EDLD 5306 Concepts of Technology Education End of Course Reflection

What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

In the beginning of this course, I envisioned learning about what technical tools were being used for learning activities in classes being taught in public schools. I wasn't aware that we would be reviewing the Texas Long-Range Plan for Technology, 2006-2020 and the Technology Applications Texas Essential Knowledge and Skills (TEKS). I was excited to find out that I would be completing the various self assessments to determine my temperament, understanding of learning styles, leadership skills, and knowledge of implementation of technology in the classroom. After reviewing the TEKS, I was able to understand more about the connections between technology requirements in the classrooms. I had heard of Wikis and blogs, but had not experienced an intellectual connection between the two teaching tools and learning activities in the classroom. The assessments provided me with insight about my strengths and weaknesses in leadership skills, technology learning styles, and leadership skills. I believe the course activities and reflection exercises provided me with knowledge above and beyond my expectations.

To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

I believe the course activities have provided me with additional knowledge about what kind of personality I possess, what kind of teacher I can be, how I can better serve my students, and help them become better achievers. The student population, at my school, is a diverse group of adult learners. As a teacher, I am responsible for maintaining order in a classroom, and instilling knowledge of technology to a group of adult learners with various personality characteristics, low self confidence, and have no interest in making lifetime goals. The Multiple Intelligence self assessment will help me identify students with particular learning styles and habits, and plan teaching strategies to help them become more successful. I will be able to identify and understand the reasons why students express reluctance in learning anything new, and with technology guided lessons. The personal characteristic self assessment will help me understand the students thinking patterns and attitudes toward learning.

What outcomes did you not achieve? What prevented you from achieving them?

The learning assignments in this course covered a multitude of information, such as the Texas Long Range Technology Plan, the Technology Applications Texas Essential Knowledge and Skills (TEKS), the STaR Charts, technology book, etc. I completed the assignments, but feel that I may need to review a few of the course assignments and materials, for a second time, to fully understand the connection between the technology applications plans and technology education required in the classrooms. My preference of learning is the online environment; however, it is fast paced and sometimes I become overwhelmed with the assignment requirements. In this fast paced learning environment, there were times when I spent a little too much time to read and understand the concepts of one assignment and didn’t allow enough time to fully understand the concepts in other valuable assignments.

Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

In the beginning of the course, it seemed impossible to complete all of the course assignments and submit them on time. I felt discouraged many times throughout the course. It has been several years since I attended college, and it has been difficult to exercise my brain’s power and thinking abilities. Giving up some of my daily activities in exchange for studying has been a challenge. I have been informed of my habit of being an overachiever, and find myself making more out of an assignment than is required. If I am not sure about the instructor’s expectations on an assignment, I begin to panic and want to give up. I am not sure how, but I managed to complete and submit all of my assignments.

What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?

My technology skills assessment revealed my strengths and weaknesses. I plan to review my LoTi recommendations for professional development to increase my skills in several areas of technology and leadership. The class that I teach is Business Computer Information Systems. After teaching in a computer lab all day, it is difficult to come home and use the computer to explore the Internet and learn about new technology. I would like to improve on three leadership skills, formal public speaking, facilitation, and resolving conflicts. I feel that I possess the ability to be an effective leader, but need more practice to become more confident about resolving conflicts and formal public speaking. After completing the Keirsey Temperament Sorter, I discovered that some of the character results matched four traits my coworkers have expressed. They used my first name and used the character traits to describe me as being (L)ively, (I)ntuitive, (S)pontaneous, and (A)mbitious: LISA, which is my first name. 

EDLD 5306 Week 1 Web Conference, November 17, 2011

I attended the first required Web Conference. This was my first experience with web conferencing, and it was a little overwhelming. 


The instructor presented an overview of the current course, plus the steps we will be completing to finish our degree plan. She informed students of the Internship portion of the program, and how many hours students will need to complete an internship. We were informed of the necessary paperwork to be completed such as the Application for Internship and the Site Mentor Agreement, and the deadline for submission of the two documents.


The instructor provided an overview of TK20, the importance of submitting required documents to meet course guidelines, and the outcome of using this account through the end of the program. 

Week 2, Blog #3 - National Educational Technology Plan

The National Technology Plan is designed to increase educational opportunities in The United States. This technology plan is a governmental attempt in assisting the country to grow economically and increase prosperity throughout the nation. Technology education has been identified as a factor in achieving the desired outcomes. The two major objectives of the plan are to increase the percentage of Americans obtaining a college education, and high school students are better prepared to attend college and become a part of the workforce.

The goals outlined in the Technology Plan address methods to transform American student learning experiences to higher level achievement based on learning styles, and advanced technology. Implementation of using advanced technology in all subject areas to keep students interested and involved in learning. Designing highly functional technology based assessments for measuring student improvement. Providing teacher support through technology based resources and professional development activities, and social networking with peers and professional organizations. Maintain the technology infrastructure for connecting to outside resources for student learning and professional development. Conduct research to develop more cost effective methods to increase learning through the use of technology.

There are several issues or concerns mentioned that need to be addressed. Some of the important issues are reducing the number of students leaving high school prior to graduation, and changing the traditional classroom arrangement of age classification and time spent in school to a more flexible learning environment. The overall desire is to improve learning results, by keeping students and teachers involved in learning, and reducing the fiscal burdens education demands from the federal and state budgets.

Week 2, Blog #2 - School or District Technology Plan

The school I chose to research is a participant in the E-Rate program. I reviewed the District Technology Plan for goals and strategies for using telecommunications and information technology, an assessment of telecommunication services, budget resources, professional development strategies, and a professional development coordinator. The school has a designated professional development coordinator. The District Technology Plan is evaluated and updated as needed and according to state guidelines.

The goals are written to meet specific objectives defined in the TEKS Technology Application K-12. Examples of the goals are:

1) To incorporate technology into education in support of TEKS and students graduate with the skills necessary to achieve lifelong learning. Strategies to support this goal are to monitor and assess technology performance skills and standards for benchmark competencies; and provide students with equal access to resources and computer equipment.

2) Administrative support will assist with integrating technology into the learning environment to expand students’ critical thinking and problem-solving skills. Strategies to support this goal are to maintain campus equipment including hardware and software, conduct annual reviews of campus equipment, provide training opportunities for staff, and create partnerships with state, federal, and private entities to assist with providing technology resources.

3) Staff professional development activities will be provided for maintaining compliance with SBEC standards. Strategies to support this goal are to provide staff development training, and continue technology certification programs for teachers.

The main component of budget resources is the E-Rate program. The schools goals and objectives are directly related to meeting guidelines in the TA TEKS and STaR program to maintain funding assistance.

Week 2 assignment 4 slide presentation

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Week 2, Blog #1 - Technology Assessments

In the 21^st Century, technology is the driving force in accomplishing tasks throughout all aspects of life. Assessments are necessary in order to ensure students are learning essential skills for the future, and educators’ have the knowledge and skills to teach and inspire students to continue learning after high school. Technology assessments provide essential information regarding an educator’s strengths and weaknesses. They provide positive feedback for identifying technology areas that need to be improved. Assessment recommendations may involve long term learning activities. The LoTi Digital Age Survey is based on The ISTE National Education Technology Standards for Teachers (NETS-T) Performance Indicators. I completed the survey, and the professional development priorities results were reasonably accurate.

The LoTi Digital Age Survey provides personalized professional development priorities for a teacher to enhance their skills in technology and classroom instruction. According to the NETS-T Performance Indicators, an example set of LoTi professional development Survey results is shown below:

NETS-T Performance Indicators	NETS-T Description	Professional Development Priority
Digital Age Work and Learning	Teacher creates technology application learning activities that inspires learning, creativity, and innovation in the classroom.	High
Digital-Age Learning Experiences and Assessments	Learning activities involve digital tools and resources, and evaluation methods are implemented to meet technology standards.	Mid
Student Learning and Creativity	Learning activities reinforce student creativity and innovation using various methods of communication.	High
Professional Growth and Leadership	Educators continue professional development, and display leadership qualities.	Low
Digital Citizenship and Responsibility	Legal and ethical uses of technology and information are taught in classroom activities.	Mid