Six+Courses

Teaching with Technology allowed me to become more knowledgeable with software programs and Universal Design for Learning (UDL) and how it can be used to differentiate curriculum. I felt that the content presented in this course was valuable and applicable to my career. The resources, Web 2.0: New Tools, New Schools & Using Technology with Classroom Instruction have a wealth of information that I will be utilizing in the classroom. Originally, I had borrowed the books from a friend but I found them so useful that I decided to purchase them. I also felt that my technology skills were enhanced by this course because I was exposed to Google Documents and Sites. Through my readings, I was able to obtain knowledge of other websites available for learning. I have now been sharing with my colleagues some of the websites that I have read about. They have responded with much excitement of these technology tools especially rubistar.org. I told them this would be a great tool for teachers. In closing, the course outcomes far exceeded my expectations and what I envisioned.
 * Six Courses **

My learning experience with Lamar has been immeasurable and it began with web conferencing. This was my first experience with web conferences and I really liked this form of communication. I would like to find a way to influence our campus to perhaps participate in using this type of technology. I find that it could be beneficial in sharing best practices perhaps with other campuses in our district. At first, I had reservations about collaborating with others to solve a scenario-based group project. I could not envision collaboration on-line with total strangers. Though apprehensive, I was amazed how it could be done through a Wiki or Google documents. To see the work unveil itself in the Action Plan made me realize its value in accountability. I would love to share this experience of collaboration with my students. I think they would be excited and very engaged to build our own site. I envision creating poetry, writing, or have an on-going discussion about novels or math problems. I have always felt confident about my technology skills and I use all the Microsoft software programs such as PowerPoint, Publisher, Word, and Excel. What I have discovered is that I am not utilizing these programs to its fullest potential nor are my students. For example, when exploring Universal Design for Learning (UDL) I learned that Word has an option for text to voice or voice to text. This option is an excellent tool for differentiating lessons for Special Education students or reluctant writers. Our assignments each week build upon each other to create a Universal Design for Learning (UDL) lesson.

Each weekly assignment prepared us for our ultimate assignment of creating student-centered learning activities for the solution to our scenario-based group project. In completing each assignment, it allowed me to explore different forms of technology like wikis and Google documents and sites. And through my readings, I was able to obtain knowledge of other websites available for learning. I have now been sharing with my colleagues some of the websites that I have read about. They have responded with much excitement of these technology tools especially rubistar.org. Not only have I explored, but obtained hands-on experience! I cannot wait until the Christmas break to develop design, and create projects for my students using these tools. During meetings (faculty, technology, and grade-level), I no longer sit back and keep quiet but take an active role in the decision-making process in the purchasing of technology at our school. For example, a few weeks ago, our principal called an emergency meeting for Campus Leaders and Technology Leaders. We were to discuss the pros and cons of Study Island, A+ Learning Lab, and Razz Kids. Incidentally, being the smallest campus we have the smallest budget in our school district. During our discussions, the Primary grade levels wanted Razz Kids and A+ Learning Lab so I asked them why they were duplicating programs. One of the two programs would be sufficient but not both so if Razz Kids was going to be used as a reading program then there is no need to pursue the add Reading to the A+Lab. It sparked quite a bit of discussion and controversy that it will require more research before a decision is made. I felt it was important to get all the facts before we spend money from our limited budget. I also felt confident to say, “Technology is not effective unless used properly and not for babysitting.” In closing, I feel more comfortable and confident sending e-mails with suggestions to my colleagues and to administration on how technology can better suite our needs, our students’ needs, and the campus’ needs. I feel confident that I can be a leader in being part of the technological vision for our state and our school district. I can say that EDLD 5363 Multimedia Video Technology is in the top two of classes I liked. Like Teaching with Technology it was a challenging opportunity to participate in a professional learning group. Teaching is like a collaborative team sport, every key player has to work together to be successful in the playoffs and our playoffs is the TAKS test. As teachers we have a tendency to close that classroom door and isolate ourselves when dealing with classroom issues (e.g. behavior, academic, social, etc.). The National Staff Development Council believes that, “Some of the most important forms of professional learning and problem solving occur in group settings within schools and school districts. [And] one of the most difficult tasks of such groups is constructively managing the conflict that inevitably arises when participants discuss their fundamental beliefs about teaching and learning” (2010).

This team of five women was unique to work with, two pairs lived in the same city (Beaumont and San Antonio) while the fifth person lived in Houston. The two pair of women worked collaborative always checking emails for updates, scheduling meetings times, working on documents sent via Google documents while the fifth man was always out. What was unique about this group was that we had not declared a leader, whereas in Teaching with Technology a team of five members with one male taking the leadership role. I found myself taking the risk and assuming the leadership role in assigning tasks, articulating a vision in setting a direction, making decisions, providing moral support, counselor, etc. Larry Lashway reasons that there is no distinctive role for the principal (leader), but without leadership a school lacks clarity and direction in a school environment (Lashway, 2003). The new technology skills and programs are always invaluable, but the networking will be helpful in my future role as a technology leader. The diverse people I have meet through Lamar’s Educational Leadership in Technology Graduate Program will provide opportunities for shared expertise and a development of professional friendships. The outcomes I have now achieved in leadership are very pertinent and valuable to my work. I can better support my grade level team, my campus and more importantly my students. I feel I have transformed from a teacher to a leader. Though I don’t seek the role of leadership, my team, colleagues and especially my principal seek my technology expertise that has placed me in the leadership role.

**Reference ﻿ ** National Staff Development Council (2010). //Collaboration Skills.// Retrieved December 13, 2010 from Leaning Forward: [] Lashway, L. (2003, July). //Role of the School Leader//. Retrieved December 13, 2010, from ERIC Clearinghouse on Educational Management: http://eric.uoregon.edu/trends_issues/rolelead/index.html#defining#defining Roscorla, T. (2009, June 10). //Teaching for the 21st Century.// Retrieved November 30, 2010, from Converge: http://www.convergemag.com/workforce/Teaching-for-the-21st-Century.html