21st Century Skills

In this youtube video, David Warlick speaks of three converging conditions for today's 21st century learners: 1) Unpredictable Future, 2) Info Oriented Kids, and 3) New Information Landscape. He tells us, "For the first time in history, our job as educators is to prepare children for a future that we cannot clearly describe." Today's students are different; they're "info-savvy." Well, my question is, what are we really doing about it? We say a lot, but we don't do a lot. Educational leaders continuously spout out educational cliche after cliche about being effective educators and integrating technology use into the classroom regularly. But, not much happens after they step away from the podium.

In many schools across the country, the curriculum does not effectively meet the needs of these students. It's either outdated or it is a new, updated version of the old junk. Teachers are encouraged to integrate technology into their lessons, but they're not given the supplies or support they need. If they're savvy enough to teach themselves how to use and incorporate technology or to go out and find technology-integrated lessons, then these select few are providing their students classrooms with technology-enriched lessons. But, what about those other teachers? The ones set in their ways who don't like change? Or, the ones who don't have the technological savvy to teach themselves, and instead, need to be taught? David Warlick tells educators to, "Stop integrating technology...and instead, redefine literacy, and integrate that." Until our schools are run by administrators who follow this philosophy, we will continue doing the old things the same old way.

A Vision of K-12 Students Today

I have already viewed this youtube video recently in another class, and now after watching it twice, I am still left with the same question. As convincing as this video is to persuade educators to incorporate the use of technology more into the classroom, where do we get the funds to do so? Unfortunately, not all schools have lots of taxpayer dollars rolling in; some schools are very poor and filled with very poor students. These students won't have iPods, iTouches, laptops, or even desktop computers to use at home or to bring to school. Therefore, if we're going to work at integrating this technology into our classroom and meeting the needs of these "digital natives," we've got to find some way to get the technology we need in the classroom. For example, I currently have 2 working student computers and a personal laptop in my classroom. Our campus has 2 computer labs, but these are continuously booked with our mandatory computer classes for all grade levels each day. How can I effectively use technology in my classroom filled with 20+ on a regular basis if I don't have enough of it to go around? In a Utopian society, this would be easy. Unfortunately, that's not the society in which we live.

Long Range Plan for Technology/Texas STaR Chart

Pine Forest Elementary, located at 4150 North Main in Vidor, TX, serves a diverse population of students from various ethnicities. However, a large percentage of the student population is white/caucasian. A vast majority of the students at this campus are economically disadvanted, while there are some from middle-class to upper middle-class homes. This campus is one of three elementary campuses in Vidor Independent School District, and it serves to educate many students from single or multi-parent homes and from homes stricken by poverty.

It was interesting to learn how closely the Long Range Plan for Technology mirrored the Texas STaR Chart. The four key areas on the Texas STaR Chart are also four of the key areas on the Texas Long Range Plan for Technology. The Texas STaR Chart is completed by the faculty on this campus each year, and it provides the administrators with an overall outlook of the technology progress on the campus. From the assessment taken during the 2006-2007 school year, "Key Area 1: Teaching & Learning," proved to be the campus' greatest weakness with a score of 11. The 2007-2008 school year reflected the same results of 11, while the 2006-2007 school year showed even lower results with a score of 9. Each year's summary lists these scores as qualifying for a Developing Tech rating. On the Campus Statewide Summary, Teaching and Learning is listed with one of the largest percentages, 65.7%, falling under Developing Tech, as well.

To improve next year's results for the Teaching and Learning area of the STaR Chart assessment and hopefully move to a rating of Advanced or Target Tech, I recommend that the faculty receives more technology-based professional development. Unlike many professional development seminars, a successful program will include hands-0n instruction and learning, so that our teachers are able to better see how to utilize the programs in the classroom. This seminar should additionally include helpful suggestions and ideas for teachers to use to provide students with more teacher-facilitated/peer and small group technology based activities. Also, I recommend periodically obtaining the opinions of the faculty on any areas of concern or growth regarding technology use in their classroom. This may be done via monthly faculty meetings or periodic surveys. Our ultimate goal is for technology to be used in the classroom by teachers and students regularly. Hopefully, these recommendations will help us to also meet the goals of the Vision 2020 of the Long Range Plan for Technology by equalizing the learning environment and bringing the world to the classroom.

Technology Applications TEKS Summary

Though Pre-K students begin with basic technological skills, they are ultimately setting the stage for what they will learn in later grades. Whether it is in reading, math, writing, or technology, the Pre-K TEKS lay the foundation for student performance in future grades. Each year, students will reinforce the skills learned previously and then gradually add to them. The spiraling design of the PK-12 TEKS allows this to be easily done.

Because students entering school have varying accessibilities to technology outside of school, these young pupils will come to school with a wide range of skill levels. It is the responsibility of the teacher to meet each student’s individual needs. One successful strategy to employ is scaffolding. Either through small groups or peer tutoring, an educator can quickly get a struggling student caught up and at the same level of other students in the classroom.

Of the few Pre-K TEKS for technology, students can work together to learn computer terminology and to navigate their way through software programs. Students will then build upon this foundation in later grades.

Long-Range Plan for Technology

• Vision 2020
  Vision 2020 is a 24/7 plan for focusing on technology and is divided into two phases in order to better reach the goals. It supplies students with learning opportunities, parents with access to learning resources and student information, and educators with resources and professional development opportunities. The objective for this vision is for students to gain authentic experiences in technology-rich environments, while mastering the technology TEKS.
• Defining the Need for Change
  Because of the constant growth of technology across the globe as well as the large influx of students in Texas each year, educators and educational leaders must incorporate the ability to use information and communication technologies as an essential skill in the curriculum for today’s students. 21st century students are now part of a continuously changing technological environment, thus the goal of educators must be to empower them to live and learn.
• Introducing the 21st Century Learner
  21st century learners are unlike those in times past. These learners are part of an age of constant communication. Therefore, educators must provide them with technical, as well as the traditional reading and writing skills, and must tailor the learning to meet the individual needs of the students through a mass of learning resources.
• Teacher Voices
  After surveying of 5,000 teachers in Texas on their views and opinions of technology in the education system, 57% of teachers stated that the primary impact of technology in education is student engagement. On the other hand, though this is true, 59% of the teachers surveyed also admitted that the lack of time during the school day is the primary obstacle preventing them from regularly incorporating technology in the classroom. In order to use computers for more than just professional purposes, these teachers reported a desire for additional professional development in technology.
• Teaching and Learning
  Today’s students are rapidly becoming part of a global economy. By incorporating technology into the classroom and supplying learners with access to technologies 24/7, the learning environment is equalized, and the playing field is leveled for all students.
• Educator Preparation and Development
  In order to better integrate technology into the curriculum, continuous professional development is essential for all educators. Without it, educators will not have the skills they need to change instruction to meet the needs of all learners.
• Leadership, Administration & Instructional Support
  The Long Range Plan supplies guidelines for leadership, administration, and instructional support. Some highlights of these guidelines include: sharing a vision and expectations, serving as a catalyst for change, providing opportunities for staff development, developing and monitoring a dynamic technology plan, and creating innovative learning environments.
• Infrastructure for Technology
  Infrastructure in technology connects schools to each other, to external resources, & to the Internet. In order to meet the high expectations of technology-savvy students, educational leaders must provide an environment that is safe, secure, flexible, scalable, and reliable, supply access to 24/7 E-learning opportunities, and have technical support readily available.
• Study of Needs
  In order to meet the goals of the long range plan, the following are some of the needs that must first be met: a realistic and dependable funding model, leadership and support in educational technology, strategies to measure student/teacher progress, and software interoperability standards.
• 
  By knowing the ultimate vision of where technology education in Texas is headed, as an instructional leader, I will better be able to create a similar vision for my own campus. This vision will mirror the goals of the state, as well as meets the individual needs and interests of my students.

Technology Assessments Response/Reflection

After completing the “Technology Applications Inventory” and “The Teacher” SETDA survey, I have discovered that there are many areas regarding to technology in which I am proficient, and many areas in which I need further practice and study. Personally, I found that am skilled at many computer/technology functions, such as word processing, e-mail, Internet use, databases, spreadsheets, multimedia presentations, etc. These are skills that will help me as I begin a position as an assistant principal and later as a school principal. However, as a teacher, these are skills that my students also need. Unfortunately, I am not incorporating this technology knowledge base into my curriculum as much as is necessary for the success of my students.

At my current school, all students do attend a technology class for at least forty-five minutes each week. But, students are not receiving many opportunities in their classes to integrate technology into the lessons. In my district, I have also received very little professional development pertaining to technology. Thus, I need to compensate for the lack of training and research effective ways of including technology on my own, as well as personally requesting additional technology based professional development classes from my administrators if possible.

Before taking these assessments, I have always considered myself fairly knowledgeable when it pertains to technology. However, after completing the extensive questions about myself, my students, my school, and my district, I now realize I need to help my students achieve this same knowledge. Hopefully, after taking this course, I will also gain more skills to use in my classroom to mold me into a better, more well-rounded educator.