Session 10

What have you learned?

I learned that I identify myself as an innovator and early adopter. I consider myself an innovator personally because I have to have the IPod, digital camera, laptop, the cell phone with keyboard to text, DVR to record my shows, and I set up my wireless router a home.  I also see myself as an early adopter because I like to know if certain software works before I try it.  I have also learned that data driven decision-making can both benefit and affect students. Data is needed in order to guide policy makers, school districts superintendents and school administrators make decisions about education. It is important that they not only focus on the data but also on the demographics of a school.  Attendance and Grade book software are positive use of DDDM.  The negative effect of DDDM is high test testing like state test, because tests do not prove a teachers competence. I have learned how to create a Wiki and I am considered using in my job to replace the user group meeting that we no longer have time to do.  I also l gain experience using Camtasia screen recording software.

What has been interesting to you?

What has been interesting to me were the differences between management and leadership.  I have never really thought about it and I kind of group the two together but I now I see that there is a clear distinction.  Another surprise was the technology integration hierarchy that is present in American classrooms.  Not all teachers are comfortable using technology in the classroom but they need to become accustom if they do not want their students passing them by. I have also realized that if we want teacher to embrace technology we need to make sure that’s its available and functioning properly. Because The National Center for Educational Statistics in 1999 found three reasons why technology is not used in K-12 schools: lack of computers or technology, not enough release time or training, not enough time in school schedule day.

 

What do you see as your direction as a leader using technology in education?

My goal is to teach others what I have learned and in fact, I always tell my co-worker about what I am learning in this program.  I introduced her to Camtasia; snag it, blogs, website building, etc.  I know that I will continue to use the different technologies that I have learned in my personal and professional life and to learn about other technologies. 

 

Activity log:

3-18-09: posted blog

3-19-09: posted comments of classmates blogs

Session 9

Focus Question- Describe a good professional training and a bad professional training and talk about some similarities and differences about them.  Then discuss some characteristics of effective training that you want to see in the future.

I have only held four different jobs.  My first job was as a cashier during high school and my training was adequate, hands on for the most part.  My second Job was as a student assistant when I was in college, and my training was fine mostly hands on also. My third job was as an administrative assistant for a local resort, and my training was awful. My fourth job was as a student information specialist and my training was excellent.

 

My bad professional training was as an administrative assistant for a sales manager at a local resort.  On my first day, I was introduced to everyone in the department, and I was told that if I had any questions I could ask the other administrative assistant in the sales department.  One of my duties involved creating contracts and entering the information of the contracts in the hotel sales software.  For my training, I was directed to a computer where I was going to receive my training from computer software.  The training lasted a day and a half and I could not remember 1/4 of the information.  I was totally lost and none of the information made any sense.  Once my training was complete, I started working and I was given the information I needed to start a new contract. I had absolutely no idea what to do.  I asked one of the administrative assistants for help, and she walked me through the whole process.  She also explained gradually what I was supposed to do once I printed the contract, when it was accepted, if it needed modifying, etc.  I believe that if I had been given a contract before I started my training, the training would have made more sense.  I also think that the training should have been divided in smaller session because it was just too much information at once. It did not take me long to learn how to use the software but not thanks to the training I received. 

My good professional experience was as a student information specialist for Desert Sands Unified school district.  I work in the technology department and assist classify employees with the student information system among several other duties.   My training consisted of handouts, on the job training, and oral instructions.  Once my trainer explained how to do certain task or report she would ask me to try it, this help me remember and gave me the opportunity to ask any questions.  One of the bonuses about the student information software was that it has a training database and I was able to practice without the fear that I would cause an error.  The handouts guided me whenever I had a problem or could not remember how to run a report. This could have also been my best professional experience because I had prior knowledge in student information software.

The differences between my two professional trainings is that in one I only received  my training via a computer software, and in the other I had a trainer guide me through the process.  Both methods presented the information I needed to function in my job, but one actually allowed me to ask questions and put into practice the material I was learning.

Characteristic of effective training that I would like to see:

• Provides hands-on experiances in applying the new information learned
•  Gives the learner a feeling of accomplishment
• Provides opportunities for humor during learning
• Provides assessment and learner-based feedback

Activity log:

3-12-09: posted comments on classmates blogs

3-14-09: completed project # 3, and posted blog, and I am still working on project # 2

 

Session 8

What is a positive use of data driven decision-making and a negative use of data driven decision-making?  How does leadership factor into both the positive and negative use of data driven decision-making?

Data is needed in order to guide policy makers, school districts superintendents and school administrators make decisions about education. It is important that they not only focus on the data but also on the demographics of a school.  Attendance and Grade book software are positive use of DDDM.  A teacher can view a student’s attendance with click of a button and analyze the average score of a test without manually crunching the numbers.  The No Child Left Behind Act of 2001 can be a negative use of data driven decision-making because it opened the door to the high-stakes testing by stressing important consequences for students and educators resulting from test performance. 

In an attempt to improve public education, the No Child Left Behind Act was implemented in 2001.  This Act has transformed teachers into educational “technicians” and students into “test-takers”.  For students, high-stakes test might determine their graduation from high school and for teachers and school administrators the results of student test scores can be utilized to measure their performance or salary increases.  For individual schools test results might determine their existence. Therefore, NCLB has instigated a testing frenzy school districts have begun to fear like the plague.  Standardized tests should be used to guide instruction by helping identify gaps in learning and should never be used to punish students, teachers or schools by cutting school funds.  Teachers are not being allowed to explore different teaching avenues; instead, they are being forced to teach students how to take tests.  NCLB focuses on content knowledge, which is inadequate for identifying highly qualified teachers and has had little effect on student achievement. 

State academic standards determine what will be taught in the classroom.  State high-stakes tests make sure teachers teach the content specific to the state standards, and state tests are built around the state’s academic standards.  This is a way to make sure teachers are teaching the curriculum established by the state.  When students do poorly on state tests, students, teachers and administrators are responsible.  In some school districts, students who are performing below basic are not permitted to take electives; instead, they must take supplemental courses in math and/or reading.  Low performing students are required to attend summer school where they focus on building their math and reading skills.

In 2006, the Houston Board of education approved a $14.5 million program to reward teachers up to $3,000 annually and administrators $25,000 for improving performance of students in their schools on the state test.  This type of promotion will only create cheating on high-stake tests.  W. James Popham professor in the graduate School of Education at UCLA, commented, there is “an astonishing amount of cheating that is taking place”.  Unfortunately, he was not referring to the students but to school administrators erasing incorrect answer on student answer sheets, teachers allowing more time to take the test, teachers supplying students with the correct answers, and test preparation sessions using actual test!  Several principals and teachers were fired for supplying students with the answer to tests or changing students answer sheets.  One school district even withdrew 522 students before state tests were to be administered.     

Resource: American Education, Joel Spring

Activity log:

3-3-09-posted comments on classmate’s blogs

3-4-09-posted blog for session 8

 

Session 7

Focus Question: If you have or if you would run into a situation like the Ed Norman Syndrome, what would the issues be? As an educated leader, how would you solve the issues?

I cannot remember running into “Ed Norman”, lucky me you can say, but I am “Ed” in my house.  I have blocked several sites in my personal computers like My Space and proxy sites that allow a user to access My Space.  I also keep an eye on all internet activity and my computers will shut down after 3 hours of use.  Unfortunately, with kids now in days I feel that you have to keep a close eye and restrict their internet/computer usage, at least I have to. 

After reading several blogs and realizing what a hassle it is just to obtain permission to visit a site or have software installed, I would be scare turn on my computer for fear of a message stating that I am not to log in until 8:00am! LOL!  I was aware that internet usage was restricted, but I did not know that permission also needed to be obtain to installed software.  All the restrictions that are imposed on teachers who try to incorporate technology in their classroom are ridiculous.  Teacher computers should not have any internet blocks, the only computers that should have blocks are student computers.  Restrictions on technology use will only discourage teachers from implementing technology in their classrooms. 

 

Activity log 2/25/09: listen to podcast, posted comments on classmates blog, posted blog for session 7

Sesson 6

What common barriers to technology do you hear about or do you perceive in your practice of education?  Which of these are actual barriers that exist for whatever reason, and which of these are a proxy or stand-in for something else?  For the actual barriers, what would you do to try and solve the barrier so that technology is used more effectively in your location?

The National Center for Educational Statistics in 1999 found three reasons why technology is not used in K-12 schools: 

1.  Lack of computers or technology

2.  Not enough release time or training

3.  Not enough time in school schedule day

 

The technology barriers that I hear about in my practice, is hardware not functioning properly and limited understanding of the student information software.  The majority of the time staff member’s complain that their computers are too slow.  This complain is valid  but the majority of the time the computers are operating slowly because a program has been installed by the user that has caused the computer to run slow, or they have several personal photos in their work computer.  There are some employees that I support that have a difficult time using the student information system (SIS) and need constant support.  The usual protest is that the SIS is too complicated and that the district should return to the old SIS that was in place.  The issue is that they were accustomed to using a student information system for about seven years if not longer, and as we all know several people do not like change especially when it involves technology. The common complaint that the SIS is too cumbersome is a proxy to their limited understanding of the student information system and computers in general.  What I would do to solve the barriers to technology so that the SIS can be use more effectively is to create tutorials that will be use as training material or a refresher.          

 

I have not heard anyone complain that they lack computers in order to perform their daily duties in my line of work supporting classify staff.  I have heard that there is not enough release time to attend trainings. It’s common for people to sign up for the trainings that we offer but not show up because they were swamp with work or had no one to fill in for them.  We offer all our trainings during working hours and I wonder if we offered our trainings after hours if we would have anyone attend.   I doubt it since there will be no compensation for their time and I do not think they will have any energy left after 4:30 pm. 

Activity log:

2-21-09: posted comments on classmates blogs

2-22-09: posted blog for session 6

Session 5

“Identify a technology best practice that you use.  How did you learn about this best practice? Describe what it is, how to accomplish it, how you came to it (did you learn from someone else?  on your own?).  Why isn’t everyone doing this best practice?”

A technology best practice that I use is Altiris Software and Photoshop.  I use Altiris to remote into an employee’s computer (with their consent) when they are having a difficult time location a tab or using the student information system.  With Altirus I will take over their computer and guide them in the process, I have noticed that this will take some of the frustration from employees. In addition, I use Photoshop to capture screen shots from the student information system that I email staff members after I have helped them accomplish a task in the student information system. I like to follow up by email with screen shots and explaining the process I walked them through, they really appreciate this because they have something they can print that will guide them the next time. With their our student information system I am also able to impersonate other users and see the prompts they are using when they are running certain reports and let them know what they need to change.  I have learned my technology best practice at work from my coworkers.  I will enhance my tech best practice by creating training tutorials with Camtasia screen recording software.  I believe that everyone in the Tech department uses Altiris and screen shots as a form of quick training/support.

Activity log

2-15-08:

I listened to podcast for session 5

posted my blog for session 5

posted comments on classmates blogs

Session 4

Which type of person in Rodgers Diffusion of Innovation Model do you most relate yourself to?

I identify myself as an innovator and early adopter. I consider myself an innovator personally because I have to have the IPod, digital camera, laptop, the cell phone with keyboard to text, DVR to record my shows, and I set up my wireless router a home. I like to try the new gadgets when they come out. I also see myself as an early adopter because I like to know if certain software works before I try it. For example, I was not sure if I should use Photoshop to edit my pictures, but after speaking to several people I decided to give it a try. Another reason that I consider myself an early adopter is because I am hardly the first one to try out a new software or product but will jump on board as soon as I learned a little more about it. I don’t mind spending time trying to figure out a product and am willing to encourage other to try them. The first time I learned about Camtasia was in ETEC 644, I think, some of my classmates were discussing screen recording software and I was interested in finding out what I could do if I used this product. I downloaded a 30 day free trial and really like it. I have created several tutorials but I know there is still more I have not learned about the product.

Activity Log
2-6-09
• made a changed to project and email Dr. Newberry
• posted my project proposal on my webpage
• listened to pod cast
• posted comments on classmate blogs, posted blog # 4
• I will work on my first project tomorrow, and post any progress

Session 3 cont.

Below is the link to my project proposals

http://geocities.com/carla.felix2006/courses.html

Session 3

Hello Class!

Can technology integration in American classroom adequately or correctly be expressed as a hierarchy? Why or why not?

Technology integration in the classroom can be expressed as a hierarchy because not all teachers feel comfortable using technology.  In the district where I work all teachers’ must take attendance online. I am not a teacher but I have heard that there are teachers who only use the computer to take attendance and enter grades. I have no close connection with teachers and I am not able to say whether they are integrating technology in their classroom.  Therefore, I decided to interview my stepdaughter and ask her how technology is currently integrated in her classroom. She is a 7^th grade student and her classes are listed below followed with a description of the technology that is being utilized.

English-teacher uses the computer and students are only allowed to use the computer to take accelerated reading quizzes. Teacher has LCD projector but uses old fashion projector (not sure how you call the older projectors).  Student has never seen a smart board in class.

PE- no computer usage

Music appreciation-teacher uses the computer and students are taken to the computer lab to work on power point presentations.  The teacher uses a smart board and LCD projector and the students must present their power point presentation using the smart board. There are no student computers in class.

Science- teacher uses the smart board and LCD projector and old fashion projector.  Student mentions that teacher did not want to use smart board because she said it was complicated. Student mention that teacher began using the smart board and likes it, but it’s unknown why she began using the smart board maybe she finally received training. There are no student computers in class.

Humanities-teachers uses computer and LCD projector to watch history videos.  There are no other computers in the classroom and student has never seen a smart board in class.

Spanish- teacher uses the computer, LCD projector and smart board, and there are two classroom computers that students are allowed to use to complete school work only.

Math-teacher uses smart board and LCD projector and has his on website where he creates podcast for students and uploads podcast to iTunes.  The podcast contain lesson plans or work that was completed during the week for student who are absent may review or students who need a refresher. There are no student computers in class.

I was surprise to discover that a teacher actually allows the students to use her smart board and that another teacher creates podcast explaining lessons for students who are absent. Two of the teachers do not use a smart board and I am wondering if it’s because they do not own a smart board or do not like to use it.  Overall the majority of the teachers seem to be integrating technology in the classroom and are all using grade book.  I am able to see my daughter grades and future assignment online through a web-service the district provides called home access center.

I got some pretty bad news, but I would not have if I had read the programs requirements carefully.  I have just found out that I cannot take course ETEC 999 until after I complete course EDUC 607 which means I will not be able to graduate this spring. I hope that ETEC 699 is offered during the summer.

For course ETEC 692 Practicum, if I assist a project teacher when he is training other teachers using Microsoft office will that count towards my hours? I was also told that if I attend certain conferences I can also earn hours, if anyone knows of any upcoming conferences please let me know.  Sorry for all the questions, but one more if you have completed your hours how did you complete the hours with a CSUSB professor.

 

 Activity log:

1-17-09: I had a late start because the class did not appear on my blackboard account and Friday I finally decided to email the professor.  I created a blog and email Dr. Newberry the address.

1-18-09: I browsed through other’s blogs and posted comments.

1-18-09: I posted my first blog and I am thinking about my projects.

1-24-09: I downloaded the podcast for session 2 and posted on classmates blogs

1-25-09: I read several articles on management versus leadership and posted on classmates blogs. I would like to thank everyone for sharing their project ideas because it is helping me finalized my own projects. I have posted my blog for session 2, and posted my reflection on the 3 themes that we will be exploring in this course.

1-31-09: listened to the podcast for session 3, posted comments on classmates blogs, finish my project proposals

2-1-09: remember that I have to get Dr. Newberry’s approval for my projects and email him my project proposals, posted blog 3

Session 2

Management vs. Leadership

“Real leaders are ordinary people with extraordinary determination.”  John Seaman

 I see educational leaders as someone who can cope with conflict, direct, and inspire stakeholders. It is leadership that motivates stakeholders to create visions, define problems and opportunities, create and commit to improvement strategies and to take action.  Leadership requires courage, commitment, risk and empathy. McGowan & Miller state that management is doing things right, leadership is doing the right things. They point out that Effective leadership from school administrators is more critical than ever in this new testing era where students have become test takers and teacher technicians.  I am not a teacher but I feel like teachers are no longer teaching but administering test.  Without a leader a school may loose its sense of community. Administration/management tends to focus on maintaining order and using proven ways of doing things.  Leadership focuses on taking risks, going in new directions, creating visions, inspiring imaginations, creating excitement about working with children and communities, and building new relationships.
    

McGowan & Miller go on to say that in public education systems superintendents and principals are trained to be administrators and managers, but not leaders.  There is no denying that management skills are necessary aspects of the school leader’s job but they are no longer sufficient in meeting the challenges and demands of the school environment.  Most school districts have a statement of mission, vision and values or strategic plan for improvement. The work of leadership is to ensure commitment and passion is behind them and a daily pursuit to achieve them.

It must be noted that leadership requires different skills, qualities and behaviors than management and McGowan & Miller have proposed three principles to encourage leadership effort.
    1. Be willing to understand and promote leadership development at a systemic level but be able to act at a local level.
   To achieve an understanding of how leadership is related to student learning and achievement there must be an understanding about the importance of leadership among local stakeholders. 

    2. Base efforts on the understanding that leadership development differs from management development.
    People can be appointed to positions of management and authority, but they must earn leadership positions. We cannot improve leadership in public education by teaching everyone better management techniques or by giving them more knowledge. Effective leadership qualities such as courage, commitment and empathy cannot be taught, but we can develop a system that encourage and support these qualities.
    
    3. Customize leadership development of individuals and teams to be effective at the local level.
    Customization should be thought of in the terms of action research: Gather data on existing leadership capabilities, capacities and challenges; analyze the data; brainstorm possible strategies; identify strategies to implement; and then implement them.

           When I was working at the University I had the opportunity to see both management and leadership skills in action with my two employers Laura and Sophia. Laura portrayed management skills by making sure transcripts and diplomas were processes in a timely fashion, phone calls answered, materials ordered etc. Sophia was looking into making the processing time of transcripts and diplomas more efficient for students and employees.  Sophia automated the Fed ex mailing labels and search for online credit card software to speed the processing time of transactions that we imputed manually. Students were only able to order transcripts by mail, person and fax and we had to do all off the manual imputing into the database.  Sophia began pursuing the idea of ordering transcript online to give students another option and decrease our workload.  Within a year her goal became a reality, and students were ordering their transcript online which was more convenient for the students and employees. Needless two say both ladies were great, but there was definitely tension in the department and Sophia transferred to another department.

I used phony names to protect their identities

“Leadership is the art of accomplishing more than the science of management says is possible.” Secretary of State Colin Powell remarked

Reference:

MCGOWAN, P. & MILLER, M., (2001, November). Management vs. Leadership. School Administration, V58, no 10, p. 32-34. . Retrieved January 25, 2009, from Academic Search Premier Database. http://vnweb.hwwilsonweb.com.libproxy.lib.csusb.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=KOSQIA12AN5DPQA3DILCFGGADUNGIIV0

Activity log:

1-17-09: I had a late start because the class did not appear on my blackboard account and Friday I finally decided to email the professor.  I created a blog and email Dr. Newberry the address.

1-18-09: I browsed through other’s blogs and posted comments.

1-18-09: I posted my first blog and I am thinking about my projects.

1-24-09: I downloaded the podcast for session 2 and posted on classmates blogs

1-25-09: I read several articles on management versus leadership and posted on classmates blogs. I would like to thank everyone for sharing their project ideas because it is helping me finalized my own projects. I have posted my blog for session 2, and posted my reflection on the 3 themes that we will be exploring in this course.