Technology Literacy: Are You a Part of the Solution

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Technology Literacy Are You a Part of the
Solution?
2
Technology Literacy Definition

• The ability to responsibly use appropriate
  technology to communicate, solve problems, and
  access, manage, integrate, evaluate, and create
  information to improve learning in all subject
  areas and to acquire lifelong knowledge and
  skills in the 21st century. - State Educational
  Technology Directors Association

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No Child Left Behind Requirements for Title IID

• ensure ongoing integration of technology into
  school curricula and instructional strategies in
  all schools in the State, so that technology will
  be fully integrated into the curricula and
  instruction of the schools by December 31, 2006.

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No Child Left Behind Requirements for Title IID

• All teachers shall be
• technology literate so that technology can be
  fully integrated into the classroom by
  December 31, 2006.

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Achieving Technology Integration

• Technology Integration as required by No Child
  Left Behind,Title II, Part Dis addressed
  through Technology Applications (SBEC Standards)

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Recommendation for All Educators

• All current educators should strive to meet the
  SBEC Technology Applications standards for all
  beginning educators.
• These standards tie directly to the Technology
  Applications student standards, Grades 6-8.

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Technology Applications Standards for All
Beginning Educators Should Be Used to Measure
Technology Literate Educators
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No Child Left Behind Requirements for Title IID
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LRPT Teaching and Learning Some
Recommendations to Local Education Agencies

• Integrate the Technology Applications TEKS within
  the foundation curriculum at each grade level and
  provide specialized courses in Technology
  Applications.
• Offer and provide the Technology Applications
  high school courses to meet the curriculum and
  graduation requirements specified in 19 TAC
  Chapter 74.
• Use the Technology Applications adopted
  instructional materials at all grade levels.
• Use digital diagnostic tools for formative
  evaluation to monitor progress toward the mastery
  of instructional objectives.
• Implement research-based strategies to improve
  the academic achievement, including technology
  literacy, of all students.
• Develop strategies to monitor and document
  progress of integration of technology into
  curricula and instruction and to monitor and
  report student mastery of the Technology
  Applications TEKS to TEA.

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LRPT Teaching and Learning Some
Recommendations to Local Education Agencies

• Integrate student performance data from
  district/state assessment instruments with
  electronic curriculum resources to inform and
  differentiate instruction for every child.
• Support the use of emerging technologies aligned
  with state standards for developing greater
  levels of collaboration, inquiry, analysis,
  creativity and content production.
• Ensure anytime/anywhere access to
  technology-based learning for all students by
  providing appropriate devices, services, and
  support.
• Ensure that school libraries have the latest
  technology and online resources for student
  research and curriculum integration.
• Support school library programs and use library
  standards to ensure that school libraries assist
  classroom teachers in teaching information
  literacy and Technology Applications knowledge
  and skills.
• Support the use of technology to promote
  student-centered learning across geographic and
  cultural boundaries that includes business and
  industry.

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LRPT Teaching and Learning Some
Recommendations to Local Education Agencies

• Utilize innovative strategies for the 24/7
  delivery of specialized or rigorous courses and
  expanded curricular and instructional offerings
  through the use of technology, including online
  and other distance learning and digital content
  services to meet the diverse and personal
  learning needs of all students.
• Provide curriculum to ensure personal safety for
  students in a digital world and Acceptable Use
  Policies that specify expectations and rules for
  students, parents, and teachers.
• Implement innovative programs that promote
  parental involvement, increased communication
  with parents and community members, and community
  access to educational resources.
• Support teachers in developing classroom websites
  and online resources to share lessons, monitor
  student progress, and establish regular
  communications with parents and students.

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LRPT Educator Preparation and DevelopmentRecomme
ndations to Local Education Agencies

• Provide professional development for teaching and
  integrating Technology Applications into the
  foundation and enrichment TEKS through multiple
  delivery methods.
• Provide professional development for Technology
  Applications courses as identified in SBEC
  Technology Applications standards VI - XI.
• Provide training on the use of electronic tools
  and information to support sound, data-driven
  decision-making.
• Develop strategies for all educators, including
  campus administrators and librarians, to master
  the Technology Applications Educator Standards
  I-V as access to technology and professional
  development becomes available.

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LRPT Educator Preparation and DevelopmentRecomme
ndations to Local Education Agencies

• Document progress of teachers towards mastery of
  Technology Applications Educator Standards I-V
  using the Texas STaR Chart.
• Encourage participation in statewide, technology
  professional development opportunities.
• Encourage educator participation in the Master
  Technology Teacher program.
• Utilize innovative strategies for the 24/7
  delivery of ongoing professional development
  through the use of technology, including online
  and other distance learning and digital content
  services to meet the diverse and personal
  learning needs of all educators.

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Partnership for 21st Century Skills
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21st Century Learners

• Todays students must be more than learned or
  educated. They must be learners.
• -Jean Donham, PhD, Professor, University of Oregon

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Student Assessment Issue
NCLB
HB 2503
ATTAIN
Texas LRPT
USDOE
STaR Charts
ETAC Priority Issues
Community Demands
Business Demands
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State Update

• 80th Legislature Passes HB 2503 regarding
  technology literacy assessment instrument to be
  administered to certain public school students
• establish a pilot program in which a
  participating school district assesses student
  technology proficiency.
• Not Funded !

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HB 2503 Technology Literacy Assessment Pilot

• Currently available assessment
• District option
• Grades 5, 6, 7, 8 or 9
• Report results to TEA

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Technology Applications TEKS
The four strands of the TA TEKS are interrelated.
Each strand contributes equally to a
comprehensive understanding of Technology
Applications.   The Texas Long-Range Plan for
Technology, 1996-2010 and Chapter 32 of the Texas
Education Code call for standards to ensure all
high school graduates are computer literate. The
TA TEKS focus on creating, accessing,
manipulating, utilizing, communicating, and
publishing information during the learning
process. The TA TEKS specify student
proficiencies for K-12, organized by benchmarks
at grades 2, 5, and 8. Each grade cluster and
high school course is organized around the
strands.  
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Libraries Support TA-TEKS

• The library program supports the acquisition of
  information literacy and Technology Applications
  TEKS (19 TAC Chapter 126) proficiencies through
  the following example activities
• Students and staff understand how to collect and
  retrieve information.
• Students develop the ability to manage or use an
  organizational scheme such as the classification
  arrangement of library database resources.
• Students can interpret, summarize, compare, and
  contrast information.
• Students make judgments about the quality,
  relevance, usefulness, or efficiency of the
  information.
• The creation of new knowledge is demonstrated by
  adapting, applying, designing, inventing, or
  authoring information.

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Why Use Databases?

• Reliable, safe, authoritative sources anyone
  can post information on the Web
• Non-commercial and advertising-free
• Contains many sources not available on the free
  Web often full text is not available
• Search 1000s of sources at one time
• URL is constant and links work all the time
• OK to print, save, email
• Citation information available
• Materials are indexed to assure search results
  are relevant - less than 30 is indexed and
  searchable
• Provides opportunities to develop effective
  research skills

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Why Use Databases?

• Edited resources
• Grade level and age appropriate
• Large content repositories
• Access to thousands of current periodicals and
  newspapers, many updated daily and containing
  full text articles from 1986.
• Differentiate reading levels
• Avoids pitfalls of Google search and unwanted or
  undesirable hits large numbers of hits not
  necessary for research
• Tools for organizing information
• Content rich genres
• Designed for K-12
• Rich text and media resources

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Using Databases to Teach the TEKS

• Bonnie Barnes presentation
• www.tetpc.net/tateks.wmv

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Curriculum, Library, Tech Apps TETN Meeting

• December 12, 2007
• 130 330

New online research and information resources
will be shared.