Edld 5352 week01_assignmentjbuckels_ea1189[1]

EDLD 5352 Instructional Leadership: Technology Component

Week 1 Assignment

Jennifer Buckels
EA1189
Overview
All states are required to submit a technology plan to the United States Department of Education. For
example, 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, all states have curriculum standards to include technology across the curriculum. For
example in Texas, 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 research your state education agency’s plan for technology in PK-12
schools and summarize the key ideas of the technology plan for your state. You will also research the PK-12
curriculum standards in your state to find requirements for technology for your state or the national standards.
Additionally, 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 State Technology Plan, and
the Technology Curriculum 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.

1


Rubric
Use the following Rubric to guide your work on the Week 1 Assignment.

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

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

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

2


Assignment Student adheres to Student adheres Student adheres Student does not use
Mechanics APA stylistic mostly to APA loosely to APA APA guidelines.
guidelines. Writing stylistic guidelines. stylistic guidelines. (Maximum 0 points)
is clear, concise, Writing is mostly Writing is unclear
and well organized. clear, concise, and and/or disorganized.
Excellent well organized. Weak
sentence/paragraph Good sentence/ sentence/paragraph
construction. paragraph construction.
Thoughts are construction. Thoughts are not
expressed in a Thoughts are expressed in a
coherent and logical expressed in a coherent and logical
manner. There are coherent and manner. There are
no errors in logical manner. four or more errors in
grammar, spelling, There are three or grammar, spelling, or
or punctuation. fewer errors in punctuation.
(Maximum 5 grammar, spelling, (Maximum 3
points) or punctuation. points)
(Maximum 4
points)

3


Week 1 Assignment, Part 1: Technology/Leadership Assessments
Assessment #1: 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.

(x ) 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.

( ) 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.

( x ) I like to watch a video.

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

( ) Other: (describe)

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?

Based on the responses, I feel that I learn technology best by exploring it at
my own pace. I like to be able to “play” with the program and figure it out on
my own. I also like having someone who I can ask questions if I have any.
The ideal professional development format that I would prefer is to be in a lab
setting and to be given time to explore the program and ask questions if I had
4


any.

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

Y(x ) N( ) 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( x) N( ) 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( ) N( x ) 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( x) N( ) I can change the views in the windows.

5


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

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

Y( x) N( ) 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( x ) N( ) 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( x ) N( ) 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.

6


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.

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

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

7


REFLECTIONS: BASIC COMPUTER OPERATIONS

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?

I do not feel that I have many areas to improve on in this section. I feel that I
have a strong understanding of the basic computer operations. If anything, I
would need some training on some higher level skills. I do not feel that my
skills need to be improved in this area. The skills I have help me do my job
better. I do feel that I could serve as a mentor or coach to other staff members
in this area.

Internet Use

Browser Operation

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

Y(x ) N( ) 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.

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.
8


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

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

Internet Research

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

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

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

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

Y( x ) N( ) I know how to set up distribution lists.

Y(x ) N( ) I know how to sort email messages by sender, date, or subject.

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

9


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

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

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

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

Y( ) N(x ) 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.

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).

10


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


My technology professional development goals would focus on web design.
This is one area that I am not proficient. I have dabbled in it but by no means
have a command of it. I feel that improving my skill and knowledge in this
area would help me do my job more efficiently. I think communication with
parents is such an important aspect of having a successful school community.
A well designed website would promote good communication between
schools and parents. I do not feel that I could serve as a mentor or coach in
this area.

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( ) N(x ) 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.

Y( ) N( x ) 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.

11


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

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

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

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

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

Y( x ) N( ) I can use a spreadsheet to make a simple graph or chart.

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.

12


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

Database Use

Y(x ) N( ) 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( x ) N( ) 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( xx ) 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( ) N(x ) 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( x ) N( ) 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( x ) N( ) 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.

13


REFLECTIONS: OFFICE PRODUCTIVITY TOOLS


Before this questionnaire, I felt that I was fairly proficient at office tools.
After completing this, I see that I have room for much improvement. I need to
work on increasing my skills in the areas of spreadsheets and databases. I
have attempted to learn about spreadsheets but am very intimidated by it.
Improving my skills and knowledge in this area would allow me to be able to
effectively share information that is best presented in spreadsheets. I do not
feel that I could be a mentor or coach in this area.

Web 2.0 Tools

I have used the following Web2.0 Tools:

Y( x ) N( ) 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( ) N(xx ) 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( x ) N( ) 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.

14


REFLECTIONS: WEB 2.0 TOOLS


This is definitely an area that I would like to focus on in professional
development. I have really no idea how to use these tools or what their benefit
would be to my students. Living in the 21st century, teachers need to be on top
of the new technology. Learning about these tools would help me become a
more effective teacher for our 21st century learners. I definitely could not
serve as a mentor or coach in this area.

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

Assessment #2: 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 registration
15


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.

16


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?

This survey revealed several high level professional development priorities. I had high level
1.
priorities in the areas of digital-age work and learning, digital-age learning experiences and
2.
assessments, student learning and creativity and digital citizenship and responsibility. My Level of
3.
Technology Implementation score was a Level 2-Exploration. This implied that I use technology
based tools to supplement the existing instructional program and that it generally reinforces lower
4.
cognitive skill development. My Current Instructional Practices score was an Intensity Level 1.
5.
This implies that my learning activities tend to be sequential and uniform for all students. My
Personal Computer Use score was an Intensity Level 2. This indicates that I have little to moderate
skill level with using computers for personal use. I feel that this part of the survey did not reflect
my knowledge in this area.

In the space below, reflect on the suggested recommended professional development activities and resource web
After viewing the recommended professional development, I was several that were of interest to me.
links.
The Collaborative Learning Environment online course focus’ on using Web 2.0 technology. When
looking at the surveys, I realized that this is a major weakness for me and something that I need to
focus on. This training will enable me to help develop 21st century learners. Another interesting
1.
professional development activity is the HEAT courses. I would love to learn how to use Higher-
2.
order thinking, Engaged learning, Authenticity, Technology in my classroom. I was also interested
to 3.
learn that I could click on the web links and it would give me links to websites that offered online
tutorials to help increase my technological knowledge. 17


4.
5.

Assessment #3: 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?

A 9.
strength that I identified from this survey was my own personal skill level. I feel that I have a
good command on these skills and could help students use these to do basic computer work. On the
10.
other hand, I found lots of areas in which our school is weak. One area that I feel my school is weak
in 11. area of collecting data to gage its impact on our learners. We are so focused on our
is the
academic skills and testing that we are not looking to see how technology could positively impact
12.
our students. Our students attend computer lab once a week and this time is used for research or for
13.
drill and practice. We are not using digital tools to enhance their learning or their school work. My
campus does not have teachers who are thinking about technology when designing their lesson
plans. We tend to use technology for our own personal growth or development not our students.
We also struggle with having enough up to date technology in our school. Our computers are 7
years old. We have a long way to go before we can meet our student’s needs in being a 21st century
learner.
Week 1 Assignment, Part 2: Key Ideas of the State Technology Plan
All states are required to submit a State Technology Plan to the United States Department of Education.

18


For example, 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, Administration,
and Instructional Support; and Infrastructure for Technology. In Part 1 of the Week 1 Assignment, you will
summarize key ideas of your State Technology Plan or the Texas Long-Range Plan for Technology.

To complete this assignment, choose to summarize key ideas of one state technology plan. You may use the
Texas plan or your state’s plan if you do not reside in Texas.
1. Your State Technology Plan, or
2. Texas Long Range Plan for Technology
• Access your state plan or the Texas Long-Range Plan as an example by entering the following address
into your web address bar: http://www.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html
• Review the plan.
• Chart for the Texas Plan. Complete the table below by summarizing each of the key ideas stated in the
chart. Your state plan may have similar ideas included, if so you may complete this table, otherwise omit
this response.

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

All educators must master SBEC technology
application standards. Professional
Vision 2020 (1-4)
development must provide opportunities to
master these technologies.
The economy has moved from a
manufacturing and industrial based system
to one that is based on technology and
Defining the Need for Change (5-6)
information. Texas students need to be
prepared to compete in this new global
economy.
Today’s students are confidently engaged in
all aspects of emerging technologies.
Introducing the 21st Century Learner (7)
Learning styles vary and need to be
addressed in technology curriculum.
Most teachers that participated in the survey
indicated that the primary impact of
technology on student performance is
student engagement. Texas teachers report
that they primarily use the computer in their
Teacher Voices (12-14) classroom for professional tasks such as
email (99%). They also reported that lack of
time during the school day is the primary
obstacle teachers’ face when using
technology in the classroom.

Teaching and Learning (17-22) Full student engagement in learning

19


processes is what ensures student success.
Instruction must be individualized.
Technology is making education equitable. It
no longer matters where a student is from,
and where he attends school because
technology is allowing students the same
educational opportunities. Distance learning
is enabling schools to overcome barriers and
limitations of their local resources.
Integrating technology into classrooms
transforms the teaching process by making it
interesting for students, and therefore
increasing student engagement. Teachers are
faced with many challenges regarding
technology. One is that the traditional model
of teaching is no longer useful or adequate
for 21st Century education. Both student and
teacher roles must change continuously.
Students must be active participants, and
must know how to acquire information and
ensure that it is reliable.
The vision for teachers and students in the state
plan is for educators to realize the technological
world they live in, equip themselves with the
skills needed to prepare students K- 12th grades
for future success as 21st century learners. All
beginning teachers must meet the Technology
Application educator standards and veteran
teachers must be involved in ongoing job-
embedded professional development to meet the
SBEC standards. Specific recommendations to
Educator Preparation and Development (23-28)
meet these standards are stated for the Texas
Education Agency, State Board for Educator
Certification, and Regional Education Service
Centers. Specific recommendations to Local
Education Agencies, Texas Higher Education, to
Parents, Communities, and the Private Sector are
also outlined in the state plan. All of these
agents are responsible to monitor and provide
opportunities for advancement of technology in
the school systems.

Leadership, Administration, and Instructional Proficient and determined leaders are the key to
Support (29-34) transforming public education to a school with
students being 21st Century learners. Students
that are near graduation, whether going to
college or into the work force need to be
equipped with the skills necessary to be
successful. Administrators must be the first to

20


take on the much important role of leading its
faculty, school and students in the ways of
technology. A technology committee should be
created at all campuses to help with the
demanding needs of technology. State and
federal requirements will be understood fully by
this committee. On going planning for
technology is key to stay up to date and to start
seeing a difference in the way our students are
learning.

Although Texas has made significant
improvement over the past decade, it must plan
to meet the needs of 21st Century students by
providing a 21st Century educational
environment. This 21st Century infrastructure
will offer high-speed connectivity for all learners
among schools, colleges, medical facilities,
libraries, businesses, and homes. It is imperative
that a safe, secure, flexible, scalable, and reliable
infrastructure be established in order to provide
equitable access to all learners. It would build a
strong sense of community between teachers,
Infrastructure for Technology (35-40) parents, administrators, and students. A school’s
infrastructure is a crucial element of support for
the Long Range Plan for Technology. The Texas
legislation has supported Texas schools, but
there is still a lot of work that needs to be done.
A stable infrastructure requires consistent and
reliable funding, and due to the loss of funding
from the Telecommunications Infrastructure
Fund schools have had a significant impact. The
bottom line is that a 21st Century infrastructure
is necessary to provide high quality education
that prepares students for a global economy.

Study of Needs (41-42) Educational Technology Advisory Committee
(ETAC) members serve to provide
recommendations to TEA and the state regarding
educational technology leadership issues in
Texas. They have also been an integral part of
the development of the Texas Long-Range Plans
for Technology which will guide Texas’ districts
in the effective use of technology which will in
turn adequately prepare Texas’ students for
educational and occupational success in the 21st
Century. The ETAC reviewed the existing plan,
addressed the progress, the goals that are in the
process of being accomplished, and the goals
that still need to be addressed. In order for Texas
to regain momentum in student preparation for

21


the 21st Century, the ETAC has identified
immediate issue that need to be addressed.

• Summarize your State Technology Plan in the textbox below if it does not follow the Texas Plan
components. If you completed the chart for the Texas plan, please omit this response.

N/A

• What new information did you acquire from your analysis of the State Technology Plan? How can your
new learning assist you as an instructional leader who is guiding technology use and integration at a
campus?

I was surprised at how thorough the State Technology Plan is. They have addressed every
technological issue possible. The sad part about this plan is that it is so hard to address the needs that
our 21st century learners have due to lack of funding for technology.The new learning that I have
acquired will assist me as an instructional leader who is guiding technology use and integration at a
campus. I must model a willingness to learn and give support to teachers in their professional
development. An instructional leader must have an awareness of the importance of technology for our
students. We are charged with preparing them for the future. As a leader, we must be willing to find
creative ways to secure funding to provide the necessary technology to make our children 21st century
learners.

22


Week 1 Assignment, Part 3: State Technology Curriculum Standards Summary
You may use your State Technology Curriculum Standards or use the national standard for students
(NETS-S) from the International Society for Technology in Education (ISTE at
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_
2007_Standards.pdf).

To complete this assignment, choose No. 1 or No. 2 below:

1. Using the ISTE NETS for Students curriculum standards or your State Technology Curriculum
Standards, summarize what students should know and be able to do by the end of the 8th grade.

• In summarizing the ISTE NETS for Students or your State Technology Curriculum Standards, how do
the curriculum standards lay the foundation for Pre-Kindergarten, Kindergarten, and First Grade students
in future grades?

• How does your local school district or campus give students multiple opportunities to master technology
knowledge and skills?

OR

2. Use the Texas example of technology standards for students following the instructions below:

Using the Texas’ Technology Applications TEKS curriculum example, the student standards are 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 using the Texas example:

• 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.

23


Grade Cluster:

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

The students will use
The students will have
Student displays a variety of input
knowledge of
Foundations knowledge and devices, keyboarding
terminology and will
skills appropriate to techniques, produce
be able to start and
the task. documents and
exit programs
language skills

Student acquires The student will use
Information The students will
and evaluates appropriate strategies
Acquisition acquire information and
electronic to access information
use on-line help
information. for research

The student will use
The students will use
Student uses software programs
software features
computer based including word
Problem Solving such as online help
tools and research processing and
and slide show
skills to modify multimedia to express
previews to evaluate
problems at hand. ideas and solve
work or final product
problems

The student will select
Student uses
a product to be stored
appropriate The student will
Communication and will evaluate the
technology to publish information in
product to see if it
evaluate effective a variety of medias.
fulfills the assignment
communication.
or task.

In summarizing the Texas Standards, how do the curriculum standards lay the foundation for Pre-Kindergarten,
Kindergarten, and First Grade students in future grades?

The curriculum standards help lay a strong foundation for Pre-K, Kindergarten and first grade students.
While looking at the standards, I noticed that there is a common theme throughout the pre-k through 12
standards. The standards all had the same four strands throughout the grade levels. This common theme
helps lay a foundation that can be built upon year after year.

How does your local school district or campus give students multiple opportunities to master technology
knowledge and skills?

Our campus needs to work on giving students multiple opportunities to master technology knowledge and
skills. We tend to focus on our academics instead of technology. We need to realize that we can use
technology to enhance students learning and help them excel academically at the same time. We also
need to focus on acquiring newer and more up-to-date technology to help our students be 21st century
learners.

24


25

Edld 5352 week01_assignmentjbuckels_ea1189[1]

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (13)

Andere mochten auch

Andere mochten auch (7)

Ähnlich wie Edld 5352 week01_assignmentjbuckels_ea1189[1]

Ähnlich wie Edld 5352 week01_assignmentjbuckels_ea1189[1] (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Edld 5352 week01_assignmentjbuckels_ea1189[1]