Sunday, January 29, 2012

EDLD5398ET(5370) - Week 1 Assignment - Standard II

TF/TL – Standard II

Planning and Designing Learning Environment and Experiences

According to TF/TL – Standard II looks at how teachers use technology to engage students in an effective learning environment by promoting the use of technology such as laptop, digital video cameras, and the use of microphones for creating audio presentations which is the most requested communication equipment for the classrooms. Active engagement is linked to increased motivation to learn, which can translate into a greater likelihood of meeting learning outcomes (Driscoll, 2000). The planning and designing phase content identifies the types of knowledge that are required for expertise, including learning strategies. One of the greatest challenges when introducing a new technology in learning is the cultural belief of learners and teachers. Higher education has unique academic freedom and the critical mass and diversity of skills to develop new ideas, to comment on society and its challenges, and to engage in bold experimentation in sustainable living (Cortese, 2003).

Introduction to Web 2.0 tools was designed to help educators develop proficiency in educational technology by addressing the challenges of preparing students for the demands of our digital age community. The 21st Century learner is likely to prefer working in a group rather than in isolation (Beldarrain, 2006). Since the movement towards Web 2.0 this could also pose challenges that the pedagogical front. In addition, Standard II specifically engage in the cognitive, analytical areas of the need in the planning stages of technology in effort to identify the technology that relates to the developmental skills of students in dealing with personalized learner and teachers ability to effectively relate with the strategies in dealing with the changes in learning the skills needed to properly understand the implementation of new technology in a learning base curriculum. In reading through the expectations set by Standard II, it presumes that all users in a district should understand the social responsibilities as it relates to technology.


Reference

Beldarrain, Y. (2006, August). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education: Aug 2006; 27, 2; Alumni-ProQuest Education Journals pg. 139

Cortese, A. (2003). The Critical Role of Higher Education in Creating a Sustainable Future: Retrieved on January 28, 2012 @ http://www.scup.org/asset/48483/cortese.pdf

Driscoll, M.P. (2000). Psychology of learning for instruction. (2nd ed.), Needham Heights, MA: Allyn and Bacon

EDLD5398ET(5370)_Week 1 - Standard I

TF/TL – Standard I

Technology Operations and Concepts

As I read chapter 1 in the ISTE’s textbook about technology being implemented in the classroom for all students as part of the teaching curriculum. I had to ask myself; is there a way to meet these demands? What about the low-income poverty school district’s? Are they able to equip their schools with the necessary technology to improve student teaching? I believe schools can improve learning and teaching by using technology such as smart boards, tablets, and computers. Giving students the opportunity to do research is their ability to read and write the world (Allen & Rossatto, 2009). I know that in order to meet the needs in supplying districts campuses with the technology needed to improve and reach long range goals, teachers will be able to demonstrate the characteristics needed to effectively provide instructions to increase student achievement in the classroom.

Administrators must provide time for teachers to plan with their colleagues in order to find successful strategies (Mears, 2010). Today’s education system remains stuck in the age where technology was less visible, putting the burden for learning on teachers, encouraging students to remain unreceptive, and treating all students as if they are the same forcing them to learn the same. Barnes (2007) argues for the proper implementation of technology in order to benefit teaching and learning. Regardless of tight budgets or schools receiving little or no funding; schools districts can and should try to continue and focus on providing resources to improve instructional content for student learning. As we know, the educations system must continue to use technology in the most strategic and efficient way to enhance student learning and close the achievement gap.


References

Allen, R., & Rossatto, C. (2009). Does Critical Pedagogy Work with Privilege Students? Teacher Education Quarterly, 36(1), 163-180.

Barnes, P. (2007). Is technology the solution? When implemented properly, technology can be a great asset in your classroom. Retrieved January 28, 2012 from EBSCOhost

Mears, B. (2010). Technology and education change: Focus on student learning. Journal of Research in Technology Education, 42(3), 285-307. Retrieved January 28, 2012 from www.iste.org.

EDLD5398ET(5370)_Reflections on assignments in EDLD5333

EDLD5333_Course Reflection


This course was very different than what I was used to. The course title was also misleading coming from business management background; it’s unfortunately that I see leadership and accountability in a very different light than educators. One of our exercises was to understand AEIS report. Since, I never worked on a campus before; I really did not know what was needed for the Campus Improvement Plan and the Role of a Site Based Decision Maker (SDBM) and their involvement at the school they oversee. Authors Sullivan, Hollenshead, and Smith (2004) wrote administrators can and should use data to measure and guide an institution’s progress on work-family objectives.

Through this learning development, I know that I am still weak in my knowledge and understanding of the Campus Improvement Plan and the Role of a Site Based Decision Making. Accordingly, I think that the concept of the CIP and SDBM are both set out to provide a greater conceptual knowledge for exploring how school administrators and teachers can measure that strength and weakness as in co-operation involvement social encounters that may trigger processes of reactive learning. Innovative programs to prepare principals for this role include internships under mentor principal guidance and genuine cooperation between universities and school districts (Shute, 1989). As illustrated above, I first outline how in my view that a Campus Improvement Plan and the Role of a Site Based Decision Maker (SDBM) are similar related or matched within the campus supervised team.

In this course, I also learned about the No Child Left Behind Act of 2001. The laws govern this act requires that all schools receiving NCLB funds must have experience qualified teachers. The incentive plan for NCLB is to provide low-income students with experience qualified teachers to improve on student academic achievements. I firmly believe in the intent of No Child Left Behind. Reading and Writing the context of Astronomy improves the students’ abilities in all curses (Krumenaker, 2009). After completion of this course, I somewhat understands the overview of the operations of a Campus Improvement Plan, Site Base Decision Making, and No Child Left Behind Act. In summary, if school campuses score do not meet the State’s required score rate; then it’s a greater possibility that the school that’s is sanction as underperforming will lose State funds as a default for not meeting the educational needs of students

Reference

Krumenaker, L. (2009). No Child Left Behind and High School Astronomy. Science Educator, 18(2), 39-48

Shute R., & And, O. (1989). Implications of Preparing School Administrators: Mentoring.

Sullivan, B., Hollenshead, C., & Smith, G. (2004). Developing and Implementing Work-Family Policies for Faculty. Academe, 90(6- ), 24-27

EDLD 5398ET(5370) Week 1_Reflections on Assignments in EDLD 5306

EDLD 5306 _ Course Reflection


Reminiscence back at EDLD 5306 course, I learned so much valuable information from the course. I had the unique opportunity to learn from a classroom setting experience of the daily operations of school administrators and the nuisances that teachers and school administrators go through each year. I had the chance to read, research, and review the Texas Long-Range Technology plan, the Texas STaR chart, and I had a delightful time in creating my wiki and blog sites. Over the last ten years, technology has reorganized how we live, how we communicate, and how we learn in a pervasive manner in which technology has grown globally. Learning now occurs in a variety of forms through online forums, communities of practice, and personal and social networks, i.e., (Facebook, MySpace, and Email). Technologies of today have reshaped our thinking. P.B. Vahill, in Learning as a Way of Being, writes that “learning must be a way of being an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring, events.”

I remember like yesterday, reviewing the plans and regulations set forth by the Texas State Board of Education. The Texas State Board of Education passed the Long-Range Plan for Technology for the years of 2006-2020. The plan was developed to address four key areas: Teaching and Learning; Educator Preparation and Development; Leadership, Administration; and Instructional Support; Infrastructure for Technology. The key goal of the Long-Range Plan is to improve student academic achievement through the enhancement of education technology. Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom (Sadik, 2008). Now as I continue my journey through the EDLD 5306; I had the unique opportunity review a copy of the STaR Chart for Katy ISD School District. The STaR Chart revealed the key areas of Infrastructure for Technology in Leadership, Admin., & Instructional Support.

While in the EDLD 5306 as Cohorts we created our wiki and blog sites. As I can remember, at least 20% of the class already had some form of a wiki or blog site in which they was currently using. I completely enjoyed creating a wiki and blog site; which is also part of the Web 2.0 tools for the 21st Century teachers and leaners. Both sites offer a unique form of communication outside the normal routine of sending e-mails. The benefits of a wiki/blog site, it allows for helping others on strategic learning, mentoring, and collaborative learning with peers of their group. Interactive exchanges like these are possible because the Read/Write web is a much more social and collaborative place than the traditional classroom (Richardson & Mancabelli, 2007).

Reference

Richardson, W. & Mancabelli, R. (2007). High-Tech Inspires the Read/Write Website. Education Digest: Essential Readings Condensed For Quick Review, 72(9), 14-18

Sadik, Alaa. “Digital storytelling: a meaningful technology-integrated approach for engaged student learning. “Educational Technology Research & Development 56.4 (2008): 487-506. Professional Development Collection. EBSCO. Web. Retrieved on January 28, 2012

Vahill, P.B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.

EDLD 5398ET (5370) - Week 1 Web Conference Reflection

Week 1 Web Conference Reflection

I finally reached the finish line of my last coursework at Lamar University's Master's in Education Technology Program; I found this program informational and educational. The education technology program was very different from the world that I am use to; which is business. These two worlds really collide in so many different aspects as to how we handle external customers - business customers and parents or legal guardians. It’s unfortunately, that I missed the first schedule conference on January 22, 2012; however, I had the opportunity to revisit the chat log transcript. In reading the students’ responses, I found that there were a lot of questions about the internship course in general. To add, I had a lot of questions as well but plan on making every effort in completing week 1 tasks.

Conversely, the ETL program has afforded me with the experience to use my classroom experience and incorporate it in my current job role as a corporate educator. In addition, I have learned so much since beginning the program in providing lecturer content information that is an ease for the learner to understand the material. The program has taught me how to bring a learning curriculum to life that will hold my audience attention and communicate without using face – to – face lectures but also audio lectures. Indeed, teaching and learning in an environment that can be facilitated through multi-media tools which requires course redesign and communication. I have really enjoyed being the ETL program at Lamar University.

EDLD 5398ET (5370) Educational Technology Leadership Internship

Comprehensive Exam

Submitted by

Charolette Brown

Lamar University

EDLD 5398ET (5370)

Internship in Educational Technology Leadership

Online learning provides a comfortable setting environment for interactive learning group’s social setting, and structure for ease of learning. I started my first online learning in 2008, when I first entered in the Masters of Business Administration (MBA) program at Keller Graduate School of Management. After successfully completing my (MBA) online; I then thought about different methods in applying business analysis in an effort to incorporate and apply what I learned to my current role as a Corporate educator and Auditor. The business analogy applied showed different metrics systems in reporting business recommendation and solutions; which are a great tool in demonstrating what is working and what is not. This reporting system was clearly not enough to represent my research and findings. The problematic areas of my reports led to my journey in education. I researched many programs in hopes of finding the right program that would fit my area concentration in education.

In preparation in finding an education program to fit in my world of business but also captivate my interest in meshing business with education; this led to my journey in educational technology leadership at Lamar University in Beaumont (online). I first contacted an academic advisor about the program and was ensured that ETL program would be a great fit. Moving ahead, I started my first class May of 2010. According to Garrison, Anderson, and Archer (2001), the only thing that changes in an online learning environment is the channel across which learners communicate, not the social information processing mechanism that students use to make sense of the social environment. After moving through the channels of the program, I found myself paralyzed with the course curriculum assignments. The program is solely designed for educators who are teaching K-12 grade levels. This was an indication that the program might not be a great fit. I soon realized that maybe this is something that I can pursue outside of business.

While in the trenches of my assignments, and was clearly oblivious of; I had to buckle down on my coursework and look for guidance about the course through contact with my instructors and Cohort team. I found myself intricate in the program in understanding the day-to-day operations of school administrators, teachers, students, parents, and principles. In lieu of completing the course program; the program has afforded me the opportunity to share my knowledge and apply what I have learned throughout the 18 months. I more than delighted to report that I have received the best education possible from the ETL program. Last month, I was offered a position as a part-time online instructor at the Bachelor’s level.


Position and Leadership Goals

This position and leadership goal statements will provide an overview of my experience while in the internship program as it relates to Lamar University Educational Technology Leadership Master’s Program. I invite you to read about my personal and leadership goals as they are simultaneously applied today. I am currently employed as a part-time Online Adjunct instructor at Ultimate Medical Academy. I have been employed with this institution for approximately thirteen months. In addition to online teaching; I am a five year veteran at Humana, Inc., whereby in my current position, I am a medical coder, auditing, and educator.

Throughout the years of teaching whether its business or teaching related, I have always been involved in an educational forum in a group setting and online environment. Needless to say, I have always dedicated my time with helping others in a learning community. I would like to continue my position goal as an online instructor in facilitating an online classroom environment.

Over the past thirteen months, I have had the greatest opportunity in connecting with students in a collaborative learning environment. I would like to be in a position that will allow me the opportunity to teach effectively online, and allow students the same learning experience as in the traditional classroom. A primary characteristic that sets successful distance learners apart from their classroom-based counterparts is their autonomy (Keegan, 1996) and greater student responsibility (Wedemeyer, 1981).

In setting goals to become successful in leading a classroom; I would like to explore various opportunities in becoming a Program Dean of College. I know with my expertise in business and education will pave the way in leading a distance education program. Since the break of advance multimedia, technology has played a key role in changing the dynamics in online learning and distance education. The information between learners and content is the core of education. According to John Dewey, education occurs when individuals interact with their learning environment. As a role of a leader, I plan to help learners and educators by providing both with a basic foundation of knowledge and encourage learners to develop and use higher-order thinking skills to understand the information and assess new knowledge.


Reference

Garrison, D.R., Anderson, T., & Archer, W. (2001). Critical Thinking, cognitive pressure, and computer conferencing in distance education. American Journal of Distance Education 15(1), 29-47

Keegan, D. (1996). Foundation of distance education. London: Rutledge

Munoz, M.D., & Munoz, M.A. (1998), John Dewey on Democracy, Education, Experience, and Communication. Implications for Adult Education in Developing Democratic Organizations.

Wedemeyer, C.A. (1981). Learning at the back door: Reflections on non-traditional learning in the lifespan. Madison: University of Wisconsin Press