Wednesday, September 22, 2010
Monday, September 13, 2010
Monday, September 6, 2010
Action Research - Where to Begin
Choosing a topic for an action research project is the beginning of a plan to change your own world. What interests you or concerns you is the beginning. Start by looking at yourself and how you operate. How does your campus operate? Ask the question and begin to focus on the details of that question. Is the question relevant? Is it doable? Is it appropriate? Reference the material that is available to you. Talk to others, and get their input. Use data to drive your research, and be willing to change the focus of your plan if the data points you in a new direction. This is an ongoing process that can affect change in so many areas. This is a way to increase the growth of yourself and the people under you.
Sunday, August 29, 2010
Blogging as a Tool for Leadership
Blogging is a useful tools for leaders. It can be used to document and record thoughts and research as you would in a regular journal, and it can be used to publish incoming data, and the results of projects and strategies. When used as a journal, it is accessible from any computer anywhere there is internet access. If the journal is posted so others can view and comment, then there is a rich bank of ideas, and suggestions to any questions that might be considered in the blog. A blog can be for introspection, so that it is easier to organize your thoughts and ideas, or it may be a great way to post your results for others to share. Both are strong tools for those who are leaders.
Dana, Nancy Fichtman. (2009). Leading with passion and knowledge: The principal as action researcher. Corwin Press, Thousand Oaks, California.
Dana, Nancy Fichtman. (2009). Leading with passion and knowledge: The principal as action researcher. Corwin Press, Thousand Oaks, California.
Action Research
Action research is a "doable" form of inquiry. It allows you to look at your own methods, and address areas of need, or areas for improvement. It is not about blame, but about improvement. It has a strong sense of ownership to those who implement this type of plan.
As you have a question, or "wondering", to address, you begin by researching the need. Research can be through written material, internet, interviews with others, observation, and many other resources. It is not a formal, scientific process, but an on-going observation of the area of need. Data and information is also gathered. This information is used to create a plan of action. As the plan is implemented, more data is collected. This data is used to determine the direction of the continued actions. If the actions are successful, another issue may be addressed, or steps to maitain may be implemented. If they are not successful, then an alternate plan may become part of the steps.
It is a flexible, on-going process that allows the participants to critically apply and adapt information in a way to improve their methods. Ringler (2007) suggests the use of a facilitator to to help ask those critical questions that are useful in addressing learning issues or areas of concern in the classroom, or on campuses in general. Whether the implementor is the teacher, or the administrator, action research helps create a plan of action using data driven research, and a flexible, on-going plan.
Ringler, Marjorie. (2007). Action Research: an effective instructional leadership skill for future public school leaders. AASA Journal of scholarship and practice vol. 4 (1).
As you have a question, or "wondering", to address, you begin by researching the need. Research can be through written material, internet, interviews with others, observation, and many other resources. It is not a formal, scientific process, but an on-going observation of the area of need. Data and information is also gathered. This information is used to create a plan of action. As the plan is implemented, more data is collected. This data is used to determine the direction of the continued actions. If the actions are successful, another issue may be addressed, or steps to maitain may be implemented. If they are not successful, then an alternate plan may become part of the steps.
It is a flexible, on-going process that allows the participants to critically apply and adapt information in a way to improve their methods. Ringler (2007) suggests the use of a facilitator to to help ask those critical questions that are useful in addressing learning issues or areas of concern in the classroom, or on campuses in general. Whether the implementor is the teacher, or the administrator, action research helps create a plan of action using data driven research, and a flexible, on-going plan.
Ringler, Marjorie. (2007). Action Research: an effective instructional leadership skill for future public school leaders. AASA Journal of scholarship and practice vol. 4 (1).
Thursday, August 12, 2010
What I Have Learned from EDLD 5306
I believe that the most significant knowledge that I have gained, is in recognizing that technology is no longer about technology, but what you will do with technology to succeed at everything else. What is available is changing moment to moment and day to day. What we are using today, our students will not even recognize 10-15 years down the road. The first computer I ever used in school used cassette tapes for storage instead of discs. It was also a T.I. Commodore. This was only about 25 years ago. I could not have envisioned where we are now from where we have come. I have learned that we need to guide our students on how to access this digital world, and make it work for them. They need to know how to access this information safely and effectively, and use what they have found ethically, and productively. The world is no longer confined to our neighborhoods, it is now wide open to any one who can learn to access it.
I love to learn and have always shared what I believe in. I know everyone can be successful in some way and to at least some extent. They can always achieve more than they believe. I want other educators, and my students to recognize the potential that is available. I know that I am just starting out in the area of technological skills, but I also know that I am a driven learner and I can learn. I have found that many people who are uncertain are often successful if someone can give them positive support, and some guidance. Guidance is not doing it for them.This course has given me a base to begin achieving this goal.
I love to learn and have always shared what I believe in. I know everyone can be successful in some way and to at least some extent. They can always achieve more than they believe. I want other educators, and my students to recognize the potential that is available. I know that I am just starting out in the area of technological skills, but I also know that I am a driven learner and I can learn. I have found that many people who are uncertain are often successful if someone can give them positive support, and some guidance. Guidance is not doing it for them.This course has given me a base to begin achieving this goal.
Success in Completing Assignments
I was able to successfully complete the assignments for this course. I was also very frustrated at times.This was because the class was very time consuming. I had expected to be able to complete the assignments in about 8-15 hours a week, depending upon the assignments. The minimum amount of time that I spent on a weekly assignment was about 20 hours. I know much of this time was because of the limited amount of prior knowledge that I had. Another frustration was in using the ABA form. I have used it in the past, but that was almost 20 years ago. I was definitely rusty. I would have also liked to have seen an example of an internship plan. I was lost when I began that assignment. I was grateful to my mentor for the help she was able to give. Even with these frustrations and set-backs, I learned so much from this course. I feel that I can and will be successful in completing the program.
Unachieved Outcomes and Why
I feel that the biggest outcome that I did not achieve is in knowing how to find resources that are available. I did make progress in this area. I have become more comfortable with finding resources available through my district and service center, but I still fumble around when I start to search outside of these limited venues for a resource to meet a specific need. I do not have the prior knowledge to limit the searches, or how to access this information in an effective manner. I feel that the greatest reason I did not achieve this goal, is that this was not the focus of the class. I do feel that this will be addressed more effectively in later classes. This is an expected outcome for the program. I may want to be able to achieve this goal now, but I also know that I will not gain all the information that I need from one class out of that program.
Outcome Relevancy to Work that I Do
The outcomes that I received from EDLD 5306 are relevant to myself and my students. I have learned to access many tools, such as RSS feeds, web 2.0 tools, blogs, and wikis. I am becoming much more proficient at the tools that I was already familiar with. I am also learning where to look, and who to ask, to find more available technology. My goal is to help my students become much less dependent on teacher-directed learning, and learn to think more critically for themselves. I do not want them to always follow someone else. I want them too learn to solve problems, and know if an answer is appropriate to their situation, not just assume what someone else has told them is correct. I feel that the problem-based learning scenarios, web quests, and other such approaches to education will help them to move towards those goals. I feel that what I have learned in this class is relevant in making this goal for my students, and myself, happen.
Course Outcomes - Expected and Achieved
When I began this course, I was looking for a way to make technology more productive for myself and for my students. I teach elementary special education students who are often unable to read. Many times when I would search for something to use for a lesson, I was limited to a game or the material was not academically appropriate for my students. I wanted to change this.
The outcome that I was looking for was to increase the accessibility for my students so that they would be more productive and more engaged. I feel that this class is putting me on the right track to achieve those outcomes. The scope of the information was much wider than what I had envisioned. I feel that by the time that I finish the program, that I will be able to make a significant differences to those students who have limited access at this time.
The outcome that I was looking for was to increase the accessibility for my students so that they would be more productive and more engaged. I feel that this class is putting me on the right track to achieve those outcomes. The scope of the information was much wider than what I had envisioned. I feel that by the time that I finish the program, that I will be able to make a significant differences to those students who have limited access at this time.
Sunday, July 25, 2010
Web Conference - Introduction to Internship Requirements
The web conference that was held on July 20, 2010 was to address the requirements for internship in an introductory format for the Instructional Technology Leadership Program. This was the first web conference that I had ever attended. I had difficulty getting into the site. When I logged on, it stated that the meeting had not started yet, and to please wait. It continued to say this each time that I tried to access the conference. I was finally able to access the site. Participating in the conference was not difficult. Text chat was easy to use, and my web cam was working. The biggest difficulty was in being able to hear the conversations going on. The volume was going in and out. I did like that I could get answers immediately and carry on a conversation if needed. I did learn how to participate in a web conference, but I do need to practice and participate more often to become more adept and comfortable in this format.
The topic for this web conference was the requirements for internship. Site mentors and application for the internship program were discussed. The due date for these documents was given. We discussed the Internship handbook, what was incorporated in this, and where to find it. All the documents for the internship program are listed in the resourcs section of the class. She talked about the indicators and standards that would be addressed by the activities and how to document these activities. This conference provided a basic overview of the requirements for internship.
The topic for this web conference was the requirements for internship. Site mentors and application for the internship program were discussed. The due date for these documents was given. We discussed the Internship handbook, what was incorporated in this, and where to find it. All the documents for the internship program are listed in the resourcs section of the class. She talked about the indicators and standards that would be addressed by the activities and how to document these activities. This conference provided a basic overview of the requirements for internship.
Thursday, July 22, 2010
Transforming American Education: Learning Powered byTechnology
The belief of this article is that education is the answer for Americans. It will cause them to prosper and compete in a global market. President Obama is wanting to increase our number of college graduates and have all students graduate from high school, ready for what comes after. He believes that for us to be able to do this, we must be innovative, and work for continuous improvement . Assessing and implementing the programs that are effective so that everyone can take advantage of what works.
The National Educational Technology Plan (NETP) demands for our education system to be clear about what we are after and hold ourselves accountable by continuously monitoring ourselves. Use the assessments to collaborate on what is effective.Technology is imperative in every step of this plan. It will provide the means for our data driven system and allow for collaboration to expand on the information given us. We want to increase our productivity and our outcomes in the area of education. To do this, we need to address goals in 5 areas..
"These areas are learning, assessment, teaching, infrastructure, and productivity."
In the area of learning, we need to address what people are learning, as well as what and how they learn. Information is available around the clock. We need to use our digital resources to maximize our learning in areas of collaboration, and communication. Learning today is customized to the learner. We need to address the skills that each learner will need to be successful in this society. A core of standards-based competencies should be the ground work for today's learning. From their , learning should be relevant, and tailored to individual goals.
Assessment is a mandatory tool in a data-driven society. It is used to drive what is taught and learned.It provides the framework for the education system. Assessment needs to be technology driven, and relevant. It needs to measure critical thinking skills, and communication. It needs to assess application skills and problem solving abilities. All of these skills need to be measured across the curriculum. Technology based assessment allows us to continuously assess and apply that information to drive new learning, assess grades, and for accountability.
Teaching needs to become connected, not continue to remain isolated. By becoming connected, the classroom expands to a network of educators who plan, create, manage, and assess in a collaborative environment. It changes the face of professional development into a professional learning approach, and it makes a vast array of resources become readily available, where they were limited or non-existent in the past. Though technology is available for this now, educators are not comfortable enough at this time to implement this level of teaching. This will need to be worked toward, and introduced on a continuous basis to become feasible in the near future.
We also need an in-depth infrastructure that is readily accessible for all and always available. Great gains have been made in this area, and it has made a radical change in the available tools and resources available for education. They need to be available to all, all the time.
Productivity is becoming a large part of our education at this time. We need to teach more effectively for the one who is receiving the information, so that they can get more out of it with limited resources and time. We are looking at what is more a business model and applying it to our students to address their needs more effectively. The identical classrooms with large amounts of seat time is no longer feasible for effective learning.
NETP issued several suggestions to move tward making these 5 goals reality. They provided 4 to 5 suggestions per goal area to help educators and educational systems move to making this a reality.Then they provided what they called research and development. These are super-problems or Grand Challenge Problems that need to be addressed. Taken together, these actually form "the grand challenge to education which is to form an integrated , end-to-end real time systemfor managing learning outcomes and costs across our entire educational system."
Office of Educational Technology. (2010) Transforming American Education: Learning Powered by Technology. U.s. Department of Education
The National Educational Technology Plan (NETP) demands for our education system to be clear about what we are after and hold ourselves accountable by continuously monitoring ourselves. Use the assessments to collaborate on what is effective.Technology is imperative in every step of this plan. It will provide the means for our data driven system and allow for collaboration to expand on the information given us. We want to increase our productivity and our outcomes in the area of education. To do this, we need to address goals in 5 areas..
"These areas are learning, assessment, teaching, infrastructure, and productivity."
In the area of learning, we need to address what people are learning, as well as what and how they learn. Information is available around the clock. We need to use our digital resources to maximize our learning in areas of collaboration, and communication. Learning today is customized to the learner. We need to address the skills that each learner will need to be successful in this society. A core of standards-based competencies should be the ground work for today's learning. From their , learning should be relevant, and tailored to individual goals.
Assessment is a mandatory tool in a data-driven society. It is used to drive what is taught and learned.It provides the framework for the education system. Assessment needs to be technology driven, and relevant. It needs to measure critical thinking skills, and communication. It needs to assess application skills and problem solving abilities. All of these skills need to be measured across the curriculum. Technology based assessment allows us to continuously assess and apply that information to drive new learning, assess grades, and for accountability.
Teaching needs to become connected, not continue to remain isolated. By becoming connected, the classroom expands to a network of educators who plan, create, manage, and assess in a collaborative environment. It changes the face of professional development into a professional learning approach, and it makes a vast array of resources become readily available, where they were limited or non-existent in the past. Though technology is available for this now, educators are not comfortable enough at this time to implement this level of teaching. This will need to be worked toward, and introduced on a continuous basis to become feasible in the near future.
We also need an in-depth infrastructure that is readily accessible for all and always available. Great gains have been made in this area, and it has made a radical change in the available tools and resources available for education. They need to be available to all, all the time.
Productivity is becoming a large part of our education at this time. We need to teach more effectively for the one who is receiving the information, so that they can get more out of it with limited resources and time. We are looking at what is more a business model and applying it to our students to address their needs more effectively. The identical classrooms with large amounts of seat time is no longer feasible for effective learning.
NETP issued several suggestions to move tward making these 5 goals reality. They provided 4 to 5 suggestions per goal area to help educators and educational systems move to making this a reality.Then they provided what they called research and development. These are super-problems or Grand Challenge Problems that need to be addressed. Taken together, these actually form "the grand challenge to education which is to form an integrated , end-to-end real time systemfor managing learning outcomes and costs across our entire educational system."
Office of Educational Technology. (2010) Transforming American Education: Learning Powered by Technology. U.s. Department of Education
Review of Duncanville ISD Technology Plan 2007-2010
The Duncanville ISD Technology Plan was written for 2007-2010. In the Executive Summary, it is stated that the district believes that "technology must be viewed as a system composed of several essential components." The training, learning activities, and infrastructure that support that technology are just as important.
The District stated 5 goals for this technology plan. The first goal states that "all students in DISD will experience a relevant, highly engaging, technologically infused educational experience to maximize learning and achievement for life beyond school."The strategies to support this goal address staffing with certified staff, researching ways to provide one-to-one computing, and developing a budget to replace hardware and software every 4-6 years. Additional strategies in this goal area address student usage in the area of reasonableness, appropriate usage, and ethical use. They also need access 24 hours a day/ 7 days a week.Activities to promote relevant learning such as webquests, WoW lessons, and internet scavenger hunts are to be prevalent. A show case will be provided to spotlight student work to increase authentic audiences.
The second goal states that "all DISD staff will model continuous learning by developing, possessing, and demonstrating technology competencies appropriate for their position in order to perform their duties at optimal levels to accomplish goal 1. The strategies for this goal focus on meeting and maintaining technology competencies that model the skills we want the students to have.
Goal 3 says that "Duncanville ISD will provide a nurturing clmate that facilitates the mental, physical, and emotional health and development of students within an enviroment free from violence and disturbances. To this end, the district will provide a safe computeing enviroment for students and staff.The acceptable use policy must be accepted each year before access will be given.
Goal 4 is expressed as "the schools exist to serve the community, and partnering with the community in the development of goals, policies, and setting tone will serve the bst interest of all students. Parents and taxpayers should be viewed as our primary external customers." Strategically, the district is aiming to increase communication between the schools and the parents. They will work to increase the partnerships with the community, and businesses. They will provide distance and extended learning opportunities for parents and others in the community.
The fifth goals states that" the district will intergrate technology into fabric of what we do so that we are more efficient and effective and 'innovatively' use technology to better teach our students and save money." The strategies under this goaladdress infrastructure and professional development. The professional development model, which is over seen by the technology department, gives the educators the chance to upgrade and improve their technology equipment by earning it through professional development modules.
On-going assessment is built into all of the strategies supporting the 5 goals. A formal assessment is completed annually. The technology committee will review on-going assessments on a regular basis and make adjustments as necessary. The STaR Chart will be used to measure overall performance. The budget to support this plan was designed to support all components , not just those required for funding.
The District stated 5 goals for this technology plan. The first goal states that "all students in DISD will experience a relevant, highly engaging, technologically infused educational experience to maximize learning and achievement for life beyond school."The strategies to support this goal address staffing with certified staff, researching ways to provide one-to-one computing, and developing a budget to replace hardware and software every 4-6 years. Additional strategies in this goal area address student usage in the area of reasonableness, appropriate usage, and ethical use. They also need access 24 hours a day/ 7 days a week.Activities to promote relevant learning such as webquests, WoW lessons, and internet scavenger hunts are to be prevalent. A show case will be provided to spotlight student work to increase authentic audiences.
The second goal states that "all DISD staff will model continuous learning by developing, possessing, and demonstrating technology competencies appropriate for their position in order to perform their duties at optimal levels to accomplish goal 1. The strategies for this goal focus on meeting and maintaining technology competencies that model the skills we want the students to have.
Goal 3 says that "Duncanville ISD will provide a nurturing clmate that facilitates the mental, physical, and emotional health and development of students within an enviroment free from violence and disturbances. To this end, the district will provide a safe computeing enviroment for students and staff.The acceptable use policy must be accepted each year before access will be given.
Goal 4 is expressed as "the schools exist to serve the community, and partnering with the community in the development of goals, policies, and setting tone will serve the bst interest of all students. Parents and taxpayers should be viewed as our primary external customers." Strategically, the district is aiming to increase communication between the schools and the parents. They will work to increase the partnerships with the community, and businesses. They will provide distance and extended learning opportunities for parents and others in the community.
The fifth goals states that" the district will intergrate technology into fabric of what we do so that we are more efficient and effective and 'innovatively' use technology to better teach our students and save money." The strategies under this goaladdress infrastructure and professional development. The professional development model, which is over seen by the technology department, gives the educators the chance to upgrade and improve their technology equipment by earning it through professional development modules.
On-going assessment is built into all of the strategies supporting the 5 goals. A formal assessment is completed annually. The technology committee will review on-going assessments on a regular basis and make adjustments as necessary. The STaR Chart will be used to measure overall performance. The budget to support this plan was designed to support all components , not just those required for funding.
Assessing the validity of technology application assessments
Check out this SlideShare Presentation:
E-Rate Funding Our Schools' Information Services
E-Rate is directed by the organization that helps to fund our communication systems in our public and private Schools. The Telecommunications Act of 1996 led to the organization of the Universal Service Order which provides affordable access to eligible schools and libraries. E-Rate is very specific about which services and connections are eligible and not eligible. Part of the application process is a District Technology Plan. This Technology Plan addresses needs, current equipment and supports, goals, objectives and strategies, assessment for progress, and budget.
Duncanville's technology plan follows these guidelines with a focus on the whole program, not just telecommunications. Professional Development, educator and learner practices, and even infrastructure are addressed in great detail. The planned budget to instigate the plan is included at the end of the Technology plan.
References for Powerpoint:
DuncanvilleISD.(2006).Duncanville ISD Technology Plan 2007-2010; retrieved from http://
www.duncanvilleisd.org/technology/lrplan/2007_lr_techplan.pdf.
ED.gov.(2008).E-Rate Program - Discounted Telecommunications Services; retrieved from http://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html
Schools and Libraries Department.(2010). Eligible Services List, Schools and Libraries Support Mechanism for Funding Year 2010.USAC. Retrieved from:
http://hraunfoss.fcc.gov/edocs_public/attachments/FCC-09-105A2.pdf
Duncanville's technology plan follows these guidelines with a focus on the whole program, not just telecommunications. Professional Development, educator and learner practices, and even infrastructure are addressed in great detail. The planned budget to instigate the plan is included at the end of the Technology plan.
References for Powerpoint:
DuncanvilleISD.(2006).Duncanville ISD Technology Plan 2007-2010; retrieved from http://
www.duncanvilleisd.org/technology/lrplan/2007_lr_techplan.pdf.
ED.gov.(2008).E-Rate Program - Discounted Telecommunications Services; retrieved from http://www2.ed.gov/about/offices/list/oii/nonpublic/erate.html
Schools and Libraries Department.(2010). Eligible Services List, Schools and Libraries Support Mechanism for Funding Year 2010.USAC. Retrieved from:
http://hraunfoss.fcc.gov/edocs_public/attachments/FCC-09-105A2.pdf
E rate
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