EDLD+5306+Concepts+of+Educational+Technology+Embedded+Assignments+Reflections

I started my program with the belief that I understood technology, but I soon learned that being able to use technology and understanding educational technology is not the same thing. I had never heard of the Texas Long Range Plan for Technology. By reading the plan and summarizing the key ideas, I learned why integrating technology in the classroom is so important. I discovered the shared vision that impacts students, parents, educators, and the community at large. I was able to see the big picture of technology, and became aware of many facets involved in bringing about the changes needed to prepare students for the twenty-first century. I developed an awareness of the need to make changes in teaching and learning, administration and support staff, educator preparation programs, boards of education decisions, and funding. Learning about the Texas Long Range Plan has affected my own learning and teaching. This information continues to guide my decisions as a technology facilitator. Unfortunately I had the same ignorance of Technology Applications TEKS. I may have heard the term, but would have assumed that the TEKS were only applicable to technology teachers. I learned the four strands divide the TEKS into Foundations, Acquisitions, Problem Solving, and Communication. I felt comfortable with all of the strands except for problem solving. I had not applied that principle at an appropriate level. I felt that as a communications teacher, I would be strong in the communications area. I did have some strength, but there was so much more to know and understand. I was introduced to wikis and blogs, both new to me. Today I am aware of the Technology Applications TEKS as I plan lessons for my students. The technology survey was the least effective of the assignments. I did not feel that I learned very much from the process. At least the Texas STaR chart was familiar. Like other teachers, I completed the chart at the beginning of each year. I knew how to answer most of the questions and scored proficient or accomplished in most areas. I was not aware that the data was collected and sent to the State. By analyzing the campus data I discovered both our strengths and weaknesses. I felt that too many teachers did not understand the chart or its importance. When I suggested that we use the presentation I created, I was told that it was probably better to just let teachers do the best they can, after all, if there is too much progress, we might not get the maximum support. I was frustrated with the attitude. Since this was my first course, I learned how rusty my writing skills were. I also discovered how important time is and how hard it is to carve out enough with an already busy schedule. I felt incompetent and was not sure that I could do what had to be done. By the end of the course I was confident that I could be successful. It was rewarding to learn things that had practical applications in my classroom and my school.