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!