Reflection of Group Work for EDLD 5363

I tend to balk at group work and find that the work falls to the one or two responsible people who like to get ahead. Well, this entire process as a group was great from start to finish. Everyone wanted to get things done efficiently and excellently. We began sharing our brainstorm of ideas on google docs and then put our ideas into an outline and then into a script. Joey did the filming using iMovie and added a drop box so that we could all view each scene to make comments. Many small and some large changes were made in the filming that was decided collaboratively by sharing ideas on the google doc. After a final version of the film was created, I was able to edit the original script with a lot of input from Suzie so that no detail was left out.

I am pleased with our PSA, we are after all amateurs and with the time and constraint of a 60 second limit I feel we made a product that clearly articulates our point and is engaging. The only thing that may have been better is to have been able to do a split screen but we did not have the ability using iMovie to do this.

We did not have any copyrights that we had to use the music was not the real Twilight Zone music and was not copyrighted. The facts we used were referenced in a slide at the end to give credit where credit was due.

One again our team worked well together, like a well oiled machine and I would be delighted to work with all of them again in a future course if that was need. Thank you to Joey, Suzie, Maria and Angelia! You all are the best!

EDLD 5363 Web Conference Week 5 Reflection

I have been working with a wonderful group of talented people. Our PSA is almost complete thanks to the diligent filming and editing of our group. All we have left is to update our script, add some credits and to determine our creative domain. I was looking forward to tonight's web conference to make sure we had the lastest information of what was due and when.

The web conference was very informative. Dr. Abernathy shared that there has been some difficulty with the EPIC courseware and the course relfection questions cannot be located. She has graciously agreed that we will not have to complete that portion of this weeks assignment which lessens the burden of work considerably.

She clearly told us the three major tasks we have this week. They are as follows:

1. Finish revising the pre-production information and get it up to date with our actual video.
2. Make sure to submit our google doc to our IA
3. Upload our PSA to YouTube and embed it into our wiki

I can see the finish line and it will be great to have all our hard work done just in time for Christmas break.

Reflection on Week 2 Web Conference EDLD 5363

I was glad to have the opportunity to attend the November 23, web conference. I found the discussion both oral and written to be very helpful. The directions on the assignment were a bit of an overload for a novice such as myself.  I had questions that I needed answered in the web conference. These questions were answered.  I learned from the web conference that I only need to make an audio podcast that gives directions as to how to use a video editing tool. The asssignment had a great deal of information on adding pictures, music and video which left me unclear if I could actually omit that in my podcast. I felt great relief that it only needs to be an audio podcast. I also now know that I need to find two more partners for next week and the recommended method is to use the discussion board. That is my next focus as week 2 ends. I would like to start week 3 with a group of four already in place.

The creation of my podcast went really well. It was the first time that I used audacity and Windows Live Movie Maker. The fact that there were no pictures to add made it much easier than the week 1 assignment. However, it seems that audio directions for a video maker is not an effective way to give directions, at least not in my opinion. As I was learning Windows Movie Maker and Audacity I viewed many video tutorials and the best part was that they were visual and I could pause on them and still see what I needed to do. When it is just audio you can't pause and still "see" the directions. I learned after I completed my podcast that I could have had music in the background if I had put that into Audacity with my audio narration. I did not realize I could do that when I created the podcast.

Reflections on Week 1 Web Conference for 5363

Today I was completely overwhelmed as I read the assignment for the week. I knew that I have no experience making a movie on the software recommended. As a matter of fact the only thing similar is the Animoto I created in EDLD 5306. That was not nearly as detailed as this will be and I won't be able to use Animoto to create this presentation. So with heavy heart, I entered tonight's web conference  unsure of how to get a partner to work with and how to share information with my partner, and with no experience of using Windows Live Movie Maker. Dr. Abernathy answered my questions by explaining to us that we had to select our own partners by  using the discussion board or asking someone on the web conference chat section. I was delighted when Suzie asked if I would like to be her partner. That was my first sigh of relief. Next, Dr. Abernathey explained how to use Google docs to be able to share with our partners and to edit their work and offer comments. By the conclusion of the web conference some of my confidence returned and I am now looking forward to the process of creating a personal video story. I still have many questions, and I miss having a person sitting next to me working with me to create a video...but that is the new world we live in!

Final Comments on EDLD 5301

            Since my earliest years in school I have a memory of loving to learn. I was the type of child who begged to go to school even when I was sick. Many others might say that is evidence of just how sick I was! It comes as no surprise that I would choose a profession as a teacher, so that I could continue to be in the classroom and learn. I feel the same way about taking the courses in this master’s program. I again have the opportunity to learn, be challenged and to get the input of professors and colleagues.

            One of the best ways to learn is by collaboration. Although I prefer to do my own projects, I love to hear and glean ideas from my classmates. A wonderful highlight for me was to get the input of my classmates on my action research plan. Many of them already use 1:1 laptops with great success. I was so encouraged to hear that none of them regrets using laptops in the classroom, and many had ideas as to how to make adding templates and saving work more efficient. The whole action research plan seems more exciting, knowing there are others who have journeyed this road before me and are willing to share the pros and cons they have found. The use of the discussion board and blogs made this possible.

            The internet can be a great resource for finding out information about many topics. After determining my topic for an action research plan, I worked closely with a parent at the school who will be our IT support for the 24 junior high laptops. I wanted to be prepared to meet with him and have ideas about things we should consider. I went to the web and found a page that suggested 23 things to consider when using laptops in the classroom. They were simple yet practical. One mentioned that the laptop should not be the center of the activity so that the lesson could not fail or win based on the laptop. We were able to discuss these ideas and add our own questions and concerns.

            The assignments each week were extremely relevant to developing and executing an action research project. None of them seemed like a waste of time or just mere busy work. As a hardworking professional I truly appreciated this.  The assignments provided wonderful scaffolding so that I understood the intricacies of an action research and how to go about bringing it successfully to a conclusion. Each week I learned another new tidbit that aided me in putting together my plan. The assignments also kept me on task and in constant communication with my site mentor. Without the assignments I would not have understood the “action” part of an action research plan.

            I do also have a recommendation for this class. I like the use of blogs for giving reflections on what I have learned and also for receiving input from my fellow classmates. I did however find it a bit challenging to attach my action research plan in chart form and then to attach my final draft of the research plan. I was thinking that maybe a wiki page would be a better format to attach charts and drafts. A wiki page allows the maker to upload charts and documents as pdf files, or allows the maker to  attach them in much the same way you do on an email. I did see that other students were able to upload their charts in a very professional manner on their blogs and I would love to know how they did so. Once again this only reconfirms for me the importance of being a lifelong learner.

            Thank you for the opportunity to be a part of this course! Thank you also for all the preparation that went into making this course a wonderful learning experience. I look forward to hearing from my classmates as they complete their action research plans throughout this year. May the learning continue and become a source of inspiration to those we teach.

References:

Groom, D.(May 19, 2009). 23 things about classroom laptops. Design for learning. 9/01/2011, http://deangroom.wordpress.com/2009/05/19/23-things-about-classroom-laptops/

Week 4 Conversation with Site Mentor

My meeting with my site mentor went very well. We met on Friday, Sept. 16 at 2:15 pm. We are both on the same page with the action research plan. There was nothing hugely significant that she wanted me to add. She wants to know if using 1:1 laptops will increase student acheivement in the junior high so that she can look forward to the possibililty of using 1:1 laptops in the lower grades as well. My coordinating this action research takes a large burden off of her shoulders and benefits the entire school. We are both looking forward to the results of this action research plan.

Week 4 Updated Action Research Plan

Goal: To increase junior high student achievement in science and history by using 1 to 1 laptops Action Step(s)        Person(s)          Timeline:        Needed                               Responsible       Start/End      Resources            Evaluation 1. Purchase 24 student laptops. Set up laptops for student use with needed software, and have a storage cart. Theresa Palanos Craig Urasaki Donna Garcia August 2011 – October 2011 Funding from the Pigs and Pinot fundraising event. Microsoft office suite. Someone to load the software. A storage cart. We will know this is completed when the laptops are fully loaded with software in the storage cart and located in the 7th grade classroom. 2. Gather data from internet sites that reference states and schools that use 1 to 1 laptops. Gather data from teachers that have used 1 to 1 laptops in the classroom. Find out the lowest grade 1:1 laptops are used Theresa Palanos Craig Urasaki Chris Picott September 2011 – January 2012  Internet sites from schools and states using 1 to 1 laptops. Teachers who have used 1 to 1 laptops.  Make a list of the top 10 pros and cons of using 1 to 1 laptops in the classroom based on other schools and teachers. 3. Develop one science and history lesson plan per chapter that requires the use of the laptops.  Theresa Palanos Craig Urasaki Chris Picott Mid-October 2011 – May 2011  Laptops with Microsoft Office Suite. Science and History textbooks to derive lessons from. Knowledge of how to use Excel.  Printed out student work from the lessons will be collected and graded to see the effectiveness of using the laptop for the lesson.

Page 1

Theresa Palanos EDLD 5301

Tool 7.1 Action Planning Template Goal: To increase junior high student achievement in science and history by using 1 to 1 laptops Action Step(s)         Person(s)       Timeline:          Needed                                Responsible     Start/End       Resources       Evaluation 4. Questionnaires for the teachers and students to be filled out after each activity that uses the laptops. The questionnaire will inquire about specific pros and cons of the use of a laptop for the specific lesson. Theresa Palanos Craig Urasaki Chris Picott Mid-October 2011 – May 2011  Questionnaire template. 7th and 8th grade students and teachers A compilation of the questionnaires with an analysis of the answers to make draw conclusions as to the effectiveness of the activity and conclusions on how to improve the use of laptops in the lesson. 5. Develop a plan for the classroom when one or more laptops are not working and are needed for that day's lesson. Theresa Palanos Craig Urasaki Chris Picott October 2011 – November 2011 IT person to contact. Check with junior high teachers and students to assess the effectiveness of the plan for days that laptops do not work.

Page 2

Action Research ET 8036

Goal: To Increase Junior High Student Achievement in Science and History by Using 1 to 1 Laptops

 

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Resources Needed	Evaluation
1. Purchase 24 student laptops. Set up laptops for student use with needed software, and have a storage cart.	Theresa Palanos (7/8 science teacher) Craig Urasaki (parent and tech support) Donna Garcia (principal)	August 2011 – October 2011	Funding from the Pigs and Pinot fundraising event. Microsoft office suite. Someone to load the software. A storage cart.	We will know this is completed when the laptops are fully loaded with software in the storage cart and located in the 7th grade classroom.
2. Gather data from internet sites that reference states and schools that use 1 to 1 laptops. Gather data from teachers that have used 1 to 1 laptops in the classroom.	Theresa Palanos (7/8 science teacher) Craig Urasaki (parent and tech support) Chris Picott (7/8 history teacher)	September 2011 – January 2012	Internet sites from schools and states using 1 to 1 laptops. Teachers who have used 1 to 1 laptops.	Make a list of the top 10 pros and cons of using 1 to 1 laptops in the classroom based on other schools and teachers.
3. Develop one science and history lesson plan per chapter that requires the use of the laptops.	Theresa Palanos (7/8 science teacher) Craig Urasaki (parent and tech support) Chris Picott (7/8 history teacher)	Mid-October 2011 – May 2011	Laptops with Microsoft Office Suite. Science and History textbooks to derive lessons from. Knowledge of how to use Excel.	Printed out student work from the lessons will be collected and graded to see the effectiveness of using the laptop for the lesson.
4. Questionnaires for the teachers and students to be filled out after each activity that uses the laptops. The questionnaire will inquire about specific pros and cons of the use of a laptop for the specific lesson.	Theresa Palanos (7/8 science teacher) Craig Urasaki (parent and tech support) Chris Picott (7/8 history teacher)	Mid-October 2011 – May 2011	Questionnaire template. 7th and 8th grade students and teachers	A compilation of the questionnaires with an analysis of the answers to make draw conclusions as to the effectiveness of the activity and conclusions on how to improve the use of laptops in the lesson.

Thoughts on Week 2 EDLD 5301

This week in EDLD 5301 there was a great deal of reading about action research plans. Specifically focusing on nine areas that can be targeted by action research plans. Those areas include, staff development, curriculum development, individual teachers,  individual students,(s),  school culture/community, leadership, management, school performance, and social justice or equity issues. Many excellent examples were given in the text Leading with Passion and Knowledge, by Nancy Dana. Reading the examples she presented in the book enabled me to brainstorm ideas for my action research plan. I had a better understanding of how to phrase my topic so that it would be measureable and not too broad. I took three ideas for an action research to my site mentor, my principal, and we discusses all three ideas. We concluded by agreeing upon an action research plan. That plan will be stated as follows: How can individual student laptops be used in the junior high to improve student acheivement? We are both eager to begin the action research plan and excited to see the conclusions that are arrived upon. Thus the journey begins...

Creative Ways for Educators to Use Blogs

      Blogs have fast become an easy way to express and share ideas with the global community. As an educator I am just beginning to learn and uncover ways to creatively use a blog. First, it can be used as a tool to relate comments to parents about the goings on of the school and classroom. Second, issues can be posted so that parents, students and the community can post a response. This creates an easy and effective way of obtaining information from a variety of sources, thus helping others to feel like an active part in the problem solving. Third, new information learned by the educator who published the blog can be shared. How wonderful it would be if educators took the time to write about new things learned or tried. Thus providing a way to share new inovative ideas that may inspire other educators. With time a plethera of  ways to use blog as an educator will surface enhancing multilpe aspects of communication and education.

The Benefits of Action Research

               Little did I know that I was introduced to the idea of action research by an excellent administrator about 6 years ago. She observed my teaching and suggested learning how to teach by the method of problem based learning. An adept teacher was brought in to instruct me and other teachers as to this new and innovative format of teaching could be implemented. After reading Dana and Harris I realize that that was my first taste of something akin to action research.

             Action research is a way of addressing problems, finding solutions and implementing the solutions that place the power into the hands of the person who is most in touch with the reality of the problem. This person may be the administrator, the teacher or the student. Rather than having answers available only from the “Sage on the stage” the answers can come from the learners themselves. Information from experts can be read; however, they do not have to rely on outside experts to devise a plan for them that may not fully address the issue as it presents itself on their campus. A principal realizing that bullying is occurring can learn and develop a plan specific to the type of bullying presenting itself at their school. A teacher who realizes their students cannot grasp word problems does not have to rely on an expert to tell them how to address the problem they can get data from their own class and tailor make a plan for their students.  In essence the person dealing with the problem is empowered to implement and effective solution.

Course Reflections for EDLD 5306

        As I began this course I wasn’t completely certain as to the skills in technology leadership that I would be acquiring. I felt my skill with technology was minimal and was optimistic that this course would teach me new ways to integrate the use of technology into my teaching.  I also wanted to learn about the ethical and legal issues of technology use in general and specifically in relationship to education. In a general sense I did become comfortable with new ways to use technology. I had never used Web 2.0 sites and although it was a bit frustrating to begin to use them, in the end I was thrilled with my new comfort level. Likewise, I did begin to learn more about ethical and legal issues in relationship to technology use and look forward to learning more about this topic. This course appears to be a great stepping stone to all that I will be learning in futures courses in this program.

      Much of what I learned is relevant to the work that I do in my school. Teaching math and science to 7^th and 8^th graders lends itself easily to the implementation of technology into lessons and units. Before this course my use of technology in the classroom has been mostly teacher led.  Technology has been a tool to enhance my lessons.   I lacked in making it an integral part of my student’s use. Now that I know how to create a Wiki, a Wordle, a Blog and an Animoto, I can easily teach my students to do the same so that they can use these tools as a part of assignments. Not all of our students have access to computers at home and the access at school is limited. That does make it difficult to assign things such as making a Wiki or an Animoto.  However, we are implementing the use of individual laptops in the junior high this fall which opens the door to new possibilities.

          It is difficult to say what outcomes I did not achieve. If anything I wished I had learned much more about internet use and safety for children. Tidbits of information were offered on this topic and I would have benefitted from seeing an actual lesson taught to children on this topic. Anything that I did not achieve came mainly from my own lack of time to do more self-study. This course requires that you put in a great deal of time to truly become proficient at any topic.  Because I was really not clear about that this degree would prepare me for, I did not have many expectations for outcomes of this or any other course. I was surprised that I was being prepared to be an administrator as well as a technological leader. 

        I was able to complete all of the assignments on time. However, much of the time I had a high level of frustration. Some of the directions in assignments were not clear or the directions and links did not take you where you need to go. I spent countless hours troubleshooting to figure things out on my own. Many days I did not have the time to spend an extra two hours to troubleshoot. The help desk was good but many times they could not help me. This was due the fact that explaining a problem on the phone is much harder than showing someone what is wrong. I believe this course makes an assumption that you are very technologically savvy when you join.  Had I been savvier I would not have had so many difficulties.  Another problem for me is that I do not have a scanner at my home nor does my computer have a camera on it. Thank goodness for friends who allowed me to use their computers to scan and to use for web conferences.  All of these little hang ups just added to the hours of time spent.        

                Many things about me were reconfirmed by this course. First, I love to learn with others around, I get easily “shack wacky”, and I love listening to a live lecture with a human being in front of me that I can interact with. I dislike working by myself at a computer for more than a one hour stint. As much as I love technology, for me to sit at a computer screen for hours on end leads to headaches and tension.  All the web conferencing, e-mailing, blogging, etc. never replaces for me the joy of being with others in person! With all that said, it may be hard to believe that I actually enjoy using technology in my classroom. I guess a classroom is a perfect balance for me. There are people and computers!  I know this is where education is headed and I don’t want to be left behind. With the new skills I have learned in this course I am confident that my skills will increase and my frustrations decrease.

Review of Web Conference Attendance

I attended the Week 2 Web conference and found that basically I learned how to attend a web conference. There was some difficulty with the sound, but it all got ironed out. The information was mostly an overview of what was already written in the assignments. It clarified what we needed to do to get someone to be our mentor. I am looking forward to future web conferences to gain more clarity on exactly what is needed for our internship.

School Technology Plan & E-Rate

E-Rate

View more presentations from tpalanos

National Educational Technology Plan

In the year 2010 a National Educational Technology Plan was written to address the needs and concerns facing the 21^st Century Learner. The plan is wide in its scope and idealistic in its goals. The plan articulates these six main goals: Learning: Engage and Empower, Assessment: Measure What Matters, Teaching: Prepare and Connect, Infrastructure: Access and Enable, Productivity: Redesign and Transform, and R&D: Innovate and Scale.  The end objective of implementing all of these goals is that every teacher and student in the nation would have access to high speed internet connection and use it effectively in the classroom and at home to increase student interest and learning. This would require rethinking the educational system as it has been known for the past century.

Many concerns and questions began to swirl in my mind as I read this document. At face value it seems like a utopian ideal which should be sought after with vigor. Yet on closer inspection some serious concerns were raised in my mind. First, how will the time for learning and development be provided for the educators? Teaching is a highly demanding profession that often requires great sacrifice of personal time. This is of utmost importance and I would like to know more about concrete ideas. Second, all of these goals require a great deal of money. If in the public sector $10,000 a year is already spent on students, (this astounds me because my private school spends $5000 a year per student and has more technology integrated than the local public schools), where will the extra money needed come from, especially in states overwhelmed by debt?

 I was taken aback by the statement in the document that said, “how can students grabble with real world problems without being connected 24/7?” Astounding, it that assuming you must be connected to technology to know and understand a real world problem? What about hunger, poverty, abuse, etc.? Another statement to the effect of, in the past learning was not continuous and lifelong, was made. I say speak for yourself, and don’t assume that others in the world at large were not committed to lifelong learning. So, no one needed lifelong learning before the world of technology? What about in the areas of parenting, teaching, farming, and business? Could those people remain stagnant before we had 24/7 broadband connectivity? I had other large concerns, but I alas am already in excess of the recommended response length.

School Technology Plan

I teach in a small Catholic School in Northern California. My school does not have a written technology plan nor is there one for the diocese. The school does desire for the school to be technologically advanced. We do have acceptable internet use policies. Other than that in the area of technology each school operates independently. We are privileged to have SMART boards in every classroom k-8 and have been provided professional development on the use of the SMART board. Our principal is in charge of coordinating professional development opportunities and has some funding from the state.  The teachers are also in charge of their own decisions for professional development and can and do often choose to do so in the area of technology. It is not insured that we are kept up to date, it is only encouraged. Our computer teacher has also been used to provide professional development for the teachers two years ago.

There is currently no formal assessment of how telecommunication, hardware and other software is improving student learning. Teachers are informally asked if they think their use of the SMART Board is helpful. The budget is insufficient to support any type of a plan, especially since there is no formal plan. There are only hopes and dreams.

Many of our parents would like to see some sort of a plan developed and implemented. The difficulty is the lack of funds and the lack of skills at our school to be able to actually implement a plan and maintain it. The school does have computers but there is limited student access, they are not networked and not all have the same software programs. Hopefully, in the future a committee of the administration, interested parents, faculty and professionals could develop a plan.

Technology Assessments

Technology in our world is every changing and becoming an integral part of everyone’ s day to day life. Whether or not people like the changes that technology brings, the changes have come, are here to stay and impact the way student’s need to learn.

Assessing educator’s technology leadership has it pros and cons. On the pro side it will become evident where our educators are at in their proficiency in using technology and integrating it successfully into education. This will enable schools to see the strengths and weaknesses and provide what is needed when an area of deficiency shows itself. On the other hand in assessing teacher’s knowledge and skills a problem could arise if the situation of that educator is not fully understood. Is the educator in a school where little technology access is provided?  Is time offered to them in the area of professional development? A school may say these things are provided, when indeed they are not.  Then the teacher will look bad, when they truly may be excellent. Also should a teacher’s excellence be determined mainly upon their ability to use and implement technology or their ability to reach the hearts of their students.

Assessing student’s skills and perceived needs is a huge plus when at the end of the assessment responsibility is taken to make up for any deficiencies. If  they have excellent skill levels they can be encouraged and the school will know it is reaching its goals. On the other hand a student may assess poorly in technology skills and yet have areas of strength and character that are not assessed. They may be deemed a failure, when indeed their skill sets may lie in drawing, athletics, hands on building, and ability to care for others. Could we end up focused so much on technology that we forget to look at the child as a whole? Will the children who are not technologically savvy then not be affirmed and looked down upon?