In this course I have had the opportunity to read so much more into the use of digital graphics in the classroom. I found the course work and readings fascinating. I think the most beneficial portion of this particular course for me was our first lesson about design principals.
No doubt in much of what I have done there has been a bit of the design principals in all of what I do, but now I have a better understanding of the concepts of contrast, repetitions, alignment, and proximity. I did enjoy breaking down the reasons that I am attracted to particular posters, newspapers, magazines, and well anything printed. I found myself going back to the yearbook that I helped design a few years ago. As I reviewed the overall design, I found areas that I struggle in. My deepest area of struggle is overall proximity. I began to also look at my power points and scrapbooks and noticed the same problems.
I was also glad to look more into technology in the classroom. Especially the focus on gaming. In a professional development book club I am currently attending we have also been discussing gaming in the classroom. I am fascinated by the simple fact that so many opportunities exist online for students to safely play games that education is more real world. I had the chance to explore teen secondlife. I know that this virtual world can seem like a scary thing to teachers and parents alike, but seeing that students have to utilize money appropriately, must communicate with others, and essentially live life through a more idealized self.
Overall it seems that the opportunities were beneficial and many concepts, though mainly the two mentioned above, will be new additions to my classroom in the spring semester!
Sunday, December 19, 2010
Sunday, December 5, 2010
Animation Nation-from Scratch!
Learn more about this project
So it was not creating a flash animation from scratch, but it was fun. I waited to finish my project until my daughter was home from grandma's house. She had fun telling mommy to add sound or make a fish move. Her favorite part the shark "eating" the fish. She did remind me though that in Nemo...Disney's Finding Nemo...that "fish are friends, not food!" We all got a laugh out of that!
I hope that you will enjoy the aguarium as my family has!
So it was not creating a flash animation from scratch, but it was fun. I waited to finish my project until my daughter was home from grandma's house. She had fun telling mommy to add sound or make a fish move. Her favorite part the shark "eating" the fish. She did remind me though that in Nemo...Disney's Finding Nemo...that "fish are friends, not food!" We all got a laugh out of that!
I hope that you will enjoy the aguarium as my family has!
Sunday, November 28, 2010
Logo
So it took me a little while to design my logo. Part of me thought this was silly and maybe borderline ridiculous. Why do I need a logo?
After asking many of my friends and family to help me by describing me and listing symbols that represent me, well I ended up with two symbols that popped up constantly with multiple meanings, the butterfly and the gavel. The gavel is representative of leadership, debate, and control. The butterfly is for my beliefs both on education and religion, and growth/change. I chose not to incorporate anything tech in my logo simply because technology is something I do, but still does not define me...yes that is a rare trait for anyone in my generation!
Hope you see this as me too!
Sunday, November 21, 2010
4 Principals of Design in Ancient Texts
1st Impressions
As with most illumiated texts. I could not help but love and appreciate the beautiful artwork. However, I never thought of them before as graphically designed, rather they were simply pretty pictures. In taking a second look at an exaomple of one of these beautiful texts, I feel that maybe, some design elements were not only intentional, but indeed they were necessary.
4 Principals of Design in the Sherborne Missal
Contrast-As seen in the photograph of a page from the Sherborne Missal, contrast is recognized in several areas. First and most prominent is the use of larger, more graphic letters for the beginning of important sections such as the C and D shown here. You can also see in the picture as well in other places in the text the use of contrasting color for words or numbers that I can only assume are very important.
Repetition-Repetition is seen in not only the design elements along the border of the page, but you can clearly see repetition in the core colors used throughout the page and the book.
Alignment-The text is carefully aligned in a justified manner. The major artwork is intentionally aligned to the edges of the pages. The page we are looking at is a right page. In the book, the major artwork is placed towards the center of the open book.
Proximity-This is harder to judge. Everything is so close together. It makes you wonder what came first, the words or the pictures. There is a part of me that feels that the words are simply a detailed explanation of what is implied in the pictures. This would justify the fact that most pages are mostly pictures, but some seem to be slightly more wordy.
In this text the writer/artist uses the faces of important people from within the text as well as art relevant to the story to describe the text. We have to keep in mind that historically, not all members of the church could read, so the pictures were as important in telling the story as the text.
School Law-EDLD 5344 Reflection
Student Management and Technology
In reviewing the Cyber Law text, I have found it hard to take an individualized approach to the student-management issues it addresses. Rather at my high school it is reasonable that we will need to take a holistic approach to address these issues.
Currently, my high school has a mediocre Acceptable Use Policy that fails to address the some of the major issues addressed in the Cyber Law text. I think creating a more modern and functional policy with good legal writing that uses language that all stakeholders will understand is the most relevant issue to address right now.
My views have not changed in regards to proper policies, rather I feel now that I have the tools to present to my administration and school board the importance of updating our AUP to address the 21st century learner and technology in the classroom. I have had a wonderful opportunity to sit with my principal to discuss some much needed changes to our school policy to meet the needs of our stakeholders today. We are addressing the much needed changes in waves. We are beginning by creating awareness of cyber-bullying in conjunction with our Student Council members. At the same time, we are addressing technology/student management issues with teachers. All this is slowing leading up to an AUP change for next school year.
The knowledge that I have gained is already helping to address the ineffective AUP we currently have. I feel that it will help our staff and students to provide a safer environment for learning.
Personnel Management
So honestly, the PDAS training that I did my very first year of teaching went in many ways above and beyond the information given in this class. My administration at my first school taught us the PDAS evaluation information as if we were sitting in the administrative training. As a technology leader, some of the information may prove useful as it will be important that I work closely with my principal to help them properly evaluate a technology driven classroom. I feel that it will be most important to learn more about personnel management from the perspective of technology. How do we address the way technology is implemented in the classroom in our evaluations? The best way I can think to answer this question is to look at districts that have successfully implemented either a 1:1 computer ratio in every classroom, or at least look at a district with laptop or other lab use of technology.
Improving Professional Practice
The next topic that I feel is necessary to look at is Copyright in the age of technology. So many of our teachers utilize amazing resources, but so much of the time those resources walk a very fine line between fair use and copyright infringement, especially when technology is involved. In all of my classes thus far I have learned that copyright is both a serious legal problem that schools often fail to address, and that is the easiest legal issue to solve.
I know that I can easily do an online lesson that includes a podcast and slide show. I have also already begun to utilize a great video “A Fair(y) Use Tale” from YouTube. Before school is out this year, my principal has asked that I do a training session on copyright. I know that for our teachers the best way to really address this issue is face-to-face and using the materials that they prefer to use the most, which means addressing worksheets, copying books, and the infamous movie. This will also have to be addressed in the classroom. Teachers will have to learn how to effectively address copyright with students, so that will be yet another professional development opportunity.
In reviewing the Cyber Law text, I have found it hard to take an individualized approach to the student-management issues it addresses. Rather at my high school it is reasonable that we will need to take a holistic approach to address these issues.
Currently, my high school has a mediocre Acceptable Use Policy that fails to address the some of the major issues addressed in the Cyber Law text. I think creating a more modern and functional policy with good legal writing that uses language that all stakeholders will understand is the most relevant issue to address right now.
My views have not changed in regards to proper policies, rather I feel now that I have the tools to present to my administration and school board the importance of updating our AUP to address the 21st century learner and technology in the classroom. I have had a wonderful opportunity to sit with my principal to discuss some much needed changes to our school policy to meet the needs of our stakeholders today. We are addressing the much needed changes in waves. We are beginning by creating awareness of cyber-bullying in conjunction with our Student Council members. At the same time, we are addressing technology/student management issues with teachers. All this is slowing leading up to an AUP change for next school year.
The knowledge that I have gained is already helping to address the ineffective AUP we currently have. I feel that it will help our staff and students to provide a safer environment for learning.
Personnel Management
So honestly, the PDAS training that I did my very first year of teaching went in many ways above and beyond the information given in this class. My administration at my first school taught us the PDAS evaluation information as if we were sitting in the administrative training. As a technology leader, some of the information may prove useful as it will be important that I work closely with my principal to help them properly evaluate a technology driven classroom. I feel that it will be most important to learn more about personnel management from the perspective of technology. How do we address the way technology is implemented in the classroom in our evaluations? The best way I can think to answer this question is to look at districts that have successfully implemented either a 1:1 computer ratio in every classroom, or at least look at a district with laptop or other lab use of technology.
Improving Professional Practice
The next topic that I feel is necessary to look at is Copyright in the age of technology. So many of our teachers utilize amazing resources, but so much of the time those resources walk a very fine line between fair use and copyright infringement, especially when technology is involved. In all of my classes thus far I have learned that copyright is both a serious legal problem that schools often fail to address, and that is the easiest legal issue to solve.
I know that I can easily do an online lesson that includes a podcast and slide show. I have also already begun to utilize a great video “A Fair(y) Use Tale” from YouTube. Before school is out this year, my principal has asked that I do a training session on copyright. I know that for our teachers the best way to really address this issue is face-to-face and using the materials that they prefer to use the most, which means addressing worksheets, copying books, and the infamous movie. This will also have to be addressed in the classroom. Teachers will have to learn how to effectively address copyright with students, so that will be yet another professional development opportunity.
Sunday, September 26, 2010
An Oasis of Technology, a Collaboration of Peers
No doubt the experience of multimedia technology is a new one for me. I have viewed many YouTube videos in awe of the bad and creative. I have heard numerous podcasts, but until this course, I have never created my own. As I reflect on the learning process, I review the collaboration that our team had to use. We had to move past simple cooperation.
Teamwork:
It seemed easy at first when we passed out job duties and discussed the beginnings of a vision. Immediately three of us stood up and took a form of leadership role. Lucinda created a team wiki so that we could post and share files and other information. Christine immediately began creating a shot list, and I took over as director and screenwriter. Jose added images from his work in Mexico classrooms to our collection of media, and Lamar certainly acted as the creative backbone to the group by completing the final video. Elements from each of us can be found in the video, but I think that ultimately the video represents the students we teach.
Our group decided during our second week of team work, that each of us would create our own version of the public service announcement, then vote on whose would represent the group. Let me tell you that in my opinion everyone did a great job, but Lamar took the script and the story, and made it magical. Posted above you will see the final team product, but below you can see my good, but not as good version. You can see all our group member's versions on our team wiki.
The only thing I found that I truly struggled with was the wait time. While some in our group seemed particularly interested in moving quickly through the assignment, there were some who seemed to push the deadlines the group set. We faced trials due to communication, though we all ended up with Skype for conferencing together in the end. Group members, including myself, ended up sick at some point forcing minor delays, but delays just the same. Although, our team worked well together, I know some of us feel we did much more than others.
A little about the story:
When Lucinda, Christine, and I net at our first Skype call, we immediately leaned toward a story about the needs of 21st century learners. Of course the first video that came to mind is one that most of us in the world of technology education are familiar with "A Vision of K-12 Students Today". We liked the overall idea of the video and the message it sends, but we had to limit our video to a 30-60 second bit. We also knew that there were elements that we needed in our video that were not a part of the vision video. I joked about how my classroom at school is a technology desert. I have a TV, a projector (old school style), a computer projector, and a teacher only desktop computer. I also pointed out that I had the opportunity to teach and see teachers teach who have a classroom oasis (Clickers, Interactive Whiteboards, Laptops, etc). Lucinda and Christine discussed their experiences too, and we decided to utilize the Texas Long-Range Plan for Technology as our video base. We like the imagery that could be created with the desert versus the oasis.
As I finalize my reflection, I feel that we did our job. I hope that will it does not have a call to action line in the script, that the story, the imagery, the students, will send our audience to action to make all classrooms and oasis of technology!
Sunday, September 19, 2010
Week 4 work with my PSA team
Other than the opportunity to learn more about sound and the use of audacity, it has been a busy week for my team. We have made a lot of leaps and bounds. As a team we conference often on skype. In a meeting previously this past week we decided that all group members would do their own version of the PSA. In doing so we figured that we would all learn more about editing through audacity and our movie makers. We also decided that we could possibly end up with a better product than the original vision.
Here is our updated pre-production plans and the link to our team wiki. We update the wiki constantly!
http://edld5363psagroup.wikispaces.com/
Here is our updated pre-production plans and the link to our team wiki. We update the wiki constantly!
http://edld5363psagroup.wikispaces.com/
Friday, September 17, 2010
Web-Conference on 9-17-10 at 5:00pm
Technical problems seem to longer be an issue in conferencing, at least on my side. Thank you Skype for practice with my camera and mic!
On the other hand, I can't help but express some concern in the changing of the assignments while we are in the process of completing them. My group was so close to finishing our project. Then tonight I find out that we have to have 2 voices for our narration. While this is not a bad thing overall, it was not in our original script. In my understanding of the rubric for weeks 3-5 we needed at least 2 video elements and an added audio such as narration. In requiring two or more voices now, my group must essentially rethink some elements of the script. I wrote the script for one speaker, one voice. It is a narration-kind of like the voice over on the St. Jude's commercials. We planned other vocals in the interviews, but have to cut much if not all of that.
I am also a little frustrated with the constant post and repost and post here and there requirement. In 5306 it was one thing. We were learning the many different places that you can post or write information. Now it is just a overkill of web 2.0. For instance, I am not a blogger, I don't even like to journal. Thought I do like my wiki, and have even started posting things that I do at school both for my internhip plan and outside of it, I don't want to double and triple post everything. I also dislike the fact that in a group project everyone must post everything several times. It sounds like wasted effort if you are planning that it is someone's job to do that part, then someone else takes care of the other product(s) of the project.
Finally, I am really irratated with the TK20 information. I understand that our professors did not necessarily choose to use this new program, but why are we going to have to pay $100 for an online portfolio when that is the intent of this blog and my wiki? Why not use the ProjectShare software which is already free as well. I apologize to Dr. A and the other professors if this subject is hitting a sore spot, but it is rough as well for all of us who are already professional educators, with portfolios and experience.
I hate to be on a soapbox rant, but it seems that we have moved beyond minor adjustments to the coursework and just simple continue to add tasks and extra items to purchase for the sake of adding it.
I have to say I appreciate the fact that I have the opportunity to take these courses. I have already integrated parts of my course work into my classes. I have presented to the board the need for a better infrastructure, and had reasonable back-up not just empty requests. I have started to help train other teachers at school to use various technology tools and online softwares.
Certainly not everything happening is bad, just not pleasant.
On the other hand, I can't help but express some concern in the changing of the assignments while we are in the process of completing them. My group was so close to finishing our project. Then tonight I find out that we have to have 2 voices for our narration. While this is not a bad thing overall, it was not in our original script. In my understanding of the rubric for weeks 3-5 we needed at least 2 video elements and an added audio such as narration. In requiring two or more voices now, my group must essentially rethink some elements of the script. I wrote the script for one speaker, one voice. It is a narration-kind of like the voice over on the St. Jude's commercials. We planned other vocals in the interviews, but have to cut much if not all of that.
I am also a little frustrated with the constant post and repost and post here and there requirement. In 5306 it was one thing. We were learning the many different places that you can post or write information. Now it is just a overkill of web 2.0. For instance, I am not a blogger, I don't even like to journal. Thought I do like my wiki, and have even started posting things that I do at school both for my internhip plan and outside of it, I don't want to double and triple post everything. I also dislike the fact that in a group project everyone must post everything several times. It sounds like wasted effort if you are planning that it is someone's job to do that part, then someone else takes care of the other product(s) of the project.
Finally, I am really irratated with the TK20 information. I understand that our professors did not necessarily choose to use this new program, but why are we going to have to pay $100 for an online portfolio when that is the intent of this blog and my wiki? Why not use the ProjectShare software which is already free as well. I apologize to Dr. A and the other professors if this subject is hitting a sore spot, but it is rough as well for all of us who are already professional educators, with portfolios and experience.
I hate to be on a soapbox rant, but it seems that we have moved beyond minor adjustments to the coursework and just simple continue to add tasks and extra items to purchase for the sake of adding it.
I have to say I appreciate the fact that I have the opportunity to take these courses. I have already integrated parts of my course work into my classes. I have presented to the board the need for a better infrastructure, and had reasonable back-up not just empty requests. I have started to help train other teachers at school to use various technology tools and online softwares.
Certainly not everything happening is bad, just not pleasant.
Sunday, September 5, 2010
Adventures in iMovie...The New Film Experience
As in all adventures, I started trying to create this amazing video that I wanted to call the Rhetoric Remix...I had high expectations and wanted so much for it to work. My downfall, trying to use downloaded video from the Internet on Movie Maker. I tried several times to edit my clips and piece them together, but each time I managed to edit my program would freeze and reload losing all work. After an hour of redoing the same cut over and over, I just gave up!
Now this is not a plug for Mac or a soap box about the perils of PC, but I truly believe there are some things easier done Mac. Videos are easier on Mac. Generally speaking I have used PC for its accessibility and general ease of use. Playing with the sample video clips on Movie Maker was easy and there are a lot of different effects as well as transitions. Here's the downside. Movie Maker does not accept a lot of downloaded video clips for editing. So forget the whole create your own video from YouTube videos. Cutting videos is also a little rough as you have to keep a close eye on the time in order to choose the start and stop times. Finally there is a limited number of title choices that are really limited to font style and size.
iMovie for Mac seems to be a lot simpler to use from the start. All videos that have been loaded onto the Mac are in the work area immediately under the story board and view screen. You can either choose to drag and drop an entire video clip to the story board or you can pre-cut from the import screen. Adding extras such as blank screens, titles, photos, and music is no problem on the insert menu. Everything is drag and drop. Like MovieMaker, I will use the MPEG4 file format for my video in iMovie. This allows the video to be played on both QuickTime and MediaPlayer.
Now, I'll be honest. I did not view any iMovie tutorials until after I had posted my video on YouTube. I did go back and view the tutorial that comes on the Mac, and lets just say it was easy to learn without the tutorial and even easier with the tutorial. I did a search for iMovie tutorials on Google and YouTube, and to my disappointment the videos were all done by kids! Well, maybe it is not disappointing...these kids were doing some neat things with iMovie. I just couldn't listen to them for very long. I sometimes over analyze the presentation of others...that's the speech teacher in me.
At this point, I know that my preference has changed to Mac for media related products. I prefer iPhoto to PhotoStory, iMovie to MovieMaker, and iTunes to MediaPlayer. I have truly been insired after my daughter's dance to her video to continue learning to use iMovie to create family movies from our camcorder.
Monday, August 30, 2010
PhotoStory 3: I can do it!!!
I was a bit overwhelmed and even concerned when I first looked at this assignment. I saw personal story and post to YouTube, and I immediately thought loss of privacy. Then I looked at the suggested written work, and thought...this is why I am a techie in theatre. I don't write, act, or direct. So where am I now?
I am happy to say that I learned more about YouTube. My video is private, only reachable by a specific link. I found that they actually work to protect many in the audience how choose or should not watch certain types of videos. I was also amazed at the simplicity of uploading my video.
What about writing?
Honestly, the script was still a struggle. I felt confident in the photographs that I chose. I also knew immediately the theme of my story. My struggle was is trying to limit the time I used while still telling the story that was most important. I remain concerned now that maybe I cut too much, but I am overall satisfied with the final product!
Here it is...enjoy!
http://www.youtube.com/watch?v=HTzx-1lhpgw
I am happy to say that I learned more about YouTube. My video is private, only reachable by a specific link. I found that they actually work to protect many in the audience how choose or should not watch certain types of videos. I was also amazed at the simplicity of uploading my video.
What about writing?
Honestly, the script was still a struggle. I felt confident in the photographs that I chose. I also knew immediately the theme of my story. My struggle was is trying to limit the time I used while still telling the story that was most important. I remain concerned now that maybe I cut too much, but I am overall satisfied with the final product!
Here it is...enjoy!
http://www.youtube.com/watch?v=HTzx-1lhpgw
Web Conference-August 30, 2010
I am excited to say that this web conference was a great experience! I was able to immediately communicate through video and sound as soon as the permissinos were given. I was particulary happy about the experience because it was a small group. The discussion seemed to flow faster both through spoken and written questions. There were no repeat questions or side conversations.
I was still not overly confident about my Photo Story project, but it is not really about the directions given. I am feeling very behind in everything. Recent events have caused me to feel behind at home, teaching, and now at school. My storyboard looks good and I am excited about the final video project!
I was still not overly confident about my Photo Story project, but it is not really about the directions given. I am feeling very behind in everything. Recent events have caused me to feel behind at home, teaching, and now at school. My storyboard looks good and I am excited about the final video project!
Thursday, August 5, 2010
Word Clouds Shape Up!
While at my technology conference several teachers shared their excitement about Wordle, which of course many of us have fallen in love with. Then another teacher introduced me to the site Tagxedo. It takes the same premise of Wordle, but allows you to use shapes to post your word lists. There is both a free and a paid version. This was fun, and there is a great selection of fonts, colors, and shapes!Wednesday, August 4, 2010
Making My way at the Vision 2020 & T3 Conference
Moving to a technology-based campus has become a hard road for many districts. Schools are looking to grants to help not only build the infrastructure, but to educate our educators to use the technology they are gaining. The Vision 2020 & T3 (Target Tech in Texas) Conference has opened up the opportunity for districts receiving these grants to come together to share ideas, learn more about using the technology to help our students, and provide for the need of technology professional development.
This has been an amazing experience! This will be a a part of my intersnship hours, but I am so pleased that the information that I am gathering will be extremely useful to my classroom, and the teachers in my district.
Among other things, I went to a phenominal seminar at the conference hosted by Krista Scott. She discussed some great web 2.0 tools. Some of the tools were familiar either because of course work or things I have experimented with, but I was excited to find some new tools to introduce to teachers for various parts of the classroom. Livebinders helps you create a list of topics to limit the search efforts by students...sort of a web notebook of resources similar to the good old Reader's Guides of yesteryear. Blabberize makes pictures speak. Penzu allows students to journal online, but is not an open online program like a blog. Xtimeline allows students to create a timeline. Bbubl is an online word map builder. Voki allows students to create an avatar that speaks using their voice. Fotobabble is also fun. It gives students the opportunity to take a photograph and share information by recording speech! Whlie some of these sites make great places to play. The potential benefits to the classroom is simply amazing! Find more awesome web 2.0 tools at a great site by Krista Scott, Krista's Tech Tidbits!
This has been an amazing experience! This will be a a part of my intersnship hours, but I am so pleased that the information that I am gathering will be extremely useful to my classroom, and the teachers in my district.
Among other things, I went to a phenominal seminar at the conference hosted by Krista Scott. She discussed some great web 2.0 tools. Some of the tools were familiar either because of course work or things I have experimented with, but I was excited to find some new tools to introduce to teachers for various parts of the classroom. Livebinders helps you create a list of topics to limit the search efforts by students...sort of a web notebook of resources similar to the good old Reader's Guides of yesteryear. Blabberize makes pictures speak. Penzu allows students to journal online, but is not an open online program like a blog. Xtimeline allows students to create a timeline. Bbubl is an online word map builder. Voki allows students to create an avatar that speaks using their voice. Fotobabble is also fun. It gives students the opportunity to take a photograph and share information by recording speech! Whlie some of these sites make great places to play. The potential benefits to the classroom is simply amazing! Find more awesome web 2.0 tools at a great site by Krista Scott, Krista's Tech Tidbits!
Monday, August 2, 2010
Web-conferencing is beginning to pay off! July 31st @ 11am
I joined into my 3rd web conference, and was pleased with the results. This time around I was able to connect my camera. I also was able to fully enjoy the benefits of real-time communication since I set down to a proper Internet connection for the first time all summer. Sound seems to be the only problem with the web conferencing, but at this time I think it is an across the board problem since all members of our web conference struggled with the sound. This however was only a minor setback.
During our web conference Dr. Abernathy spent time helping all of us to more fully realize the potential in our action research. To my delight we spoke in some detail about what expectations the final product of our action research should meet. While the final action research project is a while away, Dr. Abernathy encouraged publication of our research as well as professional presentations. She also encouraged all of use to work together to prepare our writing and presentations for these sharing methods. I was concerned in some way about my style of writing, especially should much of it be completed during high school debate season. I was excited when Dr. Abernathy suggested that perhaps it would be appropriate to use a debate style of writing to look at my final writing project. Data, warrant, claim...professional development and technology research will be able to be viewed from hopefully a positive and successful light, but potentially show the disadvantages of focusing so much on the campus professional development and it's follow-up.
I am excited and charged to work on this once scary project!
During our web conference Dr. Abernathy spent time helping all of us to more fully realize the potential in our action research. To my delight we spoke in some detail about what expectations the final product of our action research should meet. While the final action research project is a while away, Dr. Abernathy encouraged publication of our research as well as professional presentations. She also encouraged all of use to work together to prepare our writing and presentations for these sharing methods. I was concerned in some way about my style of writing, especially should much of it be completed during high school debate season. I was excited when Dr. Abernathy suggested that perhaps it would be appropriate to use a debate style of writing to look at my final writing project. Data, warrant, claim...professional development and technology research will be able to be viewed from hopefully a positive and successful light, but potentially show the disadvantages of focusing so much on the campus professional development and it's follow-up.
I am excited and charged to work on this once scary project!
Sunday, August 1, 2010
Week 3, Part 4:Sharing Your Aciton Research
I first plan document much of my findings throughout the research process on either my wiki or my blog. This will both help me to reflect on my inquiry and make necessary changes, as well as show my fellow teachers how they can use blogs and wikis to create an inquiry atmosphere for their classes.
I will also complete presentations to at least three separate groups. The first group I will present to will be the Region 17 Service Center at the annual Technology Stimulus Conference. This will be a great arena for sharing my findings with schools in my area, and perhaps developing a new area of inquiry. The second group I will present to will be the constituents at the T3 conference held annually in Austin. This presentation will be important to my school, as it will help us identify the uses of our grant money. Thirdly I will present my findings to my principals and perhaps other district administrators. Perhaps if it is a fitting topic for the Texas Speech Communication Association in the fall of 2011, I may review and rewrite my findings to show how technology professional development and follow-up can improve learning in the speech and debate classroom (this will use my personal experience as well as the other district speech teachers experience with this research).
In both areas of sharing I will of course review the necessary background information so that my audience can understand the purpose of my action research. While I know my school’s problem is not unique, I am tailoring my plan to fit the needs of my specific peers and the overall personality of our school.
It would be unproductive to share every detail of the design of my inquiry in a presentation, but I will be sure to present foundations, so that my audience can further understand the context of my research. However, the blog/wiki will be the best place to share the detailed information in regards to my inquiry design.
Since my data will be more qualitative that quantitative, it will be very important that in both forms of sharing that I state my inquiry claims with satisfactory amounts of data. I foresee that the most important data will be teacher observations (provided by my principal) and student work. My only planned numerical data will be the updated STaR Chart in the fall of 2011.
Concluding thoughts will be important as well, though I hope that while I create a set of concluding thoughts for the purpose of my degree, my intention is that this will be an ongoing and ever-changing project. The key idea is that through ongoing professional development, Personal Learning Communities, and follow-up teachers will be more effective in the classroom, and therefore students will be more effective in the classroom!
I will also complete presentations to at least three separate groups. The first group I will present to will be the Region 17 Service Center at the annual Technology Stimulus Conference. This will be a great arena for sharing my findings with schools in my area, and perhaps developing a new area of inquiry. The second group I will present to will be the constituents at the T3 conference held annually in Austin. This presentation will be important to my school, as it will help us identify the uses of our grant money. Thirdly I will present my findings to my principals and perhaps other district administrators. Perhaps if it is a fitting topic for the Texas Speech Communication Association in the fall of 2011, I may review and rewrite my findings to show how technology professional development and follow-up can improve learning in the speech and debate classroom (this will use my personal experience as well as the other district speech teachers experience with this research).
In both areas of sharing I will of course review the necessary background information so that my audience can understand the purpose of my action research. While I know my school’s problem is not unique, I am tailoring my plan to fit the needs of my specific peers and the overall personality of our school.
It would be unproductive to share every detail of the design of my inquiry in a presentation, but I will be sure to present foundations, so that my audience can further understand the context of my research. However, the blog/wiki will be the best place to share the detailed information in regards to my inquiry design.
Since my data will be more qualitative that quantitative, it will be very important that in both forms of sharing that I state my inquiry claims with satisfactory amounts of data. I foresee that the most important data will be teacher observations (provided by my principal) and student work. My only planned numerical data will be the updated STaR Chart in the fall of 2011.
Concluding thoughts will be important as well, though I hope that while I create a set of concluding thoughts for the purpose of my degree, my intention is that this will be an ongoing and ever-changing project. The key idea is that through ongoing professional development, Personal Learning Communities, and follow-up teachers will be more effective in the classroom, and therefore students will be more effective in the classroom!
Week 3, Part 3:Action Research Plan Steps
1. Setting the Foundation- After a lengthy discussion with both my school principal and my site mentor, we feel that technology-based professional development is a key concern because our teachers struggle to use available technology in their classrooms now, and we are getting new technology this year.
2. Analyzing the Data-In a look at the past three school years of Plainview High School’s Texas STaR Chart data, our school is still at the developing tech level for professional development even though the district has given teachers new technology to work with. Also, to meet a part of the T3 grant requirements (from a grant our school recently received for technology adoption) teachers must take part in a minimum number of technology-focused professional development hours with emphasis on the tools that the teachers will be receiving in their classrooms.
3. Developing Deeper Understanding-"Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010)
In a conference I recently attended on Personal Learning Communities I read a quote by Peter Senge that said, “Those with high levels of personal mastery regularly spend time reflecting on their vision, skills, and practices. They clarify what is important to them and are clear about the current reality. They are extremely focused, but in a particular way.”
In the Texas Long-Range Plan for Technology, Educator Preparation and Development is recognized as one of the four key areas to addressing technology in schools. "Professional development carries the urgent charge of supporting the move from traditional schooling to 21st century education." (TEA, 2006) There is no doubt, "technology related professional development programs need to provide teachers with a variety of activities such as modeling, discussion, brainstorming of ideas, hands-on actions, and just-in-time support." (Mouza, 2002-2003)
“Teacher proficiency with technology results in greater use of technology by students and increased learner-centered instruction.” (Burns, 2002)
4. Engage in Self-Reflection-In what ways will I need to further my technology skills to help train my peers? What support does the other administrative staff have to offer that may not have been previously tapped? Are there resources that I need before beginning further research? After carefully reviewing my choice of action research topic, I feel that I am a prime example of the subjects that I am completing the project for. I have not utilized my classroom technology to its fullest potential because until recently I did not know how. I will be utilize others expertise to help me solve the issues of my action research. I have on the other hand I have found several sources that support my research questions. All of the skills needed for this project are skills that I have recently acquired or will work on alongside my research. I am truly excited about the changes that will be reflected in student learning in my classroom this year based on the research!
5. Exploring Programmatic Patterns-After meeting with both my principal and site mentor on the topic of my research plan, we have identified both potential benefits and pitfalls to my proposed action research plan. Of the benefits: 1. Increased student and teacher use of classroom technology in all subjects; 2. Better parent communication through the use of technology; 3. Better understanding of available technology; 4. Meeting and exceeding requirements of STaR Chart and the T3 Grant. Of the pitfalls: 1. Limited time to perform professional development with teachers; 2. Limited access to student computers; 3. Challenging preconceived notions or ignorance’s about technology; 4. How technology could change the classroom management dynamic; 5. Redefining Acceptable Use Policies to identify student use of new technology resources.
6. Determining Direction-I am clear on my problem area, unused classroom technology and new incoming technology. I am satisfied with my research questions. I know that I do not have the skills to exclusively perform all tasks related to the professional development, and will be enlisting the help of my mentor and several other technology teachers and specialists to help me. I am hoping to work with at least to peer scholars from Lamar as well as the aforementioned staff members. My timelines are really just a short-term look at a long-term work. I will monitor progress through surveys of student work, and the Professional Learning Community’s that will be created. The key look into how my plan works will be the STaR Chart results completed in the Fall of 2011 with the move from developing tech to advanced tech, however my principal’s observations and other qualitative methods will also serve as sufficient proof of success. Any adjustments necessary will be based on teacher need. The idea of follow-up is that teachers have accessible hands on training.
7. Taking Action for School Improvement-I am currently in discussion to compare findings and research with two peers within my cohort at Lamar University. I will also be working with my principal to utilize her observation findings. Furthermore, I will be in contact with my former school district, Lubbock ISD, to review and compare their use of technology professional development. Most importantly, I will be looking to the technology teachers and department heads to help me with PLC and follow-up session evaluations including the interviews and surveys.
8. Sustain Improvement-This area will consist of sharing my research with several groups (see part four of this assignment). It will also however focus on ongoing technology professional development, follow-up, and use of Personal Learning Communities to not only sustain improvement, but advance to the Target area on the Texas STaR Chart.
Burns, Mary. (December 2002). From Compliance to Commitment:Technology sa a Catalyst for Communities of Learning. PHI DELTA KAPPAN. P295-302
Mouza, Chrystalla. (Winter 2002-2003). Learning to Teach with New Technology: Implications for Professional Development. Journal of Research on Technology in Education. Volume 35, Number2. p 272-289.
National Staff Development Council. (Accessed: July 29, 2010). Learning Communities. http://www.nsdc.org/standards/learningcommunities.cfm
Texas Education Agency. (November 2006). Long-Range Plan for Technology, 2006-2020.
Texas Education Agency. (2006-2008). Campus STaR Chart Data. Retrieved June 1, 2010.
2. Analyzing the Data-In a look at the past three school years of Plainview High School’s Texas STaR Chart data, our school is still at the developing tech level for professional development even though the district has given teachers new technology to work with. Also, to meet a part of the T3 grant requirements (from a grant our school recently received for technology adoption) teachers must take part in a minimum number of technology-focused professional development hours with emphasis on the tools that the teachers will be receiving in their classrooms.
3. Developing Deeper Understanding-"Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010)
In a conference I recently attended on Personal Learning Communities I read a quote by Peter Senge that said, “Those with high levels of personal mastery regularly spend time reflecting on their vision, skills, and practices. They clarify what is important to them and are clear about the current reality. They are extremely focused, but in a particular way.”
In the Texas Long-Range Plan for Technology, Educator Preparation and Development is recognized as one of the four key areas to addressing technology in schools. "Professional development carries the urgent charge of supporting the move from traditional schooling to 21st century education." (TEA, 2006) There is no doubt, "technology related professional development programs need to provide teachers with a variety of activities such as modeling, discussion, brainstorming of ideas, hands-on actions, and just-in-time support." (Mouza, 2002-2003)
“Teacher proficiency with technology results in greater use of technology by students and increased learner-centered instruction.” (Burns, 2002)
4. Engage in Self-Reflection-In what ways will I need to further my technology skills to help train my peers? What support does the other administrative staff have to offer that may not have been previously tapped? Are there resources that I need before beginning further research? After carefully reviewing my choice of action research topic, I feel that I am a prime example of the subjects that I am completing the project for. I have not utilized my classroom technology to its fullest potential because until recently I did not know how. I will be utilize others expertise to help me solve the issues of my action research. I have on the other hand I have found several sources that support my research questions. All of the skills needed for this project are skills that I have recently acquired or will work on alongside my research. I am truly excited about the changes that will be reflected in student learning in my classroom this year based on the research!
5. Exploring Programmatic Patterns-After meeting with both my principal and site mentor on the topic of my research plan, we have identified both potential benefits and pitfalls to my proposed action research plan. Of the benefits: 1. Increased student and teacher use of classroom technology in all subjects; 2. Better parent communication through the use of technology; 3. Better understanding of available technology; 4. Meeting and exceeding requirements of STaR Chart and the T3 Grant. Of the pitfalls: 1. Limited time to perform professional development with teachers; 2. Limited access to student computers; 3. Challenging preconceived notions or ignorance’s about technology; 4. How technology could change the classroom management dynamic; 5. Redefining Acceptable Use Policies to identify student use of new technology resources.
6. Determining Direction-I am clear on my problem area, unused classroom technology and new incoming technology. I am satisfied with my research questions. I know that I do not have the skills to exclusively perform all tasks related to the professional development, and will be enlisting the help of my mentor and several other technology teachers and specialists to help me. I am hoping to work with at least to peer scholars from Lamar as well as the aforementioned staff members. My timelines are really just a short-term look at a long-term work. I will monitor progress through surveys of student work, and the Professional Learning Community’s that will be created. The key look into how my plan works will be the STaR Chart results completed in the Fall of 2011 with the move from developing tech to advanced tech, however my principal’s observations and other qualitative methods will also serve as sufficient proof of success. Any adjustments necessary will be based on teacher need. The idea of follow-up is that teachers have accessible hands on training.
7. Taking Action for School Improvement-I am currently in discussion to compare findings and research with two peers within my cohort at Lamar University. I will also be working with my principal to utilize her observation findings. Furthermore, I will be in contact with my former school district, Lubbock ISD, to review and compare their use of technology professional development. Most importantly, I will be looking to the technology teachers and department heads to help me with PLC and follow-up session evaluations including the interviews and surveys.
8. Sustain Improvement-This area will consist of sharing my research with several groups (see part four of this assignment). It will also however focus on ongoing technology professional development, follow-up, and use of Personal Learning Communities to not only sustain improvement, but advance to the Target area on the Texas STaR Chart.
Burns, Mary. (December 2002). From Compliance to Commitment:Technology sa a Catalyst for Communities of Learning. PHI DELTA KAPPAN. P295-302
Mouza, Chrystalla. (Winter 2002-2003). Learning to Teach with New Technology: Implications for Professional Development. Journal of Research on Technology in Education. Volume 35, Number2. p 272-289.
National Staff Development Council. (Accessed: July 29, 2010). Learning Communities. http://www.nsdc.org/standards/learningcommunities.cfm
Texas Education Agency. (November 2006). Long-Range Plan for Technology, 2006-2020.
Texas Education Agency. (2006-2008). Campus STaR Chart Data. Retrieved June 1, 2010.
Week 3, Part 2:Developing and Action Research Plan
This week we were asked to look at the School or Professional Improvement Project outline or another form of action research outline to create our action research plan. This image reflects that plan.
Week 3, Part 1:Writing an Action Research ?????
Topic: How can increased technology professional development, follow-up sessions, and personal learning communities improve the use of technology in the classroom at PHS?
Because our teachers struggle to use available technology in their classrooms now, and we are getting new technology this year, I will be introducing a series of technology professional development to our teachers. While the technology based professional development would cover various topics from hardware to software to acceptable student use, the key to my study is the follow-up throughout the school year.
Purpose:
1. How can increased technology based professional development improve the use of technology in the classroom at PHS?
2. How can follow-up sessions improve teacher willingness to use technology?
3. How can follow-up sessions improve classroom use of technology for students?
Significance:
1. Teachers
a. will learn and use various technology hardware and software to help improve teaching and student learning.
b. will learn and use communication based programs to remain in contact with students and parents.
c. will work in small groups to follow-up on technology use in the classroom.
d. will have access to outside professional development opportunities online 24/7.
2. Administration
a. will see improved classroom use of technology.
b. will see increased student participation.
3. Students
a. will utilize technology based resources in the classroom.
b. will be active participants in technology based problem solving.
c. will have access to online communication methods with teachers 24/7.
4. Parents
a. will have access to online communication methods with teachers 24/7.
5. Community
a. will see increased classroom and school use of technology.
b. will see greater participation in technology based learning through communication on websites, blogs, and wikis.
Ideally, by creating a learning environment on campus for our faculty, student participation and as a result of that participation, learning will greatly improve. Also, my hope is that in the future this will open up greater opportunities for community involvement in the technology based classroom.
“Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010) In beginning my research, I chose to start by looking at the National Staff Development Council. In doing so I discovered that not only to they seek to encourage teachers, schools, and districts to be involved in meaningful staff development, but they view the best way to do this as the use of professional learning communities. Both our texts refer to PLCs in education. Specifically the text’s supports engaging in PLCs for not only professional development, but also for the use of research and research sharing.
In reflecting on the aforementioned purpose, I find myself truly looking at creating PLCs at Plainview High School. By creating these PLCs within the school, follow-up will be teacher centered, teacher led professional development. Ideally, teachers will be able to reflect on best practices, raise concerns in a trusted environment, and use ideas from each other’s classrooms to integrate technology into their own courses.
I am currently trying to determine the best way to reflect and collect data on the PLCs that will be created. After completing this week’s assigned readings I know that I will work closely with my principal to collect data from her field notes (classroom walk-throughs). Group interviews throughout the PLC process may be valuable as well. I think that the best way for me to collect this data would be to create Weblogs or even a wiki with each PLC in mind. In doing this I would be able to share my reflections with teachers, and read and reflect on the thoughts of the teachers I work with. While not the main portion of my data collection, surveys and artifacts such as lesson plans (which are freely accessible by all teachers) and technology-based student work will also be utilized.
National Staff Development Council. (Accessed: July 29, 2010). Learning Communities. http://www.nsdc.org/standards/learningcommunities.cfm
Because our teachers struggle to use available technology in their classrooms now, and we are getting new technology this year, I will be introducing a series of technology professional development to our teachers. While the technology based professional development would cover various topics from hardware to software to acceptable student use, the key to my study is the follow-up throughout the school year.
Purpose:
1. How can increased technology based professional development improve the use of technology in the classroom at PHS?
2. How can follow-up sessions improve teacher willingness to use technology?
3. How can follow-up sessions improve classroom use of technology for students?
Significance:
1. Teachers
a. will learn and use various technology hardware and software to help improve teaching and student learning.
b. will learn and use communication based programs to remain in contact with students and parents.
c. will work in small groups to follow-up on technology use in the classroom.
d. will have access to outside professional development opportunities online 24/7.
2. Administration
a. will see improved classroom use of technology.
b. will see increased student participation.
3. Students
a. will utilize technology based resources in the classroom.
b. will be active participants in technology based problem solving.
c. will have access to online communication methods with teachers 24/7.
4. Parents
a. will have access to online communication methods with teachers 24/7.
5. Community
a. will see increased classroom and school use of technology.
b. will see greater participation in technology based learning through communication on websites, blogs, and wikis.
Ideally, by creating a learning environment on campus for our faculty, student participation and as a result of that participation, learning will greatly improve. Also, my hope is that in the future this will open up greater opportunities for community involvement in the technology based classroom.
“Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010) In beginning my research, I chose to start by looking at the National Staff Development Council. In doing so I discovered that not only to they seek to encourage teachers, schools, and districts to be involved in meaningful staff development, but they view the best way to do this as the use of professional learning communities. Both our texts refer to PLCs in education. Specifically the text’s supports engaging in PLCs for not only professional development, but also for the use of research and research sharing.
In reflecting on the aforementioned purpose, I find myself truly looking at creating PLCs at Plainview High School. By creating these PLCs within the school, follow-up will be teacher centered, teacher led professional development. Ideally, teachers will be able to reflect on best practices, raise concerns in a trusted environment, and use ideas from each other’s classrooms to integrate technology into their own courses.
I am currently trying to determine the best way to reflect and collect data on the PLCs that will be created. After completing this week’s assigned readings I know that I will work closely with my principal to collect data from her field notes (classroom walk-throughs). Group interviews throughout the PLC process may be valuable as well. I think that the best way for me to collect this data would be to create Weblogs or even a wiki with each PLC in mind. In doing this I would be able to share my reflections with teachers, and read and reflect on the thoughts of the teachers I work with. While not the main portion of my data collection, surveys and artifacts such as lesson plans (which are freely accessible by all teachers) and technology-based student work will also be utilized.
National Staff Development Council. (Accessed: July 29, 2010). Learning Communities. http://www.nsdc.org/standards/learningcommunities.cfm
Sunday, July 25, 2010
Week 2 Reflection for EDLD 5301
This week has been a preview to how my courses through Lamar will challenge me in my classroom. In our text this week, we read about the 9 topics that administrators typically find their wonderings on. While it is not my goal to be an administrator, I have worked to see where these areas of wonderings can be used in my classroom and in my technology leadership. I can see how I will continually refer to Dana's Leading with Passion and Knowledge throughout my career.
I know that I will look at the wondering of staff development for the purpose of my action research, but I also feel that there are several other areas in which I will look into following completion of my coursework. I am especially interested at looking into school culture and leadership. While I know many places to start with the leadership topic, I would like to get to know my school and better before embarking on a research project about school culture.
I have also learned how I really feel about intellectual property, and I certainly no longer believe that you can borrow ones ideas. (It is sad when it takes getting to graduate school to form an opinion on this topic.) Though I firmly believe that one should not reinvent the wheel (which was mentioned over and over again this week in our videos and reading) giving others credit for their ideas and accomplishments is key, even if it is just a post for a class.
I know that I will look at the wondering of staff development for the purpose of my action research, but I also feel that there are several other areas in which I will look into following completion of my coursework. I am especially interested at looking into school culture and leadership. While I know many places to start with the leadership topic, I would like to get to know my school and better before embarking on a research project about school culture.
I have also learned how I really feel about intellectual property, and I certainly no longer believe that you can borrow ones ideas. (It is sad when it takes getting to graduate school to form an opinion on this topic.) Though I firmly believe that one should not reinvent the wheel (which was mentioned over and over again this week in our videos and reading) giving others credit for their ideas and accomplishments is key, even if it is just a post for a class.
Saturday, July 24, 2010
Action Research Excited and Encouraged, but frustrated!
After a very encouraging meeting with my principal late in teh afternoon on July 21st, I have been confirmed in my week 1 wonderings. Because our teachers struggle to use available technology in tehir classrooms now, and we are getting new technology this year, I will be introducing a series of professional development to our teachers. While the techhnology based professional development would cover various topics from hardware to software to acceptable student use, the key to my study is the follow-up throughout the school year.
Purpose:
Purpose:
- How can increased technology based professional development improve the use of technology in the classroom at PHS?
- How can follow-up sessions improve teacher willingness to use technology?
- How can follow-up sessions improve classroom use of technology for students?
Significance:
Teachers
- will learn and use various technology harware and software to help improve teaching and student learning.
- will learn and use communication based programs to remain in contact with students and parents.
- will work in small groups to follow-up on technology use in the classroom.
- will have access to outside professional development opportunities online 24/7.
Administration
- will see imprved classroom use of technology.
- will see increased student participation.
Students
- will utilize technology based resources in the classroom.
- will be active participants in technology based problem solving.
- will have access to online communication methods with teachers 24/7.
Parents
- will have access to online communication methods with teachers 24/7.
Community
- will see increased classroom and school use of technology.
- will see greater participation in technology based learning through communication on websites, blogs, and wikis.
Ideally, by creaing a learning environment on campus for our faculty, student participation and as a result of that participation, learning will greatly improve. Also, my hope is that in the future this will open up greater opportunities for community involvement in the technology based classroom.
So you might be asking yourself, why is she frustrated? Well, let me vent. I know that like in many fields sharing is caring. Why reinvent the wheel if there is success already in a similar or when possible exact area? Well I went to update my discussion post for my graduate class and stumbled upon a post that read almost exactly like mine, only it was typed 12 hours later and had minor differences. I hate to sound childish, but I would've appreciated credit. It took me a while to write my purpose and signifcance in a way that I knew would answer the problems in my school.
Feel free to give me feedback on my excited look at professional development for my action research project, or if you are good with confrontation, comment on how to handle this frustation! Thanks!
Sunday, July 18, 2010
Research in Action-Action Research!
In reviewing this weeks literature for my graduate class at Lamar University, I intially struggled. As I am sure stood out with many others, I was, and to a lesser extent now am worried about the dredded RESEARCH! In my head I began to image dissertation style research including weeks of useless information from sources that could not really answer a thesis question that would help my classroom. I am glad to say that my perception of research, action research, has changed.
Action research can be defined as "the practitioner inquiry movement [which] focuses on the concerns of practitioners (not outside researchers) and engages practitioners in the design, data collection, and interpretation of data around their question. (Dana, 2009) Using this definition, as an educator I would research using my "wonderings" as a starting point for my inquiry. (Dana, 2009) I like that the intention of action research is to answer those questions that affect my classroom or my school. I also have a great appreciation for the professional learning and professional learning communities that action research helps to encourage and even create.
While as I stated, the thought of research, even action research, still puts that taste of fear in my mouth, I am finding questions that could be answered by action research. Of course since the focus of my graduate course is to look at action research from a school perspective, I will be utilizing action research to help seek a better atmosphere for technology based professional development in my school. I would like to also look at a more classroom centered action research project. My focus would be the use of cell phones in my classroom to help create a stronger communication environment. Some questions I would like answered might be, do students share a common text language? Does this language transfer into their verbal communication? How can I utilize students and their cell phone use to teach modern communication applications? I would also like to further extend action research on other areas of technology in my school, and potentially classroom managment practices.
Dana, Nancy Fichtman. (2009). Leading with Passion and Knowldge: The Principal as Action Researcher. Corwin.
Action research can be defined as "the practitioner inquiry movement [which] focuses on the concerns of practitioners (not outside researchers) and engages practitioners in the design, data collection, and interpretation of data around their question. (Dana, 2009) Using this definition, as an educator I would research using my "wonderings" as a starting point for my inquiry. (Dana, 2009) I like that the intention of action research is to answer those questions that affect my classroom or my school. I also have a great appreciation for the professional learning and professional learning communities that action research helps to encourage and even create.
While as I stated, the thought of research, even action research, still puts that taste of fear in my mouth, I am finding questions that could be answered by action research. Of course since the focus of my graduate course is to look at action research from a school perspective, I will be utilizing action research to help seek a better atmosphere for technology based professional development in my school. I would like to also look at a more classroom centered action research project. My focus would be the use of cell phones in my classroom to help create a stronger communication environment. Some questions I would like answered might be, do students share a common text language? Does this language transfer into their verbal communication? How can I utilize students and their cell phone use to teach modern communication applications? I would also like to further extend action research on other areas of technology in my school, and potentially classroom managment practices.
Dana, Nancy Fichtman. (2009). Leading with Passion and Knowldge: The Principal as Action Researcher. Corwin.
Blogs in Education
Through technology, the way we teach, learn, and communicate has changed drastically in only a short amount of time. Like all other transitions to 21st century education, or web 2.0 tools, blogs are still a feared change in many schools.
However, blogs provide a new forum for 21st century education with a key look at how it changes literacy. Blogs can now become a place for peer collaboration, whether from am educator or student perspective. Blogs are an open forum for creativity, expression, and of course writing. Educators can post questions for students to solve, or seek answers to problems within a Personal Learning Community. Students and parents can keep up with school or classroom news and communicate in a forum common concerns or praises.
However, blogs provide a new forum for 21st century education with a key look at how it changes literacy. Blogs can now become a place for peer collaboration, whether from am educator or student perspective. Blogs are an open forum for creativity, expression, and of course writing. Educators can post questions for students to solve, or seek answers to problems within a Personal Learning Community. Students and parents can keep up with school or classroom news and communicate in a forum common concerns or praises.
Thursday, July 15, 2010
Lamar Web Conference-Sun, July 11, 2010
On Sunday, July 11 at 8:00pm, I joined my second Lamar graduate school web conference. After having a rather rough experience with the first web conference, I found the second experience slightly better, and learned why I struggled with the technology. After be kicked out of the conference several times and struggling to connect my camera and my mic to the adobe software, I realize most of my problems were due to my Internet connection. This was then confirmed through a few emails with professors in the EDLD courses. Unfortunately, the idea that it was safe to do my school work on a mobile Internet device while traveling this summer somewhat failed. The connection speed for a mobile Internet connection is far too weak to participate in a multimedia web conference. I also discovered that in order for my camera to be picked up on the Adobe software I need to have it turned on through one of my video programs. I am excited to attempt the next web conference from home on my broadband wi-fi.
Beyond the technical issues, I was able to learn a few things in the moments of the conference I was able to participate in. I am now a member of the Internship wiki for Educational Technology students. Many thanks to Peggy for sharing that with all of us new to Lamar! I also learned that I need to reference an updated Internship Handbook 3.1. I am interested to go back and review the conference to see what other bits of the conversation I missed in dealing with technical problems, but I am thankful to understand those problems.
Beyond the technical issues, I was able to learn a few things in the moments of the conference I was able to participate in. I am now a member of the Internship wiki for Educational Technology students. Many thanks to Peggy for sharing that with all of us new to Lamar! I also learned that I need to reference an updated Internship Handbook 3.1. I am interested to go back and review the conference to see what other bits of the conversation I missed in dealing with technical problems, but I am thankful to understand those problems.
Sunday, June 6, 2010
My 1st Web Conference Experience
The web conference was for me an interesting experience in the nature of technical difficulties. Where prior to the conference all equipment worked I had several struggles trying to set up my camera to the Adobe conferencing software. I certainly gained a better understanding of my equipment and of the importance of testing the equipment prior to class. I am very excited about the internship prospects and was fortunate to be working with my local region service center on technology professional development. I have since asked a co-worker who teaches technology and engineering to mentor me in my graduate study and a close friend and technology leader at the Region 17 ESC will be helping me throughout as well. Admittedly I am a little nervous about the number of hours I will need to complete while still completing my everyday duties, but I know that over the course of 18 months this is really not going to be a tough task. I do want to try the web conference again in the following weeks to assure that I have learned to use my hardware properly.
National Educational Technology Plan
In the 2010 National Educational Technology Plan, the Department of Education reviews the needs of 21st century learners and educators. These needs have been laid out in six sections; learning, assessment, teaching, infrastructure, productivity, and research and development.
Under the section labeled learning, the report describes the need to empower learners uses the technology based tools that professionals are already using on a daily basis. We also need to find better assessment techniques that show real-time data that teachers can immediately use to differentiate instruction. 21st century learners need teachers to be technology literate, so providing and maintaining professional development will be a key aspect to meeting this part of the technology plan. It also asks that teachers change to a more connected teaching style, in which a learner-centered, technology driven classroom helps prepare our students.
Through, infrastructure the government and private businesses help to start a sound technology infrastructure in every school to allow student and teacher connectivity. It also looks at the need of schools to help maintain and update the ever-changing technology through planning and management. Productivity seeks to create a more productive school “business” by connecting district administrations to techniques commonly used by businesses to maintain efficient and budget centered organization. Finally, the plan focuses on research and development to help continually equip our schools, students, and teachers with the best in educational technology practices.
To provide for our 21st century learners we must provide a sound look at the future of technology in schools.
Under the section labeled learning, the report describes the need to empower learners uses the technology based tools that professionals are already using on a daily basis. We also need to find better assessment techniques that show real-time data that teachers can immediately use to differentiate instruction. 21st century learners need teachers to be technology literate, so providing and maintaining professional development will be a key aspect to meeting this part of the technology plan. It also asks that teachers change to a more connected teaching style, in which a learner-centered, technology driven classroom helps prepare our students.
Through, infrastructure the government and private businesses help to start a sound technology infrastructure in every school to allow student and teacher connectivity. It also looks at the need of schools to help maintain and update the ever-changing technology through planning and management. Productivity seeks to create a more productive school “business” by connecting district administrations to techniques commonly used by businesses to maintain efficient and budget centered organization. Finally, the plan focuses on research and development to help continually equip our schools, students, and teachers with the best in educational technology practices.
To provide for our 21st century learners we must provide a sound look at the future of technology in schools.
TX Progress Report on the LRPT
In the Texas progress report for the Long-Range Plan for Technology, the state reviews the House and Senate Bills passed by the 80th Legislature to build a virtual school network, provide, internet safety, technology-based assessment and other technology-based supplements.
Through these bills we now have the Texas Virtual School Network which provides professional development online through regional eduation service centers and online student learning. TxVSN provides flexibility in learning, acclerated course and courses that are not offered in many smaller school districts. The Texas Imersion Pilot Program has also shown success. Through technology based learning school districts that were a part of the TIP program showed increased math and reading literacy, more itellectually demanding work, and less discipline problems. The House and Senate also began creating college readiness standards to help schools prepare all stundents for a post-secondary education.
To help Texas school districts with the immersion of technology the state offered several grant opportunities to build appropriate infrastructures and create key leadership positions, as well as provide technology based professional development. Vision 2020 Grants provide districts with the opportunity to build either a virtual program or a 1:1 ratio in their classrooms. The STAR Grant was designed to proide technology based professional development and the Rural Technology Grant to provide for districts outside of traditional internet reach.
Through the STaR Chart, Texas ensures that all districts have adequate WAN/LAN access and are reaching to meet the LRPT standards. Currently, roughly 70% of districts fall under the developing technology level. Texas has also introducted a Master Technology Teacher certification for techonology mentors, and new tools for teachers such as C-SCOPE.
Through these bills we now have the Texas Virtual School Network which provides professional development online through regional eduation service centers and online student learning. TxVSN provides flexibility in learning, acclerated course and courses that are not offered in many smaller school districts. The Texas Imersion Pilot Program has also shown success. Through technology based learning school districts that were a part of the TIP program showed increased math and reading literacy, more itellectually demanding work, and less discipline problems. The House and Senate also began creating college readiness standards to help schools prepare all stundents for a post-secondary education.
To help Texas school districts with the immersion of technology the state offered several grant opportunities to build appropriate infrastructures and create key leadership positions, as well as provide technology based professional development. Vision 2020 Grants provide districts with the opportunity to build either a virtual program or a 1:1 ratio in their classrooms. The STAR Grant was designed to proide technology based professional development and the Rural Technology Grant to provide for districts outside of traditional internet reach.
Through the STaR Chart, Texas ensures that all districts have adequate WAN/LAN access and are reaching to meet the LRPT standards. Currently, roughly 70% of districts fall under the developing technology level. Texas has also introducted a Master Technology Teacher certification for techonology mentors, and new tools for teachers such as C-SCOPE.
Texas LRPT and Educator Preparation and Professional Development
Educator and Professional Development is of the utmost importance in looking at the Texas Long Range Plan for Technology. This section of the plan focuses on the need for educators to continue learning.
The current look at educator and professional development shows that educator preparation programs should and are beginning to teach and model the integration of technology in the classroom. By teaching the Technology Applications standards in the educator preparation programs schools are able to hire teachers who are better prepared for 21st century learners. In terms of professional development not only do educators need to continue learning to be prepared for their subject matter, but they need to be prepared to integrate technology into their subject matter. Professional development programs have adapted to the needs of prodessional educators by providing online sessions. Nationally, univeristies are beginning to increase online continuing education programs as well as degree programs in the teaching field.
While there has been a great increase in technology based professional development as well as access to professional development, there is still a need for improvement. Many educator preparation programs still lack the necessary equipement to allow student teachers to prepare for integrated technology use. Professional educators also need follow up on their campuses and in their classrooms to assure that they understand the use of the technologies they are learning about. Professional development activities are a great beginning, but unless we follow up with teachers to ensure understanding, many of our less tech-savvy teachers give up on the new knowledge the first time they struggle with it.
The current look at educator and professional development shows that educator preparation programs should and are beginning to teach and model the integration of technology in the classroom. By teaching the Technology Applications standards in the educator preparation programs schools are able to hire teachers who are better prepared for 21st century learners. In terms of professional development not only do educators need to continue learning to be prepared for their subject matter, but they need to be prepared to integrate technology into their subject matter. Professional development programs have adapted to the needs of prodessional educators by providing online sessions. Nationally, univeristies are beginning to increase online continuing education programs as well as degree programs in the teaching field.
While there has been a great increase in technology based professional development as well as access to professional development, there is still a need for improvement. Many educator preparation programs still lack the necessary equipement to allow student teachers to prepare for integrated technology use. Professional educators also need follow up on their campuses and in their classrooms to assure that they understand the use of the technologies they are learning about. Professional development activities are a great beginning, but unless we follow up with teachers to ensure understanding, many of our less tech-savvy teachers give up on the new knowledge the first time they struggle with it.
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