PART2

Part 2. Based on your readings, you will use reflective writing practices to relate this report to your own school system. Work in your groups to answers the following questions: 1. What strategies do you recommend for preparing the overarching goal statement for your Technology Program in your school? 2. What are the differences between a Vision Statement, long range goals, short term goals, objectives, and proposed outcomes? How do you define each category? 3. Is the digital divide a real problem or a passing topic with no true meaning? Are students in your school experiencing limited access to the Internet and educational resources that the Internet provides? Describe these situations. 4. Are technology standards an important framework in your school? What strategies are used to meet standards? 5. Describe Professional development in your school. Compare this to PD available through EETT Report. 6. Compare NC Technology Literacy Skills with those described in the report. Submit the answers to the above questions, as a group project, to the **digital dropbox**. Here is an example of how to title it: //Group1_group_project// Here's how: There are 4 groups. Two groups have 6 people and 2 groups have 7 students in each group. For this assignment, all people in your group will select one question to answer. If you have 7 people in your group, two people will answer the same question.

Each individual will bring his answer to the entire group. You will use the **your small group discussion board** to upload your answer. Use // Question number // //your last name// to save and upload your document to the small group discussion board. After all the questions have been answered and uploaded to the small group discussion board, wait a few days for everyone to read. **If there are no errors**, each individual will send an email to the entire group with your approval for all answers. If you see an error, send an email to the person in the group with your suggestion for revision. That person will revise his particular question answer. After each person is satisfied there will be no more revisions or corrections from his peers, save the document and submit // Question number // //your last name **revised1**// **//.//** After the entire group is satisfied with the answers to the six questions, **the first name** in the group will compile all six answers and save to a word processed document. Save the final document as your name (//Group1_group_project)// and upload to the **whole class** digital dropbox. The group will earn up to 20 points for this assignment. //With all members of the group checking the final answers, you should earn the full 20 points.// It says the first name in the group compiles all answers and submits them. Is that me, or the person who submitted part one? If it is me, I will actually be out of town the 7th-9th (the day it is due) without internet access. Do we want to have it finished by the 6th so I can submit if before I go, or do we want to ask if someone else can submit it and you all can have until the 9th to make your revisions. I will certainly have my parts and have taken the time to revise everyone's before I leave either way . -Alysa

WHAT IF WE DO SOMETHING LIKE THIS:


 * ~ GROUP MEMBER ||~ QUESTION ||~ ANSWER ||~ FEEDBACK ||~ ENTER NAME IF APPROVE ||
 * Georgette || ======1.What strategies do you recommend for preparing the overarching goal statement for your Technology Program in your school? ====== || In writing an overarching goal for my school Technology Plan I would include the purpose of the plan is to “improve student learning” while aligning to the nation, state, and district goals. Strategies for preparing the goal would include the following: assess the current situation (needs assessment) to establish needs, establish a committee with representation from all stakeholders to research best practices, set measurable goals, collect data, and assess progress. The overarching goal should address and ensure that:
 * students have access to technology
 * technology-oriented Professional Development is available for teachers
 * technology is integrated into the curriculum
 * students are technology-literate for their appropriate age/grade || Do you think we need to mention ensuring it is meshed with the national and state plans? Do you think that a helpful strategy might be to include working with a committee with varied and balanced representation (to ensure varied points of view)would be helpful?

I do think that is important, but I also I feel like that is stated in the listing of strategies when she says (establish a committee with representations form all stakeholders". Do you think we need to elaborate? I had already edited the entry before you read it. || Amber

Alysa

Ann

Meghan

Robin

Robyn ||
 * Meghan Thomas and Robyn White - Robyn and I talked and since we have to have two people do one question, we'd like to do this one If no one objects. ~Thanks || 2. What are the differences between a Vision Statement, long range goals, short term goals, objectives, and proposed outcomes? How do you define each category? || Vision Statement – A vision statement is what you want your company/school to look like in the future. It is also more of a framework for all of your future planning. It is the foundation for our school. A vision statement is also a reminder of what you are trying to build and the actual statement is the visual reminder of that foundation.

Long range goals – These are goals that you expect to achieve in the future. This is more of a distant future – these goals would more than likely take a good amount of time to accomplish.

Short-term goals – These are goals that you set and expect to achieve in the near future. They are attainable in a short period of time. Short-term goals are those that can realistically be achieved in a short amount of time.

Objectives – Objectives are statements of what you are setting out to teach, they are written as to show exactly what students will learn in a particular lesson – as well as what they should master or come out of the lesson knowing as a result of the instruction. Objectives are specific statements that explain how a project or lesson will be accomplished. Objectives need to be specific and measurable. The ABCD format should be used when writing objectives. (**A**udience, **B**ehavior, **C**ondition, **D**egree)

Proposed Outcomes – Proposed outcomes are very similar to Objectives. Proposed outcomes are flexible. In other words, they are the changes/conditions that resulted by meeting the objectives. These outcomes are statements of what you might assess. ||  I found in my research that: proposed outcomes are the changes/conditions that resulted by meeting the objectives. You might want to add to the definition so you are not using the word "outcomes" in the definition of "outcomes". GR   I edited it and added what you said. Do you think it sounds okay? -Robyn || Meghan

Robyn

Georgette

Robin ||
 * Robin Fassnacht--I would really like to take this one because it really hits home with what I am seeing at my school and just to put it down on paper would really allow me to vent some of my frustrations with how technology is falling behind in education. || 3. Is the digital divide a real problem or a passing topic with no true meaning? Are students in your school experiencing limited access to the Internet and educational resources that the Internet provides? Describe these situations. || Is the digital divide a real problem? Yes, it is……….but it is our generation’s problem to deal with. Every generation has had a divide between those that have and those that have not, whether it is access to a railroad line, to electricity, to a paved road, to indoor plumbing or to a telephone. Each and every one of these circumstances have had an impact on a growing society, for the improvement of health, education and the human experience and the digital divide holds the same problems and promise.

Attaining technological competence or gaining access to the Internet as a means of bettering ones quality of life can be divided into four basic categories:
 * 1) WHO is seeking enrichment and how are they being divided. Is it as an individual or as part of an organization or community?
 * 2) With WHICH characteristics…………income, education, geography, age?
 * 3) Connects HOW…………..level of sophistication?
 * 4) WHAT type of technology……………..phone, Internet, computer, digital TV?

Yes, I believe that the digital divide does have an impact on every school district because within each district there are still the haves and have nots. The schools that may have all the hardware equipment in every classroom may not have the teachers with an ability to make them viable in their instruction. Even with computers in every classroom, we still have students that go home to no access within their home. This puts them at a disadvantage to those that do have them

The situation at my school involves the fact that we have three computer labs, but, each came with it’s own curriculum (CTE, Success Maker). Teachers do not have direct access to these labs to make assignments to be done or accomplished on a computer. When they have block assignments that involve research or that require a chart or graph, they contact us and we incorporate a day or two into our schedule for them to use the computers for this activity.

We all have limited access to the Internet as our searches are filtered by our Board of Education and the censorware software that they have incorporated. For the last several years I have had to get direct approval to be able to have the system allow my specific classroom computers to be able to gain access to U-tube so my Careers class could see automobile manufacturers using robots to assemble cars. . ||   || Robyn

Georgette || With the standard’s focus on technology being a tool for learning, part of the strategy must be to provide professional development to teachers on the 21st Century Skills, Project-Based Learning and the specifics of each of the areas within these standards. Along with professional development, the adoption of a common research process is also an important element to the successful implementation. When teachers feel secure in their understanding of both the standards and the processes, then they will be more apt to begin the steps toward true integration of these information and technology standards. In preparation for the implementation of the new standards, it must also be noted that the information and technology standards are embedded into all areas of the curriculum. As they are not to be taught in isolation, but integrated into all areas, it is important to support teachers in their understanding of these concepts as well as to provide them with professional development and assistance with project-based learning. One such way to meet this need it by participating in the Intel® Teach program, the Thinking with Technology course, or the Intel® Elements classes. Providing these resources allow teachers who were trained in the more traditional approach to learning, to understand the pedagogical practices and the learning theories associated with project-based learning. Another strategy which is important is collaboration with the leaders of the school district. Administrators and decision-makers must be aware of the standards and the need for effective, efficient equipment to meet the needs of the staff and students. When equipment is readily available and supported by the proper staff, teachers will feel more comfortable utilizing it to deliver and support instruction. In addition, when there is buy-in with leadership, there is a greater understanding of the support of outside organizations like partnerships and parent/teacher organizations to rally around the need for increased access to quality equipment. In summary, in order to successfully implement the Essential Standards for Information and Technology Skills, districts must educate their staff and stakeholders about them, provide quality professional develop on research-based modes of technology integration, and strive to provide adequate resources to support technology needs. With these strategies in place, it will be a much stronger program and a more effective effort to meet the technology-related needs of the district. As these essential standards are understood and embedded into teaching and learning, the realization of their impact can be realized. || I think you included some great strategies to meet standards, but I was unclear to your answer to the first questions about the standards specifically in your school. Are all of these strategies mentioned happening in your school? || Alysa
 * Amber- Is it ok if I take this one? || <span style="font-family: 'Arial','sans-serif';">4. Are technology standards an important framework in your school? What strategies are used to meet standards? || Our district’s Technology Strategic Plan and our HCPS Strategic Plan provide the framework for success for our students. The technology standards provide some of the building blocks to support this framework. Since the North Carolina Standard Course of Study for Computer and Technology Skills has been revised into the new Essential Standards format, districts and schools across the state must take this opportunity to look at the standards, see how they fit into their plans, and develop strategies for their successful implementation. Since these standards are currently in pilot and will be fully implemented in 2011-2012, it is essential to educate teachers, students and parents on these new standards.

Ann

Georgette

Meghan

Robin

Robyn ||
 * Alysa-Do you mind if I take this one? It relates to the question I asked, so I read a lot about what EETT had to say about PD. || <span style="font-family: 'Arial','sans-serif';">5. Describe Professional development in your school. Compare this to PD available through EETT Report. || Being a Title I school, for the past few years, professional development in my school has been focused a lot on teaching ELL learners and closing the achievement gap. We have also had a number of trainings on Response to Intervention. Mixed in with those trainings, there have been professional development sessions on new technology programs that we have started, like EVVAS, NCWISE, and Classscape; all of which focus more on daily activities rather than improving instruction and academic achievement. We have had professional development on Study Island, SmartBoard use, and this year we are all getting trained on Renzuli Learning. All of these professional development experiences should help us improve our use of instructional technology.Recently, the district has given more flexibility in some of our professional development days, so teachers can request professional development on particular topics. This helps add an element of follow-up to our Professional Development because it gives us the opportunity to voice technologies we would like more instruction on using.

As was mentioned in the EETT report, many schools have been focusing their technology training on technologies that assist teachers with routine tasks; when the most effective integration of technology for improving achievement deals with the integration of technology in instruction. I feel that my school has tried to embrace professional development focusing on instructional technology that supports new pedagogies, but in the past, that has not been the outcome. However, I feel like this year, we may be getting closer to that goal. With the addition of Renzuli Learning, and more advanced Smartboard and Study Island trainings in the plans for this year, I feel that my school is making efforts to start offering more professional development that focuses on instructional technology like the EETT Report suggests. I also feel that my school is trying to meet the criteria mentioned in the EETT Report for "quality" professional development. Our professional development sessions on Study Island and Renzuli are research based, we can relate them directly to the content we teach, they have been or will be delivered over multiple sessions, and we are given the opportunity to interact with the technology. Our district/school is even asking us what we would like professional development in and setting aside the time for us to get that training. When possible, they are also being careful to only require teachers whose roles relate directly to the content of the training attend the professional development. This is aligned with one of the EETT's biggest points, that teachers have reported that trainings are most effective when they relate directly to the content they teach. || I like the way you related the EETT report to the trainings offered in your school.

Is there any follow-up provided?We are trying to provide that for our PD this year.

I added a few sentences relating to follow-up in the first paragraph, does that help? || Amber

Georgette

Alysa

Ann

Meghan

Robin

Robyn ||
 * Ann || <span style="font-family: 'Arial','sans-serif';">6. Compare NC Technology Literacy Skills with those described in the report. || The bullets that I used didn't transfer into wikispaces well. I have attached my part in a word document at the bottom for Alysa to use when combining all of our responses. Let me know if you want me to add, remove or change anything.

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">North Carolina has focused their Computer and Technology Skills Curriculum around three competency goals that align directly with the ISTE National Educational Technology Standards for Students (NETS-S).

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">The three North Carolina Competency Goals are: <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">1. The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies. <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">2. The learner will demonstrate knowledge and skills in the use of computer and other technologies. <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">3. The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply and communicate information.

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">The ISTE National Educational Technology Standards for Students are: <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">1. Basic operations and concepts <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">2. Social, ethical and human issues <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">3. Technology productivity tools <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">4. Technology communications tools <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">5. Technology research tools <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">6. Technology problem-solving and decision making tools
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students demonstrate a sound understanding of the nature and operation of technology systems.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students are proficient in the use of technology.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students understand the ethical, cultural and societal issues related to technology.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students practice responsible use of technology systems, information and software.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students develop positive attitudes toward technology use that support lifelong learning, collaboration, personal pursuits and productivity.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students use technology tools to enhance learning, increase productivity and promote creativity.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications and produce other creative works.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students use telecommuncations to collaborate, publish and interact with peers, experts and other audiences.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students use technology to locate, evaluate and collect information from a variety of sources.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students use technology tools to process data and report results.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students use technology resources for solving problems and making informed decisions.
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students employ technology in the development of strategies for solving problems in the real world.

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">North Carolina Competency Goal 1 aligns with NETS-S Goals 1 and 2. This goal focuses on the current and future of technology and how it plays a role in their lives. Through this goal, they learn how technology will play a role in any future endeavor they intend to take on. The goal also focuses on teaching the ethical use of technology. This goal also focuses on the students being able to evaluate resources and information for content and usefulness. In order to fully prepare themselves for the future, students must also be able to select and use the appropriate technology tools and resources to meet their needs.

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">North Carolina Competency Goal 2 aligns with NETS-S Goals 3 and 4. This goal focuses on the basic computer operations and application software that students use to become independent and productive users of technology. Some of the applications focused on include word processing, database management, spreadsheet, multimedia production and telecommunications/Internet. Some basic skills include knowing computer terms and functions, demonstrate basic keyboarding skills and to be able to use software correctly. All of these skills will lead our students to becoming global citizens. <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">North Carolina Competency Goal 3 aligns with NETS-S Goals 4, 5 and 6. This goal focuses on accessing information, analyzing the information and reporting the information. Students access the information using varying search strategies. They analyze the information using database, spreadsheet and graphing software. Lastly, students will report their information using desktop publishing, multimedia, video-conferencing, telecommunications, as well as many more ways with audiences both locally or digitally.

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Overall, we find that the North Carolina Competency Goals align directly with the NETS-S created by ISTE. North Carolina has committed to creating life long learners and global citizens by adopting these national technology standards. As our students work towards these goals and objectives aligned by each grade level, our students are learning about the role of technology in their life currently and in the future. || Ann, I added the bullets. Georgette || Meghan

Robin

Robyn ||