Sunday, August 29, 2010
Reflection on Week 1 Web Conference for Multimedia
Although the technology was not cooperating for the web conference on Thursday, Dr. Abernathy was great to answer questions and clarify issues for us. I really appreciate the web conferences; I know it is something extra the professors have to do.
Reflections on Week 1 Multimedia and Video Tech Assignment
Multimedia is fun! Creating even a short video is quite time-consuming, however, if the creator is as picky about details as I am. I didn't understand the interview part of the assignment until I read the article Digital Storytelling Cookbook (January 2010). Lambert explains the process of script writing and begins with the interview: "Have someone interview you, then transcribe the words and see what they tell you about the story you are trying to conceive." When I read that, the assignment made sense.
Planning a video using a storyboard is an important step, too, quite similar to creating an outline before writing a paper. It gives direction to the video and allows the creator to organize the pictures or scenes to give the video the best continuity.
Several authors of the articles we read this week emphasized that multimedia must be done well in order to be useful, and I agree. To us who are digital immigrants, multimedia is still a novelty and very cool. To our digital native students, multimedia is how things are--it is their world and it is commonplace. In a commonplace world, a multimedia presentation has to be excellent in order to be useful.
The process of creating a multimedia presentation requires higher order thinking skills, organizing and synthesizing skills, and a good dose of creativity. The value of multimedia in the classroom may not be so much in watching a good presentation as it is in creating one.
Planning a video using a storyboard is an important step, too, quite similar to creating an outline before writing a paper. It gives direction to the video and allows the creator to organize the pictures or scenes to give the video the best continuity.
Several authors of the articles we read this week emphasized that multimedia must be done well in order to be useful, and I agree. To us who are digital immigrants, multimedia is still a novelty and very cool. To our digital native students, multimedia is how things are--it is their world and it is commonplace. In a commonplace world, a multimedia presentation has to be excellent in order to be useful.
The process of creating a multimedia presentation requires higher order thinking skills, organizing and synthesizing skills, and a good dose of creativity. The value of multimedia in the classroom may not be so much in watching a good presentation as it is in creating one.
Multimedia Assignment: Personal Video
This summer we returned to southwestern Colorado where we lived and raised our children for ten years. We love the mountains surrounding the area and one of our goals for our vacation trip was to climb one of the "fourteeners" (a 14,000+ peak) in the area; specifically, Mt. Sneffels in the San Juan range. We gathered some old friends and had a go at it on Saturday, July 31, 2010. I celebrated my 55th birthday two days before! The weather was cool, crisp, and dry to begin with, but the climb ended in a steady rain in the early afternoon. We reached our goal at 10:15 in the morning, but it took us longer to go down than it did to go up! All things considered, it was a great climb! Enjoy the video!
Sunday, August 15, 2010
Course-Embedded Internship Tracking Roadmap
Student Name: Kathy Wade
Course-Embedded Internship Tracking Roadmap
Course Brief Description of Activity Date Completed
"EDLD
5301
Log-8
8 Hours" Students engage in identifying an action research topic(s) or research questions and designing a draft action research plan completing a recommended template or format of a blueprint of the action research plan. July 30, 2010
"EDLD
5301
Log-9
5 Hours" Students review comments from colleagues and site supervisors and engage in revising their draft action research plan. By the end of Week 5, students should confer with their site supervisor(s) and agree on an action research topic and plan. Aug. 6, 2010
Competency 007 "EDLD 5388
Log-1
5 hrs" Discuss state and federal legal requirements for Response-to-Intervnetion (RTI) plicy and make application of RTI through a case study process.
"EDLD 5333
Log-2
4 hrs" Demonstrate leadership for accountability by researching best practices, including specific professional development to address a target area and list the strategies and rationale for using each strategy.
"EDLD 5311
Log-3
6 hrs" Interview two administrators using the assigned questions. Reflect in this log what you learned from those questions and how this activity helped you master the domains and competencies.
Domain III: Administrative Leadership Competency 008 "EDLD 5339
Log-1
10 hrs" Analyze the processes in place for campus budgeting and the alignment of the budget with the Campus Impreovement Plan (CIP).
"EDLD 5333
Log-2
10 hrs" Conduct a data-based needs assessment. Based on the areas of need identified, create a campus action plan to address the needs identified including professional development plans, allocation of resources to support the plan, and any tools needed for school improvement efforts.
Competency 009 "EDLD 5339
Log-1
5 hrs" Analyze the scheduling process in place on campuse, cite course material and personnel interview to justify conclusions, and weight the effects of the schedule on campus goals and objectives, student needs, and effective and efficient use of time, personnel, and resources to ensure a safe and productive environment.
"EDLD 5339
Log-2
5 hrs" Analyze campus goals and objective and the use of resources such as time and personnel to address the issues of a safe and productive school environment.
Course-Embedded Internship Tracking Roadmap
Course Brief Description of Activity Date Completed
"EDLD
5301
Log-8
8 Hours" Students engage in identifying an action research topic(s) or research questions and designing a draft action research plan completing a recommended template or format of a blueprint of the action research plan. July 30, 2010
"EDLD
5301
Log-9
5 Hours" Students review comments from colleagues and site supervisors and engage in revising their draft action research plan. By the end of Week 5, students should confer with their site supervisor(s) and agree on an action research topic and plan. Aug. 6, 2010
Competency 007 "EDLD 5388
Log-1
5 hrs" Discuss state and federal legal requirements for Response-to-Intervnetion (RTI) plicy and make application of RTI through a case study process.
"EDLD 5333
Log-2
4 hrs" Demonstrate leadership for accountability by researching best practices, including specific professional development to address a target area and list the strategies and rationale for using each strategy.
"EDLD 5311
Log-3
6 hrs" Interview two administrators using the assigned questions. Reflect in this log what you learned from those questions and how this activity helped you master the domains and competencies.
Domain III: Administrative Leadership Competency 008 "EDLD 5339
Log-1
10 hrs" Analyze the processes in place for campus budgeting and the alignment of the budget with the Campus Impreovement Plan (CIP).
"EDLD 5333
Log-2
10 hrs" Conduct a data-based needs assessment. Based on the areas of need identified, create a campus action plan to address the needs identified including professional development plans, allocation of resources to support the plan, and any tools needed for school improvement efforts.
Competency 009 "EDLD 5339
Log-1
5 hrs" Analyze the scheduling process in place on campuse, cite course material and personnel interview to justify conclusions, and weight the effects of the schedule on campus goals and objectives, student needs, and effective and efficient use of time, personnel, and resources to ensure a safe and productive environment.
"EDLD 5339
Log-2
5 hrs" Analyze campus goals and objective and the use of resources such as time and personnel to address the issues of a safe and productive school environment.
Wednesday, August 11, 2010
Almost over, almost starting
The Research class is almost over, but the real research is just beginning. I often go to the internet to look for answers to questions I have, but I didn't know that I was performing "action research." Mine has not been formal research, by any means, but now I know the benefits and the how-tos of doing a formal action research project. I am also thinking of ways I can use action research with my students in a project-based approach to learning computer skills.
School starts in 4 days for me, and 11 days for students, so it won't be long until I can try it out!
School starts in 4 days for me, and 11 days for students, so it won't be long until I can try it out!
Thursday, August 5, 2010
Post-conference research topic
After meeting with my site supervisor and reading the comments about my topic on this blog, I have a few new ideas to include in my research. I really like the comments people have left. As I do the research, I plan to look for other extra-curricular activities that athletes are in. It will be notable to see if non-athletes who participate in extra-curricular activities receive the same encouragement that athletes receive from their coaches. Perhaps this topic should morph into the influence of extra-curricular activities on student behavior and academic progress rather than just athletes.
Friday, July 30, 2010
Action Research Plan
1. Examining the work: Setting the Foundation
We pour so much time, effort, and money into athletic programs; is it helping or hurting our students in the long run? The question to research is: Of what value is athletics to our academic program? If there is a significant improvement in athletes’ behavior and academic success over non-athletes, what can we do for non-athletes to mirror this improvement?
2. Analyzing data
Gather data from last year’s disciplinary referrals, TAKS scores, and course grades. After putting all the information together, compare athletes and non-athletes to see if a disparity exists in their academic success rate.
3. Developing deeper understanding
Interview teachers and students. Take a survey. Keep a journal of the progress of the research.
4. Engaging in Self-Reflection
Add the qualitative information gathered in Step 3 to the quantitative data and see if a pattern exists among athletes and non-athletes.
5. Exploring Programmatic Patterns
Ask questions about the gathered information. Check to see if there is equity among the students in terms of socio-economic status, gender, race, and age.
6. Determining direction
When the data has been analyzed, determine if a disparity exists between athletes and non-athletes in behavior and academic achievement. Who gets more referrals? Do off-season athletes get more referrals than when their sport was in season? Do non-athletes fail more classes than athletes? Is there a disparity between the two groups?
7. Taking action for school improvement
Focus on the group that shows the least achievement or appropriate behavior. Create and implement a plan to help improve the behavior and academic achievement of that group.
8. Sustaining improvement
Evaluate the students after they have been involved in the improvement program. Is it helping? Compare the students’ current scores and behavior with those prior to involvement in the improvement program.
We pour so much time, effort, and money into athletic programs; is it helping or hurting our students in the long run? The question to research is: Of what value is athletics to our academic program? If there is a significant improvement in athletes’ behavior and academic success over non-athletes, what can we do for non-athletes to mirror this improvement?
2. Analyzing data
Gather data from last year’s disciplinary referrals, TAKS scores, and course grades. After putting all the information together, compare athletes and non-athletes to see if a disparity exists in their academic success rate.
3. Developing deeper understanding
Interview teachers and students. Take a survey. Keep a journal of the progress of the research.
4. Engaging in Self-Reflection
Add the qualitative information gathered in Step 3 to the quantitative data and see if a pattern exists among athletes and non-athletes.
5. Exploring Programmatic Patterns
Ask questions about the gathered information. Check to see if there is equity among the students in terms of socio-economic status, gender, race, and age.
6. Determining direction
When the data has been analyzed, determine if a disparity exists between athletes and non-athletes in behavior and academic achievement. Who gets more referrals? Do off-season athletes get more referrals than when their sport was in season? Do non-athletes fail more classes than athletes? Is there a disparity between the two groups?
7. Taking action for school improvement
Focus on the group that shows the least achievement or appropriate behavior. Create and implement a plan to help improve the behavior and academic achievement of that group.
8. Sustaining improvement
Evaluate the students after they have been involved in the improvement program. Is it helping? Compare the students’ current scores and behavior with those prior to involvement in the improvement program.
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