A Summary and Reflection: The first progress report provided by the Texas Education Agency: Progress Report on the Long-Range Plan for Technology.

In 2008 the, for the first time, Texas Educcation Agency copyrighted and presented to the 81st Texas Legislature a Progress Report on the Long-Range Plan for Technology, 2006-2020. This report informs of progress towards Texas’ schools achieving goals related to the use of techology to support and enhance student learning for all studets and to prepare students for a global economy in the 21st Century. Progress of campuses in Texas towards mastery of goals is monitored in the areas of : “Teaching and Learning”; “Educator Preparation and Development”; “ Leadership, Administration and Instructional Support”; “Infrastructure for Technology”; and progress by Education Service Senters is also documented. Information including curvey data, various, relevant individual Texas’ schools case studies, charts and graphs conveying information of student use of technology in schools and percentages of achievment in topics such as: How grades 6-8 use computers for school work; How grades 9-12 use technology for school work; How grades 6-8 use technology; How students 9-12 use use technology. Grades K-2 and 3-5 are also addressed in regardes to achievement of techology goals. Various other information regardig achievement of technology standards in student prgoress in Texas’ school as of the year 2008 is provided. Items such as “Major Findings: Traits of Higher Classroom Immersio Techers” and “Characteristiccs of District and School Leadershop at Higher Technology Immersion Schools”, as well as various other valuable topics are discussed, and valuable information towards school improvement is provided. I found the TEA Progress Report on the Long-Range Plan for Technology, 2006-2020 “Charasteristics and District and School Leadership at Higher Tchnology Immersion Schools” data to be particularly intersting as it informed that leaders of these school demonstrated: Effective leadership transition after principal change; Articulate a vision and goals for Technology Immersion; Strongly supports professional development; Provides encouragement for teachers; changes practice; Express goals and expectations for classroom technology use; and monitors teachers’ classroom practices. This information will prove useful to any effective school leader.