EDLD 5366 Digital Graphics and Web Design Reflection

Digital Graphics and Web Design

Digital graphics and web design were recreated in my mind.  The prior knowledge that I had regarding digital graphics and web design was a good foundation; however, some of the information was not sound for web design and current digital graphics.  Rundle (2006) noted that “good design is based on C.R.A.P.”  The new understanding that contrast, repetition, alignment, and Proximity conflicted with some of the old strategies I was taught to design websites. Some specific conflicts were that centered alignment was not the way to attract a reader, but design could be on the left, right, and centered to draw attention to the information.  Another misconception I had was that the font should be the same on the webpage.  Contrast explains that different information can be different fonts to group information successfully.

Website Design especially involves the learning objectives of Bloom’s Taxonomy.  The lowest level of Remembering is the gathering of information.  Understanding occurred when tasks were labeled and identified.  The application happened when appropriate information is added to the website.  Analyzing concurs when information is compared and examined.  Evaluating was accomplished with peers and finally Creating occurred when websites are published for their designed purpose. This higher order thinking skills can be applied to how I learned in this class.

Dana (2009) stated professional learning communities work together to learn each other.  Our group collaborated well in our discussions, website comments, and conferences.  Kilpatrick (2010) said Americans lead out in the technological culture.  I plan to use technology more with my instruction and project-based assignments for my classroom. 

References

Dana, N.F.  (2009).  Administrator inquiry defined.  In C.C. Collins, B. Ory, & J. Haenel (Eds.),

            Leading with passion and knowledge: The principal as action researcher.  (pp. 1-27). 

Kilpatrick, P.  (2010).  “The Relationship Between Technology and Ethics.”  University of Notre

Dame.  Metropolitan Club, Chicago, Illinois. 

Rundle, M.  (2006).  “How C.R.A.P. is Your Site.”  Retrieved from

http://thinkvitamin.com/design/how-crap-is-your-site-design/

EDLD 5363 Final Team Multi-media Video

This is an introductory video for a lesson plan with 1st graders about Plant Life Cycle.

Web Conference Reflection 3

June 30, 2012

In this web conference, I was seeking general information about the submitted assignments.  The audio for the conference was going in and out in the beginning.  This conference gave me insight about submitting assignments.  It was clarified that this is a work week.  I agreed with the comments that project has definitely been a learning experience.

After the class conference, our team was able to be specific and productive with our assignment and responsibilities left to complete the product.  My team members were great about keeping updated with the web conferences and email updates.  I appreciate Dr. Abernathy’s personable responses.  I am a relational person and when the instructor responds naturally to questions, it allows me to connect even though I have never met her.  While I was collaborating on the video, I took that qualitative data into consideration.  When we allow our personalities to intermingle in the video we can connect with our students.  

Web Conference Reflection 2

June 16, 2012

This web conference directed us for Week Two.  Dr. Abernathy expressed her desire to use two voices in the audio so that we can learn more with the exercise.  Dr. Abernathy advised us that we should be advancing on our Internship plan.  I requested to change my Action Research plan because of the collaboration I have been doing on our District Technology Committee.  Dr. Abernathy made it clear that I can change the plan.  I am excited about this program and the assistance I am getting to make a difference with my students, campus, and district. 

Dr. Abernathy explained about the resources in EPIC that are posted.  I have made sure to save these documents to explore continuously for my technological growth.  I chose Movie Maker and Audacity to use for this class; however, I will investigate other programs.  I am learning that there are many different Web 2.0 tools that have the same functions.  I plan to be informative and explorative with technology to engage students.  The group collaboration was explained.  I am excited about the group project.  I plan to learn, learn, learn, and learn. 

Web Conference Reflection 1

June 4, 2012

The first web conference was informative and resourceful.  Dr. Abernathy gave explicit instructions that all the web conferences are to clarify any questions that we have about the assignments.  The written comments in the chat were also helpful.  My classmates have become resourceful and collaborative in the web conference environment.  The sites recommended for the video was helpful.  I appreciated the clarification on the assignments.

The first web conference outlined the purpose of the course to learn multimedia.  Until this course, I had limited experience with uploading video, editing video, and editing audio.   I am looking forward to integrating this information professionally and personally.  Professionally, this educational endeavor has opened up some opportunities for me in the district.  I appreciate the information Dr. Abernathy gave about exposing the School Board about the new technological experiences occurring in my classroom.  I plan to use this information next school year. 

Personal Digital Story Reflections

INVIGORATING

The combination of photos, music, narration, and slide variations were refreshing.  These tools I am learning will be a great asset to the required website I will have to setup for the new school year.  Technology is on the forefront in my classroom to produce a 21^st Century Learner.  Solomon and Schrum (2007). explained that digital diplomacy can be acquired in the classroom with Web 2.0 tools.  For this digital story, I used Microsoft Live Movie Maker.

ENGAGING

We are challenged to engage our students so that they can connect and construct new learning experiences.  As a student, I was definitely engaged.  I hope that as the course progresses I will be comfortable in using these same media techniques as assignments and learning experiences for my students.  My attention was captivated from the beginning to the end.

References

Solomon,G. & Schrum, L.  (2007).  Web 2.0:  New tools, new schools.  Eugene, OR: 

        International Society for Technology in Education.

EDLD 5364 Reflections - Week One

Week One Reflection

The three learning theories explored this week were constructivism, connectivism, and cyborg.  This is the first time I have heard this terminology; however, it is not the first time I have seen some of these strategies.  I am so excited to find out how the strategies I use are driven by previous data.  Constructivism caught my attention the most because of my experiences in the classroom.  J. Abbott (personal communication, October 5, 2009) stated a good teacher will try to take what a student knows and expand the child’s thoughts to add information or create new information.  I am appreciative to now have research and proven documentation over constructivism.  Southwest Education Development Laboratory (1999) stated that expert teachers start with the students’ background and interests. 

Connectivism discussed the idea that students learn through networks.  G. Siemens’ (personal communication, October 5, 2009) found that learners form connections or networks with other sources of learning and this is the learning.  He emphasized that connections are made internally and externally.  In Reading classes, we use the connections to teach students to critically assess and develop their understanding.  We teach textual, personal, and world connections.

Cyborg theory mentioned by Professor Kevin Warwick from the Institute for Cybernetics was interesting and eye opening.  Connecting the human brain to technology is closer to being realized that I ever imagined (Warlick, personal communication, October 5, 2009).  At this point in my mind it is mind boggling.  I would not be hasty in commenting on the relevance or irrelevance of this theory.  I would be better of researching and reassessing at a later time.

Overall, the first week of class has given me insight to explain and integrate technology in classroom instruction more effectively.

References:

Abbott, J.  (n.d.).  Building knowledge:  Constructivism in Learning.  Youtube.com.  Retrieved

on Oct. 5, 2009 from http://www.youtube.com/watch?v=F00R3pOXzuk

Siemens, G.  (n.d.).  The changing nature nature of knowledge.  Youtube.com.   Retrieved on

Oct. 5, 2009 from http://www.youtube.com/watch?v=YMcTHndpzYg

Southwest Education Development Laboratory, (1999).  Learning as a personal event:  A

brief introduction to constructivism.  Retrieved on October 4, 2009 from

http://www.sedl.org/pubs/tec26/intro2c.html

Warwick, K.  (n.d.).  Cyborg Life.  Youtube.com.  Retrieved on Oct. 5, 2009 from

http://www.youtube.com/watch?v=RB_l7SY_ngI

Week 5 - Insights of EDLD 5301 Course

This action research course has broadened my understanding of inquiry-based research.  The insights were fundamental and inspiring to me.  I learned:

·         What action research is,

·         Why it is important,

·         The principal’s role,

·         Professional learning communities vs. inquiry-based learning communities,

·         And the overall importance of collaboration.

Action research simply stated is when people within educational organizations create workable solutions.  It is important because teachers, administrators, and invested parties in their educational environment have the most insight and capability to make changes.  As I read the Dana text I became inundated with the many responsibilities of a productive administrative.  I always wondered what the principal was doing all day.  I knew they were “working”.  But what did that exactly entail.  Dana (2009) noted that a principal should be concerned with staff development, curriculum development, teachers, students, school culture or community, leadership, management, school performance, and social justice.  Do principals ever have any down time? 

I appreciated the insight.  It has helped me to understand all of the change that has been implemented at my school campus.  My principal is adamant about collaboration.  She has us work in departmental groups, grade-level groups, interest groups, etc.  Chenoweth (2007) commented that professional learning communities (PLCs) helped schools be accountable for instructing every child.  Harris, Edmonson, and Combs (2010) noted PLCs as action committees.  These committees work together towards a common goal.  Dana (2009) stated that PLCs increase the effectiveness of action research.  Dana (2009) also noted that PLCs can be put together with a specific pre-determined agenda and questions to solve or they can be inquiry based.  Now I understand why we would be put in groups with a topic and given time to assimilate our questions.  Then we would take the questions and brainstorm ways to answer our questions or solve our problems.  This collaborative process seemed stressful; however, now that we have done this for several years it is easier.  In staff meetings when we are given issues now, the discussion and resolution process is shorter.  This also gives everyone a voice on our team.   

Now, I understand that collaboration in departments, grade level, or campus level must be intentionally orchestrated.  Most of the time collaboration does not just happen.  My administrator would design departmental meetings to share, incorporate the findings from departmental meetings into staff meetings, and then have team building skills while intermixing staff who doesn’t normally work closely together. 

Since my campus has a high level of collaboration, I was guided by my mentor to pursue staff development opportunities for online programs.  Our campus is at a great advantage to face technology fears together.  We are used to sharing successes and areas of improvement.  I hope to strengthen our campus’ technology base one online program at a time.

References

Chenoweth, K.  (2007).  It’s being done:  Academic success in unexpected schools. 

Cambridge, MA:  Harvard Education Press.

Dana, N.F.  (2009).  Administrator inquiry defined.  In C.C. Collins, B. Ory, & J. Haenel

        (Eds.),  Leading with passion and knowledge: The principal as action 

        researcher. Thousand Larchmont, NY:  Eye On Education.  Oaks, CA:  A SAGE Company.

Harris, S., Edmonson, S., & Combs, J.  (2010).  Examining what we do to improve our

        schools.  Larchmont, NY:  Eye On Education.

Site Supervisor/Collaborative Reflections

My site supervisor has made herself available to me through meetings, emails, and phone conversations.  I appreciate to time she has invested in this action research plan to give me guidance for professional development for online program training. 

Wednesday, Feb. 1, 2012 - DeSoto East Middle School (DEMS)

We discussed the direction of the plan.  We reviewed the goal of wanting the staff to use available online resources.  She reiterated that we should narrow down our base group.  We agreed upon the Reading department for several reasons.  I am a part of the Reading department, the Reading department has requested more professional development, and meetings could be held during their conference period.

Thursday, Feb. 2, 2012 - (DEMS)

I met with the Reading department to discuss their commitment to collaborate on this action research plan.  Everyone was enthusiast to help with the research.  I explained the surveys, reflection notes, interviews, and possible online programs to be trained on.  Some of the teachers were familiar with some of the programs.

Wednesday, Feb. 7, 2012 – (DEMS)

The Reading department team lead reviewed the action plan.  She advised me to reference the Campus Improvement Plan to make sure there are no discrepancies with the action plan.  I compared the plan to my action research plan. 

Wednesday, Feb. 7, 2012 – (DEMS)

My mentor advised me to complete the teacher interviews with the Reading department.  She confirmed that the sooner I have background data and interest level for the online programs the sooner the online program can be chosen.  I am working on the teacher interviews to submit to the Reading department.

EDLD 5301-Reflections for Week 4

Action research plan:  To provide professional development for Reading department staff regarding online programs offered or supported by DeSoto East Middle School. 

I greatly appreciated any and all comments to my blog.  I currently have one comment posted for my action research plan from Ms. Colvin.  Even though it is just one comment, it has several suggestions that are reasonable to consider in the development of my action research plan. 

Ms. Colvin questioned my focus point for my action research.  This is a great observation.  I do not plan to place a limit on the number of online programs at this current time.  I am excited about letting this action research plan develop into what is needed on my campus.  This will be assessed in mid-May as I evaluate what programs have been completed.  At that time, some of the programs may not be included.  At this present time the programs listed are:  Study Island, iCore, Discovery Education, USA TestPrep, and Web 2.0 Tools.

Ms. Colvin also commented on having different teachers try different online programs.  I am gravitating to this recommendation for several reasons.  I may consider this for teachers who are already familiar with certain programs, but lacking in others.  Also another reason to consider this is because of possible time constraints. 

Hopefully, others will comment on my plan.  I value the insight, questions, and the encouragement.  I will update this reflection as I receive more comments.

Week 3 – Blog Reflection

This week’s assignments entailed me planning.  This is what I felt like I do best.  I have plans and listed items for prioritizing every day of my life.  However, for some reason creating a detailed action research plan was tedious.  As I reflect back, I realized that it was strenuous to put on paper because I know this plan will change.  Plans in my mind, should not change.  However, I keep telling myself this plan will change and it will be OK.  Flexibility will be key to the success of this research.  So, I am currently reprogramming myself to change continuously without hesitation.  I have been fighting this idea since I started teaching 4 years ago.  But now I know change is actually the best thing I can embrace for student achievement.  Now this systematic process will allow me to change what I need to and to keep what are foundational.

Research Action Plan

DeSoto ISD Mission:  To provide experiences for young men and women so they learn and practice the values of high academic and professional achievement as well as wholesome individual and civic character.

School Mission Statement:  Desoto East Middle School is committed to equipping students with the tools they need for academic, personal and social achievement. 

School Vision Statement: To prepare responsible and productive citizens with strong critical thinking and academic skills by providing a rigorous, dynamic, comprehensive curriculum delivered in partnership with the community, family and a competent, qualified staff in a safe and caring environment.

Related Goal (to action research plan):  To improve quality and capacity of staff.

Action Research Goal:  To provide professional development for DeSoto East Middle School Reading Department teachers for online programs offered or supported by DeSoto ISD.

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT	Revisions to SIP/PIP based on monitoring and assessments
Setting the Foundation	Collaboration was completed with principal, intern mentor, Technology District Committee, and Reading team lead to determine professional development needs.	ü  Reading Teachers ü  Educational Technology Intern ü  Tech. Committee ü  Team Lead ü  Principal	ü  Educational Technology Intern	Jan. 2012 to Feb. 2012	Interview data	Presently not applicable.
Analyzing Data	The data collection plan will consist of meeting notes, surveys, interviews, and lesson assessments from the base group.  Electronic searches will be used such google, National Staff Development Council (NSDC), AASA, American School Board Journal, and applicable websites as needed.	ü  Time management ü  Computer ü  Teachers ü  Students	ü  Educational Technology Intern ü  Teachers	Jan. 2012 to June 2012	ü  Meeting notes ü  Surveys ü  Observations ü  Interview, ü  Lesson Assessments	Presently not applicable.
Developing Deeper Understanding	As additional questions arise, I will collaborate with the principal, intern mentor, District Technology Committee, librarian, and Reading department team lead.  The meeting times will be scheduled as the need occurs.  I will reassess as needed.	ü  Educational Technology Intern ü  Principal ü  District Technology Committee ü  Librarian ü  Team Lead	ü  Educational Technology Intern	Jan. 2012 to June 2012	ü  Meeting notes ü  Meeting agendas ü  Additional surveys ü  Additional interviews ü  Observations	Presently not applicable.
Engaging in Self Reflection	Self-reflection will be included in my blog, http://claudinehines.blogspot.com/, on used for weekly or monthly reflections.  Some questions that have already come up are:  what online programs have the district chosen, what subjects do they cover, what criteria was the district looking at for the program, which programs do the teachers want to know more about, how many teachers have access to computers for their students, how often do the students have access to the programs at school with teacher supervision,  how can rosters be uploaded, what are the programs’ disadvantages, and what are the programs’ advantages?	ü  Educational Technology Intern ü  Internet Availability	ü  Educational Technology Intern	Jan. 2012 to June 2012	ü  Blog	Presently not applicable.
Exploring Patterns	The systemic method for each online program will be training, teacher surveys for training, and student assessment for programs.  Each program will be administered one at a time.	ü  Educational Technology Intern	ü  Educational Technology Intern	Jan. 2012 to June 2012	ü  Surveys ü  Lessons ü  Observations	Presently not applicable.
Determining Direction	The direction is established.  The plan will be reassessed again.	ü  Educational Technology Intern	ü  Educational Technology Intern	Jan. 2012 to June 2012	ü  Collaborative meetings	Presently not applicable.
Taking Action	Committees set up will be the base group (Reading teachers) and District Technology Committee.  Please see Action Plan Tool Template 7.1 for additional information.	ü  Educational Technology Intern ü  Teachers ü  Committee	ü  Educational Technology Intern	Jan. 2012 to June 2012	ü  Collaborative meetings	Presently not applicable.
Sustaining Improvement	The action research plan will be implemented with multiple online programs.	ü  Educational Technology Intern ü  Teachers ü  Committee	ü  Educational Technology Intern	Jan. 2012 to June 2012	ü  Collaborative meetings	Presently not applicable.