Web Conference Reflection 12/11/2011

I watched the recording of this week's web conference due to a scheduling conflict, but Dr. Abernathy again was very encouraging, and she reinforced the fact that the purpose of this and other courses is for us as students to get the skills and work required for quality completion. Her answering questions and giving feedback gave the overall impression of the Lamar faculty's flexibility, and their dedication to the educational experience that is valued over bureaucracy.

As Dr. Abernathy cleared up any confusion on assignment due dates this week, she touched on the GRE requirements for this concentration. She said something that intrigued me: students who have scored the highest on the GRE are often the one's who do not complete this degree plan. I was floored by this information because usually, universities pride themselves on admitting students with high test scores for assurance that their graduation rates will be consistent. Though this fact left me wondering why perhaps this is so, I am thankful that Lamar is flexible enough to trust its studuents to complete the courses without the hassle of cumbersome admittance exams.

Overall, I think my team and I are on track to get things done this week. Everyone has worked really hard, and collaborated well throughout. We all are hoping to impress others with our PSA, but overall, we've gained more experience in patience and time management. This assignment has been fun, and I anticipate seeing and sharing our final cut of the video.

Web Conference Reflection 11/22/2011

EDLD 5363

This week we had an interesting assignment that asked us to select a video edtiting software and evaluate its effectiveness, and then create a podcast tutorial that explains how to use the software. For this assigment, my experience was definitely a learning experience because I ran into quite a few "technical difficulties." However, Dr. Abernathy put me at ease during this week's web conference when she explain the flexibility of the assignment.

I'm very much a perfectionist, and I like to try to follow directions to the letter, and make sure that I have done quality work. However, with this assignment, I was facing computer difficulties with software that wouldn't download, files that wouldn't convert, and copyright laws that governed my actions. Thankfully, Dr. Abernathy discussed with us the flexibility of technology, and how different converters such as LAME, could help us share files on our eportfolios. She also talked to us about the importance of us trying new things to challenge ourselves. I like that she is was so encouraging toward us during this project, because it is easy to get frustrated when you have no idea if you're completing the assignment correctly.

After she explained the assignment in further detail, I was able to finish my project and post it to youtube successfully. The most important lesson I've learned this week is that since technology has the capability of being flexible by providing different codecs applications and software choices, we too should be flexible users, and prepare for the unexpected. Besides, it is after all, a learning process.

Windows Live Movie Maker:
http://explore.live.com/windows-live-movie-maker

Windows Live Movie Maker Tutorial:
http://www.youtube.com/watch?v=vMrQvrXztOA&feature=youtu.be

My Superhero Story

EDLD 5363
11/17/2011

This week, our assignment was to create a video using software like Photostory 3. When I first saw the assignment, I have to admit, I got scared! I am not the biggest fan of manipulating presentation software to make movies, because I've never done it as well as I've seen others do it. However, after I took a second, and told myself that I had no choice, my attitude changed, and I took this as an opportunity to relive some very personal times.

I think what made this process the most difficult was deciding on what to create a movie about. I can talk to you all day about certain topics, but condensing my ideas into a format that would effectively share a story was not as easy as I thought-- and I'm supposed to be the English teacher. After bouncing some ideas around and getting feedback from my partner Shannon, I decided to tell about my journey of becoming a teacher, since I think it's such a cool story.

I looked at model videos and sites for inspiration and tips on creating videos, and I asked people who knew how to create Photostory projects what to do. Within hours, I had my script ready, and some ideas for photographs as well! I took advice from the Digital Storytelling Cookbook and tried to shape my story around an emotional connection that contained a controlling idea or theme. What better theme than being a superhero?

Essentially, creating this digital media presentation gave me a new appreciation for technology. I definitely learned a lot in the few days I spent creating this video. I'm proud of its message and its reflection of the education culture.

I've posted a link below you can use to view it now:
Ekena Wilkins- Superhero Story

Enjoy!

Action Research Plan 11/05/11

As this course comes to a close, I'm finding myself somewhat nervous, and somewhat excited. I know that this research is going to birth something great that will possibly change the way I look at not only technology's role, but my role as an educator. But in the meantie, as I make my final tweaks and preparations to begin my research, it is best that I reflect on the things this course (5301) has taught me about action research altogether.

Practicality, Cooperation, and Functionality.

Practicality in a nutshell means that the research obtained is not only relevant for one person's situation, but it is also applicable to many other people's situations. I don't want my reseach to just end up being "a good read" for teachers to consider and then never act upon; I want my research to spark action-- change in education, no matter how small.

Cooperation is sometimes a struggle for me only because I am a perfectionist who loves to be in control. With action research, I cannot take control of everything, the research and results will essentially control the journey, while I simply adjust and become flexible to its changes. With this in mind, I am glad that I'll have reinforcement in my site mentor and department colleagues as I take on this research topic.

Functionality can help translate the flexibility, effectiveness, and relevance of research. It is imperative that a shared vision and application be put in place regarding this research, because as I stated earlier, my goal is to spark a change, not just temporary interest.

With that in mind, this week, I made some final changes to my action research plan, and submitted it online for review. I have also begun looking at data collection again. Using interviews with a few student teachers and veteran teachers, as well as samples and observations of student work, to shape the lessons I want to create based on the objectives I want to look into (critical thinking and inquiry skills). I have also pulled a few articles that are based on technology's role in assessing deeper knowledge skills, and am reading those intently for direction on how to pursue my next step in implementation.

I hope to be able to share those findings as well as my ideas on possible lesson strategies and assessments with you all soon.

Any and all suggestions are always greatly appreciated.

Action Research Plan Revisions 10/26

After yet another week of "wondering" and getting input from other teachers and colleagues, I have found a few areas of my action research plan that can stand to be adjusted. For one, I wanted to continue with my idea of assessing reading comprehension, but I have since realized that assessment of critical thinking and inquiry are both specific results of reading comprehension, so I think it would be better to focus on those two concepts.

I also have received valid input from other teachers, and have reconsidered my "passion" behind my original goal statement, which involved improving critical thinking by using writing and speaking assessments. Though this is a good goal to have, it does not really spark a prolonged passion in me. I want my action research to be something that I'm really having "trouble" with, and so I decided to do more tin incorporate technology into this plan. My new goal or question deals with how effective the use of technology to evaluate students' critical thinking is. This will be much more of a relevant topic for me to incorporate into my instruction, for I am still a bit skeptical in my ideas about how effective technology is when being used as  "learning tool" in the classroom.

I have also reconsidered the role of reflection in my action research. A good point was made by one of my colleagues that I needed to implement visible time into my plan for reflection and evaluation of my research. This was something I originally thought was understood, but as I considered her comment, she made great sense. Therefore, I plan on setting aside time that will allow me to reflect at least once per week as I continue research.

I have posted my revised Action Research Plan Template below. I hope to continue receiving great feedback from my peers that will help me to make the most out of this research experience.

Action Planning Template
Goal: To determine if the use of technology can effectively assess students’ critical thinking and inquiry skills as demonstrated by written responses and presentation skills that require technology.
Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Recourses	Evaluation
Gather data that includes missed objectives and concepts from DMAC, current Common Assessment Exam,  and “before” samples of student work	Ekena Wilkins Peter Downing	October 24- October 31st, 2011	DMAC Software, Pulled articles from other education experts	Statement regarding findings in statistics, and how it will affect the plan in moving forward. Interview with Department head on findings and his current suggestions or successes with lessons that enforce critical thinking
Implement three lessons that highlight critical thinking and complex writing strategies and address students’ weaknesses in objectives and concepts	Ekena Wilkins	November 1st, 2011-- January 10th, 2012	MISD Scope and Sequence, DMAC Software research	Self- reflection on instruction process, student sample(s), student survey or poll with the purpose of self-evaluative reflection
Assess student progress through technology-driven writing exercise(s) that measure comprehensive mastery of critical thinking skills as it relates to genre-specific objectives and concepts	Ekena Wilkins Peter Downing	November 1st, 2011 -- January 10th, 2012	AP Novel Unit for Lord of the Flies, MISD Scope and Sequence, Generated rubrics for writing and speaking	Samples of student work as Reflective Blog

Action Research Plan

As the time for me to begin my action research approaches, I find that I have already made some changes to my foundational "wonderings" for my action research assignment. Instead of soley focusing on Margaret Kilgo strategies to improve reading comprehension, I've become more grounded in an interest to explore the effects of a rigorous inquiry-based instruction for my on-level and Pre-AP students. My changes are reflected in the following action research plan below.

1.    Examining the work: Setting the Foundation-

The needs for this action research plan align with my responsibility as an educator to help students master critical thinking in their reading comprehension skills by using inquiry-based learning and a rigorous instruction style that focuses on a simpler, clearer, deeper analysis of text.

2.    Analyzing data –

Quantitative Data- I have analyzed scores from current common assessments (benchmark) and progress on the reading and writing exercises assigned last six weeks for the last week, and have located a gap in inquiry-based reading, as well as rigorous writing habits that I will focus on during instruction for this study.

3.    Developing deeper understanding –

I have read an article on inquiry-based learning by the Penn State University education department, and have collected samples of presentations and writings from the previous six weeks that I have analyzed for their level of rigor and inquiry.

4.    Engaging in Self-Reflection –

As in the past, I will evaluate my progress by posting my findings and reflections on my blog. I will update it as needed to describe the activities, progress, concerns, and changes that occur as this research continues.

5.    Exploring Programmatic Patterns –

How does inquiry-based learning enhance reading comprehension and critical thinking?

What strategies that involve rigor and research are most beneficial to challenging students to think critically?

How can critical thinking be effectively measured in a variety of ways?

6.    Determining direction – Working collaboratively to address action research questions, monitoring progress, and assessing achievement

I will be working with my department head as well as collaborating with my high school librarian and lateral colleagues to analyze and assess inquiry-based instructional needs, possible risks, and eventual results.

7.    Taking action for school improvement – See SIP/PIP on below

8.    Sustaining improvement –

Findings and advancements that are made during the course of this assignment will be posted on my blog at http://ewilkins-teachertechtalk.blogspot.com/ to be shared with other teachers and ET students, as well as shared at department co-planning meetings with my department head and lateral colleagues.

SIP/PIP Plan of Action

Outcomes	Activities	Resources/Reseaerch Tools Needed	Responsibility to Address Activities	Timeline	Benchmarks/Assessment	Revisions to SIP/PIP based on monitoring and assessments
Improved reading comprehension	Tiered class discussion and text interaction involving dialectical journals and annotation	Laying the Foundation/Kilgo Levels of reading DMAC Data objectives(s) set to highlight during instruction	Ensure mastery of reading comprehension through quality coverage and differentiation Report to Dept. head	Oct. 10th, 2012 January 15th, 2011	Six Weeks Common Assessment	n/a
Intensified rigor in instruction	Consistent application and synthesis of new concepts in literature using Voice Lessons workbook and collaborative learning	Voice Lessons AP strategies and Laying the Foundation lesson plan on Levels of reading	Ensure mastery of content through monitoring of content application and collaboration with peer teachers Report to peer teacher(s)	Oct. 10th, 2012 January 15th, 2011	Writing assignments measured by rubrics	n/a
Critical thinking as a result of inquiry based learning	Research-based learning that sparks higher-level writing and discussion	Research software (library computer technology) search MISD scope and sequence	Ensure mastery of levels of questioning and research in reading and translating findings to writing Report to Dept. head	Oct. 10th, 2012 January 15th, 2011	Six Weeks Common Assessment	n/a

Action Research Topic

Before landing on a topic, I was worried about whether I would choose "the perfect" research topic that would bring about lasting results in my classroom. Like Dr. Kirk Lewis mentioned in his interview, it's important that action research revolve around practicality; otherwise, one opens up room for elaborate studies that are not as beneficial in application as they are in theory.

I carried this thought with me for a few days, and mulled over several ideas. Discipline issues, technology implementation, lesson planning, etc., were all some areas I gave thought to while considering this research topic. Finally, I considered my discipline, and what I felt was something that was acting as the biggest hinderance in keeping my students from moving to the next level of thinking in literacy. I couldn't shake one concept: reading comprehension.

After attending a Margaret Kilgo training recently, I became very critical of my current approach to reading comprehension. The strategies, the "tips and tricks," and the memorization techniques all began to look more like distractions than development tools. I have since become curious about what I can do with my Pre-AP and on-level students to spark a higher level of compehension that extends beyond plot summary.

In my action research, I plan to study the effects of implementing new strategies in my instruction and assessment methods, such as minimizing "distracting" techniques for reading, and doing away with multiple choice as a go-to method for assessing comprehension. Though it will take a preliminary trial and error period and much self-evaluation, I am excited about the positive results that will ensue from this study.

Usefulness of Blogs for Educational Leaders

Blogging is beneficial for educators because it serves several purposes. One of those primary purposes is that it allows educators the opportunity to share their research results, ideas, and even frustrations to a collective group of people who share similar interests and investments in education. Blogs provide an accessible, low-risk environment for educators to share their experience, and essentially enhance their experience. For example, educational leaders may use blogging to document a process toward a long-term goal in research, such as improving dress code regulations, or reforming progress in academic standards as It relates to specific objectives, such as inference skills.

Action Research Reflection

When researching, we often like to consider a subject, identify several resources to see what the best solution to our problem might be, and then implement trial and error with those resources until we get the results we desire. However, with the cyclical pattern of action research, the research process takes on a new purpose, which requires clarifying the problem by way of collaboration, evaluating and analyzing resources, implementing strategies from those resources, and again clarifying that problem over again until an ideal solution is reached. Now, at first glance, I considered action research to sound like glorified polling, but as I continued reading about it, I began to see its relevance and benefits in numerous settings. If anything else, I learned that action research focuses on a reflective style of learning, in which practitioners and others involved are constantly evaluating their selves and their progress. This is beneficial to education because it challenges educators to identify the issue down to the most specific detail, and then it encourages collaboration that thrives off the strengths of all involved to reach a collective solution that satisfies everyone involved.

Principals have a great deal of responsibilities to maintain on a daily basis. Unfortunately, teachers who do not understand the struggles principals endure may gradually withdraw their support from administration by isolating themselves, or assuming incompetence on the part of the principal. To avoid this type of cycle, I would use the action research model to develop a teamwork ethic that strengthens trust and collaboration among teachers and administrators, and instills the idea that all parties are relevant to progression in education. Specifically, creating a site team that functions as an action research team on the issue of mastering reading comprehension across content areas would be a great way to unite department heads or active teachers with administrators campus-wide to emerge with campus-specific strategies that are closely monitored and executed effectively.

With more study and understanding of the implementation of the action research process, I am sure that success is inevitable. Of course, it requires consistent, genuine interest and involvement on the part of the principal and educators, but overall, the reflection and recursive evaluation that occurs among colleagues during this process, can generate lasting effects that impact the productivity and progress of any campus.

Web Conference Reflection

Ekena Wilkins
EDLD 5306

Web Conference Reflection

The web conference I attended was quite helpful, and eye-opening to experience. I had never participated in a web-conference in which one “chats” with a large group of people via the internet, so participating was a bit daunting to me at first. I also was a little frustrated because my internet connection kept dropping signal and knocking me offline, causing me to have to sign back in to the chat several times. However, once we began the discussion, Dr. Borel was very patient and helpful during the duration of the conference. She put me at ease about what to expect during my time as a graduate student in this program, and also gave me some good news in regards to my not having to take the GRE exam! Overall, I was pleased with the outcome of the web conference because it showed me how interesting collaborative learning environments are, especially in real-time, and it encouraged me to take advantage of all the great resources I will be provided with during this internship in order to succeed.

EDLD 5306 Course Reflection

Ekena Wilkins
September 20, 2011

EDLD 5306 Course Reflection

1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

I envisioned getting a strong foundational bearing of what educational technology involves from this course. Coming in to the course, I worried that I had been “out of practice” for quite some time, and was hopeful that this course would somewhat re-familiarize me with important technical terms and practices. For the most part, I think I’ve achieved that goal by branching out from my hub of PowerPoint presentations and word documents, and exploring databases, blogs, and educational social networks. The course itself aligned with my goals as far as me learning some of the basics of the educational technology trade. Though I felt like some if it was busy work at times, I do see the benefit of me creating and analyzing specific details such as data, educational practices, and technical strategies for use in the classroom and beyond. Overall, I can say that I feel comfortable with the newfound foundation I’ve gained, and I’m hoping it will adequately equip me for proceeding courses.

2. To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

Each day, I use some type of technology in my classroom. From Elmo document cameras, to online databases for data entry, mobile applications for emails, and even data projectors and slate boards, I have a variety of hardware and software at my disposal to use. Therefore, I feel that the progress I’ve made in gaining knowledge about specific functions and benefits of certain technologies is relevant to the work in my school, because simply knowing about at technology, but not understanding its purpose for use in my class refutes the work done in this course. Even if I decide to stay in the classroom throughout my career, I have developed skills and access to information that will challenge me to remain up-to-date with my students’ needs. If anything else, besides learning about new technology, I’ve learned the functionality and benefits of using specific technology for educational purposes, and I’ve become curious about how I can make my classroom learning environment more student-friendly.

3. What outcomes did you not achieve? What prevented you from achieving them?

I don’t think I achieved my goal in understanding the instructional design component of this course. While I understand the relevance of the course material, and the necessity for teachers to assess technological data as it relates to their district and campus, my planning my own internship, thought eye-opening, made me realize just how much I still have to learn about the field. For example, when it came to citing my leadership endeavors on the curriculum vitae assignment, I realized, I’ve got very limited experience in that area. Granted, I’ve only been out of undergrad for a year, but my expertise about many of the topics covered in this course is limited, and I’m not sure that I’ve gained total confidence in my abilities just yet. However, as I mentioned previously, I do feel comfortable with my foundational knowledge gained, and I’m just hoping that it will continue to build, and result in my leadership experience growing a well.

4. Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

ented or discouraged you?I was successful in carrying out the course assignments. The only things that I may have failed in were the progress check quizzes. Many times, I read half of the articles on the list, or f my week was busy, only the recommended two, and therefore, my quiz grades reflected that. It frustrated me a little bit that the quizzes wee over the entire reading list of the week, because it was like a guessing game as to what would or would not be mentioned from any of the 8-13 articles on the reading list each week. Also, the data and internship plan somewhat daunted me. I have never been a fan of math or data, so understanding, and honestly caring, what data had to say about my school and district took some self-coaching. However, after I began to take a closer look at my area’s results compared to others, I gained some interest in improving our current standings.

5. What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?

Overall, I learned that I have a long way to go in the educational technology field, as well as a long road of work ahead of me. The positive of this is that I love to learn, and a little work never hurt anybody. On a light note, the idea that teachers make the worst students was reinforced throughout this course, because I found myself complaining the first two weeks about the workload and the fact that I missed teaching and being caught up on my grades. As far as leadership skills go, I learned that many of the Web 2.0 tools that I was aware of, or had used before have a relevant place in the classroom, and it is my responsibility to make sure that they find their way to the appropriate lessons. My attitudes are surprisingly conservative and “legacy based” when it comes to integrating technology into the classroom. I found myself resistant to many of the articles at some point. However, I am beginning to see some of the benefits of using technology, and I do not doubt that sometime soon, I will be just as holistically enthusiastic about technology use and implementation as many of my colleagues already are.

E-Rate and the Mansfield ISD Technology Plan

Mansfield ISD Technology Plan and E-Rate

View more presentations from ekenawilkins.

We're In This Together: The National Educational Technology Plan

The National Educational Technology Plan offers a plethora of insight on the approaches and objectives that should be involved in learning with technology. It even maps out what a well-rounded student’s relational circle should look like to ensure that students become academically independent, technologically sound, well-functioning citizens upon high school graduation. I champion this approach to education because it comprises all the elements of academia, literacy, and autonomy, and gives them a purpose for acquisition.

We live in a society when learning for learning’s sake is no longer justifiable to most students. Logic and rationale are key roles in students’ learning. With this in mind, I found the “School of One” learning approach New York piloted a great risk that lead to measurable gains. A personalized education calls for differentiation strategies, yes, but this technology plan also recognizes how valid technology is in personalizing educational experiences for students through databases, games, one-on-one interactive tools, and the like.

For teachers, the NETP recognizes the variety of sources and resources that are available for instruction, assessment, and reiteration purposes. Connecting with other teachers is an obvious suggestion; however, community youth leaders are listed as a source for educators to lean on for support—which is rare for some teachers.

Professional development is also given much attention in this tech plan. The NETP advises that continuous and collaborative professional learning that combine effective “in-person” courses and workshops are important to technological improvement in the classroom. The only question I raise to that sentiment is that teachers also need specific training that caters to their content area, and gives concrete, instructionally explicit examples of strategies and assessment techniques that maximize teaching and learning.

How Are We Doing: MISD District Technology Plan Evaluation

When reading over my district’s most recent technology plan, I discovered how dedicated it has pledged to be in providing equitable technological access, as well as ensuring the academic growth and technology literacy of students. This thorough description of Mansfield ISD’s commitment to technological advancement outlined strategies that include, but are not limited to, developing technology outlets for Gifted/Talented and SpEd students, providing convenient and valuable distance learning outlets as well as professional development opportunities that include online webinars, developing explicit administrative leadership groups responsible for monitoring successful implementation, and sealing infrastructure by synchronizing campus technology plans across the district.

Professional development is ongoing and diverse. In MISD, through Eduphoria, teachers have the ability to view upcoming professional development opportunities that are under the leadership of the district’s Chief Technology Officer. A district technology coordinator is responsible for sending out email alerts to faculty and staff regarding the progress of technology and new implementation strategies or opportunities

To ensure student learning, hardware, software, telecommunications services and more are assessed by District-wide low student / technology ratios that meet or exceed minimum operating standards. Although the district is adamant about its “conservative” spending habits, the budget plan does call for the use of E-rate discounts to improve equitable network and internet access for students. The evaluation process outlined for each area of implementation is preventative, and specific in what results should arise to indicate successful integration. For example, data scores that reflect the student ratio of improvement, classroom assessment results, faculty self-evaluations, and administrative walk-through evaluations are just a few of the methods that define the process of monitoring technology progress.

To Tech, or not to Tech?: The Value of Technology Assessments

Assessing the technological knowledge, skill level, and needs of teachers and students is a cornerstone of technological implementation and development in education.

The value of assessing educators’ technology leadership knowledge and skills springs from the necessity of a cohesive, consistent, commitment to instructional improvement that benefits the students’ learning in a comprehensive fashion. Assessing educators introduces accountability, and encourages teachers to collaborate to master the pairing of their instructional and technological strengths. In order for educators to spark the interest and effectiveness desired from students in the classroom, there has to be a consensus that involves a continuous evaluation.

Educators must also assess the knowledge and skill of student technology skill levels and their perceived needs, because this helps campuses and districts map out improvement plans that will meet the needs of students, and it pushes students to reach their academic potential. Statewide technology assessments administered throughout elementary and middle school grades inform  school systems in many areas ranging from technology navigation skills, research skills, and even acceptable use policies.

However, there are “pros and cons” to technology assessment. Some considerable advantages are that technology caters to most students’ interests or comfort levels, since many of them already use complex technology outside of school. Also, these assessment techniques challenge students to use higher level thinking such as evaluation or synthesis in order to develop real-world skills through the mastery of content area material.

Unfortunately, not all students are affluent with technology, nor are all teachers; therefore, inexperience or apathy hinders technological implementation. Teachers who do not know how to effectively instruct their classes using technology have a more difficult time adequately assessing their students with it. Also, students acquired from outside districts do not always arrive with the same technological skills set as their peers, which can create difficulties in differentiation for measuring their progress through technological means.