Module 1 Forum 

Hello Tigers, 

Here is my discussion forum post for the Week 1 readings! 

• Chapter 1: Four Forms of Educational Technology & Stakeholders 

  • Educational technology tools that improve student learning include:

    • 1. Word processing software, such as Google Docs, increases both the quantity and quality of student writing (Whitehead et al., 2013, p. 12). 

    • 2. Voice recognition programs that support students with writing challenges by allowing them to express ideas more freely (Whitehead et al., 2013, p. 12). 

    • 3. Mobile devices and cloud computing, which enable anytime-anywhere learning and facilitate collaboration (Whitehead et al., 2013, p. 12). 

    • 4. Collaborative platforms, such as Google Classroom, which support group work, feedback, and real-time engagement (Whitehead et al., 2013, p. 12). 

  • Stakeholders beyond students can (and should) include: 

    • Teachers create and assess assignments 

    • Administrators are to monitor usage and guide instructional decisions 

    • Parents/Guardians to track progress and communicate 

    • Tech Staff to maintain systems and infrastructure 

    • Community partners to support with mentoring and enrichment

  • These stakeholders ensure that technology is implemented effectively and equitably to support student achievement 

• Chapter 2: Leadership Philosophy, Planning, and District Technology Goals 

  • My leadership philosophy centers on equity and empowerment. As part of the pilot program with my district, introducing Magic Student AI, I've seen how tech tools can build student confidence. For example, we've used Magic Student to work on our STAAR ECR writing skills in the classroom, which has improved my students' confidence in writing, as Magic Student provides instant feedback and AI-supported revisions. 

  • My stakeholders include students, teachers, administrators, families, and tech staff, all of whom contribute to creating a supportive, tech-integrated environment. 

  • Effective technology planning is crucial to prevent wasted resources and ensure long-term sustainability. According to Whitehead et al. (2013), successful planning involves a diverse technology advisory team, comprising two instructional leaders, finance experts, and public relations staff (p. 25). 

  • Two districts with strong technology goals in the Greater Houston area: 

    • Houston ISD focuses on achievement, equity, and data protection; their technology enhances teaching and learning while ensuring transparency (Houston ISD, n.d.). 

    • Katy ISD emphasizes innovation, mobility, and personalized learning from any device, reflecting their belief in transformational learning (Katy ISD, n.d). 

• Chapter 5: Why Technology Controls Are Needed 

  • Schools need thoughtful technology controls for several reasons, according to Whitehead et al. (2013): 

    • 1. Promoting responsible use: Educators have historically feared misuse, prompting policies like content filters and device restrictions (Whitehead et al., 2013, p. 123).

    • 2. Balancing safety and freedom: Responsible use policies help guide students while allowing them to grow as digital citizens (Whitehead et al., 2013, p. 123).

    • 3. Protecting networks and devices: Controls prevent data loss and ensure systems are functional for instruction (Whitehead et al., 2013, p. 123).

    • 4. Empowering student leadership: Schools should allow students to be both teachers and learners. When they master new tools or techniques, they can create tutorials and help instruct peers (Gliksman, 2012, as cited in Whitehead et al., 2013, p. 124).

References: 

• Houston Independent School District. (n.d.). Technology services. https://www.houstonisd.org/Page/68320

• Katy Independent School District. (n.d.). About us – Technology services. https://www.katyisd.org/technology/home/about-us

• Whitehead, B. M., Jensen, D., & Boschee, F. A. (2013). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders (2nd ed., pp. 12, 25, 123–124). Corwin.