Blog #2 EDLD 5352 EA1210 Progress Report on the Long-Range Plan for Technology

In continuation of the discussion of the Texas Long-Range Plan for Technology, 2006-2020, Lamar students were asked to read the progress report from 2008. The first progress report was presented in 2008 as an assessment of how the state was following through on the expectations of the state. Upon accessing the report, it is easy to see that much time was put into this report by noting the length of the document which is 187 pages. To access this report one can go to the TEA website and search for the LRPT for the year 2008. Also including on the TEA website is the progress report for 2010. The 2010 report displays accomplishments from September 2008-August 2010. The information is very detailed and fully explains the various forms of collaborations and activities that are occurring by Texas public schools, regional education service centers and the Texas Education Agency. As a result of the plan, online learning, digital content, curriculum and student management systems, and online professional development has made a significant difference in how schools implement the recommendations of the Long-Range Plan for Technology. The ultimate goal of this plan is to prepare 21st Century learners to co-exist in a global marketplace and to educate stakeholders to create an learning environment that is positive and promotes success. The 2008 progress report indicates that all entities have embraced this plan and are making efforts to ensure goals are being met. Throughout the report evidence was sited that supported that schools that immersed technology into the classroom every day showed positive results over and over again. A few benefits of technology immersion with students showed higher levels of academic achievement, less discipline problems, increased creativity, more consistency and habits of mind became more organized and self-disciplined. In regards to technology immersion with teachers, teachers continued to grow in technology proficiency and had more collegial interactions on technology-based issues. Schools with supportive administrators generally supported technology immersion that offered more professional development and continually sought out stable means of providing innovative technology and resources to their students and teachers. In addition, region centers across the state provided additional means of resources for school districts to build upon the resources already in place.