Complete+Version+of+Exam

       Comprehensive Examination of Masters of Educational Technology Leadership Diane Pantoja Revilla Lamar University  

 ** Comprehensive Examination of Masters of Educational Technology Leadership ** My dream has always been to teach and inspire my students to dream and achieve their goals. It took me twenty years and detour in life to achieve my dream. As a non-traditional student I completed my undergraduate work at the age of thirty-nine. I never dreamed of obtaining a Masters, I was quite content in my classroom empowering my students. That is until I took that leap of faith and joined my friend in the Masters Program. The reason I decided to step out of my comfort zone was to lead by example. I have always expressed to my students that I belong to the “Lifelong learner” club and returning to school was the proof. My dream, my goal is almost the same, ‘to be able to teach and inspire // others // to dream and achieve their goals.’ My short-range goal is to become our campus Curriculum Instructional Technologist while long-range goal would be to move to a district position, Director of Instructional Technology. ** Leadership Goals ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">I had no desire to become a leader of any sort; it’s out of my comfort zone. I always felt as a leader you had to be knowledgeable, charismatic, very organized, problem solver, etc. I have come to understand that a true leader leads by example, “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” John Quincy Adams. My colleagues have placed me in a leadership role by asking for help in training on SmartBoard, providing resources to teachers in various grade levels, conducting research projects for my principal, and assist teachers in technology integration that reflect content standards. My Academic Coach seeks me out for advice on campus decisions and planning and implementing up-coming professional development activities. It is through these collaboration efforts that I have been found myself in a leadership position and no longer intimated by the position. As a 21st century leader, I hope to transform my ‘digital immigrants’ to ‘digital natives’ in hopes of preparing our students to be successful in a diverse, globalized, twenty-first century society. ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Vision of Educational Technology ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> In creating my blueprint for a model classroom that would exist in five years; I thought of the Jetsons and their futuristic ideas; gadgets and technologies introduce in the show. In creating and designing a classroom in the next five years, I also realized that some of those technological needs are already being met. According to the Horizon Report of 2008, “…Six emerging technologies or practices that is likely to enter mainstream use in the educational community.” These six technologies comprise of the following: collaborative environments, online communication tools, mobile, cloud computing, smart objectives, and personal web. In preparing for the model classroom of 2015 ideally all six technologies must be implemented. The two areas of technology first targeted and essential in all model classrooms are Collaborative Environments and Online communication Tools. In fact these two areas have become standard in the classroom (Horizon Report of 2008). <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> In preparing for the future, I see an ergonomic classroom where students and technology interact most efficiently and safely and not confined. Tables, chairs, laptops, and students can move within the classroom or any other facility in the school. In creating the collaborative environment, wireless technology would be essential for students and teachers to communicate and collaborate using Web 2.0 technology. The Web 2.0 is especially favorable in education because it is free and it offers the most popular means of web-based collection such as blogging, wikis, etc. Blogs provide personal freedom of expression and a collaborative environment where students can give and receive feedback. Some of the more popular blogging tools are: Blogger (www.blogger.com), Class Blogmeister (http:classblogmeister.com), and Gaggle blogs (www.gaggle.net). “Teachers can use wikis for students to collaborate on a document by writing, editing, and revising it in their own classes, across a grade, school, or district, or even outside those traditional boundaries” (Solomon & Schrum, 2007). For safety measures, Districts set up Wikis on their own servers or teachers can use district approved sites. Most popular wikis, Wikispaces (www.wikispaces.com) and Peanut butter Wiki (www.pbwiki.com). Google Docs (http://docs.google.com) is great collaboration option. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> The second favorite and now standard form of technology is Online Communication Tools. Online Communication should include synchronous and asynchronous tools. “Synchronous tools enable real-time communications and collaboration,” whereas, “Asynchronous tools enable communication and collaboration over a period of time.” (Ashley, 2003) Some of the most popular online tools are below: <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> In creating a model classroom, mobile devices are increasing in popularity because of its flexibility and mobility. Typically, people think of cell phones but mobile devices includes IPods, portable DVD players, PDAs, laptops, etc. Many districts are more tolerant of cell phones especially when used as an education device. Mobile phones can be used to poll a class of students and then have them text their answers. Mobile phone allows students to use voice recording. They would call in and record their answers; the message is then uploaded to a blog. Small districts or rural districts may not have internet access and phones would provide the internet access. IPods are used being used in the classroom in presenting oral book reports, skits recreating a time in history. Incidentally, ESL students use it to practice their English in the classroom. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> “What is cloud computing? It is the process of taking the services and tasks performed by our computers and bringing them to the web.” (Nations) This allows us to access software applications, hardware, data, and computer process power on the web instead of loading software in your computer or school server. Listed below are examples of free cloud computing services available below: <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> Smart objects an emerging technology of the future classroom, are devices that assist us in our everyday needs. In the library, smart objects are used for tracking collection and checking in and out of materials. In the cafeteria, smart cards are used to monitor a child’s lunch account. Smart board also comes into play in the arena of technology. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> Since the launching of the World Wide Web, now closing in on two decades ago, there have been quite a bit of websites added daily by many users and the number is staggering. So imagine sifting through many websites and/or web pages in search of information and taking much of one’s valuable time. Well, there are some publishing tools that can be very helpful to a user and make it easier to navigate the web which could be tailored to your own interest and thus personalizing the web. Some of these tools allow for such things as tagging, updating, aggregating and keeping track of content. These tools are also available for free and ideal toolsets for research and learning. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> Ideally I feel that our campus has reached the five year goal of the Horizon Report 2008 projected for schools. Currently my campus, Kriewald Road Elementary has four desktop workstations for each classroom (First through Fifth grade) and each Teacher has their own workstation, interactive white board, software, and printer shared among classrooms. Currently our district is working on mounting our LCD projectors to the ceiling and the wireless network was extended to our new wing which has the hardware mounted to the ceiling. In addition, all of our Teachers from Kinder to Fifth grade have their own laptops and our school news/announcements are being broadcasted live via TV with the help from our students. Our Library has five student stations, 1 black and white laser network printer, 1 ceiling mounted project, and a large projector screen. We have a library computer lab for the sole purpose of research. Our second lab is a computer literacy/rotation lab that is supported by a certified teacher with a Masters in Technology. And recently a third lab was updated with our A+ software, which is an online learning system that tutors students in math, science, reading, and language arts. A+ lab provides placement assessment, individualized instruction, and is aligned to national and state standards. Technology leaders are appointed at each grade level to provide support in the area of technology and our Technology leaders are supported by our Campus Instructional Technologist (CIT). I say ideally that we have reached our goal because on paper we have the latest technology on our campus and in our district. In reality, technology is not being utilized or integrated throughout the curriculum. Our teachers do not know how to implement or use technology in the classroom. The recession mandated cutbacks throughout the district and campuses were affected. Last year our Campus Instructional Technologist supported two campuses instead of one. Thus she is not able to “provide coaching or assistance in incorporating the Technology Applications TEKS into the core content lessons” (Southwest ISD Technology Department, 2009). Unfortunately this year additional cutbacks were made and campuses no longer have the luxury of a Campus Instructional Technologist. ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Six Courses ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">I feed that each of my classes at Lamar have added value to my education, but the six that have stood out were: Teaching with Technology, Multimedia Video Technology, Digital Graphics, Instructional Design, Web Design and Development, and School Law. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">To begin with, 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. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">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. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">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 challenge and 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, <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">“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). <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">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). <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">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. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">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. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> The third class that that has been a great help was ELDL 5366 Digital Graphics, though it did not start out as my favorite class! This class began with the history and development of graphic communication. Now I understand why my fifth graders do not like history. After ten hours on the job, coming home to cook, and then sit to read or listen to the historical aspects of graphic communication, I did not gain much knowledge. Although I did find the basic design principles (contrast, repetition, alignment, and proximity) needed in developing a newsletter extremely valuable. In Dr. Yearwood’s third week lecture3.3 (2009) he stated, “The corporate newsletter is one of the most valuable of the communication tools and poorly edited and poorly planned newsletters do not achieve the purpose of communicating a message.” In developing my classroom newsletter or any form of communication, I remember Dr. Yearwood’s advice. I critically analyze my product to see if I have conveyed the message I wanted. This class had a great impact on my classroom newsletters that I produce for our fifth grader. My fifth grade cohorts were impressed with the professionalism and the tidbits of information and websites I had added for our parents. Normally our grade level newsletters were very simple with homework information, upcoming events, and content that would be taught that week. Though the information learned was for the development of our newsletter, I connect this to all aspects of communication. For instance my pet peeve has been the lack of time, skills, and knowledge in developing my webpage. I view my webpage through the eyes of Dr. Yearwood and see that all design concepts are not meet. I shared this information with my Academic Coach and what I envision. I have even directed her to other teacher websites in sharing the vision I hope to create. She is now working to find workshops that I can attend to not only build my site but our campus’ webpage. We do have our technology teacher who sole responsibility is in maintaining the website, but she too lacks the skills and knowledge. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> One of my favorite and valuable lectures came from Dr. Yearwood, week 2.1 part one, nature of branding. In his lecture he states that teachers are a brand, that we can manipulate our consumers (students) and the way they think about education. We can achieve this by changing, “their expectations and you can create a desire for the experience of school. This is part or your overall pedagogical purpose” (Yearwood, 2009, pg12). Dr. Yearwood suggested that we survey our colleagues and students to have a better understanding or ourselves as a brand and how branding works. I decided to survey my students, even though I did not like the thought of being vulnerable. I was very surprised to hear that many of my students liked my class and the stories I told made it easier to relate to the concept being taught. The lesson I learned here was invaluable in that it keeps me (a teacher, community member, parent, grandparent, daughter) in check to who I am and the person I want to portray. In developing myself, I have passed this on to my students. I discuss marketing issues and messages that brands hope to convey and have them circumspect this message to their own lives. Though Digital Graphics focuses on Newsletter, Business Cards, I was able to take it to the next level, my outlook as a professional. What I walk away with is what message or images do I want to convey, to administration, colleagues, community, parents and more importantly my students. Are my stakeholders confident that I will achieve the goal? <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> Two other classes that were instrumental in my formation as a technology leader were Instructional Design and Concepts of Educational Technology. Concepts of Educational Technology EDLD 5306 the first class I took laid the foundations for improving instruction and student achievement through the implementation of technology. I see EDLD5306 as an overview to Instructional Design. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Though our examination of data consisted of the Texas Campus STaR Chart and not district benchmarks, it gave me an opportunity to analyze and identify our campus’ strengths and weakness in terms of technology. This exercise was no different than using curriculum standards and the outcome still the same, making informed decisions to better serve our online learning communities. In fact I felt this assignment to be an eye-opener. I have been proud that our campus is technology enriched, with four to five computers per classroom, laptops for all teachers, two SmartBoards for each grade level, LCD projectors mounted to ceiling, yet our students lack technology skills. I now realize that all the technology in the world will not prepare our students for the 21st century global market if our teachers don’t understand how to implement technology. Yet, I still could not understand how that was possible until reading Eric Jones, Strategies to Putting Instruction Ahead of Technology //. He states, “But the professional development approach that supported the initiative was driven more by the products than by instructional needs, and as a result, the district did not achieve all the results it wanted for teachers or students (Jones, 2007).” Our teachers have not received the support needed, technology skills are not enough, and they need to understand how it can be used in the classroom. When Mary Burns’ surveyed teachers she found, “…when asked to survey … individual software application skills, 60% …reported “no” or “low” levels of proficiency with the applications in question” (2002). This course has clearly defined my role as a teacher and grade-level technology leader. I realize in order to promote success for our 21st century learner; I must mentor and be a role model to my students and cohorts. With my new found confidence and skills, I can better support our campus technology leader and administration in promoting technology throughout the curriculum.// <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">This leads me to Instructional Design where my role and responsibility as a technology leader was to design and implement online courses. In creating my online course for students I followed Wiggins and McTighe’s framework for Understanding by Design (UbD). It was then I realized that this was the way to differentiate learning in my classroom. I feel that I can now better service my GT students by creating online courses for them. I can also develop online tutoring for my students who need additional help. I see this as an excellent tool for my Special Education students for example the talking text. Duffield and Wahl agree that, <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">“The text-to-speech functionality can assist a variety of students, including those who are motivated by more advanced materials but are frustrated by reading comprehension difficulties; those (including English learners) who will profits from the reinforcement of both print and oral reading; and those who hate to read but are willing to listen (Duffield & Wahl, 2005).” <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">As I take on more responsibility in professional development, I find UbD framework pertinent to developing my courses for my teachers and parents. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">All my classes have add value to my understanding of being a better teacher, a better leader, a better technology leader and lifelong learner. At first I did not like School Law EDLD5344; I thought the information valuable to a future principal and not for a technology leader. What changed my mind were the Dr. Michael Hopson’s lectures and our text reading, Cyberlaw //by Aimee M. Bissonette. Legal issues are important when dealing with Special Education, but it is equally important in using technology in the classroom.// Cyberlaw //will be one of the resources that will move to my classroom library. Once I complete my Master’s Program, my Academic Coach wants me present a workshop for our parents on cyber safety. I shared with her the importance of creating a safe environment, but explained that it can only be done if we partner with the parents.// ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Three Year Professional Development Plan ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Originally my plan was to obtain my masters and apply for our campus Curriculum Instructional Technologist position. Due to budget cuts these positions are no longer available. Therefore until the economy shifts, I will be working on completing our districts Professional Educator Program. I have completed Level 1 of the Technology Proficiency Program and to achieve mastery level I have three additional levels. Thus the first year of my professional development plan will be in completing Level 2 mastery. This consists of identifying instructional tools that support the delivery of instruction to students. I will be developing an e-portfolio show casing tools such as Digital Stories, Videos, Podcasts, Interactive PowerPoint presentations and other resources to meet instructional needs. In the second year, I hope to achieve Level 3 mastery. At this level, I will still be utilizing Level 2 tools, but extending the activities and the resources for student use in the classroom. This level I will empower students to use technology. Finally the third year will be the completion of Level 4 mastery. In Level 4, it is a continuous maintenance level rather than a completion level. Other professional development programs that I would like to pursue are: RTI (Response to Intervention), Love and Logic seminars, and Kagan Management and Discipline seminars, all in pursuit of supporting students, teachers, parents, and coworkers. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Reference ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Ashley, J. (2003, December). Synchronous and Asynchronous Communication Tool <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Nations, Daniel. What is Cloud Computing? N.p. 2010. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> [] <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Covey, S. (May, 2009). How the Best Leaders Build Trust. Eleventh Annual Best of Organization Development Summit. //Chicago, IL.// <span style="color: black; font-family: 'Times New Roman','serif'; line-height: 200%;">Duffield, J., & Wahl, L., (2005). Using flexible technology to meet the needs of diverse learners: <span style="color: black; font-family: 'Times New Roman','serif'; line-height: 200%;"> What teachers can do. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif';">Gembutsu Consulting LLC. (August, 2007). What does Kaizen Mean? Retrieved <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> December 3, 2010 from: [] <span style="color: blue; font-family: 'Times New Roman','serif';"> __ <span style="color: blue; font-family: 'Times New Roman','serif'; line-height: 200%;">07/WhatdoesKaizenmean.htm <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> __ <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Johnson, L. L. (2010). The 2010 Horizon Report.// Austin: The New Media Consortium.
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Web conferencing
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Skype video – http://www.skype.com/getconnected/
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Voice Thread – http://voicethread.com
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">White boarding
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">SMART Board
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">ActiveBoard
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">eBeam
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Video conferencing
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Upstream
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Goggle Docs
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">CHATS
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">AOL Instant Messenger
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Yahoo Messenger
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">ChattersOnline.com
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Online call
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">http://www.groups.edna.edu.au/ (free open web service for collaboration)
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">hhtp://delicious.com/ (bookmarking service)//
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">www.mindomo.com (mind mapping tool for brainstorming)
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">http://www.google.com/google-d-s/tour1.html Google docs for calendars, document sharing, photo sharing
 * <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">www.facebook.com Keeping up with friends and family


 * <span style="color: black; font-family: 'Times New Roman','serif'; line-height: 200%;">Jones, E. (2007). Strategies to put instruction ahead of technology. //Principal Leadership//, //7//(6), 35-38. ||

<span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Lashway, L. (2003, July). //Role of the School Leader//. Retrieved December 13, 2010, <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">from ERIC Clearinghouse on Educational Management: <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Liker, J. K. (2004). // The Toyota way: 14 Management principles from the world’s greatest manufacturer //. New York, NY: McGraw-Hill. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">McKenie, J. (2001, March 6). How Teachers Learn Technology Best. //The Educational Technology Journal, 10//(6). <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">National Staff Development Council (2010). // Collaboration Skills. //Retrieved <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">December 13, 2010 from Leaning Forward: [] <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Roscorla, T. (2009, June 10). //Teaching for the 21st Century.// Retrieved November 30, 2010, from [] <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. International Society for <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> Technology in Education. <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Southwest ISD Technology Department. (2009, October 13). Instructional Technology <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> Department. Retrieved February 7, 2010, from Technology Proficiency Programs: <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> [] <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Southwest ISD. (2009, October 29). Technology Division. Retrieved February 7, 2010, from <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> SWISD Hardware Standards: http://www.swisd.net/Technology/hardware <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">


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<span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; line-height: 200%;"> ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">Appendix A ** **  Diane P. Revilla   ** 10355 Kriewald Road, San Antonio, TX 78245 (W) 210-645-7550; (C) 210-835-4767; drevilla@swisd.net

** Education: ** Master of Arts, Educational Administration, Lamar University, Beaumont, Texas, in progress Bachelor of Science, Our Lady of the Lake University, San Antonio, Texas, 1996 ** Certifications: **Elementary Education Professional Certification Grades K-8, Texas ** Administrative &  ** ** Leadership Roles: ** ** Southwest Independent School District Vision 2015 Team ** ** Southwest Independent School District, San Antonio, Texas, 2010 – present  ** · Strategic Planning assistance for Professional Learning and Student Achievement Committee ** District Science Committee, Southwest Independent School District, San Antonio, Texas, 2005-2007  ** · Strategic Planning assistance for Science Scope and Sequence (collaboration with Jessie Garcia, Science Coordinator, Region 20 ) ** District Community Initiative, 2003-2008  ** · Strategic Planning assistance to develop mission and vision statement ** Teaching  ** ** Experience: Kriewald Road Elementary, Southwest Independent School District, San Antonio, Texas, 1998-present  ** ** Position: 5th grade teacher  ** · General Education requirements ** Additional Committee Participation at Kriewald Road Elementary:  ** · Grade level facilitator (5 years) · Grade level technology leader (5 years) · Campus technology leader (1 year) · Member of Campus Improvement Team (5 years) · Member of our Lady of the Lake University Mentorship (5 years) · Science Curriculum Facilitator: Collaborated in developing District Science Scope and Sequence (2 years) · Social Studies Curriculum Facilitator (3 years) · Language Proficiency Assessment Committee (LPAC) Member (10 years) · Historian of Parent Teacher Association (4 years) · Campus Liaison of Parent Teacher Association (7 years) · Member of Parent Teacher Association · Member of Campus Reading Committee (6 years) · Member of Campus Math Committee (4 years) · Member of Campus Social Committee (2 years) · Campus Teacher Mentor (4 years) ** Sky Harbour Elementary, Southwest Independent School District, San Antonio, Texas, 1997-1998  ** ** Position: 4th grade teacher  ** · General Education requirements ** Additional Committee Participation at Sky Harbour Elementary:  ** · Member of the Parent Teacher Association ** Additional Training/  ** ** Professional  ** ** Development: Thinking Maps Trainer, Kriewald Road Elementary, 2004  ** · Professional Development presentations to   support using Thinking Maps into the classroom instructional setting ** Language Proficiency Assessment Certified (LPAC), 2003 - to present  ** <span style="margin: 0in 0in 0pt 2in; mso-layout-grid-align: none; mso-list: l2 level1 lfo6; text-indent: -0.25in;"> · ** Member of LPAC Committee  ** ** PTA Summer Seminar, Austin, TX, 2000-2005 ** ** Gateway To the Past, 2005 – 2007  ** · Collaboration with Region 20, three year commitment · Development of Social Studies Curriculum based on primary sources · Researched and designed history trunks based on the Civil War ** GT Certified  ** ** Technology Operations & Concepts, Level 1  ** ** Mastered Technology Proficiency I  ** ** Web Master Academy  ** ** Curriculum  ** ** Experience: Southwest ISD, San Antonio, Texas, 2005-present  ** · Collaborative development of instructional roadmap aligned to core content curricula to include Technology Applications TEKS · Development of district scope and sequence for all elementary school science applications courses ** Professional  ** ** Affiliations: City of San Antonio Literacy Council (appointed), 2006-2009  ** ** Pearsall Park Community Center Advisory Board,  ** ** 2006-2008  **  **  NSHMBA Texas Leadership Conference, June, 2004  ** ** NSHMBA National Conference, October, 2004  ** ** Our Lady of the Lake Alumni Executive Council, 2003-2005  ** ** References: **// References will be included on the following page, if requested. //   <span style="font-family: 'Times New Roman','serif'; line-height: 200%;">