EDLD+5398+WK1

This week’s web conference followed a structured format that I had not previously experienced in the program. The discussion notes in the web conference helped to organize the flow of the interaction and the information that was discussed mirrored the topics that were outlined. Quite a few of my peers were also confused about many of the necessary steps that we have to take in this course to include finalizing all logs and project documentation. I must admit that I am also in the same boat but I am a little more informed now that I have taken part in the conference. I remain confident that there will be as much help provided as needed through the IA and professor in the course so I am optimistically and cautiously moving forward with a sense of curiosity and eagerness to complete this final course on my journey to my M. Ed.
 * WEEK 1 ASSIGNMENT**
 * Part 1.1: ****Web Conferences--Organization and Management of Assignments**

The assignments that I completed during EDLD 5306 introduced me to several new resources that are available for technology educators and professionals within a school district. The Texas Long-Range Plan for Technology established a solid format that school systems throughout the state could utilize to ensure they were creating the most effective technology programs on their campuses. Previously, I had never utilized this tool, the time I spent reviewing the information contained within the document was well spent, and it greatly expanded my nascent knowledge of what proper technology integration should look like in a Texas classroom. I learn best when I am presented with an infrastructure in which I can freely operate and apply the subject of the knowledge that I have acquired. I was able to provide a concrete representation of this information when I summarized the four strands of the technology application TEKS. The new information that I acquired enabled me to speak with my colleagues and classmates in a facilitator role in which I aided them in also learning more about the requirements and proper application of technology standards in their classrooms and on their campuses. The amalgam created from the combination of new and old information helped to create a portion of my overall vision for the type of education professional that I aspire to become.
 * Part 1.2 : Begin Comprehensive Examination--Title Page and Introduction with Career and Leadership Goal**
 * Part 1.3: Reflections on assignments in EDLD 5306 Concepts of Educational Technology**
 * __Self –Assessment__**

My learning experiences throughout the course encompassed a myriad number of individual topics but the most memorable of these moments center on my review of Texas STaR chart data from my campus. The process of disaggregating the data and then interpreting revealed trends required a significant amount of time to complete but I must admit that I would have never engaged this information in a similar manner if not for course requirements. The data gleaned from the STaR chart also helped to focus the design of the technology survey that I created for my colleagues. The survey prompts allowed me to gauge the individual level of familiarity each educator had with the various hardware and software options provided to educators on my campus. Upon investigating the results of the surveys and reflecting upon the meaning of the data I was able to determine that quite a few of my colleagues were more than a little uncomfortable with many of the technology options that are available on campus. I learn well when I have new concepts or tools presented to me in a hands-on-learning environment, and based on my conversations and reviewing of teacher responses I deduced that many of my peers are also susceptible to instruction that considers this learning style. Mathews (2004) believes “State and education leaders need to clarify and understand the roles and purposes of statewide networking, including educational networking...” (p.7). Much in the same manner I believe that the active engagement and networking among educators helps to identify similarities and differences that could benefit both students and teachers because of these interactions. I believe I was effective in completing these assignments because of the foreignness of the majority of the information presented and my ability to synthesize and apply this information in a manner that aided me in acquiring a better understanding of how educators implement and learn both new and existing forms of technology.
 * __Learn as a Learner__**

During this course, I learned that not all new information is necessarily detrimental to my existing knowledge base. The new information actually assists me in dispatching my daily duties in a more precise manner due to the inclusion of newly acquired knowledge in my educator’s toolbox. Though the process of data disaggregation can be tedious, it is also very rewarding when proper questions are asked to help interpret the meaning of the data. The information gleaned is also beneficial to campus leaders and administrators who are struggling with technology budget decisions ranging from purchasing to providing proper training to teachers and staff who tasked with utilizing the technologies daily. White & Winter (2005) stated, “Training focused on the software capabilities and options. Our users, though, were more interested in specific instructions for accomplishing their work" (p. 3). The guidance that survey data revealed would help an administrator to poll the needs of these educators without having to deal with a situation like the one White & Winter discussed. I feel that the interactions with my peers afforded me multiple opportunities to not only help these individuals with their technology misconceptions but, also to network with these individuals as well. 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). In far too many instances, educators operate in classroom-based silos that do not encourage the sharing and dissemination of knowledge gleaned through practical hands-on experiences. Through my discourse and research, I have come to value these types of interactions above others when seeking to understand the true impact of a particular technology initiative/undertaking on campus or within the district. In the future, I would like to implement an annual technology survey that would be provided to all staff members in addition to the STaR chart that is customized to the unique needs of students and teachers on my campus.
 * __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.

Mathews, J.B. (2004, April). Why Statewide Educational Networks are Important to State and Educational Leaders. //Southern Regional Education Board.// Retrieved on April 17, 2011, from __ __http://www.sreb.org/programs/EdTech/pubs/PDF/04T02-Statewide_Ed_Tech_Net_Important.pdf__ __

White, B. & Winter, C. (2005). Making sene of student information. //School Administrator//, 62.4.

The SBDM activity gave me invaluable insight as to how the site based decision team worked together and how the process of creating a team and facilitating the learning experience can occur organically. At the conclusion of the exercise, I was able to speak with my campus principal who discussed the benefits and some of the more difficult aspects of the committee and how important she felt the process was. Previously, I felt as though the team was just another meeting that was convened because the principal mandated it, I had no idea that the team is an essential part of proactive and productive school management. Given that the role of SBDM’s are so important I am glad that I was afforded the opportunity to learn about the committee within the coursework and through my one-on-one interviews.
 * Part 1.4: ****Reflections on assignments in EDLD 5333 Leadership for Accountability**

The results of the interview process with the SBDM member Ms. Green and the principal Ms. Hopkins were very interesting. Both individuals stated that the committees’ makeup was comprised of individual grade level department heads, instructional specialist, the technology coordinator, principal/asst. principal, and the campus data specialist. The group did use a formal agenda to outline meeting objectives and to make sure everyone knew what information would be discussed. The group discussed instructional practices in the classroom, state assessment results, student preparedness for the exam, and new initiatives that were designed to help raise the school academic indicators. Ms. Hopkins and Ms. Green believed that the small composition of the group did aid in the group creating a team dynamic that made the task of being productive that much easier. The team also made sure to focus their energies on one major project at a time to ensure the success of the undertaking. This line of thinking is aligned with Williams (2007 -2008) who states “teachers who attempt to change more than two or three things at a time invariably fail” (p. 40). I have a tendency to favor smaller group settings when I learn and it is a central practice that I utilize in my classroom; I have found that when learning groups are smaller every individual can actively participate in the learning process without flying under the radar. Interestingly enough, since I have participated in this assignment I have become more aware of the changes and initiatives that are happening on my campus and the ones that are in the planning and development stage. I was able to be plugged into this information after my principal noticed my interest in the subject matter. I think that by venturing into the realm of this unknown process I was able to compliment my current set of tools in my educator toolbox by utilizing another set of resources to help shape my experience and knowledge.

I was surprised that the members of the group were able to work together without infighting and that participants across grade levels found the time with the committee to be productive and insightful. Ms. Hopkins stated that group relied heavily on active group discussions to help drive the decision making duties of the group. At the end of the day the principal was wholly responsible for the vision and direction of the campus but she found that the process of directing the school was made to be more bearable when she allowed stakeholders to express their concerns and solutions for issues that the group undertook. Whenever there was a dispute among team members an environment of respect and cooperation was relied upon to help solve any problems. I expected that disagreements would be discussed openly and it was good to see that this method of conflict resolution was engrained into the process. Overall the information gleaned from the interviews was informative and it highlights that a campus can be guided in the right direction given proper guidance and tools.

The campus improvement cycle was proven to be a key contributor in deciding how to correctly devise and implement a successful action plan. The goals outlined in the plan were drawn from the guidelines that were within course lectures, readings, and videos and they helped me to understand that I can use a similar process for any other goals that I need to draft and implement. I have learned that once successes are recorded in one area it becomes less difficult to implement successful methodologies into new functional areas for improvement. Sometimes, however there is a feeling of being stuck or unable to move forward with goals that is due to improper planning or the conflict of personalities within a group. I think it is important to remember that the feeling of being stuck is a natural part of the improvement process. The progress that will be made from carefully planned out and implemented new initiatives are sure to have hindrances and hick-ups along the path, but it is necessary to remember goals and strategies that were outlined in the action plan during these times. According to Elmore & City (2007) it is always “easier to stay the course if the course is something you anticipated” (pg. 2). If the appropriate steps and considerations were made when planning for change there should be some sort of guiding principle or strategy that could be followed during these small and short moments.

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. As stated by Elmore & City (2007), “these are the periods when it is important to develop a supportive work environment and positive leadership” (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. I use the same technique in planning instruction and when I encounter unexplainable student assessment results and I have found that by reflecting on the process I can usually determine the areas that should be corrected and what steps I should take to correct them.

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

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

The information that I gleaned from the readings helped me to gain a better understanding of the thought process that was followed by the professionals and practitioners who helped to create the Technology Facilitation and Leadership standards. The material covered specifically denotes the performance standards, indicators, and tasks that are required in order to attain mastery of the standards within the system. The ISTE standards according to Williamson & Redish (2009) advocate skill building approaches that are “job embedded, timely and integrated” to aid technology leaders in delivering successful technology and leadership assistance to others (p. 22). Before I read the material I was ignorant to all that went into maintaining mastery of the standards, after reading them I have come to truly understand the many steps that have to be taken to be knowledgeable in the subject area. While implementing several of the steps in my field based internship activities I had to refer back to the technology facilitator and leadership standards to make sure that I was implementing the guidelines correctly within my project. At times the process was difficult especially when deciding which task would fit specifically into the wording of the indicator definition.
 * Assignment 1.5 : Reflections on Technology Facilitator Standard I: Technology Operations and Concepts**

During my action research I presented my findings to my colleagues on campus in a professional development setting and discovered how difficult it can be to capture and hold the attention of so many disheartened individuals. At times it seemed like no one really wanted to listen they just wanted the meeting to be over so that they could go home. What I learned was that the best way to hold these teachers attention was to present the information in a way that highlighted how the new information could be integrated into the teacher’s current classroom teaching routine/environment. When I demonstrated the effectiveness of the Smart Board in delivering lessons and displayed a lesson that I had created on fractions many teachers were then able to see the value that could be added by using the technology inside their classrooms. Williamson & Redish (2009) believe that best practices within the field of technology and leadership always include an opportunity for professional development to include or integrate authentic moments in which the information being transmitted in related to teaching and learning (p. 23). I also have difficulty catching on to new concepts if the information is not presented in a hands on format. Information that is theoretical or abstract in nature does not help me to learn in any meaningful way. However, when the information is presented and then demonstrated/modeled I have a much more productive experience with the new information being delivered. This comparison/contrast enabled me to tailor portion of my presentation to meet the needs of the unique learners that attended my session. I think that I did a good job in this regarded because I had to revise my presentation several times to make sure that I incorporated the essential knowledge and skills that I have been exposed to throughout this course and while reviewing the ISTE standards.

One of the most memorable experiences that I had during my journey with action research and becoming more familiar with the technology and leadership standards is the moment that I figured out that I would not master all of the new information immediately. The learning curve was not entirely too steep to prevent me from attaining a high level of success with the material, it was simply the fact that the rigor and depth of the information that was presented took a while to digest and during that process I had moment in which I was totally lost. Williamson and Redish (2009) sum up this feeling I had with the idea that “maintaining technology competency is challenging even for educators with advanced skills” (p. 21). My colleagues and I have access to many of the same resources for technology integration into the classroom and I have utilized these resources quite a bit, but I still was not able to effectively transmit my knowledge to others without always checking my notes, readings, and class materials to ensure that I was effective as possible when assisting others with new technology information and teaching about new resources. Now that I have a better understanding of the standards and the methodology behind the practical application of the standards I believe that I am better suited to serve in a technology based role on my campus or in the district. In the future I would like to be able to conduct an action research project on the most effective methods to engender by-in from faculty regarding the rollout of new technology products on my campus and in the district.

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. 1-55.

The information contained in the section outlining TF/TL Standard II provides a solid basis for understanding the complexities and intricacies involved with supporting educators who are attempting to integrate technology into their classrooms. I had a notion that assisting other educators with mastering technology resources and tools might be a little bit difficult at first and then slow and become more manageable; I had no idea how accurate my assessment was. The plethora of information relating to any one tool does not even begin to compare to the sheer volume of questions and push back that I received when explaining a new resource to my peers. The standards emphasized how technology facilitators could respond to the challenges that arise when teachers are completely lost on how to implement technology changes into their classrooms. Williamson & Redish (2009) believe that this role is made even more difficult when facilitators have to challenge the ideologies that many teachers already possess about teaching and learning. I myself have difficulty at times when new information is delivered in an oral format, I experience more success in tactile learning environments. When I reviewed the standards I realized that I was not the only educator who may suffer from this disposition; this new information helped me to understand that my field based internship activities would have to contain a certain level of differentiation so that my projects would achieve their intended results.
 * Part 1.6: Reflections on Technology Facilitator Standard II: Planning and Designing Learning Environments and Experiences**

During the course of my internship and completing my field-based internship activities I realized that I would have to apply not only the new technology standards that I was quickly becoming familiar with but also tried and true methods of instructional delivery that I had been utilizing in my own classroom. The process of engaging learners is an essential practice for any educator who is focused on aiding their students in attaining academic excellence. The role of a technology facilitator is not that different when compared to the role of an everyday teacher; both individuals are tasked with delivering information in a structured manner to ensure the mastery of the new information by students. The difference for facilitators teaching teachers is that teachers sometimes protest a little louder and longer than your average student. Training these educators on how to have the greatest impact on student learning using technology requires that the technology facilitator always find a way to make the information relevant to the teacher by highlighting ways in which new resources can be integrated into existing classroom environments and structure. Williamson & Redish (2009) assert a facilitator must be able to show teachers how to “develop new ways to manage resources and students in technology-rich classrooms” (p. 37). During the course of interacting with colleagues I constantly referenced research that outlined the best practices for technology integration and the appropriate ISTE standards to help guide me in my interactions with peers. I benefit from hands on learning experiences and I made sure to include that component of learning whenever I presented new information, for the most part this method was met with open minded individuals who were eager to learn something new. Of course there were other groups who were disturbed by the new knowledge but I have come to believe that unfortunately, there will always be a group of people like this who require a bit more patience and possibly repeated directions and points to aid them in mastering new technologies. I have to admit that many of these moments were learning opportunities for me because I had not previously dealt with peers who were so stubborn and set in their ways.

The TF/TL Standard II made me think more deeply about the correlation between how I learn and how the standards outlined what a competent technology facilitator would teach. In order to be more productive and efficient it became necessary for me to combine the two sometimes different but often converging methods in order to become better at aiding others attain technology proficiency. The standards have become a part of my educator’s toolbox and I feel that I am better off because I am now aware of the knowledge. Williamson & Redish (2009) believe that many classroom teachers are able to operate technology but do not know exactly how to utilize technology in student learning and I agree with them. The role and responsibility of an effective technology facilitator is geared toward these instances and hopefully a professional technology facilitator will be able to help guide a teacher in the correct direction. When I would discuss a new piece of information that I learned with my peers, very often I would receive compliments about how smart I was or how hard it must be for me to acquire all of this new information. I have discovered that many educators are more fearful than anything else about how to effectively use technology in their classrooms. The awe that most of my colleagues had was nothing more than an outward manifestation of their anxiety or apprehension to approach and apply technology in their classrooms. By using the standards as a blueprint to help guide my interactions with these teachers I soon realized what Williamson & Redish (2009) carachterize as that the most challenging part of a technology facilitator’s role “challenging teachers long standing beliefs about teaching and learning” (p. 38). I think that once I was able to get over the preconceived notions that teachers held I was able to be more effective in helping them and transmitting the information that I had outlined in my field-based internship activities. In the future I would like to pursue action research that would lead me to determine alternative strategies/methods for aiding teachers in implementing new technology in their professional roles.

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. 1-55.

This week’s web-conference helped to settle some lingering apprehensions that I continued to foster regarding coursework and assignment completion guidelines. The feedback from week one assignments was focused and informative and the flow of constructive information continued throughout the web-conference. I noticed that several of my classmates were also uncertain about several aspects of the embedded assignment portion of the coursework, there was a good amount of clarity provided and the interactive format of the chatboard actively facilitated the process. I must admit, I do feel challenged by the multi- layered format of coursework; however, I am encouraged by the access to and awareness of teaching faculty.
 * WEEK 2 ASSIGNMENT**
 * Week 2 Assignment, Part 2.1: ****Web Conferences--Organization and Management of Assignments**


 * Week 2 Assignment, Part 2.2: Week Two Addition to Comprehensive Examination**

The technology evaluation assignment of my districts SIS system gave me invaluable information as to how technology planning and budgeting occurs in my district and on my campus. I was also able to hone my interpersonal skills through interviewing district personnel. Furthermore, the assignment allowed me to evaluate the effectiveness of the new SIS system that my district purchased. Previously, I knew that the system was used for grade keeping and attendance tracking but I had no idea how comprehensive the software truly is. By the end of the process, I had a far greater grasp of the function and feature-set of the software but also of the importance of the tool within the district and individual campuses.
 * Week 2 Assignment, Part 2.3 ** : **Reflections on Course-Embedded Assignments for EDLD 5362 Information Systems Management**
 * __Self–Assessment__**

The SIS that has been utilized in my district is the Skyward Student Management System. I interviewed several teachers, our ADA clerk, the campus ITS representative, the school counselor, and our campus data manager. Based on the information I gleaned from the conversations, the cost for the system included initial disbursement of resources for the hardware that the software needed to run on to include expanded servers, allocation of internet bandwidth, and training of IT and teaching staff to properly utilize and manage system. In addition, there was also an initial outlay of time for migrating data from the previous software interface that was in use. Software updates to the system are included in the normal fees that the district pays the company to ensure the most recent version of the software is always used. The district also has access to the IT and technical support group at the company in the event any system errors or glitches may present themselves.
 * __Learn as a Learner__**

I enjoyed the hands on nature of the interviews because they allowed me to interact with many different individuals face-to-face. I believe that this type of interaction is the most effective for gaining new unfamiliar material. I have a tendency to prefer hands on learning environments and this activity definitely appealed to my preferred method of knowledge acquisition. I think I did well in my interactions with my peers and colleagues because of the vast amount of information that I was able to discover. The readings for the assignment also helped to shape my new knowledge base as well. For instance, Sausner (2003) believes that there are a series of components necessary for the successful implementation of a SIS he writes “Four key ideas continually surface when it comes to making the most of the SIS technology: leadership, communication, training and more training” (Optimizing Existing Technology, para, 1). Part of the process of having the right tools is making sure that there is a solid plan for the integration and utilization of a SIS instrument. The “four key ideas” present a viable direction for technology administrators and stakeholders to keep in mind when using data management tools to manage student data. Furthermore, “Most SISs are meant to have a life span of five to seven years, after which they tend to become marginalized by the faster, cheaper, better products available in the market” (Sausner, 2003, When to Start Over, para, 1); more succinctly stated the process of obtaining and updating this software must also be an integral part of the SIS management. There are many pieces of the student management system puzzle but keeping it all in perspective involves using the tool every day in an effective manner to gain the most benefit from the technology. In addition, the tool cannot be depended on if it is not updated regularly.

The Skyward software creates Texas specific reports and helps to ensure that the requirements of Texas public school reporting and data collection guidelines are followed. Based on the information from my pooled participants the system does a good job of granting access to a plethora of state specific student data and it does so in a seamless manner. On many Texas campuses, it is currently TAKS testing time and our counselor told me that the integration of the test taking data is fully integrated into individual student profiles and to higher-level district reports and feature sets as well. When I spoke with the ITS representative she told me that the district has been extremely happy with the availability of support personnel for Skyward. There is a support liaison that is responsible for tracking any issues that the district may have and that person has a counterpart in the district information system support group so that all issues are resolved in an efficient manner. There is also a customer support district login that provides online access to proprietary support information. Skyward also includes support in the form of email, telephone, and online web access. In addition, the company also provides online evaluations to utilize as a QA method to gauge the level of service provided to its customers.

Overall, the purchase was regarded by many in the district as a sound decision and thankfully, administrators realized that it was necessary to make a significant investment of resources initially to purchase a comprehensive SIS software suite for the district. Moore (2006) outlines his top five technology accelerating initiatives and acquisitions to aid in implementing technology to “make a significant difference” within the community that they are integrated into (Long-Term View section, para. 1). Unfortunately and far too often, recommendations such as Moore’s are overlooked or discredited because of the resources that are required to make an initial investment into this type of technology. Another element of Moore’s (2006) plan for action includes the need for “experienced leadership” within the entity so that they will benefit from the leaders experience with successfully “planning, implementing, and operating” investments of such a high value (Wisest Investment section, para. 10). I think that a disproportionate amount of the power in making the necessary choices for technology integration is undertaken by individuals who are so far removed from the day-to-day operation of institutions that their ineffectiveness hurts students and the institutions tasked with teaching them.

In my opinion the overarching theme of technology integration into education must be well thought out, thoroughly planned, and implemented. “The meaningful integration of technology into the learning process is a challenging one, at best” (Tschirgi, nd, //What is the Sustainable Classroom?//, para, 1). These words do a good job of summarizing the dilemma that faces educators and administrators alike in the modern day world of classroom instruction. In order to make learning more learner centered an educator has to take the time to master new technology and also determine which components of the technology have the most direct implications for the learning environment that they have created in their classroom. The budgetary concerns and monetized cost of new technology are essential considerations when creating the landscape for delivering effective student centered instruction, but determining how new knowledge will be synthesized with new technology tools is a dramatic endeavor that should not be undertaken by the lighthearted. “Technology is only a wise investment if it changes something about the way students learn, opens new doors and possibilities, and/or helps engage them in their learning experiences” (Tschirgi, nd, //What do you mean by “yield big results?//”, para, 1). Though technology can be an innovative addition to a classroom the utility of the resource should be fully addressed before a purchase takes place.

Many of the individuals that I polled for information during this assignment stated that the most difficult aspect of utilizing the system was with the initial acclimation process to the new software. Given the proper training and access to qualified support staff many of the users maintained that the software was easy to use. Generally, all users liked the navigational layout of the software and the data and ADA representatives on campus stated that the data cross-references itself so that data duplication through manual entry is not necessary. I learned that as with most things the best way to integrate technology is to make sure that there is a well thought out plan for the setup and rollout of the initiative. This beginning preparation is similar to the way that effective learning can take place in any environment through the proper planning of goals and objectives that are necessary to reach educational targets. By reflecting on how essential planning is in learning, I realized that if I always ensure that a solid plan is laid out in my endeavors I will most certainly experience a higher level of success in my undertakings.
 * __Lifelong Learning Skills__**

My interaction and collaboration with my colleagues during this assignment provided me with insight as to how the district handles technology acquisitions but also how decisions that are made at higher levels usually have some kind of impact on nearly all staff in the district. The knowledge of the significance of these decisions has made me more receptive to and sensitive of the technology needs of individuals who may be impacted by choices that I make in my capacity as a technology facilitator. As a lifelong learner I would like to investigate whether a committee of comprised of district and campus level stakeholders could me to cooperatively come together to make technology purchasing decisions for the district. It is an idea that could benefit a large number of district employees and thus positively affect students as well.

Sausner, R. (2003, November). Making Paperwork Fulfilling. //District Administrator//. Retrieved on April 26, 2011, from: []

Moore, R.J. (2006, August). The five best accelerators in schools. //School Administrator, 63.7//, p.8.

Tschirgi, D. (nd). What is the sustainable classroom? //Educational Technology Support Center.// Retrieved on November 17, 2009, from __http://www.esd112.org/edtech/sustainableclass.cfm__

The process of creating a team created 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. The duration of the assignment over a series of concurrent days was thought to be the best method for delivering the lesson because the information would have been a lot for a student to digest in a one-class period. The TEKS that were used to help frame the lesson focus on student's gaining a strong understanding of geometric shapes and three-dimensional figures, by focusing the lesson on shapes and the real world representations of shapes found in art work we sought to give the students a real world relatable point that also addressed the different learning styles of students. By doing so, we maintained continuity with the design elements of UDL and ensured the success of all of our students. I think that it was very important to focus on the needs of all of our students not just those that would be able to grasp the concept with little ease.
 * Week 2 Assignment, Part 2.4 ** : **Reflections on Course-Embedded Assignments for EDLD 5364 Teaching with Technology**
 * __Self–Assessment__**

During the lesson, students will have the opportunity to record their observations on blogs that serve as milestones of their progress in the lesson but they also serve as easily accessible review documents that members of the class can share with one another to help facilitate collaborative learning. Pitler et al. (2007) asserts that collaborative learning environments on the Web help to reinforce student learning and I agree (p.144). The lesson would benefit the teacher by allowing them to improve their technology skills. G. Solomon & L. Schrum (2007) state, “In order for schools to prepare students for the future, leaders must help teachers make the transition to using new technologies and new methods.” I believe that having Technology Specialist help teachers that are struggling with using technology is a great way to get the teacher that help.

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. 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.
 * __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 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. According to Schacter (1999), the use of computers and technology are going to have a positive impact on the attitude of both teachers and students. I have found myself agreeing with this theory repeatedly throughout my coursework, due to my heavy reliance on the Internet and various web 2.0 communication mediums. In many instances, I have found myself being glued to a book or an article in an attempt 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. 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.

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved on October 5, 2009 from http: // [|www][|.][|mff][|.][|org][|/][|pubs][|/][|ME][|161.][|pdf] //

Solomon, G. and Schrum, L. (2007). Web 2.0 new tools, new schools. Eugene, OR: International Society for Technology in Education.

TF/TL Standard III gives educational technology leaders a secure foundation upon which to rest matters of curriculum and technology integration. The performance standards and indicators for this area help give school technologist a framework to follow when influencing teaching and learning on a campus according to Williamson, J & Redish, T. (2009). I happen to agree with this viewpoint because it follows a similar theme of planning that has come up quite a bit in my reflections this week. In order for campus administrators to chart a path of success for their campus they need to ensure that the district approved curriculum is being taught to students while making sure that technology is used to make the learning process as smooth and productive as possible. I have a tendency to over think things and as a result over plan at times. I have found that though the process frequently results in sleepless nights when a new idea or lesson concept is on my mind taking the time to ponder and plan constantly usually reaps hefty rewards. Standard III emphasizes the need to focus in on curriculum whenever a technology facilitator is planning how to aid a classroom teacher. I was aware of this concept before however, I am now more apt to include strategic planning in all of professional undertakings because of its immense benefits. During my field-based internship activities, I found that spending more time planning the course of the project resulted in a much more pleasant result upon completion of the task.
 * Assignment 2-5: Reflections on Technology Facilitator Standard III: Teaching, Learning, and the Curriculum**
 * __Self –Assessment__**

A central component to the new information that I learned was that just because students have a certain level of familiarity with technology in their personal lives it does not mean that they know how to use technology for learning and work (Educational Testing Service, 2006). During my field-based internship activities I often thought of ways that I could utilize technology that student were already familiar with and adapt it for classroom use. The new trend in early childhood technology integration is the addition of iPad's into classrooms. I thought of using iPad’s as a part of a project to aid struggling 4th graders with math but I was keen to remember that the devices had to be used in a way that would not only be accessible to the students but also adhere to district determined curriculum implementation and design. This simple caveat can include everything from the pace at which instruction is delivered, the rigor, and depth to which the material should be taught to a student.

When a teacher is assisted by a district or campus based technologist that are expecting to receive assistance that will facilitate their increased technology proficiency. I personally enjoy vibrant hands-on learning experiences and many 21st century learners prefer the same. The onus for an effective teacher is to create rich and immersive learning environments that are “simple, fast, interactive, and wireless” that appeal to these modern day learners (Gates Foundation, 2006). I believe that I am a more effective teacher now because I actively pay attention to whether or not my classroom lessons contain this progressive component when integrating technology into a particular assignment or project. I think I have done a good job of applying TF/TL Standard III in my everyday duties and that it will not be too difficult to transfer this skill into the role of a campus or district educational technology leader. When I discussed my new understanding of the intertwined roles of technology facilitator and curriculum many of my peers felt that the integration of the two made good sense. During my field-based activities I always attempted to tie in any new information that I was transmitting to the educational need and greater mission of giving students good education and ensuring that teachers had the best tools to foster growth and development with pupils. Overall, I think this methodology was well received by my peers and it gave me the opportunity to educate others with the new information that I acquired.
 * __Learn as a Learner__**

If I continue to implement the core idea of making sure curriculum stays at the heart of technology integration, I believe that the lessons I create will be more captivating and that teachers that I assist will have a more solid understanding of how to create well-received curriculum centered technology integrated lessons. The idea of learning cannot hold any weight if it is not guided by a set of milestones and predetermined criteria that clearly lay out the result of instruction. By continuing, to make curriculum an essential part of my educational technology toolbox I can be confident that I will be able to make a significant impact in the lives’ of my students and colleagues in the future. In the future, I would like to pursue action research that focuses on math in the curriculum and implement data inspired best practices to integrate learning tools like iPad's.
 * __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. 55 - 99.

Gates Foundation. (2006). Why do kids drop out? Retrieved August 25, 2007, from [|www.gatesfoundation.org/nr/downloads/ed/TheSilentEpidemic3-06FINAL.pdf]

Educational Testing Service. (2006). ICT literacy assessment: Preliminary findings. Retrieved August 2007, from [|www.ets.org/Media/Products/ICT_Literacy/pdf/2006-Preliminary_Findings.pdf]

Data collection and assessment are critical components to the structure of the modern day test centric educational environment that has been created in the wake of NCLB. Educational technology leaders are tasked with making sure they remain up to date on the advancements within the field while also maintain a working knowledge of some of the more difficult aspects of the full adhering to TF/TL Standard IV. I have noticed on campus that once the spring semester begins there is always more of a drive or focus to make sure that students are prepared for the upcoming administration of the statewide examination. The material presented in the reading about the standard underscores the importance of an educational technology leader staying informed of the best practices for dispatching this function or their responsibility. In many instances, technology assessment becomes vital to a campus that has missed the mark on a performance indicator like AYP or whose students who perform poorly on state exams. The need for accountability in the arena of assessment is very vital and most successful efforts to meet standards in this area according to DuFour & Eaker (1998), have long been held to contain structured ongoing and collaborative inquiry that is based on student assessment data.
 * Assignment 2-6: Reflections on Technology Facilitator Standard IV: Assessment and Evaluation**
 * __Self –Assessment__**

I have always felt that formal uniform assessment is not the best way to gauge student knowledge and performance. The text has highlighted that the process for truly understanding this data can be arduous and convoluted. The resources that are currently used to gauge student’s technology literacy are insufficient and inadequate when attempting to form a whole picture of a pupil according to the National Academy of Engineering and the National Council (2006). I am a nervous test taker and I usually prefer skilled-based assessments that I believe are more indicative of my ability to perform a task or utilize and apply information. Thusly, I believe that students should be able to be assessed in multiple mediums and modalities to accurately gauge their knowledge. The information regarding standards has helped to shore up my belief in the utilization of a number of resources to measure student’s mastery. When I was planning my field-based activities, I tended to stay away from any task that might result in a direct test or standardized form of assessment. Instead, I relied on feedback from my colleagues and information that I acquired while observing individuals attempt new tasks or demonstrate new techniques.

The role of assessment is very important in modern day education but the methodology for collecting this data can ensure the success of school improvement plans or be the preverbal thorn in the side of stakeholders whose responsibilities include management of this data. In regards to my field based internship activities and Standard IV I found it to be much more beneficial to use low-tech assessment tracking methods like pen and paper data recording in conjunction with more technology dependent resources like survey monkey to analyze the effectiveness of an initiative after the undertaking is concluded. In many educational settings, I have an aversion to taking standardized test and I tried to keep that in mind when I was designing internship activities that would have to be presented to others. I made sure that I examined all data that was collected from my activities independently and comprehensively. Williamson & Redish (2009) believe that far too infrequently, data is not aggregated and the result of an assessment may be difficult to decipher because of the ineffective nature of the testing tools. The interactions that I had with my colleagues during the completing of this TF/TL standard were guided by data that I acquired through formal and informal means such as teacher observations. I learned that the most important part of adhering to this standard was to make sure that the need for assessment data collection was important and that I needed to find a way to integrate this process in my field based activities. Based on the results of several of my projects I think I performed much better because I actively set out to include this metric in the design and implementation of my activities.
 * __Learn as a Learner__**

Previously I understood that assessment was an integral part to the continued successful operation of a campus and a district. What I have learned is that technology now plays an ever changing but essential role in the process of tracking and assessing student performance. Test taking is not necessarily my preferred method for demonstrating my acquired knowledge but the medium has been in existence for a while and it does serve a meaningful purpose. I will continue to include formalized assessment models in my classroom but I will not resort to using only this one method to measure my student’s performance. The feedback that I received from peers and colleagues when utilized new assessment tracking tool and methods highlighted the importance of educators being made aware of as many applicable resources as possible. As an educational technology facilitator, I feel that it is incumbent upon me to make sure that I spread the word about these resources so that I can actively follow the technology standard while also benefitting those around me. As a lifelong learner, I am looking forward to further developments in the arena of educational technology assessment so that I may try these different methods and tools and integrate them into my educator’s toolbox. In the meantime, I would like to survey educators to determine which tools they find the most useful in collecting and parsing the results of student assessment data.
 * __Lifelong Learning Skills__**

DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Education Service

National Academy of Engineering & National Research Council (NAE & NRC). (2006). Tech tally: Approaches toassessing technological literacy. Washington, DC: National Academies Press

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. 1-55.

This week’s web-conference delivered further insight into the necessary preparation for the course final exam and refined guidlenes for completing action research reflections. The instructional staff was able to alleviate some of the apprehension I was having toward the assignment. The online format is an innovative environment for learning, and adjusting to this new learning setting has been an enriching experience. The written rubrics embedded within assignments outline a very straightforward and specific set of instructions to follow to create accomplished work. However, the cyclical process of learning almost always contains a restating phase and the webconference was a good medium for the assignment structure and expectations to be readdressed.
 * WEEK 3 ASSIGNMENT**
 * Part 3.1: Web Conference**

The process of completing principal certification coursework was arduous at times but it lead me to developing my own personal mantra for student learning and the role that parents should play in this process. In order for students to be successful in the classroom and in, any academic undertaking I believe they will need the support of their parent/guardian and any other available family members to help push them to reach academic achievement. Previously, I believed that parents could help at home but teachers were the main driving force in pushing students’ academic minds. I now believe that that assertion was incorrect and that parents must be proactive committed participants in children’s education in order to ensure success. I think that parents can teach students to be responsible and diligent in their academic pursuits and the input from these individuals means more than what any teacher, coach, or administrator could ever do or say. Unfortunately, those persons tasked with a child’s development are not always the strong figures that they should be in the student’s life. I believe that I if there is a deficiency in the composition of the students home life I may be able to make a difference by interacting with their parents to determine what areas that I could be of additional assistance to help them steer their children in the right direction. When I apply the new information that I learned i am able to experience a more productive school day. I enjoy working with the parents of my students because I understand the dramatic and meaningful role that good parents can have on fostering and instilling the fundamentals for academic success within children. The new amalgam created, based on the information I gleaned from this experience, has inspired me to prepare a letter at the beginning of next year that will go home to parents letting them know that I am available to assist them in whatever way that my professional capacity as an educator will allow.
 * Part 3.2: Week Three Addition to Comprehensive Examination**
 * Part 3.3 **
 * __Self-Assessment__**

The vision of my action research project focused on the implementation of the most effective and current educational technology and multimedia resources available for integration into the Special Education classroom while also making sure that the tools and methods used were supported through best practices and research based methods. Shank (2005) says, “Well-designed multimedia helps learners build more accurate and effective mental models than they do from text alone” (p.4). The efficient design and utilization of multimedia elements will undoubtedly be as important if not more important, in some cases, than the actual content upon which the subject matter is derived from. When multimedia content is well planned and executed the resulting product can make the intended goals for the resource much more achievable while also delivering a refreshing user experience. The project was designed to meet the needs of students while also providing a platform to discuss new initiatives that were being put in place with parents. I have found that learn much better when I not only have hands-on learning opportunities but also, when I have an efficient mentor/teacher that facilitates an efficient information transmission process. I am able to then measure my progress not only through my own eyes but also through the pre-established milestones that the facilitator has established. It is in this same manner that parents should set academic goals for their children. According to Ashram (2002) sometimes, people forget that teachers are not knowledge repositories but rather skilled navigators that facilitate student learning. Conversely, parents should also take a skilled navigator approach toward guiding their children’s future.
 * __Learn as a Learner__**

I utilized the article //Technology and Special Education Students in the Classroom// (2009) as a research publication source. The information within the document outlined the necessity of the inclusion of technology in Special Education classrooms. The article included a case study of a student named Josh who is an autistic non-verbal student. The student was able to experience success in communicating by utilizing an assistive technology device that enabled him to actively participate in classroom lessons (//Technology and Special Education Students in the Classroom,// 2009). The technology gave him an opportunity to communicate and to articulate basic thoughts and words. My methodology for implementing and completing the project was based on the idea that technology can be a useful tool for all students. In keeping that in mind, I made sure to review several different types of technology that would benefit students who were learning disabled to those that had vision or speech problems that necessitated more intensive intervention and strategy application to aid students in their academic achievements. During the process of planning for the implementation of the best methods and practices relating to technology integration in the classroom I took into account how effective each individual component would be in assisting students with special needs to reach their educational objectives outlined in their individualized education plans. By using the student’s IEP’s as a defining indicator of the possible positive benefit of the types of resources reviewed, I ensured that each students learning and safety was fully addressed. Furthermore, according to Tschirgi, D. (2009), though technology can be an innovative addition to a classroom the utility of the resource should be fully addressed before a purchase takes place. I continually came back to this idea when deciding which piece of technology would be the most beneficial to students.

I communicated the vision of my action research project to other Special Education teachers through ongoing conversations of the effectiveness of the integration of technology into the special education classroom. I also developed a Power Point presentation that outlined the various types of technology that was distributed to these teachers as well. The projects main responsibilities were for me to move forward on preplanned objectives and timelines. The materials that were utilized were mostly electronic in nature i.e. Power point presentations and online surveys. The people that were involved were colleagues who utilized technology in the Special Education classroom. The strategy I utilized for the organizing the implementation of duties included my continued diligence in following up with teachers to obtain necessary action project data and to make sure that I adhered to the deadlines that were established for my action plan completion. By continuing to engender a positive professional relationship with my peers I was able to safeguard the success of my project by making sure that all ideas and comments were respected and that any input I received was evaluated for its efficacy for inclusion in my project design.

I have learned that documentation is the cornerstone of effective personnel management for an administrator. Documentation can take on a formal or informal structure but the important element is to make sure that the documentation fits the situation for which it is used to record behaviors. In other words, if a formal piece of documentation is given to an employee it is very strongly suggested that the signature of the employee is obtained to make the documentation formal. The preciseness of documentation is also applicable to the application in the classroom were teachers must ensure that parent teacher communications are documented. In a similar manner, during the construction of lesson’s a teacher should ensure that they take their ideas and commit them to a written format. In far too many instances, educators have good ideas for lesson design but these concepts never come to fruition. These tidbits of information will serve as a constant reminder that I need to make sure that I am following proper steps when I document in the classroom or in future educational roles. In the past, I did not think that documenting was that important but I now know that it is an effective tool to utilize.
 * __Lifelong Learning Skills__**

In addition, in instances in which documentation is required nearly always the employer has the burden of proof in asserting and substantiating claims. I believe that a principal who is ill equipped to provide detailed and accurate documentation may find their everyday tasks to be much more difficult if they do not maintain the necessary data to aid in personnel management issues. The information presented during the course will aid me in following the basic guidelines of an important duty of an administrator. Furthermore, the relationships that I have built while researching, planning, and implementing my project have shown me the importance of continuing to have positive professional relationships. The content regarding documentation presented in this course has afforded me the opportunity to increase my proficiency through reviewing applicable materials to increase my knowledge and skills. I think that by seeking out additional source material.

// Technology and special education students in the classroom. // (2009). Retrieved July 26, 2011, from [|__http://wik.ed.uiuc.edu/index.php/Technology_and_Special_Education_Students_in_the_Classroom__] Arsham, H. (2002, March). //Impact of the Internet on Learning and Teaching//. Retrieved April 14, 2011, from USDLA Journal: __http://www.usdla.org/html/journal/MAR02_Issue/article01.html__

Shank, P. (n.d.). The value of multimedia in learning. //Think Tank.// Retrieved May 5, 2009, from http://www.adobe.com/designcenter/thinktank/valuemedia/ Tschirgi, D. (nd). What is the sustainable classroom? //Educational Technology Support Center.// Retrieved on November 17, 2009, from __http://www.esd112.org/edtech/sustainableclass.cfm__

In regards to what I have learned from this course, 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 necessarily insurmountable, they do function as significant obstacles that require comprehensive planning when traversing. Personally, I believe that I have benefited from the compressed and fast-paced nature of the course because it has 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. 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 and the coursework has helped me to get back to the process of exploring the digital innovations that are constantly being rolled out. 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 scaffold environment for me to investigate and learn about these resources.
 * Part 3.4 **
 * __Self –Assessment__**

In order to complete this particular assignment I had to learn how to utilize the Microsoft Publishing software. The experience was refreshing in that I had previously used Photoshop and Fireworks for my graphical design undertakings and the Microsoft Publishing program was much easier to use. The tools were straightforward and I did not suffer from information overload as soon as I began using the program. The integration of design elements like the logo that I had created the week before in the course were easily embedded into the document and help to create a brand that I could incorporate into other documents and mediums in the future. I had an open mind when beginning to use the software and I believe that this attitude helped me to not be overwhelmed by the new interface. I usually learn better in hands –on settings and this assignment helped me to practice this method of learning first hand. Based on my unfamiliarity with the program and my final design product I think I was able to have a measured amount of success in this endeavor. I could have spent more time going through the tutorials that were contained within the program but I decided against it because of time constraints. I plan to revisit this tool for classroom use in the future and the tutorials will be a good resource to use while continuing my learning about the software. I displayed my final product with other teacher’s on my campus and they thought that it was designed well. They asked me about the ease of use of the software and if I would be able to design flyers for events they might have for class or if I could show them how to operate the software. I value this feedback because it helps me to make sure that I am traveling along the correct path for program completion. I was able to assess my performance through these informal interactions and I believe they benefitted me in a big way by providing outside prospective of the effectiveness of my design.
 * __Learn as a Learner__**

Throughout the duration of the course, I have found myself challenged to utilize technologies that I do not commonly use like animation and I actually created a newsletter. I think the most benefit that I have received is through the exposure that I have received to varied methods of presenting technology in an educational setting. More specifically, how I will put these tools to use in my classroom. I had never given much thought to integrating a personal brand into the instructional setting but by creating my own brand and implementing it in my instructional design it has made me see the importance of students being given the opportunity to develop their own brand and using it in the classroom. I had previously been exposed to branding in my personal life and advertisements but never envisioned applying it in an educational setting but I am now confident and knowledgeable enough to implement it in my classroom. I now feel that I am able to take a component of study from the course and apply it to my actual everyday instruction in my classroom with ease. The use of varied strategies for teaching is essential to an educator to be able to implement in their classroom. During the course of the implementation of the project, I interacted with many of my colleagues to seek their input about my project. The positive experience that I was able to culminate with my fellow educators has made me less apprehensive about utilizing peers as a knowledgeable resource to assist in my project design. Differentiated instruction is key to a student centered learning curriculum, and the concepts presented in the course have presented tools that I can use throughout my teaching career to help reach my students. As Verde (2004) stated differentiated instruction is a model of instruction that revolves around the belief that students learn in many different ways. Learner centered instruction is an integral part of true education and it is true that technology is a powerful tool and it can be used to engage all learners (Northwest Regional Educational Library). More importantly, once an educator is able to master the tools that they have available to them like digital graphics they will become more effective educators. I enjoyed the process of making a newsletter immensely and I believe that it is possible for students to be productive when utilizing more modern methods of learning. Also when parents can see the physical manifestations of their children’s work they will most likely become more involved in their students’ academic work because projects like newsletters show parents that their children are productive (Lamb 2005). In the future, I will continue to use technology tools like Microsoft Publisher in my own classroom to create classroom materials.
 * __Lifelong Learning Skills__**

Northeast Regional Educational Laboratory. (n.d) Meeting the needs of diverse learners. Retrieved from [] Verde, Martha. “Comparing Layered Curriculum with 3 Others: Kagan Structures-Advanced Cooperative Learning, Differentiated Learning, Problem Based Learning.” N.D. 1 May 2004 [] Lamb, A. (2005). Evaluating newsletters. Retrieved from []

TF/TL Standard V covers productivity and professional practice. I was able to enact this particular standard into my instructional and professional responsibilities quite seamlessly. The number of options that educators have available to them for professional development is boundless however, according to Williamson & Redish (2009) the time that is necessary to master these tools often requires extend periods of learning. Fortunately, I did not experience any disenfranchisement with new professional development tools. I did fall victim to spending countless hours attempting to perfect my mastery of the programs and ended up embodying the extend periods of learning. Il earned that these tools can be very beneficial but that there is indeed a steep learning curve sometimes. Previously, I felt that I was familiar with teacher technology tools but I soon discovered that my knowledge was just the tip of the iceberg. The tools encompass everything from rubric makers to web authoring software the plethora of educational tools is staggering and I have been proactively seeking out new resources and using them on a trial basis to gauge their effectiveness in my instructional practice. During my field-based activities, I was able to integrate many of these new tools and educate my peers about the possible uses of the resources. I was able to implement TF/TL Standard V into many of my internship activities because I was constantly interacting with new software and technology based learning mediums that required me to go back and relearn or learn how to appropriately operate the tools. Unfortunately, according to Nardi & Day (1999) many educators prefer to have others design technology tools for them rather than going out and investigating potentially beneficial resources on their own. I am a hands on learner and in order for me to get a true grasp of how the new tools worked I had to use them myself to get a true feel for the product. By choosing this method for practically applying TF/TL Standard V, I was able to find many uses for my newly discovered technology tools within my field-based internship activities. Once again, my positive interactions and discussions with colleagues going over the benefits or hindrance of a particular technology resource greatly affected my decision-making in choosing to incorporate a particular technology into my projects. Feedback would sometimes be very positive and in other instances, the opinions and ideas that were shared were very unpragmatic. In all instances, I did carefully consider this information and weighed it against the goals that I was attempting to achieve during my field-based activities. I learned that when educators actively pursue new learning in structured settings a professional learning community is formed ( DuFour, R., & Eaker, R. 1998). These professional learning communities help to foster a transformational change within individuals who wholeheartedly went through the process. I feel that these cooperative groups can benefit educators because it allows us to learn with peers who may be experiencing similar difficulties with new information and aid each other in processing the new information. In the future, I intend to participate in more of these PLC’s because I was able to see the benefit of these mediums during this course. These interactions with my colleagues have helped me to see that I should strive to make good use of this learning tool whenever I can. The structure of this setting does focus on hands-on learning and will benefit me immensely. As a lifelong learner, I believe that the process of accessing and acquiring information in this setting is very effective. I would like to investigate the effectiveness of using these communities on campuses that are struggling to meet AYP.
 * Part 3.5 **
 * __Self –Assessment__**
 * __Learn as a Learner__**
 * __Lifelong Learning Skills__**

DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Education Service 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. 101- 146. Nardi, B. and O’Day, V. (1999). //[|Information Ecologies: Using Technology with Heart]//. Cambridge: [|MIT Press].

According to Williamson & Redish (2009), TF Standard VI focuses on technology facilitator’s comprehension of social, ethical, legal, and human issues that coalesce around the use of technology in schools. Furthermore, a facilitator would have to make sure that they assist teachers in gaining this understanding and applying it in the dispatching of their daily duties. I was able to glean a great deal of background information as to why TF Standard VI is integral to a technology facilitator’s toolbox and why it is important for me to integrate this standard into my personal professional practice as well. In order to be an effective educator one must be able to balance the many divergent paths of social, ethical, legal, and human issues with the effective use of technology in schools. I have always believed this mantra to be true and the course work and this week’s readings helped to solidify this assertion. The relationship between my previously held beliefs and my current understanding are aligned in a harmonious fashion and I was able to amply apply them in my field-based internship activities. I always enjoy the opportunity to share new ideas and developments in the realm of educational technology with my peers and colleagues so that they can benefit from learning about these new advancements, and utilize these mediums within their classrooms so that students can learn in a more dynamic learning environment. I have had to stay abreast of educational technology research and emerging trends regarding the effective use of technology and how these technologies can help to shape the landscape for student learning and proficiency so that I can be a knowledgeable technology practitioner. I have found direct one-on-one interactions to be the best way to convey the foundational tenet of TF Standard VI. In some instances I have used the level of comprehension of the other party to assess my effectiveness in transmitting new information. I think that one of the most powerful actions that a school technology leader can undertake is to be the head learner who leads a purposeful movement for change on their campus to maximize the successful attainment of learning goals, and I have noticed that I do try to affect change in this manner by appropriately using technology and media rich resources within my classroom and through my sharing of my technology experiences with my peers. Typical leaders use a top down approach to affect change which is not always effective. Ross (2002) states, “ True education comes from dialogue, not silence” (p. 183). I believe that by taking a moment to share my experiences and gain insight from the daily practitioners of the craft of teaching, it becomes easier to determine the best methods for integrating technology into today’s classrooms that are filled with complex social, ethical, legal, and human issues. I gained a newfound understanding of the precarious situation that technology leaders might find themselves in if they are not fully aware of the applicable social, ethical, legal, and human issues that are related to many new technologies that are utilized on campuses. Previously, I believed that the integration of technology was soley dependant on budget and resource allocation issues but I now understand that the process is much more comprehensive than this.In my interactions with my colleages I found that they were also in large part unaware of the importance of maintaining a balance between new technology and social, ethical, legal, and human issues that may arise after technology implementation. It is difficult to determine the full impact of a new technology prior to its dissemination, luckily the TF/TL Standards did a good job of describing the landscape that technology facilitators may find themselves in. The most memorable portion of this new knowledge is the fact that existing structures for dealing with new technologies social, ethical, legal, and human issues are not static. I have learned that the dynamic nature of these issues requires a professional educator to always be on the look out for new developments or changes in education law and the way that technology facilitators assist teachers in becoming familiar with these concepts. The goal of ensuring teacher’s stay current is a behomth sized expectation that necessitates keeping abreast of a number of different isssues. The most prominent of these goals is monitoring the access and resources available to students and teachers in low income settings to determine if they have access to any new technology initiatives that may be targeted for both home and campus use (Ronnkvist, Dexter, & Anderson, 2000). In the future I would like to investigate the possibility of creating an online database that list any changes to federal or state education law that affects the integration of technology on campuses. Ross, S.D. (2002). Silenced students: The uncertain but extensive power of school officials to control student expression. //Journalism and Mass Communication Quarterly//, 79 (1), 172 – 187 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. 101- 146. Ronnkvist, A., Dexter, S., & Anderson, R. (2000). //Technology support: Its depth, breadth and impact in America's schools// (Teaching, Learning, and Computing: 1998 National Survey, Report # 5). Irvine, CA: Center for Research on Information Technology and Organizations.
 * Part 3.6 **
 * __Self –Assessment__**
 * __Learn as a Learner__**
 * __Lifelong Learning Skills__**