Walker Wellborn L20255786 Appendix I: Reflections of Course-based Embedded Assignments

Lamar University M.Ed. in Educational Technology Leadership Reflections of Course-based Embedded Assignments ISTE/NCATE Performance Standards Outcomes/Proficiencies (TExES Framework) CourseBased Embedded Hours

Performance Tasks

I. Demonstrate an advanced understanding of technology operations and concepts. II. Communicate research on the use of technology to implement effective assessment and evaluation strategies. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. VII. Coordinate development and direct implementation of technology infrastructure, policies, plans, and budgets for P-12 schools. VIII. Facilitate development of a

1 Knows technology terminology and concepts; the appropriate use of hardware, software, and digital files; and how to acquire, analyze, and evaluate digital information.

Course EDLD 5306 Concepts of Educational Technology: What outcomes have I envisioned for this course? From the beginning ELDL 5306 Fundamentals of Educational Technology helps me better understand a role in decision-making and a clearer understanding of learning processes that use current educational technologies. I already stay immersed in current industry-standard programs, equipment, and Web 2.0 communication technologies and also use critical thinking and project-based learning processes in my work as a full-time illustrator-graphic designer instructor at a technical college and adjunct instructor for a private university. I have over twenty years of workforce experience in my field that I teach and it required me to learn and use the current technologies, as they became mainstream technologies. However, I still need a clearer view of the educational technology campus facilitator or district director role, to lead, guide and model for others to use technologies for greater learning. For my course instruction in digital graphic design I facilitate learning from face-to-face, online, hybrid and virtual classrooms. Because the web introduction of the course says the curriculum for this course could also prepare corporate trainers and other educators outside the academic realm for this type of leadership, I expected this graduate work would apply to the field of higher education as well. So far the course is focused to the K-12 educational technology leader. Little is mentioned for any level above the high school graduate although everything covered applies to the native students (Digital Natives, Digital Immigrants, Marc Prensky, 2001) learning habits, best learning practices, and new technologies essential to higher education and the workforce. Ive learned much more than I expected about the K-12 educational system. I knew some basic information about the No Child left Behind Program, but how it transforms our schools and learning processes through the strategic Texas Long Range Plan for Technology, (LRPT), School Technology and Readiness (STaR) tool for campuses, teachers and students, and the student technology standards

A. 8 hrs.

1 Revised October 3, 2010

shared vision for comprehensive integration of technology and foster an environment and culture to conducive to the realization of the vision.

set out in the Technology Applications Texas Essential Knowledge and Skills (TEKS). These guiding plans and tools are what develop our educational system now and are the products that move on to higher education. Using some critical thinking these guides shape the outcomes necessary to plan any area of education as the new student moves toward his/her future. Are the outcomes still relevant to the work that is done in my school? The same student who graduates from K-12 moves into his/her future education or the workforce and must be continuous learners. The TEKS guidelines are necessary to master early, yet often they need advancement with technical skills necessary for accomplishing the identified probable and possible futures envisioned for high school students. They will need a higher order of thinking to go with their skills. They will continue to be self-earners and need critical thinking and collaborative attitudes. Many learning issues are the same no matter at what grade or career level the student is. A collaborative global awareness, the situational learning that often trains one well for workforce and professional roles, project-based work processes that pattern after real world work processes must be advanced in any future learning by the student. These are areas that every level of education needs to address to engage and involve the student to prepare them for higher learning or the workforce. Diversity and equality are also issues that manage a major part of any learning no matter whether it is K12 or higher education. The same technical skills and types of learning must be consistently engaging and involving for the student to grow, whether the educational technology campus facilitator or district director is K-12 or an educational technology leader in higher learning or corporate training. What outcomes were not achieved? Outcomes that related to evaluating my own personal campus, its STaR Chart and having fellow teachers and educational colleagues at the K-12 level communicate with me on the Wiki assignment were somewhat skewed. I am not a part of a K-12 campus but I have a son who is a teacher in a local school district. Although I am a college instructor was able to explore and study his schools data, which was extremely interesting to see the profile of his campus status as it reaches toward their LRPT goals. The faculty I approached to collaborate with me was also an indirect solution. They were college colleagues, not K-12. Yet their solutions and input were absolutely real life and relevant. The Wiki assignment is just as useful in Web 2.0 communication for college course ideas, meeting timelines and agenda as they are for school district campuses. Because of my college position I did not reach the same personal outcomes and insights as others in my discussion groups were able to achieve. The outcomes were not as local and familiar to my job. However, despite the fact I am not instructing K-

12, I can still understand the STaR Chart data outcomes to determine the technology literacy and integration level for my adopted school. Perhaps this objectivity will help me compare data from one school with another for better decision-making. I would like to discover what comparable educational technologies strategies, tools, and learning processes are specifically developed for higher learning and business. All students and future employees share the same needs for engagement, for continuous learning, global collaboration, and e-communication needs. What I see applicable to K-12 relates to the college student who leaves college to go to the workforce. More curriculums revealing these similar higher learning topics would be extremely beneficial to achieving my career outcomes. Yet, the necessary searching and learning on my own to make these outcome connections should strengthen my leadership capabilities in the long run. Was I successful in carrying out the course assignments? At first time management was an issue to get my work, home, church and artistic activities organized around my graduate coursework responsibilities. It improved with each assignment week. The industry acronyms NCLB, LRPT, TA TEKS, STaR, NETS*S, NET*T, AEIS, PEIMS, ISTE, NCATE, iSAFE and many other acronyms used in the course material seem to overwhelm comprehension at first. They slow the mental adjustment to understand the purpose, function and interrelationship of each. However, I work for a state college and have had to use government and electric utility regulatory acronyms for many years in my other professions, so I do understand how professional jargon can dominate the discussions. My comprehension and understanding of these strategies and educational technology tools have improved with each assignment week. The act of writing helps me organize the information read, heard and seen. Yet the learning process is too passive, too traditional and could be more innovative, like the material we are studying. Activity is shown to improve learning. Perhaps more Wikis and Blogs along with discussions would help the students in this course learn better. An ecommunication project-based activity such as applying these tools from week two forward might bring about a collaborative real-world experience. The end of the course would have an interesting progression of ideas from the weekto-week assignments. What did you learn from this course? I learned that I could construct my words quickly and better than I have before. I enjoy the material about learning methods. Foremost of the learning successes comes from active learning, learning by doing. Thats refreshing to know we have a world technologies that automates much, yet still activates much. In our study technologies engages the new student more. It provides comfort levels whereby they want learn. Much of my college course material involves projectbased learning and its rewarding to see that although its not new, it continues to be useful in providing students real-world experiences and expanding the classroom boundaries for a more global awareness.

I learned for the first time about Webquests that enable interaction between students for active inquiry into some study. This tool engages and allows the student to make a meaningful contribution. It improves collaboration with webbased technologies where each student can assume special roles much like real life job descriptions and pool their acquired information into a synthesized solution. This is so real world in many ways, plus involving the innovative use of educational technologies. I plan to use this form of learning for college course material that trains them for workforce. For technology and leadership skills I have been challenged to find course material and the technology that will most engage the new native student (Digital Natives, Digital Immigrants, Marc Prensky, 2001). I want to ask my students more what they want and how they want to learn more. When I do this I will have to have a better understanding of the outcomes planned for their learning. We live in some exciting times with the educational technologies, renewed emphasis on active learning and a shared desire among major educators to engage and involve the student with their learning. Find and download my reference document online at http://walkerwellborn.wordpress.com/edld-5306fundamentals-of-educational-technology/ and/or http://walkerwellbornportfolio.weebly.com/courseembedded-assignments.html .

B. 4 hrs.

Total: 12 hrs.

I. Demonstrate an advanced understanding of technology operations and concepts. IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. VIII. Facilitate

1 Knows technology terminology and concepts; the appropriate use of hardware, software, and digital files; and how to acquire, analyze, and evaluate digital information.

Course EDLD 5333 Leadership for Accountability: As Bonham Elementary from Abilene ISD moves forward to the end of the school year, the Site-Based Decision Making Committee implements an action plan that so far successfully pursues the goal by 2013 Bonham Elementary, Abilene ISD, will improve its Grade 5 Mathematics to the Exemplary rating level. The campus is now moving closer to being Exemplary not only in this indicator, but seems to have a momentum that could result in an Exemplary status in all indicator areas. To first sustain such a momentum the campus SBDM Committee should continue to reflect upon successful techniques used by other 90/90/90 schools as it evaluates some initiatives for mathematics improvements. One such school in Texas is West University Elementary, Houston ISD which chose to develop the mindset to try what works, whether its method has become archaic or not. West University chose to pursue improvement through basic math facts although it involved the out-dated need for rote and memory work. (Higher Performers Spotlight, West University Elementary, Houston ISD, Texas, Just For The Kids, NCEA/ACT, 2009, http://www.nc4ea.org/index.cfm/e/initiatives.just_for_the_kid s.) Bonham should stay the course as West University to focus the student toward basic math facts mastery and reach an expected math fluency. Perhaps in the critical-friend feedback spirit as a local professional learning community, grade 4 and grade 5 teachers could meet monthly certain days A. 10 hrs.

development of a shared vision for comprehensive integration of technology and foster an environment and culture to conducive to the realization of the vision.

after 3 p.m. to share their student successes and difficulties with Fast Math curriculum and testing results. Sharing summative assessments, teaching techniques, and student capabilities provide collegial and collaborative feedback and support that target a greater understanding for how to pre-train students for the fifth grade and for what can be expected from students moving up. (Making the Most of Professional Learning Communities, Jay McTighe, The Learning Principal, May 2008, pages 3 and 4.) Secondly, the Bonham campus should be patient to not change its course too quickly. Instead a consensus could be built by the principal in the SBDM Committee members to be willing to patiently weather a few years in slumped test results before giving up on some CIP initiatives. This could be a vision of patience that the principal develops and collaboratively studies so buy-in occurs from teachers or SBDM Committee members. (The New Principals Role in Establishing a Collaborative, Progressive Vision, Max E. Fridell, National Council of the Professors of Educational Administration, 2008, http://cnx.org/content/m14078/latest/.) Also its important to question the capabilities and disposition of the teachers before abandoning the strategy to engage the students with educational technology used for periodic summative assessments. Play an interactive electronic math game where the three fifth grade classes collaborate and compete among themselves to achieve higher math facts knowledge and skills. It may take more training for teachers to become proficient in the game technology enough to lead and engage students effectively. A continuous learner attitude would be best for Bonham faculty and staff to better understand the fast math, to teach it more effectively, and how to know when students are improving. Developing such a professional learning community to better support student learning must be on-going and maintained for the long-term. Likewise slow-growing but progressive dividends would be expected in educational achievements. A patient strategy is sometimes needed instead of frequently starting over. (Making the Most of Professional Learning Communities, Jay McTighe, The Learning Principal, May 2008, page 6.) And thirdly, the campus should attempt to use all and keep competent staff. Have non-certified staff and faculty, all employees of the school should commit to all students, including the low-achievers. All members of the school community need to take pride in the students educational achievements, questioning, challenging, and encouraging students at every opportunity. (How Do You Sustain Excellence? Douglas B. Reeves, Educational Leadership, 2007, page 86.) Not only must keep all the faculty and staff involved, but also keep their turnover low; sustain a campus with a consistent mindset for the strategies that may be difficult and slow to show results. If the investment to train competent, hard-working faculty to evolve into continuous learners is interrupted with turnovers, then each school term fewer trained faculty will be able to sustain the same level of teaching year to year. Where teachers are lost the gained math knowledge, the growth in attitude change, the improved teaching skills developed through training will have to start over for certain classes, and the transfer of these skills and strategies into classroom practice will not be consistent to

impact noticeable student achievement year to year. Keep the trained to improve learning outcomes. (Student Achievement through Staff Development, Bruce Joyce and Beverly Showers, Designing Training and Peer Coaching: Our Needs for Learning; National College for School Leadership, 2003.) Strategies such as these characterized the educational turn-around and success of Mead Valley school, Riverside County, California, a low performing and one of the poorest of schools in the United States. Although a demographic strategy is not as expedient for Bonham, these strategies for an attitude for the long-term however would sustain Bonham Elementary to achieve its improved student learning outcomes. (How Do You Sustain Excellence? Douglas B. Reeves, Educational Leadership, 2007, pages 86-87.)

Total: 10 hrs.

I. Demonstrate an advanced understanding of technology operations and concepts. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. VII. Coordinate development and direct implementation of technology infrastructure, policies, plans, and budgets for P-12 schools.

1 Knows technology terminology and concepts; the appropriate use of hardware, software, and digital files; and how to acquire, analyze, and evaluate digital information. 10 Demonstrates knowledge of strategies and techniques for Web site administration.

Course EDLD 5362 Information Systems Management: Modern Learning for the Model Classroom Self-Assessment Perhaps over the next five years the model classroom can provide more opportunity for the educator to customize learning to the individual students needs. According to Watson and Watson they state (2007), This requires education to shift to an entirely new paradigm, from one with a focus on standardization and sorting with a high rate of failure to one that supports customization to meet all learners needs (page 31). For educators to improve the model classroom for the next five years, one must consider how to engage students. Notice how they learn on their own, often outside the classroom. Marc Perensky explains (2001, September/October), Todays students K-12 through college represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Todays average college grads have spent fewer than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, e-mail, the Internet, cell phones and instant messaging are integral parts of their lives (p. 1). It is interesting how many of Prenskys list of technologies are those six that the 2011 Horizon Report found influential to teaching, learning, or creative inquiry over the next five years. They are electronic books, mobiles, augmented reality, gamebased learning, gesture-based learning, and learning analytics. (Johnson et al., 2011, pp. 5-6). Modern learning for the model classroom will provide the newer engaging technological software and programs, yet I see an equal if not greater need to challenge students through effective course scaffolding as well. Learn as a Learner Reviewing the modern classroom I designed, the openness to the Internet is available with projection processes maximized. Instructors will have capabilities to explore online lesson resources, social interaction, and immersive A. 5 hrs. B. 5 hrs.

experiences in the classroom (Johnson et al., 2011, pp. 3-5). This directs attention to appropriate online earning that students now use outside the classroom from electronic books and mobile devices, both seen adopted within the next year, according to the 2011 Horizon Report (Johnson et al., 2011, p. 5). Often the school falls behind in engaging the student when it creates a school-centered learning environment. The Model Classroom provided an imaginative construction of combined learning ideas current and future that should break some rules, such as an abundance of resources made available via the Internet and to provide schooling outside of the classroom with such common technology as mobiles. Lifelong Learning Skills The learning available in the model classroom is futuristic, imaginative, yet very much like that environment that will engage students. It is very much like the environment our Texas Essential Knowledge and Skills (TEKS) standards envision. All three grade levels of TEKS state (2010-2011), The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences (High school subchapter c, para.126.21). References Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium. Prensky, M. (2001). Digital Natives, Digital Immigrants: Part 1. On the Horizon, 9(5), 1-6. Texas Education Agency (TEA). (1998, September 1). 126.21. Implementation of Texas Essential Knowledge and Skills for Technology Applications, High School. Retrieved from http://ritter.tea.state.tx.us/rules/tac/ch126.html#s12621. Watson, W., & Watson, S. (2007). An argument for clarity: What are learning management systems, what are they are not, and what they should become? Tech Trends, 51(2), 28-34.

Total: 10 hrs.

II. Communicate research on the use of technology to implement effective assessment and evaluation strategies. III. Model, design, and disseminate curriculum plans that include methods and strategies for

2 Knows how to use technology tools to solve problems, evaluate results, and communicate information in a variety of formats for diverse audiences.

Course EDLD 5364 Teaching with Technology: Team Scenario Reflection For the team project, we were assigned to create lessons for students with different needs. Not only did we have to create lessons that targeted each individual students needs, but also we had to make sure that we incorporated technology into them. Our team was composed of four different professionals ranging from elementary grade level teachers to college professors. Our team members are Kristy Lopez, A. 12 hrs.

applying technology to maximize student learning. IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.

Leigh Moore, Dorothy Patel, and Walker Wellborn. We brought all of our expertise together to design a Science unit that was fair for a group of thirty-eighth grade students. It is because of each team members effort in the collaborative creation of this unit that the completion of this project was possible and a solution to the scenario problem was created. Since each team member had different areas of expertise, each of the lessons and activities were different. The first activity involved the student use of E-books. These books were created by all of the team members. These E-books were not only chosen to serve as an introduction to the unit, but provide support for students with visual impairments via the use of the text-to-speech feature. This activity also met the needs of different leveled students by providing the students with questions for them to answer through the use of virtual coaches. After this collaborative introductory lesson, each team members individual lesson was taught. The individual lessons included activities ranging from online gizmos to online simulators, each one showcasing each team members instructional creativity. Kristy Lopezs activity involved the students creation of a hurricane through the use of an online simulator. The final product was the completed hurricane. This activity and product were chosen because the students were able to manipulate all of the different factors that affect a hurricane, such as wind and ocean water temperatures. This served as a review of what the students had been taught earlier. Also, this activity allowed for many different modifications, such as the enlarging of the simulator size for students with visual impairments, and a text-to-audio feature to meets the needs of students with visual impairments. Leigh Moore's activity involved an online web program called Gizmos. This Gizmo was chosen because it had students collect data from weather stations about the hurricane. They were able to explore and learn about the specific weather conditions that are necessary for a hurricane to form. This activity allows students a chance to have a simulated real world experience and get a glimpse of the kind of data a meteorologist would have to look at. The more advanced students could work on their own and figure it out. The others could work in pairs or small cooperative groups to figure out the Gizmo. The blind student can be paired with someone that can verbally explain what is happening in the Gizmo. The extension assignment was to create a hurricane weather forecast from the information from the Gizmo. The students can do this in any medium of their choosing so their specific abilities are shown. Dorothy Patel's activity was similar to Leigh Moore's, and employed an online interactive forecast map. The idea came straight from the book, Universal Design for Learning: Teaching Every Student in the Digital Age. (Rose and Meyer, 2002) In Chapter 6, the authors point out, "Another essential part of teaching a strategic skill is providing learners with chances to demonstrate that skill. Demonstration challenges learners to consolidate and apply all parts of the process." It describes a project in which the teacher allows her students demonstrate their writing ability, she encourages them to use a medium of their choice to accompany their written text. Likewise, students in this activity demonstrate their understanding of the weather system shown on the weather by

Total: 12 hrs.

using a medium of their choice, such as an audio podcast, a video weather forecast, an art project, or simply a written explanation. Students collaborate on the project with a partner or two. Walker Wellborns activity introduces the topic, convection, one of three primary forces that produce climate with the easy to navigate and interactive visual and audible online UDL eBook. This activity ties into the other activities of the group by demonstrating creative thinking and collaborative communication found in NETS for Students 2007. It also satisfies the Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter B. Middle School, 112.20. Science, Grade 8, Beginning with School Year 2010-2011. (A) Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents. The International Society for Technology in Education (ITSE) standard represented in Dorothy Patel's and Leigh Moore's activity is Standard 4.Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project; and, c. collect and analyze data to identify solutions and/or make informed decisions. Despite the physical differences between air and water, the air in our atmosphere behaves much like and in combination with the currents of the oceans to produce Earths climate and weather. This is an experimental activity that uses simple hands-on skills that can prove similarities where air behaves like a fluid. The class is formally set up in groups that include a gifted and talented student to work in cooperation with other students who have disabilities that particularly affect learning. However, with the shared responsibilities and the leadership of a few the teams should be able use the different levels of technologies to create a multimedia of their collaborative learning using online, simple graphic design software, text, audio, images and video. According to McRELs research (2007) found in Using Technology with Classroom Instruction that Works (page 140141) states this formal grouping method should build positive interdependence where each help each others deficiencies toward a shared goal. The group must in the end process the learning where they can present the multimedia that shows and verbalizes their proof convection similarly can produce its affect on climate through air as a fluid as it does in the oceans currents. All of these activities would never be employed correctly in a classroom without offering the proper professional development for teachers beforehand. Upon careful analysis of the different types of professional developments, the team decided to have a hands-on professional development session in which the educator can experiment with the different educational technology tools by actually using them as she would in her classroom. The reason for choosing this type of professional development is that the educator would get more comfortable and confident in the use of technology by actually using it as she would in the classroom. James Paul Gee (Edutopia.org, nd) points out that students don't learn a

game by reading the manual; they jump in and start playing. Likewise, the teacher would probably learn best by working with the technology tools, allowing plenty of practice time before the actual activities begin. In doing this, the teacher will also experience some of the same technological issues the students might and can better help them work through them. She can model learning and troubleshooting with the students. In creating the multimedia the teacher will find a natural tool that builds cooperative effort. The teacher will be guided through the steps of creating a collaborative presentation so the steps can be ordered for all the various groups in the class. Besides the technologies that use simple software already available to the students in the computer labs, the teacher will want to devise a rubric that helps her evaluate the student teams to determine how well they focused on the curricular topic of climate. Working collaboratively is a way for educators with different levels of experience to come together and share their expertise with others. Through the creation of this unit, all team members were able to share different activities, support each other, and come up with different solutions to the same problem. Many students were challenged to show leadership and others found greater strengths that resulted in compensation for certain disabilities. This allowed all team members to see the many different ways that one common goal can be achieved. References Edutopia.org (nd). Big thinkers: Paul Gee on grading with games. Retrieved on March 23, 2011 from http://www.edutopia.org/digital-generation-james-geevideo Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works (page 140-141). Alexandria, VA: Association for Supervision and Curriculum Development. Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 6. Retrieved March 2, 2011, from the Center for Applied Special Technology, http://www.cast.org/teachingeverystudent/ideas/tes/

II. Communicate research on the use of technology to implement effective assessment and evaluation strategies. III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning. IV. Communicate

2 Knows how to use technology tools to solve problems, evaluate results, and communicate information in a variety of formats for diverse audiences. 3 Knows how to plan, organize, deliver, and evaluation instruction that effectively utilizes current technology for teaching the Technology Applications Texas Essential Knowledge and

Course EDLD 5368 Instructional Design: Self-Assessment When teachers reconsider traditional face-to-face teaching as their only means to engage their students and take the opportunity to collaborate and teach online, then they are able to overcome time and place constraints and begin to develop as adapters, innovators, and global communicators. In EDLD 5368 Instructional Design I took the online course technology to set up a dual credit course for the Academy of Technology, Engineering, Mathematics, and Science (A.T.E.M.S.) for the Abilene Independent School District (AISD) in Schoology. The illustration and storyboarding dual credit course is A. - 15 hrs

10

research on the use of technology to implement effective assessment and evaluation strategies. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.

Skills (TEKS) for all students.

designed to meet Texas Essential Knowledge and Skills (TEKS) requirements for fundamental drawing and graphic design skill development with the newest technologies (TEKS, 2011, para. 126.24). It teaches basic drawing in the natural media software Corel Painter Essentials 4 that uses the professional illustration and editing tool, the Wacom digital pen and tablet. Currently I teach asynchronous online digital arts courses for Texas State Technical College West Texas (TSTC) and also dual credit courses online to an area high school using the online course method similar to Schoology. Beginning the Fall 2010 some courses add a face-to-face teaching component to the online format giving TSTC students a hybrid online format. This blended teaching approach offers a more personal and validating assessment process (Watson, 2007, p. 17). Formative assessment was more an obvious element of my instruction when I taught face-to-face design courses. Learn as a Learner After going fully online, that personal relationship with my students diminishes some. I do ask students to introduce themselves at the beginning of the course. They must create an avatar of themselves. This persona representing them gives some personal creativity plus more importantly protects their identity more. I had to research and experiment with ways to personally interact and communicate more with students in discussion forums and in workshops. I used instant messaging for prompt communication along with the slower emails to communicate larger messages and sending or receiving attachments (Watson, 2007, p. 12). However, all submitted project work was made in Schoology. The instant messaging is prohibited at most high school campuses, yet it was allowed from the web for the dual credit courses at the area high school. I was working day and night. Online teaching was not becoming easier. Lifelong Learning Skills What I intend to do with this instructional design learning is to work smarter, use time more effectively and help the student understand what they learn. The learning goals must be realized more clearly, the evidence of learning must be more carefully decided, and rubrics must be more efficiently used prior to all assignments for the students to clearly evaluate their course objectives. The same rubrics will be used to assess and validate the students learning (Wiggins and McTighe, 2000, p. 182-183). Therefore when I design my course in Schoology for better understanding it is important to personalize, provide clear expectations and directions, and then evaluate using rubrics in a timely manner. References Texas Education Agency. (2010). Chapter 126. TEKS for Technology Applications, Subchapter C. High School. Texas Essential Knowledge and Skills (TEKS). Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126c.ht ml. Wiggins, Grant; McTighe, Jay. (2000). Understanding by Design (Expanded Second Edition), Upper Saddle River, NJ: Prentice Hall.

11

Watson, J. (2007). A National Primer on K-12 Online Learning. Retrieved March 18 2010 from http://www.inacol.org/research/docs/national_report.pdf. Total: 15 hrs.

I. Demonstrate an advanced understanding of technology operations and concepts. II. Communicate research on the use of technology to implement effective assessment and evaluation strategies. III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.

4 - Demonstrates knowledge of the principles of design and their application to digital graphics/animation products. 5 Demonstrates knowledge of principles of typography and page design and knows how to use technology tools to create desktop publishing products. 6 Know how to use graphics, animation, and desktop publishing software to produce products that convey a specified message to an intended audience.

EDLD 5366 Digital Graphics, Animation and Desktop Publishing: Self-Assessment It takes design to communicate more effectively. Contrast, repetition, alignment and proximity are the principles of design that arrange information to communicate clearly and on target to certain audiences. Contrast differentiates, repetition reinforces, alignment unifies, and proximity relates. With design meaning or value to the message are added. If a part has a greater size it must mean it is more important, or less important, if smaller. If an object is near another object then their proximity associates them with some related meaning. (Yearwood, 2009, pp. 15-18). Design helps define the information by one merely looking at it. It makes the information more understandable and easier to read. Without design chaos happens. A four-page newsletter for week fours assignment was designed to communicate information about educational technology resources that a teacher can use for teaching. For the messages in this publication design is both a verb and a noun, both a process and a product for developing the teacher. Learn as a Learner What I want to know more was not only how could I produce a publication about technology used in education, but also design the specific message effectively whereupon technology can be designed into it. As an efficient tool to engage the learner, the teacher, and provide a diverse learning experience about 21st Century educational technologies, the newsletter had to demonstrate its message with technology. If the same could be true for teachers as it is for students wherein we could only make technology reflect a real life experience and purpose as the National Council of Teachers of English (1995) suggests, then it would impact the student with a more authentic and valuable learning experience (NREL, n.d., p. 20). So how could the newsletter be used to effectively reach the teacher and bring about that type of learning? I am accustomed to producing static printed newsletters, but this newsletter had to have a multimedia process for this informative piece to work to engage my teacher audience. It had to have interactivity to reinforce its message. Lifelong Learning Skills Fortunately what I have learned is that there is a technology tool well designed to reach our audiences effectively, to evoke greater understanding for learning, to use the advantages of the minds learning processes, plus reflect the perception of real life experience as the National Council of Teachers (1995) suggests. It is instruction with multimedia technology that combines pictures, words, audio, video, animation with interactivity. Mayer (2005), states, People A. 12 hrs.

12

learn better from words and pictures than from words alone (p. 5). In the newsletter articles included colorful graphics and photos designed with its article. Links provided interactivity and the article about animation provided an animation accessible with a simple click. To maintain the integrity of the designed type, images, and active hyperlinks the page layouts of the newsletter were saved as stable Portable Document Format (PDF) files. Now the product would perform like a news publication about design, multimedia, and animation. Also to reinforce its digital character it would be delivered to teachers as an e-newsletter in e-mail. No paper, printing, or postage costs saves money for other professional development activities. If the teachers wanted it as a future reference they could print it off or save the PDF (Marzano, 2007, pp. 37-38). Multimedia technology offers one of the best learning strategies designed for meeting the needs of the digital immigrant teachers to educate diverse digital native learners in a real world manner. When the need to communicate to teachers about using effective educational technologies, the conventional newsletter format offers endless multimedia communication opportunities to engage the 21st century teacher. References Marzano, R. (2007). Using Technology with Classroom Instruction that Works. Mid-continent Research for Education and Learning. Northeast Regional Educational Laboratory (NREL). (n.d) Meeting the needs of diverse learners. Retrieved from http://www.netc.org/earlyconnections/pub/sec3.pdf Understanding multimedia learning: Integrating multimedia in the K-12 classroom. (2008). Retrieved from http://brainpop.com/new_common_images/files/76/76426 _BrainPOP_White_Paper-20090426.pdf Yearwood, J. (2009, July 12). Basic design principles and some observations on how we see: Contrast, repetition, alignment, proximity. Lamar University.

Total: 12 hrs. EDLD 5363 Video Technology and Multimedia: Self-Assessment The EDLD 5363 Multimedia and Video Technology course assigned a multimedia project that required collaboration to create a K-12 public service announcement for parents and community partners. My team consisted of three other faculty members who currently teach in K-12 schools. The collaborative communication and practice began and finished with openness, informative dialogue, and a cooperative spirit.

I. Demonstrate an advanced understanding of technology operations and concepts. II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.

7 - Knows how to produce and distribute digital video and multimedia products. 8 - Demonstrates knowledge of strategies and techniques used in the preproduction, production, and postproduction of video products.

A. 15 hrs.

13

III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.

9 Knows how to design, produce, and distribute multimedia products.

Although we had to make several changes early, our storyboard script and edits quickly created a meaningful storyline. This discovery and development of the story process became both fun and rewarding because of the contribution from the diverse skills and resources of other team members. I have most of my experience in producing the multimedia using professional video-editing software, but the collaborative development of pictorial, audio, and video resources communicated by team blogging became a new educational experience. Learn as Learner With blogging the team shared early what each could contribute to each stage of the multimedia process. This allowed many to have a week to plan and develop their part until it was time to act. I received the video and sound files by email attachments. After importing the assets into Adobe Premiere professional video-editing software I was able to produce the sequencing of video and audio with the necessary effects and text that matched our storyboard. In the early weeks of the course project the learning objectives to complete the multimedia project on time required much collaboration, much candid discussion, and much individual commitment. I learn best by asking questions and trying ideas and getting feedback. The other team members had more actual experience with the topic of cell phones on the school campus. Their ideas for a story engaged them to write relevant script and to plan the student shots list. Another had the means to shoot video of the necessary short teacher and student interviews at their school, which was nearly impossible for me who only had a college environment to use. However, my multimedia production experience fortunately allowed me to creatively contribute to the PSA process. It was the collaborative effort that provided individual resources and talents that engaged all to contribute to the overall success of the digital PSA. Lifelong Learning Skills Video editing tools such as Apple iMovie or Windows Movie Maker will do most of what an industry-standard Adobe Premiere can do and are both more affordable for the teacher or student. They are adaptive to most computer platforms, and are user intuitive. Such benefits ease their adoption into most classrooms for multimedia work. Not only does multimedia technology such as that used by our team demand great attention to details, design and editing, but it continues to provide a relevant skill that amazes audiences and pushes the student to excel in learning as never before. New (2005) reminds the teacher, Dont be intimidated if your students learn faster than you do. Many of them are accustomed to quickly absorbing technology. Use their aptitude to your advantage by letting students teach each other; youll find that they show their strengths fairly quickly. Within a class, youll have great writers, editors, camera operators, and technicians. They can improve their weaker points while using their strengths to help others (including you) (para. 5). The outcomes for collaborative learning, engagement, and the

14

ease for classroom adoption make multimedia technology a favorite educational tool for teacher, student, and administrator. Much of the exercise in creating multimedia involves pulling together and synthesizing many tasks that require audio, text, imagery and video. Completing a project in a week as an individual can be time consuming and labor intensive. That is surely the case if and when original material must be created. As a team project the process can be less formable, except now the learning might be less hands on for all the necessary tasks such as script writing, storyboarding, video shooting, recording, and editing. Student understanding must be planned more for building effective instructional designs with multimedia. For example, Shank (n.d.) says, In instructional design, the purpose of multimedia isnt just to incorporate multiple media, insert cool effects, or add complexity (which can detract from learning). Use each medium to its advantage and to combine media so that the potential learning is greater and more effective than using single elements alone (para. 28). Not only is knowing the impact of various media an issue, but also know how you would want to communicate a single message clearly. I understand how the technology of multimedia communicates better, how it attracts, and how it works. However, for multimedia to remain as an engaging and successful educational tool for me as a 21st Century teacher, a lifelong learning will be required to build more effective collaborative social skills. References New, J. (2005). How to use digital storytelling in your classroom. Edutopia. Retrieved April 4, 2009, from http://www.edutopia.org/use-digital-storytellingclassroom. Shank, P. (n.d.). The value of multimedia in learning. Think Tank. Retrieved May 5, 2009, from http://www.adobe.com/designcenter/thinktank/valuemedi a/.

Total: 15 hrs.

15

I. Demonstrate an advanced understanding of technology operations and concepts. II. Communicate research on the use of technology to implement effective assessment and evaluation strategies. III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.

10 Demonstrates knowledge of strategies and techniques for Web site administration. 11 Knows principles of Web page design and uses a variety of tools and techniques to design and troubleshoot Web pages for a diverse audience. 12 Knows how to use Web pages to communicate and interact effectively with others.

EDLD 5365Web Design:

Abilene Independent School District School Web Publishing Policy

Self-Assessment In the course EDLD 5365 Web Design managing a web site not only means leadership in designing for content, functionality, and reliability, but also in the review of acceptable use guidelines for legal, safe, and ethical access. For this course the Abilene Independent School District (AISD) Web Publishing Policy was reviewed. Although the student is comfortable with a ubiquitous access to information outside the classroom, schools still have not fully responded to what the student needs (Williamson & Redish, 2009, p. 105). According to Johnson, Smith, Willis, Levine, and Haywood (2011), The abundance of resources and relationships made easily accessible via the Internet is increasing challenging us to revisit our roles as educators in sense-making, coaching, and credentialing (p. 3). As schools increasingly innovate to provide more student access to the Internet, then educational technology leaders should take an increasingly greater role in reviewing and revising school web policies with their district web committees. Learn as a Learner The website policy provides the student, teacher and staff a contract that defines their privileges and responsibilities of school Internet use that address safe, legal and ethical development and design practices. The purpose of the AISD Web Publishing Policy was to provide a website that effectively communicates curriculum information, instruction for learning, school activities and events relating to class, campus and district (AISD, 2011, p. 11). Teacher websites must adhere to specific guidelines for accurate, meaningful, relevant, and up-to-date web content and design. A proper procedure to present material to an appointed web administrator representatives at various campuses in the district must be followed before any web publication is considered. Internal resources must be timely and relevant to the learning process of our students and externally foster a clear and responsible community relationship with the community. Regardless what manner students or teachers use the Internet outside the classroom, AISD states that the school website use is a privilege, not a right (AISD, 2011, p. 12). Lifelong Learner By the very wording in the AISD Web Policy it sounds more school-centered and less student-centered. Soften such warnings as privileges versus rights and state more how to promote a respectful, courteous, and safe collaborative learning environment. Help promote a more positive attitude for learning by knowing how to use the school website. AISD Web Policy introduces new Web 2.0 tools that students and teachers can access the school website for more innovative ways of learning. Web 2.0 tools such as class A. 14 hrs.

16

specific blogs, class groups in Facebook, instructional activities plus a supervised news wiki for all levels of students using Moodle, help facilitate learning opportunities for inventive and adaptive thinking. These new and emerging web-based tools are monitored and highly secured with password access and picture safe avatars. For safe student participation in web site activities pictures of students below the age of eighteen must have written parent permission to use their pictures. Pictures of students with names are discouraged (AISD, 2011, p. 16). For the school website to serve as an attractive, reliable and effective resource for students, teachers, staff, administration, parents and other community stakeholders certain maintenance, procedures, and standards of web development and design must be required to ensure the website is secure, legal and ethical. However, the challenge of privacy and control versus continuous and engaged learning continues to be a balancing process necessary in every website policy review and update. References Abilene Independent School District. (2010). Electronic communication system acceptable use guidelines and Internet safety. Student code of conduct. Retrieved from http://www.abileneisd.org/cms/lib2/TX01001461/Ce ntricity/Shared/201011%20Student%20Code%20of%20Conduct%20%2 0-%20revised%208-4-10.pdf. Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 horizon report. Austin, Texas: The New Media Consortium. Williamson, J. & Redish, T. (2009). ISTEs technology facilitation and leadership standards: What every K12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education (ISTE). TOTAL

Total: 14 hrs. 100

17