Action Research Project Update 9-29-2012

Curriculum Improvement Through 6th Grade Technology TEKS Integration The action research project that I chose deals with the integration of the technology application TEKS in 6th grade classrooms at Lumberton Intermediate School. I chose this project because I am concerned that the technology TEKS are always overlooked when teachers think about their responsibilities in the classroom. Many think that the computer lab paraprofessional should cover these TEKS. The problem with that line of thinking is that students are not scheduled in the computer lab at all or more than nine weeks out of the school year. Also, research shows that the integration of technology into the core curriculum increases student test scores. Currently I am working on documenting the list of technology TEKS that the 6th grade teachers have indicated that they teach throughout the school year. I will be comparing this with the information collected through the walkthroughs that the principal and the assistant principals will be doing over the next semester. I am also looking for more research evidence that teaching the technology TEKS in the core curriculum improves student learning. In making observations, I have found that not all teachers who marked that they are teaching multiple technology TEKS throughout the school year are actually checking out laptops or taking their students to the computer labs. We are currently implementing a BYOT program this school year. Almost every 6th grade student on campus will have permission to have a device on campus. This will help with the shortage of computers to use with the technology integration. As a result of the discoveries found by this Action Research Project, I am working on training that will help teachers understand what integration truly looks like in a classroom and what level of integration they are currently implementing.

EDLD 5397 Week 03 Web Conference Reflection This web conferences was very informative. There was a detailed discussion concerning the requirements for the LCE test. Participants were encouraged to take the LCE test as many times as we can prior to our last course ~ EDLD 5398. One of the participants noted that a passing score was 36 correct out of 45 questions. Another important topic of discussion was the ILD training. Many of the participants were frustrated because this week long course cost $400.00 at the region service centers and $450.00 when it is taken online. With the cost of school, it is hard to come up with extra money. The ILD training is a requirement set out be the state of Texas in order for you to receive your principals certification. Also, the instructor informed the participants that another training we will have to take is PDAS training. This training is normally done after you are hired by a district in the role of AP or Prinicpal. Ms. Borel encouraged everyone to take the Technology Application Certification Test. She said we were all very capable of passing this test at this point in the master’s program. Lastly we were encouraged to contact Dr. Roy Benavides if we have not been contacted by a field supervisor.

UDL Lesson Reflection

UDL Lesson Reflection
Mary A. Johnson
EDLD 5364
March 9, 2012



The Universal Design for Learning website offered great insight to help with the process of building a lesson addressing the needs of diverse learners within a classroom. Designing lessons with only the average child in mind is no longer acceptable and the UDL lesson template eliminates that from happening by focusing the teacher’s attention on learning goals, the lesson materials, methods used within the lesson, and what formative and summative assessments will be administered during the lesson or unit duration. The foundation of the UDL is its principles. Looking at the lesson with the multiple means of representation, multiple means of expression, and multiple means of engagement in mind, definitely help a teacher diminish stumbling blocks for students and helps get the most out of their learning.

When building the lesson for this project, it was important to focus in on the three brain networks that were discussed on the lesson builder website for CAST. Using that new knowledge about the what, the how, and the why of learning, helped define these areas and adjust for the individual needs of all students in the classroom. Creating different products throughout the lesson really helps in addressing the UDL principles and customizing the learning for each student. Each section of the lesson plan builder makes teachers stop and think about and adjust for the individuality of all learners.



References:

CAST UDL Lesson Builder. (n.d.). CAST UDL Lesson Builder. Retrieved March 9, 2012, from http://lessonbuilder.cast.org

EDLD 5363 Links

Wiki/ePortfolio EDLD 5363 Week 4


PSA

Week 05 EDLD 5363 PSA Reflection

From Digital Storytelling in week one, Podcasting in week two, to the Public Service Announcement in weeks three, four, and five, this class has offered many opportunities for me to grow in my knowledge of multi-media and video technology. After creating my digital story, I began to comprehend the value and power of telling a story using software such as PhotoStory3 or Windows Movie Maker. According to Ken Ellis (2005), “For this digital generation, electronic media is increasingly seductive, influential, and pervasive, yet most schools treat the written word as the only means of communication worthy of study.” He goes on to say that “By applying literacy skills to media and technology messages, by learning to skillfully interpret, analyze, and create messages, media literacy empowers people to be both critical thinkers and creative producers of messages using image, language, and sound” (Ellis, 2005). These two quotes are very powerful in helping us understand that students of today are drawn to media and by using media we can advance their skills up the scale of Bloom’s Taxonomy. Isn’t that what we are trying to achieve in the classroom?

As I advanced through the weeks of this course and created new products along the way, I also began to see the power of collaboration for students. During week three we formed groups for our PSA and our group began to collaborate using a Google document as well as through email and text messaging. We were able to share ideas and develop a story line for our public service announcement as we worked from areas all over Texas. Each member of the group contributed to the Google document and gathered all the necessary information needed to put together a powerful and effective PSA.

This assignment allowed me to use prior knowledge; it challenged me to develop new skills in video editing, and it brought to the forefront evidence of how effective this can be for our students in the classroom. As Joe Lambert (2010) said in the preface of his book, Digital Storytelling Cookbook, “The students that share their stories in our circles recognize a metamorphosis of sorts, a changing, that makes them feel different about their lives, their identities.”

Ellis, K. (2005). Visual acuity: From consumers to critics and creators. Edutopia. Retrieved November 16, 2011, from http://www.edutopia.org/print/1321

Lambert, J. (2007, February), Digital storytelling cookbook, 1-30. Story Center. Retrieved November 16, 2011, from http://storycenter.org/cookbook.pdf.

EDLD 5363 Reflection Week 02 - Software Evaluation

Reflection Week 02


Wiki Link

Podcast Link

Google Collaborative Document Link

Podcasting gives normal people a voice. Moreover, YouTube and other hosting websites provide the medium for voices to be heard. This week’s assignment gave me the opportunity to review skills that I had obtained over the years of training at Lumberton ISD. I have created several podcasts in the past and believe that the power that it holds for students is worth the time investments in the classroom. It “is yet another way for them to be creating and contributing ideas to a larger conversation, and it’s a way of archiving that contribution for audiences to use” (Richardson, 2010, p. 115). Once students are comfortable with recording their voices and creating simple podcasts it is an easy transition to move them into enhanced podcasts using pictures or video with their voice recordings. One important piece of information that students need to be aware of is file extensions. Click here for a link to file extension information.

Windows Movie Maker is the software application I chose for this week’s assignment. After looking at other software applications, this seemed a logical choice for me because I am familiar with the program and the basic functions that allow users to import pictures as well as capture video from a camera. Many tutorials on Windows Movie Maker are available and watching them provided information about this application that I did not know existed. I was pleasantly surprised to learn how to edit video within the middle of a clip. This small bit of information is so powerful and very easy to apply. In the future, I plan to use the knowledge gained to train other teachers on the power of podcasting. One example of how podcasting could be used in the classroom is when teachers use them to record lessons or important parts of lessons and publish those parts on their websites for students to listen to from home. The ultimate goal would be for teachers to become so familiar with the process that they allow their students to podcast and publish their work. Garrison (1999) states, “Integrating media production in your curriculum can help you find new access to students and help them find new access to the material” (p.1).


Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center For Media Literacy. Retrieved November 20, 2011, from http://www.medialit.org/reading_room/article3.html

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful Web tools for classrooms (3rd ed.). Thousand Oaks, Calif.: Corwin.

Web Conference Reflection 11-22-2011

The web conference for week two was beneficial in clearing up several questions. The discussion board requirement was unclear until the conference. The problem I have in understanding assignments is that even though overviews are sent out, they usually do not cover everything that is in the assignment. Therefore, it is hard to know if we follow the assignment for that section not addressed in the overview. I understand that classes are built in Epic way ahead of time, but the information that has changed over time surely can be updated to cause less confusion for students. Thankfully we have the web conferences to keep everything clear and to clarify any confusion. Another positive aspect of the video conferences is the collaboration that goes on between students. This helps all of the students and is such an important skill. With technology ever-changing, it is hard to stay current on every aspect. Having students share their information with each other is very helpful.