My Blog-My Vision 4/3

Some patterns I witness in regards to the success and failure of technological innovations with such obvious potential for empowerment are the use of the computers in the classroom, the internet, and the use of various software programs. In every classroom on my campus we have at least three computers for student use, but for the amount of time in the classroom these are rarely used. If students were able to use these computers to search for their own interest or projects then I believe more students would be engaged in the learning process. Secondly, educators and students need to know how to use the internet and derive accurate/inaccurate information. All to often people accept what they find on the internet as fact without checking to verify the validity. As educators we need to empower students to find accurate information so the internet can empower students and teachers in the learning process. Finally, with all the software programs available we rarely give students the option to decide how they want to complete a project. I have seen mandated outlines given to the students on how they are to complete the project, but if we allowed them to choose (moviemaker, powerpoint, word, word art, etc.) there is no telling how much more interest the students would take in the process. When the students’ interest peaks then the teacher becomes the facilitator.

Perception One
The fundamental role of computers in the classroom is to extend capacity of teachers to provide individualized tutoring to learners, thus compensating for the disparity in each individual’s capacity to achieve. I selected this perception because the teacher should become the facilitator in the classroom and allow technology to be used to the learner’s needs.

Perception Two
As the third millennium begins, it is evident that the development of digital technology has had, and will continue to have, a profound, pervasive impact on the course of global civilization. With easier access to technology the information world is at the fingertips of each student. News is brought to us immediately over the internet and students can learn about what is happening in other countries. We need to embrace these developments with technology in order to be successful in global civilization.

Perception Three
The mind coupled with a computer infinitely amplifies its capacity to perform the basic cognitive functions. Yet, there is no configuration of microchips that replicates the intricate, vital interface between mind and emotions-a basic limitation of computers. Even with easy access to technology we have to develop trusting relationships with our students. If this trust is not there then we only hinder the learning process, if not stop it completely. In order to become the facilitator I believe we have to capture the student’s trust before we get him/her to learn.

Perception Four
Computer technology has been adapted to amplify the capacity of professionals in virtually every aspect of society-with the exception of the teacher. Rationalizing this reality becomes increasingly difficult, since teaching and learning is an information-intensive process. I worked in a couple of the big four accounting firms before going into education and I found that in the business world professionals use a couple technological applications consistently. However, in education there is a multitude of technological resources available to the teachers and to the students. With so many technological applications to use many teachers are either unaware or don’t know how to use the technology. As educational leaders we have to do a better job of introducing this technology to teachers and providing time for them to practice with it.

Perception Five
The new literacy-interactive multimedia-offers teachers the opportunity to improve the fidelity, the relevancy, and the accessibility of the information driving the teaching-learning process and thus enhance student achievement. Many children entering our schools for the first time have been using interactive multimedia since they were two or three years old. This interaction with video games, the internet, and hand held electronic devices captures their attention. This single innovation, if used correctly, has the opportunity to greatly enhance student achievement.

Perception Six
There is ample evidence that after more than a quarter century of high expectations, dedicated effort, and substantial expenditures, computers have failed to improve what happens in the classroom. Additionally, it appears there has been no serious attempt to analyze and thereby learn from this failure. I disagree with this perception. Many of the younger educators have grown up with this technology and implement the available technological resources into the learning process. Furthermore, I feel the use of technology on any campus is a reflection of the technological beliefs and resources of the district and campus administrators. I’ve seen many campuses improve what happens in the classroom by using technology with the students and their parents.

Educational Technology Philosophy

The educational experience of any individual greatly influences how that person faces challenges that arise throughout his or her entire life. The average person spends fifteen years of their life in the educational realm. Why not make this a positive experience?

Every individual has unique needs and characteristics. In order to meet these unique educational needs of the students we first have to meet the needs of our teachers. Too many times technology is passed through to the teachers without proper input, training, and feedback from the educators who will use it the most, the teachers and the students. If we as educators can create lessons with the integration of technology based off the needs and input from our students and our teachers then I believe we will develop lifelong learners. Once the student has this much interest in learning the teacher will become the facilitator and we will all learn from each other.

The use of technology in education will continue to increase over time. In order to prepare our students and connect them to the world we have to do a better job of becoming informaters of technology. If we as educators are able to make this a positive experience we create lifelong learners, develop children into decision making adults, and prepare our students to enter a world full of technology.

Educational Technology Definition & Technology Skills

What is educational/instructional technology? Educational/instructional technology has different meanings to different people. I believe that we would not be able to completely understand the concept without establishing a personal definition first. David Moore (2006) defines instructional technology as, “A multifaceted process that involves a variety of types of work; each requiring qualitatively different types of tools and instruments.” Moreover, Calvin Finley’s (2005) definition of instructional technology is, “The theory and practice of design, development, utilization, management and evaluation of processes and resources for learning."

From these definitions and through my research I developed my current educational/instructional technology definition, which is the implementation and utilization of technology to meet the needs of and engage each learner in order to create reflection and empowerment in the learning process. As the semester progresses I believe I will have a better understanding of what educational/instructional technology encompasses.

Technology skills I would like to develop are:
Moviemaker
Create and develop a website
How to integrate video into Microsoft PowerPoint presentations
How to efficiently use Photoshop
Communicating with Skype on the internet

I want to learn these skills because I have access to this technology but I do not know how to use it. In developing these skills I will become a better informater of technology, therefore, allowing me to better meet the needs of the teachers on my campus. I believe in today’s educational realm automating is the dilemma we face as educators. If I can empower my teachers with educational/instructional technology they will be able to empower their students.

Technological skills I would like to share are:
How to use excel spreadsheets
Developing graphs, tables, and charts from data in an excel spreadsheet
Inserting pictures/designs into a document and being able to write over it with text

Finley, C. (2005). Instructional technology: A profession vs. a field of
study. Distance Learning, 2, 35-37.

Moore, D.R. (2006). The technology/inquiry typology: Defining
instructional technology. Journal of Interacting Learning Research,
17, 401-407.

Current & Future Goals

I am earning my doctoral degree in educational administration because this is a goal I’ve had since starting my undergraduate coursework. The reason this has been a goal since starting my undergraduate coursework is because of the educational experiences and opportunities I had growing up. Working towards this degree has expanded my knowledge of school district and state educational operations as a whole. Furthermore, I believe the knowledge I’ve acquired coupled with my on the job experience will assist me in achieving one of my future goals of becoming the superintendent of a school district with a student population of twenty to thirty-thousand students. My current goals are:
Complete my doctoral degree and superintendent’s certification by December 2008.
Assist our campus in becoming an exemplary campus in its first year being open.
Continue to grow professionally and personally from the discussions, the readings, and the assignments so I may better assist the students and the teachers on my campus.
My future goals are:
Obtain a Superintendent of Schools position for a large school district.
Become fluent in speaking Spanish.
Continue to grow professional and personally so I may better assist the student and the teachers in my district.

Purpose and Expectations...

I am taking ETEC 524 as an elective for my doctoral degree. This class was highly recommended by my advisor and I believe my learning experiences from this course will help me grow professionally and personally. A major focus in our district is for each teacher to use technology in every lesson. My goal is not for our teachers to just use the technology, but to find ways to empower students with the use of technology. As a result the lessons will be more engaging, therefore, improving the learning environment throughout the entire campus. Through this course I hope to expand my technological skills and knowledge so I can better assist the teachers and the students on our campus.

About me...

I have completed 30 hours towards my doctoral degree in educational administration and my superintendent's certification. I am an Assistant Principal at Cooper Junior High School in the Wylie Independent School District. For my undergraduate degree I attended the United States Military Academy at West Point and the University of Texas at Austin. I earned my Master’s Degree in Educational Administration from Texas State University at San Marcos.

My teaching career started at Vista Ridge High School in the Leander ISD where I taught Algebra I and coached football and track. After coaching for a few years, a lot of educational discussions, and encouragement from my principal I decided to get out of coaching so I could pursue my master’s degree in Educational Administration. Upon completion of my master’s degree I took a position to conduct my administrative internship at Rowlett High School in the Garland ISD. After completing my internship I was offered the assistant principal position at a brand new junior high school in the Wylie ISD. Our campus opened in the fall of 2006 with over 600 students and 56 staff members.