Web Conferencing as an Instructional Tool

Today, I had a chance to sign in to web conference as part of my graduate course.  This is the second one that I have had a chance to participate in and for the second time around I still feel the same.  I felt as if I didn't have anything to contribute.  It's not that I didn't think that the conference was worth the while, but I just didn't have any particular question or questions to ask.   I also had difficulty keeping up with questions that were posted and then answered five or six posts later.  Very hectic.

So, I guess as an educator I would have to ask myself how I would go about assigning such an assignment to my high school students if I myself was confused and overwhelmed?  I think if I had to do a web conference, I would given specific guidelines on what types of posts students could make.  For example, if I did a web conference over a particular unit of study, such as Surface Area (since I am a Geometry teacher), I would say that students could get credit for having a question about a homework problem.  I would give students points for answering other students questions.  But, for those students who wouldn't have questions, I would give them the opportunity to post what problems they find challenging from the assignment.  If the conference was say a review, then I would probably chunk the review into time intervals and still provide a copy of the transcript on my website so that other students who go and print out.  Having a specific topic of discussion I think would be more beneficial for students, especially since they would be looking for help.

I did get some valuable information from my conference experience. For example, I got clarification on how I was supposed to submit this particular assignment.  I was also able to get the name of an instructor to watch out for at the Region IV service center for when I am ready to the ILD class.  Let's not forget the most important part, websites for help with APA formatting. 

Over all, I think that web conferencing can shed a new light on teacher tutorials and office hours if presented in the manner that is the most productive for the audience at hand.

Instructional Leadership Action Plan

Instructional Leadership Action Plan
Objective: develop a plan focused on integrating technology, instructional leadership, professional development and organizational leadership.
Action Steps(s):	Person(s) Responsible:	Timeline:	Needed Resources	Evaluation
Analyze the latest results of the Texas STaR chart to determine the needs of faculty and staff at KCHS.	Campus Technology Committee D. Chaney          (Campus Asst. Principal of Technology) Campus Instructional and Technology Specialists	Early April 2011	Latest STaR chart results for KCHS and the state of Texas.	Provide suggestions to the Campus Imrovement Committee in which teachers can receive professional development and in areas that are the weakest.
Review the Technology TEKS for High School specifically how they are to be implemented in courses other than business..	Campus Technology Committee Campus Instructional and Technology Specialists D. Chaney (Campus Asst. Principal of Technology) A. Schindewolf (Associate Principal of Instruction)	April 2011-August 2011	Copies of the Technology TEKS for 9-12. . Copies of the KCHS campus improvement plan. KISD Technology Plan	Discussion of the Technology TEKS at an Administrative meeting.
Presentation of Technology TEKS to all departments.	Department Chairs Campus Instructional Specialists Campus Technology Specialists	August 2011	Copies of the Technology TEKS for 9-12. Powerpoint presentation	Survey asking teachers on ways that they can implement the Technology TEKS in their classroom.
Ongoing calculator training to the Math Department.	KISD Math Instructional Specialists Texas Instruments A. Hile (KISD Mathematics Instructional Coordinator) J.      Law (KISD Secondary Coordinator of Mathematics)	In Progress	TI Nspire Calculators, TI Nspire Teacher Software, TI Publishview Software, TI Document Player	Evaluation of teachers at the end of the sessions. Evaluation of calculator implementation conducted by KISD administrators.
STaR Chart Training for Faculty and Staff that includes a presentation on the purpose of the STaR chart and past results of KCHS.  Teachers will complete their STaR during their conference period and the Campus Technology Specialists will be on hand to answer any questions.	D. Chaney (Assistant Principal of Technology) Campus Technology Specialists	January 2012	STaR chart informational PowerPoint, Glossary of Terms, Copy of Technology TEKS, STaR chart data and	Observance of participants during training.
Provide training that supports the needs of the results of the STaR chart, as well as additional district initiatives such as KISD teacher webpages, LMS (Learning Mangagement System), e-Instruction, etc.	Campus Instructional Techonology Specialists	In Progress	Handouts Examples of Instruction for different subjects.	Evaluations by participants at the conclusion of the professional development.
Investigate and deploy strategies that will enable classroom teachers to prepare for the administration of the end-of-course testing and TAKS assessments online. Example: USA TestPrep, TEA Website, etc.	Campus Math and Science Instructional Specialists A. Schindewolf (Associate Principal of Instruction) D. Bond (KCHS Lead Counselor)	In Progress	TAKS information guide KISD Technology Plan Teacher Instruction Sheets for USA TestPrep	Monitor the number of log in attempts  to USA Testprep. As well as collect evidence or strategies used by teachers in using USA TestPrep.

Star chart presentation

The following presentation provides information regarding the Texas STaR Chart.

Star chart presentation

View more presentations from dboyer1.

Post #3: Draft National Educational Technology Plan

The Draft National Educational Technology Plan outlines a plan focused on learning by technology by addressing five critical areas and providing goals and recommendations for each of the five areas.

The model calls for “engaging and empowering learning experiences for all learners.”  By doing so, the model ask for educators to put more thought into the instruction of the content by making it relevant for now and in the future, and presented in a manner that students are able to learn.  In order to this, it is suggested that standards and objectives incorporate outside expertise and technology and use advances in technology to increase productivity in science, technology, engineering, and mathematics.

In the area of teaching, the model calls for change in teaching.  Instead of teaching in isolation, teach by way of connected teaching.  Use professional learning communities to enhance lessons and also assist in developing teachers more efficiently.  The goal is to imbed technology not only to improve instruction by making learning more meaningful, purposeful, and engaging but also to improve practice.  Teaching itself is improved by connected teaching because educators take part in a learning community either face to face or online that provides resources and tools to utilizing and implementing instruction efficiently based upon data.  The connected teaching idea will change the face of professional development.  This idea of connected teaching is not only being suggested in schools to educators already in practice but, it is also being implemented in preparation programs for new teachers. 

Post #2: 2010 Progress Report

The Progress Report of 2010 for the Long Range Plan for Technology is broken up into two sections.  The first section report on the four key areas of the Long-Range Plan, they are Teaching and Learning; Educator Preparation and Development; Leadership, Administration, and Instructional Support; and Infrastructure.  In this section, the report outlines what programs, initiatives, and grants are being implemented in the state of Texas to support the Long Range Plan.  The report summarizes the advances and progress made as well as detailed analysis of the data obtained from teachers across Texas.

The second portion of the progress report covers what available services the twenty regional educational service centers offer that meet goals of the Long-Range Plan.  The services are categorized by each of the four key areas.  The district that I currently employed for is one of the 54 districts supported by the Region 4 Education Service Center.  The Region IV ESC is the largest in the state of Texas and has the most range of district diversity as for as the enrollment sizes of the school districts and charter schools within the population covered by Region IV.  Some of the services that Region IV offers are:

• Provides administrative, financial, and quality control for the Texas Virtual School
• Co-hosts, in partnership with TCEA Area 4, an annual K-12 Technology Applications Conference
• Provides support for the Texas STaR Chart and E-Plan systems
• Operates a regional videoconferencing network hub through which student and educator content is exchanged.

Post #1: Educator Preparation and Development, Vision 2020

In order to transform teaching and learning in the classroom, the need to transform educator preparation is also needed.  Learning is continuous and in order to set the example for our students, educators need to become life long learners as well.  In order to implement technology into our classrooms, we, as educators, need to increase our learning in the areas that will help benefit our students of today.  Students are around technology everyday and they strive from it.  In order to prepare our students for the world beyond school, we embrace technology into our classrooms but, not only embrace but implement effectively and appropriately.  Thus this is why the purpose of professional development should be to not only transform teaching, but to provide skills and practices that renew and invigorate teachers’ passion for teaching. 

In order to promote and maintain continuous professional development, all stakeholders need to have input in the support and structure of the professional learning.  The Texas Education Agency in an effort to ensure that new strategies are being implemented can establish requirements pertaining to professional learning for all teachers including that in the area of technology.  They along with SBEC (State Board for Educator Certification) can collaboratively work together to make sure that teacher preparation programs are adequately preparing future teachers for what is presently being used and what could become useful in the classroom.  Regional and local agencies can continue to provide support by way of specialists, distance learning opportunities, and research in providing meaningful professional development.  The use of technology should not stop at the high school level.  Technology and the use of technology should be present at the higher education level.