Being an elementary education major and teacher, I have had no background in digital graphics. I was unsure of what to expect as I entered the course. The first week’s introduction of CRAP was very informative. I did not know these design principles existed. The article regarding CRAP that I found the most helpful as I created my own pieces of work was the article by John Yearwood, which he simply states in regards to the “Sweet Home Alabama” poster that, “you can bet nothing on the poster is accidental”. I had never taken a step back and looked at ads in that way, but after reading the articles I have a greater appreciation for all graphic designs. Understanding the design principles will be beneficial when I am creating visual pieces whether it is a presentation for fellow teachers or a newsletter for students and parents.
Another piece that was new to me was the personal branding. I had never heard of this concept before this class. As of all of the projects in this course, I enjoyed creating the brand, through a program called Picnik, but found myself thinking and planning and brainstorming more than I ever thought possible. I was surprised to discover how long it took to create all of the assignments in this course. Each project in this course reinforced my desktop publishing skills in addition to thinking and creating on a higher level. In the article by Andrew Church, he states that animating and creating are under the umbrella of analyzing which is the highest level in Bloom’s Taxonomy. Creating animations, the logo, and the newsletter are all things that I could see my students enjoying doing in the classroom. It is engaging as well as using higher order thinking skills. Creating the animation was enjoyable, I used the program Stykz. I found it easier to use than Scratch. As far as using Stykz (animation) in the classroom, we are planning on having our technology club students create PSA’s and share with others in the school. My animation was in regards to recycling. I will use it as a sample as we teach our students about Stykz.
I created a newsletter for my classroom, something that I hope to incorporate in my classroom in the future. “Newspapers, newsletters, and other documents are just a few of the many tools that can make parents and other members of the community feel a part of the school” (Lamb, 2005). I agree with this quote, and enjoyed making the newsletter, although it was trying at times since we were not allowed to use a template. I had never experimented so much with Microsoft Word, and I found things and applied items to my newsletter that I did not know I could do with Word!
Lamb, A. (2005). Evaluating newsletters. Retrieved from http://eduscapes.com/sessions/publishing/evaluating.htm.
Dr. John Yearwood, P. A. (2009). Basic design principles and some observations on how we see. Lamar University, Beaumont.
Churches, A. (2007, April). Bloom’s digital taxonomy. Retrieved from http://www.techlearning.com/article/8760.
Sunday, December 19, 2010
Saturday, December 4, 2010
Sunday, November 21, 2010
The Book of Kells
The Book of Kells is a beautiful book to look at, some say one of the most beautiful works in the world. The book was written by at least three different scribes sometime around 800 A.D.
My favorite miniature is the full page illustration of the Virgin Mary holding a young Jesus. In regards to alignment, the scribe placed Mary in the center of the page and chose to make her larger than the other characters on the page. The contrast of colors on this page make the objects easy to identify as they too are telling a story. The glory around Mary’s head is yellow, representing high regard.
In the pages that contain mainly text, the scribes again made it as visually pleasing as possible. The placement of only seventeen lines on a page, as well as space between each line makes it easy to read, not cramped and complicated. When a sentence ended, many times the scribe did not begin the next sentence-they instead drew a picture of an animal and began the next sentence on the next line. There are many animals throughout the text and it is said that no two animals are alike. The first letter of the first word on the page was decorated and it was a larger text, but it repeats the same font. Throughout the book the text was written in different colors, colors that were said to come from lands far away. The main colors that were repeated through the Book of Kells are lilac, yellow, red, pink, green, and purple.
As in the Western cultures, symbols and drawings make up most of the story telling, this seems to be the case here. The illustrations are lavish and have deep meaning by using symbols to tell stories.
The book is a joy to look through, with illustrations and decorations not solely on major pages but dispersed throughout the text. Historians believe that the purpose of the book was more for aesthetic reasons than for actual reading of the text due to numerous errors in the text. This book was probably put on the altar and only taken off to read the Gospel during Mass.
Sullivan, E. (1920). The book of kells. Retrieved from http://www.sacred-texts.com/neu/celt/bok/bok04.htm
My favorite miniature is the full page illustration of the Virgin Mary holding a young Jesus. In regards to alignment, the scribe placed Mary in the center of the page and chose to make her larger than the other characters on the page. The contrast of colors on this page make the objects easy to identify as they too are telling a story. The glory around Mary’s head is yellow, representing high regard.
In the pages that contain mainly text, the scribes again made it as visually pleasing as possible. The placement of only seventeen lines on a page, as well as space between each line makes it easy to read, not cramped and complicated. When a sentence ended, many times the scribe did not begin the next sentence-they instead drew a picture of an animal and began the next sentence on the next line. There are many animals throughout the text and it is said that no two animals are alike. The first letter of the first word on the page was decorated and it was a larger text, but it repeats the same font. Throughout the book the text was written in different colors, colors that were said to come from lands far away. The main colors that were repeated through the Book of Kells are lilac, yellow, red, pink, green, and purple.
As in the Western cultures, symbols and drawings make up most of the story telling, this seems to be the case here. The illustrations are lavish and have deep meaning by using symbols to tell stories.
The book is a joy to look through, with illustrations and decorations not solely on major pages but dispersed throughout the text. Historians believe that the purpose of the book was more for aesthetic reasons than for actual reading of the text due to numerous errors in the text. This book was probably put on the altar and only taken off to read the Gospel during Mass.
Sullivan, E. (1920). The book of kells. Retrieved from http://www.sacred-texts.com/neu/celt/bok/bok04.htm
Thursday, November 11, 2010
EDLD 5344 Course Reflection
Getting through this course was no small feat. Before entering this class, I had limited knowledge about school law. As I delved into the course, I was in awe at the different types of law that entangles the educational system. When teachers add the internet and 21st century learning, you have opened an even bigger can of worms. Although the majority of the class was geared towards students receiving their degree in the Educational Administration, the knowledge regarding the laws and how they are/were interpreted was beneficial. It interesting to learn about why the courts decided what they did based on each situation. It is also makes me feel uneasy because if one small variable in a situation is changed, the entire court decision could be different than thought. When there is a situation or confrontation at a school, as a leader one needs to know these laws and history of the laws so they can make the appropriate decision and move forward in a positive direction. There is a fine line in between students’ rights and infringement, and it is the job of the administrator to decide what is in the best interest of the student as well as the rest of the student body.
I found our book, Cyber Law, by Aimee Bissonnette to be the most beneficial part of the course. The book is a recent publication and had great examples of what can happen if students are free to roam the Internet in their homes and classrooms without any provisions. It touches on everything from cyberbullying to AUP’s. This book is reader-friendly and has examples of what schools and communities are doing to alleviate problems that come up when using the Internet. The underlying theme of the book is for schools to be proactive, not reactive to situations. Many schools are in the dark about many issues that come with using the Internet, and this book explains what can happen, what has happened, and how to deal with and avoid legal issues when using technology in the 21st century classroom.
I found our book, Cyber Law, by Aimee Bissonnette to be the most beneficial part of the course. The book is a recent publication and had great examples of what can happen if students are free to roam the Internet in their homes and classrooms without any provisions. It touches on everything from cyberbullying to AUP’s. This book is reader-friendly and has examples of what schools and communities are doing to alleviate problems that come up when using the Internet. The underlying theme of the book is for schools to be proactive, not reactive to situations. Many schools are in the dark about many issues that come with using the Internet, and this book explains what can happen, what has happened, and how to deal with and avoid legal issues when using technology in the 21st century classroom.
Saturday, September 25, 2010
Week 5 Blog Post-PSA Production
After a long journey, we are finally finished! Our PSA is completed and is published on YouTube! Our PSA is geared towards parents and voters on how it is imperative for high school students to use technology in school.
We began in the second week, actually during a video conference with Dr. A. Sharron and Jeron were in on the conference, and Jeron messaged me to see if I wanted to join them. I agreed. Jeron and Sharron had done some work in the previous classes and were on Skype, so I immediately joined their Skype group! Summer joined the same night, and Vicki joined a few days later. Almost every night we Skyped to discuss our assignment, and quickly got the ball rolling. It was decided that I would do the script writing, Jeron would film, Summer and Vicki were in charge of the audio, and Sharron would do the editing and put the product together. Vicki posted the final product to YouTube as well. Although we were spread out all over Texas and Wyoming, we came together as a team well. Each person fulfilled his/her jobs, and if someone needed help on their assignment, we worked and did edits together over Skype as well as edited our official production page via Google Docs. When it came to revising the script, reviewing the audio, or revisiting the video, no one took offense any editing or changing of the production that took place. The hardest part was condensing our video-but ensuring our message wasn’t deterred. In Week Four, our video was around 1:15, and we needed to cut it down! Thanks to Summer and Vicki for re-recording their parts and a group effort in re-editing the script in the final week. We succeeded and got the PSA down to under sixty seconds! Jeron did a great job filming the clips and Sharron edited the pieces together seamlessly and effectively. If there was something that we could have improved our PSA, it would be for it to be longer so we could have more information and film to prove our case! For the copyright we used the Creative Commons Attribution 3.0 License that is shown at the end of our PSA.
If I had to start over and do this project again, I would definitely choose to work with every person on my team again. I know that we will continue to Skype and help each other out with future projects.
We began in the second week, actually during a video conference with Dr. A. Sharron and Jeron were in on the conference, and Jeron messaged me to see if I wanted to join them. I agreed. Jeron and Sharron had done some work in the previous classes and were on Skype, so I immediately joined their Skype group! Summer joined the same night, and Vicki joined a few days later. Almost every night we Skyped to discuss our assignment, and quickly got the ball rolling. It was decided that I would do the script writing, Jeron would film, Summer and Vicki were in charge of the audio, and Sharron would do the editing and put the product together. Vicki posted the final product to YouTube as well. Although we were spread out all over Texas and Wyoming, we came together as a team well. Each person fulfilled his/her jobs, and if someone needed help on their assignment, we worked and did edits together over Skype as well as edited our official production page via Google Docs. When it came to revising the script, reviewing the audio, or revisiting the video, no one took offense any editing or changing of the production that took place. The hardest part was condensing our video-but ensuring our message wasn’t deterred. In Week Four, our video was around 1:15, and we needed to cut it down! Thanks to Summer and Vicki for re-recording their parts and a group effort in re-editing the script in the final week. We succeeded and got the PSA down to under sixty seconds! Jeron did a great job filming the clips and Sharron edited the pieces together seamlessly and effectively. If there was something that we could have improved our PSA, it would be for it to be longer so we could have more information and film to prove our case! For the copyright we used the Creative Commons Attribution 3.0 License that is shown at the end of our PSA.
If I had to start over and do this project again, I would definitely choose to work with every person on my team again. I know that we will continue to Skype and help each other out with future projects.
Sunday, September 19, 2010
Week 4 Update for PSA
Week 4 Update for PSA
General Information
Name(s) Jeron Ricks, Sarah Arnold, Sharron Bills, Summer Garcia, Vicki Fruge
Project title Keeping Kids Plugged In
Purpose Increased student retention through the use of technology
Audience Teachers, Voters
Program length 1 minute
Costumes n/a
Sets unsure
Props unsure
Locations High school
Format Windows Movie Maker
Crew
Director(s) Jeron Ricks
Scriptwriter(s) Sarah Arnold
Talent Summer Garcia
Camera operator(s) Jeron Ricks
Editor(s) Sharron Bills
Posting Vicki Fruge
Schedule of Deliverables
Project Phases Due Date Owner
Subject 9/1/10-Completed Group
Script 9/8/10-Completed Sarah
Shots 9/11/10-Completed Jeron
Voiceover 9/15/10-Summer is done, Vicki is in progress of completion Summer
Editing 9/19/10-In progress Sharron
Group Review 9/20/10 Group
Final Product 9/22/10 Group
Submit/Post 9/23/10 Vicki
Script Outline
Add a copy of your script outline here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
Keeping Kids Plugged In
1- Intro: Crisis
2- Drop Outs
3- Engagement
4- How? Technology
5- Why?
a. kids use it
b. anytime, anywhere
c. kids need it for future
6- How?
a. write to your representatives, tell your school board, make a difference
b. more funding for technology and training
Narration Script
Add a copy of your narration script here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
We are in a crisis
Each school day produces on average 7,000 high school drop outs.
There are many factors to contribute to this, there is one that is preventable- it is due to the lack of engagement in the classroom
By engaging students we can alleviate some of this so called crisis
How do we engage students?
By using technology.
Why technology?
Students don’t just want technology, they demand it.
Teens spend an average of 50 hours a week plugged in at home
Technology offers anytime anywhere use by students
Students can learn from a much larger community
90% of jobs require some computer skill
Students can choose from a variety of technological tools that will aid them in learning
How do we avert this crisis?
Contact your representatives and request increased funding for technology and teacher related training.
The alarms are sounding-the exodus has begun
7,000 students drop out of high school each day
How can we stop the next generation from walking away from their future?
What can we do to engage them NOW before they are lost FOREVER?
By using technology--Why technology?
Teens spend an average of 50 hours a week plugged in—anytime---anywhere
Students don’t just want technology, they demand technology.
No longer will learning be confined to the four walls of their classroom
The knowledge of the entire globe will be at their fingertips
By using a variety of technological tools that will aid them in lifelong learning, Students will build skills that can be applied to their chosen career—over 90% of today’s jobs require technology
What can YOU do?
Contact your local, state and federal representatives and request increased funding for technology and teacher related training.
Shot List
Add a copy of your script outline here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
Name(s) Jeron
Project Title Keeping Kids Plugged In
Shot Number 1
Location Fire Station
Talent none
Props Fire truck
Special Equipment none
Shot concept Flashing emergency ‘crisis’ light
Shot Number 2
Location What about a full school shot that zooms in to the doors? HS Doors
Talent Students
Props none
Special Equipment none
Shot concept Students leaving the school, or students elsewhere saying that they aren’t going back
Shot Number 3
Location Classroom
Talent students
Props none
Special Equipment none
Shot Concept Sleeping/unengaged students
Shot Number 4
Location What about adding pics of Ipods, Iphones etc here?None
Talent none
Props none
Special Equipment Create “Technology” animation
Shot concept Pushing technology as a help
Shot Number 5
Location Home
Talent Mel
Props comp/phone
Special Equipment none
Shot concept Multi-tasking use of technology at home
Shot Number 6
Location -
Talent -
Props -
Special Equipment -
Shot concept Mural of different jobs using comps
Shot Number 7
Location -
Talent -
Props -
Special Equipment -
Shot concept “how” spattering
Shot Number 8
Location -
Talent -
Props -
Special Equipment -
Shot concept Contact your representatives...- burn in
Copyright Information
Note any citation and fair use guidelines to any visual or audio assets you use in your public service announcement here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
No copyright needed at this time.
A Creative Commons license will be attached to the final product.
General Information
Name(s) Jeron Ricks, Sarah Arnold, Sharron Bills, Summer Garcia, Vicki Fruge
Project title Keeping Kids Plugged In
Purpose Increased student retention through the use of technology
Audience Teachers, Voters
Program length 1 minute
Costumes n/a
Sets unsure
Props unsure
Locations High school
Format Windows Movie Maker
Crew
Director(s) Jeron Ricks
Scriptwriter(s) Sarah Arnold
Talent Summer Garcia
Camera operator(s) Jeron Ricks
Editor(s) Sharron Bills
Posting Vicki Fruge
Schedule of Deliverables
Project Phases Due Date Owner
Subject 9/1/10-Completed Group
Script 9/8/10-Completed Sarah
Shots 9/11/10-Completed Jeron
Voiceover 9/15/10-Summer is done, Vicki is in progress of completion Summer
Editing 9/19/10-In progress Sharron
Group Review 9/20/10 Group
Final Product 9/22/10 Group
Submit/Post 9/23/10 Vicki
Script Outline
Add a copy of your script outline here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
Keeping Kids Plugged In
1- Intro: Crisis
2- Drop Outs
3- Engagement
4- How? Technology
5- Why?
a. kids use it
b. anytime, anywhere
c. kids need it for future
6- How?
a. write to your representatives, tell your school board, make a difference
b. more funding for technology and training
Narration Script
Add a copy of your narration script here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
We are in a crisis
Each school day produces on average 7,000 high school drop outs.
There are many factors to contribute to this, there is one that is preventable- it is due to the lack of engagement in the classroom
By engaging students we can alleviate some of this so called crisis
How do we engage students?
By using technology.
Why technology?
Students don’t just want technology, they demand it.
Teens spend an average of 50 hours a week plugged in at home
Technology offers anytime anywhere use by students
Students can learn from a much larger community
90% of jobs require some computer skill
Students can choose from a variety of technological tools that will aid them in learning
How do we avert this crisis?
Contact your representatives and request increased funding for technology and teacher related training.
The alarms are sounding-the exodus has begun
7,000 students drop out of high school each day
How can we stop the next generation from walking away from their future?
What can we do to engage them NOW before they are lost FOREVER?
By using technology--Why technology?
Teens spend an average of 50 hours a week plugged in—anytime---anywhere
Students don’t just want technology, they demand technology.
No longer will learning be confined to the four walls of their classroom
The knowledge of the entire globe will be at their fingertips
By using a variety of technological tools that will aid them in lifelong learning, Students will build skills that can be applied to their chosen career—over 90% of today’s jobs require technology
What can YOU do?
Contact your local, state and federal representatives and request increased funding for technology and teacher related training.
Shot List
Add a copy of your script outline here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
Name(s) Jeron
Project Title Keeping Kids Plugged In
Shot Number 1
Location Fire Station
Talent none
Props Fire truck
Special Equipment none
Shot concept Flashing emergency ‘crisis’ light
Shot Number 2
Location What about a full school shot that zooms in to the doors? HS Doors
Talent Students
Props none
Special Equipment none
Shot concept Students leaving the school, or students elsewhere saying that they aren’t going back
Shot Number 3
Location Classroom
Talent students
Props none
Special Equipment none
Shot Concept Sleeping/unengaged students
Shot Number 4
Location What about adding pics of Ipods, Iphones etc here?None
Talent none
Props none
Special Equipment Create “Technology” animation
Shot concept Pushing technology as a help
Shot Number 5
Location Home
Talent Mel
Props comp/phone
Special Equipment none
Shot concept Multi-tasking use of technology at home
Shot Number 6
Location -
Talent -
Props -
Special Equipment -
Shot concept Mural of different jobs using comps
Shot Number 7
Location -
Talent -
Props -
Special Equipment -
Shot concept “how” spattering
Shot Number 8
Location -
Talent -
Props -
Special Equipment -
Shot concept Contact your representatives...- burn in
Copyright Information
Note any citation and fair use guidelines to any visual or audio assets you use in your public service announcement here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.
No copyright needed at this time.
A Creative Commons license will be attached to the final product.
Monday, September 6, 2010
Video Editing Review-EDLD 5363
After reading the reviews of many popular video editing programs at http://www.isoftwarereviews.com/free-video-editing-software-programs/, I decided for my first evaluation to go with Windows Movie Maker-it was largely the most popular one, and it was already on my computer. I uploaded my PhotoStory movie easily and started to experiment. I liked how you just drag the video to the storyboard to begin editing. This made it easy, and you can see what you have done and are doing throughout the entire process. The “movie tasks” board on the left hand side of the screen was convenient for someone like me who is a novice. It gives you all the main basic options that Movie Maker performs, and if you click on any one of them, it will give you step by step directions for each task. I felt it was easy to cut videos, create effects, make transitions and create titles especially with this handy help feature. As you import videos needed for your final video, you can put them in any order, and if you need to move them around all you need to do is click and drag. If you need to edit a frame, you can do so by clicking on “Show timeline”. This is a simple way to trim individual frames. A trick I learned when saving is to first just click on the regular save, that way if you need to come back to the project you can at any time. Then you will need to save as, to create a video file that is easy to upload to a video hosting site such as Vimeo or YouTube. Many reviews mentioned that Windows Movie Maker would sometimes it will “crash and freeze” (although I never experienced this) and that many other editing programs are more advanced have more options. This was not a problem for me though, as I am new to video editing.
My next review was on Avidemux, based on the website that I mentioned above, http://www.isoftwarereviews.com/free-video-editing-software-programs/. Avidemux was recommended second after Windows Movie Maker. Installing it went smoothly. Most reviews said that Avidemux was more advanced that Windows Movie maker , but even if you were new to video editing, you would be fine. The first time I opened my video, there was a green screen, but I could hear the audio. This was my PhotoStory video that I had easily edited with Windows Move Maker. I went to find help and the help button on Avidemux did not provide much assistance, so I headed to Google. I realized that my movie was not compatible, although it was a WMV file. So then I tried a video that I had from my social studies curriculum, and that one loaded up without error. I began experimenting-I took off sound, with out a hitch, but then I couldn’t put it back on. So I closed the program and restarted it up. This program is good for tweaking smaller things such as resizing the video, combining videos, and adding effects. You can join videos together, change the audio completely with a click of a button, and can extract clips as well.
As I mentioned earlier, the “Help” button was not extremely beneficial, as it is with Windows Movie Maker. Most of my help came from online, especially the website http://www.softpedia.com/reviews/linux/Avidemux-Review-24667.shtml. I think that for new learners as myself, an important feature with a video editing program is providing sufficient help. In the future, I will use Windows Movie Maker, because of its ease and basic functions. I can see though that if I become more proficient, then something with a higher quality like Avidemux could potentially fit my needs better. Before this class, I have never edited a video before and I was worried that I wouldn’t know how to do it and it would overwhelm me. I did feel overwhelmed using Avidemux, but felt extremely comfortable using Windows Movie Maker. I even showed Movie Maker to a few of my third grade student and they played around with it with ease. It is easy to undo work if you make a mistake, and that is the most important piece to me.
My next review was on Avidemux, based on the website that I mentioned above, http://www.isoftwarereviews.com/free-video-editing-software-programs/. Avidemux was recommended second after Windows Movie Maker. Installing it went smoothly. Most reviews said that Avidemux was more advanced that Windows Movie maker , but even if you were new to video editing, you would be fine. The first time I opened my video, there was a green screen, but I could hear the audio. This was my PhotoStory video that I had easily edited with Windows Move Maker. I went to find help and the help button on Avidemux did not provide much assistance, so I headed to Google. I realized that my movie was not compatible, although it was a WMV file. So then I tried a video that I had from my social studies curriculum, and that one loaded up without error. I began experimenting-I took off sound, with out a hitch, but then I couldn’t put it back on. So I closed the program and restarted it up. This program is good for tweaking smaller things such as resizing the video, combining videos, and adding effects. You can join videos together, change the audio completely with a click of a button, and can extract clips as well.
As I mentioned earlier, the “Help” button was not extremely beneficial, as it is with Windows Movie Maker. Most of my help came from online, especially the website http://www.softpedia.com/reviews/linux/Avidemux-Review-24667.shtml. I think that for new learners as myself, an important feature with a video editing program is providing sufficient help. In the future, I will use Windows Movie Maker, because of its ease and basic functions. I can see though that if I become more proficient, then something with a higher quality like Avidemux could potentially fit my needs better. Before this class, I have never edited a video before and I was worried that I wouldn’t know how to do it and it would overwhelm me. I did feel overwhelmed using Avidemux, but felt extremely comfortable using Windows Movie Maker. I even showed Movie Maker to a few of my third grade student and they played around with it with ease. It is easy to undo work if you make a mistake, and that is the most important piece to me.
Monday, August 30, 2010
Saturday, August 28, 2010
The Unwanted One~Script
Animals are such agreeable friends - they ask no questions, they pass no criticisms. ~George Eliot
Dear Teddy,
After reading an email from a friend explaining who you were and why you needed help, I immediately deleted.
To a 28 year old single woman you seemed to be an inconvenience, needing constant care, affection, and you possessed a great risk of dying-why would I want to put that in my life? But you were still in the back of my mind.
My friend somehow knew this and after much persistence and I caved. I offered to take you in. You were only five inches long, had a short stubby tail, and I told everyone you looked just like a rat. You did, and when they saw you they agreed. Your story was remarkable almost unbelievable-that you were pulled out of a tailpipe at a car dealership, alive, but with your eyes still closed.
Three weeks into taking you in you still had no name, and I was planning on giving you away after I weaned you from your tiny bottle. You were not part of my single lifestyle, always on the go, never at home, traveling across the country and taking road trips out of Dallas as much as possible. How would you fit in, how could I take care of you and ME?
Then you began to grow from a mousy fur ball to a striking kitten with a rich velvet coat of grey, I began to watch you grow and play. You were wild-not having a single brother or sister to play with. You earned the name Azul Diablo, the blue devil because of the bluish/grey fur and because of your spunkiness and the way you reacted when you didn’t get your way.
We were unsure of what you would end up looking like look like, how big you would get, what colors your eyes would eventually turn. You were handsome -Even the vet you had to go to in west textas called you a “fancy cat”. Mom and I laughed when he said that, never telling him your roots. I loved taking you to the pet store as a kitten and showing you off! Strangers often admired you and always asked what breed you were. I would proudly tell them I had no idea, and I would proceed to tell them your outlandish story.
Each day with you brings laughter and love that I had forgotten came with owning a pet. Laughter that I hadn’t had in long time, love I hadn’t felt for something of my own. You trusted me and depended on me and I did not fail. From the day I woke up from my nap and realized you were nestled inside my hoop earrings -to the crying and dramatic begging that would go on when you saw your bottle, your personality was coming out in full force- and you became mine. I named you Teddy.
Three years later you are still my baby, although you weigh over 15 pounds. People still admire your coat, but they are also impressed with your size, you are a big boy. Dear Teddy, thank you for showing me unconditional love,, changing my life, and and bringing me back to reality.
Dear Teddy,
After reading an email from a friend explaining who you were and why you needed help, I immediately deleted.
To a 28 year old single woman you seemed to be an inconvenience, needing constant care, affection, and you possessed a great risk of dying-why would I want to put that in my life? But you were still in the back of my mind.
My friend somehow knew this and after much persistence and I caved. I offered to take you in. You were only five inches long, had a short stubby tail, and I told everyone you looked just like a rat. You did, and when they saw you they agreed. Your story was remarkable almost unbelievable-that you were pulled out of a tailpipe at a car dealership, alive, but with your eyes still closed.
Three weeks into taking you in you still had no name, and I was planning on giving you away after I weaned you from your tiny bottle. You were not part of my single lifestyle, always on the go, never at home, traveling across the country and taking road trips out of Dallas as much as possible. How would you fit in, how could I take care of you and ME?
Then you began to grow from a mousy fur ball to a striking kitten with a rich velvet coat of grey, I began to watch you grow and play. You were wild-not having a single brother or sister to play with. You earned the name Azul Diablo, the blue devil because of the bluish/grey fur and because of your spunkiness and the way you reacted when you didn’t get your way.
We were unsure of what you would end up looking like look like, how big you would get, what colors your eyes would eventually turn. You were handsome -Even the vet you had to go to in west textas called you a “fancy cat”. Mom and I laughed when he said that, never telling him your roots. I loved taking you to the pet store as a kitten and showing you off! Strangers often admired you and always asked what breed you were. I would proudly tell them I had no idea, and I would proceed to tell them your outlandish story.
Each day with you brings laughter and love that I had forgotten came with owning a pet. Laughter that I hadn’t had in long time, love I hadn’t felt for something of my own. You trusted me and depended on me and I did not fail. From the day I woke up from my nap and realized you were nestled inside my hoop earrings -to the crying and dramatic begging that would go on when you saw your bottle, your personality was coming out in full force- and you became mine. I named you Teddy.
Three years later you are still my baby, although you weigh over 15 pounds. People still admire your coat, but they are also impressed with your size, you are a big boy. Dear Teddy, thank you for showing me unconditional love,, changing my life, and and bringing me back to reality.
Making the Video
The first thought I had when I read the assignment was that I had nothing to write about. I was panicking already! After reading the articles that were assigned this week, the one that I found the most beneficial was “Digital Storytelling Cookbook” by Joe Lambert. Then I decided to go to visit www.storycenter.org, and I then became panicked again. These videos were so professional, so profound, so deep. I thought back on my life, and could not think of anything that was as amazing as the videos that I had just watched. I am not married, have no kids, grew up in a small town in Texas, nothing that exciting has happened to me. But I continued to think about it, on Tuesday night I woke up several times thinking about my video-what was I going to do? I kept going back to a story about how I obtained my cat, and I decided that I would do a story about him and how he changed me. It wasn’t that exciting, and I was concerned people would think that I was strange creating a video over a cat! I started to write, and the words came out, I was surprised how much time I spend writing, editing, writing and editing. After receiving some comments over my piece, I edited some more! I had a problem with some pictures, there were some I would like to have used that were on my but my camera is broken, and being the first week of school, hadn’t had time to get it fixed. Luckily I have a few albums on Snapfish, and that is where I got many of my pictures. Overall, the experience has been beneficial-although as a teacher I assign my students projects such as this, I have never done one myself. I can see now the effect and usefulness this can have on students. Since I knew that I was having to share this with my classmates (and the world!) I spent more time on it and made sure it was up to my standards. I spent many more hours on the project than I expected! I can see how if you had your students do this in the classroom-they would want to be experts on the topic and would want to create a video that was up to their standards.
Web Conference Thursday August 26, 2010
Web Conference Thursday August 26, 2010
The conference had its positives and negatives, but overall, as always more of a positive experience. The negatives were that it took awhile to get any information, and that some people were discussing things that were not related to our class. While we are all in need for more time in the day, this use of the discussion board was not beneficial to anyone. There were lots of questions which made me feel better, because after all of the updates in the syllabus, I was glad that I was not the only one who was confused! The information that did come from Dr. Abernathy was extremely helpful and helped me as I finalized my assignment for Week 1. Another great thing that happened is that by being on, I chatted with some of my classmates and joined a group for the upcoming projects. That was a relief to get that settled. Although there were too many people that joined the webcast, I was one of the late ones that joined, so I am glad that I was accepted because it is important with the online classes to get as much direction and information as you can-however you can get it.
The conference had its positives and negatives, but overall, as always more of a positive experience. The negatives were that it took awhile to get any information, and that some people were discussing things that were not related to our class. While we are all in need for more time in the day, this use of the discussion board was not beneficial to anyone. There were lots of questions which made me feel better, because after all of the updates in the syllabus, I was glad that I was not the only one who was confused! The information that did come from Dr. Abernathy was extremely helpful and helped me as I finalized my assignment for Week 1. Another great thing that happened is that by being on, I chatted with some of my classmates and joined a group for the upcoming projects. That was a relief to get that settled. Although there were too many people that joined the webcast, I was one of the late ones that joined, so I am glad that I was accepted because it is important with the online classes to get as much direction and information as you can-however you can get it.
Thursday, August 12, 2010
Closing Remarks from EDLD 5301
Whew! I cannot believe that we are in our last week of research, but wow, I feel like I have learned so much in these past five weeks. The most important thing I have learned throught these weeks is that no action research plan is perfect, and that there is constant room for improvement. Because I am still waiting to meet with my site mentor and my principal, this is a relief, because my action research plan may need to be revised.
To be an effective action researcher, it is important for one continue to reflect throughout the project, to share their work and findings with others, and to have the mindset that although we are educators, we are all learners and that we will always be learners.
To be an effective action researcher, it is important for one continue to reflect throughout the project, to share their work and findings with others, and to have the mindset that although we are educators, we are all learners and that we will always be learners.
Friday, July 30, 2010
Action Research Plan
Purpose:
1. How might group collaboration, technology-based learning (with resources such as the use of the internet), and cross curricular integration help to ensure higher levels of thinking and meet curriculum standards in the school?
2. How can collaboration and follow up sessions improve teacher willingness to use technology in the classroom?
-
Goals and Objectives/Outcomes of the Research Investigation
1. Teachers
a. will use different types of technology to improve teaching and share findings with students.
b. will employ a interdisciplinary approach towards lessons that will integrate technology.
c. will increase their level of technology proficiency.
2. Administration:
a. will observe students participating in use of technology in a more effective way
b. will see students participating and collaborating increasingly
3. Students
a. will use technology resources in the classroom, both independently and collaboratively
b. will connect their learnings to other subjects
c. will encounter new technologies will solve problems regarding the technology
d. will be able to access learning at any time on any day.
4. Parents
a. will have the opportunity to communicate with teachers at any time on any day.
b. will observe their students learning the appropriate tools toward becoming 21st century learners
5. Community
a. Will see participation in technology through wikis and blogs-and
b. will see students take a positive role in their “cyber-citizenship” that is needed in their 21st century future.
Activities Designed to Achieve the Objectives
Throughout the eight month journey, I see much tweaking occurring. After meeting with my team, site supervisor and mentor, they may have ideas that will work more effectively than my own. At this moment, I have not been able to reach my supervisor or my mentor. On my campus, and on my grade level, there is a need for cross-curricular teaching. The focal point in third grade in social studies revolves around communities all year long. Knowing this, I thought I would use the continents to base my interdisciplinary teaching on. I feel that by students selecting a continent, we can cover many TEKS in each subject. Students will get to choose their continent which will give the students ownership of their learning.
Here are some ideas that I thought would work for my class. For example, while working on place value students could research 5 to 10 different cities in a certain country. After selecting the cities, the students find out what the population is of each city. Students then could put these cities in order from smallest to largest, they could write out the numbers in expanded form, in written form. After figuring out the populations the students could cross over to social studies and decide which city was rural, urban, or suburban, and could make a video on PhotoStory using pictures of the places and describing why or how each one fits into the category. In science the students can learn with a group about the different ecosystems that are on their continent. They can do this by selecting one area (of the continent), and can create a PowerPoint with others in their group. The outcome of the group project will be for the students to share their findings with the rest of the class. Some things the PowerPoint may include are: an example of a food chain, a food web, animals that are carnivores, predators, prey, omnivores and other important vocabulary that pertains to an ecosystem. A sample writing activity would be to create an advertisement persuading people to come to a country/city on their continent. This can be done by using Animoto.
We will first review the continents with my students and explain that after exploring each continent, they will select the continent of their choice and will use that continent and explore it in depth throughout all their other subjects over the course of the year. I will start off slow, and especially in the first six weeks, spend much time reviewing basic rules of using technology, and delve into cyber ethics as they will be learning how to publish on the internet in a proper way.
Resources and Research Tools Needed for Data Gathering
The course discussion board has been a great place to begin researching what inquiry to do and to ask others in the class what their thoughts/ideas were. Some have done past work in cross curricular activities and have graciously shared their findings with me.
Find articles online that correlate with my action research question
Spend time reflecting and discussing with other team members, students, parents, administrator, and technology leader.
Draft Timeline for Completion or Implementation of Activities
The first six weeks will be spent reviewing the seven continents by using UnitedStreaming.com, Promethean Planet, Internet resources, and books from the library. This will ensure that all students will have knowledge of each continent so that they can make a choice about which one they want to learn the most about. Additionally, the first six weeks we will spend time reviewing how to use the computer, how to handle the laptops, how to shut down, how to save, etc. I will also introduce and thoroughly discuss cyber-ethics and other things like verifying websites, although at first the students will be using websites that are only approved by me.
The main goal I have for the first six weeks is to instill the idea that we are all a community of learners. One way for this to happen is for students to share their ideas with others in a constructive, safe environment. During the first week I would like for my students to spend time writing on Moodle (around seven minutes, if it is up and running) explaining what they like to learn about, what is their favorite subject, what are they nervous about, what they want to learn this year), then have them reply to at least one other person’s writing by writing something that inspired them about the other’s writing, then what questions they have for that person (based on their reflection).
The second through the fifth/sixth six weeks will be focusing on creating one project each six weeks. Students that are more driven and want to work on projects at home may, and they may have time to complete more projects.
The second through the fifth six weeks will be taking whatever subject we are studying. I expect one project per six weeks, will allow students to incorporate their continent in as many subjects as time will permit and without overload.
Some projects will be done independently, and some will be done with a group. By using different mediums throughout the year, students will become experts on different types of technology and will work together and assist each other.
Some of the products I expect will occur:
Photostory
PowerPoint
Animoto
Wordle
Jing
Storybird
Persons Responsible for Implementation of the Action Research Plan
I am the main person responsible for the implementation of the action research plan. I plan to use my own third grade class to conduct the action research. Hopefully some other teachers on my team will join after we meet in a few weeks to discuss the upcoming school year. A few of my team members will be eager to join in on this inquiry, and possibly the others will join after seeing our progress.
Process for Monitoring the Achievement of Goals and Objectives
Take time on a consistent basis to research on the topics of technology integration and interdisciplinary teaching
Have frequent dialogues with teachers, students, principal and technology leader to assess the direction of the research inquiry
Assessment Instruments to Evaluate the Effectiveness of the Action Research Study
1. Take field notes during discussions to record initial data and continue on throughout the year.
2. Observation of students using technology and collaborating with others.
3. Cyber ethics/community of learners
4. Collect documents such as student work, student reflections, student interviews, digital pictures, and quantitative data to measure growth.
5. Students will journal on blog and in their personal journal about their experiences throughout the year.
6. Review notes and websites from BLC conference I recently attended and continue to research new ways to integrate technology.
7. Create a survey for students to complete and for teachers, if others decide to join.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
1. How might group collaboration, technology-based learning (with resources such as the use of the internet), and cross curricular integration help to ensure higher levels of thinking and meet curriculum standards in the school?
2. How can collaboration and follow up sessions improve teacher willingness to use technology in the classroom?
-
Goals and Objectives/Outcomes of the Research Investigation
1. Teachers
a. will use different types of technology to improve teaching and share findings with students.
b. will employ a interdisciplinary approach towards lessons that will integrate technology.
c. will increase their level of technology proficiency.
2. Administration:
a. will observe students participating in use of technology in a more effective way
b. will see students participating and collaborating increasingly
3. Students
a. will use technology resources in the classroom, both independently and collaboratively
b. will connect their learnings to other subjects
c. will encounter new technologies will solve problems regarding the technology
d. will be able to access learning at any time on any day.
4. Parents
a. will have the opportunity to communicate with teachers at any time on any day.
b. will observe their students learning the appropriate tools toward becoming 21st century learners
5. Community
a. Will see participation in technology through wikis and blogs-and
b. will see students take a positive role in their “cyber-citizenship” that is needed in their 21st century future.
Activities Designed to Achieve the Objectives
Throughout the eight month journey, I see much tweaking occurring. After meeting with my team, site supervisor and mentor, they may have ideas that will work more effectively than my own. At this moment, I have not been able to reach my supervisor or my mentor. On my campus, and on my grade level, there is a need for cross-curricular teaching. The focal point in third grade in social studies revolves around communities all year long. Knowing this, I thought I would use the continents to base my interdisciplinary teaching on. I feel that by students selecting a continent, we can cover many TEKS in each subject. Students will get to choose their continent which will give the students ownership of their learning.
Here are some ideas that I thought would work for my class. For example, while working on place value students could research 5 to 10 different cities in a certain country. After selecting the cities, the students find out what the population is of each city. Students then could put these cities in order from smallest to largest, they could write out the numbers in expanded form, in written form. After figuring out the populations the students could cross over to social studies and decide which city was rural, urban, or suburban, and could make a video on PhotoStory using pictures of the places and describing why or how each one fits into the category. In science the students can learn with a group about the different ecosystems that are on their continent. They can do this by selecting one area (of the continent), and can create a PowerPoint with others in their group. The outcome of the group project will be for the students to share their findings with the rest of the class. Some things the PowerPoint may include are: an example of a food chain, a food web, animals that are carnivores, predators, prey, omnivores and other important vocabulary that pertains to an ecosystem. A sample writing activity would be to create an advertisement persuading people to come to a country/city on their continent. This can be done by using Animoto.
We will first review the continents with my students and explain that after exploring each continent, they will select the continent of their choice and will use that continent and explore it in depth throughout all their other subjects over the course of the year. I will start off slow, and especially in the first six weeks, spend much time reviewing basic rules of using technology, and delve into cyber ethics as they will be learning how to publish on the internet in a proper way.
Resources and Research Tools Needed for Data Gathering
The course discussion board has been a great place to begin researching what inquiry to do and to ask others in the class what their thoughts/ideas were. Some have done past work in cross curricular activities and have graciously shared their findings with me.
Find articles online that correlate with my action research question
Spend time reflecting and discussing with other team members, students, parents, administrator, and technology leader.
Draft Timeline for Completion or Implementation of Activities
The first six weeks will be spent reviewing the seven continents by using UnitedStreaming.com, Promethean Planet, Internet resources, and books from the library. This will ensure that all students will have knowledge of each continent so that they can make a choice about which one they want to learn the most about. Additionally, the first six weeks we will spend time reviewing how to use the computer, how to handle the laptops, how to shut down, how to save, etc. I will also introduce and thoroughly discuss cyber-ethics and other things like verifying websites, although at first the students will be using websites that are only approved by me.
The main goal I have for the first six weeks is to instill the idea that we are all a community of learners. One way for this to happen is for students to share their ideas with others in a constructive, safe environment. During the first week I would like for my students to spend time writing on Moodle (around seven minutes, if it is up and running) explaining what they like to learn about, what is their favorite subject, what are they nervous about, what they want to learn this year), then have them reply to at least one other person’s writing by writing something that inspired them about the other’s writing, then what questions they have for that person (based on their reflection).
The second through the fifth/sixth six weeks will be focusing on creating one project each six weeks. Students that are more driven and want to work on projects at home may, and they may have time to complete more projects.
The second through the fifth six weeks will be taking whatever subject we are studying. I expect one project per six weeks, will allow students to incorporate their continent in as many subjects as time will permit and without overload.
Some projects will be done independently, and some will be done with a group. By using different mediums throughout the year, students will become experts on different types of technology and will work together and assist each other.
Some of the products I expect will occur:
Photostory
PowerPoint
Animoto
Wordle
Jing
Storybird
Persons Responsible for Implementation of the Action Research Plan
I am the main person responsible for the implementation of the action research plan. I plan to use my own third grade class to conduct the action research. Hopefully some other teachers on my team will join after we meet in a few weeks to discuss the upcoming school year. A few of my team members will be eager to join in on this inquiry, and possibly the others will join after seeing our progress.
Process for Monitoring the Achievement of Goals and Objectives
Take time on a consistent basis to research on the topics of technology integration and interdisciplinary teaching
Have frequent dialogues with teachers, students, principal and technology leader to assess the direction of the research inquiry
Assessment Instruments to Evaluate the Effectiveness of the Action Research Study
1. Take field notes during discussions to record initial data and continue on throughout the year.
2. Observation of students using technology and collaborating with others.
3. Cyber ethics/community of learners
4. Collect documents such as student work, student reflections, student interviews, digital pictures, and quantitative data to measure growth.
5. Students will journal on blog and in their personal journal about their experiences throughout the year.
6. Review notes and websites from BLC conference I recently attended and continue to research new ways to integrate technology.
7. Create a survey for students to complete and for teachers, if others decide to join.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Saturday, July 24, 2010
Reflection of Videos
I enjoyed watching the three videos of the school leaders discussing action research. Although all three had different suggestions throughout their discussions, there were two ideas that were mentioned across the board. The first one was how data was a necessity. Dr. Chargois said that there was a new science as how to take the data that is provided; and how it can be used daily to positively impact instruction for tomorrow. The other idea that the three leaders suggested that was important was that the action research question that you select needs to be of relevance to you. Dr. Lewis warns that if you cannot apply your action research to you own situation, it is not doing you any good. He also goes on to say that the more interested you are in the question, the more focused you will be on the outcome and in return your students will benefit from the research.
Friday, July 23, 2010
Reflection: Web Conference Friday, July 23, 2010
The web conference that was scheduled for Friday, July 23, 2010 at 4:00 has just ended. The conference as was helpful, as it always is. Many questions that I had regarding TK20 and other basic questions regarding the internship class were cleared. Many of the questions I would not have thought to ask, but I was glad to know the answers now! I felt better knowing that I was alone in the curiousness of the new program and glad that I was not the only one who had so many questions and concerns. The only negative aspect was the confusion between all of the different cohorts. It was a little confusing having other cohorts there, because it sounds like we all have different requirements and rules. Overall, it was a good experience and was it beneficial to see Dr. Abernathy and get information/answers directly from her.
Wednesday, July 21, 2010
Description of Action Research
At first glance of this course, I was overwhelmed with the notion of “action research”. It sounded unapproachable and meaningless to the realities of the classroom. After reading a few pages, in my Dana text, I realized that my premonitions were wrong. As the text states, it is for professionals to “seek out change and reflect on their practice by posing questions or “wonderings,” collecting data to gain insights into their wonderings, analyzing the data along with reading relevant literature, making changes in practice based on new understandings developed during inquiry and sharing findings with others” (Dana, 2009, p. 2). Active research is not the same as traditional educational research, but action research does use traditional research to assist with collecting data.
The administrator (or teacher) decides what to focus on depending on the needs that exist on their campus. Whereas in the traditional research, an outsider is the one doing the research and it is more about focusing on a process, in action research the administrator is focused on their own school and what ways one can make change and effort to create a better learning environment for teachers and students. Using action research “is one vehicle for making reflection purposeful and visible” (Dana, 2009, p. 7). There are many benefits of action research including modeling the behavior of lifelong learning. Many times the question that is being used in the action research plan changes as the researcher delves into data collecting on campus.
On my particular campus, using technology to ensure our students are 21st century learners is a goal that is strongly encouraged. As I read the first chapter of Leading With Passion and Knowledge, I began to brainstorm about how to incorporate technology with an action research plan. By using technology as a piece of an action research plan, maybe others on staff that are reserved about using technology would see technology in a different light. Hopefully they would be more apt for change, as they would hopefully realize that we all are learners by collaborating and sharing ideas instead of feeling isolated and alone in this quest for the advancement of technology in the classroom.
Reference:
Dana, N. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
The administrator (or teacher) decides what to focus on depending on the needs that exist on their campus. Whereas in the traditional research, an outsider is the one doing the research and it is more about focusing on a process, in action research the administrator is focused on their own school and what ways one can make change and effort to create a better learning environment for teachers and students. Using action research “is one vehicle for making reflection purposeful and visible” (Dana, 2009, p. 7). There are many benefits of action research including modeling the behavior of lifelong learning. Many times the question that is being used in the action research plan changes as the researcher delves into data collecting on campus.
On my particular campus, using technology to ensure our students are 21st century learners is a goal that is strongly encouraged. As I read the first chapter of Leading With Passion and Knowledge, I began to brainstorm about how to incorporate technology with an action research plan. By using technology as a piece of an action research plan, maybe others on staff that are reserved about using technology would see technology in a different light. Hopefully they would be more apt for change, as they would hopefully realize that we all are learners by collaborating and sharing ideas instead of feeling isolated and alone in this quest for the advancement of technology in the classroom.
Reference:
Dana, N. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Sunday, July 11, 2010
Analysis of How Educational Leaders Might Use Blogs
Educational leaders can use a blog to journal their reflections, the happenings in the school, and their feelings about the issue at hand. By posting it on the blog, all educational stakeholders can read it at anytime. A blog can also accomodate many different types of data, such as a video clip of students, it can link different websites that possibly relate to the inquiry at hand, and it can also be an object that allows others to give feedback.
Friday, June 11, 2010
Sunday, June 6, 2010
Blog Posting #3
The draft of the National Educational Technology Plan: Transforming American Education: Learning Powered by Technology is a broad plan to help states, districts, and even teachers look ahead with vigor at the vision of teaching for the 21st century.
The plan begins by explaining what 21st century learning is. It is not the traditional one size fits all approach instead it is individualized, personalized, and differentiated to ensure success for all students. Students need to learn skills that will help them in life after graduation. Since many professionals use wikis, blogs, and the Internet to solve problems, as well as collaborate and communicate with other professionals, students need to be replicating these same things in school. The plan suggests that this is possible by the use of technology. The goals in the plan to create effective learning in the 21st century proposes that technology needs to be available to all students everywhere and at all times.
“Assessment” is the next piece of that the plan discusses. It suggests that assessments need to be improved, rather than assessing after students learn a new topic, assessments could be more factual if it could be done as learning is happening and throughout learning experiences. Technology can help assess complex competencies, and technology can be used to create assessments that accommodate disabilities (such as ELL learners) as well as strengths. Using the best assessment data can help drive continuous improvement in teaching and learning. One of the goals that the report suggests is that there is a need for a data to be collected together across the board-school data, state data, and national data.
The next section the plan reviews is focused more on teachers-“Improving Learning Through Connected Teaching”. The plan suggests that there should be a general place to obtain technology based content resources and online learning communities that create opportunities for teachers. This will promote teachers to become more effective and collaborative with others. The plan states there is a need to close the gap between teachers by using teachers that know and understand how to effectively teach using technology and have them share with others that are lacking the quality skills to teach technology. All institutions, the plan remarks, should work together.
The next topic discusses the challenges that the infrastructure creates. The plan implicates that there is a need for broadband to be everywhere, and students need access to their own device/computer at anytime. One goal is to have Open Educational Resources available to all which promotes pioneering, ground-breaking opportunities for all. All districts and even states need to think about infrastructure when planning for the future. The plan says that the federal government has a leadership role in building a national infrastructure for all learning.
The next segment in the plan discusses productivity and how learning can improve using technologies simultaneously with cutting and managing costs. The plan informs the reader that there is concern over where revenue will come from, but that educational stakeholders need to embrace continuous learning and improvement. One of the goals suggests managing costs can happen with the adoption of a common definition of productivity in education. Use the definition and standards to improve decision making at all levels of the education system. Another suggestion on how to increase productivity is to reorganize the traditional seat time students usually have and focus instead on demonstrating competencies in a variety of other ways.
The final piece of the plan focuses on the “Grand Challenges”. The first challenge is to develop and integrate a system that all students can use that is individualized and offered at any time anywhere. The second grand challenge is focused on creating cost effective assessments that are based off of 21st century learning. The third challenge is that there is a need to develop an approach to share all content with all students, across all states, districts, schools, and to use efficient data that can promote further learning. The last grand challenge is the have effective online learning at a low cost.
In my opinion, the plan has many ideas that excite me as a teacher. As I was reading the plan, I was imagining all my students having a computer in my third grade classroom and that is a thrill. At the same time, many of these goals are lofty, and without proper funding will not happen for a long time. For any of the goals in the plan to occur, there needs to be money. There needs to be money to teach teachers how to use the technology, because without buy in from them this goal will never happen. There needs to be money to purchase assessment data bases, online programs, and proper internet speed. There also needs to be money for upgrades to the technology and for any repairs that need to be made. The plan also discussed all students having equal access to technologies and resources, but with different districts receiving different amounts of money, the ones with the more money obviously will use it to purchase more technologies. I don’t know if there ever will be a completely even playing field, although using technology and the Internet has opened up many opportunities for disadvantaged students. I am looking forward to the future and to where this plan takes us as teachers and where it will lead our students.
U.S. Department of Education. (2010). National Educational Technology Plan: Transforming American Education: Learning Powered by Technology. Retrieved from
http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
The plan begins by explaining what 21st century learning is. It is not the traditional one size fits all approach instead it is individualized, personalized, and differentiated to ensure success for all students. Students need to learn skills that will help them in life after graduation. Since many professionals use wikis, blogs, and the Internet to solve problems, as well as collaborate and communicate with other professionals, students need to be replicating these same things in school. The plan suggests that this is possible by the use of technology. The goals in the plan to create effective learning in the 21st century proposes that technology needs to be available to all students everywhere and at all times.
“Assessment” is the next piece of that the plan discusses. It suggests that assessments need to be improved, rather than assessing after students learn a new topic, assessments could be more factual if it could be done as learning is happening and throughout learning experiences. Technology can help assess complex competencies, and technology can be used to create assessments that accommodate disabilities (such as ELL learners) as well as strengths. Using the best assessment data can help drive continuous improvement in teaching and learning. One of the goals that the report suggests is that there is a need for a data to be collected together across the board-school data, state data, and national data.
The next section the plan reviews is focused more on teachers-“Improving Learning Through Connected Teaching”. The plan suggests that there should be a general place to obtain technology based content resources and online learning communities that create opportunities for teachers. This will promote teachers to become more effective and collaborative with others. The plan states there is a need to close the gap between teachers by using teachers that know and understand how to effectively teach using technology and have them share with others that are lacking the quality skills to teach technology. All institutions, the plan remarks, should work together.
The next topic discusses the challenges that the infrastructure creates. The plan implicates that there is a need for broadband to be everywhere, and students need access to their own device/computer at anytime. One goal is to have Open Educational Resources available to all which promotes pioneering, ground-breaking opportunities for all. All districts and even states need to think about infrastructure when planning for the future. The plan says that the federal government has a leadership role in building a national infrastructure for all learning.
The next segment in the plan discusses productivity and how learning can improve using technologies simultaneously with cutting and managing costs. The plan informs the reader that there is concern over where revenue will come from, but that educational stakeholders need to embrace continuous learning and improvement. One of the goals suggests managing costs can happen with the adoption of a common definition of productivity in education. Use the definition and standards to improve decision making at all levels of the education system. Another suggestion on how to increase productivity is to reorganize the traditional seat time students usually have and focus instead on demonstrating competencies in a variety of other ways.
The final piece of the plan focuses on the “Grand Challenges”. The first challenge is to develop and integrate a system that all students can use that is individualized and offered at any time anywhere. The second grand challenge is focused on creating cost effective assessments that are based off of 21st century learning. The third challenge is that there is a need to develop an approach to share all content with all students, across all states, districts, schools, and to use efficient data that can promote further learning. The last grand challenge is the have effective online learning at a low cost.
In my opinion, the plan has many ideas that excite me as a teacher. As I was reading the plan, I was imagining all my students having a computer in my third grade classroom and that is a thrill. At the same time, many of these goals are lofty, and without proper funding will not happen for a long time. For any of the goals in the plan to occur, there needs to be money. There needs to be money to teach teachers how to use the technology, because without buy in from them this goal will never happen. There needs to be money to purchase assessment data bases, online programs, and proper internet speed. There also needs to be money for upgrades to the technology and for any repairs that need to be made. The plan also discussed all students having equal access to technologies and resources, but with different districts receiving different amounts of money, the ones with the more money obviously will use it to purchase more technologies. I don’t know if there ever will be a completely even playing field, although using technology and the Internet has opened up many opportunities for disadvantaged students. I am looking forward to the future and to where this plan takes us as teachers and where it will lead our students.
U.S. Department of Education. (2010). National Educational Technology Plan: Transforming American Education: Learning Powered by Technology. Retrieved from
http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
Blog Posting #2
There are several pieces to the Progress Report on the Long-Range Plan for Technology. The first piece of the report focuses on the Technology Immersion Pilot (TIP). With the TIP, every student and teacher is given a computer with wireless capabilities. This way learning can take place out of the regular school day, and can be used to involve not only the teacher and student, but as well, parents and the community. Some of the objectives of the TIP include executing a plethora of software, online resources, and other technologies that encourage and improve student achievement. Another objective is to encourage parental involvement as well as community involvement, as students are preparing for their futures in the 21st century.
The report places schools at either a higher Immersion Technology school or at a lower Immersion Technology school. Here are some of the major findings of both. In the higher Immersion Technology schools had strong district and school leadership, and had beneficial campus support for this pilot. They additionally had high quality professional development, not just brief meetings during or after school. Schools that were high performing held individual teachers accountable. Teachers in these schools had a positive attitude and agreed that student laptops helped to improve student learning. Schools with that were labeled lower Immersion Technology schools initially felt the same as the higher Immersion Technology schools, but failed to keep up with them. Teachers at these schools had a higher rate of turnovers; they were opposed to change and used lap tops as more of a free time activity than immersion within the classroom learning. Another trend that led to lower Immersion Technology schools was the irregularities in leadership, where not all administrators were on the same page as each other.
The next piece of the Progress Report reviews TxVSN which is a network that provides online courses for students in the state of Texas. TxVSN began in the spring of 2008 based on research showing the positive effects of online learning. The report explains the background and timeline of the TxVSN. In order for the TxVSN to be an effective experience for students, much background work was done to ensure that the standards were set high. At the close of the progress report in August of 2008, there was a lack of data regarding the effectiveness of this program, this was mainly due to because the courses were not available until November 2008. Currently, the TxVSN offers online courses under the two labels of high school and dual credit to 308 districts in the state of Texas.
The third piece of the Progress Report reviews the progress of teaching and learning. This data comes from partially from results from the STaR chart. The schools in Texas are progressing according to this data. From 2006-2008 the information shows that only 4% of campuses are Early Tech (a 1% drop). Developing Tech also dropped from 74% in 2006-2007 to 70% in 2007-2008. Advanced Tech increased as well from 20% to 25% in 2007-2008. The Target Tech stayed the same at 1%. The report also discusses the vision for teaching and learning called “Vision 2020”. This vision is based on that in the future students will be able to access digital resources that will provide a higher level of thinking and engagement that will be offered 24-7. This will help teachers offer more individualized instruction. Parents will be allowed the opportunity to become more involved with their children’s education as well as continue learn in their own education. In order for schools to improve to Advanced Tech and Target Tech, library media specialists will work with teachers to ensure students will have the appropriate technology literacy skills. These skills include knowledge of Internet safety and development of research skills using online databases and the World Wide Web. Some of the recommendations found in this part of the Progress Report include: additional funding, online research resources, standards, and a clear role of school librarians. The STaR chart data for online learning found that most campuses were in the developing stage. There have been steps taken towards online learning including the Virtual School Pilot, and the Texas Virtual School Network.
The next section of the report describes the progress of Texas educators. According to the STaR chart, most campuses (75%) were in the Developing Tech range. This percentage did not change from 2006-2008. Fewer campuses (a drop of 3%), though were at the Early tech stages in 2007-2008 which made the total 5%. The Advanced Tech campuses in 2006-2007 were at 17%, and then increased to 20% in 2007-2008, while the Target Tech stayed the same at 1% over the span of two years. To take educators to the next tech level, the report discusses some new requirements that are in place to ensure that this will happen. The report suggests that for teachers there is still a need for training and continual updates on the most recent technologies. There are recent standards regarding technology from the State Board for Educator Certification that new teachers are expected to know (via the Generalist Certificate) and that teachers currently should try to acquire. There are other technology standards teachers can strive for including an overall certification called Technology Application EC-12. There is also the Technology Applications Teacher Network that allows teachers to access resources regarding technology, as well as professional development that is available online. There are two main grants that the report describes to ensure that teachers are knowledgeable about technology and can apply it in their classrooms. They are: The STAR Grant in Action and The Intel Teach Program.
The fifth piece of the report encompasses progress of leadership, administration and instructional support. The STaR chart shows that there is progress being made. There was a 1% drop down to 2% (2007-2008) in the Early Tech stage, and there was a drop from 55% to 49% in the Developing Tech stage. In the advanced tech stage leadership had increased from 39% to 45% in 2007-2008. The Target Tech stage increased 1% to a total of 4% in 2007-2008. This report suggests that strong leadership is key in the success to better improvement of technology in a day to day environment. Leaders need to be cognizant of the fact that as technology is changing it is important to use the latest technologies to improve student learning. It was stated in the article that Texas has led the way in the area of planning. Some of the ways that this has happened is by creating the Educational Technology advisory Committee, the use of the annual STaR Charts, the creation of the State Board of Education Long Range Plan for Technology, the and the requirement by the state for districts to create their own Texas ePlan. In order to have technology there has to be funding. There are different ways funding can come about. One is through e-Rate which has given over 2.25 billion annually to all of the United States. Texas receives around ten percent of this 2.25 billion. There is additionally a technology allotment that the Texas Legislature that began in 1992. Districts receive $30 per student per ADA.
The sixth part of the report is focused on the progress in infrastructure for technology. This infrastructure is not just based on equipment, such as computers but also the infrastructure regarding humans-the staff that is involved or works directly with the technology. Much of the funding comes from federal funding and local funds for maintenance and capacity. The STaR chart shows that there is progress in this area. Early Tech stage went down 1% in 2007-2008 to 1%. Developing Tech went down 4% to 35% in 2007-2008. Advanced Tech increased from 53% in 2006-2007 to 57% in 2007-2008. Target Tech also increased from 5% in 2006-2007 to 7% in 2007-2008. The report shows how the infrastructure is progressing to meet recommendations from not only the TEA, but from the service centers and districts.
To ensure students stay safe on the Internet the report explains how the Texas Legislature mandated that the TEA compile a list of resources through that pertained to Internet Safety. Many things are being done to save the state money including the ESC’s use of the Texas Education Telecommunications Network to help alleviate costs due to traveling to Austin for meeting that are required.
The final piece to the report reviews each of the twenty Education Service Centers around Texas. This report includes the demographics of the area, the counties that it covers, and a mission statement. It also includes each of the four pieces of the Long Range Plan (Teaching and Learning, Educator Preparation and Development, Leadership Administration and Instructional Support, and Infrastructure for Technology). In each of the four pieces it includes goals and what steps are currently taking place to ensure success.
Texas Education Agency. (2008). Progress Report on the Long-Range Plan for Technology, 2006-2020. Retrieved from http://ritter.tea.state.tx.us/comm/leg_reports/2008/08pr_to_lrpt.pdf
The report places schools at either a higher Immersion Technology school or at a lower Immersion Technology school. Here are some of the major findings of both. In the higher Immersion Technology schools had strong district and school leadership, and had beneficial campus support for this pilot. They additionally had high quality professional development, not just brief meetings during or after school. Schools that were high performing held individual teachers accountable. Teachers in these schools had a positive attitude and agreed that student laptops helped to improve student learning. Schools with that were labeled lower Immersion Technology schools initially felt the same as the higher Immersion Technology schools, but failed to keep up with them. Teachers at these schools had a higher rate of turnovers; they were opposed to change and used lap tops as more of a free time activity than immersion within the classroom learning. Another trend that led to lower Immersion Technology schools was the irregularities in leadership, where not all administrators were on the same page as each other.
The next piece of the Progress Report reviews TxVSN which is a network that provides online courses for students in the state of Texas. TxVSN began in the spring of 2008 based on research showing the positive effects of online learning. The report explains the background and timeline of the TxVSN. In order for the TxVSN to be an effective experience for students, much background work was done to ensure that the standards were set high. At the close of the progress report in August of 2008, there was a lack of data regarding the effectiveness of this program, this was mainly due to because the courses were not available until November 2008. Currently, the TxVSN offers online courses under the two labels of high school and dual credit to 308 districts in the state of Texas.
The third piece of the Progress Report reviews the progress of teaching and learning. This data comes from partially from results from the STaR chart. The schools in Texas are progressing according to this data. From 2006-2008 the information shows that only 4% of campuses are Early Tech (a 1% drop). Developing Tech also dropped from 74% in 2006-2007 to 70% in 2007-2008. Advanced Tech increased as well from 20% to 25% in 2007-2008. The Target Tech stayed the same at 1%. The report also discusses the vision for teaching and learning called “Vision 2020”. This vision is based on that in the future students will be able to access digital resources that will provide a higher level of thinking and engagement that will be offered 24-7. This will help teachers offer more individualized instruction. Parents will be allowed the opportunity to become more involved with their children’s education as well as continue learn in their own education. In order for schools to improve to Advanced Tech and Target Tech, library media specialists will work with teachers to ensure students will have the appropriate technology literacy skills. These skills include knowledge of Internet safety and development of research skills using online databases and the World Wide Web. Some of the recommendations found in this part of the Progress Report include: additional funding, online research resources, standards, and a clear role of school librarians. The STaR chart data for online learning found that most campuses were in the developing stage. There have been steps taken towards online learning including the Virtual School Pilot, and the Texas Virtual School Network.
The next section of the report describes the progress of Texas educators. According to the STaR chart, most campuses (75%) were in the Developing Tech range. This percentage did not change from 2006-2008. Fewer campuses (a drop of 3%), though were at the Early tech stages in 2007-2008 which made the total 5%. The Advanced Tech campuses in 2006-2007 were at 17%, and then increased to 20% in 2007-2008, while the Target Tech stayed the same at 1% over the span of two years. To take educators to the next tech level, the report discusses some new requirements that are in place to ensure that this will happen. The report suggests that for teachers there is still a need for training and continual updates on the most recent technologies. There are recent standards regarding technology from the State Board for Educator Certification that new teachers are expected to know (via the Generalist Certificate) and that teachers currently should try to acquire. There are other technology standards teachers can strive for including an overall certification called Technology Application EC-12. There is also the Technology Applications Teacher Network that allows teachers to access resources regarding technology, as well as professional development that is available online. There are two main grants that the report describes to ensure that teachers are knowledgeable about technology and can apply it in their classrooms. They are: The STAR Grant in Action and The Intel Teach Program.
The fifth piece of the report encompasses progress of leadership, administration and instructional support. The STaR chart shows that there is progress being made. There was a 1% drop down to 2% (2007-2008) in the Early Tech stage, and there was a drop from 55% to 49% in the Developing Tech stage. In the advanced tech stage leadership had increased from 39% to 45% in 2007-2008. The Target Tech stage increased 1% to a total of 4% in 2007-2008. This report suggests that strong leadership is key in the success to better improvement of technology in a day to day environment. Leaders need to be cognizant of the fact that as technology is changing it is important to use the latest technologies to improve student learning. It was stated in the article that Texas has led the way in the area of planning. Some of the ways that this has happened is by creating the Educational Technology advisory Committee, the use of the annual STaR Charts, the creation of the State Board of Education Long Range Plan for Technology, the and the requirement by the state for districts to create their own Texas ePlan. In order to have technology there has to be funding. There are different ways funding can come about. One is through e-Rate which has given over 2.25 billion annually to all of the United States. Texas receives around ten percent of this 2.25 billion. There is additionally a technology allotment that the Texas Legislature that began in 1992. Districts receive $30 per student per ADA.
The sixth part of the report is focused on the progress in infrastructure for technology. This infrastructure is not just based on equipment, such as computers but also the infrastructure regarding humans-the staff that is involved or works directly with the technology. Much of the funding comes from federal funding and local funds for maintenance and capacity. The STaR chart shows that there is progress in this area. Early Tech stage went down 1% in 2007-2008 to 1%. Developing Tech went down 4% to 35% in 2007-2008. Advanced Tech increased from 53% in 2006-2007 to 57% in 2007-2008. Target Tech also increased from 5% in 2006-2007 to 7% in 2007-2008. The report shows how the infrastructure is progressing to meet recommendations from not only the TEA, but from the service centers and districts.
To ensure students stay safe on the Internet the report explains how the Texas Legislature mandated that the TEA compile a list of resources through that pertained to Internet Safety. Many things are being done to save the state money including the ESC’s use of the Texas Education Telecommunications Network to help alleviate costs due to traveling to Austin for meeting that are required.
The final piece to the report reviews each of the twenty Education Service Centers around Texas. This report includes the demographics of the area, the counties that it covers, and a mission statement. It also includes each of the four pieces of the Long Range Plan (Teaching and Learning, Educator Preparation and Development, Leadership Administration and Instructional Support, and Infrastructure for Technology). In each of the four pieces it includes goals and what steps are currently taking place to ensure success.
Texas Education Agency. (2008). Progress Report on the Long-Range Plan for Technology, 2006-2020. Retrieved from http://ritter.tea.state.tx.us/comm/leg_reports/2008/08pr_to_lrpt.pdf
Blog Posting #1
I chose to look deeper into the "Teaching and Learning area of the Texas Long Range Plan for Technology, 2006-2020". This area focuses on students being fully engaged in a variety of technology opportunities, no matter what district or part of the state the student is located in. Technology will bring the world to each student and classroom. This area encourages distance learning so that all have opportunities to be engaged in technology that will prepare them to be learners, and leaders of the 21st century. Technology will need to be accessible to all learners twenty-four hours a day, seven days a week. Since we are a diverse state, technology can help improve individualized instruction with the use of different programs and technologies. For this to happen, all teachers need to use technology effectively in their curriculum. Teachers will need to change from the traditional method of standing in front of students delivering the teaching to instead become a co-learner by working beside the students and facilitating and mentoring their work. I feel that this part of the area is the main challenge. This concept has not been accepted by all teachers and will take staff development, learning cadres, and observation of other classrooms (in person or online) that are seamlessly combining TEKS and curriculum with 21st century technology. Without teacher buy-in, this area will struggle to be on target. I believe that there are two ways that this will happen. The first is by seeing real teachers perform these expectations. The second way I feel that this will occur is by administrators. The Teaching and Learning area in my school (Bradfield Elementary School, Highland Park ISD) went from Developing Tech in 2006-2007, and in 2007-20098/2008-2009 it improved to Advanced Tech. I feel the reasons were because of an additional computer lab, and a classroom set of laptops available to each grade level. It has been easier to access the computers, so it is easier to use them. Our campus also went from having a solitary computer class one time a week, to an open lab concept where we are allowed the flexibility to use the computer labs whenever we need to for whatever concept. This has made some teachers happy in the school, but some as I mentioned earlier some teachers have not “bought in” to this change yet and are not ready to take on this technology role. As all new things do, there needs to be time for this change to sink in and to change all.
The overall trends in Texas on this area in 2006-2008 were as follows: there was a decrease of 1% in Early Tech, an increase of 4% in Developing Tech, a 5% increase in Advanced Tech, and no increase or decrease in Target Tech. Hopefully in the years to come, when technology and accessibility becomes more frequent we will all be on Target Tech.
Nationally, the data that was reviewed was from 2004-2005, (U.S. Department of Education, 2007) and it stated some shocking findings. It said that one-fourth of fourth grade students had teachers that used computers at least one time per week to create assignments. It mentioned that fewer students had teachers that integrated technology into mathematics. It also suggested that in 2004-2005 almost half of America’s students were sitting in classrooms where teachers do not have access to technology in any type or form of professional development or technology for general class use for instruction.
Texas Education Agency. (2006). Texas Long Range Plan for Technology, 2006-2020:Teaching and Learning. Retrieved from http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html
U.S. Department of Education. (2007). National Educational Technology Trends Study State Strategies Report: Vol. 2. Retrieved from
http://www2.ed.gov/rschstat/eval/tech/netts/netts-vol2-exec-sum.html
The overall trends in Texas on this area in 2006-2008 were as follows: there was a decrease of 1% in Early Tech, an increase of 4% in Developing Tech, a 5% increase in Advanced Tech, and no increase or decrease in Target Tech. Hopefully in the years to come, when technology and accessibility becomes more frequent we will all be on Target Tech.
Nationally, the data that was reviewed was from 2004-2005, (U.S. Department of Education, 2007) and it stated some shocking findings. It said that one-fourth of fourth grade students had teachers that used computers at least one time per week to create assignments. It mentioned that fewer students had teachers that integrated technology into mathematics. It also suggested that in 2004-2005 almost half of America’s students were sitting in classrooms where teachers do not have access to technology in any type or form of professional development or technology for general class use for instruction.
Texas Education Agency. (2006). Texas Long Range Plan for Technology, 2006-2020:Teaching and Learning. Retrieved from http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html
U.S. Department of Education. (2007). National Educational Technology Trends Study State Strategies Report: Vol. 2. Retrieved from
http://www2.ed.gov/rschstat/eval/tech/netts/netts-vol2-exec-sum.html
Thursday, June 3, 2010
Web Conference Week 2 Reflection
| Your Blog’s URL | http://sarah-e-arnold.blogspot.com |
| Time and Date of Web Conference | Thursday of Week 2 at 8:00 p.m. |
| A Copy of Your Blog Post | My experience with the web conferences overall was positive. Being new to this program, and overwhelmed at all of the new information and software, it is nice to actually see your professors and to hear them, instead of just reading the information that they have presented to you over the Internet. There is a sense of comfort when you can hear someone’s voice and see them. It was nice to see other peoples’ faces that are in the program. I feel like I have more of a personal connection with them, just by seeing their faces and hearing their voices! It was beneficial because many of the questions that were asked were informative, and they were questions I wouldn’t have thought to ask. Some of the downfalls of the web conference were that I was not sure if I was able to be heard or not. I am a little shy and it can sometimes be hard for me to speak up in a group of strangers. I don’t think I was able to be heard because no one responded to me. But, not everyone was responded to. My microphone does not have an on and off button, so I was hesitant to talk, and I didn’t want it to echo to everyone else. I wasn’t able to be seen (or heard) at last week’s webcast, and I was anxious all week if I was going to be able to be seen and heard. I asked to become a presenter, to see if I could be seen and heard, but with all of the other messages being mixed in, it was not done. I will have to look towards next week to see if I am using my webcam properly! |
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