EDLD 5306 Concepts of Educational Technology

Miguel Leija
Week 1 Assignment
Overview
In Texas, the Long-Range Plan for Technology, 2006-2020, establishes a shared vision of
teaching and learning, and the processes for improved student achievement, through the
application and integration of technology. In addition, the Technology Applications Texas
Essential Knowledge and Skills (TEKS) define what students need to know and be able to do to
function in an information-based economy. By the end of Grade 8, students are required to
master the TEKS in four key areas: Foundations, Information Acquisition, Problem Solving, and
Communication.

In this week’s assignment, you will summarize the key ideas of the Long-Range Plan and the
Technology Applications standards. You will also evaluate and reflect on your own requisite
knowledge for implementation of the TEKS at your campus.
EDLD 5306 Concepts of Educational Technology
Rubric
Use the following Rubric to guide your work on the Week 1 Assignment.

Tasks Accomplished Proficient Needs

10 8 Improvement

The evidence The evidence 6
suggests that this suggests that The evidence does
work is a “Habit of performance on not yet make the
Mind.” The this work matches case for the
educator is ready that of a strong educator being
to mentor others in educator. proficient at this
this area. task.

Long-Range Plan Student thoroughly Student provides a Student does not

for Technology summarizes key brief summary of summarize each
Summary ideas of each each section of the section of the
section of the Long-Range Plan Long-Range Plan
Long-Range Plan for Technology. for Technology.
for Technology.

Technology Student thoroughly Student briefly Student does not

Applications describes each describes each describe each TEKS
TEKS Summary strand of the strand of the strand, and/or does
Technology Technology not summarize at
Applications TEKS, Applications TEKS, least one
and summarizes and summarizes objective/skill for
two one objective/skill each domain;
objectives/skills for for each domain; student fails to
each domain; student answers answer the
student answers the questions questions provided.
the questions provided.
provided.

Requisite Student completes Student completes Student does not

Technology Skills the Technology Technology complete Inventory
Assessment Applications Applications or record
Inventory and Inventory and responses; and/or
records responses records responses does not analyze
on table, and on table, and technology
provides thorough provides brief strengths and
reflection analysis of weaknesses.
regarding technology
technology strengths and
strengths and weaknesses.
weaknesses.

Assignment Responses are Responses are Responses do not

Mechanics relevant to course relevant to course reflect knowledge
content; no errors content; few errors of course content,
in grammar, in grammar, lack clarity and
spelling, or spelling, or depth, and/or
EDLD 5306 Concepts of Educational Technology
punctuation. punctuation. include multiple
errors in grammar,
spelling, and
punctuation,
including APA
errors.

Week 1 Assignment, Part 1: Key Ideas of the Long-Range Plan for Technology
The Texas Long-Range Plan for Technology, 2006-2020, is a comprehensive strategic plan
divided into four domains: Teaching and Learning; Educator Preparation and Development;
Leadership, Administration, and Instructional Support; and Infrastructure for Technology. In Part
1 of the Week 1 Assignment, you will summarize key ideas of the Long-Range Plan.

To complete this assignment:

• Access the Long-Range Plan by entering the following address into your web address
bar: http://www.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf
• Review the plan.
• Complete the table below by summarizing each of the key ideas stated in the chart, and
answering the questions provided.

Long-Range Plan Section and Page Numbers Summary of Key Ideas

Vision 2020 (1-4)/ Teaching and Learning
(17-22)/ Educator Preparation and
Development (23-28)/ Leadership,
Administration, and Instructional Support
(29-34)
According to the Teacher Education
Agency, the Texas Long-Range Plan must
consider extending the beyond the boundaries of
school year, age, and location. The state of Texas
should be responsible for providing
Administrators, teachers, and students the
necessary technology and human infrastructure
needed to ease, maintain, and support the Texas
Long-Range Plan. With the introduction of many
new technologies, both administrators and
teachers have to be receptive about the way they
learn and teach using such tools. They must be
open to options like: 1) Expanding the learning
beyond the classroom into homes and
communities alike. 2) Building upon virtual
relationships and working collaboratively among
learners. 3) Learning beyond the classroom
through online and other distributed long
distance learning environments. Both beginning
EDLD 5306 Concepts of Educational Technology
Defining the Need for Change (5-6)
and experienced teachers are required to master
the SBEC Technology Application Standards.
There must be access to technology, time for
professional development and implementation of
these strategies efficiently within the working
environment. The process begins in kinder where
students must master the state TEKS technology
application standards. They need to demonstrate
their computer literacy proficiencies by being
able to acquire information, solve problems,
and communicate using technology. In order
for teachers to be able to implement the
SBEC Technology Application Standards
and TEKS Technology Proficiencies, it is
imperative that professional development be
accessible 24 hours/seven days a week. By
being able to have professional development
teachers will be able to smoothly transition
and provide a 21st century education to
students in the classroom. The professional
development must be aligned with the SBEC
Technology Application standards to support
lesson planning, classroom management, and
administrative tasks. If the Long-Range Plan
for Technology is to be effective, there must
be strategies put into place that can
realistically be accomplished and measure.
By being able to follow the
recommendations for Teaching and
Learning, preparation of the
educator/professional development,
Administrative support and the technology
infrastructure, the goal can be reached by
2020.
Growth in technology has transformed
throughout the world the features of
business, government, society, and life. The
changes will continue to occur as more
advances are made in technology, math, and
science across the globe. Nations have
moved to a more information based
economy. The essential skills in this new
time frame include agility, self-reliance, self-
motivation, problem-solving, collaboration,
life-long learning and an ease of using
information and communication
technologies. The educators are now
EDLD 5306 Concepts of Educational Technology
Introducing the 21st Century Learner (7)
responsible for connecting those knowledge
pools across the globe. As a result of the
advancement of technology as well as
communications, the world has developed
into a global community where the
workplace is constantly evolving to respond
to global market expectations. Bringing this
to a local state level…In order for Texas
students to compete in similar roles, State
leaders and educators should be able to
identify these current and on-going
challenges hindering educational and
economic progress and build a strategic
response. The goal for this 21st Century
environment is to empower the young
citizens to continue learning to enable
interaction in such global marketplace. It is
imperative that the state leaders respond to
these educational challenges by providing
direction, access, and resources to secure the
future of not just Texas but the nation.
Today’s children rely heavily upon
technology. They are computer savvy, value
and appreciate the use of technology in their
everyday life. The expectation of how these
21st century students learn is different from
the traditional 20th century learners. They
require tools that will also require a shift in
the teaching methods so that they can
become efficient learners. The learning
process will have to be tailored to the
individual students needs using varied
learning resources, digital content, and
multimedia resources. These students, of
course, will need to be exposed to the basic
skills but with the essential use of a
technology based approach. The 21st century
learners are encouraged to become more
independent, be exposed to more global
settings as they work collaboratively, and
develop skills that will help them assess:
their own behavior, achievement of goals,
and reaction in an ethical manner to
unexpected situations. Theses learners will
become constants communicators through
different means up to the point where they
will even be able to assess their skills in that
EDLD 5306 Concepts of Educational Technology
Teacher Voices (12-14)
Infrastructure for Technology (35-40)
manner.
According to NETDAY Speak up 2005,
about 5,000 educators throughout the state
took a survey to assess their use of
technology in the classroom. According to
the survey, it indicated that the primary
impact of technology on student
performance was 57% student engagement,
46% student achievement, 35% team work.
About 99% of the teachers used email to
communicate, 82% of specific websites, etc
for work purposes.
A 21st century infrastructure connects
schools, colleges, medical facilities, homes,
and businesses at high speeds. The state is
responsible for providing equal access to all
learners. Districts should build an
infrastructure that is secure, flexible and
reliable for staff and students. It should have
the capacity to host and provide large
volumes of digital content and applications.
The infrastructure should allow 24/7 access
anytime anywhere for students and teachers.
This should help develop a strong sense of
community that expands learning beyond the
traditional classroom.

As far as study needs go, a realistic

dependable funding model is required to
sustain student and teacher workstations,
up to date professional development,
instructional/technical support and a
technology infrastructure. There also has to
Study of Needs (41-42)
be support from TEA to enable districts to
acquire consistent and effective services.
On the district level, districts must keep up
w/ the progress of students and teachers in
order to keep meeting the Technology
Application proficiencies.

What new information did you acquire from your analysis of the Long-Range Plan? How can
your new learning assist you as an instructional leader who is guiding technology use and
integration at a campus?

The whole process in itself taught me the different levels of even being able to establish the use
of technology not just through my classroom but throughout the school. I also learned the
difference between what it means to teach technology compared to teaching basic skills through
EDLD 5306 Concepts of Educational Technology

the use of technology. The whole process of the Long-Range plan gives me insight into seeing
how it is that I can make a difference in creating a better learning environment for my students
through the use of technology

Week 1 Assignment, Part 2: Technology Applications TEKS Summary

Texas’ Technology Applications TEKS curriculum is divided into four strands: Foundations,
Information Acquisition, Solving Problems, and Communication.

In this part of this assignment, you will summarize (1) the four strands of the Technology
Applications TEKS and (2) two objectives/skills required in each of the four domains for a
selected grade cluster.

To complete this assignment:

• Access the Technology Applications TEKS by entering the following address in your web
address bar: http://www.tea.state.tx.us/rules/tac/ch126toc.html
• Thoroughly review the Technology Applications TEKS for PK-12. (NOTE: There are
standards for Pre-K students, but they are not divided into domains.)
• Select a grade cluster—(K-2, 3-5, 6-8, 9-12)—and review the TEKS for that cluster.
• Complete columns 2-4 of the table by describing each domain of the Technology
Applications TEKS and summarizing two important objectives/skills required in each of
the four domains for your selected grade cluster.

Grade Cluster:

Technology
Strand Description Summary of TEKS #1 Summary of TEKS #2
Application Strand

(3.A) The student is to

The student complies (3.B) Student is
be familiar with the
w/ laws and examines responsible for giving
Foundations acceptable use
issues regarding use of credit on intellectual
policies in order to be
technology within property used from an
able to use the
society. online resource
computer.

The student acquires
several forms of
Information
information in several
Acquisition
formats (audio, visual,
graphics, etc) with
proper super vision.
(5.A) The student (5.B) The student will
gathers use resources online
information in to help. They will also
different formats have to document
like audio, text, different format of
pictures, etc. sources.
EDLD 5306 Concepts of Educational Technology
(8.C) Student is
The student uses
(8.A) Student is expected to
communication
expected to use work/contribute in
methods to work in
Problem Solving communication tools electronic
groups and research
such as email to communities as a
skills to acquire new
participate in group learner,
knowledge with proper
projects communicator,
supervision
mentor, etc

(11.A) The student is

(11.B) The student
The student is to achieve the goal by
will use presentation
expected to present a either printing a hard
software such as
Communication finished product copy of the project,
PowerPoint of
electronically in show some enhanced
Publisher to
different media outputs computer
communicate with
with supervision presentation, a video,
audience
audio, etc.

Summarize the Pre-K Technology Applications TEKS. How does the Pre-K TEKS lay the
foundation for student performance in future grades?

On the Pre-K TEKS standard, the child is expected to learn basic functions of the computer.
They are expected to start, use, and exit programs. Use input devices like the mouse, keyboard,
insert a CD, or even print. They are expected to follow oral or picture cues on operating certain
software. They are exposed to interactive stories and information through the use of electronic
form to enhance their learning experiences.

The Technology Applications TEKS are designed as a dynamic, spiraling curriculum. Describe a
series of TEKS in which students have multiple opportunities to master knowledge/skills.

In the areas of Information Acquisition and Problem solving students have multiple opportunities
to master skills. It is not just technology based; they have opportunities of mastering the basic
use of technology software while at the same time being able to master a skill in math, reading,
or writing. Take for example a group working on a paleontology research project. They master
reading skills by being able to recall and retell, writing to properly state the information of their
research, exchanging constant information through email once again practicing their reading
skills.

Week 1 Assignment, Part 3: Requisite Technology Skills Assessment

The Texas Education Agency (TEA) provides many resources for educators to help them
assess and increase the knowledge and skills for success in the information age. One of the
tools is the Technology Applications Inventory, which is a self-assessment of requisite
knowledge required for implementation of the Technology Applications TEKS.
In Part of your assignment, you will access the Technology Applications Inventory and assess
your knowledge and skills in the four strands of Foundations, Information Acquisition, Solving
Problems, and Communication.
To complete this assignment:
EDLD 5306 Concepts of Educational Technology
• Access the Technology Applications Inventory by entering the following address in your
web address bar: http://www.tea.state.tx.us/technology/techapp/assess/teksurv.pdf
• Print out the inventory, and complete it.
• Complete the table by recording your number of yes and no responses.
• After completing the chart, answer the questions that follow.

Total # of # of Yes # of No
Domain
Questions Responses Responses

Foundations 18 17 1

Information
10 8 2
Acquisition

Solving
18 14 4
Problems

Communication 12 7 5

What did the inventory reveal as your greatest strength? Do you agree? Explain.

The inventory showed me that my greatest strength is the foundations. I definitely agree
because it is with those basic foundations that I am able to properly use 60% of my computer
and other electronic components. I am able to turn on/off the computer, navigate the internet,
use email, use Microsoft office applications, edit pictures, record music, etc.

What did the inventory reveal as your greatest weakness? Do you agree? Explain.

Communication is my greatest weakness. Yes, I am up to the standards of communicating

through blogs, email, and distance education discussion boards. However, when it comes to
creating files for the common purpose of communicating w/ a bigger audience I still need to
learn and take strides.