Wade Helleson

September 27, 2003

EDU 535A

Technology Plan

I’ve learned that there are many pros and cons that go along with working in a district the size of Sioux Falls. When it comes to technology, I feel the same way. Sioux Falls schools are lucky because we have access to many resources like outside businesses, professionals, colleges, etc. But on the other hand, I feel that the individual schools, and teachers in those schools, get left out of the technology “loop” because of the size of our district. I feel that, at least up until now, if a regular classroom teacher wants to know about our district’s technology plan, he or she needs to go looking for it. That’s exactly what I had to do.

Sioux Falls is beginning to move in the right direction with technology. There is a written, four year, plan that lists goals for improving our district’s technology. A team has been set up to plan for and review purchases and staff development. The one thing that seems to always stand in the way of progress in technology is a little thing called the budget! One aspect of the Sioux Falls technology plan that really impressed me was the desire to “aggressively pursue alternative funding sources for technology equipment.” My hope is that this plan is followed up with action and was not just written for the sake of writing a plan.

Hardware Purchases

The Sioux Falls district purchased its file servers in 1999. These servers will be replaced in buildings throughout an eight-year cycle. The three high schools and three servers at Central Services were replaced in 2003. The district will replace the servers in the remaining schools, six schools a year for the next eight years. My school’s server will be replaced in the 2007-2008 school year. Network switches/hubs will be replaced as needed for the next eight years. The district has budgeted for fifty replacements per year. Sioux Falls also has a plan to purchase new computers, mobile labs, and video projectors for all of the schools. This is a four year plan, with elementary schools being the last to receive mobile labs and video projectors in the 2007-2008 school year.

Software Purchases

From what I understand for the technology plan that was given to me, the district isn’t planning on any specific software purchases in the near future. There are, however, current software standards. This is the list of software that is available to everyone: Office 2000 Pro with FrontPage (I had to put in a request for FrontPage to be installed on my computer.), Grade Machine v5.89, Groupwise v6.5, Internet Explorer v6.0, Instructional software (based on need and taken from a software inventory), and Library Automation Software—Alexandria.

Teacher Training

This is the part of the plan that I am most excited about. The Sioux Falls District is really trying to incorporate technology into all of the future curriculum planning. Hopefully this information will trickle down to classroom teachers. The primary focus of the district is to train teachers on how to effectively incorporate technology into the existing curriculum. There were fifteen teachers from Sioux Falls that were trained as Master Teachers by Intel this past summer who will be training 10 teachers per year through 2007. During the 2003-2004 school year, Curriculum coordinators will be training teachers on specific software applications: Elementary—Type to Learn, Social Studies Web Resources, Middle School and High School—TI Interactive, High School—Geometry Sketch Pad, and ELL Staff—Rosetta Stone. In 2004-2007 the district will apply to host TTL sessions during the summers. Librarians will be holding building level sessions to train teachers in using online databases, electronic reference materials, and the library automation system. Throughout the 2003-2004 school year, the district will provide 2 administrative training sessions per level on Intel Teach to the Future, online databases, Internet use, and assistive technology.

School Management Software

Our school uses Parent view to communicate grades and reports on progress to parents. This site will also be used to communicate district and state test scores. I have been very happy with the way this system works to communicate with parents. Sioux Falls also plans to implement a web-based timesheet submission for all hourly employees and to design and implement the High School Course Selection Guide System. The district will also review current technology based practices and research future trends for development and implementation.

If funds are available, I feel our district is on the right track. As technology progresses, it is important that educators don’t get left behind, and a strong technology plan is the first step in moving forward to help improve student achievement in a technical world.

Wade Helleson

November 1, 2003

EDU 535A

National Technology Standards vs. Technology Plan

The Sioux Falls School District has recently taken steps to ensure that Technology integration is in place throughout the curriculum. I have discovered this through some of the research that I have done for my classes at USF. If I had not been searching for this information, I would not know about it. I feel that the district is so focused on reading and math that they are neglecting some of the other areas that will be included with No Child Left Behind—mainly technology. Within every curricular area in the elementary school technology is mentioned. If someone were to go into the classrooms to see how much of that intended curriculum is actually implemented, s/he might be very surprised. I don’t think it is on the teachers’ minds as something that is truly important right now. Most are feeling the pressure to “teach to the test” and forget all the rest. With the intended curriculum saying one thing and the implemented curriculum in individual classrooms being somewhat different, this comparison between our district’s technology plan and the national standards becomes sort of fuzzy. I will try to explain how our district is trying to meet the National Standards.

Grades 3-5

1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)

Sioux Falls uses the Type to Lean program in the elementary schools from grades 3-5. The program was given to us, and we were told to use it; however, we have had no required training with the program.

2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)

I couldn’t find anything specifically written down that reflects this standard. I do believe that this takes place in most classrooms.

3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)

This is done in most classrooms, and teachers are required to have an appropriate use poster displayed near the computers in our classroom. There is a responsible use section in the curriculum that points out the importance of netiquette, respecting copyright laws, and the need for personal privacy.

4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)

I couldn’t find anything that reflects this standard in our district’s technology curriculum.

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, and scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

This standard is mentioned in the Graphics/Multimedia section of the district’s curriculum.

6. Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)

The district plan contains a section that describes Internet use and navigation. I feel that this would be a good place to include WebQuests and Scavenger Hunts in the curriculum. These two options are not mentioned in the district plan.

7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)

E-mail is included in the curriculum from K-5. This is part of the curriculum and yet our students aren’t able to have e-mail addresses through school. I know that I have never done any e-mail projects with my class unless I let them use my address.

8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

This standard is not specifically addressed in the technology scope and sequence, but I know that it is mentioned in the math and science curriculums.

9. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)

I can’t find anything written in the district plan that reflects this standard; however, I know that teachers who use technology address this with their students.

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)

In the responsible use section of the district plan there is a statement made about distinguishing between and appropriate and inappropriate sites. There are no specifics given on how to determine whether a site is appropriate or not. Nothing is mentioned about the reliability or bias of the source.

After reviewing the districts technology scope and sequence for grades K-5, I have a little more confidence that the district does place some importance on technology in our curriculum. I don’t, however, believe that teachers are getting this message. Technology is rarely mentioned at in-service trainings, and teachers have not been encouraged to take technology workshops or courses. Maybe through the Intel training I am doing and the information I learn at USF, I can help to change the way elementary teachers feel about integrating technology into the curriculum.

Wade Helleson

November 22, 2003

EDU 535A

National Technology Standards for Teachers

I. TECHNOLOGY OPERATIONS AND CONCEPTS.

Throughout my teaching career I have shown a love for learning about technology. During the 1999-2000 school year I was chosen to train our staff on the transition from Macintosh to Windows. Ever since that training, I have been looked upon as the person to come to in our building to help with technology questions. I haven’t had all of the answers, but that position has helped me to use my resources to find the answers and learn as much as I can. I also took the TTL training during the summer of 2002 and have been involved in the Intel Teach to the Future program that is currently going on in the Sioux Falls district. I am very confident in my basic operation skills and concepts when it comes to technology use.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS & EXPERIENCES.

My experience with incorporating technology into my lesson planning began with my teacher training at Augustana College. I have always used the internet to find information to enhance my lessons, and I understood from the beginning of my career that using technology was not just for learning centers. I have incorporated technology into as much of my curriculum as I can with the equipment and time that I have available. Computers are a great tool to meet individual needs, and my entire philosophy of teaching revolves around meeting students’ needs. This transition to using additional technology has come easy for me, because I can see how the possibilities are endless. I get more and more excited about it with each new piece of information I learn.

III. TEACHING, LEARNING, AND THE CURRICULUM.

All of my classes at USF so far have taught me about the importance of standards and the curriculum. I have a much clearer picture of our state standards and how I can meet those standards using technology to enhance my current materials. Also, the Intel Teach to the Future program focuses on the Understanding by Design philosophy of lesson planning. Standards and the curriculum are a key component in designing any lesson. Using technology also makes it easier to access information like national and state standards.

IV. ASSESSMENT AND EVALUATION.

Through my technology courses I have learned about easy ways to create evaluation tools that clearly define my objectives. These tools are practical because I have created them to match the exact curriculum that I teach. I have also used technology to assess students in reading (STARS), keyboarding (Type to Learn), and writing (Microsoft Word). Our district now uses technology when reporting assessment results to parents and teachers using Parent View and the district In-Site program. This has been a fantastic tool that helps me to easily refer to a student’s test results or grades with the click of a mouse.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE.

This standard fits nicely with everything I am doing with my courses at USF and Intel Teach to the Future. I am very comfortable taking on-line classes and encouraging co-workers to do the same. There is no doubt that my increased knowledge of technology has increased my productivity as a teacher. One example that I can think of was when I was working on a science topic with my students and decided that I wasn’t happy with the way our science book explained things. Within ten minutes I had found a PowerPoint on an educator’s website that I could use with my class which was perfect for what I was doing. I couldn’t have asked for a more engaging lesson, and I was able to make the change quickly because of my knowledge of technology. I have also found that the website that I created during my TTL training, and updated in a course at USF, has been a valuable tool for communication with students and parents.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

I have learned a lot about copyright laws in the past few years. This is something that has become a new issue for me as a teacher. I have definitely paid more attention to what my students and I do in my classroom. I also notice when a teacher makes a copyright mistake. I usually address it as tactfully as I can and the other teacher either ignores my advice or thinks I am joking. There is a lot of danger with using technology, but I know that my students are safe when they are in my classroom. I am very careful with the places I let them visit on the Internet and the activities we do in our classroom. I expect my students to be respectful of the enormous responsibility that goes along with using technology.