Part of being a leader is learning how to be a good manager of people. My new position has placed me in a leadership role, but I do not feel that I am a manager of people. I am learning that another huge part of leadership is listening and watching. This is especially true when you are new to the leadership position. To take on a new leadership role and come out with your guns blazing is not always the best choice. Now, there are situations where such tactics are needed and can be used effectively. But, my new position has called me to take on more of a watching and listening role. I need to discover how my new place of employment works and how the people within the place of employment interact and work. It has been an interesting experience and I've only been at it for 3 months.
The best part so far has been cultivating relationships with my co-workers. I had been at my previous job for four years. So, I haven't had to meet new people and develop new work relationships for awhile. Overall, it has been a fun experience. Our department is very diverse as is the school itself. But, if everyone was the same it would make for a very boring day, week, and school year. The thing that I come back to the most is remembering to laugh and not take things too seriously. Each new day is a chance for new start and a fresh outlook.
I am curious how the people in my department view me, though. I am the second youngest person in the department and probably have the least amount of teaching experience except for the person who is younger than me. This has added to my view of being a watcher and listener rather than a person who swoops in and seeks to make dramatic changes in the first year. I am still interested in how I am viewed. It would have been nice to know what each person was thinking the first time they met me in August. That thought alone makes me laugh because I was quite nervous.
The first 3 months have already put me face to face with some challenging situations. But, I am really enjoying the new position. I have been surprised that I haven't missed being in the classroom. But, that is partly due to the fact that I haven't had any time to sit and reminisce about being in the classroom. The one thing that I have noticed is that the students have no idea who I am. And, that is a very weird feeling because at my previous position I knew quite a few of the students. I hope that aspect changes with time. And, I am aware that I am the one who can make it change.
Saturday, October 31, 2009
Thursday, October 29, 2009
MTT Classes in General
Looking back over the four MTT classes, I am genuinely amazed at the wide array of technology skills I have acquired and technology programs that I have learned about. I remember dropping a class in summer school during my undergraduate degree because it required me to make several PowerPoint presentations and work a little with Adobe Photoshop. I still don’t know much about Adobe Photoshop, but would gladly play around with it to learn. Dropping that class seems so silly to me now, but I distinctly remember being scared to death by it because I had NEVER made a PowerPoint presentation before. I was 22 when I took that class, how crazy is that?
The only technology class offered in my small private school was computer programming. I passed the class, but learned very little. I was much more interested in the boys that filled the class than I was in learning how to write a program. I remember very clearly not getting my final program to perform a specific task and simply throwing my hands up because “I hated computers.” Then, not six years later, I was teaching BCIS to high school students and assuring them that I could do it they could do it. The journey to Master Technology Teacher has been an interesting one, but well worth the trip.
Culminating Paper
This paper’s topic seems both the easiest and the most difficult to write about. The topic is on the fundamentals of mentoring, coaching, and leadership. I feel too young and inexperienced to write about such things. Obviously, the paper will be based on other peer-reviewed journal articles, but will require my insight as well. Just like my mentoring experience, I am afraid I am too green in the fields of mentoring, coaching, and leadership to provide any worthwhile information. I am looking forward to reading my articles and learning about these fields.
My new position calls for me to act as a mentor, coach, and leader for my department. I am still in a bit of shock that I was even offered this new position. I have only five years of teaching experience and I’m sure there were candidates with more. But, I was told that experience was not the chief attribute they were seeking in the next CTE coordinator. I have discovered that I love to be an encouragement to others and do my best to find the positive in all work situations. But, the idea that I am mentor or coach to these teachers still seems quite foreign and daunting. This feeling is doubled by the fact that half the department is my age or older. In fact, I think only one of the teachers is younger than me. I know this paper will help me greatly and yet it’s been the thing that I’ve saved for last in this class. I do hope to gain quite a bit of insight into each topic because I feel it will assist me greatly in my new position.
Professional Portfolio Collection
Collecting things for my portfolio has been a fascinating task. For some reason, I keep confusing production with artifact. And, it totally freaked me out to collect attestations. However, the attestations were actually the easiest things to collect. I was able to use pieces from my previous PDAS evaluations. And, at my previous position, we were required to keep a binder and one of the tabs was labeled “comments.” This tab stood for both parent contact and any kind of positive remark we received from administration, parents, and fellow faculty members. But, my favorite attestation is actually from my student-teaching days. On my last day of student teaching, one of the classes had a party and all the students signed a card for me. My most treasured comment on that card was from a student in the class who had recoiled from me the first time I walked up to help him and touched his shoulder. In the card, he wrote me a thank you for always helping him and being patient with him. That comment alone is why I have kept the card for six years.
The artifacts have actually been the hardest to collect. It has been hard because I’m not sure what will showcase the MTT classes the best. And, since I am no longer in the classroom I do not have access to student work. I also did not bring any student work with me from my previous position. So, I have had to rely on the MTT classes and my collection of activities from the teacher’s side of things. But, I will admit that being a BCIS teacher has made the task a little easier.
The productions have been the second easiest piece to collect. I have relied almost totally on the MTT coursework for these items. It was fun to make a podcast and to use Camtasia to record a tutorial for BCIS. Technology today makes certain things so easy!
Professional Portfolio Collaboration 1
The process of putting together my professional portfolio as a website has been fun. It has been fun because I have been working collaboratively with my younger brother. My brother is almost seven years my junior. And, it is difficult for me to think of him as an adult even though he turned 21 years old this past February. However, he is much more learned at using an Apple than I am. He has assisted me in making my documents PDF files and moving between screens at light speed. We have spent several hours together working on my portfolio and it is probably one of the first times that I have been able to really see him as an adult.
He is currently working toward a sound engineering certificate at Media Tech Institute in Las Colinas. He plans to start being a disc jockey if he can gain entry to the clubs in downtown Dallas. It has been very eye-opening to work with him on my portfolio because we have been more like partners in a project than our traditional brother-sister roles. He knows how to work his Mac like the back of his hand, but oddly enough had never used iweb until I came over to work on my project. So, it has been a learning experience for both of us. I have used iweb before and because of that have been able to show him a few things with it. I’m thankful for this assignment mostly because it has given time me time with my kid brother; who as it turns out is no longer a kid.
Sunday, October 11, 2009
Exercise 9.5 Preparing for the Application of Learning
Briefly describe an educational program you recently attended.
PEIMS & CTE training at the ESC Region XI service center: the training was geared to assist CTE Directors and counselors on how to code CTE students for state funding and Achieve Texas guidelines.
Complete an individual plan, as outlined in the following chart, specifying how you will apply what you learned.
List knowledge; skills; problem-solving and finding capabilities; and/or attitudes, values, feelings learned: How to code CTE students for state funding purpose (V1, V2, V3); How to code CTE students in alignment with the Achieve Texas model (0, 1, 2, 3); Preparation for the changes with CTE that will take place in 2010-2011
Specify when, where, and how you want to apply what you have learned: Currently applying what I learned as I check every student coded and enrolled in a CTE course at the high school
Name people who could offer assistance, support: Previous CTE Director; High School Counselor; ESC Region XI CTE Specialist; Other CTE Coordinators in the area; PEIMS coordinator for the district
List other resources that might be helpful (such as books, training programs). Specify how you will know you are successfully using the new knowledge; skills; problem-finding or –solving capabilities; and/or values and attitudes: Handout provided in the training; PEIMS website; TEA website
I will know I am using the new knowledge successfully when I show the coding changes that need to be made to the PEIMS coordinator and she agrees with my suggested changes. I will also know that I am using the new knowledge successfully when I am able to catch those students who are coded incorrectly and make the necessary changes.
Specify a time frame: 2009-2010 school year
PEIMS & CTE training at the ESC Region XI service center: the training was geared to assist CTE Directors and counselors on how to code CTE students for state funding and Achieve Texas guidelines.
Complete an individual plan, as outlined in the following chart, specifying how you will apply what you learned.
List knowledge; skills; problem-solving and finding capabilities; and/or attitudes, values, feelings learned: How to code CTE students for state funding purpose (V1, V2, V3); How to code CTE students in alignment with the Achieve Texas model (0, 1, 2, 3); Preparation for the changes with CTE that will take place in 2010-2011
Specify when, where, and how you want to apply what you have learned: Currently applying what I learned as I check every student coded and enrolled in a CTE course at the high school
Name people who could offer assistance, support: Previous CTE Director; High School Counselor; ESC Region XI CTE Specialist; Other CTE Coordinators in the area; PEIMS coordinator for the district
List other resources that might be helpful (such as books, training programs). Specify how you will know you are successfully using the new knowledge; skills; problem-finding or –solving capabilities; and/or values and attitudes: Handout provided in the training; PEIMS website; TEA website
I will know I am using the new knowledge successfully when I show the coding changes that need to be made to the PEIMS coordinator and she agrees with my suggested changes. I will also know that I am using the new knowledge successfully when I am able to catch those students who are coded incorrectly and make the necessary changes.
Specify a time frame: 2009-2010 school year
Exercise 9.4 Completing and Instructional Plan
Using material from Exercises 9.1, 9.2, and 9.3, develop an instructional plan for a session for which you serve as the instructor.
Title: Using Technology to Enhance Student Learning and Engagement
Date and Time: August 19, 2009 8am, 9:30am, 12:30pm, 2pm
Learning Objectives: The participants will be able to…
1. Utilize surveymonkey.com as pre-assessments and to enhance student learning and engagement within the classroom.
2. Utilize GoogleDocs to enhance student collaboration, learning, and engagement within the classroom.
3. Utilize a jeopardy template in PowerPoint to develop engaging review sessions for the classroom.
4. Utilize www.edublogs.org to enhance student writing, journaling, learning, and engagement within the classroom.
Content Heading
1. Develop surveys online to use for pre-assessments of student knowledge
2. Employ GoogleDocs for student collaboration with projects
3. Develop a jeopardy game template to use for engaging reviews before assessments
4. Make use of blogging to improve student expression, writing skills, and preparation for state testing
Key Points to Emphasize
1. The ease of creating surveys with surveymonkey. The major features available in surveymonkey. The different types of questions that can be created in surveymonkey.
2. Document, Presentation, Spreadsheet, Form, Folder, Upload feature-Share feature
3. Create a jeopardy game template that participants can use over and over again in PowerPoint.
4. Blogging, Themes, Embedding, Managing student blogs, Import & Export abilities-Resources, discussions, and suggestions for educators
Instructional Techniques
For each activity, the following instructional techniques will be used:
-Teacher demonstration with learners working at individual computer stations
-Detailed handouts for extra support
-Q & A as the session progresses
Estimated Time: Each section will last approximately 20 minutes
Assessment Plan: pre-survey to determine direction of the session; post-session survey to evaluate effectiveness of session
Instructional resources and equipment needed:
For Instructor – computer connected to digital projector & pull down screen for demonstration
For Participants – computer lab for individual computer use
Room Arrangement Needed: Computer lab
Title: Using Technology to Enhance Student Learning and Engagement
Date and Time: August 19, 2009 8am, 9:30am, 12:30pm, 2pm
Learning Objectives: The participants will be able to…
1. Utilize surveymonkey.com as pre-assessments and to enhance student learning and engagement within the classroom.
2. Utilize GoogleDocs to enhance student collaboration, learning, and engagement within the classroom.
3. Utilize a jeopardy template in PowerPoint to develop engaging review sessions for the classroom.
4. Utilize www.edublogs.org to enhance student writing, journaling, learning, and engagement within the classroom.
Content Heading
1. Develop surveys online to use for pre-assessments of student knowledge
2. Employ GoogleDocs for student collaboration with projects
3. Develop a jeopardy game template to use for engaging reviews before assessments
4. Make use of blogging to improve student expression, writing skills, and preparation for state testing
Key Points to Emphasize
1. The ease of creating surveys with surveymonkey. The major features available in surveymonkey. The different types of questions that can be created in surveymonkey.
2. Document, Presentation, Spreadsheet, Form, Folder, Upload feature-Share feature
3. Create a jeopardy game template that participants can use over and over again in PowerPoint.
4. Blogging, Themes, Embedding, Managing student blogs, Import & Export abilities-Resources, discussions, and suggestions for educators
Instructional Techniques
For each activity, the following instructional techniques will be used:
-Teacher demonstration with learners working at individual computer stations
-Detailed handouts for extra support
-Q & A as the session progresses
Estimated Time: Each section will last approximately 20 minutes
Assessment Plan: pre-survey to determine direction of the session; post-session survey to evaluate effectiveness of session
Instructional resources and equipment needed:
For Instructor – computer connected to digital projector & pull down screen for demonstration
For Participants – computer lab for individual computer use
Room Arrangement Needed: Computer lab
Exercise 9.3 Developing an Instructional Assessment Process
For the same session you described in Exercises 9.1 and 9.2, describe the major reason or reasons for completing an instructional assessment.
I plan to complete both a pre-assessment and post-assessment for each session. The pre-assessment will serve to show me what each learner already knows about the topics to be presented. I do not want to waste time presenting information the learners already know about. The post-assessment will serve to show whether the learners felt the session was beneficial and utilizable for the classroom. The post-assessment is primarily information for the instructor whereas the pre-assessment will be used to guide the session.
Select and describe one or more techniques you will use to evaluate this instructional session.
Technique: survey at the start & close of each session
Description: each learner will complete a survey at the start of the session to determine what topic is of most interest to them; each learner will complete a survey at the close of each session to determine if the learner felt that the session was beneficial
Technique: survey sent out from the school district for each learner to complete
Description: the school district will also survey the learners to determine if the session was valuable
Describe how you will ensure that the assessment process exhibits the following qualities:
Clarity: the surveys used will be piloted by a series of individuals to ensure the questions and possible answers are clear
Specificity: the surveys used will be piloted by a series of individuals to ensure the questions and possible answers are in accordance with the learning objectives
Timeliness: the survey will be no more than 5 questions so that it can be completed quickly
Ongoing & Frequent: the surveys from the instructor and school district will be used to evaluate and critique the session
Accessibility: all learners in the sessions will have the opportunity to complete the surveys for the instructor and the school district
Be About Something Than Can Be Changed: the survey will include an area for the learners to suggest ways to make the next session better
Justifiability: the survey results will serve as examination of whether or not to hold such a session again
Stated with Care and Concern: the surveys used will be piloted by a series of individuals to ensure the questions and possible answers are stated with care and concern for the learners’ experience
I plan to complete both a pre-assessment and post-assessment for each session. The pre-assessment will serve to show me what each learner already knows about the topics to be presented. I do not want to waste time presenting information the learners already know about. The post-assessment will serve to show whether the learners felt the session was beneficial and utilizable for the classroom. The post-assessment is primarily information for the instructor whereas the pre-assessment will be used to guide the session.
Select and describe one or more techniques you will use to evaluate this instructional session.
Technique: survey at the start & close of each session
Description: each learner will complete a survey at the start of the session to determine what topic is of most interest to them; each learner will complete a survey at the close of each session to determine if the learner felt that the session was beneficial
Technique: survey sent out from the school district for each learner to complete
Description: the school district will also survey the learners to determine if the session was valuable
Describe how you will ensure that the assessment process exhibits the following qualities:
Clarity: the surveys used will be piloted by a series of individuals to ensure the questions and possible answers are clear
Specificity: the surveys used will be piloted by a series of individuals to ensure the questions and possible answers are in accordance with the learning objectives
Timeliness: the survey will be no more than 5 questions so that it can be completed quickly
Ongoing & Frequent: the surveys from the instructor and school district will be used to evaluate and critique the session
Accessibility: all learners in the sessions will have the opportunity to complete the surveys for the instructor and the school district
Be About Something Than Can Be Changed: the survey will include an area for the learners to suggest ways to make the next session better
Justifiability: the survey results will serve as examination of whether or not to hold such a session again
Stated with Care and Concern: the surveys used will be piloted by a series of individuals to ensure the questions and possible answers are stated with care and concern for the learners’ experience
Exercise 9.2 Selecting Instructional Techniques
For the same session you described in Exercise 9.1, develop two alternative ways the material could be taught. Keep in mind the focus of the learning outcomes, your expertise, the backgrounds and experiences of the learners, and the context for learning.
Alternative 1: This session could be recorded using software such as Camtasia and then viewed by the learners. The learners could listen and watch each section, then practice on their own. Once the learners felt confident practicing on their own with one section, they could watch and listen to the next section and then practice on their own with that one.
Alternative 2: Instead of demonstrating at the front, the session could be set up to have each learner work at his or her pace with the handout. The handout could be provided at the start of the session, and the instructor would be there simply to assist when questions arose. It would be a totally independent learning experience for each learner as each learner worked through the handout.
Alternative 3: This session could be set up as purely lecture in a traditional classroom. The learners would simply watch the instructor work with each of the programs and demonstrate at the front of the room. It would be a one-way presentation where the instructor provided information and the learners received it passively.
Alternative 1: This session could be recorded using software such as Camtasia and then viewed by the learners. The learners could listen and watch each section, then practice on their own. Once the learners felt confident practicing on their own with one section, they could watch and listen to the next section and then practice on their own with that one.
Alternative 2: Instead of demonstrating at the front, the session could be set up to have each learner work at his or her pace with the handout. The handout could be provided at the start of the session, and the instructor would be there simply to assist when questions arose. It would be a totally independent learning experience for each learner as each learner worked through the handout.
Alternative 3: This session could be set up as purely lecture in a traditional classroom. The learners would simply watch the instructor work with each of the programs and demonstrate at the front of the room. It would be a one-way presentation where the instructor provided information and the learners received it passively.
Exercise 9.1 Developing Learning Objectives
Describe briefly an educational program for which you will act as the instructor or be part of an instructional team.
The week prior to the start of the school year when teachers return to prepare, I have been asked to act as a facilitator for 4 sessions during the day designated as professional development for all teachers in the school district. I will be presenting each hour and thirty minute session to teachers from across the school district and grade levels. I will be able to choose my topic and objective for the sessions. The only guidelines I have been given are that the sessions need to be student centered, relevant, and geared toward enhancing student engagement. My session will be titled: “Using Technology to Enhance Student Learning & Engagement”
Develop a set of learning objectives for your part of the program using the following format. Complete each part for each objective, as appropriate.
The Learner, Action Verb, Content…
The learner will be able to use surveymonkey.com to enhance student learning and engagement within the classroom.
The learner will be able to use GoogleDocs to enhance student collaboration, learning, and engagement within the classroom.
The learner will be able to use a jeopardy template in PowerPoint to develop engaging review sessions for the classroom.
The learner will be to use www.edublogs.org to enhance student writing, journaling, learning, and engagement within the classroom.
Conditions under which the learning is to be demonstrated …
The session will take place in a computer lab so that the facilitator can demonstrate and the learners can practice as the session progresses.
The session will be hands-on, real time application of what is being learned.
Criteria for Acceptable Performance…
The learners’ ability to make use of each part of the session within the classroom will be the criteria for acceptable performance.
The purpose of this session is to provide the learners with additional technology tools to use in the classroom to make learning more engaging and relevant to the students.
The week prior to the start of the school year when teachers return to prepare, I have been asked to act as a facilitator for 4 sessions during the day designated as professional development for all teachers in the school district. I will be presenting each hour and thirty minute session to teachers from across the school district and grade levels. I will be able to choose my topic and objective for the sessions. The only guidelines I have been given are that the sessions need to be student centered, relevant, and geared toward enhancing student engagement. My session will be titled: “Using Technology to Enhance Student Learning & Engagement”
Develop a set of learning objectives for your part of the program using the following format. Complete each part for each objective, as appropriate.
The Learner, Action Verb, Content…
The learner will be able to use surveymonkey.com to enhance student learning and engagement within the classroom.
The learner will be able to use GoogleDocs to enhance student collaboration, learning, and engagement within the classroom.
The learner will be able to use a jeopardy template in PowerPoint to develop engaging review sessions for the classroom.
The learner will be to use www.edublogs.org to enhance student writing, journaling, learning, and engagement within the classroom.
Conditions under which the learning is to be demonstrated …
The session will take place in a computer lab so that the facilitator can demonstrate and the learners can practice as the session progresses.
The session will be hands-on, real time application of what is being learned.
Criteria for Acceptable Performance…
The learners’ ability to make use of each part of the session within the classroom will be the criteria for acceptable performance.
The purpose of this session is to provide the learners with additional technology tools to use in the classroom to make learning more engaging and relevant to the students.
Saturday, October 3, 2009
Professional Development Project
This is the scariest thing about the last MTT class for me. The thought of having to get up and present to a group of teachers is worse than working one-on-one with a teacher for the mentoring group. Thankfully, I had to bite the bullet and get this part of the course over with at the beginning of August. I was asked to present four sessions during the week of professional development for teachers at my new school district. Because I am a part of the curriculum and instruction team it was decided that each member of the team needed to start the year off by being a facilitator/presenter during the district's day of intervention sessions.
I was asked to present during four of the five session times offered. Since I am working toward being a Master Technology Teacher, I felt that my sessions needed to be technology focused. I came up with what I thought was a great title: "Using Technology to Enhance Student Learning & Engagement." I wrote a little blurb to accompany the session title and began planning how to use the hour and twenty minutes during each session.
Each session started with a survey to determine the participants' greatest interest. The survey asked about how much they would like to learn about any of the following: using surveymonkey.com, using Googledocs, using Edublogs for student journaling, and creating a jeaporday game template in PowerPoint. The survey results guided each session so that every session's focus was different. I showed the participants the survey results because I used surveymonkey.com for their survey. Then, I began working through session starting with the area of greatest interest.
At the close of each session, I had the participants take on survey about the session itself. The survey asked questions about the quality of the presentation, the preparedness of the presenter, and the quality of the handouts provided. A few days later, the district surveyed the participants too. Both surveys allowed me to see the strengths and weaknesses of the presentation. Overall, it was a great experience.
I was asked to present during four of the five session times offered. Since I am working toward being a Master Technology Teacher, I felt that my sessions needed to be technology focused. I came up with what I thought was a great title: "Using Technology to Enhance Student Learning & Engagement." I wrote a little blurb to accompany the session title and began planning how to use the hour and twenty minutes during each session.
Each session started with a survey to determine the participants' greatest interest. The survey asked about how much they would like to learn about any of the following: using surveymonkey.com, using Googledocs, using Edublogs for student journaling, and creating a jeaporday game template in PowerPoint. The survey results guided each session so that every session's focus was different. I showed the participants the survey results because I used surveymonkey.com for their survey. Then, I began working through session starting with the area of greatest interest.
At the close of each session, I had the participants take on survey about the session itself. The survey asked questions about the quality of the presentation, the preparedness of the presenter, and the quality of the handouts provided. A few days later, the district surveyed the participants too. Both surveys allowed me to see the strengths and weaknesses of the presentation. Overall, it was a great experience.
Mentoring Jitters
I plan to begin my mentoring project this week. I have to admit that I am pretty nervous about it. The teacher I will be working is incredibly kind and was more than willing to work with me on this project. However, it is scary mainly because she is my peer. Teaching students is much easier because they aren't your peers. But, presenting something to a teacher who has been teaching for many, many years is alittle daunting. I know the project will go well, but the first session will be the hardest.
In our sessions, we will be working through some of the projects I used as a BCIS teacher in my classroom. We will be looking at projects in Microsoft Word, Excel, PowerPoint, Access, and Publisher. Some of the projects are combined into packets that I would give to the students as a culminating project for the six weeks. And, some projects are individual assignments that would take multiple school days to complete. I always enjoyed seeing the students showcase their skills as we completed a program in the Microsoft Office Suite.
I hope to also get some ideas from my mentee about how to tweak the projects to make them the most effective for the students in my current school district. I want the projects to be used as effectively as possible. I know I tweaked one of the projects I used for PowerPoint every year I used it and sometimes based on each class period and mixture of students. The learning objectives remained the same, but the assistance I provided and the extra support given would change based on the needs of the students.
In our sessions, we will be working through some of the projects I used as a BCIS teacher in my classroom. We will be looking at projects in Microsoft Word, Excel, PowerPoint, Access, and Publisher. Some of the projects are combined into packets that I would give to the students as a culminating project for the six weeks. And, some projects are individual assignments that would take multiple school days to complete. I always enjoyed seeing the students showcase their skills as we completed a program in the Microsoft Office Suite.
I hope to also get some ideas from my mentee about how to tweak the projects to make them the most effective for the students in my current school district. I want the projects to be used as effectively as possible. I know I tweaked one of the projects I used for PowerPoint every year I used it and sometimes based on each class period and mixture of students. The learning objectives remained the same, but the assistance I provided and the extra support given would change based on the needs of the students.
Being Data Driven
I attended a training yesterday for the software my district uses to collect data on test scores and learning standards. The district I work in uses a program called Aware, and after yesterday's training I am a proponent of the program. Aware collects data on TAKS test scores, school benchmarks, and then correlates the results to specific learning standards that teachers should be covering and students should be learning. You can look at results from test scores by teacher groups, by various student populations served, or you can look at individual students scores. You can run reports to show teachers what learning standards the students in their classes are passing on benchmark tests and then plan interventions accordingly.
Our presenter said when she began working as the data controller for her previous school district all of these reports and tests were sent off to companies who compiled information based on what they thought a school might want to know. She said she would receive reports back after benchmarks and it would take her weeks to prepare information that the teachers in her school could actually use. Needless to say, she LOVES the aware software.
She loves it because it allows you to target the problem areas. A teacher is no longer left guessing about what his or her students need assistance with or reteaching on. You can look up specific SEs and see how your class performed. We were told anything below a 70% is something that needs to be retaught. But, it's a specific standard not a huge chunk of information. I was very impressed. Schools are becoming increasingly data driven and this software / program allows a district the ability to target interventions and tutorial sessions to be the most effective.
Our presenter said when she began working as the data controller for her previous school district all of these reports and tests were sent off to companies who compiled information based on what they thought a school might want to know. She said she would receive reports back after benchmarks and it would take her weeks to prepare information that the teachers in her school could actually use. Needless to say, she LOVES the aware software.
She loves it because it allows you to target the problem areas. A teacher is no longer left guessing about what his or her students need assistance with or reteaching on. You can look up specific SEs and see how your class performed. We were told anything below a 70% is something that needs to be retaught. But, it's a specific standard not a huge chunk of information. I was very impressed. Schools are becoming increasingly data driven and this software / program allows a district the ability to target interventions and tutorial sessions to be the most effective.
Wednesday, September 23, 2009
Generating Ideas for Education & Training Programs
The way that I generated ideas for the technology session that I presented was thinking on previous trainings I had attended and benefited from. I took a personal inventory on presentations that I had found extremely useful and worked from that. I personally love and use the four technology applications that I presented on during my training program. Because I use and enjoy using the four applications I presented on, it was very easy for me to put myself in the shoes of the learner. My handouts were incredibly thorough because I love very thorough handouts with pictures.
I have never been a part of an organization that has been required to generate ideas for specific education or training programs. However, I feel a brainstorming session is always a useful way to get the ball rolling with things.
Contextual factors will definitely influence why certain techniques might be chosen. The setting plays a huge role on how a person will present and how the participants will be involved. It is hard to conduct a session on using technology if you cannot present in a computer lab where each participant has the opportunity to use and play with the technology being covered. The audience plays a big role in planning too. I present very differently in front of my high school department of teachers than I do when all the teachers for my area are present at a meeting. When it’s just the high school teachers, the meeting is very focused and specific to the high school setting. When all members of the content area are present, the focus of the meeting is on the big picture and how everyone fits into the grand scheme of things in the district.
I have never been a part of an organization that has been required to generate ideas for specific education or training programs. However, I feel a brainstorming session is always a useful way to get the ball rolling with things.
Contextual factors will definitely influence why certain techniques might be chosen. The setting plays a huge role on how a person will present and how the participants will be involved. It is hard to conduct a session on using technology if you cannot present in a computer lab where each participant has the opportunity to use and play with the technology being covered. The audience plays a big role in planning too. I present very differently in front of my high school department of teachers than I do when all the teachers for my area are present at a meeting. When it’s just the high school teachers, the meeting is very focused and specific to the high school setting. When all members of the content area are present, the focus of the meeting is on the big picture and how everyone fits into the grand scheme of things in the district.
Identifying Sources of Ideas for Education & Training Programs
I have recently planned and presented an education training program titled, “Using Technology to Enhance Student Learning & Engagement.” The training started with a survey to identify the participants’ needs. Based on the results of the survey, I proceeded with training the participants in using surveymonkey.com, creating a jeopardy game template in PowerPoint, using Edublogs for student blogging, and or using GoogleDocs for student collaboration. At the close of the session, I surveyed the participants concerning the quality and relevance of the training they had just received.
The sources that I used for this program included various materials, information, and knowledge I have gained from my Master Technology Teacher courses at SMU. I used bits from each of the first three courses in the program. I also used knowledge I acquired from teaching Business Computer Information Systems for 4 years at the high school level.
I had originally planned on using Blogger for the student blogging session of the presentation. However, my current employer does not allow access to this site. So, a colleague recommended that I use Edublogs instead and that worked out just as fabulously. If I had the session to do again one thing I would change was the title. Most participants only read the title and not the blurb included in the session sign-up area. This caused several participants to attend and not have an immediate use for what the session was covering. They found the information and materials interesting, but said they would be unable to make use of them due to their current position.
The sources that I used for this program included various materials, information, and knowledge I have gained from my Master Technology Teacher courses at SMU. I used bits from each of the first three courses in the program. I also used knowledge I acquired from teaching Business Computer Information Systems for 4 years at the high school level.
I had originally planned on using Blogger for the student blogging session of the presentation. However, my current employer does not allow access to this site. So, a colleague recommended that I use Edublogs instead and that worked out just as fabulously. If I had the session to do again one thing I would change was the title. Most participants only read the title and not the blurb included in the session sign-up area. This caused several participants to attend and not have an immediate use for what the session was covering. They found the information and materials interesting, but said they would be unable to make use of them due to their current position.
Monday, September 14, 2009
Current Research Summary
Although my first link is not a research initiative, I thought it was an excellent article on how important CTE classes can be for students transitioning from secondary to postsecondary education. Here is the link: https://www.aucd.org/docs/Transitions.pdf
This next link is specific to a dual credit program for engineering, but I think it also speaks to the importance of having dual credit opportunities available to students at the high school level. This is important to me because part of my new position is to grow the dual credit opportunities at the high school in my school district.
Here is the link: http://fie-conference.org/fie2009/papers/1315.pdf
The citation for the article is as follows:
Clase, K. (2009). "Work in progress - engagement through a dual credit initiative resulting in collaborative partnerships to create pre-engineering biotechnology curriculum for the high school classroom." [Electronic Version] Frontiers in Education Conference
Another part of my new position has me working closely with community colleges and universities to expose our students to the various opportunities for postsecondary education. Here is the link to a very informative article: http://www.thecb.state.tx.us/Reports/PDF/1699.PDF
This next article caught my attention because it is from my undergraduate almamater. It has to do with distance learning in special education through a partnership with UNT and Ecuador. Crazy cool!
Here is the link: http://www.editlib.org/p/30600
The next article speaks to Tech Prep initiatives and how students in Tech Prep compare to traditional students not participating in Tech Prep. This is another area of importance to me because I oversee the Tech Prep program at my school.
Here is the link: http://scholar.lib.vt.edu/ejournals/JVER/v25n3/brown.html
The next link deals with distance learning and how it assists in the promise of universal education as a right for all people. Here is the link: http://www.irrodl.org/index.php/irrodl/article/viewArticle/469/1001
This next link is specific to a dual credit program for engineering, but I think it also speaks to the importance of having dual credit opportunities available to students at the high school level. This is important to me because part of my new position is to grow the dual credit opportunities at the high school in my school district.
Here is the link: http://fie-conference.org/fie2009/papers/1315.pdf
The citation for the article is as follows:
Clase, K. (2009). "Work in progress - engagement through a dual credit initiative resulting in collaborative partnerships to create pre-engineering biotechnology curriculum for the high school classroom." [Electronic Version] Frontiers in Education Conference
Another part of my new position has me working closely with community colleges and universities to expose our students to the various opportunities for postsecondary education. Here is the link to a very informative article: http://www.thecb.state.tx.us/Reports/PDF/1699.PDF
This next article caught my attention because it is from my undergraduate almamater. It has to do with distance learning in special education through a partnership with UNT and Ecuador. Crazy cool!
Here is the link: http://www.editlib.org/p/30600
The next article speaks to Tech Prep initiatives and how students in Tech Prep compare to traditional students not participating in Tech Prep. This is another area of importance to me because I oversee the Tech Prep program at my school.
Here is the link: http://scholar.lib.vt.edu/ejournals/JVER/v25n3/brown.html
The next link deals with distance learning and how it assists in the promise of universal education as a right for all people. Here is the link: http://www.irrodl.org/index.php/irrodl/article/viewArticle/469/1001
Tuesday, September 8, 2009
My Mentors - part deaux
I failed to mention in my last post about mentors that neither of the mentors I have had were officially named as my mentors. They were simply teachers who stepped in and took me under their wing as a new teacher to the school and then as a teacher in training for a new position. Both welcomed to the school and department and made sure I had what I needed to be sucessful in the classroom.
At my first teaching job, I was assigned a mentor. She was very nice and helpful when I saw her. But, we were on separate sides of the campus and did not share a lunch time or conference period. So, although I appreciated knowing that she was available to me if I sought her out, I did not feel that I gained a lot from the experience. Now, this is not because she did a poor job. I think it was just difficult for us to find time to meet and really discuss what was going on and what I needed help with in the job.
At my first teaching job, I was assigned a mentor. She was very nice and helpful when I saw her. But, we were on separate sides of the campus and did not share a lunch time or conference period. So, although I appreciated knowing that she was available to me if I sought her out, I did not feel that I gained a lot from the experience. Now, this is not because she did a poor job. I think it was just difficult for us to find time to meet and really discuss what was going on and what I needed help with in the job.
Monday, September 7, 2009
My Mentors
I was blessed with two fabulous mentors at my second teaching job. The first was my department chair who was also in on my interview for the position. She was also so encouraging and positive. We did not teach in the same content area, but we were both CTE teachers. She was always positive and honest about what was happening at the school and with the district. (it was a large district that did not receive a lot of good press) And, she never turned me away when I had a question. She is still one of my favorite people today even though I only worked with her for 2 years.
My other mentor had many of the same characteristics as the first. She was as positive as could be. Her glass was always half full, even when it was empty. Nothing could dampen this woman's mood. She always had a smile on her face when I came to see her. And, she guided me through the ins and outs of how to operate a computer lab at the school. Just like my first mentor, she never turned me away when I had a question even if she was enthralled with her own work. She was and is dedicated to her students and her job. She was and is a role model for what a teacher should be. It was really difficult for me to leave my last position because of her. She had wanted me to take over for her after she retired and thought of disappointing her almost kept me from leaving. Unfortunately, the negatives with that district were able to outweigh her awesomeness.
My other mentor had many of the same characteristics as the first. She was as positive as could be. Her glass was always half full, even when it was empty. Nothing could dampen this woman's mood. She always had a smile on her face when I came to see her. And, she guided me through the ins and outs of how to operate a computer lab at the school. Just like my first mentor, she never turned me away when I had a question even if she was enthralled with her own work. She was and is dedicated to her students and her job. She was and is a role model for what a teacher should be. It was really difficult for me to leave my last position because of her. She had wanted me to take over for her after she retired and thought of disappointing her almost kept me from leaving. Unfortunately, the negatives with that district were able to outweigh her awesomeness.
Defining the Purpose of Education & Training Programs
I think one of the best ways to encourage continuous growth and development of individuals is to offer trainings that are engaging and relevant to the participants. There is nothing worse than sitting through something that you feel has nothing to do with what or who you teach. Some of the best trainings I have been to have been tailored to the area I teach in or to the specific student population that my school works with.
I don't think I've attended any sessions that were geared to assist people in responding to practical problems and issues in adult life & to prepare people for current and future work opportunities. I remember attending sessions like these right before I graduated college in preparation for entering the adult world. Several of my professors brought in guest speakers to enlighten the students on this topic and sessions were held at the career center free of charge. As a teacher and adult I have not had the opportunity to attend a session on how to respond to practical problems and issues in adult life. The closest thing to this that I can think of is the newly married group that my husband and I joined for a year and a half after we got married. It was a group of six couples with one lead couple and we worked through several books geared toward handling the BIG issues that plague people in marriage. It was great and very helpful! I have attended several trainings on preparing students for the workforce. The big push right now in CTE is making students career and college ready. All the trainings seem to hit on this issue and discuss ways for teachers to assist students in becoming college and workforce ready.
I would have to say that the main drawback to most trainings I've attended is that there is too much information to cover and not enough time. There have been several trainings that had GREAT information, but the presenter had so much to present that very little time was spent on the specifics. I would much prefer to have trainings broken up into sections that try and cram everything possible into a one day wham-bam session.
The thing that makes or breaks a session for me is the presenter and their preparedness. You can always tell when the person just received the PowerPoint they are talking about because all they know to do is read it line by line. I know now how much prep work it takes to get ready for a session, but that prep work can really enliven or kill a session for the participants.
I don't think I've attended any sessions that were geared to assist people in responding to practical problems and issues in adult life & to prepare people for current and future work opportunities. I remember attending sessions like these right before I graduated college in preparation for entering the adult world. Several of my professors brought in guest speakers to enlighten the students on this topic and sessions were held at the career center free of charge. As a teacher and adult I have not had the opportunity to attend a session on how to respond to practical problems and issues in adult life. The closest thing to this that I can think of is the newly married group that my husband and I joined for a year and a half after we got married. It was a group of six couples with one lead couple and we worked through several books geared toward handling the BIG issues that plague people in marriage. It was great and very helpful! I have attended several trainings on preparing students for the workforce. The big push right now in CTE is making students career and college ready. All the trainings seem to hit on this issue and discuss ways for teachers to assist students in becoming college and workforce ready.
I would have to say that the main drawback to most trainings I've attended is that there is too much information to cover and not enough time. There have been several trainings that had GREAT information, but the presenter had so much to present that very little time was spent on the specifics. I would much prefer to have trainings broken up into sections that try and cram everything possible into a one day wham-bam session.
The thing that makes or breaks a session for me is the presenter and their preparedness. You can always tell when the person just received the PowerPoint they are talking about because all they know to do is read it line by line. I know now how much prep work it takes to get ready for a session, but that prep work can really enliven or kill a session for the participants.
Reflecting on Education & Training Programs
I have been a teacher for five years now and I have worked for 3 different school districts in that time. With each new school district comes a unique requirement for annual professional development. The first district I worked for did not mandate how much professional development I needed each year, but did require that I attend the district training the week prior to school starting. I was also allowed to attend training during the school year if it was approved by the principal. And, to my knowledge, there was no limit of how much training I could attend during the school year. The second district I worked for required 21 hours annually of in-district professional development. With this school district I could only attend district sponsored training to meet the 21 hour requirement. If I attended any training outside the district it did not count toward the 21 hour requirement. The district I am currently working for allows the faculty and staff to attend 3 out of district training days during the school year. Personnel can attend whatever they want during the summer, but during the school year you must choose between Saturday trainings offered through the district and/or you can attend 3 days of training outside of the district during the school week. I have also been a member of ATPE and NBEA, but have not had the opportunity to attend training sessions put on by either organization.
With each of the above mentioned trainings I was always the participant. I would choose which sessions were most relevant to my teaching role and attend accordingly. The second district I worked for had the worst trainings. Or, the trainings with this district seemed to be the least effective and relevant to me and how I could use what was being taught in the classroom. This was also the worst situation because I was required to attend the district sponsored trainings to receive my credit.
I have just recently stepped into the role of presenter/trainer/faciliator. I am currently working as the coordinator of CTE for my school district. I have already had the opportunity to run 2 days of professional development. One day I presented an hour and half session on how to use technology in the classroom to increase student engagement to anyone in the district who was interested. And, the following day I facilitated the first CTE department meeting for the CTE teachers in the school district.
Having now seen professional development from both the participant and presenter's side I have a new found appreciation for those who present. It is hard to get up in front of your colleagues and make a presentation. The students in a classroom are much less scary to present to and act as facilitator with than it is to present to the teacher you work with down the hall. I hope that the nervousness will fade as it did in the classroom. I remember being very nervous during my student teaching the first couple of days the teacher let me take over. I hope the jitters fade with this new role too.
With each of the above mentioned trainings I was always the participant. I would choose which sessions were most relevant to my teaching role and attend accordingly. The second district I worked for had the worst trainings. Or, the trainings with this district seemed to be the least effective and relevant to me and how I could use what was being taught in the classroom. This was also the worst situation because I was required to attend the district sponsored trainings to receive my credit.
I have just recently stepped into the role of presenter/trainer/faciliator. I am currently working as the coordinator of CTE for my school district. I have already had the opportunity to run 2 days of professional development. One day I presented an hour and half session on how to use technology in the classroom to increase student engagement to anyone in the district who was interested. And, the following day I facilitated the first CTE department meeting for the CTE teachers in the school district.
Having now seen professional development from both the participant and presenter's side I have a new found appreciation for those who present. It is hard to get up in front of your colleagues and make a presentation. The students in a classroom are much less scary to present to and act as facilitator with than it is to present to the teacher you work with down the hall. I hope that the nervousness will fade as it did in the classroom. I remember being very nervous during my student teaching the first couple of days the teacher let me take over. I hope the jitters fade with this new role too.
Wednesday, April 15, 2009
Creating a Website & Multimedia Activity with SoftChalk
My multimedia professor told me about an awesome program called SoftChalk. It's a lesson builder for teachers that allows you to create interactive lessons and publish them to the Web. It is so user-friendly it's crazy. I converted a 26 page Word document about the computer system into an 18 page website in less than 10 minutes. Each day during my free moments, I'm adding interactive quizzes and activities to each section of the unit & I've been able to link videos to certain sections too. All the hyperlinks that were part of the Word document carried over into the program. So, no information was lost. It's so easy to use, I love it. The only downside is the price. However, because I'm a student I can get it at a discount - yeah!!! I plan to buy the program once my 30 day free trial is up.
I was very apprehensive when my professor first told me about it. My initial thought was that I couldn't handle another new thing this semester. But, once I started playing with it and watched a couple of the tutorials, I was hooked!!!! I would highly recommend this program to any teacher looking to jazz up an activity. It is great!!!!
I was very apprehensive when my professor first told me about it. My initial thought was that I couldn't handle another new thing this semester. But, once I started playing with it and watched a couple of the tutorials, I was hooked!!!! I would highly recommend this program to any teacher looking to jazz up an activity. It is great!!!!
Thursday, April 2, 2009
Creating an Advanced Website
One of our final activities in the multimedia class is to create an advanced website. This has me very nervous! I am not a computer wiz, by any means. But, I've pretty much decided that using iWeb is the best way to go. It is just so user-friendly. My little brother has an Apple computer, and thankfully, we don't live too far from each other. So, it looks like I'll be spending some quality time with him in an effort to create my advanced website. I hope all goes well!
Sunday, March 22, 2009
My First Experience behind the Camera
I found the Video Content assignment much easier to handle than the Video Basics assignment.
For my content video, I interviewed a friend who is a local CPA. I teach accounting at the high school level, so interviewing a CPA seemed like a great way to bring what we are studying in the classroom to life. The actual video recording part was a snap. We found a high enough surface, placed the camera on it, faced it towards us, and hit record. Both my friend and I were a little nervous, but it didn't show too badly on our faces. When the interview was complete, all I needed to do was press stop. Super easy! The only real glitch I had with this assignment was how dark the room looked when I uploaded the video to Movie Maker. I was terrified that I was going to have to reshoot the interview, but thanks to the editing features in Movie Maker I was able to brighten the room up enough to get a nice view of my interviewee. When I first uploaded the video it looked like I was talking to a black blob, but once I added brightness to each shot, my friend appeared and was clearly seen. Thank you editing features in Movie Maker! :)
The video basics assignment had me a little nervous. I had to say what shot I was shooting and then take the shot for a long enough period of time just in case some editing needed to happen afterwards. I was very surprised at how shaky I was the first couple of takes for this assignment. I had no idea how easy it is to make a shot look like an earthquake is happening when all I'm actually doing is moving awkwardly. After a few practice takes, the recording got a bit easier. However, I'm sure some of our neighbors think my husband and I are crazy. Especially when I had to walk behind him for half a block to complete the "follow" camera move.
I was pleasantly surprised at how easy Windows Movie Maker is to use. I plugged the Firewire into the camera and the computer and Movie Maker walked me through how to capture what footage I wanted to use for the project. I really had fun adding transistions, effects, and titles over the shots. I had a little trouble with adding music, but once I understood how to do that within the video timeline all was good.
Overall, I enjoyed the assignments. I can't wait to show my accounting classes the video interview. My only concern now is uploading the files to MediaFire. So far, two of my files uploaded without problem. But, my interview file is giving me some trouble. Hopefully, it will all work out. :)
For my content video, I interviewed a friend who is a local CPA. I teach accounting at the high school level, so interviewing a CPA seemed like a great way to bring what we are studying in the classroom to life. The actual video recording part was a snap. We found a high enough surface, placed the camera on it, faced it towards us, and hit record. Both my friend and I were a little nervous, but it didn't show too badly on our faces. When the interview was complete, all I needed to do was press stop. Super easy! The only real glitch I had with this assignment was how dark the room looked when I uploaded the video to Movie Maker. I was terrified that I was going to have to reshoot the interview, but thanks to the editing features in Movie Maker I was able to brighten the room up enough to get a nice view of my interviewee. When I first uploaded the video it looked like I was talking to a black blob, but once I added brightness to each shot, my friend appeared and was clearly seen. Thank you editing features in Movie Maker! :)
The video basics assignment had me a little nervous. I had to say what shot I was shooting and then take the shot for a long enough period of time just in case some editing needed to happen afterwards. I was very surprised at how shaky I was the first couple of takes for this assignment. I had no idea how easy it is to make a shot look like an earthquake is happening when all I'm actually doing is moving awkwardly. After a few practice takes, the recording got a bit easier. However, I'm sure some of our neighbors think my husband and I are crazy. Especially when I had to walk behind him for half a block to complete the "follow" camera move.
I was pleasantly surprised at how easy Windows Movie Maker is to use. I plugged the Firewire into the camera and the computer and Movie Maker walked me through how to capture what footage I wanted to use for the project. I really had fun adding transistions, effects, and titles over the shots. I had a little trouble with adding music, but once I understood how to do that within the video timeline all was good.
Overall, I enjoyed the assignments. I can't wait to show my accounting classes the video interview. My only concern now is uploading the files to MediaFire. So far, two of my files uploaded without problem. But, my interview file is giving me some trouble. Hopefully, it will all work out. :)
Wednesday, March 4, 2009
Excited about Video Content Assignment
I'm really excited about the video content assignment for my multimedia class. I have the opportunity to interview one of my friends for my Accounting I & II classes. My friend is a CPA and works at a local business. It will be so nice for my students to see an adult that is not much older than they are working in the field of accounting. And, by capturing the interview on video, my friend will be able to visit my classes in the future virtually. This assignment will also tie into my culminating paper for the class.
Friday, February 27, 2009
Apprehensions about Video
Video is the one element of the multimedia class that I am most apprehensive about trying. I don't own a video camera and I think my family's camera is pretty ancient, so I will be borrowing a camera from a friend or colleague. I am just nervous about getting the shots correct and then putting the footage into Moviemaker. I'm sure it will be a great learning experience, but I am really nervous.
Tuesday, February 24, 2009
Making things harder than they need to be
I tell my students often they are over analyzing what is being asked of them, and making things harder than they need to be. I found myself a victim of the same mentality recently. For our audio file assignment, I recorded myself giving a tutorial in Excel using Camtasia. Then, I produced the recoring in Camtasia and kept trying to make into a Moviemaker file. Turns out, I didn't need the extra step. Camtasia produces the video and audio file all on its own, and makes it a wmv file that can be read by Windows Media Player. I had to laugh at myself for making things harder than they needed to be. :)
Saturday, February 21, 2009
Website Group Presentation
I was pleasantly surprised during our presentation. I expected to be incredibly nervous to present in front of a class of my peers, but thankfully, I was not. The presentation went pretty well, except I didn't have some of the answers that I should have about google sites. I plan to research and find the answers to the questions posed during our presentation.
My group member, Lindsey, is incredibly knowledegable about websites - she did a great job presenting! Caroline made a video for us to use during our presentation - she did a great job too! I had an awesome group.
My group member, Lindsey, is incredibly knowledegable about websites - she did a great job presenting! Caroline made a video for us to use during our presentation - she did a great job too! I had an awesome group.
Friday, February 20, 2009
Audio Files to help Differentiate Instruction
Being able to record what's happening on-screen as well as record narration is a great way for me to differentiate instruction in my BCIS class. I can record the task on-screen, and narrate what is happening. This will provide students with a step-by-step guide on how to complete various activities. And, if the student feels I've covered the material too quickly in class, they can simply watch it again at their own pace. I am really excited to record audio and on-screen activities with Camtasia.
Thursday, February 19, 2009
Creating a Website with WYSIWYGs
Working with my group to present our topic, creating websites, has been a great learning experience. I started the group thinking that making a website was going to be extremely difficult. To my surprise, WYSIWYGs, make creating a website just a point and click away.
I've learned how to use iWeb & Google sites for making websites. And, I've learned about other website creation applications. Some of the applications are free to dowload and use, while others can cost up to $300 and requires coding knowledge.
This group project has been an awesome learning experience so far.
I've learned how to use iWeb & Google sites for making websites. And, I've learned about other website creation applications. Some of the applications are free to dowload and use, while others can cost up to $300 and requires coding knowledge.
This group project has been an awesome learning experience so far.
Wednesday, February 18, 2009
Working with Audio
I think working with audio will be a bit easier than working with the animation program, Alice. I have some experience with audio in PowerPoint presentations and I've also had some training on how to record my voice for tutorials. I think audio can be a great way to jazz up and call attention to important things within a presentation.
Thursday, February 12, 2009
Working with Animation
I had never worked with animation outside of PowerPoint until NOW. The computer science guru at my school introduced me to ALICE. It is an animation application that is free to download and use. For the most part, it is very user friendly and doesn't require any knowledge of coding.
However, I first had to create the animation in Alice and save it. Then, I had to download a free trial of Camtasia to capture the animation. After I captured the animation in Camtasia from Alice I had to run the animation through Camtasia or "produce it" so that the file was readable by Windows Moviemaker. Finally, I had upload the file to Moviemaker and finish the "movie" there.
Wow! What a lengthy process! I hope this journey gets easier . . .
However, I first had to create the animation in Alice and save it. Then, I had to download a free trial of Camtasia to capture the animation. After I captured the animation in Camtasia from Alice I had to run the animation through Camtasia or "produce it" so that the file was readable by Windows Moviemaker. Finally, I had upload the file to Moviemaker and finish the "movie" there.
Wow! What a lengthy process! I hope this journey gets easier . . .
Monday, February 9, 2009
Atomic Learning Module: Searching the Web
This week I was able to use the Atomic Learning Modules; Searching the Web- Intro & Advanced. I was surprised to find out that my Web surfing skills and knowledge about the Web were pretty poor. I consider myself a proficient Web surfer. But, after working through several of the modules, I realized that I knew very little about the Web that I was using. I found the tutorials incredibly informative.
Monday, February 2, 2009
Introduction
My name is Kristen and this is my first try at blogging. I am a graduate student at SMU and part of my degree program is the Master Technology Teacher certification. I am in the second course for this certification. Part of the class requirement is to start a blog. I will be documenting my progress with integrating technology into my classroom this semester. I'm a bit nervous, but very hopeful!
Subscribe to:
Comments (Atom)