week 5 web conference

I viewed the recording and chat log of the Dec 11 web conference. Basically, the professor clarified that no discussion board postings are required for weeks 4 or 5. Also, there was a lot of discussion about what exactly needs to be turned in for week 5. At the end of the conference, there was some discussion about completing requirements before enrolling in the internship class.

This week our group finalized our PSA. I thought it was a project that did not lend itself well to group work, but our group managed to make it work anyway. We had a person who wrote the script, I found images to use in the video, another person took care of the licensing requirements, and a final person put in most of the legwork by shooting, compiling, and editing the work. We used GoogleDocs as a resource to post all of our images, text, and links. We didn't have much problem with this software and since we all have gmail, it was a convenient tool.

week 2 web conference

I wasn't able to attend a web conference, but I read the chat logs and recordings for each that was posted. I think the benefit of the conference is to build community and camaraderie with classmates that is often missing in this program. Unfortunately there have been so many issues with the connectivity that it just makes this method of communication seem more difficult than it really is. Also there are so many people saying so many things, it doesn't seem like much is actually accomplished. I don't really find the web conferences in this program useful to me, other than as a way to connect with others.

Review of Video Editing Software

I have used many video editing tools in the past. My favorite for students is Movie Maker; my favorite for myself is Adobe Premiere Elements. If I was a serious video editor, I would use Adobe Premiere. We actually have Adobe Premiere on the computers in the lab where I teach many of my classes. Unfortunately this is not the easiest software for a novice video editor.

For this assignment, I searched for a video editing tool that I could use in one of my classes without having to teach much about the software at all. I chose VideoSpin by Pinnacle. My current district would not have a need for this software since we can use Movie Maker or Premiere, but I think other schools may find it a useful tool.

The download process seemed slow, but it followed the typical installation procedures with no issues. The main drawbacks to the software are simplisitc features and limited video formats. Additional formats and features can be purchased to add on to the free program.

The main feature I like about this program is its simplicity. It offers an embedded tutorial to get you started. I really like this because I can have my students watch the tutorial and then only have to help the ones who need further assistance rather than having to instruct the whole class on how to use the software. It has the main features you would expect: a timeline, a place to add video clips, and a place to add transitions, titles or credits, and background music. For a simple import, edit, and produce tool this does just the trick. I still think Movie Maker is the way to go, but if you are needing an alternative, this could get the job done.

EDLD 5363 - Week 1 Project

Course Reflection

The first thing I gained from this class was a broader understanding of what action research is. I found that action research is a cyclical process for improvement where the researcher asks questions, gathers data, and makes changes, leading them to another inquiry. I also learned that action research differs from traditional research in that the research is driven by the person conducting the research. I think this is important because it means I get to research something that is interesting to me.

According to Dana (2009), the process of administrative inquiry allows the principal to become the “head learner” (p. 2) on campus. I found this to be very encouraging because I never want to stop learning and become satisfied with where I am professionally. “A major benefit inherent in the process is the improvement of teaching when focusing on improving student achievement” (Ringler, 2007, p.36). I am excited that my desire to help my students achieve will assist me in my desire to become a better educator. Sometimes traditional research can take focus away from the students, but action research allows the teacher to investigate how she can improve so that her students can improve as well.

This course also focused on the importance of reflection. While trying to arrive at a research topic, I spent a great deal of time focusing on areas I could improve on and figuring out what my wonderings and passions were. This in itself was possibly the most useful part of the course. It helped me look critically at my current practices and gave me some focus points for my internship plan. The need to develop the research plan gave me the opportunity to collaborate with my assistant principal and a district-level specialist. Together we agreed upon a research topic that will not only positively affect students and teachers at our school, it can be shared with others across our school district and beyond.

The main outcome of the course was developing an action research plan to complete during this program. It was interesting to read what everyone else was planning on researching and to have access to their blogs. It seemed somewhat overwhelming to try to determine whose blog to begin commenting on, so I thought it might have been helpful to have been placed in small groups for peer editing like we had done in a previous course. I think this would have helped ensure everyone received peer review comments on their research plan. One final take-away from the course was the need to collaborate with colleagues and build on others' research rather than starting from scratch. Jeff did comment on my blog “I'm looking forward to working with you on integrating Moodle with the special education teachers.” He works at the district-level and I am looking forward to working with him to enhance each others' research projects.

Overall I found the course to be informative and I complete the course feeling well-prepared to conduct an action research project.

References

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher.

Thousand Oaks, CA: Corwin Press.

Ringler, M. (2007). Action research an effective instructional leadership skill for future public school

leaders. AASA Journal of Scholarship and Practice,4(1), 27-36.

Usleman, J. (2011, March 13). Re: action research plan [Web log comment]. Retrieved from http://madteacherdiary.blogspot.com/2011/03/action-research-plan.html

week 4 reflection

I can't believe this course is wrapping up! I am confident in the plan I have and think it will be a useful process to go through. I am taking the next step next week in implementing some of my action items, as I describe below in my summary of my meeting with my site mentor.

I met with my site mentor in his office on Friday March 11, 2011 at 10:30am before we left for spring break. I printed off copies of my Action Research Plan for us to review. He thought my plan looked great and was anxious to get started. One of early action items is to attend an ARD meeting so he pulled up his calendar and put me on the schedule to attend an ARD the week we come back from spring break. We agreed on the timeline I had proposed, with the intention of implementing the professional development course during staff development days in August. Chris also wanted to add one item to my plan. He is working on scheduling classroom walk-throughs so we can observe and video current instructional practices. I intend to adjust my plan accordingly. We had a great meeting and are both excited about the project.

action research plan

Technology can help students be more engaged in their learning and can help teachers become more efficient. Our SPED department has been challenged in their Campus Improvement Plan to implement technology to reap both of these benefits. What training will the teachers need to implement the technology they are being asked to use? Will the students find their Visual Transition Plans more useful if they are created with cutting edge technology resources? If our SPED department succeeds in their improvement efforts, can the same process be used across the district? These wonderings have led me to the following action research question -

How can I use Moodle to train and assist the SPED department in infusing technology into their current practices to increase productivity and student engagement?

Please use this link to review my action research plan:https://sites.google.com/site/shytnen/home/edld-5301-action-research

week 2 reflection

I had been kind of dreading this course, even throughout most of the first two weeks. I was not confident in what I wanted to do my research project on. After meeting with my site mentor though, I was very much encouraged. He gave me a great suggestion to combine two of my ideas to come up with a research topic that I am interested in but will also be very helpful to my campus and potentially our entire district. Now that I have a topic I am cautiously looking forward to conducting the research.

Using Blogs in Education

Blogs are a wonderful reflection tool. Since action research involves so much reflection, administrators can use blogs to keep track of their inquiries and results. Educators can use blogs as visual data repositories while collecting and analyzing information.

How Can I Use Action Research?

I think action research is all about reflection and change-two things that educators should constantly embrace. Action research involves asking questions, gathering data, adjusting practices based on the findings of the inquiry, and sharing results. Action research is cyclical; it never ends. Once you satisfy the requirements of one inquiry, reflecting on those changes will lead you to the next question to investigate. As an educator, I am often forced to make changes to my current practices by outside consultants, instructional coaches, or universities providing grants to the school. Therefore, I was pleased to learn action research is driven by educators themselves and involves researching matters that are of importance to the individual. Action research leads to constant learning.

I think I will be able to use action research to continually improve. As I fly through my fourth year of teaching, I can understand the temptation to become stagnant. I plan to use action research to reflect and challenge myself to raise the bar higher. Action research will help me identify areas of weakness and possible professional development needs. Hopefully I will also be able to increase student learning, improve my teaching methods, and contribute to positive change on my campus.

Course Reflection

I was very excited to take this course and begin working towards my masters degree. I wanted to get an A in the class and learn a lot of new things. I actually had no idea what to expect coming in to the course. I knew the title of the class was Concepts of Educational Technology and had read the short description on the website but that was about all I knew. I was pleasantly surprised at the course outcomes. I was glad to be able to create several hands on technology tools such as a wiki, blog, wordle, and an animoto video clip. I also learned a lot about copyright issues, instructional strategies, and other topics technology facilitators must master. I have not received my final grade in the class yet, but I anticipate I will meet my goal of earning an A. Overall, I was satisfied with the course.

I was actually surprised at how relevant all the course material was. It seemed like I could immediately use at school what I had learned the night before from the course. I have already tried having my students make Glogs and look forward to having them use Wordle in the near future. I feel challenged to spend time instructing my students on copyright and security issues they face online. I also look forward to creating wikis to enhance various parts of my job. All of the articles I read that described the digital native culture we are now in help me understand my students better. The course also helped me realize that all areas of school, not just the academic classrooms, can benefit from technology. I was pleased to see that the new technical skills and the new knowledge I have directly relate to my job at school every day.

I did not get to attend many of the web conferences because most of them were scheduled on nights when I was at school coaching. I had looked forward to these times to connect with the professor and other students in the class. I was able to view them afterward, but missed the opportunity to engage in discussion. The web conferences I did attend were frustrating because they took so long to get going due to technical difficulties. Also everyone seemed very stiff and though helpful information was given, I did not feel like I developed any relationships with my colleagues. Since this is an online program, getting to know other classmates is more difficult than in a traditional program, but I had hoped to be more successful in this area than I was. I think I will be able to get to know the other members of my cohort better as we move through the program.

I was able to complete all the course assignments. I found that there was a lot more work than I had expected there to be. Each week I had intentions of reading the selected articles on the first day of the week and then posting to the discussion board. This only lasted one or two weeks. The rest of the time I found myself scrambling to post at the very end of the week, after I had already completed my assignments. I guess I did not really find much benefit from the discussion board; it seemed like everyone was too concerned about their own posts and citing sources properly and submitting the required number of posts to really have engaging, helpful discussions. In week four I really procrastinated because I did not like the technology book I had chosen to read and so I put off doing any of the assignment until the last minute. This made me feel very rushed until the end of the course.

I really enjoy going to school and learning new things so I was ecstatic to begin this program. This course helped me realize that I have many technical skills, but need to find more opportunities to be a leader. I also think that I am right in the middle of the digital immigrants and digital native divide. This puts me in a unique position to understand both sides of the spectrum very well. I am very open to trying new things and using technology, but get discouraged from doing so by lack of technical resources and the time to develop new lessons. I really enjoy trying new technical toys and look forward to implementing all I have learned with my students. I did not realize this program was going to be so challenging and I am feeling a little overwhelmed by all the internship requirements, but am determined to push through to the end.

E-Rate and Technology Plan Overview

RRISD Technology: Where Are We Headed?

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National Educational Technology Plan review

The National Educational Technology Plan (http://www.ed.gov/technology/netp-2010 ) calls for revolutionary change to our education system. Specifically, the plan calls for all students to have personalized, engaging learning experiences using technology tools. Additionally, teachers are to be connected, collaborating online rather than isolated in one classroom. The plan also addresses assessments, and discusses the need to use available data to monitor strengths and weaknesses. A reliable infrastructure is necessary to enable learning experiences to occur around the clock, not just during the traditional school day. Another goal set out in the plan is to transform administrative processes to take full advantage of the available technologies. To begin working towards these goals quickly, the Department of Education can turn to the corporate world and research agencies and use some of their findings and strategies in the education sector.

One of the main concerns noted in the plan is planned budget cuts. It takes money to change the face of education, and as districts are being forced to cut back, an already daunting task seems nearly unfeasible. Another concern is the need to change the practice of creating equal-sized classes that last for an entire school year with all students learning the same material at the same place. The daunting goal here is that students would direct their own learning at their own pace, with the teacher facilitating. I fully agree with the ideas set forth, but am still cautiously curious to see how quickly we are able to implement the needed changes.

District Technology Plan

Round Rock Independent School District (RRISD) would like to create learning environments and access to technology that will enable students to gain the skills and knowledge they need to be leaders in today's global economy. RRISD would also like to improve administratively by using technology to increase efficiencies and improve safety and communication. To achieve this, RRISD has developed a long range technology plan.

One main goal of the plan is to improve student achievement by providing students opportunities to work collaboratively with technology tools. The plan also aims to provide students with more computer access by giving more laptops and desktop computers to the schools, including enough computers for each teacher to have their own. To keep technology up to date, the hope is to refresh the technology every five years, utilizing a bar code system. A major component of the plan is providing professional development for staff, mainly by developing online trainings. Lastly, the district's plan emphasizes maintaining the strong infrastructure in place.

Major emphasis is being placed on adequate professional development. In fact, one of the goals is to allocate at least 30% of the technology budget to ongoing professional development. The curriculum specialists and technology integration specialists are the main leaders of professional development, and five additional staff members were added to help with the demands placed on these individuals. Just in time professional development is the main type of training offered, where teachers can log on to a web portal and take classes or trainings based on individual needs. Teachers are also being encouraged to take part in statewide technology trainings and the Master Technology Teacher program. A tool has also been developed for sharing ideas and accessing databases online.

A district advisory committe was created to ensure are all infrastructure components are up to date and serving their intended function. Additionally, the district is working with outside entities to provide up to date infrastructure tools.

RRISD has allotted $2,479,000.00 over the years 2008-2010 to achieve their technology goals. Some of the funds are NCLB and E-Rate, but other funds are from technology allotment funds and local funds and even bonds. The source for $246,000 budgeted in 2010 for new equipment is unknown at this time. Unfortunately, the district has also learned they will be losing even more funding than they had originally thought, so it is possible the budget may have to be cut if the projected funds are not available.

A formal review will be conducted semi-annually and a report will be given to the school board once per year. Additionally, information will be gathered from STAR chart results, integration technology specialists, and information service department employees. Various reports will also be produced from the professional development tracking system, the budget reporting system, and the work order system. All of this information will be used to monitor progress and make changes as needed to ensure the district meets their technology goals.

Technology Assessments

Any good teacher knows assessments are powerful tools. To get where you are going, you have to know where you are and where you are headed. Assessments can and should be given to measure progress and identify areas of weakness. I think assessments given to assess teachers' technology knowledge and skills are necessary to ensure proper resources are devoted to meeting the goals of the technology plan. As an educator in Texas, I identify areas of weakness in my students as we prepare to take the TAKS test so that I can focus in on these areas and help all of my students be successful in demonstrating that they can meet the state standards. In the same way,using the results of technology assessments would be helpful to schools who are striving to meet the state mandated technology standards because it would allow them to focus their efforts on high-need areas.

Assessments to measure student technology skills and needs are also extremely important. How can you justify spending substantial amounts of money on teacher training and technology equipment, unless you are able to prove that it is enabling you to move towards achieving your goal? Student skills assessments prove (or disprove) that teachers are able to use the knowledge and equipment they have to assist students in meeting state technology standards.

Unfortunately, although potentially extremely helpful, assessments have weaknesses as well. Many assessments do not take progress into account, taking on a pass or fail mentality. Schools that have showed tremendous improvement but still do not reach the standard should be focused on since they have shown the potential and drive to accomplish the goal. Schools that have substantial financial resources may have been meeting the standards for years but have shown little effort to exceed the standard – remaining stagnant rather than innovating. Additionally, assessments are often subjective and the people taking the survey may not know the answer or they may give an answer that they think they should give rather than what is actually true. Because of these and other weaknesses, assessment results should be used with caution.

week 2 web conference

This web conference made me excited about the program, though also a little bit nervous. I was glad to hear some more details about the internship and how everything will work, but I still feel very unsure about exactly what types of activities and projects I will need to complete for this internship. Certainly this program appears to be more rigorous than I originally thought when I enrolled, but I believe that is a good thing. I think the internship activities will be a great learning experience and a wonderful way to contribute at my campus. I plan to ask my principal to be my site mentor and I know he will have some great projects he will want me to work on. It will be a lot of extra work, but meaningful. I was very excited to learn that I will have the opportunity to get my principal certification through this program as well, a definite added bonus.

week 1 web conference

Last night I logged on to the web conference. I didn't really think that I gained much insight from the discussion, but I think it was good to log on and see how everything works. My web cam was not working through the software, though it was broadcasting on my computer. I did enjoy seeing the faces of a few of my classmates, and listening to the professor talk made the class seem more personal.