1. WEEK 5 REFLECTION INSTRUCTIONAL LEADERSHIP THE TECHNOLOGY LINK When I first examined the course syllabus, I noticed right away that it was technology based. This raised my anxiety level because I consider myself as having limited knowledge when it comes to technology applications. I later learned that Prensky had coined the phrase, “digital immigrant” to describe me. I had completed the Texas Star Chart for previous years, but had never heard of the Texas Long Range Plan for Technology. I learned that this Plan was part of the Vision 2020. This plan was divided into 4 sections: Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. I learned that the Texas STaR Chart was actually a tool used by Districts to measure their growth toward the Goal 2020. By completing the STaR Chart, Districts could identify areas needing growth in 4 Key Areas. These Key areas were the same 4 categories identified by the Texas Long Range Plan for Technology. I learned that the State of Texas provides the objectives for School Districts under the Texas Education Code, Chapter 126, Texas Essential Knowledge and Skills for Technology Applications. I gained information about these objectives by completing the Technology Applications Inventory. This inventory identified objectives under Domain: Foundations; Domain: Information Acquisition; Domain: Solving problems with Technology Tools; and Domain: Communication. The individualized plan is designed to help the faculty, staff, and administration identify, monitor, and achieve consistent technology growth. I am now better able to see the “big” picture. I learned that Prensky also coined the phrase, “digital natives” to describe the students that have spent their entire lives surrounded by and using computers, video games, digital music players, and cell phones. Research showed me that these students think and process information differently. The technology they use outside of school needed to be incorporated into the classroom. In order to achieve this, it is important that teachers become familiar, and gain confidence in the use of these Technology Application tools. In order to achieve this, it is important that the Principal, as instructional leader, model the use of technology. This practice shows that technology is important to the school culture, and gains the confidence of teachers. By providing a schedule of professional development offered by the district, teachers and staff can better choose which application tools fit their need and level of expertise, the goal being to establish a “learning community” on the campus. This creation of a “learning community” can be enhanced by such tools as blogs, wikis, podcasting, and social network sites. Through these tools, teachers are better able to share ideas and train one another. Basically, if teachers are to successfully teach all students to high standards, virtually everyone who affects student learning must be learning all about technology. The readings required by this course were very informative. From Prensky’s, “Digital Natives, Digital Immigrants Part 1” to Niederhausser and Lindstrom’s, “Evidence of the NET*S in K-12 Classrooms: Implications for Teacher Education”, the articles supplied research and standards that are needed by 21st Century Administrators. Information regarding on-line safety, copyright laws, and cyber ethics were valuable reading. Week 5 reminded us that present Acceptable Use Policies may have to be rewritten entirely to cover new online tools. When reviewing the course outcomes from the syllabus, I found that all these outcomes were covered in the course. I feel like all of these are very relevant in my present position of teaching. It reminded me that learning is a never-ending process. And to not be afraid to seek out students who are “digital natives” for assistance. I feel like our academic coach was a big asset in completing the assignments. She provided detailed instructions on creating and posting a blog. This was very beneficial for a “digital immigrant” like me. Technology is the future of education. As we learned in our lectures, twenty-first century schools need 21st century technology. As instructional leaders, principals must provide the vision to the stakeholders. “If we want to move the useful adoption of technology forward, it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figures out, and to do so regularly.” (Prensky,2008). Principals must establish communities of practice. One consideration is giving teachers time to investigate and use the technology tools. Familiarity breeds confidence. It is the responsibility of the Campus Principal to commit to using technology in the classroom. Without this organized effort, using technology to learn will not become reality. My District provides me with Web 2.0 tools. I have recently begun to explore more of them. This course required the creation of a blog. This is an ideal way of establishing a professional network of people from who you can learn, ask questions, share ideas and opinions. The main roadblock to usage of blogs is the safety and security of student’s personal information. Before a teacher and campus totally commits to using blogs with students, they must develop a modern Acceptable Use Policy that covers new online tools. The Principal can be a vital resource in developing such a policy.