EDLD+5370+Week+Two+Assignments

Click on the above file link to view the original Word version of the Lamar EDLD 5370 Week 2 Assignment Document for Allen David Bordelon ET8012 Cohort 5 as submitted on October 18, 2010.

Week 2 Assignment 2.1 - [|Click here] to view my blog posting on the Week 2 Videoconference.

Week 2 Assignment 2.2 - Click here to view my Comprehensive Exam Week 2 Assignment wiki page.

Week 2 Assignment 2.3.doc Click on the above file link to view my original Word version of the APA-formatted Assignment 2.3 document.


 * Reflections on Embedded Assignments for EDLD 5362 Information Systems Management**

EDLD 5362 Information Systems Management was a great class that allowed me to fine-tune my technology leadership skills while increasing my knowledge of classroom and business information systems practices. During the course, two assignments stood out, and really helped me achieve the desired outcomes. During week one, I interviewed an instructor who had been teaching for 20 years or more to learn how the Internet had changed instruction, and during week two I used interviews in the process of evaluating my school district’s Student Information System.

As we look for ways to improve teaching and learning, it is critical to understand the effect the Internet has had in the modern classroom. One method I used to discover the effects of this new information system on teaching and learning was interviewing an educator with extensive classroom experience both before and after the rise of the Internet. I interviewed Brother Dennis Doose, CSC, an instructor at Holy Cross High School in San Antonio, Texas. Br. Doose is a lifelong teacher of the physical sciences, with almost four decades of classroom experience teaching high school-level Chemistry and Physics courses.

During the course of the Interview, I learned that in many ways the Internet has the potential to improve science education more directly than I had realized. Increasing regulations regarding safety and liability have curtailed many of the traditional hands-on science experiments, and as Br. Doose pointed out, science is a participatory subject in which you learn by doing. The Internet lets students perform virtual experiments, and see the results of those experiments, in ways that textbooks and videos alone could not accomplish.

This new information led me to see the Internet in a different light; I always knew that the rich variety of media and experiences available on the Internet could improve instruction, but had never thought of the Internet as being so important in providing authentic hands-on experimentation through virtual experiences. In the future, I will look for new ways to use participatory and virtual learning experiences to address science needs in my District; I now see the internet as more of a vehicle capable of delivering engaging, participatory learning.

The relationship between my old and new learning really made this assignment stand out; during this assignment, I realized that while I have much to teach my teaching staff about how to safely and appropriately use the Internet, they have much to teach me about how to integrate the Internet into instruction in meaningful and transformative ways I may never have thought of.

The interview approach upon which this assignment was based was very useful, as it led me to think about the process of inquiry much more than I would have during a normal conversation. For instance, I asked Br. Doose what his concerns were regarding using the Internet to teach science, and he expressed concern with the necessity of having to teach students how to evaluate information for valid and ethical content. Carroll and Witherspoon (2002) support this concern, as they state that “Not all information on the Internet is quality information, or appropriate for use with students” (p. 33). Before this assignment, I would not have thought of that being one of the most critical issues in the mind of a science teacher. The strategy of asking questions that are guiding yet open-ended worked well, and has improved my ability to interact with teachers as we evaluate software and other technology components.

As a learner, I learn best by gathering information and facts, and analyzing them to determine the best course of action. By using the interview process as an information-gathering tool to gather qualitative data, I performed not only the teacher interview assignment well, but also the assignment of evaluating La Vernia ISD’s Student Information System (SIS). The interview process helped me accurately gather the opinions and concerns of other staff members, including the Director of Finance and the Superintendent. Gathering the qualitative experiences of others was particularly critical to me during the SIS evaluation, as I had been involved throughout the system’s evaluation, purchase and deployment, and had formed my own opinions of its merits and issues; interviewing others, and particularly thinking through the inquiry process, helped me to critically and impartially examine the issue from all sides. Because I had been so intimately involved in the initial evaluation and purchase of La Vernia ISD’s RSCCC SIS system software, I did not learn as much new information about the features and performance of the software itself during this assignment as I learned regarding how my colleagues and staff view the system and its implementation. Seeing the system through their eyes exposed issues I was not aware of, and I have undertaken action to address these issues, demonstrating transfer of knowledge gained throughout this course to my everyday practice as a professional.

My new learning and interaction with my colleagues affected my performance on these assignments very positively. While seeing the SIS through my colleague’s eyes, I realized it touches facets of education in ways I had never considered, particularly where student performance data is concerned, so I gained a broader perspective of how these systems impact individual students. I also learned that I must open myself to possibilities and viewpoints I had not considered, and that I must truly listen to my teachers and staff to learn how to best support them.

As I carried out the various tasks during these assignments, I learned a valuable lifelong lesson that teaching students cyber citizenship skills is on the mind of all teachers, not just the “tech teachers”. The modern student is raised in an age of instant gratification, and I will remain keenly aware that it is the job of each and every one of us as educators to teach them the patience and persistence necessary to keep searching and not just accept the first answer found on Google. This problem continually becomes more difficult; as Ebenezer and Lau (2003) state, “An increasing number of Web sites are added each day to the Internet, thus making it more difficult to find relevant information” (p. 3).

My past interactions and collaborations with colleagues who teach science had opened my eyes to the importance of computers and probeware to help students gather data and analyze facts; while these past interactions were valuable and helped me support the technology needs of my colleagues, my interactions during this class opened my eyes so that I now see myself more as an instructional partner with my colleagues, capable of directly helping them to use technology in ways I had never thought of to improve learning. As Br. Doose pointed out, there are experiences that the Internet and other information systems enable that cannot be duplicated by any other means. Johnson (2003) expands upon this point, stating that “Students can explore the wide world of science by finding out about scientists’ ideas and discoveries, experiencing virtual field trips, virtually meeting scientists of the past and present, and virtually observing them as in actual time as they think, work and write. Many of these explorations and experiences would be lost to them or difficult opportunities to achieve without the Internet…” (p. 1).

Through the assignments in EDLD 5362, I learned that all systems, whether in the classroom or business office, are information systems providing appropriate information to fill the immediate needs of the user, and as such must be managed properly in order to provide the greatest impact on teaching and learning. Information Systems Management requires me as an instructional leader to view all systems holistically, and to be open to non-traditional uses of information, with classroom information benefitting the business department, business systems providing feedback to the classroom, and all data being used in District and campus improvement initiatives.

In my future learning, I will endeavor to use both the quantitative data gathered through traditional means as well as the qualitative data gathered through means including the interview process to set the direction I will focus on as a leader. As a lifelong learner, I continue to struggle to integrate more of the human element, the qualitative data, into my decision-making processes which have traditionally been more data-driven. EDLD 5362 Information Systems Management helped me to see a subject I always viewed as quantifiable from a more human, qualitative perspective. I will continue to delve more deeply into how technology-based information systems impact and can benefit instruction, and how I can use qualitative data to improve my management of these systems.

References:

Carroll, J., & Witherspoon, T. (2002). //Linking Technology and Curriculum: Integrating the ISTE NETS Standards into Teaching and Learning, 2nd ed//. Upper Saddle River, NJ: Merrill Prentice Hall.

Ebenezer, J., & Lau, E. (2003). //Science on the Internet: A Resource for K-12 Teachers, 2nd ed//. Upper Saddle River, NJ: Merrill Prentice Hall.

Johnson, Carolyn (2003). //Using Internet Primary Sources to Teach Critical Thinking Skills in the Sciences//. Westport, CN: Libraries Unlimited, Inc.

Week 2 Assignment 2.4.doc Click on the above file link to view my original Word version of the APA-formatted Assignment 2.4 document.


 * Reflections on Embedded Assignments for EDLD 5364 Teaching with Technology**

During my EDLD 5364 Teaching with Technology course, I served on a multidisciplinary team tasked with using Web 2.0 tools to create CAST (Center for Applied Special Technology) UDL (Universal Design for Learning) World Geography lessons for 9th graders providing differentiation opportunities through multimedia in an online environment. The knowledge I gained from this assignment is threefold; first, I gained extensive experience using Google Docs as a basis for collaboration, communication and project development. Second, I learned how easy it is to create a lesson using the CAST UDL authoring system, an online system requiring no installation of software, yet capable of producing online lessons that students can access anywhere there is an Internet connection. Third, I learned the importance of differentiation and using multimedia to address various student learning styles.

Before this assignment, I would have primarily used email or wikis to collaborate and communicate ideas. My introduction to Google Docs as a collaborative tool changed the way I view Web 2.0 tools for brainstorming and all phases of project implementation. Google Docs freed me from having to cut-and-paste information from emails into a Word document, and the online nature of this tool ensured all of my team members always saw the latest document and project files. The ease of collaboration and documentation changed my mind regarding the necessity of face-to-face interaction during a project of this magnitude, and I have continued to use Google Docs in all my collaborative undertakings since this class ended.

The hands-on experience I gained with Web 2.0 tools during this course enhanced my ability to mentor and model the use of these tools for my teachers, tools which are essential to improve student learning. According to Emily Rhoades (2009) “Today's faculty members (elementary through college) are using podcasts, wikis, chat rooms, online curricula and virtual realities to help students become successful in the classroom” (p. 24).

The ease of use of the CAST UDL Lesson Builder, which facilitates quick and easy creation of multimedia lessons including differentiation strategies to address multiple learning styles, really enhanced my personal learning experience during this lesson. When I first learned that each member of the team was to create an online, multimedia lesson, I envisioned spending hours in front of a tedious authoring system. I was pleasantly surprised how easy and intuitive the CAST UDL interface was, making it very easy to create online lessons containing a variety of media with no need for programming experience. This experience changed the way I look at online authoring tools, and I have shared this site with many teachers, using the lesson I created as a mentoring tool.

During this assignment. I was reminded of the importance of implementing multimedia technology in order to engage and instruct students. Schacter and Fagnano (1999) state that “Applied effectively, technology implementation not only increases student learning, understanding, and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills” (p. 331).

The approach I used to complete this assignment was to use Google Docs for all communications; beyond sending a few reminders via email, I was adamant that all team members use Google Docs as their primary means of communication. Whether brainstorming or fleshing out details, all our experiences, including final reflections on the overall experience, were documented using Google’s collaborative Web 2.0 tool.

Another strategy I learned during this assignment was the strategy of thinking like an assessor; in order to create a good lesson, I had to think about what information I wanted to convey to the students, and I had to consider how I would assess their understanding and grasp of that information. By thinking like an assessor, I was able to pinpoint exactly what I wanted to teach, allowing me to then concentrate on using the best multimedia resources to produce the lesson content.

While I was learning the importance of differentiation, and using multimedia to address differing learning styles and needs, I learned about the way I learn. I have always been one to take written documentation, whether on paper or online, and gain understanding by reading the material and mentally transposing it into the actions required to accomplish a task. Being aware of my primarily visual method of learning, I discovered that I had a tendency to assume others learned this way as well, so I really had to work to address all the different learning styles that a student may present. I believe that I performed well and created a CAST UDL lesson that successfully addresses multiple learning styles, but I must always be careful to take various learning styles into account when producing any lesson or product designed for consumption by other learners.

My performance on this project was greatly enhanced by my interaction with my teammates and colleagues. Their in-classroom experience proved invaluable in helping me understand differentiation, and my interaction with colleagues through the discussion board helped me to think more like an assessor and better understand various learning styles and learning difficulties. The CAST UDL lesson I ultimately produced and linked to the collaborative Google Doc was based upon all I had learned from my colleagues, and their feedback helped me improve the quality of my project. As I experienced firsthand, collaboration enhances both learning and understanding; Solomon and Schrum (2007) explain that “The new way [of learning] is collaborative, with information shared, discussed, refined with others, and understood deeply” (p. 20).

By understanding more about how I learn, and how that differs from the way others learn, I gained an awareness of learning styles that I previously lacked. While I knew some people were primarily auditory learners, and others might be primarily visual, I had never really thought about using that knowledge to change the way I instruct others during a class or inservice, or to improve the way I learn. In my future learning, I will always be aware that I learn best visually and seek that opportunity first; that knowledge improved my study habits as I began to read the transcripts of the weekly class video overviews in addition to just watching the video.

Based on past interactions and collaborations with colleagues during this course, I will continue to use collaborative online documents such as Google Docs as the basis for future teaming and interaction. The ease of access from any device with a web browser makes this means of collaboration easy, encouraging frequent interaction among team members while easing the burden of project documentation.

As a lifelong learner, the biggest question I was left with at the end of this assignment was how to convince my colleagues that the time it takes to produce differentiated, multimedia lessons online is worth the effort. So far, although several teachers were enthralled with the CAST UDL site, the general feeling is that there is just not enough time in the day for them to create online lessons and still accomplish all their other teaching tasks. This is an issue I often encounter when dealing with an area or subject not directly tied to accountability, so I continue to struggle with the time dilemma. I hope to solve this dilemma through the application of action research, using data to convince teachers that the time invested pays dividends in increased mastery on achievement tests.

References:

Rhoades, E. (2009). Can Web 2.0 Improve our Collaboration? (Technology Usage in the Classroom) //Techniques, 84//(1).

Schacter, J., & Fagnano, C. (1999). Does computer technology improve student learning and achievement? How, when, and under what conditions? //Journal of Educational Computing Research, 20//(4).

Solomon, G. & Schrum, L. (2007). //Web 2.0: New Tools, New Schools//. Washington, DC: International Society for Technology in Education.

Week 2 Assignment 2.5.doc Click on the above file link to view my original Word version of the APA-formatted Assignment 2.5 document.


 * Reflections on Technology Facilitator Standard III**

The first assigned reading in Week Two of my Lamar EDLD 5370 Internship class covered Technology Facilitator Standard TF-III, Teaching, Learning, and the Curriculum. Standard TF-III includes many indicators delineating expectations for educational technology facilitators to assist teachers and administrators as they apply and implement curriculum plans including methodologies and strategies that utilize technology to maximize learning. Williamson and Redish (2009) highlight the importance of Standard TF-III for technology leaders; “In an era when the needs of students are rapidly changing, schools are not providing digital-age learners with the types of environments that parallel the connectivity and social interaction patterns that they are accustomed to outside of school. This disparity threatens to alienate youth further and encourage the already growing student perceptions that schools are outdated and irrelevant to their interests and goals” (p.57). Although I was acquainted with Standard TF-III throughout my internship experience, it was not until I read this chapter that I realized the level of detail, and the scope, of this standard. I had thought of the various standards as more-or-less equal in importance, but now realize that Standard TF-III carries more weight in relation to improving instruction.

My new realization of the importance of Standard TF-III does not infer that I consider the other technology facilitator standards inferior or subordinate; it merely reflects my discovery, based on my new learning, that my previous assumptions were flawed.

The relationship between my old and new knowledge regarding the importance of this standard to school improvement initiatives did not affect my personal experiences while implementing Technology Facilitator Standard III during my field-based internship activities; unfortunately, this realization, based upon knowledge gained from the readings, came after I finished the majority of my field-based experiences. I wish that this book had been recommended earlier in my degree program, as the knowledge acquired from this book would have positively impacted my field-based activities and made some of them more meaningful.

As I read, I verified that in order to best meet standard for Performance Indicator TF-III.A.1, a technology facilitator must analyze methods and assist in the creation of strategies for teaching concepts and skills that support the integration of technology-based productivity tools. This is an indicator that I had a good understanding of before this reading, and I discovered that my strategies, including mentoring teachers in the use of Web 2.0 productivity tools, were on target.

As a learner, I learn best by reading, so Performance Indicator TF-III.A.2, which is met by a technology facilitator when we summarize research findings and present trends in the use of technology in education in order to support the integration of technology throughout the curriculum, played to my strengths. I realized that I perform this task regularly during Leadership Team meetings as I present findings and review trends in technology, while facilitating a discussion covering the implications of these trends on technology integration and implementation; therefore, I would assess my performance on this indicator as well-practiced and internalized to the point of becoming routine.

Performance Indicator TF-III.A.5 provides direction for technology facilitators to analyze methodologies and facilitate strategies for teaching concepts and skills supported by the use of media-based tools including video, audio, printed media, and graphics. My learning throughout my degree program, and my interaction with colleagues through the discussion boards and assignments, provided me with ample knowledge of new tools and methodologies to guide me in the implementation of this indicator. My implementation of field-based activities applicable to this indicator in particular were really improved by my new learning, as I could not previously have shared instructional strategies for using multimedia with such authority.

Early in my career as Technology Director, distance education and online learning were important to me, as I viewed these strategies as enhancing the course offerings and experiences available in a small district. Therefore, Performance Indicator TF-III.A.6, which is met when a technology facilitator analyzes methods and strategies to be used for teaching concepts and skills that are supportive of the use of distance learning systems as appropriate within the school environment, was familiar to me well before I ever heard of the Technology Facilitator Standards.

Performance Indicator TF-III.B.1, dealing with the analysis of methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technologies, is important to my future learning. Williamson and Redish (2009) note the importance of this indicator, explaining that “Technologists’ performance tasks… focus on the use of assistive technology when addressing the needs of diverse learners” (p. 66). As my primary Internship project unfolds, focusing on providing differentiated, relevant technology-based instruction to students with special needs, I must continue to improve my skills in this critical area in order to best meet standard on this indicator and improve instruction to the fullest extent possible.

Performance Indicator TF-III.E.2 calls for me to summarize and disseminate research findings and trends as related to the use of educational technology designed to support integration throughout the curriculum. On this indicator, my past collaborations and interactions with colleagues (particularly in my Teaching with Technology course) really improved my learning. The research, modeling and sharing of findings with my team members as we produced our online multimedia, differentiated lessons really helped me learn how to best summarize and disseminate research findings to my peers. This firsthand experience was critical and practical, as according to Williamson and Redish (2009), “…the performance tasks include modeling research-based strategies that integrate technology with other content areas and promote student-centered learning, higher-order thinking, and problem solving” (p. 66).

As a lifelong learner, I must continue to improve my practices as related to Technology Facilitator Standard III; I have yet to meet standard on all of the performance indicators in this very broad but important standard, and I must perform further research to determine how to best address the remaining performance indicators. I have learned through these readings that it is essential to address all the performance indicators embodied within this complex standard if I am to have the maximum impact on improving instruction in La Vernia ISD.

References:

Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.

Week 2 Assignment 2.6.doc Click on the above file link to view my original Word version of the APA-formatted Assignment 2.6 document.

Reflections on Technology Facilitator Standard IV

The second reading in Week Two of my EDLD 5370 Internship class covered Technology Facilitator Standard TF-IV, Assessment and Evaluation. I learned that Standard TF-IV requires technology facilitators to use technology to help teachers and administrators develop effective strategies for assessing and evaluating student achievement information. Williamson and Redish (2009) note the importance of this standard by reminding us that “In the current age of accountability, educational leaders are required to be more skilled in assessment and evaluation than their predecessors were” (p. 77). The standard contains performance indicators essential for me to master as a Technology Director tasked with supporting school and District improvement initiatives.

During the course of this reading, I learned that Performance Indicator TF-IV.A.1 calls for technology facilitators to model technology tools that may be used by teachers to assess student learning using various assessment techniques. Although I have performed this task many times as I instructed teachers in inservice sessions on the use of benchmarking and data disaggregation tools such as AEIS-IT and AWARE, I learned that I must teach and emphasize the assessment technique as much as I emphasize the operational procedures and considerations. This assignment and the new learning gleaned from it came too late to have a significant impact on my field-based Internship activities this year, but will have a substantial impact on my inservice training next year as I begin to work more closely with my teachers to mentor them in assessment strategies and research-based evaluation practices.

Performance Indicator TF-IV.B.1 suggests that technology facilitators guide teachers in their use of technology resources designed to collect and analyze data, interpret results, and communicate findings to all stakeholders, improving instructional practice while maximizing student learning. This indicator is critical, as Williamson and Redish (2009) point out that “Collecting student assessment data and other information related to the management and operation of schools is an essential component of school improvement…” (p. 83). My approach has been to train my teachers how to use the software analysis tools, and how to use our web site and collaborative online tools to communicate findings to all stakeholders, but my new strategy based on this learning will be to spend more time discussing the importance of analyzing data and accurately interpreting the results, providing direction for improvement initiatives.

In order to meet Performance Indicator TF-IV.C.1, technology facilitators must assist teachers in the use of recommended evaluation strategies so as to improve student use of technology resources for learning, communication, and productivity. As a learner, I must use action research to discover and adopt new strategies that will improve my abilities to mentor teachers regarding evaluation strategies; I have not performed well on this task in the past, focusing on assisting teachers in using evaluation tools rather than evaluation strategies.

When I read performance indicator TF-IV.C.2, which requires me to analyze data from a research project, including evaluating the use of specific technologies in schools, it immediately called to mind my interaction with colleagues during my Research course. The action research strategies I learned during the Research class, and practiced and discussed with my colleagues, will help me to meet standard on this indicator. Williamson and Redish (2009) state that “Leaders must be able to… conduct research evaluating specific technologies in PK-12 settings” (p. 89) and my previous research skills and strategies were not rigorous or thorough enough to meet standard without my new learning.

Through this reading assignment, I was able to put in better perspective the learning acquired during my Research course; I learned that I must focus on the analysis and research itself in order to become a better educational technology leader. It is imperative that I become a more holistic mentor, modeling best practices for research and analysis as well as best practices for using the analysis tools themselves; I have to learn to deliver the “full package”. To this end, the collaboration with my colleagues during my Leadership for Accountability class really helped me learn how to discuss and disseminate student and campus performance information, and improvement strategies, as a fellow educator. These abilities are essential if I am to meet standard on all the performance indicators in Technology Facilitator Standard TF-IV, Assessment and Evaluation.

As a lifelong learner, I continue to question why student performance in all core content areas is regularly assessed and evaluated, playing a critical role in the Academic Excellence Indicator System, and yet student performance on technology skills, which are essential to the lifelong learning ability and future productivity of all students, is not factored into the system. In today’s high-tech world, technology skills are a prerequisite, and should be assessed as such. Technology is the one common thread that crosses all subject-area boundaries and ties all facets of the educational experience together. I believe it is up to us as educational technology leaders to ensure that our educators value, critically evaluate and frankly assess student technology skills regularly at the local level.

References:

Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.