EDLD 5363 Reflections Weeks III - V and Web Conferences

I participated in the December 4^th and the December 11^th webinars. Dr. Abernathy stressed the importance of group collaboration for the PSA project. The webinars served as an informative platform to voice our concerns, ask questions, and receive explanations and answers for our concerns and questions. This class has been very interesting and a challenging learning experience. I believe that communication was a key factor for the class. Communication between the professor, the IA’s and the students was essential for staying up-to-date with the class requirements. Emails, webinars, Epic messages and my group’s Google doc kept me informed. The Video Multimedia Technology course reviewed the principles of video and multimedia design and the production process for a Public Service Announcement. The PSA was a great culminating project. The purpose of my group’s PSA was to promote the awareness of Internet safety for kids. During the creation of the project, I learned the importance of evaluating and using video software. I increased my knowledge about fair use acts and copyright laws. According to (Pitler, Hubbell, Kuhn & Malenoski, 2007), it is essential that students understand the significance of copyright and fair use, and this is especially imperative when they engage in multimedia projects (p. 104). I particular enjoyed learning about and using the Creative Commons license. I have already inquired about copyrights for a document that I need for my job. When I asked the patron about the copyright of the document, he replied that he was impressed that I took the time to research how I could use the document without infringing the copyrights. I have also improved my abilities for being a better team player. Merging collaboration and reflections while working with my group to create the PSA has encouraged me to be a life-long learner as well as a better communicator. I am passionate and dedicated about learning and sharing the power of educational technology. The EDLD technology classes have given me the best practices to sustain my passion and dedication.

References

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

EDLD 5363: Reflections – PSA project

I am excited to blog about this week’s project. My group is creating a public service announcement specifying Internet safety tips for kids at home. The members are Portia Alvaro, Angela Corder, and Keith Cummings. We have been very busy discussing project jobs. We are using Google Docs as a tool for collaborating.  It is very important to brainstorm for ideas for our project. The Center for Educational and Training Technology (2009, p. 2) supports that theory based on this statement, “Just as a teacher expects students to follow a process for written projects, the students should be expected to follow a well-defined process for creating quality video projects.”

I have learned many new techniques during the creation of this PSA project. One of my jobs was to gather photos.  I am really motivated about how I can filter my search for specific images. I only searched Google for images that were tagged with a Creative Commons license. You can also search for other licenses, such as the GNU Free Documentation License, or images that are in the public domain.  Benenson (2009, para. 2), states “To filter by CC search, go to Google’s Advanced Image Search page and select the options you’d like in the Usage rights section. Your results will be restricted to images marked with CC licenses or other compatibly licensed photos.”

References

Beneson, F. (2009, July 9). Google Image search implements CC license filtering. Retrieved December 3, 2011 from http://creativecommons.org/weblog/entry/15691

Center for Educational and Training Technology. (2006). Success is in the planning.  Retrieved on April 9, 2009, from http://www.create.cett.msstate.edu/create/howto/Storyboard_Handout.pdf

EDLD 5363: Reflections - Week I Web Conference and Evaluating Editing Software

I wasn’t able to attend the web conference on November 15th; however, I did read the web conference scripts. The web conference scripts serve as a medium to voice questions and concerns about assignments. After reading the scripts, I had a better understanding of assignment expectations.

This week’s assignment has been very engaging.  This quote, “Before you buy any video editing software, give the free stuff a try; you may find that it works for your project” (Siegchrist, n.d.), was the highlight of the assignment. I determined it is very important to evaluate software before using and purchasing.  When evaluating software there are certain criteria that should be determined before you download or purchase the software.  Your hardware and operating system should be compatible to the newly acquired software.  Another feature to consider would be ease of use or complexity of the software.  I prefer user-friendly software.  Although available support is very important to end-users who use free, trial or open source software, users should always search and review free online software tutorials.  Free or purchased software does not mean a user can do whatever they please with the software.  Take time to read the licensing agreements when installing software.  I have created video before but never edited someone else’s video.  This was an amusing and scary activity but I enjoyed it!  I plan to use editing software in the future to organize, combine, and add music or narration to some of my older videos.  The scary part of the activity was using the free converter website so I could obtain a link for my podcast. My computer seemed vulnerable when I searched for the file on my hard drive for uploading.  

I have always been aware and adhered to copyright and fair Use laws when using music and clips found on the Internet, however, I was not aware of Creative Commons Attribution Licenses.  I secured a Creative Commons Attributions Licenses for the podcast I created. YouTube allowed me to select the Creative Commons Attribution License for my edited video.  Creative Commons is very similar to the Fair Use law. The webmaster for the Creative Commons website defines “Creative Commons as a tool that gives everyone from individual creators to large companies and institutions a simple, standardized way to keep their copyright while allowing certain uses of their work which makes their creative, educational, and scientific content instantly more compatible with the full potential of the internet” (creativecommon.org, n.d.).  A Creative Commons License means you allow people to use your video or work, so long as they give you credit for your original work. A remix icon appears in the YouTube editor for others to use when you select to use a Creative Commons Attribution license.  According to the article, Copyright and Fair Use (Stanford University Libraries, 2010) “Fair Use is a law that permits limited use of copyrighted material without acquiring permission from the author of a creative work for specific educational purposes.”

References

Abernathy, K.  Multimedia video technology [DOC document]. Retrieved November 17, 2011, from Web Conference Scripts Online Web site: https://lamar.epiclms.net/Learn/Announcements.aspx

Creative Commons. (n.d.) Retrieved on November 23, 2011, from http://creativecommons.org/

Desktop-Video-Guide. (n.d.). Top 5 free video editing software programs. Retrieved on April
12, 2009, from http://www.desktop-video-guide.com/top-5-free-video-editing-softwarereview.Html

Siegchrist, G. (n.d.). Before you buy video editing software. About. Retrieved on November 21, 2011, from http://desktopvideo.about.com/od/editingsoftware/bb/ Buyeditsoftware.htm

Stanford University, Palo Alto, Library. (n.d.). Proposed educational guidelines on fair use.

Retrieved on April 6, 2009, from http://fairuse.stanford.edu/Copyright

_and_Fair_Use_Overview/chapter7/7-c.html#

EDLD 5363: Reflections on using Photo Story

I thoroughly enjoyed using Photo Story 3. There are many benefits for using Photo Story in an educational setting.  It is free and user friendly. Learning how to navigate through the software was easy. Although I had to edit my presentation several times, it was simple and stress-free. Photo Story can be utilized by teachers to create chic presentations or by students to fulfill a required assignment.

My digital story is about the common denominator that my daughters and I share. We all or have been middle/junior high school teachers.  I plan to share this video with my daughters over the holidays. I will also show other teachers my video and explain to them how easy it was to create in Photo Story.  I hope it catches on as a new multimedia teaching tool.

EDLD 5345 -- Reflections: A Principal's Role Dealing with Conflict

In school communities with various dispositions, philosophies and personalities there is bound to be conflict. Conflict can cause stress, frustration, hostility, detraction from the attainment of the school’s vision, and a lack of confidence in the principal or administrator if it is not effectively resolved. Conflict can arise from various reasons, such as, personnel power struggles. Everyone wants to lead and no one wants to follow. Sometimes conflict can develop when employees fail to adhere to rules and policies or the allocations of resources and privileges.  I learned that the principal can avert conflict by initiating preventative techniques. One of the valuable qualifications of a principal is to promote and become involved in morale-boosting social events for his staff, students, and parents.  A principal can alter behavior through offering motivational workshops, encouraging peer evaluation and mentoring, and modeling positive social skills. The role of the principal is one of the most influential positions affecting school effectiveness and culture. The principal has many roles. He is a mediator, as well as, an executive team member.

References

Anderson, M. (1991). Principals: How to train, recruit, select, induct, and evaluate leaders for America’s school. Eric Clearinghouse on Education Management College of Education. Retrieved on July 10, 2011 from http://eric.uoregon.edu/pdf/books/principal.pdf

Brennen, A. (nd). Conflict resolution. Articles & Resources on Educational Administration & Supervision. Retrieved on July 10, 2011 from http://www.soencouragement.org/conflict-resolution.htm.

Final Reflection for EDLD 5301

I have been a part of the education community for twenty plus years. I was not familiar with the term action research until this class. Based on what I have read and learned, I like the idea using action research to facilitate change.  According to Dana (2009), “action research refers to research intended to bring about change of some kind, usually with a social justice focus, whereas practitioner research quite often has a goal only of examining a practitioner’s practice to improve it or better understand what works “(p. 6).  As a software specialist, I believe it is important to strive to improve or better understand what works for me on the job.  By using action research strategies, it will be easy to determine how the technology department impacts student performances.  It makes sense for the technology department and teachers to collaborate on activities that impact student learning. It also makes sense to systematically collect data about the effectiveness of an activity and technology tools used to enhance the activity.  As I reflect on what I learned from this class, I can apply various techniques of collecting data. Ongoing data collection will indicate the maximum use of technology tools used for developing and implementing   interactive lessons. 

There is an eight step guideline for school leaders to gauge school improvement processes and boost student achievement (Harris, Edmonson and Combs, 2010). I summarized from the reading, school leaders must have continues improvement plans. It is important for schools to move beyond the maintenance strategies and plan for the future. 

Another thing I learned from this class is how to be an online learner.  I consider myself to be more of a one-on-one person who likes seeing facial expressions when talking.  At first, I was a little frustrated with using the discussion board, blogs and wikis. I am beginning to feel more comfortable using these Web 2.0 tools. I enjoyed posting messages about my action research plan and having others respond. Action research provides an opportunity to give support and encouragement while developing a plan; collecting and analyzing data; and communicating findings to show how and why your services or tools are important to optimizing student learning. 

I am ready to revise my action research project to address the comments and questions given by my site mentor and colleagues.

References

Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin.

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, NY: Eye on Education

Action Research Plan -- Week 4

What specific challenges do you foresee in implementing and sharing your action research project?

How do you plan to address those challenges?

The main challenge that I see in implementing my action research study is time management. The months of March and April require me to spend time updating the labs for TELPAS and End-of-Course testing. Another concern is that I do not want my inquiry to take away from classroom instruction or interfere with student learning. Since my inquiry is classroom-based research and will involve collecting data and photographing participants’ use of the Ladibug document camera, it is with upmost importance that the building principal, teacher, parents and students are fully aware of the goals of my project. In addressing the issues of time, all participants will need to agree upon a scheduled time for observing, interviewing, surveying and photographing. Also, prior to collecting data, I will get parent consent.

This week I also received comments and feedback from the class colleagues. All comments were appreciated and helped me adjust my plan. If there are any other concerns or challenges, I will address them as they arise by re-planning my action research.

All comments are valued, so please continue to monitor my plan.

Action Research Plan

Ladibug – Action Research Plan
Goal: To determine if using document cameras in classroom will influence student learning and teacher instruction.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Determine focus group	Myself, building principal and mentor	March 21, 2011	Discuss with mentor; also notify building principal I will be conducting action research project with a kindergarten class	Defined and selected group
2. Create  to questionnaire to determine the frequency of use since the kindergarten classroom received the document camera	Myself	March 22 - 23, 2011	Questionnaire  created by me	Record data in spreadsheet
3. Create simple survey to determine the students thoughts about the Ladibug	Teacher, students and myself	March 24-25, 2011	Survey created by me	To determine the pulse of student thoughts/record data
4. Create and implement an interactive lesson aligned with kindergarten curriculum to use with the document camera	Myself and teacher approval	March 24 - 28, 2011	Lesson plan and document camera	Visual and engaging lesson plan
5. Record teacher practices and student participation during the interactive lesson	Teacher, students and myself	March 31, 2011	Lesson plan and document camera	Photos of the opportunity, teacher and student reflections
6. Provide survey to students again to determine thoughts about the Ladibug	Teacher, students and myself	April 4 - 6, 2011	Survey created by me	To determine the pulse of student thoughts/record data
7. Provide survey to teachers again to determine if interactive lessons impacted teaching methods and strategies	Teacher and myself	April 4 - 6, 2011	Survey created by me	Recorded data from spreadsheets
8. Finalize action research project	Myself, teacher, building principal and mentor	April 11 - 15, 2011	Time, effort and observations	Recorded data from spreadsheets, interviews, journals and observations used as evaluation tools

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

Understanding Action Research

This week’s readings presented several examples of action research. After reading and reflecting on the examples, I realize action research is not a project where I learn more about a topic or try to solve a problem for a right or wrong answer. I learned that action research is quest for knowledge about how to improve teacher instructions, foster effective leadership and management skills, promote social justice, and enhance school performances. Action research involves all stakeholders working together and having a shared vision to determine how we can do things better to impact student achievement. 

References

Dana, N. (2009). Administrator Inquiry Defined. Leading With Passion and Knowledge: The Principal as Action Researcher (p. 1-27). Thousand Oaks, CA: Corwin Press.

How educational leaders use blogs?

Blogs are defined as being a Web 2.0 tools for reflective journaling. Educators, who blog summarize, discuss and share ideas on specific areas of interest. Blogging also supports digital literacy. Blogging creates an opportunity to connect with others building a network of colleagues and collaborators.

References

Dana, N. (2009). Administrator Inquiry Defined. Leading With Passion and Knowledge: The Principal as Action Researcher (p. 87-89). Thousand Oaks, CA: Corwin Press.

What I have learned about action research and how I might be able to use it!

Based on the readings from Dana (2009) Leading with Passion and Knowledge, I have summarized that action research means involvement. It is not simply one person observing and giving constructive comments on how a problem can be changed. It entails everyone to take ownership of the problem and change it collaboratively. It makes me think about the Chinese proverb, “Tell me and I will forget, show me and I may remember, involve me and I’ll understand.” Action research is a systematic method which requires constructing, organizing, analyzing and communicating how information is collected and applied.  The information collected is utilized by interviews, personal accounts and case studies in an established timeline. The knowledge gained from action research, whether optimistic or adverse, produces change.

As a software specialist for my district, I can engage in action research to enrich working relationships between the technology department and district campuses’ technology technicians. Developing an action research plan will help me understand my work performances and gain knowledge in research methods. I will work with each individual campus’s technology technician to determine the issues that need to be researched and as a group will make decisions to enhance learning and change.

References

Dana, N. (2009). Administrator Inquiry Defined. Leading With Passion and Knowledge: The Principal as Action Researcher (p. 1-27). Thousand Oaks, CA: Corwin Press.

EDLD 5306 Course Reflections

Course Reflections

1.       What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

My superintendent extended an invitation to attend an information session about the Lamar Master’s program.  After listening to the presenter, I felt like this would be a great program to participate in.  I envisioned that I would gain technology concepts and skills to improve my job as a Software Specialists.  My goal is that I become proficient in using new technology and Web 2.0 tools so I can help teachers gain a sense of comfort and confidence in integrating technology into their curriculum.  At this time, I don’t think I can say, “I have achieved my goal”, because learning is a lifelong process and technology is changing every day!  The course objectives – improving instruction and learning while emphasizing technology techniques – are definitely aligned with what I envisioned, and I’m enjoying getting more and more involved in the program. 

2.       To the extent that you achieved the outcomes, are thy still relevant to the work you do in your school?  Why and why not?

I have been in the educational system for twenty years. I have been a Software Specialist for the last six years.  As a software specialist, I am responsible for installing software and managing and keeping up with the licenses. I also, facilitate workshops and training sessions on how to use the software.  I want to expand my job duties to teaching methods on how use the software to improve classroom and management and promote student learning through inquiry. Now that I am aware of how and why to use blog and wikis, these tools can help me communicate and collaborate better with teachers and students in my district.  

3.       What outcomes did you not achieve? What prevented you from achieving them?

My expectations are attainable; therefore, nothing has prevented me from achieving them.  It has been a challenge using the APA format for citing my works. When reviewing my classmates’ blogs and wikis, I noticed that they are more confident in being creative. I learned from the readings that I am a digital immigrant. My curiosity and willingness to learn will prepare me to be a better learner and leader in the future.

4.       Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

This is my first online course and I believe I was very successful in completing my course assignments.  However, I was overwhelmed by the quantity of the assignments.  While I possess the basic technology skills for an online course, I need to improve my time management skills and use the rubric as a final check point before submitting my assignments. Learning and using the APA style and formatting for referencing my writing correctly has also been a challenge. I have book marked and joined several RSS feeds to show me examples of how to correctly cite and reference writings using the APA format.

5.       What did you learn from this course….about yourself, your technology and leadership skills, and attitudes?

I learned after reading several of the assigned articles that I am a digital immigrant. I have not embraced the used of Web 2.0 tools because of my fears and not necessarily because of my willingness not to learn.  I know my district is filtering and blocking inappropriate and social networking site, but I fear that it is not enough.  As technology leaders we must stress and teach the importance online safety.  The more I learn the ways of the digital naïve; I am confident that I will push for the use blogs and wikis as applications for integrating technology in the curriculum.  I realize the importance of the Long-Range Plan for Technology and STaR Chart reports.  The data from the reports will serve as an outline to better utilize technology in my district.

Reflections from ELDL 5306 Web Conference, January 19, 2011

I have participated in many web conferences, but this one caused me to have an anxiety attack. I missed the first web conference because of my confusion and being overwhelmed with the assignments. This is my first online course. I tested my headphones\ microphone with the Skype audio tester.  Everything passed. When I signed in to the conference, my web camera worked, I could hear, but microphone never worked. I was able to use the text editor to communicate.

The conference was very informative. During the session, the facilitator, Dr. Borel talked about the internship and gave an overview of the course and pointed out the useful resources.  The conference did make me feel like I was a part of a class.  I look forward to the next web conference without anxiety.  I am enjoying the class and I feel more comfortable using the Lamar sites.

KISD E-Rate Overview

Created and designed for EDLD 5306

KISD E-Rate Overview

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Summary of the National Educational Technology Plan

The purpose of the National Educational Technology Plan calls for all students to use their own motivation to go beyond the classroom, to use technology to access global resources, to connect to people, to create, to experiment and to learn. According to the plan, technology is available; however, school infrastructures and the ability to properly deploy that technology has not been established.  The details of the plan are organized based on five goals: learning, assessment, teaching, infrastructure, and productivity. The NETP provides recommendations for fulfilling those goals to states, districts, the federal government, and other stakeholders.  I agree education is the key to America’s economic growth and prosperity. A good education will also sustain our ability to compete in the global economy. Based on the goals and recommendation of the NETP two priorities emerged:
*Raising the proportion of college graduates from where it now stands (around 41 percent) so that 60 percent of our population holds a two-year or four-year degree by 2020.
*Closing the achievement gap so that all students graduate from high school ready to succeed in college and careers.
Our district is participating in the AVID (Advancement Via Individual Determination) College Readiness Program. The program prepares students for entrance into a four year college.  Students are learning the AVID basic skills of WICR (writing, inquiry, collaboration and reading) while using appropriate technology. 

National Education Technology Plan 2010. Retrieved January 22, 2011, from http://www.ed.gov/technology/netp-2010

Reflections of Kaufman ISD's Technology Plan

Kaufman ISD’s Technology Plan follows the format outlined by the Commissioner of Education for the State of Texas in the Instructions for Technology Plan Approved Process for Universal Service Fund E-Rate. It is the mission of the Kaufman ISD Technology Department to provide students and educators with leadership, infrastructure, technical support and staff development to gain the knowledge and attitudes necessary to function successfully in our changing society. The Technology Plan E-Rate funding covers the years 2010 through 2013.

We have three technology development goals.

1.  Instructional Systems: Technology will be implemented to increase and enhance student learning, instructional management and community usage.

2.  Support Systems: Kaufman ISD will continue to provide skilled personnel, training, and resources required to support ever-changing technologies.

3.  Infrastructure Systems: Kaufman ISD will continue to replace old servers and desktops.

The campus principals and director of technology are responsible for professional development opportunities. The assistant superintend and campus principals are given budgeted funds to satisfy the districts goal, objectives and strategies.

Instructional systems technology will be implemented to increase and enhance student learning, instructional management and community usage with a budget of $81,000. The instructional staff will have access to staff development and to a variety of resources to address the individual needs of students with a budget of $67,000. Kaufman ISD support systems will continue to provide skilled personnel, training, and resources required to support ever changing technologies with a budget of $372,000. Kaufman ISD will provide and maintain an infrastructure for communication with parents and community members. This infrastructure will include a fiber backbone for our district network/phone/voice mail system with a budget of $335,000.

Our technology plan is a living and working document.

Kaufman ISD Technology Plan. (2010). Retrieved January 22, 2011.

Assessing Technology Knowledge and Skills

The purpose of assessing educators’ technology leadership knowledge and skill is to determine what we do with technology, instruction, and learning environments.  Assessments also determine if we are meeting standards set by the National Technology Educational Standards (NTES) and International Society for Technology in Education (ISTE).  Last week, I completed the State Educational Technology Directors Association (SETDA) Teacher Survey as a partial required assignment for EDLD 5306.  The purpose of the survey was to determine how I used technology, the availability of technology at my school, and showcase school/district policies or resources related to technology. The findings of my survey pointed our teachers do assign projects that incorporate technology while adhering to the core curriculum goals.  They make an effort to ensure that learning styles and needs of all students are well served by the use technology appropriately and creatively.  The assessment further determined technology is being used in an ethical manner, and projects reflect student understanding of technology.  Data gathered from the assessment showed I am proficient in use of technology products (word processing, spreadsheets, databases, presentation software) but need to improve my use of web based tools (blogs, chats and wikis).  A disadvantage of using technology assessments is it is often equated with evaluations. As I stated earlier, assessment data was used to determine the use and availability of technology. Evaluations utilize the assessment data to determine if we have deficiencies or we exceed our expectations of utilizing technology standards. Educational technology standards are appropriate guidelines to teaching effectively and growing professionally in an increasingly technology-dependent society.

Standards.  (2010). Retrieved January 22, 2011, from http://www.iste.org/standards.aspx