Академический Документы
Профессиональный Документы
Культура Документы
Angela M. Blocher
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analyze data to improve student learning, enlist creative and proficient personnel, develop
partnerships to sustain continual improvement and ensure the proper operation of an appropriate
infrastructure. Technology integration must be an expectation set forth by both local and district
level administrators. School-based administrators must continually revisit and assess current use
of technology resources and ensure they are purposeful and essential for student learning
objectives. In order to ensure effective use, data must be collected and analyzed for effectiveness
she assessed teacher effectiveness of implementation and student receptiveness of each resource.
We reviewed student performance and surveys to consider changes or alterations to our current
plan of implementation. She maintained the idea that not every technological resource is the right
fit. We have, in the past, become too eager to provide a quantity of resources but overlooked the
quality of the resources. As a result, the administrator looks to the numbers as well as student
We are also fortunate to have two technology trouble shooters who assist with maintain the day-
functioning and reliable equipment. Our troubleshooters meet periodically with our administrator
and provide an update on our current system and condition of our digital devices. We are
provided with district level support as well if we are unable to resolve any issues, however, this
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supportive team consists of only two people and as a result, we are often waiting lengths of time
for resolution.
Our administrator conducts an initial meeting at the beginning of each school year with the
building curriculum coach and the district technology coach to review our past school-wide goal,
plans and objectives and decide what our new course of action should be. Any further planning
and communication is maintained between the two coaches with a quarterly update provide to
the administrator by the technology coach. The curriculum coach continues to keep the
administrator up-to-date weekly. Because of time restraints with our district level technology
coach, the majority of teaching training is provided by the school curriculum coach. Depending
on the resource, the most effective method is train-the trainer. Coaches receive training for every
district mandated technology tool and localized tool. We have been fortunate to have a few
proficient teachers who are innovative and tech savvy, assist with training. Most of these tools
are initiated by these teachers and have had positive results from implementation. Our
Currently, our school is comprised mostly of veteran teachers who are nearing retirement. As a
result, we have very few classroom teachers who embrace and incorporate technology on a daily
basis, effectively and appropriately. Those who are more acclimated to technology, implement,
research and experiment with a variety of technological resources. Our administrator is very
supportive and enthusiastic about their initiative and creativity as long as the curriculum coach
assist with the explicit and purposeful planning for integration. Regardless of the tool, we must
Any and all school level administrators must lead the movement of improvement and integration.
They are challenged with the task of establishing and setting forth learning goals, collecting the
evidence of effectiveness through data and encourage all building educators to utilize technology
both effectively and creatively. They are the overseers of the infrastructure of implementation
and must establish a plan for maintaining and managing the tools for technology integration.
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Bibliography
http://www.iste.org/standards/standards/standards-for-administrators
http://www.21things4administrators.net/capstone-4-systemic-improvement.html