Tuesday, February 7, 2012
EDLD 5370 Week 3 Web Conferene Reflection
Week 3 .1 Web Conference Reflection
This was not a good day for me to join the web conference. No it was not because I was enjoying food and beverage before the big game… I was pretty sick that day from the previous day of either eating something or a bug that tracked me down to reek havick.
However, once feeling better on Monday I managed to look over and review the notes from the web conference to see how much good information I missed.
Its not quite the same and frankly I am not thrilled I missed this. I was pleased by Dawn’s comments about the paper grading. I have expressed to her how that must be quite a load to grade each week. I am also pleased with the level of professionalism yet personalization you get from both Dawn and Dr. Mason.
I am still a little confused about the paper work to submit at the end of the course/extended deadline for my internship documentation; only because my unique situation has given me a couple different schools and mentors to use. So my next e mail this week will be to Dr. Mason to clarify how to get that submitted properly. Without speaking for everyone else, Foe me, I think it’s a level of insecurity when working as a Distance Learner or using the Internet to collaborate about such important documents. I like everyone else will probably ask the same questions and maybe even two times just to make sure it’s done correctly for my sake and sanity. So, please forgive me now Dr. Mason if I do that. I will not miss the next Web conference.
EDLD 5370 Week 2 Web Conderence Reflection
Week 2 Assignment 2.1 Web Conference 1/30/12
This week’s web conference was rather late in the week in my opinion. While I still like the web conference layout of the Agenda and the feedback we get I would have rather had had it Friday or Saturday at the latest. With an assignment due the day after I felt as though I really needed to scramble to be sure and look back over all of my week’s work and then also complete this reflection.
This week’s information mostly pertained to the graduates that are doing the Principal certification; which I have decided that now is not the time for me to do that. I am however going to pursue it at a later date once I have determined exactly how big of a leadership role I will take on. I am confident that in my career move just from what I have gathered as an intern I will need that certification, but perhaps not just yet. I am thankful to Dr. Mason and Dr. Abernathy for their guidance and honesty throughout the program and hope to work with them in the future on my next endeavor. I hope week 3 conference is as productive as the others have been even if it is on the afternoon of Super Bowl Sunday!
Tuesday, January 24, 2012
EDLD 5370 Week 1 Reflections
EDLD 5370 Ed Tech Leadership Internship -- Katrina Powell
Week 1 Assignment 1.1 – Web Conference 1/22/12
On January 22, 2012 9PM, the EDLD 5370/5398 Ed Tech Internship web conference kicked off. The total number logged in, 26, was very close to the actual number in the course according to Dr. Mason. When I first logged in to the web site I took a minute to look over the page and first noted the AGENDA set up to the left of the page. I was pleasantly surprised to find that format and quickly read through it and made some notes for myself to help keep things organized during the conference. I wish all the past course web conferences had been as well organized.
Dr. Mason logged in a few minutes prior to the allocated time and did an audio check. With no other web cams turned on and microphones muted there were no audio/visual issues throughout this conference.
I appreciated that Dr. Mason took each item in the agenda and discussed it then opened it up for questions. Everyone typed their questions instead of “raising their hand”, which allowed us all to see and read along. Dr. Mason was thorough and even others who also had definite answers gave feedback which was extremely helpful.
The most important part of week 1 conference was to line out the understanding of the merge between the two courses and to identify that all of the Ed Tech Leader work was loaded to the course as EDLD 5370, but that on our transcript it will state EDLD 5398 Internship. Another aspect that I needed clarity on earlier and got that with a one on one phone call from Dr. Mason; was others in the class also felt like they may not complete their hours on time. She made us all at ease with the explanation of possible extended time and an option of an I until the graduation deadline in April.
Our IA, Dawn Kirkland also attended the conference which was helpful in explaining assignment submissions and for many of us to express our concerns with the courseware due dates and Save/Submit action buttons not being accessible. She assured us everything would be working for the Week 1 submission on Tuesday 1/24/12.
Overall, this may have been my best experience and most informative first of the course web conference. I look forward to the weekly meetings with everyone.
1.2 Comprehensive Exam Title Page and Introduction with Career and Leadership Goals.
Educational Technology Leadership, Comprehensive Exam
Katrina Powell
Lamar University Academic Partnership Masters Program
Introduction: The last two years of pursuing a masters in Educational Technology and Leadership has led me down a path of extensive and alternate forms of technology as well as providing an in depth look at how to responsibly guide and direct staff and students through proper and fundamental uses at the campus and district level through developmental components.
Position Goal:
As an Educational Technology Leader graduate, I plan to pursue a career in the avenue of curriculum and staff developments. Currently I am working along side a campus Instructional Coordinator, who’s roles encompass many areas of leadership such as, staff development training, Campus Improvement, AYP, AEIS data analysis, Testing for Telpas and TAKS, over sees curriculum development and integration of technology and Data teams.
As soon as I met Mrs. Bible, learned of how many areas of leadership she has her hands in and we discussed the importance of introducing teachers to the 21st Century of education and agreed that when doing staff developments with technology; teachers must trust they can use it within their discipline and see that in the training to truly evoke the desire and interest to then develop their lessons with technology.
Leadership Goals:
As an educational technology leader I hope to build a trust with my staff and teachers so that they not only come to me for specific technology or curriculum questions; but that when I bring a new idea to them they are open to seeing and learning for the benefit of not only the teacher but the student.
The educational needs that underlie my motivation to work in such a career are the ever changing and increasing forms of technology resources that our students are exposed to daily that peek their interest, so to bring some or most of that to the classroom is a desire of mine. Secondly, I see from the perspective of the educator where the ball has been dropped in many districts, where technology resources are purchased and placed at the campuses but no one is properly trained in its uses or the number of teachers that feel their level of technology is more than adequate when truly its no more than intermediate and they feel comfortable teaching in the old style with limited forms of technology but fail to engage the students who are really the experts.
1.3 EDLD 5306 Reflection – Concepts of Educational Technology
EDLD 5306 was the second course in my Ed Tech Leadership degree plan. The course is labeled as Concepts of Educational Technology. The idea of the course was to examine and summarize the TLRP and correlate the STaR Chart findings of our individual campus and lists that data recognizing trends, and finally a major assignment was to create an educational presentation to help staff understand the TLRP and STaR chart, and create a Wiki site for educational and professional purposes. The assignments evoked research and in depth understanding of both the level of comfort for staff and administration which in my opinion opened up doors of training in several technological avenues after looking at our three years of trends. In my opinion the information gained from the video lectures provided a starting place for research and then once directed to the SBOE website, I was able to establish more data reports and break down the actual campus information or state mandates for the Texas Long Range Plan of 2006-2020. One area that was not easily accessible though was the Texas STaR Chart for my particular campus. I ended up accessing those documents from my administrator before locating them on the website.
Self Assessment:
Looking back over the course of EDLD 5306 to present I have come a long way in my educational realm of forms of technology uses as well as the importance of looking at what the standards are and how to implement a vision for those standards at a campus or district level. However, I also feel that if one is to master these standards then only will it be through proper trainings that mastery will be accomplished.
All professional educators (including teachers, administrators, and librarians) must master the State Board for Educator Certification (SBEC) Technology Applications standards, which are currently mandated for all beginning teachers (Abernathy, 2010). Therefore, when assigned the presentation I took that on as my own personal gift to my campus. I wanted to help the staff members that may have felt as in the dark about how the TLRP and the STaR Chart affected us or our student. I made it a goal to explain what was never explained to me and to also show that if a staff member was in need of more help that would be extended to them through an in depth training designed with their curriculum in mind.
Learn as a Learner:
I have always had the notion that if you are going to teach me how to use something such as a type of technology, as an educator don’t just show me the program, put it into a context of my subject so I can associate it to how I would plan a lesson using the technology format. This is why I was not shocked to see the downward trend of my school STaR Chart over the years of 2006-2009. Like most people who want to admit they are not capable of simple technology executions? However, as the pressure became more focused in the district to design lessons around more uses; I suspect teachers were more honest when surveyed. I know I was during my second year. I had to not only attend trainings but ask others with more skill level to help me develop more innovative lessons. By my fourth year I was taking that role of teaching others about the areas I had discovered and hoping to convince them in small parts to think about the curriculum differently. I used an example that same year and actually proved my theory with benchmark test data with the rest of my department. I think I opened the eyes of some who were a little more close minded about the digital age. With sustained leadership and support this initiative can move teachers from Early or Developing Tech on the STaR Chart to Advanced or Target Tech (TX Long Range Plan Vision 2006-2020, (2)[1], pdf SBOE).
I also found it helpful to read other classmates posts in our discussion boards that had or were experiencing similar situations at their district or campus. Many were even able to provide feedback for examples of trainings or online information that I could take back to a department meeting or even to administration for training recommendations.
Lifelong Learning Skills:
Throughout the course and the two years in the program I have taken away many fundamentals that I am sure I can teach with when given the opportunity. I also realized more so that if I am going to be a leader and keep staff prepared for 21st century teaching, then my regular research is necessary because of how ever changing and updating the digital age is. In the past my excitement seemed a bit juvenile about classroom discoveries but in retrospect I hope that excitement stays near the surface but is communicated more professionally. Finally, though as a lifelong learner of education I have found it to be a challenge to step out of my comfort zone for fear that someone else may know it a little better, so in the future as opportunities present themselves I feel that I have gained enough self respect to lay aside my fear of the unknown and to project that confidence to others as I lead them down paths of their unknown. How to do this will more than likely come from trial and error but I also plan to learn from those leaders that lead me.
1.4 Reflections for EDLD 5333 Leadership for Accountability
The course of Leadership for Accountability was designed to be a data-driven. I had to use information from my own data analysis to develop an action plan to improve student achievement. At this point in my career I had heard of Site-based committees and was a little familiar with AYP and AEIS reports, but was not quite sure how all of them together created an plan to improve student performance. Therefore, I dug my heels in deep for this class. I had just been to a faculty meeting at school where they flashed AYP data and AEIS data on a screen at us and demanded we do a better job in certain content areas to improve student testing.
Self- Assessment:
AYP reports and AEIS reports had never been part of my educational training. I was completely unaware at how critical this information was to administrators and the guidance of a school or district’s achievements. The Texas Education Agency website became my new best friend as I researched through the many databases locating the reports necessary for me to understand why my campus and district administrators were pressing a thumb on us as teachers. I was not the only uninformed staff member though that year. It was not long before I gained access to our campus AYP report for my first assignment. To comapare these numbers I needed a guide. I found just what I needed at the TEA website in the 2009 AYP Guide.
Learn as Learner:
Once locating and reading through the AYP standards I pulled my campus report for 2008-09. At first glance I thought to myself, I am never going to understand this data and why would I want to. Then I answered my own question. I knew that if I did not learn something about it; when my students test scores were low and I was approached I needed to be able to either defend myself or give reasonable explanations. Luckily Science was not on this report so I felt better but still needed to analyze the Math and ELA criteria. It was actually rather easy to scan the information and then break it down by the subgroups/pops. Basically, I learned that the groups not meeting AYP or that were low based on the TPM were Hispanic and African American. Later I also learned that I could compare these numbers to the students on free/reduced lunch and have similar results.
Later a “Vision” was to be created. This was a large step for me since I had tried for two years to be part of the site-based committee who helped with the CIP and creating our campus/district “Shared Vision.” I did not feel I had been in education long enough to even fathem what a school vision should consist of. The websites provided from the course were helpful in educating me but it was the hands on training I felt I truly needed. However, in my school it was who the principal liked the most as to who would work on that kind of committee. Those people happen to be some that had been in the district for years, that were not fresh eyes or who had great ideas. So I visited each of the following websites to guide me through the project. Once complete I ran it by an fellow leader at my school for professional opinions and it was approved and appreciated.
The links that benefited my Vision the most were:
http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le100.htm
http://www.leasding-learning.co.nz/creating-vision.html
http://resources.sai-iowa.org/si/desiredfuture/vision.html
Lifelong Learner:
It’s a bit funny that as I looked back over my own District’s vision part of it read, “Is to create life-long learners…” Then I sit down and have to reflect as to how I feel I feel my learning will impact my future, how past collaborations will impact future learning experiences, and if there are any issues or challenges I feel are worthy of future research. Therefore to answer all three areas let me begin with first saying I hope that every school is helping to create life-long learners because if we all go through life with only the knowledge gained early on we are ignorant. It’s the consistent and continual growing in knowledge that keeps us from being so ignorant in life.
I know that because I want to work closely with the Curriculum data in a school I need to keep my skills fresh on what AYP standards are changing or staying constant, what testing changes are made and so on. Because of my past experiences of trying to learn from those in a leader role who chose to not keep me uninformed I will not be that type of leader. However, I also will not be the leader that spills out all the information to staff members causing frustration and confusion. I plan to be the instructional coordinator or Curriculum Coordinator that keeps up with trends and informs my staff and colleagues as they need to know and with the level of information that benefits them not bogs them down. Finally, with each and every new year that passes and any moves from one district to another I know that I will need to continuously educate myself on those campus or district’s data as well as do my own continuing education trainings so that as I train new teachers and seasoned teachers I reach them all on the right level of understanding and comprehension. Analyzing data is not meant for everyone and teachers have so many other avenues to cover in the classroom that I want to make the task as simple as I can by keeping up with the latest and greatest programs and technologies to make everyone’s job easier. If learning should be fun and innovative then so should leading those who teach.
1.5 Reflections for Chapter One – TF/TL Standard 1
Chapter one of the text references technology operations and concepts for the technology facilitator and leader to follow. For the digital immigrant reading chapter one could be very beneficial but for someone who is computer literate and internet savvy would find this chapter a bit mundane. I scanned chapter one knowing most of the content would not pertain to me but then I read back through it from a different point of view. I realized I needed to look at the information as a guide to help me when teaching others. One particular statement about standard 1 stood out my second time around. Technology facilitators and leaders ensure that their colleagues posses the fundamental understanding and skills needed to operate specific technologies and understand the concepts associated with technology use (J.Williamson and T. Redish, 2009).
Self-Assessment:
Looking back over the five years I have spent in the classroom, I have recognized the differences between someone like myself and close to my age verses someone like my first department chair; who after 16 years teaching and in his mid to late 40’s taught. While he was very well versed in the curriculum and TEKS and I was still learning them I brought to the classroom a different atmosphere at times with simple things like a UNITED STREAMING video which demonstrated the Earth layers or how Plate Tectonics looks in 3D. I learned a great deal from this man about teaching, he also allowed me to learn something about myself. It was helping him first with simple things like attaching a document to e mails, or setting up a teacher web page and attaching documents or creating a test schedule for parents and students to see; that made me realize I love to teach not only science to my secondary students but I love to teach others about innovation. It was in my first year of teaching that I knew I wanted to change the way the science classroom looked and felt to my students. I became proactive and attended much training to help broaden my knowledge. Technology competency is not a skill set that, once mastered, is static; rather, it is highly fluid, changing at the pace of technological innovation (Williamson and Redish, 2009). This statement reminds me of the ever changing lands of this planet and to keep up with the change we must stay at least in the game of learning.
Learn as Learner:
Looking at the sub titles of chapter one I gathered I would be reading about educator proficiencies related to technologies, training methods, and ways to implement the standard discussed. However, what I got from the reading was much more than those points. I gained the simple truth of never deserting the basics of teaching technology because without the understanding of standard one, the level of proficiency can not increase. I also gained a sense of what the difference truly is between a facilitator and leader’s role. It’s the leaders that will stay more up to date with the latest and greatest of knowledge because they will have the leadership role of more one on one contact with campus educators, whereas the facilitator is more or less going to lose face with campus level staff and may not be as up to date but they will still do the district, state or regional trainings to teach the leaders.
Lifelong Learning Skills:
From the stand point of an educator who was using basic skills in my first two years of teaching to the person I am today, that has experience in several operating systems, software and hardware; I can only imagine what good I will do with my continued growth of technological proficiency in the years to come. I also hope and plan to keep helpers in my back pocket such as Wing and Long, did in the case study provided. Investing some of the grant money in “technology ambassadors”(Wing and Long, 2009, pg 28) was a genius way to go when overwhelmed with the numbers and needs at the different campuses.
I currently am finishing my internship at a campus of almost 2000 student with only a part time technology associate and one instructional coordinator with no instructional coaches beneath her. So when I came along to gain experience both of them saw it as a perfect opportunity to gain some help and ease the load some. I agreed to the task given to me not only for my experience but also because no one person can be expected to run it all and teach everyone all the time. So hopefully with this insight and lesson when placed at a level of leadership I too can make a difference by helping to outsource the knowledge through a strong group of ambassadors or coaches.
1.6 Reflections of Chapter Two Planning and Designing Learning Environments and Experiences – TF/TL 2
Getting teachers to stop planning and designing lessons the way they have been doing for a decade or more is hard to do. Most are resistant to change or overwhelmed with the changes because they are unfamiliar with the new information. Chapter two takes this information and gives new hope to those that are to be the leaders to help stop the cycle. Its not about making the teachers change what they know and are comfortable with its about the level of support they are given to learn new planning and design with technology but broken down in steps or phases. I appreciate the author providing the levels of technology implementation (LoTi, framework for future facilitators and leaders to use when teaching. I can almost correlate them to the Blooms levels of Taxonomy.
Self –Assessment:
I was astonished to see the 2005 survey by CDW-G that showed how of 1000 teachers, 85% may be using a form of technology for administrative purpose while only 50% use it in or to support instruction in the classroom. This is troublesome to me because in most schools and most districts I am told there is an abundance of technology from SMART boards, Student Reponse Systems, to class sest of Itouch. But then I snap back into reality and realize; oh yeah these teachers have this stuff but who is in charge of training them to use it and then once they know how to operate it; who teaches them how to implement it into the instruction of a unit or lesson?
This is where Standard II comes in to be of such a high level of importance. Page 34 is sub titled: Current Context: The Need to Help Teachers Plan and Design Learning Experiences. I want to be the leader that meets the needs of the teachers and students because the ones to benefit from Standard II are not me or administration it’s the students and teachers.
Learn as a Learner:
When I sat down to read chapter two of the ISTE’s Technology Facilitator and Leadership Standards, I was not expecting to gain as much insight and to take it back so quickly to the school I am interning at to utilize. I first received an e mail asking for help with technology integration for a BIOLOGY –Evolution Unit in a classroom with discipline issues. So, I jumped at the chance to assist because what I just read told me that “the climate in today’s schools frequently complicates the planning process even further”
(pg 37).
But here was a teacher reaching out to get that help and not being as resistant as other are. I know from my own classroom time I have always complained that teachers planning periods are never long enough or that staff developments should not take up that time. To me that is poor judgment and planning on the part of administrators, however when the proper time is set aside and the technical skills are encompassed I could learn a new task and did not feel as resistant to using it in the suggested way. Therefore, spending the right amount of time with a teacher or group of teachers giving them the skills needed that help them associate their curriculum is key.
I am typing up a basic technology plan implementing some easy tactics for this biology teacher but will also offer my time to walk her through the lesson content and provide feedback if necessary as well as comforting advice that it should also help with the discipline issues too. I hope to see a positive report after the unit is complete.
Lifelong Learning Skills:
Further in chapter two the challenges of being a facilitator and leader change. The tables shown on pages 38 and 39 offers some helpful outlooks. There is conventional instruction compared to Reformed Instruction (Table 2.2, pg 38) which suggest that over time a shift can occur. Then on the following page Table 2.3 Indicators of engaged learning, helps to break down a variable, indicator, and the definition of that indicator. Its these types of studies and references provided to the teachers by the technology leaders which give insight to what the student should be gaining from use of technology based lessons. It also provides a guide of what the instructional model should look like for the teacher who is trying something new for the first time.
Therefore, in the future referring to Standard II is going to be critical and repetitive as we facilitate and lead technology into the designing and planning phases.
Week 1 Assignment 1.1 – Web Conference 1/22/12
On January 22, 2012 9PM, the EDLD 5370/5398 Ed Tech Internship web conference kicked off. The total number logged in, 26, was very close to the actual number in the course according to Dr. Mason. When I first logged in to the web site I took a minute to look over the page and first noted the AGENDA set up to the left of the page. I was pleasantly surprised to find that format and quickly read through it and made some notes for myself to help keep things organized during the conference. I wish all the past course web conferences had been as well organized.
Dr. Mason logged in a few minutes prior to the allocated time and did an audio check. With no other web cams turned on and microphones muted there were no audio/visual issues throughout this conference.
I appreciated that Dr. Mason took each item in the agenda and discussed it then opened it up for questions. Everyone typed their questions instead of “raising their hand”, which allowed us all to see and read along. Dr. Mason was thorough and even others who also had definite answers gave feedback which was extremely helpful.
The most important part of week 1 conference was to line out the understanding of the merge between the two courses and to identify that all of the Ed Tech Leader work was loaded to the course as EDLD 5370, but that on our transcript it will state EDLD 5398 Internship. Another aspect that I needed clarity on earlier and got that with a one on one phone call from Dr. Mason; was others in the class also felt like they may not complete their hours on time. She made us all at ease with the explanation of possible extended time and an option of an I until the graduation deadline in April.
Our IA, Dawn Kirkland also attended the conference which was helpful in explaining assignment submissions and for many of us to express our concerns with the courseware due dates and Save/Submit action buttons not being accessible. She assured us everything would be working for the Week 1 submission on Tuesday 1/24/12.
Overall, this may have been my best experience and most informative first of the course web conference. I look forward to the weekly meetings with everyone.
1.2 Comprehensive Exam Title Page and Introduction with Career and Leadership Goals.
Educational Technology Leadership, Comprehensive Exam
Katrina Powell
Lamar University Academic Partnership Masters Program
Introduction: The last two years of pursuing a masters in Educational Technology and Leadership has led me down a path of extensive and alternate forms of technology as well as providing an in depth look at how to responsibly guide and direct staff and students through proper and fundamental uses at the campus and district level through developmental components.
Position Goal:
As an Educational Technology Leader graduate, I plan to pursue a career in the avenue of curriculum and staff developments. Currently I am working along side a campus Instructional Coordinator, who’s roles encompass many areas of leadership such as, staff development training, Campus Improvement, AYP, AEIS data analysis, Testing for Telpas and TAKS, over sees curriculum development and integration of technology and Data teams.
As soon as I met Mrs. Bible, learned of how many areas of leadership she has her hands in and we discussed the importance of introducing teachers to the 21st Century of education and agreed that when doing staff developments with technology; teachers must trust they can use it within their discipline and see that in the training to truly evoke the desire and interest to then develop their lessons with technology.
Leadership Goals:
As an educational technology leader I hope to build a trust with my staff and teachers so that they not only come to me for specific technology or curriculum questions; but that when I bring a new idea to them they are open to seeing and learning for the benefit of not only the teacher but the student.
The educational needs that underlie my motivation to work in such a career are the ever changing and increasing forms of technology resources that our students are exposed to daily that peek their interest, so to bring some or most of that to the classroom is a desire of mine. Secondly, I see from the perspective of the educator where the ball has been dropped in many districts, where technology resources are purchased and placed at the campuses but no one is properly trained in its uses or the number of teachers that feel their level of technology is more than adequate when truly its no more than intermediate and they feel comfortable teaching in the old style with limited forms of technology but fail to engage the students who are really the experts.
1.3 EDLD 5306 Reflection – Concepts of Educational Technology
EDLD 5306 was the second course in my Ed Tech Leadership degree plan. The course is labeled as Concepts of Educational Technology. The idea of the course was to examine and summarize the TLRP and correlate the STaR Chart findings of our individual campus and lists that data recognizing trends, and finally a major assignment was to create an educational presentation to help staff understand the TLRP and STaR chart, and create a Wiki site for educational and professional purposes. The assignments evoked research and in depth understanding of both the level of comfort for staff and administration which in my opinion opened up doors of training in several technological avenues after looking at our three years of trends. In my opinion the information gained from the video lectures provided a starting place for research and then once directed to the SBOE website, I was able to establish more data reports and break down the actual campus information or state mandates for the Texas Long Range Plan of 2006-2020. One area that was not easily accessible though was the Texas STaR Chart for my particular campus. I ended up accessing those documents from my administrator before locating them on the website.
Self Assessment:
Looking back over the course of EDLD 5306 to present I have come a long way in my educational realm of forms of technology uses as well as the importance of looking at what the standards are and how to implement a vision for those standards at a campus or district level. However, I also feel that if one is to master these standards then only will it be through proper trainings that mastery will be accomplished.
All professional educators (including teachers, administrators, and librarians) must master the State Board for Educator Certification (SBEC) Technology Applications standards, which are currently mandated for all beginning teachers (Abernathy, 2010). Therefore, when assigned the presentation I took that on as my own personal gift to my campus. I wanted to help the staff members that may have felt as in the dark about how the TLRP and the STaR Chart affected us or our student. I made it a goal to explain what was never explained to me and to also show that if a staff member was in need of more help that would be extended to them through an in depth training designed with their curriculum in mind.
Learn as a Learner:
I have always had the notion that if you are going to teach me how to use something such as a type of technology, as an educator don’t just show me the program, put it into a context of my subject so I can associate it to how I would plan a lesson using the technology format. This is why I was not shocked to see the downward trend of my school STaR Chart over the years of 2006-2009. Like most people who want to admit they are not capable of simple technology executions? However, as the pressure became more focused in the district to design lessons around more uses; I suspect teachers were more honest when surveyed. I know I was during my second year. I had to not only attend trainings but ask others with more skill level to help me develop more innovative lessons. By my fourth year I was taking that role of teaching others about the areas I had discovered and hoping to convince them in small parts to think about the curriculum differently. I used an example that same year and actually proved my theory with benchmark test data with the rest of my department. I think I opened the eyes of some who were a little more close minded about the digital age. With sustained leadership and support this initiative can move teachers from Early or Developing Tech on the STaR Chart to Advanced or Target Tech (TX Long Range Plan Vision 2006-2020, (2)[1], pdf SBOE).
I also found it helpful to read other classmates posts in our discussion boards that had or were experiencing similar situations at their district or campus. Many were even able to provide feedback for examples of trainings or online information that I could take back to a department meeting or even to administration for training recommendations.
Lifelong Learning Skills:
Throughout the course and the two years in the program I have taken away many fundamentals that I am sure I can teach with when given the opportunity. I also realized more so that if I am going to be a leader and keep staff prepared for 21st century teaching, then my regular research is necessary because of how ever changing and updating the digital age is. In the past my excitement seemed a bit juvenile about classroom discoveries but in retrospect I hope that excitement stays near the surface but is communicated more professionally. Finally, though as a lifelong learner of education I have found it to be a challenge to step out of my comfort zone for fear that someone else may know it a little better, so in the future as opportunities present themselves I feel that I have gained enough self respect to lay aside my fear of the unknown and to project that confidence to others as I lead them down paths of their unknown. How to do this will more than likely come from trial and error but I also plan to learn from those leaders that lead me.
1.4 Reflections for EDLD 5333 Leadership for Accountability
The course of Leadership for Accountability was designed to be a data-driven. I had to use information from my own data analysis to develop an action plan to improve student achievement. At this point in my career I had heard of Site-based committees and was a little familiar with AYP and AEIS reports, but was not quite sure how all of them together created an plan to improve student performance. Therefore, I dug my heels in deep for this class. I had just been to a faculty meeting at school where they flashed AYP data and AEIS data on a screen at us and demanded we do a better job in certain content areas to improve student testing.
Self- Assessment:
AYP reports and AEIS reports had never been part of my educational training. I was completely unaware at how critical this information was to administrators and the guidance of a school or district’s achievements. The Texas Education Agency website became my new best friend as I researched through the many databases locating the reports necessary for me to understand why my campus and district administrators were pressing a thumb on us as teachers. I was not the only uninformed staff member though that year. It was not long before I gained access to our campus AYP report for my first assignment. To comapare these numbers I needed a guide. I found just what I needed at the TEA website in the 2009 AYP Guide.
Learn as Learner:
Once locating and reading through the AYP standards I pulled my campus report for 2008-09. At first glance I thought to myself, I am never going to understand this data and why would I want to. Then I answered my own question. I knew that if I did not learn something about it; when my students test scores were low and I was approached I needed to be able to either defend myself or give reasonable explanations. Luckily Science was not on this report so I felt better but still needed to analyze the Math and ELA criteria. It was actually rather easy to scan the information and then break it down by the subgroups/pops. Basically, I learned that the groups not meeting AYP or that were low based on the TPM were Hispanic and African American. Later I also learned that I could compare these numbers to the students on free/reduced lunch and have similar results.
Later a “Vision” was to be created. This was a large step for me since I had tried for two years to be part of the site-based committee who helped with the CIP and creating our campus/district “Shared Vision.” I did not feel I had been in education long enough to even fathem what a school vision should consist of. The websites provided from the course were helpful in educating me but it was the hands on training I felt I truly needed. However, in my school it was who the principal liked the most as to who would work on that kind of committee. Those people happen to be some that had been in the district for years, that were not fresh eyes or who had great ideas. So I visited each of the following websites to guide me through the project. Once complete I ran it by an fellow leader at my school for professional opinions and it was approved and appreciated.
The links that benefited my Vision the most were:
http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le100.htm
http://www.leasding-learning.co.nz/creating-vision.html
http://resources.sai-iowa.org/si/desiredfuture/vision.html
Lifelong Learner:
It’s a bit funny that as I looked back over my own District’s vision part of it read, “Is to create life-long learners…” Then I sit down and have to reflect as to how I feel I feel my learning will impact my future, how past collaborations will impact future learning experiences, and if there are any issues or challenges I feel are worthy of future research. Therefore to answer all three areas let me begin with first saying I hope that every school is helping to create life-long learners because if we all go through life with only the knowledge gained early on we are ignorant. It’s the consistent and continual growing in knowledge that keeps us from being so ignorant in life.
I know that because I want to work closely with the Curriculum data in a school I need to keep my skills fresh on what AYP standards are changing or staying constant, what testing changes are made and so on. Because of my past experiences of trying to learn from those in a leader role who chose to not keep me uninformed I will not be that type of leader. However, I also will not be the leader that spills out all the information to staff members causing frustration and confusion. I plan to be the instructional coordinator or Curriculum Coordinator that keeps up with trends and informs my staff and colleagues as they need to know and with the level of information that benefits them not bogs them down. Finally, with each and every new year that passes and any moves from one district to another I know that I will need to continuously educate myself on those campus or district’s data as well as do my own continuing education trainings so that as I train new teachers and seasoned teachers I reach them all on the right level of understanding and comprehension. Analyzing data is not meant for everyone and teachers have so many other avenues to cover in the classroom that I want to make the task as simple as I can by keeping up with the latest and greatest programs and technologies to make everyone’s job easier. If learning should be fun and innovative then so should leading those who teach.
1.5 Reflections for Chapter One – TF/TL Standard 1
Chapter one of the text references technology operations and concepts for the technology facilitator and leader to follow. For the digital immigrant reading chapter one could be very beneficial but for someone who is computer literate and internet savvy would find this chapter a bit mundane. I scanned chapter one knowing most of the content would not pertain to me but then I read back through it from a different point of view. I realized I needed to look at the information as a guide to help me when teaching others. One particular statement about standard 1 stood out my second time around. Technology facilitators and leaders ensure that their colleagues posses the fundamental understanding and skills needed to operate specific technologies and understand the concepts associated with technology use (J.Williamson and T. Redish, 2009).
Self-Assessment:
Looking back over the five years I have spent in the classroom, I have recognized the differences between someone like myself and close to my age verses someone like my first department chair; who after 16 years teaching and in his mid to late 40’s taught. While he was very well versed in the curriculum and TEKS and I was still learning them I brought to the classroom a different atmosphere at times with simple things like a UNITED STREAMING video which demonstrated the Earth layers or how Plate Tectonics looks in 3D. I learned a great deal from this man about teaching, he also allowed me to learn something about myself. It was helping him first with simple things like attaching a document to e mails, or setting up a teacher web page and attaching documents or creating a test schedule for parents and students to see; that made me realize I love to teach not only science to my secondary students but I love to teach others about innovation. It was in my first year of teaching that I knew I wanted to change the way the science classroom looked and felt to my students. I became proactive and attended much training to help broaden my knowledge. Technology competency is not a skill set that, once mastered, is static; rather, it is highly fluid, changing at the pace of technological innovation (Williamson and Redish, 2009). This statement reminds me of the ever changing lands of this planet and to keep up with the change we must stay at least in the game of learning.
Learn as Learner:
Looking at the sub titles of chapter one I gathered I would be reading about educator proficiencies related to technologies, training methods, and ways to implement the standard discussed. However, what I got from the reading was much more than those points. I gained the simple truth of never deserting the basics of teaching technology because without the understanding of standard one, the level of proficiency can not increase. I also gained a sense of what the difference truly is between a facilitator and leader’s role. It’s the leaders that will stay more up to date with the latest and greatest of knowledge because they will have the leadership role of more one on one contact with campus educators, whereas the facilitator is more or less going to lose face with campus level staff and may not be as up to date but they will still do the district, state or regional trainings to teach the leaders.
Lifelong Learning Skills:
From the stand point of an educator who was using basic skills in my first two years of teaching to the person I am today, that has experience in several operating systems, software and hardware; I can only imagine what good I will do with my continued growth of technological proficiency in the years to come. I also hope and plan to keep helpers in my back pocket such as Wing and Long, did in the case study provided. Investing some of the grant money in “technology ambassadors”(Wing and Long, 2009, pg 28) was a genius way to go when overwhelmed with the numbers and needs at the different campuses.
I currently am finishing my internship at a campus of almost 2000 student with only a part time technology associate and one instructional coordinator with no instructional coaches beneath her. So when I came along to gain experience both of them saw it as a perfect opportunity to gain some help and ease the load some. I agreed to the task given to me not only for my experience but also because no one person can be expected to run it all and teach everyone all the time. So hopefully with this insight and lesson when placed at a level of leadership I too can make a difference by helping to outsource the knowledge through a strong group of ambassadors or coaches.
1.6 Reflections of Chapter Two Planning and Designing Learning Environments and Experiences – TF/TL 2
Getting teachers to stop planning and designing lessons the way they have been doing for a decade or more is hard to do. Most are resistant to change or overwhelmed with the changes because they are unfamiliar with the new information. Chapter two takes this information and gives new hope to those that are to be the leaders to help stop the cycle. Its not about making the teachers change what they know and are comfortable with its about the level of support they are given to learn new planning and design with technology but broken down in steps or phases. I appreciate the author providing the levels of technology implementation (LoTi, framework for future facilitators and leaders to use when teaching. I can almost correlate them to the Blooms levels of Taxonomy.
Self –Assessment:
I was astonished to see the 2005 survey by CDW-G that showed how of 1000 teachers, 85% may be using a form of technology for administrative purpose while only 50% use it in or to support instruction in the classroom. This is troublesome to me because in most schools and most districts I am told there is an abundance of technology from SMART boards, Student Reponse Systems, to class sest of Itouch. But then I snap back into reality and realize; oh yeah these teachers have this stuff but who is in charge of training them to use it and then once they know how to operate it; who teaches them how to implement it into the instruction of a unit or lesson?
This is where Standard II comes in to be of such a high level of importance. Page 34 is sub titled: Current Context: The Need to Help Teachers Plan and Design Learning Experiences. I want to be the leader that meets the needs of the teachers and students because the ones to benefit from Standard II are not me or administration it’s the students and teachers.
Learn as a Learner:
When I sat down to read chapter two of the ISTE’s Technology Facilitator and Leadership Standards, I was not expecting to gain as much insight and to take it back so quickly to the school I am interning at to utilize. I first received an e mail asking for help with technology integration for a BIOLOGY –Evolution Unit in a classroom with discipline issues. So, I jumped at the chance to assist because what I just read told me that “the climate in today’s schools frequently complicates the planning process even further”
(pg 37).
But here was a teacher reaching out to get that help and not being as resistant as other are. I know from my own classroom time I have always complained that teachers planning periods are never long enough or that staff developments should not take up that time. To me that is poor judgment and planning on the part of administrators, however when the proper time is set aside and the technical skills are encompassed I could learn a new task and did not feel as resistant to using it in the suggested way. Therefore, spending the right amount of time with a teacher or group of teachers giving them the skills needed that help them associate their curriculum is key.
I am typing up a basic technology plan implementing some easy tactics for this biology teacher but will also offer my time to walk her through the lesson content and provide feedback if necessary as well as comforting advice that it should also help with the discipline issues too. I hope to see a positive report after the unit is complete.
Lifelong Learning Skills:
Further in chapter two the challenges of being a facilitator and leader change. The tables shown on pages 38 and 39 offers some helpful outlooks. There is conventional instruction compared to Reformed Instruction (Table 2.2, pg 38) which suggest that over time a shift can occur. Then on the following page Table 2.3 Indicators of engaged learning, helps to break down a variable, indicator, and the definition of that indicator. Its these types of studies and references provided to the teachers by the technology leaders which give insight to what the student should be gaining from use of technology based lessons. It also provides a guide of what the instructional model should look like for the teacher who is trying something new for the first time.
Therefore, in the future referring to Standard II is going to be critical and repetitive as we facilitate and lead technology into the designing and planning phases.
Friday, December 16, 2011
Week 5 EDLD 5363 Web Conference Reflection
During Week 5 of the EDLD 5363 Multimedia Class many of us were busy working with our groups and I know due to the schedule changes I could not log in but ready the script once it was posted. I filled the rest of my time with e mails, and google doc conversations with my team that I truly enjoyed working with.
I found week 5 web conference to be much like the previous weeks -- meaning, helpful because many answers were given to help with uncertainty in the assignment postings and clarity of the outcomes.
Now to address the work and time spent with my PSA team. As I reflect over the last couple of weeks I see that for the most part we all were present for the assignment when needed. There was some clarifications made early of Week 4 and we immediately took action to make the changes necessary. I felt like Luis and I took the lead at first to get the ball rolling and organization but once Kim and Michael joined in we hit the ground running. I know Kim felt as if she did not have much of a part in the work, however her insights and comments helped a great deal. Orginally she was going to get our shots but somewhere that changed to Luis and myself, but we ultimately used Luis's shots because I could not get mine done in time for us to edit them. I took the lead on script writing and everyone agreed early for my voice to be VOICE OVER worthy so I took that role seriosuly. Michael's creative editing was very attentive to what we all collaborated and he did a marvelous job doing so. I was pleased to work with such a dedicated group and we chose a topic that I think was extremely important to us all. I only wish we had a longer time limit to make it into more. Ultimately, I am very pleased with our final product and I know our collaborative documents show how hard we all worked.
I found week 5 web conference to be much like the previous weeks -- meaning, helpful because many answers were given to help with uncertainty in the assignment postings and clarity of the outcomes.
Now to address the work and time spent with my PSA team. As I reflect over the last couple of weeks I see that for the most part we all were present for the assignment when needed. There was some clarifications made early of Week 4 and we immediately took action to make the changes necessary. I felt like Luis and I took the lead at first to get the ball rolling and organization but once Kim and Michael joined in we hit the ground running. I know Kim felt as if she did not have much of a part in the work, however her insights and comments helped a great deal. Orginally she was going to get our shots but somewhere that changed to Luis and myself, but we ultimately used Luis's shots because I could not get mine done in time for us to edit them. I took the lead on script writing and everyone agreed early for my voice to be VOICE OVER worthy so I took that role seriosuly. Michael's creative editing was very attentive to what we all collaborated and he did a marvelous job doing so. I was pleased to work with such a dedicated group and we chose a topic that I think was extremely important to us all. I only wish we had a longer time limit to make it into more. Ultimately, I am very pleased with our final product and I know our collaborative documents show how hard we all worked.
Sunday, November 27, 2011
EDLD 5363 Multimedia -Web Conference Discussion
It has been two weeks since the EDLD 5363 Multimedia and Video Technology course started. This is my second time to start the class. After last summer's drop during a move I am much more confident I will be able to do the class this time around since I have less interruptions.
I have not been able to log into a web conference yet due to scheduled times and other engagements however I have utilized the Recorded Scripts of the Conferecnes and find them as a tool.
I like many others have questions about the assignments, details that may have been misunderstood or even small details that are left unsaid in the weekly TO DO List; but these have been the go to spot for clarification.
I will be getting online to do a web conference this week at some point to make sure that I am working on the right track with my team before progressing through the PSA assignment. My goal this week is to contact everyone via e mail and see who has been active in the Web Conferences thus far and who has not, then also exchange phone numbers so that not all correspondences have to be email.
I want to thank Dr. Abernathy for her efforts to be very clear to us with our weekly assignments and for choosing effective IA's such as Dawn Kirkland to be the person grading our work. Her postings of examples has been extremely helpful as well.
I have not been able to log into a web conference yet due to scheduled times and other engagements however I have utilized the Recorded Scripts of the Conferecnes and find them as a tool.
I like many others have questions about the assignments, details that may have been misunderstood or even small details that are left unsaid in the weekly TO DO List; but these have been the go to spot for clarification.
I will be getting online to do a web conference this week at some point to make sure that I am working on the right track with my team before progressing through the PSA assignment. My goal this week is to contact everyone via e mail and see who has been active in the Web Conferences thus far and who has not, then also exchange phone numbers so that not all correspondences have to be email.
I want to thank Dr. Abernathy for her efforts to be very clear to us with our weekly assignments and for choosing effective IA's such as Dawn Kirkland to be the person grading our work. Her postings of examples has been extremely helpful as well.
Sunday, May 16, 2010
Questions 4 and 5 of Reflection
• What questions do you still have about online learning?
I have thought about this question and reasoned with myself that I should have many more questions about online learning since I am no where a professional at it or even are fully operating at this time. I have to admit that the webinars were good but a bit too fast. I personally would have like each part broken down into several webinars or a multipart webinar that took us through all the steps at a slower pace and allow a brief q/a session every so often as a check for understanding. I ofcourse realize that I most question what types of courses are best done in the online learning format? I wonder if there is a rule of thumb I should learn before attempting a specific course or just try it and see if it works. With that in mind I am also wondering how indepth do go with my assignments and is it necessary to always provide a rubric? I will be digging deeper into the book that was used in this course so that Wiggins and McLeigh can hopefully give me a few answers or an insight.
• What will you do with this new learning?
I am thrilled with my new adventure and I hope to utilize the aspects of the readings of “Understanding by Design” through the next few months and incorporate the references into some of my lesson plans from this year and last year. I want to sit down with the curriculum in front of me and examine the aspects of the 5E model and try to rewrite lesson plans that start with a more concrete analysis of what it is the students will need to do to demonstrate an “understanding” of the lesson or unit. I don’t want to just engage them and ask them meaningless questions that do not derive a purpose for the content. I plan to place strategic activities into lessons that may not be called for by the C Scope material; which should ensure they are not just regurgitating what they are hearing but are applying concepts in and on other levels of thinking. Then once I have developed these lessons I will present them to my administrator, mentor and instructional coach to then discuss an online course or staff development based off of the same backward design concepts for other subjects. I can see many teachers doing this naturally with just a small push in the right direction where trying to follow a “scripted lesson” from the curriculum can be a challenge at times. Not to mention it takes the creativity away from the teacher and student.
I have thought about this question and reasoned with myself that I should have many more questions about online learning since I am no where a professional at it or even are fully operating at this time. I have to admit that the webinars were good but a bit too fast. I personally would have like each part broken down into several webinars or a multipart webinar that took us through all the steps at a slower pace and allow a brief q/a session every so often as a check for understanding. I ofcourse realize that I most question what types of courses are best done in the online learning format? I wonder if there is a rule of thumb I should learn before attempting a specific course or just try it and see if it works. With that in mind I am also wondering how indepth do go with my assignments and is it necessary to always provide a rubric? I will be digging deeper into the book that was used in this course so that Wiggins and McLeigh can hopefully give me a few answers or an insight.
• What will you do with this new learning?
I am thrilled with my new adventure and I hope to utilize the aspects of the readings of “Understanding by Design” through the next few months and incorporate the references into some of my lesson plans from this year and last year. I want to sit down with the curriculum in front of me and examine the aspects of the 5E model and try to rewrite lesson plans that start with a more concrete analysis of what it is the students will need to do to demonstrate an “understanding” of the lesson or unit. I don’t want to just engage them and ask them meaningless questions that do not derive a purpose for the content. I plan to place strategic activities into lessons that may not be called for by the C Scope material; which should ensure they are not just regurgitating what they are hearing but are applying concepts in and on other levels of thinking. Then once I have developed these lessons I will present them to my administrator, mentor and instructional coach to then discuss an online course or staff development based off of the same backward design concepts for other subjects. I can see many teachers doing this naturally with just a small push in the right direction where trying to follow a “scripted lesson” from the curriculum can be a challenge at times. Not to mention it takes the creativity away from the teacher and student.
Question 3 of Reflection
• Will you integrate online learning in your role as a teacher/staff developer?
I have thought it through at every aspect of this course and with the current change of curriculum and changes to various course TEKS as well as my beginner experiences I am not comfortable beginning online learning at the junior high level this year. However, as a staff developer of curriculum and staff developments in the near future I will integrate online learning in many areas that can only improve knowledge by allowing student (teachers) to demonstrate understanding in the course work. I would like to approach my administration next year with the development of student courses that we can integrate not only online learning but also incorporate a new level of technology use in the classrooms at the junior high level. Currently, the lack of computers in classrooms or computer lab access for the many teachers that would want to take part in this endeavor is also halting the process. I am learning through my masters program that there are many areas of funding for districts and so this has also inspired in me to also learn how to lobby for those funds to be used in our district to the student and teacher’s best interest.
I have thought it through at every aspect of this course and with the current change of curriculum and changes to various course TEKS as well as my beginner experiences I am not comfortable beginning online learning at the junior high level this year. However, as a staff developer of curriculum and staff developments in the near future I will integrate online learning in many areas that can only improve knowledge by allowing student (teachers) to demonstrate understanding in the course work. I would like to approach my administration next year with the development of student courses that we can integrate not only online learning but also incorporate a new level of technology use in the classrooms at the junior high level. Currently, the lack of computers in classrooms or computer lab access for the many teachers that would want to take part in this endeavor is also halting the process. I am learning through my masters program that there are many areas of funding for districts and so this has also inspired in me to also learn how to lobby for those funds to be used in our district to the student and teacher’s best interest.
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