EDLD+5370+Reflections+of+5306

**By Raquel Cantu ** **Cohort 12 – ET8021 **
 * Reflection of EDLD 5306 Educational Concepts of Technology **

Prior to have taken this course answering questions on the Texas STaR Chart was something that I quickly completed but never did it with too much reflective thought. I didn’t see it as having a huge purpose in my life but rather an item on my long to-do list. When it was presented to me as a teacher it was sent as a link in an email. There was no real in depth explanation of the value of but rather just details on how it was mandatory and needed to get done in a timely manner. There was almost a feeling of resentment towards the technology staff because they were pushing this on us and demanding it had to be done. As emphasized by Price (2005) "Creating technology-integrated classrooms often puts the interest of teachers in opposition to the interest of technology staff members" (p.51). Consequently, that all changed for me when my assignment called for a presentation created from an analysis of the data from the chart. I also had to write a reflection piece on one area of the chart. I now have a deeper understanding of the STaR chart. The purpose of the STaR chart is to prepare educators to master the SBEC Technology Application Standards is highly valuable.

Before completing this assignment, I had to disaggregate the data from the Long Range Technology Plan. I pulled out our strengths and weaknesses as a school. We scored Advanced in the Infrastructure section. Our biggest weakness was in the section of Educator Preparation and Development. I was able to apply my findings to my actual job. While working closely with our school instructional specialist I was able to bring this to her attention and help her brainstorm ways that we could fix this technology trend in our school. We talked about how we can’t continue to just throw software and new programs at the teachers but rather give them valuable strategies that will help them want to continue to learn ways to educate our twenty-first century learners. I shared the idea I came across in my reading. “Training is embedded in instruction, not isolated from it, and is driven by the skills that teachers need to use technology in the classroom, not by the technology itself” (Jones, 2007, p. 35). This assignment was not done in isolation. I referred to experts on my campus and touched base with others in the class in order to complete it and be sure I was on the right track.

The most important things I learned while taking this class is that we are all part of a system of learners. We all should strive to keep learning and do our part or the system will not work. Students, teachers and technology staff should all seek new ways to learn and change with the times. It will be a never ending learning process as we all contribute to making this system work. If resistant comes in any part it will fall apart. I think if I ever feel that I no longer need to learn new methods and strategies for teaching that it is time for me to get out. There will always be something new out there for me to conquer. Luckily for me I get bored with the same old ways and like to explore new ways of doing things. However, I have worked with many who feel that what they do works and are close minded to learning new ways, specifically technology. As Richardson (2007) states in //The Seven C’s of Learning//, “If the bulk of what we ask our students to do centers around paper passed back and forth in the classroom, we are doing our students a grave disservice” (p.97). I hope to spread my enthusiasm for new innovative ways of learning with the use of technology.

Price, B. (2005). Who’s in control of the technology-integrated school? //Principal Leadership//, //6//(1), 51-56.

Jones, E. (2007). Strategies to put instruction ahead of technology. //Principal Leadership//, //7//(6), 35-38.

Richardson, W. (2007). The seven Cs of learning: A new c-change in education. //District Administration//, //43//(3), 97


 * . ||
 * . ||
 * . ||