Week 5 - PSA Reflection

Week 5 consisted of finalizing a PSA project that we worked on in a collaborative group. This week was full of new techniques and learning. This process stretched out over weeks 3, 4, and 5. Week 3 consisted of the pre-production process. It began with the pre-production assignment being inserted into a collaborative Google doc and being shared with the entire group. Each group member was assigned a different text color to write in so that we could easily keep up with who was saying what. During this process we assigned jobs to everyone and recorded a preliminary script and shot list. Week 4 mostly consisted of the actual production process which included everyone delivering their video clips and other assets by the scheduled times. Jeanette found a storyboard template that made this process much easier. A dropbox account was opened for all to drop their clips into so they could be edited and added to the timeline. Everyone followed the 3 second rule and the rule of thirds to ensure that we would have high quality clips to work with. We also made several changes to the script and shot list during this time. Finally we are to week 5 which consisted of the post-production. It was filled with watching the project carefully to ensure that the clips were fused together correctly, transitions were smooth, and that the audio matched up just right. Editing was one step during this week. It went pretty smoothly thanks to the collaboration of our group. Bryan was a great help by sharing the tutorial videos, especially the one about framing a shot. The thirds rule was very helpful in setting up and shooting high quality shots. Web delivery selection was also a step that we had to deal with during this week. YouTube is my choice for the web delivery of our PSA. I am familiar with it and it is widely viewed and therefore will be the quickest way to get our message out to the public. YouTube also offers an easy step for posting and sharing your work with others, the embed code. This time also included revising our week 3 assignment with all the changes that were made along the way. We also had a member create a Reflection Google doc so that all team members could post their debriefing comments. The final step in this process is making sure that every group member has copies of all the needed documentation to submit to epic and TK20.

With the PSA finalized we licensed it under the creative commons:
Do You Understand Me? Digital Natives Vs. Digital Immigrants by Mary Johnson, Jeanette King, Brent Langham, Lesha Stallons, and Kim Stephenson is licensed under a Creative Commons Attribution-NoDerivs 3.0 United States License.
Our group consisted of Mary Johnson, Jeanette King, Brent Langham, Lesha Stallons and myself. I think that we all worked fabulously together. We collaborated our ideas and progress in a Google doc and through emails, and texts. Everyone did their part to make this assignment come together without too many frustrations. All deadlines were met by each group member. Thanks to all four of you for making this an exciting learning experience. This definitely would have been a stressful event had it been an individual assignment.

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PSA LINK


Wiki Link

EDLD 5363 Week 2 Software Evaluation Reflection

Podcast Link

Wiki Link

Google Collaboration Doc


Open source video editing software and audio editing software are two terms that I was not comfortable with before this week. Thanks to this program, Animoto and Photostory 3 are the only programs of this nature that I have recently worked with. This assignment asked us to go online, research, and choose a free video editing program to explore, use, and teach to someone else through the use of a podcast. Upon investigating for a free video editing program I was overwhelmingly surprised at the magnitude of programs available. After some discussion with my partners I decided to use Windows Movie Maker, Mary Johnson chose this program also, and Jeanette King chose Windows Live Movie Maker. This decision, for me, was based on the user friendly style and the fact that it was included with my operating system. As we collaborated on this project we discovered a key difference in Movie Maker and Live Movie maker was the disappearance omission of the timeline.
I enjoyed working with my partners to create my tutorial and now I understand why my students like working in collaborative groups. In the process of creating the podcast I also became more familiar with the importance of file extensions. The two file extensions used for my assignment were .wmv and .mp3. I can’t wait to have my middle school science students dive into this program and start creating some exciting projects. Garrison (1999) stated, “integrating media production in your curriculum can help find new access to students and help them find new access to the material” (p.1). Engaging and teaching students with these types of programs, I believe, is the key to giving them a voice and ownership of their own learning and therefore creating life-long learners.



Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html.

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EDLD 5363 Week 2 Web Conference Reflection

The video conference this week was great for clearing up some issues about the discussion board posts, the assignment, and especially the length of the podcast. Dr. Abernathy was having some server issues but we still managed to complete the webcast without too many technical difficulties.  She answered questions such as “How long does the podcast actually have to be?” and “What exactly are we posting to the discussion board this week?”  We seem to be receiving conflicting information in our assignments and our overviews.  We have been told that the overviews are the latest information and that they are what we should go by, but they do not always include all the needed information.  Sometimes they just add to the confusion.  I personally had the best technical web conference experience to date.  I have figured out that if I do not run my webcam that I don’t have the issues that I normally encounter with my audio. I usually have audio that cuts in and out making it nearly impossible to keep up and understand the flow of the conversation. 

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EDLD 5363 Week 1 Web Conference

I enjoyed the web conference this week.  It was informative.  I liked the fact that the web conference started on time and was closed once we started.  This kept latecomers from coming in and needing everything repeated so that they could catch up.  Dr. Abernathy answered our questions as they came up and we also had our instructional associate, Dawn Kirkland, present to help out with the questions.  Having the small number of participants involved in the web coference allowed my audio to work for most of the conference.  This was fantastic.  I also appreciate the idea of Dr. Abernathy conducting two or three conferences a week to help space out the participants and offering multiple chances for members of the class to join in.

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EDLD 5363 - Week 1 - Digital Storytelling

Thankfully this was a long week, I needed every bit of the time.  I had technology issues in the creation of this product but upon completion I was very pleased with my product.  My story was lighthearted and brought back great memories of my adventure. I can see that this will be a fun and valuable tool that can be used to engage students' interests in completing projects at school.
Some of the issues that I encountered this week were the fact that Photostory 3 was not compatible with the operating system on my computer, Windows Vista. Another issue that I had was that once I embedded the youtube video into my google site wiki I was no longer able to edit the page.  I would click on the edit button and the entire screen would go black.  Despite the issues that I had I still really enjoyed the assignment and learning and working with a new web 2.0 tool that I can use in my curriculum.

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EDLD 5363 Week 1 Links

Digital Story


My Wiki
 
 
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EDLD 5301 Final Course Reflection

How do I feel about this course? That question has brought about a roller coaster of emotions. When I first found out what the title of my new class would be, Research For Teachers, I was immediately intimidated, writing was never my favorite thing to do. My preconceived notions of research enforced my fears of beginning this course. Thankfully week one was helpful in alleviating some of these apprehensions by informing me of the difference in research and action inquiry. The image that the word research conjured up was someone locked away in a corner of the library with stacks of books surrounding them and wads of paper all over the floor while they steadily were writing page after page of information. To my delight that image was dispelled and replaced with knowledge that this course would deal with me questioning practices and topics that I was already familiar with and had an interest in.

Our reading assignments from the course text, Leading with Passion and Knowledge by Nancy Dana, were very beneficial in explaining what action research was and how to go about finding and developing our wonderings and questions. “Wonderings materialize at the nexuses of real-world observations, dilemmas, felt difficulties and passions that you develop in your work” (Dana, 30).

In week 2 we were introduced to three different gentlemen that talked to us about research and data and the way that it drives decisions that schools make on a daily basis. These videos were enlightening in the fact that we were able to see that what we were doing is something that actually is used to make decisions for schools and school improvement. One video that I found particularly interesting was with Johnny Briseno a principal from Rancho Isabella Elementary. He pointed out that even though looking at quantitative data is great for helping make decisions you sometimes have to go back and look at the qualitative data to get a true representation of what is going on and what final decisions need to be made.

In week 3 were asked to develop an action research plan and then all of the sudden my apprehensions all came flooding back. Watching the assigned lectures, reading the assigned pages of text, and collaborating with my peers once again calmed me back down. Examining What We Do To Improve Our Schools: 8 Steps From Analysis to Action by Harris, Edmonson, and Combs was helpful in accomplishing the goal of setting up my action research plan. This book provided me with a template to follow and pointed out and summarized the 8 critical action steps to performing an action inquiry. After completing this assignment I was once again feeling pretty good about this course.

We then hit week 4 and 5 and after the web conferences and questions that were presented to the instructor I started feeling confused on whether I was doing all that I needed to be doing and whether I was doing it correctly. My instructor and peers quickly helped with the confusion and I was glad to see that I wasn’t the only one that was experiencing this roller coaster of emotions.
My peers, the discussion board, the web conferences, the assigned videos, and the textbooks were a great tool for getting through this course and the feeling of satisfaction as it comes to an end that I have accomplished the goal set out for me by this course.

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. (pp. 47-55). Larchmont, NY: Eye On Education, Inc.

Briseno, J. (n.d.) Week 2 Interview 1 [web video]. Retrieved from http://lamar.epiclms.net

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EDLD 5301 Week 4 Reflection

This week helped me evaluate and correct any issues that I still had with my action research plan.  I met with my site mentor and received some great feedback and also received great advice and encouragement from a couple of my peers through my blog and the discussion board.  I definitely agree with the two professors on the video that collaboration and peer feedback is the fastest way to learning.  I have two great friends that are in the program with me, Jeanette King and Mary Johnson, their input has been very beneficial in my success thus far.  I also have enjoyed meeting and discussing with the new people I have met throughout this adventure.  I foresee that these new cohorts will be a big part of my completing this course successfully.

Revised Action Research Plan

What are the potential benefits of using Interactive Video Conferencing (IVC) to enhance curriculum, increase student motivation, and improve student learning?





Kimberely's EDLD 5301 Workable Action_Plan

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EDLD 5301 - Reflection of Week 3

This week we were to draft an action research plan with specific steps, timelines, resources needed, and evaluation processes.  This assignment was great for getting me to think on a deeper level about my research.  I was feeling really scattered and confused about what I was going to do and how to get started but this week has alleviated some of those concerns.  I feel much more focused now.  I do see that I have a lot of work ahead of me but having specific timelines in places will keep me on track so that I don’t fall behind and get overwhelmed.  I tried to make sure I gave myself realistic timelines so as to not put too much pressure on myself. I also have addressed specific needs and people that will need to be met or contacted during each step.  I am looking forward to getting started and hopefully accomplishing my goal.

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EDLD 5301 - Week 3 - Action Research Plan

This week we were instructed to develop our research question and our action research plan.
Question:
What are the potential benefits of using Interactive Video Conferencing (IVC) to enhance curriculum, increase student motivation, and improve student learning?
Plan:
Kimberely's EDLD 5301 Workable Action_Planning_Template

Reflection - Week 2 - EDLD 5301

This week we watched videos of three administrators speak of action research. My understanding of action research became more clear and concise from listening to these three gentlemen speak of their experience and knowledge of action inquiry. I now understand that all research must be data driven and apply to you and your district. I am feeling better about the class now than when we first started.

I also am seeing a different side of the educational system. I see the problems that the principal has to handle on a daily basis and I have respect for him because he handles everything with tact and dignity. I have enjoyed getting to see a glimpse of the administrative side of running a school. This week has really made me feel more at ease of the whole process of action research.

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Action Research Significance/Purpose

Purpose:

The purpose of my action research plan is to identify and examine the advantages of interactive video conferencing for 7th and 8th grade science students and the result it has on their scores.

Significance:

The stakeholders that will benefit from my inquiry will be the 7th and 8th grade science students, the 8th – 12th grade science teachers, all other teachers, and the district as a whole.
The students will benefit by gaining invaluable experiences that they may have otherwise never been able to gain. This type of teaching can also generate an interest in learning that the traditional methods may not have. “After completing a unit on the sun, earth and moon, students in England got to interview a scientist from the London Science Museum. Their excitement about the interview opportunity motivated them to come up with good questions, and they were so pleased with the whole experience that they asked to present to the rest of the school what they had learned” (Horton, 2008).
The 8th – 12th grade science teachers will benefit from there students coming to their classes with experiences and prior knowledge that they haven’t had before. The other teachers in the district will benefit from the research by having this technology introduced and modeled for them.
The district as a whole will benefit because of an enhanced curriculum and better scores.

Horton, J. (2008, May). "How Classroom Video Conferencing Works”. HowStuffWorks.com, Retrieved October 13, 2011, from http://communication.howstuffworks.com/classroom-video-conferencing


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EDLD 5301 - Week 1 - Educational Leaders as Bloggers

Blogs are fastly becoming used by everyone.  Educational leaders can use blogs to keep teachers, parents, and stakeholders informed of school issues.  They can also use them as ways to keep up with their thoughts and ideas on a daily basis.

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EDLD 5301 - Week 1 - What is Action Research?

When I saw the name of this course I was real apprehensive about starting the class. The reason for this apprehension was all because of the word research. I then get a look at the syllabus and it is talking about us starting an action research project. This only heightened my concerns. Fortunately after reading the assigned chapters this week I feel much better about this class and the project. I learned that action research or action inquiry as Nancy Fichtman Dana refers to it in her book is an introspective look at your actions or environment with the purpose of making a change. The inquirer would identify the action that needs changed and then develop a plan to make a difference. The inquirer would then put the plan into action plan and collect data and investigate their findings. At various times the plan would be revisited and reevaluated for effectiveness. Once the plan is deemed effective you would then move it into a maintenance phase.

I know that performing the action research project is going to be time consuming but I am really excited about tackling it because I have a real passion for my topic. I will be conducting an action research plan on the benefits of using video conferencing in the classroom to enhance the TEKS in the curriculum and offer opportunities to students that they otherwise would never get to experience.


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


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Week 5 - Course Reflections

I was all excited to finally be starting my master’s program; I had been putting it off for one reason or another for the past three years. I had decided to take the path of Educational Technology Leadership because I love to use technology and in the hopes of getting a more in depth understanding of how to integrate it more effectively into my classroom. I was a little apprehensive about the program being all online but I have quickly come to find that I like it this way. I really didn’t know what to expect out of the first course but was hoping for an introduction to new tools that I could use in the classroom and the ways to use them in the classroom. I also wanted information on how to help the other teachers around me do the same. This course surpassed what I expected from it and I feel that I am much more prepared to try to start integrating technology into the curriculum and helping others around me also. I also was surprised to find out that this course also prepares you for being a principal also if you choose to take the principal certification test.


The information that was taught in this class was information that I had been exposed to before and some that I had never heard of. The Texas Star Chart is something that we are told to complete every year but I really didn’t understand why. I now understand that they take this information and compile it to evaluate a schools performance toward the National Educational Technology Plan. The National Educational Technology Plan and the Texas Long Range Plan were two pieces of information that I was unfamiliar with but now thanks to this course I now understand them and know the importance of implementing them at my school. I was aware that our district had a technology plan but I honestly had never read it, I can no longer say that thanks to this course. This course has taken me further into the technology workings of my school than I think I would ever have thought to go own my on. It has also shown me ways to integrate web 2.0 tools into my classroom.

My only disappoint so far with this course really doesn’t have anything to do with the course. I wanted to be able to implement more of what I was learning while I was learning it in my classroom with my students. I would have like to been able to set up a class blog to be able to communicate with parents and students about upcoming events and deadlines, dates for tests, and post downloadable study guides for tests, but our district has blocked the use of blogs. I also wanted to set up a Technology wiki to post suggestions, websites, and videos to for teachers to be able to access for help in integrating technology into their curriculum and classroom, but time constraints halted me on this one. This project is on my internship plan so this will still get accomplished just not as soon as I had hoped. I am get a going to try to get a meeting with the technology director to see if there is way to set up a blogging site on a infrastructure so that we can use it safely.

When I first saw the syllabus for the course and the first weeks overview and assignment I thought what I have I got myself into, there is no way to get all of this done in a week. I quickly found out that with a lot of hard work, good time management, and a couple of great friends for support that it was possible. Online courses are self-paced and self-monitored so you have to stay motivated, if you ever get behind, with e assignment loads that we had, you put yourself in a real bind. It was great having two friends that were going through the same things you were and knowing that they were just a phone call away. I believe I was successful in meeting all the requirements for all the course assignments and deadlines. The only thing that I don’t feel successful in is APA format; it is going to be the death of me yet. I kept losing points for this even though I referred to the book every time I made a citation.

Overall this course has been a great eye-opener. I learned that I still have a lot to learn about technology and I look forward to learning everything that I can. I also learned that my school district is in need of some serious updates and restructuring to jump onboard of the 21st century educational train. I also found that I believe that I could be a good leader and may seriously consider pursuing my principal certification after this course. I now know that I can accomplish anything that I set my mind to and that I am truly a lifelong learner and I love playing the role of student and educator. Friends and/or a support system are a very important thing to have when trying to accomplish something new or something big. You should never try to tackle things all by yourself. In summary I learned that I am a strong, smart, capable woman that can accomplish great things.


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Week 5 - Web Conference - September 20, 2011

This week’s web conference was a little different.  First of all it was held on a Tuesday instead of a Wednesday and there were not as many people.  Now with that said, I really enjoyed this web conference.  Ms. Borel discussed some very useful information that will benefit us in our internship and other classes.  We talked about the Tk20 account and the various documents that needed to be uploaded there before this class is over and the documents that would need to be uploaded on an ongoing basis throughout the internship.  She also informed us of that the week 5 overview contained our book information for the next class and that we should go ahead and purchase those now.  Ms. Borel pointed out that the next class will start on Oct. 3 and that payment for that class should be made by Sept. 26.  We were also informed that we would be able to access this classes information through archived documents and that if we needed her help don’t hesitate to email her.  This web conference was bittersweet.  I am so glad to have one class down and behind me but I sure enjoyed working with Ms. Borel, she sure taught me a lot of useful information.  Good luck to all in the Research class.

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Week 3 Web conference - September 7, 2011

The web conference on September 7, 2011 was very informative.  We had fewer technical problems this week so it made it easier to keep up and follow along.  We mainly discussed internship requirements.   Ms. Borel informed us that the required hours had increased from 100 hours to 150 hours per component.  They are two components that will be required during your internship, field-based activities and course-based embedded assignments.  She also pointed out the page numbers in the Internship Handbook where we could find more information on these requirements.  Information on these requirements and other important information about the internship could be found on pages 5, 7, and 9.  Field-based activities monthly logs can be found on pages 28-38. 

There were also questions about how to find the grading details on submitted assignments, Mary Johnson, a cohort member from Lumberton graciously stepped up to direct others in finding this information. 

We also had a fellow member, Casey Eubanks, ask if a slide presentation that he had sent out over his schools email explaining a program would count toward his field-based activity hours and Ms. Borel answered yes. 

Although these web conferences are optional I believe it is really worth the investment of time to attend, we learn so much each time.

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Westwood Jr. High Technology Overview

WESTWOOD JR HIGH Technology overview and E-rate

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National Educational Technology Plan

The National Educational Technology Plan (NETP) was written in 2010 and was primarily based on the belief that education is the key to our economic success and that our students be competitive in the ever-changing global community.  The NETP has two goals to be met by the year 2020: (1) to increase the number of college graduates that hold a 2 or 4 year degree from, the current, 39% to 60% (2) to close the achievement gap so that all students, regardless of race or income, graduate from high school and be prepared to succeed in either college or the workplace.
The National Educational Technology Plan also offers it’s thoughts about education in the 21st century. It states that all students should be offered engaging and powerful learning opportunities.  It also states that technology should be accessible by teachers at all times to ensure that they can individualize instruction and be guaranteed access to all resources needed to provide beneficial instruction.
Transformation of the current educational system is what is called for by the National Educational Technology Plan, and it urges the school system at all levels to set goals on expected student outcome, work together to restructure the effectiveness of the system, and monitor the performance of these expectations in an ongoing manner.
The plan calls for teachers to become lifelong learners and to seek out and participate in professional development.  This professional development is to be offered in a variety of styles such as the traditional face to face workshops, web conferences, and video-conferencing to make it easier for teachers and school districts to participate. Then and only then will teachers be able to fully integrate what they learn into their classroom lessons to benefit the students.
I believe in theory the plan sounds great but with the recent budget cuts to education it will make it hard to implement these advancements in technology.

Campus Technology Plan

Westwood ISD has a district technology plan and Westwood Junior High has a campus technology plan that is embedded in the campus improvement plan.  I chose to use the campus technology plan to summarize for this assignment.  In taking a look at the plan the first thing I noticed was the goal of the plan:  The campus will ensure that students remain competitive in society.  The objective is to acquire and implement technology for all staff and students.  It lists it's selected evaluation measures as purchase orders, mobile computer lab, lesson plans, and student products. The plan is broken down in to 21 strategies/initiatives/actions and each of these numbered items include a timeline and lists persons responsible for these actions.
The latest version of the plan that I could find was for school year 2009-2010.  The 21 strategies can basically be broken into three major divisions:  Staff development, student achievement, and technology purchases and updates.  The staff development goal is a very realistic goal and has an ongoing timeline.  This division includes: (1) staff development being offered (2) at least one representative from the campus will attend the annual TCEA conference (3) all teachers will plan lessons that incorporate technology and use technology to differentiate instruction.  The student achievement goal goes hand in hand with the previous goal and includes: (1) students will be assessed to prove mastery of Technology Application Skills (2) students will demonstrate integration of technology within the classroom (3) students will use the appropriate software programs and keyboarding skills to facilitate productive communication in writing and art (4) students will be provided with access to technology before, during, and after school.  The last division is technology purchases and updates.  This division includes (1) purchasing additional classsroom technology such as white boards, elmos, smart boards, etc. (2) ensure that all classrooms and buildings that were previously not connected to the internet be added access.
After reading the technology plan and then noticing what is going on around me it is very obvious that most of these goals have been met and the others are forever ongoing.  I can't wait to see the new goals that are put into place and how quickly we will work to meet them.

EDLD 5306 ET8038 2nd Web Conference

The web conference this week was required.  It was held at 8:00 p.m. on Tuesday, August 30th.  There were about 45 people in attendance.  Some  still encountered technical difficulties including me.  I had problems hearing the professor, she kept cutting in and out. During this session we talked about the degree plan that we would be following and the order of the classes.  We also discussed the internship requirements.
Textbooks and the Tk20 account were also a subject that we covered.  Ms. Borel also stressed the importance of printing and reading the weekly overviews each week because they contain the latest information.  We discussed getting our email accounts and blog url's added to the class webpage.  Ms. Borel also reminded us of the post conference activities that needed to be done after each conference.  We talked about printing mentor documents from the resource folder and picking a mentor and getting them to sign the mentor agreement.

EDLD 5306 ET8038 1st Web Conference

The first web conference that I attended on wednesday, August 24 was very helpful.  It allowed my to figure out how to work things and work out some of the bugs that I encountered before the required web conference this week.  It was nice getting to put faces to names also.  We were also able to gather some helpful information to help with the second part of the assignment.  We were give an alternative link to replace a link that was not working.  I was really surprised at the variety of places that everyone was from and the jobs they held.  We even had one fellow that was comfortable enough to eat on camera and this started a little side conversation all in itself.  I am looking forward to working with all of you and learning from each of you as I am sure that everyone has something unique to offer to the group.

Value in Technology Assessments

I believe there is value in assessing educator's technology leadership knowledge and skills.  Taking all of the assessments that we had to take in week 1 was time consuming but it was helpful.  These assessments pointed out areas where I had strengths and more importantly areas where I had weaknesses and guided me toward professional devolopment to take to improve in these areas.

This same belief carries over into us assessing the knowledge of our students.  We would not expect our students to be able to accomplish something or even attempt a project until we were sure they had some understanding of what we expected and how to do it.  For example,  in my 8th grade science class we have a project where the students need to create a flyer advertising the latest atomic theory and create the atomic model that goes along with that theory.  I would not just assign the project without assessing the students skills about the technology needed to do the project and then offer a lesson on the program if needed so that they could be successful.

The pros for assessment are obvious.  The assessments offer educators feedback on their skills and let administrators know what professional development should be offered for their employees.

The cons of assessment are that it may make educators a little gun shy in trying new things if they think they will be assessed on everything they try and if they are unsure of how these assessment are going to be used.  Another drawback is that assessments seem to be written is a one size fits all model.  The same assessment is given to all educators whether they are kindergarten teachers that may just use storytelling technology or the high school web master teacher that should be using and teaching all of the web 2.0 tools.

This concludes my opinion on the value of assessing educator's technology leadership knowledge and skills.