Orientation Day SFASU Doctoral Program Educational Leadership

The day started out a bit bumpy for me. I had two separate letters with two different start times. Not wanting to be late for my first day, I chose the earlier time. The drive takes a solid hour, so I gave myself plenty of time to park, walk, take care of necessities, find the classroom, take a deep breath, and meet my classmates and professors. As it turned out, the later time was the correct start time. I found the local Starbucks, and treated myself to a mocha latte and some lemon bread. Class started at 10:00AM. We met some of the Doctoral Faculty, and made our introductions. We all seemed to be brief and straight to the point in our introductions. then a classmate mentioned children, and we all went back around to speak about our families. It was nice and ended up being a bit of an icebreaker. After the meet and greet, about half of us went to the student center to get our student ID's. Several of the class members already had theirs. From there, we walked to the opposite end of the campus to the Campus Police Department to purchase our parking permits for the summer. We realized we could purchase them online, so we left and headed the uphill climb to the Regent's room where our lunch awaited.

The beginning of a new chapter! On June 5, 2015, I will begin working on my doctorate degree at Stephen F. Austin State University in Nacogdoches. I am so excited for this opportunity and for the people I will be working with.

EDLD 5364 Week 5 Post Reflection

For someone who is really looking forward to what technology has to offer our students, I thoroughly enjoyed this week's videos! I love the idea of using gaming for the assessment. I like what James Paul Gee and Sasha Barab are doing with games in education. I wish that we actually had the time to utilize this type of teaching in our school. Unfortunately, focusing so much attention on passing a high-stakes takes priority. I do have the opportunity to utilize several different types of teaching and learning environments since I do teach technology, but I often just scratch the surface of what I would like to do with my students. I'm encouraged by the direction that technology is headed in our schools, but I'm concerned that my own students still do not have the tools they need to become competitive with other students their age. Our technology director was more concerned with the fact that we only had 25% of an advanced technology class attempt the Microsoft Office Certifications, and out of that 25% only 12% actually received the certification. In the mean time, I had students working with 3-D construction software that attracted the attention of a local engineer who volunteered to talk with my students about the software they use to design oil and gas production equipment. I want my students to bed the ones that are always searching and asking questions. I don't care that they had to click on the Microsoft Help button to figure out how to set a gutter on their page. Maybe that is wrong and I'm not doing what I need to be doing. However, my students designed and built dog houses to donate to a local shelter. The skills they gained from that one project alone have lead them on to projects of their own including video "how to's" and lessons on using tools properly. I do believe it is important that I continue to press forward with my classes.

EDLD 5364 Week 4 Post

I was encouraged by the videos this week. I enjoy working on projects and utilizing real world situations. However, I also realize that I have a bit of an advantage over the core teachers in that I have the flexibility to work on projects and integrate a variety of digital media for longer periods of time. This allows me to create differentiated instruction for my students as well. I do agree with one of the speakers on the video who commented that as long as we are teaching to a state mandated test, we will not have the opportunity to service our students with more real world thinking and projects. Some of the reading this week discussed what technology training should be and what it should not be. I selected a quote for my discussion that rang very true for me and for my campus. We are overwhelmed with the latest and greatest toy, when in all actuality, we would simply like our technology to work and be dependable. I personally spent 30 minutes in one 50 minute class period troubleshooting network issues on my students' netbooks. This totally interrupted my students learning and threw everything off. I had to ask my other students to log off of their computers and read their library books while attended to the problems with the netbooks. Unfortunately, this scenario is not unusual. This same thing will have at least 3 times a week. The students are trying to learn to troubleshoot these issues themselves; however, it still cuts into instruction time.

EDLD 5364 eBook Builder Post

Well, I'm not sure if it was just my computer and internet connection, but this site seemed to load rather slowly. I often had clicked on things too many times in order to get them to load which just made even more of a mess and slowed down the process even more. I enjoyed building the ebook, but I'm not sure if my students would have the patience to go through it. If it is indeed faster on my school's network, then I could see many applications for this type of lesson. The students would love to take a topic they enjoy and create a book. This would be a great way for them to present vocabulary words as they write their own story. They could discuss technology and have the site give the definition. I think they would like this. I'm going to test it out at my school and see how I do. I may let some of my 8th graders test it out and they can teacher the younger students. My ebook can be found at: http://bookbuilder.cast.org/view.php?op=share&book=e89f9967ac3a8473571376de87c732c1&sid=9661

EDLD 5364 UDL Lesson Reflection

I was a bit overwhelmed by the UDL the fist time I looked at it. I didn't exactly understand what each part really meant even though I had gone through the material. It made more sense to me after I had reviewed my peers' UDL lessons. I was able to formulate what I wanted to go in each section. It also helped me plan out the steps that needed to be taken in order for the lesson to be successful. Here is a copy of my first UDL Lesson: https://sites.google.com/site/5364teachingwithtechnologyllam/home/udl-lessons

EDLD 5364 Week 3 Post

"Successful learning experiences challenge and support each learner appropriately and adjust as the learner changes over time. The goal of UDL is to provide every student this kind of customized and responsive experience. Establishing goals is the first step. The next step is to plan instruction so that students have multiple pathways for achieving their goals." (Rose, 2002) Teachers often feel inundated with new teaching strategies. I have been overwhelmed when our technology director would come across the latest and greatest "thing" that was supposed to be the cure-all in order for all students to achieve. I'm not sure that I have ever heard of UDL before I took this course, but I am very interested in trying to implement it in my classroom. As I read through this weeks' materials, I could visualize how I could utilize the instruction for all of my students to learn and be successful. I think it would be very interesting to have my students help me design the lessons. I like to have their input, and this way, I could tap in to their digital world. Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

EDLD 5364 - Week 2 Part 1 - Blog

This week's readings highlighted the role that technology can play when it comes to diversity in the classroom. Utilizing technology allows teachers to present the information or lesson in a variety of ways in order to capitalize on many learning styles. As students learn "how they learn", they select methods of delivery that fits into their learning style. Many instructors see differentiation as another task they must add to their classroom instruction. However, often students come up with the ideas for differentiated instruction and are willing to help their instructor produce lessons that will benefit other students with similar learning styles. A wealth of lessons and websites are available to instructors who desire to weave technology seamlessly into their lessons. Along with discussing utilizing technology for all students, some of our readings illustrated research conducted for specific areas of integration. Although there were some negatives to each study, the positives of utilizing technology to enhance learning were much greater. Again, I believe it comes down to facilitating the lessons with a variety of technology choices. Our students are much more familiar and comfortable with technology than we are. They will have insight and innovative ways to work with the technology we have available if we as teachers will be willing to let them take part in the instruction process.

EDLD 5364 Week 1 Part 1

Technology is changing the way we do just about everything in our daily lives. it is imperative that education not be left behind in utilizing the tools that are being developed in society. Students' vocabulary includes "let me google it", "just message me on facebook", "I tweeted about that", and my 5 year old grandson recently added, "I can download the app for that". What we know is constantly changing and as teachers we need to be familiar and ready to use the tools that are students use. Technology has opened many doors and opportunities that we would never have imagined as far as bridging our small community with the world. Our students have the opportunity to view webcams of rare and exotic animals in zoos in other counties. I often feel that I become a bit overwhelmed with all of the technology that is around. However, to my students, having a cell phone conversation while texting a friend, downloading apps for just about everything while listening to their iPod or reading a book in their Kendel or Nook is like using extensions of their own hands and fingers. Learning how we learn is not new to educators, but learning how we learn in such a technology rich (or influenced) environment is new. Our students' brains are being wired differently as they multi, multi task. Often this multitasking means that they do not do any one thing well, but rather that what they do seriously lacks substance. Each task they undertake suffers since they cannot give all of their attention to a specific task at hand. There is a need for educators to step outside their comfort zone and integrate technology into their curriculum in what many tec hnology directors would hope to be a seemless effort. However, there must also me a mix of traditional educational experiences that students can build upon.

EDLD 5363 Web Conferences

I can see how in theory web conferences would be a great way to keep in tough with your students; to allow them to ask questions and get clarification on questions they have on their projects. However, I'm not fully convinced that our web conferences have been very successful. I think that the software and bandwith issues remain and really need to be worked out. There were some clarrifications to our assignments for the PSA and for what was expected by the end of the course. I was wondering about the groups that we worked in.....maybe they could be called our success management teams (a term borrowed from the National Society of Leadership and Success). I really enjoyed working with the group I had for the PSA in EDLD 5363. We all worked well together. I don't know what the next course will include, but I'm looking forward to next class.

PSA: "Cyberbullying--It's Real) Video for EDLD 5363

EDLD 5363 Reflection Week 2 and 5

I really enjoyed week 2's assignment of evaluating open source video editing software. I had a few problems with some of the choices, but I finally settled with Pinnacle's Video Spin. There were a few bumps, but It really was pretty easy to figure out. I had the opportunity to help a couple of other students with their software and projects which was pretty nice.

I enjoyed working my with group for the PSA. We all worked well together and seemed to have the same goal in mind. Everyone was flexible and wanted to put together the best product that we could. I found that keeping the PSA t 60 seconds was more of a challenge than I had thought. We had good ideas that had to be pretty modified without loosing the meaning or focus of our PSA. I think we came out with a very good project. In the midst of all of this, my computer started freezing up a lot. I knew it was getting close to time for it to crash. I was really just keeping my fingers crossed that we would be able to get the video finished up before it totally died. I'm looking forward to the next few weeks off because I have purchased a new computer (my Christmas present), and I'm looking forward to setting it up and getting it running.

I enjoyed this video class. There was a learning curve on several things, and I do think prior knowledge really helped me a lot.

Reflection - Week 2 - EDLD 5363

This week I evaluated some video editing software. I actually had to try a couple of different types. I think my desktop computer is about to pass on to glory, which made it difficult to work with the software since it keep freezing up.

I also want to make a point here about webconferences. I enjoy the opportunity to review the activities with my classmates on the various web conferences that have been offered. However, and let me pause here a moment to play devil’s advocate, I will admit that it seems I’ve spent a lot of time doing nothing productive. I believe the instructors want to be involved in our classes and want us to be successful, but when there are so many of us in one class (especially when it involved the ED ADMIN classes), I felt as if nothing was being accomplished. Over 100 people in the class and only the first 100 could get into the session.
I also appreciate my classmates wanting to voice their concerns and questions, but isn’t that what the virtual office hours are for? Maybe we could be broken into smaller groups, meet via skype and discuss concerns and questions that are specific to our needs. Then one oerson in the group could send those questions to the IA’s. If the IA’s did not resolve any questions, then it could be referred to the professors. It’s just a thought.


Pinnacle Video Spin

Includes a 15 day trial of advanced video codecs (MPEG2, MPEG4, DivX). Just purchase the Advanced Codecs Pack. Saves in file formats avi, divX, iPod compatable, MPEG 1,2 and 4, Real Media, Sony PSP, and Windows Media
It took this software a while to download.

I downloaded from CNET. It also took a while to open. Once opened, it associated the video files that were on my computer. They were visible in the window at the left of the screen. Don’t see a way to capture video from this software, but you probably already have your video on the computer.

Screen opens in the Editing mode. Here you have buttons to select video, select transitions, create title slides, import images, add sound effects, or add music. You can preview video in the upper right section of the screen. If you like the video, you pull it to the timeline at the bottom of the window.

You pull the video to the timeline and make adjustments as needed. Right clicking on the video in the timeline area also allows you to create a title slide. The buttons are basic and intuitive.

This was a very good basic editing software, and I think it would be great for people who are just starting out. It’s not overwhelming with too many bells and whistles, but it does give you a variety of options to create a nice video. I think after playing with this for a while and getting used to the interface, you could easily decide to use Pinnacle Studio which is the big daddy version of VideoSpin.

My First Video (for EDLD 5363)

I really enjoyed creating the video this week. I will agree that the most difficult thing was getting started! I finally decided on what to do, and with the help of my partners, I whittled it down into a presentation that I'm proud of. I found so many ideas that I hope to use with my junior high students too!

EDLD 5363--Week 1 Reflection

Wow, where has the time gone! I think I missed posting for a whole section. The class of school law was really something. I learned a lot, but it reminded me why I'm not a lawyer! I always enjoy the opportunity to discuss various topics with my peers and that class certainly afforded me plenty of opportunities for just that.

EDLD 5326--Week 2 Reflection

I enjoyed the assignment this past week. I took the opportunity to talk with my principal during my conference. I got some really good information from him and he gave me some great suggestions for the school-community project. We had some ideas that didn't exactly pertain to technology, but they were good ideas that I think he might want to look toward implementing in the future.

Weekly Reflection

Well, I have had this past week off as we have ended EDLD 5306 and now move on to EDLD 5326. Since I'm a school teacher, I really needed the week to get my classroom and myself ready for the new school year. I'm excited about going back to school and seeing my students, but I'm also a bit anxious about being able to get my college classwork completed and be able to give it 100%. I think it may be a bit bumpy here at the beginning, but hopefully things will settle down as we get into the school year.

Reflection for EDLD 5301

Reflection of EDLD 5301
When thinking about how I want to reflect on EDLD 5301, (which almost sounds redundant), I’m not sure if I want to approach it as a week by week thought or just thoughts in general. This course helped me better understand what is expected in my action research plan. As I progressed through the course, I narrowed down my plan, receiving wonderful suggestions and comments from my peers. I believe that having others look over my work and assist me as I implement my plan, will be vital to my success. As in any online course, it is very easy to feel isolated and become overwhelmed with the coursework. It is wonderful to have classmates and IA’s who are willing to offer constructive criticism and to encourage me along the way.

I didn’t have the opportunity to participate in the web conferences (although I’m hoping to participate in the last conference) due to unforeseen circumstances. I believe that web conferences are a great way to stay in touch and connect with our classmates. I am very happy that these are offered.
Each week we were encouraged to bring more focus to our action research plan. I am tempted to say narrow our plan, but I realized that as I looked over my classmates comments to my draft plan, they were offering wonderful and insightful suggestions to help me bring my plan into a more manageable realm. Since some of my classmates have conducted research, I am very happy to receive any pointers they have from their past experiences.
Our discussion postings also helped me as I worked through creating and defining my action research plan. I think one thing that was a bit confusing was that there were ED ADMIN students in this class. Often I wasn’t really sure what applied to me as an ED TECH student. There are so many documents and logs and reflections to try to keep up with. I really with the process could be a bit more streamlined. Hopefully I will continue to get my work in on time.
I also appreciate the work my IA, Creighton Gahn, has done in answering my questions and my classmates questions so quickly. I cannot imagine what it must be like to try to keep track of all of us! 

Week 4 --EDLD 5301

Wow, this week seemed to go by pretty quickly. I did some revising on my Action Research Plan and had the opportunity to meet with my site mentor. She and I both agreed that when we get back in school, things may flow a little more smoothly as far as continuity for my research plan. This course has gone well, and I feel like I've had the opportunity to gain a deeper understanding of what to do and challenges to expect while implementing my research plan. I also had the opportunity to reconnect with some of my classmates. I know that things are going to get hectic for those of us getting to get back into our classrooms. I really hope that we will help each other out as daily events start getting hectic.

SCHOOL VISION: Improve Technology Literacy for ED students

GOAL: Improve ED students AYP utilizing 1:1 initiative with netbooks

 

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT	Revisions to SIP/PIP based on monitoring and assessments
Obtain information on ED students on campus	Start notebook (e file and hardcopy if possible)	PIEMS information	Laura Dacus PIEMS Secretary	Aug 15-19, 2011
Assist ED students in reviewing laptop care and agreement documentation	Create packets of info for parents/guardians	Arp ISD website or documents from tech department	Laura Dacus Student tech assistants Tech dept	Aug 22-Sept 2011
Review TAKS scores for ED students	Retrieve TAKS information from counselor or principal	TAKS results via state	L. Dacus Counselor Principal	Aug 22-Sept 2011
Chart when students receive netbooks	Create Spreadsheet of students as they receive netbooks	Spreadsheet Software	L. Dacus	Aug 22-Sept 2011
Discuss Action Research Plan with fellow teachers on campus	Develop a handout/blog posting of Action Research Plan (include benefits to research and opportunities for student improvement)	Desktop publishing software and printer (MS Publisher) Post blog to school's webpage on Tiger Tube	L. Dacus	Aug 22-Sept 2011