Tuesday, December 18, 2012

EDLD 5397 Internship to Supervision Web Conference Week 5

Wow--final week already.  I have caught up a lot in this course and now hopefully I can keep up with courses and activities as they happen in order to not be so overwhelmed at the end. 

The conference was pretty short.  We were reminded of where to get our forms for our papers that have to be submitted to TK20 this week.  She covered the professional development plan at a greater depth, since this is something new we have to do this week.  We were given some examples (scheduling, budgeting, integrating technology in the classroom, implementing a technology project).  The plan does not have to be very detailed, but it must have at least three objectives, how we plan to accomplish them, who will help us, and how it will be evaluated. 

Questions were pretty much about the PDP and then about how to add our papers to the assignment (cut & paste).  The assignment will be pretty lengthy this week with our vitae, professional development plan, and internship plan.

Sunday, December 16, 2012

EDLD 5397 Internship in Supervision Web Conference Week 4

I got caught up with supper and cleaning up that I was late for the web conference this week.  I did attend the last ten minutes for the question /answer part.  

The beginning was a reminder of our four documents needed at the end of the master’s program and the seven documents needed in TK20 for this course.   Professor Borel reinforced the need to get things done early next week.  The course ends on Friday instead of Sunday.  She also suggested reviewing the Professional Development Plan that is due next week before the conference on next Tuesday.
 
Questions were asked at the end. There were student specific questions that didn’t really affect me about field supervisors, problem with opening assignments, blogs.  Someone asked about the practice exam and it was suggested that we continue doing it throughout the rest of our courses, so that we are ready for the real exam at the end.  Professional Development plan was discussed a bit also.  It is want some students have a lot of difficulty with.  We need to come up with 3-5 objectives to accomplish over the next few years.  She explained the exams we have to take and the order to take them in (LCE, ILD, TEXes).  The action research plan is a template of what we need to write.  We are to answer the nine elements in the section that the element applies to. 

Sunday, December 9, 2012

EDLD 5397 Internship in Supervision Web Conference Week 3


What a week!!  I don’t feel like I will ever catch up on everything that I need to do these days. 

I watched the recording on the website this week, since I didn’t have time on Tuesday night to participate.  The conference shared what the focus of weeks 3 & 4 will be (action research project) and week 5 (reflections on courses and internship plans).  Professor Borel then shared what needed to be uploaded to TK20 and that we should have received the email from them that our binder is ready.  We have seven documents to upload that we are working on in this class.  She informed us that we can change our plans if needed based on what we have been doing.  There was a question and answer session that several bits of information that I needed.  It was shared that there is no link on the Week 3 board for the discussion board so we have to go to it from the side bar (which I prefer using anyway).  Someone from another state asked about taking the TEXes exam.  Dr. Boral said it is not required as part of the program (only the LCE is), but it is transferrable to some states, so I need to check into it and see if it will count in Louisiana.  She also pulled up the LAMAR website that has all our forms to show us where they are, so that we can have the current one when we do our documents for Course Embedded and Internship Plan reflections.

EDLD 5397 Internship in Supervision Web Conference Reflection Week 2

            Professor Borel does an awesome job of keeping us informed of what needs to be done for the week and upcoming weeks and courses.  Information was shared on the practice exam we are to take this week.  We can take it as many times as we want (the more the better to prepare for the “real” one in the final course).  We also went over the upcoming weeks, so that we can prepare for them.  We went over the forms that must be completed by the end of the program and she reminded us that we need to have the three field supervisor conferences done also.  Questions were answered for those that had any and she reminded us that week 5 is a short week due to the holidays.

Sunday, October 21, 2012

EDLD 5362 Assignment 2

We had to review educational networks this week and create a presentation that we could use to share the information with our co-workers.

https://docs.google.com/file/d/0B4BpLaGnjjd3RTlBemZtTERmNlk/edit

Saturday, September 29, 2012

EDLD 5364-Teaching with Technology Week 5 Reflection on Videos & Readings

Videos:  The videos this week were discussed using gaming and virtual worlds to teach and test students.  Students become productive and empowered participants in their learning this way.  They get to practice the skills using games and virtual worlds.  This helps with problem solving as students are learning and being tested at the same time to get through the game/world.  If they don’t pass, they have to restart and try again.  According to Barab, teachers need to be given the correct tools in order to get this done.  Gee stated that we need to “reprofessionalize teachers” to allow teachers to come up with the curriculum and how it is taught in their classrooms and make teaching a “sexy or cool” job for people to go into.  Gardner shared his “Good Play Project” which deals with the ethical sense of young people today to make them more responsible when using these digital tools. 

Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. Retrieved from http://www.edutopia.org/digital-generation-howard-gardner-video
Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved from http://www.edutopia.org/digital-generation-james-gee-video
Edutopia.org. (nd). Big Thinkers: Sasha Barab on New-Media Engagement. Retrieved from http://www.edutopia.org/digital-generation-sasha-barab-video
Youtube.com (nd). Vision for 21st Century Learning. Retrieved from http://www.youtube.com/watch?v=Mirxkzkxuf4
Youtube.com (nd). Vision for Technology in K-12 Education. Retrieved from http://www.youtube.com/watch?v=AhoOG5Kf1w4

Readings:  The assessment explanations in Web 2.0 were very helpful.  I liked how the author explained that we can use authentic assessment and still “prepare students to success in the standardized testing.”  (Solomon & Schrum, 2007, p. 168) I agree with the authors that assessment should be formative (ongoing throughout the unit/lesson).  They also suggested, “if educators work together to plan their instruction and simultaneously plan ways to evaluate throughout the unit, they will develop a wide variety of interesting models.” (Solomon & Schrum, 2007, p. 170) 

In Using Technoogy with Classroom Instruction that Works, the authors recommend to “explicity teach students about the importance of effort and have students keep track of their effort and achievement.”  (Pitler, Hubbell, Kuhn, Malenoshi, 2007, p. 156)  I am actually doing this they year in my classroom.  Students will be tracking their progress toward their goals.  We are supposed to begin it this week, but the software is having printing issues and I may not be able to get them the information they need in order to track.  I have notice a change in the students and their performance since I started showing them their class charts at the beginning of each class period.  I can’t wait to see the progress once they get their individual charts to start recording. 
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176.

Sunday, September 23, 2012

EDLD 5364-Teaching with Technology Week 4 Quote

“Furthermore, professional development efforts will be undermined if the computers or infrastructure are not adequately supported.”  (Ringstaff & Kelley, 2002; Fabry & Higgs, 1997)

I choose this quote because this is what we have dealt with on a daily basis this school year.  The district decided to change the grading software (among other software) this year with consulting with the IT department.  Therefore it has been a huge headache getting the software to work correctly and the teachers comfortable using it.  When they “trained the trainers” who would train our teachers at school, they didn’t even want the network manager from the school to go.  Thank goodness my principal pushed for me to go along with the two classroom teachers she was supposed to send.  The day of training for the teachers (which was the first day of school), we couldn’t even get the software to work correctly in the training mode where the teachers could “play” with it without fear of messing something up.  I finally gave up on that and had to have them do it in their real roll book.  The kinks are finally getting worked out and the teachers are liking the software a little more, but the beginning of school is always crazy enough without throwing new software into the mix that doesn’t work like it supposed to.  All this did was cause our teachers to start off the year frustrated and stressed.  This is the main reason many teachers don’t like technology in their classrooms.  As I have heard them say, “It never works when I want it to.”

Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED486685&ERICExtSearch_SearchType_0=no&accno=ED486685

Saturday, September 22, 2012

EDLD 5364-Teaching with Technology Week 4 Reflection on Videos & Readings

Videos: 
The four five videos showed great schools that were implementing project based learning.  Linda Darling-Hammond and Larry Rosenstock shared excellent knowledge on social/emotional learning and integrating the pedagogy of technology with the content of academics.  They make me want to work at a school that provides students with the opportunity to learn through projects and become confident learners, involved in the community, and engaged in their learning without fear of failure and with recognition of their success.

Readings: 
Using technology with classroom instruction that works shared great information for cooperative groups.  The book suggests informal, formal, and base groups be used throughout the year.   The authors also shared ideas for the groups:  multimedia, web resources, keypals, webquests, web site creation, collaborative organizing (shared calendars, bookmark and share weblinks, create online learning communities), and communication software.  As I’ve said each week, I love the examples shared for each idea suggested!
I really liked the Training Module Development shared in McRel technology initiative: The development of a technology intervention program final report.  I feel the fourteen modules shared in the study would be very beneficial to my school and district also.  (Classroom Technology Management, E-mail and Internet, Technology Leadership, Technology and Lesson Plan Integration, Proficiencies and Unit Planning, Technology Planning, Technology and Writing Integration, Technology and the Problem-Solving Process, Technology and Multiple Intelligences, Navigating Desktops and Networks, Software Evaluation and Planning, Microsoft Office in the Classroom, Data Analysis Using Excel, and Using Technology with Classroom Instruction)
The article form Teaching every student in the digital age: Universal design for learning covered assessment in the Universal Design Lesson.  It shared different methods of doing assessments (besides paper/pencil) that would allow students at all levels to perform to their maximum potential in class.
Web 2.0: New tools, New schools  stated, “Unfortunately, even though massive amounts of money have been spent on training educators, we have not seen a real difference in the ways technology has been integrated into the classroom (Cuban, 2001; Laffey, 2004; Norris, Sullivan, Poirot, & Solloway, 2003; Williams & Kingham, 2003).  (Solomon and Schrum, p. 100)  It shared lots of ways to have professional development opportunities:  create effective programs, preservice learning, communities of practice, and technology literacy training.  The book also suggests blogs, podcasts, and wikis as the Web 2.0 tools to use to help with the professional development of staff.
Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED486685&ERICExtSearch_SearchType_0=no&accno=ED486685
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 99 – 116.

Saturday, September 15, 2012

EDLD 5364 Electronic Book

I had to make an electronic book this week.  Since I am working on a UDL lesson on Fractions, I decided to do the book on that.  It covers 5th grade fraction terminology. 

Fractions-a book of terminology

EDLD 5364-Teaching with Technology Week 3 Reflection on Videos & Readings

Videos:  I love watching the videos that show how technology is being used by students today.  I can’t wait until we are able to implement activities and lessons in our school like these.  It’s just so hard to find the time to do it and the willingness by others to do it.  The videos are a great help with motivations that it is possible to have technology rich classrooms that increase student achievement.  I really like the quote from Jose Picardo at the end of the Top 10 Tips for Using Technology in the Classroom, “use technology only when it helps you achieve your lesson objectives.” 

Boxoftricks.net (nd). Top 10 Tips for Using Technology in the Classroom [Video file]. Retrieved from http://www.youtube.com/watch?v=xiisteObuhk

Edutopia.org (nd). Digital Youth Portrait -- Cameron. Retrieved from http://www.edutopia.org/digital-generation-profile-cameron-video

Edutopia.org (nd). Digital Youth Portrait -- Luis. Retrieved from http://www.edutopia.org/digital-generation-profile-luis-video

Edutopia.org (nd). Welcome to the Digital Generation. Retrieved from http://www.edutopia.org/digital-generation-project-overview-video

Schooltube.com (nd). Kansas Technology Rich Classrooms – Partnership for 21st Century Learning. Retrieved from http://www.schooltube.com/video/36743/Kansas-Technology-Rich-Classrooms--Partnership-for-21st-Century-Learning-Summit-Video#

Readings:  The Center for Applied Special Technology website provides very good information on Universal Design Learning for anyone interested in learning more about it.  This is a lot of information to take in at one time, but this site has been bookmarked for me to reference when creating lessons for my students.  The “book builder” site seems like it will be a great tool to create books to go with lessons for students to refer to if they are having trouble or need clarification on the topic.  They can be used to reinforce the points taught in the lesson.  I can’t wait to complete my readings and lesson plan, so I can move on to creating a book. 
Chapter 4 of Web 2.0: New tools, New schools, shares some web tools available (blogs, wikis, podcasts, digital storytelling) and ways teachers are using them in various subjects (literature, English, media literacy, social studies, journalism, broadcasting, video production, math, science, geography).   The authors stated at the end of the chapter, “The selection we have presented is by no means exhaustive and, in fact, it’s hard to keep up with all the creative ideas.”  (Solomon & Schrum, 2007, p. 97)  There is so much out there, but we (at least me and my coworkers) are so overwhelmed with the things given to us from our district and state that we have to do, it is hard to find the time to look for new things and learn how to use them in our classrooms.  Ideally it would be great if all the available tools were located in one place, organized so things are easy to find, have directions of how to use the tools, and have ways to incorporated it into the classroom.

In Using technology with classroom instruction that works, Chapter 2 explains about providing feedback.  “Research shows that the more immediate feedback is in classroom settings, the greater its impact on student behavior.”  (Kulik & Kulik, 1988)  Again, I love how the book shares ways to achieve this with the tools available (word processing application, data collections tools, classroom response systems, grading software, web resources, communication software).

Cast.org (2009). Cast UDL book builder. Center for Applied Special Technology. Retrieved from http://bookbuilder.cast.org

Cast.org (2009). Model UDL lessons. Center for Applied Special Technology. Retrieved from http://udlselfcheck.cast.org/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 41-58, 217-225.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/  

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 77-98.

EDLD 5364-Teaching with Technology Week 3 Web Conference

The conference tonight was much better that last week.  We discussed TK20 and what was due on it for this course.  That should be easy for this course since it is our weekly assignments.  The next topic was the assignment for this week.  The professor gave a short summary of the four parts we have for this week and said this is our busy week for the course.  Since there is no conference next week, she said to contact our IA’s with questions and for help, and if we needed her we could text or email.   For the questions and answer part, she said to make the lesson plan relevant.  I can use our Common Core standards for my plan.   She then explained the course order for the program to us, so that we could have an idea of what was coming up in our program.  It gave me a better understanding of where I’m going and what I have left.  At the end was a discussion about members not participating in the group.  She said the participating members would not be penalized for the nonparticipating member.   I am so glad I have not had to deal with this problem.

Sunday, September 9, 2012

EDLD 5364-Teaching with Technology Week 2 Reflection on Videos & Readings

It is taking a while to get back in the routine of doing schoolwork for myself and work.  I didn’t realize how easy it was to complete the courses over the summer, when I didn’t have any work demands also. 

The videos for this week all came from the website, http://lessonbuilder.cast.org/window.php?src=videos.  There were four topics covered, Diversity of Learners, Universal Design and Universal Design for Learning, The Brain Research, and Principles of Universal Design for Learning.  They gave a brief overview of the three brain styles:  recognition, strategic, and affective to emphasize how every brain processes information differently.  This is why we must use UDL, universal, design learning, when teaching in order to reach all students.  UDL allows us, as teachers, to customize and provide multiple means of representation, expression, and engagement.
I received my book this week also!  I had to play “catch-up” with that and read both last weeks and this week’s readings. 
In Using technology with classroom instruction that works, the authors make the following recommendations for the classroom:
1.      Set learning objectives that are specific but flexible.
2.     Allow students flexibility in personalizing the learning objectives or goals.
3.     Communicate the learning objectives or goals to students and parents.
4.     Contract with students to attain specific learning objectives or goals.
In chapter 1, there are lots of ideas shared for how to set up these learning objectives, such as word processing applications, kidspiration and inspiration, data collections tools, web resources, and communication software.  I liked that the authors showed examples and simple how-to instructions of each one. 

Teaching every student in the digital age: Universal design for learning  was the most interesting reading this week.  The section on Learner Diversity and High Standards really applies to teaching today.  It stated that “the challenge posed by greater diversity and greater accountability is to enable students with widely divergent needs, skills, and interests to attain the same high standards.”  (Rose & Meyer, 2002)  Teachers have a heavy load placed on them in order to accomplish this.  We must start incorporating  universal design for learning in order “to understand how students learn and use the technology available in this digital age to provide selected supports where they are needed and position the challenge appropriately for each learner.”  (Rose & Meyer, 2002)

Lessonbuilder.cast.org (nd). The Brain Research. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.

EDLD 53640Teaching with Technology Week 2 Significant Quote


“The challenge posed by greater diversity and greater accountability is to enable students with widely divergent needs, skills, and interests to attain the same high standards.”  (Rose & Meyer, 2002)
I choose this quote because I feel we have so many excellent teachers leaving in our district, because of the pressure being piled onto us because of this challenge.  As teachers we know every student learns differently and are at different levels when they come into our room.  Our goal is to get students to that place at the end of the year where they are ready for the next grade (or to score high on the state tests at the end of the year).  We are aware, though, that every student will not meet those expectations, but we still push them and get them to a level that is greater than when they came to us.  The problem is the state, federal government, and people outside of education can’t seem to see this.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Friday, September 7, 2012

EDLD 5364-Teaching with Technology Week 2 Web Conference

The web conference this week was extremely frustrating.   As much as the professor tried, she just couldn’t get the sound to work.  The conference ended up being a chat conference where a few people asked a few questions about the project for the course.  I was really hoping to have the project explained a bit by the professor in the meeting so I could get an idea of what we were doing, but that didn’t happen tonight.

Sunday, September 2, 2012

EDLD 53640Teaching with Technology Week 1 Reflection on Videos & Readings

What a week this was.  First I was not registered in any courses (for some reason).  I got that problem fixed and then Hurricane Isaac decided to make a beeline to my state (and town).  Thank goodness we didn’t sustain any damage--just no power, internet, or TV for a couple of days.

Videos:  The videos were very information.  Dr. Mason and Professor Borel did an awesome job with what is expected in the course.  The videos explaining the three learning theories:  Constructivism, Connectivism, and Cyborg were very informative as to what the theories were.  They gave me idea of what each theory entails and I carried that over to this week’s readings. 
Readings: We had six readings (two book excerpts and four articles) to do this week:
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Ch. 9, pp. 194-218. Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?record_id=9853&page=206
McPheeters, D. (2009, March). Social networking technologies in education. Tech and Learning, 29(8).Retrieved from http://www.techlearning.com/article/16250
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1 – 14.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 7-44.
Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved from http://www.sedl.org/pubs/tec26/intro2c.html
Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf
Unfortunately, I don’t have one of my books yet to do my readings from.  It is on order and should be here next week (if nothing else gets in the way).
The readings covered the theories introduced in the videos (constructivism, connectivism, and cyborg). 
In Constructivism, “students learn by taking in information from the world and constructing their own meaning from the experience as opposed to someone telling them bits of information.”  (Sprague & Dede, 1999)  Teachers take the student from where they are and expand on it.  The teacher becomes a facilitator to learning allowing the students to “think about what they already know about a topic, search for new information, and collaborate with others to solve realistic problems and derive new understanding.”  (Solomon & Schrum, 2007, p. 38)  In my opinion this is the ideal classroom for students.  They are more actively involved in their learning through this method.  “They are sharing ideas, asking questions, discussing concepts, and revising their ideas and misconceptions.”  (Sprague & Dede, 1999)
Connectivism is where learners make connections, both from within and with others.  In Web 2.0:  New Tools, New Schools, the authors’ share that “George Simmons’ (2004) theory of connectivism is an approach to learning that also considers technology as a key factor.”  (Solomon & Schrum, 2007, p. 40)  Knowledge is rapidly changing and the learners are willing to change with it in order to continually learn.  Interactivity between students is a big part of this theory.  By using real world activities in the classrooms, students are able to connect with others (peers and professionals) in order to learn.  “Working with practitioners and distant peers on projects with meaning beyond the school classroom is a great motivator for K-12 students.”  (Bransford, Brown, & Cocking, 2000)
The Cyborg Learning Theory is “the hybrid of cybernetic organisms containing elements of both the human and the machine.  Cyborgs do not view technology as other or separate from human but rather see technological advance on par with human evolution; both, one and the same.” (McPheeters, 2009)  By utilizing this theory we would be allowing “education to focus on preparing a generation to adapt to the unavoidable rapidity of changes they will face.” (McPheeters, 2009)  I was a bit freaked out about this theory after watching the video on it.  Implanting chips into humans just to “upgrade” them does not sound like something I want to be a part of.  I do understand the medical aspect of this for those you have lost something (ex. hand, vision, etc.).   By employing this into that aspect would benefit lots of people who were impaired through no fault of their own.

Friday, August 31, 2012

EDLD 5364-Teaching with Technology Week 1 Web Conference

The web conference this week shed some light on lots of the changes that are taking affect with this course.  After watching the video today (Friday), I’m thinking it may not have been a bad thing that I didn’t have access to Blackboard for a few days (thanks to Hurricane Isaac).  Issues were found with the discussion board, so everyone will be receiving credit for Week 1.  We will be in smaller groups for the rest of the weeks to make it easier to follow the discussions.  Professor Borel explained that we are no longer going by ET numbers.  We will be put into groups in each course we take from now on based on whom our IA is.   She shared where we can find tutorials and how to change where our announcements are sent.  She also stressed the importance of the Lamar Google site, because that is where we will find information needed to complete our master’s program.  Week 1 ‘s assignment was reviewed (reflections and group work) and there was a question and answer session at the end. 

Sunday, August 19, 2012

EDLD 5366 Week 5 Assignment


Digital Graphics and Web Design Reflection

The first week was spent learning about the four design principles and thinking of things I need to start reviewing (our school’s website,  powerpoints, etc.) to make sure they incorporate contrast, repetition, alignment, and proximity effectively.

Next, came self-branding.  According to Dan Schawbel (2009), “Brand discovery is about figuring out what you want to do for the rest of your life, setting goals, writing down a mission, vision, and personal brand statement (what you do and who you serve), as well as creating a development plan.”  Creating a logo that incorporates who you are and what you do, requires a great deal of reflection.  My initial goal for this project was something that would go with what I do at work.  I was planning on something that would show how I help everyone (teachers and students) with their technology.  I ended creating a few logos that I can use for different aspects of my job. The one I choose to turn in is the one that shows I am there for support (which is what I think covers the goal I stated earlier) and how I can be contacted for that support.

Animation was totally new to me and I was a bit worried about if I would actually be able to accomplish this successfully.  Playing with the animation software was so much fun though and I enjoyed this week’s project.

Choosing a group to work with is always a scary situation for me.  I want to make sure I am with people who are willing to work hard and accomplish the task in a professional and timely manner, and I want to make sure I am not disappointing them in my performance in the group.  I am very blessed to have Kristi and Nancy ask if I wanted to work with them again.  Our group was joined by Daniel and LaToya.  The website was started by Kristi and we choose pages to complete.  The group kept in touch through email and everyone did an extraordinary job on their pages.  Narrowing done information and making sure the information I put would be relevant and informative to those viewing it took time.  In my opinion, anyone who views our site will find valuable information.

Although they are getting easier each week with each course I take, reflections are still the hardest part for me.  During our readings I found another article that said, “Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works,” (Tice, 2011)  It is pretty much the same thing my assistant principal told us at staff development day at the beginning of school.  Now that I am using it more on my personal learning, I need to work more towards using it more on my teaching style now.

Our district does portfolios in pre-kindergarten only.  It would be awesome if we could start with that electronically and have it follow students as their progress through their education.  (This is something I may have to look into once I find time for another project – maybe after I’m done with my action research.) 

Schawbel, D. (2009).  Personal branding 101:  How to discover and create your brand.  Retrieved from http://mashable.com/2009/02/05/personal-branding-101/ 
Tice, J. (June 15, 2011).  Reflective teaching:  Exploring our own classroom practice.  Teaching English.  Retrieved from http://www.teachingenglish.org.uk/print/378

How to Implement the use of web sites into a PK-12 Classroom

Our district has two web-based programs that are used by students on a daily basis right now.  There are several others that students use on a regular basis in both the lab and their room (starfall, louisianapass, spellingcity). 

I plan to help with the implementation of other web sites at my school by emailing teachers links to sites that they may find valuable to their classroom as I come across them.  I will share our week four project with the teachers at my school, since it offers a great deal of information.  I am also in the process of making resources available to teachers through our school server, so that they will have a one-stop place to go to get sites, videos, lessons, etc.

Sunday, August 12, 2012

EDLE 5366-Website Week 4

My group had to create a website this week that would help teachers (regular and special education) and parents with technology.  There are five sections on the site that were put together by me and my classmates (General Education, Special Education, Parent Corner, How-To and Digital Ethics.  There are some great sites and lots of useful information for those interested.

https://sites.google.com/site/teknowledgeexchange/

Saturday, August 4, 2012

EDLD 5366 Animation

Here's my attempt at animation using Stykz.  It's pretty simple to use.  The program just had to be restarted a few times (when it would do something correct), but it would work fine after that.


video

Sunday, July 29, 2012

EDLD 5366 - Personal Brand


My initial goal for this project was something that would go with what I do at work.  I was planning on something that would show how I help everyone (teachers and students) with their technology.

I actually created a few logos that I can use for different aspects of my job.  The one I choose to turn in is the one that shows I am there for support (which is what I think covers the goal I stated earlier) and how I can be contacted for that support.

Here are the ones I made.  The first one is the one I decided to turn in.


EDLD 5366 - Self-Branding


Teaching about self-branding should be done as soon as the students begin using social media sites and other sites to post online.

The most important thing to teach students is that what they post is a reflection of themselves.  Other people see that information a form opinions of their personality, life, and values.  Once that opinion is formed it is often very difficult to change it.  According to Dan Schawbel (2009), “Brand discovery is about figuring out what you want to do for the rest of your life, setting goals, writing down a mission, vision, and personal brand statement (what you do and who you serve), as well as creating a development plan.”  Students are getting online earlier and earlier and it is hard for some of them to plan beyond the weekend (sometimes even the next day), but by introducing them to the concept when they first begin to share information we can hopefully get them to think responsibly about what they are putting out there and to form short term goals and plans (and eventually long term ones).

Lea Alcantara has a worksheet, The Art of Self-Branding Worksheet, on her website, http://www.lealea.net/blog/comments/the-art-of-self-branding-part-three/, which allows people to share adjectives describing a person.  This would be a good tool to use in the classroom for students to learn what others think about them (both through school and other venues).  This could also be incorporated into an English lesson on adjectives.  Students can then use this to brainstorm ideas for their brand and then create one. 

With so much emphasis being placed on effective teachers these days, branding is a good way to highlight the strengths of the teacher.  It could also be good for students to protect their identity.  They could use their brand logo instead on their assignments instead of their names.  (I know this would protect teachers when displaying student work also, since we are not allowed to have names showing.)



Alcantara, L. (2009).  The art of self-branding.  Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-branding-part-three/
Schawbel, D. (2009).  Personal branding 101:  How to discover and create your brand.  Retrieved from http://mashable.com/2009/02/05/personal-branding-101/

Saturday, July 7, 2012

EDLD 5363~Group Experience

Let me tell you how I fell about working in the group and making the video:
Team Debriefing:
I absolutely loved working with my team to create this video.  I wasn’t too sure about joining a group and doing a project at the beginning of the course.  When Kristi mentioned that she and Nancy were forming a group (both of whom are in my cohort) and asked if I would like to join I quickly agreed.  Janie also became part of the group at the same time (I believe).  The only thing I knew at the beginning was that we would have to make a video.  I could edit my home movies and some school videos (talent shows, awards programs, etc.) I had made before, but this would be the first project I made from “scratch” for students to learn from.  Reading the course paperwork, I thought it was supposed to be a public service announcement.  We soon learned that it had to cover a core content area.  Janie suggested a topic (photosynthesis) and we all quickly agreed to it.   I learned that working with a Google document makes it so easy to collaborate across distances.  It was amazing seeing everyone post their comments, suggestions, and talents on the document and watching the video come together in the end.  I can definitely see how using a Google document can be an asset at my school for teachers to collaborate with each other.  With different planning times (and not enough), this would be awesome to use as a tool for planning different lessons or activities at the school (ex: literacy night).  Having students make (and edit) videos with sound would also be a great way for them to research topics or show what they know about topics. 
 Individual Post:
Pre-production Process
Once our group was formed, we took off running.  We started through email figuring out what we could do and where we were going to work.  We figured out what everyone’s talent was and choose our “jobs” for the project.   Nancy started the group Google document (https://docs.google.com/document/d/1y9arRxlc8n1NYKQtYINc2QgGNVF-gZbEenY8AwssI0s/edit) and we began sharing there.  Janie was going to write the script, Kristi was going to do the audio, I was going to do the filming, and Nancy was making the video.  Nancy had already talked to Dr. Abernathy about letting us use Adobe, since that is what’s used in her district.  In the beginning we were a bit confused about the actual video we had to make.  We thought it had to be a Public Service Announcement, so we started discussing PSA’s to decide on a topic.  After Janie talked to the IA and we attended the week’s web conferences we found out that it was to be a video on a core content subject.  Janie came up with the idea of doing a video explaining photosynthesis using a catchy rap.  We all agreed on the topic, and began our jobs. 
Production Process
The production process started off with me and Nancy feeling like we weren’t contributing much to the group, but in the end it all worked out.  In the first week, Janie wrote an awesome lesson with a script for us to use and Kristi did a terrific job recording the script for the video.  After recording the original script, Kristi knew it wouldn’t fit in our time frame for the video, so she shortened it.  Kristi shared the song through Google.  Once the script was shared, I could start deciding what we needed shots of.  Nancy and I worked together to come up with the shot list, since she would be the one putting the video together.  Kristi helped with the process also by finding images/diagrams on line, making videos of her children rapping, and sharing it though Google.  I started video outside scenes, my children, and shared through Google.  Once the pictures and video started getting posted, Nancy began the process of putting the videos and audio together. 
Post-production Process
Nancy shared several versions of the video with the group for us to see and make any suggestions to it. 
Shot and Editing Selection
Once the script was done, coming up with the shots was pretty simple.  We decided on shots that would enhance the wonderful script and rap that Kristi and Janie worked on.  Shots (audio, and the video) were shared on another Google documents that everyone in the group had access too.  Kristi found the diagrams online and shot some video of her children rapping the song.  I also found some pictures that went with the theme and took some video around my neighborhood and of my daughter and her friend with the audio.  We would let Nancy (and the team) know (through our team Google page and email) when we added new pictures or videos.  When Nancy started putting everything together, she would share the video with us and we would discussed whether more shots were needed, how the audio went with the video, and how the scenes looked on the video, and if necessary things were redone or added.
Web delivery
The final video was posted to YouTube by Nancy.  (http://youtu.be/1HQttB0Wv9Y)
Ways to improve
I am not sure if there are any ways to improve our video.  The only thing I could say is it would be more powerful and explain the photosynthesis process better if we were able to use the entire script that Janie had written.  Due to the time constraints on the assignment we had to shorten it, but I feel that the shortened version still explains the process well.  
Copyright Attribution
We used the Creative Commons website to come up with our copyright for our video.  
We also used the following items from others and shared their information on our video:

Screenwriter:  Janie West
Audio/Voice:  Kristi Rogers
Camera:  Dawn Miller
Video:  Nancy Petrella

STARRING:
Abigail Fanguy
Joanna Garcia
Mikey Garcia
Sydney Miller
Kacie Jae Rogers
Kristi Rogers

AUDIO CREDITS:
Kristi Rogers
The-Dream, Stewart, C., Harrell, K., and Jay-Z (2008).  New
Umbrella (Instrumental In Style of Rihanna).  50 RnB &
HipHop Beats, Vol. 1 (New Rap & Soul Karaoke Chart
Playbacks).  Raw-Flava Productions.
Mazzoni, Dominic and Dannenberg, R. (1999).  Audacity
(version 2.0) [Software]. Available from

VIDEO CREDITS:
Kristi Rogers
Dawn Miller

PICTURE CREDITS:
Carter, J. S. (1996) Chlorophyll [Drawing].  Retrieved from
http://biology.clc.uc.edu/graphics/bio104/chlorophyll.jpg
Carter, J. S. (1996) Chloroplast [Drawing].  Retrieved from
http://biology.clc.uc.edu/graphics/bio104/chloroplast.jpg
 [Diagram of water from xylem] Retrieved from http://www.school.net.th/library/create-
web/10000/science/10000-6580/pic1.jpeg
Knorre, D. (2008) 3d rendered organelle chloroplast isolated on black [Photograph].  Retrieved
from http://www.123rf.com/photo_6270857_3d-rendered-organelle-chloroplast-isolated-on-
black.html
Miller, D. [Photograph of waterfall]. (2007).
Miller, D. [Photograph of leaves]. (2012).
[Photograph of CO2 in the air] Retrieved from
http://www.instablogsimages.com/images/2009/07/17/co2_qjTmo_69.jpg

VIDEO CREATION:
Nancy Petrella ~ Photosynthesis
Dawn Miller ~ Creditis
Adobe Premiere Elements (10) [Software]. (2011). San Jose,
California: Adobe Systems Incorporated.
Windows Live Movie Maker (Wave4) [Software]. (2011).
Redmond, Washington:  Microsoft Corporation.

Critique Team’s Collaboration and Interaction
There is nothing to critique about my groups’ collaboration.  This group of ladies (Nancy Petrella, Janie West, and Kristi Rogers) worked so hard during this process that we were finished with the video before the deadline.  We all got to display our strengths and share them with each other.    No one took offense to any comments/suggestions made and just used them to make our project better.  We were all willing to do anything that was needed to make the best video possible in the three week time frame.  Everyone contributed to each part of the video whether it was through actually doing their chosen part or commenting and making suggestions about the part.  (I think we are all a bit of overachievers which is why everything went so smoothly during this process.)
We interacted through Google documents, email, and class web conferences.  Everything was checked regularly and ideas/comments/suggestions were shared frequently.