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Interviewed
Technology Integration starts with how we decide how to prioritize our budget around
technology so that gives us the biggest impact in the classroom. In the past, we would
buy technology because it was the latest and greatest or the industry standard, but now
technology integration starts with what is most impactful in the classroom and how do
we organize our resources? We are now in the mindset that we work up the scale rather
than working from the district level down to the classroom. Low cost, high use is our
goal because if we don’t get use, we are not integrated no matter what our plan says.
Technology Integration is one of Oxnard Union High School District’s goals and it is
specifically mentioned. Under Goal 2 Instructional Materials and Educational
Technology-In an environment of high expectations with support, the Oxnard Union
High School District will identify and effectively implement standards aligned materials
and educational technology that support high school graduation, as well as college and
career readiness for ALL students.
3. Do we hold anyone (teachers, site admin) accountable for technology integration and
meeting the digital literacy standards in the Common Core State Standards for ELA in
our district? If so, is it a part of goal setting or evaluation?
There is no specific accountability for any standards. We are trying to formalize the
Digital Literacy curriculum into the high school graduation requirements as a
proficiency. There will be the understanding that students need to have particular
Digital Literacy skills which will be an interesting system discussion, because we will
begin the conversations that will shift the culture. Our current Digital Literacy standard
is that you need to know Microsoft Office to be proficient and our potential Digital
Literacy curriculum will be that you have to know how to use social media positively.
This is a huge leap. We are literally going from the year 2000 to the year 2020 in the
blink of an eye. The accountability around Digital Literacy becomes natural if it
becomes embedded in the graduation proficiency, because we are all held accountable
for helping students meet the graduation requirement.
If we go into an ELA adoption, part of the push will be how the publishers integrate it
into their materials. That will determine how we determine the accountability piece for
ELA specifically. If we are being intentional about providing teachers with classroom
based staff development where technology is complementary to instruction rather than
a replacement for instruction, some of that is going to come together on its own so we
are building the infrastructure around how we use technology through instruction
instead of to instruct and that’s the big shift for the system. That’s the same shift you
see in the policy, that’s when instruction and Digital Literacy are separated because
computers and teaching are separated. They have different functions, so as you bring
teaching together with technology and they are integrated, then on the natural,
because you are using Twitter as part of a classroom assignment, you are going to talk
about the appropriate use of social media in the context of your classroom, not just
what you do after school and before school and at lunch or nutrition. That’s the shift.
The teacher and classified folks have to do with the Principal’s approach and that
Depth of Knowledge we just discussed in the previous question. In his experience, we
used to ask a teacher what they would do to teach students and they would answer that
they might use a powerpoint. In about 2012-2013, we began to tell us about technology
integration rather than there being one question about technology integration. There
would be 5 candidates and 2 would be fully integrated with tech and the other 3 that
were not and naturally we hired the ones that utilized more technology integration. We
are still very much on the outside when it comes to asking administrators. Those who
came ready, started to drive the school/district discussions on what we needed and why
we needed it in order to create that integration. At the administrator level, unless it’s a
position specific to technology we are still very much on the outside when it comes to
asking our administrators during the interview process how the integrate technology
into their process though we have some who can really support the work while others
are still struggling and learn it as they go.
We do currently design our own curriculum and pacing guides. Director of Instructional
Support Services is tasked in leading that work alongside our Learning Design Coaches
and Department Chairs. These individuals meet to plan and update these guides to
reflect current and relevant information.