EDLD+5363

Week 4 Assignment 4-3: Course-Embedded Reflections for EDLD 5363 Video Technology & Multimedia

My colleagues profess that; I am a “Digital Native” especially since I have been able to handle minor problems and provide technology integration support. With that vote of confidence, I truly felt like a “Digital Native.” After all, in a previous class I had created a pod cast, a Wiki and a Blog. And yet, Video Technology and Multimedia tested my skills and limits in technology. First, I had to plan, design, develop, and evaluate a personal digital story and post it to a free online video web site. This was the foundation for the next project, a team Public Service Announcement. I just couldn’t phantom how we could collaborate and develop a quality project and yet, it was accomplished. I enjoyed the experience of collaborating with my team. I have established great relation with individuals that I might get to work with in another class in the future.
 * Self–Assessment **

I was amazed with the stories at the website: [|Digital Storytelling Cookbook]. The professional looking stories that were produced by elementary students were phenomenal! As I read the information about creating a digital story, I thought this would be a great activity for our fourth grade teachers and students. This would be a writing assignment that the students would like to do, a story about themselves.

I now have a better understanding of the behind the scenes that goes into producing a quality program, commercial, song, etc. When we first began our project it brought to mind 30 Rock a TV sitcom that exposes the behind the scenes efforts in producing a hit variety show. But this was reality with actual roles: director, script writer, videographer, video editor, audio editor, producer, and/or publisher and trying to communicate and collaborative with people in different parts of Texas. There were frustrating nights when team members had problems with the video chat platform and/or scheduling times to meet. Our team had high expectations and successfully completed our project.

Whether collaborating with a team on campus or online, there needs to be a leader. Many times I found myself taking the lead in providing direction and setting goals. Long days working and late nights chatting brought out frustrations with absent a team member. My empathy with the absentee member provided a willingness to work with this person. I also learned that a leader does not have to do all the work. As a leader, I must learn to delegate assignments. I believe that stems from avoiding confrontations, I just as soon do the work than have someone complain or argue.


 * Learn as a Learner **

I was online quite often to set up dates and times for collaboration. My team utilized a variety of Web 2.0 tools to successfully collaborate on all assignments. I learned that Google has a great video communication platform. As a learner, I would ask for my team’s opinion or feedback throughout the development of our Public Service Announcement. Another aspect of my learning was to utilize a variety of video chat platforms like [|Google’s video chat] and [|tinychat]. This was my first experience with this type of communication platform.

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.


 * Lifelong Learning Skills **

As my skills and talents in technology develop, I feel confident in sharing with my Fifth Grade Team. I’m always researching for my team interactive sites to enhance our curriculum. These interactive sites are always made available to my students on my school web page. Many of my colleagues direct their parents to my web page for the tutorials.

Since starting my professional journey in Educational Technology Leadership, I have learned more about leadership. I find myself observing and analyzing the people on my campus and in my district. I now realize that people in Administrative positions may be knowledgeable but not necessarily a good leader. Personally, I have never been comfortable in a leadership position. I always felt that a leader should have all the answers which I did not. As I learn more about the qualities of a good leader, I still don’t seek that role. It is my team and colleagues who seek my technology expertise that have placed me in the leadership role. For example, I haven’t utilized my Smart Board to its fullest potential. Last school year we were re-trained and I have since used it every day throughout the day. I noticed that our Academic Coach slows her pace when passing by my classroom and peeks through my window to see how I am utilizing my board. Recently she approached to provide Smart Board training in our upcoming Professional Development. Apparently I’m the only teacher that uses the Smart Board throughout the day through my curriculum.

The greatest challenge I will have is changing the attitude of my teachers in regards to technology. They find technology difficult to integrate into the curriculum. And they feel that the technology they do utilize (for example powerpoints, movies, etc.) is enough, not realizing that technology should be student centered.

** ﻿ ﻿ Reference**
Google. (2010). Google voice and video chat. Retrieved December 13, 2010, from

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Redmon, M. S. (n.d.). Tinychat. Retrieved December 13, 2010, from []

Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story Center.

Retrieved April 4, 2009, from []