Constructing a technology plan for a school district is most effective when undertaken as a community effort. State and federal approval processes often require community input (Williamson and Reddish, 2009). However, as Williamson and Reddish often point out, community based planning also offers the advantages of an inclusive approach to building understanding and consensus among community decsion makers.
I was surprised to learn that there is, in fact, a plan for technology in Irving ISD and Texas, that it is long-term in scope, and that it is almost half-way through the timeline.
As an instructional leader I would share this plan with all teachers at the school. Teachers appreciate plans and appreciate that there is help in integrating new ideas into their way of doing things. You often hear about how older teachers are resistant to change , but according to the NetDay Speak Up 2005 survey, 57% of teachers surveyed indicated the impact of technology on students is in their engagement, followed closely by achievement (2006). “Sticks in the mud” wouldn’t be likely to give any credit to technology for engagement or achievement.
In accomplishing tasks related to this Technology Facilitation Standard, I have participated in several activities.
As is the yearly custom, the Irving Celebration of Excellence (ICE) Awards show is accompanied by a PowerPoint presentation that runs concurrently, and shows the names of category finalists as well as photos. My role in this event is to create a PowerPoint presentation that runs concurrently with the show. It is also my role to coordinate with the Partnerships in Education department to provide photos representing their activities to our district video production team.
In another activity, using a supplied list of CMS companies' references, contact school districts using certain systems to determine perceived effectiveness of that system for the contacted district. I contacted six Texas school districts who were listed as references by three different CMS companies. Though many of the features were similar, district personnel had very strong opinions either positive or negative for their respective CMS.
Finally, I was invited to judge final projects from a Web quest from a high school multimedia class. Judge Web Quest final projects for a high school multimedia class. I enjoyed being allowed to take part in this activity because it allowed me to see first-hand how teachers are integrating technology in a true classroom environment among a diverse group of students.
I had the opportunity to hear Mark Prensky deliver a keynote address during the 2010 IISD Summer Technology Sessions at Singley Academy June 9-11. Prensky's presentation to IISD administrators and technology faculty was focused toward preparing students to take the Texas Assessment of Knowledge and Skills (TAKS) versus teaching students according to National Educational Technology Standards for Students (NETs-S). Prensky said schools can make education better for kids by dealing with real issues. He also advised that curriculum writers should look at things from kids' perspective in deciding if lessons are worthwhile (MacVeigh, 2010).
To compare TAKS and NETS, Prensky said TAKS prepare students for when they leave "us" - meaning moving on to future grade levels - and NETS prepare students for the rest of their lives. He said the two are related and mutually supporting, and that curriculum writers shouldn't have to sacrifice one to teach the other. Also during the Technology Sessions, Prensky delivered small-group presentations regarding enganging "digital natives" and teaching for the 21st century. Digital Natives is a term Prensky coined to describe students who have lived their entire lives with technology available to them constantly, both at home and at school.
Marc Prensky is an internationally acclaimed speaker, writer, consultant, futurist, visionary, and inventor in the critical areas of education and learning. He is the author of several critically acclaimed books and over 60 articles on education and learning. Mr. Prensky's presentations around the world challenge and inspire audiences by opening up their minds to new ideas and approaches to education. Having the opportunity to listen to him speak allowed me to see instructional technology from a broad point of view.
I was also part of a planning committee for the adoption of a content management system for the IISD website. Our committee - comprised of the Executive Director of Technology, Public Information Director, Instructional Technology Director, Webmaster, and myself (Public Information Specialist) - began to describe to SchoolCenter designers the preferred layout of the new IISD website. Following a goal-setting session in which the webmaster and Public Information Director participated, SchoolCenter provided a site architecture framework as well as a Business Requirements Document. Through a process of picking and choosing preferred elements, our committee was able to communicate to the SchoolCenter project manager a general preference for our home page and landing pages.
With all of the above knowledge in mind, as a technology leader I would establish meaningful professional development that could either be accomplished in a group setting, or at a teacher’s own schedule on their own, that would help them make a more seamless and easier transition into integrating technology into their own curriculum.
Future learning will include how to more effectively create learning communities, such as the committee created to evaluate CMSes, in order to develop a stronger decision-making community. Research will include how to select stakeholders that will produce the most accurate and effcient results in developing a plan for whatever technology they are studying.
Evans, J. and Spero, I. (May 5, 2006). Netday Speak Up 2005 Report Highlights Students as Trend Setters in Technology Use. http://www.netday.org/news_speakup_2005_report.htm
MacVeigh, M. (July 14, 2010). Educational Futurist Addresses IISD Faculty. Irving ISD District Weekly. http://www.irvingisd.net/districtweekly/weekly356.htm
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
Friday, December 10, 2010
Reflections on Technology Facilitator Standard VII
Williamson and Reddish pointed out that educators have reached the connectivity and student-to-computer ratios established by the U.S. Department of Education in the mid-1990s (2009). Nearly 100 percent of schools in the U.S. had Internet access in 2005, and 94 percent of classrooms were connected.
During the past ten to fifteen years, the availability of resources on the Internet related to teaching and learning has blossomed. Before the Internet, teachers had to rely solely on what they learned in preservice training and what was available to be shared among peers or in staff development. With the maturing of the Internet, new tools and resources are constantly made available. According to his 1998 survey, Henry Jay Becker found that 68 percent of teachers were using the Internet to find information for use in building lessons, and more than 28 percent accessed the Internet to do so at least once per week.
What's more important is the perceived lack of access felt by teachers. Most likely, the steps in the intricate process for effectively implementing technology are not being met. As Williamson and Reddish point out, effective technology implementation involves four key steps (2009).
Often throughout this course, I have referenced my observation that school administrators look at technology as a thing to be loaded upon a child, or for teachers to plug in and all of a sudden they are successful. As Matthews points out, school districts will often invest in certain technologies because of their high-tech, 21st century appeal (2004). As the article states, "...when combined with sufficient training and support..." These are the key words of success with technology. School districts have to provide the infrastructure of technology as well as the training and support in order for technology to be used successfully in the classroom.
Each year the principals at each of our schools designate a public information network (PIN) representative. This PIN rep is tasked with collecting the week's news information from the school and emailing it to the Public Information Department. The meeting, accompanied by a manual that is written by department staff, highlights photo criteria, elements of a complete news article, and deadlines PIN reps need to submit information in order for it to appear in the next newsletter. Also covered in this session are the guidelines set forth in the Federal Educational Rights and Privacy Act related to publishing a student's name and likeness. PIN reps need to be fully briefed regarding the district's policy for maintaining students' privacy, and balancing that policy with sharing student's accomplishments at school.
The meeting is usually very informative and successful, with PIN reps coming away armed with their manual as well as best practices shared by other representatives who have served in the role in previous years. Also involved for the first time in 2009 was the explanation of IISD Twitter use for news purposes and the encouragement for PIN reps to partner with school Instructional Technology Specialists to create a school Twitter account and also to follow Irving ISD on Twitter. Instructions given to PIN reps for establishing a Twitter account and following IISD can be found here.
In 2009 our department went from just holding our regular meetings with PIN reps, to offering professional development in Eduphoria professional development system in 2010. This simple shift provided more relevance and credence to the information we annually share with PINs.
In addition to re-formatting the way the PIN meetings are handled, this year we've also had to purchase a new flatbed scanner and I've been tasked to help repair one of the digital cameras operated by the Public Information Department. I led training on the scanner for our department involving how to scan documents, edit them with Adobe Acrobat Pro, and distribute documents via email. Since beginning the scan and email process in late November/early December, we have received nothing but positive feedback...both for our nod to preserving the environment, but also for the ease of reading items that can be "zoomed in", and also that it can be disposed of after reading with the click of the mouse. Regarding repairing the camera, I found that either a new card was needed - which we eventually decided to purchase anyway - or that the current card needed to be reformatted in order for the camera to be properly troubleshot for other overarching problems. Instead of plugging the camera into the computer, I used a multi-card dock to plug the card into the computer. Careful not to open the drive associated with the card because it consistently locked up the computer, I simply right-clicked, selected "Format", and followed the instructions I found on the San Disk website regarding that particular card.
My most direct application of TF VII was as part of a committee to study website content management systems. We began by using a supplied list of CMS companies' references, and contacting school districts using certain systems to determine perceived effectiveness of that system for the contacted district. It was enlightening to see the extreme similarities between three of the content management systems being offered, versus how different the user reviews were for the systems. I contacted six Texas school districts who were listed as references by three different CMS companies. Though many of the features were similar, district personnel had very strong opinions either positive or negative for their respective CMS. You can view the Results Matrix here.
During the design planning meeting, our committee noted several websites from which we wanted the SchoolCenter design team to pull "inspiration". These sites included the websites for Pasadena ISD, Pampa ISD, and Fort Worth ISD. Through a process of picking and choosing preferred elements, our committee was able to communicate to the SchoolCenter project manager a general preference for our home page and landing pages. The design is still in its infancy, but a rough draft has been created and is posted online at https://docs.google.com/leaf?id=0Bxc1Nr4Qc6QlZDk3NjAzNW
ItMTY3YS00OTViLTg4ZDctYWJjZWYzNDBmNzlk&hl=en&authkey=CKz1iIsC.
In accomplishing tasks identified in TF VII, I engaged in a few activities outside of what was usually done by the department. Where the procedure for briefing PIN reps usually involved simply passing on printed materials, I integrated the use of Eduphoria professional development program by providing verifiable staff development credit with electronic materials. When the camera seemed broken, I determined a way to fix and continue to use the equipment rather than simply purchasing a new one.
After selecting a CMS, the Public Information Department worked in cooperation with the Instructional Technology Department to assist with the layout and design phase of the district's transition from manually updated website to content management system. Working from the Business Requirements Document provided by School Center, our committee - comprised of the Executive Director of Technology, Public Information Director, Instructional Technology Director, Webmaster, and myself (Public Information Specialist), we began to describe to SchoolCenter designers the preferred layout of the new IISD website.
Following a goal-setting session in which the webmaster and Public Information Director participated, SchoolCenter provided a site architecture framework as well as a Business Requirements Document. The Business Requirements Document identifies goals, objectives, and measures of the project from a customer perspective. The document provides the basis for the creation of the new website and is used to validate whether the customer (district's) expectations have been met.
In the future I will continue to offer electronic instructional materials and expand Eduphoria professional development classes to offer staff development exchange days. I will also attempt to take a more active role in how our department purchases technology, and will volunteer to participate on committees involved in developing the Long Range Plan for Technology.
Becker, H. (1998). Internet Use by Teachers. Teaching, Learning, and Computing. A National Survey of Schools and Teachers. http://www.crito.uci.edu/TLC/findings/internet-use/startpage.htm
Mathews, J. (April, 2004). Why statewide educational networks are important to state and educational leaders. Southern Regional Educational Board. http://www.sreb.org/programs/EdTech/pubs/PDF/04T02-Statewide_Ed_Tech_Net_Important.pdf
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
During the past ten to fifteen years, the availability of resources on the Internet related to teaching and learning has blossomed. Before the Internet, teachers had to rely solely on what they learned in preservice training and what was available to be shared among peers or in staff development. With the maturing of the Internet, new tools and resources are constantly made available. According to his 1998 survey, Henry Jay Becker found that 68 percent of teachers were using the Internet to find information for use in building lessons, and more than 28 percent accessed the Internet to do so at least once per week.
What's more important is the perceived lack of access felt by teachers. Most likely, the steps in the intricate process for effectively implementing technology are not being met. As Williamson and Reddish point out, effective technology implementation involves four key steps (2009).
Often throughout this course, I have referenced my observation that school administrators look at technology as a thing to be loaded upon a child, or for teachers to plug in and all of a sudden they are successful. As Matthews points out, school districts will often invest in certain technologies because of their high-tech, 21st century appeal (2004). As the article states, "...when combined with sufficient training and support..." These are the key words of success with technology. School districts have to provide the infrastructure of technology as well as the training and support in order for technology to be used successfully in the classroom.
Each year the principals at each of our schools designate a public information network (PIN) representative. This PIN rep is tasked with collecting the week's news information from the school and emailing it to the Public Information Department. The meeting, accompanied by a manual that is written by department staff, highlights photo criteria, elements of a complete news article, and deadlines PIN reps need to submit information in order for it to appear in the next newsletter. Also covered in this session are the guidelines set forth in the Federal Educational Rights and Privacy Act related to publishing a student's name and likeness. PIN reps need to be fully briefed regarding the district's policy for maintaining students' privacy, and balancing that policy with sharing student's accomplishments at school.
The meeting is usually very informative and successful, with PIN reps coming away armed with their manual as well as best practices shared by other representatives who have served in the role in previous years. Also involved for the first time in 2009 was the explanation of IISD Twitter use for news purposes and the encouragement for PIN reps to partner with school Instructional Technology Specialists to create a school Twitter account and also to follow Irving ISD on Twitter. Instructions given to PIN reps for establishing a Twitter account and following IISD can be found here.
In 2009 our department went from just holding our regular meetings with PIN reps, to offering professional development in Eduphoria professional development system in 2010. This simple shift provided more relevance and credence to the information we annually share with PINs.
In addition to re-formatting the way the PIN meetings are handled, this year we've also had to purchase a new flatbed scanner and I've been tasked to help repair one of the digital cameras operated by the Public Information Department. I led training on the scanner for our department involving how to scan documents, edit them with Adobe Acrobat Pro, and distribute documents via email. Since beginning the scan and email process in late November/early December, we have received nothing but positive feedback...both for our nod to preserving the environment, but also for the ease of reading items that can be "zoomed in", and also that it can be disposed of after reading with the click of the mouse. Regarding repairing the camera, I found that either a new card was needed - which we eventually decided to purchase anyway - or that the current card needed to be reformatted in order for the camera to be properly troubleshot for other overarching problems. Instead of plugging the camera into the computer, I used a multi-card dock to plug the card into the computer. Careful not to open the drive associated with the card because it consistently locked up the computer, I simply right-clicked, selected "Format", and followed the instructions I found on the San Disk website regarding that particular card.
My most direct application of TF VII was as part of a committee to study website content management systems. We began by using a supplied list of CMS companies' references, and contacting school districts using certain systems to determine perceived effectiveness of that system for the contacted district. It was enlightening to see the extreme similarities between three of the content management systems being offered, versus how different the user reviews were for the systems. I contacted six Texas school districts who were listed as references by three different CMS companies. Though many of the features were similar, district personnel had very strong opinions either positive or negative for their respective CMS. You can view the Results Matrix here.
During the design planning meeting, our committee noted several websites from which we wanted the SchoolCenter design team to pull "inspiration". These sites included the websites for Pasadena ISD, Pampa ISD, and Fort Worth ISD. Through a process of picking and choosing preferred elements, our committee was able to communicate to the SchoolCenter project manager a general preference for our home page and landing pages. The design is still in its infancy, but a rough draft has been created and is posted online at https://docs.google.com/leaf?id=0Bxc1Nr4Qc6QlZDk3NjAzNW
ItMTY3YS00OTViLTg4ZDctYWJjZWYzNDBmNzlk&hl=en&authkey=CKz1iIsC.
In accomplishing tasks identified in TF VII, I engaged in a few activities outside of what was usually done by the department. Where the procedure for briefing PIN reps usually involved simply passing on printed materials, I integrated the use of Eduphoria professional development program by providing verifiable staff development credit with electronic materials. When the camera seemed broken, I determined a way to fix and continue to use the equipment rather than simply purchasing a new one.
After selecting a CMS, the Public Information Department worked in cooperation with the Instructional Technology Department to assist with the layout and design phase of the district's transition from manually updated website to content management system. Working from the Business Requirements Document provided by School Center, our committee - comprised of the Executive Director of Technology, Public Information Director, Instructional Technology Director, Webmaster, and myself (Public Information Specialist), we began to describe to SchoolCenter designers the preferred layout of the new IISD website.
Following a goal-setting session in which the webmaster and Public Information Director participated, SchoolCenter provided a site architecture framework as well as a Business Requirements Document. The Business Requirements Document identifies goals, objectives, and measures of the project from a customer perspective. The document provides the basis for the creation of the new website and is used to validate whether the customer (district's) expectations have been met.
In the future I will continue to offer electronic instructional materials and expand Eduphoria professional development classes to offer staff development exchange days. I will also attempt to take a more active role in how our department purchases technology, and will volunteer to participate on committees involved in developing the Long Range Plan for Technology.
Becker, H. (1998). Internet Use by Teachers. Teaching, Learning, and Computing. A National Survey of Schools and Teachers. http://www.crito.uci.edu/TLC/findings/internet-use/startpage.htm
Mathews, J. (April, 2004). Why statewide educational networks are important to state and educational leaders. Southern Regional Educational Board. http://www.sreb.org/programs/EdTech/pubs/PDF/04T02-Statewide_Ed_Tech_Net_Important.pdf
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
EDLD 5365 Web Design Reflections
As a potential instructional technology facilitator, this class was very beneficial. Learning the process to create insightful policy helped me identify the needs of the district as identified by the very people who use the technology on a daily basis. Since the IISD plan is developed largely through needs assessments and written by such a large committee, if I was the technology leader for my district, it would be very helpful for me and my department to allocate resources according to the real-world needs in the classroom.
A helpful aspect of this class was discussing the steps in planning a website. When starting any project, I believe the old adage holds true: "take care of first things first". As Kaiser pointed out, one of the first orders of business when designing a website is to identify the site's primary goals. However what she mentioned first -- choose a focus and keep it simple -- is the overarching preplanning tool and shouldn't be confused with setting goals (2006). The goal-setting process, though situated after pre-planning in Kaiser's hierarchy, will also assist with what CoSN idendifies as the first stages of any technology investment, including websites: cost estimates and risk assessment (Soloman, 2007).
The other most helpful portion of this class was the brief discussion about blogging. I don't personally use traditional blogging in my professional duties, however I manage the Twitter account for the district. The downside to blogs is that often you have to read through the entire piece to get the gist of what the author is trying to convey. With Twitter a reader can digest the entire piece in one sweep of the eye, then decide for himself if he wishes to learn more.
This particular class brought about a paradigm shift in my thinking toward how technology integrates into the classroom. The end-state of the IISD Long Range Plan for Technology includes students being able to evaluate and apply information; think critically; problem solve; write for an authentic audience; and become well-rounded in academics, fine arts and athletics (LRPT, n.d.). One would tend to believe that these functions were being met in traditional classrooms, instead of being part of an instructional technology plan. As we discussed in week two, many administrators believe technology is a thing to be used in a specific setting, then left when one moves to the next setting. However by analyzing the IISD Long Range Plan for Technology, one begins to see how technology is an integrated concept that helps to develop students across the curriculum. Future research and learning will include determining the increase or decrease in student achievement as technology becomes more integrated across the curriculum.
Irving ISD Long Range Plan for Technology, 2010-2013 (n.d.). http://www.irvingisd.net/technology/documents/lrtp.pdf
Kaiser, S. (2006). Deliver first class web sites: 101 essential checklists. Collingwood, VIC, Australia: Sitepoint.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene: International Society for Technology in Education.
A helpful aspect of this class was discussing the steps in planning a website. When starting any project, I believe the old adage holds true: "take care of first things first". As Kaiser pointed out, one of the first orders of business when designing a website is to identify the site's primary goals. However what she mentioned first -- choose a focus and keep it simple -- is the overarching preplanning tool and shouldn't be confused with setting goals (2006). The goal-setting process, though situated after pre-planning in Kaiser's hierarchy, will also assist with what CoSN idendifies as the first stages of any technology investment, including websites: cost estimates and risk assessment (Soloman, 2007).
The other most helpful portion of this class was the brief discussion about blogging. I don't personally use traditional blogging in my professional duties, however I manage the Twitter account for the district. The downside to blogs is that often you have to read through the entire piece to get the gist of what the author is trying to convey. With Twitter a reader can digest the entire piece in one sweep of the eye, then decide for himself if he wishes to learn more.
This particular class brought about a paradigm shift in my thinking toward how technology integrates into the classroom. The end-state of the IISD Long Range Plan for Technology includes students being able to evaluate and apply information; think critically; problem solve; write for an authentic audience; and become well-rounded in academics, fine arts and athletics (LRPT, n.d.). One would tend to believe that these functions were being met in traditional classrooms, instead of being part of an instructional technology plan. As we discussed in week two, many administrators believe technology is a thing to be used in a specific setting, then left when one moves to the next setting. However by analyzing the IISD Long Range Plan for Technology, one begins to see how technology is an integrated concept that helps to develop students across the curriculum. Future research and learning will include determining the increase or decrease in student achievement as technology becomes more integrated across the curriculum.
Irving ISD Long Range Plan for Technology, 2010-2013 (n.d.). http://www.irvingisd.net/technology/documents/lrtp.pdf
Kaiser, S. (2006). Deliver first class web sites: 101 essential checklists. Collingwood, VIC, Australia: Sitepoint.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene: International Society for Technology in Education.
Thursday, December 9, 2010
EDLD 5363 Video Technology & Multimedia
During this course, I envisioned (1) having the opportunity to create my own videos, (2) learning how to use Adobe Premier, and (3) learning how to script and set-up camera shots. The actual course outcomes, however didn't exactly align with what I had envisioned. The simple photo story project was a good ice-breaker, however I would like to have had opportunity for more exposure to video editing software and use of video equipment. I decided to volunteer to edit my group's video in lieu of shooting the video because I have access to Adobe Premier. I personally would have valued more individual movie-making assignments instead of one big group project. However in light of the fact that this is a class toward my degree in instructional technology leadership, it is important to know how to collaborate among peers to produce a product.
The outcomes, though not exactly what I envisioned, are very relevant to the work I do in my school. I did have the opportunity to explore Adobe Premier and feel that in the absence of one of our district television production members, I could shoot video, import it to Premier, and make rudimentary edits. In our small department, cross-training is essential and the more skills I have to contribute to the team, the easier it is for all of us to get our jobs done. Plus, I now see why my coworkers in the video production field watch and cite so many TV newscasts, television shows and commercials. The video production specialist I work with used to work for TV news, and said he often watches television commercials, the news, and movies to find ideas that he'd like to integrate into videos he produces for the school district. He also said he often looks at what other people produce to decide how NOT to shoot something and find ways to do it better. I also will take with me the collaboration aspect of this project. We used a wiki to archive our assignment documents, chats and files. When collaborating with teammates who are geographically separated, a tool such as a wiki is invaluable for keeping lines of communication open (Desktop-Video-Guide, n.d.).
I did not have the opportunity to thoroughly learn how to use Adobe Premier. I realize that there are professionals who can spend years with the program and never learn all of the software's features. I would have enjoyed spending all five weeks having to produce assignments using Premier. I would recommend an individual assignment each week related to using a video editing software, in addition to the group work. This would give students the opportunity to learn more about video production and editing, as well as learn the collaboration aspect of the class.
I do not like group work, however this was the most painless group project and the best group I've collaborated with in a long time. Each member was very aggressive, eager to contribute and talented in the areas for which they volunteered. We created a wiki early on in order to catalog all of our documents and maintain an ongoing discussion as to how we each would contribute. We also held a group chat early in Week 4 to get some final decisions made on the direction we would take with our project. We were very successful in completing this assignment. As a matter of fact, the PSA project was complete several days prior to the end of class. It reminds me of the quote from Week 5: "What we mean by 'plussing' is this...you take a piece of work...and when it's given to you you don't judge it...you say here's where I'm starting what can I do with this, how can I 'plus' this (Nelson, 2008)?" When I received the raw video for editing, it was already so good that I really only had to find a couple of areas that I could "plus" the product, a couple of areas where I could take what was given and try to add something to it.
I wonder how each participant in this course would compare their experience earlier in this program with the UDL lessons and websites we had to create for EDLD 5364 and this experience for 5363. In my 5364 group, I had some very talented members who did a good job, but the collaboration just didn't feel as smooth as this one. As for this course, I learned that group collaboration, even across great distances, is not only "doable" but can be done efficiently and without much stress. Though I tried to take a firm leadership role early in the process, my group members were each so aggressive and willing to do their share that firm management wasn't necessary. I learned that as easily as I can take on the role of manager, I can also take on the role of facilitator and stand aside when others are able to manage their pieces accordingly.
For future learning and experiences, I would like to help people learn more about generating their own tech support opportunities. Most folks get stuck in a program and can't figure out how to undo, or end up spending so much time trying to make a program execute a certain feature that they run out of time to actually do the project. Users need to know how easy it is to find help for just about any software program simply by searching the Internet (Siegchrist, n.d.). Users also need to know that when you call a software company's tech support, often times they will try to charge extra for tech support. A user needs to know that most software includes a "Help" menu and that it is ok to try to figure out the solution to a problem by using the tools that are most readily available. When Seigchrist says it is likely someone has asked about the problem before, it is an understatement. Tech support blogs and forums are full of solutions to the most common problems found in most software. Oftentimes, in my opinion, users are simply too stubborn to look online for help.
Guidelines for shooting quality video (n.d.). Desktop-Video-Guide. http://www.desktop-video-guide.com/shoot-video.html.
Nelson, R. (2008). Learning and working in the collaborative age: A new model for the workplace. Edutopia. http://www.edutopia.org/randy-nelson-school-to-career-video.
Siegchrist, G. (n.d.). Before you buy video editing software. About. http://desktopvideo.about.com/od/editingsoftware/bb/Buyeditsoftware.htm.
The outcomes, though not exactly what I envisioned, are very relevant to the work I do in my school. I did have the opportunity to explore Adobe Premier and feel that in the absence of one of our district television production members, I could shoot video, import it to Premier, and make rudimentary edits. In our small department, cross-training is essential and the more skills I have to contribute to the team, the easier it is for all of us to get our jobs done. Plus, I now see why my coworkers in the video production field watch and cite so many TV newscasts, television shows and commercials. The video production specialist I work with used to work for TV news, and said he often watches television commercials, the news, and movies to find ideas that he'd like to integrate into videos he produces for the school district. He also said he often looks at what other people produce to decide how NOT to shoot something and find ways to do it better. I also will take with me the collaboration aspect of this project. We used a wiki to archive our assignment documents, chats and files. When collaborating with teammates who are geographically separated, a tool such as a wiki is invaluable for keeping lines of communication open (Desktop-Video-Guide, n.d.).
I did not have the opportunity to thoroughly learn how to use Adobe Premier. I realize that there are professionals who can spend years with the program and never learn all of the software's features. I would have enjoyed spending all five weeks having to produce assignments using Premier. I would recommend an individual assignment each week related to using a video editing software, in addition to the group work. This would give students the opportunity to learn more about video production and editing, as well as learn the collaboration aspect of the class.
I do not like group work, however this was the most painless group project and the best group I've collaborated with in a long time. Each member was very aggressive, eager to contribute and talented in the areas for which they volunteered. We created a wiki early on in order to catalog all of our documents and maintain an ongoing discussion as to how we each would contribute. We also held a group chat early in Week 4 to get some final decisions made on the direction we would take with our project. We were very successful in completing this assignment. As a matter of fact, the PSA project was complete several days prior to the end of class. It reminds me of the quote from Week 5: "What we mean by 'plussing' is this...you take a piece of work...and when it's given to you you don't judge it...you say here's where I'm starting what can I do with this, how can I 'plus' this (Nelson, 2008)?" When I received the raw video for editing, it was already so good that I really only had to find a couple of areas that I could "plus" the product, a couple of areas where I could take what was given and try to add something to it.
I wonder how each participant in this course would compare their experience earlier in this program with the UDL lessons and websites we had to create for EDLD 5364 and this experience for 5363. In my 5364 group, I had some very talented members who did a good job, but the collaboration just didn't feel as smooth as this one. As for this course, I learned that group collaboration, even across great distances, is not only "doable" but can be done efficiently and without much stress. Though I tried to take a firm leadership role early in the process, my group members were each so aggressive and willing to do their share that firm management wasn't necessary. I learned that as easily as I can take on the role of manager, I can also take on the role of facilitator and stand aside when others are able to manage their pieces accordingly.
For future learning and experiences, I would like to help people learn more about generating their own tech support opportunities. Most folks get stuck in a program and can't figure out how to undo, or end up spending so much time trying to make a program execute a certain feature that they run out of time to actually do the project. Users need to know how easy it is to find help for just about any software program simply by searching the Internet (Siegchrist, n.d.). Users also need to know that when you call a software company's tech support, often times they will try to charge extra for tech support. A user needs to know that most software includes a "Help" menu and that it is ok to try to figure out the solution to a problem by using the tools that are most readily available. When Seigchrist says it is likely someone has asked about the problem before, it is an understatement. Tech support blogs and forums are full of solutions to the most common problems found in most software. Oftentimes, in my opinion, users are simply too stubborn to look online for help.
Guidelines for shooting quality video (n.d.). Desktop-Video-Guide. http://www.desktop-video-guide.com/shoot-video.html.
Nelson, R. (2008). Learning and working in the collaborative age: A new model for the workplace. Edutopia. http://www.edutopia.org/randy-nelson-school-to-career-video.
Siegchrist, G. (n.d.). Before you buy video editing software. About. http://desktopvideo.about.com/od/editingsoftware/bb/Buyeditsoftware.htm.
Tuesday, December 7, 2010
EDLD 5370 Week 4 Web Conference
In this fourth web conference for EDLD 5370, Dr. Mason provided various reminders and pieces of advice.
She provided a reminder for last web conference, to be held next Wednesday at 9 p.m. Also, Dr. Mason made reference to the internship plan that students are to have completed in an earlier class. Students were reminded that if they don't have the plan completed, it must be done as part of the internship course.
The field-based internship summary is also to be completed by the end of the internship course. Dr. Mason said to download a completed field-based internship summary to wiki/google docs/site. The template for the summary and validation report is located in Appendix G of the Version 3.3 handbook version 3.3.
She also provided some brief instructions for submitting the final exam in week five. Also discussed was the need for cohort group 7 to complete all possbile sections of the internship course assignments prior to taking the last class, which is being offered out of order after the internship course.
She provided a reminder for last web conference, to be held next Wednesday at 9 p.m. Also, Dr. Mason made reference to the internship plan that students are to have completed in an earlier class. Students were reminded that if they don't have the plan completed, it must be done as part of the internship course.
The field-based internship summary is also to be completed by the end of the internship course. Dr. Mason said to download a completed field-based internship summary to wiki/google docs/site. The template for the summary and validation report is located in Appendix G of the Version 3.3 handbook version 3.3.
She also provided some brief instructions for submitting the final exam in week five. Also discussed was the need for cohort group 7 to complete all possbile sections of the internship course assignments prior to taking the last class, which is being offered out of order after the internship course.
Saturday, December 4, 2010
Technology Facilitator Standard VI: Social, Ethical, Legal, and Human Issues
From this reading, I gathered a more in-depth education related to the Technology Facilitation standard regarding social, ethical, legal and human issues. I also found, through analyzing the individual technology indicators, that in my position I have had the opportunity to model and teach legal and ethical practice related to technology use. I have also had the opportunity to promote safe and health use of technology resources.
In years past the Public Information Department director has led the session with Public Information Network Representatives at each of our district schools to give them pertinent instructions, arm them with the "manual" and send them on their way. In 2009 he charged me with re-writing the manual to update with modern technology resources and terminology. He also charged me with leading the sessions since I was the person with whom PIN reps most often communicated.
This PIN rep is tasked with collecting the week's news information from the school and emailing it to the Public Information Department. The meeting, accompanied by a manual that is written by department staff, highlights photo criteria, elements of a complete news article, and deadlines PIN reps need to submit information in order for it to appear in the next newsletter. Also covered in this session are the guidelines set forth in the Federal Educational Rights and Privacy Act related to publishing a student's name and likeness. PIN reps need to be fully briefed regarding the district's policy for maintaining students' privacy, and balancing that policy with sharing student's accomplishments at school.
Also involved for the first time in 2009 was the explanation of IISD Twitter use for news purposes and the encouragement for PIN reps to partner with school Instructional Technology Specialists to create a school Twitter account and also to follow Irving ISD on Twitter. Instructions given to PIN reps for establishing a Twitter account and following IISD can be found here. The district-level use of, and my encouragement of school-level use of Twitter gave me the opportunity to explore TV-VI.A.: Model and teach legal and ethical practice related to technology use (Williamson, 2009). I advised PIN reps to create an account. I also advised them to ensure they adhere to district Acceptable Use Policy when using Twitter.
The most relevant issues of future learning for me would be those of using school-owned technology to access social networking sites, then posting malicious or improper speech or photographs. My views from before the course and after have not changed. It is my opinion that by teaching students the proper way to use technology instead of simply denying them access, they will learn much more effectively. Furthermore, it is my opinion that by having staff and faculty model proper online behavior, students will see the standard acted out in front of them and will understand that what we teach them is relevant and practical.
As a technology leader, I will be better prepared to help staff model appropriate behavior, and to help administrators draft clear policies and curriculum for proper use. As Bissonette points out, schools should make clear in how they filter Internet sites, create written policy and provide classroom instruction that there is material on the Web that should not be accessed (2009). She goes on to point out that policies need to be written that encourage (instead of scare) students and staff into reporting access of such instances, whether or not they are intentional or accidental.
Cyberbullying could potentially affect me in the future as a school technology leader. As Hinduja and Patchin point out, approximately 20 percent of more than 4,400 randomly selected students between 11 and 18 indicated they had been cyberbullied at some point in this life. What's more, roughly this same number admitted to cyberbullying others (2010).
I have learned about the various efforts by local, state and federal governmental bodies to confront cyberbullying and education students on how to handle it. I've also learned about Standard 6 of the Educational Leadership Constituent Council standards, which were developed by the National Policy Board for Educational Administration(2002). When you couple an administrator's adherence to this standard, as well as the efforts of the Center for Safe and Responsible Internet Use, administrators can be well prepared to meet the challenges of cyberbullying by identifying the signs and providing education for students to alleviate or ignore it.
Bissonette, A. (2009). Cyberlaw: Maximizing Safety and Minimizing Risk in Classrooms. Corwin, Thousand Oaks. 2009.
Hinduja, S. & Patchin, J. (2010). Cyberbullying fact sheet: Identification, Prevention, and Response. Cyberbullying Research Center. http://www.cyberbullying.us/Cyberbullying_Identification_Prevention_Response_Fact_Sheet.pdf.
Information and Resources for Educators (n.d.). Center for Safe and Responsible Internet Use. http://www.cyberbully.org/cyberbully/
In years past the Public Information Department director has led the session with Public Information Network Representatives at each of our district schools to give them pertinent instructions, arm them with the "manual" and send them on their way. In 2009 he charged me with re-writing the manual to update with modern technology resources and terminology. He also charged me with leading the sessions since I was the person with whom PIN reps most often communicated.
This PIN rep is tasked with collecting the week's news information from the school and emailing it to the Public Information Department. The meeting, accompanied by a manual that is written by department staff, highlights photo criteria, elements of a complete news article, and deadlines PIN reps need to submit information in order for it to appear in the next newsletter. Also covered in this session are the guidelines set forth in the Federal Educational Rights and Privacy Act related to publishing a student's name and likeness. PIN reps need to be fully briefed regarding the district's policy for maintaining students' privacy, and balancing that policy with sharing student's accomplishments at school.
Also involved for the first time in 2009 was the explanation of IISD Twitter use for news purposes and the encouragement for PIN reps to partner with school Instructional Technology Specialists to create a school Twitter account and also to follow Irving ISD on Twitter. Instructions given to PIN reps for establishing a Twitter account and following IISD can be found here. The district-level use of, and my encouragement of school-level use of Twitter gave me the opportunity to explore TV-VI.A.: Model and teach legal and ethical practice related to technology use (Williamson, 2009). I advised PIN reps to create an account. I also advised them to ensure they adhere to district Acceptable Use Policy when using Twitter.
The most relevant issues of future learning for me would be those of using school-owned technology to access social networking sites, then posting malicious or improper speech or photographs. My views from before the course and after have not changed. It is my opinion that by teaching students the proper way to use technology instead of simply denying them access, they will learn much more effectively. Furthermore, it is my opinion that by having staff and faculty model proper online behavior, students will see the standard acted out in front of them and will understand that what we teach them is relevant and practical.
As a technology leader, I will be better prepared to help staff model appropriate behavior, and to help administrators draft clear policies and curriculum for proper use. As Bissonette points out, schools should make clear in how they filter Internet sites, create written policy and provide classroom instruction that there is material on the Web that should not be accessed (2009). She goes on to point out that policies need to be written that encourage (instead of scare) students and staff into reporting access of such instances, whether or not they are intentional or accidental.
Cyberbullying could potentially affect me in the future as a school technology leader. As Hinduja and Patchin point out, approximately 20 percent of more than 4,400 randomly selected students between 11 and 18 indicated they had been cyberbullied at some point in this life. What's more, roughly this same number admitted to cyberbullying others (2010).
I have learned about the various efforts by local, state and federal governmental bodies to confront cyberbullying and education students on how to handle it. I've also learned about Standard 6 of the Educational Leadership Constituent Council standards, which were developed by the National Policy Board for Educational Administration(2002). When you couple an administrator's adherence to this standard, as well as the efforts of the Center for Safe and Responsible Internet Use, administrators can be well prepared to meet the challenges of cyberbullying by identifying the signs and providing education for students to alleviate or ignore it.
Bissonette, A. (2009). Cyberlaw: Maximizing Safety and Minimizing Risk in Classrooms. Corwin, Thousand Oaks. 2009.
Hinduja, S. & Patchin, J. (2010). Cyberbullying fact sheet: Identification, Prevention, and Response. Cyberbullying Research Center. http://www.cyberbullying.us/Cyberbullying_Identification_Prevention_Response_Fact_Sheet.pdf.
Information and Resources for Educators (n.d.). Center for Safe and Responsible Internet Use. http://www.cyberbully.org/cyberbully/
Standards for Advanced Programs in Educational Leadership (January 2002). National Policy Board for Educational Administration.
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf.Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
Technology Facilitator Standard V: Productivity and Professional Practice
Handheld computing devices can be classified as productivity tools to facilitate communication and collaboration among learners. These handheld devices are also tools to increase productivity (Williamson, 2009).
I fully understood the concept that these tools served as productivity tools. However as a more usual practitioner in the use of productivity tools, I never thought of them as also being a barrier to productivity. The tools serve as a barrier to productivity because of the time taken to learn to use the productivity tool itself. I've never considered myself to be a digital native because I didn't grow up using such tools, however as a usual practitioner, this is exactly how I am viewed upon by digital immigrants (Prensky, 2001).
I have used my daily duties to bridge the discrepancy between my old and new learning. I've had the opportunity in my district to write news articles about how Irving ISD uses technology in the classroom and improves upon resources available to students. In 1:1 Symposium - Sharing What Works, I wrote about the IISD 1:1 laptop program, and how other technology "thinkers" categorize state initiatives for learning, how technololgy is integrated in the classroom, and how classroom technology still has a long way to go (MacVeigh, 2009).
Each week I use social media such as Twitter, YouTube, Facebook and Neighborsgo.com to communicate and collaborate with peers, parents and the larger community in order to nurture student learning. For example, each week I upload to the Dallas Morning News the entire text of our weekly district newsletter. Previously, we simply sent an email to the newspaper, and they printed the portions of our newsletters that they saw fit. Two years ago, the neighborhood supplement of the Dallas Morning News initiated an on-line version, and noted to the served communities that if they wanted news in the paper, they should upload text to the website (What is Neighborsgo, 2009).
With reference to the above social media applications, we are becoming much more able to leverage our announcements in Twitter to engage action in the community. We've gained more than 1,200 followers on Twitter, almost 40 friends in our fledgling Facebook fan page, and have garnered 2,547 views on YouTube.
Each day our department scans and emails education-related newsclippings to each administrator in the district. Previously, we were cutting these news clippings out of the newspaper, taping them to sheets of paper and having photocopies printed in our district printing office. The need to reduce printing costs and promote a more environmentally-friendly mindset, our department decided to scan the clippings and email them to district administrators.
The process of printing paper copies of the newsclippings amounted to roughly 90 multiple page packets per day per week. At the end of the year, a digest of all Irving ISD-related news items was again printed in book form and distributed to each school. After numerous complaints from various recipients, as well as the increased costs associated with printing, we decided to purchase a flat-bed scanner that would help us digitize the news clippings for email distribution. Once the scanner arrived, it was my task to teach everyone in the department how to use the machine. Since beginning the scan and email process in late November/early December, we have yet to receive one complaint that recipients are no longer receiving hard copies of news clippings. On the contrary, we have received nothing but positive feedback...both for our nod to preserving the environment, but also for the ease of reading items that can be "zoomed in", and also that it can be disposed of after reading with the click of the mouse.
In my role with the Irving ISD public information department, I call together a group of campus representatives from each school. These representatives -- most often a vice principal, senior teacher or instructional technology specialist -- are appointed by the school principal to serve in the additional duty of Public Information Network (PIN) representative. The director of public information, cable television specialist, and myself (public information specialist) discuss the procedures we ask the PIN reps to follow in sending their school news to the district for publication in district newsletters and for airing on Irving Schools Television. Traditionally we simply give the PIN reps a printed procedures manual as well as a "gift" to thank them for serving in this additional duty. We frequently have 75 percent attendance at these meetings and have to visit the individual campuses the next day to brief no-shows in person and give them their manual and gift. This year I decided to "sweeten the pot" a bit and develop a professional development session in Eduphoria that would award attendees with an hour of professional development credit. Since I had never set up a course in Eduphoria before, I visited with the district professional development department to have my Eduphoria account changed to that of teacher/manager. Once the account was changed, the professional development department secretary helped me establish my course and showed me the various tabs in Eduphoria that I could use to customize my course, invite attendees, take attendance during the meeting, and after the meeting to award professional development credit.
I used Eduphoria to attach a PDF of the course materials (PIN procedures manual) to the invitation so that my PIN reps could view the manual prior to attending, download the document to their computer, or have it available to refer back to in it's stored location in Eduphoria. Once the meeting is complete, I plan to mark the PIN reps who came as having attended and allow them to print of their professional development credit. At this point, I don't plan to issue credit to those PIN reps who did not attend, but they will not be penalized either. As far as Eduphoria goes, it will simply be as if they had not even been invited. Perhaps in the future as I refine the professional development session, I will be able to convince the director of professional development that the course is worthy of district or campus exchange days, thereby allowing my hour of credit to count toward time allowed to be taken off from work during a professional development day. For the time being, I'll keep my professional development session as informal as possible.
MacVeigh, M. (November 4, 2009). 1:1 Symposium - Sharing What Works. Irving ISD District Weekly. http://www.irvingisd.net/districtweekly/weekly327.htm
Prenksy, M. (October, 2001). Digital Natives, Digital Immigrants. On the Horizon: MCB University Press, Vol. 9 No. 5. http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
What is Neighborsgo? (2009). Neighborsgo: Dallas Morning News. http://www.neighborsgo.com/index.php?page_id=167&message=site_page_help.
I fully understood the concept that these tools served as productivity tools. However as a more usual practitioner in the use of productivity tools, I never thought of them as also being a barrier to productivity. The tools serve as a barrier to productivity because of the time taken to learn to use the productivity tool itself. I've never considered myself to be a digital native because I didn't grow up using such tools, however as a usual practitioner, this is exactly how I am viewed upon by digital immigrants (Prensky, 2001).
I have used my daily duties to bridge the discrepancy between my old and new learning. I've had the opportunity in my district to write news articles about how Irving ISD uses technology in the classroom and improves upon resources available to students. In 1:1 Symposium - Sharing What Works, I wrote about the IISD 1:1 laptop program, and how other technology "thinkers" categorize state initiatives for learning, how technololgy is integrated in the classroom, and how classroom technology still has a long way to go (MacVeigh, 2009).
Each week I use social media such as Twitter, YouTube, Facebook and Neighborsgo.com to communicate and collaborate with peers, parents and the larger community in order to nurture student learning. For example, each week I upload to the Dallas Morning News the entire text of our weekly district newsletter. Previously, we simply sent an email to the newspaper, and they printed the portions of our newsletters that they saw fit. Two years ago, the neighborhood supplement of the Dallas Morning News initiated an on-line version, and noted to the served communities that if they wanted news in the paper, they should upload text to the website (What is Neighborsgo, 2009).
With reference to the above social media applications, we are becoming much more able to leverage our announcements in Twitter to engage action in the community. We've gained more than 1,200 followers on Twitter, almost 40 friends in our fledgling Facebook fan page, and have garnered 2,547 views on YouTube.
Each day our department scans and emails education-related newsclippings to each administrator in the district. Previously, we were cutting these news clippings out of the newspaper, taping them to sheets of paper and having photocopies printed in our district printing office. The need to reduce printing costs and promote a more environmentally-friendly mindset, our department decided to scan the clippings and email them to district administrators.
The process of printing paper copies of the newsclippings amounted to roughly 90 multiple page packets per day per week. At the end of the year, a digest of all Irving ISD-related news items was again printed in book form and distributed to each school. After numerous complaints from various recipients, as well as the increased costs associated with printing, we decided to purchase a flat-bed scanner that would help us digitize the news clippings for email distribution. Once the scanner arrived, it was my task to teach everyone in the department how to use the machine. Since beginning the scan and email process in late November/early December, we have yet to receive one complaint that recipients are no longer receiving hard copies of news clippings. On the contrary, we have received nothing but positive feedback...both for our nod to preserving the environment, but also for the ease of reading items that can be "zoomed in", and also that it can be disposed of after reading with the click of the mouse.
In my role with the Irving ISD public information department, I call together a group of campus representatives from each school. These representatives -- most often a vice principal, senior teacher or instructional technology specialist -- are appointed by the school principal to serve in the additional duty of Public Information Network (PIN) representative. The director of public information, cable television specialist, and myself (public information specialist) discuss the procedures we ask the PIN reps to follow in sending their school news to the district for publication in district newsletters and for airing on Irving Schools Television. Traditionally we simply give the PIN reps a printed procedures manual as well as a "gift" to thank them for serving in this additional duty. We frequently have 75 percent attendance at these meetings and have to visit the individual campuses the next day to brief no-shows in person and give them their manual and gift. This year I decided to "sweeten the pot" a bit and develop a professional development session in Eduphoria that would award attendees with an hour of professional development credit. Since I had never set up a course in Eduphoria before, I visited with the district professional development department to have my Eduphoria account changed to that of teacher/manager. Once the account was changed, the professional development department secretary helped me establish my course and showed me the various tabs in Eduphoria that I could use to customize my course, invite attendees, take attendance during the meeting, and after the meeting to award professional development credit.
I used Eduphoria to attach a PDF of the course materials (PIN procedures manual) to the invitation so that my PIN reps could view the manual prior to attending, download the document to their computer, or have it available to refer back to in it's stored location in Eduphoria. Once the meeting is complete, I plan to mark the PIN reps who came as having attended and allow them to print of their professional development credit. At this point, I don't plan to issue credit to those PIN reps who did not attend, but they will not be penalized either. As far as Eduphoria goes, it will simply be as if they had not even been invited. Perhaps in the future as I refine the professional development session, I will be able to convince the director of professional development that the course is worthy of district or campus exchange days, thereby allowing my hour of credit to count toward time allowed to be taken off from work during a professional development day. For the time being, I'll keep my professional development session as informal as possible.
MacVeigh, M. (November 4, 2009). 1:1 Symposium - Sharing What Works. Irving ISD District Weekly. http://www.irvingisd.net/districtweekly/weekly327.htm
Prenksy, M. (October, 2001). Digital Natives, Digital Immigrants. On the Horizon: MCB University Press, Vol. 9 No. 5. http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
What is Neighborsgo? (2009). Neighborsgo: Dallas Morning News. http://www.neighborsgo.com/index.php?page_id=167&message=site_page_help.
Wednesday, December 1, 2010
EDLD 5370 Week 3 Web Conference
Always helpful, tonight's web conference was particularly so. As we enter week three, my classmates and I have the first week of reflection assignments under our belts, and most of us are wating to hear how we did on week two. In tonight's web conference, Dr. Mason spoke about proper formatting of citations and the need to alphabetize references instead of putting them in the order as they appear in the document. The citation formatting I had fixed after week one, however the alphabetization I have been doing incorrectly throughout my entire time in the course.
Also helpful during this conference was the reminder that week 5 is shorter than normal due to the university closing for Christmas vacation, and that all Cohort 7 students who will be taking an incomplete grade need to have all work possible complete by the end of the course. Dr. Mason said that after the remaining internship activities are complete following the final course beginning in January.
Also helpful during this conference was the reminder that week 5 is shorter than normal due to the university closing for Christmas vacation, and that all Cohort 7 students who will be taking an incomplete grade need to have all work possible complete by the end of the course. Dr. Mason said that after the remaining internship activities are complete following the final course beginning in January.
Monday, November 29, 2010
Reflections on EDLD 5366 Digital Graphics, Animation and Desktop Publishing
Creating my own rubric for the newsletter assignment in this course was a great exercise. We didn't only have the opportunity to critically analyze the essential elements of design that must be included in the newsletter. We also had the opportunity to learn what is involved in creating a grading rubric that holds students to a standard of quality and is easy to understand (Rubistar, 2008).
I thoroughly dislike Second Life. I always thought of myself as a very adaptable person, and in my various careers, I have used various degrees of detailed simulation programs for different purposes. This "game" is by far the most completely outlandish and ridiculous thing I've ever experienced. It must be called second life because it can consume your entire life just figuring out how to make the thing run. However, by looking at the "game" from a teaching perspective, if I were teaching a course solely on animation or virtual reality, or needed to have a platform that allowed virtual interaction, I would definitely use this program with my students from day one (Wong, 2006).
The discussion posts regarding perceptions of beauty provided a great opportunity for reflection. I believe our current cultural concept of beauty is actually not the averaging, but more so an extreme version of the way a thing or person can look. I believe proportions are decided according to where the attention is desired to go. The exercises during this week were a great exercise in determining personal tastes with regard to beauty and proportion, and explaining the reason for those preferences.
I thoroughly did not enjoy the historical portion of the first week in 5366. I felt it was the antithesis of everything we learned in the first course. If I was a high school student who signed up for a graphic design elective presented with such a low-tech, and seemingly irrelevant dive into history, I probably would have dropped the class in favor of something else. That being said, this is a master's level class, not high school graphic design. I suppose that knowledge of where we've been is essential to then gain knowledge of where we're going.
Learning about the CRAP acronym (Contrast, Repetition, Alignment, Proximity) was perhaps the most beneficial part of this entire class (Yearwood, 2009). I majored in journalism in college, and perhaps in my undergraduate design classes, the professor talked about these elements, but I don't remember. I really enjoyed the demo portions of the week and learning the elements of design...better presentation in one week of on-line lectures and examples than in three years of classes in undergrad. When I learned this was the next class in the program, I was so excited. And the demo lectures did NOT disappoint. I can't wait to put these lessons into use.
Logo design was thought-provoking. Classrooms can carry such a negative connotation of being stale, boring and irrelevant and branding could be a huge leap forward in creating a different mind-set in students. As a teacher, I could work to develop a brand that tells students that my class will be tough, thought-provoking, and rewarding...while also telling them that I stand for ethical behavior and high expectations. I used the Smithsonian logo as an example of one that conjures up feelings of the importance of history. Kids may fight tooth and nail to avoid going into a classroom, but they'll line up to go to the Smithsonian (Smithsonian, n.d.).
Just coming up with a personal teaching mission statement for me is hard because (1) I'm not currently a teacher and (2) I've always been taught to use my next higher administration mission statement to craft my own. I hadn't thought before about establishing a personal mission statement for my classroom, however it makes sense. The mission statement serves as a guide to help the teacher stay focused on what he hopes to accomplish in the classroom, as well as to reflect upon the teaching he has done (Chism, n.d.).
Future learning experiences will include determining how to most effectively craft a mission statment and perhaps even how to include the students in the process.
Chism, N. (n.d.) Developing a Philosophy of Teaching Statement. http://spinner.cofc.edu/~cetl/Essays/DevelopingaPhilosophyofTeaching.html?referrer=webcluster&
Tips for Visiting with Children (n.d.) Smithsonian: Visitor Information for Kids & Families. http://www.si.edu/visit/kids_and_families.htm
What is a Rubric (2008). Rubistar: ALTEC at University of Kansas. http://rubistar.4teachers.org/index.php?screen=WhatIs&module=Rubistar
Wong, G. (November 13, 2006). Educators explore 'Second Life' online. http://articles.cnn.com/2006-11-13/tech/second.life.university_1_second-life-educators-virtual-world?_s=PM:TECH
Yearwood, J. (2009). Basic Elements of Page Design. [multimedia]
I thoroughly dislike Second Life. I always thought of myself as a very adaptable person, and in my various careers, I have used various degrees of detailed simulation programs for different purposes. This "game" is by far the most completely outlandish and ridiculous thing I've ever experienced. It must be called second life because it can consume your entire life just figuring out how to make the thing run. However, by looking at the "game" from a teaching perspective, if I were teaching a course solely on animation or virtual reality, or needed to have a platform that allowed virtual interaction, I would definitely use this program with my students from day one (Wong, 2006).
The discussion posts regarding perceptions of beauty provided a great opportunity for reflection. I believe our current cultural concept of beauty is actually not the averaging, but more so an extreme version of the way a thing or person can look. I believe proportions are decided according to where the attention is desired to go. The exercises during this week were a great exercise in determining personal tastes with regard to beauty and proportion, and explaining the reason for those preferences.
I thoroughly did not enjoy the historical portion of the first week in 5366. I felt it was the antithesis of everything we learned in the first course. If I was a high school student who signed up for a graphic design elective presented with such a low-tech, and seemingly irrelevant dive into history, I probably would have dropped the class in favor of something else. That being said, this is a master's level class, not high school graphic design. I suppose that knowledge of where we've been is essential to then gain knowledge of where we're going.
Learning about the CRAP acronym (Contrast, Repetition, Alignment, Proximity) was perhaps the most beneficial part of this entire class (Yearwood, 2009). I majored in journalism in college, and perhaps in my undergraduate design classes, the professor talked about these elements, but I don't remember. I really enjoyed the demo portions of the week and learning the elements of design...better presentation in one week of on-line lectures and examples than in three years of classes in undergrad. When I learned this was the next class in the program, I was so excited. And the demo lectures did NOT disappoint. I can't wait to put these lessons into use.
Logo design was thought-provoking. Classrooms can carry such a negative connotation of being stale, boring and irrelevant and branding could be a huge leap forward in creating a different mind-set in students. As a teacher, I could work to develop a brand that tells students that my class will be tough, thought-provoking, and rewarding...while also telling them that I stand for ethical behavior and high expectations. I used the Smithsonian logo as an example of one that conjures up feelings of the importance of history. Kids may fight tooth and nail to avoid going into a classroom, but they'll line up to go to the Smithsonian (Smithsonian, n.d.).
Just coming up with a personal teaching mission statement for me is hard because (1) I'm not currently a teacher and (2) I've always been taught to use my next higher administration mission statement to craft my own. I hadn't thought before about establishing a personal mission statement for my classroom, however it makes sense. The mission statement serves as a guide to help the teacher stay focused on what he hopes to accomplish in the classroom, as well as to reflect upon the teaching he has done (Chism, n.d.).
Future learning experiences will include determining how to most effectively craft a mission statment and perhaps even how to include the students in the process.
Chism, N. (n.d.) Developing a Philosophy of Teaching Statement. http://spinner.cofc.edu/~cetl/Essays/DevelopingaPhilosophyofTeaching.html?referrer=webcluster&
Tips for Visiting with Children (n.d.) Smithsonian: Visitor Information for Kids & Families. http://www.si.edu/visit/kids_and_families.htm
What is a Rubric (2008). Rubistar: ALTEC at University of Kansas. http://rubistar.4teachers.org/index.php?screen=WhatIs&module=Rubistar
Wong, G. (November 13, 2006). Educators explore 'Second Life' online. http://articles.cnn.com/2006-11-13/tech/second.life.university_1_second-life-educators-virtual-world?_s=PM:TECH
Yearwood, J. (2009). Basic Elements of Page Design. [multimedia]
Reflections on EDLD 5368 Instructional Design
Obviously by being an online master's degree student, I am a beliver in online education. However from the assignments in this course, I have gained an even stronger insight into the boundless benefits of online education. Educators in standard classrooms wishing to enhance their lesson design can implement online learning in order to give students opportunities for exploration outside of standard class time. Additionally, educators can implement online learning in order to provide lesson recovery opportunities for students who might be absent from lessons.
Districts implementing online learning can provide credit recovery for whole classes that students have either missed or failed during the standard school year. Additionally, districts can implement online learning as part of their regular course offering in order to better prepare students to meet the online learning opportunities offered when they get to college. What’s more, teaching “across the curriculum” through integrated online learning can help students truly undersand lessons and encourage students to apply what they learned in one subject to necessary problem solving in another (Cook, 1995).
The professional development course I designed in this class is appropriate for both the classroom teacher and for the corporate trainer to understand more fully the learning styles of his students as well as to achieve the teaching style he hopes to adopt or modify. In my current position in public relations, the class I developed is less relevant than if I became a teacher of students wishing to enter the public relations field. Once my master’s degree is complete, I can then attain a teaching position. As a teacher, I can use the course I designed coupled with Dabbagh’s online theories database to help students learn techniques to help their students to achieve a higher level of understanding (2010). I can also teach others how to integrate hands-on learning into lesson design.
I think integrating online learning is paramount in any modern learning environment. Whether used during standard class time, or designed for students to “catch up” or get ahead, students are going to begin to expect online learning opportunities. What becomes more important in the days ahead is to design relevant and rigorous online learning that corresponds to the curriculum and not simply have online learning for the sake of having it. The online learning should alleviate frustrations, not create them, and should be technically useable in order for students to concentrate on the concepts to be learned instead of spending all their time on the technical side of operating the interface (Shank, 2009).
Armed with this new learning I will not hesitate to create online learning opportunities for even the most outwardly simple tasks. Even in my position, I have people at each of our district schools who help me collect news items to publicize about the district. I can create online learning to help them understand timeliness, essential elements of a news story, how to capture and transmit engaging photographs, etc, or as Williams and McTighe state it, "to have both knowledge and the ability to transfer it to practical applications" (Ch. 3, p. 41). By directing my helpers to these online courses and giving them the opportunity to excel at what I design, they may become more confident in the materials the submit to me for publication.
My remaining questions about online learningare simple: What are the leading techniques for creating online learning for handicapped learners?; How can differentiated online instruction best be integrated with the standard differentiated curriculum?; and In what instances is online learning best suited compared to standard personally interactive class time?
Cook, Cathy J. (1995) Critical Issue: Aligning and Articulating Standards Across the Mathematics Curriculum, North Central Regional Educational Laboratory. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma400.htm.
Dabbagh. N. (2006). The instructional design knowledge base. http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Shank, Patti, Ph.D. (March 5, 2009) Usability Issues That Impact Online Learning. Faculty Focus. http://www.facultyfocus.com/articles/instructional-design/usability-issues-that-impact-online-learning/
Wiggins, Grant and Jay McTighe, Understanding by Design. Association for Supervision and Curriculum Development. Alexandria, 2005.
Districts implementing online learning can provide credit recovery for whole classes that students have either missed or failed during the standard school year. Additionally, districts can implement online learning as part of their regular course offering in order to better prepare students to meet the online learning opportunities offered when they get to college. What’s more, teaching “across the curriculum” through integrated online learning can help students truly undersand lessons and encourage students to apply what they learned in one subject to necessary problem solving in another (Cook, 1995).
The professional development course I designed in this class is appropriate for both the classroom teacher and for the corporate trainer to understand more fully the learning styles of his students as well as to achieve the teaching style he hopes to adopt or modify. In my current position in public relations, the class I developed is less relevant than if I became a teacher of students wishing to enter the public relations field. Once my master’s degree is complete, I can then attain a teaching position. As a teacher, I can use the course I designed coupled with Dabbagh’s online theories database to help students learn techniques to help their students to achieve a higher level of understanding (2010). I can also teach others how to integrate hands-on learning into lesson design.
I think integrating online learning is paramount in any modern learning environment. Whether used during standard class time, or designed for students to “catch up” or get ahead, students are going to begin to expect online learning opportunities. What becomes more important in the days ahead is to design relevant and rigorous online learning that corresponds to the curriculum and not simply have online learning for the sake of having it. The online learning should alleviate frustrations, not create them, and should be technically useable in order for students to concentrate on the concepts to be learned instead of spending all their time on the technical side of operating the interface (Shank, 2009).
Armed with this new learning I will not hesitate to create online learning opportunities for even the most outwardly simple tasks. Even in my position, I have people at each of our district schools who help me collect news items to publicize about the district. I can create online learning to help them understand timeliness, essential elements of a news story, how to capture and transmit engaging photographs, etc, or as Williams and McTighe state it, "to have both knowledge and the ability to transfer it to practical applications" (Ch. 3, p. 41). By directing my helpers to these online courses and giving them the opportunity to excel at what I design, they may become more confident in the materials the submit to me for publication.
My remaining questions about online learningare simple: What are the leading techniques for creating online learning for handicapped learners?; How can differentiated online instruction best be integrated with the standard differentiated curriculum?; and In what instances is online learning best suited compared to standard personally interactive class time?
Cook, Cathy J. (1995) Critical Issue: Aligning and Articulating Standards Across the Mathematics Curriculum, North Central Regional Educational Laboratory. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma400.htm.
Dabbagh. N. (2006). The instructional design knowledge base. http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Shank, Patti, Ph.D. (March 5, 2009) Usability Issues That Impact Online Learning. Faculty Focus. http://www.facultyfocus.com/articles/instructional-design/usability-issues-that-impact-online-learning/
Wiggins, Grant and Jay McTighe, Understanding by Design. Association for Supervision and Curriculum Development. Alexandria, 2005.
Sunday, November 28, 2010
Reflections on Technology Facilitator Standard IV: Assessment and Evaluation
I was interested to read Williamson and Redish's finding that most current assessment efforts focus on creating stand-alone technology assessments that merely assess knowledge domains instead of embeding a technology literacy component into content testing (2009).
Prior to beginning this degree program, I hadn't heard much about un-funded mandates. No Child Left Behind requires schools to report their progress and meet certain Adequate Yearly Progress markers. Schools that do not "meet AYP" face sanctions that could include school administration being replaced or school restructuring (Sanctions, 2010). The problem with NCLB and its mandates is that the federal government has made these mandates without also properly allotting funding for states and school districts that may not have the financial resources for developing and purchasing technology, much less technology literacy assessments (Williamson, 2009).
I haven't yet developed a field-based activity to satisfy my implementation of TF IV. However when I do, I will ensure that I assess the students knowledge of technology applications TEKS, as well as content-area TEKS (Assessment Tools, 2001).
In the future, I plan to engage in action research to assess students' technology proficiency (Fichman, 2009). Benefits of action research include focusing on improving student achievement, improving teacher performance and instruction, becoming more efficient at conducting inquiry, and school personnel having ownership of the results.
I found the assignment from week 2 of EDLD 5301 particularly applicable to this reflection. After watching the videos from Dr. Kirk Lewis and Johnny Briseno, I thought Briseno was particularly prolific in saying that at his school they don’t make decisions without looking at the data first. He did note that they do take qualitative data into account, but the numerical data helps him and his staff maintain “all kinds of reports” that analyze where students are successful versus where students are struggling.
The topic that Lewis mentioned that I found particularly interesting was Expectation Graduation. It was also interesting that Lewis looked to his teachers and administrators to be able to read research from other sources outside the district, be able to glean what parts were relevant to Pasadena’s teachers and “see what they’ve done”, then ultimately be able to compare that data with their own to find what would “fit” in their particular environment. Lewis’ advice that teachers, or researchers, need to do what is practical for them hits the nail on the head. Lewis drove home his point by saying that researchers need to look into practical things that they need to know to apply directly to student learning.
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
Sanctions for Not Making AYP (Apr 7, 2010). Sanctions for Not Making AYP: Wisconsin Department of Public Education. www.dpi.state.wi.us/esea/doc/sanctions-schools.doc
Assessment Tools (2001). The Technology Applications Center for Educator Improvement: University of North Texas. http://www.tcet.unt.edu/START/assess/tools.htm
Fichman, Nancy Dana (2009). Leading with passion and knowledge: The principal as action
Researcher. Thousand Oaks, CA: Corwin Press.
Briseno, Johnny and Lewis, Kirk, Ph.D. (2009) Action Research Interviews: EDLD 5301 - Lamar University. [multimedia]
Prior to beginning this degree program, I hadn't heard much about un-funded mandates. No Child Left Behind requires schools to report their progress and meet certain Adequate Yearly Progress markers. Schools that do not "meet AYP" face sanctions that could include school administration being replaced or school restructuring (Sanctions, 2010). The problem with NCLB and its mandates is that the federal government has made these mandates without also properly allotting funding for states and school districts that may not have the financial resources for developing and purchasing technology, much less technology literacy assessments (Williamson, 2009).
I haven't yet developed a field-based activity to satisfy my implementation of TF IV. However when I do, I will ensure that I assess the students knowledge of technology applications TEKS, as well as content-area TEKS (Assessment Tools, 2001).
In the future, I plan to engage in action research to assess students' technology proficiency (Fichman, 2009). Benefits of action research include focusing on improving student achievement, improving teacher performance and instruction, becoming more efficient at conducting inquiry, and school personnel having ownership of the results.
I found the assignment from week 2 of EDLD 5301 particularly applicable to this reflection. After watching the videos from Dr. Kirk Lewis and Johnny Briseno, I thought Briseno was particularly prolific in saying that at his school they don’t make decisions without looking at the data first. He did note that they do take qualitative data into account, but the numerical data helps him and his staff maintain “all kinds of reports” that analyze where students are successful versus where students are struggling.
The topic that Lewis mentioned that I found particularly interesting was Expectation Graduation. It was also interesting that Lewis looked to his teachers and administrators to be able to read research from other sources outside the district, be able to glean what parts were relevant to Pasadena’s teachers and “see what they’ve done”, then ultimately be able to compare that data with their own to find what would “fit” in their particular environment. Lewis’ advice that teachers, or researchers, need to do what is practical for them hits the nail on the head. Lewis drove home his point by saying that researchers need to look into practical things that they need to know to apply directly to student learning.
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
Sanctions for Not Making AYP (Apr 7, 2010). Sanctions for Not Making AYP: Wisconsin Department of Public Education. www.dpi.state.wi.us/esea/doc/sanctions-schools.doc
Assessment Tools (2001). The Technology Applications Center for Educator Improvement: University of North Texas. http://www.tcet.unt.edu/START/assess/tools.htm
Fichman, Nancy Dana (2009). Leading with passion and knowledge: The principal as action
Researcher. Thousand Oaks, CA: Corwin Press.
Briseno, Johnny and Lewis, Kirk, Ph.D. (2009) Action Research Interviews: EDLD 5301 - Lamar University. [multimedia]
Reflections on Technology Facilitator Standard III: Teaching, Learning, and the Curriculum
This chapter was chiefly focused on bridging the gap between technology students use in their home lives and technology used in the classroom; and in implementing national standards in order for students to achieve technological literacy. I was interested to learn of how ISTE has developed the National Educational Technology Standards for Students (NETs-S)and at the publication date of our textbook, 48 states had adopted the standards for its students (Williamson, 2009).
Before beginning this master's program, I was not aware of any program at the state or national level that called for students to attain a level of mastery with regard to technology. I simply thought that schools integrated technology according to their resources and local policy. After noting in this chapter that technology literacy is part of No Child Left Behind, and that the state of Texas includes technology standards in its Long Range Plan for Technology, I have a new-found knowledge from which to advance my future learning (Texas LRPT, 2006).
Since I'm not a classroom teacher, these two pieces of knowledge have not effected my implementation. However I was priveledged enough to hear Mark Prensky speak at a school in our district in June. Prensky's presentation was focused on how NETs-S and Texas Essential Knowledge and Skills (TEKS) can work together in the classroom. Many teachers and schools tend to believe it is NETS versus TEKS, however Prensky gave several examples as to how the NETS and TEKS can be intertwined (MacVeigh, 2010).As I noted above, I'm not a classroom teacher, however there was one instance where I was able to integrate TF III into a field-based internship activity. Using the presentation from Dr. John Yearwood that he presented in EDLD 5366 - Digital Graphics & Desktop Publishing, I spoke to a business computing class in our district about principles of graphic design. I combined the simpler concepts from two of his presentations and used the Sweet Home Alabama poster as a visual aid (2009). During the presentation, I also taught students how to set up and use automated actions in Photoshop CS4. Since the class is conducted in it's own media lab with one computer per student, I had students log on to classroom desktops. I let them through the process to find my instructions saved to my Google Docs folder and download them. Then I led students through the initial processes of opening an image, recording actions, applying edits to the image, saving the recording, the applying the recording to other images. In this presentation, I integrated TF-1.B., TF-II.A., and TF-III.D (Williamson, 2009).
Participants were only about 70 percent engaged during the graphic design presentation, so I used the Socratic questioning method to spur their engagement. However when students were allowed to log on to the computer and begin to learn the physical process of automating actions for image editing, the students' questions became very technical and results oriented, and I could tell this was an activity that they had never engaged in and were eager to learn something new.
Though I use automated actions in Photoshop in my job on a weekly basis, it was a nice refresher in reviewing the specific process needed to save the actions. Also, this presentation would have been much less engaging without the presentation regarding basic design principles I received in EDLD 5366.
In the future I will be sure to look for correllations between NETS and TEKS. After Prenksy's presentation in June, he made it seem as though teachers should have no problem integrating the two in their classroom. In my presentation to the business computing classroom, I was able to integrate three Technology Facilitator Standards. It should be no problem integrating NETS in a similar fashion.
My past interactions with colleagues related to implemenation of Standards & Indicators is limited to this course. However through the discussion and group projects from this course, I have learned the vocabulary of the classroom teacher, and have learned how to speak the language of classroom technology as well. As a district or school technology facilitator, I feel that I will be more prepared to expain to teachers how best to easily integrate technology into their curriculum. I will be able to talk to classroom teachers about technology applications TEKS, and how they can be integrated even into core classroom areas where technology isn't traditionally heavily applied, but where there are clearly stated technology application TEKS (THE Journal, 2004).
For future learning, I would be interested to look into how many teacher preservice programs put emphasis on the technology applications TEKS for core content areas, i.e. science, math, social studies, English, etc. I realize that a lot of professional development s offered in our district, however I would be interested to know how many university preservice programs are relying upon district-offered training versus putting significant effort into training preservice teachers on technology applications TEKS prior to graduating them into the workforce.
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
Texas Long Range Plan for Technology (November 2006). Texas Long Range Plan for Technology 2006-2020: Texas Education Agency. http://ritter.tea.state.tx.us/technology/EktronAttach/FinalCombinedLRPT2020.pdf
MacVeigh, Matthew (July 14, 2010). Irving ISD District Weekly: Irving Independent School District. http://www.irvingisd.net/districtweekly/weekly356.htm
Yearwood, John C. Ph.D. (2009). Basic Design Principles. [multimedia]
THE Journal (July 1, 2004). Texas: Meeting the Technology Integration Challenge in Texas Schools. THE Journal. http://thejournal.com/Articles/2004/07/01/Texas-Meeting-the-Technology-Integration-Challenge-in-Texas-Schools.aspx?Page=1
Friday, November 26, 2010
Reflections on Course-Embedded Assignments for EDLD 5364 Teaching with Technology
As the title of this class suggests, I had hoped to learn techniques to integrate various technologies into classroom instruction. What I received was that and more. Not only did I learn some techniques, but I also learned the theory behind why students respond to technology and how to effectively plan to efficiently use technology in the classroom. As Page points out in his 1970 quote from Flanders, "Most important, early in the movement to analyze classroom interaction, it was found that superior achievement could be found among classrooms in which the teacher attained complete compliance from students, but these classrooms also consisted of an environment in which the teacher supported and encouraged student initiative. (2002) This is very true of classroom technology. As students are permitted to engage in discovery using technology, their achievement increases.
What was also interesting was learning, and practicing, different techniques for collaboration with geographically separated people. I’ve never been a fan of group work, and doing it when geographically separated was at first a daunting task. I had hoped to achieve the outcome of learning to facilitate group work over distance without loosing too much time in the period between messages being sent and input being submitted from group members. I feel we accomplished this fairly well. Though there are areas that could be improved related to coordinating more efficient times and methods of communication, through time management and simple document sharing strategies, I feel we all learned a few solid techniques for virtual collaboration.
The outcomes gained from this course are more relevant to my current work than ever before. I have seen my own daughter (6-years-old) wake up before everyone else in the family, sneak downstairs to use the family computer, and play math game software she received at school just so no one will bother her. In reflecting upon the Edutopia interview we watched featuring Sasha Barab, children everywhere seem to have mysteriously decided, almost on their own, that they don’t care what kind of game is presented, whether it is obviously for learning or meant for entertainment. As long as it is an engaging game that offers rewards and challenges, to them the game is worth playing. (n.d.) Upon completion of my degree, I hope to attain an instructional technology specialist position with a school district, or lecture in a school of education at a University. By learning more about the tools available that can be used in the classroom, I can help teachers determine the most effective tool for them, or I could take this knowledge and share it with pre-service students so they have a full toolbox to take with them into their careers.
I am still relatively uncomfortable associating learning activities with the correct corresponding TEKS and NETS. I feel this is from not having a class that specifically addressed how to select TEKS and how to cite them in a lesson plan. We have been exposed to TEKS, told where to find them, but I would appreciate a full week summarizing the theory behind the TEKS and how to determine the correct TEKS and NETs for a lesson. I also feel that I didn’t have the opportunity to see technology integrated into every subject that would appear in school. Though this demand sounds like a lot, I don’t mean it to sound so. I simply would have liked, each week, so see a different digital medium applied in a different subject class. For example, Week 1: math; Week 2: science; Week: 3, English language arts; Week 4: music; Week 5: art. This may sound overly simplified, but I’m sure many teachers feel that besides overhead projectors and smart boards, there simply is no place for flavor-of-the-month digital technology in some subject areas. I would like to know the language to help them see differently.
I felt I was very successful in completing the assignments for this course. However, I didn’t like having to submit my notes to the academic coach in the form of wiki posts, as I have always felt that notes are a personal thing. The way a person organizes their thoughts related to a lesson to be learned can be confusing and difficult for others to understand. By having to submit my notes as an assignment, I felt pressure to make my own notes understandable to a mass audience. This took them from being quick reference notes, to being a project that had to be professionally edited and presented. Though I wasn’t discouraged, I felt that the extra step of creating, editing and submitting the wiki pages was a time consuming effort that would have best been spent doing other coursework. Our group assignments went well. For group work, the best course of action I found was for me as group leader to create a document in Google Docs that served as a worksheet, then I shared that document in a folder I created for the group, and members contributed to the worksheet. I was then able to summarize the group’s input into an assignment to be submitted. The shared Google Docs folder was also useful in serving as a repository for individual assignments that supported a group project. This saved having to call or email each other constantly with attachments that may or may not be admitted through servers’ security or mailbox sizes.
From this course, I learned that I have a pretty good grasp on time-management skills (there was a lot of work to accomplish the past five weeks!), and my tech skills are mostly on-par with trends in current classroom technology. Before this class, I hadn’t used wikis much, but I feel that I can now effectively use wikis to foster group classroom collaboration. My leadership skills came in handy and were relatively unchanged from this experience. I have been in the military, so leadership, time management, and problem solving fortunately are not issues that I struggle with.
What I did struggle with was the assignments for week 4 in that they were to be student centered learning products citing associated TEKS & NETs. Because of the nature of the assignment, I asked a more experienced classroom teacher and group member to take the leadership role during week 4. As we worked through the assignment for this week, I was reminded of a quote from one of the videos from week 3: "In the beginning, what we tried to do was motivate. And then if all things come together as they should, pretty soon we're just trying to get out of the way." (n.d.) When a teacher or technology facilitator plans curriculum for students, they really should do so with this concept in mind. Teachers should take on more of a facilitator role, and leave the learning to the students. When they are ready to take the reins, let them go. This kind of harkens back to week two and the quote "if I teach this way, am I doing my job". My answer is that as long as a teacher has explained the parameters of the assignment, the class has developed a standard of ettiquite as well as standard of performance, then a teacher should just supervise to ensure standards are met and prescribe additional practice as necessary.
Overall, the group members were great, very accommodating, and very punctual in participation. Since our group members are dispersed throughout the state, as group leader I took on these weeks’ assignments with the feeling that I was going to push members pretty hard to get the product I wanted, the standard I wanted, and the grade I wanted without waiting around for consensus to build. I figured the consensus would come after I had presented a draft summary of group work back for their evaluation. Cooperative learning, such as the type we particpated in, not only will help students be better prepared for the fast-paced, virtual workplace, but also provide students a base of support on which they can lean for help or for praise. Cooperative learning activities help build trust, comaraderie, and teamwork. They are also useful for self-checking progress of in-class activities, homework and for completing other routines. Studies show that there is a small improvement in outcome when students use technology collaboratively. (Pitler, 2007)
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved October 5, 2009 from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Edutopia.org. (n.d.) Big Thinkers: Sasha Barab on New Media Engagement. Retrieved October 5, 2009, from http://www.edutopia.org/digital-generation-sasha-barab-video
Edutopia.org (nd). Digital Youth Portrait -- Luis. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/digital-generation-profile-luis-video
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.
What was also interesting was learning, and practicing, different techniques for collaboration with geographically separated people. I’ve never been a fan of group work, and doing it when geographically separated was at first a daunting task. I had hoped to achieve the outcome of learning to facilitate group work over distance without loosing too much time in the period between messages being sent and input being submitted from group members. I feel we accomplished this fairly well. Though there are areas that could be improved related to coordinating more efficient times and methods of communication, through time management and simple document sharing strategies, I feel we all learned a few solid techniques for virtual collaboration.
The outcomes gained from this course are more relevant to my current work than ever before. I have seen my own daughter (6-years-old) wake up before everyone else in the family, sneak downstairs to use the family computer, and play math game software she received at school just so no one will bother her. In reflecting upon the Edutopia interview we watched featuring Sasha Barab, children everywhere seem to have mysteriously decided, almost on their own, that they don’t care what kind of game is presented, whether it is obviously for learning or meant for entertainment. As long as it is an engaging game that offers rewards and challenges, to them the game is worth playing. (n.d.) Upon completion of my degree, I hope to attain an instructional technology specialist position with a school district, or lecture in a school of education at a University. By learning more about the tools available that can be used in the classroom, I can help teachers determine the most effective tool for them, or I could take this knowledge and share it with pre-service students so they have a full toolbox to take with them into their careers.
I am still relatively uncomfortable associating learning activities with the correct corresponding TEKS and NETS. I feel this is from not having a class that specifically addressed how to select TEKS and how to cite them in a lesson plan. We have been exposed to TEKS, told where to find them, but I would appreciate a full week summarizing the theory behind the TEKS and how to determine the correct TEKS and NETs for a lesson. I also feel that I didn’t have the opportunity to see technology integrated into every subject that would appear in school. Though this demand sounds like a lot, I don’t mean it to sound so. I simply would have liked, each week, so see a different digital medium applied in a different subject class. For example, Week 1: math; Week 2: science; Week: 3, English language arts; Week 4: music; Week 5: art. This may sound overly simplified, but I’m sure many teachers feel that besides overhead projectors and smart boards, there simply is no place for flavor-of-the-month digital technology in some subject areas. I would like to know the language to help them see differently.
I felt I was very successful in completing the assignments for this course. However, I didn’t like having to submit my notes to the academic coach in the form of wiki posts, as I have always felt that notes are a personal thing. The way a person organizes their thoughts related to a lesson to be learned can be confusing and difficult for others to understand. By having to submit my notes as an assignment, I felt pressure to make my own notes understandable to a mass audience. This took them from being quick reference notes, to being a project that had to be professionally edited and presented. Though I wasn’t discouraged, I felt that the extra step of creating, editing and submitting the wiki pages was a time consuming effort that would have best been spent doing other coursework. Our group assignments went well. For group work, the best course of action I found was for me as group leader to create a document in Google Docs that served as a worksheet, then I shared that document in a folder I created for the group, and members contributed to the worksheet. I was then able to summarize the group’s input into an assignment to be submitted. The shared Google Docs folder was also useful in serving as a repository for individual assignments that supported a group project. This saved having to call or email each other constantly with attachments that may or may not be admitted through servers’ security or mailbox sizes.
From this course, I learned that I have a pretty good grasp on time-management skills (there was a lot of work to accomplish the past five weeks!), and my tech skills are mostly on-par with trends in current classroom technology. Before this class, I hadn’t used wikis much, but I feel that I can now effectively use wikis to foster group classroom collaboration. My leadership skills came in handy and were relatively unchanged from this experience. I have been in the military, so leadership, time management, and problem solving fortunately are not issues that I struggle with.
What I did struggle with was the assignments for week 4 in that they were to be student centered learning products citing associated TEKS & NETs. Because of the nature of the assignment, I asked a more experienced classroom teacher and group member to take the leadership role during week 4. As we worked through the assignment for this week, I was reminded of a quote from one of the videos from week 3: "In the beginning, what we tried to do was motivate. And then if all things come together as they should, pretty soon we're just trying to get out of the way." (n.d.) When a teacher or technology facilitator plans curriculum for students, they really should do so with this concept in mind. Teachers should take on more of a facilitator role, and leave the learning to the students. When they are ready to take the reins, let them go. This kind of harkens back to week two and the quote "if I teach this way, am I doing my job". My answer is that as long as a teacher has explained the parameters of the assignment, the class has developed a standard of ettiquite as well as standard of performance, then a teacher should just supervise to ensure standards are met and prescribe additional practice as necessary.
Overall, the group members were great, very accommodating, and very punctual in participation. Since our group members are dispersed throughout the state, as group leader I took on these weeks’ assignments with the feeling that I was going to push members pretty hard to get the product I wanted, the standard I wanted, and the grade I wanted without waiting around for consensus to build. I figured the consensus would come after I had presented a draft summary of group work back for their evaluation. Cooperative learning, such as the type we particpated in, not only will help students be better prepared for the fast-paced, virtual workplace, but also provide students a base of support on which they can lean for help or for praise. Cooperative learning activities help build trust, comaraderie, and teamwork. They are also useful for self-checking progress of in-class activities, homework and for completing other routines. Studies show that there is a small improvement in outcome when students use technology collaboratively. (Pitler, 2007)
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved October 5, 2009 from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Edutopia.org. (n.d.) Big Thinkers: Sasha Barab on New Media Engagement. Retrieved October 5, 2009, from http://www.edutopia.org/digital-generation-sasha-barab-video
Edutopia.org (nd). Digital Youth Portrait -- Luis. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/digital-generation-profile-luis-video
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.
Tuesday, November 23, 2010
Week-2 Web Conference - EDLD 5370
This evening's web conference was very helpful as well. When I logged-on, Dr. Diane Mason was already talking with my fellow students regarding proper APA formatting. I purchased the Publication Manual of the American Psychological Association today. A very thick book with a lot of guidelines for properly formatting a publication. The questions Dr. Mason was answering, along with the typed chat running concurrently was extremely helpful in ensuring our in-text citations were formatted correctly as well as our references at the end of scholarly writing.
Also helpful was the conversation regarding ensuring our journals are up-to-date with all assignments in accordance with the internship handbook. I was particularly interested in a series of emails I had received several months ago regarding the requirement to purchase a software in order to take the remainder of my classes. Dr. Mason as well as my classmates let me know that our program manager said we didn't need to purchase the TK20 software.
Also helpful was the conversation regarding ensuring our journals are up-to-date with all assignments in accordance with the internship handbook. I was particularly interested in a series of emails I had received several months ago regarding the requirement to purchase a software in order to take the remainder of my classes. Dr. Mason as well as my classmates let me know that our program manager said we didn't need to purchase the TK20 software.
Reflection on Assignments for EDLD 5362
Teaching and learning over the past decade has seen an enormous paradigm shift in the way computers are used in the classroom. Teachers use them more for administrative tasks, and students go to the computer more often than to the library for research. The purpose of the first asignment for EDLD5362 was to explore one teacher’s experience with Internet resources in her classroom.
During the past ten to fifteen years, the availability of resources on the Internet related to teaching and learning has blossomed. Before the Internet, teachers had to rely solely on what they learned in preservice training and what was available to be shared among peers or in staff development. With the maturing of the Internet, new tools and resources are constantly made available. According to his 1998 survey, Henry Jay Becker found that 68 percent of teachers were using the Internet to find information for use in building lessons, and more than 28 percent accessed the Internet to do so at least once per week. (1998)
Findings are likewise with students. Before the Internet, students had to rely upon the availability of resources in the school or municipal library. They also had to trust that the information being shared by teachers was accurate and above reproach. As the Internet has become more readily available in school and home-life, students have had a much more robust resource opened to them. According to 2002 research conducted by Douglas Levin and Sousan Arafeh, 94 percent of 12-17 year olds who report using the Internet have used it for school research, and 71 percent used the Internet as the major source for their most recent school project. (2002)
When originally contacted for the week 1 assignment, Becky Christenberry, German teacher at Irving-Nimitz High School, replied that she wasn’t a “big fan” of the Internet, but she agreed to help. Having taught for 28 years, and also a former volleyball, cross country and track coack, Christenberry is not one of those stereotypical grousing teachers who simply shows up each day, sits a the desk, and collects a paycheck. Her drive to help students achieve is evidenced in her performance, and is evidenced in her acceptance and use of technological standards. For Christenberry, the ideal Internet resource she would design, if given the opportunity, would include interactive, language-use games. She would use such games for virtual trips to a German-speaking country where students have to interact using German. Fortunately for Christenberry, Second Life has already been invented. Education administrators just need to learn the potential for its application in order for it to be allowed in the classroom.
In week two, two networks were evaluated as to their usefulness for me in my current position. This was definitely a very helpful exercise in analyzing technology and determining it's applications for my duties. I've often heard older administrators seem to refer to technology as a thing to be loaded upon a child, or for teachers to plug in and all of a sudden they are successful.
"Too often school districts invest in technologies because of their high-tech, 21st century appeal without fully considering their impact on student learning and long-term total cost of ownership. The technology accelerators described here are neither particularly new nor innovative, but when combined with sufficient training and support, they will make a significant difference." (Matthews, 2004) I don't think of technology as a thing to be bought and used like deodorant or toothpaste, but the elements listed in this article are exactly the kind of expendable items that I believe our administrators often refer to.
These administrators often think of technology as wires, blinking lights, computers etc. The accelerators referenced in this article are necessary to make technology work, but they are not the whole of technology. As the article states, "...when combined with sufficient training and support..." These are the key words of success with technology. School districts have to provide the infrastructure of technology as well as the training and support in order for technology to be used successfully in the classroom. Technology isn't a thing to pick up and throw at a kid hoping they'll get it, technology is the sum of the parts necessary to make 21st century learning happen!
The week three assignment involved evaluating Irving ISD student information systems (SIS). One of the more "dry" assignments, this week did offer the opportunity to learn more about how student information is stored by our district and information is uploaded to the state. Since I didn't grow up in Texas and attend Texas public schools, I didn't have to take the standardized tests required of our students. It was interesting to learn how our district's pentamation department shares student data with the state, and how the student information system purchased by the district has to be compatible with state guidelines.
Learning this information also opened up the opportunity to learn the processes used by the district to train and certify employees on the SIS. When the system was purchased in 2000, the vendor provided initial traning. Since that time, training has been conducted for district personnel by district personnel.
Week four involved analyzing the 2009 K-12 edition of the Horizon Report and develop a vision of instructional technology for the next five years. My report involved collaborative environments, online communication tools, mobile devices, cloud computing, smart objects, the personal web, and infrastructure and safety. Ultimately I surmised that in five years the classroom will become more collaborative, will be more integrated with increasingly smaller portable and web-enabled devices, and will be more secure for students.
In doing this project, I was particularly interested in learning more about what the Horizon Report terms as the "personal web." Of particular interest in Web 2.0 was the use of widgets to personalize a users web experience. Widets can be used by students to create interactive, individualizeed instructional materials, discussion boards or calendar reminders. (Guess, 2008) Also through completing this project, I experienced for the first time what it means to visualize how the future of instructional technology will look based upon resources that are available at present.
The questions I have for future research include how students may make more use of their wireless handheld devices, such as smart phones and digital music and video players. More than laptops and netbooks being available, in the future it seems as though more students may arrive with personal handheld devices, or schools may find purchasing such devices more economical than laptops. These devices can be used to make podcasts, take notes, organize schedules and homework, use as classroom-response devices, and send text messages while collaborating with classmates. (Trotter, 2009) Future research can include shaping district acceptable use policies to account for students expanded use of such devices.
Finally, week in week five the assignment involved creating a multimedia presentation about the IISD Long Range Plan for Technology (LRPT). The analysis required for this presentation allowed me to gain an increased understanding of how our district plans for and implements technology in the classroom. Also included in the plan are the three-year goals for district technology.
It was interesting to note that the plan is required to obtain e-rate funding, and required as part of No Child Left Behind Act of 2001. The Irving ISD LRPT was created by a 52-member committee. The plan was created through a needs assessment from committee meetings, teacher and student surveys, staff development needs, and findings from the district and individual school STaR charts.
As a potential instructional technology facilitator, this document would be very helpful to keep me on task with regard to what the school and district planned to do in my field. As a technology leader, this document would help me identify the needs of the district as identified by the very people who use the technology on a daily basis. Since the IISD plan is developed largely through needs assessments and written by such a large committee, if I was the technology leader for my district, it would be very helpful for me and my department to allocate resources according to the real-world needs in the classroom.
Finally, this assignment represented a paradigm shift in my thinking toward how technology integrates into the classroom. The enstate of the IISD LRPT includes students being able to evaluate and apply information; think critically; problem solve; write for an authentic auidence; and become well-rounded in academics, fine arts and athletics. One would tend to believe that these functions were being met in traditional classrooms, instead of being part of an instructional technology plan. As we discussed in week two, many administrators believe technology is a thing to be used in a specific setting, then left when one moves to the next setting. However by analyzing the IISD Long Range Plan for Technology, one begins to see how technology is an integrated concept that helps to develop students accross the curriculum.
Becker, Henry Jay (1998). Internet Use by Teachers. Teaching, Learnnig, and Computing: 1998, A National Survey of Schools and Teachers. Retrieved January 2010 from http://www.crito.uci.edu/TLC/findings/internet-use/startpage.htm
Levin, D., & Arafeh, S. (2002). The Digital Disconnect. The Widening Gap Between Internet-Savvy Students and Their Schools. (2002)The digital disconnect. The widening gap between internet-savvy students and their schools. Pew Internet and American Life Project. Retrieved on November 17, 2009, from http://pewinternet.org/~/media/Files/Reports/2002/PIP_Schools_Internet_Report.pdf.
Mathews, J.B. (2004, April). Why statewide educational networks are important to state and educational leaders. Southern Regional Educational Board. Retrieved on November 17, 2009, from http://www.sreb.org/programs/EdTech/pubs/PDF/04T02-Statewide_Ed_Tech_Net_Important.pdf
Guess, A. (December 8, 2008) A Widget Onto the Future. Retrieved February 8, 2010 from http://www.insidehighered.com/news/2008/12/08/widgets
Trotter, A. (January 7, 2009) Students Turn Their Cell phones On for Classroom Lessons: New Academic Uses Challenge Restrictions. Retrieved February 8, 2010 from http://www.edweek.org/ew/articles/2009/01/07/16cellphone.h28.html&levelId=2100
Irving ISD Long Range Plan for Technology, 2010-2013. (n.d.) Retreived February 10, 2010 from http://www.irvingisd.net/technology/documents/lrtp.pdf
Texas Long Range Plan for Technology, 2006-2020. (December 2006) Retrieved February 12, 2010, from http://www.tea.state.tx.us/technology/etac
During the past ten to fifteen years, the availability of resources on the Internet related to teaching and learning has blossomed. Before the Internet, teachers had to rely solely on what they learned in preservice training and what was available to be shared among peers or in staff development. With the maturing of the Internet, new tools and resources are constantly made available. According to his 1998 survey, Henry Jay Becker found that 68 percent of teachers were using the Internet to find information for use in building lessons, and more than 28 percent accessed the Internet to do so at least once per week. (1998)
Findings are likewise with students. Before the Internet, students had to rely upon the availability of resources in the school or municipal library. They also had to trust that the information being shared by teachers was accurate and above reproach. As the Internet has become more readily available in school and home-life, students have had a much more robust resource opened to them. According to 2002 research conducted by Douglas Levin and Sousan Arafeh, 94 percent of 12-17 year olds who report using the Internet have used it for school research, and 71 percent used the Internet as the major source for their most recent school project. (2002)
When originally contacted for the week 1 assignment, Becky Christenberry, German teacher at Irving-Nimitz High School, replied that she wasn’t a “big fan” of the Internet, but she agreed to help. Having taught for 28 years, and also a former volleyball, cross country and track coack, Christenberry is not one of those stereotypical grousing teachers who simply shows up each day, sits a the desk, and collects a paycheck. Her drive to help students achieve is evidenced in her performance, and is evidenced in her acceptance and use of technological standards. For Christenberry, the ideal Internet resource she would design, if given the opportunity, would include interactive, language-use games. She would use such games for virtual trips to a German-speaking country where students have to interact using German. Fortunately for Christenberry, Second Life has already been invented. Education administrators just need to learn the potential for its application in order for it to be allowed in the classroom.
In week two, two networks were evaluated as to their usefulness for me in my current position. This was definitely a very helpful exercise in analyzing technology and determining it's applications for my duties. I've often heard older administrators seem to refer to technology as a thing to be loaded upon a child, or for teachers to plug in and all of a sudden they are successful.
"Too often school districts invest in technologies because of their high-tech, 21st century appeal without fully considering their impact on student learning and long-term total cost of ownership. The technology accelerators described here are neither particularly new nor innovative, but when combined with sufficient training and support, they will make a significant difference." (Matthews, 2004) I don't think of technology as a thing to be bought and used like deodorant or toothpaste, but the elements listed in this article are exactly the kind of expendable items that I believe our administrators often refer to.
These administrators often think of technology as wires, blinking lights, computers etc. The accelerators referenced in this article are necessary to make technology work, but they are not the whole of technology. As the article states, "...when combined with sufficient training and support..." These are the key words of success with technology. School districts have to provide the infrastructure of technology as well as the training and support in order for technology to be used successfully in the classroom. Technology isn't a thing to pick up and throw at a kid hoping they'll get it, technology is the sum of the parts necessary to make 21st century learning happen!
The week three assignment involved evaluating Irving ISD student information systems (SIS). One of the more "dry" assignments, this week did offer the opportunity to learn more about how student information is stored by our district and information is uploaded to the state. Since I didn't grow up in Texas and attend Texas public schools, I didn't have to take the standardized tests required of our students. It was interesting to learn how our district's pentamation department shares student data with the state, and how the student information system purchased by the district has to be compatible with state guidelines.
Learning this information also opened up the opportunity to learn the processes used by the district to train and certify employees on the SIS. When the system was purchased in 2000, the vendor provided initial traning. Since that time, training has been conducted for district personnel by district personnel.
Week four involved analyzing the 2009 K-12 edition of the Horizon Report and develop a vision of instructional technology for the next five years. My report involved collaborative environments, online communication tools, mobile devices, cloud computing, smart objects, the personal web, and infrastructure and safety. Ultimately I surmised that in five years the classroom will become more collaborative, will be more integrated with increasingly smaller portable and web-enabled devices, and will be more secure for students.
In doing this project, I was particularly interested in learning more about what the Horizon Report terms as the "personal web." Of particular interest in Web 2.0 was the use of widgets to personalize a users web experience. Widets can be used by students to create interactive, individualizeed instructional materials, discussion boards or calendar reminders. (Guess, 2008) Also through completing this project, I experienced for the first time what it means to visualize how the future of instructional technology will look based upon resources that are available at present.
The questions I have for future research include how students may make more use of their wireless handheld devices, such as smart phones and digital music and video players. More than laptops and netbooks being available, in the future it seems as though more students may arrive with personal handheld devices, or schools may find purchasing such devices more economical than laptops. These devices can be used to make podcasts, take notes, organize schedules and homework, use as classroom-response devices, and send text messages while collaborating with classmates. (Trotter, 2009) Future research can include shaping district acceptable use policies to account for students expanded use of such devices.
Finally, week in week five the assignment involved creating a multimedia presentation about the IISD Long Range Plan for Technology (LRPT). The analysis required for this presentation allowed me to gain an increased understanding of how our district plans for and implements technology in the classroom. Also included in the plan are the three-year goals for district technology.
It was interesting to note that the plan is required to obtain e-rate funding, and required as part of No Child Left Behind Act of 2001. The Irving ISD LRPT was created by a 52-member committee. The plan was created through a needs assessment from committee meetings, teacher and student surveys, staff development needs, and findings from the district and individual school STaR charts.
As a potential instructional technology facilitator, this document would be very helpful to keep me on task with regard to what the school and district planned to do in my field. As a technology leader, this document would help me identify the needs of the district as identified by the very people who use the technology on a daily basis. Since the IISD plan is developed largely through needs assessments and written by such a large committee, if I was the technology leader for my district, it would be very helpful for me and my department to allocate resources according to the real-world needs in the classroom.
Finally, this assignment represented a paradigm shift in my thinking toward how technology integrates into the classroom. The enstate of the IISD LRPT includes students being able to evaluate and apply information; think critically; problem solve; write for an authentic auidence; and become well-rounded in academics, fine arts and athletics. One would tend to believe that these functions were being met in traditional classrooms, instead of being part of an instructional technology plan. As we discussed in week two, many administrators believe technology is a thing to be used in a specific setting, then left when one moves to the next setting. However by analyzing the IISD Long Range Plan for Technology, one begins to see how technology is an integrated concept that helps to develop students accross the curriculum.
Becker, Henry Jay (1998). Internet Use by Teachers. Teaching, Learnnig, and Computing: 1998, A National Survey of Schools and Teachers. Retrieved January 2010 from http://www.crito.uci.edu/TLC/findings/internet-use/startpage.htm
Levin, D., & Arafeh, S. (2002). The Digital Disconnect. The Widening Gap Between Internet-Savvy Students and Their Schools. (2002)The digital disconnect. The widening gap between internet-savvy students and their schools. Pew Internet and American Life Project. Retrieved on November 17, 2009, from http://pewinternet.org/~/media/Files/Reports/2002/PIP_Schools_Internet_Report.pdf.
Mathews, J.B. (2004, April). Why statewide educational networks are important to state and educational leaders. Southern Regional Educational Board. Retrieved on November 17, 2009, from http://www.sreb.org/programs/EdTech/pubs/PDF/04T02-Statewide_Ed_Tech_Net_Important.pdf
Guess, A. (December 8, 2008) A Widget Onto the Future. Retrieved February 8, 2010 from http://www.insidehighered.com/news/2008/12/08/widgets
Trotter, A. (January 7, 2009) Students Turn Their Cell phones On for Classroom Lessons: New Academic Uses Challenge Restrictions. Retrieved February 8, 2010 from http://www.edweek.org/ew/articles/2009/01/07/16cellphone.h28.html&levelId=2100
Irving ISD Long Range Plan for Technology, 2010-2013. (n.d.) Retreived February 10, 2010 from http://www.irvingisd.net/technology/documents/lrtp.pdf
Texas Long Range Plan for Technology, 2006-2020. (December 2006) Retrieved February 12, 2010, from http://www.tea.state.tx.us/technology/etac
Sunday, November 21, 2010
Reflections on Technology Facilitator Standard II: Planning and Designing Learning Environments and Experiences
Self –Assessment
- Critically reflect upon the knowledge you gained from the reading. (3 Points)
Interesting statistics from 2005 in this reading: 85 percent of teachers use technology for administrative tasks, but less than 50 percent ever use technology to support instruction. (Williamson, 2009). This paragraph goes on to state that only slightly more than half of teachers said technology has significantly changed the way they teach. This TF standard comes down to one common theme: teaching teachers how and when to integrate technology into their lessons. It is easy for a technology facilitator or leader to tell a teacher to use technology more in lessons, but it is another thing to actually help that teacher know when are appropriate times to use technology.
- Critically reflect upon the relationship between any new information you gained from the reading with old information you previously held to be true. (2 Points)
A lot of older education administrators seem to think of technology as a thing, like textbooks and calculators are a thing. "Get in there and use the technology we've purchased and make the students use it." Many of you may have heard a similar quote before from your administration.
The definition of technology is: 1 a : the practical application of knowledge especially in a particular area : engineering 2
Nowhere in any of these three definitions does it say technology = computer. The closest is the example for #2, but even then that definition is "a manner of accomplishing a task"
Technology is a tool just like the old fashioned gradebook, the slide ruler, or a chalkboard, but teachers have no problem integrating those tools into their curriculum. By simply giving students a learning task as part of a well-planned lesson, the students will take care of implementing the technology for the teacher.
Fortunately many teachers are beginning to find ways to implement various technological tools into curriculum. It is the ones who are not that are simply remembering the lessons from their youth and re-packaging them in their own classes that are not taking advantage of technology. It isn't that those teachers don't have the tech available, it is that they are too lazy to re-write curriculum for particular subject areas that has been available for decades.
- How did the relationship between the old and new information you learned affect your personal experience with implementing the Standard and Indicators in your field-based internship activities? (2 Points)
Learn as a Learner
- Critically reflect upon your approach and strategies used in implementing the Standard and Indicators in your field-based internship activities.(3 Points)
As the reading points out, teachers may be doing fine using technology in their classrooms for clerical items, however as of 2005, less than 50 percent used technology to support instruction. (2009)
"It has been said that the person doing the work is the person who learns." (Learning, 1999) Any time I have to teach a class or make a presentation, I always find how easy it is to wrap my head around a subject after having researched it, written out discussion points, and actually talked through the presentation. Conversely, when I'm the recipient of information, unless it is really an engaging subject, I usually get tired-head about five minutes into the presentation and completely zone out.
By doing the research and trying to prepare for possible questions the audience may pose, as a learner I really feel that I get more out of a subject when I am the one preparing to teach it. Whether or not I ever present my findings matters less than the learning that took place to prepare for presentation.
For example, the other day I visited one of our school district classrooms and presented a brief class about automating actions in Photoshop. I am by no means an expert on Photoshop and I usually have a really hard time remembering all the necessary steps. But the time I had created a handout and had practiced my presentation, I really had a strong grasp on that particular function. The same is true to learning any subject in our classrooms...if you give the students a subject, plus give them some boundaries in order to stay on task, you will be amazed at the depth and variety of learning that takes place.
- Critically reflect upon how you learn as a learner and how you assess your own performance in implementing the Standard and Indicators in your field-based internship activities. (2 Points)
As stated above, I am not a classroom teacher. However in my field-based internship activities, I try to teach as I would like to be taught. I want my instructor to give me the benefit of the doubt that I can understand the basic concepts and am able to keep pace with the instructor in what they are trying to teach. When making a presentation, I try not to bore my audience with mundane minutae, but instead push forward and encourage audience members with questions to ask them on the spot, or contact me separately to get the answer.
In one of the videos we watched in EDLD 5364, a teacher said "In the beginning, what we tried to do was motivate. And then if all things come together as they should, pretty soon we're just trying to get out of the way." (Edutopoia, n.d.) This quote supports everything we've learned in most of our classes. Teachers should take on more of a facilitator role, and leave the learning to the students. When they are ready to take the reins, let them go. This kind of harkens back to last week in the quote "if I teach this way, am I doing my job". My answer is that as long as a teacher has explained the parameters of the assignment, the class has developed a standard of ettiquite as well as standard of performance, then a teacher should just supervise to ensure standards are met and prescribe additional practice as necessary.
I really like that this video used Luis as an example. I met a student in my own district who's life is changed because of technology. He isn't in a supportive family like Luis, instead our student lives with different friends because, if memory serves me correctly, his parents are separated and both work outside our district. Like Luis, our student's interest in technology has motivated him to succeed in all classes, and in projects outside of the standard curriculum.
I hope that in the near future we experience a paradigm shift as evidenced by these Edutopia videos, and that all education stakeholders: students, parents, administrators, teachers and pre-service teacher-educators begin clamoring for student-directed curriculum development.
- How did your learning and interaction with colleagues (such as discussion forum, web conferences, wiki and blog participation, etc.) affect the results of your performance with respect to implementing the Standard and Indicators in your field-based internship activities?(2 Points)
The disucssion boards in our weekly lessons brought to light a lot of the positives of working in a district like Irving ISD, and made me thankful to not be a teacher in others. In one of my classmate's districts, teachers at her school feel they have to "fly under the radar" in order to get student access to the technology that properly engages their interests, but I am glad that her building principal has taken the responsibility for ensuring students learn what they need to learn in a way that gives them the most benefit. The video I referenced above about Luis isn't contrived for Edutopia, because I've seen the same thing happen in my district and have been personally introduced to an amazing young man who is Irving's "Luis".
I'm looking forward to the time that teachers -- and maybe even more-so referring to district administrators -- are secure enough in their training as learning facilitators to give the students the tools they need, get out of the way, and watch how much learning will take place.
Lifelong Learning Skills
- Critically reflect upon what you gained about learning and how you learn that will impact your future learning regarding the implementation of the Standard and Indicators. (3 Points)
Standard II is all about planning and designing relevant and engaging learning for students. I am reminded of the reading from Web 2.0: New Tools, New Schools, pp. 168-176, where the authors talk about the practical application of what students have learned in a wide variety of media, then assessing students knowledge by employing ongoing, formative evaluations. Ultimately students can know a lot of stuff, but if they use that stuff, then they really haven't learned anything. The effect of this will be that societal contributors educated in this form of schooling won't support an economically prosperous economy. The future trends in educational technology will hopefully offset this traditional factory approach to schooling and pave the way for more practical application of knowledge learned.
- How will your past interactions and collaborations with colleagues impact your future learning experiences with regard to the implementation of the Standard and Indicators?(2 Points)
Page points out that computers and other classroom technologies...have become a mainstay in education. Despite the low amount of credible data to support full-scale integration, technologies have entered the educational scene in ever-increasing numbers. More research is needed to examine the effects technology has on the educational achievement of students worldwide, and more attention should be focused on whether technology contributes to the personal worth each student assigns to himself or herself during the technology-assisted process. (Page, 2002)
I met Gary Stager in November 2009 and I had the opportunity to hear a presentation from Gary Stager (http://stager.org/). In his electrically-charged speech, one specific topic caught on with me. He said -- to paraphrase -- computers have been in our schools more almost thirty years now. How can we still be announcing technology pilot programs, and testing the effect computers have on our students? The computers have been there for so long that there is no excuse for not using them to their full educational potential and knowing exactly how that use effects our students' achievement.
- As a lifelong learner, what questions or issues challenge you and are worthy of future research or investigation with regard to the implementation of the Standard and Indicators? (2 Points)
TF II includes a lot of language about how students will aquire technical skills when the teachers aren't qualified or confident in their own technical skill-teaching ability. (2009) Teachers uncertainty of how to embed technical training into instruction could hinder student use of technology. More research is definitely warranted in learning how to impart to teachers that they don't have to be an expert, just that they have to know when appropriate times are to integrate technology.
In the same conference where I met Stager, I had the opportunity to meet Marco Torres (homepage.mac.com/torres21). I asked him how, when he was having his students develop their own class projects, did they develop the evaluation instrument that would determine their grade. He simply said "we did it together."
Torres went on to talk about systems he put in place for his students to help teachers at the school keep their technology up and running, and how he taught his students to create films in class. I have no doubt that with the engaging nature of his curriculum, coupled with Torres' charismatic personality, that he in fact attained complete compliance from his students. And I'm confident that he attained this compliance not from being a overbearing taskmaster, but by being himself and putting himself in the shoes of his students. Therefore Torres attained an environment that supported student initiative.
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education
Learning as a Personal Event: A Brief Introduction to ConstructivismSouthwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on October 4, 2009 from http://www.sedl.org/pubs/tec26/intro2c.html
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved October 5, 2009 from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Edutopia.org (nd). Digital Youth Portrait -- Luis. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/digital-generation-profile-luis-video
Solomon, G. & Schrum, L. (2007) web 2.0: New Tools, New Schools. Washington, DC: International Society for Technology in Education.
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