Friday, November 25, 2011
Web Conference November 20, 2011
Okay, this web conference really made my blood pressure rise. First, I had no audio at all during the entire conference, so that was REALLY frustrating. Not just cutting in and out, but NO audio whatsoever. (Now I know how the others felt when that happened to them in the past.) I found out it was my headphones, not the fault of my computer or anything else technical, which was a relief. Having to get new headphones is an annoyance, but not a major obstacle, such having the audio malfunction on the computer. So, I had to depend upon the questions others were asking, and the answers people were typing to those questions. Next blood pressure increase: We found out that the instructions in the assignment were not correct. Instead of our video being 2-3 minutes in length, it could not be over 2 minutes, 10 seconds long. Wow. I had already submitted my homework, so I had to go edit 15 seconds out of my video. I was able to accomplish that by shortening transition times and cutting a couple of slides that did not have any narration on them, so at least I did not have to rewrite my script. Several of my cohorts had to leave the conference so that they could go edit; they had some extensive work and rewrites to accomplish in order to turn their work in, although Dr. Abernathy did open up the EPIC homework site and extend the deadline to the next day. This week I am going to print out both the assignment and the overview as I usually do, but I am going to compare them both with a finetooth comb. I will have new headphones for the next web conference as well.
Web Conference November 15, 2011
This conference was quite different than others in the past because the audio was very good, and no one was getting bounced off. I found out this is because Dr. Abernathy is very strict about attendance in the web conference: only the allowed number of participants are permitted in, and no one is allowed in late. The correct number of people seems to help keep the feedback noise down tremendously. This conference was helpful to me because I am pretty confused about this week's assignment. The video seems like a huge project, and I am a little concerned about getting it finished. I feel like I am behind because I missed Sunday and Monday's web conferences. My cohorts always seem to ask the right questions, so a lot of my questions are answered before I can even ask them. Dr. Abernathy is very supportive, but I know I have my work cut out for me this week!
Sunday, November 20, 2011
My first photo story
WOW. I have a completely new respect for filmmakers. The amount of time it took to create 2 minutes and 24 seconds of video is astounding. Gathering the pictures was a challenge for me because most of my pictures are still in boxes that were just delivered from the restoration place that has had our possessions since we had our fire in May. So, I was limited to pictures I had saved on the computer, my phone, or that friends could loan me. Writing the story did not take any time at all. It's funny how quickly the words spilled on the paper (metaphorically speaking, since it was actually the computer screen they spilled on). Editing took longer than anything else, because once I had put gathered the pictures & narrated my story, it was way too long. I had to cut the transition time, adjust my rate of speaking, cut a BUNCH of pictures, and cut a lot of dialogue. You can tell on the Google doc that Allicia and I worked on, I cut my dialogue by over half. I did spend WAY too much time Photoshopping two of my pictures. Note to self: When working on an assignment about something you have never done before, do not attempt something else you have never done before that is incredibly complicated, like Photoshop. The good news is: I Photoshopped, first time ever, and it worked! (Check out the picture of my house on fire. I put the flames in!) I enjoyed this project very much, although I obsessed over it, as I usually do. I like learning all of the new technology tools and am looking forward to learning more in this course. I have also enjoyed viewing the videos my cohorts have made. Everyone's is so different, and I am learning a lot about my classmates. It probably would not have been so hectic for me, except that we are also trying to move into our new house this week. So, we are between two houses, and the only things I have that I am sure of their current location are this laptop I am using, the chocolate cookies, and the bourbon. I have my priorities.
Here is the link to my video on YouTube
http://www.youtube.com/watch?v=WW6XiwgbW50
Here is the link to my video on YouTube
http://www.youtube.com/watch?v=WW6XiwgbW50
Sunday, September 25, 2011
Course Reflections-EDLD 5306
I have wanted to pursue a Master’s Degree in Educational Technology for several years, but the timing has never been correct. I teach in Calcasieu Parish, which has a very aggressive technology program. Over the years I have taken CBT (Computer-based Training) from a variety of different instructors, with varying degrees of success. As a digital immigrant, I have been fascinated by new technology in classroom, but very intimidated by it at the same time. I have discovered that other digital immigrants share the same feelings of insecurity toward technology that I do. I want to be the technology leader that puts them at ease. Finally, I decided that if I waited for the timing to be perfect, I would never even start a program. An online program is best for me because of family situations, so I began researching programs throughout the country. There are so many! I quickly learned that many of them either did not offer the program I was interested in, were not accredited, or were very, very expensive. Last spring, Lamar University offered a partnership program to Calcasieu Parish School teachers, and it seemed as if the all the puzzle pieces were fitting into place. I applied for a sabbatical for the next school year so that I could immerse myself in my program. Everything was perfect. Welcome to graduate school.
Before I began my first course, I felt like I knew what to expect. I had taken online courses before, but nothing of this magnitude. I was prepared for a lot of reading and discussion boards; I was ready for lots of hands-on learning with 2.0 web tools. I wanted to find out about different theories of learning and instruction. I also expected to become immersed in new types of technology, things I had never heard of that I would be able to transfer to an elementary setting. I expected to begin learning ways to improve not only my teaching ability, but also to become a technology leader in my school. I feel as though I have achieved the outcomes in this course, although I know I still have a lot to learn. I have found simple procedures that will not only help me in my instruction, but can be utilized by the students themselves. I thought I would need a whole new bag of tricks: I had not expected to be able take tools already in my school toolkit and make them fit the needs of my students. I also had not expected my personal opinions and outlook to start transforming in such a short period of time.
Now that I have acquired some new skills, will they work in my school environment? Our school district has had a Blackboard system set up for several years, the same as most school systems do now. I had taken the required Blackboard courses, but to be honest, working within the system daily was not a priority with me. Through just this first course, I have to come appreciate what a valuable tool I have had at my disposal, and I have not taken advantage of it. When we set up our blogs and had to reflect upon the uses for them in the school setting, I realized I could have used this with my students a long time ago through my Blackboard website. What had seemed overwhelming to me only a year ago, now is a possibility that I can’t wait to use. I’m also excited about the use of a wiki with my co-workers; a CBT class that we took last year would have been much easier if we had used one. We wasted so much time with revolving e-mails. I’ve also appreciated learning some simple 2.0 tools: Wordles is a 2.0 tool that even my first graders can use.
I knew that according to the program outline I was supposed to be part of an online learning community, but I also knew that I was pretty much on my own, and I could handle that. As the first week started, I quickly became quite overwhelmed. I had difficulty with the systems and with the mechanics of what I was doing. (Why do we need all these different passwords and usernames for Lamar? What the heck is Tk20 anyway?) My professional writing skills were rusty, and APA style was all Greek to me. As I took the self-assessments I learned my suspicions about my technology skills were accurate: I was woefully inept. I didn’t even know what some of the terms meant. The second week was not much better. As the third week rolled around, however, with each completed assignment, I began to realize I really could do this. As we set up our blogs and wikis and learned about each other, I became excited at the tools I now had at my fingertips. When we posted our curricula vitae, and helped each other edit, all of a sudden it hit me that I really was becoming part of a community. I wasn’t alone after all.
As I become more immersed in this program, I realize my opinions are starting to undergo a sea change. I have always talked about using new technology in the classroom, but my usage was really only on a perfunctory level. I have used it myself for instruction, but interaction by students has been limited to a Promethean flipchart or traditional student computer use: drill and practice, entertainment, or assessment along the lines of Accelerated Reader or STAR testing. Now I have begun to view it as a viable means of problem solving for students, something I have not even considered before. In the past, when I have heard other teachers talk about using blogs in the classroom, I have thought, “That won’t work in first grade.” Now I know better. Through the research I have done, I have become much more aware of technology programs that have already been put into place in the school system and what the needs are. I am now much more knowledgeable about NETS for students and teachers and how my own school district is working to meet those goals. When I started this program I knew I was interested not only in technology integration in the elementary curriculum, but also in leadership skills. Although I am not interested in a principalship, acquiring the communication and leadership skills necessary for such a position can only make me a stronger, more accomplished teacher and professional. The research has made me much more appreciative of all of the roles my administrators currently fill. I have already learned so much in these areas in five weeks; I look forward to the next course as I continue my educational journey.
Before I began my first course, I felt like I knew what to expect. I had taken online courses before, but nothing of this magnitude. I was prepared for a lot of reading and discussion boards; I was ready for lots of hands-on learning with 2.0 web tools. I wanted to find out about different theories of learning and instruction. I also expected to become immersed in new types of technology, things I had never heard of that I would be able to transfer to an elementary setting. I expected to begin learning ways to improve not only my teaching ability, but also to become a technology leader in my school. I feel as though I have achieved the outcomes in this course, although I know I still have a lot to learn. I have found simple procedures that will not only help me in my instruction, but can be utilized by the students themselves. I thought I would need a whole new bag of tricks: I had not expected to be able take tools already in my school toolkit and make them fit the needs of my students. I also had not expected my personal opinions and outlook to start transforming in such a short period of time.
Now that I have acquired some new skills, will they work in my school environment? Our school district has had a Blackboard system set up for several years, the same as most school systems do now. I had taken the required Blackboard courses, but to be honest, working within the system daily was not a priority with me. Through just this first course, I have to come appreciate what a valuable tool I have had at my disposal, and I have not taken advantage of it. When we set up our blogs and had to reflect upon the uses for them in the school setting, I realized I could have used this with my students a long time ago through my Blackboard website. What had seemed overwhelming to me only a year ago, now is a possibility that I can’t wait to use. I’m also excited about the use of a wiki with my co-workers; a CBT class that we took last year would have been much easier if we had used one. We wasted so much time with revolving e-mails. I’ve also appreciated learning some simple 2.0 tools: Wordles is a 2.0 tool that even my first graders can use.
I knew that according to the program outline I was supposed to be part of an online learning community, but I also knew that I was pretty much on my own, and I could handle that. As the first week started, I quickly became quite overwhelmed. I had difficulty with the systems and with the mechanics of what I was doing. (Why do we need all these different passwords and usernames for Lamar? What the heck is Tk20 anyway?) My professional writing skills were rusty, and APA style was all Greek to me. As I took the self-assessments I learned my suspicions about my technology skills were accurate: I was woefully inept. I didn’t even know what some of the terms meant. The second week was not much better. As the third week rolled around, however, with each completed assignment, I began to realize I really could do this. As we set up our blogs and wikis and learned about each other, I became excited at the tools I now had at my fingertips. When we posted our curricula vitae, and helped each other edit, all of a sudden it hit me that I really was becoming part of a community. I wasn’t alone after all.
As I become more immersed in this program, I realize my opinions are starting to undergo a sea change. I have always talked about using new technology in the classroom, but my usage was really only on a perfunctory level. I have used it myself for instruction, but interaction by students has been limited to a Promethean flipchart or traditional student computer use: drill and practice, entertainment, or assessment along the lines of Accelerated Reader or STAR testing. Now I have begun to view it as a viable means of problem solving for students, something I have not even considered before. In the past, when I have heard other teachers talk about using blogs in the classroom, I have thought, “That won’t work in first grade.” Now I know better. Through the research I have done, I have become much more aware of technology programs that have already been put into place in the school system and what the needs are. I am now much more knowledgeable about NETS for students and teachers and how my own school district is working to meet those goals. When I started this program I knew I was interested not only in technology integration in the elementary curriculum, but also in leadership skills. Although I am not interested in a principalship, acquiring the communication and leadership skills necessary for such a position can only make me a stronger, more accomplished teacher and professional. The research has made me much more appreciative of all of the roles my administrators currently fill. I have already learned so much in these areas in five weeks; I look forward to the next course as I continue my educational journey.
Fifth and final web conference in EDLD 5306
Tonight was our final web conference in EDLD 5306. We had a pretty good turnout, as everyone is very concerned about doing the best job possible on both the Internship Activities Chart and the Principals Competencies Chart. They're rather confusing, as is the list of things that must be posted on Tk20. I was surprised that a few of the people who've made it to every conference weren't there tonight, but since the time changed, perhaps not everyone could make it on a Tuesday. Anyway, we learned that Ms. Borel will probably only be our instructor for this class, so we said good-bye. She has been very helpful to us in this class. A week off, then on to the next adventure.
Sunday, September 18, 2011
Fourth Web Conference
September 14, 2011
Tonight was our fourth web conference. I missed last week, so I don’t know what attendance was, but we only had about twelve people tonight. We discussed the assignments for the week, TK20, and there were a few questions about citations on the Technology/Leadership Summary we have to turn in this week: web pages and blogs are new territory for me as far as referencing goes. The majority of the discussion was about our Internship Plan. Our assignment next week will be to complete a rough draft of our Internship Plan, which will be our final exam for the course. The overall feeling seemed to be a bit of confusion, but hopefully when we sit down and synchronize the standards and domains with the charts and the activities it will come together for us! It’s hard to believe we only have one week left in our first course.
Tonight was our fourth web conference. I missed last week, so I don’t know what attendance was, but we only had about twelve people tonight. We discussed the assignments for the week, TK20, and there were a few questions about citations on the Technology/Leadership Summary we have to turn in this week: web pages and blogs are new territory for me as far as referencing goes. The majority of the discussion was about our Internship Plan. Our assignment next week will be to complete a rough draft of our Internship Plan, which will be our final exam for the course. The overall feeling seemed to be a bit of confusion, but hopefully when we sit down and synchronize the standards and domains with the charts and the activities it will come together for us! It’s hard to believe we only have one week left in our first course.
Sunday, September 4, 2011
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