Course Reflections EDLD 5306

1.  When I began this course, I didn’t know what to expect. I enjoy gaining knowledge and I was hoping that I would be able to gain knowledge in the technology field. I specifically felt that I needed more information about educational technology. I was not interested in learning hardware or software management. Over the course of this class, I have gained much more knowledge than I had.  It has been a rather painless but educational process. I have learned about tools of which I had almost no prior knowledge. I have also learned that these tools can assist me in my teaching assignment and acquired beginning skills to use these tools in that capacity. Since my ultimate goal was simply to gain knowledge about technology, the course outcomes have not only aligned with what I expected, but have exceeded those expectations in some areas. I knew that technology was a necessity in education, but did not realize how extensively it could be used to help our students become twenty-first century learners.

2.  As I achieved knowledge about tools that were available to educators via the internet, I began to realize that these tools would be very beneficial to my teaching assignment. I teach English and several of the tools we used (wordles in particular) are easily adaptable for my classes. English has many aspects that can be enhanced by the use of technology. I have already used my new knowledge in several classes and the students have responded very well. After watching their reaction, I realized that I should use the tools I was familiar with more often. I actually let the students create a power point to teach a grammar lesson. This course has allowed me to see more potential in different technology tools. It has also shown me where there are technology issues in our school such as firewalls, accessibility issues, and lack of knowledge in other staff members. It has helped me to begin to think outside the “educational” box.

3.  There were some outcomes in this course that I did not achieve. I still have some problems maneuvering within the tools we learned. I forget how to use the tools and then have to return to either the instructions in my courseware, or to the help guide offered within the tool. Although this is not debilitating, it does tend to discourage me from wanting to use these tools with other staff members or students. The lessons were adequate to teach the tools and as we continue to work with the tools, I am sure the difficulties will diminish. The only way to overcome this hesitancy is to use the tools repetitively. Since we are continually posting to our wiki and our blog, I do not see this as a problem that will last. The RSS feed is something that I need to become more familiar with. We had a good introduction within the course, but now I will have to learn how to use it to benefit my teaching.

4.  I was successful in completing and submitting my course assignments. I had some difficulty the first week in working with the discussion board. My final word was not posted because I exited the screen without hitting the “post” button. I learned to be very careful and check my discussion board postings before I exited the screen. There was a small issue with the required web conference assignment, but it was readily remedied. I had a difficulty with my week 4 assignment. After I sent the assignment, I discovered there was a blank assignment and an assignment that was completed. The computer sent the blank assignment. This issue was also remedied quickly. One difficulty that has not been resolved is the lack of participation on the wikis. I invited my group, but only some people joined. All the people that joined my wiki did not post vita suggestions even though I posted the vita on Saturday. It also seems as though some students may have dropped the course as they never posted a blog or wiki address. I appreciated the suggestions I received and attempted to post suggestions on all vitas within my group that were posted.

5.  I have learned several things from this course. I have learned that I have the ability and the drive to do the work. I can glean information from readings and videos and form opinions incorporating that knowledge. I have also learned not only how to use specific tools, but how to use them to benefit my students and myself. I have discovered that I am willing to share information with almost anyone who will listen. I not only know more, but am willing to impart that knowledge to other faculty and staff members and to my students. I am in the process of overcoming a feeling of inadequacy in technology areas. I have even volunteered to help introduce a new technology program for teachers and students in our school. I am very excited to be involved in this evolution that is occurring in education. It is challenging, but the rewards far outweigh any difficulties that might be encountered.

Web Conference 9/2/10: Reflections

     I enjoyed the web conference a great deal. I was concerned about preparing and using the equipment. I have not attended a web conference before and was somewhat intimidated by the technology. It was easier than I had anticipated. After the initial confusion with getting everyone’s technology to function, the conference was very informative. I appreciated getting to see faces of people who I previously only had a name for. I also enjoyed watching people respond to what was going on. I even found reassurance that there really were other students out there doing the same thing I was doing.


     I think this format is interesting. Although it was confusing at first, I can see the potential of connecting and collaborating among educators. I believe the host would need to be very familiar with the technology and be able to troubleshoot quickly. This is what happened during my conference, the talk button was malfunctioning at the beginning, but it was remedied quickly.

     In conclusion, I believe that the effort was worth knowledge gained. I think I will be attending some of the optional web conferences in the future.

Intro to E-Rate

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National Educational Technology Plan

     The Draft National Educational Technology Plan consists of 5 aggressive goals that are to achieve the level of education that students need to become members of our global society. It is intended not only to address technology skills that are needed, but also to engage students to become learners and thereby decreasing dropout rates. In this plan, learners are to be engaged in and empowered through learning. Through this they will attain the skills needed to graduate ready for college or work. Learning is also to take place anywhere and at anytime. Technology is to be used to determine actual needs and to then drive the decision-making process. Weaknesses and strengths can be addressed and goals can be met in a systematic manner. Educators are to be supported in their use of technology. They are to have assistance in creating effective teaching plans for all learners. Technology will be available to students and educators at all times and places. This will allow for students to be learners in and outside of school. Schools must also rethink their productivity. Budgets must be handled in a professional manner so that technology needs are met for all stakeholders. As budgets shrink, schools must be aware of how and why technology is purchased in relation to learning outcomes.


     This plan is very aggressive and far reaching. If it can be accomplished, schools will improve greatly in their technology knowledge and usage. I was pleased to see that both assessments and productivity were addressed, thereby preventing schools from acquiring technology to seemingly comply with standards. I do have concerns about having technology anytime and anywhere. I do not see how this can be accomplished. This would require equipment and internet to be available everywhere. Economically disadvantaged students would need assistance in this area. I also know, from personal experience, that internet may be hard to access in rural areas. This would require change outside of the school’s control and influence. However, I see this plan as a great first step in revolutionizing America’s schools that educate students to succeed in a technologically-driven world.

District Technology Plan

     The district technology plan consists of 4 goals. These goals encompass the 5 elements identified by the Schools and Libraries Program. The first goal is that students and staff will have access to technology. This goal ensures that equipment and software are purchased and maintained through a system of purchase orders, records of student use, and vendor service agreements. The allocated funds for these needs are provided. This goal meets the criteria to have a sufficient budget and an evaluation process. The second local goal states that technology will be apparent in curriculum, instruction, and assessment. This goal encompasses several elements in the Schools and Libraries Program. It includes provision for professional development, assessment of technology use, and evaluation to monitor progress toward the goals. This is where technology enters the classroom. Teachers are to attend training sessions for technology and then incorporate that into the classroom. Principals will observe teachers for compliance. Campus principals, teachers, technology directors, and the business manager are all involved in the accomplishment of this goal. Progress will be evident in training certificates, student projects, observations, and individual campus plans. The third local goal is specific to teachers attending professional development to meet new teacher SBEC standards. Elements addressed here are professional development and an evaluation process. Campus principals and technology directors are to ensure that staff members have opportunities for development in technology awareness. This goal encourages innovative technology usage and requires assessment of staff skills. Assessment for this goal will lie in evaluations from training sessions, summary of needs assessments, and observation of teaching strategies. Finally, the fourth goal is to incorporate technology to improve student academic achievement in all areas of teaching and learning. This not only introduces technology into the classroom, but requires that it be used to improve achievement. It also requires that instructional decisions be data-driven. Administrators are to model technology and require each teacher to complete the STaR chart. Persons responsible for this are campus principals and the superintendent. Assessments include completed STaR charts, lesson plans, and walk-throughs. This goal addresses the elements of clear goals and realistic strategies, professional development, and an evaluation process.


     I believe that this district technology plan meets all five elements of the Schools and Libraries Program. The plan is specific, clear, and comprehensive. As this plan is implemented and updated, I feel that this district will be able to educate students to be successful in the twenty-first century.

The Assessment of Technology

     There is great value in assessing educators’ technology leadership knowledge and skills. Assessments provide knowledge. Once knowledge is attained progress can be made. Educators need to know what their strengths and weaknesses are. This can be provided by appropriate assessments. This knowledge will then allow teachers to seek assistance to improve on their weaknesses and mentor others in their areas of strength. This scenario is the ideal for schools. Teachers helping teachers in the use and integration of technology would transform most schools into learner-centered communities. I find that most teachers do not share the information they have. We tend to be cloistered in our rooms where we do what we can and don’t ask for help or input from those around us. If this were to change, maybe education could engage and empower students to a level where they are ready to succeed in today’s world.


     Accessing the level of student technology and skills offers educators some unique insight into the perceived needs of those students. Since almost no students are technologically sound in all aspects, the teacher can use assessments to strengthen weaknesses and encourage even greater knowledge in areas where they are strong. If teachers know the skills a student possesses, they can then put that student to work using those skills, whether that is helping the teacher or another student. If a teacher discovers that a student has lower technology skills, then that teacher can use alternate methods, such as grouping or modification, to help that student master needed skills. This knowledge of skills and knowledge should allow teachers to maintain engagement among all students.

     As with most things, assessments have pros and cons. Some pros are: easy use, gives you a place to start, provides accountability, measures progress, gives feedback, and supplies motivation. Some cons are: incorrect or incomplete data, manipulation of data, incorrect assumptions made, individuals may not be truthful in self-assessments, and only one period of time may be measured, not a trend. I believe that knowledgeable assessments can be used to help students and teachers. I believe that knowledge gives the power to change. If appropriate change is implemented, there is no reason why education can not become what our twenty-first-century students need it to be.