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EDUCATIONAL TECHNOLOGY IMPLEMENTATION Since I am no longer teaching my wiki members are from different campuses.

Members: Vicky Hewitt, my lovely wife of thirty years, is a master teacher whose career spanned three decades. Vicky taught kindergarten for 6 years and first grade for 24 years. She served in three school districts including Lufkin ISD, Lovelady ISD and Trinity Independent School District. She is a strong advocate for technology and the advancements of strategies that equip our youth for the future. Mona Mondin is a fifth grade teacher from the Klein School District. She taught school in New Mexico and was the technology coordinator for a school district in Oklahoma. Lauren Nicole is a third year, sixth grade instructor at the Centerville School District. Shandy Stewart is an AgriLife Extension associate. Julia Alford is a fine arts instructor. Reva Meshell is a kindergarten teacher.

I am very concerned that technology is growing at a much faster pace than teachers and districts. I am also worried that many teachers are not trying to implement technology and not changing their teaching methods because they are either apathetic and unwilling to change or they don't have the training and/or the knowledge. The purpose of this wiki is to gather ideas to help teachers implement technology in their classrooms. All members of the committee may "Edit this page," add and ask questions, or give suggestions. **To comment, edit, or answer questions click the edit button at the top of the page and when you finish click save.**

1. After reviewing the campus Star Chart rubric data I noticed that the trend for many teachers in the Key Area Star Classifictions was very erratic. Some teacher had a higher classification 3 years ago than they do now. Why do you think this trend is happening?
 * V-**Armon, I have not reviewed the data that you have at your access, but from personal experience, I believe that there may be several different reasons. One major variable may be funding. I know that my school district experienced a huge funding deficit last year. Another may be that technology support is very strained in our district. We have one director with an assistant and one technology support person per campus. They also have selected one teacher per grade level to help with each team. However, this is very "stretched" when you consider the vast array of help needed on each campus from every department and chair person. I also feel that we definitely need far more time to instruct our new teachers, veteran educators, and those that refuse to leave the so-called "tired, but true" methods of instructing. Lastly, some teachers are so strapped for time that answering questions on surveys like the Star Chart may feel like a burden that needs to be handled quickly. Teachers are so pressed with "red tape" that some feel overwhelmed unfortunately. This may add to incorrect data.

Reva Meshell...

Well Mr. Hewitt, I suppose I’d have to agree with wikivicky(Hee, hee!). I believe that this trend is apparent because, honestly, teachers are harried. Not only are we responsible for instruction, planning, peer tutoring, communicating with families, students, and administration, but all of the documentation that accompanies and exceeds. As a beginning teacher, with one year experience, I find that my skills supersede most of my team and probably seventy percent of the faculty concerning technology. My university required the necessary skills technologically just to meet the standards to pass the classes such as emailing, word processing, spreadsheet creation and calculation, etc. I am quite prepared to meet the needs necessary to function technologically in my career. However, to remain proficient will demand consistent and accurate updates and training or I might fall behind like others have.

2. Do you think your district is helpful in implementing technology? Explain how they are helpful or not helpful.
 * V-**Trinity ISD is striving to make great strides in implementing technology. The technology director has been extremely beneficial in obtaining grants to promote the use of technology for our students, teachers, administrators, and community. We have an involved school board with adamant concern for the advancement of technology in many forms. Most recently, the students at the Middle School and Junior High have lap tops for individual use for school and take home. They are purchasing "smart boards" for each teacher as funding allows. Currently, we have two promethean boards per grade level and each classroom has an LCD projector. Each classroom has four computers with software in the core areas. We have two major labs fitted with twenty-seven computers on the elementary campus. Technology is a must. Training has been a major emphasis for many years. Each teacher has to pass a test on the "Tiger Bites" or workshops in E-Class, E-Mail, Word, Power Point, etc. Teacher training always involves technology updates, new programs, distance learning, and surveys to increase our development in technology. Our administrators stress the technology TEKS and state mandates thoroughly utilizing Region VI as a prominent resource. Technology use is a vital component in each teacher's assessment or PDAS evaluation. However, we are a smaller district with less funding available for the areas of concern with fewer support people than more affluent school communities.

Shandy Stewart AgriLife Associate The question you posed about school districts being helpful in mandating technology within the district was quite intriguing to me. I find that smaller school districts, like the one I live in tend to take on the persona of being "behind the times". I have found that to be quite different for Groveton I.S.D.

The administration, upon adopting a new facet of technology for the schools, provides adequate training for all related staff and ensure that before implementation everything functions properly.

The children benefit greatly from the desire that the district has to keep in time with technology as it advances. I find that because of the small number of students in our schools they are able to have access to more and in return know more upon leaving our schools.

**A Comment On Technology In The Classroom by J. Alford **
As a fine arts educator, technology in the classroom is such a necessary staple in my instruction. Considering these economic times, with United Streaming and Podcasts, for example, bringing field trips into my classroom is made easier; in turn allowing that “hands on instruction” that is so vital to successful fine arts education. I have had the opportunity to teach at both a large and small school district. I was surprised at the differences in technology when comparing the two. My discovery aligns with the comment made by Mrs. Stewart on this topic. I found that smaller school districts can service their students more efficiently, due to the smaller numbers and accessibility. Because of the large number of students in the larger school district that I taught at, it wasn’t always possible to service each child’s needs technologically. I have also discovered that in an effort to provide the best education for their students, smaller school districts work harder to provide that technology boost that is so necessary if the student is planning to join the workforce or to pursue any sort of education beyond high school- which to me should be our main goal as educators. Often times it is assumed because a student is from a highly populated area, they are being exposed to more and that is not always the case, especially with technology. A tip for educators: Though not my current region, Region 7 in Kilgore, TX is an EXCELLENT resource for technological ideas for the classroom! [|www.esc7.net] Everything on there is user friendly too!

Reva Meshell...

Yes, I feel that my school district is helpful in implementing technology. Although we’re a small district, we’re striving to remain as current technologically as possible. Sessions are often held to assist in reinforcing teachers’ “computer” capabilities and aide is never further than a few clicks of the mouse. Within my classroom, along with the majority, if not all of the others,there is a smart board, LCD projector, computer bank, and ELMO. These conveniences, combined with the internet, United Streaming, You Tube, etc. are excellent resources enriching my learning/educating environment.

3. Do you think the strategies mandated by the Long Range Plan for Technology is attainable by your school district? Explain. **V-**I do agree with the mandates of the Long Range Plan for Technology and believe that they may be obtained by my school district. The children of the 21st century must have the knowledge to compete in the age of high-tech, rapid-fire development and info. of tomorrow. The LRPT is striving to bring everyone up to date in this race. However, several components must be in place such as adequate funding of money and time for student and educator prep and development, strong guidance from administrators and district leaders, and a well-defined infrastructure and support. I believe that on the large scale, Texas will be able to achieve this goal provided that our leaders continue to support our children and their educators financially. A house cannot stand if it is built on sand. If you say it, mean it. The teachers in my district are loving, caring people with a desire for our children and community to achieve, but we need experienced and heartfelt guidance supported with adequate funding financially, emotionally, and with sufficient time allotments to complete our task. Reva Meshell...

With adequate funding, I do believe that the strategies mandated by the Long Range Plan for Technology is attainable by my school district. The technology personnel are dedicated and motivated in promoting advancements, but just like a militia, in order to win the battle, the force needs expert leadership, unity in strategies, training, and consistent monetary support.


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