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