Course+Reflections


 * EDLD 5306 Concepts of Educational Technology**

This was an appropriate beginning to this master’s program. As part of the course we had to analyze the Long-Range Plan for Technology as well as the Technology Applications TEKS. We also summarized the four key areas of the Technology Applications: Foundations, Information Acquisition, Problem Solving, and Communication. Another huge part of the course was gathering data from 3 years of input into the Texas Star Chart. Overall, I think this particular course helped to strengthen me as a technology facilitator. Each year I help to administer the Star Chart and talk about the Technology Applications TEKS, but have never had as much in depth coverage as I had as part of the course. I feel I finally got a true understanding and feel like I can explain and discuss the importance of the TEKS after analyzing them so thoroughly. Analyzing the data from the past 3 years from the Star Chart could have been rather difficult, had I not had the experience of administering it in the past. As part of my job I already had the data available for the schools that I support and had actually graphed the trends for previous years. As part of the course I only had to gather from the most recent year, but I felt as if I had it easy compared to others, one of my partners, who had never worked with the Star Chart other than to take the survey each year. Building the online community in week 3 turned out with little response from the teachers that I invited, as I expected. Not to be discouraged, I added some relevant discussion questions that I felt they would have input for and asked them again to try to participate. I had a little better response, but never quite as much or the continued use of the online community as I would like. I would definitely have to approach things differently in the future. One step would be to constantly respond to postings and continually post relevant information and topics. Since then, I have implemented an online community with more success. By posting agendas, articles, and resources for the collaborative group, I model the appropriate use of online communities and teachers see the relevance. Price (2005) states, “For computer to be effective teaching tools, teachers must thread computer use into group projects, whole-class demos, …along with the traditional teaching methods…”. Also by giving the participants the power to create, edit, and add content, each feel that they are a respected participant of the community. I intend to continue to use online communities as well as many of the other new and emerging technologies I’ve discovered as part of this course. Reference: Price, B. (2005). Who's in control of the technology-integrated school? Principal Leadership, 6 (1), 53.


 * EDLD 5333 Leadership for Accountability

This course was one that I thought pertained to school administrators mostly, until I got further into the course. I began to see the importance of knowing what school leaders are accountable for, not just school leaders, but district leaders in different departments. Covering a range of areas from NCLB, AYP, AEIS reports, and site-based decision making committees, I gained a wealth of knowledge. My colleagues found it funny that I was continually studying and highlighting numbers as we attended a 3 day conference. Although hard to do while away from home and with the help of The Education Trust (2004), I diligently studied all the reports and analyzed numbers like an accountant crunches numbers during tax season. ** Focusing on the needs of my campus, I was able to develop a professional development day as part of the assignment. Previously I heard second hand what the needs were from instructional coaches and administrators. After deciphering the data from the reports I knew exactly where to focus my professional development so it was relevant to the teachers. Having to complete this with principal approval opened up another door for me. Although I converse with the principals that I support, I usually ask for time to present some kind of training. Speaking with the principal and discussing specific school challenges and needs seemed to strengthen our relationship because she knew that we were on the same page. This led to future meetings that were more productive and received, as the principal knew that I was well aware and familiar with current school data. At about the same time, I had teacher leaders on campus who were presenting data about reading. I was able to share my staff development with them and gear it toward the specific reading goals that they were trying to accomplish and then they were able to use pieces of the staff development in their presentations. I then became a useful source for those teacher leaders which made me feel that what I was doing wasn’t pointless. It was truly relevant to my job. Reference:  The Education Trust. (2004). The ABCs of AYP: Raising achievement for all students. Retrieved June 19, 2009, from http://www.edtrust.org/dc/press-room/press-release/the-abcs-of-%E2%80%9Cayp%E2%80%9D-beyond-any-reasonable-doubt-we-can-do-this

This course began with an interview with a teacher with 20 or more years of experience. It was interesting to find out how things have changed over time with no internet, to no access to internet, to full access to internet in every classroom. I ended up with a different perspective on teaching over the years and how difficult it would have been to do certain things that I take for granted now. Although it is easy to just jump on the computer and Google something, you have to always be aware of other legal issues with access to technology. The teacher demands increase as they have to know whether or not each student has consent to access the internet or whether or not to post a picture of a student that happens to be in the background of a class picture. Another extensive part of the course revolved around reviewing the Student Information System by interviewing key players. My interview consisted of interviewing the director of SIS as well as the Student Manager. Although I have heard their names and seen them in our technology department meetings, I never truly understood the depth of knowledge that each of them had concerning the district SIS. I learned so much about what was necessary in order for the SIS to communicate with our other reporting systems. I thought it simply had to do with student data such as TAKS, attendance, and grades. I ended up finding out that it also incorporated discipline data, health, scheduling, and even counseling information. All of this information is not just for management purposes, but a requirement to get state funding. I learned that there were two submission dates that take place by specific deadlines in order for districts to get money. So not only were the director and student manager knowledgeable, but they played a vital part in the school district receiving proper funding from the state. Part of my position is to occasionally work with registrars using the SIS. I also train teachers in attendance part of the SIS which the registrar then compiles for reporting purposes. In talking to both registrars and the director I was able to gain some insight into how I could more effectively support teachers, so that the job of registrars was easier. As White and Winter (2005) state, “users wanted details about how to accomplish their daily tasks.” I also found that registrars were not aware of what information we share with teachers as part of our beginning of year technology training. This lead me to a number of things. First I was able to attend one of the quarterly registrar meetings to answer questions. Then I was able to get ideas of ways that we could help registrars even more from their questions. The next step that I’ve been working on with my supervisor is not only training teachers on attendance, but also having a meeting with registrars at the beginning of the year so that all are given the same information. Each year I’m puzzled by the amount of requests I get concerning easy tasks as part of the attendance or grading procedures. Having the information readily available for the registrars will make it easier for teachers to get more timely support as I support more campuses this coming year. Reference: White, B., & Winter, C. (2005). Making Sense of Student Information. // School Administrator //, 3.
 * EDLD 5362 Information Systems Management **

**EDLD 5364 Teaching with Technology** I thought that this course was going to be a breeze since I’ve had so much experience as a technology facilitator. I found it quite the opposite, but that was due mainly to having to work with such a large group. There were both pros and cons to the group work. One pro was the wealth of knowledge that each of us brought to the table. Whenever one of us got stuck, another would spark our discussion again. One of the hardest parts was working around everyone’s schedule. We had to rearrange time after work to get together for the assignment and not everyone was able to meet at all times. I had never heard of the Universal Design for Learning and having to use the Book Builder was a great experience. I created a book for my kids and they enjoyed selecting all of the features that I incorporated. I’ve since used the CAST website as a reference to many teachers, especially those working with special needs students. As Rose and Meyer (2002) state, i ndividualizing the ways that students work toward goals is feasible if a variety of tools and media are available.” One teacher in particular created a book immediately and used it successfully with one of the students that she supports. That was quite a great feeling seeing that she put my advise to good use. The biggest part of the course was putting all of the learning and resources together and working with a group. I was lucky to have other students in my district, all of whom I’ve met before and worked or talked to. This allowed us to strengthen our bond as we work together. I found that certain personalities tended to dominate the meetings, but all were able to contribute in a productive way. It was hard to work with one of our members because of the lack of participation. Although everything was completed by all, it wasn’t as timely as I would have liked. I think the group dynamics were affected by the stress of waiting on that one member. In the future, I feel that I should take more of a leadership role and establish solid deadlines and expectations. This was our first experience with this large group and we were left with different feelings in the end. The best feeling was the feeling of accomplishment of our group unit and lessons. We put in a lot of hard work and have worked with our science coordinator to include these in district plans. Issues left to consider would be training and time for training using the features of UDL. As I’ve discussed with my supervisor many times, it is hard to add one more thing to already packed trainings. I’m continually puzzled by the feeling and tone I get from participants at staff development as it gets later in the day. I’ve embraced the fact that I need to be a life-long learner and enjoy learning new things that will help me and make a positive impact on students. Sometimes I feel others are just trying to get hours and then want to leave without paying much attention to the content. With something so important like addressing the needs of all students through UDL, I would think that participants wouldn’t start tuning out so quickly. I guess we’ll see what we can do to continually integrate teaching with technology in all staff development trainings in the future. Reference: Rose, D., & Meyer, A. (2002). //Teaching Every Student in the Digital Age: Universal Design for Learning//. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology web site, http://www.cast.org/teachingeverystudent/ideas/tes/

**EDLD 5368 Instructional Design Working through the assignments within EDLD 5368 Instructional Design wasn’t as difficult as it could have been had I not had experience or knowledge of designing with the end in mind. By working through to complete the template in week 2 and week 4 of the course, I was able to strengthen my lesson design skills. My district has been using the principles of Understanding by Design (Wiggins & McTighe, 2000) for the last couple of years, so this was not completely new information to me, but was somewhat of a much needed review. It has been 3 years since we read the first addition, so my memory had faded since I am not in the classroom having to develop lesson plans. I was able to piece together my old knowledge with my new knowledge from the course and have been able to apply it to my trainings that I deliver to staff. As part of performance standard III.E, I should use current research to build lessons and units of instructions. I’ve used the review as I work with teachers in science to develop units of study for science kits for each grade level. ** As part of implementing the lesson in backward design, we were to post online using Schoology, a web based service that hosted our lessons. The experience was more frustrating than anything, mostly because it was a new experience for all of us. This is what using current technology is all about. Sometimes you need to just jump in and deal with the hurdles as they happen, otherwise, you are never going to get anywhere. As more and more products become available in the future for hosting such online course, I’m sure they will get better and better and work out the kinks. Schoology was very helpful in all aspects and at all times during the duration of the course. I was impressed by the effort they put forth to work with Lamar University staff and students. I know from experience that others don’t even come close to the support that they offered. I could see the use of online courses more prevalent in the future, but it will be slow at first until others lead the way successfully. Our district is moving toward an online management system where teachers will be able to host courses. If done correctly I see colleagues working together to collaborate on projects and working to meet the needs of their students in an online environment that is more engaging to students. I’m sure a few will participate at first, but as more and more jump on board, the others will see the benefits of using such courses. Although lesson design is nothing new, online learning is. There can be many concerns from various angles. One, the district, has to determine the cost benefits to using such a method of course delivery. Two, teachers, especially those from specialized courses, have to develop the course for online delivery. And three, parents, will of course be concerned with what information is shared online. All three have to ensure student information is safe. Other questions that I have will be the amount of server space available. Will all aspects of the product be allowed? As in the case of my district, will the district ease it’s hold on using available resources? Or are they too fearful of what might happen? I’m puzzled at some of the concerns I hear from parents and teachers not familiar with the product and only go by the latest headlines on the nightly news. Will parents ever take some responsibility for the actions of their children and stop laying blame on districts or teachers. I’m sure that students would be able to show parents their wealth of knowledge if given the opportunity.

Reference Wiggins, G. & McTighe, J. (2000). //Understanding by Design.// Upper Saddle River, NJ: Prentice Hall

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This course proved to be quite interesting in a number of ways. Navigating to the “Turning the Pages” manuscripts from the British of Columbia site was very interesting. I shared the site with my mother who has a big interest in religion and was impressed with the intricate design of the different works. I learned things I never knew existed in print from the delivery of Dr. Yearwood’s instruction. It made learning fun and engaging such as when we looked at movie posters in week 1’s Demo 1.1 and logos during week 2’s Demo 2.3. I learned about the basic design principles of Contrast, Repetition, Alignment, and Proximity (C.R.A.P.) which I never really took into place before the course. I’ve since applied my learning of C.R.A.P. to newsletters that I distribute to the schools that I support. They’ve never looked better. I’ve come to appreciate the time and energy that goes into publications. Piecing together all the different aspects of digital graphics, animation, and desktop publishing is not an easy task. For some it may come easy, but with most, it is something that needs constant attention. ======

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Taking part in Second Life as part of week 4 Activity Second Life was an experience and opportunity that I wanted to do in the past. I’ve always wondered what Second Life was about and how it could possibly be used, but never ventured there. Being required to setup an account and explore within Second Life was eye opening, to say the least. It took me a while to get out of the initial starting area. I was offered drugs and saw scantily clad women flying or walking around the area. Once I mistakenly learned how to leave the starting area, I was able to see more of the benefits of Second Life. I could see how working with colleagues and students in a “safe” location could be beneficial to the learning process. As I landed on Lamar Island, I noticed that most people were shy to start off with. I think we were all unsure of who was who and cautioned talking to someone not associated with Lamar. As the week went on and more students arrived atop the mountain I noticed more interaction and members working to help other members complete some of the tasks required. Discussions started more and more as people asked questions and gave advice. Overall, we had a sense of belonging once we spent more time on Lamar Island. It was a “safe” place for us to discover new things without fear of ridicule from others. ======

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I could really see this being used more in the future with upper grades, given a safer access to a specific location. I would definitely caution a teacher trying to setup something without proper consent from all parties and parents. Addressing ISTE Standard I Technology Operations and Concepts, performance indicator I.B states that facilitators need to demonstrate current and emerging technologies. Second Life is definitely an emerging technology. There would have to be planning for management in such an environment as Standard II.E states planning strategies to manage student learning in an technology-enhanced environment. Questions that arise are ones of safety for the most part. Is there an alternative for younger students? If so, what control does the district or teacher have concerning activity happening? Would this be beneficial for students that otherwise might be to shy to participate in the classroom, but willing to in a virtual environment? There are many questions that remain to be answered and issues that puzzle me when it comes to desktop publishing, animation and digital graphics. When will it become easier to create animation so that educators can tap into this resource? As far as movie posters go, I can’t look at them the same. I spend more time deconstructing them based on what I now know and it also now puzzles me the lack of attention that some companies spend on matters concerning design. After looking at some company logos, I wonder if I couldn’t have done a better job designing their logo, knowing the impact it would have on business. ======

Reference: The British Library Board (n.d.). The British Library. Retrieved from []
For the most part, I enjoyed this class because I had the opportunity to work with multimedia software. I enjoy working with video software and was given the chance to create a short video in week 1 Assignment: Personal Digital Story. Although quite familiar with iMovie, I was still able to learn something new from the assignment. I had to create a script for the video which is one aspect of movies that I tend to shy away from, as nobody likes the sound of their voice. I also used Audacity to record narration. I’ve used it for short recordings in the past, but not much more. Having the chance to use it again reminded me of it’s ease of operation and usefulness. I was able to take the knowledge back to campus and share with teachers who were trying to assess their students. As TF/TL Standard V: Productivity and Professional Practice mentions applying technology to enhance productivity, I was able to share this resource with teachers to increase their accuracy when doing running records of students reading. ** Being one that gives staff development on iMovie made the week 2 Assignment: Creating a Short Video Sequence easy for me. In my opinion, 2 weeks isn’t enough time to gain the necessary skills to create a decent movie. That may be me because I know all the capabilities of iMovie and I am never satisfied, but I felt sorry for other students who had no prior experience with video software. As the course continued, we formed a group to complete a PSA for our final product. Again, another chance to meet standard VI: Ethical issues. Having to cite sources and use creative commons at the end of our PSA was a learning experience that proved useful in my work. Not I can model the proper way to site sources. The overall task was quite an experience. A colleague of mine in the same district joined me, but we had trouble finding a third partner. After some searching we found someone who said he had experience with all the parts necessary. We were feeling quite pleased, as we were all experienced users. As the group process continued, we delegated parts based on experience levels and felt that we were all prepared. Everyone completed the intial tasks, but as we neared the end, we fell behind. My partner and I had completed our parts and were waiting for the last parts to be completed by our online partner. We couldn’t reach him via 2 phone numbers nor 2 email addresses. We ended up quite frustrated, only to find out that he posted, what he believed to be the final product, on the discussion, last minute, for all to see without running it by us. Needless to say, we never asked for him to join us again. To this day we talk about the horrible group experience and feel we could have done a better job between the two of us alone. We are puzzled at how someone could offer to do certain parts for the group, yet fail to effectively complete them even when the group grade is based on everyone’s work. I still am never satisfied with a final product no matter how long I take to complete the work. I want to continue to research the new and exciting pieces of the software that I use such as the tutorials provided by Apple (2009) online, as well as other products that offer similar results. I look forward to completing more video productions in the near future. Apple. (2009). //iMovie Tutorials//. Retrieved June 2010, from Apple iMovie Tutorials: http://www.apple.com/findouthow/movies/#import
 * EDLD 5363 Video Technology and Multimedia

This was an intense course. Never would I have imagined that I would be looking at our district website with such a fine tooth comb. I delved right into Standard VI: Social, Ethical, Legal, and Human Issues in Week 1 Assignment: Creating a School Web Policy. I was able to use my new knowledge of web policy to address security, legal, and ethical issues within our district policy. From personal experience, I know that few teachers access the AUP online. I imagine it can be quite confusing when looking for specifics. I guess districts are keeping them vague knowing, as Solomon and Schrum, __Web 2.0, New Tools, New Schools__, state that “they may have to be adapted or rewritten entirely to cover new online tools” (p.144). ** I gained quite bit of new knowledge from the overall experience of the course. Of most interest to me was learning about Google Analytics. I knew there was a way that companies could track visitors to certain websites, but I figured it was beyond my budget. Using Google Analytics really made it possible to easily see and track what traffic I had on my site. In week 3’s Content Management Assignment we started using NewSchoolSpaces.net to host our site. By week 4 we were applying Standard III, performance task TF–III.B.1, using strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology by using image files, blogs, and podcasts. With this came necessary directions for incorporating them into NewSchoolSpaces.net. Although this wasn’t a group project, I did have interactions with another colleague of mine. It was nice having another person to bounce thoughts about the website off of and to get input. We both had a strong feeling of frustration after completing all of the work in week 4 during the morning, only to find out that just before noon the site had gone down. We had to wait in order to go back and write up the procedures for completing each task. There were multiple times in which the site was down and couldn’t handle the load of the students in our course. In a class about web design I found it amusing that the very site we were using to host our content couldn’t handle the load and would crash. It provided a much needed laugh after working hard on each of the assignments. I plan on researching more about using RSS feeds as we did in this course. Although mine didn’t work, I see the importance of them and how they can help to gather all of your subscriptions through a RSS Aggregator. Another valuable resource worth looking into further is the use of wikis. Visiting the video online, Wikis in Plain English (2009), made it plain and clear how valuable they can be. I see them being used as a collaborative tool immediately. Solomon, G., & Schrum, L. (2007). //Web 2.0 New Tools, New Schools.// International Society for Technology in Education. 
 * EDLD 5365 Web Design
 * CommonCraft. (2007, January). //Wikis in Plain English//. Retrieved 2009, from CommonCraft: http://commoncraft.com/video-wikis-plain-english **