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July 2, 2012 Web Conference for EDLD 5363

EDLD 5363 Web Conference Reflections:



July 3, 2012

 I listened to the recording and read the script for the July 3rd Web Conference.  During this conference assignment 5.4 corrections were addressed.  It was stated an updated version was available.  Well, I had already submitted my lesson with the original assignment page.  It would have been the same submission in any case.  Working with this class, it does make me realize how important clear communication is and how I need to work through any assignments first before I  give out the assignments.  Before this class, I was interested in using video technology in my lessons, and did so, but only with photos and PowerPoint slides.  I did not have the confidence to use video editing equipment as it seemed each program I experimented with was missing some important application, or was not user friendly.  After working with my team on this video project, I now feel I have the experience from beginning to end, which will enable me to teach my students the applications.  I feel it was extremely important to work through each step of video production in order to understand the process and the different software available.  This project helped me to understand each step takes time, and a lesson could take all year to complete in a professional and well-thought out manner.



July 1, 2012

Before tonight's web conference I was a bit hesitant to check in as often our hardware/software has issues.  During the conference, I did find many of my own questions were asked by other members, such as missing grades that were common among the students.  I could follow the discussion easily as each questions was repeated then discussed thoroughly.  We did get in to a discussion on graduation and work needed for that stage of the program.  As I have another year left, I sort of tuned out at that point.  I believe I would like to see some sort of agenda listing the format of the web conference as it develops.  I am a visual person and it helps me to have my thoughts organized in this fashion. Discussing upcoming assignments helped to clear up any misconceptions, of which there were many.  Helpful hints and advice were given such as using Creative Commons to allow others to use our own work but giving yourself credit.  It was mentioned the 90 second time frame would not be held to in a strict manner, however there is still some confusion, among our team, as to the maximum length allowed.  We went over the 2:00 mark by 1 second, and did not want to be counted off for not following the directions, but the directions were vague after this conference.  Suggestions were made to use DropBox for storage, and we, as a team had discussed this but did not find it as user friendly for collaborative work. We are thankful for finding WeVideo as an editing tool, and I do plan to use this program with my class this year!  After participating in the Web conference, it made me rethink the necessity in having these online group meetings.  I do see value in listening, as well, as any unanswered questions are sure to be covered.  It is an ideal way to help with planning and hearing others' ideas.  I have not yet tried this style of meeting with my staff, but it is on my agenda for next year.


June 30, 2012

Tuning in to Adobe Web Conferences seems to take a bit of time getting set up with so many people, microphones, recording, etc.  I do believe if I use this format, I would practice with this beforehand to make sure I would not waste teachers' time.  The same goes for on-site meetings, as well.  I would use Adobe on a smaller scale before inviting a large group.  I do believe it helps to keep the group connected and updated, but I would attempt to keep the personal chat to a minimum.  There are places to for this to happen, as in Googledocs, but on a smaller scale.  In my opinion, when joining in a meeting, most attendees would like the information delivered, questions answered, and their time valued.  Again, web conferences are the way to go, in the future, for meetings, but they must be well organized and time-effective.  During this conference, important information was give concerning Week 1 assignment and grading.  If I had not listened to this conference I am not sure how I would have received this information.  It is important for credit to be given for work completed and information to be delivered in a timely manner.  I do appreciate the fact all areas of concerned are addressed.  I have enjoyed all the video experiences this class have given me.  I am excited to bring this back to the classroom and my students.  I did enjoy working with a group, online, again and realize how beneficial this would be across The States and collaborating with students from other countries.  What a Real-World learning experience the students would have.  Video editing is easier than I expected, and putting together short photo stories takes no time at all.  I would love to take this class, again, not only for the enjoyment, but to gain more experience and expertise.

Reflections of Course EDLD 5306

1. EDLD 5306 Concepts of Educational Technology was the first course I began in the pursuit of my M. Ed. in Technology in Educational Technology Leadership. When beginning the course, I thought I would be taking “basic” classes. I assumed the class would concentrate on theory more than practice. I was looking forward to a slow and steady introduction to participating in an online course. By the end of the first week, I realized the course was moving at not just a faster pace than I expected, but at light-speed. I felt overwhelmed, unprepared, and a little flustered. Not sure if I would be able to keep up, I wondered if I should’ve stopped while I was ahead. After the initial worries, and a pat on the back for completing Week 1, I began to feel more comfortable about the pacing and structure of the class. As we finish up Week 5 and I reflect back, I think the design of the course was a fantastic way to force self-learning and build confidence. I can’t believe in one week I have learned so much, and often through my own resourcefulness.

2. I personally feel I am better equipped and prepared for our changing roles as a teacher in the classroom and a presenter at workshops, but I am not sure if I am at the level of applying my learning on a daily basis. While I am more confident in my own learning, and feel my presentation skills are enhanced, I am still not clear on how I will approach using technology to engage students in specific content areas. Although excited to use the tools we were exposed to in class, I am not sure how quickly my peers are ready to jump on board. I had to jump in “head first” due to the requirements of the course I chose to take. Getting my staff to join in the exploration of technology tools voluntarily may not be so readily accepted. It does take time to get started and explore, and finding time for self-learning continues to be a challenge in the daily “busy” teaching arena.

3. While learning how to problem solve in some areas, I still ran into a few obstacles I was not able to overcome As I was setting up a Google wiki, I had some difficulty embedding the Animoto video, which I was honestly never able to figure out on my own Even though I have become quite partial to YouTube how-to videos for their ability to quickly and visually teach, I was still unable to embed after using YouTube for guidance. Lastly, I tried with Wikispaces, which was (thankfully) successful Overall, I would have to say my ability to solve technology issues is still not up to par I believe with an increased level of confidence and perseverance, I will eventually be quicker with solving and understanding technical issues In conclusion, I thoroughly enjoyed the class and found it’s teaching methods very efficient; I just would have liked to engage a bit more with my Cohort group While we did share sites and a few questions were passed back and forth, I would still like to experience working on a project with a team.







4. Overall, I feel I was successful in completing all the assignments, but I was a bit discouraged when not able to see why, or why not points may have been taken off. I like the progress monitor to visually show tasks completed and the grades given, but no personal notations as to how the grades were earned I miss the personal aspect of immediate response from an instructor with feedback and constructive criticism. I constantly felt like I was racing the clock to complete my assignments, but did learn how to pace myself and use my time constructively. Working between my crazy schedule and those of my mentor’s was also a challeng fitting in a quick meeting in the hallway, or before school, was not as beneficial as a more in-depth discussion I do feel working through the course, I will be able to set up an online workshop for my staff, using the same format of including some reading, video, discussion, and collaboration I loved the format and found all parts beneficial with enough choices to make it personalized.

5. During the blur of these past five weeks, I have learned, in total, a great deal about technology and its multitude of effects on me. I now realize just how much I still do not know about technology and all of its applications. I do know, however, that I am more than capable of learning and problem-solving. No longer fearful of the internet unknown, I am anxious to continue my education in technology. While I am not an expert by any means, I believe that I can effectively share and instruct others on what I have learned. Although I am excited to pass on this newly gained knowledge, I have to be careful to move slowly, while building relationships and trust with my staff. I tend to move quickly -wanting to get the program going, however I’m realizing the importance of listening to others and empathizing with their needs and comfort level.

Web Conference Reflection

The online web conference was very interesting and helpful. I have used Skype but have not had the experience of viewing the information while the discussion takes place on the same screen. I enjoyed matching faces with names, and the side-bar conversations in the Chat area. I don’t quite understand the benefit of using the Chat area to repeat what was just said verbally. I know other participants can back track to follow the conversation, in case important information was missed. I feel it was more beneficial to see questions posted, and discussed by others, and verbally answered by the presenter.

Through the process I learned how to set up my microphone and camera. I feel comfortable with using Adobe Acrobat, but would like to experiment further with setting up my own meetings. That will come when I have a moment to spare.

This experience reinforces the idea educators do not have to be experts with technology tools, just be willing to step outside their comfort zone and experiment. It is actually quite liberating.

Bay Elementary E-Rate and Technology Plan Power Point

Power point e rate and technology plan

View more presentations from lisabreaux.

National Education Plan

The National Educational Technology Plan, released by the U.S. Department of Education, contains many goals geared to transforming American education. To transform may mean to change the composition or structure of our education using technology, but more likely may mean to change the outward appearance of our technology education.  The classroom teachers will first need to undergo a transformation of ideals and teaching style.  Of course, the Plan does provide several five essential goals to help teachers undergo this transformation.

One goal is to model learning by engaging and empowering students.  Teaching must coincide with what needs to be learned.  Technology should be used to motivate and inspire on a personalized level for all students. Teachers may question how to teach what needs to be learned when we are teaching for jobs that are not even created yet.

Modeling learning using technology to connect teachers to unlimited resources is another goal of the plan. This goal is assuming teachers will respond to the vast amount of information available and utilize the information in a way that is beneficial to their classrooms.

Redesigning the classroom to rely on technology for individualized learning is another goal.  This transformation requires use of technology by students as early as 3 years old through graduation from college.  This goal sets out to monitor the students’ progress from beginning to end.  Again, before the classroom transformation can begin, the classroom teacher must be knowledgeable in the modifications. 

Another goal is to implement improved measurements of strengths and weaknesses of students and using the assessments to help improve the student’s performance.  This goal relies heavily on using data on individual students and designing individual plans for continued educational improvement.  This goal states ‘…to measure what matters…’ but the question may arise, “What matters?”

The fifth goal plans for an inclusive technology system that allows all involved with education the resources for continued growth.  Budgets will have to be set aside for the implementation of this necessary goal.  Before the other goals may be realized, the comprehensive infrastructure may need to be in place, and this will take long-range planning.

It is important for education to undergo a transformation in both learning and teaching in our rapidly changing World.  The U.S. Department of Education has set forth long-range plans to address the needs.  The question is can we keep up with the changes as they occur at a faster pace?

Technology Assessments

It is necessary, in our changing World, to continue to grow in our technology leadership and to infuse our teaching with technology skills.  How do we know which areas of technology we are lacking and in need of instruction?  We must have varied assessments to help guide us in our transformation.  With funding at risk, it is understandable we need a reporting requirement, and self-assessments seem to be the most productive method.

The annual self-assessment, STaR Chart, is one avenue to assess our school’s/district’s technology needs.  Does it work?  Teachers have become more aware of the change in focus towards technology as they complete the required assessment.  The over the past three years there has been an overall positive growth change for Bay Elementary, in Seabrook, Texas.  The teachers understand the need for growth and learning in the technology arena.  Although, Bay has consistently scored at the Advanced Technology level, the assessment gives enough information to give a focus for growth and instruction.  

The information appears to be accurate as the lowest scoring area was in Educator Preparation, and many steps have been taken to provide more technology learning opportunities this past year mandated by the district.  According to the data, we are still in need of more choices for online learning and instruction.  This information is also correct according to our workshops offered in CCISD.  I do believe the self-assessment survey works, but just as easily might not; depending on how honest the individual is when completing the questionnaire.  Also, questions, in the survey, must be written carefully as to be easily understandable to all participants.  The STaR seems to be pretty straightforward without alienating those who are not so computer literate.

I believe any self-assessment helps not only the district, but also the individual learner understand their strengths and weaknesses.  In other words, it helps us to know what we don’t know.  In week one, I took the Technology Technology Literacy Self-Assessment, and the LoTi Digital Age Survey.  As a result of both tools, I am more aware of my deficiencies and where my concentration should be in learning.  I was honest in my answers, which helps me to grow as a learner. 

Do assessments and surveys work?  In my opinion, yes, but only if the participants work at being honest with them, as well.