Reflective+Responses+to+Embedded+Assignments


 * //Note: Relections will be posted in reverse order to limit scrolling by evaluator.//**

=__// WEEK 4 REFLECTIONS //__ = = =

EDLD 5365 Web Design
My expectations for this course were to actually develop a web page. As Kaiser (2006) states, "the creation of a site's look and feel is a particularly fun part of any web project" (p. 239). That was not the focus of this course. Web Design is more than creating web pages. We had the opportunity to go behind the scenes to experience the planning, designing, creation, and launching of a web site. By taking the role of project manager, we were able to develop web policies, a web site charter, a request for services memo, a project time line, and add a variety of content to a web page.

Kaiser (2006) emphasizes that successful websites are a result of careful planning and are needed to meet scheduled deadlines as well as stay within a defined budget. Although we did not delve into budget topics, we were introduced to free, open-source software a district could use to help reduce the high cost of fee-based content management systems. For districts with a limited budget, this could be a viable option. As the project manager, we were charged with the task of creating a content inventory for our website. This activity helped us recognize the scope of this type of project. Web page creation is a monumental task requiring input and help from many people. Creation of a time line allowed us to assign duties to team members with defined goals and completion dates. Lastly, we created content and published it to an actual website. The combination of all these activities provided an authentic learning experience designed to build our skills as a technology leader and demonstrate our understanding of Technology Facilitation Standard V.

Content Inventory - [] Project Charter - [] Memo to NewSchoolSpaces.net - [] Project Time Line - []

Please note: We no longer have access to the Drupal website we created. This made it difficult to reflect on that portion of our experiences since it took place over a year ago. The embedded assignment document says we should reflect upon the development of an AUP but we did not do that for this course.

Video Technology and Multimedia was the first course in which we worked in groups with our classmates. The prospect of forming groups with people known only through conversations on discussion boards to produce a video product solely online was exciting. This was quite a challenge. It gave us the opportunity to not only create an authentic product but experience online collaborative learning. As a result, we were able to gain an understanding of the nuances of online collaboration to help and support others as they journey into this type of learning environment. In the beginning the group attempted to use a wiki to brainstorm ideas and collaborate but quickly found that this was not the best venue for discussion. To solve this problem we moved to a chat room allowing us to have a dialogue. The chat room provided a better solution to brainstorm but required us to have a designated meeting time that was convenient for everyone. The wiki allowed group members to add comments and suggestions whenever they had time but was not conducive to an ongoing dialogue. We learned that email and chat offered us the opportunity to connect with each other as needed while the wiki gave us a space to post files needed for our collaborative project. Richardson (2007) stresses that “our students will live and work in a world where co-creation is the norm, and there is much to teach them about that process (p. 97). Our experiences in this process and the professional development we can offer teachers as a result of these experiences are steps in the right direction.

This course focused on telling stories for a variety of purposes using technology. New (2005) explains the power of storytelling:

Storytelling is a vital skill with seemingly unlimited applications. Done well, it can have a magical effect -- moving, enlightening, or entertaining audiences of any size. We tell stories to woo lovers, calm children, or reassure ourselves. Lawyers rely on the power of storytelling to vividly re-create crimes to juries, archaeologists conjure former civilizations, and teachers make abstract concepts real to their students (p.1). *

Our first undertaking was to create a personal digital story that could be used as a model. Creation of this product included writing a script, creating a storyboard, and gathering images. The resulting video included a narrated story with images and background music. Through this process we demonstrated Technology Facilitation Standard V by creating a product requiring us to work with images, multimedia software, and audio. As a group we were charged with the task of creating a public service announcement. The nature of this assignment required us to take on roles commonly assigned in collaborative groups. I found, however, that this limited some members’ involvement in different aspects of the assignment. My main duties were researcher and script writer. This left me almost totally out of the actual video production. With previous assignments I had already demonstrated my ability to work with various types of multimedia but this project did not let me showcase those abilities. This taught me to carefully consider the outcomes and expectations of projects. What do I want students to be able to gain from this project? Am I focusing on content? Do I want students to demonstrate certain technology skills? If this project was focusing on content, then I had the right job. I learned plenty about cyber bullying. This exercise helped me demonstrate Facilitator Standard III. I gained knowledge of appropriate strategies and methods that can be used with students in collaborative learning environments. Collaboration using wikis and chat as well as creating a variety of multimedia projects provided me with valuable experiences I can use to successfully infuse technology into the core curriculum.

*For final report, this quote should be indented for proper APA citation.

Links to personal digital story - assignment 1
 * []
 * []

Link to PSA
 * http://it-works.wikispaces.com/Week+3-5+PSA

Link to all projects
 * []

=__// WEEK 3 REFLECTIONS //__ = = =

EDLD 5368 Instructional Design
 Educators need to do whatever it takes to keep their students engaged in learning. Today, that means we need to meet them where they are. They are online. They are connected. By knowing how to effectively design and deliver online learning experiences, educators can address the diverse needs of today’s students. Richardson (2007) states “There’s a whole new world out there with a whole new set of skills our kids need to manage” (p. 97). He explains that we must change the way we think about teaching and learning to equip our students with the tools they need to be successful in an ever changing world. What better way to empower our students than by improving our own skills as educators and giving them continual learning opportunities to create, collaborate, connect, and communicate in an online environment?

The course I designed in Schoology is a practical way to introduce teachers to online collaboration tools. The development of an online professional development activity allowed me to demonstrate Technology Facilitation Standard V by modeling the appropriate use of collaboration tools while engaging participants in an authentic learning task and Technology Facilitation Standard II by modeling the development of an online course using appropriate instructional design principals and delivering the lesson via an online learning management system. Many teachers in my district want the opportunity to participate in online learning because it allows so much flexibility. To help ease teachers into online learning I would probably use this as a blended learning experience. Although there are many teachers who would feel comfortable using the course as designed, there are just as many that need the support of face-to-face experiences. In my district, we are offering two online courses for professional development this summer and for one of them we are providing an open lab for participants who need that extra support. Hopefully teachers will embrace online learning and be more motivated to use it in their own classes.

Online learning presents challenges for school districts. How do we ensure equity of access to all our students? In my school district, we do not have the funds to provide every student access to hardware and the Internet to all students for use beyond the regular school day. According to Mason and Dodds (2005) “not every student has the same access to [the Internet], and the inability to keep pace has created a digital divide that continues to widen” (p. 25). Inadequate funding makes it difficult to provide the same learning opportunities to all students. Another question that teachers have is how do we ensure that the work being done online is being done by the student? This is one of the concerns teachers have. But I argue, for that matter, how do we know that any assignment done outside of the classroom is being done by the student? A solution could be that important assessments could be conducted in a proctored setting.

There is still much I need to learn about creating and implementing online learning. My own experiences with online learning have helped me become more aware and appreciative of the challenge of creating a good quality online course. It is much more difficult and time consuming than presenting a face-to-face course. I see the potential of Schoology for professional development as well as K-12 education. Introducing this tool to teachers by providing online professional development opportunities is one way for me to help them move toward the inclusion of online learning for their students. Schoology is simpler to use than the tool my district currently uses for online course development. The simpler the tool, the more likely teachers will find a way to incorporate it into their curriculum.

Online Course Template -

EDLD 5366 Digital Graphics, Animation, and Desktop Publishing
 This course was one of the more challenging classes for me. Delving into design principals and exploring the possibilities animation offers education gave me an opportunity to move outside my comfort zone. During this class, the academic coach led thought provoking discussions challenging us to stretch our technology skills and creativity.

The culmination of this class was the design and production of a newsletter. Yearwood (2009) in his first demonstration of graphic design expounded on the four design principles referred to as CRAP. CRAP is the acronym for contrast, repetition, alignment, and proximity. We demonstrated Facilitation Standard V by applying our knowledge of these principles to the successful completion of the newsletter. Newsletters can help to disseminate useful information and could be valuable to someone in a leadership role. The challenge for us was to resist the temptation to use a predesigned template but instead start from a blank page. Besides gaining knowledge about the basic principles of design, I was able to learn a new software application. I have created newsletters with Microsoft Producer in the past. It would have been very easy to use Producer but through communications with and encourage from my academic coach, I challenged myself to learn Adobe InDesign. This experience reminded me of how teachers must feel when faced with the challenge of learning a new software application. It can be very intimidating and it takes longer than using something that is more familiar. It is very important that no matter what our technology proficiency level is that we broaden our skills so that we can be more empathetic with teachers who are venturing into technology integration. This was an unexpected lesson in a graphic design class.

Facilitation Standard II was evident in this class when we developed a rubric to evaluate our own newsletter. The process of making a rubric started in the discussion board. There were lengthy conversations about what should be included and what should be given more weight. I learned that it is very beneficial to create rubrics as a team. My classmates presented valuable information from a variety of perspectives helping me to create a much better rubric. The dialogue helped me to establish a focus for my rubric. This class was about the design principles and our demonstration of those should be basis of the rubric. Many of us thought that content should be included but that was not the goal of the class. My classmates and academic coach, without actually coming out and saying it, helped me come to this conclusion. Richardson (2007) explains, “There’s a whole new world out there with a whole new set of skills our kids need to manage” (p.97). Richardson (2007) states, “Our students will live and work in a world where co-creation is the norm” (p.97).This exercise gave us an opportunity to practice the skills we need to model to our teachers. The same skills we would like to see put into practice in the classroom.

Newsletter Rubric - Second Life Activity - Newsletter -
 * Embedded Assignments **

=__// WEEK 2 REFLECTIONS //__ = = =

EDLD 5364 Teaching with Technology
<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">This course provided the opportunity to go through the process of working collaboratively to plan and design curriculum-based lessons infused with technology to meet the needs of diverse learners. For most of us, this was the class in which we were most comfortable since we produced something that would actually make a difference for teachers and students. The most impactful parts of this course were planning lessons using the UDL framework with a group and being introduced to the book //Using Technology with Classroom Instruction that Works//.

Technology Facilitation Standards III and V were addressed throughout the course as we planned and produced an interdisciplinary unit that addressed the needs of a variety of students using the UDL framework. Rose and Meyer (2002) explain that in order to improve student achievement for every student in the classroom we should strive to create flexible learning experiences which include information presented in multiple formats as well as allowing students to choose products based on their own interests. Collaboration in Google Docs and Google Sites gave us a model that can be used to recreate this activity with teachers in our district. The UDL framework provided resources, such as the Book Builder, designed to empower the learner to take control of their own learning by imbedding elements that can be used by the learner as needed. More tools and resources were provided through our assigned readings in //Using Technology With Technology with Classroom Instruction that Works//. Pitler, Hubbell, Kuhn and Malenoski (2007) stress that teachers can differentiate instruction with technology because of the wide range of opportunities for learning and the ability to address multiple learning styles and reading levels. My group was able to develop an interdisciplinary unit for sixth grade students even though our teaching experiences ranged from elementary to high school. This demonstrated that the UDL framework and the resources presented in this course were easily adapted for all students at all levels. Faced with the challenge of meeting the needs of all students made us realize that working as a team was essential. None of us were able to create solutions for all student groups but we drew on everyone’s strengths to ensure that all student needs were addressed.

The course text made the biggest impression on me and allowed us to demonstrate Technology Facilitation Standard II. //Using Technology with Classroom Instruction that Works// combines research on how technology impacts student achievement with the tools that can be used to achieve this goal. “Technology can transform teaching and learning (Pitler et al., 2007, p. 14). “ These words made me understand that technology integration is not about the technology. It is what the technology can do for instruction if we just learn which tools to use and when to use them. Furthermore, the readings and experiences validated for me the belief that technology integration is not about the product at the end but the processes and knowledge gained through the use of technology along the way. The activities we experienced in this course facilitated this learning and provided us with leadership skills we need to share and model the research findings presented not only in the course text book but also in the UDL framework.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Embedded Assignments:** Course Reflections on Wiki <span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN;">http://it-works.wikispaces.com/EDLD+5364+Teaching+with+Technology Week 1 Assignment 3 - <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN;">**http://docs.google.com/View?id=dgv2bxmw_19vv7cmsfr** Week 2 Assignment 2 - <span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN;"> [|**http://docs.google.com/Doc?docid=0AevxsPFqz7laZGd2MmJ4bXdfMTl2djdjbXNmcg&hl=en**] & <span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; msoansilanguage: EN-US; msobidifontfamily: Arial; msobidilanguage: AR-SA; msofareastfontfamily: SimSun; msofareastlanguage: ZH-CN;">[] Week 3 Assignment 2 - Create a Learning Unit <span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN;"> [] & [] <span style="color: windowtext; font-family: Arial; font-size: 11pt; font-weight: normal; mso-bidi-font-family: Arial; msobidifontfamily: Arial;"> o r <span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; msoansilanguage: EN-US; msobidifontfamily: Arial; msobidilanguage: AR-SA; msofareastfontfamily: SimSun; msofareastlanguage: ZH-CN;">[] Week 3 Assignment 3 - UDL Book Builder <span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN;"> [|**http://bookbuilder.cast.org/view.php?op=share&book=1b141fc136bca0a82c8715fb74a946fc&sid=641**] & <span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; msoansilanguage: EN-US; msobidifontfamily: Arial; msobidilanguage: AR-SA; msofareastfontfamily: SimSun; msofareastlanguage: ZH-CN;">[] Week 3 Assignment 4 - Group Project Finalize Action Plan <span style="font-family: 'Times New Roman','serif'; font-size: 11pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN;"> **http://docs.google.com/View?id=dgv2bxmw_21f68v39gs** & [|**http://sites.google.com/site/edld5364project/plan-of-action**] Week 4 Assignment 1 - Group Assignment Design and Create Technology-based Learning Activities Team Google Site - [&%20Group|http://sites.google.com/site/edld5364project/home] & Group Lessons - [] & <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; msoansilanguage: EN-US; msobidifontfamily: Arial; msobidilanguage: AR-SA; msofareastfontfamily: SimSun; msofareastlanguage: ZH-CN;">My Lesson - [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Week 5 - Final Product []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> This course provided the opportunity to explore a variety of topics needed to lead a district technology department. The first task was an investigation of the changes in technology over the last twenty years with a focus on the impact the Internet has had on education. Venezky (2004) suggests that the World Wide Web provides the potential for a radically different learning experience for today's students. One in which learning is no longer focused on the individual student mastering concepts through rote-memory but provides students infinite possibilities to collaborate in virtual spaces beyond the regular school day and classroom as well as offer an unimaginable quantity of resources (p. 4). Having the opportunity to talk to seasoned educators who have experienced rapid technology change helped me realize the added challenges technology has presented in today's classroom as well as the incredible potential for learning it provides. Conversations amongst class members continually addressed the need for more access to the Internet because many districts block access to resources teachers and students need. I think the conversations showed the frustrations of both campus and district personnel but for very different reasons. Campus staff feel that the district does not trust them with the access and district personnel feel pressure to do their best to comply with CIPA rules and regulations. In a 2001 study, Lenhart, Simon, and Graziano concluded, “The Internet has become an increasingly important feature of the learning environment for teenagers” (p. 2). Therefore, we need to find solutions that work for all stakeholders.

The most thought provoking activity of this course for me was planning a blueprint for a model classroom. With the rapid advances in technology it is hard to imagine what technology will be available in 2015. In the 2009 Horizon Report Johnson, Levine, Smith, and Smythe (2009) offer six possible technologies that will likely emerge in the educational community over the next five years including the use of mobile technologies and online collaborative environments. This assignment introduced us to Technology Facilitation Standard VI by allowing us to explore many social, ethical, legal, and human issues facing educators. How do we keep kids safe yet give them the freedom to use the tools they use in their personal lives? How do we get teachers to give up some control in the classroom and open themselves to learning from their students? The answers to these questions will move us closer to the classroom of 2015.

We had the opportunity to demonstrate Technology Facilitation Performance Standard V with our final product. Creating a multimedia presentation suitable for presentation at a school board meeting provided an authentic learning experience that demonstrated our ability to develop a technology product for professional practice. This product included a careful study of the district or campus technology plan. As a district technology leader, technology planning is essential especially in regard to funding. Whether the district is applying for some type of federal funding or proposing a bond, a strong technology plan provides the foundation for appropriate technology funding requests supported by a plan that includes a needs assessment, technology goals, and a method of evaluation.


 * Embedded Assignments**

Week 1 - Teacher Interiew Week 2 - Educational Networking Week 3 - SIS Evaluation Week 4 - Model Classroom Week 5 - District Technology Plan

=<span style="font-family: Arial,Helvetica,sans-serif;">__// WEEK 1 REFLECTIONS //__ = = = =<span style="font-family: Arial,Helvetica,sans-serif;">EDLD 5333 Leadership for Accountability =

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">This course provided the opportunity to go through the entire process of creating a vision, leading change, organizing a data-driven needs assessment, developing a campus plan, and planning appropriate staff development based on the plan. I have never really had a chance to go through this process until this class. When I was in the classroom I used assessment data to drive instruction but never was in a position to truly look at data in terms of NCLB and AEIS. I had been involved in campus planning having served on the Campus Improvement Team. However, that was before NCLB and AEIS. ======

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<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Working at the district level, my job duties never really focus on data disaggregation. I am always included in curricular meetings involving conversations about AYP, AEIS, and NCLB and mostly feel ill-equipped to contribute to the conversations. This course helped me gain the knowledge I need to be a contributing member of these meetings. It has given me the tools needed to create a vision for technology integration in the district as well as develop more meaningful staff development that not only focuses on technology integration but supports the curricula goals of the district. As a result of this course I planned staff development opportunities that were more engaging for the participants instead of simply "sit and get" sessions. ======

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Technology Facilitation Standard II**
<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**//Rationale//**: During this course we planned a staff development session that incorporated technology into the targeted areas of need as determined by data disaggregation as a model for teachers.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">TF-II.A designs developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.


 * Embedded Assignments**

Week 1 - Analyze Campus Need Week 2 - Mining for Data Week 3 - Targeting and Addressing a Need Week 4 - Action Planning and Professional Growth Week 5 - School-based Reflection

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=<span style="font-family: Arial,Helvetica,sans-serif;">EDLD 5306 Concepts of Educational Technology =

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">This introductory course did much to prepare us for the experiences throughout the degree program. Thorough study of the Texas Long Range Plan for Technology as well as results from the Campus Texas STaR Chart laid the groundwork for focusing on research and planning as a technology leader. Careful study of the Technology Applications TEKS provided awareness of student expectations. This was the first opportunity for many to use online collaboration tools as they created a wiki and worked through the process of connecting with others online while planning, preparing, and participating in an online learning community.

For me, this course brought many pieces together where previously there were gaps. I was performing the duties of a district technology leader including coordinating the writing and updating of the district technology plan, coordinating the completion of the STaR Chart, and supporting the integration of technology into the curriculum. I appreciated the sequencing of the activities especially since I had been completing tasks that seemed disjointed. In addition, the readings provided a wide variety of topics and made me start thinking about the possibilities of providing more effective staff development for teachers and the many ways to integrate technology into the classroom even with limited access to technology tools. This course was the first step to making me a more effective technology leader.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Technology Facilitation Standard I**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**//Rationale//**: During this course we were immersed in readings on many topics related to technology. Much of the reading was on current trends. In addition, we were asked to thoroughly review and summarize the Texas Long Range Plan for technology, campus STaR Chart results and Technology Applications TEKS.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">TF- I.A demonstrates knowledge, skills, and understanding of concepts related to technology.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">TF-I.B demonstrates continual growth in technology knowledge and skills to stay abreast of current trends and emerging technologies.


 * Embedded Assignments**

Week 1 - Analysis Assignment: Long Range Plan for Technology Week 2 - Evaluating Campus Technology & Websites Week 3 - E-communications & Online Communities Week 4 - Online Collaboration Week 5 - Reflection

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Reflections consist of statements regarding: · the knowledge you gained from the activity. · insights into the patterns of interactions of the participants. · group processes including: who had power, authority, or influence; who was participating and who was not, who was not included, how did you or another leader draw the silent teachers out; was there confrontation, conflict, consensus, agreement, hurt feelings, etc.? · notations addressing the affective or feeling tone evident, concerns you noticed. · questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor.issues that puzzle you.