Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Week 10 group presentation computer
1. The Use of Computers
Caynon Strickland, Desha Mills, Rubisela Lucatero
Dr. Gayle J. Dodson
EDAD 5335
2. Action Plan
Caynon Strickland
Principal
ISLCC Standard 3
Principal Computer Use
Desha Mills
Student
Technology in the
Classroom
Advantages of Computer
use
Skills Develop through
computer use
Benefits in the learning
Environment
Computer Use and Family
Involvement
Principal’s Responsibilities
Rubisela Lucatero
Teacher
Technology Standards for
teachers
5 Internet Technologies
school teachers need to
know
Principles for integrating
Technology in the
Curriculum
Technology planning
Three keys to Technology
Excellence
4. ISLCC Standard 3
“A school administrator is an
educational leader who promotes the
success of all students by ensuring
management of the organization,
operations, and resources for a safe,
efficient, and effective learning
environment.”
5. “The most effective way school
administrators can promote
technology use is to themselves
be knowledgeable and effective
users of technology”
Betty Kistler
11. Entering and Managing
Information
Student Discipline
(TxEIS)
Reports to Central Office
(Word Processor)
Teacher Walk-Throughs
(Mobile Principal)
Teacher Information Notes
(Word Processor)
Teacher Evaluations
(School Stream – district
forms)
Work Orders and Other
forms
(School Stream)
School Improvement Plan
(word processor)
Substitutes
(AESOP)
13. Each institution has its own unique
way of keeping track of and
reporting school data. Here are a
couple of useful sites:
List of software:
http://www.capterra.com/school-administrationsoftware
Process for evaluating software:
http://pareonline.net/getvn.asp?v=6&n=14
15. Useful Informational sites for Texas Principals:
http://www.tea.state.tx.us/
Texas Education Agency
http://www.tassp.org/index.cfm
Texas Association of School Principals
http://www.tepsa.org/
Texas Elementary Principals and Supervisors Association
http://www.uiltexas.org/
University Interscholastic League
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_d
ir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2
Texas Administrative Code – Code of Ethics and Standard Practices for
Texas Educators
17. As school leaders, we must realize we are in this
together with one common goal: what is best for
students.
Some useful computer sites where principals can share with and learn from
one another:
Connectedprincipals.com
(collective thoughts of school administrators that want to share best
practices in education)
Effectiveprincipals.blogspot.com
(principals share effective strategies that positively impact their school)
Frankbuck.blogspot.com
(time management for school leaders)
Blogs.edweek.org/edweek/LeaderTALK
(provides interesting commentary and useful suggestions for leading your
school)
www.schoolprincipalblog.com
(information and tips for school principals)
19. The Digital Divide
(providing equity and access to students)
Online Safety
(Internet use policies in place)
Copyright
(Ensuring teachers and students follow
copyright laws)
21. Technology in the
Classroom
Technology can be used as tools to create instructional
materials or as presentation devices to provide
information in a variety of ways;
• Ebooks
• Smartboards
• Powerpoint
• Global communication
22. Advantages of
Computer Use
The potential to reach students with various ability
learning styles
An increase in student’s interest and motivation
throughout the school day
Teachers prepare students for future use through
different stages of their life
23. Advantages for “At Risk”
Population
The use of technology can lead to improvements in
math, science, social studies, and language arts. At Risk
population can demonstrate:
Improved attitude
Improved Confidence
Improved writing skills
24. Advantage Over
Traditional Methods of
Assessment
• Active participation through increase motivation
which leads to purposeful learning, self-confidence,
and self-esteem
• Application of knowledge through higher order
thinking projects
• Students’ portfolios in various subject areas will
allow teachers to demonstrate and assess growth
25. Skills Develop through
Computer Use
Usage can enhance information processing skills
Ability to locate information
Work in groups
Develop presentation skills
26. Skills Develop through
Computer Use
Tutoring for basic reading and math skills
Students control their own pace
Instant feedback
27. Benefits in the Learning
Environment
Improve whole group lessons
Enhance the curriculum
Provide visualization
Flexibility of how students are assess on content
Share resources
Able to demonstrate difficult concept in various
content.
28. Computer Use and Family
Involvement
Increase communication with parents at home
Parents develop their own computer skills
Spending more time with their families
Less time watching TV
29. Principal’s
Responsibilities
Staff and student training on Internet Safety
Proper documentation of parental permission for student use
Proper documentation of parental permission for
photography or video of student
Staff development throughout the year on integration of
technology in the curriculum
Teacher and student access to the proper technology.
Principal is responsible for obtaining and securing grants for
the appropriate technology, if district is unable to provide to
schools
32. Technology Standards
for teachers
I.
Technology Operations and Concepts
II. Planning and Designing Learning Environments
III. Teaching, Learning, and the Curriculum
IV. Assessment and Evaluation
V. Productivity and Professional Practice
VI. Social, Ethical, Legal, and Humans Issues
36. Principles for integrating
Technology in the Curriculum
1. Develop a plan for the assistive technology
implementation
2. Time to plan instruction using the assistive
technology in the classroom
3. Materials age-appropriate and motivating to the
individual student
4. Learn to use the assistive technology before it is
introduced into the daily classroom routine
37. Principles for integrating
Technology in the Curriculum
5. Easily accessible within the classroom
6. Create materials that are specific too the
curriculum
7. Training and technical
8. Support from classmates
9. Others who are using the assistive technology
successfully
38. Principles for integrating
Technology in the Curriculum
10. The value of support
11. Special education support for student expectations
12. Administrative support
13. An Assistive technology team coordinators
14. Procedures
15. Using settings other than the classroom
40. Technology Planning
Teachers can:
Ask to be involve in the planning process
Utilize technology to involve students in an engaging
curriculum
Help other teachers integrate technology
Communicate concern and propose changes
Display enthusiasm and try something new
42. Works Cited (Principal)
Brockmeier, L., Pate, J., & Leech, D. (2010). Principals' Use of Computer Technology. Journal of Technology Integration in the
Classroom, 2(3), 85-90.
Connected Principals. (n.d.). Connected Principals. Retrieved January 24, 2014, from http://connectedprincipals.com
Demski, J. (2012, June 1). The Seven Habits of Highly Effective Tech-Leading Principals: Unwrapping the Key
Attributes That
Transform Principals into Effective Technology Leaders in Their Schools and in Their
Districts. T H E Journal, July 2012, 1-7.
Forman, K. & Soloff J. (2010). Preparing for educational leadership. Boston, MA: Pearson Learning Solutions.
Garland, V. (2010). Emerging Technology Trends and Ethical Practices for the School Principal. J. EDUCATIONAL
TECHNOLOGY SYSTEMS, 38(1), 39-49.
Larkin, P. (2013). Tweeting the Good News and Other Ways to use Social Media. Educational Leadership, 70(7), 70-72.
Starr, L. (2009, September 23). The Administrator's Role in Technology Integration. Education World:. Retrieved January 22,
2014, from http://www.educationworld.com/a_tech/tech087.shtml
Welcome to the Texas Education Agency. (n.d.). Texas Education Agency. Retrieved January 22, 2014, from
http://www.tea.state.tx.us
Williamson, R. (n.d.). Great new Resources for Principals. Education Partnerships, Inc. Retrieved January 24, 2013, from
http://files.eric.ed.gov/fulltext/ED538404.pdf
43. Works Cited (Student)
http://yosemite.wbu.edu/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=f5h&AN=85833634&site=edslive">Making Best Practices Better.</a>
<a
href="http://yosemite.wbu.edu/login?url=http://search.ebscohos
t.com/login.aspx?direct=true&db=f5h&AN=71740202&site=edslive">Mobile Devices Drive Creative Instruction.</a>
<a
href="http://yosemite.wbu.edu/login?url=http://search.ebscohos
t.com/login.aspx?direct=true&db=f5h&AN=87064628&site=edslive">Using Technology to make a Difference.</a>
<a
href="http://yosemite.wbu.edu/login?url=http://search.ebscohos
t.com/login.aspx?direct=true&db=ofm&AN=71796979&site=edslive">Our Digital Conversion.</a>
Computer use contributes to every facet of this standard.
Computer training for principals is often overlooked. The principal must seek professional development to become aware of modern technology that can benefit his/her school. Principals function as role models when applying computer technology to administrative and managerial tasks.
Provides concrete ways school administrators can show competency in five areas of leadership connected to technology use (visionary leadership, digital age learning culture, excellence in professional practice, systemic improvement, and digital citizenship)
Four major ways principals use computers, but is certainly not limited to.
Stay connected to staff, parents, media, other administrators, stakeholders.
I will present how teachers can use computers in the classroom
Teachers need to be prepared to meet the following technology standards
I. TECHNOLOGY OPERATIONS AND CONCEPTSTeachers need to demonstrate knowledge, skills, and understanding of concepts related to technology, and demonstrate continual growth in technology knowledge and skills to stay side by side of current technologies.II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES To Plan, teachers need to design appropriate learning opportunities that apply improved-technology instructional strategies to support the different needs of learners, apply current research on teaching and learning with technology when planning, use technology resources and evaluate them for accuracy and appropriateness, and plan strategies to manage student learning in an improved technology environment.III. TEACHING, LEARNING, AND THE CURRICULUMTeachers need to implement curriculum plans that include strategies for applying technology to maximize student learning by facilitating improved-technology experiences that refers to content standards and student technology standards, use technology to support learner-centered strategies that address the diverse needs of students, and apply technology to develop students’ higher order skills and creativity.IV. ASSESSMENT AND EVALUATIONTeachers need to apply technology to facilitate the given of assessments to students assessments by applying technology, using technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practiceV. PRODUCTIVITY AND PROFESSIONAL PRACTICETeachers need to use technology to improve their professional practice by continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning, apply technology to increase productivity, and use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUESTeachers need to understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools by modeling and teaching legal and ethical practice related to technology use, identifying and use technology resources that promotes safe and healthy use of technology resources, facilitating fair access to technology resources for all students.
Teachers need to have some knowledge of Internet technologies. There are five Internet technologies that will be very helpful to teachers.
1. Classroom Management applications: Having applications with wide control over classroom Internet access like NetSupport School will help teachers see what each student is doing on their computers.2. Lecture Capture: Teachers can record their lectures with very little effort, and those lectures can then be available to students to replay to review complex concepts, or for students who couldn’t attend class. 3. Parent Portals: Teachers can use portals like SchoolTool as parent portal. Parents can see their kid’s schedules, teacher contacts, end of term grades, state assessment results from previous years. 4. SaaS (Software-as-a-Service): Teachers can use SaaS to storage what ever they have in their computer. The information saved can be used later on if teachers need it.When SaaS is done right, it offers a wide range of benefits. 5. Skype: This free application makes it easy to connect using webcams, or just audio over the Internet. Free video conferencing capability reaches administrators, teachers, and students. It can also be used for students to give presentations from their home, have guest lecturers, and to establish a connection between their students and students across the country or across the world, classroom to classroom.
Teachers need to be aware of the 15 principles to use assistive technology in the classroom.
Principle 1: A student-centered team should develop a plan for the assistive technology implementation with specific strategies, individual responsibilities, and proposed timelines. The implementation plan needs to be integrated into the student’s IEP if they have one. Team may include friends, classroom aides, therapists, librarians, or other support people. A team plan insures that everyone has the same goals and expectations for the student’s use of the assistive technology. It helps keep the student, teachers, parents, therapists and administration “on the same page.”Principle 2: Teachers and therapists must have time to plan instruction using the assistive technology in the classroom to better decision making, for example, whether the assistive technology is best suited for practice of a concept or as the best way to present new information to students.Principle 3: The assistive technology and supporting materials should be age-appropriate and motivating to the individual student. The following are supporting materials that can be used: enlarged keyboard, image Caption, switch/scanning to access a student interest program, morphing tools, a touch screen, different types of age-appropriate software, use a flat panel touch screen, a program with enlarged text that provides positive auditory feedback.Principle 4: Students and teachers should have time to learn to use the assistive technology before it is introduced into the daily classroom routine. Learn to use Assistive technology such asAlphaSmart, a clear acrylic mount for eye gazing pictures, a head switch to scan for computer access, practice scanning is to use many other computer programs, a mouth stick and touch screen to access a computer program.
Principle 5: Assistive Technology should be easily accessible within the classroom.It should be reliable, easy to set up and easy to use. It should be available wherever everyday instruction is taking place, just like any other classroom/school equipment. Assistive technology equipment should be placed on desktops so they are ready for the student to use.Principle 7: Training and technical support must be easily available. Teachers need training and support to learn how to use equipment and materials creatively and effectively in the classroom. Students must have support available to learn how to use the assistive technology. Help with troubleshooting should be available when needed. Often technical support comes from other agencies, from vendors who sell the technology or from people outside the school district who are familiar with the assistive technology. Principle 8: Students need support from their classmates.Teachers and therapists should take the time to show friends and classmates that assistive technology is a difference equalizer, not a difference maker. Classmates need help to learn how to interact with a student who uses assistive technology. Principle 9: Students, teachers, therapists and parents need access to others who are using the assistive technology successfully. ‘Each one teach one’ that applies to use of assistive technology. One student will start off with a piece of assistive technology that helps him or her in English class. Then find it works in another subject class, and try it with a student in, Students help each other.
Principle 10: The value of support from parents or caregivers cannot be overestimated. Parents have unique insight into the student’s strengths and weaknesses. While it may be unrealistic to expect that parents become “experts” in the use of the assistive technology, reinforcement at home speeds up progress in the classroom. “Integration of assistive technology into the curriculum must be addressed in the IEP. Principle 11: Regular education staff must have special education support for student expectations, accommodations guidance and material preparation. Principle 12: Support from school and district administrators makes all the difference. The initial expense of fiscal and people resources in the selection, purchase, and preparation of assistive technology is an investment for a student’s future years. Administrators who have had the opportunity to understand this principle are more likely to provide workday time for assistive technology staff to plan, get outside training and integrate assistive technology effectively in the classroom. Principle 13: An assistive technology team coordinator saves time, effort and discouragement. School districts that create this position may use a therapist or a special education teacher who has the knowledge, interest and motivation to support teachers and administrators in integrating technology in the classroom. The assistive technology coordinator can dedicate the time required to finding training, troubleshooting solutions, managing the paperwork necessary for funding or IEP documentation, and working with the school district’s information technology staff.Principle 14: Procedures should be set in place for ongoing evaluation and documentation of assistive technology effectiveness. Ideally, collecting performance data on the student’s use of the assistive technology should be part of the daily routine. Putting these procedures in place early in the process helps in the long run for the IEP, for accountability in general, for supporting standards-based learning and in making future assistive technology decisions.Principle 15: Using assistive technology in settings other than the classroom is a powerful way to provide continuity of learning. The same augmentative communication device can be used to order food in a restaurant, communicate with family members at home and shop in the mall. Using voice-activated software for emailing friends helps reinforce the skills needed to produce class work.Providing training and support for family members in the use of assistive technology helps make this possible. The assistive technology itself rarely generates a student’s attention and interest for long, but when it makes a difference in real-life experiences, learning in all arenas is reinforced.
Technology can be an extended planning. I will just mention a couple of them.
all teachers and students have laptop computers.teachers check voicemail and return students' calls on a special telephone system.students use telephones to find information or speak to experts in subject areas they are studying.all lessons are multidisciplinary.all students have individual learning plans created by teachers., printers, CD-ROMs, laserdiscs, VCRs, video editing machines, camcorders, cable television, online services, and telephones.Teachers assess student learning through portfolios and creative performance tasks. Again, the object is to use real-life approaches to assessment.Whatever the configuration of a school of the future might be, technology is always a huge part of it.
