Life on the Other Side of The Desk

Having taught for ten years, being on the other side of the desk is a daunting experience at times but definitely worth the effort. I have learned to use educational tools and incorporate multiple strategies into finishing my assignments that I never utilized as a 'digital immigrant' student. I am definitely more of an active learner; I need to interact with the material to see how it works. "Kindergarteners can listen to individual letters and work in an exploratory fashion" (Duffield & Wahl, 2005). I am definitely an exploratory learner which can be a positive and a negative. While using the readings to complete the assignment, I have a tendency to jump from reading and doing which made me complete the newsletter assignment in a less efficient fashion, but I feel that I learned more. "Many teachers use newsletters as part of cross-curriculum, authentic learning activities" (Lamb, 2005). I would like to bring what I have learned about creating an effective newsletter into my gaming program for students to research and assess information about the gaming industry.

Using the discussion boards, blog, and wiki to share my work improved the end result of the newsletter. Getting feedback from colleagues is invaluable to obtaining an optimal product."Students should learn through a variety of learning strategies, learning experiences, and perspectives" (Northwest Regional Educational Laboratory, n.d.). My newsletter needs to be embraced by other readers through the incorporation of design strategies studied in this course. Who better to give feedback than colleagues going through the same experience? A fresh set of eyes always puts a different perspective on a work in progress, usually for the better.

Although I am a 'digital immigrant', I will continue to search out new ways to incorporate existing technologies into my curriculum. I would like to spend more time into creating multifaceted assessments that utilize many of the free technologies to serve other educational purposes in the community. My students will be working on smartphone applications for teaching in the spring; I cannot wait to see what they produce - stay tuned!


References:


Lamb, A. (2005). Planning Newsletters. Retrieved December 17, 2010, from http://eduscapes.com/sessions/publishing/planning.htm

Northwest Regional Educational Laboratory, (n.d.). Meeting the Needs of Diverse Learners. Retrieved December 17, 2010, from http://www.netc.org

Wahl, L., & Duffield, J. (2005). Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Do. Retrieved December 17, 2010, from WestEd: www.wested.org

How Ancient Documents Can Teach Modern Design Principles

After pondering over The Book of Kells and the documents inside, I found that while their design methods were rather ornate, foundations of good design practiced in our modern day are evident. Their writing and art is incredibly intricate, but would not be construed as "busy" due to the correct usage of color, patterns, and structure. Although the style in which medievial writings and art were created differs from modern design, the principles of good design are intrinsically there.

All four of the C.R.A.P (Contrast, Repetition, Alignment, and Proximity) elements can be identified in this book. When viewing the Virgin and Child, I was impressed with the use of different patterns to create a contrast between the different areas of the page. Hues of blue, red, purple, and yellow were used repeatedly to give the graphic a sense of cohesiveness. While different types of patterns were used to create contrast between distinct portions of the page, the patterns were also repetitious within those pieces. The placement of the patterns down the right and left side of the page while centering the Virgin and Son gives both vertical and horizontal alignment to this work. Proximity of the angels to the top left and right of the Virgin, along with the position of the servants, is intentional to convey the role of each element placed on the page.


The authors used the various design principles of C.R.A.P. to draw attention to the importance of certain information on the page. The example of the Virgin Mary and Child shows how she is on the center of the page and the largest element, with the angels in each top left corner denoting a higher power and protection, while the servants are placed in the bottom left and right corner as smaller figures. The use of this placement portrays the hierarchy and importance of each element on the page. An intricate mosaic pattern is used to seperate the top middle and bottom areas which creates an alignment within the artwork and is visually appealing to the eye.

References:

Sullivan, E. (1920). The Book of Kells. Retrieved November 20, 2010, from http://www.sacred-texts.com/neu/celt/bok/img/pl02.jpg

The ups and downs of creating a Public Service Announcement (PSA)

You never think about what actually goes into a seemingly simple 60 second spot on TV. Creating a PSA for this course gave me insight into the many hours and multiple skills required to convey a message in an efficient and effective manner. I was fortunate to have a group where the skill set was divided evenly and we all agreed on which part of the process individual members would be responsible for. Here is the finished product:



Our group utilized Google Docs to work and chat about the pre-production process and edit our pre-production document. While finding appropriate times where everyone in the group was available, we did manage to meet at least twice a week to collaborate and revise our PSA script, shot selections, and audio/voiceovers. The first PSA ended up being twenty (20) seconds over the limit, so the group brainstormed about footage to cut and number of seconds text needed to up on the screen. After posting the edited video for review to Google Docs, we decided to use YouTube as our web delivery platform as our target audience is mainly tweens/teens.

I would say that if given more time, more footage in different settings could be taken to procure the best shots. The other component that seems simple, but really needs to be given more attention is voiceovers. The human voice conveys such a range of feelings and can be a very compelling tool in a PSA. Overall, my group worked well together and did a great job putting together this PSA. I would definitely like to use this exercise in my classroom setting.

The Benefits of the Web Conference in an Online Class

The option of participating in Web Conferences has always been a part of my Lamar Experience. I cannot say that I have been a member of many, but knowing the option is there is very important. The connection with a live member of faculty is irreplaceable and having the addition of video conferencing to the online environment gives me that added feeling of comfort and confidence. A "face to face" meeting with the professor personalizes the experience which has proven to make online learning more engaging.

Participating in the Web Conferences has allowed me to connect with my classmates as well as helped me clarify the material through their questions and comments along with mine. I have found the mix of online learning along with the ability to communicate with faculty and peers in real-time to be an effective learning environment.

Video Editing with Avidemux!

Here's is my tutorial for Avidemux:




See more Audio at TeacherTube.com.
Enjoy and I hope it is beneficial in your endeavors to add a rich multimedia experience to your classrooms.

The Power of Expression through Video Editing...

My knowledge of video editing has been limited to two products in the past; Windows Movie Maker (free) and Adobe Premier (very expensive). Incorporating the thought voiced by Andrew Garrison “Media production offers a means for students to talk to whomever they think is an important audience” while providing a solid but affordable mechanism for doing that is quite a juggling act (Garrison, 1999). I want to provide my students with creative ways to deliver assessments that are not costly or frustrating. By having the opportunity to research and analyze two open source video editing software packages, I can construct quality assignments that my students will have the tools to complete with minimal hassle.

After analyzing several factors including the majority of schools and users are on a PC platform, I narrowed down my comparison to two packages; Avedimux and Zwel-Stein. “Though the Mac offers some of the best choices when thinking about purchasing the high-end editing software, the PC is actually better when it comes to using freeware editing software.”(Burley, 2009). Both packages offer popular output file formats such as AVI, WMV, and MP4. Avedimux has a easy to understand interface and allows the user to cut, reformat, resize, and encode videos with ease. Zwel-Stein has a more robust toolbox, but the interface is not as user-friendly and presents more of a challenge to learn – there are not as many step-by-step tutorials available. My choice for beginners would be Avedimux; more suited to the younger set, while Zwel-Stein may work for older students with time built in for learning the new software. I would like to incorporate a video project into my game curriculum for students to demonstrate their games through the use of multimedia, including video and audio, which could allow for a wider audience to view and critique their work.

References:

Burley, S. (2009, 06 30). The Best Freeware and Open Source Video Editing Software. Retrieved 09 04, 2010, from Bright Hub: http://www.brighthub.com/multimedia/video/articles/2377.aspx

Garrison, A. (1999). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved September 5, 2010, from http://www.medialit.org/reading_room/article3.html

The Power of Digital Storytelling

Through my Multimedia and Video Technology assignment this week, I have found Digital Storytelling to be a powerful tool for conveying information, thoughts, and feelings. Being able to participate in this project and revisit how my mother has impacted my life since her death has been a vehicle for learning and connecting that past experience to my present. I have a new found appreciation for all of the positive virtues she imparted to me and I can only hope to be that kind of influence on my children. Please view my video:




Giving students a chance to express their understanding of content through this technology medium would be an effective and creative way to improve delivery of curriculum in the classroom.

I'm Definitely a Fan of Action Research :-)

As a new faculty member taking over the Game Development and Design program at LoneStar College – Kingwood, this class could not have come at a better time for me. My program will benefit from the skills I learned as I apply them to a pre-existing problem in the program which I am supposed to “fix”. I really had no knowledge or preconceptions about the research process, which is why I appreciate learning about action research before any other type of method.

My initial wondering was based on a Workforce Education Report Card that my Dean gave me stating that our score was considered “borderline” and the program could get cut after the 2010-2011 school year. “Sometimes when you just look at numbers, it doesn’t tell you the whole story” (Briseno). After hearing this statement in Johnny Briseno’s interview during the second week of class, I really started to investigate what was behind the numbers that determined the program’s fate which led me to my initial wonderings.

I really was able to visualize the project by creating the SIP/PIP Plan of Action. “Although a written plan is not necessary to participate in continuous improvement and to take action, putting your plans in writing helps keep your school focused” (Harris, Edmonson, & Combs, 2010). This form of structure will keep the project from “bleeding” out of the initial boundaries set and ensure that critical issues get addressed. The task of putting the plan together took time, but I can see through this process that spending more time in the initial phases of the project definitely will save time later; being proactive instead of reactive.

The practices of daily self-reflection and sharing have been the most valuable skills I have taken away from this class. I never thought I had time for self-reflection, but found out that I get more crucial tasks done if I spend a few minutes just thinking about my day. “The initial steps in the improvement process take time, patience, thought, and reflection. Rushing through these steps can produce superficial activities” (Harris, Edmonson, & Combs, 2010). I have colleagues and committees at work that I present information to, but sharing my SIP/PIP Plan of Action through the class blog and my blog produced invaluable feedback. I found that sharing my thoughts was also a form of self-reflection. “..the process of preparing your findings to share with others helps you clarify your own thinking about your work” (Dana, 2009). I wrote my reflections in a more concise and organized manner and added detail I may have not included initially.

This class also reminded me of why I am an educator. Ultimately, we as teachers go through the learning process to improve our students’ lives through education. “By cultivating this inquiry stance toward practice, principals, and teachers play a critical role in enhancing their own professional growth and ultimately the experience of schooling for children” (Dana, 2009). I am thankful for the opportunity to be involved in the Educational Technology Leadership Program through Lamar University.

References:

Briseno, J. (n.d.). Principal, Rancho Isabella Elementary, Angleton ISD. (E. Arterbury, & S. Jenkins, Interviewers)

Dana, N. F. (2009). Leading with Passion and Knowledge. Thousand Oaks, CA: Corwin.

Harris, S., Edmonson, S., & Combs, J. (2010). Examining What We Do to Improve Our Schools. Larachmont, NY: Eye on Education.

The Wheels of Progress are Turning!

I met with the Chair of the Computer Information Technology Department, Mary Johnson, who is my Site Supervisor to discuss the Action Research Plan I developed along with reviewing the comments made by my peers. Mary agreed with Sherri’s assessment that while we needed to start the process of identifying past students through the compilation of student information by current records, Facebook, and through student contacts; we needed to leave that phase of the project open longer. We looked at the final submission dates for Workforce Education Report Card corrections to make sure that deadline was not overlooked. The date is in March so while all resources cannot be concentrated long-term on this effort, a certain amount of hours can be utilized monthly until February 2011 to work on contacting as many students as possible. The most important goal is providing the most accurate information possible.

We also discussed the survey dates for GAME 1303, 1304 and 2332; our core courses. While this is at the beginning of the semester, we agreed to leave the survey process for September 9th for the following reasons:
• Students have the highest attendance in college courses at the beginning of fall semesters which guarantees the most participation for surveys.
• Programs of interest can be put into place that students can benefit from for the fall semester if surveys are done earlier than later.
Mary is very excited about the knowledge I have gained from this course and feels the skills I have acquired will be invaluable to the department. She would like me to share my Action Research process and progress with others in the department through a professional learning community wiki.

Here's the link to the updated Action Research Plan:

http://docs.google.com/fileview?id=0B2L1GQjiyV6uMzE5ZjU2NjMtNTBlMC00MWE1LWJiYjctNjNjYzE0OGI5ODA2&hl=en&authkey=CP_c0uMP

My Action Research Project Plan:

Here's the link to my Action Research Project. Please copy and paste this address int your browser address bar. Give me your feed back and I am sure this endeavor will bring growth to my program and success to my students:

http://docs.google.com/fileview?id=0B2L1GQjiyV6uMzE5ZjU2NjMtNTBlMC00MWE1LWJiYjctNjNjYzE0OGI5ODA2&hl=en&authkey=CP_c0uMP

Teachers Unite!...by Blogging!

Why should I as an educator blog?

Self-improvement comes through self-reflection and outside feedback. Blogging not only gives me the opportunity to "journal" my thoughts and experiences as an educator, but allows me to share those thoughts with others and get valuable feedback from students, community members, and educators all over the globe. A valuable dialogue can be started and continued through the use of a blog. Fresh ideas and concepts to universal problems in schools can be shared through the use of a blog - it is like a global Professional Development Community which is one of the cool aspects of Web 2.0 tools and the internet.

Ramblings of a Newbie Action Researcher

“Simply stated, administrator inquiry refers to the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry” (Dana, 2009).
My interpretation of this statement is that administrative inquiry or action research is a constant cycle of questioning how I can do my job better by identifying problems and making the appropriate changes through gathering data, asking questions,seeking outside sources of information, and sharing what I learned with my colleagues.
Action research starts with inquiry. “Inquiry is investigating in a systematic way. Inquiry is examining data, asking questions, and requesting more information” (Harris, Edmonson, & Combs, 2010). The inquiry process is more than just asking a question, it is a more in-depth approach that requires all of the elements above to not only answer the question, but understand what needs to be done to enact the changes necessary to improve the problems identified by the action research process.

In the two traditional educational research models given in Table 1.1 Comparison of Research Paradigms on page 7 of “Leading with Passion and Knowledge”, the practitioner does not take a direct role in the research; the researcher is an outsider. The process in the traditional methods is either linear or discursive, where the action research process is cyclical. While the traditional educational research methods may take the “unbiased observer” approach, the action research approach directly involves the stakeholder who has a vested interest in the outcome creating a sense of ownership in the process. Constant improvements can be made to the process based on the fact it is continual which creates a better outcome.

A problem of particular concern in my position that could benefit from Action Research would be Student Retention Rates. I just took a Workforce Education Program in Game Development and Design over for the Fall 2010 semester and would like to make improvements to the program. I received a Program Report Card at the first departmental meeting that I had with my Dean indicating that the Game Development and Design program was borderline due to Student Retention Rates. The program's longevity is dependent upon the percentage of students who actually finish the program and either find employment within the industry or transfer to a 4-year university.

I could use Action Research to identify what I could do as head of the program to identify the causes of low student retention and improvements that could be made including the tracking of graduates. The reasons for this low number could be a result of several issues including students who drop out and students who have transferred or found employment but never been documented. This information has never been kept so is not counted in the retention numbers.

References:

Dana, N. F. (2009). Leading with Passion and Knowledge. Thousand Oaks, CA: Corwin.

Harris, S., Edmonson, S., & Combs, J. (2010). Examining What We Do to Improve Our Schools. Larachmont, NY: Eye on Education.

Reflections on EDLD 5368 - Instructional Design

Having taught in an online learning environment for 5 years, I see multiple benefits to implementing online learning for my students. I know students who would not be offered the same opportunities if they could not have access to an online learning environment based on extenuating circumstances within their family such as transportation and lodging costs. Our college can find more qualified faculty to teach classes by having access to talent outside of a certain geographical boundary. My students can access coursework 24/7, so having left a paper or book in another location will not affect their ability to get assignments done.
I believe that it is equally important for elementary and secondary teachers to implement online learning along with their traditional classroom settings; students that have the skills already in place to participate in an online environment have more options when they get to the post-secondary level in which classes they can take and distance learning options are growing at a rapid pace to meet the demands of the students’ needs.

I will take the course content that I developed from this course and utilize it for the first unit of a new class in our curriculum. I found the backwards-design model very helpful in the development of course content as well as creating more "open-ended" assessments to create a higher level of thinking. Utilizing this model made me give more thought to engaging several types of delivery to meet the needs of more differentiated learning styles. The process of creating the content took more time, but in the end I felt that it gave me a better picture of the student’s level of knowledge/understanding based on the assessments I created.
The content I created will be integrated into the current Blackboard/Vista online environment that my college supports. I did not find Schoology as organized or functional as Vista, but it is free and gives other teachers and students the opportunity to implement online learning at their schools.

Online learning will always be a part of my curriculum at the collegiate level. I use an online classroom in all of my courses whether they are required attendance in a traditional classroom setting or all distance learning. This quote resonated with me:
"The first universities to offer accredited online degrees began appearing back in the 1990s. More often than not, these groundbreaking schools were looked down upon by the "academic elite," and considered to be somehow "shady" or disreputable. But a lot has certainly changed since then, and these days even the most prestigious Ivy League universities are offering online classes, and sometimes, a complete online curriculum for distance learning”(Thornburrow, 2007).
My hope is that the use of online learning is integrated into the elementary and secondary educational levels. Students who have more exposure to curriculum deployed in an online environment at an earlier juncture do better in distance education classes in college which affords them more opportunities for success.

I am always seeking ways to make sure my students feel "connected" to their learning environment and create a sense of community. The question that will always present itself is "How can I create content that will continue to engage students in learning?". The backwards design approach that employs a student's sense of thinking "beyond the limitations of the curriculum" is a great start in getting students excited about the possibilites in the future and what they can do with the knowledge obtained from one class. I want to constantly challenge students to reach beyond what they think their boundary is and I am excited about aquiring new skills that will help me in that endeavor.
The main struggle I face is keeping students accountable in a true distance learning course; no face-to-face time is required. Students have a tendency to think they can create their own schedule so the need to multiple levels of accountability seems to be necessary. I need to find more methods of communication; one that I plan on employing is the use of online meetings or webinars.

My first impression at the beginnning of this course was that I had already designed my outcomes based on the principles of UBD. I know now that I learned valuable skills I can apply to my curriculum. Using the outcomes as a starting point and developing the curriculum from that point to the beginning takes more effort and time, but it is clear to me that I am more comfortable with the lessons and my students have a much better perspective on where they are headed. When looking at the assessments I developed, there is a clear pattern of knowledge being translated to understanding; from formative to summative.
I am going to work through other courses I teach over the summer and create assignments/assessments based on the backwards-design approach. While the five week course delivery has some benefits, I will definitely take more time to re-read the UBD book (which I bought) to make sure I apply all of the principles before designing more course materials.

References:
Thornburrow, C. (2007, October). The Benefits of Online Education. Retrieved May 13, 2010, from Ezine Articles: http://ezinearticles.com/?The-Benefits-Of-Online-Education&id=797135

EDLD 5333 Course Reflections

Think about your action plan from the Application assignment. What have you learned in this course about the continuous campus improvement cycle that will dictate your next steps?
What will be your next steps in the continuous improvement process? How will you carry the action plan forward and maintain momentum? Outline and reflect on your next steps in this process.

The articles, video lectures, and information presented in this course about how our educational system requirements work has really made me consider the importance of effective teaching and assessment is to the continuous campus improvement cycle. In my Week 4 assignment, I was not specific enough about how I would formatively assess the actions and strategies I would put in place so going back to define the formative assessments that would test the success of those strategies is critical to meeting the goals laid out in my Campus Improvement Plan. A highly qualified staff is also a crucial component to the success of the continuous improvement cycle. I need to add more detail in the follow-up plan to my professional development activities to make sure they support the goals of the campus.

The school I chose needs help with tenth grade math scores, especially in the economically disadvantaged subgroup which includes African-Americans and LEP students. I would meet with the tenth grade math teachers and ask for their comments on what was needed for improvement to continue. I will definitely use the concept of “inclusiveness” presented in the Week 4 video lecture to promote continuous improvement over time. Having teachers and students work together on a plan for improvement not only gives the student responsibility for their own learning, but also vests the teacher in that student and creates a relationship between them which is critical to a positive learning environment. I will continue to give teachers the opportunity to work with their own students through the use of highly qualified tutors that can monitor class while the teacher has the opportunity to continue to help their own student’s progress. These same tutors need to be a part of the planning process along with the teachers so they know the goals and objectives to be an effective part of the student’s learning experience.

I am truly a better teacher after taking this course. The material that I have been exposed to will prove to be an invaluable resource for me as I continue to find ways to ensure my students’ success in the courses I teach.

EDLD 5306 Course Reflections

What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

When I enrolled in the Educational Technology Leadership program, I knew that I wanted to improve my technology teaching skills by learning better methods of design and delivery in an online environment. The content of this first course has far exceeded my expectations. I have been able to take the knowledge gained and already apply it to improve the learning at my campus as well as other campuses. My analysis of the Texas Long Range Plan gave me more clarity about how my campus could work with area school districts. I can now access data sources such as STaR charts for surrounding schools and take this information to my administration to create partnerships that will benefit all parties involved. The two online communities I built are already making progress due to the specific skills I learned through resources made accessible by this course. Even though I teach at a community college level and do not have the same accountability as elementary and secondary teachers, the course made me realize I still need to incorporate ethical and responsible decision making skills into my class material. I was skeptical at the beginning of this course because I did not really think there was any technical content, but now I am pleased with all I have accomplished through the coursework.



To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

I was not sure whether the course content would benefit me especially since I am at a community college level. After taking the self evaluation at the beginning of the class, I did not understand how the first four questions relating to the Texas Long Range Plan and the STaR charts would relate to my job; I scored a 28. I realize now that the more information I have about our elementary and secondary educational system and the goals that are in place to ensure student success, I can have more of an impact on the students that will eventually come into my classroom. The purpose of the entire educational process is to equip students for a “global” workforce where technology skills are crucial to be competitive. I have acquired information and skills in this course which I can use to improve my students’ learning environment as well as students in the districts that surround me through collaborative technology projects that will benefit everyone involved. I was pleasantly surprised to take the post-class self evaluation and score a 46.




What outcomes did you not achieve? What prevented you from achieving them?

While I believe that I met all of the course outcomes, I would like to spend more time on the content so it is second nature to me. The timeline of the course is a blessing and a curse. Offering the Educational Technology Leadership program in an eighteen month period online affords me the opportunity to participate when I might not be able to otherwise. My work schedule and family life would not be conducive to any other type of delivery method.

This course has given me access to several sources of information and tools that I want to explore in more depth. I do not feel that I had adequate time within the framework of the course to incorporate all of the tools I have been exposed to. I plan on going back over the readings and researching the suggested websites in more depth, then compiling and sharing the information on my blog.

Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

Although I completed all of the course assignments, some were accomplished more easily than others. There was a wealth of useful information in the reading material and I enjoyed the interaction on the discussion boards. I am an analytical person by nature and found the study of the Texas Long Range Plan and STaR charts a good exercise. The assignments I found a little more challenging were the online collaborations where the input of other stakeholders was a key to the completion of the exercise within the time constraints involved. I had originally started my online community with a group that included other faculty members and business professionals within the industry my program trains for, but after creating the wiki and setting a timeline and agenda, I had a hard time soliciting a response. I created a new online community which was geared towards constructing games that would use technology to deliver content to students in the surrounding districts. I am excited because both communities are thriving and have many potential benefits in the future.




What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I have always been an involved member of the faculty at my college. While some faculty “get by”, I have always prided myself on being one of the “20 percent” instead of the “80 percent”. Through this class I discovered that I could do even more and involve other faculty members in the process. I also learned that I am capable of doing this program after having doubts about my ability to be a “learner” after being a teacher for so long.

My entire career has been in jobs where technology was the main focus. I started this class with the belief that I knew everything about technology to do my job successfully but I needed the “paper” to prove it. I have been exposed to new tools and data that I will carry to my fellow colleagues to promote the use of technology within my campus as well as at other schools that feed into my campus. This class has definitely given me the confidence to be a leader in carrying the goal of our education system forward by providing me with the information and tools I did not have before.

STaR and You

See more presentations by cchamness | Upload your own PowerPoint presentations

How Leadership and Instructional Support Affect Student Success

My blog’s purpose is to explain the importance of Key Area III; Leadership, Administration and Instructional Support; of the STaR chart in reaching the goals of the Texas Long Range Plan for Technology, 2006-2020.

The Leadership, Administration and Instructional Support Key Area encompasses 6 focus areas: Leadership and Vision, Planning, Instructional Support, Communication and Collaboration, Budget, and Leadership and Support for Online Learning. I would summarize these areas by saying that administration needs to:

• take the lead in modeling the use of technology.


• ensure that their faculty has access to and uses emergent technologies in the classroom.


• create a Campus Improvement Plan to implement technology goals.


• set up collaborative groups to support each other in employing different types of technologies.


• make sure all parties involved in the student’s success have a variety of communication methods available.


• use discretionary funds to meet the Campus Improvement Plan goals.

There have been improvements over the last two school years, but Kingwood High School still remains at the Developing Tech level which is in the lower 50% of the state’s schools. The number of schools in Texas that were Advanced Tech and Target Tech increased between 2007-2008 and 2008-2009 based on the Campus Statewide Summary by Key Area. The school has the Infrastructure as proven by their Advanced Tech classification in this area. After analyzing the scores in the Leadership and Instructional Support focus areas, I recommend the following:

• Putting a team together to facilitate a Campus Improvement Plan.


• Partnering more technology-savvy teachers with less advanced teachers to assist in implementing technologies into learning.


• Allocating discretionary funds for emergent technologies needs to be a priority.


• Promoting the use of distance learning and online tools to connect teachers, students, parents, and the community.