Course+Reflections


 * Course Reflections in order as assigned are below. ||
 * > //For Course Embedded Assignments, click// //HERE// ||

**EDLD 5306 Concepts of Educational Technology** (May 30, 2010)

I felt like I achieved the outcome that I had envisioned for the course. I now have a clear vision for what is to be accomplished by completing this program. By completing the course work for the Educational Technology Leadership program, I will be able to make more informed decisions in regards to recommendations of technology implementation in my district.

The content covered in this course has given me deeper knowledge of the state’s vision for technology implementation and alignment to instructional goals. It has also provided me with research-based knowledge of many strategies to accomplish them. My district looks to me to make informed recommendations and decisions in regards to those topics.  As stated by Dr. Abernathy, we “explored the expectations and standards to bring the State of Texas to a best-in-class performance standard”. I believe that I achieved the overall outcome that met the requirements of this course. As I stated in a prior question, I did not have set expectations for this course except to determine the relevance to my current professional position. This first course “sold” me on the Educational Technology Leadership program. Since I was a district-level technologist prior to the beginning of my start of this program, I was concerned that this degree would not be relevant to advancement in my district. However, I am genuinely encouraged and excited about the content that I will attain by continuing these studies. I believe that through the completion of this program, I will significantly improve my technology and leadership skills.

The use of Miguel Guhlin’s articles was of particular interest to me, because I follow and learn so much from the information that he shares through his involvement in the Texas Computer Education Association. It was affirming that the professor found his contributions to be of interest, as well. The introduction to Prensky's (2001) Digital Natives concept was also incredibily beneficial.  Finally, I was also excited by what is exhibited in districts throughout the state in regards to vision and implementation. I also learned through the discussion board that the issues faced in terms of technology implementation are relatively universal, no matter the size of the district. Just when I thought that only my district faced those obstacles, someone would comment on the exact same problem they were experiencing in a much larger distric t. I was actually encouraged by that, because if the same issues are experienced then they can be addressed by all of us statewide.

Prensky, M. (2001). Digital natives, digital immigrants part 1. //On The Horizon - The Strategic Planning//
**EDLD 5333 Leadership for Accountability (**May 30, 2010)

Data-driven decision making is the standard by which districts determine district and campus improvement plans. It helped us target and address needs based on data, and how to clearly analyze TAKS data with the purpse of making specific site-based decsions at the campus level in dertemining profesional development.

The introducction to the concept of professional learning communities profoundly impacted me in my current position. After reading Huffman's and Jacobson's (2003) article, //Perceptions of Professional Learning Communities// and William's (2008) article, //Changing Classroom Practice,// I immediately sought to create one in my district. Our first meeting is Tuesday, June 1! Our district PLC is comprised of two teachers per grade level or department Our goal as a PLC is to create teacher/leaders to implement collaborative, curricular initiatives. Our goal as a PLC is to provide professional development that aligns wih our district and campus improvement plans which meet the needs of our students' instructional needs.

While it was a challenging and helpful experience to break down campus data, I found the emphasis on professional development planning the most beneficial. This course provided a solid framework to follow to assess needs, plan, and implement sucessful professional development.

Huffman, J. and Jacobson, A. (2003). Perceptions of professional learning communities.Leadership in Education, 6(3). 239-250.

Wiliam, D. (2008). Changing classroom practice. Educational Leadership. 36-42.

**EDLD 5368 Instructional Design Course Reflection**

The popularity to online learning continues to rise as 21st Century skills have become essential to student success. As differentiated instruction has become the standard for instruction, teachers note that the benefit of an online instructional environment is increasingly idea. E learning is more self-paced than traditional classroom instruction and gives students a chance to speed up or slow down as necessary. It also accommodates multiple learning styles using a variety of delivery methods geared to different learners and can be more effective for certain learners. Accessibility that is designed around the learner makes students more accountable because the content is available on-demand, 24/7. Online content also fosters greater student interaction and collaboration has the potential to increase student engagement and interaction. Opportunity for greater individual student and instructor interaction is created, as well. As creating online courses becomes more user-friendly and accessible, I believe more teachers will take advantage of its capabilities.

The //Schoology// online course, which I designed for this class, will be used as an example during summer faculty professional development about online learning that I have scheduled in June and July. The content of the course addresses the new Research Strand in the ELAR TEKS, so the Curriculum Department plans to use it as a model for teachers to create their own online research projects. The course will also be used as a framework example showing teachers a practical example of how the Backward Design can be applied. It will be presented as simply a structure to follow for any course content. For standardization purposes, district teachers will be encouraged to use the district’s Moodle server for their online course management; however, the //Schoology// Web site will also be shown as an example of a free Web 2.0 site that is readily available for them to use, as well.

As the district's Instructional Technology Coordinator, I have embraced my role as the online learning teacher/staff developer. It is my responsibility to not only create online content for the district, but to teach teachers how to integrate it into their curriculum, as well. As curriculum becomes increasingly digitally driven, it is necessary for technology leaders to facilitate the transition from traditional pedagogy to 21st Century instructional methods. It is apparent that as textbook adoptions occur, the transition will become increasingly essential. It has been rumored that textbooks will be electronic in just a few years. If next year’s, Grammar textbook adoption is funded by the state, publishers have already indicated that it will only be available online. If that is that case, it will be imperative for teachers to be prepared to teach differently. So, in addition to being the online teacher/staff developer for my district, it has also become my job to bridge the gap between the Curriculum and the Technology Departments. In fact, I believe that is the most important aspect of this entire course.

I have several questions about online learning. First, how feasible is reliable, sustainable, one-to-one Internet access if content becomes 100% digital? It is evident that districts are purchasing equipment and services to distribute to students; but, without additional technology support staff, will they be able to maintain and sustain it? Next, how do you overcome the perception that technology is more of a burden than an effective resource? As technology demands increase, if teachers refuse to integrate it, the gap continues to widen between the preferences of student learning and preferred teacher instructional methods. How do we most effectively blend curriculum with technology? Collaboration between Technology and the Curriculum departments is imperative, but is not always the environment we find ourselves working in. How do we foster that relationship when Technology is seen as a separate entity away from Curriculum staff steeped in traditional pedagogy? I honestly believe I have more questions than answers, and that not all questions have answers.

The learning in this course, which has had the most impact, was the introduction of Wiggins’ and McTighe’s (2000) Backward Design. A template of this framework will be integrated into the content of the workshops I will be offering for faculty this summer. Using the theories, framework, and delivery methods shared in the Instructional Design course, I will be able to develop, plan, and implement a 21st Century learning environment, which can be modeled by faculty in the classroom. As the district Instructional Technology Coordinator, I will continue to train teachers how to create online courses, as well as how to effectively use other Web-based curriculum solutions. I will also continue to offer a combination of online, blended, and face-to-face workshops, which focus on the seamless integration of curriculum and technology. Incorporating the lessons learned from this course, I believe that I will follow best practices for instructional design and delivery.

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

**EDLD 5362 Information Systems Management** (June 6, 2010)

Information Systems Management included an overview of how to plan, develop, and implement a district technology plan and budgeting of technology. Student Information System and data within the system was also detailed, and the 2009 Horizon Report K-12 was introduced. The assignments connected principles with application by defining the Web 2.0 environment as required by TF-I and topics such as policies and software use outlined in TF-VII. Discussions with faculty and principals about the available resources, ethical, legal, and human issues included in TF-V and TF-VI were initiated by assignments, as well.

// As one-to-one computing for students is becoming more feasible, school districts have been transitioning to the concept by creating mobile laptop carts, as well as integrating handheld mobiles such as iPods into the classroom. Since instructional materials through textbook publishers are becoming more digital, it will be imperative for schools to be equipped with the technology to utilize what is being offered. //

// Also, since accessibility to multimedia technology is pervading every aspect of our lives, cloud computing is becoming a necessary daily application. Web 2.0 applications that allow users to create, store, and access anywhere, anytime, all digital content online is making the need for local storage less of a demand on school districts. It also provides further accessibility to student content outside of the district making cloud computing even more attractive to educators. // //<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 80%; font-style: normal;">In addition the use of smart objects that according to the Horizon Project (horizon.nmc.org) include // <span style="font-family: Tahoma,Geneva,sans-serif;"><span style="font-family: Tahoma,Geneva,sans-serif; font-size: 97.2%;">objects that carry (location) information with them (that) have been used for point-of-sale purchases, passport tracking, inventory management, and other uses. Smart objects are becoming more prevelent in classroom technologies such as laptops, digital readers, and handhelds, which will simplify tracking of such devices.

The final trend that educators should pay close attention is the idea of the personal Web. Teachers and students, alike can create their own customized Web that meets the needs of each individual learner. Through the use of online publishing, social networking, and news feeders educators and their students will be able to have more control over the content with which they learn.

The Horizon Report encourages educators to embrace currently evolving technology trends including collaborative environments, online communication tools, mobiles, cloud computing, smart objects and the personal Web. In Bauerlein’s, The Dumbest Generation, the author suggests that “in the newly wired public school classroom we have a gigantic, heterogeneous laboratory of digital learning, and one of the most experiments in educaiton reform in our history.” While the author tends to downplay the most positive aspects of technology in education, his assertion that classrooms are evolving into wired environments that thrive in an atomosphere of collaboration, communicaiton, and differentiation for each student.

Long-Range Plan for Technology, 2006-2020. A Report to the 80th Texas Legislature from the Texas Education Agency. [Data file]. Retrieved from [] Johnson, L., Levine, A., Smith, R., and Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from [] Dorman, Jennifer. (2007). //wikis-in-education// [PowerPoint slides]. Retrieved from []

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">**EDLD 5364 Teaching with Technology** (June 6, 2010)

Teaching with Technology was designed to make the connection by blending technology tools with curriculum content to create an environment where differentiated instruction is transformative. The CAST's Universal Design for Learning framework was followed to accomplish a group project as a team in which we designed and modeled a product (TF-V) created with technology for a curricular unit. This project also required the development of a staff development plan with a shared vision (TF-VIII). Upon the reflections below, my team felt we successfully accomplished the goals and objectives for our UDL-aligned lesson and staff development. <span style="color: black; font-family: Arial,sans-serif;">The group project scenario includes not only meeting the needs of a group of very diverse learners, but how to teach an educator how to use technology to effectively differentiate instruction. Our group's action plan drew upon the framework of the Universal Design for Learning ([]) for ideas for providing multiple means of representation, multiple means of action and expression, and multiple means of engagement. Since technology lends itself to meet each of those strategies, it was determined that our project would center around technology applications such as desktop publishing and online communication, such as podcasting, integrated with the Foundations curriculum including English Language Arts and Mathematics skills. The activity centers on creating a flyer or podcast to sell a car. Inclusion of core content (ELA & Math); Incorporating real world problems to bring them into focus for students (effectively selling a car); Drawing on digital tools and resources that can support them (online, desktop publishing, podcasting) will evidence use of 21st Century technology trends. In order to meet the needs of each student, the group worked together to create a list of activities for each sub-group of students including a gifted and talented group, students with disabilities dramatically affecting learning, and students who reflect ability levels ranging from the lowest to the highest.

<span style="color: black; font-family: Arial,sans-serif;">Examples of differentiation include the following: 1) Gifted and talented students will be offered a variety of options to accomplish their assignment including creating a flyer selling a car, choice of online ad or print ad either collaboratively through a wiki or individually using Microsoft Publisher. G/T students will expand their online ad or print ad by accessing Visual Thesaurus online in order to ensure their flyer includes appropriate and most effective words that are used to sell. The student will reflect their experience of using the Visual Thesaurus by creating a page on their wiki. 2) In order to modify the assignment for one blind student, an IEP Modifications/Accommodations for the student will be implemented with creating a lesson for a special education student. The assignment will require the student to produce a podcast selling a car following the same guidelines as the flyer assignment. Additionally, based on the severity of partial sight or blindness, documents and examples of flyers will be modified to large print on chalkboard or a computer or enlarged print on document camera.

<span style="color: black; font-family: Tahoma,Geneva,sans-serif; font-size: 81%;">Differentiation for one hearing impaired student will include the teacher following all IEP modifications/accommodations when creating a lesson for a special education student. For the assignment, the student will create a flyer selling a car with the choice of online or print flyer, either collaboratively through a wiki or individually using Microsoft Publisher. To accommodate the needs of the student, if an interpreter is needed, the teacher will ensure this is available during all classroom instruction and activities. Further modification will include all assignment instructions in print, and all instructions given verbally to be presented to the student in text format made accessible online or on school network. Also based on the scenario, we suggest 18 students reflecting ability levels ranging from the lowest to the highest that the assignment will require the creation of a flyer selling a car, either online or print, working collaboratively through a wiki or individually using Microsoft Publisher. The grading rubric will take into account the varying ability levels and will reflect the core knowledge that is to be acquired.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 90%;">It was ascertained that teacher instruction should include multiple modalities, as well. Examples include hands-on training with the technologist and online tutorials for new technology skills required. When creating learning activities or units a teacher must be able to create a lesson that provides modifications and accommodations for students with disabilities; so professional development in Microsoft Windows accessibility options and Microsoft Word's speech to text feature will also be conducted. In addition, the technologist will provide professional development in the Universal Design for Learning through video tutorials on the CAST Web site.

The goal of this project is to meet the learning needs of a diverse group of learners including the teacher who the technologist is required to train. As a group, we believe we have differentiated using a variety of technology resources and strategies for multiple learning styles while maintaining the integrity of the activities to meet the required TEKS.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: Association for Supervision and Curriculum Development.

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">**EDLD 5368 Instructional Design** (June 12, 2010) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 120%;">The Instructional Design assignments began with students evaluating our own Teaching and Learning Inventories. <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;"> I align my instructional approach mostly to the Constructivism Theory, a theory that was discussed in length in previous courses taken in this program. I apply the idea that a dynamic instructional environment should be "learner-centered" where theory is connected to practice and the student is the "thinker, creator, and constructor" to lessons learned. One thought-altering quote I have read in reference to the constructivism theory was shared in the article, //<span style="font-family: 'Arial','sans-serif';">If I Teach This Way, Am I Doing My Job: Constructivism in the Classroom //, which said, "Technology is not the key to the learning experience, just the infrastructure that makes the efforts productive and sustainable." Technology is //<span style="font-family: 'Arial','sans-serif';">NOT // the key - **<span style="font-family: 'Arial','sans-serif';">teachers ** who create a student-centered, meaningful, and engaging learning environment //<span style="font-family: 'Arial','sans-serif';">are the key //. Those statements altered my perception of my role in instructional technology. The most authentic instruction comes from students “creat(ing) their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective” ([|www.learning-theories.com]). The most profound lessons learned are those determined by subjective interpretation determined by the contruction of the information by the learner herself. Those are the lessons that have life-long impact.

Further assignments related to the creation of an online course. Students developed our ability to plan, develop, create, maintain, and evaluate an online course using Web 2.0 site Schoology.com. Because I was accustomed already to teaching faculty how to create online courses using //Moodle//, I enjoyed the actual process of putting a course together using a different content management system.However, we had many technical difficulties with the Schoololgy.com site, and professors were not flexible in terms of using //Moodle// as an alternative. I found that quite puzzling, since I believe that many districts use //Moodle// exclusively as their district CMS for teacher-created online courses.

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> The lessons and assignments in Digital Graphics, Animation, and Desktop Publishing were initially focused on learning the Principles of Design. Much emphasis was placed on those four principals (Color; Repition; Alignment; Proximity), which I found incredibly useful. However, much detail about the history of design felt superfluous for our preparation in the field of Technology Leadership.
 * EDLD 5366 Digital Graphics, Animation and Desktop Publishing** (June 12, 2010)

The primary project assignment for this course was to create a newsletter. Since I had taught middle school students for ten years the principles and skills to create newsletters, I was excited and relieved to work on such an assignment. It lends itself to creativity and learning how to effectively follow the principles of design. These prinicples are emphasized again in the Web Designing course, as well.

The only puzzling aspect of this course was the emphasis placed on creating printed products. Schools are trying to become "green" and "paperless." I felt that we might have been better prepared if focus was placed more on the digital graphics and animation instead of desktop publishing.

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">**EDLD 5363 Video Technology and Multimedia** (June 20, 2010) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Our assignments in Video Technology and Multimedia cover a wide spectrum of applications. We initially focused on video editing basics, then moved to how to integrate video and multimedia into instruction.

Our first assignment began with the concept of digital storytelling. We were assigned to interview one of our classmates, and then create their story using text, images, and audio, all woven together as a video file. Once the file was rendered, we were assigned to post it to our course wiki. I used a variety of applications such as //PhotoShop// for image editing, Audacity for recording narration, and PowerPoint to create slides saved as jpg images. I forwarded all of the literature about digital storytelling to the ELA teachers in my district. Several assigned student-created digital storytelling projects, as well.

Our second assignment focused on editing video footage. Since I had taught video editing to middle school students for several years, I had fun with these assignments. I needed to create a video promoting my Superintendent's emphasis of technology in our district, so I re-edited that footage to fit within the criteria of the week 2 assignment.

Our weeks three through five assignments centered around a group project which culminated in the production of a Public Service Announcement. Emphasis was placed on collaborative participation in a group project. Because I did not live anywhere near my other group members, we had to complete the assigned video completely online. This is a significant challenge when working with large multimedia files, because we were limited in terms of quality and what types of files could be shared. I feel like the quality of our video was compromised, because we had to select file formats that were smaller and more manageable for uploading online.

As with any group, some members contributed much more than others. Our group never really accomplished an organized method of communication, which led to only a couple of us doing the majority of the assigned tasks.


 * EDLD 5365 Web Design ** (June 20, 2010)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">I had a prior knowledge and experience with Web designing, because I taught middle school Technology Application classes which included how to create Web sites. I also maintained my campus’ Web site when I was a middle school teacher, as well. And, I have been the district webmaster for the past five years. The Web Design assignments focused more on Web planning and policy than it did in actual Web designing. The first assignment asked students to create a School Web Policy. I had written one for our district Web site, so I followed their model and plugged in my existing verbiage. The second assignment centered on the development of a Website Project Charter. This is a planning tool for site developers that require a Web committee and the collaboration of district administration – two things that are great in theory. For the third assignment a content inventory sheet was created and shared using a Google Spreadsheet. We saved it as an HTML file, then copied the source code to turn in for the assignment. I am still not quite sure what the purpose of that was, but it was not difficult. We also had to write a memo requesting content management services for NewSchoolSpaces.net. Again, I just used verbiage from an existing contract I had from my district’s Web host. The last assignment we will accomplish will use Kaiser checklists to create a site launch plan. What I found most puzzling about the assignments in this course was that they all focused upon planning a site that has not been launched, yet. Honestly, every school district in the state has a Web site, now. If Webmaster duties are assigned to you, then you just have to clean up what is there, if necessary, and keep it evolving. Many districts like mine are blessed to have Web hosting services, and the learning curve to creating content using that type is site is minimal compared to what was shared in the assignments in this course.