This Spring, 2005, 3 major initiatives from San Antonio ISD were featured on the National Education Technology Plan web site (http://www.nationaledtechplan.org). These initiatives addressed the leadership role San Antonio ISD has taken--nationally--in several key areas. These key areas include Leadership, Teacher Training, and Digital Content.
Inclusion of these success stories on a DoE web site testify to the excellent work that Instructional Technology & Learning Services (ITLS) is about, as well as how San Antonio ISD is making significant, nationally-recognized progress in the area of transforming teaching, learning and leadership through the strategic use of technology. We all have a right to be proud of these accomplishments. Without your participation, your suggestions and reflective dialogue, these initiatives would not exist. Please note that you can find links to these initiatives online at http://itls.saisd.net.
The titles of these initiatives include the following:
- The Palm Handheld Computers: Describes the partnership between Reading/English Language Arts and Technology Departments to implement handheld computer-based assessments, as well as the use of handheld technology for campus administrators.
- Technology Assessment Literacy Institute (TALI): The Technology Assessment Literacy Institute transforms how administrative and instructional campus leadership teams approach the use of technology in schools. This multi-hour institute addressed how to assess the level of technology implementation and to use the language of the Texas StaR Chart to plan future growth.
- Technology Competency Certification Plan (TCCP): The TCCP serves as both a campus, district and individual educators' roadmap to what constitutes technology integration as defined by state and national standards. Although the incentive portion of the TCCP is unfunded at this time, campuses and educators are able to plan their professional learning opportunities.
ABOUT THE NATIONAL EDUCATION TECHNOLOGY PLAN SUCCESS STORIES
In early 2005, the U.S. Department of Education unveiled the National Education Technology Plan web site (http://www.nationaledtechplan.org).
To promote exemplary uses of technology in education, state education technology directors were asked to submit success stories for inclusion in the National EdTech Plan. These success stories reflect exemplary best practices that are worthy of emulation across the nation.
Dell TechKnow in SAISD
Take it apart. Put it together. Take it home.
San Antonio ISD has partnered with Dell Corporation to give 200 SAISD 8 th graders an opportunity to earn a home computer and learn technology skills that promote self-esteem, academic success, and prepare students for opportunities in today’s technology-driven world. Through the SAISD Dell Techknow program, ten SAISD middle schools expressed an interest in this program. Each middle school, through a selection process, identified or will identify approximately 10 girls and 10 boys to participate in the program.
The program participants are:
- Phase I Spring 2005 - King Academy and Twain Middle school.
- Phase II Summer 2005 – Cooper MS, Longfellow MS, and Page MS.
- Phase III Fall 2005 – Connell MS, Mann Academy, Poe MS, Rhodes MS, and Tafolla MS.
Students attend a 40-hour, self-paced course where they learn to:
- Disassemble and assemble a computer
- Load and utilize software
- Identify and correct basic hardware problems
- Upgrade computer hardware
- Use the internet
Upon completion of the course, students earn a refurbished Dell desktop computer, with Windows 2000 operating system, Microsoft Office Suite, and 1 year of free AOL internet home access.
Ms. Saenz, Phase I - Twain MS instructor, commented that “the students have really enjoyed taking the computer apart and putting it back together. The most memorable part was hearing the students shout and seeing their excitement when they finally turned on their own computer and watched it power up.” Ms. Saenz stated that the students were grinning from ear to ear and feeling extremely proud.
“The students at King Academy have also put their computers back together and are currently creating their second MS Word project as outlined in the curriculum,” stated Mr. Brownlee, King MS instructor.
Both Phase I campuses will host a Dell TechKnow Graduation ceremony in late May honoring the students for their commitment and completion of the program. After the ceremony, the students will pack up their system and take it home.
THEY TOOK IT APART. THEY PUT IT TOGETHER. NOW, THEY TAKE IT HOME!
MOVING FROM LOTI 0 TO 3:
Recognizing Success in SAISD
"SO HOW DO WE MOVE FROM LOTI 0 TO LOTI 3?"
This was the question Dr. Chris Moersch posed to an impromptu meeting of associate area superintendents, and/or their designees, on Tuesday, May 3rd. In response to this question, the following recommendations were made. Note that some of the initiatives Instructional Technology is
responsible for have been added below each recommendation to
illustrate what we have already done to address these recommendations. You can find a complete list of initiatives online at http://itls.saisd.net/initiatives as well as linked from our web site at http://itls.saisd.net.
- Merge the focus of both departments (C&I and Technology) concentrating on student achievement.
-Using the Rigor/Relevance Framework, Instructional Technology has implemented initiatives that have high rigor and relevance. Some of these have involved collaborations with Curriculum & Instruction (e.g. AgileMind, Handheld Assessments, while others have worked separately (e.g. Problem-Based Learning, a powerful constructivist approach now in use at several campuses).
-Use of Ignite Learning in collaboration with the Social Studies Office.
-Learning in Hand Palm Initiative at Graebner. - Merge the online catalogs for technology and curriculum immediately.
Prior to 2002, San Antonio ISD used paper registrations for its workshops. Instructional Technology changed that with the Professional Development Planner (PDP), an in-house online workshop registration and tracking system developed by the Director of Instructional Technology. Even as it unveiled the PDP for use, handling over 10,000 registrations per semester, Instructional Technology led the effort to acquire a Learning Management System (LMS) to automate all workshop registrations and tracking. The LMS would have allowed SAISD teachers and staff to print their own certificates and more. Unfortunately, the LMS initiative was not fully funded. The PDP--working in collaboration with the online calendar--continues to serve, hosted on computers servers purchased 3 years ago, even as a second initiative seeks to bring a Learning Management System into the District. - Summative evaluations for building principals demonstrating their staff accomplishments at LOTI Level 3.
This is a recommendation that has not yet been implemented. At every opportunity Instructional Technology has had access to campus administrators and teachers, it has shared the Levels of Technology Implementation (LOTI) to better define technology integration as more than using web-based research, tutorials and games. Campus Leadership Teams--such as the one at Maverick ES--are now using their LOTI score to plan professional learning for their campus staff. One tool they use is the Technology Competency Certification Plan (TCCP), available online at http://itls.saisd.net/tccp
The TCCP takes the mystery out of how to use technology to impact student achievement, whether at the classroom, campus, or district level. - Provide Technology Department access to the CICs.
This is a recommendation that has not yet been implemented. Pursing a detour to lack of access to CICs, the Instructional Technology Office sought to establish a reflective dialogue with all campuses via a Campus Technology Representative (CTR) program. This dialogue has proven to be extremely beneficial to campuses, as well as the Accountability and Technology Department. The CTR program has slowly been making the transition from "messengers" to "missionaries," as we move from implementing new initiatives to maintaining comprehensive, district programs. This has meant that more technology integration is modeled at monthly campus technology representative meetings than ever before as opposed to information sharing. Furthermore, the new position of Campus Instructional Technologist has come to be recognized as a necessity by more and more principals. Over 5 campuses now have Title 1 funded CITs, and vigorous support is provided by the Office of Instructional Technology. - Provide professional development to CICs to become "instructional" mentors of technology.
This is a recommendation that has not yet been implemented. During summer Problem-Based Learning (PBL) Academies, Instructional Technology has received wonderful feedback from Campus Instructional Coordinators. At last, instructional leadership in the use of technology to impact student achievement. These positive comments have continued for CICs participating in CTR meetings, ITLS workshops, and PBL Academies offered each summer. - Train principals.
Lauded by the United States Department of Education's National Education Technology Plan as a "Success Story," San Antonio ISD's Instructional Technology office is proud to share what it has done for campus principals and assistant principals. While you can read the details online--the link is available at http://itls.saisd.net--this SAISD success story clearly helps principals and assistant principals define what technology integration looks like. And, once they understand what technology integration is supposed to look like in the classroom, campus administrators have quickly moved to support teachers in technology integration. This is evident at campuses like Woodlawn ES, Pfeiffer Academy, and Page MS, to name only a few.
Although no definite action has been planned in regards to these recommendations, much is already in progress as shown above. These recommendations were shared with the Curriculum & Instruction Department earlier this month (May, 2005).
"Collaboration between Departments is difficult," share some school districts in Texas. Yet, that is exactly what offices like the Mathematics Office within Curriculum & Instruction Department do on a daily basis. Beyond technical support, the two instructional teams--Mathematics and Instructional Technology--are focused on achieving Quadrant 4 of the Rigor/Relevance Framework. In Quadrant 4, students are able to use their extensive knowledge and skills to create solutions to perplexing problems and take action that further develops their skills and knowledge. This is why the Mathematics and Instructional Technology Offices have partnered on initiatives over the last two years to build activities that use technology to enhance higher order thinking within the context of an inquiry model. (Click on the image to view full size)
Rigor & Relevance Framework: What is it?
The Rigor/Relevance Framework is based on two continua, a knowledge taxonomy and an application model. The knowledge taxonomy (familiar to educators who have studied Bloom's Taxonomy of learning) describes the increasingly complex ways in which people think. At the low end is the ability to acquire knowledge and recall or locate that knowledge in a simple manner. The high end of the knowledge taxonomy denotes more complex and abstract cognitive activities. At this level, knowledge is fully integrated into one's mind and can be located and combined in logical and creative ways. Assimilation of knowledge is a good way to describe the activity represented by this high end of the knowledge taxonomy. The assimilation level is often referred to as higher-order thinking skills; individuals performing at this level can solve complex problems and create unique work.
The second continuum, known as the application model, is one of action. Although the knowledge continuum is largely passive, the action continuum describes putting knowledge to use. At the low end, an individual acquires knowledge for its own sake; at the high end, an individual uses that knowledge to solve unpredictable real-world problems.
The Rigor/Relevance Framework is represented by a four-quadrant model. Quadrant A (acquisition) represents gathering, understanding, and storing bits of knowledge for its own sake. Quadrant C (assimilation) represents more complex thinking: students extend and refine their knowledge to use it automatically and routinely to analyze and solve complex problems and create unique solutions, but it is still knowledge for its own sake. Quadrants B (application) and D (adaptation) represent knowledge in action. In Quadrant B, students use acquired knowledge to solve problems and design solutions. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. At the Adaptation level (D), students are able to use their extensive knowledge and skills to create solutions to perplexing problems and take action that further develops their skills and knowledge.
Source for Framework and Supporting Information
Moving from standards to instructional practice Willard R Daggett. National Association of Secondary School Principals. NASSP Bulletin Reston:Dec 2000. Vol. 84, Iss. 620, p. 66-72 (7 pp.)
Matching LOTI to the Rigor/Relevance Framework
The Levels of Technology Implementation (LOTI) are already matched to the knowledge taxonomy. As one proceeds from Level 0-Non Use of Technology to Level 4b-Routine Integration of Technology, there is a corresponding increase in the knowledge taxonomy. Levels 4a-Mechanical Integration and 4b-Routine Integration can be placed entirely in Quadrant D-Adaptation where students are able to use knowledge and skills to create solutions to perplexing problems and take action. Technology at Level 4 of LOTI is best described as “the use of technology to identify and solve real life, authentic problems.” Higher levels of LOTI-Levels 5 & 6-focus on expanded student experiences directed at problem solving, issue resolution, and student activism surrounding a major theme or concept, as well as are comfortable with a wide variety of technology tools. A quick overview of the LOTI is shared below (Click on the image to view full size):
Technology Profile - Woodlawn ES's ePal Project
Motivating students to write can be difficult. That's where the ePals project -- enabling communications with students across the Nation -- helps motivate students, possibly impacting their Writing TAKS scores as they learn to write more for diverse audiences. Our ITLS eNews will feature Woodlawn ES in its next issue.
A picture to sent to Woodlawn ES ePals in Arizona for the holidays. (Click on the image to view full size)
Journey Journal Activity - Our students receive a journal and write about their state and color the picture of Texas on the front cover to show that the journal has been there. The journals are then sent to the next state on the agenda. (Click on the image to view full size)
