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
Friday, December 16, 2011
EDLD 5363 Multimedia and Video Technology - Public Service Announcement (PSA) Post Production on Cyberbulling
Final Team Project – Public Service Announcement (PSA) Post Production on Cyberbulling – Stop the Madness
In week 5 we concentrated on putting the final pieces of our public service announcement together with team members. I personally, enjoyed working with my team-members Shanna James, and Flora Smith. Both Shanna and Flora brought together their real-world experience working with trouble youths and youths who had actually been a victim to Cyberbullying. We all shared our own individual and personal techniques and experiences to the final touches of the project.
Although, my background is a lot different than my Cohorts, I have learned that no matter what background you might come from a team of individuals are the most valuable factor in contributing toward achieving excellence and quality to a team. I have learned that we all have a set knowledge and a degree of intelligence to work together and produce a great production.
In week 5 we concentrated on putting the final pieces of our public service announcement together with team members. I personally, enjoyed working with my team-members Shanna James, and Flora Smith. Both Shanna and Flora brought together their real-world experience working with trouble youths and youths who had actually been a victim to Cyberbullying. We all shared our own individual and personal techniques and experiences to the final touches of the project.
Although, my background is a lot different than my Cohorts, I have learned that no matter what background you might come from a team of individuals are the most valuable factor in contributing toward achieving excellence and quality to a team. I have learned that we all have a set knowledge and a degree of intelligence to work together and produce a great production.
Sunday, November 27, 2011
EDLD 5363 Multimedia and Video Technology: Reflection 2
Week 2: Reflection
Due to innovation in education; our week 2 course assignment focused on using free Web 2.0 tools to teach, and communicate to students and other educators’. We are encouraged to use such instructional technologies such as podcasting on our wiki and blog sites. In this particular project, it will teach us on how to implement instructional technology skills to help ETL students on implementing podcasting as a core assignment by using video editing software and desktop publishing as part of our professional development and creating our own material and publishing the material by using YouTube, Creative Commons or other free websites. As we complete our week 2 assignments, we would have experienced a new learning skill as a group through the art of developing digital media that we can use in the classroom for our students, and engaged our students with a set of tools that are highly proactive in our learning environment; and as educators we can become confident in our own teaching and developmental processes.
Saturday, November 19, 2011
EDLD 5363: Reflection - Digital Storytelling: For a Better Life
EDLD 5363 Multimedia and Video Technology
Reflection – Digital Storytelling: For a Better Life
Creating my digital story was new but an exciting experience. I never realized how images could bring back to life some of your deep rooted secrets about yourself and how to find your true passion in life. My digital story did that for me. In using the concepts from the author Joe Lambert’s “Cookbook for Digital Storytelling, I was able to recapture a past experience that had reshaped my life through the art of giving. In reading the Cookbook for Digital Storytelling, I learned some of the most important aspects of digital storytelling. Through the reading, I was able to vividly create a day in my life that has changed me forever. The cookbook helped me put together scattered pieces about my story to make it a complete picture of my own experience. Connecting stories with images helped me to expand my knowledge; and also helped me understand that communication does not always have to come from spoken words. Communication is main-stream, it is how we can illuminate our thoughts and embed our thoughts through audio and images. My journey to reflect back on some of my past experiences and bring some of those experiences to life in a two-minute clip was experimental. My experience with this project has opened the gates to become open-minded in cognitive learning, social learning as well as reflective learning.
Monday, November 7, 2011
EDLD 5344: School Law - Week 5: Reflection
Reflection
Throughout this course we have discussed a number of legal issues facing today’s public-school educators. For your final assignment, you will select three legal issues that you feel will be most relevant to you as a school administrator. One of these issues will focus on student management; a second on personnel management. The third can relate to any topic we’ve covered in the course. By giving your responses to the questions that follow, you will 1) record what you have learned in this course, 2) reflect on its significance in your professional life, and 3) develop a plan to further increase your knowledge and skills.
Follow These Steps
1. Reflect upon what you have learned about law and public education.
2. Use the guiding questions in each section to stimulate your thinking as you write three
150-word essays. The questions are meant to guide you, but you may not necessarily provide specific answers to all of them.
150-word essays. The questions are meant to guide you, but you may not necessarily provide specific answers to all of them.
3. Write reflectively instead of in “question and answer” style, and feel free to add any
related thoughts that go beyond the scope of the writing guidelines.
related thoughts that go beyond the scope of the writing guidelines.
4. Use formal writing style and cite Essential Readings and court decisions that support
your ideas.
your ideas.
5. Submit your three completed essays by the end of Week 5.
Rubric
Use this rubric to guide your work.
| Week 5: Reflection | Accomplished | Proficient | Needs Improvement | Unacceptable |
| Reflection | Completes all 3 essays of the reflection assignment using the minimum 150-words requirement (8 points) | Completes 2 essays of the reflection assignment (5 points) | Completes 1 essay of the reflection assignment (3 points) | Did not submit reflection assignment (0 points) |
| Mechanics | No mechanical writing errors (2 points) | One to four mechanical writing errors (1 point) | | More than five mechanical writing errors (0 points) |
Essay 1: Student Management
Respond to the questions in the red box. Your essay should:
· Use citations from the research when applicable.
· Use professional writing protocols.
· Use professional language.
| · Which of the student-management issues discussed in this course is most relevant to you as a school administrator? · How have your views changed about the proper policies and procedures to employ regarding student management? · How will the knowledge gained on this topic help you become an effective school leader? · How will it help your staff and your students? |
Type your essay in the space below.
Through the readings and lectures in this course, I learned that two of the hottest topics that face mid-level management are special education and student discipline. This course has been instructed mental and beneficial to my learning growth in education. In addition, I learned than an IEP may consist of a team of individuals who determines what a child needs should be, and the type of services the child may require. Additionally, an IEP program must provide a written program curriculum designed specifically for the child’s developmental and learning growth. The language of the plan must state what accommodations and modifications the child will need in preparation for the school year. Now that I have briefly disclosed what I understand about the functions of an IEP; I would like to further expand my knowledge and give a brief overview of what I have recently learned about the IDEA. The Individualized with Disabilities Education Act (IDEA) clearly defines the rights of students with disabilities to receive an education in the least restrictive manner. In retrospect, the IDEA has paved the foundation and put a plan in action so that children with disabilities would not feel disconnected but feel that they are an integral part of the general education classroom settings as with other general education students. In support of the IDEA, I believe school administrators are pushing for the best possible education the school could offer each student in the learning environment. For the most part, the IDEA allows for special accommodations and modifications for each student. The special education should not be treated any differently than the general education students.
In the case holding of Board of Education v. Rowley (1982), I believe that school administrators should become aware of the different components in the IEP plan and consequences for not following a student’s IEP. After looking at the ARD’s video, the video demonstrated how it’s possible for a teacher failing to comply with a student IEP and the results of non-compliance. The next area of concentration that I would like to hone in on, is student discipline on school campus. In looking at the case holding of Goss v. Lopez (1975), a student must be afforded the right to due process in a case of suspension; which could be in the form of oral or written notice of the said charges. As an educator knowing and understanding school and district law practices; and Federal and State law mandates, will afford administrators with the knowledge needed to make the right decisions when dealing with students and their rights.
Respond to the questions in the red box. Your essay should:
· Use citations from the research when applicable.
· Use professional writing protocols.
· Use professional language.
| · What have you learned about teacher evaluation and remediation that you did not know before taking this class? · How will the information presented in this course help you become a better manager of your school employees? · What aspect of school personnel management do you feel you need to learn more about? · How do you plan to gain this knowledge? |
Type your essay in the space below.
I really appreciate learning about the IEP, IDEA, and the various case laws associated with school law. School law administrators must follow and adhere to Federal and State policies. Additionally, I also learned that school administrators plays an integral part into eh overall environment of the school. The administrators must focus on student discipline, supervision, and ensure that district polices are carried-out daily; in addition to State and Federal laws. Administrators also need to become a support system, mentor, and coach to teachers on campus. I also enjoyed learning the different facet of school law. This course has made me more aware of the laws surrounding teacher’s contracts. There are three types of contracts associated in the hiring of teachers. One, a probationary contract is a one year contract that allows the school board to decline or renew for any discretion, or non-discriminatory reason. In contrast, probationary teachers are not entitled to due process. The Fourth Amendment guarantees teachers due process rights. Second, in the scope of a term contract; a district must show just because for the reason of a teachers’ contract should not become renewed. The third contract is the continuing contract. The continuing contract simply states that the contract will become reinstated after the probationary period of the teacher is successfully complete three years of service. Knowing these areas of discipline is important for all educators. Essay 3: Improving Professional Practice
Respond to the questions in the red box. Your essay should:
· Use citations from the research when applicable.
· Use professional writing protocols.
· Use professional language.
| · Select another legal topic covered in this course that you feel affects you as a school leader. · What have you learned about this topic, and how will this new knowledge affect your decision-making as an administrator? · What professional development opportunities can you spearhead in your school to inform teachers about this issue? |
Type your essay in the space below.
One particular topic that has always bothered me was the banning of prayer in public schools. In the early 60’s everything changed when the Supreme Court handed down the ruling of Engel v. Vitale (1962), and in 1963 Abington v. Schempp. These cases struck down the practice of prayer and Biblical readings in public schools. As a youth in the 70’s, I can remember when we could no longer participate in group prayer when entering or exiting the school bus. I was raised as a Christian, and exercising the right to pray in public is how I start and end my day. School administrators should posse’s substantial discretion concerning the use of prayer being permitted. The law implies that students may engage in prayer when not engaged in school activities. This rule is enforced to prevent disruption of classroom learning activities. Needless to say, I now feel more confident in understanding the concepts of school law. Additionally, I found the course very informative and meaningful. Educating teachers and administrators about school law will afford them the legal know how to apply these laws, and how to handle situations when arise on and off campus.
Monday, October 17, 2011
The McKinney-Vento Act
EDLD 5344 School Law
Reflection: The McKinney-Vento Act
For starters, listening to the web-conference recording gave me an in-depth overview of what is known as the McKinney-Vento Act. Personally, I never heard of the act nor did I know that children who are labeled as homeless had such a great law enacted to help them in their education success. After listening to the web conference, and reading other resource material, I learned that the McKinney-Vento legislation requires all state and local educational agencies to design, develop, review, and revise their policies to remove barriers to the enrollment and retention in school of children and youth who are faced with homelessness. Certainly, this would include children and youth experiencing homelessness due to natural or other disasters cause. The development of such policy is critical for all schools to be in regulations and in compliant of the Act, resulting in the enrollment and attendance of homeless students in their schools’.
As with a business corporate disaster policy; implementation of a disasters school district policy are even more important. They provide schools with something that is tangible to uphold during confusion settings of an initial disaster response. If school and district personnel are familiar with McKinney-Vento policies and practices, the immediate school district response to a disaster will be more purposeful and appropriate. The McKinney-Vento Act defines homeless students, as students who lack a fixed, regular, and adequate nighttime residence are considered homeless under the law and are eligible for rendering services. Under the definition of the McKinney-Vento act, schools must know who and where students experiencing homelessness are in order to serve them. This requires knowledge of understanding how to apply the McKinney-Vento Act’s definition of homeless; and increasing awareness of homelessness and the McKinney-Vento Act in schools and the broader community, including disaster relief agencies.
Reflection: The McKinney-Vento Act
For starters, listening to the web-conference recording gave me an in-depth overview of what is known as the McKinney-Vento Act. Personally, I never heard of the act nor did I know that children who are labeled as homeless had such a great law enacted to help them in their education success. After listening to the web conference, and reading other resource material, I learned that the McKinney-Vento legislation requires all state and local educational agencies to design, develop, review, and revise their policies to remove barriers to the enrollment and retention in school of children and youth who are faced with homelessness. Certainly, this would include children and youth experiencing homelessness due to natural or other disasters cause. The development of such policy is critical for all schools to be in regulations and in compliant of the Act, resulting in the enrollment and attendance of homeless students in their schools’.
As with a business corporate disaster policy; implementation of a disasters school district policy are even more important. They provide schools with something that is tangible to uphold during confusion settings of an initial disaster response. If school and district personnel are familiar with McKinney-Vento policies and practices, the immediate school district response to a disaster will be more purposeful and appropriate. The McKinney-Vento Act defines homeless students, as students who lack a fixed, regular, and adequate nighttime residence are considered homeless under the law and are eligible for rendering services. Under the definition of the McKinney-Vento act, schools must know who and where students experiencing homelessness are in order to serve them. This requires knowledge of understanding how to apply the McKinney-Vento Act’s definition of homeless; and increasing awareness of homelessness and the McKinney-Vento Act in schools and the broader community, including disaster relief agencies.
Sunday, September 25, 2011
EDLD 5326 / PEDG 5388 School Community Relations: Week 5 Assignment
Reflection # 1: Teacher’s Perspective
As an online instructor for adult learners’; I would like to encourage my students to become actively engage in the online classroom through our weekly Web-conferences and weekly discussion posting, by providing thought provoking analytical skills and strategies to some of our most challenging assignments set forth in the program. My goal as an instructor is to continue to provide and introduce course materials that are align with the curriculum, and to continue to provide the needed support and guidance to my students in a positive learning environment. Positive teacher-student relationships — evidenced by teachers’ reports of low conflict, a high degree of closeness and support, and little dependency — have been shown to support students’ adjustment to school, contribute to their social skills, promote academic performance, and foster students’ resiliency in academic performance (Battistich, Schaps, & Wilson, 2004; Birch & Ladd, 1997; Hamre & Pianta , 2001). In addition to sharing a positive learning environment for my students, I for one would also like to provide students with the understanding and how significant and important of learning effective time management skills. Good effective time management skills are crucial in the online learning community. Online learners need to understand that is the learner’s objective to learn and study all course curriculum material in an effort to become a successful student. Systematically, in the online classroom environment, I will continue to provide training and orientation to help facilitate my students learning growth and development to increase their knowledge of the material presented throughout the course.
Reflection # 2: Parent’s Perspectives
For this particular case scenario, I believe that all the students in the online learning classroom vary in age from young adult and more of a matured older crowd of learners. Majority of the students that I have spoken with on a one-on-one basis; I’ve learned that the higher education program that they are now enrolled in is their first higher education class since high school. A large percentage of the students are now in school due to job loss or stuck in a dead end job. These students are looking for a new set of skills in effort to arm themselves for future growth in advancement at their current place of employment or seeking a career change. Some of the barriers that I would like to see my students to overcome are to take an active role in completing their assignments in a timely manner. Ideally, classroom environments need to be nurturing while at the same time holding students to high academic standards. Classrooms that focus on nurturance without offering opportunities for academic learning do not produce increases in students’ achievement (Lee & Smith, 1999).Some students tend to fall behind in their studies because the class is online and they access their course material anytime. What they fail to realize are some the roadblocks that they can be faced with that often time prevents them from completing their classroom activities on time. And those roadblocks can come in the form of loss of Internet connection, overtime at work, or any unforeseen mayhem that are not preventable.
Reflection # 3: School Leader’s Perspective
As an educator, I find that most higher education schools are more concerned with the student’s overall grade point average more than they are concerned with the student’s academic understanding of the program curriculum. When the college finds that there are a percentage of students failing courses, the academic instructor/professor are often times investigated whether or not the course curriculum, assignments, and test material met the requirement of the school protocol of standards when administering the deliverables of the course material. More than often, online instructors, including myself, are faced with the struggle of teaching students with varying levels of ability of having the right equipment or software to complete online classes. The biggest challenge is helping those students of lower ability to master the content knowledge that is necessary to continue with the basic skills of knowing how to maneuver through the online classroom. Student engagement represents the time and effort students devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities. On a lighter note, I would like to see colleges and university that offers online program become aware of the technological resources that students should possess before offering online classes, maybe, the collegial platform should offer an online orientation class before the students can actually enroll in an online program.
References:
Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students' "connectedness" to school and social adjustment during middle school. The Journal of Primary Prevention, 24(3), 243-262.
Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and early school adjustment. Journal of School Psychology, 55(1), 61-79.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638.
Kazmi A. Sleepwalking through Undergrad: Using Student Engagement as an Institutional Alarm Clock. College Quarterly [serial online]. December 1, 2010;12(1) Available from: ERIC, Ipswich, MA. Accessed September 25, 2011
Lee, V., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36(4), 907-945.
As an online instructor for adult learners’; I would like to encourage my students to become actively engage in the online classroom through our weekly Web-conferences and weekly discussion posting, by providing thought provoking analytical skills and strategies to some of our most challenging assignments set forth in the program. My goal as an instructor is to continue to provide and introduce course materials that are align with the curriculum, and to continue to provide the needed support and guidance to my students in a positive learning environment. Positive teacher-student relationships — evidenced by teachers’ reports of low conflict, a high degree of closeness and support, and little dependency — have been shown to support students’ adjustment to school, contribute to their social skills, promote academic performance, and foster students’ resiliency in academic performance (Battistich, Schaps, & Wilson, 2004; Birch & Ladd, 1997; Hamre & Pianta , 2001). In addition to sharing a positive learning environment for my students, I for one would also like to provide students with the understanding and how significant and important of learning effective time management skills. Good effective time management skills are crucial in the online learning community. Online learners need to understand that is the learner’s objective to learn and study all course curriculum material in an effort to become a successful student. Systematically, in the online classroom environment, I will continue to provide training and orientation to help facilitate my students learning growth and development to increase their knowledge of the material presented throughout the course.
Reflection # 2: Parent’s Perspectives
For this particular case scenario, I believe that all the students in the online learning classroom vary in age from young adult and more of a matured older crowd of learners. Majority of the students that I have spoken with on a one-on-one basis; I’ve learned that the higher education program that they are now enrolled in is their first higher education class since high school. A large percentage of the students are now in school due to job loss or stuck in a dead end job. These students are looking for a new set of skills in effort to arm themselves for future growth in advancement at their current place of employment or seeking a career change. Some of the barriers that I would like to see my students to overcome are to take an active role in completing their assignments in a timely manner. Ideally, classroom environments need to be nurturing while at the same time holding students to high academic standards. Classrooms that focus on nurturance without offering opportunities for academic learning do not produce increases in students’ achievement (Lee & Smith, 1999).Some students tend to fall behind in their studies because the class is online and they access their course material anytime. What they fail to realize are some the roadblocks that they can be faced with that often time prevents them from completing their classroom activities on time. And those roadblocks can come in the form of loss of Internet connection, overtime at work, or any unforeseen mayhem that are not preventable.
Reflection # 3: School Leader’s Perspective
As an educator, I find that most higher education schools are more concerned with the student’s overall grade point average more than they are concerned with the student’s academic understanding of the program curriculum. When the college finds that there are a percentage of students failing courses, the academic instructor/professor are often times investigated whether or not the course curriculum, assignments, and test material met the requirement of the school protocol of standards when administering the deliverables of the course material. More than often, online instructors, including myself, are faced with the struggle of teaching students with varying levels of ability of having the right equipment or software to complete online classes. The biggest challenge is helping those students of lower ability to master the content knowledge that is necessary to continue with the basic skills of knowing how to maneuver through the online classroom. Student engagement represents the time and effort students devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities. On a lighter note, I would like to see colleges and university that offers online program become aware of the technological resources that students should possess before offering online classes, maybe, the collegial platform should offer an online orientation class before the students can actually enroll in an online program.
References:
Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students' "connectedness" to school and social adjustment during middle school. The Journal of Primary Prevention, 24(3), 243-262.
Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and early school adjustment. Journal of School Psychology, 55(1), 61-79.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638.
Kazmi A. Sleepwalking through Undergrad: Using Student Engagement as an Institutional Alarm Clock. College Quarterly [serial online]. December 1, 2010;12(1) Available from: ERIC, Ipswich, MA. Accessed September 25, 2011
Lee, V., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36(4), 907-945.
Tuesday, August 2, 2011
Draft Action Research Project Progress Report - EDLD 5397 Internship in Supervision
The purpose of my action research project is to implement an interactive classroom learning environment for homebound students. One of my main concerns surrounding the project is ensuring that homebound students have access to a computer and the Internet in order to participate in the program. Homebound programs fall under the same umbrella of special education programs. Special educations programs are defined as children with debilitate condition. The program will teach students basic keyboarding and technical skills for maneuvering around the interactive classroom portal.
a. Implementing an interactive-classroom for homebound students is a great concept for improving student achievement to special education programs. Texas Education Code – Section 42.151 special education provide detail requirements for homebound students under this decree.
b. An effective homebound program can focus on multiple classroom activities, spotlighting student’s readiness to learn and collaborate. Homebound program can be used on many levels, such as ensuring homebound teachers are meeting the needs of the student as well as, providing instructional assignments, collaboration, and counseling with the student(s) parents or legal representative.
c. My vision for the homebound program will provide teachers with informational materials of knowing what to teach, how to teach, and how to measure the students learning process.
d. Assembly of an interactive action research project was a great need for the North Forest ISD before the announcement of the district closure due to underperformance academic scores. The opportunity to bring an interactive classroom learning environment to student with disabilities was enough motivation for me.
e. An interactive classroom for homebound students is a personal vision of mines. I’ve seen a number of students with restrictive disabilities that limits their mobility from playing, communicating, and collaborating with other students in the class. I envision this project as being a learning vehicle that offers’s special education students with the unique ability to collaborate and learn with their classmates, and teachers.
f. Omit – I am omitting this particular section because I am not a teacher.
g. (1) I plan to resent my action plan to Chartered schools; (2) arrange a meeting with chartered school principal; (3) point out the key components of the action plan that will allow homebound student to participate in the classroom; (4) and, provide instructional support to teachers.
h. In theory, my action plan will bridge together homebound students, with their teachers and classmates by utilizes Web 2.0 tools such as, Skype, Facebook, and multimedia tools, such as, Smartphone’s for texting, and audio equipment for communication.
a. Implementing an interactive-classroom for homebound students is a great concept for improving student achievement to special education programs. Texas Education Code – Section 42.151 special education provide detail requirements for homebound students under this decree.
b. An effective homebound program can focus on multiple classroom activities, spotlighting student’s readiness to learn and collaborate. Homebound program can be used on many levels, such as ensuring homebound teachers are meeting the needs of the student as well as, providing instructional assignments, collaboration, and counseling with the student(s) parents or legal representative.
c. My vision for the homebound program will provide teachers with informational materials of knowing what to teach, how to teach, and how to measure the students learning process.
d. Assembly of an interactive action research project was a great need for the North Forest ISD before the announcement of the district closure due to underperformance academic scores. The opportunity to bring an interactive classroom learning environment to student with disabilities was enough motivation for me.
e. An interactive classroom for homebound students is a personal vision of mines. I’ve seen a number of students with restrictive disabilities that limits their mobility from playing, communicating, and collaborating with other students in the class. I envision this project as being a learning vehicle that offers’s special education students with the unique ability to collaborate and learn with their classmates, and teachers.
f. Omit – I am omitting this particular section because I am not a teacher.
g. (1) I plan to resent my action plan to Chartered schools; (2) arrange a meeting with chartered school principal; (3) point out the key components of the action plan that will allow homebound student to participate in the classroom; (4) and, provide instructional support to teachers.
h. In theory, my action plan will bridge together homebound students, with their teachers and classmates by utilizes Web 2.0 tools such as, Skype, Facebook, and multimedia tools, such as, Smartphone’s for texting, and audio equipment for communication.
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