At the very core of 21st Century Education is the infrastructure that will support digital learning and make possible the high-speed communication that is necessary to link the various stakeholders. This includes sophisticated hardware, software and the technical support required to develop and maintain the system.
Both the state and the national long-range plans call for learners and educators to be equipped with 24/7 wireless access to broadband digital communications. This means that every stakeholder will be equipped with a handheld device capable of internet access. The plan includes interoperable connectivity between public schools, colleges, universities, libraries, businesses, medical facilities and individual homes. Architectural models are to be consistent with the FCC’s E-Rate Long Range Plan.
Implementing a plan as comprehensive and as ambitious as this one will require advances to be made in technology and billions of dollars in funding. At a time when the country is in a deep recession, committing the extra funding that will be required for such expenditure may be hard to come by
Perhaps an even bigger concern is the potential affect that such a move could have on the stakeholders currently involved in today’s education. New requirements for advanced technological competencies for educators will surely cause many of the older and more experienced educators to leave the profession. However, the biggest unknown is how this will affect the most vulnerable stakeholders, the students. Many modern day students depend on the school environment to provide the socialization and nurturing needed for normal emotional development. Increased reliance on technology will cause many students to have a heightened feeling of anonymity and isolation. Increased time on the internet will likely subject students to increased attacks of cyber bullying.
Change is going to happen and the long-range plans are only focusing and accelerating and the inevitable. The transition will be much more efficient in the long run if a detailed blueprint is developed and followed, than if natural evolution is allowed to take place. Professional educators must be aware of the affect that this transition will have on our students, and stand ready to provide help when it is needed.
Tuesday, March 8, 2011
Monday, March 7, 2011
As Texas Goes, So Goes the Nation
In 2006 the Texas Education Agency sent a report to the 80th Texas Legislature outlining the Agency’s vision of the future of education in Texas. That year Legislators and Educators alike were introduced to “The Long-Range Plan for Technology 2006-2020”, and a major change in the way Texans viewed education was under way.
Educational leaders called on stakeholders to change the very way that they view public education. The traditional boundaries of education will soon be changed, beginning with the school year, and the ages at which students attend school. Technology TEKS have been established for students beginning with kindergarten progressing through the primary years requiring them to demonstrate that they are technologically literate and are able to acquire information, solve problems, and communicate using technology.
Educational professionals face a number of changes too. Seasoned teachers must master the same standards that are currently being mandated for all new teachers. This is likely to cause some teachers to consider whether or not they want to continue in the profession.
The educational model of the future, while still unsure, will likely look something like this. Students will engage the curriculum, not in the conventional classroom of same aged peers, but as learners sharing the same competencies, pursuing new skills. The teacher will act as a facilitator and mentor while directing the students as they work to acquire new skills at their own pace. When the learner has accomplished his objectives, he will move on to the next level. Students will interact with the teacher and each other through digital communications and will collaborate with others in cross curriculum projects, using original research while acquiring knowledge and developing critical thinking skills. Ubiquitous, anywhere, anytime digital broadband access to information and communication will be the rule, regardless of age, socioeconomic constraints or geographical location.
Not only will schools be without walls, but also without rigorous schedules. As location becomes unimportant, education will happen anywhere, anytime. Technical support will also be omni-available to all stakeholders. No matter where you look you can see that education is taking a giant step forward.
Educational leaders called on stakeholders to change the very way that they view public education. The traditional boundaries of education will soon be changed, beginning with the school year, and the ages at which students attend school. Technology TEKS have been established for students beginning with kindergarten progressing through the primary years requiring them to demonstrate that they are technologically literate and are able to acquire information, solve problems, and communicate using technology.
Educational professionals face a number of changes too. Seasoned teachers must master the same standards that are currently being mandated for all new teachers. This is likely to cause some teachers to consider whether or not they want to continue in the profession.
The educational model of the future, while still unsure, will likely look something like this. Students will engage the curriculum, not in the conventional classroom of same aged peers, but as learners sharing the same competencies, pursuing new skills. The teacher will act as a facilitator and mentor while directing the students as they work to acquire new skills at their own pace. When the learner has accomplished his objectives, he will move on to the next level. Students will interact with the teacher and each other through digital communications and will collaborate with others in cross curriculum projects, using original research while acquiring knowledge and developing critical thinking skills. Ubiquitous, anywhere, anytime digital broadband access to information and communication will be the rule, regardless of age, socioeconomic constraints or geographical location.
Not only will schools be without walls, but also without rigorous schedules. As location becomes unimportant, education will happen anywhere, anytime. Technical support will also be omni-available to all stakeholders. No matter where you look you can see that education is taking a giant step forward.
Transforming American Education: A Summary
On March 5, 2010 the U.S. Department of Education released a draft plan for the radical redesign and transformation of America’s educational system. The technology based changes began immediately, and are to be in place by 2020.
Education is America’s key to economic growth and prosperity and is critical for future competitiveness in the global economy. Two clear goals underlie the plan for change; the first being the drive to increase the percentage of graduates that hold two or four year degrees, from the current 39% to 60%; second, we must close the achievement gap of all students regardless of race or socioeconomic level. Additionally, we must accomplish these goals more efficiently and with fewer resources.
The key to this transformation is leveraging the educational process with technology. We must establish clear objectives and then redesign the delivery system to be the most efficient, effective and flexible educational system possible. The focus will be on five essential areas: learning; assessment; teaching; productivity; and infrastructure.
By using 24/7 broadband access for all teachers and learners, learning will become student focused, with facilitation, collaboration and monitoring done by teachers. Educators will have to become adept at online instruction.
Productivity goals are described in terms of a K-16 system, with the expectation that education will continue through the baccalaureate level. No longer will students be placed by age but rather by competence; pacing will be based on individual need; scheduling will be flexible to fit the individual student needs. To achieve success in this endeavor we must dramatically reduce the dropout rate.
To achieve these results, a revolutionary approach to teaching and learning will be required. This will mean that our most experienced and many highly capable teachers will not choose to make the transition. This will be a great loss to the culture of our schools. With less emphasis on class time and more emphasis on production, some students will feel a sense of detachment and loneliness. With this new and exciting transformation will come an entirely new and yet unknown set of obstacles for the youth of America.
Education is America’s key to economic growth and prosperity and is critical for future competitiveness in the global economy. Two clear goals underlie the plan for change; the first being the drive to increase the percentage of graduates that hold two or four year degrees, from the current 39% to 60%; second, we must close the achievement gap of all students regardless of race or socioeconomic level. Additionally, we must accomplish these goals more efficiently and with fewer resources.
The key to this transformation is leveraging the educational process with technology. We must establish clear objectives and then redesign the delivery system to be the most efficient, effective and flexible educational system possible. The focus will be on five essential areas: learning; assessment; teaching; productivity; and infrastructure.
By using 24/7 broadband access for all teachers and learners, learning will become student focused, with facilitation, collaboration and monitoring done by teachers. Educators will have to become adept at online instruction.
Productivity goals are described in terms of a K-16 system, with the expectation that education will continue through the baccalaureate level. No longer will students be placed by age but rather by competence; pacing will be based on individual need; scheduling will be flexible to fit the individual student needs. To achieve success in this endeavor we must dramatically reduce the dropout rate.
To achieve these results, a revolutionary approach to teaching and learning will be required. This will mean that our most experienced and many highly capable teachers will not choose to make the transition. This will be a great loss to the culture of our schools. With less emphasis on class time and more emphasis on production, some students will feel a sense of detachment and loneliness. With this new and exciting transformation will come an entirely new and yet unknown set of obstacles for the youth of America.
Sunday, March 6, 2011
On The Improtance of Assessing the Educators Technology Leadership Skills
It is important to assess an educators’ technology leadership knowledge and skills. Educators are responsible not only for keeping their own individual skills up to date and current, they are also responsible for making sure that the skills of their students are ready to meet the demands that a 21st century education places on them. Technological resources are not a static and teachers must keep up with new and developing trends of classroom technology use. As teachers of yesterday had to be able to, at anytime, show a struggling student the nuances of using a card catalogue or guide words in a dictionary, teachers of today must be adroit in helping students with technology applicatons such as making a blog post or accessing desired documents on the web. A teacher must also know the information that he expects the learner to know. Assessment is an import means of obtaining feedback and is an excellent means to this end.
Technology assessment could be a valuable tool for the individual. Appropriate feedback could be a valuable planning tool for a leader to make decisions about personal development. It should be used on a limited basis for a specific purpose. Requiring a leader to endure an extensive barrage of testing with no specific purpose, or repetitive tests assessing the same skills, could needlessly subject the professional to testing overload.
Technology assessment could be a valuable tool for the individual. Appropriate feedback could be a valuable planning tool for a leader to make decisions about personal development. It should be used on a limited basis for a specific purpose. Requiring a leader to endure an extensive barrage of testing with no specific purpose, or repetitive tests assessing the same skills, could needlessly subject the professional to testing overload.
Thursday, August 5, 2010
Challenges to Action Research
The specific challenges I foresee in implementing my action research study are as follows:
Teachers do not like to have students pulled out of their classes since they feel like they don’t have enough class time to cover all the TEKS.
With the program’s limited capacity teachers will have a hard time deciding between equally needy students.
The paraprofessional in charge of the program may resent having my input in her class, or being a part of a study.
The possibility of changing directions if the data indicates that such a change is necessary.
I plan to address these challenges as follows:
Work with the teachers and the paraprofessional in scheduling a time that best suits the most class schedules. Have some built in flexibility to accommodate class schedule changes that may affect several classes or an entire grade level.
Work closely with the teachers in selecting the students with the greatest need and have the greatest probability of success. Remain flexible to accommodate students with special circumstances.
Work closely with the paraprofessional, explain the study and why it is being done, and help her understand that I am there to help.
Be sure everyone is on the same page before considering any type of program change.
Teachers do not like to have students pulled out of their classes since they feel like they don’t have enough class time to cover all the TEKS.
With the program’s limited capacity teachers will have a hard time deciding between equally needy students.
The paraprofessional in charge of the program may resent having my input in her class, or being a part of a study.
The possibility of changing directions if the data indicates that such a change is necessary.
I plan to address these challenges as follows:
Work with the teachers and the paraprofessional in scheduling a time that best suits the most class schedules. Have some built in flexibility to accommodate class schedule changes that may affect several classes or an entire grade level.
Work closely with the teachers in selecting the students with the greatest need and have the greatest probability of success. Remain flexible to accommodate students with special circumstances.
Work closely with the paraprofessional, explain the study and why it is being done, and help her understand that I am there to help.
Be sure everyone is on the same page before considering any type of program change.
Thursday, July 29, 2010
The Action Research Design
• Goals and objectives/outcomes of the research investigation
The goal of this research investigation is to determine the best way to improve reading skills of the bottom quartile of the children at Deer Creek Elementary School. This study will evaluate the effectiveness of the Voyager Passport Ticket to Read program by comparing the progress of first and second grade students that participated in last years’ program with the progress of the third and fourth grade students that will participate in this years’ program.
• Activities designed to achieve the objectives
Teaching duties will be performed by the paraprofessional assigned to the program.
Daily lessons 30- 45 minutes in length will provide intensive, targeted, small-group instruction.
Choral reading will allow the paraprofessional to model the rate, enunciation, and intonation that gives meaningful expression to the passage.
Comprehension review will help students demonstrate understanding by retelling the main idea of the passage.
Vocabulary review will allow students to identify unfamiliar words while writing, pronouncing and defining them.
Reading with a partner is done on the second reading when paired students read alternating passages to one another.
• Resources and research tools needed for data gathering
Data will be gathered from classroom teachers, student report cards, TAKS results and VPORT (Voyagers online data management system).
• Draft timeline for completion or implementation of activities
The program will be implemented at the beginning of the 2010-11 school year, after students are identified, and will continue for 26 weeks. Data will be compiled as it occurs and the analysis will be completed by the end of the school year.
• Persons responsible for implementation of the action research plan
Robert Williams, action researcher
Karla Ellis, Principal
Campus Planning Onsite Committee (CPOC)
• Process for monitoring the achievement of goals and objectives
Benchmarks and progress monitoring measures will be administered at the beginning, middle and end of implementation. These measures will enable teachers to determine if students are responding to intervention and identify a student as struggling, emerging, or on-track.
Biweekly progress monitors will be used to determine instructional needs of students between benchmarks.
Weekly criterion-referenced assessments provide teachers with additional information needed for instructional decision making.
• Assessment instrument(s) to evaluate the effectiveness of the action research study
Vital Indicators of Progress, a progress monitoring component of the program, will be used to make instructional decisions.
Voyager’s online data management system will be used to make a detailed comparison between the two years data.
A summary comparison using all data will be made at the conclusion of the study.
The goal of this research investigation is to determine the best way to improve reading skills of the bottom quartile of the children at Deer Creek Elementary School. This study will evaluate the effectiveness of the Voyager Passport Ticket to Read program by comparing the progress of first and second grade students that participated in last years’ program with the progress of the third and fourth grade students that will participate in this years’ program.
• Activities designed to achieve the objectives
Teaching duties will be performed by the paraprofessional assigned to the program.
Daily lessons 30- 45 minutes in length will provide intensive, targeted, small-group instruction.
Choral reading will allow the paraprofessional to model the rate, enunciation, and intonation that gives meaningful expression to the passage.
Comprehension review will help students demonstrate understanding by retelling the main idea of the passage.
Vocabulary review will allow students to identify unfamiliar words while writing, pronouncing and defining them.
Reading with a partner is done on the second reading when paired students read alternating passages to one another.
• Resources and research tools needed for data gathering
Data will be gathered from classroom teachers, student report cards, TAKS results and VPORT (Voyagers online data management system).
• Draft timeline for completion or implementation of activities
The program will be implemented at the beginning of the 2010-11 school year, after students are identified, and will continue for 26 weeks. Data will be compiled as it occurs and the analysis will be completed by the end of the school year.
• Persons responsible for implementation of the action research plan
Robert Williams, action researcher
Karla Ellis, Principal
Campus Planning Onsite Committee (CPOC)
• Process for monitoring the achievement of goals and objectives
Benchmarks and progress monitoring measures will be administered at the beginning, middle and end of implementation. These measures will enable teachers to determine if students are responding to intervention and identify a student as struggling, emerging, or on-track.
Biweekly progress monitors will be used to determine instructional needs of students between benchmarks.
Weekly criterion-referenced assessments provide teachers with additional information needed for instructional decision making.
• Assessment instrument(s) to evaluate the effectiveness of the action research study
Vital Indicators of Progress, a progress monitoring component of the program, will be used to make instructional decisions.
Voyager’s online data management system will be used to make a detailed comparison between the two years data.
A summary comparison using all data will be made at the conclusion of the study.
A Better Time For Reading Remediation
Is it better for students, and does it produce better results, to provide reading remediation for struggling readers when they are in the first and second grades or when they are in the third and fourth grades?
Due to budget constraints that necessitated personnel reductions we only have one paraprofessional to perform the job that was done by two last school year. We must make a decision as to the best use of that person, so a determination must be made as which program produces better results.
Individual student data of first and second graders involved in last years’ reading program will provide data that will be compared to individual student data of third and fourth grade students generated by this years’ reading program. The data will be compared and analyzed in an effort determine which program produces better results. This quantitative data along with qualitative data from classroom teachers will be the basis of deciding which program to use in the future.
Due to budget constraints that necessitated personnel reductions we only have one paraprofessional to perform the job that was done by two last school year. We must make a decision as to the best use of that person, so a determination must be made as which program produces better results.
Individual student data of first and second graders involved in last years’ reading program will provide data that will be compared to individual student data of third and fourth grade students generated by this years’ reading program. The data will be compared and analyzed in an effort determine which program produces better results. This quantitative data along with qualitative data from classroom teachers will be the basis of deciding which program to use in the future.
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