5306+Course+Reflections


 * Assignment Reflections for EDLD 5306 – Concepts of Educational Technology **
 * Week One Assignment ** comprised three parts that included the Texas Long-Range Plan for Technology 2006 – 2020, the Technology Applications TEKS, and a assessment of personal knowledge relating to the TEK’s four strands. By completing these assignments I better understood my own knowledge, how I learn, and critical insights for future learning. My own knowledge of the Texas Long-Range Plan for Technology and the Technology Applications TEKS was fairly limited.

"The new Long-Range Plan for Technology, 2006-2020 charts the course for educational technology in Texas and provides recommendations to various stakeholders in the areas of Teaching and Learning; Educator Preparation and Development; Leadership, Administration, and Instructional Support; and Infrastructure for Technology" ( TEA Website ). Assessing myself regarding the TEKS, revealed both strengths and weaknesses. The inventory revealed that my greatest strength was in the Foundations category. I have a long history of computer experience going back to DOS operating system. Looking back I can remember always having interest in technology. I believe this is one reason for my strong foundation. Another reason my foundation is my strength has been my career and daily responsibilities at school. Being campus technologist I feel modeling and leading by example are good practices. The inventory also revealed that my greatest weakness was in the Information Acquisition category. My math skills are limited at best and teaching social studies I might not use these software applications as much. For example, MS Excel is used little compared to MS Publisher. I would have to say also my white board sees more maps than graphs also.

I was quite pleased with the progression of my learning contained in this assignment. By simply researching and summarizing the ideas of the Long-Range Plan and Technology Application TEKS confidence was gained regarding my abilities as a learner. By using strategies of examining, discussing, and collaborating with others on the sections of the Plan (Vision, Defining Need for Change, 21st Century learners, Teachers Voices, Teaching and Learning, Educator Preparedness, Leadership, Administration, and Instructional Support, Infrastructure for Technology, and Study of Needs) my performance results were quite impressive.

My future learning will be impacted in several ways. My base knowledge of the Technology Plan and Application TEKS has been formed. This foundation gives me the ability to better interact with current colleagues and better my ability to discuss the future of technology education in Texas public schools.

**Week Two Assignment **looked at the strengths and weaknesses my campus by examining, applying, and presenting data from a three year comparison of the Texas Campus STaR Chart. The chart proved useful in better understanding my own knowledge, how I learn, and critical insights for future learning. The Texas Teacher STaR Chart has been developed around the four key areas of the // Long-Range Plan for Technology, 2006-2020 ////:// // Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; ////and// // Infrastructure for Technology ////.// The Texas Teacher STaR Chart is designed to help teachers, campuses, and districts determine their progress toward meeting the goals of the // Long-Range Plan for Technology //, as well as meeting the goals of their district (TEA Website). The assignment allowed me to gain insights on perceived and actual strengths of my school campus’ Technology profile. What I had thought to be a fairly complete technology environment lacked certain aspects as defined in the STaR Chart profile. For example, Infrastructure for Technology is shown to be my campus’ greatest weakness. Although we are currently in a Developing Technology classification in all Key Areas Infrastructure seems to need attention. In the 2005 – 2006 survey period we scored a 7 (Early Tech.) and the latest period shows only a 13 (Developing Tech.). This learning certainly impacted my future opinions communicated as campus technology leader and district technology committee member. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The interaction with my colleagues provided the greatest insight. It was very compelling to learn about other campus and district STaR Chart strengths and weaknesses. This information deeply affected my campus presentation regarding goals and recommendations for the Campus Improvement Plan (technology section). <span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The learning gained by working with the STaR chart will impact my future leadership and education by giving another evaluation / assessment tool for technology improvement. The area that is expected to require future investigation centers on action. Information gained and policies created are only useful when they are used and acted upon by education systems.

<span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Week Three Assignment **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> focused communication. By creating an online learning community the power of Web 2.0 tools were introduced enabling sharing of the knowledge gained, insights into my own learning, and excitement for future and lifelong learning skills. <span style="display: block; margin: 10pt 0in 10pt 28pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">We no longer just find and use information; the Web is now a place where we create information collaboratively and share the results. Everyone can participate thanks to social networking and collaborative tools (Solomon and Schrum 2007). <span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The new information learned regarding social networking was like a bright light shining on stale committee meetings held afterschool in dark conference room. The fact that the information interacted with other colleges caused me to consider many other factors I had not thought of before including; ease of access, participation, and helpful resources all at our finger tips. As a lifelong learner the creation of these learning communities greatly impacts future interactions in all aspects of student and educator collaboration. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">A wiki can help bring about, or facilitate an online learning community in many ways. People can be included that might not have been previously considered, such as community members or specialists you might want to invite. More people will be inclined to join when they understand they can contribute 24/7. Through the use of a wiki your presence will be known but at the same time you can be neutral allowing for collaboration from the members. Collaboration, not simply discussion is allowed on the wiki and anyone can easily contribute information. Progress can be seen, edited, shared, and commented on by the learning community. As the facilitator it is your job the help the group achieve their goal. Using a wiki can be the answer to facilitate an online community.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Week Four Assignment **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> continued the work on the online learning community. Use of a wiki instead of a face to face meeting can improve and ease tasks that were tedious and possibly uncomfortable to people. You tell colleagues they can contribute from home anytime. You go on to say that the wiki way will be much easier than face to face meetings many agree to become members. The openness and accessibility to the collaboration will promote democracy and deliberation. You promise the content can be anonymous and free flowing. More people will be willing to participate giving alternate perspectives exposing everyone to thought provoking collaboration.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In my own mind I also thought of some ways the wiki would be easier than the face to face meetings. As the group facilitator, your recording of change and documentation is done by the wiki automatically. Also as you want to direct members to documents online, websites, or videos creating link is a simple process. All of these things sound great but as you continue to use the wiki for collaboration certain things become more difficult than the face to face meetings of the past. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In the past we have attended meetings that everyone showed up at a set time for a set duration. An agenda was passed out and read. Members contributed by speaking out to the group. Everyone could be heard and seen. With the wiki there are certain difficulties that arise. For example, technical difficulties can make using a wiki difficult. Access to the internet can fail, power loss, or computer breakdown happens. Another difficulty is that users control the content. Without strong leadership and direction an online community can suffer and loose direction easily. Deadlines must be set and specific goals communicated or participation will diminish. Another difficulty with a wiki as opposed to a face to face meeting is etiquette. Many people are unfamiliar with the proper way to communicate within an online community. What is said politely with smile in person could be misunderstood online. Finally privacy and accuracy questions become difficult to address. Should anyone be allowed to be a member? Can I trust the information to be accurate? <span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">After several weeks of collaboration I realized that the wiki has allowed for quality facilitation of the online community. It has brought people together representing all stakeholders. Collaboration not simply discussion has taken place and easier to record and document the meetings and share progress. There are difficulties or challenges that have come up including, technical difficulties, the need for structure and direction, and the reliability of the content. When it is all said and done I now have a lifelong tool that will impact future challenges in a positive way. Further investigation into applying wikis to student education is needed and should be supported. <span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Week Five Assignment (Overall Course Reflection) ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">“Let’s not just adopt technology into our schools. Let’s adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it, until we reach the point where we and our kids truly feel we’ve done our very best” (Prensky 2001). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">For this course in particular, I envisioned several outcomes. For me, initially the important outcome was to acquire a better understanding of the degree and its responsibilities. Other important outcomes I envisioned included, awareness of a wider variety of technology resources, a better understanding of the laws and accountability, and knowledge of cutting edge ideas and current “schools of thought”, all with regards to educational technology. Of the nine actual course outcomes, several did align with what I had envisioned.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Initially, I did not completely understand what a degree in Educational Technology Leadership was. Having wanted to further my qualifications within educational technology to secure my position at a positive campus was simply my goal. I was excited and determined to succeed in a master’s program in the field of technology and do extremely well in a leadership role. While I have not fully achieved this outcome I certainly have a deeper understanding of what a leader means. The actual outcome has had a sobering effect. The fact that standards exist, “ISTE’s Technology Leadership and Technology Leadership standards, tech specialists can experience the same types of professional benefits from other standards movement as other educators”(Williams/Redish 2009). The wide scope of responsibility gained by holding this degree and leading into the future, I do not yet fully realize. This aligned most with the last learning outcome from the EDLD 5306 syllabus, “Examine responsible decision making related to technology and teaching and learning.” For me, all the learning outcomes and knowledge will be useful to me as a future leader in educational technology. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Another outcome I envisioned was exposure to a wider variety of technology resources. Being the campus technologists, I have always wanted to learn and grow my awareness of available tools for educating by integrating technology. I believe I have achieved this outcome because I was exposed to new technology. Using blogs and wikis has begun to open my eyes to the variety of educational tools available. The actual outcomes were much more far reaching than what I had envisioned here. I recognized the needs of the digital-age students, and acquire strategies and tools to meet those needs.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">As a lifelong learner, a better clarity of the laws and accountability issues of technology in our public schools. Being accountable as a leader is a huge responsibility to the district and the community. Complete understanding of this vision, probably not a better understanding, yes. Working with the Texas Long Range Plan 2006 – 2020, the STaR Chart, and the technology Application TEKS has given me the path to achieving this outcome. For the introductory class the outcome of better understanding the laws and regulations far exceeded my vision. I now realize that many things we examined, identified and described aligned exactly with the courses learning out comes. I now have the tools to find the answers to so many of my questions.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Finally, I envisioned the opportunity to gain knowledge from others. Opening your mind to new and exciting ideas from experienced educators and professionals is critical. Through current publications, videos, and my professors I hope to become aware of what is being debated, proposed, and practiced. I do believe this vision was achieved for the most part. In the course we were able to research publications and videos from leading professional in the field of educational technology. We had the opportunity investigate studies such as, “Learning to Teach with New Technologies: Implications for professional Development” By Chrystalla Mouza. I viewed a video explaining wiki’s from YouTube. We even were able to examine actual data from our own campus and district. The actual course outcomes were right in line. I am very impressed with the type of forward thinking that is being discussed and practiced.

<span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Having experienced the actual course outcomes and comparing those to what I envisioned I feel I have gained great perspective. I have a better grasp of the degree and its responsibilities. I have a broadened awareness of a variety of technology resources, a better understanding of the laws and accountability, and knowledge of cutting edge ideas and current “schools of thought”, all with regards to educational technology. Because this was the first course, I proceed with cautious optimism

<span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Prensky, M. (2001). Digital Natives, Digital Immigrants: Part 1. On the Horizon, 9(5), 1-6 <span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Solomon, G., & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Eugene,OR: International Society for Technology in Education. <span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Texas Education Agency (TEA) <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; text-decoration: none; text-underline: none;">Long-Range Plan for Technology, 2006-2020 (Adopted by the State Board of Education November 2006) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">. Retrieved October 6, 2010, from [] <span style="display: block; margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Texas Education Agency (TEA) School Technology and Readiness, Retrieved October 6, 2010, from []