Week 5 Assignment 1.3
Self-AssessmentCreating a newsletter seemed like a huge task to me. I had previously used many aspects of the newsletter design in other projects, but had not recently needed to put all these together into my own newsletter. New knowledge that I have gained creating a newsletter is mainly the use of graphic design techniques. I had never learned about content, proximity, repetition, and alignment as used in graphic design in any organized way.
Also, I had never studied about evaluating newsletters or thinking about planning a newsletter. In the online article, the newsletter evaluation criteria were very useful to me. It explains that to create a meaningful newsletter; we need to identify the audience, format, content, and layout. (Lamb, 2005) The article Planning Newsletters stated “Before investing the time in producing a newsletter, consider designing a survey to find out what parents want.” (Lamb, 2005) Although I do not have a group of parents to survey, I did email my mentor with different ideas for the newsletter. I hope some of the information in it will be useful to the school. My favorite part of my newsletter is the teacher dos and don’ts for Facebook.
Learn as a LearnerTo complete the assignment, I first determined that I would create a newsletter on the teacher use of social media and electronic communication with students. Because I wanted to make sure I came up with some good information, I had been keeping a watchful eye out for articles on this topic. The Chronicles of Higher Education emailed out an article on “de-friending” which I thought was useful (Perlmutter, 2010). Second, TEA released the new ethics code (TEA, 2010) for teacher use of texting which I received in a TASB blurb. I also received an evaluation of the new code, or rather of the process for updating the code, from ATPE. I chose not to use this article because it was really political and not informational. And third, I found some online posters by Edudemic on Facebook use by teachers that I thought were very smart. The title for the newsletter became “Digital Social Wisdom” and I was set to get it into the required format.
Our discussion forum did not require us to discuss or share our newsletters, but I did glean advice from my classmates on the mechanics of making the newsletter through Skype. I also received help from my high school senior who is extremely proficient in Word. My biggest fear was that I would not be able to get the text and graphics in the places that I wanted them. But the program was not difficult and I think it came out nice.
Lifelong Learning SkillsCreating a newsletter was a very useful task to me. Right now, I am involved in many clubs and church activities. Newsletters are a great way to publicize your ministry or event. Already, I have been asked to create a newsletter for a ministry that trains women in job skills. Hopefully, they will like the product! I also will make a family newsletter later this spring. Sending out Christmas newsletters seemed daunting to me, so it may be an Easter newsletter.
In the future, I would like to become more proficient at adding borders to the text that is included in the newsletters I create. Borders would be an added touch that would help the eye to focus on the different parts of the newsletter.
My Ed Tech cohort friends are the best. For sure, one of the blessings of this degree is the friends I have made.
Lamb, A. (2005). Evaluating newsletters. Retrieved from http://eduscapes.com/sessions/publishing/evaluating.htm
Lamb, A. (2005). Planning newsletters. Retrieved from http://eduscapes.com/sessions/publishing/planning.htm
Perlmutter, D. (2010). Knowing when to defriend. Retrieved from http://chronicle.com/article/Knowing-When-to-Defriend/125619/?sid=at&utm_source=at&utm_medium=en
Posters on Facebook use can be found at http://edudemic.com/wp-content/uploads/2010/06/fbteacher_fullsize.pdf
Saturday, December 18, 2010
Sunday, December 5, 2010
Field-Based Monthly Reflection for November 2010
This month I attended the school board meeting to hear the Instructional Technology director share with the board about 21st Century learning and skills. She spoke about the four C’s – creativity, critical thinking, collaboration, and communication. She also spoke about how the core subjects needed to be expounded upon with the help of technology to incorporate the life skills needed in our changing world. Students need to be taught responsible and accountable use of the internet. Students also need to have a good understanding of how to evaluate media as to whether the information received is accurate. Twenty first century learning also includes the use of technology to integrate global awareness which includes economic, financial, cultural and environmental literacy.
Several ways that teachers in our district are collaborating and communicating are through the use of wikis, creating podcasts, twittering, blogging and skyping. Some classrooms are also using Google docs.
Several students have shown interest in the new Texas Tech Engineering class that will be offered in the fall. The two high schools and one middle school have been recently given wireless capabilities so that students can use their iTouches, iPads, and phones for research in classrooms with limited technology resources.
The district is also experimenting with Exemplar Bundles that are a depository for lessons that teachers can share. Each teacher can have their own edublog which would include a rubric, lesson and student product.
One board member asked if there were any incentives to get teachers to put their work on the web. Another expressed appreciation of the addition of WiFi, so that more devices would be available for student use. A comment was made over whether providing internet to the poorer sections of the community could be done through a future bond election.
This month, I also had the opportunity to share a simulation website with a science teacher. The website is full of simulations that teachers can incorporate into lab work. The students can plug in the data to see the results of their experiments without the cost of the materials. This website is: http://phet.colorado.edu/en/simulations/category/new.
Several ways that teachers in our district are collaborating and communicating are through the use of wikis, creating podcasts, twittering, blogging and skyping. Some classrooms are also using Google docs.
Several students have shown interest in the new Texas Tech Engineering class that will be offered in the fall. The two high schools and one middle school have been recently given wireless capabilities so that students can use their iTouches, iPads, and phones for research in classrooms with limited technology resources.
The district is also experimenting with Exemplar Bundles that are a depository for lessons that teachers can share. Each teacher can have their own edublog which would include a rubric, lesson and student product.
One board member asked if there were any incentives to get teachers to put their work on the web. Another expressed appreciation of the addition of WiFi, so that more devices would be available for student use. A comment was made over whether providing internet to the poorer sections of the community could be done through a future bond election.
This month, I also had the opportunity to share a simulation website with a science teacher. The website is full of simulations that teachers can incorporate into lab work. The students can plug in the data to see the results of their experiments without the cost of the materials. This website is: http://phet.colorado.edu/en/simulations/category/new.
Wednesday, December 1, 2010
Animation - Assignment 5366 Week 3
This was really fun to make! My boys will enjoy making their own. Merry Christmas!!
Saturday, November 27, 2010
My new Logo - What fun to create!
My logo for the lesson this week contains seven stars and the number 7 for my seven children. They pretty much define my life right now and I am sure will influence my activities for a long time into the future.
Sunday, November 21, 2010
EDLD 5366 Graphic Design
Assignment 1.2
This week’s assignment in EDLD 5366 Digital Graphics required us to look at ancient texts online and analyze them in terms of their graphic communication. The book I first looked at was the Bible from Ethiopia. This is found in the British Library website. I must say the British library website is awesome. The ability to view these texts while turning the pages as if they were in front of you places them in your lap. The website is found at www.bl.uk.
This Bible was written on sheep skin and has wooden covers embellished with patterned leather. My first impressions are that those that created this Bible desired to work hard to give as many details about the script as possible in the designs and pictures within the text. The pictures were just as important as the words of the text. It all appears so tedious and precise. The narration stated that the text would take eight months to create. The colors used were all found within Ethiopia except the indigo, which was imported from India.
The four principles of design were evident within the Bible from Ethiopia.
Contrast: Two different colors of ink are used for the text itself. Black is used for the main text and red is used for section titles and numberings. On some page pairs, the text on one page contrasts with the illustration on the other. In the drawing of Moses on page 3, the blue and red robe contrast with the orange background. In each illustration, where people are standing, their feet are often on top of the lower portion of the frame drawn. To contrast the “good people” drawn in the illustrations, the shepherd and the thieves on the cross do not have the gold halo.
Repetition: The leather of the cover is dyed red and the inside lining has red stripes. Illustrations are repeatedly given their own page. Elaborate embellishments surround the text on most pages. The same colors are used throughout the illustrations: green, black, blue, red, and gold. All of the birds drawn in the illustrations are drawn as if they were standing without their wings outstretched. This is true even when the birds are upside down. Each illustration in the text is surrounded by a frame of gold with the background color. Most individuals drawn in the book have a yellow circle behind their heads. This may be to signify the holiness of the individuals drawn.
Alignment: On the leather cover, four ribbons of patterns in the leather surround a stamped cross in the center. The cross is in the center to emphasize its importance. The cross tells the future person who finds this text its purpose - to tell about the resurrection and life of Jesus Christ.
Proximity: The cross on the cover is in the very center to show you the cross is central to the message of the text. Mary is standing with Joseph at Jesus’ death shown on page 24. In this picture, Nicodemus and Joseph of Arimathea – the men who followed Jesus – are together on the right side of the page. Mary and Joseph are together in the center grieving over Jesus. Two mourning women are together on the left side. And each upper corner contains angels Gabriel and Michael, who are showing their grief by peeking through their fingers to watch Jesus’ death as if it is too hard to watch.
The creator of this Bible made the effort to use very durable parchment that survived centuries of weathering and movement. The transcriber used charts, text, illustrations and framing all to emphasize and give value to the accounts given in the text. The transcriber also was very selective in his choice of scripture to write out. He chose the first eight books of the Old Testament which give the creation of man and the establishment of the Hebrew nation. He also chose the four gospels to give the birth, life, ministry, death, and resurrection of Jesus Christ.
This week’s assignment in EDLD 5366 Digital Graphics required us to look at ancient texts online and analyze them in terms of their graphic communication. The book I first looked at was the Bible from Ethiopia. This is found in the British Library website. I must say the British library website is awesome. The ability to view these texts while turning the pages as if they were in front of you places them in your lap. The website is found at www.bl.uk.
This Bible was written on sheep skin and has wooden covers embellished with patterned leather. My first impressions are that those that created this Bible desired to work hard to give as many details about the script as possible in the designs and pictures within the text. The pictures were just as important as the words of the text. It all appears so tedious and precise. The narration stated that the text would take eight months to create. The colors used were all found within Ethiopia except the indigo, which was imported from India.
The four principles of design were evident within the Bible from Ethiopia.
Contrast: Two different colors of ink are used for the text itself. Black is used for the main text and red is used for section titles and numberings. On some page pairs, the text on one page contrasts with the illustration on the other. In the drawing of Moses on page 3, the blue and red robe contrast with the orange background. In each illustration, where people are standing, their feet are often on top of the lower portion of the frame drawn. To contrast the “good people” drawn in the illustrations, the shepherd and the thieves on the cross do not have the gold halo.
Repetition: The leather of the cover is dyed red and the inside lining has red stripes. Illustrations are repeatedly given their own page. Elaborate embellishments surround the text on most pages. The same colors are used throughout the illustrations: green, black, blue, red, and gold. All of the birds drawn in the illustrations are drawn as if they were standing without their wings outstretched. This is true even when the birds are upside down. Each illustration in the text is surrounded by a frame of gold with the background color. Most individuals drawn in the book have a yellow circle behind their heads. This may be to signify the holiness of the individuals drawn.
Alignment: On the leather cover, four ribbons of patterns in the leather surround a stamped cross in the center. The cross is in the center to emphasize its importance. The cross tells the future person who finds this text its purpose - to tell about the resurrection and life of Jesus Christ.
Proximity: The cross on the cover is in the very center to show you the cross is central to the message of the text. Mary is standing with Joseph at Jesus’ death shown on page 24. In this picture, Nicodemus and Joseph of Arimathea – the men who followed Jesus – are together on the right side of the page. Mary and Joseph are together in the center grieving over Jesus. Two mourning women are together on the left side. And each upper corner contains angels Gabriel and Michael, who are showing their grief by peeking through their fingers to watch Jesus’ death as if it is too hard to watch.
The creator of this Bible made the effort to use very durable parchment that survived centuries of weathering and movement. The transcriber used charts, text, illustrations and framing all to emphasize and give value to the accounts given in the text. The transcriber also was very selective in his choice of scripture to write out. He chose the first eight books of the Old Testament which give the creation of man and the establishment of the Hebrew nation. He also chose the four gospels to give the birth, life, ministry, death, and resurrection of Jesus Christ.
Friday, November 5, 2010
October 2010 Field Based Reflection
October was an exceptionally busy month for my family. In addition to football games, university visits, sports events, performances, driving tests, flu shots, Bible studies, prayer meetings, and church activities – we also got a new puppy! “Rev” is a sheltie, a type of mini-collie. “Rev’’ is short for Reveillito – a mini Texas A&M mascot.
Anyway, all this is to say, that besides my school law class I have done little on my field based work. I did watch a tutorial on the internet detailing Epsilen: Project Share. The program will be an asset for teachers with all the resources available. This program allows teachers to complete online professional development, collaborate and share resources, and access digital content such as online repositories and state owned instructional materials. The platform also supports several web 2.0 tools such as e-portfolios, professional networking, work groups, peer review features and a learning Matrix available to create rubrics for assignments. I hope to check out the professional development opportunities soon.
I have also chatted with my mentor on non-specific topics. If I can just keep my head above water through New Years, I hope that I can get a bunch of internship work done in the spring semester.
Anyway, all this is to say, that besides my school law class I have done little on my field based work. I did watch a tutorial on the internet detailing Epsilen: Project Share. The program will be an asset for teachers with all the resources available. This program allows teachers to complete online professional development, collaborate and share resources, and access digital content such as online repositories and state owned instructional materials. The platform also supports several web 2.0 tools such as e-portfolios, professional networking, work groups, peer review features and a learning Matrix available to create rubrics for assignments. I hope to check out the professional development opportunities soon.
I have also chatted with my mentor on non-specific topics. If I can just keep my head above water through New Years, I hope that I can get a bunch of internship work done in the spring semester.
SCHOOL LAW - EDLD 5344
Course Embedded Reflection
Student Management
The student management issue that I found most relevant was student use of the internet. The internet is now a necessary education tool that all students need to access, but it also poses unknown threats to students through criminal activity and misuse. It also effects a student’s (and their family’s) privacy and safety.
In the book Cyber Law, the author states, “Schools need to help students understand the long-term effect of today’s blogging, postings, and practical jokes. Talking to students and educating them about appropriate Internet conduct not only will help prevent student free speech disputes and potential school liability but will help students become better Internet citizens.” (Bissonette, p. 27)
The knowledge gained in understanding the law regarding student free speech rights and the liability of schools to respond to bullying, will guide me as I try to discern problems faced in the schools. I hope to use this knowledge to create an internet manners unit that can teach both teachers and students proper internet behavior. I think students will really be helped just by understanding how permanent and long lasting the postings they make on Facebook really are.
Bissonette, A. (2009) Cyber Law: Maximizing Safety and Minimizing Risk in Classrooms. Thousand Oaks, CA, Corwin.
Personnel Management
This course has taught me about the different kinds of contracts that teachers may possess. I have also learned that these contracts are the teacher’s property and that they cannot be broken arbitrarily. When teachers are performing poorly in the classroom or are showing a lack of conscientiousness toward their jobs, it is very important for the campus principal to start documenting the undesirable behavior and placing it in a file for reference later. If the teacher is poor at his/her job, under a provisional contract or at the end of a term contract, they can be non-renewed at the end of the year as long as they are given 45 days notice. If the teacher is on a term contract, it would be necessary for the principal to document the problems and incidences and then confront the teacher with the problems identified - that they are not measuring up. If the teacher feels the documentation accumulated is enough to support a termination, they may choose to ask for the ability to resign. If you and the teacher think that they might improve through a growth plan to develop better teaching strategies and skills - that is one option. And then again, the teacher may protest and they can appeal your attempt to terminate them to the superintendent and then school board and beyond. In the lecture for week 3, Dr. Hopson states, “The teacher has a right to appeal to the state level, but only if he or she can prove that the board decision was arbitrary, unlawful, or not supported by evidence. So the lower legal bar to support a teacher’s non-renewal makes it a considerably easier process than terminating that same teacher during his or her contract term.”
One area of teacher management that I would like to know more about is the options for creating a growth plan for a teacher. Is it just more professional development or is it a mentor that follows you around? How can a growth plan help a teacher who just has a bad attitude or dislikes their job, but are trapped in it?
Hopson, Michael. (2010) EDLD 5344 Lecture Series, Lamar University, Beaumont retrieved November 5, 2010 from Epic Courseware online.
Improving Professional Practice
Cyber ethics is a topic that will need greater emphasis as technology changes and becomes more advanced and varied. Ethical treatment of other persons and their property is what defines us as people of integrity. Integrity is a characteristic that is necessary for all those working in and associated with education to have. Since we are instilling in students the values and mores of our society, we must choose the high road or higher ground in our behavior. Whether it is in person or on the internet, our behavior is being modeled to our students. Aimee Bissonette, in her book Cyber Law, writes “the cyber pitfalls associated with technology confronting today’s students are numerous. They include cyber bullying; misrepresenting one’s age or identity on social-networking sites, in chat rooms, or to access pornography; misrepresenting oneself or others by doctoring and posing digital photos; plagiarism and cheating (often with the assistance of electronic devices like cell phones and iPods); and overuse of the Internet to the extent that it affects one’s social and physical well-being (sometimes referred to as Internet addiction)” (pg. 85)
To train students to be responsible citizens on the internet, we must begin at an early age. I do like the “Ten Commandments of Computer Ethics” given in the Cyber Law book. (pg. 85) These ideas could be used to come up with a Cyber Manners Unit that could be taught in age appropriate ways beginning in Pre-K. If Texas is going to write Pre-K TEKS for computer introduction, it should expect that these students are thinking about how they can use the internet and technology in social settings. And we need to start early telling kids “play nice”.
Bissonette, A. (2009) Cyber Law: Maximizing Safety and Minimizing Risk in Classrooms. Thousand Oaks, CA, Corwin.
Student Management
The student management issue that I found most relevant was student use of the internet. The internet is now a necessary education tool that all students need to access, but it also poses unknown threats to students through criminal activity and misuse. It also effects a student’s (and their family’s) privacy and safety.
In the book Cyber Law, the author states, “Schools need to help students understand the long-term effect of today’s blogging, postings, and practical jokes. Talking to students and educating them about appropriate Internet conduct not only will help prevent student free speech disputes and potential school liability but will help students become better Internet citizens.” (Bissonette, p. 27)
The knowledge gained in understanding the law regarding student free speech rights and the liability of schools to respond to bullying, will guide me as I try to discern problems faced in the schools. I hope to use this knowledge to create an internet manners unit that can teach both teachers and students proper internet behavior. I think students will really be helped just by understanding how permanent and long lasting the postings they make on Facebook really are.
Bissonette, A. (2009) Cyber Law: Maximizing Safety and Minimizing Risk in Classrooms. Thousand Oaks, CA, Corwin.
Personnel Management
This course has taught me about the different kinds of contracts that teachers may possess. I have also learned that these contracts are the teacher’s property and that they cannot be broken arbitrarily. When teachers are performing poorly in the classroom or are showing a lack of conscientiousness toward their jobs, it is very important for the campus principal to start documenting the undesirable behavior and placing it in a file for reference later. If the teacher is poor at his/her job, under a provisional contract or at the end of a term contract, they can be non-renewed at the end of the year as long as they are given 45 days notice. If the teacher is on a term contract, it would be necessary for the principal to document the problems and incidences and then confront the teacher with the problems identified - that they are not measuring up. If the teacher feels the documentation accumulated is enough to support a termination, they may choose to ask for the ability to resign. If you and the teacher think that they might improve through a growth plan to develop better teaching strategies and skills - that is one option. And then again, the teacher may protest and they can appeal your attempt to terminate them to the superintendent and then school board and beyond. In the lecture for week 3, Dr. Hopson states, “The teacher has a right to appeal to the state level, but only if he or she can prove that the board decision was arbitrary, unlawful, or not supported by evidence. So the lower legal bar to support a teacher’s non-renewal makes it a considerably easier process than terminating that same teacher during his or her contract term.”
One area of teacher management that I would like to know more about is the options for creating a growth plan for a teacher. Is it just more professional development or is it a mentor that follows you around? How can a growth plan help a teacher who just has a bad attitude or dislikes their job, but are trapped in it?
Hopson, Michael. (2010) EDLD 5344 Lecture Series, Lamar University, Beaumont retrieved November 5, 2010 from Epic Courseware online.
Improving Professional Practice
Cyber ethics is a topic that will need greater emphasis as technology changes and becomes more advanced and varied. Ethical treatment of other persons and their property is what defines us as people of integrity. Integrity is a characteristic that is necessary for all those working in and associated with education to have. Since we are instilling in students the values and mores of our society, we must choose the high road or higher ground in our behavior. Whether it is in person or on the internet, our behavior is being modeled to our students. Aimee Bissonette, in her book Cyber Law, writes “the cyber pitfalls associated with technology confronting today’s students are numerous. They include cyber bullying; misrepresenting one’s age or identity on social-networking sites, in chat rooms, or to access pornography; misrepresenting oneself or others by doctoring and posing digital photos; plagiarism and cheating (often with the assistance of electronic devices like cell phones and iPods); and overuse of the Internet to the extent that it affects one’s social and physical well-being (sometimes referred to as Internet addiction)” (pg. 85)
To train students to be responsible citizens on the internet, we must begin at an early age. I do like the “Ten Commandments of Computer Ethics” given in the Cyber Law book. (pg. 85) These ideas could be used to come up with a Cyber Manners Unit that could be taught in age appropriate ways beginning in Pre-K. If Texas is going to write Pre-K TEKS for computer introduction, it should expect that these students are thinking about how they can use the internet and technology in social settings. And we need to start early telling kids “play nice”.
Bissonette, A. (2009) Cyber Law: Maximizing Safety and Minimizing Risk in Classrooms. Thousand Oaks, CA, Corwin.
Saturday, October 2, 2010
September Field-based Activities
This month I attended Aware training for administrators at the BISD technology portable building. The speaker, Julie Turner, Instructional Technology Director, taught the administrators how to use the tabs feature on the first screen to analyze and sort student data. She taught how to use the filter feature to set up a specific targeted group of students to find those that need added help in a specific way. The data can also be colorized to differentiate, divided by columns or tabs, and filtered by gender, economic status, ethnicity and demographics. Teachers can create a journal page for each student where they write down notes on specific students. Teachers cannot see other journal entries by other teachers, but the principals can see all the journal entries for their campus.
The program will print out all the answer sheets for a benchmark test with the students names preprinted on the sheets. After the benchmark, the teacher takes the answer sheets to the Eduphoria scanners hooked up into a computer. After scanning, the teacher goes into the response editor and can see any problems associated with student’s failure to bubble in correctly.
One interesting feature is that counselors and teachers can create other lists on tutored students and at-risk students separate from their classroom list. The principal needs to approve the list, but they are able to track more than the students than just those in their classroom.
On September 24th, I attended the TASB/TASA convention in Houston, Texas, at the Brown convention center. I attended four breakout sessions and one general session during that day. The first session was entitled, “Mastering Stake holder Relations in Difficult Times.” The speaker discussed the effect of C.A.V.E. people (Citizens Against Virtually Everything) on a community. Basically, research has shown that CAVE people take advantage of communication vacuums in a community. The presenter, Suhail Farooqui from K12 Insight, showed that through a systematic use of technology communications, districts can keep the majority of parents, who are in fact pleased and positive toward the district, informed. Through a communication structure of using surveys to inform and inquire, districts can prove that they are transparent and show collaboration on a regular basis to all of their stakeholders.
Another session I attended was on “Digital Communications: What’s Public and What’s Not!” led by TASB lawyer, Joy Baskin. During this time, Ms. Baskin explained how to determine if an email, text, and notes taken at board meetings are subject to the Public Information Act (PIA). Basically, anything that goes through the school email or a school cell phone and is discussing a school issue is subject to a public information request. The big question though, is whether or not; a personal cell phone or a personal email account can be scrutinized in a public information request. Personally, I would be shocked if the courts said it was OK to violate a person’s privacy when no criminal activity is suspected. But the key case is in Dallas now, where the newspaper wants to see all the texts on the Dallas mayor’s personal cell phone. They also pointed out that deleting things – like emails – doesn’t really do any good as there are forensic technologists that can find virtually anything from the past on the internet.
The fourth session I attended was led by the Trustees for Texas and the Visioning Institute. They propose that we do not wait to transform education in Texas, we do it now. They do not like that the direction of education in Texas has been made by politicians and their policy advisors and that parents, teachers, principals and superintendents were left out of the planning process. They dislike all the high stakes testing and are a group that wishes to try new and different approaches to education. One superintendent has an elementary school that had discontinued giving grade reports to the students. They do keep grades, but only give them to the parents when requested. To summarize, the shared vision includes: safe schools; encouraged creativity; curriculum that is relevant, challenging and meaningful; appropriate learning standards; standards that motivate students to succeed; technology access; students owning their learning; an atmosphere where all talents are developed; multiple assessments are used and in a positive way; and students are prepared for life, further education or their career.
Finally, I listened to a lecture given by Daniel Pink, author of A Whole New Mind. He spoke about how arts education is essential to the development of creative ideas in our nation and innovation is what will keep our economy stable into the future. He discussed the importance of developing both the right creative side and our logical, linear side as well. And that technology use is a factor in leveling the field for India and China with us. Pink said our students need to have both depth and breadth and learn to communicate and collaborate to be competitive in the world for jobs.
The program will print out all the answer sheets for a benchmark test with the students names preprinted on the sheets. After the benchmark, the teacher takes the answer sheets to the Eduphoria scanners hooked up into a computer. After scanning, the teacher goes into the response editor and can see any problems associated with student’s failure to bubble in correctly.
One interesting feature is that counselors and teachers can create other lists on tutored students and at-risk students separate from their classroom list. The principal needs to approve the list, but they are able to track more than the students than just those in their classroom.
On September 24th, I attended the TASB/TASA convention in Houston, Texas, at the Brown convention center. I attended four breakout sessions and one general session during that day. The first session was entitled, “Mastering Stake holder Relations in Difficult Times.” The speaker discussed the effect of C.A.V.E. people (Citizens Against Virtually Everything) on a community. Basically, research has shown that CAVE people take advantage of communication vacuums in a community. The presenter, Suhail Farooqui from K12 Insight, showed that through a systematic use of technology communications, districts can keep the majority of parents, who are in fact pleased and positive toward the district, informed. Through a communication structure of using surveys to inform and inquire, districts can prove that they are transparent and show collaboration on a regular basis to all of their stakeholders.
Another session I attended was on “Digital Communications: What’s Public and What’s Not!” led by TASB lawyer, Joy Baskin. During this time, Ms. Baskin explained how to determine if an email, text, and notes taken at board meetings are subject to the Public Information Act (PIA). Basically, anything that goes through the school email or a school cell phone and is discussing a school issue is subject to a public information request. The big question though, is whether or not; a personal cell phone or a personal email account can be scrutinized in a public information request. Personally, I would be shocked if the courts said it was OK to violate a person’s privacy when no criminal activity is suspected. But the key case is in Dallas now, where the newspaper wants to see all the texts on the Dallas mayor’s personal cell phone. They also pointed out that deleting things – like emails – doesn’t really do any good as there are forensic technologists that can find virtually anything from the past on the internet.
The fourth session I attended was led by the Trustees for Texas and the Visioning Institute. They propose that we do not wait to transform education in Texas, we do it now. They do not like that the direction of education in Texas has been made by politicians and their policy advisors and that parents, teachers, principals and superintendents were left out of the planning process. They dislike all the high stakes testing and are a group that wishes to try new and different approaches to education. One superintendent has an elementary school that had discontinued giving grade reports to the students. They do keep grades, but only give them to the parents when requested. To summarize, the shared vision includes: safe schools; encouraged creativity; curriculum that is relevant, challenging and meaningful; appropriate learning standards; standards that motivate students to succeed; technology access; students owning their learning; an atmosphere where all talents are developed; multiple assessments are used and in a positive way; and students are prepared for life, further education or their career.
Finally, I listened to a lecture given by Daniel Pink, author of A Whole New Mind. He spoke about how arts education is essential to the development of creative ideas in our nation and innovation is what will keep our economy stable into the future. He discussed the importance of developing both the right creative side and our logical, linear side as well. And that technology use is a factor in leveling the field for India and China with us. Pink said our students need to have both depth and breadth and learn to communicate and collaborate to be competitive in the world for jobs.
Web conference Reflection
September 19, 2010
This web conference discussion began with questions to Dr. Abernathy about the PSA we were creating. I thought it was very enjoyable and enlightening when Dr. Abernathy changed the conference up and she asked the questions. She asked several questions to the group through her audio and then asked us to type into the chat line how we accomplished the task in our group. Her questions included why did we need two narrators, what problems had we had compiling our information, how did we communicate as a group, and how did we learn and overcome the problems associated with different file extensions. Answers were varied and interesting. One group communicated by email which seems difficult. Since our group had our own wiki and were using Skype to communicate instantly, I felt like we were ahead of the class.
This web conference discussion began with questions to Dr. Abernathy about the PSA we were creating. I thought it was very enjoyable and enlightening when Dr. Abernathy changed the conference up and she asked the questions. She asked several questions to the group through her audio and then asked us to type into the chat line how we accomplished the task in our group. Her questions included why did we need two narrators, what problems had we had compiling our information, how did we communicate as a group, and how did we learn and overcome the problems associated with different file extensions. Answers were varied and interesting. One group communicated by email which seems difficult. Since our group had our own wiki and were using Skype to communicate instantly, I felt like we were ahead of the class.
Web conference Reflection
September 17, 2010
In this web conference, discussion continued over the specifications of the public service announcement assignment. Some students apparently were very behind in their assignments, based on the questions. But most of the questions centered around the current PSA assignment. Students continued to have questions such as could there be only one narrator. Dr. Abernathy said “no”, we needed to have at least two. This way we would learn to stream more than one audio together. Students also asked about the time constraint of 60 seconds – as this is hard to do and have something significant to say. Dr. Abernathy said no more than 60 seconds. Dr. Abernathy also continued to emphasize the need to collaborate. This is essential if we all are going to get to learn the different aspects of making a PSA. Also, collaborating over the internet will be a needed skill in our future and this project forces us to learn this essential skill
In this web conference, discussion continued over the specifications of the public service announcement assignment. Some students apparently were very behind in their assignments, based on the questions. But most of the questions centered around the current PSA assignment. Students continued to have questions such as could there be only one narrator. Dr. Abernathy said “no”, we needed to have at least two. This way we would learn to stream more than one audio together. Students also asked about the time constraint of 60 seconds – as this is hard to do and have something significant to say. Dr. Abernathy said no more than 60 seconds. Dr. Abernathy also continued to emphasize the need to collaborate. This is essential if we all are going to get to learn the different aspects of making a PSA. Also, collaborating over the internet will be a needed skill in our future and this project forces us to learn this essential skill
Wednesday, September 22, 2010
EDLD 5363 Embedded Blog Week Five
Our group’s production of a PSA on school bands ran quite smoothly. Shannon first set up a Google Docs wiki that we could use to upload all of our contributions to the project. We also each got a Skype account prior to beginning and created a Skype group. This turned out to be a great way to track our conversations and questions through the chat history.
Since I don’t work outside the home and I have helped with four successful bond elections, this topic was one I was comfortable with. I submitted a complete script and a script outline to the group wiki. Julia also submitted a script, and our audio editing person – Lynne, combined the two to create our narration script. I submitted an audio file of me speaking the entire PSA as did others. Lynne has a friend with a great radio voice and he recorded all of the explanations.
Once we had our script, we all went looking for video to fill the background. Each group member submitted video footage and/or some stills. I submitted school photos, research articles on bonds, the Boerne ISD board policy on employee behavior during bond elections and I took photos of senior citizens. Shannon worked on the video and would submit a trial run on Sunday and we would plan a Skype chat to discuss it on Wednesday. One goal I felt important was that the video be useful beyond this assignment. One picture that we had used was of a crowded school - in Africa. Since it could be construed as deceptive by anti-tax voters, we changed that picture.
There are a few things we could do to improve the PSA, but only in the interest of making it bullet proof from complaints in a bond election. I think we could have made two changes to the script to make the PSA more accurate. One, when the narrator says taxpayers are responsible for paying back the interest; it should have said “interest and principle”. Also, in the script when we discuss what the bond election will do to our taxes, we could have said that “in the current economy” it is possible to refinance debt without significant change to our tax rates. Since the economy changes, the PSA would have more staying power. Many school districts have no choice but to raise taxes for a bond election.
Our PSA has a Creative Commons license and we identified all the people in our video in the credits.
Our team effectively collaborated according to the definition given by Randy Nelson in the video - “Learning and working in the collaborative age: A new model for the workplace.” Each person accepted a job with which they felt skilled and able to do time-wise for their life. Everyone was respectful of each other’s opinions and appreciative of other’s contributions. We hope to work together again.
Nelson, R. (2008) Learning and working in the collaborative age: A new model for the workplace. Edutopia. Retrieved Sept. 21, 20 http://www.edutopia.org/randy-nelson-school-to-career-video10
Since I don’t work outside the home and I have helped with four successful bond elections, this topic was one I was comfortable with. I submitted a complete script and a script outline to the group wiki. Julia also submitted a script, and our audio editing person – Lynne, combined the two to create our narration script. I submitted an audio file of me speaking the entire PSA as did others. Lynne has a friend with a great radio voice and he recorded all of the explanations.
Once we had our script, we all went looking for video to fill the background. Each group member submitted video footage and/or some stills. I submitted school photos, research articles on bonds, the Boerne ISD board policy on employee behavior during bond elections and I took photos of senior citizens. Shannon worked on the video and would submit a trial run on Sunday and we would plan a Skype chat to discuss it on Wednesday. One goal I felt important was that the video be useful beyond this assignment. One picture that we had used was of a crowded school - in Africa. Since it could be construed as deceptive by anti-tax voters, we changed that picture.
There are a few things we could do to improve the PSA, but only in the interest of making it bullet proof from complaints in a bond election. I think we could have made two changes to the script to make the PSA more accurate. One, when the narrator says taxpayers are responsible for paying back the interest; it should have said “interest and principle”. Also, in the script when we discuss what the bond election will do to our taxes, we could have said that “in the current economy” it is possible to refinance debt without significant change to our tax rates. Since the economy changes, the PSA would have more staying power. Many school districts have no choice but to raise taxes for a bond election.
Our PSA has a Creative Commons license and we identified all the people in our video in the credits.
Our team effectively collaborated according to the definition given by Randy Nelson in the video - “Learning and working in the collaborative age: A new model for the workplace.” Each person accepted a job with which they felt skilled and able to do time-wise for their life. Everyone was respectful of each other’s opinions and appreciative of other’s contributions. We hope to work together again.
Nelson, R. (2008) Learning and working in the collaborative age: A new model for the workplace. Edutopia. Retrieved Sept. 21, 20 http://www.edutopia.org/randy-nelson-school-to-career-video10
Saturday, September 18, 2010
EDLD 5363 Public Service Announcement week 4
For our Multimedia and Video Technology class, we are creating a 60 second public service announcement. My group from Cohort 13 ET 8023 is Julia W., Shannon C., Russell D., Lynne B. and myself. Our topic is school bond elections. We have tried very hard to not be political so that this PSA is useful to members of our group beyond this class.
For an update to our current plan please visit our Project wiki:
https://sites.google.com/site/edld5363psavideoproject/home
For an update to our current plan please visit our Project wiki:
https://sites.google.com/site/edld5363psavideoproject/home
Sunday, September 5, 2010
Web Conference Reflection Aug. 31st 2010
The web conference began and only a few were willing to plug in their cameras. It quickly filled up though. Many had questions about the assignment and confusion about whether or not we needed to create an edited video to present.
During this web conference, Dr. Abernathy answered questions concerning the week 2 assignment and the changes that had been made. This assignment would include an audio only podcast on how to use one of the open source video editing software programs that we have reviewed this week. This audio recording will be done on the program Audacity and should be about two minutes long. We are also expected to blog about the software we have learned about this week. Dr. Abernathy also suggested that we read about” the art of the edit” which in on the website www.wikipedia.com.
Students had questions about when we will receive the new assignment and how we were going to load it into Epic if we have the wrong file name. I will find out soon! I was concerned that I was doing the assignment wrong since I still had the old assignment. I received the updated assignment later in the week through email.
During this web conference, Dr. Abernathy answered questions concerning the week 2 assignment and the changes that had been made. This assignment would include an audio only podcast on how to use one of the open source video editing software programs that we have reviewed this week. This audio recording will be done on the program Audacity and should be about two minutes long. We are also expected to blog about the software we have learned about this week. Dr. Abernathy also suggested that we read about” the art of the edit” which in on the website www.wikipedia.com.
Students had questions about when we will receive the new assignment and how we were going to load it into Epic if we have the wrong file name. I will find out soon! I was concerned that I was doing the assignment wrong since I still had the old assignment. I received the updated assignment later in the week through email.
Saturday, September 4, 2010
EDLD 5363 Reflection and Review of Open Source Video Editing Software
My search for open-source software began at the website http://www.isoftwarereviews.com/free-video-editing-software-programs/ suggested by fellow cohort Shannon Copeland. Here I found there was a difference between open source and freeware. Since I have a PC, I was limited to three programs – Virtual Dub, Jahshaka, and Cinefx. My past experience with video editing software is none – ever.
When I read the word “easy” with Virtual Dub, I downloaded this program first. I tried to load a video from my laptop into the program but it would not take it. The video would not load because it was a clip that my husband had taken on his iPhone. I had forgotten where the video had come from. Next I downloaded the free program Any Video Converter to try to use a YouTube video in Virtual Dub. This was unsuccessful. I also tried to convert the iPhone video to a file with an .avi extension for Virtual Dub, but was unsuccessful again. Virtual Dub told me it would not accept the file because the direct show codes used by Windows Media Player are not suitable.
At this point I switched and tried to use Jahshaka. I downloaded Jahshaka and found that I was easily able to load the video from the iphone into the program. Once I got the video into the program, the program closed and said that Windows 7 had closed it and that I would be notified with there was a solution. I ignored the warning and opened the program again. I was able to manipulate the video in some ways, but never could figure out how to cut segments out of it. I was able to change the video color and draw on it. But since I was stuck, I decided to get online and go through a series of video tutorials I found at http://www.vimeo.com/2924170/. Daniel Avery, the creator of the tutorials, has made a series of help videos on Jahshaka introducing it and describing the different modules and what they can do. Mr. Avery stated many benefits of the program especially that it was free open source and it could be used to produce video for business. After watching seven of them, I went back to the program to see if I could edit the video again, but was unsuccessful.
My next step was to find detailed reviews on the program Jahshaka. It appears that it is a wonderful program if you know a lot about video editing before you start. It is a professional level software program according to a review on www.cnet.comJahshaka/3000-2169 4-10542308.html. It can work on virtually all video and audio formats, and it can do real-time 3D composting and Flash animation. Jahshaka is able to work on Windows, Linux and Macs. The downside to the program is that there is no help file what-so-ever within the program, which is stated to be its biggest flaw in a review on www.videomaker.com/community/freeware/jahshaka-freeware-a-list/.
Virtual Dub was sounding better now. I sought out online reviews on this program. On the website, www.iofilm.co.uk I found out that this software was developed specifically for editing video taken on your digital camera (avi files), since digital cameras rarely allow for editing. It can also read MPEG-1 files and can handle sets of bmp images. This program provides filters to erase blur and sharpen, resize, rotate and crop your home videos. In a review at http://www.softpedia.com/reviews/windows/VirtualDub-Review-22893.shtml by Iulian Cernot, I learned the basics of using the program. I was encouraged to try again, but this time I used a video straight from my digital camera. It loaded easily, and I was able to edit out parts of the video to clean it up. I tried to connect two videos together but could not make it work. Virtual Dub makes the file huge as it is converted. I tried to use the Windows Media encoder download to compress it, but the encoder is not supported by Windows 7. I was able to compress it back down by using the program Any Video Converter. I posted it on my wiki at www.techlearner7.wikispaces,com under Multi Media Presentations.
For future video editing, I will use Windows Live Movie Maker. For this program, I will need to be aware of the different file types this program supports. Audio files that are supported include .asf, .wma, .avi, .mp3, .mp2, .mpa, and .wav. Supported video files include .asf, .wmn, .wm, .avi, .mpe, .mpeg, .mpg, and DVD files .vob.
Although part of me wishes I had spent the hours learning about the program I will use in the next assignment, it is true that working through the open source programs helped me to get the big picture of what the possibilities are with video- editing and the constraints of the different programs. I will soon uninstall the program Jahshaka from my computer, but I think I will hang onto Virtual Dub and see if I need it again.
Avery, D.. Jahhaka Review. Retrieved September 1, 2010 from www.videomaker.com/community/freeware/jahshaka-freeware-a-list/.
Avery, D. Tutorials for Jahshaka. Accessed on September 2, 2010 from http://www.vimeo.com/2924170.
Cernat, I. Software Reviews. (2006). Retrieved September 2, 2010 from http://www.softpedia.com/reviews/windows/VirtualDub-Review-22893.shtml.
CNET Editor’s Review. Retrieved September 2, 2010 from www.cnet.comJahshaka/3000-2169 4-10542308.html
When I read the word “easy” with Virtual Dub, I downloaded this program first. I tried to load a video from my laptop into the program but it would not take it. The video would not load because it was a clip that my husband had taken on his iPhone. I had forgotten where the video had come from. Next I downloaded the free program Any Video Converter to try to use a YouTube video in Virtual Dub. This was unsuccessful. I also tried to convert the iPhone video to a file with an .avi extension for Virtual Dub, but was unsuccessful again. Virtual Dub told me it would not accept the file because the direct show codes used by Windows Media Player are not suitable.
At this point I switched and tried to use Jahshaka. I downloaded Jahshaka and found that I was easily able to load the video from the iphone into the program. Once I got the video into the program, the program closed and said that Windows 7 had closed it and that I would be notified with there was a solution. I ignored the warning and opened the program again. I was able to manipulate the video in some ways, but never could figure out how to cut segments out of it. I was able to change the video color and draw on it. But since I was stuck, I decided to get online and go through a series of video tutorials I found at http://www.vimeo.com/2924170/. Daniel Avery, the creator of the tutorials, has made a series of help videos on Jahshaka introducing it and describing the different modules and what they can do. Mr. Avery stated many benefits of the program especially that it was free open source and it could be used to produce video for business. After watching seven of them, I went back to the program to see if I could edit the video again, but was unsuccessful.
My next step was to find detailed reviews on the program Jahshaka. It appears that it is a wonderful program if you know a lot about video editing before you start. It is a professional level software program according to a review on www.cnet.comJahshaka/3000-2169 4-10542308.html. It can work on virtually all video and audio formats, and it can do real-time 3D composting and Flash animation. Jahshaka is able to work on Windows, Linux and Macs. The downside to the program is that there is no help file what-so-ever within the program, which is stated to be its biggest flaw in a review on www.videomaker.com/community/freeware/jahshaka-freeware-a-list/.
Virtual Dub was sounding better now. I sought out online reviews on this program. On the website, www.iofilm.co.uk I found out that this software was developed specifically for editing video taken on your digital camera (avi files), since digital cameras rarely allow for editing. It can also read MPEG-1 files and can handle sets of bmp images. This program provides filters to erase blur and sharpen, resize, rotate and crop your home videos. In a review at http://www.softpedia.com/reviews/windows/VirtualDub-Review-22893.shtml by Iulian Cernot, I learned the basics of using the program. I was encouraged to try again, but this time I used a video straight from my digital camera. It loaded easily, and I was able to edit out parts of the video to clean it up. I tried to connect two videos together but could not make it work. Virtual Dub makes the file huge as it is converted. I tried to use the Windows Media encoder download to compress it, but the encoder is not supported by Windows 7. I was able to compress it back down by using the program Any Video Converter. I posted it on my wiki at www.techlearner7.wikispaces,com under Multi Media Presentations.
For future video editing, I will use Windows Live Movie Maker. For this program, I will need to be aware of the different file types this program supports. Audio files that are supported include .asf, .wma, .avi, .mp3, .mp2, .mpa, and .wav. Supported video files include .asf, .wmn, .wm, .avi, .mpe, .mpeg, .mpg, and DVD files .vob.
Although part of me wishes I had spent the hours learning about the program I will use in the next assignment, it is true that working through the open source programs helped me to get the big picture of what the possibilities are with video- editing and the constraints of the different programs. I will soon uninstall the program Jahshaka from my computer, but I think I will hang onto Virtual Dub and see if I need it again.
Avery, D.. Jahhaka Review. Retrieved September 1, 2010 from www.videomaker.com/community/freeware/jahshaka-freeware-a-list/.
Avery, D. Tutorials for Jahshaka. Accessed on September 2, 2010 from http://www.vimeo.com/2924170.
Cernat, I. Software Reviews. (2006). Retrieved September 2, 2010 from http://www.softpedia.com/reviews/windows/VirtualDub-Review-22893.shtml.
CNET Editor’s Review. Retrieved September 2, 2010 from www.cnet.comJahshaka/3000-2169 4-10542308.html
Sunday, August 29, 2010
EDLD 5363 Reflecting on Week One
EDLD 5363 started with a busy agenda for making a digital story using Photo Story 3 software. When I first began, I wrote out my script and then cut and pasted the dialogue into a PowerPoint file. I thought I could easily transfer the words over, but in the end it just helped me plan my photo story.
Next, I had the daunting task of finding the pictures that went with my story. I chose to do a story about my daughter, Grace, and what it’s been like for her to be raised in a home with six brothers. I knew I had the pictures I needed, but I would have to search for them. We have over 11,000 pictures on our home computer and they are mostly organized by date. After downloading the program, I added many pictures to my Photo Story. It was then that I realized I could not take the pictures back out and put them into their own folder – ouch. I wish I had thought of that at first because I will probably need them again for other purposes since this is Grace’s senior year in high school.
Adding the narration was easier than I thought. Reading the script by picture makes the process smooth. After watching the product, I was very pleased with the results! I was ready to turn it in. Then I saw it was 4 minutes long - bummer - great for mom and grandma, but not good for my assignment. I cut several pictures and combined the narration for a few slides onto one slide. I was disappointed that my sound was not the same quality. It is quieter on the newly recorded pictures. I did not change my equipment, but I was in a different room in my home.
In the end, I created two photo stories – the original 4 minute one for family and an “abridged” version for my assignment. This was a productive assignment for me. It is a great way to organize my photos, too.
Next, I had the daunting task of finding the pictures that went with my story. I chose to do a story about my daughter, Grace, and what it’s been like for her to be raised in a home with six brothers. I knew I had the pictures I needed, but I would have to search for them. We have over 11,000 pictures on our home computer and they are mostly organized by date. After downloading the program, I added many pictures to my Photo Story. It was then that I realized I could not take the pictures back out and put them into their own folder – ouch. I wish I had thought of that at first because I will probably need them again for other purposes since this is Grace’s senior year in high school.
Adding the narration was easier than I thought. Reading the script by picture makes the process smooth. After watching the product, I was very pleased with the results! I was ready to turn it in. Then I saw it was 4 minutes long - bummer - great for mom and grandma, but not good for my assignment. I cut several pictures and combined the narration for a few slides onto one slide. I was disappointed that my sound was not the same quality. It is quieter on the newly recorded pictures. I did not change my equipment, but I was in a different room in my home.
In the end, I created two photo stories – the original 4 minute one for family and an “abridged” version for my assignment. This was a productive assignment for me. It is a great way to organize my photos, too.
Saturday, August 28, 2010
EDLD 5363 Web Conference Reflection Week 1
This week, there were three opportunities to attend web conferences with Dr. Abernathy. I was able to be admitted at the end of the conference on Thursday the 27th and copy and paste the chat file. And I attended both the Friday and Saturday web conferences. I find that they are helpful because there are others who have the same questions as I do and usually I can just listen and read the chat to have my questions answered. I am glad the digital story can only be 2 minutes long. I also found that students mentioned websites they found very helpful in completing this assignment and the ones coming up. (diigo.com, osalt.com and camstudio.com) Some of us figured out that we could chat privately during the conference, so we were able to set up our group for the PSA in the later weeks.
I have to admit that I was surprised by students in other cohorts that appeared to have not done anything for this week’s work. It seemed that they had not even looked at the Epic site or read the assignment! Yikes! If this is the case, it may be helpful for Dr. A to just state the basics of the assignment up front with any announcements, and then ask for questions. Maybe reminding people that they can chat privately would keep the chat box from having multiple conversations going.
The audio and video is going well for the conferences. And I appreciate Dr. Abernathy taking the time to do these conferences. I find the conferences very helpful to me for answering questions and gauging my progress in the class.
I have to admit that I was surprised by students in other cohorts that appeared to have not done anything for this week’s work. It seemed that they had not even looked at the Epic site or read the assignment! Yikes! If this is the case, it may be helpful for Dr. A to just state the basics of the assignment up front with any announcements, and then ask for questions. Maybe reminding people that they can chat privately would keep the chat box from having multiple conversations going.
The audio and video is going well for the conferences. And I appreciate Dr. Abernathy taking the time to do these conferences. I find the conferences very helpful to me for answering questions and gauging my progress in the class.
EDLD 5363 Script for Digital Story
Baby Grace was born the third child in our family. She had two older brothers. Dad and Mom decided they would have all the children God gave them. Eighteen months later Grace gained a baby brother. After three more years another brother was born. Then in two more years two more brothers were born. Grace now had six brothers. Grace learned to love camouflage clothing. She also became a good fisherwoman. She learned to play air soft gun wars and to play video games. Her favorite movies are all action packed –Transformers, Fast and Furious, and the A Team. When she got to high school, her mother let her paint her room any color she wanted – she picked pink. Grace finds time to get away from it all by reading many books. Her favorite place to go is Barnes & Noble with her dad. She also has written spy novels on her laptop. Grace loves Starbucks and even had a Starbucks themed birthday party for her sixteenth birthday. She became an athletic trainer and is not afraid to help the football players’ with their injuries. But she still loves pretty dresses. And she loves to do arts and crafts. She hopes to make money selling her homemade greeting cards. “The Brothers” come running whenever Grace bakes up her famous chocolate chip bar cookies. She plans to major in communications at Texas A&M where her brother is in school. Sometimes she thinks she would like to join the Army or the Air Force and be a helicopter pilot. Somedays she thinks she wants to be a CIA agent. No matter what Grace does she will do it well.
Wednesday, August 11, 2010
EDLD 5301 Reflection on Action Research
The entire process of inquiry research is new to me as I have been out of school for many years. I see this research process as having more value than a lot of the theory research I have read in educational journals. The key ingredients of inquiry research that make it so valuable are it is practical and it has immediate application. Another great thing about action research is that you get to pick the topic to suit your needs and interests. Each district and school has their own personality, so those that live in that environment have a grasp on what needs to be reflected upon.
In this course, I enjoyed learning concrete steps to take to conduct an action research project. Since this project is part of my internship, I am pleased to have taken research as my second class. Now I have a detailed plan that I can work on throughout the school year.
The first step in this process is to discover what “wondering” or “inquiry” you would like to pursue. “Wonderings materialize at the nexuses of the real-world observations, dilemmas, felt difficulties, and passions that you develop in your work as an administrator.” (Dana, 2009, pg. 30) These wonderings can be in one of nine categories: staff development, curriculum development, individual teachers, individual students, school culture/community, leadership, management, school performance, and social justice.
The second step in your plan is to collect data. It seems the best policy on data is to get the most possible from as many different sources. The term “triangulation” refers to the attempt by researchers to include varying sources of data. “Using multiple sources of data can enhance your inquiry as you gain different perspectives from different strategies.”(Dana, 2009, pg. 73) Data sources can include student testing and work, focus groups, interviews, surveys, field notes, pictures, journals and weblogs, videos and literature review.
After gathering all of your data, you must analyze it. This “means to search for patterns by comparing and combining data that typically are represented by numbers or words.” (Harris, Edmonson, & Combs, 2010, pg. 21) If you are a principal inquirer, your next step may be to determine a new direction based on the results of your data. This would be followed by taking action in response to your data-based decision for improvement.
Finally, the principal tries to maintain the improvement. If you are not in a position of leadership where you are making decisions based on your conclusions, the inquirer will need to share the results of their action research project with others. This sharing can occur through many avenues – brochures, speaking engagements, blog postings, reports, and journal publishing.
I also found the comments on the discussion board to be very helpful. My cohorts gave me sound advice as I prepared my draft plan. They pointed out things I missed and things I could change to improve my project. Some of them will clearly be valuable resources as they have great knowledge on the software program I will study in our district. Even though we live far apart, we were able to help each other in very effective ways.
The web conferences were also valuable to completing the assignments in this course and planning our action research project. It is a comfort to see others ask the same questions you have, so you don’t feel left behind. Also, students that were ahead and found obstacles voiced those problems and it was a benefit to hear how to address these issues.
Dana, N. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., and Combs, J. (2010). Examining What We Do to Improve Our Schools: 8 Steps from Analysis to Action. Larchmont, N.Y.: Eye on Education.
In this course, I enjoyed learning concrete steps to take to conduct an action research project. Since this project is part of my internship, I am pleased to have taken research as my second class. Now I have a detailed plan that I can work on throughout the school year.
The first step in this process is to discover what “wondering” or “inquiry” you would like to pursue. “Wonderings materialize at the nexuses of the real-world observations, dilemmas, felt difficulties, and passions that you develop in your work as an administrator.” (Dana, 2009, pg. 30) These wonderings can be in one of nine categories: staff development, curriculum development, individual teachers, individual students, school culture/community, leadership, management, school performance, and social justice.
The second step in your plan is to collect data. It seems the best policy on data is to get the most possible from as many different sources. The term “triangulation” refers to the attempt by researchers to include varying sources of data. “Using multiple sources of data can enhance your inquiry as you gain different perspectives from different strategies.”(Dana, 2009, pg. 73) Data sources can include student testing and work, focus groups, interviews, surveys, field notes, pictures, journals and weblogs, videos and literature review.
After gathering all of your data, you must analyze it. This “means to search for patterns by comparing and combining data that typically are represented by numbers or words.” (Harris, Edmonson, & Combs, 2010, pg. 21) If you are a principal inquirer, your next step may be to determine a new direction based on the results of your data. This would be followed by taking action in response to your data-based decision for improvement.
Finally, the principal tries to maintain the improvement. If you are not in a position of leadership where you are making decisions based on your conclusions, the inquirer will need to share the results of their action research project with others. This sharing can occur through many avenues – brochures, speaking engagements, blog postings, reports, and journal publishing.
I also found the comments on the discussion board to be very helpful. My cohorts gave me sound advice as I prepared my draft plan. They pointed out things I missed and things I could change to improve my project. Some of them will clearly be valuable resources as they have great knowledge on the software program I will study in our district. Even though we live far apart, we were able to help each other in very effective ways.
The web conferences were also valuable to completing the assignments in this course and planning our action research project. It is a comfort to see others ask the same questions you have, so you don’t feel left behind. Also, students that were ahead and found obstacles voiced those problems and it was a benefit to hear how to address these issues.
Dana, N. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., and Combs, J. (2010). Examining What We Do to Improve Our Schools: 8 Steps from Analysis to Action. Larchmont, N.Y.: Eye on Education.
Monday, August 2, 2010
Web Conference 31 July 2010
Web Conference
July 31, 2010
This web conference was led by Dr. Kay Abernathy. We discussed our e-portfolios and how the TK20 purchase we will make will store the e-portfolio for 7 years. (Hopefully, I will finish this degree before then) Some of the things will put into the e-portfolio are the 8 embedded course embedded reflections, our reflective readings, and our field based activities. We will work on compiling all these things during our last class – internship.
Dr. Abernathy talked about ways we can try to get our action research project published. She recommended THE Journal, English in Texas (Through TCTELA) and also the Lamar staff would be willing to help us find ways to publish our materials.
One student asked a lot of questions about the previous week's assignment which took up much time.
One interesting thing Dr. Abernathy said was that differentiated instruction was the new term for assistive technology.
July 31, 2010
This web conference was led by Dr. Kay Abernathy. We discussed our e-portfolios and how the TK20 purchase we will make will store the e-portfolio for 7 years. (Hopefully, I will finish this degree before then) Some of the things will put into the e-portfolio are the 8 embedded course embedded reflections, our reflective readings, and our field based activities. We will work on compiling all these things during our last class – internship.
Dr. Abernathy talked about ways we can try to get our action research project published. She recommended THE Journal, English in Texas (Through TCTELA) and also the Lamar staff would be willing to help us find ways to publish our materials.
One student asked a lot of questions about the previous week's assignment which took up much time.
One interesting thing Dr. Abernathy said was that differentiated instruction was the new term for assistive technology.
Wednesday, July 28, 2010
Week Three Assignment, Part 3 – Steps to Follow in Your Action Research Plan
1. Examining the work: Setting the Foundation – To identify my action research topic, I consulted with my mentor. Since I am working to earn my masters degree in Educational Technology, my inquiry research project needs to be about technology. We are beginning the use of two new programs in our district. One is a data analysis software program called School Objects: Aware by Eduphoria. This program promises to make data available to classroom teachers from a variety of sources so that teachers can make instructional decisions based on what the students need in her classroom. It also allows for teacher created benchmark testing and easy use of scantrons. The other new software is a pilot project that is a dual effort by the Texas Education Agency and the New York Times. This software will provide an avenue to create student e-portfolios and professional learning communities amongst the teachers. After discussion with my mentor, it was decided that the Aware program should be studied. The inquiry question that I will ask will be “How has the program SchoolObjects: Aware assisted you as a teacher?”
2. Analyzing data - Searching the internet for articles and publications on the two programs – Aware and Project Share – were my first steps. Since our school district will be in pilot project with the Project Share software, it was my first idea. I also looked into research on the Aware program. I found most of the research was on attempts by schools to make data-driven decisions without the help of organizing software. The research was on schools use of the data once they had collected it for use in Data-based Decision Making (DBDM). This information is very useful, because I can examine the research to see if the data in the program Aware is used in the same way. (Marsh, Pane & Hamilton, 2006) I also received some helpful comments from fellow classmates in our discussion board as I conveyed my possible topics. Lynne B. commented that she had seen positive shifts in teacher’s attitudes as they now had ownership of the data. Teacher Kimberly O. commented that it “works WONDERS for our planning.” Two other classmates, Carey W. and Michelle P., who teach Computer Technology and Communications Applications respectively, have found that as non-core curriculum teachers they are often left out of the discussions on student data analysis, but would like to be included.
3. Developing deeper understanding – I will employ several data collection strategies. I will take field notes from a focus group of 7 individuals that will include IT personnel, an administrator, and teachers. Interviews will be conducted with 5 – 8 teachers to get details of how they use Aware. Video and notes will also be taken at training sessions for the teachers on the program. Surveys will be conducted midyear and at the end of the year on ways teachers have used the program. Research will also be done to find other districts that have used Aware and documented their results publicly. I am thinking about also creating a blog for teachers to share their ideas and findings.
4. Engaging in Self-Reflection – During EDLD 5306 I took the Keirsey Temperament Sorter and was identified as a “guardian” temperament. “Guardians” are service oriented people who are loyal and dependable towards others. They enjoy social groups and seek security through following the rules and keeping things stable. They are traditionalists who desire to change things slowly to make sure the outcomes are more predictable. They appreciate good change, but do not value change for the sake of change. They are humble and work diligently. They appreciate gratitude for their efforts. In the Multiple Intelligence surveys, my results identified me as enjoying nature, being a self learner who enjoys journaling and I scored high in math/logic learning. Since I have kept a personal journal for many years, reflecting on this project should be enjoyable. Throughout this process I will engage in self-reflection in different ways. My internship requires that I post monthly reflections on my field-based activities which include this project. My wiki will also include my hours log on my time spent on this project. Conferences with my mentor will further allow me to reflect on my progress in this study as will the conservations in the focus group. Some of the questions I may reflect upon are “did the training sessions on the program adequately prepare the teachers to use the software?” or” Is the program working for the teachers as expected?” “Is the program user-friendly?” “What instructional changes have been made as the result of reviewing student data?”
5. Exploring Programmatic Patterns – The focus group discussion and interviews will give me ideas of teachers’ employment of Aware. After the initial survey is released, it may be found that it would be best to address one aspect of Aware to the teachers at a time. Possibly teachers will find the available data overwhelming.
6. Determining direction – Working collaboratively with my mentor, we may find places where I need to tweak my questions or plans to find the best data. After the first survey, any teacher concerns will come to light and addressing those concerns in the second survey will be important. I do believe my timelines are realistic. Studying up on surveys and how to encourage teachers to fill them out will be an important step. Everyone is busy and may not wish to spend precious time on a survey.
7. Taking action for school improvement – Since I am not employed by the district I am working with, I will not implement change in response to my inquiry. I will include in my project suggestions on how teachers may get more out of using the program Aware in the classroom. These may involve making the training sessions more specific, training core area teachers by their needs, or creating a quick-use guide for Aware. Of course, if my mentor has a volunteer duty I could fulfill in this area, I will gladly do it.
8. Sustaining improvement – Sharing with the Instructional Technology Director the positive uses of Aware and the weaknesses of its use will provide the backdrop for future training sessions on Aware. This is a more efficient use of teacher time if they are able to focus on one section of data recall at a time. Continuing to monitor and maintain a blog for Aware use and discussion will help teachers keep abreast of new uses of this technology. The skills I am learning on inquiry research will go with me – even if my next inquiry is on parenting or home improvement. Today, The Chronicle of High Education published an article claiming that university professors are guilty of assigning research papers but never giving detailed direction on how to accomplish the task. The Lamar University professors do not have to worry about that complaint! :)
Resources
Keirsey Temperament link
www.keirsey.com
Multiple intelligence Link
http://lth3.k12.il.us/rhampton/mi/mi.html
http://chronicle.com/article/Research-Assignment-Handouts/123702/?sid=at&utm_source=at&utm_medium=en
Dana, Nancy Fichman. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J., (2010). Examining What We Do To Improve Our School: 8 Steps from Analysis to Action. Larchmont, NY: Eye on Education.
1. Examining the work: Setting the Foundation – To identify my action research topic, I consulted with my mentor. Since I am working to earn my masters degree in Educational Technology, my inquiry research project needs to be about technology. We are beginning the use of two new programs in our district. One is a data analysis software program called School Objects: Aware by Eduphoria. This program promises to make data available to classroom teachers from a variety of sources so that teachers can make instructional decisions based on what the students need in her classroom. It also allows for teacher created benchmark testing and easy use of scantrons. The other new software is a pilot project that is a dual effort by the Texas Education Agency and the New York Times. This software will provide an avenue to create student e-portfolios and professional learning communities amongst the teachers. After discussion with my mentor, it was decided that the Aware program should be studied. The inquiry question that I will ask will be “How has the program SchoolObjects: Aware assisted you as a teacher?”
2. Analyzing data - Searching the internet for articles and publications on the two programs – Aware and Project Share – were my first steps. Since our school district will be in pilot project with the Project Share software, it was my first idea. I also looked into research on the Aware program. I found most of the research was on attempts by schools to make data-driven decisions without the help of organizing software. The research was on schools use of the data once they had collected it for use in Data-based Decision Making (DBDM). This information is very useful, because I can examine the research to see if the data in the program Aware is used in the same way. (Marsh, Pane & Hamilton, 2006) I also received some helpful comments from fellow classmates in our discussion board as I conveyed my possible topics. Lynne B. commented that she had seen positive shifts in teacher’s attitudes as they now had ownership of the data. Teacher Kimberly O. commented that it “works WONDERS for our planning.” Two other classmates, Carey W. and Michelle P., who teach Computer Technology and Communications Applications respectively, have found that as non-core curriculum teachers they are often left out of the discussions on student data analysis, but would like to be included.
3. Developing deeper understanding – I will employ several data collection strategies. I will take field notes from a focus group of 7 individuals that will include IT personnel, an administrator, and teachers. Interviews will be conducted with 5 – 8 teachers to get details of how they use Aware. Video and notes will also be taken at training sessions for the teachers on the program. Surveys will be conducted midyear and at the end of the year on ways teachers have used the program. Research will also be done to find other districts that have used Aware and documented their results publicly. I am thinking about also creating a blog for teachers to share their ideas and findings.
4. Engaging in Self-Reflection – During EDLD 5306 I took the Keirsey Temperament Sorter and was identified as a “guardian” temperament. “Guardians” are service oriented people who are loyal and dependable towards others. They enjoy social groups and seek security through following the rules and keeping things stable. They are traditionalists who desire to change things slowly to make sure the outcomes are more predictable. They appreciate good change, but do not value change for the sake of change. They are humble and work diligently. They appreciate gratitude for their efforts. In the Multiple Intelligence surveys, my results identified me as enjoying nature, being a self learner who enjoys journaling and I scored high in math/logic learning. Since I have kept a personal journal for many years, reflecting on this project should be enjoyable. Throughout this process I will engage in self-reflection in different ways. My internship requires that I post monthly reflections on my field-based activities which include this project. My wiki will also include my hours log on my time spent on this project. Conferences with my mentor will further allow me to reflect on my progress in this study as will the conservations in the focus group. Some of the questions I may reflect upon are “did the training sessions on the program adequately prepare the teachers to use the software?” or” Is the program working for the teachers as expected?” “Is the program user-friendly?” “What instructional changes have been made as the result of reviewing student data?”
5. Exploring Programmatic Patterns – The focus group discussion and interviews will give me ideas of teachers’ employment of Aware. After the initial survey is released, it may be found that it would be best to address one aspect of Aware to the teachers at a time. Possibly teachers will find the available data overwhelming.
6. Determining direction – Working collaboratively with my mentor, we may find places where I need to tweak my questions or plans to find the best data. After the first survey, any teacher concerns will come to light and addressing those concerns in the second survey will be important. I do believe my timelines are realistic. Studying up on surveys and how to encourage teachers to fill them out will be an important step. Everyone is busy and may not wish to spend precious time on a survey.
7. Taking action for school improvement – Since I am not employed by the district I am working with, I will not implement change in response to my inquiry. I will include in my project suggestions on how teachers may get more out of using the program Aware in the classroom. These may involve making the training sessions more specific, training core area teachers by their needs, or creating a quick-use guide for Aware. Of course, if my mentor has a volunteer duty I could fulfill in this area, I will gladly do it.
8. Sustaining improvement – Sharing with the Instructional Technology Director the positive uses of Aware and the weaknesses of its use will provide the backdrop for future training sessions on Aware. This is a more efficient use of teacher time if they are able to focus on one section of data recall at a time. Continuing to monitor and maintain a blog for Aware use and discussion will help teachers keep abreast of new uses of this technology. The skills I am learning on inquiry research will go with me – even if my next inquiry is on parenting or home improvement. Today, The Chronicle of High Education published an article claiming that university professors are guilty of assigning research papers but never giving detailed direction on how to accomplish the task. The Lamar University professors do not have to worry about that complaint! :)
Resources
Keirsey Temperament link
www.keirsey.com
Multiple intelligence Link
http://lth3.k12.il.us/rhampton/mi/mi.html
http://chronicle.com/article/Research-Assignment-Handouts/123702/?sid=at&utm_source=at&utm_medium=en
Dana, Nancy Fichman. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J., (2010). Examining What We Do To Improve Our School: 8 Steps from Analysis to Action. Larchmont, NY: Eye on Education.
Tuesday, July 27, 2010
Discussion Board Week 3 EDLD 5301
A Description of the context or setting of your study
My research project will inquire “In what ways has the program Aware assisted you as a teacher?” I will research teacher use, decisions, feelings and productivity through surveys, observation, a focus group, and interviews. The setting is the first year use of a brand new software program. The teachers will receive training on the program and I hope to document the first year use to identify patterns in how the program is being used.
Operational definition of your target population/How I will select my sample/ rationale for sample size
I will select a sample of teachers assigned to grades 3 – 6. I will include the teachers from three of our elementary schools for the surveys. This should give me enough individuals to have good size group respond.
Description of how you will conduct research
This action research project will include five forms of data. Interviews will be conducted with 5 – 8 employees to get details about how they are using the software Aware. These will occur to help formulate questions to be included in a larger survey of teachers. Two surveys will be conducted -one before the TAKS testing and one after. One focus group of seven people will meet that includes teachers and administrators to give feedback and describe experiences in the use of the program Aware. Research will also include attending the various training sessions on the software.
My research project will inquire “In what ways has the program Aware assisted you as a teacher?” I will research teacher use, decisions, feelings and productivity through surveys, observation, a focus group, and interviews. The setting is the first year use of a brand new software program. The teachers will receive training on the program and I hope to document the first year use to identify patterns in how the program is being used.
Operational definition of your target population/How I will select my sample/ rationale for sample size
I will select a sample of teachers assigned to grades 3 – 6. I will include the teachers from three of our elementary schools for the surveys. This should give me enough individuals to have good size group respond.
Description of how you will conduct research
This action research project will include five forms of data. Interviews will be conducted with 5 – 8 employees to get details about how they are using the software Aware. These will occur to help formulate questions to be included in a larger survey of teachers. Two surveys will be conducted -one before the TAKS testing and one after. One focus group of seven people will meet that includes teachers and administrators to give feedback and describe experiences in the use of the program Aware. Research will also include attending the various training sessions on the software.
Monday, July 26, 2010
Web Conference Reflection
EDLD5301/ Cohort 13/ ET 8023
Friday, July 23, 2010
The web conference was well attended. The administrator present was Dr. Kay Abernathy. She reminded us to log in with our cohort and section number so she could address our questions appropriately. There was no audio, but the record button was on so we should be able to get a transcript later.
The main topic of discussion was questions about internship requirements and changes that have been made. We need to blog about our web conferences and blog monthly on our field –based activities. Our action research project should be on technology and should flow from out internship plan.
If we have questions about research sources, we should email Dr. Jenkins. Graduation always occurs in December, May and August, so our final class has to be finished in time to meet one of those dates.
Our assignments for this class are due Friday night with a two day grace period, since most classes have things due Sunday night at midnight.
The conference was over in about 45 minutes.
Friday, July 23, 2010
The web conference was well attended. The administrator present was Dr. Kay Abernathy. She reminded us to log in with our cohort and section number so she could address our questions appropriately. There was no audio, but the record button was on so we should be able to get a transcript later.
The main topic of discussion was questions about internship requirements and changes that have been made. We need to blog about our web conferences and blog monthly on our field –based activities. Our action research project should be on technology and should flow from out internship plan.
If we have questions about research sources, we should email Dr. Jenkins. Graduation always occurs in December, May and August, so our final class has to be finished in time to meet one of those dates.
Our assignments for this class are due Friday night with a two day grace period, since most classes have things due Sunday night at midnight.
The conference was over in about 45 minutes.
Thursday, July 22, 2010
Week 2 Overview EDLD 5301
This second week of EDLD 5301 Research has been very informative. We studied the nine different areas that are most studied by principals through inquiry. These topics include staff development, curriculum development, individual teacher(s), individual student(s), school culture/community, leadership, management, school performance, and social justice. The areas are ripe for the formulation of “wonderings” because principals face “real-world dilemmas and felt difficulties” in these areas. (Dana, 2009, pg. 31)
Our discussion page was very helpful again as we identified our different wonderings and found those that had experience with our topics. Collaborating with others during our research will be of great use and encouragement to us (and me). My research project will focus on the implementation and utilization of the Eduphoria Software SchoolObjects:Aware during the 2010-2011 school year.
We also learned from three previous Lamar students: Johnny Briseno, Dr. Timothy Chargois, and Dr. Kirk Lewis. They shared through videos the importance of inquiry research in decision making in our schools. They also shared how they collected data and the importance of researching topics about which we feel passionate.
Our discussion page was very helpful again as we identified our different wonderings and found those that had experience with our topics. Collaborating with others during our research will be of great use and encouragement to us (and me). My research project will focus on the implementation and utilization of the Eduphoria Software SchoolObjects:Aware during the 2010-2011 school year.
We also learned from three previous Lamar students: Johnny Briseno, Dr. Timothy Chargois, and Dr. Kirk Lewis. They shared through videos the importance of inquiry research in decision making in our schools. They also shared how they collected data and the importance of researching topics about which we feel passionate.
Tuesday, July 20, 2010
Action Research Wondering EDLD 5301
Discussion Topic Week Two
My action research topic will inquire as to how the program AWARE, new to our district, effects the teachers because they will have instant access to all testing data for each individual student. Will the training sessions planned be effective in teaching teachers how to use the program? Will they find the program user friendly? How will teachers use the “whole history” of a student to better to differentiate in their classrooms? I hope that we will find that teachers share what they have learned about student trends and be able to address problems quickly. I hope that they will find they are more aware of each student’s needs, because their past history is available quickly. There is much excitement over this program in the technology department. I hope I will find that the program is all that they hope it will be!
My action research topic will inquire as to how the program AWARE, new to our district, effects the teachers because they will have instant access to all testing data for each individual student. Will the training sessions planned be effective in teaching teachers how to use the program? Will they find the program user friendly? How will teachers use the “whole history” of a student to better to differentiate in their classrooms? I hope that we will find that teachers share what they have learned about student trends and be able to address problems quickly. I hope that they will find they are more aware of each student’s needs, because their past history is available quickly. There is much excitement over this program in the technology department. I hope I will find that the program is all that they hope it will be!
Wednesday, July 14, 2010
EDLD 5301-Action Research Explanation
Administrative inquiry/action research is the process by which educators consistently reflect upon practices in their teaching and learning environments and use their observations to create discussion that leads to the appropriate concept application.
In the book Examining What We Do to Improve Our Schools: 8 Steps From Analysis to Action, the authors outline the process of action research. First, inquiry and reflection are needed to determine the topic to be studied. Stakeholders participate in determining what needs to be addressed. Next, data on the topic needs to be analyzed. This can include TAKS results, PEIMS data, AEIS reports, videos, interviews, past published research, and surveys.
The authors suggest reflecting on your own internal biases and purposes to provide clarity to your research and then inquire about programmatic patterns in your school to determine any hindrances to success.
After this, an action plan must be developed of which all stakeholders feel they have ownership. When the plan is implemented, monitoring its effects through reflection and evaluation is needed. Finally, documentation through journaling, blogging, and/or publishing is beneficial to the group to be encouraged by their success and to share “best practices” with others facing the same challenges.
For my internship, I will study the implementation of a new software program in our district. The software promises to easily allow teachers to see students’ past standardized test results, prepare their own benchmark tests and grade them using retail scanners. I will research how the teachers are using the program, and in the end, what are the best practices for use of the program. It may be that new ways of utilizing the data are developed over time.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye on Education
In the book Examining What We Do to Improve Our Schools: 8 Steps From Analysis to Action, the authors outline the process of action research. First, inquiry and reflection are needed to determine the topic to be studied. Stakeholders participate in determining what needs to be addressed. Next, data on the topic needs to be analyzed. This can include TAKS results, PEIMS data, AEIS reports, videos, interviews, past published research, and surveys.
The authors suggest reflecting on your own internal biases and purposes to provide clarity to your research and then inquire about programmatic patterns in your school to determine any hindrances to success.
After this, an action plan must be developed of which all stakeholders feel they have ownership. When the plan is implemented, monitoring its effects through reflection and evaluation is needed. Finally, documentation through journaling, blogging, and/or publishing is beneficial to the group to be encouraged by their success and to share “best practices” with others facing the same challenges.
For my internship, I will study the implementation of a new software program in our district. The software promises to easily allow teachers to see students’ past standardized test results, prepare their own benchmark tests and grade them using retail scanners. I will research how the teachers are using the program, and in the end, what are the best practices for use of the program. It may be that new ways of utilizing the data are developed over time.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye on Education
EDLD 5301 - Education Leaders and Blogs
Blogs can be utilized by board members, superintendents and principals in numerous ways. First, blogs can be used to report announcements and the latest good news from the district. Sports-themed district blogs can report on games and tournament results. Special education blogs can report on upcoming special events and parent training opportunities. The school board president or superintendent can use a blog to report on the board meetings.
Blogs are also useful for superintendents or principals to privately write down the reflective thoughts they have as they contemplate district challenges. “Journals provide administrators with a tool for reflecting on their own thought processes.” (Dana, 2009, pg. 87) They can be used as an online journal – although privacy issues would definitely inhibit the ability to make it public.
If these leaders are engaged in action research, they can use their blogs to post reports, data, pictures, videos and opinions as they journey on their path to success. Dana gives four reasons for overcoming the constraints of time and resistance to engage in writing. First, it allows you to clarify your questions as you proceed through your research. Second, writing your thoughts down may encourage you to continue on when faced with obstacles. Third, journaling your research documents what you have done and allows you to share it with those that may benefit. And lastly, “a sense of accomplishment” when your project is completed will bring contentment. (pg. 149)
Public blogs or a closed community blog of other principals would have the added benefit of comments shared from those that have traveled the same path before. In addition, blogging by school leaders is a great example of a love of writing and can encourage others to do the same.
I cannot imagine a principal having a completely open blog. Just read any school article posted on Joe Smith’s Texas ISD webpage and scroll down to see the comments. It seems every Texas town has a group of about ten negative ninnies that live to post demeaning and inflammatory insults toward school leaders. Maybe when it’s your own blog you can delete those comments, or possibly you just put on a Teflon suit before you read them.
Dana, Nancy Fichman. (2009). Leading with Passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
www.texasisd.com Joe Smith’s website
Blogs are also useful for superintendents or principals to privately write down the reflective thoughts they have as they contemplate district challenges. “Journals provide administrators with a tool for reflecting on their own thought processes.” (Dana, 2009, pg. 87) They can be used as an online journal – although privacy issues would definitely inhibit the ability to make it public.
If these leaders are engaged in action research, they can use their blogs to post reports, data, pictures, videos and opinions as they journey on their path to success. Dana gives four reasons for overcoming the constraints of time and resistance to engage in writing. First, it allows you to clarify your questions as you proceed through your research. Second, writing your thoughts down may encourage you to continue on when faced with obstacles. Third, journaling your research documents what you have done and allows you to share it with those that may benefit. And lastly, “a sense of accomplishment” when your project is completed will bring contentment. (pg. 149)
Public blogs or a closed community blog of other principals would have the added benefit of comments shared from those that have traveled the same path before. In addition, blogging by school leaders is a great example of a love of writing and can encourage others to do the same.
I cannot imagine a principal having a completely open blog. Just read any school article posted on Joe Smith’s Texas ISD webpage and scroll down to see the comments. It seems every Texas town has a group of about ten negative ninnies that live to post demeaning and inflammatory insults toward school leaders. Maybe when it’s your own blog you can delete those comments, or possibly you just put on a Teflon suit before you read them.
Dana, Nancy Fichman. (2009). Leading with Passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
www.texasisd.com Joe Smith’s website
Tuesday, June 8, 2010
Sunday, June 6, 2010
Web Conference Week One
The first web conference for this class was appreciated even though there were sound difficulties. There was much static, feedback and echo. It seemed to be coming from one mike. But the communication problems were overcome through the ability to type in our comments and questions. It was good to note that the members of this program are from diverse backgrounds and locales.
I am interested to hear the ideas of others interested in educational technology.
Happy Summer!
I am interested to hear the ideas of others interested in educational technology.
Happy Summer!
Saturday, June 5, 2010
Transforming American Education #3
The U.S. Department of Education has proposed a model for education that “brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve” (vi). This model desires to make decisions based on available and relevant data.
In the area of teaching, the model proposes the idea of connected teaching as a team-building activity. Collaboration with teachers, students, and the online community would provide more opportunities for students to learn. The plan describes teaching as “Individualized, Personalized, and Differentiated Instruction.”(12)
The plan requires a large amount of infrastructure. The term infrastructure is vast and is described as”the resources they need when and where they are needed. The underlying principle is that infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools.” (ix) The National Education Technology Plan requires that adequate infrastructure be present in US schools for advances in education and the suggested change to learner directed education.
Funding sources for providing the technology to meet these goals were not delineated, except to say that the federal government would fund education just as it does defense and energy. (5) But the report did go one to say that “Education has long relied on the contributions of organizations in both the private and not-for-profit sectors, and this will not change.”(xii)
In setting goals for the future, the plan sets out to define the educational best practices that take full advantage of technology in education to improve achievement.
References
http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
In the area of teaching, the model proposes the idea of connected teaching as a team-building activity. Collaboration with teachers, students, and the online community would provide more opportunities for students to learn. The plan describes teaching as “Individualized, Personalized, and Differentiated Instruction.”(12)
The plan requires a large amount of infrastructure. The term infrastructure is vast and is described as”the resources they need when and where they are needed. The underlying principle is that infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools.” (ix) The National Education Technology Plan requires that adequate infrastructure be present in US schools for advances in education and the suggested change to learner directed education.
Funding sources for providing the technology to meet these goals were not delineated, except to say that the federal government would fund education just as it does defense and energy. (5) But the report did go one to say that “Education has long relied on the contributions of organizations in both the private and not-for-profit sectors, and this will not change.”(xii)
In setting goals for the future, the plan sets out to define the educational best practices that take full advantage of technology in education to improve achievement.
References
http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
EDLD 5306 Web Conference Reflection
I enjoyed attending both web conferences this week. Tuesday was with Mrs. Borel. Thursday was with Dr. Abernathy. I have appreciated getting to see the other members of the class and hear them talk about the assignments. Being that it has been quite a few years since my last post graduate class, I was a little nervous about the program and fitting it in to my schedule. Seeing there is a group of people from different backgrounds on this journey with me really helps. Also, meeting Ms. Borel and Dr. Abernathy and realizing that they are gracious and helpful ladies is very positive as well.
At these conferences, we discussed the requirements of the internship and the need to acquire a mentor very soon. To complete our Master’s program we will need to keep an e-portfolio, and complete several requirements, which include a professional goal statement, a leadership statement, a vision of education using the Horizon K-12 report, a list of classes we felt were the most helpful, a personal professional plan for the next three years and an updated professional Curriculum Vitae.
At these conferences, we discussed the requirements of the internship and the need to acquire a mentor very soon. To complete our Master’s program we will need to keep an e-portfolio, and complete several requirements, which include a professional goal statement, a leadership statement, a vision of education using the Horizon K-12 report, a list of classes we felt were the most helpful, a personal professional plan for the next three years and an updated professional Curriculum Vitae.
Friday, June 4, 2010
Thursday, June 3, 2010
Progress Report on the Long Range Plan for Technology 2008
2008 Biennial Report on the Vision 2020 Plan
The Progress Report given to the Texas Governor and Legislature discusses the contributions of Regional Service Centers and the Texas Education Agency whose mission is to improve education in Texas Public Schools.
The Texas Education Agency was tasked with supporting the implementation of Pre-K technology guidelines, the adoption of technolgy applications instructional materials, online learning tools for all learners incuding the disabled, and programs that encourage parent communication and involvement.
Progress by TEA reported includes advancement done on the legislatively mandated programs that were implemented through the 2006-2008 school years. The programs are the
Technology Immersion Pilot (TIP) and the Texas Virtual School Network (TxVSN). The TIP program’s purpose is to provide a wireless computer device to each student in a middle school and to monitor the benefits of the program (which was funded mainly through a federal grant). Benefits of the program included increased parental involvement; collaboration and communication among staff, students and parents; community support; engagement and enthusiasm; and decreased discipline problems.
In the Vision 2020 plan, regional education service centers (ESCs) were recommended to support the implementation of the Technology Applications TEKS, assist districts with the ability to monitor their progress in technology, provide distance learning for teachers and students, and to identify and support best practices of technology use in education.
Our ESC, Region 20, reports that educational resources provided include “Digital Knowledge Central, and Technology cooperatives Apple Education, Discovery Education, School Specialty Media, TeachingBooks.net, Facts on File, Netlibrary.com, netTrekker, ProQuest, Encyclopedia Britannica, EBSCO, Gale, NewsBank, HW Wilson, ThinkMap” and WorldBook. Almost 200 virtual field trips were taken and 18 Dual Credit courses were offered through the Alamo Community College District. A newsletter on distance learning keeps teachers and schools informed of new opportunities. And workshops were held to teach educators how to employ videoconferencing in the classroom.
Much has been accomplished!
The Progress Report given to the Texas Governor and Legislature discusses the contributions of Regional Service Centers and the Texas Education Agency whose mission is to improve education in Texas Public Schools.
The Texas Education Agency was tasked with supporting the implementation of Pre-K technology guidelines, the adoption of technolgy applications instructional materials, online learning tools for all learners incuding the disabled, and programs that encourage parent communication and involvement.
Progress by TEA reported includes advancement done on the legislatively mandated programs that were implemented through the 2006-2008 school years. The programs are the
Technology Immersion Pilot (TIP) and the Texas Virtual School Network (TxVSN). The TIP program’s purpose is to provide a wireless computer device to each student in a middle school and to monitor the benefits of the program (which was funded mainly through a federal grant). Benefits of the program included increased parental involvement; collaboration and communication among staff, students and parents; community support; engagement and enthusiasm; and decreased discipline problems.
In the Vision 2020 plan, regional education service centers (ESCs) were recommended to support the implementation of the Technology Applications TEKS, assist districts with the ability to monitor their progress in technology, provide distance learning for teachers and students, and to identify and support best practices of technology use in education.
Our ESC, Region 20, reports that educational resources provided include “Digital Knowledge Central, and Technology cooperatives Apple Education, Discovery Education, School Specialty Media, TeachingBooks.net, Facts on File, Netlibrary.com, netTrekker, ProQuest, Encyclopedia Britannica, EBSCO, Gale, NewsBank, HW Wilson, ThinkMap” and WorldBook. Almost 200 virtual field trips were taken and 18 Dual Credit courses were offered through the Alamo Community College District. A newsletter on distance learning keeps teachers and schools informed of new opportunities. And workshops were held to teach educators how to employ videoconferencing in the classroom.
Much has been accomplished!
Texas Long Range Plan for Technology
Educator Preparation and Development
The Texas Long Range Plan for Technology hopes that the future holds an educational setting where teachers can have 24/7 access to professional development opportunities, student data, and the digital resources to enhance their teaching in a way that meets the needs of diverse learners. The TLRP also has an educator goal of increased communication between parents, students and the community.
This key area of the Vision 2020 Plan is categorized into four levels of achievement. Early Tech which describes schools whose teachers match the SBEC criterions at 10%. In Developing Tech schools, 40% of the teachers meet the SBEC standards. The Advanced Tech rated schools have the integration of technology into teaching and knowledge, the internet used regularly as a resource, an increase to 25-29% of the technology budget for professional development, eighty percent of campus teachers meeting the SBEC standards and campus recognition of best practices with technology. Target Tech schools have 100% of the campus teachers meeting SBEC standards.
Small improvements have been made in this key area of Educator Preparation and Development. Most Texas schools (74% in 2008) rate their teachers’ technology use and professional development at the Developing Tech levels. The number of Early Tech rated schools in this area dropped to just 5%. Schools in Texas rated as Advanced Tech in 2008 increased 3% to a total of 20%. Target Tech schools remained at 1%.
At my local middle school, this key area has increased from Developing Tech in 2006 to Advanced Tech in 2009. This improvement has occurred by an increase in the Focus Areas of professional development experiences, models of professional development, capabilities of educators, and levels of understanding and patterns of use.
In my opinion, the best way for improvement in this area is 24/7 access to professional development. If teachers could sit down at home at their own leisure and participate in professional development, skills would be increased with the least amount of money spent. Savings in transportation, subs for teachers, and presenter’s fees would all be realized.
The Texas Long Range Plan for Technology hopes that the future holds an educational setting where teachers can have 24/7 access to professional development opportunities, student data, and the digital resources to enhance their teaching in a way that meets the needs of diverse learners. The TLRP also has an educator goal of increased communication between parents, students and the community.
This key area of the Vision 2020 Plan is categorized into four levels of achievement. Early Tech which describes schools whose teachers match the SBEC criterions at 10%. In Developing Tech schools, 40% of the teachers meet the SBEC standards. The Advanced Tech rated schools have the integration of technology into teaching and knowledge, the internet used regularly as a resource, an increase to 25-29% of the technology budget for professional development, eighty percent of campus teachers meeting the SBEC standards and campus recognition of best practices with technology. Target Tech schools have 100% of the campus teachers meeting SBEC standards.
Small improvements have been made in this key area of Educator Preparation and Development. Most Texas schools (74% in 2008) rate their teachers’ technology use and professional development at the Developing Tech levels. The number of Early Tech rated schools in this area dropped to just 5%. Schools in Texas rated as Advanced Tech in 2008 increased 3% to a total of 20%. Target Tech schools remained at 1%.
At my local middle school, this key area has increased from Developing Tech in 2006 to Advanced Tech in 2009. This improvement has occurred by an increase in the Focus Areas of professional development experiences, models of professional development, capabilities of educators, and levels of understanding and patterns of use.
In my opinion, the best way for improvement in this area is 24/7 access to professional development. If teachers could sit down at home at their own leisure and participate in professional development, skills would be increased with the least amount of money spent. Savings in transportation, subs for teachers, and presenter’s fees would all be realized.
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