| |
| |
| |
| |
| |
 |
| 
Dr. Ruben Olivarez, Superintendent, SAISD,
views mVal technology as demonstrated by Debbie Zielins (Assistant
Principal, Fox Tech High School).
“Ms. Monk, I know the student who did it but
I only know she’s a 7th grader with the first name Donna”.
No problem for Ms. Monk, she’s been to DDAS training
and now has a Palm Tungsten C with student data at her finger
tips. She can search by Student ID or the student first name
and last name. Once she has a list of students, she can now
do some detective work to figure which who is most likely
to have committed the infraction.
Life for our APs has suddenly gotten easier thanks to ePrincipal
on the Palm Tungsten C.
 Assistant
Principals from most middle schools and high schools have
taken part in the Data Driven Administrator Series with many
positive results. Not only can the Palms hold their personal
calendars, contacts, and tasks, but hold student schedules
and demographic data. In addition to browsing the web, they
can receive and send email in a wireless environment. They
are also equipped with mVal to assist in doing teacher evaluations.
There will be 3 additional cohorts receiving training this
June. Cohort 4 will meet June 4th & 5th with Cohort 5
meeting June 11th& 12th and Cohort 6 meeting June 18th
& 19th. If you have any questions contact Jim
Baldoni or visit http://itls.saisd.net/admin/ddas.
|
|
| |
 |
| |
 |
| Are
you a math and/or reading teacher in grades K-8 who integrates
technology into student-centered projects?
The purpose of TILE is to hire math and science teachers to
develop lessons at the higher levels of Bloom's Taxonomy and
LoTi Level 4.
Please apply and get ready to enhance existing lessons with
technology at the target technology level. More information
is available online at http://itls.saisd.net/tiles.
Interviews will take place in early May, so make sure to get
your application in early. |
|
| |
 |
|
| |
| Copyright 2004 San Antonio
ISD. May be reproduced for non-profit, educational use so long
as credit is given. Last modified:
04/26/2004
|
| Please
Sign Our Guestbook |
|
|
|
 |
In this two-part article on defining technology integration,
we begin by asking, "What is technology integration and
how does it help students prepare for the TAKS?" We also
explore how to assess technology integration through various
needs assessments.
What is "technology integration?"
Technology integration is more than using the Internet for
games or casual research, more than a tool to be used for
management of teacher tasks (e.g. gradebook, administrators
using Palms to appraise teachers, lesson plans, and/or curriculum
management). Rather, technology integration, as defined by
the Texas School Technology and Readiness (STaR) Chart, refers
to "using technology as a tool to identify and solve
real life authentic problems." This is the target technology
level required in the State of Texas. No
Child Left Behind adds to our expectations for students
and teachers by focusing on Information Literacy, or knowing
how to find and use information appropriate to the resolution
of a real life problem. This is done currently in collaboration
with Library Media Services
emphasis on the Big6
Process, scientifically-based research supported information
problem-solving process.
It
is only the use of technology in this manner that allows students
to reach analysis, synthesis and evaluation levels of Bloom's
Taxonomy. Research
studies have verified that the higher the
Level of Technology Implementation (LoTi), the higher
the level of Bloom's Taxonomy is achieved. Content-area integration
of technology efforts should be focused at Level 4a and 4b
of the Loti.
How
do we measure or assess technology integration?
SAISD uses three instruments: the Texas StaR Chart, mandated
by TEA; the Levels of Technology Implementation (LoTi) being
used state-wide to supplement information; and, the TAGLIT
instrument that TASA Technology Leadership Academy principals
and their campuses completed.
Click
here to learn more... |
|
| |
 |
With
a renewed focus on core content areas, preparation for TAKS tests,
some schools may be tempted to ask, "Why technology?" Yet,
the research shows--http://itls.saisd.net/loti--that
there is a clear connection between higher level usage of technology--LOTI
Level 4--and increased student achievement. When teaching reading,
we study what fluent readers do and work backward, scaffolding the
learning
that students need to do. But, for technology, who can take the role
of scaffolding learning for campus teachers?
 This
is the role that Campus Instructional Technologists (CITs), like
Erin Marshall at Woodlawn ES,take on for their campuses. Like Campus
Instructional Coordinators, CITs are not only responsible for transforming
how teachers approach teaching and learning, but also for using
technology as the catalyst for that transformation. CITs, like Erin
Marshall at Woodlawn ES, are focused, not on running computer
labs and doing technical support, but changing the way teachers
approach technology-enhanced classroom integration
activities. You can see many of the high level work of Campus Instructional
Technologists, like Erin Marshall, online at http://itls.saisd.net/cit.
If you're curious about how a CIT can help you impact
student achievement, visit the CIT web site. You'll find copies
of her excellent work with Woodlawn ES teachers. While this is Erin's
first year on the job as a CIT, she has shown a tremendous amount
of initiative and put in a lot of effort to begin working with Woodlawn
to impact student achievement through the appropriate use of technology.
|
| |
 |
|
The
Gradebook and Attendance Tracking System (GATS) pilot paves the
way for district wide implementation. Over the last several weeks,
the pilot program has had resounding success. For the third cycle
completion, the pilot campus teachers did not need to submit bubble
sheets to report grades. The teachers simply added grades to their
gradebook and pressed one button to submit grades. The grade reporting
to Region 20 went without error. Report cards have been completed
and distributed at the pilot campuses.
 On
March 29, the attendance portion of the pilot program began. For
the first week of attendance, paper and electronic records were
kept to ensure that all data transfers were successful. After a
week of electronic and paper reporting, the pilot campuses reported
that there were zero errors in reporting attendance using the electronic
system. However, the attendance pilot at Brackenridge High School
has been postponed until late April or early May due to upgrades
that are necessary to the campus network system. Once these upgrades
have been made, Brackenridge will be back on the attendance track.
ITLS
would like to commend the pilot campuses - Huppertz, Rhodes, Pickett
Academy, and Brackenridge - for their participation and continued
flexibility throughout this process. The pilot campus’ support
and feedback has been extremely valuable in preparing for a district
wide implementation. Thanks to all those who have participated with
such excitement and dedication and have helped make this initiative
a wonderful success!
Visit our GATS website at http://itls.saisd.net/gats.
|
| |
| |
| |
| |
| |
| |
| |
| |
|
 |
