EDLD 5363 - Web Conference Reflections

Week 1 – Tuesday, June 5, 2012

On Tuesday, June 5, 2012, I attended a web conference. I had technical difficulties at first and finally could only listen to the conference, which was acceptable to me at the time. I was able to understand the assignment a bit more clearly because of the questions from attendees and also further discussion from Dr. Abernathy. I am impressed and delighted to know that Dr. Abernathy is very willing to help her students with whatever problem that arises. I look forward to the next four weeks as they unfold. These conferences will certainly help me resolve any issue that may arise.

Week 2 – Saturday, June 16, 2012

I attended the web conference for Week 2 on Saturday, June 16, 2012. Dr. Abernathy clarified questions that were asked about this week’s assignment. I was also glad that she talked in detail about the assignment for weeks 3-5. Attending these conferences gives me the opportunity to ask questions that will help clarify any confusion or misunderstanding with the written courseware. Also, I like being able to hear and see the professor—this makes the class more personal.

Week 4 - Sunday, July 1, 2012

I viewed the web conference for Week 4. Many of the questions asked touched on my own concerns. Dr. Abernathy was very personable and answered those questions so that I clearly understood what was expected for our final project submission. I am glad that Dr. Abernathy is very willing to be available to all her students so that they can be successful. She said that she is not a “gotcha” kind of teacher, but one who will work with her students to be successful.

Digital Story

This is a story of making plum jam in June of 2012.

Reflections for EDLD 5362 – Informational Systems Management

This course was a challenging one for me—especially the last assignment. My presentation was hard to download with the sound. I was learning how to do create it with dialog and then download it to the website. I did all this by trial and error. 

I found it rather interesting, however, to learn about the SIS my district uses, as well as technology plans in general. I am glad to have reflected on a classroom for the future. Also, I performed lots of research as a result of all the course assignments throughout this course which caused me to be more knowledgeable about technology plans.

Technology Plan for EDLD 5362 - Information Systems Management

A Plan for Technology

View more presentations or Upload your own.

Final Reflections - 5301 Research

This research course helped me to think more deeply and decisively about my research plan. I noticed that my inquiries are becoming more automatic. As Dana stated, my wonderings have been happening through “real-world observations, dilemmas, felt difficulties, and passions” (Dana, 2009).

I am glad to have the experience of participating in the video conferences. They have been especially helpful to me because I realize that my classmates are experiencing some of the same things as I. Some comments expressed were the same I had actually thought. Dr. Abshire was especially personable and helpful. She was very knowledgeable and always made positive and encouraging comments.

Using the templates to write the action plan helped me to firmly decide what actions I will use. I was compelled to think about conclusions and my research question as well as the other topics needing clarification. By projecting these actions and writing them on paper has prepared me ahead of time of its actuality. Through this process, my research will be more deliberate in my reporting of results.

I was able to sit down and collaborate with my site supervisor. This meeting produced a consensus on the final action plan, which changed from the original intent. Comments from classmates on this blog about my action plan prompted me to be more specific. So, I broke down the actions into smaller steps. Now my research plan is easier to follow and carry out.

Dana, N. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks: CA, Corwin Press.

Action Plan - Revised

Action Research Plan - Revised 3/25/12

I have revised my Action Research Plan after meeting with my site supervisor and also receiving comments from fellow classmembers. Thank you to all who commented! You have been a big help.

Lessons Learned from EDLD 5301 - Week 3

This week’s assignments were helpful for me to truly focus on my action research plan. By using the template, I was able to name specific items for each activity—this made me think deeper about what I will actually use in conducting the research. Making the draft plan reminded me of writing my lesson plans for the class I teach.

Adding the spreadsheet to this blog using the HTML code was challenging for me. After several tries, I was finally able to upload the document. In the same way, I tried a few times to add my file to TK20. In both instances, the instructions given were good but the websites must have been updated because the pages looked different than what was shown on the directions. That’s technology for you.

Action Research Plan - Draft

Lessons Learned from EDLD 5301 - Week 2

I thought that the interviews by Dr. Johnny Briseno, Dr. Timothy Chargois, and Dr. Kirk Lewis were particularly helpful. I liked their words of advice. I realized that reading literature reviews doesn’t have to take a long time (like I previously thought), and that literature reviews will help me in my action research plan. What was particularly helpful was the encouragement to look at similar plans that others have done. Looking at what others have done will give me ideas and direction for my own research plan.

Overall, all this information about action research and inquiry is sinking in.

How Educational Leaders Might Use Blogs

Educational leaders can use blogs to inform readers by writing down their thoughts and reflections and serve as an online journal. The online journal can be revisited in order to observe trends in thought processes. For example, if an actual plan or program was successful, the thought processes would be of particular importance and may want to be repeated or continued.

Educational leaders can use blogs to reflect on the comments and feedback they receive from readers. These comments and thoughts can give insight to the author that may have been overlooked.

Educators can also include images, links, results from studies, etc. to further inform others. These other items can certainly be helpful, informative, and time-saving.

Action Research - What I Learned

I have learned that action research is a way to improve oneself as an educator, and action research can be effective in the classroom as well. Action research is new to me, but I can see where it can be very beneficial in my personal development as an educator. I have learned that self inquiry is a good thing. I can ask myself in what areas I can improve and then gather information and resources to equip myself with the tools need. I also realized that I should make a plan for improvement and then an evaluation to conclude whether the changes have been effective. Learned that once self inquiry is used, I should continue with inquiry, research, implement and evaluate to maintain effective results.

I will use action research in my own performance as an educator and examine my methods of teaching and see if there are areas where I can improve. I can reflect on what I have come up with and learn by research about solutions. For instance, I have been asked to reflect on my own abilities as an educator and notice any area that needs improvement. Once I acknowledge an area of need, I was asked where I can get assistance and information and how I would apply what I have learned.

Another way I can use action research is continue to take my online courses through Lamar. These classes use the action research and the assignments require reflection about the topics being taught. I can also use action research in my Internship Plan. Also, I find myself using inquiry quite often these days even in every day life. I find that I am asking myself questions to see if I can do better in whatever I am doing. Self inquiry, research, planning, and evaluation is becoming easier and a natural thing to do.

Course Reflections

At first I didn’t know what to expect from this course. My only envisioned outcome was general in nature: to be successful in whatever the course required and to learn as much as I can. I also thought that this course would prepare me for other courses—this course surely did that. Sometimes that was hard because I had not been in the position of having to read and write so much in a short amount of time. I soon realized that being successful and accomplishing these many tasks was not going to be easy. I had to work for those outcomes.

I believe that the actual course outcomes were designed that if all the assignments and tasks were completed, a successful outcome would result. So, following the course guidelines, I believe that my hard work produced what I had expected, and in the process, achieved the outcomes anticipated for the course.



The work that I did for this course is very relevant for the work that I do in my school. I teach computer classes to seventh and eighth grade students. All the information about the importance of technology in the classroom was very informative. All the standards that I have read about and the ways technology can be used in the classroom has given me many ideas of what I can use with my own students.

I became aware that technology is becoming the norm rather than the exception. I learned that computer technology is not going away but is becoming ever more popular. I now realize that all the “fun” of using technology can also be used to improve student learning. Kids go online every day and integration can certainly produce a positive outcome.

Another fact I learned was that there are standards that schools must follow. Integrating technology in a core academic class can be challenging.



I don’t know that I did not achieve a specific outcome. I was expected to gain insight, describe key components, acquire knowledge, etc. I believe I was able to do that, but I don’t know the information as well as I think I should.

The only thing I can guess what prevented me to achieve more from my assignments is that there was so little time to accomplish the readings and reflections. I can only surmise that that since I haven’t been a student for so long that I felt this work load to be very demanding of my time. It seemed to me that I was always reading and writing, reading and writing.

This first course certainly did build a foundation upon which I can build, however. I did learn a lot. I became aware of much information, and know I have much more to learn. This is just the beginning.



I believe I was successful in carrying out the course assignments—with much effort. For the most part, time was the issue for me. Being a teacher, I had to do my course work in the evenings after school. There was so much to read and reflect upon—that’s what I found taking up most of my time.

I thought the writing assignments extra difficult simply because I realized that I must train my mind, again, to think critically and put my thoughts into words. Initially, this was hard for me—to get started by “putting the pen to the paper.” I’m getting better…it doesn’t take as long to put my thoughts into words.

As I reflect back, I can say that the only thing I have been discouraged about was the time issue. It seemed to me that all I was doing in my waking hours was class work. I realize that all this work will last for only a season, and I know the end result will definitely be worth the effort.



I learned that I can tackle hard tasks and that thinking can be just as exerting as physical activity. I noticed that I’m a steady worker and that I am conscientious about what I do.

In the technology field, I realize that I have much to learn and that I am a technological “immigrant.” Learning some of these new technologies is somewhat daunting, but I know anything worthwhile must take some effort, so on I go.

I believe my leadership skills are both improving and developing. I know I have some leadership skills and actually influence those around me, but also I’m learning new areas of leadership and concern. All the information in this course has certainly helped me become a better leader.

I believe my attitude is one of perseverance. I want to continue and succeed, so I plan to take one step at a time and work toward my goal—the successful completion of this degree plan.

The school and libraries program

View more presentations from DonnaLDrum.

National Educational Technology Plan - A Summary and Reflection

The 2010 National Educational Technology plan identifies two goals: (1) raise the proportion of college graduates from where it now stands (around 41 percent) so that 60 percent of our population holds a two-year or four-year degree by 2020, (2) close the achievement gap so that all students graduate from high school ready to succeed in college and careers.

We would achieve these goals by transforming education with the extensive use of technology. Since technology involves every aspect of our lives, it should be used to engage learners and provide learners with resources.

Learning powered by technology is another goal which can be achieved through learning: engage and empower; assessment, teaching, infrastructure, and productivity. With today’s information accessible 24/7, today’s learners can be accomplish many things and acquire massive amounts of information.

Periodic professional development is exchanged for continuous professional learning. This learning includes workshops and online resources. Higher education institutions will also be a beneficial source of professional growth throughout one’s career.

I believe that this plan is very comprehensive in identifying areas of growth and improvement. More and more technology has become the main catalyst for learning. The older methods of educating are being replaced with real world, real time information and experiences. I believe teachers will use technology more to facilitate learning and engage a student in the process of learning. Also, teachers, themselves, will be learners who use technology to facilitate learning. I like the idea that learning is “always on.” We are always learning: the educator, student, or administrator. This will become the norm rather than the “new technique.”  

U.S. Department of Education, Office of Educational Technology (2010). Transforming American Education: Learning Powered by Technology. Washington, D.C.

My School Technology Plan - A Summary

To my knowledge, my campus does not have a technology plan. It does, however, have a campus improvement plan that includes technology.

One of our District’s goals is that students will be challenged and encouraged to meet or exceed state and national expectations, including high school graduation. The technology objective of my campus is that it will increase the use of technology to offer a variety of instructional strategies to teachers.

The following strategies were noted: to continue to use projectors and ELMOs to all core-subject teachers; to use technology Neos for math intervention, provide training for teachers to use technological equipment and programs; and continue to use additional computer software for the enhancement and remediation of academic skills.

Resource allocations included SCE funds and local funds. The application process for grants is an ongoing task because we do not have the funds internally. We did apply and were fortunate to receive a grant to purchase ELMOs, projectors, and Smart Boards. Technical training was included with the purchase of the Smart Boards.

Another area of technological improvement included systems and strategies to be developed and implemented to increase parental involvement. Continuing the use of a parent portal on the District website is a strategy which will use local funds. Local funds will also be used to train teachers to maintain and update the campus website, as well as to disaggregate data on students’ achievement.

The person responsible for these strategies and allocations was usually the principal, assistant principal, and/or technology facilitator. A formative evaluation would be to inventory all technological hardware that was acquired, use data disaggregation forms and program evaluations.  

Technology Assessments - An Opinion

The value of assessing educators’ technology leadership knowledge and skills is imperative. If educators are not knowledgeable about technology, students will surpass teachers in their technological use, practice, and experience. The only way anyone can measure whether or not educators are knowledgeable about technology is to assess their knowledge. One good assessment is the Teacher STaR chart. This assessment tool asks educators the right questions and aids decision-makers to use the results to plan and perceive future needs. Once teachers complete the assessment, results will reveal whether they are reaching the desired technological goals.

My campus requires each teacher to complete the Texas Teacher STaR Chart so that the information submitted can be used by decision-making administrators and our grant writer. Our campus has recently received technological grants to supply teachers with classroom technology and students with math intervention hardware and software. Teachers have received interactive technological equipment and training for its use, and students now have access to math intervention technology. Each day students use the equipment, they are assessed on their progress.

All these assessments, however, are only perceived observations on paper given to our decision makers. We are assessing ourselves so much that all we consider in our decision making are the numbers on a page. Actual visual, walk-through observations, rather, can reveal whether an educator is knowledgeable and/or whether a student is learning. Even these visual observations will carry a grade for each area of assessment. I don’t think we can get away from assessments because this is the foremost method used to document actual progress.

Now that we have access to this new technology on my campus, I believe another assessment (visual or written) would reveal that our educators are improving in their knowledge and skills about technology and certainly experience. Obviously assessing the students will reveal whether or not students are progressing in their knowledge resulting from the use of technology.

Reflection of Web Conference of January 25, 2012

At first, I was apprehensive of this experience because I had no experience using a web cam during a video conference. I was afraid that I wouldn’t be able to access the web cam. It has been a long time since I have participated in any kind of distance learning, so I watched the suggested tutorial videos. The videos help to relieve my fears a bit.

I was pleasantly surprised to find out that the software was relatively easy to use. At first I could not find the button to turn on the web cam, but then there it was! All I had to do was turn it on. I believe that Dr. Borel was very proficient with all the technical tasks she had to do to make everyone able to participate. Even though she had to connect several individuals, she showed complete calmness and looked like she knew what she was doing—and she did. Dr. Borel was also patient answering our many questions, which is an invaluable asset for an educator.

Using the chat pod took a little getting used to because while Dr. Borel was talking, others were typing. I finally figured out what was happening and consulted the chat pod frequently to read the information given. Many of the questions the students asked were some that I had thought of, but did not ask. Dr. Borel’s answers were sufficient for me.

To quote Dr. Borel in the Information for Web Conferences information sheet, “Remember, this is another learning opportunity. We are all learners, learning is continuous, and learning is a journey!”