Technology Plan

Teaching and Learning

The traditional school tools of chalk and erasers are being replaced by the technology tools of computers in the classroom, videoconferencing for learning and professional development, and online research resources. This model of the 21^st century places the teacher as facilitator of learning, guiding students in their own pathways to learning. The structure for this model is guided by the Texas Essential Knowledge and Skills curriculum standards, which weave expectations for technology learning and use throughout the entire K-12 curriculum.

The Texas Education Agency developed the Texas School Technology and Readiness (STaR) report around the four key areas of the Texas Long-Range Plan for Technology: Teaching and Learning, Educator Preparation and Development, Administration and Support Services, and Infrastructure for Technology. The STaR Chart is designed to help districts determine their progress toward meeting the goals of the Long-Range Plan for Technology as well as meeting the goals of the district. The STaR Chart is included in the appendix.

The Teaching and Learning rubric for assessing the district’s level of technology integration consists of the following focus areas:

TL 1. Patterns of Classroom Use

TL 2. Frequency/Design of Instructional Setting Using Digital Content

TL 3. Content Area Connections

TL 4. Technology Applications TEKS Implementation

TL 5. Student Mastery of Technology Applications TEKS

TL 6. Online Learning

Descriptors are provided within the rubric to identify the level of progress in each focus area. The levels of progress are described as:

· Early Tech

· Developing Tech

· Advanced Tech

· Target Tech

Moving Towards Target Tech in Teaching and Learning

The Target Tech levels of progress in Teaching and Learning include the following descriptors:

· Learning is transformed as students propose, assess, and implement solutions to problems;

· Most teachers and students have on-demand access to appropriate technology and digital resources anytime/anywhere for technology integrated curriculum activities of the campus, in the district, at home, or key locations in the community;

· Most teachers and students seamlessly apply technology across all subject areas to provide learning opportunities beyond the classroom that are not possible without the technology;

· Teachers are knowledgeable of and seamlessly integrate the TA TEKS as appropriate for content area and grade level;

· Within each grade level cluster, the TA TEKS are mastered by 86 to 100% of the students; and

· Most teachers create and integrate web-based lessons which include online TEKS-based content, resources, learning activities, and interactive communications that support learning objectives throughout the curriculum.

In support of these targets, the instructional technology strategies have focused on implementation and integration strategies that focus on the use of technology as a tool for cognitive thinking. Additional information can be found in the appendix.

Implementation and Integration Strategies

Outcome I: Students will think in meaningful ways to use the technology to represent what they know.

Outcome II: Students use technology as a tool to promote learning and to establish expectations.

Outcome III: Students have access to technology for self-assessment, self-improvement, and self-accountability.

Outcome IV: Teachers have the resources to use technology to monitor and track individual instruction and data management.

Outcome V: Teachers have the resources to use interactive instruction, courseware, applications, and data analysis tools to enhance instruction.

Goal: Technology can help move the teacher from the front of the classroom, directing a class as a single body, to assisting individual students as they seek out knowledge and learn to use computers and technology to guide their own learning.

Teaching and Learning Implementation Time Line

	2008-2009	2009-2010	2010-2011	2011-2012
Patterns of Classroom Use
Teachers use technology to supplement instruction
Teacher use technology to direct instruction
Teacher-led and Student-centered learning
Student-centered learning
Frequency / Design of Instructional Setting Using Digital Content
Daily
On-demand access, anytime, anywhere learning
Content Area Connections
Use technology for basic skills
Use technology to support content objectives
Use technology as a collaborative tool & higher level thinking
Seamlessly apply technology across all subject areas
Technology Applications TEKS Implementation
Integrated into subject area TEKS
Seamlessly integrated in to all content area TEKS
Student Mastery of Technology Applications
Regularly include TA skills in instruction
Consistently use the TA TEKS as appropriate
Seamlessly integrate TA TEKS
Online Learning
Few web-based activities
Several customized web-based lessons
Many web-based lessons to support learning objectives
Integrated web-based lessons to support objectives across the curriculum

Teaching and learning Implementation Strategies

The structure for the implementation and integration strategies for this goal is substantially provided by the Texas Essential Knowledge and Skills (TEKS) curriculum standards. The Technology Applications enrichment curriculum builds on a continuum of knowledge and skills for grades K-12 by weaving the TEKS technology expectations and use throughout the K-12 curriculum providing integrated opportunities for technology learning.

In support of the TEKS, there are additional tools available to the teacher for the enhancement of teaching and learning. How well one utilizes these tools will affect the value of technology. The following examples are detailed in the Appendix.

A. Mission, Beliefs, and Goals

B. Educational Rationale

C. Implementation Strategies

D. Instructional Strategies: Mindtools for Cognitive Thinking

E. Selecting Appropriate Software

F. Technology Implementation

G. Technology Applications Scope and Sequence

Teaching and Learning

Performance Objective 1: By the year 2010, 100% of the campuses will have the technological resources to support the integration of technologies to maximize teaching and learning through curricular design, instructional strategies, and learning environments.

Activity	Responsibility	Resources	Timeline	Formative Evaluation
1. Patterns of Classroom Use: Teachers primarily use technology to supplement instruction, streamline management functions, and present teacher-centered lectures Teachers primarily use technology to direct instruction, improve productivity, model technology skills, and direct students in the use of productivity applications for technology integration Teachers primarily use technology in teacher-led and some student-centered learning experiences to develop higher-order thinking skills and provide opportunities for collaboration with content experts, peers, parents, and community Teachers seamlessly integrate technology in a student-centered learning environment where technology is used to solve real world problems in collaboration with business, industry, and higher education	Instructional Technology Specialists, Coordinators, Campus Administrators	Level III, Bond, Tech Allotment	2007 2008 2009 2010	Campus STaR Chart (TL 1)
2. Frequency / Design of Instructional Setting Using Digital Content: Most teachers occasionally use technology to supplement or reinforce instruction. Most teachers have regular weekly access and use of technology and digital resources for curriculum activities.