Course Reflections EdTech 5306

I. Outcomes
The outcomes I envisioned for Concepts of Educational Technology were (a) to gain a deeper understanding of the workings of the technology team in a school district, (b) to learn the newest technology that can be integrated in school curriculums, (c) to find new methods of use and integration of the technology, and (d) to learn what it means to be a district technology director. I feel these goals were met and much more.

The examination of the CIPA, COPA, and FERPA laws gave a new awareness of what must be done to ensure the safety of our students. Through the e-Rate investigation, I now understand how funds for technology are allotted. By reviewing and reflecting on the national, state, and district technology plans, I know what must be taught and when it must be mastered. New technology tools: (a) blogs, (b) RSS feeds, and (c) social bookmarking, which I had heard about but didn’t have a good understanding of, are now included in my repertoire.

A new understanding of myself has emerged. My worries of having enough self-discipline and confidence to complete an online course are unfounded. I embraced the challenge of the time constraints and the rigorous coursework and finished my first course with the self-satisfaction of accomplishment.


II. Relevance
As an Instructional Specialist (IS) at the high school, a few things I am responsible for are as follows: collecting data, creating data documents, reviewing curriculum, co-planning with teachers, demonstrate model lessons, advocate for student-centered powerful teaching and learning, plan and deliver professional development, and serve as a resource person for our teachers.

The prime goal is advocating for student-centered learning environments. I have discovered new ways to incorporate technology tools into the educational setting in weeks two through four. By setting up my blog and having to reflect, I now understand how teachers can use those for student reflections of math procedures or historical events. In creating a wiki for my ePortfolio, I now understand how we can build student portfolios beginning their 9th grade year. RSS feeds have shown how students can have access to current events for discussion in history classes. By possessing a greater knowledge of these tools, I am better able to help teachers integrate them into their curriculum.



III. Issues of Non-Achievement
There was not a time when I felt that I didn’t achieve something. Nevertheless, I did have a few concerns. The first concern is time. The first four weeks went smoothly, but the fifth one was extremely stressful. I wanted to have more time discussing my plan with my administrators so actual project outlines could be drafted. After completing the session concerning safety and ethics, the need on our campus for the incorporation of activities and trainings to be in place and consistently revisited was clear. With a little more time with my mentor, ideas for implementing safety and ethics could have been addressed more in-depth on my plan.

Another issue I am still struggling with is the APA style. I bought another resource to use in addition to the required book. I printed documents from Prudue OWL and used those as well. I used the Word documentation tool and Son of Citation too. Although I have seen a subtle improvement, I still have much to learn concerning style.


IV. Success
My tenacity in carrying out the course assignments was unbelievable. I was worried that would be an issue, but once I got a system down and followed it, I was more productive; however, on occasion time constraints were a source of frustration. The frustration stems from feelings of inadequacy in writing. Since I am not familiar with the APA style and formats, I have to use valuable time learning as I go. Consequently, I have seen a bit of an improvement with my wordiness and excessive use of figurative language. Another discouragement encountered, was completing my own work to the degree that I wanted to see in my own students. By reading others’ blogs and discussion board posts, I was given various models to help me improve my writing.

Although time constraints seem to be an issue in all that I do, I believe they will make me devise ways of working more efficiently.


V. Knowledge
The knowledge I gained has given me a new perspective on my preconceived notions about technology. After completing the self-assessments, I realized I have quite a bit of information to learn about new technologies. I gained a new understanding of the laws surrounding technology and all that those entail. The national and state standards were not new to me since I had to use them to some extent in my technology specialist position; however, because of the deeper reading and reflective thinking, I have a new understanding of those standards. The wikis are not new to me, although, the google sites is. I have used edublogs to post educational technology updates last year, but the new learning gave me new ways to show teachers and students the value of this tool. The professional vita was brand new to me. By having to read others and give constructive feedback, I have found various ways to format for professionalism. Overall, I learned that I am self-motivated enough to take online coursework.

Web Conference 5

The last web conference of the class went well. Ms. Borel covered the requirements for our Internship documents. She had slides that listed the requirements, which made them very clear. She recorded the session and posted the power point and the recording of the session to the class web site for reference. Many great questions were asked and all were willing to help each other understand or find what document was needed. Ms. Borel also had the various forms as visuals that we were to use. Having that helped me immensely. I pulled my forms as she showed us and wrote notes she gave over each requirement. Overall, every web conference was extremely helpful in aiding me in attaining my goal: completion of my first graduate course.

Web Conference 3 & 4

The December 8, 2011, web conference was extremely informative. Before the good stuff was given, housekeeping items were taken care of and questions concerning these were asked. Ms. Borel informed us that the following documents are to be submitted in our Tk20 accounts: Internship application, assignment 1, part 1, internship plan, and the principal’s competencies and skills chart. Next, she reviewed the week 4 assignment and requirements and final due dates were repeated. The remainder of the web conference centered on the internship requirements. Each item was given as we followed along in our ISTE and internship texts. Ms. Borel informed us that one form (Monthly Reports-Appendix F) had been deleted along with the posting of that form while another form (Summary Report & validation) had replaced it. The Reflections of Course-based Embedded Assignments was another new form being incorporated. Conference participants asked exceptional questions and specific answers were given. Ms. Borel informed us that the last web conference on the 13th would be a step-by-step on filling out our plans. Overall, this web conference was well worth the time.

Week2 part 4 slide presentation

View more presentations from Jacqueline Casey.

My District Technology Plan

My distict's technology plan has four major goals.  Goal one requires we create an active, authentic student empowered learning environment through rich teaching with the integration of technology.  Technology staff are to collaboratively align technology integrated curriculum with the district curriculum goals.  They are also responsible for the monitoring, modeling, mentoring, and coaching of teachers in the labs and classrooms to ensure proper integration.  Showcase platforms will be created to demonstrate effectiveness of the student learning.  Students are to have access to online classrooms, social networking platforms, Web 2.0 tools, and email.  Ultimately the goal’s purpose is to extend learning beyond the classroom walls.

Goal two addresses staff development.  Campus Instructional Specialists (CITs) will be required to assess teachers’ technology use through several different measures.  CITs will assist teachers with completing the StarChart; will provide trainings for softwares utilized by this school district; develop assessments to represent teacher skills; and document all technology trainings completed by teachers.  CITs will provide trainings in Acceptable Use Policies, best practices in integration, and district technology procedures.

Administration is charged with carrying out goal three.  The learning environment is based on solid technology leadership.  A clear vision of technology integration will be developed by the district technology committee.  This committee will ensure the plan is evaluated yearly to certify alignment with No Child Left Behind (NCLB) requirements.  CIPA laws and E-Rate requirements will be incorporated as well.  Funds for infrastructure and grant opportunities will be researched.  

Goal four provides for a stable network infrastructure which is usable for all stakeholders.  The technology department is charged with maintaining, updating, reassessing, incorporating any and all aspects of the infrastructure.

The National Technology Plan

The National Education Technology Plan outlines its goals for student learning and how the learning should be accomplished.  Students are to be the center of the learning environment: they are allowed to make decisions about how they will learn.  They are also expected to take ownership of their own learning.  Learning online will be an option as well as learning at one’s own pace.  The new classroom will be project based, but student expectations will still take control of what must be mastered.  Differentiated activities allow students to move at their own pace with extended time allowed if needed.  Online learning courses were also a method of extending the school year and touted giving students a quality way to learn more.

In respect to professional development, the plan indicates teachers should create communities of online social networking platforms in order to share practices of great teaching.  Online access for career and personal learning is related.  Education centers and districts should also provide preservice and in-service sessions that will provide educators with opportunities to increase their digital literacy.

Several issues became evident through the review.  One:  When students learn at their own pace, the risk of being unprepared for the high stakes state test is present.  This would cause more problems for the student since they are required to score a set score or higher to receive credit for the exam toward graduation.  They would also be penalized for the class they are taking since 15% of the final state test score will be averaged with their final class grade.  Two:  Intrinsic motivation.   I worry that the motivation needed to complete online courses will be absent in students who need that extrinsic motivation to keep them on track.  There are also the issues of having access to the technology tools and Internet as some families are not financially equipped for that type of situation.

Overall, the plan has positive ideas and goals for the implementation of technology into the classroom and the provision for student centered learning.

The Value of Technology Assessments

When a district or campus meets to create a plan for technology integration, the assessment of knowledge and skills of the classroom teacher is imperative.  Because the teacher is the creator of the lessons and activities that occur in the classroom, they will need to have a strong repertoire in various technology applications and softwares and know how their particular students learn in order to plan for the seamless integration.   They should be able to guide students through the development of students' higher-order thinking skills during the learning activities.  


Good teachers will welcome the assessment of their own skills so they know where they are and can determine the types of professional and personal growth they will need to make in order to ensure their students' success.  When teachers are savvy in their technological practices and know when to use what technology piece,  students' skills and knowledge soar.  "Algebra and geometry softwares are among those effective in facilitating mathematics achievement for elementary, middle, and high school students when teachers are skilled in guiding student activities" (Cradler, McNabb, Freeman, & Burchett, 2002).    Research even shows that the students who are at risk and disadvantaged made gains "twice the national average on reading and math test scores" according to Cradler et. al. (2002) .    When districts have an assessment plan for teachers in technology use, then students' skills improve dramatically.  

When assessing the technology skill of teachers and students, no negatives appeared.    However, the district will need to develop a specific tool based on the state and district technology plan that defines what knowledge and skills are important for teachers and students to know and be able to do.  When a district incorporates a good strong assessment tool, teachers and students are the winners.

Cradler, John, McNabb, Mary, Freeman, Molly, & Burchett, Richard (2002). How does technology influence student learning?     

           Learning and Leading with Technology, 29(8), 46-49, 56.

Web Conference #2

Web Conference #2 took place on November 17, 2011, at 8:00 p.m.  I believe the number in attendance was 23.  The conference focus was our Internship and requirements for the 18 month program.  Ms. Borel had slides in addition to verbally telling us the information.  These slides are posted to the class website and virtual office discussion board.  She related the requirements of the Internship and talked about the comprehensive summative final report.  Also discussed was the Accreditation and Standards that included the ISTE 8 standards with 33 performance indicators, TExEs Principal Framework with the 3 domains and 38 skills required, and the state standards.  She talked about the field based activities and course based embedded assignments.  Our class lineup for the next 18 months was also discussed.  We were told to line up our campus mentors and begin filling out our paperwork for the internship.  


In addition to all of the above information, Ms. Borel allowed time for more questions and concerns.   Overall, this conference was extremely informative for me.  I have a better understanding of the next 18 months and the expectations for classes to come.  I understand how this particular degree works with the option of taking both certification exams.  After sitting in on this web conference, I am thrilled with my decision to continue my education.

Web Conference #1

In week one I participated in a web conference.  I believe the objectives of the conference were met.  I did learn to operate the software and hardware for the interactive conference.  Interaction between students and Ms. Borel was met and knowledge was gained by all.   Questions were asked and clarification was given concerning assignments.  Knowledge was gained by all as to who were are, where we are from, and what our mission is in working toward our degree.

I loved the chat feature.  It was neat to see what others were thinking, issues they were having (some had the same issues as me), and side conversations.   I liked that Ms. Borel posted information in chat as well as verbally stating it.   This allowed for time to copy specifics if need be.  Also during this time,  we were given an opportunity to introduce ourselves and meet others who we will travel through our studies with for the next 18 months.  I was impressed that people from all over the country are taking online courses through Lamar.