COMPUTERS AND TECHNOLOGY
This chapter examines the computer and technology services provided by the Cedar Hill Independent School District (CHISD) in the following areas:
- A. Organization
- B. Technology Policies, Procedures and Planning
- C. Instructional Technology
- D. Infrastructure, Hardware and Software
C. INSTRUCTIONAL TECHNOLOGY
Integrating technology into instructional programs requires providing infrastructure and technology hardware, training the staff to use the technology system, establishing a technology curriculum, training staff on to use curriculum standards and monitoring curriculum implementation.
In 1999, CHISD received two distance-learning grants from the Texas Infrastructure Fund (TIF) Board on behalf of Cedar Hill High School and Permenter Middle School (Exhibit 8-3). The grants allowed the district to set up two distance-learning classrooms with videoconferencing equipment, with one system on each campus. During the summer 2001, the district received four technology advancement grants from the TIF Board on behalf of Bray Elementary, Highlands Elementary, High Pointe Elementary and Waterford Oaks Elementary. The grants allowed the district to install a wireless LAN and purchase a portable lab with 25 laptop computers.
Exhibit 8-3 Source: CHISD director, Instructional Technology.
CHISD TIF Grants
1998-99 through 2001-02
Amount Use $160,000 Used to set up two distance-learning classrooms-one at the high school and one at a middle school-with videoconferencing equipment. The district is using the distance-learning classrooms to teach Algebra I classes and Honors Geometry classes. Both grants require that part of the money be used for training. Region 10 provided the training for both grants. $200,000 Purchased portable labs and set up a wireless LAN for four elementary schools: Bray, High Pointe, Highlands and Waterford Oaks. The wireless network allows the laptops to be used anywhere in the building. The portable labs allow teachers to bring the computers into the classroom. Teachers, administrators and parents in CHISD have high praise for the district's instructional technology. In response to a written survey administered by TSPR, teachers, principals, assistant principals and parents all gave high marks to the availability and application of technology on CHISD campuses (Exhibit 8-4).
Exhibit 8-4 Source: TSPR survey, March 2002.
CHISD Teacher, Campus Administrator and Parent Responses to TSPR Survey
March 2002
Statement Percentage of Respondents Agreeing or Strongly Agreeing Teachers Campus
AdministratorsParents Students regularly use computers. 89% 100% N/A Students have regular access to computer equipment and software in the classroom. 77% 100% N/A Teachers know how to use computers in the classroom. 95% 100% N/A The district meets student needs in classes on computer fundamentals. 88% 100% 75% Teachers know how to teach computer science and other technology-related courses. N/A N/A 69% Computers are new enough to be useful for teaching students. 89% 100% 76% FINDING
During the 1997-98 school year, the district implemented a technology proficiency assessment program for all certified personnel and administrators. Ninety-eight percent of the district's certified personnel and administrators passed the first technology assessment level (level I) during the first year. During the 1998-99 school year, all new certified personnel and paraprofessionals were required to pass level I. The district maintains a 96 to 98 percent passing rate each year.
During the 1999-2000 school year, a second assessment level of technology proficiencies (level II) was implemented. For the 2000-01 school year, CHISD implemented an incentive program for passing level II of the technology proficiencies. The incentive is a monetary reward at both the individual and campus level. Each professional staff member receives a $100 voucher upon completion of level II. Each campus receives a $1,000 voucher for every five professional staff members who complete level II. Since the implementation of the level II assessment, 304 certified personnel have passed with $30,300 in individual vouchers and $56,000 in campus vouchers issued. Beginning with the 2002-03 school year, laptops will be available for use by teachers with a level II technology proficiency.
Exhibit 8-5 lists the incentive budget amounts by campus.
Exhibit 8-5 Source: CHISD Technology Plan.
Level II Technology Proficiencies - Incentive Program Budget
2001-02
Campus Estimated
Number of
ParticipantsCost per
CampusElementary schools 10 each Maximum of $3,000 each Intermediate schools 15 each Maximum of $4,500 each Permenter Middle School 25 Maximum of $7,500 Cedar Hill High School 50 Maximum of $15,000 Alternative Education Program (AEP) 5 Maximum of $1,500 Once a campus has awarded the maximum amount of incentive money available, any money dueto that campus will carry over to the next year. If a campus does not reach the maximum amount by the end of the year, the money not distributed may be used by campuses that went over their maximum amount.
Instructional Technology offers a wide variety of technology workshops. Since the district has an interlocal agreement with the City of Cedar Hill to provide technology services, city employees may attend technology training. CHISD offers 16 different workshops with skill levels from beginning to advanced. Exhibit 8-6 lists the CHISD technology workshop attendance record over a three-year period.
Exhibit 8-6 Source: CHISD director, Instructional Technology.
CHISD Technology Workshops
1999-2000 through 2001-02
SchoolV Year Number of
WorkshopsNumber of
Attendees2001-02 (summer and fall only) 28 355 2000-01 110 1,051 1999-2000 86 1,040 CHISD offered several classes during the 2001-02 school year on technology integration, which included Digitize the TEKS, Elementary Integration, Internet Integration and Digital Curriculum. Some of these classes were repeat workshops that were previously held after school. Some of the classes were offered on the February 22, 2002 in-service day when the teachers had a variety of choices of staff development topics. During summer 2001, CHISD held a three-day camp for the TIF teacher team that was dedicated to technology integration and laptop use. These sessions were also open to any other teacher who wished to attend.
The Instructional Technology specialist is planning another series of technology integration camps for elementary teachers during summer 2002. CHISD also plans to develop integration classes for secondary school teachers. The Instructional Technology director will meet with the middle school and high school teachers and staff each May to discuss their training needs to assist them in using the new portable labs.
The Instructional Technology director also discussed technology issues such as proficiency testing, staff development, hardware and software needs at principal meetings. There are continuing informal conversations and e-mail communications between the Instructional Technology director and principals concerned about instructional technology activities on their campus.
COMMENDATION
CHISD developed technology proficiency levels and technology training classes to support district teachers' understanding of technology and ability to use it.
FINDING
CHISD accomplished one of the district's community outreach goals, which was to provide the community with a facility that encourages the use and understanding of computer technology. Through the Technology Opportunities for the Public Sector (TOPS), CHISD provides the community with computers to use at the district's West Intermediate School. The idea for this project came out of a 2001 Technology Steering Committee meeting during which a CHISD outreach effort to the community was discussed.
The lab, which opened on January 17, 2002, has 30 computers, a scanner, a printer and reference materials for technology and business communications. The lab has been well attended and is open one day each week-Thursday, from 5 to 8 p.m.-and is staffed by a the Special Education aide. It costs the district about $130 a month to run the center.
COMMENDATION
CHISD provides valuable computer resources to the community.
FINDING
CHISD does not have a uniform method for measuring teachers' ability to integrate technology in the classroom.
In assessing a teacher's technology integration skills, campus principals use various methods that are not consistent throughout the district. Among the techniques used are observations and interviews on the technology comfort level of each teacher and technology certification. Exhibit 8-7 lists the CHISD campus technology support and technology integration skills.
Exhibit 8-7 Source: CHISD principal interviews, March 2002.
CHISD Campus Technology Support/Technology Integration Skills
2001-02
Schools Teacher Technology
Support ResourcesPrincipal's Assessment
of Teacher's
Technology
Integration SkillsCedar Hill High School Staffed for eight Technology liaisons (currently have six); discussing use of district Instructional Technology specialist to help teachers include technology in lesson plans. Level 2 Technology Proficiency Level; Observations and conversations. W.S. Permenter Middle School Teacher liaisons who assist teachers with technology proficiencies; discussing use of district specialist to work one-on-one with teachers. Interviews and observations. Belt Line Intermediate School Two technology liaisons help teachers on an individual basis; district's Instructional Technology specialist also works with the teachers. Principal uses observation and weekly review of lesson plans to determine each teacher's technology capabilities. West Intermediate School Two technology liaisons help teachers on an individual basis. Achieving Level 2 Technology Proficiency Level; peer pressure; ability to use e-mail. Bray Elementary School Two technology liaisons help teachers on an individual basis; district's Instructional Technology specialist also works with the teachers. Principal uses the "management by walking around" technique to determine each teacher's technology capabilities. Highlands Elementary School Two technology liaisons (a librarian and a teacher) help teachers on an individual basis; district's Instructional Technology specialist also works with the teachers. Principal uses observation and individual discussions to determine each teacher's technology capabilities. High Pointe Elementary School Two technology liaisons (a librarian and a teacher) help teachers on an individual basis; district's Instructional Technology specialist works with the teachers. Principal wants to see how technology is included in each teacher's lesson plans; and ties technology use to each teacher's evaluation. Plummer Elementary School Two technology liaisons (teachers); teachers attend after school tutorial technology workshops. Principal includes technology as a part of teacher evaluations. Waterford Oaks Elementary School Two technology liaisons help teachers on an individual basis; district's Instructional Technology specialist works with the teachers. Principal uses observation and individual discussions to determine each teacher's technology capabilities. AEP Principal works with teachers on an individual basis. Principal uses observation and individual discussions to determine each teacher's technology capabilities. Each of these subjective techniques has value but does not help determine if the district is meeting technology integration goals or improving the level of technology used in classrooms.
In order to help school districts determine their progress toward meeting the goals of their district and the state's Long-Range Plan for Technology, TEA developed the Texas School Technology and Readiness (STaR) report around the four key areas of the Texas Long-Range Plan for Technology: teaching and learning, educator preparation and development, administration and support services, and infrastructure for technology.
Within the Texas Essential Knowledge and Skills (TEKS), Technology Applications is the curricular area that includes technology skills and the use of computers and other related electronic tools. This area focuses on creating, manipulating, utilizing, communicating and publishing information. TEKS identifies key aspects of technology along with examples of applications by grade level.
The State Board for Educator Certification (SBEC) approved new educator standards by general subject area including technology applications for all beginning teachers and in grades 8-12. SBEC outlined what teachers should know and what all teachers can do for each of 11 standards. SBEC developed seven technology standards for technology education in grades 6-12. The draft standard includes a description of what the beginning technology education teacher knows and what the teacher is able to do. SBEC also created a master teacher certification with five master technology teacher standards outlining what a master technology teacher can do.
Conroe ISD <www.conroe.isd.tenet.edu> incorporated the STaR model as a part of their 2001-04 technology plan. The StaR model assesses the district's level of technology integration and how it impacts collaborative learning, the patterns of teacher and student use, the frequency and design of instructional settings, the use of digital content, curriculum areas, technology applications and TEKS assessment. Descriptors are provided within the model to identify the level of progress in each area. The levels of progress are described as Early Tech; Developing Tech; Advanced Tech and Target Tech. The goal of this model is for technology to help move the teacher from the front of the classroom, directing a class as a single body, to assisting individual students as they seek out knowledge and learn to use computers and technology to guide their own learning.
Recommendation 61:
Establish a uniform method for measuring the technology integration skills of teachers.
IMPLEMENTATION STRATEGIES AND TIMELINES
1. The associate superintendent, Instruction and Administrative Services, meets with each campus principal to discuss methods for assessing teacher technology integration skills. January 2003 -
February 20032. The associate superintendent, Instruction and Administrative Services, and the Instructional Technology director prepare a draft report on district guidelines for assessing teacher technology integration skills. February 2003 -
March 20033. The associate superintendent, Instruction and Administrative Services, and the Instructional Technology director meet with each principal to review the draft report. April 2003 -
May 20034. The associate superintendent, Instruction and Administrative Services, and the Instructional Technology director prepare the final report draft on district guidelines for assessing teacher technology integration skills. June 2003 5. The associate superintendent, Instruction and Administrative Services, reviews and finalizes the report with the superintendent. July 2003 -
August 20036. The associate superintendent, Instruction and Administrative Services, reviews the report with each principal. September 2003 7. The principals implement the plan. October 2003 FISCAL IMPACT
This recommendation can be implemented with existing resources.