Reflections+EDLD+5306



Course Reflections: As I began the first graduate course, EDLD 5306 Concepts of Educational Technology, in the pursuit of my Master's Degree in Educational Technology and Leadership through Lamar University, I was a little intimidated, especially as I completed the Pre-Course Self Evaluation. Although I considered myself to be quite experienced with a few software programs, I did not have a great deal of confidence in my overall knowledge of technology, which was clearly reaffirmed as I filled in the previously mentioned self-evaluation document. I wondered if I would really have the time and desire necessary to complete this program, as it appeared to be a difficult journey ahead. At the same time, I was very excited and eager to master all of the ideas and concepts that were newly presented to me. I knew the acquisition of new knowledge and exposure to new tools would definitely broaden my possibilities and effectiveness as an educator trying to prepare students for a successful future in the 21st Century workforce.

During the first week of the course, we began with a broad overview and examination of the Texas LRPT (Long Range Plan for Technology) and its components. Since I was completely unfamiliar with this document and its existence, I found this part of the course to be very informative. I believe it was helpful and logical to begin with a broad overview of the LRPT, which is divided into four main components: 1) Teaching and Learning 2) Educator Preparation and Development 3) Leadership, Administration, and Instructional Support and 4) Infrastructure. As I studied the Texas LRPT it was clear that the plan developers had clearly thought out and organized the field of technology in relation to the implications of technology on education. The important fact that educators are faced with students from diverse backgrounds and cultures, who are are often unsuccessful with and unresponsive to a "one size fits all" approach to learning, is addressed in the first domain (Teaching and Learning) of the Texas LRPT. According to the plan and information learned through the program, it has become clear that technology can clearly help address this issue. For example, effective academic units and lessons can be collaboratively created and shared through technology to improve curriculum. Also, communication with peers across the world, collaboration with experts, and accessibility to valuable online resources through technology and the Internet can drastically improve our students' achievement levels. Furthermore, distance learning courses also provide an accommodation for diversity in backgrounds, cultures, and resources. The implementation of distance learning provides equitable access to quality education and instruction for all students, even those in remote regions. This can do a great deal to level the playing field for all students to be prepard to compete in the 21st Century workplace. These important issues have all been considered under the first section of the Texas LRPT.

The second domain of the Texas LRPT (Educator Preparation and Development) addresses an important concern if veteran teachers are going to master the the SBEC Technology Applications standards and maintain proficiency. It is necessary for professional learning to include innovative and technologically advanced strategies that lead to both, higher student and teacher, achievement. Again, this can be done, and according to the vision of the plan, should be done through tools such as distance learning and online courses, which are highly plausible methods of providing professional growth opportunities.

The third domain of the Texas LRPT deals with Leadership, Administration, and Instructional Support. This is an important area of consideration, as the implementation and maintenance of school improvement and effective and innovative technology integration is strongly dependent on leadership. Effective leaders will create a shared vision among educators, community members, and students, that considers the importance of technology on the 21st Century learners' success. In addition, effective leaders and administrators should model the use of technology and implement it in researching, analyzing data, setting goals, and making decisions. As another part of the vision for the Texas LRTP, effective technology leaders will create a diverse technology committe, where all stakeholders are represented, on each campus. The members should be familiar with and understand the state and federal requirements for technology plans required by the No Child Left Behind Act.

The fourth domain of the Texas LRPT concerns the Infrastructure for Technology. The infrastructure concerns important aspects of technology that must be taken in to account. For example, connecting schools to each other, as well as to external resources via the Internet can have powerful effects on collaboration and instructional delivery. Without the implementation of a high performance infrastructure Texas will surely fall behind in preparing our students for success. Not only will a well thought out and maintained infrastructure provide reductions in costs, but it can serve to increase student access, and improve the communication and collabortive efforts among all parties involved. In addition, the infrastructure allows all stakeholders to access online information and resources equally.

Although not many educators at my campus were aware of the Texas LRPT, or even vaguely familiar with it, I do feel that it is very comprehensive and well organized in regard to addressing important future technology needs and goals. This was a great deal of information to take in during the first week of EDLD 5306, but, once I had time to process the information, it seemed like a logical breakdown that covered all the important factors that should be taken in to account. I felt like the reading for the first week was tedious, but it helped me get an idea of the "big picture," or in other words, a conceptual map, of how all of the issues relating to technology and education will fit together throughout the course of this program and be addressed.

Throughout the remainder of the course, I was exposed to important data tools for technology that assist in data-based decision making and data sources, such as AEIS, PEIMS, and TEA collections. Additionally, I was introduced to the Texas Teacher STaR Chart, which I was vaguely familiar with as a result of completing it online during the previous school year. Although I was somewhat aware of this tool, I did not realize that it provided such structured and specific feedback to each campus leader on the overall and individual technology needs in each school. This seems to be very valuable information in making technology related improvements and addressing target areas of concern.

During the third and fourth weeks of the course, I was exposed to very important tools, such as wikis and blogs, that will facilitate my ability to communicate and collaborate with students, parents, community members, and colleagues in achieving our educational goals and improving student learning and performance. At first, I was a little put off with these tools, as I did not understand their significance. Now that I have had over a year now to familiarize myself with the management of such tools, I can definitely see the benefit. I now see other colleagues who have the same doubting resistance to take the time to familiarize themselves with these tools. However, direct feedback, has led me to believe that a lack of time for learning is the most common cause for teachers to resist the implementation of these tools. In order to address this problem, I plan to create some tutorials and professional development sessions that are available in a variety of formats for teachers to access on their own schedules.