While going through the Lamar Educational Technology Leadership Program all the courses were beneficial. Six courses helped to change my mind set and provided me with new skills and knowledge that I was able to utilize immediately. These six courses are Concepts of Educational Technology, Teaching with Technology, Instructional Design, Multimedia and Video Technology, School Law, and Curriculum Management.
A concept of Educational Technology, EDLD 5306, was the course that got me excited about the program. The use of technology to improve student motivation and achievement was the theme of most of the articles and research. This course provided me with a plethora of knowledge about the role of technology in student success, the responsibilities of an educational technology leader, and also the role of the school principal.
Shortly after starting this course our campus was required to complete the STARR Chart. I had completed the STAR chart multiple times as a Technology Applications teacher but I never knew what the categories really meant or why completion was required of all teachers. However, this time I was able to explain the purpose of the Starr chart and the meaning of the different categories to my colleagues.
During Teaching with Technology, EDLD 5364, I experienced successful online collaboration. This experience helped to change my mind set about group work. As a group we planned using Google Chat and each member contributed towards meeting our shared goal.
I also learned about Cast and their Universal Design for Learning. I was just amazed that I could use their book builder to create a book that includes a guide, a glossary, and a screen builder. The ability to download the book and use is offline is extremely beneficial. I even shared the book builder with my colleagues.
Instructional Design, EDLD 5368, provided me with the opportunity to create content for the Schoology learning management system. With the knowledge gained I felt confident enough to develop an online course using Moodle. I designed the online classroom by first identifying what the students were to learn. Secondly, “why do students need to learn the skill or concept”? According to Wiggins and McTighe (2005), “Only by having specified the desired results can we focus on the content, methods, and activities most likely to achieve those results” (p. 15). My goal was instead of students just having a box filled with puzzle pieces that they cannot put together they will have a box of puzzle pieces that they can put together and see the big picture.
Multimedia and Video Technology, EDLD 5363, exposed me to three free video editing software programs I had never heard of before: Avid FreeDV, Wax, and Zwei-Stein. The combination of Audacity and Podbean was a completely new experience that shows that podcasting can be a quick and easy tool to use to engage students. This course has equipped me with additional resources to help make the integration of video and multimedia in the classroom easier for teachers and more effective. The October after I completed this class I was overly excited to share more free video editing software and the Audacity Online Manual with my colleagues. I have even seen an increase in the effectiveness of the videos I create for my students.
School Law, EDLD 5344, opened my eyes to the legal risk that teachers face each day in the classroom. Teachers need to know about cyber bullying, the importance of only using district approved email and web 2.0 services, the rules of engagement with students online, copyright law, the Children’s Internet Protection Act, and cyber ethics.
I also learned how student use of the internet at school can cause legal issues related to student free speech and student liability. As Justice Abe Fortas stated, in the Tinker v. Des Moines case, "Students do not give up their constitutional rights at the school house gate"(Hopson, 2010). The Tinker case States that "schools may infringe upon students First Amendment rights on school grounds when student speech disrupts school or violates other students' rights"(Ross, 2002, p. 179). Since disruptive speech is not protected the school could be held liable for a student’s expression on the internet while at school.
This course helped me to complete one of the requirements of my internship. My principal requested a system to assist teachers in profiling but I did not have a clear picture of what was needed. The readings on response to intervention (RTI) and discussions with my colleagues about their needs helped me to complete the initial planning for the profiling system.
In Curriculum Management, EDLD 5335, I learned more about the role of the SBDM team and the CILT in the development of data based action plans. “Effective leaders can mediate divisive forces by sharing information, providing expertise, promoting a sense of security, and by enabling progressive transitions toward collective action” (Henkin, Cistone, & Dee, 2000, p.154). The process outlined in week four about following a rational action plan will help when implementing changes geared towards improving student performance. I am prepared to address each of the four stages of change that are sure to arise during the continual process of improving campus performance. I understand that student improvement can increase substantially as teacher collaboration increases.