra organized. Good sentence/paragrap ph construction. sentence/ h construction. Thoughts are paragraph Thoughts are not expressed in a construction. expressed in a coherent and Thoughts are coherent and logical manner. expressed in a logical manner. There are no coherent and There are four or errors in logical manner. more errors in grammar, There are three grammar, spelling, spelling, or or fewer errors in or punctuation. punctuation. grammar, (Maximum 3 (Maximum 5 spelling, or points) points) punctuation. (Maximum 4 points) Week 1 Assignment, Part 1: Technology/Leadership Assessments Assessment #1: Keirsey Temperament Sorter First, you will complete the Keirsey Temperament Sorter. This 71-item self-assessment will provide you with one of four temperaments as identified by Dr. David Keirsey: Guardian, Idealist, Artisan, or Rational. Temperament is a configuration of observable personality traits, such as habits of communication, patterns of action, and sets of characteristic attitudes, values, and talents. It also encompasses personal needs, the kinds of contributions that individuals make in the workplace, and the roles they play in society. Taking the Keirsey Temperament Sorter requires you to register at www.keirsey.com. Follow these instructions to take the assessment: 1. Go to www.keirsey.com. 2. At the upper-right of the page, click on “Take the KTS-II!” 3. Enter your name and e-mail information, and create a password in the required fields. (Do not click the box under the final field unless you want to receive the Keirsey newsletter via e-mail.) 4. After you have entered your information, click the “Take the Keirsey Temperament Sorter-II Personality Assessment” graphic. 5. Select the language in which you want to take the test. 6. Read the directions before taking the assessment, answer all items, type in your first name, and click “Finish.” EDLD 5306 Concepts of Educational Technology 7. At the top of the page, you will be given your temperament. You do not have to purchase any of the reports offered as part of this assignment. 8. To learn more about the four temperaments, move your cursor over “The Four Temperaments” on the toolbar at the top of the page, and click on one of the temperaments, or the overview. 9. In the space below, enter the temperament you were given after taking the Keirsey Temperament Sorter. In the space below, summarize the four temperaments.

The four temperaments are the Artisan, Idealist, Rationalist, and Guardian. Each temperament has four sub categories. The Artisan has a natural ability to excel in any of the arts, such as: music, theater, dance but also athletics, military, politics and business. They tend to be easy going optimistic and realistic. They are bold, spontaneous, creative and trouble shooting leaders. They trust their impulses and seek adventure. The four sub categories are the Promoter isn’t much for authority, the Crafter who lets actions speak for them, the Performer who likes to entertain, and the Composer who shares views in non- verbal sort of ways.

The Idealist is enthusiastic, intuitive, and romantic. They prize meaningful relationships, are loving, kindhearted and genuine. They are more giving, trusting and spiritual. They are into personal growth both for themselves and other. Idealists tend to be dreamers looking at possibilities of what could be. They are highly ethical and hold themselves to strict personal integrity. They dislike dishonesty. The sub categories of the Idealist are the Champions who are individualistic, want to be authentic and accepted as themselves, the Counselor who has a strong desire to help others and look out for their welfare, the Healer who has a strong personal sense of right and wrong, and sacrifice much, and last the teacher who has a natural talent for leading students to learning their potential.

Guardians are dependable helpful, hard working, loyal, responsible and steady leaders. They tend to be humble and focused on credentials and tradition. They trust authority and seek justice. Guardians are given to service and manage goods and services keeping things running smoothly. They pride themselves in being dependable and trustworthy. Guardians believe in law and order, respect authority and honor customs and traditions. They are down-to-earth and practical and like following a plan. A Guardian is not much of a risk taker. The four sub categories are the Inspector Guardian who is super dependable, keeping an eye on people and products they are responsible for, the Protector Guardian who is mainly concerned with safety and security of those they care about, the Provider who insures the health and welfare of those they care for and the Supervisor who is highly social and community minded.

The Rationalist is a self-contained, independent, skeptical and pragmatic person who likes to solve puzzles, analyze systems, and develop new technologies. They like to tackle problems in organic systems and are goal oriented. The 4 subcategories are the Architect who likes to map, plan, and design, the Field marshal who likes to lead and take command, the Inventor who likes to make gadgets and invent new things, and the Mastermind who can handle complex operations. EDLD 5306 Concepts of Educational Technology

In the space below, enter the temperament you were given after taking the Keirsey Temperament Sorter.

I am an Artisan. In the space below, reflect on what you have learned about yourself and how you communicate with others as a result of taking the Keirsey Temperament Sorter.

Artisans are realistic, optimistic, fun loving, spontaneous, take chances, trust impulses, and have a gift for words. We are good trouble shooters and negotiators that excel in emergencies and chaotic situations. As an educator we are consistently required to plan with other teachers, serve on committees, visit with parents, and leaders in the community. These qualities make us perfect for the job as teacher. The qualities that I feel benefit me most as a teacher or being spontaneous, trust impulses, a gift of words, and of course being a good trouble shooter/negotiator. Your day as a teacher requires you to be these because you never know exactly how a lesson will go and you may have to drop back and change direction to be effective. In meetings with various personalities involving heated issues it helps to be the trouble shooter/negotiator to get the job done. This also helps with parents as we all know that there are times you must deal with a parent that is unhappy with you, other students, or the school system in general. As a teacher you are looked upon differently in the community. Everyone watches what you say and do while in public and I can’t Assessmentthink better qualities #2: Multiple to have Intelligence to deal with whatInventory life brings you. There is nothing structured, planned, or totally predictable about it.

The Multiple Intelligence Inventory is based on Howard Gartner’s theory of multiple intelligences. The multiple Intelligences (MI) theory is based on the belief that we all possess at least eight unique intelligences through which we are able to learn/teach new information. Follow these instructions to complete this inventory: 1. Go to http://lth3.k12.il.us/rhampton/mi/mi.html . 2. Take the ‘Guided Tour of the Website’ to obtain an overview of the MI theory. a. First, take the online survey. You have many strengths and abilities encompassing all the Multiple Intelligences. The results of this interactive activity are not absolute indicators of intelligence, but are meant to give you the opportunity to learn more about your unique combination of intelligences. b. Print your results. c. Then, continue the guided tour d. Peruse the various aspects of the eight intelligences. e. Evaluate various lessons that incorporate the MI Theory. f. Consider how curriculum can integrate MI and technology. g. Consider activities and websites for each of the intelligences. EDLD 5306 Concepts of Educational Technology h. Evaluation assessment that enhance. i. Analyze how technology can be integrated into a unit.

In the space below, summarize the results of your survey. How accurately do you think the survey identifies your top three intelligences?

The survey accurately backed up the temperaments survey. I am a very social person, and this proved to be the top strength. I am involved in community, church, and school organizations. I like getting together with friends. The second was nature and having grown up on a ranch 22 miles in the country I love the outdoors and nature. I have a classroom full of pets and have a science lady reputation in my school district. The third is self where I have a good sense of self, which I agree is very true. I can only disagree that it says I like to spend time by myself thinking things over. While I appreciate alone time more at my age, I don’t do it often.

In the space below, summarize the eight unique intelligences through which we are able to learn/teach new information. Describe what each type learner likes, what they are good at, and how they learn best

 Verbal/Linguistic is a learner enjoys words: reading, writing, word games, telling stories, and have high auditory skills. They are good with memory things and learn best when saying and hearing words.  Musical/Rhythmic learners love music and are sensitive to sounds in their environment and . inflections in the human voice. They are good with melodies and have a high musical-rhythmic intelligence. They learn best through music and often listen to it when they study or read.  Logical/Mathematical likes to explore patterns/relationships, ask questions and experiment with things they don’t understand. They work well with numbers and logical reasoning. They learn best with abstract thoughts, looking for patterns and by classifying information.  Visual/Spatial learners work well with graphs charts, diagrams, and visual arts. They can visualize with clear mental images and like to design and create things. They learn best through visual media ex: videos and pictures.  Bodily/Kinesthetic learners use senses to gather information. They are good at balance and coordination things. They also are good with their hands. They learn best through physical activities and hands on learning.  Intrapersonal learners are self aware of all their strengths and weaknesses. They are confident, independent and highly motivated. They learn best doing independent work and don’t much care for group work.  Interpersonal learners are social people. Being with others in social activities with friends is what they like best. They learn best my working with cooperative groups.  Naturalistic learners like nature and outdoors. They are good at seeing patterns and categorization. They excel in planning and organizing living areas. They work west by studying nature in its natural settings and finding out how things work.

As an educator, how can you most effectively incorporate MI Theory and technology into the curriculum to create an optimal learning experience for students? EDLD 5306 Concepts of Educational Technology

There are many ways to incorporate MI Theory and technology to optimize learning for the different types of learners.

 The verbal learner can communicate with anyone from around the word through blogs, chat rooms, etc. The internet provides numerous readings on all levels of interest. Storybook Weaver and Kidspiration would be great for this learner.

 The music learner has numerous music learning sites. My son spends hours on Guitar Central with tabs and listening to new music, YouTube has many musical sites. They can create with Finale. Make up jingles to use to learn new concepts and use recording software to share.

 The logical/mathematical person who wants to find patterns and deal with numbers can use spread sheets and the graphic that come with it to create charts etc. Microsoft can help they create tables and organize data.

 The visual learning again can use excel to create graphs and charts. They can produce videos, power points, and animotos to share.

 The bodily/kinesthetic may seem a little harder to reach with technology as we usually see it as a sedentary endeavor but, using video technology to create movies and record things outside of the classroom it will make those times of sitting still easier to deal with.

 The intrapersonal person may be the most easy to reach. There is so much that they can do on their own where the internet is concerned. Their own research, they can choose to chat with others or not. Creating the power points and using other software will make creating on their own easier.

 The interpersonal person has the whole idea that the world is getting smaller giving them a kick. They can communicate with friends no matter where they are and use the web to communicate with other from other countries. Collaboration is unlimited with others.

 The naturalist can use the web to go on virtual tours of places that they may never be able to visit in person. Nature sites and time lapsed photography and videos are beyond awesome.

Assessment #3: Leadership Skills Assessment

This survey is designed to help you assess your own leadership skills. Using the following scale as a guide, circle the number that comes closest to your skill level.

5 Very Strong – I do this regularly, I’m good at it, and I could help others learn this skill. 4 Moderately Strong – I do this often, I am comfortable doing it. 3 Adequate – I have done this, I can do it reasonably well, but I have room for improvement. EDLD 5306 Concepts of Educational Technology 2 Weak – I tried this, I don’t think I did it well. 1 Don’t Know – I have not done this. k g g e w t a n n o a e o o n u r r t t q K W

S S e t

’ d y y n l r A o e e t D V a r e d o M

Community and Organizational Development

1. Developing a shared vision 5 x 3 2 1

2. Identifying needs and assets 5 x 3 2 1

3. Strategic planning 5 x 3 2 1

4. Gathering and analyzing information 5 x 3 2 1

5. Recruiting/using volunteers 5 x 3 2 1

Developmental Skills

1. Learn new skills 5 x 3 2 1

2. Self-evaluation 5 4 x 2 1

3. Using feedback from others 5 x 3 2 1

Motivating Others

1. Giving positive feedback 5 x 3 2 1

2. Giving constructive criticism 5 4 x 2 1

3. Coaching and mentoring 5 x 3 2 1

Communication

1. Speaking to small groups x 4 3 2 1

2. Formal public speaking x 4 3 2 1

3. Framing and reframing issues and ideas 5 4 x 2 1

4. Listening 5 x 3 2 1

5. Media relations 5 x 3 2 1

Group Skills

1. Group dynamics 5 x 3 2 1

2. Facilitation 5 4 x 2 1

3. Resolving conflicts 5 x 3 2 1

4. Planning and running meetings 5 x 3 2 1

5. Delegating 5 4 3 x 1 EDLD 5306 Concepts of Educational Technology Project Planning

1. Identifying stakeholders 5 4 3 x 1

2. Project budgeting 5 4 3 x 1

3. Developing timelines 5 4 3 x 1

4. Project evaluation 5 4 3 x 1

Personal Traits

1. Humility 5 x 3 2 1

2. Sense of humor 5 x 3 2 1

3. Integrity 5 x 3 2 1

4. Honesty 5 x 3 2 1

5. Openness 5 x 3 2 1

6. Dedication 5 x 3 2 1

7. Magnanimity 5 x 3 2 1

Use the assessment to help you determine which skills and abilities you need to develop.

Look at those you scored 4 or above. How could you help others improve those skills?

I am personable and I can help those improve in skills I do better at by setting an example to follow. Communication and the ability to get along with a variety of people also will help me help others.

For those that you scored 3 or below, select three you would like to improve. Identify tasks you could do to help you develop these skills.

Delegating is definitely one area I would like to approve in. I often do not delegate because I am a procrastinator I don’t like putting people in a difficult situation or time frame due to my faults. I could definitely get better by not procrastinating. Some times I also feel that it is just easier and quicker to do the task myself instead of explaining to someone how to accomplish the task. The second and third area is a whole group area the project planning area. To date I have served and chaired just a couple of committees where this would fit the bill. Mostly it’s just a lack of experience on my part at having to accomplish these tasks. Through this degree and the possibility of a new job having to utilize these skills I know that I will improve in these areas. EDLD 5306 Concepts of Educational Technology

Assessment #4: Technology Literacy Self-Assessment

NetCorps (www.netcorps.org) is a nonprofit organization dedicated to helping nonprofits utilize technology to help change the world. This Technology Literacy Self-Assessment was adapted from the assessment they use in providing strategic technology assessment and planning services to schools and nonprofit organizations.

Please judge your level of achievement for each of the following skill areas. This tool is to help you do a self-analysis, determining what areas you need additional training and practice -- and which areas you could serve as a resource to other staff members.

Technology Learning Styles

Select the three methods from the following list which best match your technology learning style?

( ) I use the tutorials that accompany the software program, help functions, and manuals. I take notes that I can reference later.

( ) I like to have a simple project or task to complete that doesn’t have deadline pressure and I can “play” with the software to discover how to use it.

( ) I like to be able to ask other users questions or call a help line.

(x ) I like to have another user show me how it works.

( ) I like to take a formal hands-on training workshop with an outside trainer.

( x) I like to take a hands-on workshop lead by someone on staff.

( ) I like use an exercise book in a computer lab with someone there I can ask questions when I need it.

( ) I like to watch a video.

( ) I like web-based classes that happen over the internet.

( x) Other: (describe) I like to work on the software at my own pace with a trainer near by to answer questions that I may have. I’m not very good at sitting and just listening to others I like to do.

REFLECTIONS: TECHNOLOGY LEARNING STYLE

Based on your responses to the questions in this section, how do you learn technology best? What would be the ideal professional development format to meet your needs? I definitely learn best through doing. I’m one of those people who will usually try to put something together first and then look at the manual if I can’t get it or just jump into the software and if I get stuck then read. I also like having an “expert” on hand to ask if I get stuck. As a learner I would call myself a very tactile kinesthetic learner. I need to see, hear, and do to internalize the information the best. Being given the opportunity to work on soft ware with either and outside or inside district person near by to help is definitely my preferred way to learn.

Basic Computer Operations

Mouse Skills

Y( x) N( ) I know that the mouse is used for interacting with objects on the screen.

Y( x ) N( ) I can point, click, drag, and double-click with the mouse.

Y( x) N( ) I know the different functions of a single- and double-click and when to use each.

Y( x ) N( ) I know keyboard shortcuts to several mouse actions and I regularly use them.

Y( ) N( x ) I can adjust mouse settings in the control panel.

Y(x ) N( ) I know the functions of the right mouse button and when I can use it (PC users only).

Graphical User Interface Skills

Y( x) N( ) I know how to pull down a menu and how to click a radio button or check box.

Y( ) N( x) I can resize windows or drag them from one screen location to another.

Y(x ) N( ) I can open or close a window or folder.

Y( x) N( ) I can minimize/maximize windows and launch programs using the desktop shortcuts

Y( x) N( ) I can launch programs using the Start button (Windows) or Apple drop-down (Mac).

Y( x ) N( ) I can scroll both horizontally and vertically, and I can use different scrolling methods.

Y(x ) N( ) I can arrange and re-name icons and identify different types of icons.

Y(x ) N( ) I know how to use keyboard shortcuts to accomplish tasks.

Y( x) N( ) I can adjust the appearance of the desktop and create shortcuts.

Y( ) N( x) I can change the views in the windows. EDLD 5306 Concepts of Educational Technology File Management/Operating System

Y(x ) N( ) I can save a file to a new location from inside the application.

Y( x) N( ) I can copy a file to a new place using the file manager.

Y( x ) N( ) I can copy a file to a new place from almost anywhere using a shortcut & dragging.

Y(x ) N( ) I know the difference between closing/minimizing/hiding a window and quitting a program. I know how to go back to open files when I can’t see them on the desktop.

Y( ) N( x ) I know how to quickly 'find' a file.

Y(x ) N( ) I can copy and paste between documents from different applications.

Y( ) N( x) I can work comfortably in at least one operating system. I can locate and use control panels. I understand the directory tree of multiple disks. I know how to organize the directory tree for efficiency. I know how to monitor the space remaining on a drive.

Y( ) N( x ) I can work comfortably in more than one operating system (List: ______)

Y(x ) N( ) I delete unnecessary files from the computer when appropriate.

Y( x ) N( ) I know how to backup data and have a systematic plan in place to backup files regularly. I also know how to restore files from a backup.

Y(x ) N( ) I understand file extensions and differences between file types.

Setup and Basic Troubleshooting

Y(x ) N( ) I can power-up and shutdown a computer appropriately.

Y( x) N( ) I know how to check computer, monitor, and wall outlet for power connections.

Y( x) N( ) I can set up a stand-alone computer such as a Windows or Macintosh computer.

Y(x ) N( ) I can install stand-alone application software.

Y( ) N( x ) I can perform a soft reboot of the operating system with keystrokes.

Y( ) N( x) I regularly use utilities such as defragmenter, scan disk, or rebuilding the desktop.

Y( ) N( x) I recognize typical symptoms of software problems and I can often diagnose.

Y( x ) N( ) I know how to tell if the network is available to a computer.

Y( x ) N( ) I know how to find out how much RAM and hard drive storage space a computer has.

Y( x ) N( ) I can troubleshoot basic things before contacting the technology specialist. EDLD 5306 Concepts of Educational Technology Y( ) N(x ) I can configure and troubleshoot the network software.

Y( ) N( x ) I regularly update and use an anti-virus software.

Y( x ) N( ) I know when it is time to call a technology specialist.

Y(x ) N( ) I can connect a projection device such as a TV or LCD projector to a computer.

Y( x ) N( ) I can install new hardware such as webcam, network card, or speakers.

Printing Skills

Y( x) N( ) I can determine if a machine has a printer and cable attached. I can load paper.

Y( x ) N( ) I can use software to select a printer.

Y( x) N( ) I can change toner/ribbon, and can clear paper jams.

Y( x) N( ) I understand how to change the default printer.

Y( x ) N( ) I can change print parameters (i.e. paper orientation, margins, proportions, etc).

Y( x ) N( ) I can troubleshoot local printer problems.

Y( ) N( x ) I can troubleshoot a network printer job. I understand what a print spool does and how to manage it. I can install a print driver. I can add a new printer to a local computer.

Y( ) N(x ) I can set up and manage a network print queue.

Ethical Use Understanding

Y( ) N(x ) I am not aware of any ethical or safety issues surrounding Internet use.

Y( x) N( ) I know that some copyright restrictions apply to some software and web documents.

Y( ) N( x ) I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which my organization holds a site license.

Y( ) N( x ) I understand how I can use information gathered from the Internet without violating copyright laws.

Y( ) N(x ) I am aware of other ethical or safety issues involving technology use such as privacy and can explain the issues to colleagues.

REFLECTIONS: BASIC COMPUTER OPERATIONS

Based on your responses to the questions in this section, what are your technology professional EDLD 5306 Concepts of Educational Technology development goals? How would improving your skills and knowledge in this area help you do your job more efficiently? Do you feel that you could serve as a mentor or coach to other staff members in this area?

I would like to become more familiar with the issues in the ethical area. I already know basic copyright laws and laws about plagiarism, but I’m sure that there is more that I could learn. I would also like to learn the difference between the software mentioned. Of course if I was to get a job as a technology specialist, any area that I don’t know about would have to be strengthened. I know basics but don’t feel comfortable enough to be able to explain to colleagues.

As far as improving my skills, this would be a necessity. As a specialist I would have to be able to help others and if I don’t know how to help them it would be frustrating on everyone’s part. People need to feel confident in their support staff or they will not use them or listen carefully to them during training.

Being a mentor or coach would be easy as I already serve this in a mini capacity, which maybe a scary thing. Although I still have a lot to learn about technology on my campus I am one of the more literate technology people. When someone has an issue they usually come to me first for help and I will do my best to trouble shoot a problem, help explain how to use new software, find something on the internet etc. This also helps with the tech people because they know that I help and it saves them time so they can deal with larger problems. When I ask for help they are quicker to respond because I help them and they know that it is a bigger issue, since I can deal with most of the small ones.

Internet Use

Browser Operation

Y( x ) N( ) I can start up the browser, but because I don’t regularly use it, I’m not sure where to click or how to get different Web sites.

Y( x ) N( ) I can start up my browser and use the basic commands to surf the Web, but I’m not very efficient.

Y() N( x ) I am able to bookmark Web sites that I have visited and would like to revisit.

Y( x ) N( ) I can organize by bookmark into folders and make educated guesses at many URLs.

Y(x ) N( ) I can over-ride default page colors to facilitate printing.

Y( x) N( ) I can navigate web site quickly without getting lost or accidentally leaving the site.

Y( x) N( ) I can use the web browser's 'Find' tool to search contents of a given page. EDLD 5306 Concepts of Educational Technology Y( x ) N( ) I know the name and version of the browser software.

Y( x ) N( ) I can save local copies of Web pages and graphics on my hard drive.

Y(x ) N( ) I know how to collect portions of text or images from Web pages for inclusion in presentations or other documents.

Y( ) N( x ) I know how to clear my browser cache and customize the settings.

Y( ) N( x) I know how to use keyboard shortcuts to make navigating more efficient.

Y( ) N( x ) I know when I have to download a plug-in application.

Internet Research

Y( ) N(x ) I know how to do a basic search on at least one search engine, but I don't know how to narrow and refine my search. I often get lost, distracted, or overwhelmed.

Y( ) N(x ) I know how to do Boolean searches and use more than one search engine.

Y( ) N(x ) I can find almost anything I need that is available on the Internet quickly and efficiently and I can evaluate the quality of the information.

Y( ) N( x) I have read the help files and know the command set of several different search engines.

Y( ) N( x) I can teach others how to conduct power searches.

Y( ) N( x ) I know the strengths and weaknesses of various search engines.

Y(x ) N( ) I regularly scan the Internet for new resources related to my job and let others on staff know about them.

Email Use

Y( ) N(x ) I use email infrequently because I don’t have access to the Internet from my desktop or most of my communication is done through phone or face-to-face.

Y( ) N( x ) I sometimes feel intimidated by using email to communicate.

Y( ) N( x) I know the basic mechanics of using my email program to send and receive messages from colleagues, constituents, or friends.

Y( ) N(x ) I know how to send documents as attachments.

Y( ) N(x ) I know how to use the address book and send entries as email attachments

Y( ) N( x ) I know how to use folders to organize my email.

Y( ) N(x ) I know how to set up distribution lists. EDLD 5306 Concepts of Educational Technology Y( ) N( x) I know how to sort email messages by sender, date, or subject.

Y( ) N( x) I feel confident using email to communicate with many different people on a variety of topics. I know how to write for the medium.

Y( x ) N( ) I know how integrate email with other technologies such as voice mail, phone, and fax.

Y(x ) N( ) I feel lost when I can’t check my email at least once or twice a day.

Y( ) N( x) I am familiar with email netiquette guidelines.

Y( x ) N( ) I know basic email archiving solutions.

Listservs

Y( ) N( x ) I do not use lists because I am not aware of any good work-related resources.

Y( ) N(x ) I have subscribed to a couple of lists, but I don't know how to make using them efficient. I often get overwhelmed with too many messages and end up deleting them.

Y( ) N( x) I know how to use filters to put listserv messages in sub-folders before they hit my inbox.

Y( ) N(x ) I know how to customize my settings to get digest versions of list messages.

Y( ) N( ) I have found that lists can be an efficient and economical way to collaborate with colleagues.

Y( ) N( x ) I have seen listservs that work and listservs that don’t, and I feel that I have some understanding of what distinguishes a list that efficiently fulfills its goal from one that doesn’t.

Web Publishing Skills

Y( ) N( x) I can create documents using a word processor and use the word processor's save as command to create HTML and PDF documents.

Y( ) N( x ) I can view source code from others' pages and modify codes for my use.

Y( x ) N( ) I can convert graphic formats and do some basic graphic editing.

Y( x) N() I know how to optimize graphics for web display.

Y( ) N( x ) I know how to create standard navigation features for a web site. I can design the flowchart of how the information will be linked for the end user.

Y( ) N( x) I can write HTML from scratch.

Y( ) N( x) I can create a form to put on a website and set up an action for the submit button. EDLD 5306 Concepts of Educational Technology Y( ) N(x ) I know how to use an FTP program to move files from my desktop to the Web.

Y( ) N( x ) I am proficient with using at least one web design program (such as GoLive, Dreamweaver, or Frontpage).

Y( ) N( x ) I am fluent in HTML code and I have some understanding of other web-programming methods such as Javascript, Perl, CGI, or Java.

REFLECTIONS: INTERNET USE

Based on your responses to the questions in this section, what are your technology professional development goals? How would improving your skills and knowledge in this area help you do your job more efficiently? Do you feel that you could serve as a mentor or coach to other staff members in this area?

My technology goals are to improve in all areas. I know that I have a lot to learn about technology but taking this survey has really pointed out the how much I still have to learn. Computers have changed in the past 28 years from when I was a computer science major. I have definitely been taken down a notch in thinking I was pretty competent in this area.

Again I have to state that to do a job as a technologist specialist you have to know as much as possible about technology. You cannot help if you don’t know how. No one wants an incompetent person to try to help them.

My greatest confidence that I can be a mentor or coach is I know most people feel comfortable in approaching me for help. I am also a person who if I don’t know how or the answer I will find out not only for the person seeking help but for my own knowledge as well.

Office Productivity Software

Word Processing

Y( x ) N( ) I can apply fonts, change font sizes, use features like bold or underline, and use the spell checker.

Y(x ) N( ) I can customize the indentation of paragraphs, set margins and page properties, and use the formatting ruler.

Y(x ) N( ) I can set and customize tabs and adjust the viewing percentage on the screen.

Y( x ) N( ) I can insert page breaks and create columns. EDLD 5306 Concepts of Educational Technology Y( ) N( ) I can create headers and footers, and add automatic page numbers.

Y(x ) N( ) I can create text boxes and insert files, objects and tables.

Y( ) N(x ) I can customize how tables and columns appear, including text wrapping, background colors, etc.

Y( ) N( x) I can export to different file formats and I understand how to save a file so that I can email it to somebody who doesn’t have the same program I have.

Y( ) N(x ) I can do a mail merge to create customized letters that include information from a spreadsheet or database.

Y( ) N( x ) I can create templates.

Y( x ) N( ) I can create and print an envelope.

Y( ) N(x ) I can use a word processor to format a flier or eye-catching document in complex ways and make it look really great.

Y( ) N(x ) I know when it’s okay to format a document in Word and when I should consider using a page layout program instead.

Presentation Software

Y( ) N(x ) I know how to storyboard a multimedia presentation.

Y(x ) N( ) I know how to create a simple presentation using my own text and images.

Y(x ) N( ) I can format the slides to look the way I want and I can import slides from other presentations

Y( ) N(x ) I know how to add multimedia effects such as animations, videos, and sounds.

Y(x ) N( ) I know how to apply good design using restraint with movement and amount of text, choosing light text on dark backgrounds, etc.

Y( ) N( x ) I can produce speaker's notes, print outs, and screen versions of a presentation.

Y( x) N( ) I know how to create and use a presentation effectively without relying on each slide to provide all the information I’m talking about.

Spreadsheets

Y( ) N( x) I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work.

Y( ) N( x) I understand the use of a spreadsheet and can navigate within one.

Y( x) N( ) I can create a simple spreadsheet which adds a column of numbers.

Y( ) N( x ) I can use a spreadsheet to make a simple graph or chart. EDLD 5306 Concepts of Educational Technology Y( ) N( x) I use a spreadsheet and I know how to add labels, formulas and cell references.

Y( ) N( x ) I know how to export spreadsheet data into other file formats or insert or insert into word processing documents.

Y( ) N( x ) I know how to program multiple spreadsheets with macros to do advanced financial analysis.

Database Use

Y( ) N( x ) I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work.

Y( ) N(x ) I can locate information in a database that somebody else made.

Y( ) N( x ) I can add or delete data in a database.

Y( ) N(x ) I use databases to collect and analyze data.

Y( ) N( x) I can create a simple database from scratch defining fields and creating layouts to support queries.

Y( ) N( x ) I can sort and print the information in layouts, which are useful to me.

Y( ) N(x ) I use databases to track information about my program or area.

Y( ) N( x) I can automatically generate appropriate letters or forms.

Y( ) N( x ) I understand how to use and structure a relational database.

Y( ) N( x) I know how to import/export data into other file formats.

Graphics Use

Y(x ) N( ) I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work.

Y( x) N( ) I can open, create and place simple pictures into documents using painting, drawing or image editing programs.

Y( x) N( ) I can open, create, modify and place graphics into documents.

Y( ) N( x) I can manipulate and interpret graphics using professional design software (such as Photoshop).

Y( ) N( x ) I can create and draw graphics using software such as Photoshop or Illustrator and I know when to use which type of program.

Y( ) N( x) I understand when to save a file in a particular format (e.g. tif, jpg, gif, bmp)

Y( ) N( x ) I understand the difference between vector and raster images. EDLD 5306 Concepts of Educational Technology REFLECTIONS: OFFICE PRODUCTIVITY TOOLS

The area I would most like to improve in is the use of spread sheets and using data information. I am hoping to apply for a science facilitator position in our district and I know that the ability in using spread sheets and manipulating data will be a large part of the job.

I will be required to share not only with teachers in our district but the administration data gathered from tests, such as, benchmarks and common assessments. Without this knowledge I will not be able to perform a large part of the job.

Right now the need to use spreadsheets is not great thus my lack of being able to use with ease. With regular use my learning curve will be greater and I would feel very comfortable being a mentor or coach. If I were to have to jump into being a mentor or coach today I would not be very confident in doing a good job.

Web 2.0 Tools

I have used the following Web2.0 Tools:

Y( ) Nx( ) Blogs, for example, Blogger and Wordpress.

Y( ) N( x) Wikis for collaboration and shared writing, for example, WikiSpaces, WetPaint, PBwiki, and Google Sites.

Y( ) N( x) Podcasts

Y( ) N(x ) Online Polling Tools for timely feedback on student progress, for example, SnapPoll.com, Poll Everywhere, and Zoho Polls.

Y( )x N( ) Media Sharing, for example, Youtube, video.google.com, vimeo,com and ourmedia.org.

Y( ) N( x ) Link Sharing (Bookmarks), such as, BackFlip.com, diigo, iKeepBookmarks.com, del.icio.us.

Y( ) N( x ) Really Simple Syndication (RSS) Feed Reader

Y( ) N( x) Social Networking Sites, such as Facebook, Ning, and Twitter

Y( ) N( x) Other Web 2.0 Tools for developing 21st century skills, for example, Audacity, Wordle, SlideShare, Slideboom, Flickr, GoogleDocs, Smilebox, Animoto, Glogster. EDLD 5306 Concepts of Educational Technology

REFLECTIONS: WEB 2.0 TOOLS

I can use about a fourth of the tools listed above. I am hoping to become more familiar with these tools to help me help others. In order to better serve our students I would like to be able to design lessons using these tools. Time is an issue for teachers and if I would use the tools more effectively or even at all I would be able to help teachers with more creative lessons.

At the present with the skills I currently possess I don’t feel I could mentor others.

Note: Netcorp adapted their Technology Literacy Self-Assessment from a tool developed by the New York Foundation for the Arts.

Assessment #5: Level of Technology Implementation (LoTi) Digital-Age Survey

Dr. Chris Moersch's Level of Technology Implementation Framework is designed to accurately measure authentic classroom technology use. The challenge for teachers is not merely to use technology to achieve isolated tasks (e.g., word processing a research paper, creating a multimedia slide show, browsing the Internet), but rather to integrate technology in an exemplary manner that supports purposeful problem-solving, performance-based assessment practices, and experiential learning. The LoTi Digital-Age Survey provides each participant with an empirically-validated tool that creates a personalized digital-age professional development profile aligned to the NETS for Teachers (NETS-T). This profile offers recommendations aligned to five popular instructional initiatives including (1) Level of Teaching Innovation (LoTi), (2) Partnership for 21st Century Skills, (3) Marzano’s Research-based Instructional Practices, (4) Daggett’s Rigor & Relevance, and (5) Webb’s Depth of Knowledge.

To complete this assessment, follow the instructions below:

LoTi Digital-Age Survey Instructions for First-time (New) Users

1. Access the LoTi Lounge at: http://www.lotilounge.com/ 2. Click on the link that says ‘Sign Me Up!’ (in the ‘I’m a New User’ section of the LoTi Lounge login block, if you are a returning user see the instructions below) to complete a ONE TIME EDLD 5306 Concepts of Educational Technology registration sequence that will both identify you as part of your group and as an individual user. 3. In the ‘Group Information’ section, you will be prompted to enter information that identifies you with your state. This identification will ensure that the proper schools are available for selection on the next page. Enter the entire name of your state, in lower case letters, with no spaces as the Group ID and Password (e.g., texas/texas, Louisiana/Louisiana, puertorico/puertorico). For educators throughout the United States and Puerto Rico, use the following:

Group ID: name of state Password: name of state 4. In the ‘Group Member Information’ section, you will be prompted to enter information that identifies you as an individual user. You will have to create and enter a personal User ID and Password of your choosing. This User ID and Password should be something you will remember as you will need it to login to LoTi Lounge in the future. It is strongly recommended that you WRITE DOWN your selected User ID and Password information as many school districts take the survey more than once and it is necessary to re-access the LoTi Lounge system. Your User ID must be at least 4 characters long and shouldn’t contain any spaces or special symbols. Underlines are OK. WARNING! Do not use “test” in your User ID. All users with “test” in their User ID are deleted nightly (e.g., “testing”, “UserTest” and “mytester”). Enter the following information in the available fields:

User ID: your created User ID Password: your created User Password First Name (optional): your first name Last Name (optional): your last name Grade Level: your primarily assigned grade level Subject Area: your primarily assigned subject area 5. In the ‘Email Address’ section, you will be prompted to enter your Email address. Entering a valid email address is necessary to have full access to LoTi Lounge. Also, if you forget your password the LoTi Lounge system can send it to the email address you provide. Enter the following information in the available field:

Email:Address: your valid email address 6. Click the ‘Submit’ button to move on to the next step in the registration sequence. 7. In the ‘Which organization do you belong to?’ section, you will be prompted to select your organization from a structural list that has already been entered into the computer based on the Group ID you were given. Select your school district from the list. Once you select a district, the list will refresh. After the pop-up list refreshes with the list of schools in your selected school district, select your school from the list. Once your school is selected, click the ‘Continue’ button to complete the registration process. 8. You should reach a page that says, ‘Congratulations! Your registration has been confirmed. Your newly created User ID and Password can be used to access the LoTi Lounge at any time. Where would you like to start?’ This page confirms that your user information was accepted and you are now a LoTi Lounge user. On the page, there are two arrows. The green and yellow arrow on the left will take you into the LoTi Lounge. The red arrow on the right will bypass the LoTi Lounge and take you directly to the LoTi Digital-Age Survey. To get to the LoTi Digital-Age Survey page, click on the red arrow. 9. On the LoTi Digital-Age Survey page (which should have a red background and red arrow on the page), click on the red arrow to start a new LoTi Digital-Age Survey. 10. Select either the LoTi Digital-Age Survey for Teachers or the LoTi Digital-Age Survey for Instructional Leaders depending on your position in your district. EDLD 5306 Concepts of Educational Technology 11. Complete the survey. 12. Print your results.

LoTi Digital-Age Survey Instructions for Returning Users

RETURNING users are defined as educators who have already registered in the LoTi Lounge or taken any version of the LoTi Survey in the past, and who already have a LoTi Lounge User ID and User Password. 1. Access the LoTi Lounge at: http://www.lotilounge.com/ 2. Enter your previously registered User ID and Password in the fields provided then click ‘Submit’ to enter the LoTi Lounge. If you are a registered user but do not remember your LOGIN information, click on the ‘Need help signing in?’ link. Entering your email address will prompt the LoTi system to email you a copy of your User ID and Password. 3. Once inside the LoTi Lounge, click on the Take LoTi Digital-Age Survey, ‘Start’ arrow to access the LoTi Digital-Age Survey. 4. Select either the LoTi Digital-Age Survey for Teachers or the LoTi Digital-Age Survey for Instructional Leaders depending on your position in your district. 5. Complete the survey. 6. Print your results.

In the space below, summarize your results from the survey. Did the survey reveal any mid- or high- level professional development priorities? What were your Level of Technology Implementation (LoTI), Personal Computer Use (CPU) and Current Instructional Practices (CIP) scores?

Yes I had a large level of professional development priorities, all except professional growth and 1. development. My (LoTl) , (CPU), and (CIP) levels are all at a one level. On the (LoTl) survey all 2. the levels were in the high priority level range. 3. 4. 5.

In the space below, reflect on the suggested recommended professional development activities and resource web links.

There were many suggested courses to take for professional development to help in the areas that I need1. to improve. What interested me even more were the suggested Web links. To use these would 2. provide little mini tutorials in utilizing computer technology in the classroom. As my time right now3. is extremely limited, I would be able to take quick trips to recommended sites as time allowed. If I were to try to start a course it would be harder to work it into all that I have to do. 4.

Assessment #6: Profiling Educational Technology Integration (PETI): Resources for Assessing Readiness & Use

Profiling Educational Technology Integration (PETI) are resources for assessing readiness and are available to all stakeholders including states, districts, schools, and other organizations, to assess the integration of technology. The State Education Technology Directors Association’s (SETDA) PETI represents the consensus and work of state directors from over 30 states and is designed to assist states in implementing the No Child Left Behind Act of 2001 (NCLB) and evaluating the effectiveness of educational technology in all educational environments. SETDA developed the framework, instruments, and protocols in conjunction with the Metiri Group with support from the U.S. Department of Education. The instruments and protocols have been validated through extensive pilots in five states and have been examined through a peer review process. Follow these instructions to complete this survey:

6. Access the survey by entering the following URL in your web address bar: http://www.setda- peti.org/tools.html 7. From the Survey Box, select ‘The Teacher Survey’ 8. Print the survey and complete it.

In the space below, summarize your results from the survey. What were the greatest strengths? What were the areas that needed improvement?

Through this survey I have found that our district has a lot of growing to do. Until this assignment I have9. felt that our district was doing a good job of trying to implement more technology into the district.10. We have made a lot of progress to achieve this goal and after talking to our Technology Specialist11. in charge of the district’s technology in the classroom there are some good things on the horizon. The problem is that most of the money is going toward hardware issues and not in training the12. teachers. Being new to this thought process of planning it may well be that the goal is to have a fully13. functional system that will support the training when all the hardware is in place. It does not do much good to train for something that is not in place or may have months or years before it is available. This survey and course has me thinking there may be a better way to help with the technology needs. It just seems to be kind of hit or miss in many areas. Would it be better start at the top grades and work down, instead of doing a little here and there? Or is their theory that they are Assessment #7: Technology Applications Inventory testing out technology in a few places to see if it will be utilized before going all out in a grade level or campus? EDLD 5306 Concepts of Educational Technology The Texas Education Agency (TEA) provides many resources for educators to help them assess and increase the knowledge and skills for success in the information age. One of the tools is the Technology Applications Inventory, which is a self-assessment of requisite knowledge required for implementation of the Technology Applications TEKS. In Part of your assignment, you will access the Technology Applications Inventory and assess your knowledge and skills in the four strands of Foundations, Information Acquisition, Solving Problems, and Communication. To complete this section of the assignment:  Access the Technology Applications Inventory by entering the following address in your web address bar: http://www.tea.state.tx.us/technology/techapp/assess/teksurv.pdf  Print the inventory, and complete it.  Complete the table by recording your number of yes and no responses.  After completing the chart, answer the questions that follow.

Total # of # of Yes # of No Domain Questions Responses Responses

Foundations 18 5 13

Information 10 2 8 Acquisition

Solving 18 7 11 Problems

Communication 12 3 9

What did the inventory reveal as your greatest strength? Do you agree? Explain.

Solving Problems is my strength according to the survey. I agree because I did the math to find the area of strength but for many of the questions on the survey I was between a yes and no answer. I may be able to do or have experience with ½ of the statement but none with the other ½ so I recorded it as a no answer. This may have had different results if there had been another answer choice. One thing that I can agree with is that once again I have found out how technology literate I am.

What did the inventory reveal as your greatest weakness? Do you agree? Explain.

According to the survey my weakest area is the Information Acquisition. I have to agree due to the mathematical evidence. But when I look at the survey as a whole, the highest I received was in the Solving Problem at 35% and the lowest in Information Acquisition at 20%. The others were 25% and 27% so the differences are not that great. I have a lot to learn.

Week 1 Assignment, Part 2: Key Ideas of the Long-Range Plan for Technology

The Texas Long-Range Plan for Technology, 2006-2020, is a comprehensive strategic plan divided into four domains: Teaching and Learning; Educator Preparation and Development; Leadership, EDLD 5306 Concepts of Educational Technology Administration, and Instructional Support; and Infrastructure for Technology. In Part 1 of the Week 1 Assignment, you will summarize key ideas of the Long-Range Plan.

To complete this assignment:  Access the Long-Range Plan by entering the following address into your web address bar: http://www.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html  Review the plan.  Complete the table below by summarizing each of the key ideas stated in the chart, and answering the questions provided.

Long-Range Plan Section and Page Numbers Summary of Key Ideas

The Texas Long-Range Plan is a living document that has been updated to accommodate changes in technology & federal educational changes. The goal for all students to have high quality instructional materials aligned to TEKS, for success & improvement in scholastics. Teachers must Vision 2020 (1-4) have access to technology, quality professional development 24/7, and time to implement new strategies in the classroom. Budget and funding for this technology and implementation of these technologies must be provided. The Plan has a systematic and step-by-step implementation plan designed in three phases to make this vision a reality.

The need for change is due to several reasons, the first, being the advances in technology in general in such areas as science and math. Then, is global economics where information and capital can be shared world wide. Next, we must teach student to live and learn in a continuously changing environment that will Defining the Need for Change (5-6) give them a competitive role in the emerging global economics where the availability of jobs is changing due to Americans living longer and retiring later. The ethnic make up of schools are changing with increasing numbers being economically disadvantaged. Finally, technology is moving more into our everyday life through self services and automated services.

Introducing the 21st Century Learner (7) The 21st Century Learner is one who is technologically savvy and has a strong positive value of technology that sees it as essential and preferred. They need relevant information presented in a way that is conducive with their learning style. They must assume responsibility for their EDLD 5306 Concepts of Educational Technology personal well being as they experience different cultures, languages, perspectives from global collaboration. They also are proficient in the use of portable and personal technologies making the constant communicators.

Most teachers use some type of technology during their day and consider their technology skills as average. The primary technology use is for basic communication and as a research tool. Teacher voiced that lack of time to use technology in the classroom, lack of Teacher Voices (12-14) computers in school for students, no home access, and lack of planning time for technology as being major obstacles for technology use in the classroom. Most teachers would like to have additional professional development on how to integrate technology into the classroom.

The key to success is to fully engage students in the learning process. We have a diverse group of learner and a “one size fits all” type of teaching is out. Through technology we can bring the world into the classroom, to level the playing field for all learners by providing distance learning. Technology can make learning more engaging and relevant to the student. It will also help the student to live, think, and communicate in the 21st Century. All learners should have 24/7 access to relevant technologies, tools and services for Teaching and Learning (17-22) individualized instruction. Teachers much change their role from being the primary source of knowledge to being a facilitator, mentor to exploring learning so that students can be an active participant in the learning process where technology is integrated into the classroom. Recommendations to achieve these goals are made to TEA, State Board for Educator Certification, Regional Service Centers, local school boards, Texas Higher Education, parents, communities and the private sector to achieve these goals.

Educator Preparation and Development (23- Teachers must prepare their students to 28) thrive in the world that they will live in. For those educators just entering in educational learning programs technology application standards are being met. Veteran teachers must take the initiative to increase personal EDLD 5306 Concepts of Educational Technology learning and should be provided with ongoing job embedded professional development. Teachers should move from the traditional schooling ways to the innovative future where they effectively facilitate and manage the diverse learner of the 21st Century.

Leadership must share a vision and have consistent expectations for implementing and sustaining school improvement and innovative technology that uses a flexible and responsive learning environment while maximizing teaching. Through needs assessment they must envision, fund and assess the use of technology in schools. This can be facilitated through a technology committee that will take into consideration Leadership, Administration, and the state and federal requirements for Instructional Support (29-34) technology plans required by NCLB Act and the Federal Communications Commission for E-rate discounts. They will require business to provide a continuity plan for recovery of technology systems in case of man made or natural emergency. Administration must provide technical support and staffing help, and distance education for ongoing professional development and staff growth

Texas has made great strides in improving technology in school but we nee to provide a high-performance infrastructure that will provide high speed connectivity with others by using digital tools and resources. This infrastructure will need to be safe, secure, Infrastructure for Technology (35-40) flexible, reliable, and able to integrate new technologies. It must allow collaborative work that will help students have a stronger sense of community that is conducive to interdisciplinary projects that reach beyond the tradition classroom.

The Educational Technology Advisory Committee has worked to help TEA and the state with concerns on the education technology leadership issues in Texas. They Study of Needs (41-42) have helped to develop the Texas Long- range Plan for Technology and the (STaR) charts. They also help evaluate the progress Texas has made toward those goals set out. EDLD 5306 Concepts of Educational Technology What new information did you acquire from your analysis of the Long-Range Plan? How can your new learning assist you as an instructional leader who is guiding technology use and integration at a campus?

The new information has helped me to develop a more developed view of technology in Texas. As a teacher I tend to look at things from only a teacher stand point. I do try to see things from the student view point but this document has made me look more closely at the future of the student and where we need to get them for optimal success. The administrative side is something I rarely look at, or at the community/business involvement and their stake in our students’ future. I have also had to take a look at the whole and how the pieces fit together. I think that by helping others see all the pieces and how it fits together I can facilitate more buy in from teachers. When they see how complex the whole technology plan is and how the state has tried to look at many aspects to assure success of the plan they will be more patient with it’s implementation and be ready to try new things when the time comes. EDLD 5306 Concepts of Educational Technology Week 1 Assignment, Part 3: Technology Applications TEKS Summary

Texas’ Technology Applications TEKS curriculum is divided into four strands: Foundations, Information Acquisition, Solving Problems, and Communication.

In this part of this assignment, you will summarize (1) the four strands of the Technology Applications TEKS and (2) two objectives/skills required in each of the four domains for a selected grade cluster.

To complete this assignment:

 Access the Technology Applications TEKS by entering the following address in your web address bar: http://ritter.tea.state.tx.us/technology/ta/stustd.html  Thoroughly review the Technology Applications TEKS for PK-12. (NOTE: There are standards for Pre-K students, but they are not divided into domains.)  Select a grade cluster—(K-2, 3-5, 6-8, 9-12)—and review the TEKS for that cluster.  Complete columns 2-4 of the table by describing each domain of the Technology Applications TEKS and summarizing two important objectives/skills required in each of the four domains for your selected grade cluster.

Grade Cluster:

Technology Strand Description Summary of TEKS #1 Summary of TEKS #2 Application Strand

Students must use technology terminology Student will use a appropriate to the task; variety of input devices; save & delete files; use use proper keyboarding Student must menu options & techniques; produce documents at the demonstrate commands for sever software applications; keyboard, by proof knowledge and identify and tell what the reading and making appropriate use of characteristics of digital corrections; use hardware, software. Foundations input, process and language skills including Use appropriate data output; delineate and correct grammar; and input skills. Comply make necessary demonstrate speed on with laws an examine adjustments regarding short timed exercises. issues regarding the compatibility issues and use of technology in access remote society. equipment. . .

Information Students must use a Students will apply Students will acquire Acquisition variety of strategies to appropriate electronic information using text, acquire information search strategies to audio, video, and from electronic sources acquisition information graphics; and use on- in a variety of formats and select appropriate line help. They will apply strategies to navigate critical analysis to and evaluate and access information resolve information information with on local area networks, conflicts and validate appropriate including Internet and information. Students supervision. intranet for research and will determine the resource sharing. usefulness and EDLD 5306 Concepts of Educational Technology appropriateness of information found.

The students use Students will use research skills and Students will use communication tools to electronic software programs and participate in group communication to data types with audio, projects; use interactive Problem Solving create new knowledge video, and graphics to technology; and enhance learning with supervision and participate with experiences; they will electronic communities use technology use appropriate software application to facilitate to express ideas and evaluation of work, solve problems Students will also use process and product. software features.

The student will publish information with a variety of media; use presentation software to communicate with a Students must format Students will use font specific audience. digital information for attributes, to ensure that appropriate and products are appropriate Students will collect effective for the defined audience, products to be stored in communication and for communication an electronic evaluation Communication facilitate evaluation of media, and use tool, evaluate the communication both appropriate; and use product and create process and product. data to develop chars technology assessment They must deliver a and graphs from various tools to monitor process product electronically sources of project. in a variety media with supervision.

Summarize the Pre-K Technology Applications TEKS. How does the Pre-K TEKS lay the foundation for student performance in future grades?

The Pre-K Technology helps children learn the basic functions of computer related technologies. It starts out with simply being able to start, use and exit software. They will use a variety of input devices and learn the terminology for them. They will follow basic oral and pictorial cues to operate programs, and sue interactive storybooks and information text. They will use a variety of software packages to help with academic areas.

The Technology Applications TEKS are designed as a dynamic, spiraling curriculum. Describe a series of TEKS in which students have multiple opportunities to master knowledge/skills.

The TEKS are set up in two year increments where the same TEKS are followed giving the student a longer time to master the TEK. Also, the TEKS for K-5 are very similar which again gives the student longer to become more proficient on the specific TEK before adding to the complexity of the use of that area of technology. For instant the first strand in foundations of the TEKS starts out simply to use technology terminology to appropriate task. This is for K-5, in the EDLD 5306 Concepts of Educational Technology

6th grade it changes to demonstrate knowledge and appropriate use of operating systems, software applications and communication and networking components. This pattern continues to hold true and in middle school has a few extra TEKS to each strand to insure further development in technology.