Comprehensive Examination EDLD 5388.docx - Wikispaces

Document Sample
Comprehensive Examination EDLD 5388.docx - Wikispaces Powered By Docstoc
					Running head: LEADERSHIP IN EDUCATIONAL TECHNOLOGY          1




                    Leadership in Educational Technology:


                        Comprehensive Examination


                              Sherry E. Stowe


                              Lamar University


                            Dr. L. Kay Abernathy
 LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                               2


              Leadership in Educational Technology Comprehensive Examination


       When I began the endeavor of pursuing a Master’s Degree in Educational Technology in

January 2009, I learned that the term, ―Digital Natives,‖ coined by Marc Prensky, described the

students that I teach and the term, ―Digital Immigrant,‖ also coined by Marc Prensky, described

me. My 7th grade students are best described as ―Digital Natives‖ because they have never

known a world without computers, the Internet, gaming, and cell phones, among many other

types of technology. I, on the other hand, can remember when televisions didn’t have remote

controls, telephones were attached to the wall with long cords, electric typewriters were used to

type reports, records and tape cassettes were played, and home video game systems didn’t exist.

Obviously, that is why the term ―Digital Immigrant‖ describes me. As Prensky (2005) puts it,

students, today, are fluent in the language of technology while we, the veteran teachers, are

second language learners. I have had to learn to use technology, unfamiliar to me, which comes

as second nature to my students. Because I realized that my students deserved and needed more

than what I had been doing instructionally to prepare them for a successful future in the 21st

Century, I set out on an educational journey to learn more about technology and how to integrate

its use seamlessly and authentically into my teaching. I am looking forward to the future as I

reflect back on the knowledge that I have gained and the growth that I have experienced over the

last eighteen months while participating in the Leadership in Educational Technology Master’s

Degree program.


                                          Position Goal


       The Educational Leadership Program at Lamar University has expanded my horizons and

my thinking concerning technology and education. As I complete the program, I believe that the
 LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                3


career path I am traveling on will ultimately lead to a position in which I am able to impact

student learning within a broader scope than that which can be accomplished in one classroom. I

have come to believe that change must occur in our schools and if it must occur, it might as well

start with me. Always a classroom teacher, first, I will continue to use the principals of

instructional design that I have learned in planning authentic learning experiences using

technology for my students. If given the opportunity, I would like to try moving from teaching

Math to teaching Technology Applications. Regardless of the subject or grade I teach, I will

continue to model and share what I have learned with my colleagues, as well as offer to lead

professional development sessions to encourage and inspire others to integrate technology into

their teaching at my campus and in my district. I would also like to try presenting at future

TCEA conference. Through the completion of field based activities required in the Master’s

Degree program, especially those involving training adults, I have learned that I truly enjoy

making a difference in student learning on a wider scale. Reaching educators and acting as a

catalyst for a change in their thinking about the ―Digital Natives‖ whose education they are

entrusted with and whose success in the future depends on what they do in the classroom is an

ultimate goal of mine. Becoming an Instructional Technologist for a school district where I

could work with educators at all levels to prepare students for successful lives and careers in an

ever changing technologically advanced world would be an extremely fulfilling job to hold.


                                         Leadership Goal


       My goal as an educational technology leader is to effectively model technology

integration in my instruction as this is the first step in effecting change in my classroom, on my

campus, and ultimately in my district and beyond. With this goal in mind, I have diligently
 LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                 4


worked to complete a graduate degree in Educational Technology as I desire to continually

improve my instructional practices and better myself as a professional educator. The knowledge

I gain from the program is a necessity because of the ever-changing nature of technology.

Before beginning the program, I had no idea what blogs, wikis, Web 2.0, or even social

networking sites were. Now, I can use these tools to foster collaborative online learning

environments, not only with my students but also with my colleagues. I am in awe of the

possibilities that the advancements in technology continually afford our educational system and

look forward to being on the cutting edge of educational technology as a professional educator.


       My students and my children are the main motivation behind my desire to be a leader in

the use of technology. I want my own children to be motivated and engaged in the learning

process at school as well as gain understanding and skills through authentic learning experiences

that will be beneficial to each of them through high school, college, and within their chosen

careers. As a teacher, I want the same for my students. If I can lead out in the area of

technology integration, then I can make a long-lasting difference in the education that my

students receive, as well as become a catalyst for a positive change in thinking about the use of

technology in my co-workers. Using technology can also help reach students with special needs

and allow educators to tailor activities to the individual needs and educational levels of students

like never before. Because all students can benefit from the use of technology, the integration of

it is essential. The selected readings, lectures, and embedded assignments within the courses I

have taken in the Leadership in Educational Technology Master’s Degree program, as well as the

field-based activities completed in my classroom, on my campus, and in my district, over the last

eighteen months have assisted me greatly in gaining the confidence in myself to use technology

and not be afraid of it, to take risks, and to become a technology leader among my peers. I can
 LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                               5


confidently accomplish both my career and leadership goals because of the knowledge base I

have gained and the personal growth I have experienced as an educator through attaining my

Master’s Degree in Educational Technology Leadership at Lamar University.


                               Vision of Educational Technology


       New technologies emerge on almost a daily basis. Many of the new technologies that

will become available for use within the next five years have the potential to make significant

impacts in the field of education. As a result, district administrators, campus administrators, and

educators must strive to stay current and on the cutting edge of technology in order to continue

preparing students for a successful future in the 21st Century.


       The 2009 Horizon Report examines newly emerging technologies and evaluates the value

of them in terms of educational use. In the near horizon, within the next year or two,

technologies facilitating collaborative environments and online communication are among the

top technological tools which are projected to be integrated into the mainstream of instructional

practice in K-12 schools (Johnson, Levine, Smith, and Smythe, 2009). While used at the

collegiate level, collaborative tools, such as wikis and Google docs, have not been used with

elementary and secondary students as much due mostly to issues concerning Internet use and

safety. However, as more and more administrators and educators see the benefits of using these

technologies, the more widespread use will become both with staff and students.


       Within two to three years, the 2009 Horizon Report indicates that mobile Internet-capable

devices and cloud computing will become more prevalently used within the K-12 educational

community and on the far horizon, within five years, the report projects smart objects, which can
 LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                               6


interact with users and tell about themselves, as well as the personal web will be among the

newest of technologies to be adopted by schools (Johnson, et al., 2009). All of these

technologies offer an exciting view of what 21st Century classrooms could look like very soon.


       Innovative, cutting edge schools in the near future will be taking advantage of these new

technologies. Schools will consist of connected classrooms where students can work together to

solve problems and learn like never before through the use of Web 2.0 tools, social networking

sites, online courses, 3D virtual environments, and gaming situations. Through the use of these

technologies, several students are able to work together at the same time and leave individual

evidence of their thoughts as well as reflections on other’s thoughts while supporting each other

from remote locations around the clock (Johnson, et al., 2009). Students will also have the

advantage of taking online virtual fieldtrips, talking to experts in real time. The beauty of

collaborative and online communication technologies in the classroom is that as they become

more widely used in the near future, the walls of the classroom will no longer be the boundaries

for learning as interaction will become more global in nature. The world won’t seem quite as big

as before due to the capabilities that these technologies will afford classroom teachers and

students. The possibilities are exciting!


       As projected by the Horizon Report, mobile devices, such as smart cell phones, IPod

Touches, IPads, compact Internet connected laptops, and DSi Nintendo handheld gaming

systems, will be used in the classrooms of the near future to enhance student learning and

problem solving capabilities. I believe that the phrase, ―There’s an app for that!‖ will apply to

any educational need that students may have. Handheld devices get smarter and smarter with

each passing day and a picture of the school of tomorrow would be incomplete without them
 LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                 7


present in each classroom as invaluable tools. Internet clouds will house applications that are

used by teachers and students daily as well as store data, freeing up space on district servers at

little or no cost. With these technologies in use, instruction will become increasingly

individualized as the needs of students can be met using the wide range of resources that mobile

devices and cloud computing offer.


       A little further down the road, smart objects will be put into use. Imagine walking into

the library one day, picking up a book, and having the book have the ability to tell you what it is

about as well as information about its author and other interesting tidbits of information or

photos related to the story or topic. Imagine it could interact with the user in the way that a

computer does. The concept is quite interesting and the technology is out there in a variety of

forms. Smart objects were even appearing at the last TCEA conference that I attended in the

Smart Technologies booth where they were demonstrating their use with interactive whiteboards

to the crowds. In addition to these smart objects, personal web tools will be used in classrooms

to make instruction increasingly more personal and individualized as Internet policies are

revamped to allow such tools to be used. It will be interesting to see how these advances in

technology evolve over the next few years in regards to education.


       With so many educational technologies emerging in the short span of five years, the jobs

of technology facilitators and leaders within schools will become that much more important. It is

widely recognized that technologies such as these must be incorporated into daily classroom

teaching activities, but moving in that direction is difficult. I believe, as Solomon and Schrum

(2007) suggest in their book, Web 2.0: New Tools, New Schools, that new ways of teaching and

learning must be modeled using the new tools for a school to be considered a new school. The
 LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                8


school has to have the desire to help its students be successful in the 21st century whether at work

or play and in all other aspects of living in a world where the only norm is change (Solomon &

Schrum, 2007). In order to make the change from old school methods to new school methods,

professional development opportunities, quality training, adequate time for preparation, and the

development of professional learning communities are all necessary (Johnson, et al., 2009). As

a result, technology leaders and facilitators will be needed more and more to help effect change

in our schools through inspiring, encouraging, and aiding teachers in integrating the use of these

new technologies into their teaching practices.


                                 Personal and Professional Growth


       When I began the journey of pursuing a master’s degree in Educational Technology, I

was unsure if I could actually handle it. As a full-time 7th grade Math teacher and mother of

three children, I knew that adding one more responsibility to my life would be difficult and

stressful. In fact, I didn’t know if I could juggle everything. However, I persevered and have

learned many things about myself along the way.


What I Have Learned About Myself


       I have learned that I can. No matter how difficult the assignment or how frustrated that I

became while completing some of them, I never gave up, although sometimes, I wanted to.

There is great feeling of accomplishment that comes with completing a difficult task

successfully. As I completed each course, I gained more confidence in myself and my ability to

succeed at the task before me.
 LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                             9


       After twenty years of teaching, I also learned what being a student meant again. When I

had to start thinking like a student, I became a better teacher. I became conscious of

discrepancies in my instructional approach with students as I gained more and more knowledge

from the courses taken. I learned that after twenty years of teaching that I could change. As a

result, I have moved from a seating arrangement in my classroom of neat rows of desks to a

seating arrangement consisting of six groups of four students. Most importantly, I have moved

from a traditional and mostly teacher-centered way of instruction to a mostly student-centered

instructional approach infused with technology and collaborative learning activities.


       I have learned that I have within myself the drive, the will, and the confidence to succeed

as a student and as a professional educator. The desire was there before I began pursuing my

master’s degree, but now I know that I can accomplish things that I never thought I would be

able to and that I can change even when change means doing things that at first seem really

uncomfortable. I have also discovered that I can be a leader, step up to the plate, and effect

change in a broader arena than just my classroom. Before beginning this program, I would never

have volunteered to train teachers or lead a workshop. I was too timid and unsure of myself.

However, this program has given me confidence, where I had none, and as a result, I have led

two major district-wide technology training sessions and assisted all of my colleagues in

becoming more proficient in integrating technology into their classrooms. I am proud of the

progress that I have made in improving myself as a person and as an educator from participating

in this graduate program.


What I Have Learned About My Technology and Leadership Skills
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                              10


        In addition to learning much about myself personally and professionally, I have also

learned much about my technical and leadership skills. Participating in this master’s degree

program enabled me to become a leader on my campus and in my district. Frankly, when I

began, I didn’t know much about anything dealing with technology and computers other than

how to search for information on the Internet and how to use the software programs in the

Microsoft Office Suite. I have grown in my skills tremendously since then, as I can now

effectively use many different types of technology, as well as successfully integrate their use into

learner-centered instruction. Blogs, wikis, Google Docs, Google Sites, Twitter, Flickr, Movie

Maker, Audacity, Picasa, Photo Story, as well as many other resources and Web 2.0 tools, I can

now use productively both personally and professionally. I credit the acquisition of these

valuable skills to the journey I embarked on over a year and a half ago to earn a master’s degree

in Educational Technology through Lamar University. As Solomon and Schrum (2007) cite The

Partnership for 21st Century Skills (2006) in their book, Web 2.0: New Tools, New Schools,

students cannot master 21st century skills if their teachers are not adequately trained or supported

instructionally to integrate these skills into their teaching. Therefore, I am pleased to have made

so much progress as I desire most of all for my students to master these essential skills for future

success.


        I have also become very familiar with ISTE’s National Educational Technology

Standards, or NETS, for students and teachers, as well as Texas’s Long Range Plan for

Technology and Technology TEKS. This information has been valuable in preparing lessons,

units, and learning experiences for both students and staff. The knowledge I have gained has

excited me about the future of education in relation to technology integration and preparing

students for life in the 21st century.
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                             11


       In addition to an increase in my technological ability, my leadership skills have also

definitely improved. I have learned that I can lead my colleagues in changing the way that they

think about technology and instruction as well as convey the vision of the Long Range Plan and

my school district concerning technology. I have also discovered that I enjoy teaching teachers

and assisting them in integrating technology into their teaching practices. I had little confidence

to lead my peers in change when I began this program, but now I am confident in my

competency in using technology, in my ability to integrate its use effectively, and in assisting my

colleagues in moving forward to better prepare students for their future. I believe the vast

improvement in my leadership ability is due to completing the assignments within the program in

a collaborative manner which forced me out of my comfort zone to meet and work with peers

from various locations within the state that I would have never met without using technology. I

had to speak up and I had to share my knowledge and ideas as well as take on leadership roles

within the group that I worked with to accomplish tasks. My experiences during this program

have grown me as a person and as a professional educator in ways that I never thought possible.


What I Have Learned About My Attitudes


       I have learned through this experience that just as I expect my students to have a positive

attitude about learning new things, that I must model the attitude myself. Learning and changing

as a result of new knowledge is essential to growing as a person and a professional. In fact, the

pinnacle of professionalism in any field is learning continuously, especially in regard to a

profession, such as teaching, which is built around learning (McTighe, 2008). In regards to what

I have learned about my attitudes towards technology, I would have to say that they have become

more and more positive as I have progressed through each course in the master’s degree plan.
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                             12


As my eyes were opened to the need of students to master technology skills for success as 21st

century citizens and to the fact that students in our classrooms today are considerably more

challenging to reach than any generation before them due to being born into an era of advanced

technology, I became more and more convinced that changes needed to happen not only in my

instructional practices but also in the practices of many of my colleagues. As a result, I began to

approach the idea of change with excitement and a positive attitude. In doing so, not only was I

able to learn to integrate technology effectively into my own instruction but also inspire others to

do the same.


                                      Most Helpful Courses


       Every course that I have taken in pursuing a master’s degree in educational technology

has aided me in gaining the knowledge, skills, and understanding needed to be an effective

change leader on my campus for technology integration. However, there are six that have helped

me more than others.


EDLD 5306 Concepts in Educational Technology


       EDLD 5306 Concepts in Educational Technology introduced me to the vision of the state

of Texas for graduating students prepared for success in the 21st century. This vision is

encompassed within the Texas Long Range Plan for Technology which I had no knowledge of

before taking the course. What the Texas Long Range Plan helped me to see was the rationale

behind the need for technology integration in the classroom and the big picture of the desired

outcome for students. Along with having to analyze the Texas Long Range Plan and Technology

Application TEKS, many informative journal articles were provided as well as the book, Web
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                              13


2.0: New Tools, New Schools, by Solomon and Schrum which helped me to recognize the fact

that after twenty years of teaching the students in my classroom are not like any others

previously as they have never know a world without computers or computer-related

technologies.


       Learning about Web 2.0 tools and creating a wiki to use for collaboration with colleagues

was also extremely beneficial to me. Who knew so many valuable tools were available to use at

no cost to educators via the Internet? I certainly didn’t. However, being exposed to the use of

these tools increased collaboration and productivity among myself and my colleagues and also

acted as a springboard for technology integration with students in the classroom. In today’s

world, technology greatly influences how students communicate as well as when, where, and

how learning takes place (Solomon & Schrum, 2007). Because of the content I was exposed to in

this class, I caught the vision for technology integration and my appetite was whetted to learn

more about how I could better integrate technology use into my own classroom as well as help

my colleagues catch the vision too.


EDLD 5362 Informational Systems Management


       EDLD 5362 Informational Systems Management is also a course that I benefitted greatly

from professionally. In this course I was made aware of the many ways that a Student

Information System (SIS) is beneficial to a school district. I have experienced using the SIS my

school district employs to record grades and attendance as a teacher and to view the grades of my

children as a parent. However, I was not aware of all the other capabilities that an SIS affords a

school district. Through evaluating the SIS that my district uses in one of the assignments, I

found out how beneficial that it can be. I also gained valuable knowledge in how to evaluate
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                    14


these systems to determine their efficacy for a district. As an educational technology facilitator,

part of the job according to ISTE’s Standard VII as described by Williamson and Redish (2009)

is to follow a clear policy that is well-developed and strategic in planning for and purchasing

technology resources. Taking the time to analyze a product in specific areas as outlined by

district policies and procedures, try it out on a trial basis, as well as compare its features, user-

friendliness, and embedded technical support/training to other comparable products is essential

for making informed decisions concerning technology purchases in a district. Because of this

class I had the opportunity to experience such tasks. A course that provides knowledge and

skills which will prepare me for the role that I desire to play as an educational facilitator in my

district is extremely valuable and most helpful to me.


EDLD 5363 Multimedia Video Technology


        Another course that I feel has been one of the most helpful to me is EDLD 5363

Multimedia Video Technology. As a technology leader, I gained valuable information from

taking the class. When I began the course, I expected to learn how to create effective multimedia

videos as well as how to effectively use the knowledge I gained in the classroom. Those

expectations were met and more as I learned how to effectively express myself using Photo Story

3 and create my own videos. I was exposed to different video editing programs such as Adobe

Premiere Elements and Movie Maker and learned about the extensive work that goes into

producing movies. The use of Creative Commons and copyright issues were also addressed.

        The course projects allowed me to learn by doing, both individually and through working

with a group. The processes that I experienced in creating these multimedia productions are the

same ones that my students will need to go through. The pre-production process which included
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                               15


planning using a story board and creating a preliminary shot list incorporating establishing and

closing shots as well as close-ups and wide-angle shots for effect is where I learned most of the

work takes place in creating an outstanding video. I learned that planning, planning, and more

planning leads to less work later on in the video-editing process and I passed that learning on to

my students.

       The knowledge that I gained in completing the assignments inspired me to lead my

students in creating math videos to support their learning in class. The project I designed for my

students was modeled after what I had learned and experienced in this course. Collaboration is a

necessity in this day and age as well as learning to use the tools of technology in an effort to

support and improve student learning. Technology concepts should not be taught in isolation but

integrated into authentic learning experiences for educators which emphasize technology as a

curriculum tool (Williamson & Redish, 2009). All of the assignments completed in the course,

especially the Public Service Announcement project, allowed me to learn just like my students.

Educators don’t get many experiences like that. I value this class because it gave me the

opportunity to think like a student in my class would in completing a collaborative technology

project using Web 2.0 tools and the problems that he/she might encounter through the process.

As a result of the knowledge and experience I gained, I have become a better educator and use

multimedia tools frequently with my students. I would never have attempted such a task before.

I have definitely become more confident in using technology to create, as well as in working

collaboratively with a group due to completing this course.

       The value of this course to the overall master’s degree program is great simply for the

fact that it affords the learner the opportunity to use technology resources and Web 2.0 tools

collaboratively with colleagues problem-solving together to produce a multimedia product in the
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                               16


same way students could. This is valuable to educational technology facilitators not only in

planning for student-centered learning activities, but also in planning learning experiences for

teachers in professional development sessions. To enable educators to understand and gain

confidence in using Web 2.0 tools as well as see the potential for use in their classrooms they

should be used in authentic learning experiences (Solomon & Schrum, 2007). EDLD 5363

Multimedia Video Technology provided such experiences.

EDLD 5364 Teaching with Technology


       The knowledge I gained from the readings, videos, and assignments in EDLD 5364

Teaching with Technology are relevant to the work that I do in school. As an educator, my goals

are for every child to succeed and learn. Technology can transform teaching and learning, move

educators from being good to great, and aid educators in having a positive influence on the

learning of students (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Learning about technology

incorporated into lessons designed with Universal Design for Learning (UDL) principles and

applying those helped me to improve as an educator by transforming my teaching and my

students’ learning. The learner-centered, project-based, cooperative task that I had to accomplish

collaboratively with my group during this course exemplified the research-based concepts which

should be applied to classroom instruction.


       From this course, I learned that the way we do school, today, needs to change. The

factory model described in some of the videos included in the course where students are moved

through, year to year, as if they are on a production line does not serve all students well. I have

learned that learner-centered activities need to be designed with thought given to how every

student will be able to accomplish the tasks and what, if any, supports are needed for individuals
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                17


to be successful. Technology integrated into classroom instruction levels the playing field and

makes reaching more learners possible regardless of their disabilities or weaknesses.


       This course was most helpful to me because it opened my eyes as an educator to

technology resources that I did not know existed through the CAST web site as well as to taking

a fresh look at the diversity of learners in my classroom causing me to think about how I could

use technology to meet their educational needs. It also aided me through the assignments in

working collaboratively with others, learning about the tools on the CAST web site, and using

them within an authentic learner-centered context reinforcing the value of learning in this

manner. EDLD Teaching with Technology changed my entire outlook on teaching, learning, and

using technology in the classroom as such I consider it to be one of the best courses I have taken.


EDLD 5366 Digital Graphics and Desktop Publishing


       I consider 5366 Digital Graphics and Desktop Publishing one of the most helpful courses

within the master’s degree program because I learned a great deal about the importance of the

elements of design. My mind was opened to looking at how much contrast, repetition,

alignment, and proximity in visual design impacts and makes an impression on the viewer. In

order to produce professional looking products using advanced features of word processing,

desktop publishing, graphics programs, and others as well as using digital images in various

formats which are performance tasks as described by ISTE (2001) under Technology Facilitator

and Leadership Standard V, knowing and being able to properly employ the critical elements of

design is needed. In education, school district web sites, newsletters, as well as other types of

publications are used to keep stakeholders informed and the appearance and easy readability of

these publications is important to drawing them in and making them want to read the content.
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                              18


In addition, creating a newsletter is a project that students can be involved in and can be

incorporated into the curriculum as a way to integrate technology within core subjects and

address NETS for Students. Productivity tools are necessary pieces of technology that students

and staff must be proficient in using. Because of this course, I had the opportunity to use

productivity tools to create a professional product in the same way that my colleagues and

students would.


        Therefore, EDLD 5366 Digital Graphics and Desktop Publishing is a beneficial and most

helpful course because of the knowledge and skills that are gained which can be applied

instructionally in the classroom with students and administratively for the purpose of keeping the

community informed of the happenings at school or in the school district.


EDLD 5368 Instructional Design


       EDLD 5368 Instructional Design helped me tremendously as a professional educator and

technology facilitator on my campus. Through this course I was introduced to different theories

of learning, thinking about what understanding really means, the principles of ―backwards

design‖ by Wiggins and McTighe (2000), and creating an online learning course for students

using Schoology. As a professional educator, I was challenged to think about learning theories

and the one that I most adhered to as well as design instructional experiences in a manner that

was not natural to me. I had to think about what understanding truly means as well. I learned

that knowledge is different from understanding in that we can know something is true, but

understanding enables us to use the knowledge and apply what we know to be true. Therefore,

students with understanding will apply the knowledge they have gained in solving a problem or

in some other realistic situation. I also learned that students can provide evidence of
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                19


understanding through showing that they know and are able to do certain, specific things with the

knowledge (Wiggins & McTighe, 2000). Knowledge without understanding is simply a

collection of facts. Through the experiences afforded me in this course, I have become a better

educator because in using the ―backwards design‖ model, I was forced to think about the end

result first and how student understanding of the concept chosen would be demonstrated and

assessed before planning any learning activities. What a challenge!


       The learning experiences I planned were infused with technology tools and resources and

posted as an online course for students on the Schoology web site. I learned that educators must

know how to design and implement online learning experiences for students because society

demands it. To prepare our students to live, work, and be educated in the 21st Century, online

learning experiences must occur and it is our responsibility as professional educators to provide

students with them. It is also my responsibility as a technology facilitator to educate and train

the teachers to design and implement quality online experiences using tools and programs such

as Schoology.


       Benefits abound in online learning. For example, small districts can offer a variety of

courses that may not otherwise be available to the students, highly qualified teachers are able to

provide instruction via the Internet in areas where none are available in a particular subject, and

professional development opportunities can occur in a flexible learning environment to fit the

needs of the teacher (Watson, 2007). As a technology leader, I see my district using online

learning to provide enrichment/remediation courses to students at all grade levels during the

school year as well as through the summer. I can see the benefit of providing ―bridge‖ activities

via online courses to help students retain their learning over the summer and therefore come at
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                              20


the start of the new school year better prepared. Online learning courses could also help students

who are homebound stay more connected and on track with their peers.


       Because there are so many uses for online courses for students as well as for professional

development opportunities, this course was very helpful in exposing me to available online

resources that I had no knowledge of before and giving me the opportunity to experience the

creation of a course using research based principles of instructional design. The content of this

course excited me about the possibilities afforded by this technology for myself as well as my

colleagues in providing instructional support and enrichment using teacher-created online

courses for students as well as professional development opportunities. I believe that a good

course will challenge thinking and move an educator to becoming a better one. EDLD 5368

Instructional Design did that for me.


                         Reflection on the Overall Master’s Degree Program


        As my pursuit of a Master’s Degree in Educational Technology Leadership through

Lamar University comes to a close and I reflect on my journey, I realize that I have grown as a

person and as a professional in immeasurable ways. The educator that I am today is vastly

different from the one who began this program eighteen months ago. I have changed in my

thinking about educating students due to my mind being opened to better ways of engaging and

teaching a new breed of learners called ―digital natives‖ who have not known a world without

computers or the Internet. The old way of presentation-driven teaching in which students sit and

get the information followed by a test only prepares students for jobs that require following

directions and repetitive skills. The new way of teaching involves solving problems

collaboratively, sharing knowledge, and a deep understanding of concepts using technology as an
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                             21


integral tool in the process (Solomon & Schrum, 2007). I credit my experiences and the

knowledge I have gained in completing the required courses and assignments for this master’s

degree program in moving me to become a teacher in the new way of instruction infused with

technology use.


       The reason for the professional change is tied to the fact that I did not just gain

knowledge from participating in this program, I gained understanding. The understanding came

from participating in authentic learning activities that required the use of Web 2.0 tools for

collaboration with peers in an effort to solve an educational problem, create a multimedia video,

share insights and information via course discussion boards, participate in web conferences, and

exchange feedback. To understand requires making connections and making sense of the

knowledge, as without doing so would result in the body of knowledge simply being just a

collection of isolated facts (Wiggins & McTighe, 2000). Through the assignments, lectures, and

readings provided in each course, I made many connections which resulted in a greater

understanding of the need for technology integration in the classroom as well as the job of

educational technology facilitators.


Looking Back on my Educational Journey


       The connections for understanding began as I embarked on the journey of pursing my

master’s degree with the first course that I took being EDLD 5306 Concepts of Educational

Technology. This course provided a perfect introduction to the program and made me aware of

Web 2.0 tools that I didn’t even know existed. The book, Web 2.0: New Tools, New Schools, by

Solomon and Schrum (2007) was a great choice of books to begin with as it provided me with a

plethora of information and chapters which I referred back to in course after course. Creating a
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                   22


wiki was a valuable collaborative experience as well. This was my first experience with online

collaboration tools and after creating the wiki and using it with my peers, I got very excited

about all of the possibilities for its use with students in support of instruction and with my

colleagues in planning together. The only thing that I would suggest being done differently is to

have the book by Williamson and Redish (2009), ISTE’s Technology Facilitator and Leadership

Standards: What Every K-12 Leader Should Be Able to Know and Do, required for purchase

during this introductory course as it provides such a clear picture of what is expected as far as

competencies are concerned in regards to the job of an educational technology facilitator. The

book would have been a beneficial text to refer to throughout the program if it had been required

in the beginning. However, in reflecting on the beginning of my educational journey, EDLD

5306 Concepts of Educational Technology is the course that whetted my appetite for more, and

more is indeed what I received.


       The courses that followed built upon the knowledge gained in the foundational

introductory course. EDLD 5365 Web Design was next which incorporated the use of Web 2.0

tools learned about in the introductory course and implementing them within the context of

planning, designing, and launching a district web site. From this course I learned how complex

the process is in planning a district web site and all the intricate details that must be considered

and rectified before the site launch date. The textbook for this course, Deliver First Class Web

Sites: 101 Essential Checklists by Shirley Kaiser, also provided useful information to consider

when planning a district site. Kaiser (2006) compares designing a web site to building a dream

home and stated that the success of either one depends on careful planning which, if done, saves

time, money, and many headaches in the end. In going through the planning process required in

the assignment, I think I can understand why she made that comparison.
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                23


       I also had the opportunity to experience working with a mock site hosted by a Drupal

CMS called New School Spaces. The site was frustrating to work with to say the least, but even

through the frustration, knowledge was gained. I almost think that the site was designed to be

frustrating for the purpose of generating negative feedback to work with later in the assignment

in addressing issues that needed improvement or to be fixed. Whether this was the case or not, I

still learned much from the experience. The most useful information that I took away from the

experiences in the course was that of creating and/or updating an Acceptable Use Policy, or

AUP. A well written AUP is such a necessity in school districts today, given all of the new

technologies and Internet resources that can be used by students and staff, not to mention the

popularity of district web sites and classroom web pages. Writing the AUP helped me to really

think about all the safety concerns and design issues that the district must consider when creating

binding policies for students and staff to adhere to.


         Web Design was followed by the course EDLD 5301 Research Methods in my journey

to achieve a master’s degree, and the main assignment was to prepare an APA style proposal

outlining an action research project. My proposal dealt with researching the impact of

technology integration in the classroom on at-risk, African-American students in terms of

increasing the motivation to learn. The most important aspects of this class were introducing me

to using the Library resources that Lamar University has to offer, to the APA style of writing,

and to the concept of performing action research in my classroom to improve or fix a problem

that I have identified based on data. Because of this class, I began to take a closer look at the

issues that I was having in class with my students and strategies which I could employ in order to

facilitate positive changes. Action research is one way of trying methods and strategies in the

classroom in an effort to solve an educational problem, collecting and analyzing data, and
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                24


evaluating the results. As far as collecting and analyzing data, I learned many different ways that

it can be done in a valid manner, though I must say that some of the information was extremely

scientific to the point that it was very difficult to understand. Two textbooks were required for

this course, What Every Teacher Should Know About Action Research by Johnson (2009) and

Research in Education: Evidence Based Inquiry (6th Ed.) by McMillan and Schumacher (2006).

Of these two textbooks, the only one that I would refer to again is the one by Johnson concerning

action research as it was simple, concise, and easy to use. The textbook by McMillan and

Schumacher on the other hand is much too technical in nature, difficult to understand, and hard

to process. I found reading the text quite laborious. I do understand why it is needed, but I

believe that I would have benefitted more from a textbook that approached the information in a

more user-friendly manner. Regardless, the knowledge and experiences I have gained in this

class have proven to be valuable to me in approaching problems I encounter in teaching my

students and in trying to improve instruction as well as student performance. It has also aided

me in using the Lamar Library to find resources and to do research throughout the masters

program. As a result, I am glad that the course came early in the journey.


       Next, I took EDLD 5363 Multimedia and Video Technology. This is the first course that

I thoroughly enjoyed every aspect of. I found the information and assignments extremely

interesting and beneficial. I enjoyed learning about using Photo Story 3, Movie Maker,

Audacity, and more. This class was extremely beneficial because of the collaborative nature of

the assignment to create a Public Service Announcement. Working with four other peers who I

had never met in person and using only Web 2.0 tools via the internet to work collaboratively to

produce a finished product was valuable to me both personally and professionally. Google Docs

was used as the main avenue for sharing ideas and planning together and Rapid Share was used
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                 25


to send video clips back and forth to each other. Together we produced a quality PSA which was

right at one minute in length on the topic of keeping kids safe on the Internet. I can honestly say

that I was a little fearful in the beginning of accomplishing this task remotely with four others,

but we did it and through the experience learned what it could be like for our students to

accomplish a task in much the same way. In rethinking the way that professional development

opportunities are delivered, Williamson and Redish (2009) relate the need for authentic learning

experiences for educators so that they learn to use technology like their students. When teachers

learn in such a way, they are much more likely to integrate the technology into their classrooms

(Williamson & Redish, 2009). I have found that I agree with this because I have used the

concepts learned within the context of this course in my own classes at school. The

opportunities afforded me in this class encouraged me in using movie making as an educational

tool to support student learning. I have used and will continue to use the knowledge and skills

learned in EDLD 5363 Multimedia and Video Technology.


       The journey in pursuit of my master’s degree continued with EDLD 5344 School Law.

This course helped me understand the legal issues impacting education that arise in schools.

Being aware of these is important to school leaders in knowing how to deal with freedom of

speech situations, knowing the requirements of laws such as NCLB as well as IDEA, and dealing

with Special Education issues such as the IEP, which is a binding contract. Throughout the

course, I was immersed in an authentic learning experience involving a fictitious boy with

learning disabilities as well as behavior problems and his upset mother. I watched the provided

video of a fictitious ARD meeting about the boy and completed assignments dealing with the

legal issues concerning what the school was contractually bound to do in the case and why.

Completing the assignments gave me a new appreciation for Special Education Law and made
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                             26


me painfully aware of what I was responsible for in providing instruction to Special Education

students by those laws. I found this class interesting and informative in thinking about the

complexity of laws and how they impact students, parents, teachers, and administrators

surrounding educational issues. Because of this class, I began to take many parts of my job as an

educator providing services to special education students in a regular classroom more seriously.

I think all teachers need more training in this area.


       EDLD 5335 Curriculum Management followed EDLD 5344 School Law. In this

Curriculum Management class, I was exposed to different types of curriculum models, such as

Tyler’s and Taba’s. These assisted me in seeing the importance of the way that curriculum

development is approached. I now understand why the alignment of the curriculum is essential.

In addition, I was made aware of what curriculum management audits are. I learned that

curriculum should be assessed in five areas: control, direction, connectivity, assessment, and

productivity. I can see that it would be beneficial for a school district to have a curriculum

management audit. I am sure that my school district falls short in many ways and could make

improvements if participation in such an endeavor occurred. Downey (1992) says that

education is a business and it is. In business, audits help the businesses make improvements and

become more productive. As such, all school districts, including mine, could use an audit to

improve educationally across the board. My district is moving in the right direction though as it

has adopted the CScope Curriculum joining many other districts in the state of Texas. I consider

this a wise move for the districts within my state as the number of learning gaps in students who

move frequently will be significantly reduced and that is a good situation for all involved.

Assignments in this course included examining the TEA Learning System, my Campus

Improvement Plan along with AEIS data, auditing a Teacher’s Edition textbook, and developing
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                27


a learner-centered staff development session that aligns with the campus improvement plan as

part of a data-driven action plan created to foster school improvement. I learned a lot about data-

driven decision making and curriculum in going through the process of completing the

assignments.


       At the beginning of this course, my definition of curriculum was simply what is required

to be taught. However, as I progressed through the course I found that while this is a basic

definition of curriculum, much more was involved. Curriculum drives instruction. Curriculum

documents and resources must be regularly evaluated, updated, and improved upon to keep up

with the changing nature of the times and the students we teach. The written, taught, and tested

curricula must be aligned vertically and laterally, achieving congruency at every level, otherwise

we are just educationally treading water. For a campus to improve and achieve student success,

this is a must. I learned that if alignment, vertically and laterally, does not exist, educational gaps

will exist and improvement will be elusive. I am a better educator because of this course.


       Next, I completed the course EDLD 5366 Digital Graphics and Desktop Publishing. I

truly enjoyed working with desktop publishing programs and digital media to produce a four-

page newsletter as the main assignment in this course. I learned about the importance of CRAP:

Contrast, Repetition, Alignment, and Proximity. This acronym used by the professor will never

let me forget the elements of design. I learned that contrast, repetition, alignment, and proximity

are important elements that must considered when designing published works that you want to

visually draw the reader into. My favorite part of this class was assessing the elements of design

used in ancient books like the Lisbon Bible. I loved examining the manuscripts, virtually turning

the pages, and zooming in to see in great detail the intricacies of the designs and colors on each
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                 28


of the pages. As a result of the exercise, I gained a deeper understanding and appreciation for the

rationale behind the use of these design elements. The newsletter project was also extremely

beneficial to me as it helped me learn more about designing a publication without the use of a

template and using the features of desktop publishing software while keeping CRAP in mind. It

also fulfilled several performance tasks under ISTE’s Standard V which deals with using

technology to improve productivity and professional practice. This was another class dealing

with technology that I really enjoyed participating in.


       The eighth course in my master’s program was EDLD 5364 Teaching with Technology.

I looked forward to taking this course because I knew that the content would help me improve as

a teacher in using technology with my students and it did. I learned about different theories of

learning such as constructivism, connectivisim, and cyborg. I believe that I adhere mostly to the

constructivist point of view. I really enjoyed reading the article by Sprague and Dede (1999)

entitled, ―If I Teach This Way, Am I Doing My Job: Constructivism in the Classroom.‖ It was

while reading this article that I realized my classroom looks more and more like this model each

year that I teach. The authors relate that traditional teachers and some principals view learning

as teacher-driven and occurring in a quiet, orderly classroom arranged in rows. However, where

learning really takes place is in the busy, often noisy, classrooms full of students collaborating

together to solve problems and aid each other in learning with the learner as the central focus and

the teacher acting as facilitator of the learning. In this type of classroom, the use of Web 2.0

tools is essential. Solomon and Schrum (2007) profess that these tools can have a significant

effect on schools and learning as they facilitate a change in thinking due to these tools promoting

creativity, collaboration, and communication. For a constructivist teacher, preparing students for
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                               29


a life in the 21st century, the use of technology as a tool to learn in a collaborative environment is

vital.


         I also learned about UDL, Universal Design for Learning, and the CAST web site. I

learned from reading Chapter 1 of Teaching Every Student in the Digital Age: Universal Design

for Learning by Rose and Meyer (2002) that UDL hones in on facing the challenges presented in

reaching diverse learners as well as upholding high learner expectations. Basically, I learned that

UDL is a means for planning instruction infused with technology by which all students may be

reached and learn regardless of the disabilities or obstacles they face. These principles were then

used in creating online electronic books that were designed to support diverse learners of all

types and levels. I truly enjoyed creating the book and this was an extremely beneficial portion

of this course.


         However, the best part of this course was creating a shared Google Site with four other

colleagues for the purpose of solving an educational problem. This collaboration experience

included meeting once a week using online web-conferencing tools through the site Tokbox. I

had never participated in a web conference before, so at this point it was a new experience for

me. I found it to be a great way to meet and work together as if we were in the same room and

not located in different cities all over Texas. We posted videos and resources on our site as well

as our electronic books and an explanation of the solution to the educational problem presented.

I have shared all of the information I learned in this course with my colleagues at school as well

as used all of the technology tools I learned about with my students and also in designing a

professional development training session. I also liked the textbook required for this course,

Using Technology with Classroom Instruction That Works by Pitler, Hubbell, Kuhn, and
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                               30


Malenoski (2007) because it is one that I will be referring to frequently as a teacher and

educational technology facilitator due to the amount of valuable information and ideas found

within it. A number of ISTE Standards were addressed in completing the course and I found it to

be one of the most helpful to me in the master’s program.


       EDLD 5362 Information Systems Management followed as the next course to take and I

learned more about the Student Information System, or SIS, in my district. I only knew about

the two aspects of the system, RSCCC, which I dealt with on a daily basis, the grade book and

the attendance record. I knew that report cards and progress reports were printed with RSCCC,

but I had no idea of the rest of its features or why it was the system that we used. However,

through one of the assignments where I had to assess the system and interview two

administrators who were mostly responsible for using it and maintaining it, I found out that the

system generates a number of required reports for the state and is in fact linked to the state

system to make submitting needed reports fast and easy. The amount of data that the system

contains is tremendous. I would like to find out more about how teachers can benefit from using

other features that are offered by the system in making data-driven decisions. I learned many

valuable pieces of information in this course and it really enriched the time that I spent in Austin

at the TCEA 2010 conference in the exhibit hall. I had no idea that so many information

management systems were available and I came to a realization at that point why analyzing and

comparing different systems before settling on one for purchase is extremely important to do.

The informational system chosen must be a correct fit for a school district. This course gave me

experience in going through such an evaluation process and I know that knowledge will aid me

in the future as an educational technology facilitator aiding in planning and technology purchases

as described in some of the performance tasks under ISTE’s Standard VII.
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                              31


       The tenth course, EDLD 5333 Leadership for Accountability, mainly addressed

developing a positive school culture and professional learning communities as a school

administrator. This class primarily focused on campus administrators such as principals, but did

afford me the opportunity to learn some valuable leadership skills. I learned that principals who

are collaborative in nature and who foster the creation of professional learning communities on a

campus are generally more successful in effecting positive changes and a positive culture than

one who is more of a dictator in style. Collaboration makes sense as it is also how we, as

educators, desire our students to solve problems and create products using technology to better

prepare them for the 21st century, so it only makes sense that professional learning communities

would be beneficial to educators. In this course, I learned again the importance of making data-

driven decisions using AEIS data for school improvement, using data in targeting campus

weaknesses to address in an action plan with a school improvement goal, as well as the process

of creating a personal vision. Since ISTE’s Standard VIII deals with Leadership and Vision, the

knowledge I gained from this class when applied to technology use aided me in experiencing

some of the performance tasks under this standard and prepared me to become a more effective

leader on my campus.


       EDLD 5368 Instructional Design was the eleventh course, the last one taken before

completing the entire master’s program and participating in the capstone course, EDLD 5388

Internship. I learned a great deal from this course that I can use with students and colleagues

both. Online learning is the way of the future and having the opportunity to use Schoology to

design a course for my students using research-based instructional design principles such as

―backwards design‖ as described by Wiggins and McTighe (2000) was informative and helpful

to me. I believe that going through the process of developing an online course gave me a greater
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                               32


appreciation for the effort put in by the professors of the courses that I have taken in this master’s

program to design quality learning experiences. It also gave me some wonderful ideas for

implementing the use of online courses in my district. I can see these courses being designed by

teachers and used for summer enrichment courses, bridging courses, and remediation courses. I

can also see how I as an educational technology facilitator can design online courses for staff

development opportunities that teachers can take part in according to their own schedules. Just

like participating in this online master’s degree program has been a positive learning experience

for me, I can see how this type of program can support and supplement the learning of students

as well as teachers in public school settings today.


       Online learning experiences such as this master’s degree program have become more and

more prevalent in our 21st Century society. In fact, online learning has experienced exponential

growth across the U.S. In 2006, enrollments in web-based courses increased at the rate of almost

50% in a single year with 38 states having established online learning programs (Watson, 2007).

That number is most assuredly greater today, and I can understand why. The online format of

the master’s program afforded me the opportunity to complete challenging graduate courses

around my own schedule from the comfort of my own home. Had I been required to attend

traditional courses on the Lamar University campus, I would never have pursued this degree as

the traditional method would not have fit into my hectic schedule as a full time educator, wife,

and mother of three. The value of the education for the price was a plus as well. Cost and

convenience were both definitely factors in my decision to pursue this degree.


       Overall, I found the entire master’s program to be very thorough, giving me opportunities

to gain experience and knowledge in all eight of ISTE’s Technology Facilitator and Leadership
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                              33


Standards. I also consider this degree program to be one of quality and excellence, worthy of

accreditation. Professors are well-qualified to teach the courses and more than willing to go the

extra mile to assist students in succeeding and achieving their goals as well as offer regular

support through the use of web-conferencing sessions. I don’t think that students could get any

more one-on-one attention, if they attended a traditional face-to-face class on campus. I have

been very pleased with the overall experience that I have had and the quality of instruction that I

have received. As a result, I am confident that I can effectively perform the duties of an

educational technology facilitator and in doing so further the vision of technology integration

into the instruction of students in my district.


        In addition to the many positives that I have already mentioned in completing the

Leadership in Educational Technology Master’s Degree Program, two of the greatest things that

have happened are friendships and a new position in which I am using what I have learned.

Because of the collaborative nature of the program, I have been fortunate to work with several

colleagues who I have never physically met but have shared time with online using Web 2.0

tools to complete assignments. One of these colleagues over the course of the eighteen months

has become a valued friend and encourager. Her friendship and support as a colleague have

meant a great deal to me. In addition, I have accepted the position of District Technology

Specialist in Woodville Independent School District and am embarking on a new journey in my

career as an educator. I am looking forward to working with the teachers in this district to assist

them in using technology effectively in their classrooms with students. The work will be

challenging and sometimes difficult, but I have the confidence to do this job because of the solid

educational foundation the master’s degree has provided for me.
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                 34


                                     Professional Development Plan


       As I look to the future and begin a new journey as the District Technology Specialist in

Woodville ISD, a professional development plan is a must. As new technologies emerge on

almost a daily basis, learning about them and how to use them with students will be a necessity

in keeping on the cutting edge of technology use.


       In the first year in my new position, I plan to take an inventory of the technologies

already available in the district. Then, I will need to learn how to use the technology they may

have available but which I am not familiar with. I am already aware of one technology that I

need to find out more about and that is the eBeam Interactive System. I will need to pursue

training in the use of that tool as some of the teachers are using the system in their classrooms.

For me to be effective, I must know how to use the technology and think about ways to help

teachers better implement its use with students. So, I am already planning to attend a webinar on

the topic and I am sure that I may need to attend more than one. In addition, Woodville ISD is

implementing the use of CScope, so I will need to attend trainings concerning the use of this

curriculum as well as the information management system that works with it called DMAC. I

will need to be thoroughly trained in the use of these programs to be of assistance to others. So,

basically, my first year in my new job and after achieving my master’s degree will be spent

attending trainings to get me caught up to speed on the technologies that I am unfamiliar with but

will be frequently using to model technology integration practices in the school district.


       In the first year as well as the years that follow, I plan to maintain a membership not only

in TCEA, but also with ISTE and take advantage of the resources and publications that they each

offer. On the TCEA web site, I have found many learning opportunities that I would like to
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                 35


participate in. For instance, I would like to take part in the lunch webinars on Wednesdays that

TCEA offers on various technology integration tools and topics to keep myself current and up to

date on new technologies. Reading journal articles and publications of TCEA and ISTE will aid

in keeping me abreast of emerging technologies and educational research concerning technology

integration as well. In addition, I plan to attend the annual TCEA Conference in Austin as well

as the annual ISTE Conference for my continued learning each year. As I gain more confidence,

I may even present at one of the conferences some day in the future.


       Keeping abreast of current technologies is important in this ever changing world and I

plan to do just that in terms of my own professional development through local, state, and

national organizations. In order to effectively perform the job of a district technology leader, I

must model being a lifelong learner. Technology integration must happen to prepare students for

success in the 21st century. The ultimate goal of education is to assist students in sharpening

their skills and in gaining knowledge that will help them succeed throughout their life.

Technology use is an integral part of that goal. Robert Marzano relates in the foreword of Using

Technology in Classroom Instruction That Works that teachers need to think about how they can

use the technology resources and tools available to assist their students in practicing concepts,

engaging in higher-order thinking skills, and learning to problem solve (Pitler, et al, 2007). My

goal for my own professional development is to seek out learning opportunities that will assist

me in continuing to learn how to use technology in this way with students, so that I can support

and encourage the teachers in my district to think about technology resources in that way as well.


       In thinking about the future and continuing to learn in regards to technology, I can see

that the learning will never end because there is no end to the possibilities for the use of
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                               36


technology in education. As a lifelong learner who sees the importance of continued education

especially in the field of technology integration, my continued journey may lead me to pursue a

doctorate in this field in the not too distant future. Only time will tell, but for now I am excited

about completing my master’s degree and looking forward to performing the job that it has

prepared me to do which is that of being a leader in educational technology.
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                                37


                                             References



Downey, C. J. (1992). Focusing policy on our business—learning: Establishing curriculum quality control

       through policy. Education, 113(2), 172-175.

International Society for Education. (2001). NETS for Technology Facilitators and

       Leaders. Available from

       www.iste.org/Content/NavigationMenu/NETS/ForTechnologyFacilitatorsandLeaders/Tec

       hnology_Facilitation_Standards.htm.

Johnson, A. P. (2009). What every teacher should know about action research. Upper Saddle

       River, NJ: Pearson.

Johnson, L., Levine, A., Smith, R., and Smythe, T. (2009). The 2009 Horizon Report: K-12

       Edition. Austin, Texas: The New Media Consortium.

Kaiser, S. (2006). Deliver first class web sites: 101 essential checklists. VIC Australia:

       SitePoint Pty. Ltd.

McMillan, J. & Schumacher, S. (2006). Research in education: Evidence based inquiry (6th ed.).

       Upper Saddle River, NJ: Pearson.

McTighe, Jay (2008, May). Making the most of professional learning communities. The

       Learning Principal, 3(8), 1-7. Retrieved from

       http://www.nsdc.org/news/getDocument.cfm?articleID=1670

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

       instruction that works. Alexandria, VA: Association for Supervision and Curriculum

       Development.

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13. Retrieved
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                           38


       from Academic Search Complete database.



Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for

       learning. Alexandria, VA: Association for Supervision and Curriculum Development.

       Available online at the Center for Applied Special Technology Web site. Chapter 1.

       Retrieved from http://www.cast.org./teachingeverystudent/ideas/tes/

Solomon, G. and Schrum, L. (2007). Web 2.0.: New tools, new schools. Eugene, OR:

       International Society for Technology in Education.

Sprague, D. & Dede, C. (1999). If I teach teach this way Am I doing my job: Constructivism in

       the classroom. Leading and Learning, 27(1). Retrieved from the International Society

       for Technology In Education at

       http://www.iste.org/content/navigationmenu/publications/llllissues/volume_27_1999_200

       0_/september10/if_i_teach_this_way,_am_i_doing_my_job_constuructivism_in _

       the_classroom.htm

Watson, J. (2007). A national primer on k-12 online learning. North American Council for

       Online Learning. Retrieved from http://www.inacol.org/research/docs/national_report.pdf

Wiggins, G. & McTighe, J. (2000). Understanding by design. Upper Saddle River, NJ: Prentice

       Hall.

Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards:

       What every K-12 leader should know and be able to do. Eugene, OR: International

       Society for Technology in Education.
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                                     39




                                           Appendix



                                       Sherry E. Stowe

                                      170 Greentree St.
                                    Lumberton, TX 77657
                                        409-751-3578
                                      sstowe@esc5.net


PROFESSIONAL EXPERIENCE

Woodville Independent School District, Woodville, TX 2010 - Present
District Technology Specialist, Central Administration

Kountze Independent School District, Kountze, TX                    2001 - 2010
Professional Educator, Kountze Middle School
       7th Grade Math Teacher
       Incorporated technology use into student-centered learning experiences
       Assisted colleagues in integrating technology into instruction
       Created and successfully implemented use of an online course with students
       Planned and conducted District-Wide Smart Board Teacher Training Sessions
       Conducted Explore Learning Training Session for Secondary Math Teachers
       Assisted colleagues in learning about and using Web 2.0 tools for collaboration
       Coached UIL Maps, Graphs, and Charts 6th, 7th, and 8th Grade Teams
       National Junior Honor Society Committee Member

Kountze Independent School District, Kountze, TX                  2000 - 2001
Professional Educator, Kountze Middle School
       6th – 8th Grade Special Education Teacher
       Self-contained classroom, teaching all content areas
       National Junior Honor Society Committee Member

Unified School District 259, Wichita, Kansas                      1997 – 2000
Professional Educator, Hamilton Sixth Grade Center
       6th Grade Language Arts and Social Studies Teacher

Unified School District 259, Wichita, Kansas                      1994 – 1996
Professional Educator, Marshall Middle School
       7th Grade Language Arts and Social Studies Teacher
LEADERSHIP IN EDUCATIONAL TECHNOLOGY                                            40



Conroe Independent School District, Conroe, Texas                 1990 – 1994
Professional Educator, Reeves Intermediate
       6th Grade Language Arts and Social Studies Teacher
CREDENTIALS

Education
      Lamar University, M.Ed., Educational Technology (August 14, 2010)
      Sam Houston State University, B.S., Elementary Education, 1989

Certifications
       Math 4-8
       English as a Second Language All Level
       Special Education All Level
       English (Grades 1-8)
       Elementary Education Self-Contained (Grades 1-8)

ADDITIONAL INFORMATION

Professional Organization Involvement
       Texas Computer Education Association      2008 - Present
       Texas Classroom Teachers Association      2001 - Present
       Kountze Classroom Teachers Association    2001 – 2010

Training
      Region V Texas Math Academy (18 hours)
      Intel Teach to the Future (40 hours)

REFERENCES (with permission)

       Teresa Richard, Curriculum Director, Kountze ISD
             160 W. Vaughn
             Kountze, TX 77625
             409-246-3352

       John Ferguson, Principal, Kountze High School, Kountze ISD
             1488 FM 1293
             Kountze, TX 77625
             409-246-3474

       Spencer Mathews, Network Manager, Kountze ISD
             1488 FM 1293
             Kountze, TX 77625
             409-246-347
LEADERSHIP IN EDUCATIONAL TECHNOLOGY   41

				
DOCUMENT INFO