EDLD 5363 Web Conference Reflection

Week 5 is here.  I’ve learned so many new things in video design and important information about my degree plan in this course from the web conferences.  Dr.  Abernathy began each web conference by saying this meeting is to “clarify issues you may have in your class or degree program.”  In the first 3 web conferences she encouraged us to get on a team for weeks 3-5 assignments.  She spoke about the importance of using creative commons for our video.  She wanted us to fully understand its purpose and how to use it, not only so we can give credit where credit is due, but also to teach our students the same.  She allowed us to ask and answer questions of each other so we can get a better understanding of the assignments.  She explained changes to our practicum that will start in January 2014 so we can obtain our Master’s Degree.  Attending the web conferences with Dr. Abernathy was very beneficial to my success in this course.

EDLD 5363 Week 1 Personal Video Reflection

Week 1 in EDLD 5363 provided a hands-on learning experience for me.  I had to create a personal life story video using one of the many video tools available.  I used Windows Live Movie Maker to create my video.  Joe Lambert’s Digital Storytelling Cookbook gave me ideas on how to create the video.  The book even had sample questions to ask to fit different situations.  This method gives ideas to those who might have trouble coming up with their own.  I was able to get feedback from cohorts before creating the video and I received very helpful feedback and ideas from Dr. Abernathy that really helped me with editing my script.  One great tip she gave me was to replace some of my words with pictures that would tell the story.  While creating the video, I had to start over several times, I learned how to add music, and I figured out that I had to download a few more essentials to get my recorder.  Recording and matching the pictures occurred from a few oops moments.  After completing the video I realized that it was much easier than I thought and will enjoy integrating this in the classroom.

EDLD 5364 Wk. 1-Assignment

What I Learned this Week-EDLD 5364 This week’s videos and readings focused on three different learning theories related to teaching with technology.  While reading and watching videos about the theories, I was able to reflect on how I used technology in the classroom.  Sharing these theories would be a great way to convince the reluctant teachers to use technology in the classroom. The Constructivism Theory is the one I can relate to the most because it is based on a learner-centered classroom.  I tried to relate each lesson to the students’ personal experiences by providing opportunities to learn from a variety of sources. The Connectivism Theory focuses on the “changing nature of knowledge.” (Siemens, G.)  It talks about how “we rely more and more on a network model of learning.  The connections the learners make themselves, with others and with database is the primary point of learning.”  (Siemens, G.).  This theory says the connections are internal and external.  The learners can control the external connections because they make their own choices.  Because knowledge is rapidly evolving, the learner needs to stay current with learning in order to keep up. The Cyborg Theory was pretty weird to me.  I guess I’m not quite ready to accept that a chip can be implanted in my brain and I function somewhat like a robot.  This theory wants us to move away from being just regular humans into being more robotic.  This theory is waiting on the day that we “link ourselves to technology.” (Warwirk, K.).  They believe cyborg evolution will lead to a completely different type of education.  They hope that one day, for example, we won’t have to go on vacation.  We can have the image of that in our mind and have the experiences as if we were there. All three theories were interesting to read about and have one very important thing in common in my opinion, and that is the integration of technology as a tool to enhance learning. Resources: Citation: Abbott, J. (nd). Building Knowledge: Constructivism in Learning. [Video file]. Retrieved from http://www.youtube.com/watch?v=F00R3pOXzuk Citation: Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved from http://www.sedl.org/pubs/tec26/intro2c.html Citation: Siemens, G. (nd). The Changing Nature of Knowledge  [Video file]. Retrieved from http://www.youtube.com/watch?v=YMcTHndpzYg Citation: Warwirk, K. (nd). Cyborg Life [Video file]. Retrieved from http://www.youtube.com/watch?v=RB_l7SY_ngI

EDLD 5301 Week 5 Final Reflections

I learned valuable information in this course that will help me in my quest in becoming an administrator.  I began in week one learning the difference between action research and traditional educational research.  Now that I know what action research is, I like it because it allows the administrator to identify a problem on his/her own campus, ask questions about the problem, analyze data relating to the problem, and implementing an action research plan to address the problem.  The steps in conducting the action research helps the administrator reflect on his/her own practices. Blogging is something I was never interested in doing, mainly because I thought it was just about people telling their business like twitter and facebook.  After taking this course, I found that blogging is a great help tool.  Blogging, along with the blackboard helped me with every assignment.  I was able to get ideas, comment on others’ posts and receive input from my classmates about each assignment.  Seeing others plans or comments helped me reflect on my ideas and action plan.  I was able to go back and change, add or delete items to create a plan that I feel will benefit the stakeholders on my campus.  I see how much collaboration worked in this course and feel I will get the same results with collaborating with the stakeholders on my campus. Learning how to conduct an action research got easier each week with the videos from scholar practitioners, readings from two main books in the course,  Leading with Passion and Knowledge: the Principal as an Action Researcher by Nancy Dana Fichman and Examining What we do to Improve our Schools: 8 Steps to Improve our Schools by S. Harris, S. Edmondson, and J. Combs.  The videos of the scholars helped me with my inquiry. Dr. Briseno emphasized the importance of obtaining data even before you begin the other steps in your action plan. When a teacher came to him about a problem, he immediately wanted to know about the data.  This helps me know that I must back up my research with data.  Dr.  Lewis emphasized data as well and he helped me understand that I must understand all aspects of the problem before I can come up with a plan to address the problem.  Both of them taught me that it is important to include staff in the action plan.  The books helped me with all of the steps of the action research plan.  Each week’s lessons had a reading that would help me with a particular step in the plan.  Breaking the action research down in parts is really helpful.  I found the book by Harris the most helpful in planning out my action research because it had diagrams and templates along with explanations. The course, EDLD 5301 seemed overwhelming in the beginning, but I found the assignments, readings, videos, blackboard posts and blogs made each week easier than the previous week.  The course is set up perfectly to build on understanding.  The knowledge I gained from this course is invaluable.

Action Research Revisions

I copied and pasted my newly revised action research plan.  I met with my site supervisor who helped me with the type of data I should be collecting which was very helpful.  She went over the interventions for the different tier groups with me.  She also informed me that we will switch to Success Maker 6 from Success Maker 5 this school year and that I will attend a training on it next week.  I also, spoke to her about some of my classmates' concerns and comments on the blog and in blackboard.  I realized that they may not have had those particular concerns if I had informed them that I am an instructional specialist so the tasks on my action research are really part of my job description making it easier for me to carry out the plan. Finally, I went to a meeting today about the legalities of the RTI process which will help me greatly with my action research. 

Action Research Plan

Action Planning Template Goal:  How does Success Maker 6 (SM6) affect Tier III students’ performance on state assessments? Action Steps(s): Person(s) Responsible: Timeline: Start/End Needed Resources Evaluation 1.  Examining the Work:  Setting the foundation: Meet with my site supervisor and decide on a plan that fits our school/district goals Self Site Supervisor July 22, 2013-July 30, 2013 Intern Plan Approved Action Research Plan 2.  Analyzing Data: Gather data from last year’s STAAR results and RTI data for Tier III at-risk students Self Aug. 1, 2013-Aug. 16, 2013 TEA STAAR results RTI campus tier III at-risk reports Summary of data results from STAAR results and RTI at-risk reports 3.  Developing Deeper Understanding: Survey teachers on interventions currently using Introduce RTI guidelines and interventions Identify at-risk students Train teachers on usage and data collection for SM6 and integrate into lessons Self Site Supervisor will help present RTI information Aug. 19, 2013-Sept. 20, 2013 Survey questions RTI powerpoint for training Universal Screener and computer lab for student at-risk identification SM6 program and computer lab for teacher training Results from survey Teacher feedback, questions and answers Data results, teacher observations Active Monitoring Teacher questions and answers 4.  Engaging in Self-Reflection: Conduct weekly observations in classrooms and meet with teachers.  Discuss program concerns and usage as well as offering ideas on adjusting lessons to meet intervention needs. Self Sept. 30, 2013-to end of action research plan Classroom for meetings data from SM6 on usage and interventions   lesson plans Observation notes Data results and suggested program interventions Collected lesson plans with interventions I will blog concerns and questions as they occur 5.  Exploring Programmatic Patterns:  My site supervisor and I will meet with teachers and students to examine the program and its data to check for any barriers that may be causing problems in implementing the program. What challenges did the teachers having in using the program? Were there any interruptions while using the program?  Did a student have excessive absences?  What problems were students experiencing? Were there any technology problems-outages? Were there any problems with the SM5 program? Self Site Supervisor Sept. 30, 2013-end of research plan Conference room for meetings SM6 data reports Data results Teachers’ reports Students’ reports 6.  Determining Direction:  Site supervisor and I will meet and review all data to see if there needs to be any revisions to the program.  If not, continue to collect data, monitor progress, meet with teachers and students, observe, reflect and report on blog. Self Site Supervisor Jan. 13, 2014-end of research plan Program Data Teacher and Student Surveys Site supervisor satisfaction with progress 7.  Taking action for school improvement: Use formative and summative data information to determine effectiveness of the program. This is the time where we will use all successful interventions so far to prepare for STAAR.   Self Jan. 13, 2014-end of STAAR Classroom assessments, attendance reports, technology data reports, teacher evaluations, student surveys Formative and Summative Reports 8.  Sustaining  Improvement: Evaluate all data Write summary of results Meet with all stakeholders and share results.  Make recommendation about program Self June 2014 STAAR Results from TEA Final Data reports Summary of meeting