Pre-K Technology Standards

Students even as young as those enrolled in Pre-Kindergarten are expected to be working to master technology applications objectives. In Pre-K, there are five end-of-year outcomes each student should hope to master:
1. Child opens and navigates through software programs designed to enhance development of appropriate concepts.
2. Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD‐ROM.
3. Child operates voice/sound recorders and touch screens.
4. Child uses software applications to create and express own ideas.
5. Child recognizes that information is accessible through the use of technology.

These Pre-K TEKS appropriately prepare young students for future grades by introducing them to the basics of computer technology. In Pre-K, students learn about software and how to navigate through it using appropriate input devices. Moreover, students will utilize these software applications to express their own ideas - something they will be required to do frequently throughout their educational careers. These objectives, if mastered, will provide students will a more than adequate foundation in technology as they move forward into the elementary grades.

The teaching of technology applications objectives will continue not only into elementary school, but also throughout intermediate and high school as well. Technology education in Texas schools is an example of a "spiraling curriculum." If taught appropriately, similar objectives should be presented over the course of many years - each time with a slightly higher level of difficulty. By teaching in a "spiraling" manner, students can learn the objective when they are ready to learn it, and not "when it's time" to teach it. For example, in grade one, one may teach how to open an application. In grade three, one may teach how to save and re-open documents. And, in grade six, one may teach how to copy and share that document on a network. All of these lessons relate to document manipulation, but they are taught repeatedly over the course of many years instead of all at once. As such, the student may not learn what is necessary in first grade because they are not ready. But, they may learn the concept in third or sixth grade because that idea is being "retaught" with a new emphasis. This spiraling-style curriculum is one of many characteristics that make the technology applications TEKS unique.

Thoughts on the Technology Long-Range Plan

Texas is currently working towards full technology integration in its classrooms - the idea is to achieve this goal by the year 2020. So far, only the first of three eventual plan phases has been detailed. Phase I includes information related to technology proficiencies, professional development, and resource allocation, among other topics.

After studying the long-range plan, it becomes clear how important it is to achieve these objectives. Students today are nothing like the students of yesteryear. They require individualized instruction tailored appropriately to their needs. While this seems an impossible task to a teacher of 20, 30, or possibly hundreds of students, technology can help to bridge the gap. Teachers, even those with many years of experience, have shown a willingness to incorporate appropriate technology into their classrooms if the resources are provided. As such, administrators must work diligently to provide the hardware, software, and professional development required to make this dream a reality.

After a baseline is realized, administrators must continually search for mechanisms to improve technology usage on their campuses. Technology requires not only continual maintenance, but also constant upgrading. Because technology improves day-by-day, administrators must not rest on their laurels when it comes to integrating appropriate technology.

Educational Technology Assessment

Although I consider myself a "tech-savvy" person, there is little doubt that I have tremendous room for growth - as demonstrated by two self-assessments I recently completed. As a relatively young teacher, I've grown up surrounded by technology, so I am not as far "behind the curve" as some of my teaching peers. I use the web daily, am familiar with many computer programs, and have even worked to implement many technology initiatives in my classroom as well as on my campus. Still, there is much that I can do.

There are two particular areas that I want to learn much more about: networking; and, classroom implementation.

Networking, I believe, is the future of computing. As consumers become more and more dependent on the "cloud" - web-based applications and storage - a working knowledge of networking will be essential to truly understand a school's technology needs. Most of my technical know-how centers on my own personal computer, as evidenced by my abysmal score on the Communications section of the Technology Applications Inventory assessment. I need to learn more about how computers communicate with each other, with peripherals, and with servers to be a truly adept instructional technology leader.

Moreover, although I have attempted to incorporate many types of technology into my classroom, I want to learn more about technology classroom implementation. While I think we all intuitively understand the notion that "tech is good" or "kids love computers," turning that knowledge into meaningful classroom learning is not easy. I need to learn more about developing strong, objective-based lessons which both incorporate technology in a meaningful way AND help my students to master their subject area TEKS. This will be no easy task, but it is one that I am more than willing to take on.

All in all, I am happy that I participated in these assessments as I feel their recommendations are insightful. I look forward to learning more about the interplay between technology and education.