Going Beyond 21st Century Skills

Last Web Conference

2011-11-06T16:12:00.003-06:00

My last web conference of my Master's Degree was thankfully uneventful. I attended the Saturday morning conference on November 5. I had so much difficulty balancing my schedule during this last course and was not able to attend most of the conferences. For this conference I had to send my daughter to her soccer game with friends while my husband and son went to another. The baby stayed with me. I could not use my webcam with the 21 month old baby running around trying to help me type. I was extremely relieved that no additional criteria to the assignments were added during the conference. All the pieces to the comprehensive examination are as posted on Epic. The course embedded assignments, standards reflections, web conference reflections, and Internship field based reflections and summaries are as expected.

I must admit I was a little taken aback by the number of people who plan to turn their work in late. I did not realize that was ever an option. During my entire program I never asked to turn in any assignment late, let alone the final examination for the entire program. I have juggled three children and their schedules, working full time, organizing retreats at my church, and coordinating committees at my church while getting a Master's Degree. I can only assume I am a really good time manager. As the saying goes, I have not walked in their shoes so I must not judge. I am glad to say that I am a better leader at my campus due to the knowledge and experience I have obtained during my time earning my Master's with Lamar.

Thank you to the Educational Technology department at Lamar University for your patience in working with me. You have enhanced my versatility as an educational leader.

Reflections Standard VIII

2011-10-27T21:19:00.006-05:00

Standard VIIIstates “Educational technology facilitators will contribute to the shared visionof campus integration of technology and foster an environment and cultureconducive to the realization of the vision” (Williamson & Redish, 2009, pg.190). To meet this standard, I researched one to one laptop initiatives for mycampus, lead teams inplanning appropriate technology implementation after collaborating on theresults of the 2009-2010 STaR Chart Results, and actively engage in meetings with district Campus Instructional Technologists anddistrict administration.

Under Technology FacilitationStandard TF VIII.A “ Identify and apply educational and technology relatedresearch, the psychology of learning, and instructional design principles inguiding the use of computers and technology in education” (Williamson &Redish, 2009, pg. 190). My school had a desire to begin a one laptop for eachstudent otherwise known as a one to one environment. I decided for this initiative ot besuccessful, I needed to research one-to-one initiatives thatworked. I created a One to One Ning formy teachers and principal. I utilized this online are to help post the researchI was able to find that benefited our goals as we went to a one to one laptopenvironment in our third and fourth grade classrooms. The link is http://hpisd21.ning.com/group/powerupvision2015but is closed to people outside of our district and is invitation only. Weutilized sites such as Educational Origami http://edorigami.wikispaces.com/,NETS*S and NETS*T http://www.iste.org/standards/nets-for-students.aspx, Blooms Taxonomy http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy,50+ Toosl for Web Based Collaboration http://www.popwuping.com/culture/software/50-tools-for-web-based-collaboration.php,and many other beneficial sites. I also created a Diigo list so teachers couldeasily find the websites that were informative (http://www.diigo.com/list/leanneknight/one-to-one). I started a book study with the teachers thathad research to help us delve into one to one and create a positive culture atour school during this new endeavor. The book we chose was: 1-1 Learning: Laptop Programs That Work byPamela Livingston.

Another aspect of TechnologyFacilitation Standard VII is “Lead in the development and evaluation ofdistrict technology planning and implementation” (Williamson& Redish, 2009, pg. 190). I worked with teams on planningappropriate technology implementation after collaborating on the results of the2009-2010 STaR Chart Results. Once a year campuses are required to conduct theTexas Campus STaR Chart. Previous ot thecampus conducting their evaluation, I met with each team to discuss how theevaluation helps us in planning and the importance of taking the evaluationtruthfully. At the beginning of the 2010-2011 school year, I met with teams todiscuss areas that the STaR Chart has shown as areas of weakness. This year I brought the 2009-2010 STaR Chartresults to organize our discussion with teams. One area we found that needed ot be addressed was un Key Area II:Educator Preparation and Development under number 6: Professional Developmentfor Online Learning. As a campus we discussed ways to help our school becomehigher than the score of 2 (Developing Tech). We decided that we would utilizeour district Ning and Moodle for Professional Development.

At our campus anything below a 3 would be anarea of great concern. Our campus completed their chart on May 10, 2011. Theresults for our campus were rather positive. In Key area 1: Teaching and instruction and Key area II: EducatorPreparation and Development my campus classified as Advanced Tech. In Key areaIII: Leadership, Administration, and Instructional Support and Key area IV:Infrastructure for Technology we ranked the classification of Target Tech. Our teachers need to feel reasonably securein the infrastructure otherwise it will not be utilized. “It is essential forleaders in education and government to agree that statewide educationalnetworks are a vital part of the state’s future” (Mathews, 2004, pg. 7).Without a strong infrastructure, our teachers will not use the technology whichengages our students. Our leaders need to also take into considerationthe areas they are spending their funding. “Too often school districts investin technologies because of their high-tech, 21at century appeal without fullyconsidering their impact on student learning and long-term total cost ofownership” (Moore, 2006). We need to find a viable solution to funding andproper disbursement of funding.

Also,under Technology Facilitation VIII, it states “Engagein supervised field-based experiences with accomplished technology facilitatorsand/or directors” (Williamson& Redish, 2009, pg. 191). I dynamicallyengaged in meetings with district CITs (campus instructional technologists),Robert Harris (District Administrator of Instructional Technology), and RonSmith (District Administrator of Technical Services). On September 9, 2011, our group of CIT’s metat the Highland Park High School library conference room. Our first order ofbusiness was to discuss the new district Responsible Use Agreement that was toreplace the Acceptable Use form. As the new Responsible Agreement form getsissued to campuses, teachers must sign the agreement and turn in to theirrespective CITs on their campus. All forms are due by the end of September tothe Technology administration offices. We discussed how our district Webmasterand administrator of Skyward was changing jobs and leaving our district. Wewill have a new person taking over Web-mastering and another person taking overSkyward, online registration, etc. We began discussing the ramifications of theschool boards reluctance to allow children under fifth grade to be without adistrict email address. We discussed how so many innovative web tools requirean email address to create an account. One way to work through the problem isfor the teacher to create a Google account then use the “google+1” emailaddress as a “ghost” account. Theelementary CIT’s edited the district protocols for elementary teachers toreflect the board decision on students not having district email addresses.

References

Mathews,J.B. (2004, April). Why statewideeducational networks are important to state and educational leaders. Southern Regional Educational Board. Retrievedon April 18, 2011,

Moore,R. J., (2006, August). The five best accelerators in school. SchoolAdministrator, 63.7, p.8. fromhttp://www.sreb.org/programs/EdTech/pubs/PDF/04T02-Statewide_Ed_Tech_Net_Important.pdf

Williamson,J. & Redish, T. (2009). ISTE’stechnology facilitation and leadership standards: What every K-12 leader shouldknow and be able to do. Eugene, OR: International Society for Technology inEducation.

Reflections Standard TFVII

2011-10-27T15:35:00.004-05:00

Standard VII states “Educational technologyfacilitators promote the development and implementation of technologyinfrastructure, procedures, policies, pans, and budgets or PK-12 schools”(Williamson & Redish, 2009, pg. 165). To meet this standard, I have maintainedcampus technology inventory, participating member of the campus Technology GiftCommittee, and trained teachers on global education opportunities.

UnderTechnology Facillitation VII.A, it states, “use the school technologyfacilities and resources to implement classroom instruction” (Williamson & Redish, 2009, pg. 165). Since2009, I have maintained my campus’ technology inventory spreadsheet. Whenever anew piece of equipment arrives on my campus I assign the hardware a districtnumber, and put all appropriate information into the spreadsheet includingwarranty. I often meet with the PTA to discuss the inventory so it is importantthat the inventory be perfect otherwise funding would decrease. It is importantto have an accurate inventory so my campus is aware of out of date technologythat requires renewal/replacing.

Iuse the inventory regularly throughout my week. Whenever a piece of equipmentneeds a technician, the information from the inventory becomes invaluable. I am the only person on the campus thatmaintains the inventor and I receive a small district stipend since it is sucha laborious process.

UnderTechnology Facilitator Guideline VII.B, it states, “Follow procedures andguidelines used in planning and purchasing technology resources” (Williamson& Redish, 2009, pg. 166). I meet regularly with the campus principal andPTA technology representative to review necessary purchasing for specific timesof year. Since my campus does not receive state funds, we utilize funds parentsraise during yearly carnivals, auctions, and other fundraising ventures. I workcooperatively with the parent gift committee and the principal to discuss theneeds the campus. Before the official “Gift” committee meeting, I meet at leastonce with the PTA technology chair representative to go over the items that areup for renewal, software purchases, hardware purchases, and allocating money toour projector and printer funds. After meeting with PTA rep, we then meet withcampus principal to review items on the agenda. We then will meet with theTechnology Committee which is a subcommittee from PTA. Agenda and items forGift Committee is approved by voting members of the committee. Afterpreliminary meetings are held and approved, all subcommittees meet for a Giftcommittee meeting and each area is addressed, voted, discussed, and approved ortabled for later. Rutherford and Billig (1995) suggest that continuousparent/family participation and community involvement depend on active supportby leaders. Teachers and other school personnel are key players in familyinvolvement and that families are connected to the services provided by theschool or the community.

Also, under Technology FacilitationVII.C, it states, “Participate in professional development opportunitiesrelated to management of school facilities, technology resources, andpurchases” (Williamson & Redish,2009, pg. 166). With the help of Edna Phythian, our district GlobalEducator on Special Assignment, I am able to work efficiently with my teacherson global opportunities. Specifically in September 2010, I worked with theKindergarten team on working with China. We created videos of specific seasonalcustoms. Our kindergartners createdsimple classroom graphs of their favorite foods for lunch. We had items such aspizza, spaghetti, and chicken nuggets. We then decided that with kindergartnerswe need to take an opportunity to share our information first with local, indistrict schools. This was to help the students understand that we are firstsharing locally then sharing globally. We did not want to overwhelm each classso we did the sharing with groups of three classes. One kindergarten class fromour school met with a class at Armstrong and another class at Hyer. After students practiced their presentationwe met via WebEx and shared. Then I would go to another class, set up the Webexconference, and we would share with another group. Finally, after all the localsharing occurred, I recorded, using a camcorder, one group from each classpresenting their graphs. I then posted the videos to my school blog so we couldshare with our partners from China. We could not meet with them live sincetheir time zone is so different than ours. Posting videos was a logical way towork through the time differences. During these lessons, I worked with theteachers on how to use the WebEx system, recording using the video camera, anduploading videos to a blog. These lessons helped the teachers to continue theproject without having to rely on someone else.

Not only does distance educationhelp students who cannot physically participate in a traditional schoolenvironment, it allows teachers in a conventional school to supplement and workwith the “tech savvy” students. I have seen Moodle appropriately integratedwith first graders and older students. “The importance of knowledge abouteffective virtual schooling cannot be overstated” (Cavanaugh, Gillian, Kromrey,Hess, & Blomeyer, 2004, pg. 22). Our teachers need training on the properutilization of online educational environments so our students can benefit fromthese tools.

References

Cavanaugh,C., Gillian, K., Kromrey, J., Hess, M., Blomeyer, R. (2004). The effects ofdistance education on k-12 student outcomes: A meta-analysis. North Central Educational RegionalLaboratory. Retrieved on April 25, 2011, from http://www.ncrel.org/tech/distance/k12distance.pdf

Rutherford,B., & Billig, S. H. (1995). Eight lessons of parent, family, and communityinvolvement in the middle grades. PhiDelta Kappan, 77I(1), 64-66, 68.

Reflections on EDLD 5335

2011-10-27T15:13:00.002-05:00

EDLD 5335 Curriculum Management wasa course that builds an understanding of curriculum models; curriculumframeworks, including those articulated at the state level; alignment ofinstructions to standards; and assessment of learning outcomes. In the coursewe reviewed district-level curriculum and policies.

As a technology specialist, I am afirm believer that instruction drives technology. In this course I investigatedcurriculum. I work at a school that has very high expectations for theirstudents. We do not just want our children to pass tests but to truly succeedon assessments. Curriculum should be driven by data. During week 1 assignment1, I reviewed AIES data from 2010. I realized that our students do very well onthe TAKS test. In almost all areas and populations, more than 99% of studentspassed with at least 75% of students being commended in all areas. The onlypart that showed an area of need was in writing. 77% were commended in 2010whereas 92% were commended in 2009. The Campus Improvement Plan indicates thatby 2011, 90% of students will score commended on the TAKS.

With that data in hand, I decidedto work with fourth grade teachers in increasing writing fluency with the useof online forums. I ensured that the professional development session I createdworked through the areas indicated in the APA Learner Centered Psychological Principals(1997, pg. 5). The teachers will use a “hands on” approach to learning forums.During their training they will utilize the forum themselves whiles brainstormingideas to utilize forums with their students.

Using data to help driveinstruction is important in the classroom as well as during professionaldevelopment. We must use these data based decision making skills tosuccessfully implement curriculum objectives.

Collaboration is a wonderful way tofind solutions as problems occur. Collaborating takes the power away from oneperson and allows new ideas to be considered. When we work only by ourselves,we sometimes get lost in our own ideas and need others to show us differentways. I find if I don’t collaborate then my training becomes redundant. Whenworking with different personalities, results can only be different.

Living in the 21st century hascreated many different ways to collaborate. We no longer only have the optionof meeting face to face. I have used Wikispaces and Moodle forums tocollaborate with colleagues in a written environment. Personally, I haveutilized Tok Box, Skype, Adobe Connect, and Webex to work “face to face.” Irecently collaborated with a teacher in India to train her on Moodle where Ishared my desktop so she could understand the Moodle software easier. Thishelped us to share ideas concerning our lesson on how life in India is similarand different to the way of life of children in the US. Collaboration islimited only to our imaginations.

My philosophy of curriculum isbased on a learner centered approach. We must differentiate our instruction tobenefit every child. Using data based decision making helps create an atmospherewhere the teacher understands the areas that the students need more focus. Itis important to use many different types of assessments. TAKS cannot be theonly deciding factor. Teachers must use quantitative and qualitativeassessments to make qualified data decisions. Teachers need to use the districtassessments in a manner that helps make decisions.

We must use data based decisions tohelp create a successful curriculum. I have known teachers who have acurriculum but must deliver the same lessons on the same day for years. As aneducational leader, I will work with all teachers but specifically thoseteachers who need alter their own philosophy to incorporate the importance ofdata based decision making into their classrooms to ensure curriculum is beingdelivered successfully. According to Poston (1992), the underlying assumptionsof curriculum management auditing focus on alignment of curriculum, assessment,planning, and resource allocation.

During this course I learned manynew concepts but specifically about the Texas Education Agency (TEA) LearningSystem. This system establishes the Texas Essential Knowledge and Skills (TEKS)which guides our curriculum. The TEA and TEKS are at the state level and guidesus at the district and campus levels. Following the state level, we have our school boards which dictate thecurriculum expectation and terms by which the Superintendent and districtleaders create the district curriculum. The district curriculum will specifythe instructional implementation that should occur throughout the entiredistrict.

As a technology specialist on acampus, I help the district create curriculum decisions in the area oftechnology. I also work with my campus principal creating campus leveldecisions. On a daily basis I work one-on-one with teachers to help supportthem with the changes that occur in the curriculum and assist them in the useof technology within the curriculum. I must ensure I help teachers accuratelyutilize the campus improvement plan (CIP) to ensure student success. I alsomust ensure that the technology aspect of the CIP accurately depicts the needsof the campus and current trends. According to Pierce & Kalkman (2003), amajor goal of learner-centered principles is to help educators become morereflective and self regulated. My job as a technology specialist is to alsoassist educators to be independent.

It is important that the districtis aware that the campus leader is dedicated to the success of their campus. AsDr. Arterbury stated in the Week 5 lecture, “The key is for the principal todevelop credibility with the central office administration as a personcommitted to student learning and one who manages a goal-driven budget. Acampus leader develops this credibility by demonstrating the ability to makesound decisions about personnel needs and to work with central office tochannel funds toward data-evidenced need.”

I have also recently become amember of the steering committee for the regional Texas Computer EducationAssociation (TCEA) and my mentor is the president-elect of TCEA. Working soclosely with state and local level committees helps ensure that I am activelyinvolved in the decision making for the state.

References:

Learner-Centered Principles WorkGroup of the American Psychological Association's Board of Educational Affairs.(1997). Learner-centered psychological principles: A framework for schoolreform and redesign. American Psychological Association, Retrievedfrom http://www.apa.org/ed/governance/bea/learner-centered.pdf

Pierce, J. W., & Kalkman, D. L.(2003). Applying learner-centered principals in teacher education. Theory intoPractice, 42(2), 127-132.

Poston, W. K., Jr. (1992). Curriculumauditing: Effects upon school improvement in international schools. Education, 113(2), 195-198.

Reflections EDLD 5363

2011-10-24T17:43:00.003-05:00

EDLD5363 was an overview on principles of multimedia planning, design, production,editing, and evaluation. We createddigital stories. In the area of video we planned, designed, produced, edited,and evaluated.

Creatingthe PSA was a new experience for me. I luckily knew how to share large filesover the internet which was a practical skill for this assignment since I hadto share the video files with the editor on our team. When the assignment wasfirst released, I was worried about working with a group of people I did notknow. I found a group and met them all via email to begin. When our groupreached 6 people, we realized we had to split. One group was geared to workingwith older students and adults. My group was geared to working with youngerchildren. All six of us decide to meet via web conference on Toxbox. After theinitial hour on the conference our group deiced to meet separately to discussour PSA particulars. After the video conference we were able to collaboratefunctionally over a wiki I created for the large group. We also utilized emailfor direct conversations that required quick responses.

Ialso, learned about Creative Commons licenses. I had been at severalconferences that discussed them but had never truly delved into their usageuntil this course. I now have a better understanding of its concept. On the PSAwe decided that since it had video of my daughter who is eight, we wanted tolimit others from editing the video for her safety. We chose a license thatstated, "Chatting with Kids About Being Online by Leanne Knight, Patty Odom,and Stacey Thompson is licensed under a Creative CommonsAttribution-NonCommerical-NoDerivs 3.0 Unported License." I posted ourfinal PSA at http://www.youtube.com/watch?v=wp6iNORQiMQ.

Thetopics covered in EDLD5363 were extremely relevant to the skills required in myjob. As a campus technologist, I use a variety of technology on a daily basis.In elementary school multimedia is a large portion of how I effectively assistteachers and students. I work regularly with video editing software both AdobePremiere Elements and Movie Make found at http://knightl.blogspot.com/2010/09/movie-maker-vs-adobe-premier-elements.html.I also help students and teachers in grades first through third create videosusing Photo Story. I am actively engaged in helping teachers podcastusing Audacity and posting the files to a site with an RSS feed. EDLD 5363 wasa review of what I do on a daily basis. It was nice to re-examine all of thefeatures of the different software I use regularly. I appreciated learning morein depth features of Audacity. While learning about video editing software Icompared the free trial of Adobe Premiere Elements to Microsoft Movie Maker. Iadmit I wanted to learn some of the newer products for multimedia instead ofthe tools schools have been utilizing for the last ten years.

MarcoToress stated "Her passion and her interest to talk about something thatreally bothered her and to have it reach every corner of the world was anexperience that she'll never forget" (Edutopia, 2002). I have experiencedmany professional development workshops where Marco Torres and his formerstudents presented to teachers. He is truly inspirational. The students tookownership of their videos. Often Marco Torres would give an assignment wherethe students had to interview a hero in their neighborhood. The students beganrecognizing the treasures in their own "barrio" they never would haverecognized without Marco's assignment. Torres also has his students explain atconferences how to get the best possible quality without having to purchasehigh end technology. Whatever the age of a student or their economic background,we need to give them opportunities to express themselves in a safe atmosphere.Just like Marco Torres. Students need to have a voice and it is ourresponsibility as educators to help them. Multimedia is the perfect outlet forthe generation we teach. With the simple use of inexpensive Flip cameras,students can create endlessly. It is our own imaginations as educators,sometimes, that actually put the limits on what our students can create.

Weneed to remember we should be using twenty-first century skills with ourstudents. Not only have we been in the twenty-first century for ten years butour younger students have known nothing else. As educators with a concentrationin technology, we need to go beyond just learning these skills. We need to beutilizing as many up to the minute tools that have been released and have shownto be robust. We should never take a step back in technology or we have lostour audience. Many of the tools utilized in EDLD 5363 are tools that arebecoming outdated with the utilization of web 2.0 tools. Photostory is a greattool but there are many newer ones being released that have better functionsand will keep our students interested. We should be given an opportunity tolearn about the newer tools since our teachers come to us as a guiding resourceof knowledge in innovative technology.

Ourteam was extremely successful in completing the assignments. I do admit thoughthat we were successful by pure determination on our parts. We would completemost of the PSA, then find out another component of the assignment which wasnot detailed in the online CourseWhere, emails from the IA, or rubric. Luckily,at least one of the team members was present in at least one web conferenceeach week. Otherwise, we would have missed the new requirements that were addedweekly. For example, on the PSA rubric and the assignment it never discussesthe number of narrators. During a web conference. Dr. Abernathy said thereshould be at least two narrators. So our team had to edit our final PSA per hernew requirement. Nowhere on the rubric does it discuss giving Creative Commonslicensing but during a web conference, Dr.Abernathy was adamant theparticipants of the course add a license to their PSA. So, we had to edit ourPSA yet again.

Garrisonwrote, "Whatever you do not know about the equipment can probably befigured out by your students." Students are fearless and want to help ussolve our digital problems. When we give up our control, our students are thereto assist. Alan November, reputable digital leader in education, often commentsthat we should take our students with us to technology professional developmentso they can then get everything going in our classrooms. Every class I haveworked with, all the way down to Kindergarten, has someone who is so excited tobe able to help the teacher. Plus, knowing that I will have someone with me ifproblems occur is very powerful and allows me to be more adventurous with theactivities planned.

Studentsfrom the 21^st century appreciate multimedia. “For this digitalgeneration, electronic media is increasingly seductive, influential, andpervasive, yet most schools treat the written word as the only means ofcommunication worthy of study” (Ellis, 2005, para. 3).

Whileworking on the PSA, I learned how easy it is to work with a group where eachmember is hundreds of miles apart. We never met in person only throughelectronic means. I learned that I have an ease of use with cloud computing. Ihave used online web 2.0 tools on a regular basis for my own use and I teachteachers at my school their use. I discovered that if you have people who arewilling, they will collaborate online. I thought I could only work with a groupvia face to face meetings and use online software as an alternative. Now I knowonline software can be used as a primary form of collaborating andreinforcement.

References:

Edutopia.(2002). Multimedia serves youths' desire to express themselves. Retrieved onApril 19, 2009, from http://www.edutopia.org/print/980

Ellis,K. (2005). Students Evolve From Consumers toCritics and Creators. Edutopia. Retrieved August 23, 2009 fromhttp://www.edutopia.org/print/1321.

Garrison, A. (1999, Winter). Video basics andproduction projects for the classroom. Center for Media Literacy. RetrievedApril 6, 2009, from http://www.medialit.org/reading_room/article3.html

Reflections on EDLD 5366

2011-10-21T17:07:00.001-05:00

I was involved with coursework for EDLD 5366 DigitalGraphics in October and November of 2009. This course began with a brief examinationof the history and development of graphic communication, and continued with scrutinizingways to employ desktop computing to create a variety of publications andgraphic designs in different formats and media. In this course I learned aboutthe history of graphic communication being writing and drawing. I also learnedand also how the current age is a continuation of 5000 years of humandevelopment in communication through graphics. I honed my skills in evaluatingdigital communication products.

While learning about design qualities we discussed thebasic four principals implicitly abbreviated as “CRAP” which are contrast, repetition,alignment, and proximity (Yearwood, 2009, pg. 8). Contrast refers to differenceof size, shape, or color used in graphic elements. Repetition is not a positiveaspect in text but with design elements repetition is a positive element.Alignment is a vital graphic component. Alignment is essential for the overall aestheticsof a product. Proximity is important so that the audience is not forced to seekimportant information within a final product. After learning about the fouressentials of design qualities we learned about the importance of creatingrubrics when assigning graphics for projects. Our final product for the coursewas newsletter and we needed to organize a rubric for which we were to be gradedupon. It was difficult to create a rubric for a graphics class on a newsletter.I wanted to create a rubric similar to the ones I utilize with my students thatfocus on the content more than the aesthetics. While creating my rubric I couldnot bring myself to making content less than fifty percent of my grade. Idecided to make the other fifty percent incumbent upon the graphics.

The newsletter was not a difficult assignment. Icreate newsletters for my teachers regularly. For this assignment I created aspecial personal logo. I ensured that all the design qualities we learned inthe course were utilized. I used the newsletter as one of the means ofcommunication that semester, also. I always appreciate when an assignment canbe used with my teachers or my students.

Another part ofEDLD 5366 was a lesson which helped build a basic understanding of animation.Our assignment utilized the online virtual world of Second Life. We were allocatedto create our own avatar in Second Life. We had to utilize Linden scriptinglanguage. Our assignment that week was to create a simple script describing howwe used the language to animate our avatar through the scripting portal. Thiswas probably one of the hardest parts of the whole class. In the Animation and Serious Gaming lecture,Yearwood expressed"[Massive multi-player simulation] games will affect notonly the educational process by conditioning students towards expectations forcontent delivery, but they will also affect serious areas such as globalpolitics” (2009, pg.4). Before this class, I had only used Second Life a coupleof times and had never tried scripting. Dr. Yearwood was savvy in giving usthis difficult assignment. I had to dig into the scripting world and find waysto be successful in this assignment. It helped us gain the knowledge insearching out scripting language and to understand the level of difficultyinvolved in animation. We must consider the possibility of utilizing virtualdistance with animation tools for as a possibility for the future of education."Virtual distance is the perceived distance between two or more individuals,groups or organizations, when their primary method of communication andcoordination is electronic" (Sobel-Lojewski, 2007, pg. 41). As educators,we have an obligation to stay abreast of current trends to help engage our students.

References:

Sobel-Lojewski,K. (2007). The collapsing corporation and the rise of virtual distance. InRussell M. G. (Ed.), Building effective virtual teams: Tools, techniques,best practices and gotcha's from creating and leading distributed teams (pp.1-71). Palo Alto, California: Media X at Stanford University.

Yearwood, J. (2009, October). Animation and Serious Gaming: Lecture 4.4.Lecture conducted from Lamar University, Beaumont, TX.

Yearwood, J. (2009, October). The Newsletter: Lecture 3.3. Lectureconducted from Lamar University, Beaumont, TX.

Reflections Standard VI

2011-10-21T15:30:00.003-05:00

Standard VI states “Educational technologyfacilitators understand the social, ethical, legal, and human issuessurrounding the use of technology in PK-12 schools and assist teachers inapplying that understanding in their practice” (Williamson & Redish, 2009,pg.136). One way to meet this standard is to utilize technology with diverseabilities. I met with behavioral skills teacher on my campus to helputilize software to create lessons on behavior skills. Most of the students receivingthe services of this class are students with Autism. Many of the behavioralskills teachers on my campus are interested in the iPad for their Autisticstudents. I began researching iPads in education and started sharing theinformation with the resource team. Ihave shared those resources with many interested teachers: http://www.diigo.com/list/leanneknight/iPad-resources. I truly appreciated several “Live Binders”that specified iPad resources for special education students and teachers suchas: http://livebinders.com/play/play/89854. We are in the process of allocating fundingand getting approval to implement iPads at our school. We already use a 1-1 PClaptop environment in our third and fourth grades. This would benefit aspecific population of students who might benefit more from this tactile pieceof equipment.

Another way tomeet the requirements of Technology Standard VI is to “Identify and usetechnology resources that affirm diversity” (Williamson & Redish, 2009, pg.137). I worked with globalpartners designing lessons. Throughout the month of September, 2010, I workedwith Sudha Penu, a global partner in India, to create lessons for our physicaleducation connection. Sudha and I conversed regularly via email due to timedifference on different aspects of the lessons. I also trained Sudha on the useof Moodle via Skype. Our school createdmany educational videos expressing popular ways of exercise and sports in theU.S. Her students created videos about India. We conversed via email andsometimes via Skype the lesson objectives and possible ways to create apositive end result. Our students from both countries were able to appreciate the differences and similarities between our two cultures during this lesson enforcing global connections.

One way to performthe skills in Standard VI is to “promote safe and healthy use of technologyresources” (Williamson & Redish,2009, pg.137). On many occasions I have shown teachers correct researching tools and sites. "Web filters are a must for school districts,no matter what their size" (Careless, 2007, para. 22). Sincemost students do not have filtering services for their personal technologydevices it is important to also teach students skills for navigating the websafely. My favorite though is when I am able to work with students so theytruly understand the importance of appropriate technology usage. Too oftenteachers will tell their students to do a safe search so that the children willnot find inappropriate contents. Unfortunately, too often, students will gohome and try an unfiltered search to see what kind of inappropriate things theycan find. I often try to put the lesson in a different perspective. I show the studentsthat often times Google finds sites that are written in language that adultsunderstand with really long words. I show the students a children’s safe searchsite, such as http://searchypants.com,and let the students see that the site is kid friendly. The students also appreciatethe readability of the websites that kid friendly search engines find. hard to read many of the sites that Googlepulls up. Internet filtering in schools is a necessary means by which to keepstudents safe from inappropriate sites and materials.

"A districtcan take many steps to ensure that its students are protected from harmful,obscene, or otherwise unworthy websites. It can establish guidelines forappropriate Internet usage, create acceptable use policies, or provide trainingfor teachers" (Ullman, 2009, para. 1). Throughout the last few years Iworked with different classes on web literacy. With the team effort of themedia specialist on my campus, we worked with teachers on age appropriate researchingtechniques. We also held after school training on the Big 6 and Super 3research models. I created a poster for teachers to post in their classroomsthat posts the top search engines for children with public domain images.Making web literacy and safe searching more accessible and acceptable helps tokeep our students safe online.

References

Careless,J. (2007). The filtering challenge. Tech & Learning. Retrieved onMay 7, 2011 from http://www.techlearning.com/article/7212

Ullman,E. (2009). Web Filtering that Works. Tech and Learning. Retrieved on May11, 2011, from http://www.techlearning.com/article/22092

Reflections Standard V

2011-10-21T13:55:00.002-05:00

Standard V states “Educational technologyfacilitators apply technology to enhance and improve personal productivity and professionalpractice” (Williamson & Redish, 2009, pg.112). One are of this standard iswhen I Work with district campus instructional technologists at districtmeetings to grow professionally. As a member of the district technology team, Imeet regularly with the district technology staff. At our May meeting, I workedwith another technologist and we wrote an Acceptable Use Policy for studentswho Bring Their/Your Own Device. I thinkthis policy will be beneficial especially in the time of budget crisis. Myschool district is rather affluent but our tax revenue is recaptured fordistricts whose tax revenues are not doing well. Since we do not have anyfunding outside of what parents raise, having children bring their owntechnology device to school would be advantageous. If a student has the device,our district should support that decision. The policy I helped write, has manyareas of focus ,but liability was, understandably, extremely important. Iresearched other districts policy in this area and met with our district instructionaltechnology leader while writing the policy. I found it helpful to discuss thetopic with a fellow Campus Technologist. We worked through the policy togetherand submitted it to our administration. They took the policy and edited a fewsections. The board did not care for the title of Bring Your Own Device, sinceit has a connotation too closely linked to BYOB otherwise known as bring youown beverages. The Board is still in the process of making its final decisionabout the policy but it is looking positive.

Another area in StandardV is “apply technology to increase productivity” (Williamson & Redish, 2009, pg.112). On several occasions Iutilized distance learning software to train global partners. A class in Indiawas going to connect with our school to learn different culturally specificgames. Our school was going to create videos and discussion forums in Moodle.Her school would then log into our Moodle to upload their own videos and createforums. She did not know who to use Moodle. On November 8, 2010, at 8:30 AM, Iconducted a video conference via Skype with Sudha Penu from India which was7:30 PM for her. Using Skype, I was able to “share” my screen with her. Ilogged in to the Moodle site, and showed her specifically how to edit, upload,and other basic functions of Moodle. I also shared my Moodle manual that I usewith teachers. We had a very beneficial training time until a storm hit herarea and we lost internet connection. Luckily, though, we were through with thetraining part of the Skype call. Without the use of Skype, the teacher in Indiawould have been less likely to work with my school. The ability to trainsomeone via web conference was extremely beneficial for the teacher in India.It was also extremely positive for me because I was able to get feedback fromher on the areas she felt she needed to focus.

Within Standard Vwe are to “use technology to communicate and collaborate with peers, parents, andthe larger community in order to nurture student learning” (Williamson & Redish, 2009, pg.113). I am the coordinator of our campus web page and as such I must maintainthe entire site. Since I began working at University Park, I have been the webmaster. I update the page before school starts with new information, create newteachers pages, delete old pages, and basic file management. I addannouncements throughout the year. Every Thursday I upload and link, what ourschool terms, “Thursday Folder” handouts to the specified web page. I helptrain teachers on creating their web pages. I also update my school webpageregularly.

At the beginningof the 2011-12 school year we encountered some major problems with our schoolwebsite. I had to visit every teacher’s website and update their links. Many ofthe teachers’ web pages had to be renamed and their links again updated. Theproblems continued occurring but I was finally able to get the school’s websiteworking correctly.

I also utilize asection of the campus website for specific information for the teachers on mycampus. When our district went to using Outlook, I posted many informativevideos to help the teachers with this change. Keeping our families wellinformed is more than just a nicety but is a wonderful way to encourage publicrelations. I sometimes get annoyed at all the tedious areas I must maintainwithin the site but then I keep in mind the Community Relations course from Lamar and amreminded of the importance of keeping stakeholders informed. From Epstein’sFramework of Six types of Involvement, one area of importance is learning athome. We need to “provide information and ideas to families about how to help studentsat home with homework and other curriculum-related activities, decisions, and planning”(Epstein, Coates, Salinas, Sanders, & Simon, 1997, pg. 4). Creating anatmosphere of partnership is important to ensure the value of learning in acooperative environment. Sanders & Lewis point out that, at the schoolswhere partnerships experienced success, “partnership leaders…encouraged schoolsinterested in community partnership development to promote ownership amongcommunity partners" (2005, p. 9).

References:

Epstein, J. L., Coates, L., Salinas,K. C, Sanders, M. G., & Simon, B. S. (1997). Epstein’s framework of sixtypes of involvement. School, family, andcommunity partnerships: Your handbook for action. Thousand Oaks, CA: CorwinPress.

Sanders,M., & Lewis, K. (2005). Building bridges toward excellence: Communityinvolvement in high schools. The HighSchool Journal, 88(3), 1-10.

Relfections on EDLD 5326

2011-10-19T09:21:00.000-05:00

During my course in EDLD5326 Community Relations, I learned the importance of positive relationshipswith stakeholders within my school community. Stakeholders can be students, parents,teachers and staff, and the community. The purpose of a school community is tohave an expressed objective of helping students learn. EDLD 5326 encouraged thestudents to apply approaches to develop vital partnerships between school sandstakeholders for the benefit of students. One of the areas I specificallyworked on was to increase the involvement of the ESL population within myschool.

In the last three years, theESL population, specifically the Spanish speaking population, in our districthas grown. My school, University Park Elementary School, specifically has seenthe growth since we are the only elementary in our district with an ESLprogram. The other three elementary schools in my district transfer their ESLstudents to our campus. Since this growth has started to take place, we do nothave any specific committees assist in the education of our ESL population andeven our website does not have information for ELS parents and students.

Using the AIES report from2009-2010, I recorded information that was rather eye-opening. Our school didnot have a large enough Hispanic population to even be considered a sub-population until 2010 in grades three and four. On the 2010 fourth gradereading TAKS only 80% of our Hispanic population passed reading. This is a largediscrepancy since the campus average is 99% passing. Only 25% of the Hispanicpopulation received commended on TAKS whereas the campus average was 75%earning commended performance. The middle school and high school in ourdistrict do not have any testing data on their Hispanic population since theyhave not encountered a growth in students. They still do not have enoughstudents to count as a sub-population.

Encouraging parents and teachers to utilizethe school’s website for meaningful two way communication will assist inincreasing the level of student achievement. Parents can leave comments via theFacebook fanpage which is often less intimidating for some parents than meetingface to face. Using 21st century skills will also keep parents informed in realtime instead of having to wait until the once a week news day when parents arebombarded with a mass amount of information that is difficult to sift and findimportant information. If parents are kept up to date on upcoming events,student successes, and help at the time of student limitations, then studentswill succeed.

Sharingwith stakeholders the innovative means of communication with parents is awinning appeal for everyone. If communication is heightened for our ESLpopulation then all of our populations will benefit. We also have many familiesin our district with relations in other countries. Their relatives will be ableto utilize the resources and translation bar as needed. Since everyone benefitswhen communication is heightened then this proposal will be an easy “sell” tothe stakeholders.

Thestakeholders on my campus are extremely supportive of parent communication.Since my proposal is to help create an atmosphere where more parents feelcomfortable working with teachers, volunteering, and being more informed of thehappenings at the school, the stakeholders will be extremely positive andsupportive. Rutherford and Billig (1995) suggest that continuousparent/family participation and community involvement depend on active supportby leaders. Teachers and other school personnel are key players in familyinvolvement and that families are connected to the services provided by theschool or the community.

Epstein’s Framework (Epstein, et al., 1997) suggests that incommunicating language translators are beneficial to assist families as needed.With a translator on the website, parents who speak other languages willbenefit from the translation assistance. For “learning at home” Epstein suggests having a regular schedule fornotices and other communications. Utilizing Twitter and the Facebook fanpagewill help keep parents up to date on the activities of the school and specificways to assist students. I planon using a Spanish website that utilizes the Google Translate Widget so memberscan easily see how the translation works. The stakeholders can translate thepage and see how their ability to understand the page is heightened. I willalso show the stakeholders the security measures in place with the Facebookfanpage. I will have several members try to find and view the page withoutpermissions and then give those same people later in the meeting permissions.They will see the difference in availability and how security for the page willbe handled.

Pena (2001) recommends making the parentsfeel more welcomed. School staff must communicate regularly with parents thoughvarious methods in order to meet the educational and language needs of parents.Information must be available in the parents’ native language and teachers needto use social networks to keep parents informed. To increase parentinvolvement, teachers and parents should first begin with a sharedunderstanding of parent involvement, as well as each others' strengths andweaknesses (Pena, 2001, pg. 42).

The implementation of this partnership wouldbe rather simple. I would first need the ESL teacher’s permission to discussimplications and to confer on details. I would then need to ensure theprincipal approved of the venture. Since the Facebook fanpage would only be forthose parents interested in utilizing that means of social media, we would befollowing the age requirements of Facebook. I would send out permission formsto parents in case photos were posted on the Fanpage. After those areas areapproved, I would then venture into discussions with teachers to make sure theywere well informed and trained so they feel positive about the undertaking.

The partnership is not very expensive. Allthe fundamentals are without cost. Since the social media platforms chosen, thewebsite, Google translator, and parent volunteers are without cost, funding isnot necessary. If we find that funding may be necessary the principal hasdiscretionary funding or the Gift Committee might want to allocate funding. Iwould need to make sure that the links provided are up to date. The ESL teacherand I would need to confer on the best resources to utilize for our parentcommunication and student links. I would need to train the ESL teacher onproper utilization of Facebook and security features. Updating the school’swebsite to have the Google translation bar would be a needed piece for thewebsite. Since the translator gadget is a simple HTML code to add to thewebsite it would be important to ensure that the webmaster is able to updatepage with a working translator. Since I am the webmaster on my campus, it wouldnot be a problem.

To reach my audience I must make severalspecific considerations. I must reiterate the importance of communication toall parents. I must also focus on the importance of getting our parents of ESLinvolved in the school.

Epstein, J. L., Coates, L.,Salinas, K. C, Sanders, M. G., & Simon, B. S. (1997). Epstein’s frameworkof six types of involvement. School,family, and community partnerships: Your handbook for action. ThousandOaks, CA: Corwin Press.

Pena, D. (2001). Parentinvolvement: Influencing factors and implications. The Journal of Education Research. 94(1), 42.

Rutherford, B., &Billig, S. H. (1995). Eight lessons of parent, family, and communityinvolvement in the middle grades. PhiDelta Kappan, 77I(1), 64-66, 68.

Reflection Technology Standard IV

2011-10-14T16:26:00.005-05:00

Standardfour for technology facilitators is to, “apply technology to facilitate avariety of effective assessment and evaluation strategies” (Williamson &Redish, 2009, pg.90). Our district implements MAPs (Measures of AcademicProcess) and TPRI state primary reading inventory. MAPs for our school ismandatory for Beginning of year and end of year. Teachers choose which studentsto test during the middle of the year. TPRI is tested three times a year. Withboth testing systems the results are uploaded/synced with a correspondingwebsite. Those websites create reports. I send each teacher their reportsusername and password for each test administration so they can run their ownreports. I have also helped many teachers choose the correct report whichgroups students into specific math and reading groups which help aid indifferentiated instruction.

OnceMAPs finishes, the results are uploaded onto the NWEA website. I send eachteacher their reports’ username and password for each test administration sothey can run their own reports. I have also helped many teachers choose thecorrect report which groups students into specific math and reading groupswhich help aid in differentiated instruction. Teachers run these reports threetimes a year.

Actionresearch is more than just having a topic and finding information to prove whatyou already knew. “Asschool leaders, it is important to understand the action research process as aneffective tool for improving teaching and learning” (Ringler, 2007, pg. 27). Withaction research you consider a topic of interest that will benefit furtherstudy that will have an impact on your school community. Action research is nota passive form of research. You can find and utilize different types of actionresearch. Four types of action research for principals in an educationalsetting are through university coursework, superintendent/district meetings,leadership teams, and professional learning communities.

Bloggingcan be utilized by educational leaders to not only address their own learningbut to share their learning with others. Blogs are a wonderful resource forreflection. If a leader wrote their reflection only a few others could benefitfrom their journal, whereas on a blog, anyone with internet connection canbenefit from the leaders perspective. We must think more globally in educationand even in our own reflections.

Afew years ago my principal and I discussed the utilization of a one-to-oneenvironment for our school. I have been researching the technologies available.Previously I was never impressed with a laptop that could be financiallyfeasible and sustain the technologies utilized. Recently I found the Dell 2110and net-workable cart. After finding the Dell Netbook I was eager to find waysto implement this technology. Working with my principal, we designed a 5 yearvision along with getting parent approval for purchasing using gifted money toour school. We decided that utilizing a one to one environment was morepractical cognitively and financially with our third and fourth graders at ourschool that teachers Kindergarten through fourth grade students.

Sincewe decided on third and fourth grades to begin the one to one laptop initiativewe thought it was important to begin with piloting the laptops in two of thesix fourth grade classrooms and two of the six third grade classrooms. Sincethird and fourth are pivotal years in language arts testing, I wanted to ensurethe proper implementation of these tools. I have decided to do an actionresearch into how can the utilization of a one to one laptop environment helpimprove Language Arts in third and fourth grade classrooms.

In the course discussion board, Ireceived several comments concerning my topic of research. Most people werevery excited to learn the results of my study. One colleague posed a questionthat I had not considered. She asked if I planned to survey the studentsconcerning their perceptions of the one to one laptop initiative. After readingher post, I have added a survey component to my action research where I willsurvey the student in third and fourth grades both students in the pilot andthose not in the pilot program.

SinceI am doing my research with third and fourth grades, they have many benchmarksand preliminary tests that are similar to TAKS. We also utilize MAPs (Measuresof Academic Progress) testing which has a reading section. Third and fourthgrade classrooms also do benchmarks and progress monitors throughout the yearto assess students skills attained. To collect quantitative data I am going tocompare results between classes utilizing 1-1 and classes not utilizing 1-1 atthe same school. For qualitative data, I will discuss with teachers theirutilization and their perceptions. I want to also work with the classes and trydifferent Web 2.0 sites for collaboration.

Duringmy action research project I will ensure that I disseminate the informationlearned. I plan to blog about my findings within my blogger site to ensure thatwhoever wishes to learn the findings can easily attain the information. InLeading with Passion and Knowledge, Fichman (2009) states that it is importantwhen sharing information from action research to include four components,“1-providing background information, 2-sharing the design of the inquiry,3-stating the learning and supporting the statements with date, and 4-providingconcluding thoughts” (p.163).

Ilearned that planned action research will give me an opportunity to organize myfindings and to steer me in the correct direction. I will be able to moreeasily work with my teachers now that I have a stated goal of research.

Reference:

Fichman,N. D. (2009). Leading with passion and knowledge: The principal as actionResearcher. Thousand Oaks, CA: Corwin Press.

Ringler,M. C. (2007) Action research an effective instructional leadership skill forfuture public school leaders. AASAJournal of Scholarship and Practice 4(1) 27-37.

Reflection Technology Standard III

2011-10-14T16:23:00.002-05:00

Standard IIIstates to “facilitate technology-enhanced experiences that address contentstandards and student technology standards” (Williamson & Redish, 2009, pg.67). On October 12, 2011, I worked with one of the 3^rd gradeteachers on my campus. The third grade teacher is a first year teacher so Ihelped her set up her students’ accounts for VoiceThread. I created 24 studentaccounts in VoiceThread. I met with the students to help them work with thetool. On our first day to learn VoiceThread, the students learned to correctlytype the URL, log in using their email address and appropriate assignedpassword, create a new VoiceThread, upload saved pictures, and begin narratingtheir pictures. By the end of the first forty-five minute session, the studentshad their pictures uploaded and only needed to complete the narration and setmoderation restrictions for their following computer lab time. Overall, the students worked well withnavigating to their network drive, creating folders, etc. I was also impressedthat our server could quickly handle the number of photos being uploaded at onetime. The students appreciated being able to go home and show their parents thework they completed. Many of the students shared their VoiceThread withrelatives in other countries.

Our school has aclass for students who work on the Autism spectrum. The students need to seeappropriate behaviors and how to behave during specific events. During acomputer lab class, the special education teacher in charge of several of thestudents with Autism came and we recorded a student showing correct behaviorsin the lab. The teacher then was able to use the video to show the students whoneeded this assistance what proper computer lab behavior “looks like.” We alsocreate videos for drills such as fire, bad weather, and lock downs. We havecreated videos for what is termed “social skills.” The videos have helped thestudents to “see” the correct behaviors expected of them.

At the end of the2010 school year, the fourth graders in the talented and gifted program use theLego Mindstorms Robotics program. The TAG teacher was new and had never usedthe robotics kits. So I went in and helped her the first few times with herstudents so she did not have to do the whole project on her own. With the helpof “how stuff works” website we were able to show the students what they wereabout to accomplish. I helped the students get their kits set up and was thereas an extra set of adult supervision. It was important to let the childrenproblem solve and follow the specific directions they received with their kit.It was interesting to see the students’ personalities show during this groupproject. Each group had a leader, programmer, designer, etc. By the end of theunit, it was amazing to see the robots and how the students had programmed therobots to run. It was fantastic to see how capable nine and ten year oldchildren are when they

One of the secondgrade teachers wanted assistance with a Web 2.0 skill. I found that the lessonshe was working on, poetry, would work well with Glogster. Since she had notutilized it before, I helped her create her student accounts. I decided that itwould be better to assign student accounts instead of allowing Glogster toassign the second graders accounts with nonsensical usernames and passwords. Idecided to use the students’ school usernames and passwords for GlogsterEducation. The students were to bring a poem they created when they came to thelab. Once in the lab, I instructed the students to log into Novell and thentype in the Glogster.edu URL. Once they were able to go to the site, I showedthem briefly how to log in. Once the students logged in, I had them come to thecarpet by the Promethean board for a Glogster tutorial. I wanted them to beclose and have the ability to see the tutorial better than from their seats. Iasked the students to sit “criss cross applesauce, with hands in their laps.” Ishowed the students a quick Glogster tutorial I had downloaded previously so wewould not have to sit through any buffering. I called on students to “show”everyone on the Promethean Board specific things they had learned in theinstructional Glogster video. We created a quick and easy preliminary Glog. Isent the students back to their seats to begin their own Glog. From theprevious tutorial they knew which steps to do first. As students started askingquestions, I told the class to always ask the people sitting to their left andthen to their right whenever they had a question. If neither those two studentshad the answer, then they could ask the teacher for help. This simple stephelped to alleviate the teacher being torn in many different directions. By thetime their forty-five minute lab time was completed, many of the students wereclose to finishing their Glogs. They completed their Glogs in class duringtheir classroom computer time.

I find that the studentsare more engaged when lessons integrate technology. Ensuring teachers utilizetechnology as a part of their curriculum is a little more difficult. I emphasizewhen planning with teachers that the curriculum must always come first and tofind areas where technology will enhance the lesson.

Reference

Reflections of EDLD 5364

2011-10-14T16:10:00.002-05:00

During my course in EDLD 5364 Teaching with Technology I produced a campusprofessional development activity, a wiki-based study group with 3 teachers, ledand supported while analyzing data related to student learning. In theculmination project we created a lesson using Universal Design for Learningthrough the CAST Lesson Builder site, created a sample electronic book andshared with my team members. Lastly, wereflected on our electronic book, lesson, and teach experience.

Icreate lessons on a daily basis for the teachers on my campus. It was difficultat first to utilize the UDL(CAST, 2005) since it is redundant in the lessonfields. I appreciated how it helped me to ensure I was specific in wording. Iam appreciative of the lesson rubric or I would have forgotten to include thethree networks. If the UDL wants those networks addressed, as it discusses onthe CAST site, the UDL needs to have the networks listed on the actual lesson creationtool.

Myteam decided to pool our UDL lessons to help with the group lesson. Since I wasthe team leader, I assigned different TEKS for each member to utilize for theirlessons. A couple of my team members did not recognize the importance, atfirst, of finding the necessary TEKS to cover first. I think they preferredcreating a lesson then finding the TEKS that happened to teach. As anintegration specialist on my campus, I know that starting with the objective isessential to successful implementation of technology. The team membersappreciated that as a focus.

Whileworking on the e-book using the BookBuilder (CAST, 2006), I enjoyed seeing thedifferent layouts and finding the one that would benefit the book I wrote. Theaesthetics of the book will benefit students who are visual learners includingour deaf student. I appreciated having a glossary tool for important words andthe "coaches" who read orally specific parts. Reading aloud specificareas is an excellent way to reach auditory learners which includes our studentwho is blind. Having an e-book that is rich in graphics helps our visuallearners, also.

I can see utilizing the book builder to havestudents create tutorials for each other. If there is an area where severalstudents feel especially comfortable, they can create the e-book for thatlesson/concept. This would be a great way for the students to take ownership oftheir learning, take pride in their learning, and also help the teachergenerate a repertoire of resources. An example book builder may be found at

http://bookbuilder.cast.org/view.php?op=share&book=b065ea18db72f123da77be4a83b2b705&sid=3990.

Teaching with Technology is a course that hasbrought together several concepts that we have covered in other courses such ascurriculum, assessment, design, and multimedia, to name a few. Working togetherwas an excellent experience; we each had our own expertise in technology andteaching. We stretched each other in a lot of new ideas to ponder and implementas we created a solution for the project scenario. James Paul Gee said inthe video Grading with Games, “Next will be schooling that will addressthe ability to solve problems, but not just to solve problems, but to be ableto do it collaboratively, so that you can work in a group where the group issmarter than the smartest person in the group” (Edutopia, nd). Our groupfunctioned in this manner and it was very beneficial for us as a learners.

Ourcourse assignment was to help a teacher develop student-centered lessons usingappropriate technology and meeting the needs of each of the 30 students in herclass, including a blind student and a hearing impaired student. Theassignment also included creating professional development for the teacher. Aswe developed the strategies to solve this scenario we were also meeting severalof the ISTE standards such as applying technology to maximize student learningand to implement effective assessment and evaluation strategies, as well as tomodel the use of technology in professional practice. Developing thesolution for the assignment allowed us to explore different kinds of technologyactivities that would allow students to showcase what they’ve learned. Italso afforded the opportunity to explore the best ways to assess studentlearning. As Solomon and Schrum (2007) point out, “it makes much more sense to haveongoing assessment . . . known as ‘formative evaluation’” (p. 169). Wetried to incorporate this kind of assessment into our lesson strategies.

Ourteam worked very effectively together. We were able to share what we alreadyknow and gain new knowledge together. There was no question of the dedicationof my team-mates to learning and completing the assignment accurately and ontime. Learning to collaborate not just face-to-face, but long distance is agreat learning experience. We worked with several ways to communicate over theInternet. This gives use the experience and knowledge we need to teach othershow to use the Web 2.0 technologies in the real world. This is not just for theteachers, but also for the students. We want them to leave school knowing howto apply all that they have experienced to their lives in the outside world. Ifwe can’t help them make that connection, we have failed them. Our team utilizeda Google Site (Knight, Odom, & Wade, 2011). One team member posted to thesite to ensure cohesion through the site. I created all the Google Docs to usewithin the group to post to the Google Site.

Educatorsneed to find innovative ways to evaluate students. Rubrics are an excellent wayto support a grading system in a way that enables students to understand thescoring. With our UDL we created several rubrics: rubrics for the dailylessons, for the presentation, and another for the group participants to gradetheir group’s ability to work together. The purpose for rubrics is to helpstudents understand the criteria as pertaining to an objective seen asimportant. Although rubrics can be subjective, it aids the teacher withgrading. Multiple assessments are an effective way for educators to ensure thecontent is curriculum based. "Most traditional assessments are detachedfrom instruction and practice" (Rose & Meyer, 2002, ch. 7.4). Rubricshelp to create a positive atmosphere in the classroom if utilized correctly.

Studentswill understand the grading system and will help students have a positiveemotional and social connection with the class when rubrics are utilized. AsLinda Darling-Hammond stated, the best teachers are “emotionallyintelligent" (Edutopia.org, 2007). We need to ensure we have a positiveatmosphere for not only the children but for ourselves as educators. Social andemotional learning in school is important so that school is not just cognitive.This type of learning is more than just getting along and social skills. Thisconcept of social learning also enables teachers to support themselves associal and emotional learners. During this technology course with Lamar, wehave built a group where these concepts were key to our group dynamics. Weutilized Skype, chat, telephone, e-mail, and Google Docs to stay connected witheach other.

References

CAST.(2005). CAST UDL lessonbuilder. Retrieved from http://lessonbuilder.cast.org/

CAST. (2006). CAST UDL bookbuilder. Retrieved from http://bookbuilder.cast.org/

Edutopia.org (nd). Big thinkers: James Paul Gee on grading withgames. Retrieved on Mar. 19, 2011 fromhttp://www.edutopia.org/digital-generation-james-gee-video.
Solomon, G., and Schrum, L. (2007).Web 2.0: New tools, new schools. Eugene, OR: International Societyfor Technology in Education.

Edutopia.org(December 10, 2007). The Collaborative classroom: An interview with LindaDarling-Hammond. Filmed at CASEL forum in New York City. Retrieved on Mar.15, 2011 fromhttp://www.edutopia.org/linda-darling-hammond-sel-video

Knight,L, Odom, P, & Wade, K. (2011, February 22). Project technology tools.Retrieved from http://sites.google.com/site/projecttechnologytools/home

Rose,D., & Meyer, A. (2002). Teaching every student in the digital age:Universal design for learning. Alexandria, VA: Association for Supervisionand Curriculum Development. Chapter 7. Available online at the Center forApplied Special Technology Web site. Retrieved March 16, 2011, fromhttp://www.cast.org/teachingeverystudent/ideas/tes/

Solomon, G., & Schrum,L. (2007). Web 2.0 new tools, new schools. Eugene, OR: InternationalSociety for Technology in Education.

Reflections of EDLD 5362

2011-10-14T16:08:00.002-05:00

EDLD 5362 was a course through Lamar asan overview of information technology concepts, management, and operationsrelated to information systems. During the course we researched, reviewed, anddiscussed innovative technology, older technologies, organization, andtechnology management. We utilized the Horizon Report from 2010 to helpunderstand many of the emergent technology components.

Benjamin Franklin is credited withsaying, "When you're finished changing, you're finished." If I didnot know better I would infer that Franklin worked with technology in educationbecause technology is constantly changing and I do not see it ever finishing. I work in a district that has a heightenedunderstanding of future technology and embraces the change to enhancethe education for our students.

Schoolsof the future will utilize a wireless network that is accessible to anyone witha wireless device throughout the entire building and the school grounds. Schoolswill allow their students to bring their personal devices to school and utilizethe wireless network. So at any time you might see a third grader on theirpersonal iPad working with a student using a school issued laptop. “[Mobiles] everincreasingcapabilities are augmented by the reality that schools do not have to buy ormaintain them” (Johnson, Levine, Smith, & Stone, 2010, pg. 23).

Inthe near future, students will begin using the webcams on theiriPhones/Smartphones, iPad/tablets, or laptops to work with others outside oftheir classroom in a virtual environment similar to how Skype is utilizedtoday. “In more traditional schools, teachers are finding that collaborativeenvironments are an efficient way for students to work together, whether thegroups are composed of students in the same physical class or not” (Johnson,Levine, Smith, & Stone, 2010, pg. 14).

To help create a “one-to-one” computerenvironment personal devices will be financially reasonable. I see the futureof technology employ more mobile wireless devices that the students bring fromhome. The utilization of personal wireless technologies will help enable aone-to-one environment without a school having to use their campus financing tofacilitate. With the future possibility of students having more access towireless technologies, schools will not need to purchase Student ResponseSystems but will purchase software that will enable these devices to utilize aweb-based form of Student Response Systems. “In the future there will befurther convergence with text messaging capable and web-enable cell pones”(University of Minnesota, nd, para. 14).

In the future, gaming will be a more prevalent inclassrooms. The 2010 Horizon’s Report(Johnson, Levine, Smith, &; Stone, 2010) found the following:

Early studies of consumer games helped to identifythe aspects of games that make them especially engaging and appealing toplayers of various ages and of both genders: the feeling of working toward agoal; the possibility of attaining spectacular successes; the ability toproblem-solve, collaborate with others, and socialize; an interesting storyline; and other characteristics. (pg. 17)

It is reasonable that in the near future everyclassroom has an interactive white board, projector, document camera, andteacher laptop. In the more distant future interactive whiteboards will becomeobsolescent. Instead of an expensive interactive white board and projector, schoolswill use projectors that work on any surface, interactively through gesturebased technology and augmented reality. Many different classrooms will havethree dimensional simulations where students can participate through augmentedreality. “Students on field trips to historic sites can access AR applicationsthat overlay maps and information about how the location looked at differentpoints of history” (Johnson, Levine, Smith, & Stone, 2010, pg.27) .

To differentiateinstruction, each class will have student response systems so each student cananswer each question. The teacher will be able to use the information gatheredwith the response system to help students to understand concepts and quicklyre-teach as necessary. Student Response Systems (SRS) are a wonderful additionto any classroom. “The benefit for students is an increase in interactivity andclass participation” (University of Minnesota, nd, para. 6).

Future classrooms will utilize more Course ManagementSystems such as Moodle. Moodle is an effective way for students to work onclass work at school or from a computer away from school. Course ManagementSystems allow student to pace their learning in a personal fashion. “Theimportance of understanding LMS as well as its related technologies lies in therole it will play in future approaches to instructor as the needs of today’slearners are not being met by current approaches” (Watson &Watson, 2007,pg. 30). In the future, online software like Moodle will transform into avirtual reality meeting place. “A Virtual Classroom is usually a synchronousonline meeting-space that includes text, chat, shared whiteboard, and mightinclude shared audio, polling, etc” (Wikiaeducation.com, nd, para. 1). Libraries will utilize electronic books whereteachers and students may load on their personal e-reading devices or mobiles.Electronic books “makes it possible to carry a library of books — literature,textbooks, children’s books, novels — easily in a pocket or purse” (Johnson,Levine, Smith, & Stone, 2010, pg. 23). The textbooks that are notelectronic will have vivid displays that utilize flexible displaytechnology. “It is not difficult topicture a display set into the cover of a school notebook, for instance. Thisis something that could easily be done with flexible display technology as itexists today” (Johnson, Levine, Smith, & Stone, 2010, pg. 31).

As educators we need to understand where technologyis changing and growing so we can prepare ourselves. The technology will notjust show up one day on our doorstep but will slowly be immersed into school ata continuous basis. We need to understand the trends of technology to ensurethe education our students receive is enhanced by the technology we utilize.

References

Johnson, L., Levine, A., Smith,R., & Stone, S. (2010). The 2010 Horizon Report: K-12 Edition. Retrievedon May 3, 2011 from http://www.nmc.org/pdf/2010-Horizon-Report-K12.pdf

Universityof Minnesota. (nd). Student response systems. The University of Minnesota Office of Information Technology. RetrievedApril 27, 2011, from http://www.classroom.umn.edu/support/support-srs.html

Watson, W., & Watson, S. (2007). An argument for clarity:What are learning management systems, what are they not, and what should theybecome?. Tech Trends, 51(2), 28-34.

Wikiaeducation.com.(nd). Course management systems. Retrievedon April 27, 2011 fromhttp://schoolcomputing.wikia.com/wiki/Course_Management_Systems

Reflection Technology Standard II

2011-10-09T19:46:00.001-05:00

“As educators, wemust take our cues from our students’ 21^st century innovations andbehaviors, abandoning, in many cases, our own pre-digital instincts and comfortzones.” Prensky is absolutely correct. Many teachers are more likely to take acell phone away from a child instead of changing their own thinking. Thatteacher could realize the impact of the cell phone and begin finding ways toutilize the cell phones the students already have. We have a teacher in ourdistrict that was even featured on the evening news because the press was soenthralled with a teacher utilizing cell phones in her High School classroom.All the teacher did was set up simple surveys on www.polleverywhere.comand the students were so excited. High school students excited about going toclass should not be a novelty. "A second key barrier to technologicaladoption is more challenging. Schools famously resist change. . . . Butresisting today's digital technology will be truly lethal to our children'seducation. They live in an incredibly fast-moving world significantly differentthat the one we grew up in" (Prensky, 2008).

Iwork with Digital Immigrants on a daily basis. Many want to embrace newtechnology. There seems to be a group, though, have insurmountable difficultiesunderstanding technology. I know of several teachers who have tried learninghow to do a simple copy and paste but must look up their notes on the topicbefore they will even attempt this small feat. On their same team, theseteachers will have colleagues who are using Web 2.0 tools without evenrealizing their coworkers have no idea how to integrate or use these tools. Howdoes a school tell parents when they end up with a teacher who mentally cannotlearn technology that their students have full year with this person? I am frustrated for the teacher who has ablock where technology is concerned. But, more importantly, I have sadness for the students in their class. Icontinue to work with all the teachers and try new innovative ways to help themeach learn.

“Teachersmay know how to operate technology, but they are not sure how to implementtechnology into the classroom to support student learning” (Williamson &Redish, 2009, pg. 37). For the past eight years I have worked with LeeChel andChris Moersch as a consultant with Levels of Technology Integration (LoTi). Tohelp create an atmosphere where teachers understand the connection betweentechnology and curriculum is vital. Most teachers are challenged with how to implementtechnology effectively and lessons at a high cognitive level. We need toprovide our teachers with a guide for a balance in technology integration.

I truly enjoy my job since Iam able to meet with teachers regularly to help them plan lessons thatintegrate technology. At the end of September, 2010, the third gradeteachers wanted to start a project with their student’s favorite places aroundour city. I met with the teachers to discuss the possibilities of branchingthis lesson so that the student could take the idea global. We started with thelogistics of students gathering pictures of their favorite spots around UniversityPark, Texas. The students were to create a five or more “slide” narratedVoiceThread about their favorite spots around town which we called hot spots.We contacted our district Global Teacher, Edna Phythian, to help us connectwith a class in Madrid. We created a shared Google doc to keep everythingorganized and in writing. I met again with the teachers in early October tofinalize lesson and to create a simple blog where we could link each studentsVoiceThread for others to easily find and interact. On October 21 I updated ourshared Google doc to have links to each teacher’s VoiceThread Hotspot projecton the blog. Later the teacher from Madrid shared her link.

OnDecember 12, 2010, I met with the second grade team on integration strategies.One of the areas the team was having difficulty was in the teacher trying tohelp every child during computer lab time. I talked with the teachers aboutshowing one or two students how to do certain steps and the student helpercould go around the lab and help students. The teachers appreciated the tip andbegan utilizing computer helpers in the lab.

Duringthe same meeting I gave the second grade teachers ways to utilize the threeclassroom computers without interruption during lessons and class work time. Ishowed them to take popsicle sticks and put a student name on each stick,divide the sticks into three equal groups, and place each group into one cup withouta label on one side of each computer. Then I put another cup labeled “finished”on the other side of each the computer. I explained that if they took one stickrandomly out of the cup and placed it on a student’s desk they would know to bethe first at the computer station. The procedure would be then that when thestudent was finished with their computer time, to put their stick in the“finished” cup, and then randomly choose another stick. They would put the newstick on the correlating student’s desk and that student would recognize thatit was their turn at the computer station. They would repeat the procedure foreach group’s computer station. At the end of the day, the teacher would alsoknow which students had the chance to use the computers and who still needed togo the next day. Once all students had a turn at the computers, they couldstart all over with the procedure. This has been a great tool for many teachersat the schools I have worked. The teachers appreciate because they no longerhave to “keep up” with who has gone and who still needs computer time.

References

Prensky, M. (2005/2006). Listen tothe natives. Educational Leadership, 63(4), 10.

Prensky,M. (2008). Adopt and adapt: Shaping tech for the classroom. Edutopia: TheGeorge Lucas Education Foundation.

Reflection: Technology Facilitator Standard I

2011-10-08T22:49:00.003-05:00

Standard I is importantbecause teachers need basic computer skills to scaffold onto more innovativetechnology. “The evolving nature of technology also requires ongoing monitoringand building of educator proficiency” (Williamson & Redish, 2009, pg. 21).When I began teaching fifteen years ago, knowledge of Microsoft programs wasconsidered an exceptional skill. I remember learning that people can rightclick using their mouse from a technology specialist, only three employed inour large district at the time. What seems so simplistic in 2011, wascompletely foreign fifteen years ago. Every opportunity gives educators ways tolearn and be innovating. Often, teachers have missed the underlying knowledgethan do not understand more advanced technological topics. We would neverexpect a child to understand addition if they could not first count. Technologyis similar since we must have an understanding of the basic computer skills toadvance into more progressive avenues. We must help our teachers learn to beproficient in technology. Students want to utilize technology in school.Unfortunately, as Prensky wrote, studentscome to school and must “power down (2001, pg. 4).

In Standard Itechnology leaders are expected to, “demonstrate continual growth in technologyknowledge and skills to stay abreast of current and emerging technologies”(Williamson & Redish, , pg. 25). During the summer of 2011, I attended theInternational Society for Technology in Education (ISTE) conference inPhiladelphia. I often appreciate technology conferences. Alan November’sBuilding Leadership Communities (BLC) in Boston is my favorite but that summer Ichose to participate in ISTE’s yearly conference. I flew to Philly on Sunday, June26 with a fellow Campus Technologist. I attended many sessions. The firstfew days the sessions were not up to our standards but Tuesday and Wednesdaywere excellent. I took detailed notes on sessions using a Google doc so Icould easily recall information shared and also share with my colleagues. TheDoc is located at: http://goo.gl/1zcAj. We returned to Dallas the evening of July 29, 2011.

At our summerTechnology Academy held in Highland Park, I presented “The Award for the BestWeb Tools Goes To….” Using the Google presentation tool to create my slide showfound at http://goo.gl/dxhXX. I also presented Web 2.0 Tools for Writers during the district TechnologyAcademy using the presentation at http://goo.gl/TRSWj .

I enjoyedpresenting the Web Tools to the district on July 26 and July 28, 2011. The teachersat the presentation were very appreciative of the information shown. I tried tohave sites that would benefit my audience of elementary teachers. I allowed theteachers to have time at the end to get familiar with the sites they found mostinteresting and valuable for the grade they taught.

Teachers must utilizetechnology with their students in an integrated approach without the technologyskills being separate. “Technical literacy should not be taught as an isolatedsubject, nor should activities with technology be isolated from otheractivities in the classroom. This does not mean that time should not be spentteaching students content or how to use a technology tool. However,assimilating the content should occur at the time the students need to masterthe material and only as much instruction as they need to complete theirproject should be provided” (Sprague & Dede, 1999).

On my campus Imeet regularly with teachers. I also have training sessions after school atleast once a month. During conference time meetings, I discussed with theteachers the technology areas they utilize with their students. In gatheringthis information, I shared a Google Doc with the teachers so they could seewhat other grade levels were accomplishing. At the next meeting with teacherswe discussed the areas of technology our students must know before they leftthe grade to be prepared for the software and topics being covered in the nextgrade. "There’s a whole new world out there with a whole new set of skillsour kids need to manage” (Richardson, 2007, pg. 97). We utilized the TEKS andNET*S to ensure we covered areas required. Teachers who felt uneasy were thosewhose technology skills were not proficient. I continued working with thereticent teachers and they started to take on more technology with their classes.

Prensky,M. (2001). Digital native, digital immigrants. On the Horizon, 9(5), 1-6.

Richardson,W. (2007). The seven Cs of learning: A new c-change in education. District Administration, 43(3), 97.

Sprague, D. & Dede, C. (1999). If I teach thisway, am I doing my job: Constructivism in the classroom. Leading andLearning, 27(1). Retrieved March 1, 2011 from the International Society forTechnology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

Reflections on EDLD 5333

2011-10-08T21:32:00.001-05:00

EDLD 5333 was a coursefilled with vital information that affects campuses on a regular basis. Duringthis course I learned both short and long-range planning and problem solvingpractices of successful school leaders. I discovered information concerningindividual campus and its relationship to the district planning process.

As part of myaction plan, I chose to identify the 4th grade reading section of the TAKS inthe Hispanic sub-population since they scored ten points below exceptional onReading. University Park Elementary is at Exemplary rating in all areas. Wehave few sub-populations at my school. The Hispanic population is exemplary inmath in both third and fourth grade. Understandably, the Hispanic population atmy school is mostly English Language Learners and English is not their firstlanguage so the Reading TAKS is difficult for many of the students that fit inthis sub-population. This population at my school though is a very smallpopulation. It has grown in the last seven years. We went from having noHispanics to 10 in the last seven years. Few of the teachers at my school knowhow to work effectively with children who are in the Hispanic sub-population andhave received little staff development in how to teach to students who are at ahigher risk of failure. Our campus mainly emphasizes that all students need tobe commended on all tests. Unfortunately, with commended as a goal that doesnot help our students who have different needs.

I created aprofessional development agenda in EDLD 5333. My specific Action Plan goal wasthat by 2014, the Hispanic sub-population of University Park Elementary will beattaining Exemplary standings. My Action Plan objective was that at least 90%of the fourth grade Hispanic sub-population at University Park Elementary Schoolwill receive Exemplary standings in Reading for 2013. My topic for the professionaldevelopment session was for the participants to understand areas of strengthand weakness and creating appropriate lessons to enhance classroom instruction.Continued professional development would be beneficial.

After theprofessional development, I plan to utilize the district Ning for discussion. Iwill pose that teachers discuss the lesson they created in their first postwhich will need to be completed by mid September. Then, theteachers will need to return to the Ning and post how successful the lesson waswith their students. This reflection piece needs to be completed by thebeginning of October. The teachers can discuss ways to enhance the lesson sothat if others try the lesson, they can learn from someone who has done thelesson. This will also allow teachers to reflect on their ability todifferentiate within the confines of their own classroom and the success theyhave working with all students. Teachers can learn from each other and have aportal where they can feel comfortable asking for help if needed.

I learned in EDLD5333 that campus improvement is ongoing. We never reach a goal and stop. “Thisis why we teach and lead. Improvement, after all, is essentially learning”(Elmore, 2007, pg. 3). We must continue to find areas to address so thatimprovement is a true cycle; one that never stops but is always ongoing.

Formativeassessments are another area that needs to be addressed while working throughaction plans and for continuous improvement. My campus will need to disaggregate the formative assessments we use without students. For continuedgrowth we need to create effective campus learning communities to effect changeand create an atmosphere of success for all students.

Often schools gothrough a period where they feel like they are not making any growth. We needto take those times and consider them appropriate to development. “Evidencethat our best efforts are not producing what we want them to produce isfeedback. The evidence is trying to tell us something about what we are doingand if we listen to it, reflect on it, and give it voice, it will help usunderstand what to do next” (Elmore, 2007, pg. 3). We take formativeassessments and investigate if the goals set need to be modified or completelychanged. Consensus is an important area to consider so that one team does notoverpower the whole group.

Reeves (2007)states, “Meaningful school improvement begins with cultural change-and culturalchange begins with the school leader” (pg. 94). The school I am currentlyemployed has a principal who holds every teacher to a very high standard. Wehave students who are going to be successful so the principal ensures that weall understand that mediocrity is not allowed. Our principal’s expectation isfor at least 90% of each grade level who is tested on TAKS to be commended. Noone wants to have the class that does not meet her goal.

During EDLD 5333we worked on the importance of reflection which is immensely important. I find reflectionvaluable since too often we glance over data and do not make adjustments. Thereflective piece must go beyond just finding strengths and weaknesses.Sometimes principals and campus leaders assume teachers understand how to takethe data and make appropriate decisions. Often, educators need the guidance ofa reflective piece and a guide. “Unless the team emerges from the data analysisprocess with a clear plan of action for identified students and for classroominstruction, it has wasted its time” (Thomas, 2006, pg. 40). If we utilized areflection guide like the one from Thomas, then teachers can take all this datato another step. As a principal I feel I would be more likely to utilize thereflection guide.

During EDLD 5333, Irecognized my next stages of improvement involve continued professionaldevelopment, utilizing differentiation, continuously revisiting goals topossibly update or revise, and utilizationof formative assessments, and not just summative assessments, are extremelyimportant for true measurement of goals.

References

Elmore,R.F., & City, E. A. (2007). The road to school improvement. Harvard Education Letter, 23(3), 1-3.

Reeves,D. (2007). How do you change school culture? Educational Leadership, 64(4), 92-94.

Thomas,R.S (2006). How to survive data overload. Principal Leadership, 7(2),39-42.

William,D. (2007-2008). Changing classroom practice. Educational Leadership, 65(4), 36-41.

Reflections on EDLD 5306

2011-10-08T19:41:00.003-05:00

On average, I was successful with EDLD 5306.I began the program in September 2009. The program has recently had drasticchanges enhancing the program. All the content of EDLD 5306 was relevant to my workexperience on a daily basis.

One very importanttopic covered was the Texas Long Range Plan for Technology. I have worked withthe Texas Long Range Plan for Technology but appreciated the depth to which wewere able to learn about the plan. I truly appreciated learning the connectionsof what the Long Range Plan has affected in Texas.

As a public schoolteacher and technology leader, I always knew we had to give teachers the STaRchart and analyze the data. After week 2, I was able to truly analyze ourschool and district’s data. Before, I would just gear professional developmentto our lowest scores. Now I understand that the Texas Long Range Plan and itsconnection to the STaR chart. I completely changed the professional developmenton our campus due to the research and learning that occurred in week 2. I cannow work with teachers with online learning and its advantages withouthesitancy due to lack of knowledge.

I appreciateddelving deeply into the STaR chart and presenting to my colleagues since thisis an area that must be addressed yearly at any school I am employed. Ourgreatest strength on our campus is Leadership, Administration, andInstructional Support. The teachers are given support in many areas. We have atleast once a month training for the entire campus. Once every three weeks theCIT meets with teachers to lesson plan and to survey teacher needs. Ourprincipal stays abreast of current trends to stress important issuers intechnology with teachers. The principal allocates a large amount of money everyyear for teachers to go on trips to ISTE, TCEA, and Alan November’s BLC. Oursmall district had 45 teachers and administrators at Alan November’s BLCconference in Boston this summer.

Our greatestweakness is educator preparation and development. I understand why teachersscored themselves and our campus as only advanced in this area. Due to timeconstraints they often do not sign up for the professional development offered.The mandatory staff development times are useful. I also agree with my teachersin this key area in which they only gave us 2 points in professionaldevelopment for online learning. I would love to find ways to help teachers usemore online learning. It is just not utilized on our campus yet. Since Moodlewas introduced at the end of last year in our district, I can see that thisscore will definitely increase as teachers utilize this tool more.

In an onlinelearning community, I would especially discuss EP6 which consists ofProfessional Development for Online Learning which is my campus’s lowestclassification. For the last three years, my campus scored a 2 (Developing) inthis area. During this online environment, I would go over the factors thatindicate an online learning environment. I can assume that many of the teacherson our campus may not realize that many of the activities they engage in areconsidered and Online Learning community. Many of our staff members belong toAlan November’s Building Leadership Communities in which all the learning takesplace online with other professionals. I believe it is the jargon that STaRuses during the assessment that teachers get confused and do not realize theyparticipate in these communities of learning online.

While doing otherresearch I found that in 2008 TEA has the state listed as having more than 92%of Texas campuses on an early or developing tech level for Online learning.Online learning for students and for educators is a way for an equitable shareof learning to take place. For students, it would not matter if they were in arural or heavily populated area, with online learning, the education would bethe equitable. Teachers could receive professional development in areas thattheir own district may not be promoting. The teacher could delve into areas theywant more information and learning.

One aspect of EDLD5306 was creating a blog and wiki. The wiki became my e-portfolio and I usedthe blog to post my reflections. I updated the wiki with links to my blogreflections. Since I have utilized a blog for my school, I felt creating a blogwas an extremely functional way of utilizing Web 2.0 tools in our Master’sclasses. As I tell my teachers and my students, it is important to allowreflections to be global. Our children truly appreciate having their writingwhere people in other countries can access their writing make moderatedcomments. Using the blog on a regular basis allowed me to become moreproficient in the use of blogs. I appreciated developing a wiki. I neverrealized that on Wikispaces there was a comment section until my Master’scourses with Lamar. I was able to show my teachers so they could also employthat as a learning strategy with their students.

I have personallyseen how students writing have been enhanced while using blogs and forums. Thestudents feel their voice has a global audience and delight in writing. It isfantastic to see students whose parents, grandparents, and other family membershave responded to their blogs. Students appreciate having a larger audiencethan just their teacher and classmates. Blogs give an authentic global audienceto their work. Another value belongs to the students who never raise their handin class to answer a question. Blogging allows them to be heard even if notwith their voice. Those students can shine and others can see their progress. Aneducator can get a better idea of the whole class’s ability and not the oneswho are always willing to share. It is a better gauge of the learning takingplace.

Many districts areconcerned with students putting too much personal or inappropriate informationon their blogs. They worry that this information will get in the wrong handsand cause the students harm. Many districts block all blogs in their area in away to ensure that no one is breaking the rules. Some districts are worriedabout teacher misuse of blogs. Some administrators worry their staff memberswill create a logistical problem by discussing issues that are not appropriatewith their students. Some worry teachers and students will post copyrighted informationwhich would put the district in a legal bind.

Districts needto set up blogging policies instead of blocking this wonderful tool. If thedistrict informs teachers in their Acceptable Use Policies, teachers willunderstand the ramifications of information they post. Updating parents andother stakeholders keeps the community apprised of the goings on in the school.The visual of a blog is more aesthetically pleasing than just an email. Plus,with blogging all the “conversations” shared with the stakeholders are in oneplace. They would not need to search out mailings, newsletters, or emails tosee information previously discussed since blogs are linear. Stakeholders canleave comments on a blog as a form of conversation about topics discussed. Thecommunity members do not all have to be present at a meeting for the group toknow everyone’s views. Also, the blog allows community members and the authorto have a better relationship. Each person knows more about a person’s thoughtson any given subject. Whereas, in person, the stress of public speaking can getin the way of personal thoughts and only the facts are raised.

During EDLD5306, the assignments were designed to ensure we understood the basiccomponents of PowerPoint, creating and editing blogs and wikis, and delvinginto the analytical data for my school. The PowerPoint was created to presentinformation concerning the STaR chart. The assignment called for action buttonsto transition each slide to the correct next slide. We also had to post ourPower Point presentations to our blogs. I appreciated this aspect since I hadnever posted such articles on a blog before. I used AuthorStream to upload thePowerPoint. My first few attempts were not successful since I found a fewerrors in my PowerPoint. So, the third upload worked beautifully.

Onedigital age discussion in EDLD 5306 concerned technology integration. "Forcomputers to be effective teaching tools, teachers must thread computer useinto group projects, whole-class demos, individual tutoring, classroommanagement, and alternative assessment and testing along with the traditionalteaching methods of lecturing, reading and hands-on activities and experiments"(Price, B. 2005, pg. 53). When I went to Building Leadership Communities conferencein Boston during the summer of 2009, Alan November discussed how computer labsshould be obsolete. I agree, all that happens in a lab is that every studenthas to do the same goal at the same time. “For computers to be effectiveteaching tools, teachers must thread computer use into group projects,whole-class demos, individual tutoring, classroom management, and alternativeassessment and testing along with the traditional teaching methods oflecturing, reading and hands-on activities and experiments” (Price, 2005, pg 53). In a constructivistapproach, students can easily use a 2-4 classroom computer set up. Most elementary teachers have grasped theconcept of stations/centers in their classrooms. However, put technology intotheir time honored centers, and many teachers have difficulty grasping theconcept.

In oneof the online discussion during EDLD 5306, we discussed the inequities oftechnology. I previously worked in Title 1 ESL/Bilingual schools anddistricts considered wealthy. In the “poor” schools, they actually receivedmore funding for everything. In thewealthy schools, their money goes to Robin Hood and parent auctions andfundraisers must raise everything the school spends. In both types of schools,it all depends on the principal and their goals for the school if funding goesto technology. “Solutions to technologyinequities ultimately rest with principals in their role as instructionalleaders” (Mason & Dobbs, 2005, pg. 27). If in the “poor” schools theprincipal sees only testing as the main goal, then the digital divide widens.In a wealthy school where parents are raising the money, I have seen that theparents want to ensure that their children get technology so then the principalwill make it a goal for the school. Itall depends on how the campus principal views the worth of technology. Thisdiscussion online was beneficial and assisted me in reflecting on the varietyof schools and integration strategies.

After my first two courses I took severalmonths off due to the birth of my third child. During the time I was away fromthe program the Technology Leadership coursework changed considerably. Ireorganized my course work in August 2010. Through personal perseverance, Icontacted many different people in Academic Leadership about how I needed tounderstand and be informed of the new requirements. In February 2011, Iformulated my plan to involve the Technology Facilitator and LeadershipStandards (Williamson & Redish, 2009.). During the process of creating my alignment of each standard, Irealized to a large extent my current career is already aligned with thesestandards. Luckily, I was able to easily find areas that I fulfill eachstandard. The standards also help leaders to focus their efforts on importantissues and know that the areas they are working on are nationally recognized. Afterlooking through ISTE’s standards for technology leadership I realize that thecontent I utilize with the teachers at my school are on the correct path. Italso helped me to focus on important aspects such as our district acceptableuse and different areas of professional development for the teachers at myschool.

References

Mason,C. Y., & Dodds, R. (2005). Bridge the digital divide for educationalequity. The Education Digest, 70(9),27.

Price,B. (2005). Who’s in control of the technology-integrated school? Principal Leadership, 6(1), 53.

EDLD 5370 Week 1 Web Conference

2011-10-06T15:03:00.003-05:00

After beginning my internship class I wascompletely apprehensive. I had taken a break between my first two classes andthe continuation of my degree due to the birth of my third child. Once Istarted back, many changes had occurred to the program without my knowledge. Oncethe first assignment was issued, I had a hard time understanding exactly what we were to write. Thefirst conference was scheduled for the evening Tuesday, October 4, which was also the night of my biblestudy. I hated missing my spiritual formation process. Since the following web-conferences for week one were not occurring until the weekend when theassignment was due, I knew I could not wait to find out the information Ineeded for the assignment. The web conference really put me at ease. We foundout from Dr. Abernathy that we are “proving” to TEA that we have learned eachof our standards. That makes complete sense to me. I also appreciated findingout that we will be given the opportunity to correct problems that our IA finds.During the web conference we were told to write the comprehensive exam paperwith references. After the reference page we will need to have an appendix withour Curriculum Vitae. I am so glad I made sure to update my curriculum vitae. Dr. Abernathy expressed that each week will beadded to the previous week’s work and by week five we will have outcomprehensive exam completed. I am notsure though how I plan to change my wiki e-portfolio. I worked so hard oncreating and updating my wiki that the thought of having to create a new one israther exhausting. I am truly hoping that the wiki I created for my degree willbe proficient.

Internship reflections: TF VIII.D

2011-09-26T13:59:00.002-05:00

Lead in the development and evaluation ofdistrict technology planning and implementation.

Work with teams on planning appropriate technologyimplementation after collaborating on the results of the 2009-2010 STaR ChartResults.

Once a year campuses are required to conduct the TexasCampus STaR Chart. Previous ot thecampus conducting their evaluation, I met with each team to discuss how theevaluation helps us in planning and the importance of taking the evaluationtruthfully. At the beginning of the 2010-2011 school year, I met with teams todiscuss areas that the STaR Chart has shown as areas of weakness. This year I brought the 2009-2010 STaR Chart resultsto organize our discussion with teams. One area we found that needed to be addressedwas under Key Area II: Educator Preparation and Development under number 6:Professional Development for Online Learning. As a campus we discussed ways tohelp our school become higher than the score of 2 (Developing Tech). We decidedthat we would utilize our district Ning and Moodle for Professional Development.