The document summarizes an instructional leadership course focused on educational technology. It outlines the course topics covered in each of the 5 weeks, including the Texas technology plan, data collection and analysis, digital natives, and online safety issues. For the final assignment, students were asked to reflect on what they learned in the course and how it will influence their role as an educational technology leader. They were to write 150-word responses to reflection questions and post them to an educational blog.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
ITpreneurs’ Intermediate blended training design uses a mix of training methods and logically structures training around Blooms’ pyramid, providing a more-effective training design.
Classroom:
By naturally tapping into the strengths and possibilities of the classroom, students are provided with a safe environment for the application of training using case studies, assignments, role plays, and so on.
Instructor-supported e-Learning:
Virtual instructor-supported e-learning modules allow students to complete the “knowing” component of the course at a time and pace convenient to them.
The Use of Online Learning to Improve Math InstructionKim Caise
This capstone paper discusses the use of online learning to enrich and improve math instruction. Voicethread is the featured technology tool within a Moodle course for teachers to complete and implement in their mathematics instruction.
منظومة المدرس العصرى هى أحدث تكنولوجيا لتقديم وأدارة المحتوى الإلكترونى التعليمى فى الفصول الإلكترونية. حيث تقوم المنظومة بالربط بين السبورة الألكترونية وجهاز المدرس وأجهزة الطلاب فى الفصل الألكترونى لخلق مناخ تعليمى تفاعلى يتمركز حول الطالب كأساس العملية التعليمية ويقوم المدرس بدور الميسر للعلمية التعليمية ويتم من خلالها تطبيق التعليم التفاعلى والتعليم التعاونى والتعليم المدمج وتتكون المنظومة من تطبيقين: المدرس العصرى وهو خاص بالمدرس والطالب العصرى وهو يخص الطالب. وتتكون المنظومة ن ثلاثة مكونات: فللمدرس هناك خطة الدرس ومكتبة مصادر التعلم الإلكترونية وقاعدة بيانات الأسئلة وللطلب نفس قاعدتى البيانات ومعها تطبيق يمكن الطالب من تدوين ملاحظاته فى الفصل وأثناء الإستذكار
فكرة المنظومة طورها الدكتور عادل خليفة رئيس مجموعة خليفة للكمبيوتر وتنتجها وتسوقها مجموعة خليفة للكمبيوتر وتصلح لجميع المواد وجميع مراحل التعليم فى أى دولة فى العالم وجارى تطويرها كمنظومة بتقنيات الحوسبة السحابية
Supervising and Coaching Special Education Teachers - Rubric.docxlillie234567
Supervising and Coaching Special Education Teachers - Rubric
Lessons and Student Needs 9 points
Criteria Description
Lessons and Student Needs
5. Target 9 points
Questions and expected responses thoroughly address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
4. Acceptable 7.83 points
Questions and expected responses appropriately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
3. Approaching 6.66 points
Questions and expected responses minimally address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
2. Insufficient 6.21 points
Questions and expected responses inadequately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
1. No Submission 0 points
Di�erentiated Instruction 9 points
Criteria Description
Differentiated Instruction
5. Target 9 points
Questions and expected responses insightfully address the teacher’s plan to
differentiate instruction.
4. Acceptable 7.83 points
Questions and expected responses significantly address the teacher’s plan to
differentiate instruction.
Collapse All
3. Approaching 6.66 points
Questions and expected responses superficially address the teacher’s plan to
differentiate instruction.
2. Insufficient 6.21 points
Questions and expected responses fail to identify the teacher’s plan to differentiate
instruction.
Struggling Students 9 points
Criteria Description
Struggling Students
5. Target 9 points
Questions and expected responses professionally identify areas the teacher
believes students struggle and how the teacher plans to address these areas.
4. Acceptable 7.83 points
Questions and expected responses effectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
3. Approaching 6.66 points
Questions and expected responses inexplicitly identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
2. Insufficient 6.21 points
Questions and expected responses ineffectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
1. No Submission 0 points
Not addressed.
Prior Knowledge 9 points
Criteria Description
Prior Knowledge
5. Target 9 points
Questions and expected responses thoughtfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
4. Acceptable 7.83 points
Questions and expected responses successfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
3. Approaching 6.66 points
Questions and expected responses minimally determine the teacher’s
understanding of student’s prior knowledge and how it guides instruction.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
ITpreneurs’ Intermediate blended training design uses a mix of training methods and logically structures training around Blooms’ pyramid, providing a more-effective training design.
Classroom:
By naturally tapping into the strengths and possibilities of the classroom, students are provided with a safe environment for the application of training using case studies, assignments, role plays, and so on.
Instructor-supported e-Learning:
Virtual instructor-supported e-learning modules allow students to complete the “knowing” component of the course at a time and pace convenient to them.
The Use of Online Learning to Improve Math InstructionKim Caise
This capstone paper discusses the use of online learning to enrich and improve math instruction. Voicethread is the featured technology tool within a Moodle course for teachers to complete and implement in their mathematics instruction.
منظومة المدرس العصرى هى أحدث تكنولوجيا لتقديم وأدارة المحتوى الإلكترونى التعليمى فى الفصول الإلكترونية. حيث تقوم المنظومة بالربط بين السبورة الألكترونية وجهاز المدرس وأجهزة الطلاب فى الفصل الألكترونى لخلق مناخ تعليمى تفاعلى يتمركز حول الطالب كأساس العملية التعليمية ويقوم المدرس بدور الميسر للعلمية التعليمية ويتم من خلالها تطبيق التعليم التفاعلى والتعليم التعاونى والتعليم المدمج وتتكون المنظومة من تطبيقين: المدرس العصرى وهو خاص بالمدرس والطالب العصرى وهو يخص الطالب. وتتكون المنظومة ن ثلاثة مكونات: فللمدرس هناك خطة الدرس ومكتبة مصادر التعلم الإلكترونية وقاعدة بيانات الأسئلة وللطلب نفس قاعدتى البيانات ومعها تطبيق يمكن الطالب من تدوين ملاحظاته فى الفصل وأثناء الإستذكار
فكرة المنظومة طورها الدكتور عادل خليفة رئيس مجموعة خليفة للكمبيوتر وتنتجها وتسوقها مجموعة خليفة للكمبيوتر وتصلح لجميع المواد وجميع مراحل التعليم فى أى دولة فى العالم وجارى تطويرها كمنظومة بتقنيات الحوسبة السحابية
Supervising and Coaching Special Education Teachers - Rubric.docxlillie234567
Supervising and Coaching Special Education Teachers - Rubric
Lessons and Student Needs 9 points
Criteria Description
Lessons and Student Needs
5. Target 9 points
Questions and expected responses thoroughly address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
4. Acceptable 7.83 points
Questions and expected responses appropriately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
3. Approaching 6.66 points
Questions and expected responses minimally address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
2. Insufficient 6.21 points
Questions and expected responses inadequately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
1. No Submission 0 points
Di�erentiated Instruction 9 points
Criteria Description
Differentiated Instruction
5. Target 9 points
Questions and expected responses insightfully address the teacher’s plan to
differentiate instruction.
4. Acceptable 7.83 points
Questions and expected responses significantly address the teacher’s plan to
differentiate instruction.
Collapse All
3. Approaching 6.66 points
Questions and expected responses superficially address the teacher’s plan to
differentiate instruction.
2. Insufficient 6.21 points
Questions and expected responses fail to identify the teacher’s plan to differentiate
instruction.
Struggling Students 9 points
Criteria Description
Struggling Students
5. Target 9 points
Questions and expected responses professionally identify areas the teacher
believes students struggle and how the teacher plans to address these areas.
4. Acceptable 7.83 points
Questions and expected responses effectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
3. Approaching 6.66 points
Questions and expected responses inexplicitly identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
2. Insufficient 6.21 points
Questions and expected responses ineffectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
1. No Submission 0 points
Not addressed.
Prior Knowledge 9 points
Criteria Description
Prior Knowledge
5. Target 9 points
Questions and expected responses thoughtfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
4. Acceptable 7.83 points
Questions and expected responses successfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
3. Approaching 6.66 points
Questions and expected responses minimally determine the teacher’s
understanding of student’s prior knowledge and how it guides instruction.
EDUU 512 WebQuest Design Project Template Rubric
5
4
3
2
Introduction
The introduction section provides detailed background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides adequate background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides limited background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
The introduction section provides insufficient background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
Task
A clear and concise description of what students will have accomplished by the end of the WebQuest is provided.
An adequate description of what students will have accomplished by the end of the WebQuest is provided.
A limited description of what students will have accomplished by the end of the WebQuest is provided.
An insufficient description of what students will have accomplished by the end of the WebQuest is provided.
Process
The process section consists of clear step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of adequate step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of limited and/or confusing directions that students must follow. Links are not embedded in each step. Some of the necessary documents or templates are not provided.
The task incorporates information from only a few sources and is not presented in a visually or aesthetically appealing way.
The process section consists of insufficient and/or confusing directions that students must follow. Links are not embedded in each step. Few, if any, of the necessary documents or templates are provided.
The task incorporates information from only one source and is not presented in a visually or aesthetically appealing way.
Evaluation
The rubric provides a clear and concise description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides an adequate description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides a limited description of the evaluation cr.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
2012 templates/A Template with Ideas for the structure of the Consolidated Portfolio.pdf
Ideas for the structure of the Consolidated Portfolio
There are many possible approaches, and it is the intention to test how well the students are at
tackling the problem. In real life (as you probably know) a project manager is frequently confronted
with the need to write a report and structuring the report for the audience is always a tricky thing to
do.
However, a way of tackling the consolidated portfolio is to do the following: -
1. Introduction and summary of outcomes
2. Itemise each learning outcome: -
a. LO1
i. Summary
ii. Evidence
b. LO2
i. Summary
ii. Evidence
c. … etc.
3. Discussion and Conclusion
4. References
5. Appendix of the weeks
a. Week 1
b. Week 2
c. ... etc.
Without going overboard then when formatted bullets 1 to 3 above will be most likely 8 to 10
pages. It might be more, but it should not be less. Each LO would contain two to three
paragraphs. The important thing is to say in the LO section how the student achieved the LO. This is
done through the summary and the evidence that points to each week in the appendix.
In the course profile students are encouraged to imagine they are going before an interview panel
and had been asked to show them how they could meet the job criteria (learning outcomes). So, as
a prerequisite they had to prepare a paper for them.
The marking criteria can often be encapsulated into a four stage criteria: -
1. Does the section or topic meet all of the basic learning requirements relevant of the
course, such as knowledge of fundamental concepts and performance of basic skills;
demonstrates sufficient quality of performance to be considered satisfactory or
adequate or competent or capable in relation to the learning outcomes of the
assignment? (25%)
2. Does the section or topic reflect an ability to use and apply fundamental concepts
and skills of the course, going beyond mere replication of content knowledge or skill
to show understanding of key ideas, awareness of their relevance, some use of
analytical skills, and some originality or insight? (50%)
3. Does the section or topic demonstrate awareness and understanding of deeper and
less obvious aspects of the course, such as ability to identify and debate critical
issues or problems, ability to solve non-routine problems, ability to adapt and apply
ideas to new situations, and ability to invent and evaluate new ideas? (75%)
4. Has the section or topic been presented with imagination, originality or flair, based
on proficiency in all the relevant learning outcomes of the course; work is interesting
or surprisingly exciting, challenging, well read or scholarly? (100%)
This criterion is ADDITIVE. In other words, the last item (4) is inclusive of the previous
ones (1, 2, and 3). If you feel that a student did most of 4 then you might give them 25% of
the overall mark for the ...
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docxvickeryr87
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
1.4 modern child centered education - mahatma gandhi-2.pptx
Edld 5352 Week 5 Assignment[1]
1. EDLD 5352 Instructional Leadership: The Technology Link
Week 5 Assignment: Due by the end of Week 5.
Overview
Throughout this course, we have examined the role and responsibilities of an educational
technology leader in the 21st century information landscape. In Week 1, we looked at
educational technology in terms of the Texas Long-Range Plan for Technology, the Technology
Applications TEKS, and the Technology Applications Inventory. Our focus in Week 2 was on
using data to make informed decisions and gathering data on educational technology through
the Texas STaR Charts. Week 3’s focus was on the needs of the “digital natives” we serve,
online learning communities, and expectations for educators. In Weeks 4 and 5, we discussed
online safety and the social, legal, and ethical issues confronting today’s digital-age educators,
students, and parents.
For your Week 5 assignment, you will consider the outcomes of this course and the extent to
which the outcomes will influence your role as an educational technology leader in your school.
Follow these steps to complete your Week 5 assignment:
• Reflect on what you have learned in this course.
• Assume a school leadership role as an educational technology campus facilitator or as
the district educational technology director. From that vantage point, compose a 150-
word response to each of the guiding questions provided, the equitant to a 750-page
paper.
• Write reflectively instead of in question-and-answer style and post in your blog.
• Submit your blog address to your coach after you check the validity of the address.
• Submit your reflections by the end of Week 5.
Submit your assignment by 11:59 PM on the seventh day of Week 5.
Page 1 of 6
2. EDLD 5352 Instructional Leadership: The Technology Link
Rubric
Use the following Rubric to guide your work on the Week 5 Assignment.
Does Not Meet
Tasks Accomplished Proficient Needs
Expectations
Course Reflection Student composes Student composes Student Student does not
reflection on each reflections on six or composes five or submit the
question of eight seven of the less of the assignment. (0
provided; reflections questions provided; reflection points)
demonstrate extensive reflections questions,
knowledge of course demonstrate and/or
content. This adequate knowledge reflections
document is posted to of course content. exhibit a lack of
the student blog and This document is understanding of
represents an posted to the student course content.
800-1,000-word paper. blog and represents a This document is
(Maximum 8 points) 600 to 800-word posted to the
paper. student blog and
(7 points) represents a 600
or less-word
paper.
(6 point)
Assignment Responses are Responses are Responses do Student does not
Mechanics relevant to course relevant to course not reflect submit the
content; no errors in content; three or knowledge of assignment. (0
grammar, spelling, or fewer errors in course content, points)
punctuation. grammar, spelling, or lack clarity and
(Maximum 7 points) punctuation. (6 depth, and/or
points) include four or
more errors in
grammar,
spelling, and
punctuation,
including APA
errors. (5 point)
Page 2 of 6
3. EDLD 5352 Instructional Leadership: The Technology Link
Week 5 Assignment: Course Reflections
For your Week 5 assignment, you will consider the outcomes of this course and the extent to
which the outcomes will influence your role as an educational technology leader in your school.
Follow these steps to complete your Week 5 assignment:
• Reflect on what you have learned in this course.
• Assume a school leadership role as an educational technology campus facilitator or as
the district educational technology director. From that vantage point, compose a 150-
word response to each of the guiding questions provided, the equivalent to a 750-page
paper.
• Write reflectively instead of in question-and-answer style and post in your blog.
• Submit your blog address to your coach after you check the validity of the address.
• Submit your reflections by the end of Week 5.
Post your course reflections to your blog site. Please respond to the following
reflection questions:
• What outcomes had you envisioned for this course? Did you achieve those outcomes?
Did the actual course outcomes align with those that you envisioned?
• 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?
• What outcomes did you not achieve? What prevented you from achieving them?
• Were you successful in carrying out the course assignments? If not, what prevented or
discouraged you?
• What did you learn from this course…about yourself, your technology and leadership
skills, and your attitudes?
• What is the educational value of blogs and blogging to the 21st century learner?
• What are the concerns of blogs and blogging in education?
• How can you use blogging to communicate with school stakeholders?
My Blog URL: http://mguerra4.blogspot.com
My Blog’s Name: Higher Learning Minds
Page 3 of 6
4. EDLD 5352 Instructional Leadership: The Technology Link
Instructional Leadership – Week 5 Assignment
Maria Adriana Guerra
EDLD 5352 EA 1167
Friday, December 18, 2009
New Point of View in Instructional Technology
Instructional Leadership EDLD 5352 course has taken me into a
world I knew existed but thought I was far from reaching. Little did I know
that this course would focus so strongly on technology and technology
applications. I had envisioned a course where I would research on
leadership skills and classroom instruction. As the course began I found
myself in familiar territory but not very brave. As I read, I gathered more
information that got my brain working 24/7. Reading other teachers
experiences with technology encouraged me to want more for myself and
my students. Eric Jones explains, in Strategies to put Instruction Ahead of
Technology, how to get started on teachers first by providing for them
useful training on technology based lessons. Jo Williamson and Traci
Redish back up Jones’ research in facilitating the necessary training for
teachers who in turn will model and guide students through a diverse 21st
century instruction. I understand my goals and vision related to technology
but now have the tools and training to plan and execute.
Students like to see information in short bursts and in an engaging
fashion. On line programs such as Brain Pop and Helpprogram for Math
are engaging and relevant to our students learning. It delivers instruction in
short animations with lots of music and sounds. It gives real world
examples for each area of learning. Webquests allow our students to
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5. EDLD 5352 Instructional Leadership: The Technology Link
“explore” a topic on their own with a little preplanning by the teacher. It
gives the feeling of ownership of their own learning back to the students.
The integration of technology professional development is never at
an end. This is an ongoing process. We need to adapt to the new and
change the old. Just as students are already skillful in the use of many
technological devices/applications, we too, as educators need to be ready
to guide them to better use them. Our administrators are our leaders, and
with this in mind, they are our role models. The use of technology such as
power point presentations, e-chalk, blogs, movie makers, face book,
webcams, math helpers, you tube, and wikis are the applications of today
but are we ready for what is already here tomorrow? All involved in
education should be trained and be able to model effectively the use of
technology in order to guide and improve our student’s performance.
There are many useful technology applications out there. In this
course I learned about many that administrators and teachers may use. I
wanted to use them all before I forgot how to incorporate them to my
lessons. It wasn’t possible. There is not enough time in a day to allow the
browsing and handling of new websites. I was ecstatic about the blog
creation and the slideshare. I have used this information as part of my
instruction in my class. My students were eager to learn and were thrilled
about the assignment. I didn’t, however, have the opportunity to examine
twitter or wiki. I believe these would be a great asset to both me and my
students.
As any new beginning, I had trouble with the blog set up and the slide
share. The directions on how to achieve this were helpful but they did
leave out a few items that would have saved a lot of time. However, I
learned through my mistakes, and with the help of a very close friend I was
able to problem solve. Time is an enemy of work. I have the will to pursue
and research but work related and home responsibilities lessen the
opportunity of exploring.
I know now that I have the capability to lead others in unchartered
waters. I see administrators in a whole new, brighter light. I don’t have a
campus under my wing but I have my team and my students. The
research and training acquired during this course has enabled me to reach
out in cyber space and use what is available to me. FREE is a lovely word
especially when it is useful to teacher’s instruction and 100 % learner
based. I used a free site to implement my 7th grade mid-term for both
Technology Education and Career Investigation courses.
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6. EDLD 5352 Instructional Leadership: The Technology Link
The assignment for the mid-term was to follow the directions that
guide in the creation of a blog. The second part to the assignment was to
reflect on the work and projects done in class in the last 6 weeks. The third
part of the assignment was to give their personal opinion about their
experience in their learning. I was pleasantly surprised to read many
students’ responses. Many students went over and beyond and started
getting creative with their blog’s presentation and comments. They took
upon themselves to get their peer’s URL to check on eachothers work.
They felt empowered in their learning. They weren’t the quiet bored
students filling out a standardized test or assignment; they had motivation
and hunger to create the best blog.
My deepest concern is that my student’s safety from cyber predators
and cyber porn is vunerable. Linda C. Joseph explains it best in her
Keeping Safe in Cyberspace article when she expresses the importance of
technology use communication. It is our duty and our student’s parent’s
responsibility to train our children to be aware of the dangers in cyberspace
and to take advantage of the many amenities that our internet offers.
Opening the line of communication via internet broadens the
feedback needed to improve our mission and goals. It is through a Blog
communication that the phrase “two heads are better than one” leads the
way to a better academic tomorrow.
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