EDLD+5398+WK+4

This week’s discussion proved to be more informative in that it provided me with specific information regarding this week’s assignment. I was able to reflect on and remember information that I had obtained from previous classes regarding action research project development. Several of my classmates had similar questions and it put my mind at ease because I did not feel like I was the only one with questions. I am a little bit concerned about making sure my internship activities reflections are correct but based on the discussion I should be within the guidelines of the assignment requirements. The process of creating a team based lesson that focused on the learning scenario was different and somewhat challenging for me. The undertaking was similar to creating a regular lesson but it was different in that I was tasked with collaborating with a group. Normally I do interact with team members at school but for this experience I was separated by geographical distance and each member had time constraints based on the on-going events of their busy lives.I was able to utilize the CAST Lesson Builder to create our group and individual lesson as well as the UDL based book builder during the process. These new tools will prove invaluable as I seek out ways to integrate technology tools into my everyday classroom routine and lesson activity creation. Multimedia is an essential component to 21st century learning and students who are able to utilize information gleaned and apply it are better prepared to navigate through life. Extending the effective use of multimedia ensures students are able to generalize their learned skills in appropriate mediums that are applicable to their skill set. Shanks (2005) believes “Multimedia that’s effective in learning doesn’t simply consist of using multiple media together, but combining media mindfully in ways that capitalize on the characteristics of each individual medium and extend and augment the learning experience” (p.12). The augmentation of the learning experience can include any number of skills or activities, but the essential idea to remember is that the power lies in the design principles that are implemented in creating the learning environment. The experience has exposed me to outside resources that I was previously unfamiliar with and I am now more informed about these technologies thanks to the lesson project. By ensuring that the lesson had the proper assessment criteria I was utilizing what Pitler et al. (2007) set forth as a necessary element in teaching, which is to make it easier for students and teachers to track the effect of effort in creating and completing work (p. 156). At the same time I believe that the assessment is not just about gathering data or recording numbers to fill in a grade book. Rather, the action of assessment gives another opportunity for students to become a part of the learning process. Pitler et al. (2007) believes that “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p. 141). From an assessment perspective I was familiar with collaboration but, the group activity gave me an opportunity to be a cooperative learner without me realizing it. I previously believed that I knew what it meant to be a group member during a project but this experience challenged my preexisting notions because it showed me how to be a group learner through the Internet. This was a new medium for me to learn in and it felt like my team members also had a similar experience as well.
 * Part 4.1 **
 * Part 4.2 **
 * Part 4.3 **
 * __Self –Assessment__**
 * __Learn as a Learner__**

The process of creating the lesson involved a brainstorming session that utilized Google docs and our Google site in a manner that I had not fathomed. We were able to interactively chart a course for our lesson and also make real time updates when needed. The collaboration was definitely fostered by the technology and I am not certain that it would have been possible to complete the project without the tools found within the Google framework. In a lot of instances I have found myself being glued to a book or an article to glean new information but this experience has given me the opportunity to learn from others in a collaborative setting that I have never been involved in before. I am better off because of the format of the assignment because it enabled me to try out new technology while going through the process with other learners who did not have much exposure to the medium either. I think the process was a bit cumbersome at first but once everyone got used to the flow of information going back and forth through the Google doc, site, and our constant emails to each other we became better as the project progressed. “The core skill of innovators is error recovery not failure avoidance” (Nelson, 2008). Randy Nelson sumed up the core component of highly successful people in all industries and walks of life and his insight definitely applied to this project. The patience and courage that is necessary to move forward in life in many instances, is derived from painful and sometimes unsuccessful endeavors or experiences. The ability to persevere despite tumultuous experiences is paramount when undertaking a new endeavor and undergoing the many changes that life may throw at us. I stand in agreement with Pitler et al. (2007) who believes that “Web-enabled collaborative learning has evolved dramatically from its initial use as a simple way for students to look up information…” (p. 144). The role that the Internet played in our group activity was huge to say the least and could not have been possible without it.
 * __Lifelong Learning Skills__**

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development. Shank, P. (n.d.). The value of multimedia in learning. //Think Tank.// Retrieved May 5, 2009, from [] Nelson, R. (2008). Learning and working in the collaborative age: A new model for theworkplace. Edutopia. Retrieved September 23, 2010, from []

I approached the assignment in a manner that indicated a desire to gain additional insight into the field of Educational Technology and the inner workings of the administrative side of the field of Education. The course assignments in general gave me an opportunity to explore the idea of digital immigrants and natives to build a context for the current state of the field of Educational Technology and to explore several new Web 2.0 technologies. By framing the course work and my interactions with others in the course through these lenses, I have been able to move closer to achieving the outcomes that I have envisioned while also applying this new information to my interactions with colleagues on my campus as well. Previously, I had never thought about how important it was to demarcate between nascent technology learners and those who possess native technology skills. I now understand that this classification can serve as a very helpful resource when planning for the large-scale integration of new technology on a school campus. In large part because of these, new knowledge I set out to balance the instructional methods that I used in my field based training activities to individualize the material for these different groups of learners.
 * Part 4.3 **
 * __Self –Assessment__**

I believe that the outcomes that I have achieved are very relevant to my work as a special education teacher because the activities and information presented in the course have real world applications. I had not used a blog or a wiki before but now I am able to setup each of these Web 2.0 technologies and show others how to utilize these tools as well. The practical nature of the assignments gave me a systematic tutorial of sorts on the procedure for setting up the initial pages and how to add content. I am still in the process of learning the ins and outs of the resources presented, but I am no longer uninformed of the process of creating useful teaching tools using these platforms. Not only am I now more familiar with the different concepts presented I also feel a higher level of confidence in being able to explain the information I have learned to others and to teach in the same manner that I was taught. Outside of the benefits that I can impart to my colleagues, I am now able to construct lessons that may not use all of the information that I have attained but certain pieces that will be effective in aiding the children in my classroom learn.

I was successful in carrying out and completing course assignments. On average, the assignments were thought provoking and gave me the opportunity to reflect on course readings and new concepts or ideas presented during the course and then implement them into my internship activities. The materials covered a wide variety of viewpoints and gave me an opportunity to discover new information in the field of Educational Technology. I enjoy obtaining information from many different sources and the course assignments afforded me this opportunity. I was able to apply a great deal of this knowledge to my internship activities as well. The hands on nature of the task like filling out the skills inventories in the first week and completing PowerPoint presentations on information that I had recently acquired enabled me to learn the material through constant exposure and synthesis of the information in new mediums. The length of time necessary to complete the assignments was somewhat more involved than I had imagined it would be, but the course has helped me to be a better manager of my time in order to complete required assignments. The virtual landscape is ripe with potential and has had many successes however, “ Virtual schooling, like classroom schooling, has had limited success in some situations” (Cavanaught et al., n.d., 2004, p. 5). I have worked very hard to make sure that I could experience as much success as possible in this new learning medium. I have also greatly benefitted from the dialogues that I had with my colleagues about the new technologies that I was learning these sessions gave me an opportunity to refine my grasp of the knowledge and refocus the direction of several of my internship activities.
 * __Learn as a Learner__**

In regards to what I have learned, I feel that I have benefited from the opportunity to gain a better understanding of the issues that face technology professionals in the field of Education. The budget constraints, outdated infrastructure, administrative and peer pushback that is experienced by these individuals has made me aware of the challenging nature of the job. Though the individual obstacles that are faced are not insurmountable, they do function as significant obstacles that require comprehensive planning when traversing. Personally, I believe that I benefited from the compressed and fast-paced nature of the assignments because it forced me to modify a tight and busy schedule to accommodate the completion of course assignments and readings in a thoughtful and scholastically acceptable manner. I believe as does Ashram (2002) that for some people “Change may not be easy, but it is necessary, inevitable and often beneficial” ” (Introduction, para. 6). Whilst the scheduling and managing of time has been a concerted effort, I feel that I have been able to make sufficient gains in the area my technology skills. I have always been a techie but over the last year, I have distanced myself from my usual routine of test-driving the latest and greatest technology because of more strenuous requirements in my work and personal life. The coursework has helped me to get back to the process of exploring the digital innovations that are constantly being rolled out. Rose, D. & Meyer, A. (2002) believe that “Successful learning experiences challenge and support each learner appropriately //and// adjust as the learner changes over time” (Introduction, para. 2). The plethora of Web 2.0 technologies never ceases to amaze me in their design and relative ease in implementation, but there is always a learning curve involved when first encountering these new technologies and this course has simplified the process by providing a scaffolded environment for me to investigate and learn about these resources.
 * __Lifelong Learning Skills__**

Cavanaught, C., Gillan, K., Kromrey, J., Hess, M., & Blomeyer, R. (n.d.). The effects of distance education on k-12 student outcomes: A meta-analysis. //North Central Educational Regional Laboratory//. Retrieved on November 17, 2009, from [] Arsham, H. (2002, March). //Impact of the Internet on Learning and Teaching.// USDLA Journal, 16.3. Retrieved on April 11, 2010, from __http://www.usdla.org/html/journal/MAR02_Issue/article01.html__ Rose. D., & Meyer, A. (2002) //Teaching every student in the digital age: Universal design for learning.// Alexandra, VA: Association for Supervision and Curriculum Development. Available online at the center for applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from __Http://www.cast.org/teachingeeverystudent/ideas/tes/__

The information transmitted in TF-VII highlights the importance of a technology facilitators understanding of the proper application and utilization of procedures, policies, planning, and budgeting in technology environments. I have learned that in order for a technology facilitator to be successful in the dispatching of their duties they have to maintain a strong grasp on the proper application of many different technology related prerequisites before learning can take place. In order for technology initiatives to reach objectives set forth in the planning stages technology facilitators and administrators must ensure that the proper infrastructure is in place. Sanholtz and Reilly (2004) believe that adequate infrastructure support is tantamount in assuring that teachers and students are able to effectively access new technology in the manner in which it was designed to be used. In the past I knew that in order for the integration of technology to be successful there had to be sufficient resources provided at the beginning of a new technology endeavor for it to be successful. I am now able to reinforce this assertion with the content include in TF-VII.
 * Assignment 4-5 **
 * __Self –Assessment__**

The accessibility of technology resources by all teachers and students is an essential component that I believe creates an equitable landscape in the field of educational technology. During my internship field based activities I sought to use mediums that took into consideration the individual resources that members of my target audience would have available to them. For instance, when I sought feedback for projects relating to Smart Board usage I initially only included members of the campus staff who had previously utilized the device and in subsequent iterations allowed those who were unfamiliar with the technology to give their feedback on the projects. I learned that when an individual is introduced to a new concept or piece of technology they subconsciously have a tendency to push back against the new information. Through the utilization of teachers who had previous experience with the device I was able to receive more focused and constructive feedback from my colleagues that enabled me to refine the direction of my projects when needed. I was able to learn which steps in my planning were effective and those, which needed to be refined. I am a hands on learner and the information that I received initially from my peers was from individuals who had also learned new technology by using it in their classrooms and refining the method in which it was applied when necessary. Technology rollouts should always be done in a cautious and measured manner and I sought to utilize the same methodology when integrating the standards into my project design. By taking more time to plan my projects I ensured that I could create appropriate timelines to ensure the success of the initiatives.
 * __Learn as a Learner__**

Williamson and Redish (2009) affirm that the administrative tasks listed in TF-VII exceed the level of diligence that is expected of teachers. I learned that their thoughts on this particular subject are extremely accurate. In order for a campus technology leader to ensure the success of teachers and students whom new technology is delivered to, they must plan for technology deployments and maintain a frequent monitoring schedule to evaluate the effectiveness of the technology roll-out. I have been challenged the most by the idea that there is a tremendous amount of behind the scenes administrative tasks that must be undertaken and completed in an optimal manner to safeguard the success of a new technology endeavor. Based on my interactions with colleagues and my review of TF-VII I also understand that the amount of time that is expended on following up and monitoring for student and teacher mastery must be tracked to ensure that the proper amount of time is being spent on tying the technology into applicable curriculum standards. Hearrington and Strudler (2007) state that in many instances the technical support that is given to educators consumes much more time than it should and that this time could be better spent on ensuring performance outcomes related to curriculum and instruction are achieved. I now know to be aware of this phenomenon in dispatching technology facilitator duties.
 * __Lifelong Learning Skills__**

Williamson, J & Redish, T. (2009). //ISTE’s 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, pp. 147- 199 Hearrington, D. & Strudler, N. (2007, June). //The effects of barriers and enabiling factors, homophily, and technical support on instructional support time.// Poster session presented at the annual meeting of the American Educational Research Association. Chicago, IL Sanholtz, J & Reilly, B. (2004). //Teachers, not technicians: rethinking technical expectations for teachers.// Teaches College Record, 106, 487 - 512

A central component to leading a campus or a technology initiative is to maintain a healthy and sound vision that highlights the result or change that an individual is seeking to achieve. TF- VIII introduced the concept of leadership and vision and I feel that this particular standard is tantamount to all others. Setting out with the end in mind safeguards the future success of an undertaking and without it, any endeavor is sure to fail. Inevitably, at some point during the school improvement process there will come a time when stakeholders feel as though they are spinning their wheels and gaining little forward traction. During this time, it is important to remember that the focus should always remain on students and the best methods to ensure these individual’s success. This result should be clearly defined in the vision that the leader has for the undertaking. More specifically stated, “these are the periods when it is important to develop a supportive work environment and positive leadership” (Elmore & City, 2007, pg.2). When educators feel as though they are not being as productive as they should they need to start evaluating what has worked in the past and compare and contrast those situations to instances in which they do not feel very effective. During a trial period for a new software addition to my campus, many teachers were extremely excited about implementing the tool into their classroom. By the middle of the semester, many of these same individuals were complaining of the ineffectiveness of the program. The administration organized a voluntary training session for staff to attend and after gaining additional insight on how to use the program from staff members and a district trainer many teachers experienced success using the program and getting their children to incorporate the software into the learning process. I realized that this program was eventually successful, but if the vision for the technology rollout had been more focused and instituted with fidelity some of the issues that arose may not have necessitated so much time to remediate issues that arose.
 * Assignment 4-6 **
 * __Self –Assessment__**

TF-VIII gave me a greater grasp of the idea of a leader being the head learner on a campus. I have found that in order to effectively transmit my thoughts to other I must continually revise my expectations and methods for accomplishing objectives that I set for my undertakings and myself. Along this process, I have found that I sometimes need to add on to or modify portions of my vision to make sure that my endeavors have the greatest impact. I am a hands on learner that sometimes unfortunately must learn from my own mistakes. I was comforted when I realized that I have many other peers who learn in the same manner and that I was not necessarily doing anything wrong when mistakes were made but rather that I needed to use those moments as learning and teachable moment. Gaining this understanding has shown me that sometimes the best way to build a good vision is to do so in concert with other professionals. Teachers who are immersed in authentic professional development opportunities find ways to apply knowledge that they have acquired to aid them in changing instructional practices in their classroom and on their campuses’. These mediums give valuable insight to teachers to help them shape their classroom instruction programs and to expose any areas in which they can seek additional assistance for perfecting their craft. This type of learning instrument was highly effective in my professional development opportunities for integration into my campus action plan and I have made utilizing resources like this a central component of my personal vision for my learning. Williams (2007-2008) states that “if we want to change what teachers do in classrooms, then we need to focus on those actions directly” (p. 39). By creating a learning community on the campus administrators ensure that teachers will be learning more by focusing on areas that they can improve upon to deliver instruction that will be easier for students to digest the focus on individual vision statements and goals is a strong theme that was consistently integrated into the planning of my field-based internship activities.
 * __Learn as a Learner__**

Overall, I believe that TF-VIII aided me by turning my focus inward to determine what I intended to gain from each aspect of my projects and what skills and knowledge I felt were the most important to be conveyed in my work. Furthermore, once I have identified my vision the next step is to convey that information in a manner that does not alienate those who I seek to expose to the new information. I have learned that if a principal is not certain of the direction that a campus should go in the entire organization will mostly likely be as inept as a headless human being. The administrator is the head of the campus and she steers every member of staff, teacher, and student to reach personal milestones and to meet predetermined benchmarks. Without the leadership and guidance of a principal, a campus would fail. In that same vein, in order to make certain individuals have a grasp of a shared vision the campus leader should carry out their leadership duties as described by Northouse (2007) in “ a process whereby an individual influences a group of individuals to achieve a common goal” (p.3). In my experiences, I have witnessed administrators who did not spend enough time constructing their vision much less for delivering it to teachers and staff in a manner that garnered buy-in. I believe that is important to balance the desired outcome with the ability to positively influence colleagues and peers so that all stakeholders are on the same page. I my future undertakings I intend to utilize the creation steps for a sound vision for change while also being acutely aware of the need to present my ideas in the most constructive and non-threating manner possible. Northouse, P. (2007). Leadership theory and practice (4th ed.). Thousand Oaks, CA: Sage
 * __Lifelong Learning Skills__**

William, D. (2007-2008). Changing classroom practice. Educational Leadership, 65(4), pgs. 36-41.

Elmore, R. F., & City, E. A. (2007). The road to school improvement. Harvard Education Letter. 23(3), 1-3.