Edld 5352 week 4 staff development plan
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Tuesday, February 14, 2012
Sunday, February 5, 2012
Reflection on Web Conferences for EDLD 5352
I had the opportunity to view and be a part of two web conferences this weekend. I replayed the recording of the Saturday, February, 4 web conference, and I logged in to the Sunday, February 5 web conference. These were both very informative sessions. In the Saturday conference, I gained valuable information for the Master's program itself, as well as information on some of the Web 2.0 tools available. I became aware of some specifics of when to take the ILD workshop and when/what to submit to apply for taking the certification exam. A couple of the Web 2.0 tools that I discovered during the conference were screencast.com and animoto.com. Another was e-pals; a form of internet based "pen" pals that takes student communication to a global level.
During the Sunday conference, I discovered the value of having real-time communication with the course professors and fellow students. Being able to make a comment or ask a question and receive immediate feedback saves time and allows for further comment or investigation. It also provides the opportunity to ask questions that others may also need to know the answers to.
During the Sunday conference, I discovered the value of having real-time communication with the course professors and fellow students. Being able to make a comment or ask a question and receive immediate feedback saves time and allows for further comment or investigation. It also provides the opportunity to ask questions that others may also need to know the answers to.
Tuesday, January 31, 2012
Thoughts on the Texas Long Range Plan for Technology 2006-2020
The idea of a long-range plan that spans fourteen years is a sobering thought. Most of the educators I know find it difficult to plan for the week, much less the next fourteen years. However, the state of Texas has done this for the area of Technology in the schools.
After recently reviewing the long-range plan, I find one area particularly interesting and concerning. It is the same area that I tend to migrate to anytime the question is posed of "what would you improve on your campus?" That is the area of Educator Preparation and Staff Development.
Far too often, I fear, educators get comfortable in their current routines and methods. Administrators may also find a comfort zone and allow others to remain in theirs. However, campus climate, staff and students stagnate when this occurs. The remedy for this stagnation is educator preparation and professional development. This area is crucial in the realm of technological advancements in the world of education and learning. Campus administrators must take the lead and provide the example in this area. Principals and other campus leaders must seek the latest technology training and begin using it on a daily basis. In this area, as others, principals should not expect others to do what they are not willing to do themselves. The principals must then drive the training through the ranks of staff and faculty who, in turn, drive the training to the students.
Without first ensuring a fully trained staff that is well versed in all aspects of technology that may be used on campus, how can we expect any more of our students? The technology TEKS are beginning to have as much weight as that of the other content areas. Relevance and priority has to be given to educating staff and administrators in the vast realm of technology.
After recently reviewing the long-range plan, I find one area particularly interesting and concerning. It is the same area that I tend to migrate to anytime the question is posed of "what would you improve on your campus?" That is the area of Educator Preparation and Staff Development.
Far too often, I fear, educators get comfortable in their current routines and methods. Administrators may also find a comfort zone and allow others to remain in theirs. However, campus climate, staff and students stagnate when this occurs. The remedy for this stagnation is educator preparation and professional development. This area is crucial in the realm of technological advancements in the world of education and learning. Campus administrators must take the lead and provide the example in this area. Principals and other campus leaders must seek the latest technology training and begin using it on a daily basis. In this area, as others, principals should not expect others to do what they are not willing to do themselves. The principals must then drive the training through the ranks of staff and faculty who, in turn, drive the training to the students.
Without first ensuring a fully trained staff that is well versed in all aspects of technology that may be used on campus, how can we expect any more of our students? The technology TEKS are beginning to have as much weight as that of the other content areas. Relevance and priority has to be given to educating staff and administrators in the vast realm of technology.
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