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.