I was very excited to delve into EDLD 5352. Technology is my first love, thus I was anxious to learn and share. Prior to starting the class, I had envisioned that, because of my background the course would not be too difficult. I had hoped to review what I already knew, and learn a few things that I was not aware of. The happiest years of my educational career were when I was the “Technology Coach” for my current campus. The position was a district paid job, thus while services were provided to a local campus, my salary was not paid for out of the campus budget rather the district budget. Five years ago there were 14 Middle Schools in the CFISD and 14 Technology Coaches - one per campus. After my first year in the role, CFISD realized major budget shortfalls, and unfortunately the Technology Coach positions were “deleted” from the system. My Principal saw such value in me and my role that he finagled a way to keep me in the Coach position using campus funds. For the next 4 years my position transpired into a part time Coach along with part time classroom teacher.
When considering Lamar University’s Master’s Degree Programs, I was torn between the M.Ed. in Educational Administration and the M.Ed. in Educational Technology Leadership (ETL) degree. I finally decided on M Ed. As I believe it will open more doors for me than the latter. I was happy to see this EDLD 5352 class as part of the M Ed class roster. Because of my love of technology I probably envisioned more for this course than what actually was. However, I do believe that the class was a good overall benefit to anyone in the M Ed program.
EDLD 5352 was a good balance of review of what I am already familiar with plus a couple of new tricks and tips that I will use in the future. In Week 1, I took two both the Technology Applications Inventory and The SETDA Teacher Survey. I have taken many surveys in the past, so these formats came as no surprise to me. Both surveys’ in Week 1 were about technology use at school. Although there are similarities between the two, there are far more distinct differences. The first survey I took was the Technology Applications Inventory. This instrument included a series of 58 questions within four Domains; Foundations, Information Acquisition, Solving Problems with Technology Tools and Communication. The survey itself was very easy to take. The answers were either “yes” or “no”. The questions were clear and concise. As I took the survey, it was obvious to me where my personal strengths and weaknesses lie. The second survey I took was the SETDA Teacher Survey. Unlike the Technology Applications Inventory, the SETDA Survey was long and difficult. Whereas the Technology Applications Surveys goal seemed to be the discovery of how fluent the teacher is with technology, the SETDA Survey was not only about the teacher’s fluency, but also about the student’s knowledge base, and how well the teacher is aware, teaches and integrates technology into his/her every day interaction with staff and students.
Week 1 also had me review the Texas Long Range Plan, and the Texas’ Technology Applications TEKS. The TEKS curriculum is divided into four strands: Foundations, Information Acquisition, Solving Problems, and Communication. As a Technology Coach, I was familiar with both the Texas Long Range Plan and the TTA TEKS. For me, working through these is always good. Both bring me to realize what is expected, what I am already incorporating into my teaching and what I still need to accomplish. As a teacher, the surveys strengthened my belief in my personal technology skills. Upon completion of The Technology Applications Inventory, I felt good about myself and how advanced I am, given all of my “yes” answers. It reminded me of my weaknesses in the areas of proper keyboarding standards, citations, and the use of Boolean search strategies (which I rarely need). Contrarily, I found it difficult, actually impossible to complete the SETDA Teacher Survey. As a technology tool, I am sure that it would give me extremely specific information as to my strengths and weaknesses. However, I would have had to actually finish the survey in order to get that info.
As an administrator or as someone on an upper level of technology in a school District, I would certainly recommend that my teachers and staff members take the Technology Applications Inventory or one similar to it on an annual basis. I would NOT recommend the SETDA Teacher Survey based on its length (unless teachers would receive PD or some other type of credit). I would however, consider giving the SETDA Survey to a select group of teacher leaders who might benefit from its results.
In Week 1 I was directed to create a blog at http://www.blogger.com/. While I was familiar with and had already created blogs in the past, I am excited to learn the new tricks of posting a PowerPoint on the blog. The curriculum pointed me in the direction of several free online convertors. I discovered that there are differences between these tools; some bring more user friendly than others. Blogs are wonderful places to post your knowledge and/or opinions. You can also post a reply, but this medium is not best for interaction of collaboration. It is difficult to do a search for blog topics that you might be interested in. One tool that we did not cover that I think would have been beneficial to all is the Wiki. I feel that the Wiki is far more flexible to organize, maintain and truly collaborate. The benefits of both of these internet based sites are the sharing of ideas. However, they are only as good as they are used. My school has a campus based Wiki. The problem is that it is not used to the extent that it should be. Teachers only find the time to Wiki when an issue is of immense personal interest (ie the Christmas Party—LOL) Most of the time, unless people can rely on true anonymity, they will refrain from speaking their minds on either a Blog or a Wiki.
Week 2 brought us to The STaR Chart. The STaR Chart is a tool for technology planning and assessing. As it should be, the survey is an online resource for district self-assessment of effective technology integration across the curriculum. The results indicate the district’s status toward reaching the goals of the Texas Long Range Plan for Technology. As the Technology Coach for my campus, I have been the administrator of this device for five years. It is one survey that is required by both my district and the state of Texas. Teachers are always bombarded with so much extra work in the areas of documentation and data. Because the STaRChart is relatively easy and usually takes less than 10 minutes to complete, I never feel too bad about asking out teachers to complete yet another survey. The STaRChart is a good reminder of where we are as individuals, schools and districts and keeps us up to date as to where we need to be and go.
Week 3 was probably my favorite week as the assignment had me analyze, interview and report. It brought everything into focus as to where we (principal, teachers and myself) are, where we need to be, and how we might get there. Although it was not a requirement, I found good use in gathering information from a free online survey site called http://polleverywhere.com/ . Along with the poll I created, I also interviewed many students on campus, along with my own two high school aged kids. I can tell you that most of our kids are disappointed with the lack of and the non use of technology in school. Teachers understand that as schools and educators we are not where we need to be, but also know that we can only progress if sufficient time and resources are allocated to us.
Week 4 put me in touch with out District’s Director of Technology. As soon as I saw the assignment to create a flow chart of Technology personnel, I knew that it would be a real time saver to contact Harold Rowe, rather than recreate the wheel. He was ever so prompt in alerting his secretary to get the information to me, which I had within 24 hours of my request. Seeing the Technology positions in a flow chart reminded me of the enormity of personnel it takes to run the technology within our district. The best part of the assignment was that I got to see on paper the different positions that I might be interested in, in the future.
In summary, I can say that I am very glad that this course in Technology is part of the M ED curriculum requirements. As a teacher and an administrator most of the components and requirements of the course were well worth the effort and the experience.
Wednesday, December 16, 2009
Monday, December 14, 2009
Week 4, Parts 1-4
- Week 4 Assignment, Part 1: Development of an organization chart integrating technology
Roles and Responsibilities
TITLE: Associate Superintendent, Technology & School Services
QUALIFICATIONS:
1. Bachelor's degree in Computer Science, Business Administration or related technical field
2. Minimum of seven years of management experience in information technology in either the business or the education environment
3. Minimum of three years of general management experience in school transportation and operations.
4. Successful classroom teaching or school administration experience desired
5. Experience in microcomputer technology, telecommunications and computer networking
6. Such alternatives to the above qualifications as the Board of Trustees may find appropriate and acceptable
REPORTS TO: Superintendent
ESSENTIAL FUNCTIONS:
7. Plan, budget and direct the implementation and support of technology in instructional and administrative applications to meet the changing needs of students and staff.
8. Provide proper data communications equipment and communications pathways for all remote computer users.
9. Keep informed of user needs and requirements in the business and educational fields; advise the administration of these developments together with recommendations for possible implementation.
10. Lead, coordinate and evaluate the efforts of the Special Services, Operations, and Transportation departments.
11. Review appropriate policies, administrative regulations, and administrative practices for the functions supervised.
12. Work with the Assistant Superintendent of School Services to ensure safe and efficient operation of the Transportation Dept.
13. Work with the Assistant Superintendent of School Services to ensure that district facilities are clean and sanitary and meet all local & state health requirements.
14. Work with the Assistant Superintendent of School Services to ensure compliance with local, state, and federal environmental issues and to manage effectively the district's daycare services and re-cycling programs.
15. Provide outstanding customer service.
16. Perform other duties as assigned.
Contract Length: 250 days
2A. TITLE: Director, Instructional Technology
1. Bachelor's degree or higher from a recognized, accredited college or university
2. Minimum of five (5) years of successful teaching experience
3. Experience in computer applications and use of computers and related technology in instructional applications
4. Experience in the integration of technology into curriculum and instruction
5. Experience in planning and conducting training in the use of instructional and administrative technology
6. Such alternatives to the above qualifications as the Board of Trustees may deem necessary or acceptable
REPORTS TO: Associate Superintendent, Technology & School Services
ESSENTIAL FUNCTIONS:
1. Assists in the development of a coordinated plan for utilizing technology in instructional and administrative functions in order to meet the changing needs of students and staff.
2. Works collaboratively with principals, curriculum staff and teachers to successfully integrate technology into the curriculum across all elementary contents.
3. Develops and implements staff development activities for instructional and administrative users of technology.
4. Supervises activities of Technology Helping Teachers.
5. Assists in technology implementation activities in elementary and secondary education.
6. Assists in the development of hardware and software specifications for technology.
7. Assists in the budget development of hardware and software specifications for technology.
8. Remains current in computer education trends and communicates these changes to appropriate district personnel.
9. Serves as a resource person for personnel/students engaged in special projects requiring the use of microcomputers and related technologies.
10. Provides outstanding customer service.
11. Performs other duties as assigned.
Contract Length: 250 days
2B. TITLE: Director, Information Services
QUALIFICATIONS:
1. A Bachelor's degree in Computer Science, Business Administration or related technical field
2. A minimum of five (5) years of supervisory experience in data processing in either the business or the educational environment
3. Successful classroom teaching or school administration experience preferred
REPORTS TO: Associate Superintendent, Technology & School Services
ESSENTIAL FUNCTIONS:
1. Provide a service department for the use of all authorized educational and business departments.
2. Resolve schedule for processing all business and educational applications for timely production of related output products.
3. Direct, plan, and coordinate software programming, operation of computer equipment, and other data processing activities.
4. Establish procedures for the most effective utilization of data processing equipment and personnel.
5. Provide training, guidance, and assistance to all potential users of data processing equipment.
6. Assign and train personnel of the data processing department.
7. Supervise installation of computer related equipment.
8. Monitor the utilization of equipment and provide for scheduled maintenance to hold downtime to a minimum.
9. Continually maintain and demonstrate an attitude consistent of the concept and goal of achieving outstanding customer service levels and customer satisfaction.
10. Provide management and supervision of the PEIMS functions.
11. Perform other duties as assigned.
Contract Length: 250 days
2C. TITLE: Director, Technology Support Services
QUALIFICATIONS:
1. A Bachelor's degree from an accredited college or university
2. A minimum of five (5) years of successful teaching experience
3. Experience in computer applications and use of computers and technology in instructional and administrative applications
4. Supervisory experience in hardware/software problem determination and problem resolution
REPORTS TO: Associate Superintendent, Technology & School Services
ESSENTIAL FUNCTIONS:
1. Assist in the development of coordinated plan for utilizing technology in the instructional and administrative functions of the district in order to meet the changing needs of students and staff.
2. Supervise and provide installation and implementation services for instructional and selected administrative applications.
3. Supervise and provide problem determination and problem resolution services for instructional, administrative and networking applications.
4. Assist in the development of hardware and software specifications for technology.
5. Supervise and assist with the management of the technology inventory. This includes planning and evaluating re-location of technology assets as well as maintaining accurate records regarding these assets.
6. Assist in budget development and administration.
7. Remain current in technology trends and communicate these changes to appropriate personnel.
8. Provide outstanding customer service.
9. Perform other duties as assigned.
Contract Length: 250 days
3A. TITLE: Manager, Help Desk
QUALIFICATIONS:
1. High School degree or GED required, college degree preferred
2. Minimum of 3 years experience with technology training or support including basic knowledge of computer/technology systems
3. Minimum of 3 years experience supervising training or support personnel
4. Experience with call tracking software (Heat 5.01 preferred) and data collection techniques for use in supporting technology
5. Exceptional project coordination /tracking skills with proven ability to manage multiple projects simultaneously
6. Strong communication skills
7. Genuine interest in helping others
8. Willingness to pursue additional training and professional growth
9. Proficient with both the Lotus Suite, MS Office97 & XP Professional Suite
10. Experience with PC software products in a wide variety of applications including Windows 3.1, and personal productivity software written for both Windows and DOS
REPORTS TO: Associate Superintendent, Technology & School Services
ESSENTIAL FUNCTIONS:
1. Assigns and manages work schedules of Help Desk Analysts including “late days” for our laptop customers.
2. Supports installation of content software on desktops and notebook computers along with the Personal Computer Support Manager.
3. Assists Director of Technology Support Services in planning internal support training for Help Desk Analysts and Technology Assistants.
4. Designs, plans, trains and implements both Heat 5.01, the call tracking system upgrade, for use at the Help Desk and WEB Support software for use district wide for reporting PC support needs.
5. Assists in the management of administrative technology.
6. Manages the hardware repair logs for all notebooks.
7. Assists in the management of the district’s phone system and services.
Assists in the support of technology applications at schools sites when necessary.
8. Other duties as assigned.
Contract Length: 250 days
3B. TITLE: Manager, Personal Computer Support
QUALIFICATIONS:
1. Knowledge of computer/technology systems inclusive of a minimum of five (5) years of successful experience in supporting and installing computer hardware and peripherals
2. A minimum of two (2) years of successful management/supervision of several field support technicians
3. Exceptional project coordination /tracking skills with proven ability to manage multiple projects simultaneously
4. Experience in any or all of the following preferred:
• Novell 4.x+ including Zenworks push technology
• Win95/98, NT Workstation PC Operating Systems
• Installation of PC software products in a wide variety of applications including MS Office Suite, Lotus Suite
REPORTS TO: Associate Superintendent, Technology & School Services
ESSENTIAL FUNCTIONS:
1. Oversees preparation and scheduling of "master" machines for existing and new equipment for software and hardware installation.
2. Reviews instructions necessary to facilitate distribution of quality software and hardware installations by designated personnel.
3. Interfaces with Network Operating Systems Manager in order to facilitate installation of necessary software on existing Local Area Networks.
4. Assists the Help Desk Manager and Network Operating Systems Manager in planning internal support training for the Help Desk Analysts and Technology Assistants.
5. Assists in the support of technology applications at schools sites when necessary.
6. Remains current in computer education trends and communicates changes to management in an appropriate time frame.
7. Researches new hardware peripherals to recommend design guides and bid specifications to the Technology Hardware/Software Planning Coordinator to include in the yearly bid documents.
8. Provides outstanding customer service.
9. Performs other duties as assigned.
Contract Length: 250 days
3C. TITLE: Manager, Network Operating Systems
QUALIFICATIONS:
Bachelor’s Degree preferred
Minimum of (2) years as a CNE, Certified Netware Engineer (Certified by Novell in 4.x NOS) preferred
Minimum of (3) years of experience providing superior customer service in a Novell 4.x environment
Experience in Novell Products such as GroupWise 5.x, ZEN Works and Border Manager preferred
Knowledge of IPX and TCP/IP protocols
REPORTS TO: Associate Superintendent, Technology & School Services
ESSENTIAL FUNCTIONS:
1. Supervises system administration services for all district systems that are part of the Enterprise Network.
2. Provides leadership in installation and implementation services in support of instructional and administrative networking projects.
3. Provides leadership in problem determination and problem resolution in response to Instructional and administrative networks problems and data communication problems.
4. Assists the Director of Technology Technical Services and the Assistant Superintendent of Technology Services in planning and evaluating networking alternatives and strategies.
5. Provides second level support and training to the Help Desk on networked systems and applications.
6. Provides outstanding customer service.
7. Performs other duties as assigned.
Contract Length: 250 days
3D TITLE: Manager, Wide Area Network (WAN)
QUALIFICATIONS:
1. Bachelors Degree preferred
2. Minimum of three (3) years of experience providing superior customer service in a WAN/LAN environment preferred including installing, troubleshooting, and supporting WAN hardware such as CSU/DSUs, routers, concentrators, terminal servers, hubs and switches preferred
3. Minimum of two (2) years of experience demonstrating a solid foundation in IP routing, and addressing with additional experience in DHCP, BOOTP, and DNS preferred
4. Exposure to ATM and LANE services preferred
5. Ability to manage multiple tasks simultaneously
REPORTS TO: Associate Superintendent, Technology & School Services
ESSENTIAL FUNCTIONS:
Networking
1. Provides leadership in installation and implementation services in support of instructional and administrative networking projects.
2. Provides leadership in problem determination and problem resolution in response to instructional and administrative networks problems and data communication problems.
3. Assists the Director of Technology Support Services and the Assistant Superintendent of Technology Services in planning and evaluating networking alternatives and strategies.
4. Performs proactive network monitoring services.
5. Provides leadership in problem resolution of LAN/WAN infrastructure.
6. Provides second level support and training to the Help Desk on networked systems and applications.
Telecommunications
7. Analyze, evaluate and coordinate all telecommunication and data service requests.
8. Establish necessary procedures, forms and reports to ensure that telecommunication requests are effectively controlled.
9. Conduct internal and external research to develop efficient voice communication systems.
10. Serve as the primary contact for clients such as: Southwestern Bell, AT&T, and communication vendors.
11. Provide outstanding customer service and perform other duties as assigned.
Contract Length: 250 Days
TITLE: Campus Principal
The Cypress-Fairbanks Independent School District (CFISD, often referred to as Cy-Fair) is a school district in northwest unincorporated Harris County, Texas, United States. Cy-Fair ISD is the largest 'Recognized' school district in the state of Texas with 49 out of 70 campuses receiving an Exemplary or Recognized rating by the TEA in 2008. While the district is a very large organization, the Principal is the Instructional leader of the campus. He/She is responsible for all aspects of a safe and academically effective environment. Technology, like every other aspect of its totality, is of utmost importance to the success and effectiveness of each Principal and the campus. From the top of the organizational chart with the District Superintendent down to the principal, all CFISD staff and students realize the importance and value of technology. Ultimately it is the Principal’s responsibility to ensure that all of the features and benefits of the District’s Technology Plan are realized and utilized to its fullest potential.
Week 4 Assignment, Part 2: Professional Development Planning
Cypress Fairbanks Independent School District considers technology to be an integral part of the teaching/learning process. The vision of the district is that “instructional technology will facilitate students' active learning and prepare them to meet the challenges of a rapidly changing world.” CFISD has several stated goals in place in its effort to realize its vision. One very important goal of the District is to assure that teachers and staff members are informed and using the available technology of the district. CFISD provides professional development that addresses the SBEC Teacher Technology Standards and the integration of Technology Applications.
Cy Fair ISD uses several informational systems and data sources, including AEIS, AYP and the STaR chart to help identify its campus curriculum and instructional and professional development needs. As a matter of fact every CFISD campus just finished their STaR Charts on November 18th, 2009.
As directed by the state of Texas, every year, the Cypress-Fairbanks ISD Board of Trustees establishes goals that target and support the means to achieve the highest standards for student success. One of those goals is the integration and implementation of technology. A campus improvement plan (CIP) is formulated to address the needs at every campus by a team that includes the principal, faculty, parents and business representatives. Each campus conducts a comprehensive needs assessment, while addressing the Academic Excellence Indicator System (AEIS) performance targets. My school, Campbell Middle School, receives Title I funding, thus must include additional items for their plans to be in compliance. Each campus submits its plans to the Board, who reviews and approves all campus plans in the fall. In the spring, campus administrators, parents and faculty evaluate the effectiveness of the current year’s plan and modify goals and priorities, as needed, for the subsequent school year.
Based on the State of Texas’s standards (TAC), each campus in the CFISD system delivers and enriches technology instruction based on its own client’s needs and the Technology TEKS. The Texas Essential Knowledge and Skills for Technology Applications are specific to the three levels of campuses (elementary, middle, and high school). CFISD delivers technology applications in a variety of settings. No longer is technology taught solely through a class lab setting. In addition to the labs, we also integrate technology into all subject areas through mini-labs, SmartBoards, laptop carts, and projectors. Specific learning standards are set that require students to master certain hardware and software elements by certain grades within their CFISD career.
A key component to the CFISD’s technology plan is the continued professional development of teachers. “Cypress Fairbanks Independent School District, one of the fastest growing districts in the United States, recognizes that technology in the classroom is a critical part of the learning process and helps prepares today’s students for tomorrow.” by offering teacher’s with the tools and training necessary to keep them abreast with current trends and tools. Specific staff positions have been budget allotted from Directors to Helping Teachers to Technology Liaisons to assure the information and hardware is made available and used. Technology classes are taught through the Districts Professional Development Avatar System which allows for class sign up and through on campus-classes and support. Additionally teachers and staff may take classes and receive credit through corporate websites like HP and Microsoft.
Since technology is my first love, my personal technological use as an educator is probably a bit more extravagant than the average teacher in my building and district. My corporate background as an investment broker and as a trainer for Microsoft afforded me the opportunities, the equipment and the training that, unfortunately, the educational systems cannot afford. Because of that history I was able to bring equipment and knowledge to the classroom that other teachers had not even heard of. I was using a projector rather than an over head ten years before the first projectors arrived at school. I knew the ins and outs of software like Microsoft Office and Macromedia before it was even installed on a district PC. While teachers were excited about getting a “teacher tool” that would enable them to project PowerPoints on their televisions, I was teaching from a projector off of a big screen. Until we had major budget cuts, I had the honor and pleasure of being a Middle School Technology Coach. That position allowed me the true joy of learning and teaching (teachers) what I love most-technology. Specific tool that teachers receive training on and use on a regular basis include but is not limited to:
• Shared Network Drives that include the “G” (District wide available), “Staff” drive is campus based, “Student” drives for student use, “Personal: drive for each staff member.
• WikiSpaces
• SchoolWires (District and teacher based)
• AVATAR (CFISD Professional Development online class sign up system)
• Internet
• United Streaming
• Teacher Tools PC’s
• COWS (computers on wheels)
• SmartBoards
• Mini-labs
• Distance Learning Cart
• HELP Desk (for technology)
Week 4 Assignment, Part 3: Evaluation Planning for Action Plan
It is imperative that any organization has a “checks and balances” system in place to evaluate past and current plans and to assure that future plans are based upon the measured need of the district, campus, staff, and students. Cy-Fair has several plans of evaluation in place that help the District make successful plans for the future. Certainly there is no ONE best way to measure success. Therefore, several plans of analysis are required.
Annually, CFISD requires all of its teachers to complete the Texas STaR Chart. The STaR Chart is used to track each campus’s (and the District’s) accountability for meeting the goals of the Texas Long Range Plan. The Texas Star Chart measures progress in four key areas of technology:
1. Teaching and Learning
2. Educator Preparation and Development
3. Leadership, Administration and Instructional Support
4. Infrastructure for Technology
Changes in the action plan is adjusted upon review of the results from the Texas Star Chart to best satisfy and enhance each individual campus and teacher groups and individual teachers.
AEIS Reports are also reviewed and changed on an annual basis. The Academic Excellence Indicator System (AEIS) pulls together a wide range of information on the performance of students in each school and district in Texas every year. This information is put into the annual AEIS reports, which are available each year in the fall. The performance indicators are:
• Results of Texas Assessment of Knowledge and Skills (TAKS*); by grade, by subject, and by all grades tested;
• Participation in the TAKS tests;
• Exit-level TAKS Cumulative Passing Rates;
• Progress of Prior Year TAKS Failers;
• Results of the Student Success Initiative;
• English Language Learners Progress Measure;
• Attendance Rates;
• Annual Dropout Rates (grades 7-8, grades 7-12, and grades 9-12);
• Completion Rates (4-year longitudinal);
• College Readiness Indicators;
o Completion of Advanced / Dual Enrollment Courses;
o Completion of the Recommended High School Program or Distinguished Achievement Program;
o Participation and Performance on Advanced Placement (AP) and International Baccalaureate (IB) Examinations;
o Texas Success Initiative (TSI) – Higher Education Readiness Component;
o Participation and Performance on the College Admissions Tests (SAT and ACT), and
o College-Ready Graduates;
While the AEIS Report tracks a multitude of indicators, from a technology point of view, it is used as yet another data source to base future technology needs and uses.
On a more regular basis (monthly and weekly, daily), individual teacher, curriculum content groups, administrators and all staff have opportunities and requirements to address Professional Development classes and growth. CFISD uses the online training system called AVATAR. Through it, staff can search and sign up for classes to suit their needs and desires. Almost all CFISD classes are followed up with a survey to address the effectiveness of each specific class.
One specific training that I was/am in charge of was to train teachers and assist them in creating their SchoolWires pages. Teachers were required by the district and their campus to attend training and to create their site. Teachers sign up via Avatar to receive PD credit. http://cyfair.avatarlms.com/login.html. Training was offered in the lab by curriculum content. The training effectively used a podcast with hand outs and PC hands on experiences. http://cyfair2.schoolwires.net/cyfair2/site/default.asp
Week 4 Assignment, Part 4: Posting your Action Report and Responding to Other Students’ action plans
References
Technology Services Cypress Fairbanks Independent School District, 2009. Retrieved November 30, 2009, from: http://www.cfisd.net/dept2/technology/contents.htm
Texas Education Agency. Long-Range Plan for Technology, 2006-2020. Retrieved December 1, 2009, from http://www.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf.
Live Audience Polling. Retrieved November 30, 2009, from:http://www.polleverywhere.com/
Chapter 126. Texas Essential Knowledge and Skills for Technology Applications. §126.12. Technology Applications (Computer Literacy), Grades 6-8. Retrieved November 30, 2009, from http://www.tea.state.tx.us/rules/tac/ch126toc.html
The Texas Education Agency - Educational Technology. Texas Essential Knowledge and Skills for Technology Applications (Grades 6-8) Retrieved November 30, 2009, from http://www.tcet.unt.edu/START/teks/68.pdf
Texas Essential Knowledge and Skills The Technology Applications Center for Educator Development. TA TEKS by Grade Cluster or Course. Retrieved November 30, 2009, from http://www.tcet.unt.edu/START/teks/res.htm
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