EDLD 5363 – Week 4 and 5 Reflection

During the final two weeks of the course, our collaborative video project was completed.  AS a group we worked together to create and finish our video.  From our script and shot list we were able to shoot our video.  I took video of my father’s bee hive to accumulate the majority of the video footage.  I also, took video of my garden, a local farm field, and bumble bees.  Jennifer Wilkin Colvin took footage of herself placing honey into tea and Lisa Breaux recorded additional footage of bumble bees.  Lisa Breaux recorded the narration audio for the project.  I recorded bees bussing to add to the video.  Michelle Tidwell, Jennifer Wilkins Colvin, and Lisa Breaux did the majority of the editing of the video footage I recorded.  They cut the clips down and synched them to the narration by Lisa.  The shot list and script was also refined in these weeks.  Once the final video was competed, I did a slight adjustment of the background music and uploaded it to YouTube.  The process was very educational, especially the use of WeVideo.  It was a great site to use for the purpose of collaboration because we could all upload our video and audio resources to one place and all work on the project together.  As a whole, my group worked well together and we were able to easily complete our project ahead of schedule and complete the remainder of our group based activities for the week.

EDLD 5363 - July 1st Web Conference Reflection

During the web conference on Sunday, July 1^st, Dr. Abernathy discussed several items.  The majority of the conference focused on what needed to be done to complete our group videos for week five.  We need to have our tables and schedules up to date and upload our final video.  We also need to decide what type of copyright we want to have on our video.  She said that the length can go over the 90 second time limit to include credits and references.  She stressed the importance of updating our collaboration documents to reflect the participation of all group members.  During week five we also need to complete a summery of our progress for our internship plan and research projects.  We will not be graded on what we have done, but this is just to let them know where we are in our internship.  Dr. Abernathy also said that there will not be a discussion board for week five.  She finished the conference by letting us know that the ISTI Conference will be in San Antonio, TX next summer and let us know about graduation next year and how it will be conducted.  

EDLD 5363 - June 16th Web Conference Reflection

I was unable to attend the web conferences live this week, so I had to review the recording and the chat script.  In this web conference, Dr. Abernathy explained the week three assignment.  She explained how our groups needed to create a new video of our creation that would meet one of the standards in the four main content areas.  She said that most principals would want their teachers to create videos that help cover an area where their school was performing poorly.  She also told us that we need a Google Doc to document our team progress and participation.  In the doc each member of out group should color code what they have written and update it each week.  Dr. Abernathy also let up know that she removed the class videos from EPIC because they have changed and don’t match our current class.  Several of these items were helpful to know and helped to clarify what we need to do for week three.

EDLD 5363 - Week 3 Reflection

The week three assignment consisted of a team collaboration to develop an educational video that meets Core Content standards and state standards in one of the main for subject areas. For the team assignment, my group consists of Lisa Breaux, Jennifer Wilkins Colvin, Michelle Tidwell and myself.  We all have main areas that we will focus on, but we will all collaborate together to complete all of the phases of the project together.  Michelle Tidwell will act as our team leader and server as our unit production manager.  Lisa Breaux will be our narrator.  Jennifer Wilkins Colvin will be the main editor and script writer.  I will serve as the main camera operator.  So far we worked together to complete our script and shot list. 

Our video will be produced for 5^th grade science.  The topic will be about the bees and their part in the food chain as well as their life cycle.  This meets the Texas TEKS standards 9 and 10 (organisms and environments) for fifth grade science (Texas Education Agency, 2010).  I suggested the topic of bees because I thought it would be interesting to students of that age group (Center for Educational and Training Technology, 2006).  I also suggested this topic because I knew that I would be able to get access to an active bee hive.

To complete this project we will are using WeVideo.  A web based video editor that Jennifer suggested.  We will take a variety of video shots and keeping them short and piecing them together to form our story.  We are also utilizing the method of telling the end of story at the beginning (Desktop-Video-Guide, n.d.).  Overall I think our group is working well together and we will be able to collaborate to create an excellent video that we would be proud to show in our classrooms.

References

Texas Education Agency.  (2010). Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary. Retrieved on June 18, 2012 from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html

Center for Educational and Training Technology. (2006). Success is in the planning. Retrieved on May 26, 2012, from http://www.create.cett.msstate. edu/create/howto/Storyboard_Handout.pdf

Desktop-Video-Guide. (n.d.) Guidelines for shooting quality video. Retrieved May 26, 2012, from http://www.desktop-video-guide.com/shoot-video.html

EDLD 5363 - June 5th Web Conference Reflection

The web conference on June 5^th was very helpful.  It helped give clarity to the assignments.  I was not aware that there was an issue with the assignments and readings in Epic until the conference, and without attending I may have ended up spending time completing the wrong thing.  The conference also gave me a better understanding of what exactly I needed to do to complete the digital story assignment.  Dr. Abernathy explained what we needed to do and how we should go about it.  She also gave an overview of the course, which was helpful.  The web conferences are nice because many questions and concerns are answered and other students ask questions that I myself might not have thought of.  Web conferences are also nice because they place a face with a name and we can talk and interact beyond just a discussion post.

EDLD 5363 - Week 1 Reflection

The digital story assignment was an interesting one.  I have used video editing software, but have never used it extensively.  I chose to use Microsoft Photo Story 3 to complete my project.  This is the first time that I have used this program.  It was simple to use but I felt limited to in what I could do.  In other software such as iMovie or Microsoft Movie Maker, the user has more control over voice and sound editing.  This is a good program for basic slide shows with some voice audio and music, and would be good for a school looking for a free program to use within the classroom.

The concept of digital story telling was new to me.  I had never done this before.  The examples from the Center for Digital Storytelling were helpful in how to construct a story (Lambert, 2007).  This would be an excellent project in almost any subject area.  The pictures help bring meaning to the words and help to better communicate your message (Shank, n.d.).  I found the process simple, but it became time consuming to find picture because I did not have many picture of my own on my topic.  In hindsight it may have been simpler to create a story from a vacation where I had a large amount of pictures of my own to work with.  However, this did give me an opportunity to look at the resources available at cooltoolsforschools.wikispaces.com.  I used the website compfight.com that located creative commons images on flicker.com.  Since the images available had already been granted permission for reuse by the creator/owner, this made the issue of copyright a nonissue.  I would definitely use that site and the cooltoolsforschools.wikispaces.com site as a resource in my own classroom.

This assignment I feel met standard TF-V.C.2 located in Williamson’s and Redish’s (2009) Technology Facilitation and Leadership Standards:  What Every K-12 Leader Should Know and Be Able to Do.  This standard states candidates will be able to “locate, select, capture, and integrate video and digital images, in varying formats for use in presentations, publications and/or other products” (p. 232).  I feel that this assignment was an example of this and it helped me gain a better understanding of how to create these types of presentations.

References

Lambert, J. (2007, February).  Center for Digital Storytelling. Retrieved on June 5, 2012 from http://www.storycenter.org/history/

Shank, P. (n.d.). The value of multimedia in learning. Think Tank. Retrieved on June 5, 2012 from http://www.adobe.com/uk/designcenter/thinktank/valuemedia/

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: OR: International Society for Technology in Education. 

EDLD 5363 - Week 1 Assignment - Digital Story

Photo Credits:

Benbennick, D. (2006). Cape May County map. Retrieved on June 6, 2012 from http://upload.wikimedia.org/wikipedia/commons/5/59/Map_of_New_Jersey_highlighting_Cape_May_County.svg

Brzuska, D. (2010). Coast Guard basic training [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/coast_guard/6686205257/sizes/o/in/photostream/

Dendroica cerulean (2009). Fishing boats Cape May [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/dendroica/3778026401/in/photostream/

Diemer, M. (1910). Whalers. Retrieved on June 6, 2012 from http://en.wikipedia.org/wiki/File:K%C3%A4mpfender_Gr%C3%B6nlandwal_1910_01.jpg

Dough4872 (2008). Kites on the Ocean City, New Jersey beach 12^th street [Photograph]. Retrieved on June 6, 2012 from http://en.wikipedia.org/wiki/File:Ocean_City_NJ_kites_at_12th_Street_2.JPG

Forsyth, S. (2007). Traffic in Brisbane [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/34281974@N00/1866929252/

Hatchski (2010). Cape May lighthouse, NJ [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/8752845@N04/4832224036/

Heck, R. (2012). Terrapin x-ing [Photograph].

Heck, R. (2012). Pembrook horse farm [Photograph].

Heck, R. (2012). Stone Harbor back bay [Photograph].

Hjhipster (2009). Surfer [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/61636255@N00/3580124523/

Joe L (2009). Avalon rocks [Photograph]. Retrieved on June 6, 2012 from http://en.wikipedia.org/wiki/File:AvalonRocks.jpg

Jin Aili (2011). Ocean City beach [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/jin_aili/5857512637/in/photostream/

Keene, P. (2003). Cape May – Lewes ferry Cape May [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/12341760@N00/1536826933/

Lowry, P. (2010). Inn of Cape May [Photograph]. Retrieved on June 6, 2012 from http://en.wikipedia.org/wiki/File:Inn_Cape_May_New_Jersey.jpg

Lowry, P. (2010). The lighthouse [Photograph]. Retrieved on June 6, 2012 from http://en.wikipedia.org/wiki/File:Cape_May_Point_NJ_-_Cape_May_Light.jpg

Neary, B. (2010). OC beach patrol boat [Photograph]. Retrieved on June 6, 2012 from http://en.wikipedia.org/wiki/File:Ocean_City_New_Jersey_beach_patrol_boat.jpg

Rhys Asplundh (2011). Ocean City beach [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/51867225@N08/5769634137/

Rose, T. (1879). View at sea grove, sea grove house, Cape May Point, N.J. [Lithograph]. Retrieved on June 6, 2012 from http://www.davidrumsey.com/maps800156-23299.html

Stevenson, J. (2006). Wildwood stores north of boardwalk chapel [Photograph]. Retrieved on June 6, 2012 from http://en.wikipedia.org/wiki/File:Wildwood_Stores_North_of_BwkChapel.jpg

Tallion, O. (2008). Boardwalk, Wildwood [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/22021740@N02/2726744442/

Tallion, O. (2008). Boardwalk, Wildwood [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/22021740@N02/2726746862/

Traveler, E. (2007). Fishing Ocean City [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/ewan_traveler/1373761055/in/photostream/

Walsh, P. (2008). Gingerbread cuties [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/camerashi/723538893/in/photostream/

Walsh, P. (2008). Fretwork & flag [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/camerashi/2617354256/in/photostream/

Walsh, P. (2008). Sunset & gull [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/camerashi/2635230462/in/photostream/

Wiss, R. (2009). Avalon sunrise [Photograph]. Retrieved on June 6, 2012 from http://www.flickr.com/photos/robwiss/3767844218/in/photostream/

Music Credits:

Jahzzar (2010). Chiado. Retrieved on June 8, 2012 from http://freemusicarchive.org/music/Jahzzar/Paris_Lisboa/Chiado

EDLD 5364 - Week 5 Reflection

The final week’s readings and videos discussed student assessments, student motivation, and strategies to reinforce effort.  Web 2.0 tools can be valuable in creating formative and summative assessments for students.  Electronic portfolios are a great way to track students’ progress and improvement throughout a unit or a school year (Solomon & Schrum, 2007).  James Paul Gee describes how digital tools and games provide students with immediate feedback or assessments of their progress.  He describes how a writing portal gives writers advice from other members.  This encourages them to grow and improve in their craft (Edutopia.org, Big thinkers: James Paul Gee on grading with games).

The videos discuss how technology is a motivating factor for students.  James Paul Gee discusses how students are coming home and are motivated to use games and digital media on their own to communicate and create.  Schools should capitalize on this excitement and interest by incorporating some of those themes in the classroom (Edutopia.org, Big thinkers: James Paul Gee on grading with games).  Sasha Barab describes how games can be a motivating tool for students.  Things like simulations where past cultures can be explored bring those civilizations to life and increases student interest (Edutopia.org, Big thinkers: Sasha Barab on new-media engagement). 

Pitler et. al. (2007) explain how strategies to reinforce effort in students.  Some students don’t see the link between effort and success.  Teachers need to show students about the importance of effort.  A good way to do that is to have students track their effort and achievement.  Spreadsheets and data collection tools can allow students see evidence of their scores rising with their effort.  This can be a visual connection some students need to grasp the correlation between effort and achievement (Pitler et. al, 2007).

Edutopia.org (nd).  Big thinkers: James Paul Gee on grading with games.  Retrieved on March 27, 2012 from http://www.edutopia.org/digital-generation-james-gee-video

Edutopia.org (nd).  Big thinkers: Howard Gardner on digital youth.  Retrieved on March 27, 2012 from http://www.edutopia.org/digital-generation-howard-gardner-video

Edutopia.org (nd).  Big thinkers: Sasha Barab on new-media engagement.  Retrieved on March 27, 2012 from http://www.edutopia.org/digital-generation-sasha-barab-video

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

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

EDLD 5364 - Week 4 Reflection

This week’s readings and videos addressed several areas regarding the value of technology in our schools.  Pitler et. al. discus the value of cooperative learning in Chapter 7 of Using Technology with Classroom Instruction that Works.  Cooperative groups can enhance learning because students are able to construct meaning for new knowledge through their interaction with others.  Cooperative groups should be small in size and grouped using various criteria.  In the classroom informal, formal, and base (long-term) groups should be formed.  Technology also plays an important role in cooperative learning.  It provides structure for tasks and allows students to work together beyond the school walls (Pitler et. al., 2007, pps. 139-140).

Technology can also be used to accurately assess students’ progress.  Through the use of UDL lesson structure and digital tools, assessments can be ongoing and can support individual differences.  They can also track students’ progress while they lean and provide ongoing feedback to help them improve while they are learning.  Technology also allows for flexibility in the way material is presented.  It also provides multiple ways for students to complete assignments and become engaged in their work.  All of these things result in allowing the teacher to more accurately meet the needs of their students and evaluate their understanding of the material (Rose & Meyer, 2002, chap. 7).

Professional development is also important to improvement of student use of technology and engagement in the classroom.  Teachers typically receive training on a single day, but that is not enough.  Teachers need ongoing development that will build an understanding through practice and reflection.  Professional Learning Communities (PLC) can be an effective way to do this.  Teachers can discuss and model best practices, and receive feedback and encouragement on a regular basis.  Trust within a group can also allow teachers to convey their needs for improvement (Solomon & Schrum, 2007, pps. 99-110). 

Developing a classroom environment were all students’ needs are being met to increase learning is the main purpose for using technology in the classroom.  It is important to do everything in our abilities to do so.  All of the material this week has been focused on that goal.   

Pitler, H. (2005). McRel technology initiative: The development of 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 on March 20, 2012 from https://siglo21.epiclms.net/Learn/Player.aspx?enrollmentid=2482318

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

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 website,  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.

EDLD 5364 - Week 3 Reflection

The reading and video assignments for this week addressed ways to teach all students.  They showed how a technology rich classroom can have a positive effect on learning due to its flexibility in meeting students’ educational needs and learning preferences.  The videos showed how technology in learning environment not only improves student achievement, it also increases student motivation.  The videos from Edutopio.org profiling students Luis and Cameron do a great job of demonstrating how technology plays a role in the student learning and personal lives (Edutopia.org, Luis, Cameron, nd). 

However, when using technology in the classroom it needs to be thoroughly planned and teachers should support their lessons by selecting the appropriate technologies (Pitler et. al, 2007, pp. 217).    Universal Design for Learning (UDL) in a lesson planning format that reaches this goal.  UDL tries to meet the needs of all students with an understanding that all students are different and learn in their own unique ways.  UDL lessons are designed to be flexible and customizable to meet students’ skills, needs, and interests.  UDL also tries to target the three primary brain networks that gather and categorize information; recognition, strategic, and affective (Cast.org , 2009). 

The reading this week also addressed the tools that can be used to contribute to student learning.  The UDL Book Builder was explored to allow us to see how eBooks can be created for classroom use.  The eBooks ability to read back text can be beneficial to students with low reading abilities or learning disabilities (Rose & Meyer, 2002, Chap. 6).  The Solomon and Schrum  (2007) text discusses many tools for students to “learn, explore, and present their knowledge” (pp.77).  Blogs, wikis, podcasts, videos, and many other Web 2.0 tools can be used for that purpose (Solomon & Schrum, 2007, pps. 80-97).  The Pitler et. al. text discusses ways to provide feedback to students to improve their learning.  Tools such as data collection and grading software, wikis, blogs, e-mail, and video conferencing can assist teacher in providing students the feedback they need (Pitler et. al., 2007, pps. 41-58).  All of the tools will help to improve the classroom learning culture.

 

Cast.org  (2009). Cast UDL book builder. Center for Applied Special Technology.  Retrieved on March 17, 2012 from http:// http://bookbuilder.cast.org/

Cast.org  (2009). Model UDL lessons. Center for Applied Special Technology.  Retrieved on March 17, 2012 from http:// http://udlselfcheck.cast.org/

Edutopia.org (nd).  Digital Youth Portrait—Cameron. Retrieved on March 12, 2012 from http://www.edutopia.org/digital-generation-profile-cameron-video

Edutopia.org (nd).  Digital Youth Portrait—Luis. Retrieved on March 12, 2012 from http://www.edutopia.org/digital-generation-profile-luis-video

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

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, http://www.cast.org/teachingeverystudent/ideas/tes/

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technologyin Education.

EDLD 5364 - UDL Lesson Reflection

Universal Design for Learning (UDL) tries to meet the needs of all students.  UDL understands that all students are different and learn in their own unique ways.  UDL lessons are designed to be flexible and customizable to meet students’ skills, needs, and interests.  UDL also tries to target the three primary brain networks; recognition, strategic, and affective.  Recognition networks are how our brains gather and categorize information (Cast.org , 2009).  To meet these needs it is best to present the information in multiple ways and in different formats (Rose & Meyer, 2002, Chap. 6).  Strategic networks affect how students plan and perform assignments and how they organize and express their ideas (Cast.org , 2009).  Strategic assignments should be differentiated, with multiple opportunities for practice, and ongoing feedback (Rose & Meyer, 2002, Chap. 6).  Affective networks deal with how students become engaged, challenged, interested, and motivated (Cast.org , 2009).  Activities for affective networks should offer a choice of content and tools.  In addition, they should have different levels of challenge and choices of learning context (Rose & Meyer, 2002, Chap. 6).   

The UDL lesson I created was targeted toward higher achieving students.  The lesson tried to meet those students’ needs by putting background information in context and providing multiple examples and media formats for new information.  Students are given opportunities to practice skills and demonstrate knowledge.  They will also receive ongoing feedback.  Students are also given the choice of content they want to research and tools for research and delivery of their assignments.  The UDL format is a valuable teaching tool that can be used to strengthen every teacher’s classroom practices.

 

Cast.org  (2009). Model UDL lessons. Center for Applied Special Technology.  Retrieved on March 17, 2012 from http://udlselfcheck.cast.org/

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 on March 12, 2012 from http://www.cast.org/teachingeverystudent/ideas/tes/

EDLD 5364 - Week 2 Reflection

This week’s readings and videos include ways to set goals using technology, the impact of technology on student achievement, and the Universal Design for Learning (UDL).  Setting goals is important for students.  When students have the ability to set their own goals it is much more effective.  Several tools are available for students and teachers to establish and set goals.  Word processors can be used to create KWHL charts.  Programs such as Kidspiration/Inspiration can be used for brainstorming activities.  Polling software such as Survey Monkey and Pollcat can also be used to establish students’ prior knowledge on a subject.  Many web resources are also available to create standards-based objectives and rubrics can be created to communicate the objectives to students (Pitler et. al., 2007, pps. 17-33). 

According to Page technology increases student achievement and self-esteem. Technology also has positive effects on nontraditional students and students of low socioeconomic status (Page, 2002, pps. 390-393).  Schacter discusses the impact of technology on student achievement.  He discusses five studies and their positive and negative findings (Schacter, 1999, pp.3).  While most findings are positive, the studies are dated.  The article is 13 years old and I think studies on students who have spent their whole life with technology, especially the internet would be more informative on technology’s impact on today’s students.    

UDL uses technology to increase the learning opportunities of students.  Classroom goals are designed to include all students.  Learning activities are tailored to each student’s learning needs.   Assessments are then designed to measure student progress and provide useful feedback (Rose & Meyer, 2002)

Page, M. (2002, Sept.). Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status. Journal of Research on Technology in Education. 34(4), 389-409.  Retrieved October 5, 2009 from the Internation Society of Education at http://www.iste.org/AM/Template.cfm?Selectio=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.

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, 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 5364 - March 4th Web Conference Reflection

The web conference on March 4^th had some technical difficulties.  Professor Cummings had issues with picture and sound.  She came in and out throughout the portion I was logged on for.  I was logged on for about a half-hour and then logged off.  During the conference some students asked questions about next week’s assignment.  However, I don’t think those questions were answered.  Unfortunately the web conference was not that productive.  Maybe the issues were resolved, and I will need to ask other classmates that attended about the outcome.  While technology is great and can connect people from around the world, it can still fail us.  Hopefully next conference will go more smoothly.

EDLD 5364 - Week 1 Reflection

There where many things that I learned this week about the benefits technology has on learning.  Technology can increase student understand and achievement.  It can also increase student motivation, encourage students to collaborate with each other, and develop critical thinking skills.  Technology also allows teachers to differentiate instruction and meet the needs of students more effectively (Pitler et. al, 2007, pp. 3).  

In addition there were several learning theories that were discussed in the videos and readings.  These theories are constructivism, connectivism, and Cyborg learning.  In constructivism learners build knowledge on past or current knowledge.  In this approach students think about what they already know on a topic, search for new information, and then collaborate with others to solve a problem or gain new understanding (Solomon & Schrum, 2007, pp.38).  In connectivism a learner makes connections to individuals and to sources of information to gain knowledge (Siemens, 2009).  According to Siemens (2009) “knowledge exists external to an individual, that it is a function of a network itself.”  Siemens also states that knowledge is rapidly evolving and to stay current we must keep the connections we have with individuals and our current network (Siemens, 2009).  In Cyborg learning, technology is used to enhance learning (Warlick, 2009).  Cyborgs are a combination of both human and machine.  According to this theory, what we know will become less useful, but it will be more important to teach students how to learn (McPheeters, 2009, p. 2).Warlick believes the Cyborg learning will evolve into a chip implanted in the brain where an individual can download and access the information they need (Warlick, 2009).

Abbott, J. (nd).  Building Knowledge:  Constructivism in Learning. Youtube.com. Retrived on Oct. 5, 2009 from http://www.youtube.com/watch?v=F00R3pOXzuk

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School (Expanded edition). Washington, D.C.: National Academy Press. Online at http://books.nap.edu/openbook.php?record_id=6160&page=194

McPheeters, D. (2009, March). Social Networking Technologies in Education, Tech and Learning. Retrieved August 8, 2009 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.

Siemens, G. (nd).  The Changing Nature of Knowledge. Youtube.com. Retrived on Oct. 5, 2009 from http://www.youtube.com/watch?v=YMcTHndpzYg

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 January 28, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

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

Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. http://www.sedl.org/pubs/tec26/intro2c.html

Warlick, K. (nd).  Cyborg Life. Youtube.com. Retrived on Oct. 5, 2009 from
            http://www.youtube.com/watch?=RB_l7SY_ngI

EDLD 5301 - Week 5 Reflection

The course EDLD 5301 – Research for Teachers was very helpful in creating my action research project.  The readings, assignments, lectures, blogs, and discussions allowed me to focus on the necessary parts of my project so that I could develop a complete project from beginning to end.  I found it important to map out each stage toward my goal. 

The assignments that I found the most useful were the week three assignments.  While earlier assignments were helpful for looking at different types of topics for action research, I had a few ideas already developed before the course began.  This information will be helpful for developing future research topics though.  The week three assignment helped me map out my action research and have clear defined steps for each part of my research.

The Tool 7.1 Action Planning Template from the Harris et. al. text was very useful in planning my action research project. Having a document that includes the goal will help me stay focused my intended purpose. It also helped define the people responsible for tasks, time line, resources needed and an evaluation for each step of my action research (Harris et. al., 2010, p. 85).

Comments made by Jennifer Wilkins Colvin about my action research project to my blog were also very helpful.  She stated that I should also include a list of shared technology equipment when I was compiling available classroom equipment (J. Wilkins Colvin, 2012).  This will help give me a greater idea of what equipment is available and how it can be used for classroom use.  It will also make it clear what needs to be purchased and updated.   

The Dana text had several good ideas for sharing your work with others.  Some of the suggestions are for oral presentations both formal and informal.  The text also described ways to share your work, such as blogs (Dana, 2009, pp. 141 – 155).  My blog will be very helpful to keep track of the steps of my research and allow others to follow my progress.

The weekly discussion board was also very helpful to direct the planning of my action research project.  Suggestions from classmates were very helpful in defining the steps that I need to take and adjustment I needed to make to my project.  It was also interesting to see what others were doing their research on.  Many of the projects will be interesting to follow and see the results of.  The results of their projects may lead to wonderings about my own school.

In all I feel that I learned a great deal from this course.  I had ideas about what I wanted to do my research project on.  The course helped me narrow my questions to: What are the technology proficiency levels of the teachers in my school and how do they use technology in their classrooms? and How can this information be used to facilitate the professional growth of teachers in the area of technology?  From this course I have fine tuned and mapped out my project from beginning to end.  Even though I could run into some problems in my project, I feel that I this course has given me the tools to deal with any that arise.  I know I am going to do a better job because of what I have learned.

Dana, N. F. (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 to improve our schools. Eye on Education Press.

Heck, Robert. (2012, February 7). Tool 7.1 Action Planning Template [Web log post]. Retrieved from  http://heckedtech.blogspot.com/2012/02/tool-71-action-planning-template.html

J. Wilkins Colvin. (2012, February 12). Re: 7.1 Action Planning Template [Web log comment]. Retrieved from http://heckedtech.blogspot.com/2012/02/tool-71-action-planning-template.html

EDLD 5301 Week 4 Reflection

I feel that my action research plan has been well thought out and developed throughout the past few weeks.  Through talks with my site supervisor and looking at the many examples from others within this class and throughout our readings, I think I have developed a plan that has purpose and is able to be completed.  Time will tell if I have thought of all the little details that might strengthen or cause problems during my research.

EDLD 5301 Week 3 Reflection

I feel that this week I have gotten more clarity for my research and firmer foundation of what I want to accomplish.  Through discussions with colleagues in my school and my principal I feel like I am moving in the right direction.  In addition with complications many teachers are still having with some of the grade management software, I feel that I made a good choice of topic.

Tool 7.1 Action Planning Template

Action research plan using the using the Tool 7.1 Action Planning Template (Harris et al., 2010, p. 85):

Tool 7.1 Action Planning Template
Goal:  Determine the technology proficiency levels of teachers at Middle Township High School.  Determine how teachers at Middle Township High School use technology in the classroom.  Use the data collected to develop professional growth activities related to technology.
Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1.    Survey teachers to determine technology proficiency levels.	Myself	April 2, 2012 – April 27, 2012	Survey containing enough questions to determine technology proficiency level.	Activity will be completed when teachers hand in their surveys and the data is processed.
2.    Survey teachers to determine how they use technology in their classrooms.	Myself	April 2, 2012 – April 27, 2012	Survey containing enough questions to determine how teachers are using technology in their classrooms.	Activity will be completed when teachers hand in their surveys and the data is processed.
3.    Examine the data from the OnCourse lesson plan system to determine what technology standards are being met and which ones are not.	Myself Richard Falletta, Principal – to retrieve data from OnCourse	April 2, 2012 – April 27, 2012	OnCourse standards report for technology standards.	Activity will be completed when the data is evaluated determining what standards are being met and which have not been met.
4.     Physically examine the classrooms, taking an inventory of available technology equipment to determine what is available to teachers for classroom use.	Myself	April 2, 2012 – April 27, 2012	Access to classrooms and their equipment.	Activity will be complete when all classrooms have been examined and a list in compiled.
5.    Obtain and examine the schools technology equipment inventory.	Myself Debby Dalfonso, Dept. Head, Technology and the Arts Dept. – to obtain inventory	April 2, 2012 – April 27, 2012	Inventory of schools technology equipment.	Activity will be completed when inventory is examined and compared to physical examination of rooms to determine accuracy.
6.    Present data to help develop activities for teacher professional growth in the area of technology.	Myself School Administrators Department Heads Teachers	April 30, 2012 – June 15, 2012	Data collected throughout research.	Activity will be completed when data is presented to building administrators and department heads and areas of need are determined.  The information  will then be used to plan and develop activities for professional growth.
Examining What We Do to Improve Our Schools  Sandra Harris, Stacey Edmonson, Julie Combs © Eye On Education

Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press.

Steps for Action Research Plan

1. Setting the Foundation – Through meetings with my school principal we decided the technology proficiency level of the teachers in our school was an important topic to look into.

2. Analyzing data – Through active listening I discovered that there were varying technology proficiency levels of teachers in my school. Some teachers were still struggling with the use of different technologies and while there has been initial training, little follow up training has been conducted.

3. Developing deeper understanding – Through discussions with staff members I gained a deeper understanding of the differing technology levels of teachers. I also looked at literature that addresses teacher technology proficiency levels and strategies to improve it.

4. Engaging in Self-Reflection – Through self reflection I asked myself the following questions:
In what ways can determine the technology proficiency levels of teachers benefit my school?
What will this information lead to?
Does proficiency level have a significant impact on the use of technology in the classroom?
Does proficiency level have an impact on other areas or individuals in the school?
Will teachers be receptive to surveys about their technology proficiency levels and classroom use of technology?

5. Exploring Programmatic Patterns – Through discussions with my principal and other teachers, I realized that I needed to have a greater purpose than just finding the technology proficiency levels of teachers. I discovered that I also needed to find how teachers also use technology in their classrooms and use the information I collected to identify areas in need of improvement.

6. Determining direction – Through discussions and initial inquiry I developed the questions: What are the technology proficiency levels of the teachers in my school and how do they use technology in their classrooms? and How can this information be used to facilitate the professional growth of teachers in the area of technology?

7. Taking action for school improvement – Using Tool 7.1, I mapped out the steps I will take to complete my research.

8. Sustaining improvement – I will evaluate the impact of my action research and look for ways to continuously improve the culture of technology development in my school.


Dana, N. F. (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 to improve our schools. Eye on Education Press.