5370+Comprehensive+Exam+Wk+4

Comprehensive Exam Chandra L. Carroll Lamar University  ** Comprehensive Exam  ** Evolution is a concept that ushers in growth and transitions from a point of origin to something more complex and sophisticated. It entails a metamorphosis that is never static but ever changing. As I embark on a new career as an educational technology leader, I, along with the demand for a 21st century education that is expanding into a bustling frontier of multimedia learning, have adjusted my commitment to education to meet the new challenges and demands that encompasses such initiatives. As a leader, I am ready to assume the role of an educational technologist who will assist teachers in making ground breaking strides in teaching by equipping them with the skills and technology tools that will transcend education as we know it. I am proud to say that my preparation to do so has come by way of the Master’s degree program of Educational Technology Leadership at Lamar University that has likewise equipped me to evolve into the competent leader I have become. Through this writing, it is my goal to share my educational experiences in this program as well as my future goals on how I plan to help shape the future of education with a redesigned pedagogy, skills, and expertise that are immersed in technology integration. Through a change that I have made for the better, I, now, embark on a glorious, rewarding, challenging, and promising future. ** Position and Leadership Goals  ** ** Position Goals  ** It is my desire to further my career as an emerging technologist in acquiring a position as a technology facilitator at the elementary school level. In this setting, I will best utilize my skills and background experiences to assist teachers in integrating technologies. Williamson and Redish (2009) stressed, “The work of technology facilitators most likely occurs in one-to-one coaching or small group scenarios” (p.24). Considering that my learner orientation is hands-on, this would be my best fit as I mentor and model the benefits of technology at the campus level. Furthermore, my background experience in using technology in the classroom came during my formative years as a first year teacher at a pilot technology elementary school. Through this experience, I fully understand the importance of getting teachers to embrace and adapt technology implementation in the foundational years of our Digital Natives. ** Leadership Goals  ** I, moreover, seek to be the kind of leader that initiates technology use in a non-threatening way. We understand the impediments of technology use due to teachers’ lack of knowledge, skill, and understanding in integrating it into the learning. I want to lead firmly realizing the urgency of now for its use yet gently remembering how challenging this can be for some teachers to adopt. Prensky (2001) reminds us of this significance with this metaphor, “It’s very serious, because the single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language” (p. 3). The need to transform minds of these immigrants to embrace teaching that is engaging and embedded in the curriculum is my driving force. Understanding the need to accommodate such a wide array of diverse digital natives fuels this drive. My personal need to apply my learning in a hands-on way and make a difference in the trenches furthermore propels me. I choose people in my line of work which entails being engaged with them on all fronts. Through directly working with teachers and sometimes students, my initiatives will enhance learning and make a difference ultimately in improving the school I am in. Ultimately, with this experience, I plan to affect change and become a technology leader as a district technology specialist. ** My Educational Technology Vision  ** ** Position Goals and Horizon K-12 Report  ** Forecast: This is a special weather bulletin. On the horizon, ground breaking storms of technology use like never before is coming our way leaving educators no choice but to weather the storm and equip themselves with tools that will engage the learner in unprecedented ways. After reading the // Horizon K-12 Report //, my excitement for technology integration and the path I have chosen only intensified as I received confirmation that there is really no turning back to education as we once knew it. I told of my desire to work in a campus based setting directly involved with the teachers and students and hands-on integration. The report gave six technologies that I am aware of and have used personally such as e-books, mobiles, augmented reality, game based learning, gesture based computing, and learner analytics. Because of these trends, I believe my position as a technology facilitator is solidified. Consequently, the demand for use of these tools in education will create positions that require my expertise, skills, and savviness of use as a facilitator for professional development as schools seek to incorporate them. I began with a metaphor for this initiative as a storm because, like a storm, the hands-on opportunities that technology integration is creating are torrential. I referenced the word, “torrential” through Google and found the definition at Dictionary.com which means “falling rapidly and in copious quantities” (“Torrential,” Dictionary.com). With that in mind, the global community can get ready for the “gusher” as new technologies and opportunities surge. ** Leadership Goals and the Horizon K-12 Report  ** “You can lead a horse to water, but you can’t make him drink.” -Old English Proverb People, like horses, will only do what they have a mind to do. With this consideration, I inspire to be the kind of leader that will affect the minds or consciousness of educators I am entrusted with knowing that they may not initially have a mind to embrace these various and new technologies, but I must create one. The // Horizon Report // informed us of the impact of the six aforementioned technologies and stressed how difficult it is to keep up with them because technology is ever evolving. Since this is happening at an overwhelming rate, users are creating their own guides along with the experts causing an abundance of information to sort through over the internet. Hence, leaders will be needed to assist teachers in sorting through this and staying current with changing trends. The report confirmed, “There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us” (Johnson, Smith, Willis, Levine, & Haywood, 2011, p.4). As a leader, I would gain more experience in task, TF-IV.A.2, which calls for me to “assist teachers in using technology to improve learning and instruction through evaluation and assessment of artifacts and data” (Williamson & Redish, 2009, p. 90). Although presenting these tools are not enough, as Williamson and Redish (2009) emphasized, I know I must create “desirable uses or best practices” for these tools. This, in turn, will prepare me to lead with foundational skills that consequently propel me to constructing and designing curriculum models as a technology curriculum specialist. ** The Internship of an Emerging Technologist  ** ** A Reflection of Self as an Emerging Technologist  ** ** “ **A journey of a thousand miles begins with one step” (Lao-tzu, 605 BC – 531 BC). A step into a glorious future is what I took, the day I chose to enroll in graduate school through Lamar University’s Academic Partnership program and pursue a Master’s degree in Educational Technology Leadership. As I ventured into this extensive course, I enthusiastically embraced my mission. With a foundation in technology, I delighted in knowing that the path I was embarking on would, no doubt, satisfy a dream that I had often envisioned for my ultimate career goals. Prior to moving to Texas, while teaching in Georgia, I devised my mission statement for my online games and activities website. Since technology use was always an integral part of my classroom instruction and being the creative teacher I’ve been, I imagined entrepreneurship in the field of technology and learning. When the door opened for this opportunity, I thought, with a newfound fervor and joy, that this coursework was exactly what was needed to jump start my vision. As I began each course, my goal was to learn as much as I could by accomplishing each task set before me. As my knowledge increased, I discovered that the fascinating world of technology is bustling and teeming with opportunities for enthusiasts like me who aren’t afraid to embrace it. My direction was confirmed with mastery of the knowledge and skills assigned to this course. Many a time, I was challenged by the volume of work the coursework demanded, but I endeavored to pursue and not quit. This assures me that I’m equipped with the fortitude to keep going even in the face of adversity even if it comes from within. Because of my tendency to attend to details, I found myself requesting extensions because I always wanted to put forth my best work. One of the ways I did this was making sure every reading assignment was digested. This contributed to assignments that were reflective of depth of thought and understanding at a critical level. My learning style was assessed and affirmed through inventories that I learn best visually in a hands-on environment. This approach was also reflected in the // Teaching Style // // Inventory // by CORD (2005) that I found impressive. It showed that much of my plots were in Quadrant D which revealed, “Instructor prefers analysis to rote learning and focuses on familiar applications” for learning and “Instructor prefers to have students learn through hands-on activities completed collaboratively” for interaction (CORD, 2005). As a result of this inventory, I was assured that I am the professional that the educational community will benefit from because these approaches foster the constructivist theory which I am a proponent of to integrate technology in the classroom. The constructivist model is revered as an effective way to integrate teaching and learning process (Dede, 1995). All that I have learned about me is consistent with an emerging technologist ready to make an impact in education with the click of a mouse. I purport a new and original proverb of my own, “The journey of a thousand miles begins with ‘one click’ on the information highway.” ** A Reflection of My Technology and Leadership Skills  ** Throughout the internship, I learned new technology and leadership skills that created an awareness to learn more. Each course exposed me to new layers and levels that suggested I was only a novice in the realm of all there was to learn about my new career. Much of my experiences prepared me for the coursework but were not advanced enough considering that they were rudimentary skills. My knowledge increased tremendously as we completed assignments that applied use of advanced technologies. Many of them I was unprepared for; nevertheless, the skills were adopted as a result of well planned courses that built on these experiences. To raise my level of proficiency, I assumed as many field based hours in technology professional development as my schedule could handle. One of the ways we become adept learners is to pursue professional development that will build these skills. Another profound way I did this was simply to use the technology. “One of the most successful is to use the technology to learn how to use the technology…” (Solomon & Schrum, 2007, p. 111). As a leader, I adopted the philosophy that the goals I was trying to reach on my campus were to be introduced with patience and understanding. Many of my collaboration with coworkers required me to guide teachers to technology use and facilitate it through one-to-one demonstrations. An example of this was working with my co-teacher last year and modeling use of the student response systems in our classroom. Mouza affirms that this kind of collaboration is beneficial to teachers building capacity in teaching with technology when she said, “Moreover, teachers need professional development that is hands-on, is directly aligned to curriculum goals, and allows for follow-up support in their classroom” (Mouza, 2002/2003, p. 275). ** A Reflection of My Attitude as an Emerging Technologist  ** An attitude to learn and persevere has centered me throughout the program. Oftentimes, thoughts of giving up challenged me, but I knew that this was not the kind of attitude that determined emerging technologist take who dared to make a difference in a field a work that so desperately needs overhauling. I am grateful that I learned with the support of instructional assistants and professors who have been very patience with my progress in this course. I have, no doubt, adopted the same attitude of grace and recognize that it will be needed when I leading, guiding, mentoring, modeling, designing, influencing, and engaging other prospective technologists who will come behind me. I hope to be as considerate to them as the people who have encouraged me along this journey. To take on such a challenge as influencing teachers to use technology in the classroom will demand a relentless, yet caring attitude. For the most part, my attitude has been cooperative as I have had to adjust and adapt to the new demands placed on me in this course as well as my field based experience. As a result, I am flexible and find it easy to blend my ideals with others for a common good. Through a consensus, I yield to others which, according to Richardson, “incorporates the varied knowledge and experience of all involved” (Richardson, 2005, p. 34). With this attitude, collaboration and working with others as we integrate these engaging technologies will be rewarding for all. ** eLeading and Learning: Six Courses with Impact  ** Technology is continuously transforming the face of education as we once knew it. When I reflect on the past 18 years of my professional years as an educator, I am grateful for an experience that allowed me to witness the magic of technology in education. Beyond my years of hands-on experience in the classroom which began with my first teaching assignment in 1993 at Atkins Technology School in Shreveport, Louisiana, came the opportunity to gain a better understanding of technology in teaching through this Master’s program with Lamar University. The Master’s degree program, Educational Technology Leadership, brought me face to face with knowledge and experiences that became a capstone for my pre-technologist foundation. I credit these six courses with bringing clarity to my prior knowledge and experiences with technology and solidifying my understanding of the standards expected of me in the near future as an emerging technologist. Most of these courses that provided the most impact were rich in technology application and the constructivist theory. Considering that hands-on application is my forte’ when it comes to teaching and learning, I am not surprised that these six courses were most profound to me. ** EDLD 5362 Information Systems Management  ** This course was important to me because of the extensive knowledge I learned about information systems and their use in education. I read many interesting articles that helped ground my understanding of the benefits of these systems in education when it comes to data warehousing, teaching, and learning. The highlight of the course was analyzing our district’s technology plan and infrastructure and presenting my findings in a Power Point presentation. I am proud to be in Recognized district that totally understands the importance of technology use in education. For instance, for our convocation this year, our keynote speaker addressed 21st century education and the use of technology. His presentation which included how to do high end searches through other search engines was very enlightening. ** EDLD 5333 Leadership for Accountability  ** To develop leadership skills is important to this profession, and this course proved just how valuable those skills are as they relate to the principal being an agent of change and influence in school improvement. This course helped me understand campus improvement which is the basis for data collection and analysis and manufactured in a community of educators who understand the importance of consensus through professional development and learning communities. Senge’s (1990) idea of culture as people thinking together is the essence of what moves change forward in learning communities. I will use this idea to advance integration of technology in my school with this approach and improve our school. ** EDLD 5365 Web Design and Development  ** This web design and development course was intense and immensely rewarding. From the start of this it, the sheer excitement of knowing I would learn enough information to build a website was empowering. I knew that the skills learned in this course would be used to help advance a campus’ website as a powered elearning machine. The course assignment involved using newschoolspaces.com to assist us in redesigning our school’s website. This experience enhanced my ability to do project based planning. Breaking down the assignment in manageable parts is characteristic of what kind of assignments I will be responsible for as a facilitator or leader. ** EDLD 5363 Multimedia and Video Technology  ** Photography and video have always been an interest of mine in both my professional and private life. Since I have always desired an opportunity to work in film production, I thought that the applications learned in this course got me a little closer to that with an educational focus. As a child, I grew up watching Sesame Street, the longest running and most successful educational program to date. This program incorporates both of these mediums to help children learn. Like Sesame Street, learning to use photography and video to create a digital story and a group PSA was engaging and fun. The making of my digital story, a project that was the most meaningful to me, is one that I will always cherish because of its personal ties to the untimely death of a relative whose influence touched my life profoundly and led to my educational career. Making of the group PSA on Cyberbullying was the highlight of this course because of the team effort used to complete this assignment. For the first time, we engaged in a group activity that was centered in the constructivist theory which help students make sense of the world by synthesizing new experiences into what they have previously understood (Sprague and Dede,1999). Every aspect of this activity exposed me to what it would be like from the students’ perspective through this collaborative model that was steeped in the hands-on, multisensory learning design. This, in turn, will give me the patience and planning ideas needed when working with teachers and students in the future to create like projects. ** EDLD 5366 Digital Graphics, Animation, and Desktop Publishing  ** Appealing to my savvy sense of visual learning, this course’s activities were refreshing and not as taxing on time and involvement to complete them. I, once again, worked with technologies that lent themselves to visual design and a hands-on format. I can clearly see how this type of learning is engaging for the learner since most of them appreciate the arts. The skills I learned can be useful in helping students personalize projects through branding and creating logos as well as class newsletters, animation projects, and other interactive projects that taps into their technical ingenuity. Turning loose the reigns and allowing them to experiment could mean new discoveries as we let them try all the new methods these digital natives have already figured out (Prensky, 2008). ** EDLD 5364 Teaching with Technology  ** This course, considered to be the APEX course of my degree program, was the capstone of my learning experience. It was the one course that I met with pure excitement because I knew the rigor that it involved would thrust me headlong into learning that would be instrumental and invaluable to me as an emerging technologist. Consistent with my goals as a facilitator, I now have some expertise in designing engaging technology tools such as an e-book and curriculum models that are student centered. I appreciate the Universal Design for Learning concept which taught me how to construct engaging activities that foster differentiated instruction. Through this design, learners actively construct meaning and teachers support learning rather than impart knowledge (Center for Applied Special Technology, 2009). ** References  ** Center for Applied Special Technology, (2009). []. Retrieved on 11 May 2011. Dede, C. (1995, September-October). // The evolution of constructivist learning environments: Immersion in distributed, virtual worlds //. Educational Technology, 35(5), 46-52. Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). // The 2011 horizon // // report //. Austin, Texas: The New Media Consortium. Lao-tzu. // The way of lao-tzu //. The Quotation Page. Retrieved May 6, 2011, from http://www.quotationspage.com/quote/24004.html Mouza, C. (2002/2003). // Learning to teach with new technology: Implications // // for professional development //. Journal for Research on Technology in   Education, 35(2), 272-89. Prensky, M. (2001). // Digital natives, digital immigrants: Part 1 //. On the Horizon, //9//(5), 1-6. Prensky, M. (2008). // Adopt and adapt: Shaping tech for the classroom //. Edutopia: The George Lucas Educational Foundation. Richardson, M. (2005). // Consensus leadership //. Principal Leadership. National Association of Secondary School Principals. 6(4), 32-35  Senge, P. M. (1990). // The Fifth Discipline: The Art and Practice of the Learning Organization //. New York: Doubleday. Solomon, G & Schrum, L. (2007). // Web 2.0: new tools, new schools //. International Society for Technology in Education.  Sprague, D. & Dede, C. (1999). // If I teach this way, am I doing my job: Constructivism in the // // classroom //. Leading and Learning//, 27(//1). Retrieved May 9, 2011, from the International Society for Technology in Education at [|http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf] Williamson, J, & Redish, T. (2009). // ISTE’s technology and leadership standards: what every K- 12 technologist should know and be able to do. // Eugene, OR: International Society for Technology in Education. Torrential. // Dictionary.com //. IAC Corporation. Retreived April 24, 2011, from http://dictionary.reference.com/browse/torrential. 