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Saturday, October 11

  1. page home edited ... Region One ESC Welcome to my technology wiki. The main purpose of this wiki will be to share …
    ...
    Region One ESC
    Welcome to my technology wiki. The main purpose of this wiki will be to share technology resources, integration ideas, activities, and classroom management strategies when using technology.
    ...
    visit often.
    Create your own video slideshow at animoto.com.

    Tech Trekker Wiki

    (view changes)
    9:37 pm

Sunday, March 25

  1. page EDLD 5398-5370 Educational Technology Leadership Internship edited ... Poor connection at beginning of conference led to a text only mode, however, Dr. Abernathy and…
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    Poor connection at beginning of conference led to a text only mode, however, Dr. Abernathy and Dawn answered all questions posed with professionalism and details. The first one dealt with publishing to enhance one’s curriculum vita. Suggestions included TCEA and ISTE as they have a high interest in article about classroom practices of technology. Both of these organizations require an annual membership fee. Another question dealt with course-embedded assignments due to changes in some courses. Clarification was given on this topic as well as TK20 requirements for both ET and principal tracks. Dawn clarified that no documents are required on our e-portfolio for principal requirements, but may post if we would like to do so. She reminded us that the two documents we need to submit to Sandy Rucker are the Resource Course Embedded Summary Report and Resource Course Supervised Report. We were reminded that we must take the LCE before the last day of the course. If we are pursuing principal certification, we must have a minimum LCE score of 80 and complete the ILD training through a service center before being allowed to take the TExES principal certification exam. Finally, a reminder was given about the requirement for taking the LCE in Blackboard before the course ends. The web conference was informative. The open format allowing participants to ask questions of the professor or IA or our peers is greatly appreciated. It is another of the supports that the Ed Tech program has embedded in it that has been very helpful in the journey.
    Week 4 Reflection:
    A brief meeting was conducted on Sunday afternoon. Dr. Abernathy and Dawn were there to answer questions. I understand that the constant support will be in place until we graduate. Dr. Abernathy will continue to correlate between the ET and Principal Cert course requirements or we can contact Dr. Rucker or Mrs. Rucker if we have inquiries specific to the certification process. All who were in attendance are on track to finish by end of Week 5, but extensions are available if needed. Information was shared about graduation details and the ILD training required for principal certification. Dr. Jenkins will be conducting a face-to-face ILD course in the summer at a cost of $350 with scheduled sessions on every Friday in June. Some students, including myself, will be requesting a virtual connection to see if that possibility can be extended to those living out of the Beaumont area. Again, the evident support for us as students is continuing and appreciated. Dr. Abernathy has told us that this is not a "gotcha" program, but one that promotes success for all who are in the program. She and all other staff have exemplified this throughout the program. We can expect to receive our final grade in two to three weeks from the course end date. Signing off from my last reflection with a catch in my throat...
    Week 5 Reflection:
    There will be no webinar during this week.
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    3:57 pm

Sunday, March 18

  1. page EDLD 5398-5370 Educational Technology Leadership Internship edited ... The web meeting with Dr. Abernathy was for the purpose of clarifying the objectives of the cap…
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    The web meeting with Dr. Abernathy was for the purpose of clarifying the objectives of the capstone course, especially our final examination. Questions concerning the assignments, course-embedded reflections, and distinguishing between the Ed Tech only and Ed Tech with Principal Certification were addressed. One requirement that is non-negotiable is to take the Lamar Competency Exam whether we want to gain principal certification or not. Links to resources were provided for all aspects of the program and Amy shared her e-portfolio as an example. Dawn Kirkland, our IA, was also in attendance and was applauded for her ongoing, patient support. Another web conference is scheduled for next week at 4:30.
    Week 3 Reflection:
    Poor connection at beginning of conference led to a text only mode, however, Dr. Abernathy and Dawn answered all questions posed with professionalism and details. The first one dealt with publishing to enhance one’s curriculum vita. Suggestions included TCEA and ISTE as they have a high interest in article about classroom practices of technology. Both of these organizations require an annual membership fee. Another question dealt with course-embedded assignments due to changes in some courses. Clarification was given on this topic as well as TK20 requirements for both ET and principal tracks. Dawn clarified that no documents are required on our e-portfolio for principal requirements, but may post if we would like to do so. She reminded us that the two documents we need to submit to Sandy Rucker are the Resource Course Embedded Summary Report and Resource Course Supervised Report. We were reminded that we must take the LCE before the last day of the course. If we are pursuing principal certification, we must have a minimum LCE score of 80 and complete the ILD training through a service center before being allowed to take the TExES principal certification exam. Finally, a reminder was given about the requirement for taking the LCE in Blackboard before the course ends. The web conference was informative. The open format allowing participants to ask questions of the professor or IA or our peers is greatly appreciated. It is another of the supports that the Ed Tech program has embedded in it that has been very helpful in the journey.
    Week 4 Reflection:
    Week 5 Reflection:
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    4:42 pm

Thursday, March 15

  1. page EDLD 5398-5370 Educational Technology Leadership Internship edited ... Week 2 Reflection: The web meeting with Dr. Abernathy was for the purpose of clarifying the o…
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    Week 2 Reflection:
    The web meeting with Dr. Abernathy was for the purpose of clarifying the objectives of the capstone course, especially our final examination. Questions concerning the assignments, course-embedded reflections, and distinguishing between the Ed Tech only and Ed Tech with Principal Certification were addressed. One requirement that is non-negotiable is to take the Lamar Competency Exam whether we want to gain principal certification or not. Links to resources were provided for all aspects of the program and Amy shared her e-portfolio as an example. Dawn Kirkland, our IA, was also in attendance and was applauded for her ongoing, patient support. Another web conference is scheduled for next week at 4:30.
    Week 3 Reflection:
    Week 4 Reflection:
    Week 5 Reflection:

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    7:14 pm

Sunday, March 11

  1. page EDLD 5398-5370 Educational Technology Leadership Internship edited Week Web Meeting Reflections Week 1 Reflection: No web meeting was conducted this week. The…
    WeekWeb Meeting Reflections
    Week
    1 Reflection:
    No web meeting was conducted this week. The course Instructional Associate held open office hours and addressed questions about the final course and its requirements. She has been available all week for questions and responds quickly alllowing us to move on with assignments.
    Week 2 Reflection:
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    5:16 pm
  2. page EDLD 5398-5370 Educational Technology Leadership Internship edited Week 1 Reflection: No web meeting was conducted this week. The course Instructional Associate he…
    Week 1 Reflection:
    No web meeting was conducted this week. The course Instructional Associate held open office hours and addressed questions about the final course and its requirements. She has been available all week for questions and responds quickly alllowing us to move on with assignments.

    Week 2 Reflection:
    ...
    Certification were all addressed. One
    ...
    Kirkland, our IAIA, was also
    ...
    for her ongoingongoing, patient support.
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    5:13 pm
  3. page EDLD 5398-5370 Educational Technology Leadership Internship edited Week 2 Reflection: The web meeting with Dr. Abernathy was for the purpose of clarifying the objec…
    Week 2 Reflection:
    The web meeting with Dr. Abernathy was for the purpose of clarifying the objectives of the capstone course, especially our final examination. Questions concerning the assignments, course-embedded reflections, and distinguishing between the Ed Tech only and Ed Tech with Principal Certification were all addressed. One requirement that is non-negotiable is to take the Lamar Competency Exam whether we want to gain principal certification or not. Links to resources were provided for all aspects of the program and Amy shared her e-portfolio as an example. Dawn Kirkland, our IA was also in attendance and was applauded for her ongoing patient support. Another web conference is scheduled for next week at 4:30.

    (view changes)
    5:07 pm

Wednesday, February 22

  1. page EDLD 5366 - Week 5 Assignment edited EDLD 5366 Course Embedded Reflection ... be creative. Our In relation to the avatars, personal…
    EDLD 5366 Course Embedded Reflection
    ...
    be creative. OurIn relation to the avatars, personal branding is, according to Marshall Goldsmith (2009) "is an important asset in today’s online, virtual, and individual age" (para.5). Students want to be know and our job as
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    own media experiences.experiences so that they represent themselves as who they really are. This, I
    ...
    entire site. Mike Rundle (2006) qualified something that we all agreed upon for the design of our website as he stated, “Quality alignment and spacing is the hallmark of good web design” (Alignment, para.1). We worked
    Learning and using the digital tools in the course helped me to gain new ways to show educators how to embed technology into their teaching and, more importantly, how to allow their students to experience knowledge and make it grow as a collaborative body of information by sharing with others and respecting their method of representation. I will be interested to see how the participating teachers view the use of animations in their teaching world when I demonstrate it to them in a workshop in May. How they react when allowed to use the tool under a constrained situation and then a situation that offers more freedom of choice will help me to judge how easily they could transform their classroom into a futuristic one.
    Implementation of web sites into PK-12 classrooms is something that which our department promotes on a regular basis. This includes the search of content related websites that promote a new format for investigating information related to topics or concepts in a unit of learning. Websites can be integrated for the use of engaging students at the onset of a unit. These types of websites include interactive, exploratory, and video websites. Through these types of sites, students can be visually stimulated to delve deeper into the content presented. As a teacher observes how students navigate through these types of sites, they can learn about prior knowledge and misconceptions that may need to be clarified during the concept development. Other types of web sites can encourage students to collaborate and communicate with their peers. Implementing a blog for pertinent questions that arise during a unit can show the development of content knowledge and show relationships between that knowledge and real world situations. Some examples of these include, testing hypotheses through the use of a blog or other Web 2.0 tools, predictions can be made about historical events set in today’s context, and real-world math problems can be solved by using online databases about stocks, real estate, or shopping scenarios. Other websites can encourage second language learners to represent their acquisition of knowledge through sites that allow creation and sharing of non-linguistic products. According to Pitler, Hubbell, Kuhn, and Malenoski (2007), multimedia in different forms can allow students to “use movies and video for instruction and as instruction” (p.111). What a powerful way to bring websites into instruction and allow students to be both instructor and learner. In conclusion, web sites can replace expensive software and allow the learning experiences of students to expand their knowledge and encompass the current context of their world.
    References:
    Pitler,Goldsmith, M. (2009). Authentic personal branding. Retrieved from http://www.businessweek.com/managing/content/sep2009/ca20090929_228578.htm
    Rundle, M. (2006). How C.R.A.P. is your site design? Retrieved from http://thinkvitamin.com/design/how-crap-is-your-site-design/
    Pitler,
    H., Hubbell,
    ...
    Curriculum Development, Chapter
    Chapter
    5, 111.
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    9:59 pm
  2. page EDLD 5366 - Week 5 Assignment edited EDLD 5366 Course Embedded Reflection This course has included several aspects of digital graphics…
    EDLD 5366 Course Embedded Reflection
    This course has included several aspects of digital graphics upon which I have gained new perspective in relationship to using them in an educational setting. The use of design elements provided a structure to a wide variety of multimedia products that both teachers and students can use in a learning situation. This structure, I have found, acts as a set of guidelines but allows creativity so a student may not feel as if they are creating the same product as everyone else in the class. I have also determined that students already use the design elements which we experienced through newsletters, logo creation, and website design. I feel that students of today implement the design elements through such tools as avatars, social media pages about themselves and sharing of information through Web 2.0 tools that allow them to be creative. Our job as facilitators is to help them recognized the elements of C.R.A.P. within their own media experiences. This, I believe will help them to refine how they represent themselves and their learning in a manner that is appealing to them to use and a format that a teacher can see as acceptable.
    Working with others during the website construction was an individual and group focus. As we each chose a part of the website to develop, we were challenged to provide information in a manner that related to the other parts of the site and created a flow of information that would interest those who visited. The most important learning experience of the development of the website was the ease with which we evaluated the website as a whole as if we had individually created the entire site. We worked as a collective team to add, delete, change and evaluate the needs that still were to be attended. As this process occurred several times during development, I found my own perspective in how the page I created needed to evolve to fit well with the overall theme and message of the site. Using ooVoo, phone calls, text, and email provided multiple opportunities for the final product to come to fulfillment.
    Learning and using the digital tools in the course helped me to gain new ways to show educators how to embed technology into their teaching and, more importantly, how to allow their students to experience knowledge and make it grow as a collaborative body of information by sharing with others and respecting their method of representation. I will be interested to see how the participating teachers view the use of animations in their teaching world when I demonstrate it to them in a workshop in May. How they react when allowed to use the tool under a constrained situation and then a situation that offers more freedom of choice will help me to judge how easily they could transform their classroom into a futuristic one.

    Implementation of web sites into PK-12 classrooms is something that which our department promotes on a regular basis. This includes the search of content related websites that promote a new format for investigating information related to topics or concepts in a unit of learning. Websites can be integrated for the use of engaging students at the onset of a unit. These types of websites include interactive, exploratory, and video websites. Through these types of sites, students can be visually stimulated to delve deeper into the content presented. As a teacher observes how students navigate through these types of sites, they can learn about prior knowledge and misconceptions that may need to be clarified during the concept development. Other types of web sites can encourage students to collaborate and communicate with their peers. Implementing a blog for pertinent questions that arise during a unit can show the development of content knowledge and show relationships between that knowledge and real world situations. Some examples of these include, testing hypotheses through the use of a blog or other Web 2.0 tools, predictions can be made about historical events set in today’s context, and real-world math problems can be solved by using online databases about stocks, real estate, or shopping scenarios. Other websites can encourage second language learners to represent their acquisition of knowledge through sites that allow creation and sharing of non-linguistic products. According to Pitler, Hubbell, Kuhn, and Malenoski (2007), multimedia in different forms can allow students to “use movies and video for instruction and as instruction” (p.111). What a powerful way to bring websites into instruction and allow students to be both instructor and learner. In conclusion, web sites can replace expensive software and allow the learning experiences of students to expand their knowledge and encompass the current context of their world.
    References:
    Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapter 5, 111.

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    9:44 pm
  3. page EDLD 5366 - Week 5 Assignment edited EDLD 5366 Course Embedded Reflection Implementation of web sites into PK-12 classrooms is somethi…
    EDLD 5366 Course Embedded Reflection
    Implementation of web sites into PK-12 classrooms is something that which our department promotes on a regular basis. This includes the search of content related websites that promote a new format for investigating information related to topics or concepts in a unit of learning. Websites can be integrated for the use of engaging students at the onset of a unit. These types of websites include interactive, exploratory, and video websites. Through these types of sites, students can be visually stimulated to delve deeper into the content presented. As a teacher observes how students navigate through these types of sites, they can learn about prior knowledge and misconceptions that may need to be clarified during the concept development. Other types of web sites can encourage students to collaborate and communicate with their peers. Implementing a blog for pertinent questions that arise during a unit can show the development of content knowledge and show relationships between that knowledge and real world situations. Some examples of these include, testing hypotheses through the use of a blog or other Web 2.0 tools, predictions can be made about historical events set in today’s context, and real-world math problems can be solved by using online databases about stocks, real estate, or shopping scenarios. Other websites can encourage second language learners to represent their acquisition of knowledge through sites that allow creation and sharing of non-linguistic products. According to Pitler, Hubbell, Kuhn, and Malenoski (2007), multimedia in different forms can allow students to “use movies and video for instruction and as instruction” (p.111). What a powerful way to bring websites into instruction and allow students to be both instructor and learner. In conclusion, web sites can replace expensive software and allow the learning experiences of students to expand their knowledge and encompass the current context of their world.
    (view changes)
    9:06 pm

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