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Lamar University M.Ed. in Educational Technology Leadership

Internship Field-based Activities Summary Report and Validation

Directions: This Internship Field-based Activities Summary Report is for your use as a planning worksheet. Post this report to your e-Portfolio wiki/blog/Google site monthly to document completion of your activities. As you plan your campus- or district-supervised Internship hours, do the following: Include at least one campus- or district-supervised activity under each of the 33 ISTE Technology Performance Indicators associated with the eight Technology Facilitation Standards. Make sure your campus- or district-supervised activities total a minimum of 100 hours as specified in the eight Technology Standards. Follow the guidelines on page 37 to reflect on each completed activity. Your site mentor will validate the hours earned at the end of your Internship. All hours must be completed before you enroll in the Internship course, EDLD 5388/5370 *Please note that course number changes in Fall 2010*. Once complete: PDF the Validated Summary Report. This report must be signed by your site mentor. Create a new page on your wiki, titled Completed Internship Field-based Activities Summary Report Post the completed Internship Field-based Activities Summary Report to your wiki.

Brief Description of the Activity Assisted teachers how to use Audacity, a free open source professional audio editing and recording program, to record student voiceover narration and reading of stories for multimedia. Assisted students how to illustrate using the Wacom digital pen and tablet with Paint.Net software. Standard I. Technology Operations and Concepts TF- I.A

Date Activity Completed April 5, 2010 January 27, 2011 January 6, 2011

Internship Hours 2 4 4

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Modeled continual growth in technology knowledge and skills by researching and applying operational techniques and concepts from books, Multimedia: Making It Work and Premiere Pro CS3 for Windows and Macintosh Visual Quickpro Guide, in producing and successfully rendering multimedia movies efficiently sized for presentation and sharing on DVD.

TF I. B

April 19 25, 2010 April 28 29, 2011

16 10

Reflection for Technology Standard I: Technology Operations and Concepts Self-Assessment Bonham Elementary needed a project to be presented to the parents in the final PTA meeting. This project had to demonstrate the academic achievements being met at the school as required in the goals set out in Bonhams Campus Improvement Plan (AISD, 2011, para. 6-7). It was decided to facilitate the five kindergarten classes to produce a presentation that also showed the educational technology capabilities of the faculty. It would be necessary to record and show what the children did everyday since no one class activity demonstrated enough of the years academic achievements. Multimedia technology naturally takes advantage of both presenting the recording and the images. For satisfying the needs for the project and for the schools educational technology demonstration Shank (n.d.) agrees, Well-designed multimedia can embrace motivation, learning, and transfer. The most effective multimedia provides learning experiences that mirror real-world experiences and allow learners to apply what theyve learned in various contexts (p. 10). Reflectio n Learner as a Learner At the first strategic planning meeting the project was named A Day in the Life of a Kindergartener. In facilitating the multimedia presentation the first technology covered was recording. The five kindergarten teachers, music teacher, and librarian were not aware how we would record. The availability of a free professional recording and audio editing software online, the open source software Audacity, was chosen. It would allow the teachers to record and edit students voiceover narration and singing. Microphones were provided to a few teachers who discussed together who would be best for recording the students and getting clear-recorded voice or music. Also the recording inside or outside the class was discussed for the best means of recording. I also understood how to explain others how to use Audacity to get the recording and to edit it, but verbal explanation was not enough. Modeling how to use the software helped teachers to use Audacity. However for the audio tool to make sense, to be more than a basic skill and fundamental fact, it had to be used in context of a classroom learning activity (Williamson & Redish, 2009, p. 21). Also, in a second project involving fourth and fifth grade teachers and a project using multimedia to demonstrate and instruct verbally to make something I helped teachers assist students how to illustrate using Paint.Net software with the Wacom

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digital pen and tablet. The teachers had before taught the students how to draw, color and design naturally and then scan it into digital format. However, with the new process using Painter.Net with a digital pen & tablet the students would draw direct into digital format. The tablet had pressure sensitivity and speed settings that could be adjusted individually to each artist. I facilitated showing the computer lab director and teachers how to first input drawings into Painter.Net, and then create a second layer for the color to rest below the line work layer. The layers technique helped the teachers explain how to use the software to leave a clean black graphic line on top of a flat intense color, almost a cartoon-like style of art. The proper order process was explained as the students worked in groups at each computer station. Lifelong Learning Skills Through facilitation the teachers learned how to implement technology to help complex components of the recording and illustration process to work for the many groups of students. To model the process meant to first show how to do something, then let the teachers do it themselves. When the teachers understood the process of how multiple components such as the pen tools, creating shapes, color filling, and using layers to organize the illustration work, then they were more successful to implement the educational technologies for the illustration process with students (Williamson & Redish, 2009, p. 21). Finding the best way to facilitate educational technologies and make them practical and understood for future classroom applications is an ongoing job. The teachers may know how to use the technology but being able to integrate the technology into instructional content is more a challenge. According to The Horizon Report 2011 the highest ranked challenge to technology adoption is digital media literacy. Teachers must be able to not only know innovative tools, but also be able to use them in a meaningful way to develop the curriculum for best learning (Johnson, Smith, Willis, Levine, & Haywood, 2011, p. 3). . I believe the multimedia proved to communicate not only the kindergartners class activities but also gave teachers the tools to engage the students and to make the sounds and sights of the real life learning activities to communicate with more meaning. References Abilene Independent School District (AISD). (2011). District initiatives. AISD Bonham campus improvement plan. Retrieved at http://schools.abileneisd.org/Plans/20092010/2010_Bonham_Campus_Plan.pdf. Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 horizon report. Austin, Texas: The New Media Consortium. Shank, P. (n.d.). The value of multimedia in learning. Think Tank. Retrieved May 5, 2009, from http://www.adobe.com/designcenter/thinktank/valuemedia/. Williamson, J. & Redish, T. (2009). ISTEs Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do. Eugene, OR: International Society for Technology in Education, pp. 1-55. Subtotal 36

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Brief Description of the Activity Explored with teachers in collaborative effort how to produce a multimedia technology that exposes the acts of diverse classroom learning such as reading skills, narration of written stories, making music in songs, playing musical instruments, and physical exercise all in a day of a student, or the illustrated pages showing clear steps in how-to stories. Explored how collaboration of students to develop their own message to a multimedia presentation will engage the individual, will provide experiences set up for valuing diversity of talent and skills, and will relate their ideas to meaningful concrete learning activities/experiences found in the daily classroom. Assisted teachers in selecting multimedia technology as the higher order cognitive-learning resource according to Blooms Taxonomy that demonstrates synthesis behavior by Bonham kindergarten, 4th and 5th grade students when they build meaningful digital story presentations from their own writings, voices, personal pictures, illustrations, and actions. Collaborated with teachers and model how to work with students on a daily basis using photography, recording, and class assignments that will be digitally transferred into the multimedia presentation.

Date Activity Completed March 28, 2010 October 21, 2010

Internship Hours 2 1

Standard II. Planning and Designing Learning Environments and Experiences

TF-II.A

March 8, 2010 October 13, 2010

.5 .5

TF-II.B

October 11, 2010 October 14, 2010

.25 1.25

TF-II.C

April 13-17, 2010

TF-II.D

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Coordinated with computer lab aide and teachers to facilitate a schedule and production strategy that manages 21groups composed of both age levels from five 4th grade classes and three 5th grade classes to collaboratively produce script, audio, and illustrations on 16 computer workstations in the Bonham Elementary School Computer Lab. Worked interactively with computer lab aide and teachers to instruct both how to digitally document story content for multimedia text and narration, and digitally draw in a cartooning technique that they keep their line and color in dedicated layers to preserve crisp clear line work and color shapes for illustrating how-to processes.

January 4, 2010

TF-II.E

January 13, 2010

TF-II.F Reflectio n

Reflection for Technology Standard II: Planning, Designing Learning Environments and Experiences Self-Assessment In planning and modeling effective technologies for student learning for teachers to use the key operative action is to shift from conventional instruction to a reformed instruction. Reformed instruction includes student activities that use more studentcentered and inquiry-based learning groups. Changes in group activity and structure are in which students explore, interact with teacher who is more a facilitator, perform individualized and multidisplinary work, work collaboratively, work together with others of varied learning levels and help each other, practice advanced skills, and are assessed on performance instead of facts (Williamson & Redish, 2009, p. 38). Bonham Elementary classes from kindergarten, fourth, and fifth grades were requested to produce various uses of picture, sound, and words to present to the final PTA meeting of the year and the annual district showcase of school technologies. Both requests would help the school reach achieve an initiative for the districts continuous improvement in academic achievement and prepare all students for success in college and workforce readiness goals in Bonhams Campus Improvement Plan (AISD, 2011, para. 6-7). Deciding to facilitate the Bonham teachers to build both projects in a multimedia technology in turn developed a learning process that would use the students higher order cognitive-thinking skills (Clark, 2007, para. 11). The teachers found the students soon become engaged when they could use their imaginations with multimedia because they would be able to build meaningful digital story presentations from their own writings,

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voices, personal pictures, illustrations, and actions. Learner as a Learner Various group dynamics according to the reformed approaches to instruction were facilitated in the collaborative effort for the Bonham Elementary kindergarten classes to demonstrate to the parents and other community partners various class activities in A Day in the Life of a Kindergartner. A multimedia piece was useful to help the kindergarten teachers show the students diverse talents and abilities in reading activities, narrating the short daily stories they practiced writing, making music in class singing or playing musical instruments, and getting their daily physical exercise. In the next year Bonhams fourth and fifth grade students would collaborate in an even more complex fashion. The students would work in 21 groups composed of both grades. The fourth grade would write and the fifth grade would draw. Additionally the individuals of each group would work together with others of varied learning levels and help each other to write and illustrate pages using advanced techniques of technology made for publishing and drawing. Together the groups created and produced 21 digital How-To Stories demonstrating their combined critical thinking that instructed simple steps for the way to do a particular thing. Having many things to tell about a days work and many ways to tell how to do something provided opportunities for teachers to help students develop their own messages to a multimedia presentation. I was pleased at the varied stories and especially the effectiveness of the teachers who collaborated well together to use the technologies to help their students record, demonstrate, and present both projects (Williamson & Redish, 2009, p. 41). Lifelong Learning Skills I coordinated with the computer lab director and teachers to facilitate a production schedule and planned a learning strategy that managed to arrange five fourth grade classes and three fifth grade classes into 21 separate groups of four to five students each. These groups were able to collaboratively produce script, audio, and illustrations on 16 computer workstations in the Bonham Elementary computer lab. Coordinating the process with the many groups was tedious at first; often slow with repeating directions and getting all their attention at once. However, soon the students understood what they needed to do and helped each other to complete the writing and illustrating. Student-created multimedia projects such as the A Day in the Life of a Kindergartner or How-To-Stories provide engaged student learning when students are able to make recordings, shoot original photography, write creative stories, and create digital artwork. Even natural artwork can be scanned into digital format and be used for elements in multimedia. Multimedia is a normal way for todays students to express themselves. According to Edutopia (2002), students who do not take to learning by reading a textbook or listening to a lecture often jump at the chance to understand complex concepts by presenting finished products in the form of a film or a Web documentary or a Microsoft PowerPoint presentation (para. 5). References Abilene Independent School District (AISD). (2011). District initiatives. AISD Bonham campus improvement plan. Retrieved at http://schools.abileneisd.org/Plans/20092010/2010_Bonham_Campus_Plan.pdf. Clark. D. (2007). Learning domains or Blooms taxonomy. A Big Dog, Little Dog and

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Knowledge Jump Production. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html. Edutopia. (2002). Multimedia serves youths desire to express themselves. Retrieved from http://www.edutopia.org/print/980. Williamson, J. & Redish, T. (2009). ISTEs Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do. Eugene, OR: International Society for Technology in Education, pp. 33-55. Subtotal 21.5

Brief Description of the Activity Facilitated technology-enhanced multimedia project that requires research and teacher support for clear writing in how to do certain tasks step-by-step. Spell checking, speaking clearly and audibly when recording, and following a procedural use of a drawing program all demonstrate using good communication skills with technology. Modeled learner-centered strategies that address diverse levels of student skills and understanding. Students collaborate with some students drawing, others coloring, while others might name and save the files, or write, and/or narrate from the script. Student abilities to lead or follow also naturally get practiced with group work. Designed multimedia presentation that combines student writing, narration, and images to creatively present what students actually do in day-to-day classroom activities or in step-by-step digital storytelling.

Date Activity Completed January 17,2011

Internship Hours 3.5

Standard III. Teaching Learning, and the Curriculum

TF-III.A

April 27 - May 1, 2010

TF-III.B

TF-III.C

May 4 7, 2010 April 12 16, 2011 April 17, 2011

8 4 6

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Facilitated with computer lab aide to coordinate 21 small groups from three different classes each to collaborate on developing common stories using various computer technologies. Collaboration in groups prepares students for workplace readiness. They learn to share ideas, to see how each other works differently at the same task, to produce a product within lab time against a deadline, and to follow detailed directions how to successfully do only a specific portion of work to a larger overall job. Designed a multimedia presentation activity collaboratively with principal, homeroom teacher, and kindergarten teachers a district goal to demonstrate continuous improvement in academic achievement. This activity communicates daily classroom academic progress to the parents in a real and engaging manner. Whenever a student personally demonstrates what he or she does in class, then attending PTA becomes much more appealing to the parent. The activity also shows parents how their child participates in reading, physical fitness and music activities.

January 10, 2011

TF-III.D

TF-III.E

March 3-4, 2010 March 22, 2010 February 8, 2011 May 11, 2010 May 27, 2010 May 7, 2011 May 9, 2011

.25 .25 2 4 2 5.5 2

Reflection for Technology Standard III: Teaching, Learning, and Curriculum Self-Assessment Much of what students need according to the ISTE Technology Facilitation and Leadership Standards textbook is engagement and student-centered instruction (Johnson & Redish, 2009, p. 59). Although it is understood what students need, schools seem to have their own methods, regardless, it seems, that the student is successfully learning. Although there seems to be a traditional mindset the school knows best, Bonham Elementary offered an opportunity to facilitate two separate technology projects with full cooperation of the principal, teachers, and computer lab aide to what I believed students needed. The first project was to deliver a grade four and five presentation demonstrating educational technology learning for parents, community partners, and district administration at the 2011 Abilene Independent School District Technology Showcase annual school district meeting. Learn as a Learner I wanted the students to have most of their personal input into what they would devise for the school district presentation. In my experience when I set up a booth showing what I do in my college program at school technology fairs, I would set out a

Reflection

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digital pen and tablet to demonstrate the hands-on, imaginative, yet digital aspect of my digital arts program I taught. Since students waited their turns to play with the pen and tablet, I knew how effective drawing could be as a real-world learning experience. I expect that when a student is able to be creative, which is a higher order of thinking, and use their curiosity in a project, they motivate intrinsic learning. Intrinsic learning is effective with a degree of challenge in difficulty, and the student has great personal choice or imaginative flexibility in what is made, and has much of the control in its making (APA, 2008, 3-4). With certain design and publishing software this intrinsic motivational approach fundamentally describes the creation process for this school presentation. Working with the computer lab aide and the fourth and fifth grade teachers faceto-face and by email I facilitated a technology-enhanced multimedia project that would require how-to research, and teacher support for clear writing in selected how-to tasks, with step-by-step details (Johnson & Redish, 2009, p. 60). Also I modeled face-to-face for students with computer lab aide present in how to use the labs illustration software, the already pre-installed Painter.Net, with Wacom digital pen and tablets. Fifth grade level with five classes broke up into student groups. Students within the groups collaborated assigning each other tasks: some to draw, others to color, others to research, and finally others to name and save files. The fourth grade level did the same to research, to write, and to narrate the script. Lifelong Learning Skills Upon using these technology standards I have learned that a national professional organization, ISTE, considers it appropriate to make instruction studentcentered, to effectively align technology standards into instruction using communication tools and learning habits students use outside the classroom (Johnson & Redish, 2009, pp. 62-63). I also rely more and more instructional work that is project-based. Over the past assignments using these active learning processes prove effective for real-world learning. This written, illustrated, and narrated digital How-To Stories and its ISTE Standard/Indicators have indicated how my students learn in class much like how they would learn in a real career situation (Johnson & Redish, 2009, p. 60). When constructivist processes such as personal interpretations are shared interactively in a learning experience as done in the digital How-To Stories project, then the real world experience is better understood (Dabbagh, 2006, para.18). References American Psychological Association (APA). (2008, March 28). Motivational and affective factors. Learner-centered psychological principles. Retrieved from http://www.apa.org/ed/lcp2/lcp14.html. Dabbagh, N. (2006). Basic principles. The instructional design knowledge base. George Mason University, Instructional Technology Program. Retrieved from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm. Williamson, J. & Redish, T. (2009). ISTEs Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.

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Subtotal

Brief Description of the Activity Facilitated recording with different microphones and repeated Audacity recording process in order for clear audible voiceover of student reading a story or singing in chorus to be achieved. Teachers were able to review student writings to change and correct for clear and accurate step-by-step explanations. Used multimedia presentation to augment the demonstrated skills of various students in writing, reading, and visual arts.

Date Activity Completed January 17-18, 2011 April 28-29, 2011

Internship Hours 3.5 3

Standard IV. Assessment and Evaluation

TF-IV.A

TF-IV.B

April 26, 2010

Facilitated the teaching of Paint.Net vector pen and freeform pen drawing techniques using various mark characteristics from pressure, speed and direction in addition to the process of coloring using fill or pen in the same layer versus in the layer below the line work. Demonstrated examples to class with overhead projection to help students understand the results.

January 25, 2011

TF-IV.C

Reflection for Technology Standard IV: Assessment and Evaluation Self-Assessment According to the ISTE Technology Facilitation and Leadership Standards textbook developing technology that improves the assessment and evaluative processes that collect, analyze, interpret, and report the data from Adequate Yearly Progress reports, schools will impact school improvement and accountability. This reporting is unlikely to change for the state or district regardless national or state educational policies change in the years to come (Johnson & Redish, 2009, p. 78). Many educators can consider the very process or practice of assessment very differently. Johnson and Redish (2009) point out, While familiar practices of assessment and test theory originated in trait and behaviorist psychology, contemporary views of

Reflection

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learning and cognition fit more comfortably into the headings of cognitive and situative psychology (Mislevy, Steinberg, Almond, Haertel, and Penuel, 2003, p. 168). Assessment can mean using technology in an implementation activity as well as collection and analysis. My Site Mentor, the school principal of Bonham Elementary, aligned my internship activities along its Abilene Independent School District (AISD) goals in the 2010 Campus Improvement Plan (CIP). The AISD goal initiative states, [Bonham Elementary] will provide access to modern technology and integrate technology into the curriculum, instruction, and staff development creating a solid foundation for continuous growth (12). Therefore the strategy of the project provided CIP accountability as it targeted to maximize student technology literacy with a multimedia presentation for the parents and community partners. The project would augment the demonstrated skills of its students in writing, reading, and visual arts (Johnson & Redish, 2009, p. 81). Learner as a Learner The field-based multimedia digital storytelling activities for A Day in the Life of a Kindergartner presented at the final school parent-teacher association meeting and the next years How-To Stories presented at the 2011 AISD Technology Showcase each demonstrated engaging individual and diverse learning skills for step-by-step writing, voice-over recording, illustrative visual arts, musical exercises, and physical exercise activities (Johnson & Redish, 2009, p. 77). When the students presented I was amazed at their skill and interest doing their parts, whether it was in writing, illustration, narration, or demonstration. I facilitated more of the work at the beginning, and less towards the end when the multimedia activity was definitely a growing collaborative effort by various teachers and computer lab aide who were more able guide students art, narration, or video-taping during school hours. The fourth and fifth teachers provided timely and meaningful formative assessments as the students demonstrated, wrote, or drew during class and lab times. I was able to make most of the scheduled lab times, but not for the more flexible class activities. Lifelong Learning Skills For school improvement and student learning accountability technology will likely have some criticism for not being as successful as traditional student learning methods. Technology use data in learning will have to be measured, collected, and analyzed much like the assessment of all other methods. The ISTE Technology Facilitation and Leadership Standards textbook lists numerous criticisms of educational technologies (Johnson & Redish, 2009, pp. 85-86). I hope to see technology become a greater cost savings to school budgets, utilizing more the free open source or Web 2.0 tools. Perhaps I can facilitate an effective use of educational technology in the classroom in much the same way the workforce uses its technology to do business competitively. I plan to find and to collect meaningful technology criteria to report and to assess proven ways it is used in educational opportunities for student learning. I want to become more knowledgeable how to assess formatively on student learning, teacher practices, and system efficiencies (Johnson & Redish, 2009, p. 86). References Abilene Independent School District (AISD). (2011). District initiatives. AISD Bonham campus improvement plan. Retrieved at http://schools.abileneisd.org/Plans/2009-

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2010/2010_Bonham_Campus_Plan.pdf. Mislevy, R., Steinberg, L., Almond, R., Haertel, G., & Penuel, W. (2003). Improving educational assessment. In Haertel, G. & Means, B. (Eds.). Evaluating educational technology: Effective research designs for improving learning. New York: Teachers College. Williamson, J. & Redish, T. (2009). ISTEs Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. Subtotal 12.5

Brief Description of the Activity Facilitated collaborative discussion how best to record using Audacity with microphones, photograph using various school and personal cameras, and videotape necessary class activities for content. Collaboration among teachers also set up good time management skills collectively using all students and selectively representing all activities in a kindergarteners day to be captured and readied for multimedia production by deadline. Modeled review and evaluation of multimedia content with preview meetings and opportunities for change that best reflects student learning.

Date Activity Completed April 6-11, 2010 April 12, 2010

Internship Hours 2 2

Standard V. Productivity and Professional Practice

TF-V.A

April 26, 2010

TF-V.B

TF-V.C

Modeled use of image editing and video editing tools to create, modify, and produce multimedia presentations using assets created by teacher teams using recording, photography and video devices.

April 6-11, 2010 April 13-17, 2010 April 19-25, 2010 February 24, 2011 April 7-9, 2011 April 12-16, 2011 April 17, 2010 April 28-29,

8 8 16 1 8 4 6 10

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Collaborated and shared resources with teachers using school e-mail communications and jump drive storage devices.

April 6-11, 2010 January 18, 2011 January 27, 2011 February 24, 2011 April 12, 2011

.5 .5 .5 1 .5

TF-V.D

Reflection for Technology Standard V: Productivity and Professional Practice Self-Assessment Educators use of modern educational technologies to enhance their productivity and professional practice affects the learning opportunities of students in the Bonham Elementary classroom. I have always believed any practice or experience with new technologies will open the doors to educators willingness to learn and provide the opportunities for their students to experience more technologies in classroom activities. Educational technology facilitators and leaders should bolster the use of modern technologies by contextualizing the tool for teachers, at least before using the technology for them. Contextualizing allows the teachers to learn with a simplified version of the technology in order to learn how to operate the tools for themselves (Williamson & Redish, 2009, p. 104). Instead of doing the necessary student audio recordings for the teachers myself to create A Day in the Life of a Kindergartner digital storytelling project applying multimedia technology, I facilitated discussions with a representative team of kindergarten teachers to discuss a strategy for them to approach and accomplish the project. For the field-based activities for the TF/TL Standard V Productivity and Professional Practice I learned to allow teachers to learn more from guided practice. Reflection Although the teachers in the initial meeting knew how to record with a common tape recorder, we expanded their experience how to acquire quality digital audio and digital pictures ready for uploading into a professional video-editing program to make a multimedia for public viewing. To enhance the recording of their students in normal class settings a few teachers were provided hand held microphones and shown how to record using Audacity, a free cross-platform digital audio recording and editing application. These few teachers in turn helped to guide other fellow kindergarten teachers and aides to capture their assigned recordings. Learn as a Learner I have the ability to do the recording and photography myself, but to develop the professional practice of teachers meant to instruct them in a manner how they would instruct their students. For this project to be successful the project must be teachercentered before it would become student-centered. I learn by example and especially learn best for what is relevant to my situation, therefore it was important to model the recording process and explain how Audacity saves as a compressed MP3 audio file using the accompanying free LAME encoder plugin, downloaded separately and imported into Audacity through its preferences. Along with my face-to-face facilitation teachers could follow-up later with online support. Downloadable user manuals in various formats, wiki, and online tutorials are available to guide how Audacity records, plays back, trims audio file with simple cut, copy and paste features. Also sound normalization, fading in and out, and sharing the file in an efficient

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file format size help teachers to customize the recordings as they wish (Audacity, 2011, para. 1). If there were editing difficulties, I was available by email or instant messaging to support the teachers remotely during or after class time. Only email telecommunications was used to share files and note production progress during the project. Otherwise the actual collaboration among teachers during the project and three face-to-face meetings enabled me to facilitate teachers to skillfully create in-class multimedia audio, picture and video assets for the final production using modern productivity technology. Lifelong Learning Skills I have found it difficult to turn loose of control in any production process using most technologies that I facilitate. However I am pleased I did so with the Bonham Elementary kindergarten teachers who created all multimedias assets that showed or demonstrated student involvement in specific daily learning activities. The facilitation allowed me to be a part of the creative technology process of the teachers and to critically think through setting incremental stages of shoots and recordings, helping teachers interact with students using technology to learn, and monitoring their process toward successfully completing the capture of excellent assets for the multimedia presentation (APA, 2008, para. 7). Collaborating with educators in improved ways to work and learn using educational technology can help develop a professional practice among the teachers of a school that can adapt quickly to a need for change (Williamson & Redish, 2009, p. 106). I plan to delegate more control to others. I plan to trust and collaborate more among the educators whom I facilitate and lead. Perhaps in the future I could impact the success of a professional learning community by facilitating one or more projects such as the Day in a Life of a Kindergartener that would serve small groups of faculty as a relevant and manageable inquiry throughout the school year to continuously learn and practice instructional methods using contemporary educational technologies (Dana, 2009, 22). References American Psychological Association (APA). (2008, March 28). Motivational and affective factors. Learner-sentered psychological principles. Retrieved from http://www.apa.org/ed/lcp2/lcp14.html. Audacity: Free sound editing and recording software. (2011). Documentation and support. Help. Sourceforge.net. Retrieved from http://audacity.sourceforge.net/help/. Dana, N. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press. Williamson, J. & Redish, T. (2009). ISTEs Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. Subtotal 50

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Brief Description of the Activity Modeled legal and ethical Fair Use and Creative Commons practice in developing, supporting and stewarding legal and ethical use of images and music throughout the planning, design and production of the students multimedia projects. Provided credit to all students, teachers and staff participating in the multimedia project. Modeled tools teachers could use to capture visual arts, reading, acting, narrating, singing, playing musical instruments to enable and empower student learners with diverse backgrounds, characteristics, and abilities. Modeled instructional techniques along with computer lab aide that accommodated for learning differences within the many classes in the setting up shortcuts and other clear navigation methods, and using attentive and patient face-to-face explanation how to operate the drawing software. Requested loading of driver software for the Wacom pen and tablets in computer lab through the proper channels of district protocol for safe and healthy use of technology resources. Discovered process of web design for Bonham Elementary belongs to district technology team for provide consistent design and have oversight for safe procedural use of school sites.

Date Activity Completed April 6-11, 2010 April 13-17, 2010 April 19-25, 2010 February 24, 2011 April 7-9, 2011 April 12-16, 2011 April 17, 2010 April 28-29

Internship Hours 8 8 16 1 8 4 6 10

Standard VI. Social, Ethical, Legal, and Human Issues

TF-VI.A

TF-VI.B

March 28, 2010 April 5, 2010

2 2

December 12, 2010

TF-VI.C

December 12, 2010 January 26, 2011

1 .5

TF-VI.D

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TF-VI.E

Facilitate equitable access to drawing time in the Paint.Net using the Wacom pen and tablets for all students in each group.

January 6, 2011 January 13, 2011 January 25, 2011 January 27, 2011

4 4 4 4

Reflection for Technology Standard VI: Social, Ethical, Legal, and Human Issues Self-Assessment For the field-based activities satisfying the TF/TL Standard VI Social, Ethical, Legal and Human Issues I learned much about the rules of school, social, ethical, and legal procedures that must shape the use of educational technologies in the classroom. Such issues are numerous and often we may miss or ignore them when we are ignorant of what they say and for what they mean. Technology facilitators and leaders in the school system must be responsible to know and understand how these rules have been shaped for the common good of all, especially the student, and to diligently design these rules into the learning practices using new educational technologies. I found that the Bonham Elementary computer lab aide and teachers were very much aware of the restraints that Abilene Independent School District (AISD) policies and copyright laws had on the software technology and background music we planned to use. Listening to school personnel helped me answer much about AISD policies and procedures. In the very first project strategy meeting a story was shared about a low cost that was lost, a fining that nearly happened, and the wasting of time that occurs when one ignores checking the user rights to a major school musical. The goal for AISD educational excellence means providing effective tools for meaningful classroom instruction while ensuring a safe, ethical and productive learning environment. For smooth operation the AISD network administration relies upon the proper communication with end users such as computer lab managers, teachers, librarians, Learning Resource Center coordinators, and teachers to request software or drivers to be downloaded and new program set up in the system network. The new drivers for the pen and tablets had to be planned early for district acceptance before we knew the Bonham Elementary computer lab could have the appropriate equipment for the students to draw digitally (AISD, 2011, p. 11). Learn as a Learner After parent consent forms were sent home to authorize their children to publish the multimedia work, then the students wrote story content, drew their own illustrations, and narrated their own voice-overs to the How-To Stories. The copyrighted practice in turn was used to protect their creative input. School copyright notices watermarked and concluded the twenty-one separate digital story presentations. Also participation credits for all students, teachers, and staff were listed at the end of the multimedia project. At the 2011 AISD Technology Showcase school booth students, friends, and family would gather to watch their digital stories loop on a digital flat screen. Suddenly the students would point and talk excitedly as their names crawled across the screen. The printed recognition fascinated them. True digital equity is an important social issue that occurs when students have equitable access to diverse learning technologies, other than just computers (Williamson & Redish, 2009, p.124). When I saw fifth grade illustration groups discuss which students

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in the group could best draw certain parts in the Paint.Net software, then the teams created diverse opportunities for each other to learn. Some would also check the work of each other to determine that the correct layers were being used, and then other students were having fun exploring how to make varied digital marks using the Wacom digital pen and tablets. I could observe diverse learning opportunities taking place. With the instruction of teachers and computer lab aide all Bonham Elementary fourth and fifth grade students were assisted in collaborative group access to word processing, digital drawing, and sound composing productivity tools. In this way teachers were promoting meaningful and diverse real-world learning with technology (Williamson & Redish, 2009, p.126). Lifelong Learning Skills Williamson and Redish (2009) report, According to student-to-computer ratios, student access to computers at school is fairly equitable across historically identified subgroupsconfirming the notion that schools continue to be a great equalizer for disadvantaged students (p. 124). This digital equity is a longstanding social issue that requires technology facilitators and leaders to promote technology to all excluding none. Not only was digital equity protected in facilitating the How-To Stories project, but also student safety, user ownership rights, and AISD technology efficacy. As a lifelong learner in the areas of the TF/TL Standard VI Social, Ethical, Legal and Human Issues I intend to keep pace with copyright laws, fair use, and creative commons to protect student user rights as well as they respect the information property rights of others. It is necessary to stay aware of the district acceptable use guidelines and Internet safety policies to be a responsible guide for others. Bissonette shares (2009): Because filtering alone is not sufficient to guard against students accessing inappropriate materials, schools also must provide education about responsible Internet use. Classroom instruction about how to access and use the Internet must be comprehensive, as students will carry their classroom instruction about Internet safety with them as they access computers unsupervised settings in which access to the Internet is not filtered. (p. 55) The unfamiliar areas of social, legal, and ethical issues surrounding the use of educational technologies challenge me as a technology facilitator and leader when training teachers to teach students. Cyber law needs to be presented in a manner that is relevant and necessary regardless the Internet is filtered. Finally the global impact in the lives of the teacher and student today make it necessary to provide equitable learning opportunities through digital technology for real world work and citizenship in the 21 st century. References Abilene Independent School District (AISD). (2011). Electronic communication system acceptable use guidelines and Internet safety. AISD student code of conduct. Retrieved at http://www.abileneisd.org/cms/lib2/TX01001461/Centricity/Shared/201011%20Student%20Code%20of%20Conduct%20%20-%20revised%208-4-10.pdf. Bissonette, A. (2009). Cyber law: Maximizing safety and minimizing risk in classrooms. Thousand Oaks, CA: Corwin Press. Williamson, J. & Redish, T. (2009). ISTEs Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR:

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International Society for Technology in Education. Subtotal 84.5

Brief Description of the Activity Used the school technology facilities and resources in the computer lab, kindergarten classrooms, and auditorium and stage to achieve student learning.

Date Activity Completed March 28, 2010 April 5, 2010 April 12, 2010 April 26, 2010 May 7, 2010 May 10-11, 2010 October 14, 2010 October 10, 2010 December 17, 2010 January 4 & 6, 2011 January 10 & 13, 2011 January 17 & 18, 2011 January 25-27, 2011 February 8, 2011 April 12, 2011 April 28, 2011 May 13, 2011 January 6, 2011

Internship Hours 2 2 2 2 1 6 1 1 3 8 8 3.5 8.5 2 1 2 2 4

Standard VII. Procedures, Policies, Planning, and Budgeting for Technology Environments

TF-VII.A TF-VII.B Modeled integration of technology resources purchased, licensed and set up in computer lab. Supported professional development opportunities related to best practices in planning, designing, and production using campus technology resources.

TF-VII.C

March 28, 2010 April 5, 2010 January 6, 2011

2 2 4

Reflection for Technology Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments Reflection Self-Assessment For the field-based activities satisfying the TF/TL Standard VII Procedures, Policies, Planning, and Budgeting for Technology Environments I learned that the access

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of technologies is most critical to the use and acceptance of technologies in the classroom. The standard focuses on the managerial responsibilities of educational technology leaders to integrate technologies into instructional and administrative practices. It helps both the facilitator and leader to develop skills in technology operations and project management (Williamson & Redish, 2009, p.148). Although student-toInternet-connected computer ratios reach the established Department of Education goals nationally and statewide, access remains the teachers main barrier for fully implementing technology into the classroom. I would have thought today with students having that all-time near low ratio to computers in school, yet inefficient management from improper planning, procurement, implementation, and maintenance or monitoring of technologies cause the teacher perception that educational technology is still not available for instruction as needed (Williamson & Redish, 2009, p.149). With this perception I find it essential to understand more about the management skills necessary to implement technologies more efficiently in my local settings. Learn as a Learner In promoting the development and implementation of the available technology infrastructure for the Bonham Elementary Abilene Independent School District I fully used the school technology facilities and resources in the computer lab, kindergarten classrooms, and auditorium and stage for over fifty hours to achieve student learning. I also modeled integration of technology resources purchased, licensed and set up in computer lab for the How-To Stories multimedia presentation. Both the computer lab facility and hardware-software technology resources were fully used in the activities supporting the TF/TL Standard VII for implementing classroom instruction. Finally I supported professional development opportunities related to best practices in planning, designing, and production using campus technology resources (Williamson & Redish, 2009, p. 165). Use of the facilities and class lab technology resources to support the technology categories word processing applications, multimedia, and communication software that teachers can connect to learning strategies helps make the technology access meaningful. Word processing applications included Microsoft Word. Multimedia included Painter.NET, PhotoStory, Microsoft Movie Maker, Adobe Premiere, and Adobe Photoshop. The communication tool used was primarily e-mail. These technologies implemented in the projects A Day in the Life of a Kindergartner and How-To Stories helped students acquire and integrate learning strategies for answering questions, nonlinguistic representation, summarizing, collaborative learning, and learning practice (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. pp. 10-13). The management of technology use in the Bonham Elementary classrooms and lab demonstrates how technology reliably enhances the goals of instructional design. Lifelong Learning Skills Plan for the proper and effective use of technologies in the lab. Good technology management ties technologies to learning strategies, therefore reinforcing a practical instructional purpose of the lab and its software to teachers. Additionally the spatial arrangement of the lab and its number of computers made the How-To Stories project collaboration possible and successful for twenty-one student groups. The fixed lab time helped coordinate the initial instruction how to operate the pen and tablets and use the

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drawing software. However, after the project started the fixed forty-five minute lab times were not enough, it often rushed the work. If there were labs available in the classrooms, the student groups could have worked more independently and at a more relaxed pace as class time permitted. As I plan the selection of technologies and arrange them to the classroom practice, I intend to find ways to relate my decisions close to instructional needs. Budgeting processes must understand the total cost of ownership, the implementation, support and maintenance of educational technologies over a certain period of time. In procurement of technologies I need to be aware that price and quality are a balanced consideration. It should be anticipated that school board members would likely inquire of the costs, and how the costs comply with procurement policies. Be prepared for a rationale to defend technology purchases. The twin challenges of the future classroom technologies of providing high-quality services and controlling costs demand watching for creative solutions. Look for ways to serve students differently, freeing them up from fixed schedules and locations wherever possible (Johnson, Smith, Willis, Levine, and Haywood, 2011, p. 4). In the implementation stage it is important to train Bonham Elementary teachers and staff to anticipate and become proficient with the new equipment or software technologies. According to Johnson et al. (2011), Digital media literacy continues its rise in importance as a key skill in every discipline and profession (p. 3). It will be a challenge to continually learn new technologies as quickly as they change and upgrade and provide them as reliable tools for teachers to access for instructional practice. References Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 horizon report. Austin, Texas: The New Media Consortium. Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). Using technology with classroom technology that works. Denver, CO: Mid-continent Research for Education and Learning. Williamson, J. & Redish, T. (2009). ISTEs Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. Subtotal 67

Brief Description of the Activity Standard VIII. Leadership and Vision Modeled application of creative writing and illustration in a project-based learning application using the computers and technology at Bonham Elementary.

Date Activity Completed January 6, 2011 January 10, 2011 January 13, 2011

Internship Hours 4 4 4

TF-VIII.A

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Model strategies for integrating effective involvement of diverse grade levels, ages, student and teacher group collaboration, and application of new drawing tools for illustrating digital stories in Bonham Elementary. Model effective group process skills in collaborating with Bonham Elementary teachers and computer lab aide in accomplishing school goal implementation. Participated in the development and evaluation of district technology planning and implementation for Bonham Elementary.

January 6, 2011

TF-VIII.B

TF-VIII.C

March 28, 2010 October 14, 2010

2 1

March 4, 2010 March 8, 2010 March 22, 2010 October 13, 2010 October 14, 2010 March 4, 2010 March 8, 2010 March 22, 2010 October 13, 2010 October 14, 2010

.25 .5 .25 .5 1 .25 .5 .25 .5 1

TF-VIII.D TF-VIII.E

Engaged in Site Mentor-delegated fieldbased experiences with accomplished computer lab aide technology facilitator and teachers.

Reflection for Technology Standard VIII: Leadership and Vision Self-Assessment Effective leadership and vision continues to focus primarily on the kids. Effective educational technology leadership focuses for the long-term on modeling and developing a shared vision for student learning among teachers and the community of school stakeholders, instead of the day-to-day management of technology. To change the school toward an effective learning reality for the 21st century student and teacher, the leader must demonstrate his/her belief through actions (Reeves, 2007, p. 92). I have always been more inspired by one who leads by modeling what they believe, but I often assumed it was more expected from a leader to merely plan great plans and delegate the implementation. I find in the TF/TL Standard VIII Leadership and Vision that a leader is expected to inspire a diverse group of people, to promote a culture of instructional change, and to model change by their actions (Williamson & Redish, 2009, pp. 178-180). Learn as a Learner In my field-based activities for Bonham Elementary the principal and also Internship Site Mentor requested me to facilitate and lead with educational technologies that would demonstrate and review the schools current daily classroom student learning.

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The resulting project-based learning review would use multimedia technology to promote the schools vision in action to parents, district administrators, students and teachers. The schools vision (2011) states, The mission of [Bonham Elementary] is to provide exceptional educational opportunities in an environment that will produce graduates with the skills necessary to become productive, responsible citizens (para. 1). Using themes relevant to capturing the daily classroom learning and to producing practical instructional step-by-step processes in making things made practical sense to promoting the vision. I was able to model application of creative writing and illustration in a projectbased learning application using the existing computers adding real media digital drawing tools, voice narration, and student talent. Since the project strategies involved diverse grade levels of students and teachers who collaborated as groups to illustrate digital stories about their day-to-day classroom learning experiences, the communication was careful to include common goals for all to follow in order to avoid confusion and chaotic outcomes. Lifelong Learning Skills Demonstrating to community stakeholders the day-to-day learning using the latest technologies the Day in the Life of a Kindergartner and How-To Stories digital story presentations provided benefit to parents, district, and community leaders how relevant technology is to their kids learning. This effective use of educational technologies became another relevant way to share the schools vision that all could understand and adopt. It will take such concerted efforts for using new technologies for learning in the classroom to match the pressing needs to meet the Adequate Yearly Progress reports for No Child Left Behind Act (Williamson & Redish, 2009, pp. 178-180). For newer educational technology to be adopted as part of the vision for learning in our schools, teachers and the community of stakeholders for the school must benefit foremost from a growth in digital literacy, benefiting from participating and reviewing student learning with contemporary software tools and devices (Johnson, Smith, Willis, Levine, and Haywood, 2011, p. 3). I intend to connect as directly as possible the vision of the school to the actions in the students project-based learning using educational technology. References Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 horizon report. Austin, Texas: The New Media Consortium. Reeves, D. (2007). How do you change school culture? Educational leadership, 64(4), 92-94. Williamson, J. & Redish, T. (2009). ISTEs Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. Subtotal TOTAL 24 345

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Site Mentor: Name: (Please Print) Title:

Signature:

Date:

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