EDLD+5364+Teaching+with+Technology+Course+Embedded+Hours+Log

** Lamar University – M.Ed. in Educational Technology Leadership **

Course-based Embedded Assignment Internship Log
** // Directions:  // ** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix I of the Internship Handbook, you are required to reflect on the assignments by completing a reflection in your course wiki/e-portfolio that should contain a minimum of 250 words. These logs will be used to assist you in completing your EDLD 5388/5370 *Please note that course number changes in Fall 2010* Internship comprehensive exam final report. Students should use and cite their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).

 || == Course Name:  ==  || == Course-based Embedded Hours  ==
 * == Course Number: ==

(see Appendix I)
||
 * **  EDLD 5364.8021 ** || ** Teaching with Technology  ** || ** 12  ** ||


 * == Description of the ==

(see Appendix I)
 || The assignment referenced in the document for EDLD 5364 – Teaching with Technology is as follows: As a campus professional development activity, create a wiki-based study group with 3-5 teachers, leading and supporting, who analyze data related to student learning, create a lesson using Universal Design for Learning at the CAST Lesson Builder http://lessonbuilder.cast.org, create a sample electronic book to share with your learning team members. Lastly add a team reflection to your Google site about the process of creating an electronic book. Share a blog/wiki reference document/site. || ·  The knowledge you gained from the assignment. (2 points) · The relation of new information to Technology Facilitator Standards and Performance Indicators (2 points). · The relation of information gained to personal experience. (2 points) · Discussion at a critical level, not just recitation of facts. Discussion at a critical level means discussing things such as your opinion of the reading or experience, why you hold that onion, what you see wrong with the reading or experience, how you see the reading or experience is consistent or inconsistent with what you have learned so far, implications for the future, (4 ) · insights into the patterns of interactions of colleagues.(2 points) · group processes including: who had power, authority, or influence; who was participating and who was not, who was not included, how did you or another leader draw the silent participants out; was there confrontation, conflict, consensus, agreement, hurt feelings? (2 points) · notations addressing the affective or feeling tone evident, concerns you noticed. (2 points) · questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor. (2 points) · Issues that puzzle you. (2 points) (Minimum of 250 Words)  || <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Wow! What a course! I actually was a little unsure going in to this course. In the beginning I was totally annoyed and felt that this class was going to be boring and a waste of my time. I was wrong. As the class continued and the group began to gel, I was still a little unsure. Now, as I am seeing what I have been able to accomplish through this class and the knowledge that I gained I feel very different about the class. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> One of the first activities that we did was to create a team Google site. I am more familiar with a Wiki and prefer that format better. However, the Google site does have its advantages. I like the fact that I can attach or link my Google documents with ease. “Collaborative Web-based tools such as wikis and blogs allow groups to share resources, edit Web pages, and easily find and categorize information by means of ‘tags,’ or short descriptors of resources” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 135). These tools did make share information and posting it a breeze. I found that although we had this team site, many times we exchanged ideas through email. Perhaps by the next group project, we will use the team site for all communications. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> The next step was to create an individual lesson that our group would use to solve the scenario. I was definitely out of my comfort zone because we chose high school math as our content area. However, Tony and Shanda were both very helpful and shared their expertise with high school students and content. I chose to create a lesson on Budgets. I felt that it was important for the students to make a real life connection between the math and the center. I established the lesson using Project based learning that enables the student, “To use inquiry-based methods to engage with issues and questions that are rich, real, and relevant to their lives” (Solomon & Schrum, 2007, p. 77). One of the components of the lesson was to create an eBook to accompany the lesson. This program was similar to a Power Point presentation and very easy to use. I think that this would be something that I would like to incorporate into my classroom and have my students create their own eBook. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> One of the last things that we were required to do as a team was to create a reflection for our lesson. It was my understanding that the team decided to have each member reflect on their own lesson using a different means of technology. After all individual reflections were completed, the team leader (Becky) was to assemble a fantastic multimedia presentation on the group’s reflection. I am not sure that that is what was actually completed. I completed a podcast reflection that pertained to my lesson. Looking at the other’s work, I am not sure if that was really what I was supposed to do, but I am happy with the way it turned out. Believe me, uploading a podcast to the Google site was no easy task. Also, it was too large to upload to my wiki, so I had to improvise. I created a Movie Maker using the audio with a title slide that played through almost the entire podcast. At the very end, the credit slide appeared and it ended. I feel very proud that I was able to complete this task without help from anyone. I continued to work and problem solve until it was completed. I just hope that my work meets the assignment criteria, and I haven’t let the group down. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> Throughout the course, I have been required to reflect personally on my weekly assignments. At first, these seem to be without merit and totally useless; however, as I am sitting her writing this one, I realize that I have so much to say about the class and my experience. Reflection is not a bad word to me anymore, and I realize that it serves a purpose. “Because blogs and other Web 2.0 writing sites can have more of an audience than just the teacher, students are engaged in sharing, communicating, and exchanging ideas on a larger scale and see a permanency to their words that a composition paper can never equal” (Solomon & Schrum, 2007, p. 81) <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> Finally, one point that I found really thought provoking was made in one of the final videos of the class. James Paul Gee stated that the “root of the problem” with education is that teaching has become deprofessionalized. Today’s teachers have most everything handed to them from what they teach, to when they teach it, and in some cases, how they teach it. Gee suggests that we need to make teachers accountable again by allowing them to “build their own curriculum and think strategically how learning works in their classroom” (Gee, 2008). With everything I have learned in this class I am ready to go forth and put the professionalism back into teaching by using today’s technology. = <span style="color: #365f91; font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%;">Bibliography = <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Gee, J. P. (2008). Big thinkers: James Paul Gee on grading with games. Retrieved on Mar. 27, 2011 from http://www.edutopia.org/digital-generation-james-gee-video <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classrooms Instruction that Works.// Alexandria, VA: Association for Supervision and Curriculum Development. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Solomon, G., & Schrum, L. (2007). //Web 2.0 new tools, new schools.// Eugene: International Society for Technology in Education. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;"> ||