Is there truth? Is there is a reality? Can we know either? If so, how?
As I prepare for Week 8 in CECS 6010 at UNT, I must admit that my brain is filled with stuff. So much stuff that I can hardly keep a clear, salient thought together. However the short paper I've chosen to write today deals with truth and reality, and is actually a follow-on to the short paper I wrote last week.
Ultimately this short paper will argue that there is both truth and reality, however what is true within areality for one person may or may not be true in another's reality. What's more, in my opinion it is the individual's "reality" that creates what he perceives to be a truth. Meaning that, in my opinion, truth is a manifestation of an individual's experiences and how that person transfers data into information, applies them to create knowledge, then perceives a truth as a result. The method of transfer of data eventually into a truth is accomplished inside an individual's reality.
In order for an individual to encourage others to accept his "truth" he must demonstrate that the particular truth is true regardless of who's reality it involves in.
Monday, October 22, 2012
Sunday, September 30, 2012
CECS6010 - Week 4
This week we would like you write a blog reflection about Empiricism. How do you feel about it? Are you an Empiricist yourself? Why or why not? In what way? Is this the kind of research you prefer to read? Is this the kind of research you would like to do?
Go beyond this. What are the problems that you see with Empiricism? Can they be overcome?
Empiricist. One who asserts that knowledge comes only or primarily from sensory experience. Yep, that's me.
That is to say that I will also agree with others who have demonstrated knowledge of a subject or outcome of an experiment, and have the evidence to support their findings. However in a professional setting, I do prefer to at least verify the research and data myself in order to completely trust what is being presented.
As information scientists, we must be willing to conduct the research. If for no other reason than to trust our own definitions of what information really is. My definition of information - as it is currently developing - is that information is a function of the three-way-test of relevance, relativity and reliability. If I do not conduct the research personally, the reliability of the evidence is questioned, as are the collection methods.
I prefer to read empirical research, especially as it relates to the field of information science. This is an interdisciplinary, or trans-disciplinary, field. Research used to create arguments and discussions in information science must be empirical in order for the field itself to remain credible.
The problems with empiricism are numerous, however chiefly among them is time. Conducting one's own research and experiments takes time and resources. Sometimes a researcher may not have either, so must learn to accept the findings of others. As an empiricist, the onus is upon me, if ever in this situation, to ensure that I have a solid understanding of information quality in order to accept another's research as trustworthy.
Changing Gears
I feel like I need to make a quick note to announce a dividing line between blog posts that were dedicated to my master's degree studies and new posts for my Ph.D. studies. I realize there is only one person still following this blog, and that person (one of my highly-valued and wonderful professors from Lamar) will likely unsubscribe as soon as she remembers that I've completed her program.
Future posts will now be focused on subjects being studied in various classes leading to a Ph.D. in information science from University of North Texas. In particular, these next few will be focused on learning technologies and education computing. I especially will be trying to catch up with blogging since over the past few weeks I've fallen behind in this particular class and have a lot of catching up to do!
Future posts will now be focused on subjects being studied in various classes leading to a Ph.D. in information science from University of North Texas. In particular, these next few will be focused on learning technologies and education computing. I especially will be trying to catch up with blogging since over the past few weeks I've fallen behind in this particular class and have a lot of catching up to do!
Friday, December 10, 2010
Reflections on TF Standard VIII
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.
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.
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.
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