Our final web conference for EDLD 5306 was held on Wednesday, December 13, 2011 at 8:00 p.m. Professor Borel focused on assuring our Draft Internship Plan and our Draft Principal Competencies requirements were understood by all. These documents will guide our field activities throughout the eighteen month Educational Technology Leadership program.
For me, the conference was an opportunity to assure I was on the right track. I was using the correct forms and inputting information correctly. My peers asked really good questions like: 1.) whether changes to the documents could be made after submission, 2.) where the drafts documents could be found, and 3.) whether we have to wait for a request from tk20 in order to upload and artifact. I exited this web conference feeling confident that my final week would go very smoothly!
I logged out of the web conference at 8:58 p.m.
Wednesday, December 14, 2011
Course Reflections
The EDLD 5306 Course & My Expectations
Initially, when I signed up for this course, I thought that I would learn some new, cool, techy things, but viewed myself a technologically viable. Week one was a huge wake up call for me! Words like blog, wiki, embedded video, and webconference gave me a swimming in the head. I said, "What have I done?" Fear tried to overcome me, but I fought it with tenacity!
I expected to learn technology skills during this course and absolutely received more than I bargained for. As a result of the team's support (Thanks, Sarah and Professor Borel!) and long nights, I am able to create a wiki, a blog, a wordle cloud, embedded video, and even participate in web-conferencing. Beyond these technology skills, I am now reading some great resources for technology and learning. This first course has bolstered my technology self-confidence and true knowledge. It also has laid tremendous groundwork for someone like me--on the edge of going tech.
___________________________________________
Outcomes' Relevance to My School Assignments
I do not currently work in a school. However, I am volunteering at a local school. So far we have done one face-to-face meet & greet and have communicated via email over the past two weeks. Based on what has been recorded in my Draft Internship Plan and my Draft Principal Competencies, I do believe the skills I have gained during course 5306 will be honed an used throughout my course work.
As I have stated before, I believe that learning is a life-long activity. It does not suddenly come to an end when a diploma or degree is gained. Life-long learners take the skills and information gained to invest into all the opportunities and lessons that are to come. This is my plan. I see the skills, tasks, assignments required in 5306 as foundational settings on-which to build and expand my personal use and professional use of technology.
_________________________
Outcomes Not Achieved?
My expectations for this course were limited by my own technology knowledge. I did not have a laundry list of skill-sets that I had to learn. I wanted to enter a program that would allow me to gain insight into and understanding of the current and best practices regarding technology use in the realm of education. I believe that I have accomplished the tasks outlined in course 5306 and have done so through hands-on learning experiences. Many moments of frustration were common placed during weeks one and two. I felt like I could not find anything on my first try. However, the process of trial and error allowed me to value the missteps because they informed by future actions. In fact my missteps and subsequent successes allowed me the capacity to help others.
_______________________________
Success with Course Assignments?
When I opened the Overview document to week one the information seemed pretty straight-forward. I went into epic, looked at the tasks and began reading articles. By the first web-conference, as I listened to the questions being asked by my peers, it became abundantly clear to me that I had missed some huge things. I jotted down notes as Professor Borel responded to questions and said to myself, "This is going to be a long night." After the web conference, I began searching epic and mylamar. What had I missed? I could have kicked myself when I realized that I had not scrolled down on the Overview for week one! Wow! I have more to do than I thought.
This misstep on my part--not reading the overview completely--set me on a pattern to avoid making a similar mistake. As a result, I paid close attention to the large and small things. I attended all web conferences and carefully reviewed everything that was printed or spoken. I still did experience some missteps, but was able to correct my errors quickly. During the past five weeks, I have completed each part of every assignment in course 5306 with what I consider success.
_______________________________________
What the Course Taught Me About Myself?
EDLD 5306 has been a good training ground for me. The assignments forced me to move beyond my limited use of technology and construct new things. Prior to this course, I had never created a wiki or a blog. I had not participated in a web conference or embedded a video presentation into a wiki. I had not read so many articles on technology before. All of these truths and my responses to the tasks remind me that huge treasure lies in the chest of experience. I can be effective with understanding and producing technology products. I am not limited to the accent of the "digital immigrant"; I can and shall become fluent in this new language of the "digital natives." As I learn and become proficient, it is my responsibility as an educator to build others forward by sharing what I know. Effective training, experimentation, and commitment to best practices are the little steps that can lead to huge change!
Initially, when I signed up for this course, I thought that I would learn some new, cool, techy things, but viewed myself a technologically viable. Week one was a huge wake up call for me! Words like blog, wiki, embedded video, and webconference gave me a swimming in the head. I said, "What have I done?" Fear tried to overcome me, but I fought it with tenacity!
I expected to learn technology skills during this course and absolutely received more than I bargained for. As a result of the team's support (Thanks, Sarah and Professor Borel!) and long nights, I am able to create a wiki, a blog, a wordle cloud, embedded video, and even participate in web-conferencing. Beyond these technology skills, I am now reading some great resources for technology and learning. This first course has bolstered my technology self-confidence and true knowledge. It also has laid tremendous groundwork for someone like me--on the edge of going tech.
___________________________________________
Outcomes' Relevance to My School Assignments
I do not currently work in a school. However, I am volunteering at a local school. So far we have done one face-to-face meet & greet and have communicated via email over the past two weeks. Based on what has been recorded in my Draft Internship Plan and my Draft Principal Competencies, I do believe the skills I have gained during course 5306 will be honed an used throughout my course work.
As I have stated before, I believe that learning is a life-long activity. It does not suddenly come to an end when a diploma or degree is gained. Life-long learners take the skills and information gained to invest into all the opportunities and lessons that are to come. This is my plan. I see the skills, tasks, assignments required in 5306 as foundational settings on-which to build and expand my personal use and professional use of technology.
_________________________
Outcomes Not Achieved?
My expectations for this course were limited by my own technology knowledge. I did not have a laundry list of skill-sets that I had to learn. I wanted to enter a program that would allow me to gain insight into and understanding of the current and best practices regarding technology use in the realm of education. I believe that I have accomplished the tasks outlined in course 5306 and have done so through hands-on learning experiences. Many moments of frustration were common placed during weeks one and two. I felt like I could not find anything on my first try. However, the process of trial and error allowed me to value the missteps because they informed by future actions. In fact my missteps and subsequent successes allowed me the capacity to help others.
_______________________________
Success with Course Assignments?
When I opened the Overview document to week one the information seemed pretty straight-forward. I went into epic, looked at the tasks and began reading articles. By the first web-conference, as I listened to the questions being asked by my peers, it became abundantly clear to me that I had missed some huge things. I jotted down notes as Professor Borel responded to questions and said to myself, "This is going to be a long night." After the web conference, I began searching epic and mylamar. What had I missed? I could have kicked myself when I realized that I had not scrolled down on the Overview for week one! Wow! I have more to do than I thought.
This misstep on my part--not reading the overview completely--set me on a pattern to avoid making a similar mistake. As a result, I paid close attention to the large and small things. I attended all web conferences and carefully reviewed everything that was printed or spoken. I still did experience some missteps, but was able to correct my errors quickly. During the past five weeks, I have completed each part of every assignment in course 5306 with what I consider success.
_______________________________________
What the Course Taught Me About Myself?
EDLD 5306 has been a good training ground for me. The assignments forced me to move beyond my limited use of technology and construct new things. Prior to this course, I had never created a wiki or a blog. I had not participated in a web conference or embedded a video presentation into a wiki. I had not read so many articles on technology before. All of these truths and my responses to the tasks remind me that huge treasure lies in the chest of experience. I can be effective with understanding and producing technology products. I am not limited to the accent of the "digital immigrant"; I can and shall become fluent in this new language of the "digital natives." As I learn and become proficient, it is my responsibility as an educator to build others forward by sharing what I know. Effective training, experimentation, and commitment to best practices are the little steps that can lead to huge change!
Friday, December 9, 2011
November 17th Web-Conference
As my blog demonstrates, this is the third web-conference in which I have participated. The conference was held on Thursday, November 17, 2011 and began at 8:00 p.m. I logged on at 7:50 p.m. and shared in the social greetings and communications of my peers and professor. At 8:00 p.m. sharp our academic discussions began.
This web-conference was an opportunity to verify textbooks, clear up questions about EPIC courseware or other concerns, and discuss the specifics of the 18-month Internship. This session's Internship requirements were clearly outlined with expectations and deadlines. Assignments included the submission of the Application for Internship and the Site Mentor Agreement. Additionally, Professor Borel clearly pointed out how this session's Internship documents connect to the entire 18-month program.
Web-conferencing is an effective way to assure interactive communication among all participants. However, it is the Professor's concise pre-planning and slides that help all participants remain on track and moving in the same direction.
This web-conference was an opportunity to verify textbooks, clear up questions about EPIC courseware or other concerns, and discuss the specifics of the 18-month Internship. This session's Internship requirements were clearly outlined with expectations and deadlines. Assignments included the submission of the Application for Internship and the Site Mentor Agreement. Additionally, Professor Borel clearly pointed out how this session's Internship documents connect to the entire 18-month program.
Web-conferencing is an effective way to assure interactive communication among all participants. However, it is the Professor's concise pre-planning and slides that help all participants remain on track and moving in the same direction.
Sunday, November 27, 2011
Blog Post 3--Summary of the National Educational Technology Plan
The National Educational Technology Plan “is not a prescription but rather a common definition and a five-year action plan that responds to an urgent national priority and a growing understanding of what the United States needs to do to remain competitive in a global economy” (page 7). The plan outlines a model for learning that includes the following areas:
Assessment
Measure what matters during the process of learning to improve student performance.
Teaching
Prepare and connect to employ a model of connected teaching.
Learning
Engage and Empower learning experiences for all by focusing what and how we teach to match who we teach, how they learn, and when/where they learn.
Measure what matters during the process of learning to improve student performance.
Teaching
Prepare and connect to employ a model of connected teaching.
Infrastructure
Access and enable a comprehensive infrastructure for learning that provides the resources needed when and where they are needed.
Access and enable a comprehensive infrastructure for learning that provides the resources needed when and where they are needed.
Productivity
Redesign and transform the American education system and use technology to implement personalized learning and ensure student progress through the P–16 system.
Redesign and transform the American education system and use technology to implement personalized learning and ensure student progress through the P–16 system.
Plan recommendations build on neuroscience/brain data that is focused on the how and whys of effective learning. Teaching and learning are not viewed as two exclusive processes. “Educators can be engaged in professional learning not only when attending formal workshops or other activities outside the classroom, but also in the very act of teaching” (page 45). Professional development recommendations also include video sharing, online instruction, Teach tv, and personal learning networks.
This plan does not give quantitative rubrics to assess progress. Some Long-Range Plan for Technology finding are reiterated, but this plan gives great science supports, recommendations, and recent data to support innovation.
Resource:
National education technology plan technical working group. (2010, March 5). The National educational technology plan. Retrieved from http://www.ed.gov/technology/netp-2010
Blog Post 2--District Technology Plan in Short Order
The Pearland ISD Technology Plan “focuses on facility and technology requirements defined from an instructional view point.” Instructional program, technology plan, and professional development are all intertwined to assure effective impact of technology use on student learning. Here is my summary of its goals and objectives:
Pearland ISD Technology Plan
Goal 1- Infrastructure for Technology
Objectives & Summary
1.1 Provide infrastructure for network access
1.2 Provide relevant software for instruction
1.3 Align technology with best practices
1.4 Maintain and secure hardware
Goal 2-Teaching and Learning --------------------------------------------------------------------------------
Objectives & Summary
2.1 Students effectively and routinely use technology
2.1 Students effectively and routinely use technology
2.2 Special needs students’ technology devices and services provided
2.3 Infuse technology into curriculum development and planning
Goal 3-Educator Preparation -----------------------------------------------------------------------------------
Objectives & Summary
3.1 Ongoing and job-embedded training
3.2 Staff administrative use of technology
3.1 Ongoing and job-embedded training
3.2 Staff administrative use of technology
Goal 4-Administrative and Support Services ---------------------------------------------------------------
Objectives & Summary
4.1 Provide for public awareness, information sharing, and collaboration to build community
4.1 Provide for public awareness, information sharing, and collaboration to build community
4.2 Assess the districts technology needs
Professional development is offered in several ways and coordinated by the District’s Director of Technology. Offerings include online resources accessible 24/7; after-school, planning period, and summer technical assistance from Technology and Instructional Technology Specialist; monthly webinars; and annual conferences. The district’s infrastructure is constantly being assessed by staff, students, and teachers through various response systems. To assure student improved learning, the district uses online lesson completion, student portfolios, STaR assessments, and annual Technology committee meetings. The Technology Plan budgets for possible need to upgrade technology.
Resource:
Pearlandisd. 2007, Dec 11. PearlandISD Technology Plan. Retrieved from http://www.pearlandisd.org/files/19135/District%20Technology%20Plan%2008-2010.doc
Saturday, November 26, 2011
Blog Post 1: Technology Assessments—Valuable or Not?
I believe that the assessment of educator and student technology skills is important to the necessary advancements in education. Printed books, notepad, pencils and overhead projectors are no longer the staple items needed within our classrooms to access, review, and synthesize information. To the contrary such antiquated sources would serve to disengage our 21st century learners, limit the amount and types of information readily available, and create a chasm with no bridge to migrate over. As cited in Meris Stanbury’s article, effective ed-tech programs have shown decreases in student dropout and increases in student graduation of high risk students (17). Without assessments improvements and adjustments would not be made.
Ready or not the need for technological change has come and with it our need for accurate data. The gathering of this data presents both pros and cons. Some of the pros and cons listed in the article, “Savvy educators reveal secrets of reform,” include the following:
Resource:
Ready or not the need for technological change has come and with it our need for accurate data. The gathering of this data presents both pros and cons. Some of the pros and cons listed in the article, “Savvy educators reveal secrets of reform,” include the following:
Pros Cons
1. Increased student performance 1. Lack of funding 2. Data to support individualized planning 2. Inadequate infrastructure
3. Decreased dropout rates 3. Inadequate professional development
4. Innovative, out-the-box thinking
5. Student-centered instruction
As indicated above, I believe the pros of technology assessment far outweigh the cons. The cons can actually be addressed and developed in a manner that makes each a pro. Assessments should not be feared, but embraced for the data gained. After all “we need data to know where we need to make changes” (page 17).
Stansbury, M. (2007). Savvy educators reveal secrets of reform. eSchool News, 10(9), 17.
My Second Web Conference!
Thursday, November 17, 2011 was the date of my second web-conference. This time I logged on at 7:45 p.m. and with less trepidation!
Here are my thoughts immediately following the web-conference:
Tonight was my second web-conference experience. It was quite informative. Tonight Dr. Borel shared many details regarding all the steps to successfully complete our internships. She also explained how our course schedule will be patterned for the next 18 months. There were a few problems with webcams and mics, but overall everyone seemed engaged.
I enjoy these discussions as they allow me to gain insight and hear valuable responses to the questions of others. I am going to use web-conferencing for staff development/meeting in the near future. I just have to assess who on our team is internet ready.
I successfully logged off at 9:02 p.m.
Wednesday, November 23, 2011
My First Web Conference Ever!
On Wednesday, November 16, 2011 I re-read the information on how to log on to a web-conference. I viewed a guide on youtube.com and prayed that I wouldn't mess it up. The official start time for the group's web-conference was 8:00 p.m. Students were welcomed to begin logging in at 7:45 p.m. Well I sat in front of my computer and logged on at 7:35 p.m. I just didn't want to mess up and miss it. What if my camera didn't work? Or, what would I do if my speaker or mic did not function? So much pressure...
Well here are the words that I wrote immediately after my first web-conference experience:
Tonight was my first time participating in a web-conference. It was a great experience! After successfully logging on to the site, I discovered how to activate my webcam, silence my mic, raise my electronic hand and communicate with the group. This web-conference allowed me to hear from and learn about my peers and my professor. Web-conferencing is an awesome e-technology!
As you can see I made it through my first web-conference unscathed and greatly encouraged that I can do this technology thing!
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