Part+II+-+STaR+Chart+Analysis

= STaR Chart Analysis of High School =

We analyzed the current state of technology integration at our school using the NH School Technology Planning Guide - STaR Chart (NHEON, 2010). We analyzed the Teaching and Learning section to get an idea of to what extent technology is being worked into the curriculum. For most criteria on the STaR Chart, we found that our school is in either the Early or Developing Technology category, with only one criteron falling in the Proficient Technology category (Design of Instructional Setting), perhaps because of the high number of technology pieces the school has already purchased. In our professional development plan, we address some of our findings here and create goals to bring the skills of our staff up to a level that allows them to move the Teaching & Learning section of this STaR Chart into the Proficient or Advanced Technology category.

=__** Teaching & Learning **__= = **Impact of Technology on Teacher Role** =

**#2** Developing Tech: Mostly teacher directed learning. Students use technology to work on individual projects.

Teacher Direct Learning can be defined as: 1. Students work to meet the objectives set by the teacher 2. Students complete activities designed by the teacher to achieve goals determined by the teacher 3. Students respond to directions and step by step instruction from the teacher as they progress through activities 4. Students are given extrinsic motivators like grades and rewards as a means of motivating them to complete work 5. Students work in groups determined by the teacher - the teacher is in control of group membership 6. Student work is evaluated solely by the teacher (Gibbons, 2004)

Most teachers at Daniel Webster High School fall within the #2 category of developing Technology. Across core content classes, students are provided with their project criteria by the teacher. For example, in a social studies course, students have a choice to either create a Glogster or use poster paper to answer questions about a state of their choosing. They work individually following the teacher's criteria. Once completed, the teacher evaluates each student's work and provides them with a grade for their project. In an english course, students read literature books as a class and all discussions are teacher directed.


 * 2. Patterns of Teacher Use **


 * 1) 1 Early Tech - 85% of teachers use technology as a productivity tool (e.g. e-mail, grades) and/or as a classroom supplement (e.g. drill and practice)

Teachers use technology to communicate through school email, create Google calendars to be shared, take attendance, and enter grades into a computer system that can generate report cards. In the classroom, teachers use technology as a way of drill and practice. For example, before taking an exam, a class will participate in a game of Jeopardy created in PowerPoint to review for exam. In foreign language courses, worksheets are projected to practice written and verbal skills.

PowerPoint Jeopardy (JMU, 2004)


 * 3. Design of Instructional Setting **


 * 1) 3 Proficient Tech - Lab, libraries, all classrooms, and portable technology (e.g.) wireless laptops or handheld electronic devices); flexible scheduling

Through Google Calendar, teachers can sign up online to use the lab, library,and laptops.


 * 4. Curriculum Areas **


 * 1) 2 Developing Tech - Use of technology is minimal in a few curricular areas across grade levels.

The only areas where integration of technology into the curriculum at a strong level is science and math. For example, students utilize software programs in physics class experiments. Students also have access to e-Textbooks if they choose. All other curriculum areas are very weak. Curriculum binders only contain the use of transparencies with projector as only source of technology. Assessments and student projects are exams, quizzes, and individual projects with the option to use PowerPoint or poster paper.


 * 5. Patterns of Student Use **


 * 1) 1 Early Tech - 85% of students are developing some of the ICT literacy skills and artifacts as described in ED 306.42

Teachers are not aware or reference the ICT literacy skills nor collect artifacts. No student ePortfolios exist at Daniel Webster High School. As a side note, K-8 schools in this school district also do not have student ePortfolios. Students may receive computer lab instruction from grades 1 to 8 but it is not guaranteed. Middle school students can take computer classes such as MovieMaker but it is an elective. Once students enter high school, there are no computer lab classes or instruction available. This is left up to the classroom teacher to provide this skill. It is impossible for students to develop solid ICT literacy skills and artifacts to even create ePortfolios if the staff are unaware or unfamiliar with NH ICT Literacy Standards.

NH ICT Literacy Standards (NHEON, 2008)