Week 2 Assignment, Part 2-6: Reflection on Technology Facilitator Standard IV: Assessment and Evaluation in your Textbook
After reading chapter four (TF/TL) Standard IV; the use of technology to assess student learning is the responsibility of the teacher to know how to use technology to facilitate student learning. Students in a personalize group receive individual feedback from the instructor (Blignaut and Tollip, 2003). According to the Standard IV, teacher should know how to address the various standards, and should be able to demonstrate effective communication in their teaching, and demonstrate the necessary skills and methods of delivering cultural learning that is contour to each student particular need. It is also the responsibility of the principal to know what teachers need in the classroom to facilitate a positive learning environment. Many forms of peer interaction are possible (Merrill & Gilbert, 2008). Moreover, principals are assigned the main responsibility for providing teachers with the necessary tools, off campus workshops, or any other instructional learning aid that is driven to support the teacher advancement in education. Professional development using one-day in-service training is the standard mechanisms by which school districts provide on-going training for their teachers; however several limitations exist (Sprague, et. Al, 2011).
An ETL facilitator can also provide valuable learning resources on campus to help with effective teaching; ensuring that teachers are capable of improving student learning; and school administrators are able to help them do so in order to meet ISTE’s standards as outlined. In remembering what I read in chapter IV, I have looked at materials designed to expand creativity in individuals, and was recently asked by my program chairperson to review the content in my classroom to find a creative way to spruce our numbers in student engagement. This is where I found comfort in reading on page 85 under the subheading “Evaluating Educational Technology”, in effort to redefine the purpose of our current classroom curriculum. Teachers could make their communication regarding larger contexts more effective by inspiring students (van der Zee, 2012). Interesting enough, Standard IV played a huge role in my delivery and response and conceptual knowledge to put together a practical outline of some of the weak points that I found in our learning modules.
References
Blignaut, S., & Trollip, S. (2003, June). Taxonomy for faculty participation in asynchronous online discussions [Electronic version]. Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003, (pp. 2043-2050), Honolulu, HI
Merrill, M. David, and Clark G. Gilbert. 2008. “Effective Peer Interaction in a Problem-Centered Instructional Strategy. “Distance Education, 29(2), 199-207.
Sprague, J., Pennefather, J., Marquez, J., Yeaton, P., Marquez, B., & Society for Research on Educational Effectiveness, (.2011). Online Universal Screening and Behavioral Progress Monitoring: Assessing Social Validity, Usability and Internet to Use by K-3 Teachers. Society For Research on Educational Effectiveness,
van der Zee, T. (2012). Inspiration: A Thought-Provoking Concept for RE Teachers. British Journal of Religious Education, 34(1), 21-34.
Wednesday, February 1, 2012
EDLD 5398ET - Week 2.5 Reflection for Technology Facilitator Standard III
Week 2 Assignment, Part 2.5-6: Reflections on the readings in Chapters Three and Four of your text, ISTE’s Technology Facilitation and Leadership Standards, pages 57-99.
TF/TL Standard III assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems that are aligned with district and state technology plans. ISTE’s standards are a warehouse of information in preparing candidates to serve as campus technological facilitators. In completing the ETL program, I will be able to demonstrate the knowledge and skills needed to teach technology applications; with a leverage of comfort and the ability to prove my advanced skills to effectively use technology to support student learning; and provide professional development, guidance, and basic technical skills for assisting, other teachers who require support in their efforts to apply technology to support Grades K-12 student learning. Technology is a major component of a constructivist approach and should be integrated throughout the curriculum (McRae, 2001).
Over the years, K-12 education, professional development for teachers in the area of technology integration has focused on the technology itself and the curriculum. The technologies have been added on, rather than integrated into the curriculum (Gosper, McNeil, Phillips, et al. 2010). Authors Duran E, Duran, B, and Worch (2009), indicated that curriculum integration continues to be a powerful strategy to meet this challenge, teachers often find it difficult to bridge the gap between theorical models of integration and classroom implementation. Educators today, need to separate themselves from the past and accept technology as an integral part of the education system of the 21st Century. With multi-media and digital resources igniting our learning community; the design of curriculums and student awareness about the Web 2.0 tools, as teachers we must recognize what we are teaching and deliver practical knowledge content and adopt a new curriculum design for our learners.
References
Duran, E., Ballone Duran, L., &Worch, E.A. (2009). Papier-Mache Animals: An Integrating Theme for Elementary Classrooms. Science Education Review, 8(1), 19-29.
Gosper, M.M., McNeil, M.M., Phillips, R.R., Preston, G.G., Woo, K.K., & Green, D.D. (2010). Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities. ALT-J: Research In Learning Technology, 18(3), 251-263.
McRae, P. (2001, January 1). Increasing the Integration of Technology into the Fourth-Grade Curriculum Using Teacher/Media Specialist Collaboration in Planning Student Research Activities.
TF/TL Standard III assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems that are aligned with district and state technology plans. ISTE’s standards are a warehouse of information in preparing candidates to serve as campus technological facilitators. In completing the ETL program, I will be able to demonstrate the knowledge and skills needed to teach technology applications; with a leverage of comfort and the ability to prove my advanced skills to effectively use technology to support student learning; and provide professional development, guidance, and basic technical skills for assisting, other teachers who require support in their efforts to apply technology to support Grades K-12 student learning. Technology is a major component of a constructivist approach and should be integrated throughout the curriculum (McRae, 2001).
Over the years, K-12 education, professional development for teachers in the area of technology integration has focused on the technology itself and the curriculum. The technologies have been added on, rather than integrated into the curriculum (Gosper, McNeil, Phillips, et al. 2010). Authors Duran E, Duran, B, and Worch (2009), indicated that curriculum integration continues to be a powerful strategy to meet this challenge, teachers often find it difficult to bridge the gap between theorical models of integration and classroom implementation. Educators today, need to separate themselves from the past and accept technology as an integral part of the education system of the 21st Century. With multi-media and digital resources igniting our learning community; the design of curriculums and student awareness about the Web 2.0 tools, as teachers we must recognize what we are teaching and deliver practical knowledge content and adopt a new curriculum design for our learners.
References
Duran, E., Ballone Duran, L., &Worch, E.A. (2009). Papier-Mache Animals: An Integrating Theme for Elementary Classrooms. Science Education Review, 8(1), 19-29.
Gosper, M.M., McNeil, M.M., Phillips, R.R., Preston, G.G., Woo, K.K., & Green, D.D. (2010). Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities. ALT-J: Research In Learning Technology, 18(3), 251-263.
McRae, P. (2001, January 1). Increasing the Integration of Technology into the Fourth-Grade Curriculum Using Teacher/Media Specialist Collaboration in Planning Student Research Activities.
EDLD 5398ET - Week 2.4 Reflections for EDLD 5364
Week 2 Assignment, Part 2.4: Reflections on Course-Embedded Assignments for EDLD 5364
Education and technology are the two key areas that would go a long way in our schools in preparing students to become ready for vastly changes of society. As teachers, we can use various techniques to promote learning. But, it also depends on the teacher, teaching methods can include intensive individualized instruction, problem-solving assignments, and small group activities. The design principle to understand the general curriculum or to take a test, teachers must ensure that the information communicated to the students are supportive by the material presented. Teachers design and teach appropriate curriculums; assign work geared toward each student’s needs and learning abilities. Most teachers go beyond the normal daily activities of being a teacher, they provide students with career counseling or help them learn life skills, such as speaking appropriately, job interviewing, and career writing.
As schools become more inclusive, teachers and students will increasingly work together in the classroom to gain creative knowledge in technology. As technology continues to become present in the way we do business, educators must adopt a method for curriculum activities and teaching techniques to meet the growing trend of student’s readiness to learn how to use technology before graduation. Blevis, et. Al (2008) wrote, “Creation of an online virtual design studio culture using wiki technology has natural correspondences between the spirit of the wiki and the practices of physical world design culture.”A large part of a teacher’s job in the classroom involves communicating and coordinating with other teachers, principals, parents, and the community. Personal or professional networking is powerful because of its very simplicity and because it delivers (Hay & Henri, 1996).
In watching the video from the Cast UDL lesson builder website; I’ve learned that teacher ‘s as well as special education teachers should design and teach appropriate curriculums geared toward each student's needs and learning abilities. Teachers should also be involved in the student’s behavioral, social, and academic development by helping them to develop emotionally and interact effectively in their environment. Moreover, as schools become more inclusive, special education teachers and general education teachers shall increasingly work together in providing general education in classrooms. Teachers are involved in the design of the curriculum, especially in adapting the curriculum to respond to the special needs of individual learners. Special education teachers help general educators adopt curriculum materials and teaching techniques to meet the needs of students with disabilities.
References
Blevis, E., Lim, Y., Stolterman, E., & Makice, K. (2008). The Interactive Design of a Virtual Design Studio. Techtrends: Linking Research And Practice To Improve Learning, 52(1), 74-83.
Hay, L., & Henri, J. (1996). Sustaining the Vision through Networking…(and a Few Challenges Too!).
Wessel, J.A. (1989). Integrating the Curriculum: Quality and Relevance for Special Needs Children.
Education and technology are the two key areas that would go a long way in our schools in preparing students to become ready for vastly changes of society. As teachers, we can use various techniques to promote learning. But, it also depends on the teacher, teaching methods can include intensive individualized instruction, problem-solving assignments, and small group activities. The design principle to understand the general curriculum or to take a test, teachers must ensure that the information communicated to the students are supportive by the material presented. Teachers design and teach appropriate curriculums; assign work geared toward each student’s needs and learning abilities. Most teachers go beyond the normal daily activities of being a teacher, they provide students with career counseling or help them learn life skills, such as speaking appropriately, job interviewing, and career writing.
As schools become more inclusive, teachers and students will increasingly work together in the classroom to gain creative knowledge in technology. As technology continues to become present in the way we do business, educators must adopt a method for curriculum activities and teaching techniques to meet the growing trend of student’s readiness to learn how to use technology before graduation. Blevis, et. Al (2008) wrote, “Creation of an online virtual design studio culture using wiki technology has natural correspondences between the spirit of the wiki and the practices of physical world design culture.”A large part of a teacher’s job in the classroom involves communicating and coordinating with other teachers, principals, parents, and the community. Personal or professional networking is powerful because of its very simplicity and because it delivers (Hay & Henri, 1996).
In watching the video from the Cast UDL lesson builder website; I’ve learned that teacher ‘s as well as special education teachers should design and teach appropriate curriculums geared toward each student's needs and learning abilities. Teachers should also be involved in the student’s behavioral, social, and academic development by helping them to develop emotionally and interact effectively in their environment. Moreover, as schools become more inclusive, special education teachers and general education teachers shall increasingly work together in providing general education in classrooms. Teachers are involved in the design of the curriculum, especially in adapting the curriculum to respond to the special needs of individual learners. Special education teachers help general educators adopt curriculum materials and teaching techniques to meet the needs of students with disabilities.
References
Blevis, E., Lim, Y., Stolterman, E., & Makice, K. (2008). The Interactive Design of a Virtual Design Studio. Techtrends: Linking Research And Practice To Improve Learning, 52(1), 74-83.
Hay, L., & Henri, J. (1996). Sustaining the Vision through Networking…(and a Few Challenges Too!).
Wessel, J.A. (1989). Integrating the Curriculum: Quality and Relevance for Special Needs Children.
EDLD 5398ET - Week 2.3 Reflection for EDLD 5362 Information Systems Management
Week 2 Assignment, Part 2.3: Reflections on Course-Embedded Assignments for EDLD 5362 Information Systems Management as shown in the Internship Handbook, Course-Embedded Assignment document in the Resource section of the course.
Learners of today are becoming technological driven each day. Roles of teachers and learners must change (Texas Education Agency, 2001). Teachers need to understand how to implement this growing trend of collaboration and communication to their students. Technology media outcomes such as Web 2.0 are align with the common applications of blogs, video sharing, podcasting, and social networking which is a more socially connective media source where students can contribute as much as they can consume. Technology can also address the social dimension of learning by supporting not merely cooperation but also collaboration (Bose, 2010).
In this week’s reading, I’ve learned that Web 2.0 has a huge globally impact on people. People are becoming immersive captivated with using the Web to collaborate with their friends and family on a daily basis. Thereby, education institutions have taken advantage of the use of using Web 2.0 technology service to innovate their online classroom, library, and other data sources. One of the biggest growth areas in multimedia sharing are videos, podcasting, and photograph sharing. This development has been made possible through the widespread of digital technology such as hand held cameras, wireless devices such as cell phones that are equipped with video cam, and the Internet for real-time data usage.
Now that the horse and wagon days are long gone, the Internet has become a dominant force in the way world collaborate and communicate. Klamma et. Al (2007) also requires teacher’s interventions in collaborative learning. They further noted that in a Web 2.0 vision, the web is created by those who participate in it. Nonetheless, I think that teaching with Web 2.0 is a far better platform for collaboration in sharing ideas as a way to interact with student – to –student, student –to-teacher, and colleague-to-colleague. The social aspects of the Webs connectedness are becoming increasingly important to the way we communicate and learn.
References
Bose, S. (2010). Learning Collaboratively with Web 2.0 Technologies: Putting into Action Social Constructivism. Online Submission
Klamma, R., Chatti, M.A., Duval, E., Hummel, H., Hvannberg, E.H., Kravcik, M., Law, E., Naeve, A., & Scott, P. (2007). Social Software for Life-long Learning. Educational Technology & Society, 10(3), 72-83.
Texas Education Agency, A.v. (2001). Texas Star Chart: A Tool For Planning and Assessing School Technology and Readiness Aligned With The Texas Long-Range Plan For Technology. Educational Technology Advisor Committee [e-book]. 2001. Available From: ERIC, Ipswich, MA. Accessed January 29, 2012
Learners of today are becoming technological driven each day. Roles of teachers and learners must change (Texas Education Agency, 2001). Teachers need to understand how to implement this growing trend of collaboration and communication to their students. Technology media outcomes such as Web 2.0 are align with the common applications of blogs, video sharing, podcasting, and social networking which is a more socially connective media source where students can contribute as much as they can consume. Technology can also address the social dimension of learning by supporting not merely cooperation but also collaboration (Bose, 2010).
In this week’s reading, I’ve learned that Web 2.0 has a huge globally impact on people. People are becoming immersive captivated with using the Web to collaborate with their friends and family on a daily basis. Thereby, education institutions have taken advantage of the use of using Web 2.0 technology service to innovate their online classroom, library, and other data sources. One of the biggest growth areas in multimedia sharing are videos, podcasting, and photograph sharing. This development has been made possible through the widespread of digital technology such as hand held cameras, wireless devices such as cell phones that are equipped with video cam, and the Internet for real-time data usage.
Now that the horse and wagon days are long gone, the Internet has become a dominant force in the way world collaborate and communicate. Klamma et. Al (2007) also requires teacher’s interventions in collaborative learning. They further noted that in a Web 2.0 vision, the web is created by those who participate in it. Nonetheless, I think that teaching with Web 2.0 is a far better platform for collaboration in sharing ideas as a way to interact with student – to –student, student –to-teacher, and colleague-to-colleague. The social aspects of the Webs connectedness are becoming increasingly important to the way we communicate and learn.
References
Bose, S. (2010). Learning Collaboratively with Web 2.0 Technologies: Putting into Action Social Constructivism. Online Submission
Klamma, R., Chatti, M.A., Duval, E., Hummel, H., Hvannberg, E.H., Kravcik, M., Law, E., Naeve, A., & Scott, P. (2007). Social Software for Life-long Learning. Educational Technology & Society, 10(3), 72-83.
Texas Education Agency, A.v. (2001). Texas Star Chart: A Tool For Planning and Assessing School Technology and Readiness Aligned With The Texas Long-Range Plan For Technology. Educational Technology Advisor Committee [e-book]. 2001. Available From: ERIC, Ipswich, MA. Accessed January 29, 2012
EDLD5398ET: Week 2.2 Addition to Comp Exam - Ed Tech Vision
Week 2 Assignment, Part 2.2: Week Two Addition to Comprehensive Examination
ETL Vision Statement
It is my vision as an educator to help students meet their fullest potential in the areas of technology by providing an environment that is safe, support their learning needs, and invites a sharing of community ideas. The demand for online learning has changed the face of how we learn and communicate. As an online instructor we must be prepared for increased written communication demands that accompany online education. I envision for every student that plan to take an online course will be equipped with technological choices of a laptop, smart-phone, tablets, and iPad, as these devices will support the learner’s use of accessing an online classroom. These are the tools that represent the 21st Century learner’s need. Web 2.0 is the Web’s second generation second generation expanded the way teachers can operate their classroom, given them access to online and the emerging browser based tool, such as blogs and wiki’s, slide shows, videos, and photos, and programs then plan lessons look to curriculum standards deliver content, and monitor student performance (Ellis, 2010).
Colleges and Universities have a well developed technology plan to help educators become equipped with the advanced technology tools to meet the learner needs. The STaR chart prepares teachers at a k-12 grade and college levels. The chart concentrates on the areas of teaching and learning; educator preparation and development, leadership, administration, and instructional support; and infrastructure for technology. America’s students must learn how to learn; learn how to think and have a solid understanding of how technology works and what it can do (W.C., 1997). The chart monitors the decisions on student performance; and standards set at the classroom level that should provide a balance between State level guidance and local decision-making. These attributes alone aren’t enough for teachers to prepare their students succeed in the digital age. Teachers must be comfortable with technology as a tool to engage students and enhance their learning (Fulton, 2000).
Reference
CEO Forum on Education and Technology, W.C. (1997) School Technology and Readiness Report: From Pillars to Progress. The CEO Forum on Education and Technology, year one.
Ellis M. (2010). A Tool for Its Time. T.H.E Journal [Serial Online] August 1, 2010; 37(7): 24-26, Available from: ERIC, Ipswich, MA. Accessed January 28, 2012
Fulton, K., & CEO Forum in Education and Technology, W.C (2000). Teacher Preparation STaR Chart; A Self- Assessment Tool for Colleges of Education. Preparing a New Generation of Teachers.
ETL Vision Statement
It is my vision as an educator to help students meet their fullest potential in the areas of technology by providing an environment that is safe, support their learning needs, and invites a sharing of community ideas. The demand for online learning has changed the face of how we learn and communicate. As an online instructor we must be prepared for increased written communication demands that accompany online education. I envision for every student that plan to take an online course will be equipped with technological choices of a laptop, smart-phone, tablets, and iPad, as these devices will support the learner’s use of accessing an online classroom. These are the tools that represent the 21st Century learner’s need. Web 2.0 is the Web’s second generation second generation expanded the way teachers can operate their classroom, given them access to online and the emerging browser based tool, such as blogs and wiki’s, slide shows, videos, and photos, and programs then plan lessons look to curriculum standards deliver content, and monitor student performance (Ellis, 2010).
Colleges and Universities have a well developed technology plan to help educators become equipped with the advanced technology tools to meet the learner needs. The STaR chart prepares teachers at a k-12 grade and college levels. The chart concentrates on the areas of teaching and learning; educator preparation and development, leadership, administration, and instructional support; and infrastructure for technology. America’s students must learn how to learn; learn how to think and have a solid understanding of how technology works and what it can do (W.C., 1997). The chart monitors the decisions on student performance; and standards set at the classroom level that should provide a balance between State level guidance and local decision-making. These attributes alone aren’t enough for teachers to prepare their students succeed in the digital age. Teachers must be comfortable with technology as a tool to engage students and enhance their learning (Fulton, 2000).
Reference
CEO Forum on Education and Technology, W.C. (1997) School Technology and Readiness Report: From Pillars to Progress. The CEO Forum on Education and Technology, year one.
Ellis M. (2010). A Tool for Its Time. T.H.E Journal [Serial Online] August 1, 2010; 37(7): 24-26, Available from: ERIC, Ipswich, MA. Accessed January 28, 2012
Fulton, K., & CEO Forum in Education and Technology, W.C (2000). Teacher Preparation STaR Chart; A Self- Assessment Tool for Colleges of Education. Preparing a New Generation of Teachers.
EDLD 5398ET: Assignment 2.1 Web Conference
Week 2 Assignment, Part 1.1: Web Conferences---Organization and Management of Assignments
This week’s web-conference focused on the content that should be outlined in the Comprehensive Exam. The information communicated during the webinar suggested that we should focus on the material we will be adding to our writing exam. During the first thirty-minutes; I was able to receive a better understanding of the course expectation and requirements of the courses. Dr. Boral’s and instructor Dawn addressed the student’s questions and concerns. This week’s assignment mirrors week 1 assignment in that we again reflect on what we have learned and the previous courses and tied them back to over field experience. In a nutshell, my only concern about my previous courses and action plan that it may seem weak in nature of being an inexperience teacher of my cohort counter-parts. As I effortlessly try to meet the demands of the course and the course requirements; I have to use my talents and experience from what I already know as an educator in business, and as a part-time adjunct instructor at a two year college. I believe that if you can effectively communicate a curriculum the learner will be able to receive the information with a clear guidance and are able to receive personalized feedback are more satisfied and can performed better academically.
This week’s web-conference focused on the content that should be outlined in the Comprehensive Exam. The information communicated during the webinar suggested that we should focus on the material we will be adding to our writing exam. During the first thirty-minutes; I was able to receive a better understanding of the course expectation and requirements of the courses. Dr. Boral’s and instructor Dawn addressed the student’s questions and concerns. This week’s assignment mirrors week 1 assignment in that we again reflect on what we have learned and the previous courses and tied them back to over field experience. In a nutshell, my only concern about my previous courses and action plan that it may seem weak in nature of being an inexperience teacher of my cohort counter-parts. As I effortlessly try to meet the demands of the course and the course requirements; I have to use my talents and experience from what I already know as an educator in business, and as a part-time adjunct instructor at a two year college. I believe that if you can effectively communicate a curriculum the learner will be able to receive the information with a clear guidance and are able to receive personalized feedback are more satisfied and can performed better academically.
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
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.
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
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.
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.
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
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