1. When I accessed the syllabus and saw the Learning and Performance Outcomes, I realized that
although I was aware of the importance of technology on the campus I was unaware of the
specific information regarding the dynamics of technology in the classroom. I had never heard
of the Texas Long Range Plan for Technology, I did not realize that the TA TEKS were spiraled
starting as early as Kindergarten, the relevance of the STaR Chart, how AEIS data would be used
with instructional technology initiatives, and the specific role of campus administration in
implementing the integration of technology with curriculum and instruction on a campus.
When I completed the organizational chart assignment I realized that as either an Educational
Technology Campus Facilitator or a District Educational Technology Director, I would be fully
aware of all these elements, but in my role as a teacher I was largely unaware. As an
Educational Technology Director or Campus Educational Technology Facilitator, all the activities
and readings in the course would be what I would expect future administrators and campus
leaders to know. The assignments in the class raised my level of awareness so that I could move
into an administrative position and be an instructional leader able to help other teachers and
curriculum writers not only meet the required curriculum of the TEKS, but integrate the TA TEKS
into every curriculum document produced. I could demonstrate leadership in this area by
arranging reverse-mentoring programs where stronger technology teachers are paired with
weaker technology teachers, and I could develop campus professional development sessions
throughout the year to instruct and support teachers as they integrate technology into their
instructional day.
During the interviews assignment, it became very clear to the campus administration that
although they emphasize and even model the use of technology on the campus, there is nothing
specifically listed in the CIP about integrating technology and curriculum/instruction. There are
mentions of technology programs to help struggling students meet TAKS testing or graduation
requirements, but there is not a clearly defined vision for specifically creating and nurturing a
rigorous and robust digital age culture on campus. My interview generated a discussion about
those holes and plans for correcting the oversight with the 2010-2011 CIP. I also serve as the
department head for Social Studies so with the information I have learned I will be a better
model of technology use during my meetings and as we strategize curriculum and instruction.
With the information in this course, I can lead the group with ideas and suggestions for
developing lessons that will incorporate the technology resources provided by the campus
administrators. In the role of a Campus Educational Technology Facilitator, the information
obtained in this class could easily be used to help guide campus leaders as they work to
implement a clear vision and establish goals for the CIP. Specifically, this would involve working
with administrators to establish measurable goals and objectives for teachers integrating
technology with curriculum and instruction and incorporating those into PDAS, initiating the
campus ILT revision of the acceptable use policy by providing data from NETS*S and NETS*T, TA
TEKS, LRPT, STaR Chart, student surveys, internet use data, discipline data, and student
demographics data. Important information that I would also provide to the committee would
be the 4 guidelines for reworking an AUP by Warlick, and a list of options for review such as

2. twiki, nettrekker, think.com, and other multiple open access options listed in the lectures and
readings of this course.
Most of the assignments were fantastic learning opportunities, and I particularly enjoyed the
assignment where we made the STaR Chart PowerPoints and then posted them into the blogs.
After having used a blog I can see how blogs would be useful for allowing students to
communicate with their teachers, meet the TA TEKS and NETS*S by allowing students to submit
assignments through a blog, and it allows real-time communication with parents and
community leaders to help efficiently and effectively operate schools. School districts utilize
many different committees that have members from schools all over the districts, local business
owners, and parents. Frequent, effective meetings are difficult to arrange and blogging allows
the groups to have discussions and share ideas at times when face-to-face meetings are
impossible to arrange or not really necessary for the issue. Immediate concerns about blogging
within, and about, education involve, inappropriate use of the blog, fear that tone will not be
conveyed and create misunderstandings. Although these are realistic concerns they are also the
reason why education must incorporate teaching children about appropriate and ethical use of
technology from a very young age, and create community outreaches that will also allow their
parents to learn.
Many of these activities had a great impact on the reality of the importance of administration
and instructional leaders modeling the expected technology use on the campus. After the
interviews I conducted and the skills I learned in this course, I fully believe that modeling those
technology skills are the foundational key to building the technology vision and the strong
digital-age culture on the campus. The articles were also very important to creating that
culture, as they helped change the perceptions of instructional technology and emphasized the
mind-shift that must take place for successful implementation of the LRPT. They also had great
resources such as websites and informational charts that are essential for campus leaders to
know and understand. The only discouraging aspects of the course assignments was the lack of
resources on how to incorporate technology without losing the interpersonal connection that is
important to building a strong campus culture and healthy students, and commenting on articles
that were too short to offer multiple perspectives, or were very repetitive ideas, such as the
multiple Marc Prensky articles.
As a leader, this course helped me find ways to develop the technology aspect of my personal
leadership style, and to identify areas that I can help the campus grow. Through the
assignments such as the interviews and developing the organizational charts, I realized that I can
help affect change on my campus from my current role as well as when I am an administrator. I
still need answers about the ability of my district’s infrastructure to accommodate some of the
ideas I learned in this course, but with the STaR Chart PowerPoint assignment and the Action
Plan for Professional Development completed in Week 4, I have already laid the groundwork for
actions I can take as an administrator to develop and support the development of a digital-age
culture.