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.

EDLD 5363 Blog Reflection: Week-01 Digital Storytelling

Digital Storytelling is a great way for students to improve on their writing skills. It is a powerful tool to help students understand the importance in editing their writing in order to publish a product worthy of reading. It is also a powerful tool to use to reflect on past experiences.

This week my digital story brought back painful memories. What was shocking to me was the power that the photographs had in dredging up feelings that I had not allowed myself to express while my son was going through his cancer treatments. Looking back on the photos and writing our story about his journey with leukemia, allowed time for healing. It also brought to the forefront feelings I had not dwelled on during his cancer treatments because I didn’t feel like I could give energy to anything other than what was happening at the moment. In the preface of Digital storytelling cookbook, Joe Lambert said, “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” (Lambert, 2007, p. v). Prior to writing my story for this week’s assignment, this quote caught my attention. After writing my story and putting pictures with the words for this week’s assignment, this quote helped me comprehend the value and power of telling my story. I also believe that it can truly develop and stimulate learning experiences within the classroom. It can be a powerful tool that influences how students learn and how they share their knowledge with others.

Reference:

Lambert, J. (2007, February). Digital storytelling cookbook, 1-40. Story Center. Retrieved April 4, 2009 from http://www.storycenter.org/cookbook.pdf.

EDLD 5363 Week 01 Links

Below are the links to my Digital Story assignment for EDLD 5363 Week 01 and the link to my Wiki page for EDLD 5363

Digital Story

My Wiki

EDLD 5363 Web Conference 11-13-2011

This conference was fantastic. Finally, video and audio worked at the same time. I appreciate that Dr. Abernathy closed the web conference after start time so that we could all collaborate effectively. Also, it was nice that our Instructional Assistant was a part of the video conference as well. We could have side chats with her and ask questions that Dr. Abernathy did not have time to address. Some key point of the conference were dealing with the discussion board as well as the week one assignment. I appreciate the fact that we only have to respond to one discussion post instead of two. So much time is spent on writing reflections this will be a relief. Clarification was given about our scripts for our first digital story. It should be no longer than 2 pages. The entire story can't be longer than 2 minutes simply because a file larger than that will be difficult to share. Dr. Abernathy recommended that we all have drop boxes. This can be achieved by going to www.dropbox.com. File sharing is much easier when uploading to drop box rather than trying to email large video files.

Also, concerning our Public Service Announcement, we need to make sure we are documenting our work in google docs so that it is clear that everyone is contributing to the final project. Everyone has to turn in all parts of the assignment. Google docs and drop box are great collaboration and file sharing tools to accomplish this task.

Final Reflection for EDLD 5301 – What have I learned?

Before beginning this class I was unfamiliar with the term action research. Therefore, I thought it would be a topic to research concerning school environment or researching some facet of the use of technology within schools. Immediately after delving into Leading with passion and knowledge: The principal as action researcher, by Nancy Fichtman Dana, I knew that action research was nothing I had expected and everything I needed to help make improvements within my role as Campus Instructional Technologist. This book has provided great insight into the big picture of conducting an effective action research plan, and explains the role of principal in a way that I had never thought about or experienced in my teaching career. Only recently I have been fortunate enough to work for a “head learner” (Dana, 2009).
In chapter one of the Dana text, I found all of the examples of action research to be beneficial in understanding the benefits of this type of research. How true it is that, “Never a day goes by without at least one problem, issue, tension, or dilemma arising from a principal that beckons for the deep exploration and insights that the process of inquiry can bring!” (Dana, 2009, p.19) I find it refreshing that now, with the knowledge of how the action research process should flow; a difference can be made within a school that could potentially bring about change.
In week two, I found the videos from the different school officials to be beneficial in demonstrating the big picture of action research. I especially found Dr. Kirk Lewis’ interview very informative. From the interview with Dr. Lewis, it appears that his district is one in which action research plays an important role in the decision making process. I found his advice about “changing the way teachers deliver instruction” (Lewis, n.d.) a necessary component in changing how we do business within our schools if we plan to make a difference for students.
Lastly, the Harris, Edmonson, and Combs text book Examining what we do to improve our schools: 8 steps from analysis to action to have pockets of really great information. However, I did not understand how to fit my plan completely into the 8 steps the book discussed. I plan to go back and reread this textbook to try to understand with better clarity the 8 steps. One piece of information that I found very beneficial from this text was in Step 8. The force field analysis strategy was something I new nothing about but found that I definitely could implement this within my action research plan (Harris, Edmonson, and Combs, 2010). I feel that it will be an effective strategy to eliminate negative forces among teachers as I conduct my action research plan.
In closing, this class offered great information and I felt like each week offered new learning opportunities that will be valuable to me as I progress through the masters program.



References:

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y.: Eye on Education.

Lewis, K. (n.d.) Week 2 Interview 3 [web video]. Retrieved from http://lamar.epiclms.net

Reflection - Week 4 EDLD 5301 - Action Research

Week 4 has been a week of evaluation concerning my action research plan. After reading about the four models for sustaining school improvement in the Harris, Edmonson, and Combs textbook, Examining What We Do To Improve Our Schools: 8 Steps From Analysis To Action; and after meeting with my site mentor, I decided to make a couple of changes within my plan. I am adding the Force Field Analysis strategy to the beginning of my plan in hopes of eliminating negative forces prior to meeting with teachers to determine what technology application teks they have already addressed in the school year. With a new curriculum and a new state test thrown on teachers in one school year, I feel that they may be apprehensive to incorporate technology into their lessons. Hopefully, by reflecting on these 7 questions prior to meeting with the teachers all will go as planned. My meeting with my site mentor went very well and he was very encouraging about the action research topic. He made a few suggestions that I put into the revised action plan. When all is done, he would like for this plan to be a model for the fourth and fifth grade teachers in implementing technology.

Revised Action Research Plan

EDLD 5301 Revised Action Planning Template

EDLD 5301 Week 3 Reflection

During week three we were asked to complete a draft from our action research project. In so doing, I used the workable template 7.1 found in our resource folder on Epic or in the Harris textbook. In completing this template, I was able to think through the process that I would take as I go through the plan. It helped me to focus on the timeline, the persons I would need help from, and the resources I would need to complete the project. I used the two textbooks Leading with passion and knowledge: The principal as action researcher by Nancy Fichtman Dana (Corwin, 2009) and Examining what we do to improve our schools: 8 steps from analysis to action by Sandra Harris, Stacey Edmonson, and Julie Combs(Eye on Education, 2010) as well as the downloaded example Student Use of Cell Phones (unknown, n.d.) to guide me through the process. After looking carefully at the plan I saw several areas in which I need to strengthen the plan. I felt like getting the plan down on the template was helpful to me in looking at the strengths and weaknesses of the plan and being able to make adjustments.

EDLD 5301 Action Research Plan

EDLD 5301 Workable Action Planning Template Based on Harris Et Al Text[1]

Reflection - EDLD 5301 - Week 2

From the videos I watched, the recurring theme for me was that all decisions made in a distric and on a campus must be data driven. I felt that Dr. Kirk Lewis from Pasadena ISD was helpful when he said that action research should be practical for you.

After reading the assigned chapter in the Dana text and looking at all the passions, I agree with the statement under passion. Principals do look like deer in the headlights. Every district is under the gun to improve student permformance. As a leader of the school, the principal bears the burden along with the teachers.

Lastly, I found the cautionary notes at the end of chapter two to be a great reference:
*Research should not focus on controlling or changing other people's practice (p.64)
*It takes time to discover a true passion that will sustain you through the process (p.67)
*Give yourself time to select the correct wording of your wondering:
-clearn, concise, and specific
-one whos answers youi do not already know
-free of judgement language
-phrased as open-ended
-doable (p.67)
*Allow your wondering to change and evolve over time as you engage in inquiry (p.68)

Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press

EDLD 5301 Research Discussion Board Week 2:

Purpose:
In regard to my action research plan, I will research the instructional application of technology TEKS throught the 6th grade curriculum at Lumberton Intermediate School.

Significance:
The key stakeholders that will benefit from my research are the 6th grade students and teachers as well as the Lumberton Middle School teachers. This research will insure that 21st century learners are prepared for their future.

The advantage that LIS will gain as a result of this study is the identification of technology application TEKS that are not currently being addressed. From this data teachers will be more informed about unaddressed TEKS so that lesson plans may be adapted accordingly. As lesson plans are updated and the unaddressed TEKS are implemented student learning improves. According to Cradler, McNabb, Freeman, and Burchett "Research and evaluation shows that technology can enable the development of critical thinking skills" (p.49).

Reference:
Cradler, J., McNabb, M., Feeman, M., & Burchett, R. (2002). How does technology influence student learning. Leading and Learning, 29(8), 46-49. Retrieved October 5, 2011, from https://k20portal.ou.edu/k12/leaders/Document%20Library/1/Article.StudentLearning


Mary Johnson
EDLD 4301/ET 8038

Reflection - EDLD 5301 - Educational Leaders and Blogs

How educational leaders might use blogs:

Before communicating with a blog one must determine what the ultimate purpose of the blog will be. In David Warlick’s book Classroom blogging: a teacher’s guide to the blogosphere he suggests that first the audience needs to be identified and secondly what is the goal of the blog. In communicating with school stakeholders Warlick gives several examples of how to use blogs effectively. One example is current events. Teachers could focus on technology by blogging about how they are using the technology in their classrooms. Superintendents could blog to the community about the current events going on within the school and making real world connections for parents and students alike. The second example Warlick talks about is curriculum. Teachers can communicate the importance of what students are doing inside the classroom. And lastly, Warlick suggests that internal blogging within school personnel is an excellent way for employees to share what is working in their classroom, what is not working, where they have celebrated successes and how they have learned from their failures (Warlick, 2005). In the text Leading with passion and knowledge:The principal as action researcher, Dana suggests that principals use blogs as a way to post the latest information gleamed from the current action research taking place on a campus. She suggests that it is a great tool to use in modeling the love of writing with students (Dana, 2009).

Reference:

Dana, N. F. (2009) Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Warlick, D. (2005). Classroom blogging: a teacher's guide to the blogosphere. Raleigh: Landmark Project.

Blog Reflection – Action Research - EDLD 5301

What I have learned about Action Research:

My eyes have been opened to the effectiveness that action research principals and teachers can have on student achievement. Going into this course I had preconceived notions about “research”. I thought that I would be assigned a technology related topic and would have to produce a term paper in five weeks. After only a few days and a few pages of text, I am actually excited about the class. Through my twenty years in education I have had multiple “wonderings”. Now, I know what to do with those wonderings and how effective I can be on students and other teachers when I collaborate and reflect on the findings from an action research plan. As Dana points out in Leading with passion and knowledge: The principal as action researcher, research about school improvement, as we have known it up to this point has been from collegiate experts who are not in the day to day grind of school business (Dana, 2009). Because action research is going on by those who are educating or supervising the educators, it is real time and can make a real difference in student outcomes. The downside, if there is one, would be the time factor. Dana addresses this issue in her book and gives several examples on how to juggle action research within the role of a principal. The best advice Dana gives in regards to the time issue “is to make inquiry a part of your daily practice rather than a separate part of it” (Dana, 2009, p.16). In the readings from Examining what we do to improve our schools: 8 steps from analysis to action, the authors issue a warning concerning time as well. They warn not to rush through the steps of the action research plan as this may cause shallow results (Harris, Edmondson, Combs, 2010).

References:

Dana, N. F. (2009) Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, N.Y. :Eye on Education.

Week 5 Reflections of Course 5306

Deciding to go back to school late in life has been a struggle for me. I have waited for the right time and I believe it is now or never. With the budget crisis in Texas Education a hot topic; and when technology specialists across the state lost their positions, I began to realize that having the certification to go along with the job was probably a smart option. I was not afraid of the online learning environment because I am confident of my skill level, but I was concerned with the time commitment. I was prepared to use current technologies in this course and I love the way they were incorporated in each week’s assignments. This offered a great example of how teachers can use web 2.0 tools within their learning environment. I was familiar with almost everything that was presented in the five week course, however, I appreciate the in-depth look at the national, state, and local technology plans as well as the STaR Chart and e-Rate. I feel that I gained new knowledge about each of these that will help in my current job position. I was not aware that at the end of this master’s program, I could take the Texas Principal Certification test. This came as a total surprise. After much consideration, I am very excited about this aspect of the degree plan.

Although this has been one of the most challenging courses, I feel that the outcomes far outweigh any negative experience I had during the five weeks. Time management is crucial to the success of the course. Everything that was presented in this class is relevant in my current job status. From the first week when we looked at learning styles to the inventory on basic computer skills and web 2.0 tools until the last week when we developed our internship and principal competency plans. Each week taught skills that I feel necessary to pass on to my staff. This course has made me look at how I perform my job currently and how I want to perform my job in the future to best serve students. Educating students has to change. We are preparing students for a different world than what we knew 20 years ago. I appreciated the relevancy of the articles each week to help reinforce the importance of changing school atmosphere to educate 21st century learners.

One of the beautiful aspects of education is the willingness of educators to share. When I learn new material and cannot share it with others because of filtering issues at school, it is very frustrating. This is not a new obstacle, it is an ongoing battle. Unblocking blogging websites is something that I will continue to address at LISD. Thanks to Concepts of Educational Technology and David Warlick’s book Classroom blogging: a teacher’s guide to the blogosphere, I have acquired new knowledge about the importance of this tool and the relevancy it has for the 21st century learner. I plan to continue to find avenues for students to collaborate and hopefully “unblock” the blogging world within our district. I understand the necessity to protect our children, but I also know from relevant articles presented within this course that it is our responsibility as educators to teach students about cyber ethics and how to use the technology responsibly.

I can say with much joy that I was successful in completing the course work for EDLD 5306. As with anything new there is an adjustment period. I felt completely overwhelmed at the beginning with the amount of time each task took within the assignments. It did not help that this was also the first week back at work from the summer vacation. Time management is very important and a skill I am thankful to have acquired. It helped tremendously to break down the assignments and accomplish a certain amount each day. One of the most discouraging parts of the course were all the different locations you had to look and compare to make sure you had everything completed. The course work within Epic did not always match what was reflected in the week assignment. The course overview could also have information that had not been included in the week assignment. It was frustrating to have to wait for a couple of days before the week overview was available on the discussion board or it was emailed after a request. It is important with managing a family, a career, and a master’s degree program that the information presented is consistent and timely.

Overall, this course was very enlightening to me from the first week. To take a look at my learning style, my leadership skills, my technology skills, and my technology literacy skills was an eye-opening experience. I feel that knowing the strengths and weaknesses of these has helped me grow considerably over the last five weeks. I have become more aware of the areas of leadership that I need to improve and continue to strengthen. I feel that the first course of the master’s program will help me improve on my job performance considerably and will enhance technology integration throughout my campus. My technology skills are strong but I feel it is important to continually seek out and strengthen the skills that I maintain. From this class, I have obtained much information but most importantly I have discovered that being a life long learner is essential in the field of technology education.

Reflections from Web Conference #5

The last video conference for EDLD5306 was one of mixed emotions. I am so glad to have this class behind me, yet I have enjoyed getting back into the role of the student. Being a life long learner is important and this class has really jump started that process again for me.

Very important information was discussed tonight concerning our TK20 account and what we have to complete before Sunday’s course deadline at 11:59 pm on September, 25th. It was expressed that no extensions would be given for this week. Also, one of the most helpful items discussed was the “To Do” list that can be found on the class website under Internship Requirements.

Our next course begins on October 3rd and the payment deadline is September 26th. This information can be found on the Lamar homepage at the bottom where it is noted “Complete Calendar – Academic Partnerships Calendar”.

When I look back on the last 4 ½ weeks, I can’t believe it has gone by so quickly. I can only hope that the next eighteen months bring about as much personal growth as this first course. Thank you Ms. Borel.

Mary Johnson
EDLD5306/ET8038

Reflections from Web Conference #4

This week’s web conference was the most informative of all the web conferences thus far. A lot of material was covered and information given that will help with week five’s assignment. Problems with TK20 were discussed and it was noted that two assignments need to be placed on TK20. Those two assignments are Part 1 of Week 1 assignment and the Application to Internship. The last thing we will need to post for this class to the TK20 will be two of our week five assignments, the Internship Plan and the Principal Chart. A detailed explanation of the Internship Handbook Template and the Principal Chart were discussed and several references were made to the ISTE’s Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do as well as the School Leader Internship textbook. These textbooks will be a great resource when completing the week five assignments. The difference between the field-based hours and the course-embedded hours was explained to help us understand the expectations for our internship. The combination of both the field based hours and course-embedded hours make up scope of our internship. There was so much information in this web conference it would be beneficial to watch the recording again. Week five’s web conference is scheduled for Tuesday instead of Wednesday.
Mary Johnson/Lamar EDLD 5306/ET 8038

Reflection of Web Conference #3 (9-7-2011)

This evening’s web conference was full of information. One of the key points covered was the Application for Internship and the Site Mentor Agreement. It was recommended that all cohorts print a copy of the Internship Handbook which can be found on the Class Website. Many cohorts had questions concerning the process to upload the Part 1 assignment from week one as well as creating the Application for Internship in TK20. Pages that Ms. Borel pointed out with in the handbook included: Page 5, page 17, and page 18. On page 5 the course based embedded assignments and the field based assignment hours have both changed from 100 to 150 hours. The combined total of 300 hours must be completed over the 18 month time period. Many cohort members have not added email addresses to the website; therefore it makes it difficult for other members to collaborate within their small groups. It was refreshing to have fewer microphone problems with this conference. Because of this we were able to get more accomplished.
Mary Johnson/EDLD 5306/ET8038

Lumberton ISD Technology Plan & E-Rate

Lumberton ISD Technology Plan & E-Rate

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National Education Technology Plan

            In 2009 President Obama made education reform a major priority for his presidency. In so doing, in November of 2010, the U.S Department of Education released the National Education Technology Plan. This plan encompasses five goals: Learning, Assessment, Teaching, Infrastructure, and Productivity. The plan recognizes that technology today is at the core of students' lives and therefore should be used to engage students and prepare and enhance educators.

            According to the NETP, learning for students should have a different look from the traditional classroom. Students today have access to technology around the clock. This breaks down the traditional walls of the school and allows collaboration, networking, and sharing of information to become limitless. Learning experiences should reflect the reality of their daily lives and technology is the tool to make this happen. With technology students can take more control of their own learning and teachers can provide lessons to meet individual needs and interests of the learner.

            Education without educators, can this happen? Transforming our educational system relies heavily on professional educators. The NETP calls for strengthening and enriching educators. To do this it concentrates on connected teaching. Connected teaching is 24/7 access to information regarding student learning. Connected teaching is a shift for teachers to become the facilitators and collaborators for student learning as technology empowers students to take more control and responsibility of their learning. Ineffective professional development is replaced by professional learning communities where teachers are expected to improve their own instructional practices. In connected teaching, social networks are used to provide educators with career-long personal learning tools and resources that make professional learning timely and relevant.

            The part of the plan that concerns me the most is the infrastructure. Current economic times are hard enough on schools. Where will the funds come from to provide 24/7 access to information? This is what connected teaching is all about, yet our current school buildings are not ready for the latest advancements in technology. Another major concern for me is the gap between educators who are technology proficient and those who are not and have no desire to become technology proficient. For true connected teaching to take place, this above all must be resolved.

Mary Johnson/EDLD 5306/ET8038

           

           

            National Education Technology Plan. (n.d.). National Education Technology Plan 2010. Retrieved September 1, 2010, from : http://www.ed.gov/technology/netp-2010

District Technology Plan

Reflection of the LISD Technology Plan

Based upon the recommendations defined by the Texas Long-Range Plan for Technology, Lumberton ISD has developed four goals.

The goals of the Lumberton ISD Technology plan fall under the following categories:

• Teaching and Learning – Goal 1 is to integrate technologies to transform the teaching process by allowing greater levels of interest, inquiry, analysis, collaboration, creativity, and content production.
• Educator Preparation and Development – Goal 2 is to provide ongoing, continuous, job-embedded professional development to assure mastery of the SBEC Technology Application Standards for all teachers, Librarians, and Administrators.
• Leadership, Administration, and Instructional Support – Goal 3 is to ensure that administrators understand and clarify the possibilities that technology brings to education, model the use of technology, and take a leadership role in assuring that others do as well.
• Infrastructure for Technology – Goal 4 is to provide a stable and robust infrastructure for technology use.

Strategies include progressing beyond the teacher-centered instruction toward teacher-facilitated instruction encouraging greater student interactive learning as well as providing online resources that will help improve the school to home relationship. Professional development opportunities are available throughout the school year as well as during the summer. Multiple levels of training (basic literacy, intermediate, and advanced) are provided throughout the year. The district IT Director is responsible for all technology professional development training. Campus Instructional Technology Specialists are housed at each campus and also provide topical and specialized training onsite.

Within the current technology plan financial resources have been delegated to support the goals of the district, however, with the recent budget cuts it is unclear as to whether or not this will happen in the time allotted. In the past two years we have upgraded fiber optic lines that run from each campus to the main servers in the district. We have also increased our bandwidth allowing for teachers to stream videos. On all campuses WIFI access points have been replaced with new equipment making our wireless network very dependable and easy at access. The IT department invested in new virus protection software that ensures network safety.

Each week the Instructional Technology Director and the Network Director along with the Hardware Technicians meet to evaluate and make any adjustments to the vision of the technology plan.

Source: Lumberton ISD Long Range Technology Plan 2010-2013

Mary Johnson/EDLD5306/ET8038

Is There Value in Assessing Technology?

     We as educators assess students each and every day. Whether our assessment is an observation that we make or a formative assessment that we give our students; it’s what we do. After the first week of taking a hard look at the type of learner I am and what my level of technology skills presently are, I have a new respect for self-assessment. There can be great benefits to assessing both the teacher and student knowledge and skills to determine their technology strengths and weaknesses. Knowing strengths can give anyone a positive boost and knowing weaknesses can help individuals focus their attention to specific skills that need improvement. As educators it helps us define where we need to spotlight our professional development time. Within the classroom setting, teachers who have completed the STaR chart for their campus can specifically target areas of weakness, and by knowing student’s strengths and weaknesses in technology skills can use the strengths of students to their advantage. Instead of leading the classroom, the teacher becomes more of a facilitator where she is learning from students and guiding students at the same time. There have been many situations in the classroom in which I have been teaching a topic with technology integrated within the lesson. Knowing my students technology skill level has been beneficial to other students in the classroom. Students teaching students with the teacher as the facilitator has been the most conducive environment and has prompted other students to increase their technology skills.

     The negative aspect of technology assessment is whether or not the assessment is accurate. When teachers complete the STaR Chart, are they giving truthful answers?  When students take a self-assessment test do they truly know their skill level? I think these are valid points that need to be considered when looking at self-assessment and the power of these tools.
Mary Johnson/EDLD 5306/ET8038

Web Conference #2

     This week’s web conference was very enlightening. I was very excited to see the entire 18 month plan of action. I am at times overwhelmed with the amount of work that I have to do each week and at other times I am confident that I can get all the work done – no problem. I feel these two weeks have really been useful in the information that we have researched. Taking a look at the State STaR Chart Summary and comparing it to my districts STaR Chart Summary really brought into perspective that Lumberton ISD is very comparable with the rest of the state. This was a big relief for me. It also gives me an idea as to what direction we as a district need to head. Technology integration is very important and professional development aimed at getting teachers comfortable with this integration should be a key focus.

     Knowing when I finish the 18 month course, I will have a Masters Degree and have the opportunity to take the Principals Certification Examination was great news. I look forward to see what each week brings and am looking forward to getting the Internship process started.

Mary Johnson/EDLD 5306/ET8038

Lamar EDLD 5306/ET 8038 First Web Conference

     The first web conference on 8-23-2011 was very informative and it was great to meet so many people. We have such a diverse group of people from all walks of life. I think it will be a great class to be in and with such a diverse group it will offer all of us an opportunity to learn from each other. Thank you Ms. Borel for your clarification about the postings to the discussion board. It helps to get all the kinks worked out before the required conference takes place.