Thursday, January 12, 2012
Sunday, October 30, 2011
Web conference - October 30, 2011
Janet Kelly L20261945
October 30, 2011
Web conference reflection for 6 pm conference
This was one of our final conferences in this last course of our Lamar Academic Partnership Program. We discussed the e-portfolio requirements and graduation questions. Pertinent to me was the need to post our comprehensive exam file to TK20 and to give a link to our wiki as well in TK20. We also discussed the due date for our work. The official date is November 7, but the soft date is November 14, when we must turn in all of our work.
One question arose about the validation summary report -Appendix G. This new form requires us to enter our internship activities and reflections on those activities. Since many of us had been diligent in reflecting monthly on our activities, we questioned the need to re-write those into the form.
Dr. Abernathy clearly stated that we could place the link to the appropriate reflection into the space for the reflection – Praise God!
She also said she would work with those of us who are behind – like me! I will not get internet service in my new home until next Tuesday, which seems like an eternity. I am working off a hotspot.
October 30, 2011
Web conference reflection for 6 pm conference
This was one of our final conferences in this last course of our Lamar Academic Partnership Program. We discussed the e-portfolio requirements and graduation questions. Pertinent to me was the need to post our comprehensive exam file to TK20 and to give a link to our wiki as well in TK20. We also discussed the due date for our work. The official date is November 7, but the soft date is November 14, when we must turn in all of our work.
One question arose about the validation summary report -Appendix G. This new form requires us to enter our internship activities and reflections on those activities. Since many of us had been diligent in reflecting monthly on our activities, we questioned the need to re-write those into the form.
Dr. Abernathy clearly stated that we could place the link to the appropriate reflection into the space for the reflection – Praise God!
She also said she would work with those of us who are behind – like me! I will not get internet service in my new home until next Tuesday, which seems like an eternity. I am working off a hotspot.
EDLD 5370 Week 4, Part 4.6
5370 Week Four assignment. Part 4.6
Reflection on ISTE Standard VIII
Janet Kelly L20261945
October 30, 2011
Self –Assessment
Standard eight requires that technology facilitators promote a vision for technology that all the key players within a school share. They must also translate this vision into achievable goals and implement plans to reach those goals. I did not realize that technology leaders were expected to display this level of leadership. Often the vision for technology comes from the superintendent or the school board who desires to stay ahead of the rest. It seems most districts have a hodge podge of requests for technology based on the latest trip to a conference. Technology facilitators discern the best course of action when faced with this myriad of requests.
During my internship activities, I had several opportunities to share the school’s technology plan, district plan and history of technology in schools with a member of our education foundation, Trish D. Our education foundation is a great partnership with the schools. It’s goal is to raise funds to purchase technology, new curriculum, and fund innovative ideas in the schools.
I also participated in professional development for TX-VSN that demonstrated the use of the website and program that allows for teacher websites that are assessable only to students with a pass code. This site allows for power point lessons, podcasts, and video lessons secretly placed on internet for student access and review.
Learn as a Learner
To implement Standard eight in my internship, I needed to find ways to interact with others who are in positions of making technology decisions that effected schools. I was able to accomplish this through relationships with teacher and school board and education foundation friends. Attending meetings where we discussed campus needs and bond election technology requests helped me understand the need to contribute to the shared vision of a school’s technology future. I also participate in our bond election Facebook page.
One activity I did to “conduct an evaluation of a school technology environment” (Williamson & Redish, 2009) was to interview the counselor and testing coordinator at Riviera ISD. This district is very rural, so in-house staff handles troubleshooting issues or it is given a long timeframe for resolution.
Through our Skype group, I was able to comment and contribute to two other bond elections within the state. Both of those elections were victories. In addition, in creating our Public Service Announcement during the course Multimedia and Video Technology, we were able to educate the public about the purpose of bond elections for school districts and why they are becoming so commonplace.
Lifelong Learning Skills
In our course, School and Community Relations, we learned about the necessity to relate school partnerships with those organizations and individual whose service links “practices to school goals” (Sanders & Lewis, 2005, p. 56). Finding business partnerships that desire to promote technology in the schools by supplementing or supporting a particular device or software is fulfilling Standard eight’s requirements that technology leaders “examine issues related to hardware and software acquisition and management” (Williamson & Redish, 2009, p. 191) Providing technology through community partnerships is also important.
Research proves that student achievement increases when parents, schools, and communities work together. It is also evident that such partnerships are most effective when school cultures foster levels of involvement that go beyond passive participation, nurture mutually respectful relationships, and provide adequate tools and resources for parent involvement programs that work. (Adams, 2011, slide 2)
I have learned that not only is it important to show students the benefits of technology to education, it is also imperative that parents and community partners benefit from this classroom technology and help support it and provide for it.
Bibliography
Adams, N. (2011). EDLD 5326 School community relations: Week 2 Promoting family involvement. Beaumont: Lamar University.
Sanders, M., & Lewis, K. (2005). Building bridges toward excellence: Community involvement in high schools. The High School Journal, 88(3) , 1.
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
Reflection on ISTE Standard VIII
Janet Kelly L20261945
October 30, 2011
Self –Assessment
Standard eight requires that technology facilitators promote a vision for technology that all the key players within a school share. They must also translate this vision into achievable goals and implement plans to reach those goals. I did not realize that technology leaders were expected to display this level of leadership. Often the vision for technology comes from the superintendent or the school board who desires to stay ahead of the rest. It seems most districts have a hodge podge of requests for technology based on the latest trip to a conference. Technology facilitators discern the best course of action when faced with this myriad of requests.
During my internship activities, I had several opportunities to share the school’s technology plan, district plan and history of technology in schools with a member of our education foundation, Trish D. Our education foundation is a great partnership with the schools. It’s goal is to raise funds to purchase technology, new curriculum, and fund innovative ideas in the schools.
I also participated in professional development for TX-VSN that demonstrated the use of the website and program that allows for teacher websites that are assessable only to students with a pass code. This site allows for power point lessons, podcasts, and video lessons secretly placed on internet for student access and review.
Learn as a Learner
To implement Standard eight in my internship, I needed to find ways to interact with others who are in positions of making technology decisions that effected schools. I was able to accomplish this through relationships with teacher and school board and education foundation friends. Attending meetings where we discussed campus needs and bond election technology requests helped me understand the need to contribute to the shared vision of a school’s technology future. I also participate in our bond election Facebook page.
One activity I did to “conduct an evaluation of a school technology environment” (Williamson & Redish, 2009) was to interview the counselor and testing coordinator at Riviera ISD. This district is very rural, so in-house staff handles troubleshooting issues or it is given a long timeframe for resolution.
Through our Skype group, I was able to comment and contribute to two other bond elections within the state. Both of those elections were victories. In addition, in creating our Public Service Announcement during the course Multimedia and Video Technology, we were able to educate the public about the purpose of bond elections for school districts and why they are becoming so commonplace.
Lifelong Learning Skills
In our course, School and Community Relations, we learned about the necessity to relate school partnerships with those organizations and individual whose service links “practices to school goals” (Sanders & Lewis, 2005, p. 56). Finding business partnerships that desire to promote technology in the schools by supplementing or supporting a particular device or software is fulfilling Standard eight’s requirements that technology leaders “examine issues related to hardware and software acquisition and management” (Williamson & Redish, 2009, p. 191) Providing technology through community partnerships is also important.
Research proves that student achievement increases when parents, schools, and communities work together. It is also evident that such partnerships are most effective when school cultures foster levels of involvement that go beyond passive participation, nurture mutually respectful relationships, and provide adequate tools and resources for parent involvement programs that work. (Adams, 2011, slide 2)
I have learned that not only is it important to show students the benefits of technology to education, it is also imperative that parents and community partners benefit from this classroom technology and help support it and provide for it.
Bibliography
Adams, N. (2011). EDLD 5326 School community relations: Week 2 Promoting family involvement. Beaumont: Lamar University.
Sanders, M., & Lewis, K. (2005). Building bridges toward excellence: Community involvement in high schools. The High School Journal, 88(3) , 1.
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
Saturday, October 29, 2011
5370 Week Four Assignment, Part 4.5
Self –Assessment
Because access to technology is an important part of its implementation in schools, technology facilitators need to be aware of all the procedures, policies, and procurement plans available in schools. Standard seven requires facilitators be cognizant of these needs and ready to help create and maintain technology for administration and instruction. This standard “focuses on the managerial and technical tasks associated with providing educators and students with high-quality access to technology” (Williamson & Redish, 2009, p. 148).
During my internship, I had the privilege of attending a meeting of campus instructional technologists where the discussion centered on a future bond election of November 2011. Technology is a large portion of that bond. Boerne ISD is a chapter 41 district required to make Robin Hood payments in the millions from their Maintenance and Operation (M&O) part of the budget. The Interest and Shrinking (I&S) portion of the tax funds are not subject to Robin Hood payments therefore it is wise to push those purchases into the I&S tax fund and this includes technology. This bond election includes upgraded Wi-Fi, new computers and phones, Smart boards, LCD projectors, infrastructure and new computers for older campuses.
My only contribution to this meeting after listening to all the viewpoints was that I thought they should prioritize what they needed and not pare down the list. Several other groups would be paring down the requests and they knew it would be reduced. I thought they should go for it all and see what they got. New information I learned was seeing what a school needs, what factors are driving up the costs and how schools try to control those expenses.
Learn as a Learner
To learn about Standard seven for my internship, I attended meetings planning for the technology portion of the bond election. I also contacted Kathy Alvarez and Laurien Monaghen to ask about how their districts handle technology support issues for teachers and students. Because I am not a school employee, I had no opportunity actually to fix a computer issue, but I did go vote YES in the bond election.
I also learned from my Skype group how their district implemented technology. Especially from Shannon C., who is both a teacher, testing coordinator and the school technologist. She discussed aspects of her job with the group and the frustrations faced.
Lifelong Learning Skills
The lifelong learning I have gained in promoting technology development and procurement has been through my conversations with those that deal with these issues daily. I do understand the need for bond elections to procure technology upgrades. Because of this, I will participate in future bond elections whenever I can.
Through the content of the course Information Systems, I also learned the most productive technology choices for advancing technology use in a schools and how to choose a student information system. During this course, I learned about using network software packages for managing student information and data storage. I interviewed our district’s technology director, Steve Stewart, who explained the components and factors necessitating the purchase of new student data software last year. We also discussed mass storage of student data and the benefits of our proximity to the new data storage facility made retrieval, professional development and troubleshooting help more efficient. This year I have learned to use that software as a parent and it is wonderful. One article I thought was most practical was “How to Buy a Student Information System”. Richard Hoffman writes about how the CIO of Prince George’s County Public Schools, Wesley Watts, systematically and deliberately controlled the process of selecting the next software program for data management. Hoffman writes that the district desired a program that had easy “reporting, school-to-parent communication, scheduling, attendance, and enrollment” changes (Hoffman, 2006, para. 3). “The district’s overarching goal: accessing real-time, accurate data across the board” (Hoffman, 2006, para. 3)
During my Lamar program, I also analyzed the district’s technology five-year plan and compared it to the state and national plans.
Because Lamar Academic Partnerships is an online program, I was able to use distance and online learning extensively from May 2011 until now. Although practitioners and teachers of online courses have a high concern for connecting with students through various forms of interaction, this is not a problem within the Educational Technology Department (Beldarrain, 2006). Students in this program had multiple opportunities to interact with professors during web conferences, email, texting, cell phone calls and through the EPIC course ware. I also was able to help a student sign up for online courses through Texas Tech University.
Bibliography
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education , 139-153.
Hoffman, R. (2006, July 17). How to buy a student information system. Retrieved April 24, 2011, from School CIO: http://www.schoolcio.com/ShowArticle.aspx
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
Because access to technology is an important part of its implementation in schools, technology facilitators need to be aware of all the procedures, policies, and procurement plans available in schools. Standard seven requires facilitators be cognizant of these needs and ready to help create and maintain technology for administration and instruction. This standard “focuses on the managerial and technical tasks associated with providing educators and students with high-quality access to technology” (Williamson & Redish, 2009, p. 148).
During my internship, I had the privilege of attending a meeting of campus instructional technologists where the discussion centered on a future bond election of November 2011. Technology is a large portion of that bond. Boerne ISD is a chapter 41 district required to make Robin Hood payments in the millions from their Maintenance and Operation (M&O) part of the budget. The Interest and Shrinking (I&S) portion of the tax funds are not subject to Robin Hood payments therefore it is wise to push those purchases into the I&S tax fund and this includes technology. This bond election includes upgraded Wi-Fi, new computers and phones, Smart boards, LCD projectors, infrastructure and new computers for older campuses.
My only contribution to this meeting after listening to all the viewpoints was that I thought they should prioritize what they needed and not pare down the list. Several other groups would be paring down the requests and they knew it would be reduced. I thought they should go for it all and see what they got. New information I learned was seeing what a school needs, what factors are driving up the costs and how schools try to control those expenses.
Learn as a Learner
To learn about Standard seven for my internship, I attended meetings planning for the technology portion of the bond election. I also contacted Kathy Alvarez and Laurien Monaghen to ask about how their districts handle technology support issues for teachers and students. Because I am not a school employee, I had no opportunity actually to fix a computer issue, but I did go vote YES in the bond election.
I also learned from my Skype group how their district implemented technology. Especially from Shannon C., who is both a teacher, testing coordinator and the school technologist. She discussed aspects of her job with the group and the frustrations faced.
Lifelong Learning Skills
The lifelong learning I have gained in promoting technology development and procurement has been through my conversations with those that deal with these issues daily. I do understand the need for bond elections to procure technology upgrades. Because of this, I will participate in future bond elections whenever I can.
Through the content of the course Information Systems, I also learned the most productive technology choices for advancing technology use in a schools and how to choose a student information system. During this course, I learned about using network software packages for managing student information and data storage. I interviewed our district’s technology director, Steve Stewart, who explained the components and factors necessitating the purchase of new student data software last year. We also discussed mass storage of student data and the benefits of our proximity to the new data storage facility made retrieval, professional development and troubleshooting help more efficient. This year I have learned to use that software as a parent and it is wonderful. One article I thought was most practical was “How to Buy a Student Information System”. Richard Hoffman writes about how the CIO of Prince George’s County Public Schools, Wesley Watts, systematically and deliberately controlled the process of selecting the next software program for data management. Hoffman writes that the district desired a program that had easy “reporting, school-to-parent communication, scheduling, attendance, and enrollment” changes (Hoffman, 2006, para. 3). “The district’s overarching goal: accessing real-time, accurate data across the board” (Hoffman, 2006, para. 3)
During my Lamar program, I also analyzed the district’s technology five-year plan and compared it to the state and national plans.
Because Lamar Academic Partnerships is an online program, I was able to use distance and online learning extensively from May 2011 until now. Although practitioners and teachers of online courses have a high concern for connecting with students through various forms of interaction, this is not a problem within the Educational Technology Department (Beldarrain, 2006). Students in this program had multiple opportunities to interact with professors during web conferences, email, texting, cell phone calls and through the EPIC course ware. I also was able to help a student sign up for online courses through Texas Tech University.
Bibliography
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education , 139-153.
Hoffman, R. (2006, July 17). How to buy a student information system. Retrieved April 24, 2011, from School CIO: http://www.schoolcio.com/ShowArticle.aspx
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
Sunday, October 23, 2011
Web Conference - October 22 & 23, 2011
EDLD 5370 Final Internship Week Three
Web Conference Reflection
Saturday, October 22, 2011 and Sunday, October 23, 2011
Saturday
The Saturday conference discussed the future changes to the Educational Technology Leadership program. We also discussed APA and the use of a variety of resources in our reference lists. Dr. Abernathy said we could use our coursework products placed online as resources.
Sunday
This Sunday at the web conference, Michelle asked a question about the reflection portion of the Validation Summary Report. Dr. Abernathy clarified that these need to be reflections over reflections. In addition, in terms of grading, our weekly grades are just to help us understand the corrections we need to make. Professors review our work at the end in a formal grading event. Several students shared their plans for attending graduation in Beaumont. Dr. Abernathy shared restaurant suggestions with the group.
Web Conference Reflection
Saturday, October 22, 2011 and Sunday, October 23, 2011
Saturday
The Saturday conference discussed the future changes to the Educational Technology Leadership program. We also discussed APA and the use of a variety of resources in our reference lists. Dr. Abernathy said we could use our coursework products placed online as resources.
Sunday
This Sunday at the web conference, Michelle asked a question about the reflection portion of the Validation Summary Report. Dr. Abernathy clarified that these need to be reflections over reflections. In addition, in terms of grading, our weekly grades are just to help us understand the corrections we need to make. Professors review our work at the end in a formal grading event. Several students shared their plans for attending graduation in Beaumont. Dr. Abernathy shared restaurant suggestions with the group.
5370 Week Three Assignment Part 3.4
Janet Kelly ET 8027/Cohort 13
October 22, 2011
Week 3 Assignment, Part 3.4: Reflections on Course-Embedded Assignments for EDLD 5366 Digital Graphics, Animation and Desktop Publishing.
Self–Assessment
During the course Digital Graphics, Animation and Desktop Publishing, I created a newsletter on social networking for teachers. I had never learned about the four components of design, CRAP – content, repetition, alignment and proximity, before taking this course. I have since been able to use it in a variety of ways. When I created a Facebook PowerPoint for sixth graders, I utilized these techniques as I created my slides. I had also never thought about creating a newsletter based on what people want to read. To me, a school newsletter is about giving essential information to the community to keep stakeholders informed. We learned that to make the newsletter meaningful, we need to find out what people want to know. 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). I now try to consider this insight as I plan future newsletters I create.
We also through our assignments learned how to model digital-age work to our students. By creating the newsletter, personal logo, and animation, we now have a skill set we can exemplify to our students. And thus, we have fulfilled ISTE”S standard to “plan, design, and model effective learning environments and multiple experiences supported by technology” (Williamson & Redish, 2009, p. 44).
Learn as a Learner
My Skype friends were helpful to me in both answering questions about mechanics and content for my newsletter. I also enjoyed making an animation for Christmas using the program Scratch. My son learned the program with me and he still calls me to the computer to see his animations (usually some form of transforming robot). Whenever the coursework asked me to learn a new program, I found that my initial product took about fifteen hours of computer time (Kelly, The nativity, 2010). The second product from that program would take about half that time. This was true of learning the animation program.
As a learner, I would like to have to have more patience in learning new programs and this may require a change in approach. For example, I recently acquired a new android phone. It has many capabilities on it, but I keep trying just to figure it out. If I had watched You Tube demonstrations on it weeks ago or even read the manual, I would far more advanced in my use. “Just in time” learning is good, but having a little prior knowledge is even better.
Lifelong Learning Skills
One of the things that I learned creating the newsletter on social networking was from the content of my newsletter. This was to be very selective in who I chose to be my online friends. Since my husband served as superintendent in the district, I was very cautious about befriending teachers. However, since he has resigned to become a superintendent in another district, we are all friends now. It has been a lot a fun to get to see their personal lives.
In learning about personal branding, we found that it is important to create our own online identities. In the online article Personal Branding 101, the author writes “…it is crucial to monitor and define our online identities. We need to start thinking of those Google results as our resume and clean up anything that doesn’t belong there” (Schawbel, 2009).
One the future challenges I see is the need to keep on top of social networking privacy issues. Through the topic of my newsletter, I became aware of the social and human issues surrounding social networking as “technologists must understand the emerging issues and shape technology use for the common good” (Williamson & Redish, 2009, p. 123). This could be a topic for a future newsletter. I also would like to master the creation of borders in my future newsletters. I do think my newsletter was informative and I shared it my Instructional Technologist friends (Kelly, Techlearner 7, 2010).
In the future, I plan to create a new logo. I think it would be beneficial to make one for use on stationery and email signatures. It was fun to make the logo and now that I am educated on logo design, I would like to make one that is more personal. I am a letter writer would love to add this to my correspondence.
Bibliography
Kelly, J. (2010). Techlearner 7. Retrieved Oct 2011, 22, from Wikispaces.com: http://techlearner7.wikispaces.com/file/view/DIGITAL+SOCIAL+WISDOM+newsletter+for+EDLD+5366+full+text+pdf+submission.pdf
Kelly, J. (2010). The nativity. Retrieved Oct 2011, 22, from Techlearner 7: http://techlearner7.wikispaces.com/EDLD+5366+Digital+Graphics%2C+Animation+and+Desktop+Publishing
Lamb, A. (2005). Planning newletters. Retrieved Oct 22, 2011, from Eduscapes: http://eduscapes.com/sessions/publishing/planning.htm
Schawbel, D. (2009). Personal branding 101: How to disco
ver and create your brand. Retrieved Oct 22, 2011, from mashable: http://mashable.com/2009/02/05/personal-branding-101/
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
October 22, 2011
Week 3 Assignment, Part 3.4: Reflections on Course-Embedded Assignments for EDLD 5366 Digital Graphics, Animation and Desktop Publishing.
Self–Assessment
During the course Digital Graphics, Animation and Desktop Publishing, I created a newsletter on social networking for teachers. I had never learned about the four components of design, CRAP – content, repetition, alignment and proximity, before taking this course. I have since been able to use it in a variety of ways. When I created a Facebook PowerPoint for sixth graders, I utilized these techniques as I created my slides. I had also never thought about creating a newsletter based on what people want to read. To me, a school newsletter is about giving essential information to the community to keep stakeholders informed. We learned that to make the newsletter meaningful, we need to find out what people want to know. 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). I now try to consider this insight as I plan future newsletters I create.
We also through our assignments learned how to model digital-age work to our students. By creating the newsletter, personal logo, and animation, we now have a skill set we can exemplify to our students. And thus, we have fulfilled ISTE”S standard to “plan, design, and model effective learning environments and multiple experiences supported by technology” (Williamson & Redish, 2009, p. 44).
Learn as a Learner
My Skype friends were helpful to me in both answering questions about mechanics and content for my newsletter. I also enjoyed making an animation for Christmas using the program Scratch. My son learned the program with me and he still calls me to the computer to see his animations (usually some form of transforming robot). Whenever the coursework asked me to learn a new program, I found that my initial product took about fifteen hours of computer time (Kelly, The nativity, 2010). The second product from that program would take about half that time. This was true of learning the animation program.
As a learner, I would like to have to have more patience in learning new programs and this may require a change in approach. For example, I recently acquired a new android phone. It has many capabilities on it, but I keep trying just to figure it out. If I had watched You Tube demonstrations on it weeks ago or even read the manual, I would far more advanced in my use. “Just in time” learning is good, but having a little prior knowledge is even better.
Lifelong Learning Skills
One of the things that I learned creating the newsletter on social networking was from the content of my newsletter. This was to be very selective in who I chose to be my online friends. Since my husband served as superintendent in the district, I was very cautious about befriending teachers. However, since he has resigned to become a superintendent in another district, we are all friends now. It has been a lot a fun to get to see their personal lives.
In learning about personal branding, we found that it is important to create our own online identities. In the online article Personal Branding 101, the author writes “…it is crucial to monitor and define our online identities. We need to start thinking of those Google results as our resume and clean up anything that doesn’t belong there” (Schawbel, 2009).
One the future challenges I see is the need to keep on top of social networking privacy issues. Through the topic of my newsletter, I became aware of the social and human issues surrounding social networking as “technologists must understand the emerging issues and shape technology use for the common good” (Williamson & Redish, 2009, p. 123). This could be a topic for a future newsletter. I also would like to master the creation of borders in my future newsletters. I do think my newsletter was informative and I shared it my Instructional Technologist friends (Kelly, Techlearner 7, 2010).
In the future, I plan to create a new logo. I think it would be beneficial to make one for use on stationery and email signatures. It was fun to make the logo and now that I am educated on logo design, I would like to make one that is more personal. I am a letter writer would love to add this to my correspondence.
Bibliography
Kelly, J. (2010). Techlearner 7. Retrieved Oct 2011, 22, from Wikispaces.com: http://techlearner7.wikispaces.com/file/view/DIGITAL+SOCIAL+WISDOM+newsletter+for+EDLD+5366+full+text+pdf+submission.pdf
Kelly, J. (2010). The nativity. Retrieved Oct 2011, 22, from Techlearner 7: http://techlearner7.wikispaces.com/EDLD+5366+Digital+Graphics%2C+Animation+and+Desktop+Publishing
Lamb, A. (2005). Planning newletters. Retrieved Oct 22, 2011, from Eduscapes: http://eduscapes.com/sessions/publishing/planning.htm
Schawbel, D. (2009). Personal branding 101: How to disco
ver and create your brand. Retrieved Oct 22, 2011, from mashable: http://mashable.com/2009/02/05/personal-branding-101/
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
Week Three 5370 Part 3.3
Janet Kelly
October 22, 2011
Cohort 13 / ET 8027
EDLD 5370
Week 3 Assignment, Part 3.3
Reflections on assignments in EDLD 5326 School and Community Relations
Self–Assessment
The knowledge I gained during the course School and Community Relations was mainly in the area of federal requirements. I really had no idea that the parent training classes held at the schools were part of No Child Left Behind, I just thought it was a nice thing the schools did for parents. Usually they planned a light dinner before the event as an incentive for attendance.
I did always know that stakeholders and their knowledge of the schools is an important facet of public education today. This will become even more important in the coming months as voters listen to those who think schools waste money and those who do not understand the way the legislature funds schools. “Such involvement is valued as a means to generate both needed resources to support school improvement efforts and students” learning, as well as community support for educational expenditures and school referendums” (Sanders & Lewis, 2005, p. 1).
During this course, we created a community outreach program to help students. I chose to write about a program that would have the goal of evening out the playing field for students that are economically disadvantaged. In some ways, my proposed project would monitor the digital divides between the haves and have nots and facilitate the “equitable access to technology resources for all students” (Williamson & Redish, 2009, p. 135)
Learn as a Learner
To complete this assignment, I looked at programs already in place. I chose aspects of the programs I was familiar with and came up with a program called “Kids First”. Reflecting on how I did this assignment, I think that in the future I would look more into the research associated with an endeavor like this one. I think I may find I would tweak the program a little.
This course did not require as much interaction in terms of collaborating with colleagues other than the discussion board. However, as always, my Skype group was great for helping understand assignment expectations. Many were already familiar with NCLB’s requirement for parenting classes and presentations on the school’s AEIS report (Public Education Network, 2002).
Lifelong Learning Skills
One of the lessons that will stay with me in seeing how community relations were at one time a nice thing to do and how they have morphed into a requirement for schools. I do also see the need for the site-based decision making that must occur in schools. School staff, parents, and community leaders all need to work together to create a learning environment that has the most success for the most students. In our School Community Relations lecture series, Dr. Adams spoke “as teachers and schools work to close that achievement gap, it is also important to focus on closing the ‘parent involvement gap’ that exists as well” (Adams).
Bibliography
Adams, N. EDLD 5326 School community relations week 4: Parental involvement among diverse groups. Beaumont: Lamar University.
Network, P. E. (2002). Using NCLB to improve student acheivement: An action guide for community and parent leaders. Retrieved Oct 22, 2011, from publiceducation.org: http://www.publiceducation.org/pdf/nclb/nclbbook.pdf
Sanders, M., & Lewis, K. (2005). Building bridges toward excellence: Community involvement in high schools. The High School Journal, 88(3) , 1.
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
October 22, 2011
Cohort 13 / ET 8027
EDLD 5370
Week 3 Assignment, Part 3.3
Reflections on assignments in EDLD 5326 School and Community Relations
Self–Assessment
The knowledge I gained during the course School and Community Relations was mainly in the area of federal requirements. I really had no idea that the parent training classes held at the schools were part of No Child Left Behind, I just thought it was a nice thing the schools did for parents. Usually they planned a light dinner before the event as an incentive for attendance.
I did always know that stakeholders and their knowledge of the schools is an important facet of public education today. This will become even more important in the coming months as voters listen to those who think schools waste money and those who do not understand the way the legislature funds schools. “Such involvement is valued as a means to generate both needed resources to support school improvement efforts and students” learning, as well as community support for educational expenditures and school referendums” (Sanders & Lewis, 2005, p. 1).
During this course, we created a community outreach program to help students. I chose to write about a program that would have the goal of evening out the playing field for students that are economically disadvantaged. In some ways, my proposed project would monitor the digital divides between the haves and have nots and facilitate the “equitable access to technology resources for all students” (Williamson & Redish, 2009, p. 135)
Learn as a Learner
To complete this assignment, I looked at programs already in place. I chose aspects of the programs I was familiar with and came up with a program called “Kids First”. Reflecting on how I did this assignment, I think that in the future I would look more into the research associated with an endeavor like this one. I think I may find I would tweak the program a little.
This course did not require as much interaction in terms of collaborating with colleagues other than the discussion board. However, as always, my Skype group was great for helping understand assignment expectations. Many were already familiar with NCLB’s requirement for parenting classes and presentations on the school’s AEIS report (Public Education Network, 2002).
Lifelong Learning Skills
One of the lessons that will stay with me in seeing how community relations were at one time a nice thing to do and how they have morphed into a requirement for schools. I do also see the need for the site-based decision making that must occur in schools. School staff, parents, and community leaders all need to work together to create a learning environment that has the most success for the most students. In our School Community Relations lecture series, Dr. Adams spoke “as teachers and schools work to close that achievement gap, it is also important to focus on closing the ‘parent involvement gap’ that exists as well” (Adams).
Bibliography
Adams, N. EDLD 5326 School community relations week 4: Parental involvement among diverse groups. Beaumont: Lamar University.
Network, P. E. (2002). Using NCLB to improve student acheivement: An action guide for community and parent leaders. Retrieved Oct 22, 2011, from publiceducation.org: http://www.publiceducation.org/pdf/nclb/nclbbook.pdf
Sanders, M., & Lewis, K. (2005). Building bridges toward excellence: Community involvement in high schools. The High School Journal, 88(3) , 1.
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
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