Session 3: Technology Integration Hierarchy

Can technology integration in American classrooms adequately or correctly be expressed as a hierarchy? Why or why not?

In listening to Dr. Newberry’s podcast on Technology Integration Hierarchy I believe there is a type of hierarchy in American classrooms today. As a teacher, I’ve seen evidence of these levels of hierarchy that he spoke of at my own school site, and even in my own classroom. By definition these levels of hierarchy have many different names. Dr. Newberry made reference to his levels of hierarchy have been around for about 10 years, but that with time comes change, and how we perceive this hierarchy.

Before looking at any type of hierarchy, especially when looking at technology integration in education, it is necessary to look at both the needs of the teacher and the student. I feel that it is very important to first, look at the perceptions of the teacher with respect to both teaching and learning. In other words what pedagogical methodologies and effective instructional strategies is the teacher bringing into the classroom in order for technology integration to happen? It is important to both look closely at the teaching methods being used, as well as the learning outcome in the design and development of curriculum with technology integration in mind. 

 

It is also equally important to look at the perceptions of the students with reference to learning styles, background knowledge, technology use and adaptability to technology integration. With the advent of technology we are seeing students learning in whole new ways, and creating new avenues of meaning in their own lives. Not all students are going to be at the same level of technology integration, so we must take this into consideration when designing curriculum that uses technology as a viable tool for learning. I think we must also look at the perception of the student with how they perceive the teachers’ effectiveness.

 I think there are many different factors that play key roles on what a technology integration hierarchy should look like. In looking closely at Dr. Newberry’s hierarchy, I’ve comprised a probable list in comparison.

 

Dr. Newberry’s Hierarchy Levels	My Proposed Hierarchy Levels
Adjunct or Peripheral Use– The computer is used as a reward, no planning is done to ensure that the technology augments learning.	Adaptation– Lowest level of exposure to a technology. Some familiarity.
Use as a Teacher Tool- The computer is used by the teacher to manage classroom, do correspondence, etc.	Application– initiating new technology. Focusing on finding a use for the technology that may or may not continue, especially if the technology breaks down.
Non Integrated Use as a Student Tool– Computers are often used as tools to use on students. Teachers may include drill and practice software in lesson plans.	Integration- acceptance of the technology. Focus begins to shift from learning the technology to effective use of the technology in teaching.
Integrated Use as a Student Tool- Students help plan or decide how technology is used. Computers are used by students to demonstrate knowledge, find and organize information, and produce objects and products as part of a learning process.	Restructure– Re-designing teaching strategies that focuses more on learning and goals of instruction. Students become more involved in the learning environment .
Transformational Use- Just as in society, technology changes the structure of the activity. In fact, after transformation has occurred, it would be difficult or even impossible to do the activity in the same way without the technology.	Expansion- This is the highest level where most are able to cope with change and have skills to adapt newer technologies as needed or desired in teaching and learning environment.

   Whatever hierarchy is used there is always going to be similarities and differences. As a teacher, it is important to choose the right levels of hierarchy that genuinely meet the needs of the teacher, and teaching and learning.

Activity Log:

 

1. Listened to Dr. Newberry’s podcast on Technology Integration

   Hierarchy,

2. Wrote response to Dr. Newberry’s question on hierarchies in

   American classrooms.

3. Responded to blogs(3-Session 2)(3-Session 3)

4. Finished revisions on IRB Application and sent it to Dr.

   Baek.

5. Completed modified proposals for 3 projects.(1)Revisions of

   IRB application, (2)Work on Chp. 2-Lit Review, and 

   (3)Revisions on Chp.1,3,and 4 of thesis project.

 

Session 2: Management vs. Leadership

In an article entitled, “What Does the Research Tell Us about Teacher Leadership?” the authors defined teacher leadership as such:

 Teacher leadership is the process by which teachers, individually or collectively influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement. Such team leadership work involves three intentional development foci: individual development, collaboration or team development, and organizational development. (pp. 287.288)

This often means that these teachers are they often are called upon to participate in peer coaching, engage parent and community participation, and review research in their time away from the classroom. Usually, these leaders are teachers who have substantial teaching experience, are typically known to be excellent educators.. They are learning and achievement oriented and willing to take risks and assume responsibility. These teachers use a variety of informal and formal channels to exert leadership, including acting as union representatives, department heads, and mentors.

The authors formulated conditions in three key areas, which properly developed could foster the growth of teacher leaders: school culture and context, roles and relationships, and structures. School culture and context can facilitate leadership when the following characteristics are present:

• A schoolwide focus on learning, inquiry, and reflective practice.
• Encouragement for taking initiative.
• An expectation of teamwork and shared responsibility, decision making, and leadership.
• Teaching professionals being valued as role models.
• A strong sense of community among teachers that fosters professionalism.

Teacher leadership also is nurtured through roles and relationships when:

• Colleagues recognize and respect teacher leaders who have subject-area and instructional expertise.
• High trust and positive working relationships exist both among teacher peers and with administrators.
• Teacher leadership work that is central to the teaching and learning processes (as opposed to administrative or managerial tasks) is routinely assigned.
• Teacher-leader and administrator-leader domains are clearly defined, including their shared leadership responsibilities.
• Interpersonal relationships between teacher leaders and the principal flourish.

After listening and reflecting on Dr. Newberry’s podcast, and reading this article I surmised that the role of leadership is more to my liking, especially how it pertains to the use of technology to support and improve the school site that I am working at.

 

When I started the masters’ program in instructional technology I already knew that I wanted to play an active role in finding how technology could improve the school and classroom environments. I am willing to take the initiative, to take a risk on a new vision which is quickly formulating on the horizon and changing the way teachers teach and how students learn.

 

I have actively involved myself by being a mentor to other teachers, facilitating trainings, serving on numerous technology committees, and even being part of volunteering for district committees whose focus was to look at how technology can best be utilized to improve the use of technologies in the schools. I also attend many technology fairs to find out what types of technologies are out there, and how could they best be used to improve all different aspects of the school environment and make it better. I often do this on my own dime because I believe in it strongly enough.

 

I believe in building a strong community amongst our teachers because it brings us together as a collective group with a collective purpose. In the immortal words of John Donne, “No man is an island, entire of itself.” So it is with teachers. Teachers need to look at shared goals, new ideas, and share a common vision in technology in education, or anything that greatly affects the school environment. I believe it was Spock in one of the Star Trek films philosophically said, “That the needs of the many outweigh the needs of the few.” Let’s face it important decisions affect everyone at a school site. I think teachers as leaders can have the collective power to improve the school by looking at the advantages that certain technologies can change and improve the school. It simply means that teachers need to be active participants in the change they want to happen. It also means that teachers should also have a more active role in being part of the decision making process when it comes to the schools’ technology plan and purchasing decisions on technology requirements and implementation.

My goal is to break new ground by actively seeking information from my principal, and the powers that be in playing a more active role in finding out about the technology that is being used at our school site, what our technology plan looks like(if any), and having the ability to become part of the decision making process as to what technology if integrated would best serve the staff, teachers, and students. I would like to see what our infrastructure looks like, both at the school and district level. Therefore, I am looking forward to discussing with our principal and fellow teachers in an effort get their perspective and ideas about technology and the best way to use it to improve our school.

So, if I can briefly summarize the highlights of  what Dr. Newberry was trying to show what a good leader looks like it would be:

·         Guiding change and always having an eye on improvement of the school

·         Active role in forming institutional goals/constantly reviewing attempts to make better

·         Works to develop and understanding of how technology serves these goals

·         Critically examines what a technology can do and integrates into school

·         Actively involved in purchase decisions/Understands goals

·         Looks at shared goals and vocabulary of the technology to create shared vision

·         Actively listens to teachers, students, and school board members for feedback

·         Develops and communicates high expectations to the use of technology

·         Creates realistic and achievable goals

·         Makes sure that the infrastructure supports the vision

·         Makes sure the infrastructure of what the school needs goes beyond maintaining networks or changing out computers

·         The infrastructure must support school improvement in order to complete mission.

It is the guiding principles that Dr. Newberry talks about that gives me the motivation and desire to be a leader as a teacher, and a leader in technology as our schools move to a new vision of the future where technology will play a dramatically key role in changing and improving teaching and learning.

References:

The Center for Comprehensive School Reform and Improvement (2005). “Research Brief: What does the research tell us about Teacher Leadership?” Washington, DC. http://www.centerforcsri.org/files/Center_RB_sept05.pdf

 

Activity Log:

The first part of the week I worked on revisions on my IRB application so I can get it signed off by Dr. Baek.

The second half the week I worked on my proposals for this class.

I apologize for the big font at the end. I don’t know what happened. It was all type written in the same font but for some reason it went big half way through. I apologize to Dr. Newberry for having this assignment late, but I was trying to fix the font to make it presentable.

 

 

Session 1: Course Introduction and Orientation

Hello Everyone. My name is Robert Fleck. I am a fourth grade teacher at Andrew Jackson Elementary in Indio, California. I have been teaching now for 13 years. I am also an active participant in the master’s program for instructional technology. I am coming to the end of my journey, though at times frustrating, challenging and rewarding nonetheless. I am currently working on my thesis project. For the purposes of this class, my projects will be focused on completing my thesis project with the guidance and support of Dr. Newberry. I have taken many of his online classes, so I am not new to this format of instruction. I found his online classes to be most beneficial on how they are constructed, and the information that he provides in allowing the student to get a real insight on how technology can be used as an instrumental tool in education.

In his podcast, Dr. Newberry talked about 3 ways or approaches to the use of technology in education. Though he stated that there were other approaches, he saw these 3 as the fundamental building blocks for teaching this class. In his 20 plus years of teaching, he found these approaches to work best. I have tried to the best of my ability adhere to these approaches as I use technology more in my own teaching.

The 3 approaches are as follows:

1. Using technology to increase our  personal effectiveness in our own role, and being a role model for others.

I personally use technology in my classroom everyday. I use everything from computers, smart slates, LCD projectors, audio amplification system, and a digital reader. I feel that this technology allows me the autonomy and flexibility to present subject matter with greater ease and versatility. I truly feel that it allows me to be more effective in my own role as the teacher by what I can provide students in the way of stimulating and engaging information. I feel that technology not only allows me opportunities to teach in new ways, but also allows the learner/student new opportunities to engage in new ways, and at the same time find new creative ways to show how they have mastered the material. In addition to my regular teaching, students work on projects that often use different types of technology to present their understanding of the subject matter.

 For example we are starting a new project this month. It is a webquest that deals with the land regions of California and some of the Native American tribes that lived in those regions. Both are part of the social studies curriculum and state standards. They will be creating reports, PowerPoint presentations, and creating artifacts of the particular tribe the group has chosen.

As far as modeling the use of technology to others, I am constantly collaborating with my grade level. In addition, I do work and collaborate with other teachers who are genuinely interested in learning how to use technology effectively in the classroom.

Our principal gave us a book to read called the “The Collaborative Teacher.” In the book, one of the authors, by the name of Cassandra Erkens states how teachers as leaders can be instrumental in transforming education in the classroom. She says that there are four critical roles that teachers must assume to effectively become leaders in the classroom. They must be collaborators, action researchers, reflective practitioners, and learner advocates. I think these roles are crucial regardless of what level of leadership we have in education. I feel that these roles are pertinent in guiding us to be better teachers, educators, and leaders.

2. Communicating to others information on the use of technology in education.

In my capacity as a teacher, I have had many opportunites to communicate to others information regarding the use of technology. I have served as a technology committee representative for a number of years. I would often pass valuable information from the district level to the school site. I have also served on a technology committee in which periodically the district looked at all of it’s mission statements that effect each school site. These mission statements are always thoroughly looked and often updated to fit the needs of the district, school sites, teachers, and students.

Through the district a few years back I was chosen as a mentor teacher to help teachers at my grade level at my school, but also teachers from other sites. I would often help them with learning various software programs or setting up responder systems for testing, or even in creating viable ways that could make their jobs a little bit easier. In other words I often worked with them so they could use the technology more effectively in order to take full advantage of its use.

3. Supporting the use of technology in education through the use of planning, promoting, and staff development.

As far as having an active role in the planning the use of technology I have very limited experience. I do not make any decisions as to what type of technology we purchase at our school site. I would be interested in looking at what kind of technology plan that we do have implemented, if any. I would also like to find out how I could be a part of the decision making process. I would like to see who is involved in this process besides the principal and what gets passed down from the district.

With respect to promoting technology I am a big advocate. I believe it is the way of the future. I feel that more teachers need to get on board or be left behind. Teaching is changing, and so is the way students learn. Technology is changing with new ideas and innovations for both teaching and learning. Whenever I get a chance I always make an effort to promote technology use in the classroom. 

With school budgets being cut funding for technology can sometimes serve as an obstacle. I would love to find new ways that we can breakthrough these obstacles and keep technology moving forward. Districts/schools are often discouraging teachers to go to conferences and will often not pay for them. I feel strongly enough about technology use in education that I often pay for the conferences myself to get an edge on the new technologies that are emerging. I do my best to implement the things I learn from these conferences. I really feel that I am promoting technology by going.

I have in the past been involved in staff developemt, whether it was specifically with my grade level or the whole staff. I have provided training for specific software. I also did a staff developement training on the parent page which was created by me and my good friend, partner, colleague, and mentor Kathy Kronomeyer. It also happens to be my masters thesis project in which I am trying to finish.

Learning Contract

I have determined that I would like to do 3 projects.

With Dr. Newberry’s permission, I would like to do the following:

1. Finish revisions on IRB application and turn it in.

2. Work on completing Chapter 2-Literature Review for my thesis project.

3. Work on revisions of Chapters 1, 3, and 4 by first reader(Dr. Baek)

I feel that these 3 things are crucial in finishing my thesis project. I know that Dr. Newberry and I will discuss the specifics next week. 

I am looking forward to this class. I know it will be challenging, but it’s now or never. I choose NOW! I am looking forward to reading your blogs, and I look forward to your insights, your support, and your collaboration. 

 

ETEC 541: Final Project

Hello Everyone,

Well we’ve come to the end of the road on another wonderful class. For many of us, it will lead us down a new road of endeavour, and endless possibilities in online learning. Attached below are the links to my project. I hope you enjoy my project as much as I had fun creating it. Take care everyone! I hope everyone has a wonderful Christmas holiday.

Robert

Parent Pages-This is where are all my documents are located if you can’t access them on the course schedule.

Course Schedule

Course Syllabus

Session 10-Delivering Online Learning Resources

Session 10-Delivering Online Resources

Well, it has been an eventful journey taking my online project design through its many stages of development into a nearly finished product. Through the different stages I have discovered what it really takes to put an online course together. It’s a lot more complicated than I first thought it would be. As Dr. Newberry states in his lecture, understanding the use of technical resources in order to create learning materials that communicate effectively to your students is crucial. The designer must also understand how the lessons will flow, and what methodologies will be used so that the learner can use them effectively.

In my case I am fairly proficient at the technology being used for my project. First, I am familiar with the Course Management System (CMS) that we have at the District. For the most part it is pretty easy to learn. Our district’s technology department does have available training on CMS. If students, who in this case will be teachers, need additional help, they have this opportunity. I am also versatile in the use of Microsoft Word and PowerPoint. Many of my lessons have been created using these software formats. Currently, all materials have been placed in the course environment.

I plan to interact with students on a weekly basis through blogs and emails. It will be my responsibility to interact with students letting them know about grading, responding to their work, and making sure they are staying motivated. I will also be monitoring how students are interacting and responding with other students in the course. The student also has a responsibility to interact with the instructor if clarification is needed on a particular topic or assignment.

The structure is solely built on my preferences and specifications to create interaction with the instructor, the students, and the content (lessons). It is my hope that these interactions are consistent in nature so as to allow more guidance for the students. The course itself will be totally online. The reason being is that many teachers have very busy work schedules. This will allow for more flexibility. Because this course will be primarily asynchronous, teachers will need to contact me through email if they have any questions. The only synchronous sessions will be through Talkshoe during the beginning of the course, and at the end when final projects will be presented. The first synchronous session will tend to be more instructor-led, whereas, the last two sessions will be student-led. Most of the interaction through the middle of the course will be the students interacting with lessons (content) and in the creation of their own lessons to put on their own parent page.

I feel that I have put a lot of thought into this project. I have been getting some good feedback from other students in the class who seem genuinely interested on how this project turns out. I think the course has a good variety of activities and enough interaction to make it worthwhile. I feel that both the students and I will have a clear understanding on how the types of interactions will make this course more effective. Good communication and effective teaching practices are at the crux of designing and developing a solid online course.

One of the biggest ways I can help my students is to clearly define my expectations of the course, and what I expect from my students. It is important for me as an instructor to understand my students’ needs and skill level. It is also important to keep students engaged and motivated.  Because I am in the District, students will be able to readily communicate with me through email or by the phone. I would also have set online hours so that I will be available for questions or problems. I want to assure students that I am here for them. Since my students will be teachers, I would hope that teachers will not be afraid to ask questions if they get stuck. I think the use of blogs to reflect ones’ understanding and interaction with the content is also a useful and helpful resource. Constructive criticism and guidance from both your peers and the instructor can go a long way to gaining insight into the learning experience.

My particular online course will not have any formal testing involved. My grading system is clearly defined in my syllabus. All submitted assignments will be through the students’ blogs for me to evaluate using the rubric for teacher-created lessons, and the rubric for blog entries. I would also use a rubric for students’ final project presentation. I feel that blogs are the best way to go, and the positive aspects of using a blog far outweigh the drawbacks.

Designing, developing, and delivery of online learning materials can be daunting at first, but if you truly stick to the ADDIE design process, delivering an online course can be very rewarding. I am very thankful for the opportunity to attempt something new and challenging. I am also thankful to Dr. Newberry, who has allowed me to spread my wings and take on something bigger than myself and be successful. His guidance and support through this journey has been very beneficial not just as a teacher learning new things, but as newly established designer creating and designing new learning materials.

Final Project Coming Soon!

Session 9:Project-How to Design and Develop a Parent Webpage

Project Report

Course Content Characteristics

The course I decided to create is an online course on “How to Design and Develop a Parent Webpage.” It is a school web-based parent webpage where parents can have access to resources and strategies needed to help their school-aged children. The course would be fully online to fit students(teachers) busy schedules. I felt that it was important for parents to have a place where they can get important information to provide positive, supplemental reinforcement to their child’s learning experience.  In looking at who my students would be, I surmised that teachers at the elementary level would best benefit from this kind of course. What better resource, than to have teachers creating valuable resources and lessons where parents have them readily available for their children. The purpose of designing and developing a parent webpage is to increase parent involvement and communication. With a parent page in place, parents will have the necessary resources to help their children at home.  Parents are most likely to become more involved if they are kept up to date with student progress, as well as, school events. It is my intention that once the parent page is fully functional teachers can provide parents training on its use, and its plethora of resources.

 Course Objectives

My course objectives for designing and developing my e-learning course for this class, are:

• Use research to decide what information will go on the Parent Page.
• Create criteria for choosing quality web pages and links.
• Design teacher-created lessons to go on to Parent Page.
• Create resources for parents in a variety of areas

Learner Characteristics

 The course is specifically for elementary school teachers since it appears that is where the greatest need seems to be. These teachers will have basic to proficient computer skills, and will be highly motivated with a genuine interest in increasing parent involvement. These teachers will be designing and developing their own parent webpage for their own school site. In addition, these teachers will be designing and developing teacher-created lessons for the webpage. It will be important for these learners, especially when designing the webpage and lessons that they choose technologies that they are competent and comfortable with.
 
Instructor Characteristics

Since this course has never been taught through traditional means or online I will be the initial instructor. I have never taught an online course before, so this will be as much of a learning experience as it will with my students. I have taken a number of online courses in the past, and my ability to use a variety of technologies has helped me gain confidence in teaching certain technology skills. Being a teacher, I understand the importance of setting good learning objectives. I know that if I set clear and concise learning objectives that my lessons will run smoother. Such is the case with designing e-learning courses. It’s important to know what the course will accomplish. In this stage, as it relates to the text it is important to state the intent (what is being taught), who the target learner is going to be, and finally what are prerequisites or starting requirements. As Horton states in the text, “The quality of instruction in the virtual classroom depends on the preparation and talent of the instructor. No amount of instructional design can compensate for an unprepared or incompetent instructor.”(p. 473) It also requires an instructor who carefully orchestrates learning experiences that fit the needs of the learners. My focus both as the designer and instructor will be to look at the big picture and work my way down to the low level details through:

 1) Clear goals and objectives

2) Identifying prerequisites for each learning objective

3) Specify the learning activities for each objective

4) Determine what the learner must know, must do, and how the learner will connect with the

     knowledge.

Testing in both the design and in the instruction will determine much of this.
 
Delivery

The course is designed to using a number of different types of software including PowerPoint(podcast), Snagit (software demonstration- still under construction),  Both of these lessons can be viewed over and over again to ensure competency and proficiency. Talkshoe, a VOIP system, will be used for both online discussions and student presentations.

All of the online lessons and activities will be hosted on Desert Sands Unified School District CMS.  I am most familiar with this content management system, and one I feel most comfortable with.  I don’t anticipate any problems with this CMS, but that is not to say there won’t be any. As the instructor, I will also be available by phone or email should there be difficulties with the content or technology issues.
 
Support Students

 By carefully  designing of the course, students will feel more confident about doing the assignments and staying motivated. It will also be up to me to gain knowledge about the students learning needs and skills to ascertain how I can best support them if they struggle, or run into problems. The initial lesson will be available for students to review.   All of my lessons will be tested and evaluated by teachers with familiarity with both the technology and the content. Students will be able to reach me by email or phone.  Creation of blogs will allow students to share ideas, build connections with each other, and support one another.

  
Syllabus Web Address

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=60041&fileitem=31300&catfilter=4523

 
Course Schedule with links to sessions– Click on link

 References

Horton, W.  (2006).  E-Learning by Design. San Francisco, CA:  Pfeiffer

Session 8-Testing Media Fidelity and Instructional Content

Because it was difficult to transfer the whole word document with pictures and text boxes I have a link that you can go to so that you don’t lose the integrity of the document. You can find it at:

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=59579&fileitem=31117&catfilter=ALL

This document is this week’s blog entry. I hope you find it interesting.

Session 7:Examining media choices related to the development of online learning resources

Examining media choices related to the development of online learning resources

In looking at the emerging new media technologies that have transformed the way we communicate, and how we interact with one another, we can begin to see the advantages and disadvantages of each new media. As designers and instructors of online learning courses, it is our responsibility to utilize new media technologies in such a way as to get the greatest impact, as well offer the best interaction for our students. Dr. Newberry, in his article called “Media Richness, Social Presence and Technology Supported Communication Activities in Education,” designed a table that evaluates how each media rates as far as media richness. He goes as far as creating a hierarchal structure that rates each media from low to high as far as its’ effectiveness, media richness, and social presence and interaction. It is this model, or rubric if you will, that I rate my own experiences with new media technologies.

Media Rating (across) Criteria(down)	High	Medium	Low
Feedback	Face to Face Video Conferencing Synchronous Audio Text Based Chat		E-mail Threaded Discussion Asynchronous Audio
Multiple cues	Face to Face	Video Conferencing	Synchronous Audio Asynchronous Audio Text Based Chat E-mail Threaded Discussion
Message Tailoring	Face to Face	Video Conferencing Synchronous Audio E-mail	Text Based Chat Asynchronous Audio Threaded Discussion
Emotions	Face to Face	Video Conferencing Synchronous Audio Asynchronous Audio	Text Based Chat E-mail Threaded Discussion

 

Table from: Newberry. (2001). Raising Student Social Presence In Online Classes. WebNet 2001 Proceedings (In Press)

By assigning the numerical value of 3 for high, 2, for medium and 1 for low, Newberry (2001) ranked the seven different media types into a hierarchy from richest to leanest media. Rich media are media that carry the most information; lean media carries the least information.

Face – to – Face
Video Conferencing
Synchronous Audio
Text – Based Chat
E-mail / Asynchronous Audio
Threaded Discussion

Table from: Newberry. (2001). Raising Student Social Presence In Online Classes. WebNet 2001 Proceedings (In Press)

1. Streaming Media

My first experience with streaming media was when I participated in the Jason Project and Immersion Presents, created by Dr. Robert Ballard, and collaborated by countless other scientists and educational institutions. I actually participated in two different projects. The first being the rainforest in Panama, and the second being the Monterey Bay. We actually got to take groups of students to the CSU Palm Desert campus where students could watch streaming video of students and scientists participating in science related experiments. In addition, selected students were chosen to ask questions of the scientists. The kid’s questions were digitally recorded and then relayed to the scientists via live streaming to the scientist. In addition, I’ve also participated in a program called PORTS(Parks Online Resources for Teachers and Students) run by the California State Parks. California State Parks PORTS program provides teachers and students with complete units of study and live videoconferences. We just recently did a videoconference on the gold rush up in an old mining town called Columbia which is now a historic state park. We plan to do another one in January on tide pools at Crystal Cove State Park where we will be learning about tide pool ecology and about ocean habitats. The advantage of live streaming video is that students get to interact with the ranger giving the presentation. The downside is that our technology department has to set up the equipment. It also requires scheduling the presentation, which can sometimes lead to scheduling conflicts. Another area where I have accessed streaming media is through Discovery Education’s United Streaming. This is often where I would go to find videos, photos, teacher’s guides, and worksheets on things that we were learning in the classroom. Often you could store these resources in folders for easy access. Another advantage is that you could access video segments that allowed you to show small parts of a video that were pertinent to the lesson and fit in the time frame. The disadvantage of United Streaming is that it is expensive, and so your school needs to be willing to pay for it. In fact we have since dropped United Streaming for a program called Learning 360 which is simililar. I have used it, but I find that it still has limited resources. I much prefer United Streaming. Presently, I do not plan to use streaming media as tool to train teachers on how to setup a parent page at their school site. It is not totally out of the question, but it’s not something I’m considering right now. Also, students have limited access to these resources except at school. Though streaming media is media rich, and is a great way to engage students the equipment to do it can be rather expensive.

2. Podcast

My first experience with podcasting was through the ETEC program. In a number of my online courses Dr. Newberry and Dr. Baek have often relied on audio or video podcasts to deliver information relevant to the course and the assignments. I later took a podcasting workshop at the district technology department where I learned about the different types of podcasting. One of the ways to do a podcast was through a program called Photostory 3 which was way of taking photographs, audio, music and put them together in a slide presentation format. Perhaps the best advantage of a podcast, such as an audio podcast is that it can be downloaded, replayed and even loaded onto your iPod or mp3 player. These devices are mobile so you can listen to the podcast just about anywhere. The only drawback that I see is that it is low on the rich media scale therefore limiting interaction with the instructor and other students.

3. Forums/Bulletin Boards

I have experienced the use of forums before through the ETEC program but on a limited scale. The advantages of a discussion forum is that students are allowed , to post comments, hyperlinks to assigned readings, and any individual questions they might have regarding assignments, generating a  good flow of information that can be shared with the whole class and instructor. The disadvantage of discussion forums is that some people communicate better, and can better express their ideas important issues, leaving others somewhat intimidated at times. I have no real experience using bulletin boards on the computer.

 

4. Threaded Discussion

I have been actively involved in a number of threaded discussions throughout the ETEC program.  For me they were very informative and insightful.  I would tend to agree with Dr. Newberry’s observations, in that the threaded discussions could often become very confusing when the discussion branches off into so many different directions that you often lose sight of the original train of thought. What I like about the threaded discussion is that it allows everyone to be respond to the question(s) generated by the instructor, and to and allows them to respond to each other’s comments. It’s also asynchronous so you are not having to answer right away. The downside of this is much like the discussion forum is that often people can be opinionated or biased about a particular topic. Sometimes this has an adverse effect and slants the discussion in a certain way.

5. Skype/Talkshoe/Dim Dim

Throughout the ETEC program I have had experience with Skype, Talkshoe and Dim Dim which are all VOIP programs. The program that I am most familiar with is Skpe. It rates well as far as media richness and social presence, but it has limitations on the amount of people that can be conferencing at one time. I remember getting booted off on several occasions. I also used Skype to talk to my girlfriend in England as she was studying Shakespeare in London. Most recently I experienced using Talkshoe with both Dr. Newberry and Dr. Baek. I found it to be a little more user friendly. Dr. Baek also introduced us to Dim Dim. It’s a nice program but it can be costly. I will more than likely be using Talkshoe for my course although I’m not sure of the cost factor. I do know that Skype is presently free which could be an advantage.

6. Chat/Instant Messaging

I haven’t really used chatting or instant messaging in an educational setting or for purposes of using it in my online course. I have used it to some extent using VOIP programs such as Skype and Talkshoe. I never felt that I was being heard in those chat settings. They became very much like threaded discussions at times, and I would often lose track of the thought process, because chatting often calls for thinking fast on your feet. I primarily use chatting in a social network framework where I can keep in touch with family and friends. I am currently using Facebook. I often text message or chat with Kathy on Facebook about the assignment, or scheduling time to study and work on the assignments. I will admit that I am limited to the amount of chatting only because I am not great at multitasking, and find myself focusing on one thing. Chatting is in the middle when it comes to media richness, and this may be in part to the amount of interaction that is taking place. I think that there is a certain amount of social presence that is felt when communicating through chatting

Teacher Tube/You Tube.

Websites like You Tube and Teacher Tube are sites specifically designed to share media. As Dr. Newberry stated in his podcast, “You Tube permits users to easily upload video search for videos, and in many cases comment upon videos. It is perhaps the comment feature that makes you tube a Web 2.o application that is harnessing the power of social networking to promote videos.” I would tend to agree. There are some excellent videos on You Tube. Unfortunately, our district blocks You Tube access making it very frustrating to use it. I have a Teacher Tube account and have accessed videos that our educationally suitable for my classroom. Many of the videos I use teach certain skills within the curriculum. They are suitable videos that can be engaging for students.

Second Life

I have no previous experience with Second Life. I don’t see any viable reason for using Second Life in my online course. Because this virtual environment is much like an online game, I don’t think it is suited for the type of training or teaching I will be conducting in this course. It may eventually have a firm foothold in education someday, but right now I don’t see how it could help me at the elementary level.

Scenario using Web tools 2.0 & 3.0 with effective implementation of technology.

Gold Rush

What I propose to teach using Web 2.0 tools, and eventually Web 3.0 tools can be used in a number of curricular areas, but my focus here will be social studies and the gold rush. The gold rush was instrumental in perpetuating the economic growth of California, later allowing it to become a state.

Going for the Gold!

The purpose of this assignment is to learn about the California Gold Rush which took place from 1848-1859. Your assignment will be to design and  create a multimedia project using Photostory 3.

The first thing you are going to do is watch a short video that I created using Photostory 3 about the California Gold Rush. Be sure to click download now to get full screen or otherwise you get a small version that may be hard to view.

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=59579&fileitem=27188&catfilter=ALL

 After viewing my video, you will be directed to a Powerpoint slide that will give you a website that will provide a video that will teach you how to use Photostory 3. This information is on the last slide of my Photostory. After viewing the video please choose one of the topics given on the PowerPoint slide to create your own Photostory 3 project. I’ve put all the information here as well.

Photostory 3 Tutorial

http://www.teachertube.com/viewVideo.php?video_id=75267

PowerPoint Slide

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=59579&fileitem=27187&catfilter=ALL

I am really looking forward to seeing your finished Photostory projects on the California Gold Rush.

If you have any questions, or run into any problems with your project, I can be reached at robert.fleck@dsusd.us

Directions for your creating your Photostory are below.

Directions to Creating Photostory Project

1. Create new folder on desktop. Make sure you label your folder to

    correspond with the project you are working on for easy access. The

    folder will be a place where you can store all your photos or any

    documents you will be using.

2. Research your topic on the Internet. Type all of your notes in Microsoft

    Word. Also, be on the lookout for photos that you can use in your project

    and store them in your folder.

3. Create a storyboard with at least 10 slides. This would include a title page

     4 pictures, 4 information slides, and a bibliography.

4. If you do not already have Photostory on your computer you can

    download it for free off the Internet. Now you may begin creating your

    own Photostory project.

5. Remember to save your information after each slide you have created so

    you don’t lose any of your work.

There will also be a rubric in which the digital stories will be assessed and graded.

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=59579&fileitem=28274&catfilter=ALL

In addition students will have access to reading material prior to students starting Photostory projects to gain additional information about the Gold Rush.

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=59579&fileitem=28273&catfilter=ALL

I have done similar projects with students. We even entered some of the projects in the student showcase at the CUE Conference a couple of years ago. The focus then was on the State Constitution of California, and the key events that led California to have its first constitution. Here is an example:

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=59579&fileitem=31024&catfilter=ALL

ETEC 541/Session 6-Design Overview

It has been an interesting journey designing and developing this online course. A grand experiment if you will. This is all very new to me. Not from the standpoint of taking online classes, but that I am creating my own online course. It is all very exciting and refreshing. It is definitely different from conventional courses, and yet much of the theoretical framework and pedagogy remain firmly in place. Not to mention effective teacher practices. Although it has been a lot of hard work, the payoff is priceless. I look forward to seeing my project to its completion, and having the confidence in myself that I have the capacity and know how to put out a quality product. It’s kind of cool seeing something like this being born and taking shape. I hope all of you will be able to appreciate all the effort and passion put into it. Below is my course design overview.

Course Content Characteristics

 It is my intention and goal to design and develop a course on “How to Create a Parent Page” at your school site and then train parents how to effectively use it. The creation of this e-learning course, is to increase parental involvement and communication, in a genuine effort to create better relationships with parents/students and parents/students/schools.

The types of students that will be taking my course will be primarily elementary school teachers since it appears that is where the greatest need is. These teachers will have basic to proficient computer skills, and will be highly motivated with a genuine interest in increasing parent involvement.

The traditional method of teaching this content would be to teach teachers in a computer lab setting.  Teachers would be given some type of handout outlining lessons. Teachers would then be required to practice at their own school sites or at home. My initial design would be to make the lessons available online, therefore making access to the lessons available at a time that best suits a teachers’ busy schedule.

I think the most relevant characteristic of the content which will have an effect on my design will be how well students will be able to design and develop content for their own parent page at their school site.

The design choices that best suit the content are:

• Software demonstrations
• readings
• blogs
• podcasts
• online discussions with instructor
• online tutorials(eventually)

Instructor Characteristics
For my online course it will be very important to focus on the content. It will be necessary for me to initially teach the course, but once full implementation is completed, this course could be taught by other instructors, who have background in online courses, webpage design. My course will be designed to follow logical procedures and steps for students to follow and apply. The objectives of this course will be on building skills to perform tasks later on.

The most relevant characteristic(s) that I need as the instructor is that I make myself readily accessible to students, that I control the flow of the course, but not to the point where it limits the flow of ideas and creativity, and that I motivate and inspire students to be successful.  

Student Characteristics

The course will be asynchronous, and therefore the number of students will vary upon interest, time, feasibility of implementation, and knowledge base. The content will be self-paced. The most relevant characteristics of the students that will probably impact my course is the motivation and passion of the students to implement their own school parent page as a means of increasing parent involvement and communication.

The design choices that I will choose for my students are:

• online tutorials(coming in the near future)
• blogs
• online discussions with instructor
• readings
• podcasts
• self-paced lessons

Course Goals

1. Become proficient and successful in designing and developing a school web-based

    parent resource page

Course Objectives

Upon completion the student will have demonstrated skills to:

• Use research to decide what information will go on the Parent Page.
• Create criteria for choosing quality web pages and links.
• Design teacher-created lessons to go on to Parent Page.
• Create resources for parents in a variety of areas.
• Create blog site to post information and reflect on lessons learned.

• Use a (VOIP) system to respond to the instructor and other students through

online discussion.

• Learn how to setup webpage.
• Create webpage
• Respond to other student blogs

 

Enclosed is a media lesson from my project. It is a audio/visual podcast using PowerPoint. This lesson is conducted within the first week of the course. When downloading from my teacher website please be patient for it may take a little time. Please click on each slide to get the voice over narration. A physical transcript of the presentation will also be made available.

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=59579&fileitem=30837&catfilter=ALL

Written Outline

I put it in a PDF file, but it is identical of the PowerPoint presentation without the narration. I was trying to get it in the note format, but I didn’t have any luck.

http://cms.dsusd.k12.ca.us/education/components/docmgr/default.php?sectiondetailid=59579&fileitem=30838&catfilter=ALL

Course Level Design

Session 1 1.0  Students will set up blog 1.1  Students will Introduce themselves 2.0 Use research to decide what       information and resources will go       on the Parent Page.	(Do) Student- Student Students will create a blog and post it on WordPress.com. Student will write an introduction of themselves. (Absorb) Student-Content: Students will read research article on the benefits of communicating with parents and school. (Absorb) Student-Content: Students will listen to audio podcast on what a parent resource page can do for your school. Transcript will also be available.
Session 2 3.0 Use a (VOIP) system to respond to      the instructor and other students.       4.0 Students will respond to other      students blogs.	(Connect) Student-Instructor-Student: Students will discuss with the instructor/students using Talkshoe(VOIP) on the research article/audio podcast. (Connect) Student-Student:Students will reflect in their blogs what they learned. In addition students will respond to three other blogs from students in the class.
Session 3 5.0 Students will learn how to set up        webpage. 6.0 Students will create webpage. 4.0 Students will respond to other      students blogs.	(Absorb) Student-Content:  Software demonstration along with voice over narration and text graphics on how to create a parent page where students follow along and practice when necessary. (Do) Student-Content:Students will use school CMS system to begin creating their own parent page with background and header. (Connect) Student-Student Student reflects on lesson(s) and post responses on blog, Students will respond to three other blogs from students in the class.
Session 4 6.0 Students will create webpage. 7.0  Students will create criteria for       choosing quality webpages and       links. 4.0 Students will respond to other      students blogs.	(Do) Student-Content: They will set up content areas and navigation bar where designed lessons will go. Students must make sure one of the tabs on the navigation bar is useful links. Students will research quality websites and make sure that the activities are appropriate before adding them. . (Connect) Student-Student Student reflects on lesson(s) and post responses on blog, Students will respond to three other blogs from students in the class.
Session 5 8.0 Students will design teacher created      lessons to go on webpage. 4.0 Students will respond to other      students blogs.	(Do) Student-Content: Students will choose content area of language arts and design two lessons. (Connect) Student-Student: Students will describe the lessons they designed in language arts. They will reflect on how they liked the lessons they created. Students will respond to three other blogs from students in the class.
Session 6 8.0 Students will design teacher created      lessons to go on webpage. 4.0 Students will respond to other      students blogs.	(Do) Student-Content: Students will choose content area of mathematics and design two lessons.  (Connect) Student-Student: Students will describe the lessons they designed in mathematics. They will reflect on how they liked the lessons they created. Students will respond to three other blogs from students in the class.
Session 7 8.0 Students will design teacher created      lessons to go on webpage. 4.0 Students will respond to other      students blogs.	(Do) Student-Content: Students will choose content area of social studies and design two lessons. (Connect) Student-Content: Students will describe the lessons they designed in social studies. They will reflect on how they liked the lessons they created. Students will respond to three other blogs from students in the class.
Session 8 8.0 Students will design teacher created      lessons to go on webpage. 4.0 Students will respond to other      students blogs.	(Do) Student-Content: Student-Content: Students will choose content area of science and design two lessons. (Connect) Student-Content: Students will describe the lessons they designed in science. They will reflect on how they liked the lessons they created. Students will respond to three other blogs from students in the class.
Session 9 3.0 Use a (VOIP) system to respond to      the instructor and other students.	(Connect) Student-Teacher-Students: Students will discuss on Talkshoe with the instructor their experiences on designing and developing a parent page for their school site, and share their projects.
Session 10 3.0 Use a (VOIP) system to respond to      the instructor and other students.	(Connect) Student-Teacher-Students: Students will discuss on Talkshoe with the instructor their experiences on designing and developing a parent page for their school site, and share their projects.

Week 5-ETEC 541 Progress on Online Project

It has been a very busy week. In addition to preparing and researching for this project, Kathy and I presented at the EdTech Conference at CSUSB in San Bernardino this Saturday. The title of our presentation was, “What Can a Parent Page Do for Your School.” This was my first time presenting. This was Kathy’s second time. She presented at last years’ conference. The presentation did not go without its technical difficulties, that disrupted the flow of the presentation a bit, but both of us took it in stride and got through it, even though it was a little frustrating. I treated it as a learning experience, since I had never presented before. Kathy and I believe we have a good product, and a useful resource for parents and that is what really matters.

 One of the highlights of the conference was our keynote speaker. He was none other than our instructor for this class, Dr. Newberry. The title of his presentation was called “Putting the “T” in STEM. STEM refers to science, technology, engineering, and math. Needless to say, his message was insightful, informative, and revealing. I enjoyed it immensely. You can always rely on Dr. Newberry to stimulate your thinking. I believe that a copy of Dr. Newberry’s presentation will be made available on the ETEC site, or the EDTech Conference site. It would behoove all of you to really take a look at it, because it has a powerful message for the future.

 This week I looked at the CMS site to learn about all its capabilities and intricacies so that I can plan out and design the software demonstration for teachers to view and practice. This is important because teachers will be primarily be using the CMS management system to create their own parent pages for their schools. I also looked back at notes, and design plans for our own parent, and how we set it up.

 Something that intrigued me during one of the morning sessions was a presentation by Pam Korporral who I worked with a couple of years ago on a pilot project called Brokers of Expertise coordinated by the Imperial County Office of Education. Teachers from across the state collaborated on finding resources for teachers that aligned with California standards. From this came the K-12 High Speed Network, which is now a state program servicing teachers across the state. They have these new Web 2.0 tools under the title of Calaxy(www.calaxy.org) This site offers free tools for teachers by teachers. They have many capabilities similar to our CMS system including blogs, podcasts, wikis, videos, Moodle, and Thinkfinity from Verizon. Moodle is also a learning management system. In addition there is a new learning management system called Caliqity, which Pam says is suppose to be better than Moodle. I tell you this, not only to give you valuable information, but also as an alternative opportunity.

 I will be creating the software demonstration with Camtasia or Snag-it, so I spent some time familiarizing myself with the software again. I bought the software at one of the CUE Conferences a couple of years ago. I haven’t used it since Kathy and I used it to demonstrate to parents how to access our parent page.

 I also was looking through Google Scholar to find just the right research article on parent involvement that will have to read for one of their first assignments. In addition I’m working on the script for the audio podcast that will also be on parent involvement. I believe that I could use Audacity and imbed it in the assignment page much like Dr. Newberry does. Any other audio software suggestions would be greatly appreciated.

 I have already worked out my schedule for what will take place during which session. A brief outline can be seen on last week’s blog.

 My only real frustration is with time management. Gathering up enough strength and energy at the end of a long day of teaching is not always easy. My other obligations also limit my time. If it wasn’t for my friend Kathy’s support, inspiration, and motivation, I would be really stretched to get things done. Having a learning partner through all of this is a must. Collaboration is the key. I have much to be thankful for, and Kathy’s friendship, mentorship, and professionalism is a big part of that. Dr. Newberry and Dr. Baek have also played an integral part in keeping me focused and inspired. I’ve learned so much from them both. I know they will see me through to the finish line, even though I’ve staggered in a few places, and at times even wanted to give up the race. I know that I can make it with their continued support.