PSA Reflection: EDLD 5363 Week 5

Our team consisted of Mary Johnson, Brent Langham, Lesha Stallons, Kimberely Stephenson, and myself. We used Google Docs and email to effectively collaborate while in the pre-production phase of our PSA. Kimberely and Mary came up with the idea to display a contrast between digital natives and digital immigrants. Our previous courses and readings helped us develop a working script. Jobs were assigned and schedules were created.

During the production process our shot and script lists were completed and two members (Lesha and Brent) were added to our team. Jobs were reassigned and Lesha and Brent were willing to continue with the project as originally planned. The team used a storyboard to organize each aspect of the PSA. As we revised and edited, the storyboard made it easy to determine the tasks that needed to be addressed and completed for each shot. Students and teachers that were asked to participate signed talent release forms. They worked cooperatively and were willing to take numerous shots when necessary. Mary did an excellent job of compiling, editing, and finalizing the PSA. She kept all team members informed of the progress of the production.
During post production Kimberely and Mary finalized the PSA and made sure that credits and creative commons were correctly listed at the end of the video. Revisions were made to our pre-production assignment as well as to our PSA collaborative document. Lesha created a Google doc that we have used to share our reflections on the assignments for this course.
The Week 3 readings and the tutorial ‘digital juice’ videos that a classmate provided were excellent resources for the novice (that’s me) film editor, camera tech, and script writer. Since studying for this assignment, I notice shot angles, shot types, shot techniques, voice overs, and music assets while watching tv programs or movies. The rule of thirds, lead with the nose, and don’t chop the chin are shot tips that I will use every time I shoot video or take pictures. Our team did a great job using the rule of thirds. We also incorporated some techniques that used black and white to depict the digital immigrant’s perspective while using color to depict the perspective of the digital native.
The PSA project will be etched in my memory as I take what I have learned to a classroom full of digital natives. I admire their creativity and tech savvy abilities. They are such multitasking collaborators. I'll be honest, these digital tools and natives overwhelm me at times. The 21st century learners are free to create and build as far as their imagination takes them. I take comfort in the fact that I only need to ask for help, and one of them will gladly assist me!

Davis B. (2000). Nice shot: a guide to common video shot types. Videomaker. Retrieved from http://www.videomaker.com/article/7575/

Peters, C. (Performer) (2006, September 25). Five tips for superior shot composition. Take 5: I've Been Framed. [Audio podcast]. Retrieved from http://www.digitaljuice.com/djtv/detail.aspx?sid=66

Success is in the planning. (2006). Center for educational and training technology. Retrieved from http://www.create.cett.msstate.edu/create/howto/Storybook_Handout.pdf

PSA Link: Do You Understand Me? Digital Native vs Digital Immigrant
Jeanette King
EDLD 5363/ET 8038

EDLD 5363 Video Software Evaluation and Reflection Week 2

This week has been very busy. My time management skills were being exercised every day. When I realized that part of the assignment was about researching video editing software, I believed it would be a waste of time. It wasn't. I have used Windows Movie Maker, Audacity, and IMovie to create several school, church, and personal projects. The free stuff is what appeals to me, and I'm going to use software that our school provides. The more I researched it was apparent that the free stuff is numerous and amazing.
I compared and contrasted Windows Movie Maker to Windows Live Movie Maker. They are both free and are provided with the purchase of a PC or may be downloaded for free. There are vast amounts of tutorials and resources available on the web for both applications. The main differences are that Windows Live Movie Maker is part of the Windows 7 operating system, the timeline has been omitted, batch editing is possible, and titles and captions may be inserted into a project with one click. I found that Windows Live Movie Maker was very easy to manipulate and navigate. Inserting images, audio, and transitions was simple to accomplish. The software is compatible with most file extensions. I've provided a link below that lists compatible file extensions by type.
The instructional opportunities that involve video editing are numerous. "Media production engages and excites; it leads to unexpected discoveries, increased self-awareness and esteem, sharpened critical thinking, analytical skills, group work skills, and ability to communicate ideas" (Garrison 1999, para. 1). As students collaboratively research, plan, revise, and create, they are applying prior knowledge to demonstrate current knowledge which will develop a process to acquire future knowledge.

Windows Live Movie Maker File Extensions
Podcast Link
Wiki Link

Jeanette King EDLD 5363/ET 8038

EDLD 5363 Web Conference Week 2

On Tuesday night, Nov. 22, our web conference began on time and was beneficial. The discussion was about this week’s assignment and the collaborative PSA that is due in week 5. Dr. Abernathy explained that the goal of our projects is to use the technology tools so that we are able to model their use for teachers as well as incorporate the use of the tools into our instructional lesson plans. Our knowledge should be shared so that teachers and students benefit as we prepare our students for the jobs of the future. We also have the goal to work collaboratively as we complete our course work.
Dr. Abernathy reminded us that our wiki is our eportfolio, and that it is a weekly requirement to post a reflection of a reading quote on the discussion board. We should also reply to one other person’s quote. I’m discovering that I am becoming familiar with specific names through the discussion boards and the web conferences.
Dr. Abernathy explained that our project for this week does not have to be a video podcast. The assignment is to create an audio podcast using the audacity program. She also gave an explanation for the use of descriptive tags to be added to the uploaded podcast. The tags are search words used by others to find specific information on the web. She reminded us to also be careful with knowing the correct file extensions when transferring files and documents from one digital tool to another. I googled file extensions for the Windows Live Movie Maker and found some valuable resources. I’ve included a link to one of the resources below.
Our class will have a commencement at the Sheila Humphrey Sports Center once we have completed all of our course work and earned our Master’s Degree. I’m truly thankful for my faithful, supportive husband and my great, priceless friends who are giving me the encouragement and strength to continue this endeavor.

Windows Live Movie Maker File Extensions

Jeanette King EDLD 5363/ ET 8038

EDLD 5363 Creating a Personal Digital Story

I really enjoyed this assignment. I wasn't able to condense my video to 2 minutes. My personal digital story took 2 minutes and 45 seconds, but I love the final product. The interview was an important part of this assignment. It centralized my thoughts on one specific event, and it also forced me to look deeper into my innermost memories.
The collaboration experience with Mary and Kim was very constructive, and I used most of their suggestions for improvements as I told my story. The end result was quite different from what I had envisioned. The process was a journey in itself. Lambert's Digital Storytelling Cookbook was an excellent resource. Lambert suggested to simply start writing. I had three pages of story before I knew it! I also followed his suggestions to use less than 20 pictures and to clearly identify and convey the defining moment in my story. The difficult part was editing the script.
Photo Story 3 is a great free software download. It was simple to use and the quality of the final product was excellent. I will recommend the download to all of my picture loving friends. I also plan to use the program with my students. I want them to create digital reports of famous people in history.
My niece is getting married in December. I'm already planning to create a digital story of her wedding shower. I'll give it to her for Christmas!

Lambert, J. (2007, February). Digital storytelling cookbook, 1-40. Story Center. Retrieved April 4, 2009 from http://www.storycenter.org/cookbook.pdf.

Jeanette King EDLD 5363/ET 8038

EDLD 5363 Week 1: Links

Soaring: Personal Digital Story

Wiki: King Edu

EDLD 5363 Web Conference Week 1

I attended the web conferences on Monday and Tuesday night. Dr. Abernathy shared her cell phone number and her email address with all of the participants. She emphasized that we are to call or email her with any concerns or questions about the coursework. She told us that all of the professors are available to help us with whatever issues that might arise. She explained that our digital storybook should not last more than 2 minutes, and that we must have a partner to collaborate and share the project with. Several participants wanted to complete the project without a partner. Dr. Abernathy explained that one of the goals or outcomes of the degree/certification program is to facilitate and collaborate with colleagues. Everyone must have a partner for the project.
Partners will be sharing interviews and scripts with one another using google docs and drop box. The collaboration documents need to be saved as they will be made available to the course professors at the end of the course, but they will not be graded as part of the assignments. I'm looking forward to collaborating with a partner. Two heads are always better than one, and since I am not an expert with Photo Story 3 I will be able to use my partner as a resource and as a fellow problem solver.
During Tuesday's web conference, Dr. Abernathy's computer froze so I left the session at about 6:35 pm.

Jeanette King EDLD 5363/ET 8038

EDLD 5301 Course Reflection Week 5

This course has forced me to examine and reflect on my own instructional techniques and strategies. I do not feel comfortable about requesting others to examine and change their practice, if I am not willing to examine and change my own. I realized that the activities for developing the plan were requiring me to look inward to my own perceptions of the ‘what, why, and how” of my own practice.


I am excited about the possibility that my research could initiate positive changes that could improve student learning on my campus. But, at the same time, I worried that my plan would not be practical. If major problems occurred, I would have to come up with a new plan and start all over. It was a great relief to realize that the action plan is designed to change and adapt with the learning that is acquired through data collection and analysis. The data drives the direction of the inquiry so that the inquiry is constantly evolving.

The aspect of continual inquiry has been a highlight of this course for me. The process should not end with the conclusion provided by the collected and analyzed data. The process is ongoing. One inquiry should lead to another, which leads to another, which leads to another. Our schools will never be perfect, but there is always room for improvement. When the shared vision of the school is to impact the students we teach, the inquiry becomes a driving force to change our practice. Marc Prensky challenges us to keep the lights on for our students. Action research is a tool that keeps the lights on for us. We all get complacent and tired. We need the inquiry to rekindle our love of learning and to renew our desire to make a difference.

This course has made me aware of the value of action research. It is a powerful tool that promotes educational reform and campus/district policy changes. Action research provides me with the data that will support the need for change, or it may necessitate the formulation of new questionings. Despite the results of the inquiry, all educational stakeholders will benefit as we strive to improve student learning.


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

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools 8 steps from analysis to action. (pp. 47-55). Larchmont, NY: Eye On Education, Inc.

Martin, G., Wright, W., Danzig, A., Flanary, R., & Brown, F. (2005). School leader internship. (2nd ed., pp. 104-107). Larchmont, NY: Eye On Education, Inc.

Prensky, M. (2008), March. Turning on the lights. Educational Leadership, 65(6), Retrieved from http://www.ascd.org/publications/educational-leadership

Jeanette King
EDLD 5301/ET 8038

Reflection EDLD 5301 Week 3

This week has been 1 step forward and 3 steps back for me. Part 1 of the assignment for this week was actually completed in the Week 2 assignment. I found that I was simply restating what I had already submitted in Week 2. In part 2 of this week's assignment I was confused about which template was used for the Draft Action Plan. I wasted about 45 minutes trying to insert rows in the 7-1 Action Planning template. Kimberely helped me with this when she told me about the Workable Action Planning template in the resource section of EPIC. When attempting to post my Draft Action Plan to my blog, I could not find "Posting Your Action Plan Template in Your Blog" that was supposed to be in the resource section in EPIC. I emailed the instructional assistant, and he couldn't find it either. So, I googled embedding a document and found scribd.com. THANK YOU, GOOGLE! I love scribd.com. I will be able to use it throughout the rest of my courses. The Harris text was an invaluable resource when it came to completing the Draft Action Plan. It explained the 8 steps clearly, and I am pleased with the end result. I hope Week 5 is easier on my stress/frustration level.

Action Research Draft Plan

Reflection EDLD 5301 Week 2

After reading about the 9 areas of passion for action research, I have complete respect for my principal and his excellent skills in leadership and management. He is not a miracle worker, but he is diligent as a positive role model for teachers and students. He is truly a “head learner”.  I am very enthusiastic about the inquiry for my action research. Dr. Lewis, Superintendent of Pasadena ISD, was absolutely correct when he suggested that my topic should generate my interest so that I am focused on the outcomes of the research.  I feel empowered to know that my data collection and analysis will impact future school instruction and improvements. It is exciting to realize that by changing practice with innovative strategies and appropriate digital tools I am able to make a positive difference for the entire school community.

Action Research Purpose/Significance

Purpose: I will research how the computer labs on my campus are utilized to effectively integrate technology.

Significance: The stakeholders who will benefit from this study are the students, teachers, and technology staff. Students benefit because “technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives” (Cradler, McNabb, Freeman, Burchett, 2002, p. 47). The teachers benefit because our current C-Scope curriculum does not provide technology applications TEKS. My research will provide suggestions and plans for improvement as our campus seeks to become fully integrated. The technology staff will benefit, because my research will reveal who is utilizing the lab as well as the programs that are being utilized for integration. The technology specialist is then able to align resources for maximum, efficient, teacher and student use.

Cradler, J., McNabb, M., Feeman, M., & Burchett, R. (2002). How does technology influence student learning. Leading and Learning, 29(8), 46-49. Retrieved October 11, 2011, from https://k20portal.ou.edu/k12/leaders/Document%20Library/1/Article.StudentLearning

Blogs as Insightful, Collaborative Tools

Blogs are a great way to communicate with other educational leaders. Blogs build relationships between people with similar interests. Bloggers within an educational community are able to inspire and motivate each other through professional and personal posts that promote constructive feedback. As administrative leaders reflect on their own thinking, they gain critical insights into their own practice over a period of time. The blog is able to store and share those thoughts so that they may be revisited to gain deeper insights as inquiry research evolves. Internal blogging may be used to encourage educators to post articles about conditions that influence success and provide solutions to problems within their own campus or district.

Dana, N. F. (2009). The road map: developing a data collection plan. In Leading with passion and knowledge the principal as action researcher (pp. 87-89). Thousand Oaks, CA: Corwin.


Warlick, D. F. (2005). Classroom blogging a teacher's guide to the blogosphere. Raleigh, NC: The Landmark Project.

Jeanette King
EDLD 5301/ET 8038

Action Research/Administrative Inquiry

Action research or administrative inquiry is a process that promotes school improvement. The administrator or teacher poses a question, collects and analyzes data, develops a plan of action, implements and monitors changes, shares the results, and collaborates with colleagues. As teachers and administrators examine and reflect on their own instructional techniques and strategies, they consider and implement new and innovative ways to improve their schools.

In traditional educational research, administrators are expected to implement research that has been conducted by an “outside” expert. This expert rarely comprehends the daily activities within the school. In contrast action research is conducted by the administrator or teacher. These are the true experts. They investigate solutions to significant problems that are worthy of being resolved. As a direct result of being personally involved, these experts will effectively implement and monitor changes to promote school improvement. Action research is a process that represents the “voices of the people who work in the trenches of the school building on a daily basis” (Dana, 2009, p. 5).

As a teacher, I realize the value of action research. It is a powerful tool that promotes educational reform and campus/district policy changes. Action research provides me with the data that will support the need for change, or it may necessitate the formulation of new questionings. Despite the results of the inquiry, all educational stakeholders will benefit as we strive to improve student learning.

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


Jeanette King
EDLD 5301/ET 8038

EDLD 5306 Concepts of Educational Technology: Course Reflection

     I envisioned this course to be inclusive of various implementation techniques of technology tools. I saw this course as a way for me to become effective as a facilitator of the latest Web 2.0 technology tools. I was prepared for the personal applications that will enable me to effectively teach what I have learned. I really enjoyed how the activities used the technology tools to develop my understanding of the actual content of the course. I was not prepared for the assignments that required me to research, summarize, and reflect on numerous technology plans, personal leadership instruments, and current internet privacy and safety issues. I had not realized how vitally important it is to involve all stakeholders to develop effective strategies and plans to ensure a program that meets the needs of the school district. The course outcomes did not directly align with what I had envisioned, but the challenging expectations of the course definitely broadened my view of the world of the 21st Century digital natives.
     I am actively implementing the technology tools that I used while completing the course assignments. As a result of this course, I have been able to implement two technology tools on my campus. I have helped create a wiki site for our 5th grade teachers to use while planning curriculum and school related activities. I have also created an instruction guide that my homeroom and enrichment students are using to create Wordles. I also have plans for my students to create podcasts and Animoto video clips. This course has given me a true appreciation for a comprehensive campus technology plan that all stakeholders understand and are willing to abide by and enforce. After researching our campus technology plan, I have realized that there is an obvious need for the plan to be updated according to the needs and goals of our district. All of these factors are evidence that the course outcomes are relevant in my school environment.
     The very nature of an online course makes it challenging to digest and absorb a vast amount of information in a brief amount of time. I will need to review and devote further study to the goals of the numerous technology plans at the national, state, and district levels. I will also need to study the copyright laws and privacy and safety issues that are necessary for our children to behave ethically and responsibly while being online. To be an effective facilitator it is my responsibility to know, model, and convey the facts regarding these issues. As of today I do not feel that I am equipped to do this. The exposure to the information challenges me to be a proactive educator and leader. It is imperative that I seek the appropriate technology tools and collaborate online by implementing blogs and wikis in order to gain a better understanding and comprehension of today’s challenging issues.
     The main contributing factors to my success in completing this course were attending the weekly web conferences and collaborating with two very dear friends. The assignments have multiple points of reference. Weekly assignments are accessed through EPIC, but it is necessary to check for updated weekly overviews through discussion boards and Lamar e-mails. It is also necessary to check the class website, cohort 23, in order to keep current with the expectations of the course work. The class website has been a tremendous aide by providing e-mails and URLs of class participants. Cohort 23 also aides with providing web conference powerpoints and course required documents. The multiple points of reference were very confusing for me until I started creating a list of each activity and noting the requirements that were found at each site. If this information could be compiled so that all requirements for the assignment are listed in one document, frustration and anxiety would greatly be reduced.
     This course has helped me learn a lot about myself. The assessments that impacted me the most were the Keirsey Temperament Sorter, Multiple Intelligence Inventory, and the Technology Literacy Self-Assessment. Through the completion of these assessments I have identified leadership and technology strengths and weaknesses that will enable me to effectively use my skills to collaborate with and instruct others. The knowledge that I am a digital immigrant in a world of digital natives inspires me to be a proactive educator who implements and integrates technology so that learning is relevant for the 21st Century student. I have learned that technology is the future and that I have a responsibility to model, promote, instruct, collaborate, and mentor others so that all stakeholders realize that change in our schools is essential. Technology tools in the classroom must be the resources that drive the instruction. I am aware that it is also my responsibility to support and participate in the ongoing planning of an effective school district that promotes technology implementation.

Jeanette King
EDLD 5306/ET 8038

Web Conference: Sept. 20, 2011

     This was our last web conference for EDLD 5306. We received information that will prepare us for what is to come. Everyone should print the Internship –To Do List on the cohort 23 class website. The list may be found after clicking on Internship Requirements. PowerPoint presentations of the web conferences are also available for upload from the class website. They are found after clicking on Web Conferences.
     The next course is EDLD 5301 Research. It begins on October 3rd. Tuition should be paid by Monday, September 26th. Mrs. Borel assured us that all courses use EPIC and that weekly web conferences will be scheduled.
     This course has been very challenging for me. The last 5 weeks have been an unrelenting exercise in time management and prioritizing skills. This course began the same week that my 5th grade teaching job began. My suggestion would be to educators to begin this course in any month except August. The duties required for my job and the assignments to be completed for the course demanded an exorbitant amount of time. It was often quite overwhelming. However, I have survived! I’ve made it with a renewed appreciation for technology, a commitment to ensure that I implement technology, and an ongoing challenge to master APA format!

Jeanette King
EDLD 5306/ET 8038

Web Conference: Sept. 14, 2011

     I am so glad that I participated on the web conference this week. Ms. Borel informed our class that Tk20 is having some problems, but the Application for Internship and Assignment 1-Part 1 should be uploaded to the e-portfolio. NCATE dictates that Assignment 1-Part 1 is a key assessment that must be included as a part of our internship requirements. Ms. Borel also explained that an example of the curriculum vita may be found in the School Leadership Internship book on page 125 (Martin, Wright, Danzig, Flanary, and Brown, 2005). The vita is to be posted to our wiki and is due this Sunday by 11:59 pm.
     We also received information about the Internship Plan Template found on page 20 of the Internship Handbook. ISTE’s Technology Facilitation and Leadership Standards should be used as a resource for listing activities on the template. Activities need to correspond with 33 Performance Indicators. The indicators are broken down into 8 standards. A list may be found on the cohort class website. Click on Internship Documents, then view the attachments on the page. Download the attachment named Internship Field-based Activities Requirements. The list is to be used with the book, ISTE’s Technology Facilitation and Leadership Standards (Williamson, and Redish, 2009). A well chosen activity may be applicable for more than one performance indicator. This assignment is due during Week 5.
     I’ve made it through the first course toward earning my Master’s Degree. The biggest challenge has been to keep up with my duties and responsibilities for my Social Studies’ classes as well as complete the assignments for this course. I’m excited, proud, and tired. Seventeen more months to glory! I’m surviving with a worthy goal in sight!


Martin, G. , Wright, W. , Danzig, A. , Flanary, R. , & Brown, F(2005). School leader internship. (2nd ed.). Larchmont, NY: Eye On Education, Inc.

Williamson, J. , & Redish, T. (2009). Iste's technology facilitation and leadership standards: what every k-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.

Jeanette King
EDLD 5306 ET 8038

Web Conference: Sept. 7, 2011

     This week’s web conference was very informative. Our topics of conversation were internship requirements, internship handbook, TK20, submitting the Application for Internship and the Site-Mentor Agreement, and the steps necessary to access grade comments for the assignments.
     Ms. Borel used the internship handbook to explain the difference between the course-based embedded and field based experience hours. It was noted that we are required to complete 150 hours for each of these components throughout the 18 month degree plan. This results in a total of 300 hours to complete the requirement. Pages 5, 9, and 17 in the handbook explain the course requirements and the role of intern. Pages 28-38 of the handbook addresses the field-based activities and provides a monthly log in order to track the 150 required hours. Postings to our blogs and wikis will also be evidence of this component of the degree plan.
     Mary Johnson, a cohort 23 class member, was able to provide assistance to several classmates that needed information on how to access their grade comments on the Lamar Epic Home site. Members should click on the rubric button beneath the assignment and then click on the details button. Great job, Mary!
     I’m very glad I attended this conference. Several classmates have the same questions that I have about issues with the assignments. Each conference has been informative, and I’m beginning to recognize some names and faces of cohort 23.

Jeanette King EDLD 5306 ET 8038

Lumberton ISD Technology Plan and E-Rate

LUMBERTON ISD E-Rate

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National Educational Technology Plan Executive Summary and Reflection

The National Educational Technology Plan was released by the U.S. department of Education in November 2010. The plan is comprised of five goals: Learning, Assessment, Teaching, Infrastructure, and Productivity.

The plan provides models to depict what learning should look like. It emphasizes that students should be learning inside and outside of the confines of the classroom, and that technology should be used to provide students with learning experiences that reflect the reality of their daily lives. The technology empowers students to take control of their own learning, while educators are to provide activities that meet individual goals, needs, and interests using technology tools. 

The plan states that educators are to practice connected teaching.  Connected teaching is 24/7 access to information regarding student learning.  Educators are connected to their students, to professional resources, and to analytical tools that provide insight into student learning.  As students engage in self-directed learning, educators are to become the facilitators and collaborators for their learning. Educators are expected to participate in professional social networks that support their own learning as they strive to improve technological knowledge and expertise. Educators should be given opportunities to take online courses and to collaboratively design and develop resources with other educators.

Economic funding is probably the greatest hindrance to this plan. The infrastructure of the school district will have to ensure 24/7 access for all of its students in order for the connected teaching goal to become possible. Our school buildings will need to be remodeled and updated to provide students with the latest advancements in technology equipment.  School districts will need to provide educators with extensive professional development that ensures students are being provided with individualized and differentiated instruction.

Jeanette King

EDLD 5306  ET 8038

Lumberton ISD Technology Plan: Summary and Reflection

Lumberton ISD has developed four goals based upon the recommendations outlined by the Texas Long-Range Plan for Technology. Each goal addresses a specific category of the plan and provides strategies to ensure the accomplishment of each goal.

The first goal is to transform the teaching process by allowing greater levels of interest, inquiry, analysis, collaboration, creativity, and content production. To accomplish this our district will integrate the Technology Applications TEKS and activities with more rigor and relevance into all the curriculum areas, implement robotics activities, and provide web-based tools for student use.

The second goal is to provide ongoing, continuous, job-embedded professional development to assure mastery of the ISTE NETS Technology Application Standards for all teachers, librarians, and administrators. To accomplish this our district will provide equipment for instructional use, fund participation in technology professional development, and encourage innovative student-centered teaching strategies.

The third goal is to ensure that administrators will model and strongly encourage the implementation of educational technologies using 21^st Century skills. To accomplish this the district will schedule and communicate with the technology committee at least twice a year, implement and maintain the district technology online inventory system ,and  purchase and implement a document scanning and archiving system for financial records.

The fourth goal is to provide a stable and robust infrastructure for technology use. To accomplish this the district will provide an infrastructure that allows students access to resources on-demand, add additional wireless access points to cover areas of need for each campus, and upgrade network equipment to Gigabit Switches.

The district Instructional Technology Director in Lumberton is responsible for all technology professional development training. Opportunities for professional development are available throughout the school year as well as during the summer break. Each Lumberton school has a Campus Instructional Technology Specialist that provides topical and specialized training specifically for that campus.

The LISD Technology Plan has delegated resources and funds to support the technology goals of the district. However, recent budget cuts may delay the realization of many goals within the plan.  LISD has upgraded fiber optic lines, replaced equipment for our wireless networking, and invested in new virus protection software.

LISD monitors the progress concerning technology goals each week. The Instructional Technology Director, Network Director, and the Hardware Technicians evaluate goals and implement strategies in order to fulfill the goals of Lumberton ISD’s technology plan.

Jeanette King
EDLD 5306  ET 8038

Technology Assessments: Pros and Cons

Assessing educators’ technology leadership knowledge and skills is very beneficial to determine the level of professional development needed to ensure that our students are receiving 21^st Century skills instruction. The NetCorps Technology Literacy Self-Assessment, The Multiple Intelligence Inventory, and The Level of Technology Implementation (LoTi) Digital Age Survey, and the campus STaR chart should be used to provide educators and administrators with the information necessary to target specific needs for professional development. This would be cost effective when creating the school district’s technology budget.

The Multiple Intelligence Inventory and the NetCorps Technology Literacy Self-Assessment are beneficial for teachers as they assess the technology strengths and weaknesses of their students. As educators become facilitators and students are in control of their own learning, it is necessary to administer these self-assessments so that students are able to collaborate and mentor one another efficiently and productively. Students are encouraged to explore their strengths and weaknesses by making choices as they complete student-centered lessons and activities.

It has been my experience that several of my students are excellent problem solvers. They enjoy discovering how the program works, and how to use every tool available. The technology coordinator walked in to my class one day with an e-Instruction Mobi slate. I knew nothing about the tool. I had two of my problem solvers experiment with the Mobi during our Enrichment class. They were more than willing to teach their fellow class members how to use the tool for our classroom assignments.

The validity of every assessment is contingent upon the honesty of the person being surveyed. I do not believe that there are any other negative aspects. Professional development will only improve an educator’s knowledge and skills. Knowing a student’s  strengths and weaknesses will only improve my ability to meet their individual and differentiated needs.

Jeanette King

EDLD 5306  ET 8038

Web Conference: August 31, 2011

This web conference was full of a lot of valuable information. I was especially excited to learn that I would not have to take the GRE! Once I've completed my Master's Degree, I will be eligible to take the State Technology Exam as well as the Principal Certification Exam. I feel that all of this hard work is being rewarded. It's like going to the mall and discovering a 3 for the price of 1 sale. I do love a bargain! Mrs. Borel also informed us of what is to come. The coursework is designed with the assignments necessary to complete the Comprehensive Examination Summative Final Report. I've been staying up way past my bedtime. It's easy to become overwhelmed, so I'm taking one assignment, one reading, and one video at a time. My daughter came in the other night while I was studying. She hugged me and said, "Mom, I'm proud of you!" Those sweet, thoughtful words give me the strength and determination to press on!

Web Conference: 08/24/2011 ED 5306 ET 8038

I enjoyed being able to put names to faces. I needed to attend this conference so that I could learn how to work the webcam and the mic (mute and un-mute). At times the audio was distorted, but I was able to hear most of it. I learned answers to questions that I had about the assignments.