Why Educators Should Blog

In the 21^st Century classroom teachers and students are using a variety of learning tools to enhance learning and share ideas.  Blogging provides an opportunity to create and share information, thereby allowing one to be actively involved in the making news and build valuable skills.  Blogging also builds a community of learners; through Blogging teachers and students can collaborate and build relationships with peers and professionals in the field. Furthermore, it enables one to contribute to the educational community through postings that can be collected and archived for later reference.

While Blogging can be a valuable educational resource, like other web-based tools there can be concerns with regards to safety, security authenticity, particularly for students.  For instance, information posted to a Blog is uncensored and teachers may not be able to monitor what students may see or publish on a particular Blog.  There is also the issue of security as students personal information could become public. Nonetheless, with Blogging allows for free expression and opens the door for discussions.  

Web Conference Reflections

Web Conference Reflection – June 9, 2012

 This week’s web conference was focused around week one assignments.  Dr. Abernathy clarified ambiguities surrounding the assignments due this week.  A major issue discussed in the meeting concerns submitting assignments on YouTube.  Some students were apprehensive about sharing their personal life with the world, and did not welcome the idea of posting their work on the web.   Dr. Abernathy however attempted to alleviate our fears by stressing that YouTube can be a safe place to share our work.  She reinforces that we all are creators, we have knowledge that some people do not have, and that everybody can be a contributors to the web.  I am still concerned though, since I am really uncomfortable posting private information such as a personal digital story over the Internet.

I really like the cooperative nature of students during web conferences.  Students are willing to share their knowledge and expertise with each other and eagerly clarify issues during the chat.  They provide tips and other useful information regarding the course assignments, posting items to YouTube, and embedding assignments on Wikis and Blogs.  Overall a very good meeting, my questions were answered and I left with a lot more information than I anticipated to gain.

 

Web Conference Reflection – June 30, 2012

 This week’s web conference was very informative and effectively clarified misunderstandings about the video project.  For the most part Dr. Abernathy answered students’ questions about the project and provided a brief overview of upcoming requirements in week five. Even though we have the weekly guidelines for our assignments, the directions are sometimes long and multifaceted thus leaving us with many ambiguities; this week’s conferences has definitely cleared up some of those issues that sometimes cloud our understanding.  I definitely left the conference with a clear vision of what I needed to submit during week four.  It was also good to get a heads up on upcoming expectations for week five, as well as on particulars of the course not mentioned in the courseware. One such particular is the Action Research reflection that will now be included at the end of every course; I am glad I am aware of this change!

I really enjoyed the web conference.  Dr. Abernathy gave us time to ask questions and ensured that all our concerns were addressed before ending the session.  Web conferences are really effective for enhancing online instruction, as for most students it the only face time we get with our instructors or fellow students.  I find it to be extremely informative and, except for technological glitches, a very effective tool for bringing students in an online learning environment together.  It also builds cooperation as time and time again students address each other’s concerns during periods when we experience technical difficulties.

Web Conference Reflection – July 2, 2012

 I really learned a lot by listening to this week’s web conference.  Students expressed concerns over work submission for Week Five, particularly section 5.9, and Dr. Abernathy took the time to answer all questions and clarify misunderstandings or any errors that might have been made.  I left the meeting feeling well informed not only about the assignment at hand, but also about issues concerning my internship and action research project.  Honestly, for the first time I have a clear vision about what I should be doing during my internship and action research project, and where I am heading. She further points out that during our seventh course, 5367, students will have the opportunity to regroup and refocus; this is refreshing news since I feel a little bewildered at this point.

This course has been packed with information especially week five seemed overwhelming with all the various components of the assignments.  Attending the web conference was worthwhile as students got the opportunity to ask questions and receive immediate feedback rather than waiting for a response via email.  Even though Dr. Abernathy did not have all the answers to some questions, she followed up with updated postings in Epic.  I must confess that I am not a regular attendee to web conferences, however after this informative meeting I realize that reliance solely on the weekly overviews is not enough to get the full breadth of what is expected of us.  Web conferences are useful for voicing our concerns, asking questions and meeting students we sometimes work with.  In future I will definitely make attending web conferences a priority! 

Creating Personal Digital Story

I really enjoyed experimenting with Windows Live Movie Maker; its ease of use made the task at hand a very pleasureable experience.  In the past I have used animoto, but Movie Maker allowed me to include more elements in the presentation.  After completing this assignment I am now equipped with skills that I can transfer to the classroom setting: I will be able to integrate interesting slide shows into my lessons and provide students with more opportunities to express their knowledge and ideas.  Not only will students be able to use technology, but also they will build upon other skills such as logical thinking, planning, outlining, oral presentation and creativity.  I look forward to using incorporating more frequent use of digital story telling in the classroom.

While this assignment was beneficial to my acquisition of technology skills, I am nonetheless apprehensive about posting personal information online for everyone to view.  This is my only drawback!

Action Research Plan - I welcome your feedback

Tool 7.1 Action Planning Template
Goal: To ascertain technology resources that teachers can utilize to improve student engagement and increase performance in the classroom, especially as it pertains English language learners.
Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1.  Conduct research to Identify suitable technology resources for English language learners	Connie Butcher- Content Coach Nikia Jones Andrea Dixon	January – March 2012	Access to computer with Internet connection Planning time Nikia Jones Julie Beardmore -District’s Social Studies tech liaison Emily Barerra - Truitt’s tech liaison Content Coach ESL Liaison Truitt’s tech Committee	Special program data Interview data (individual and group) Blog postings Literature review
2.  Meet with World Cultures team to discuss findings, conduct possible training, and develop lessons to incorporate the new information gathered	Connie Butcher Layne Dickens Lynda Gomez Christi Walker Andrea Dixon	March – Dec. 2012	Access to computer labs or carts with Internet connection Planning time Connie Butcher Content Coach	Meeting agendas Teacher feedback/survey Lesson plans
3.  Apply new technique(s) in the Social Studies classroom	Connie Butcher   Layne Dickens Christi Walker Linda Gomez Andrea Dixon	March – Dec. 2012	Access to computer labs or carts with Internet connection Planning time Nikia Jones Content Coach	Student data – work sample, test data, and survey Classroom observations notes, and data collection Teacher feedback
4. Monitor Progress	Andrea Dixon Layne Dickens Christi Walker Linda Gomez	March – Dec. 2012	Access to computer labs or carts with Internet connection World Cultures team	Teacher logs/feedback Classroom observations Student data – work sample and other data
5.  Continuous professional development and school improvement	Truitt administrators and staff	January 2012 and beyond	Principal   Director of Instruction Content Coach	Professional development data Teacher survey/feedback

Action Plan Design

I actually enjoyed putting the action plan together and anticipates getting started.  The templates provided really helped me put my thoughts together, so did the eight steps from the Harris text.  As I worked on my plan I realize how action inquiry forces one to think about all aspects of the teaching profession and how to make it better. I  am looking forward to the research and meeting with my team to discuss my inquiry and how it will benefit them.  I still have not figured out how to copy and past my action plan to the blog - I welcome any help/suggestions.

Reflective Practice for Educational Leaders

Action Research

Action research is the new approach to inquiry in education, teaching and learning. Also known as practioner research, classroom research and practioner inquiry (Dana, 2009), action research enables principals or aspiring principals to become collaborators in educational research. This is a significant transition from the traditional approach where principals were merely technicians carrying out curriculum and policies framed by outside experts.
A principal or aspiring principal who engages in action research is directly involved in the research process. He or she poses questions or wonderings, collects and analyzes data, and make changes to the school environment based on the new understanding developed during the inquiry (Dana, 2009). During action research the principal also engages with the staff, students and other principals, to gain knowledge and insights about the learning environment and instructional practices. Most importantly, the principal becomes the head learner in the building by taking charge of the research and directly influencing the implementation of best practices to improve teaching and learning.
Action research is not limited to only administrators. Rather, is a powerful reflective practice that all educators can utilize to generate knowledge about teaching and learning, or for raising their voice in policy making (Dana, 2009). As a teacher, I can use this practice to reflect and improve upon my teaching practices. Through reflection I can gain insights into my instructional practices, attitudes towards administrators, other staff members, students and parents, and make necessary adjustments. Reflection will enable me to set goals and seek out the best practices that will facilitate students’ success in the classroom and beyond.




The Power of Blogging: Why Administrators Should Blog

In today’s rapidly changing technology environment where educational institutions have to adopt and adapt, Blogging provides an easy alternative for educational leaders to capture and store their thoughts. Blogging is beneficial to administrators numerous ways: it provides an avenue for educators to reflect on their professional practices; Blogging facilitates collaboration with other educational leaders, as Blogs have links to other Blogs thus enabling its users to not only share their research and insights, but also receive and give feedback; Blog data can be archived for later access references; and most importantly, principals get the satisfaction of belonging to a larger network of principals where they can gain new insights and deeper insights with each visit (Dana, 2009)

Dana Fichman, Nancy (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Martin, Gary E. et al. (2009). School Leadership Internship: developing, mentoring and evaluating your leadership experience. Eye on Education, Larchmont, NY.

Course Reflections

Course Reflections


What outcomes did you envision for this course? Did you achieve those outcomes? Did the actual course outcomes align with those you envisioned?

I have been an educator for several years and I have realized that an increasing number of school districts are fully embracing technology in order to prepare students for the rapidly changing global economy. I have also realized that teachers, most of whom are “digital immigrants,” are being required to implement technology that they are not quite adept at using. To satisfy this need in the classroom, I have decided to pursue a degree in instructional technology to assist teachers with planning and implementing 21st Century lessons for the classroom. Prior to the commencement of this course, therefore, I envisioned gaining insights and hands-on experiences on technology implementation in education, as well as gaining knowledge about the roles and responsibilities of a technology leader. The course fulfilled my expectations. As a result of taking this course I am fully informed about the duties of a technology instructional leader, the federal and state requirements for technology implementation in schools, the various tools available to teachers for reaching and teaching “digital natives,” and for protecting them on the Internet.


To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

At Truitt, one of the administration’s goals for education is more technology infusion in the classroom. During our team meetings, for instance, my content coach frequently communicates the principal’s desire for students to be actively involved with technology in the classroom. As a result, more effort is being invested into outfitting each classroom with Smartboard in order for teachers to actively engage students during instruction. This is barely enough though as teachers frequently face problems in other technology areas. The information that I have gathered from this class has only reinforced what I have always embraced: technology implementation will not be effective if it is being done with minimal support. Ihave gathered from this course that technology implementation requires adequate funding for equipment, training and support. It also requires buy-in from everyone, including the administration who must model technology. Most importantly though, teachers who are set in their ways must be willing to adopt a more democratic style of teaching that transfers control of learning from the teacher to the student, and technology integration facilitates such learning.


What outcomes did you not achieve?

Prior to starting this course I had minimal knowledge about some of the laws and principles pertaining to technology implementation in schools. I also was not fully aware of the many tools and options that are available to teachers and school districts for effective and efficient technology implementation. The course was very informative;it outlined the principles that entail technology implementation and the expected outcomes were achieved. I gained a great dealof experience using wiki, blogs, RSS feed and so on and have amassed a wealth of knowledge regarding the planning and implementation of technology in schools. The only shortcoming, I believe, is the inability to thoroughly apply some of the concepts and strategies learned throughout the course. I could have definitely benefited more from the course if I had more time to apply or even experiment with what I am being taught.

Were your successful in carrying out the course requirements? If not what prevented or discouraged you?

Pursuing a graduate degree is a major undertaking that requires an enormous amount of time and sacrifice and this only served to reinforced that belief. Before embarking on this journey at Lamar, I successfully completed an online course through educational institution, which I was able to complete with great success. My performance in that course conferred the confidence I needed to move forward with my graduate degree, and since I my previous experience was met with minimal challenge, I felt confident with pursuing a course with a condensed curriculum. The obligations of this course, however, require an enormous amount of time and energy that I was not prepared to invest. As a result, from early in the course I have had to rethink my strategies and reorganize priorities. My actions proved beneficial and with much discipline and sacrifice I was able to successfully carry out all the requirements outlined in the course. It has been a very demanding course, but I prevailed.


What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?

Hard worker, passion for learning, persistent, curious…these are some of the words that come to mind as I reflect on my performance in this course over the past few weeks. This course has demanded a vast amount of energy that I have never before exerted in a project, nonetheless I persisted. I attribute my motivation to the drive to discover more about content that I was learning, not to mention to gratification from completing the course. I have also discovered that I have many weaknesses in the areas of technology leadership and skills. The surveys that I took earlier in the course, as well as the completion of my curriculum vitae, was very insightful as they highlighted some areas of strengths but more importantly, they revealed those skills that are lacking or need improvement. My goal, therefore is that by end of this program I will ascertain as skills, knowledge and expertise in the areas that I am currently lacking.