Standards- Based Evidence of Learning

bonesworshipAI and Robotics

Nov 14, 2013 (3 years and 6 months ago)

618 views







Standards
-
Based

Evidence

of

Learning


EDUC

610

Research

in

Education

and

EDUC

635

Technology

for

Learning


Kathryn

Holleque
,

Professor

Created

Fall

Semester

2007


1





Introduction


This is a collection of
student work from EDUC
610 Research in
Education and EDUC 635
Technology for Learning.


The first two parts include
excerpts from a
compilation of the last
assignments completed
for the
two
course
s
. Since
they repres
ent a summary
capstone of important
things learned in
conjunction with defined
standards, placing them
at the beginning provides
meaningful
context for
what follows.


The last two parts
graphically chart the
status of student
accomplishment for
specific standards tied to
each course and provide
examples of
unit
assignments submitted to
assist in meeting those
standards.


Enjoy the read!


Kathryn Holleque


2




P

A

R

T


1


3


Excerpts of Final Submissions


EDUC 610
Research in Education


Part One: Refer to the professional standards identified in section III.A. of the syllabus. Identify
one of them and discuss how and to what extent you met it through this course.


The
three standards listed in the syllabus are closely related.


However, I will focus on #1: “The
program requires students develop the ability to apply research and research methods relevant to the
advanced field of study.


The program uses a variety of perf
ormance assessments of students;
understanding and ability to apply that knowledge.”


I have unquestionably been exposed to various research methodologies.


But the litany of those
techniques doesn’t demonstrate learning, mastery, or even basic understandi
ng.


If that was all EDUC
610 Research in Education set out to do, then learning, real learning would have been overlooked.


It’s
not enough to find and know methodologies; one must also apply the information and then be able to
think about what that means

on an individual level.




It wasn’t lost on me that we were being asked to research educational research.


I started thinking
about that from the start of the first assignment.


At first I felt a sort of amused irony about the
situation.


But as I visite
d site after site I began to formalize what I think is the intent of the
course.


Many of the research sites I visited were other graduate degree courses with open access.


I
noticed that the information on those sites were being provided by instructors to

other students.


“Here
is what you need to know.”


“Here is what you should learn.”


“I’m the expert and I know what you need
to be told.”


I thought about that and about what I was doing.


And I came to the conclusion that, for me, the
research methodolo
gy was much more satisfying.


I was responsible for my own learning, for making
sense of what I was seeing, and for meeting the objectives.


I was asked to find information and to
critique it, and then to reflect on it which made the process complete.




A
s I progressed through the units of study my research became more detailed.


Not to meet the
objectives as much as to make sense of my own work.


I started to think of each section as an
instructor who would teach a class on this topic.


As a result my own

learning was enhanced and my
learning even more meaningful.




The end result was a product that I was usable of, but more than that, was meaningful and something
of which I was proud.


I have become convinced that the only effective teacher is one that i
s also a
researcher.


I have developed several ideas that I would like to research.


For me, the three parts for
each unit made a comprehensive whole:


find information, apply that knowledge through practice, and
then cement it by explaining what the learn
ing really meant.







Part Two: Upon reflection, detail the most important thing you learned through your study in
610 and the reason it has significance for you. Conclude your entry with a word of affirmation
for members of the class.


For me, the most
important thing I learned had to do with me, and not content.


I am a person who
likes examples and as many details as I can get.


The first assignment was intimidating since it seemed
so open
-
ended that I wasn’t sure that I was meeting the expectations se
t up by the objectives.


After
several deep breaths I started out by completing each portion of the assignment in a way that made the
assignment meaningful to me, and hoping that it made sense to the instructor.


While I followed the
format, the process be
came more personal because I was following paths that made sense to me.




4



New information came across my monitor, and I started absorbing what that meant as I applied the
new information to what I already knew.


I started playing with multiple regression,

z
-
scores, and chi
-
squared distribution (I LOVE statistics.).


I looked at research and came to the conclusion that effective
educators have to be researchers.




So, to answer the question:


The most important thing I learned was that finding the answers
is
infinitely more satisfying than being told the answers.


The course reinforced that learning can be fun
as well as rewarding, and that step
-
by
-
step the process is the path.


I also thought that the requirement to provide feedback to others was an import
ant one.


While reading
others’ work the passion, intelligence, humor, dedication, and compassion of those in this class
became apparent.


It’s reassuring to know that education is filled with people who are willing to put
forth the time and effort to prep
are themselves to benefit their students, district, and
themselves.


Reading what they had to say what they had to say was both beneficial and thought
provoking. The feedback from others in this class was remarkable and very gratifying.




Part One:
Refer to the professional standards identified in section III.A of the syllabus. Identify one of
them and discuss how and to what extent you met it through this course.

Professional Standard #1:


ESPB Standard 50081.2: The program requires candidates devel
op the
ability to apply research and research methods relevant to the advanced filed of study.


The program
uses a variety of performance assessments of candidates’ understanding and ability to apply that
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● Identify valid research methodologies and critique findings.













● Collect and analyze data related to their work













● Use research to reflect on their practice and design research
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5


opportunity to consider each objective and provide my summaries and personal applications to my own
professional goals.

In unit one, I was exposed to various research technique
s and considered how each may be used
within the context of my professional experience.


Unit one exposed me to the components of various
types of research and through the effective practice and reflections portions of the assignment I was
invited to consi
der topics within education where I may apply one or more of the techniques described.

In unit two, I considered the various accepted methods of analyzing the data developed through
research techniques.


I was offered the opportunity to draw relationships
between statistical analysis
and how the conclusions of such analysis might be considered in practical application.


The benefits
and limitations of statistical analysis were considered and applied to situations in my professional
experience.

In unit 3, sp
ecific research approaches were considered, mainly under the headings of qualitative and
quantitative data.



I was required to read a number of actual research reports and analyze the work in
terms of how I may apply the data and conclusions to my own exp
erience.


Reflection was sought on
past educational experiences to ponder various research methods role in possibly making those
experiences different from either an instructor’s or learner’s perspective.


By applying the research
methods to real world exp
eriences in my own life, further ideas were initiated for questioning resulting
in research in my present professional setting.

In unit 4, action research specifically was explored, namely by researching its history, reading a
number of current research ar
ticles or papers relating to educational issues, and I was asked to
actually propose a possible action research project and offer ideas and considerations on how the
project’s focus could be narrowed, data gathered and analyzed, and conclusions drawn from
my own
research.

Through these units, I feel satisfied that exposure and practices in the points under ESPB Standard
50081.2 were granted.


I felt personally satisfied with the effort and understanding gained in each of
these areas while feeling the
motivation to move forward with confidence exploring my own questions
with sound research practices and follow
-
up communication.


Part Two: Upon reflection, detail the most important thing you learned through your study in 610 and
the reason it has signifi
cance for you. Conclude your entry with a word of affirmation for members of
the class.

It is difficult to determine a specific item that would label as “most important” in this course of study.


I
enjoyed the consideration and reflection of specific stati
stical analysis techniques and the consideration
of various questions that could be satisfied through action research.


If I were to compare “research” to
a physical umbrella the can cover all of or a portion of a body of knowledge and the related human
ac
tivity occurring under it, I might reflect on my increased understanding of the physical operation and
use of the “umbrella” to satisfy my own need for understanding.


The umbrella that is research can be
made to represent the many types of research as wel
l as the various components of the design, data
collection, analysis, and conclusions associated with that research technique.


The existence of the
umbrella was previously known to me, but not clearly understood.


I feel today that, though I’ve had no
pra
ctical experience to date with the use of this umbrella, I have increased confidence in its use.

Concluding Work: Upon reflection, submit a final entry that includes commentary relative to the most
important thing you learned through your study and a word
of affirmation for members of the class.

As I look back on my first semester of graduate study, and specifically this 610 Research in Education

6


course, I enjoy the feelings I have in consideration of instructors, content, my content related work, the
unive
rsity staff in registration, advisement, the bookstore, the technology department at VCSU, as well
as my colleagues in the two courses I was enrolled.


My colleagues especially earned my respect.



In this 610 course, we started out with 34 class members.


Thirty
-
one submitted Unit One reports, thirty
for Unit Two, and 29 for Unit Three.


Clearly, there were reasons for the loss of five students through
the first three units.


Those reasons were no doubt valid, and possibly, even probably, reasons we all
fa
ced and were, somehow, fortunately able to negotiate.


The graduate experience involves a great
deal of time, not to mention cost.


The on
-
line experience also provided new challenges to some of us
not familiar with the logistical portion of this format.


We had to learn the shortcuts and personal
strategies necessary to make the on
-
line environment work for us.


There are many variables including
network outages, phone service problems, software and hardware difficulties and the dreaded “forgot
to hit SAVE
” before the toddler pulled the plug or the storm knocked out the lights!


Many of my
colleagues are parents, some recent parents, and most all of us have full time jobs and other
obligations such as coaching, committees, hobbies, the maintenance of our ho
mes and yards,
children’s activities, and the general hectic nature of the Holiday Season.



Sundays are great days to
work on our personal “homework”, but there are family gatherings, birthdays, unexpected company,
church programs, and even the “Big Game”

to watch.


There are literally hundreds of reasons for not
starting the graduate school journey, and many for bailing out during the course.



Through my experience this semester, albeit only through only two courses whereas some took on as
many as three,

I have a newfound respect and appreciation for those, for whatever reason, took this
opportunity to better their own personal abilities.



I made it a point to read three papers from three different colleagues after each unit, providing me with
carefully
considered insights from twelve of them over the duration of this course.


I scanned other
reports as well, and read everyone’s replies to the various units.


The combined efforts of the twenty
-
nine of us resulted in much sacrifice of time and money includ
ing many hours of research, reading,
writing, proofing, rewriting, reading other’s work, and providing important feedback.


I am thankful and
appreciative to have experienced my colleague’s motivation and their efforts.

Our instructor, Dr. Holleque, provided us with a well organized, easy to follow guideline for completion
of each of the four units of study.


The timing of the units was sufficient, and rarely did I feel stressed in
that I was worried about getting the wor
k done.


There appeared time “built in” to compensate for those
unexpected things.


Even the expected busy nature of homecoming, both at Valley City State, and for
those of us who are teachers, at our own school.


I’m the junior class advisor chairperson,
and my
homecoming week’s evenings were full with work obligations, and I’m sure most of my colleagues can
relate to similar difficult weeks.



The work was time consuming, and often I struggled in the understanding of the scope of this work.


I
occasionall
y felt bogged down in my lack of understanding of a specific term or set of instructions.


I
would compare this feeling to driving in a fog looking for a landmark I’ve never personally witnessed,
but knew must be there.


I believe Dr. Holleque knew that wo
uld be the case when designing this
course, but yet knew that there were sufficient clues to guide us along the way.


I cite the “links page”
she provided us with as an example, and the encouragement of the collaboration of 30
-
some
students.


We succeeded
in completing the units and gaining insight, understanding, and some
practical application of many of the components of several types of research possibilities.

I reflect on the entry level behaviors we all must have to be able to complete this course, nam
ely in the
operation of a computer and the navigation of the on
-
line and internet environment.


I’m sure we all
struggled from time to time with how to construct our papers, where to find information, how to access
research databases, and even the Blackboa
rd environment.


Dr. Holleque anticipated this in some
ways, offering suggestions along the way.


I must admit, being primarily a Mac user with the Internet
that I did not know that by right clicking one could easily open a link in a new page.


This may se
em

7


simple enough, but it was a huge time saving tip that Dr. Holleque did not simply assume that we all
knew.

I feel this course helped prepare me for what may lie ahead on the graduate school journey.

I still see
mainly “the forest” at this time, but I a
m beginning to be able to identify some of the individual trees
we’ll be visiting along the way, namely, in the area of action research of the courses on my itinerary.

I questioned the personal wisdom in enrolling in graduate school considering the return
on the
investment.


The experience in this course encouraged the continuance of the journey, and equipped
me with a few tools of self confidence to complete it.




Part One: Refer to the professional standards identified in section III.A. of the
syllabus. Identify
one of them and discuss how and to what extent you met it through this course.

2. National Board for Professional Teaching Standards (NBPTS) Core Proposition 4: Teachers Think
Systematically about Their Practice and Learn from Experience
.



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“National Board for Professional Teaching Standards Core Proposition 4: Teachers Think
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he help of this course because I have experienced the following: I’ve read numerous articles
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through the various units assigned; and I truly feel that I’ve tried some of the research methodologies
within my classes…especially my health class and my students loved it! Just a spin
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“change” through action research! My class and I defined a problem (high percentage of teens
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educate our youth within the school setting as well as community, we’ll see how it all turns out and Yes,
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oved! So…I truly
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reading. I’m always eager to learn more and put into practice any teaching strategy that will ultimately

8


reach more of my students.

One thing that I truly en
joyed about this class (and the on
-
line format) is the feedback process.
Through research current issues in education brought about some awesome discussion and reflection
within our unit activities. Through dissecting information researched and applying ne
eded information, I
feel my foundation on education has increased which has given me the confidence to respond
educationally to my peers throughout this course. Through the use of technology I have a broader
knowledge regarding current issues and trends. I
’ve applied some of the information obtained through
my reading, questioning, and peer feedback which generated the need to try new things or step outside
of my “box”!

Part Two: Upon reflection, detail the most important thing you learned through your stu
dy in
610 and the reason it has significance for you.

I feel the most important thing I’ve learned through my study in 610 is various ways in which to
research! To be honest, I struggled at first to find quality sites for my peers as well as for myself. T
he
toughest part of this class was statistics research! To understand the whole picture of why we need
continuing research was easy, it was the analyzing of the data compiled that was hard to understand
as well as which method of analyzing to use! I feel t
hat I can now take data, say from a survey, compile
that data and use it to understand what potential change is needed, if any. Out of all the different
research methodologies studied, action research is by far my favorite just because it is based on the
n
eeds of you, your classroom, and/or your school district. It allows the user (teacher(s) to make
change. The best part about it is that it is fail proof, meaning that if you’re not satisfied with the results
of your findings at the end of your action propo
sal you can continue to research and apply needed
strategies to meet the goals! I like the fact that you can totally gear it towards your individual
classroom, a group or subgroup found within your school, or your district as a whole. I also found that
act
ion research is highly engaging, motivating, and fun! But I think the most important aspect that I
obtained through action research is knowledge. I have a greater understanding of action research and
it is a technique that I can use over and over to find t
he answers to questions continually asked. Action
research builds one’s knowledge base and what a powerful tool!

Conclude your entry with a word of affirmation for members of the class.

Wow, what do I say to a class that has really helped me along the way?

Thanks! We’ve worked very
hard, not just a few but the whole class…and, I think that is very rare in most cases! As I have stated
earlier, one of my favorite things about this class was the feedback that I’ve received from you all. The
feedback generated
reflection on my work as well as practice. Being in the teaching field for just the
past 9 years gave me experience but I needed more and I feel this course along with my peers has
provided me with vast knowledge on new innovative strategies and practices.

I have made some
substantial changes due to my findings within this class so thank you for that! I guess the only word of
affirmation that I can provide is…continue to strive to be the best educator possible. I know there are
days when we all would like t
o “hang
-
it
-
up” but then we remember the true reason for our choice of
career, the children we work with! Continue to stay in tune with the environment which is created
through the diversity we see everyday in the make
-
up of our students. Let’s not just “do

our work”, let’s
do our work while staying in tune with as many students as possible! After all they are our future
leaders! And, because of the work you do they’ll be great leaders. Pat yourself on the back as I think
you all did a wonderful job this sem
ester! Thanks again for all the encouragement, feedback, and
constructive criticism! I appreciated your work! Angie






9



Part One:


Refer to the professional standards identified in section III.A of the syllabus.


Identify
one of them and discuss how
and to what extent you met it through this course.


2. National Board for Professional Teaching Standards (NBPTS) Core Proposition 4: Teachers Think
Systematically about Their Practice and Learn from Experience.










NBCTs
(National Board Certified
Teachers)

model what it means to be an educated
person
-

they read, they question, they create and they are willing to try new things.











They are familiar with learning theories and instructional strategies and stay abreast
of current issues in
American education.











They critically examine their practice on a regular basis to deepen knowledge,
expand their repertoire of skills, and incorporate new findings into their practice.

Even though I am grateful that I have been challenged to deve
lop my abilities to apply research and
research methods relevant to the advanced field of study throughout this course, I am most
appreciative of being reminded of the importance of the National Board for Professional Teaching
Standards Core Proposition 4:

“Teachers think systematically about their practice and learn from
experience.”



The heart of learning includes reading, questioning, and then creating.


Reading, questioning, and
creating are part of my current everyday life.


My lesson planning, my dec
ision making within the area
of technology, my servicing of gifted students, my providing teachers with appropriate and meaningful
in
-
service, plus my personal desire to reach further within my profession all require that I think
systematically about my pr
actices and learn from my experiences.

The format for this class enabled us to read much when we researched our objectives (“Part A”), we
questioned our practices and began to formulate interventions or new practices for future lessons when
we completed t
he effective practice section entitled “Part B,” and we reflected on points we wished to
remember in our reflections (“Part C”).


This course has challenged me to recommit to implementing interventions in my educational position
and then to analyzing the e
ffectiveness of those interventions.


Also, I appreciated having a reason to
consider educational issues and their effects within my locale; obviously this consideration of issues
will affect my future interventions.

With renewed affirmation, I will approa
ch the incorporating of new findings into my professional duties; I
look forward to the future because I truly enjoy the process of reading, questioning and then creating.


I
look forward to applying best practices in the education of the students I servic
e.



Part Two:


Upon reflection, detail the most important thing you learned through your study in
610 and the reason it has significance for you.


Conclude your entry with a word of affirmation
for members of the class.

Actually the most important thing I

learned through this online course was how important the affirmation
of my peers was to my professional growth, and that it is possible to receive this type of affirmation

10


online.


To be truthful, I had much reservation about this most important element o
f education in an
online course.

Throughout my career whenever I have met positive, knowledgeable, respected, innovative, and
motivated teachers, they have influenced me in some way.


Actually, getting to know such teachers
and then exchanging information

with them is something I have always looked forward to.






My teaching philosophy includes the realization that the teacher is the most important component in
any classroom and that teachers are each other’s greatest resource.


Sharing and communicating

what
each of us has found to be effective or not effective in the classroom or at our respective jobs carries
“clout.”


I truly wondered how I could form this type of bond with online classmates and share with them
in order to cultivate professional growt
h for all parties involved.

It happened!


I looked forward to reading the responses that were specifically written for my
assignments.


I read many classmates assignments and the responses that were written specifically for
them even though I was not one
of the responders.


I printed many documents and filed great thoughts
and good ideas for future reference.

Yes, I became a better researcher for I relearned methods of research; I became very interested in
action research; I appreciated being able to under
stand issues dealing with statistics; I sharpened my
skills while researching on the internet, gleaning information from the better websites rather than from
those that lacked credibility; and I began to think about educational research I may want to
condu
ct.


But none of this would have been possible without our online collaboration; this class sports a
diverse group of

wonderful teachers who became a great resource to each other.

Thank you!




Concluding Work

Part One:

Refer to the professional standards identified in section III.A of the syllabus. Identify one of
them and discuss how and to what extent you met it through this course.













North Dakota Education Standards and Practices Board (ESPB) Standard
50081.2

The
program requires students develop the ability to apply research and research methods relevant
to the adv
anced field of study.

As I see it, this course was all about putting me on the path to developing “the ability to apply research
慮搠
research methods relevant to” my advanced field of study. Hopefully, the mini
J
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慢ility⸠Ac瑵tl⁦畴ur攠潰p潲o畮iti敳 睩ll⁨敬瀠p攠e漠o畲瑨敲⁡
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瑨t⁦iel搠df⁥ 畣慴a潮⁴桡琠䤠桡v攠e桯se渠n潲y 湥x琠tar敥r⁰ t栮

I’m always taken aback when someone makes a comment regarding my return to school that is along
the lines of “you’re so smart”….”you already know s
o much, you’ll do really well.” I fervently believe that
瑨t潲攠敤畣慴敤湥 扥c潭敳Ⱐ瑨攠e潲攠潮攠牥慬izes畳琠tow畣栠h桥y 桡v攠ye琠t漠l敡r渮⁔桡琠ts
v敲y畣栠h桥⁣慳攬ef潲eⰠIs⁰ r瑡i湳⁴漠牥o敡rc栠i渠敤畣慴i潮⸠䤠f敥lik攠e敡rn敤⁳漠o畣栠hrom

瑨ts

11


course, but only scratched the surface.

Being a health professional, I am accustomed to reading journal articles reporting the latest research
findings that pertain to oral health, some other aspect of health, or safety. Previously, when I thought
a
bout research, my mental picture was always laboratory oriented. Once I got involved in farm safety
and child passenger safety, I began to read research reports based on the study of behavior, but the
reports were always disappointing. And the research pro
cess, especially as it regards increasing
seatbelt use in specific populations such as teen drivers or young adult males driving pick
-
up trucks
seems lengthy (almost daunting) without seeming to get to any results that offer much benefit for
increasing sea
tbelt use among those populations. The exposure that I had during this course to various
research methods opened my eyes to the possibility of all kinds of research outside of my previous
experience.

Some of the units we worked on provided a very steep lea
rning curve. I had enough vague knowledge
of statistics previously that I thought I could discern obviously bad research from obviously good
research. What I learned this semester I think makes it possible to remove the word, “obviously,” from
the previous

sentence. The part of research that I find a bit daunting is the analysis. I can calculate
percentages, but determining validity and reliability, etc. had me scratching my head, at times. This is
also the part that worries me the most about the proposed r
esearch project that I understand each of
us will be undertaking as part of our degree requirements. However, even if I have to glue a statistics
manual to one hand during the process, at least now I feel like I know what questions to ask and what
topics t
o further research to help me through that.

One of the exercises that I found very helpful was having to seek and analyze the reports from different
types of research projects. What a great way to illustrate the differences and, also, be able to see what
k
inds of questions (or hypotheses) each type of research helped answer or define. And because I
searched for research reports that were relevant to the type of teaching experience I hope to find after
graduation, I realized how seeking out others’ research
reports may help me do my job better, as well
as understand my job, students, and colleagues much better…and better facilitate learning for all of us.

This course has definitely made me aware of how much more there is to learn and understand about
educatio
nal research. However, it has certainly helped me begin to develop an ability to “apply
research and research methods” to education. While I recognize that there is still much to learn, I’m
looking forward to getting out there, diving in, and applying what

I have learned.

Part Two:

Upon reflection, detail the most important thing you learned through your study in 610 and
the reason it has significance for you. Conclude your entry with a word of affirmation for members of
the class.

Action Research is the mo
st important thing I learned about during this course. Realizing that there is a
research tool that I can initiate and use in my classroom that will provide feedback (data) that will help
me facilitate learning for my students, as well as help me improve m
y skills for facilitating that learning,
has opened up a whole new set of possibilities that I didn’t know existed.

I like that there is a means for me to test new learning theories in my classroom without jumping on the
bandwagon just because it’s the lat
est rage everyone is talking about. I like that my classroom can
become a “laboratory” of sorts that can help me discern the worth of new theories, curricula, or find
answers to questions that my classroom experiences raise. Though I plan on participating
in ongoing
professional development, I am excited that besides seeking out the results of others’ research, I can
create some of my own research that might, in the end, also benefit others besides myself.

Affirmation:


12


One of the most valuable parts of this

whole educational experience is the contributions of and
feedback from other members of the class. I know it’s not the same as being in a classroom and
discussing things in real time, face
-
to
-
face. However, I think there is an important and valuable aspec
t
to this that one rarely gets in the classroom. Because we each write our comments in our own space
and time, we have the luxury of being able to complete our thoughts, without interruption or the
distraction of trying to follow another’s comments as we a
re trying to formulate our own thoughts for
ongoing participation in discussion. Because of this, we each also benefit from receiving the complete
thoughts of others. The sharing of thoughts, ideas, and experiences provide immeasurable worth to
this entire

process and I thank each and every one of you for the breadth of experience you have
contributed to me and all the rest of us. Thank you!




Here is my last entry. Happy Holidays!

EDUC. 610: Concluding Work.



Part One:

Refer to the professional standards identified in section III.A. of the syllabus. Identify one of
them and discuss how and to what extent you met it through this course.

2. The National Board for Professional Teaching Standards Core Proposition 4: Teacher
s Think
Systematically about Their Practice and Learn from Experience.








I chose this standard because it deals with the meat and potatoes of being an educator. This course
challenged me in every one of the assessments of this standard. It states that

a teacher should model
what it means to be an educated person. This course forced me to read more research on various
educational topics than I have in my whole career. Dr. Holleque’s assignments provoked many
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i⹥
⸠mi湩
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睩t
栠愠ari瑩cal eye ⁳瑡tistic慬⁤ 瑡ta湤⁴桥⁣o湣数瑳f⁲敬i慢ility⁡ 搠v慬idity⸠䤠慰灲散i慴a搠dow i琠
allowed me to become more familiar with today’s educational issues and innovations. However,
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瑩湧⁴ is⁣潵rs攬ew慳 瑨t⁳瑡湤慲搠
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J
lif攠er慣tic攮eq桥慳琠t湩t ⁴ is
c潵rs攠牥慬
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J
灲潰潳慬慤攠e攠牥慬iz攠
瑨t琠牥te慲a栠hn搠d瑳 慰plic慴ao渠n慮 扥⁣o湤畣瑥搠dn搠dp灬i敤 by ev敲yo湥⁩n⁴ 攠ed畣慴a潮al⁦i敬搮


Part Two:

Upon reflection, detail the most important thing you le
arned through your study in 610 and
the reason it has significance for you. Conclude your entry with a word of affirmation for members of
the class.






I’ve been teaching for almost seventeen years and have been successful in educating many
s瑵t敮瑳 i渠n
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慳s⁩s⁴桡琠t桲潵杨i瑥牡瑵牥⁲eview
and research, an educator doesn’t have to be one of the flock sheep; instead I can critique my own
瑥tc桩湧 慰plic慴io湳⁡ 搠d敶is攠e瑵ti敳⁩渠nrd敲⁴漠摥vel潰 睡ys 潦⁩m灲潶i湧⁴ 攠way⁉ 灲敳敮琠t桥

13


curriculum in my o
wn unique setting. I’ve always been a creative educator in terms of trying new ways
to bring mastery to my units. However, after this course, I’m more aware of the need for me to be more
reflective and critical of the student’s outcomes and how to go about

improving on my teaching
methodology.






I feel that it is time for me to be more of a mentor and leader to other educators in the district. I
found that by research (especially action research), an educator can conduct studies that are important
to the
ir core areas and the district, and then proceed to

collaborate with colleagues and ultimately implement the results in a manner that takes on a leadership
role. There is no doubt that our roles as educators in this country are changing at a rapid rate. Th
e
pressure to produce high
-
level test scores and meet the required standards is pushing us to try
innovative ways to present the chosen curricula to a more varied skilled, student population. I feel that
this course has given me a background, awareness, an
d a starting point in the techniques and
application of research in the world of education.






I want to thank Dr. Holleque and the class this semester for their open and honest reviews and
comments on my assigned units. This is the first on
-
line course
I’ve ever participated in and have felt,
even without actually meeting most of you, that we were all working hard to make sense of our studies
and desperately needed the support and critiques from our peers. It was interesting to know what other
educators
thousands of miles away from Alaska were going through and how they perceived the
discussed topics. I hope that you all can find success in meeting the standards set before you. Happy
Holidays!






14




P

A

R

T


2


15


Excerpts of Final Submissions


EDUC 635
Technology for Learning


Concluding Work

Effective Use of Technology

Submitted in partial fulfillment of

EDUC 635 Technology for Learning

Part One: Refer to the professional standards identified in section III.A.
of the syllabus. Identify
one of them and discuss how and to what extent you met it through this course.


A. This course relates to:

1. North Dakota Education Standards and Practices Board (ESPB) Standard 50081.5. The
program requires the use of current,
appropriate instructional technologies.


The program uses
varied performance assessments of students' understanding and abilities to apply that
knowledge.


It is evident that current, appropriate technologies are being considered for successful completion
of
this course.


To be successful: information pertaining to technology had to be acquired; application of
the information had to be processed via reporting; and self and peer assessments needed to be
performed.


When advancing technology it’s a good idea
to understand from whence we have come and evaluate
where we are going.


Even today, the uses of technology are being defined and redefined.


When
dissected this class is offering both opportunities to explore various technologies via web browsing,
and the
n uses social software for interaction.


While researching it became clear that file sharing and
social interaction. For this course, interaction was formal.


This is very much a trend in technology most
strongly evidenced by the development of the Web.


C
urrent applications of what is called Web 2.0
promote both collaboration and activity.


It is striking that ESPB is concerned with current technology.


The fast evolution of technology means
that education is in a constant state of change.


This means that

it is not enough that teachers be
trained in current technology, but that they are also willing and able to continue to adapt as technology
changes the face of education.


The need for this type of flexibility was made evident via the questions
asked in t
his course.


Students are provided with general guidelines and then are asked to make sense of their own learning
with assessment takes place on several levels.


Most importantly, students are asked to reflect on their
own learning.


Scenarios that ask stu
dents to pull together information and report in a different format
are provided in each of the four units.


Students gain additional feedback from other students which
helps make clear those areas where thought provoking research is being reported.




The

professional nature of course work also shows something more.


The professionals in this class
are being moved to action.


Application of the information gained is used by those professional to
improve education in their own educational sphere.


This mean
s that educational leaders are being
developed as a result of the information gained.


In turn this means that services to students in those
districts are being improved and institutions are benefiting.




The layout and content of this course is such that

planning is easily accommodated.


While the basic
framework has been provided, students are allowed a great deal of freedom in making sense of their
own work.


Communication timeframes are provided, but the manner of communication is again left to

16


each st
udent.


Research is highly individual and personal.


Again, accommodation for differences is
evident.




Part Two: Write an essay that details the most important thing you learned through your study,
why it is of value to you at the present time, and what
implications it has for the future.


There are many things that my research clarified and solidified for me.


However, no research could
have prepared me for a lesson on how technology evolves like the April 16
th

massacre at Virginia
Tech.


In the aftermat
h students needed a way to communicate to those outside who were concerned
about safety and a social application became a lifeline between the campus and the world.




Facebook, a social networking service was the touchstone for the evolution of technology
.


Someone
started an “I’m okay” posting.


This allowed students to pass information to people without the use of
emails or phone calls.




That technology is fluid is an understatement.


New applications for ‘old’ technology is developing on
the fly and e
ducators need to understand that and be able to tap into the information cyber
-
highway.


However, resistance to change and unwillingness to either adapt or adopt new technologies
causes issues.


It is an interesting dichotomy that teachers want students to

learn, but those teachers
are resisting learning themselves.




I think the future applications for this lesson is cautionary.


Educators need to do more than embrace
life
-
long learning, something they say they understand.


What is needed is the understan
ding that what
I know today has applications for tomorrow, but may not be enough for the day after tomorrow.




We are going to change as technology changes.


If we fail to change we are isolating
ourselves.


Today’s children and young adults are already s
keptical of authority.


It’s important that we
not give them reason to be skeptical of us.


It seems to me that as long as I can remember and apply
that concept I will be able to utilize new technologies as they are uncovered.




EDUC 635

Concluding
Work

Part One: Refer to the professional standards identified in section III.A. of the syllabus. Identify
one of them and discuss how and to what extent you met it through this course.

A.

This course relates to:

2. National Board for Professional Teaching
Standards (NBPTS) Core Proposition 5: Teachers
are Members of Learning Communities.

Teachers are members of learning communities. A few words strung together to emit a powerful truth

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c慲敦畬⁡ alysis ⁩摥慳⁡ 搠d桯畧h瑳ⰠIn搠d⁳畭m慴a潮 ⁩d敡s  h敲e⁰牥 e湴n搠d潲⁴o攠牥e琠tf⁴ e
cl慳s⁴ ⁲敡dⰠ牵Ii湡瑥t 慮搠牥慣琠瑯⁡ t敳琠瑯⁴桡琠t慣琮

䡯wev敲Ⱐ湯琠t畳琠i渠n桩s⁣lass⁡牥⁴ 慣桥rsem扥rs 敡r湩
n朠g潭m畮i瑩敳⸠K桩s⁷rit敲⁥e灥ri敮ce搠
愠ar敡t⁤ 慬 潦敡rnin朠gr潭⁴ 攠e湳i杨瑳 慮d⁩d敡s 潴o敲e⁩渠nhis⁣l慳s⸠v整e 扥yon搠dh慴a⁳h攠eaw

17


her students as part of that learning community as well. By trying out new strategies on students and
receiving
feedback from them, she was able to assess her techniques, her ideas, and her presentation
and tweak them to become a better teacher. By applying some of the insights gained from members of
this class and receiving feedback from her students about the new
implementations, the learning
community grew stronger.

Through relationships established with others in her graduate school classes, she was able to “confer”
with others and receive feedback on her ideas. This is all part of the learning community that thi
s class
fostered. It broadened this writer’s mind and perspective and amazed her, unit
-
by
-
unit, at the amount
and quality of research her colleagues presented.

The very nature of this class lends itself to the development of a learning community as studen
ts read
others’ work and comment upon the ideas presented. This writer experienced intellectual challenges by
members of the class and the type of material they brought to the table.

Part Two: Write an essay that details the most important thing you learn
ed through your study,
why it is of value to you at the present time, and what implications it has for the future.

It would be difficult to narrow the focus of this class to one or two things I learned. However, one idea
cemented into my mind as a result o
f one of the units is the idea of equity and ethics of technology.
These two ideas cause me to bring a greater focus and intent to teaching the importance of the ethical
use of technology.

At one time, I believed that teaching the ethical use of not just
technology but other issues was better
left to parents; the reality of the times has changed that notion. In my school, few parents are involved
enough to want to spend time talking about the illegality of pirating music or movies not to mention
plagiarizi
ng work. Some do not feel they have the time, others feel they do not have the education. As
a result, I approach ethics more diligently than I have before and mention what is and is not ethical
often.

In addition to stepping up my intentional instruction
about ethics, I have also begun to address the
equity issue more at my school. In my district there is inequity. Rather than allowing it to continue and
having students bear the brunt of this, I have begun lobbying for the same equipment in my school that
the other two high schools have. I am not asking for the same quantity, just the same quality.

I can say my words are making a difference. Just recently my principal took up my clarion call with the
district technology director. Having this advocate on my

side has brought substantial credibility to my
pleas. Just because we are an alternative high school does not mean our students should be short
-
changed in the types of technologies they are able to access. It’s all about equity and what is fair.

Fairness

is important to me which is why that unit on ethics and equity resonated so deeply within me.
These ideas will stick with me throughout my teaching career. I will more pointedly and consciously
teach about the ethics of technology use and will continue to

be an advocate for equity in my district.




Concluding Work

Part One:
Part One: Refer to the professional standards identified in section III.A. of the syllabus.

18


Identify
one
of them and
discuss

how and to
what extent

you met it through this course.

The Masters of Educational Technology program: and more specifically, Educ. 635, fulfills the
requirements of incorporating computer technology and digital media to create a virtual learning
environment that is conducive to maximizing the learning experien
ce.

Dr. Holleque summed up the concept of virtual learning succinctly when she stated, something to the
affect of, actively engaging in research is half the pleasure of learning. The computer served as my
conduit to the instructor as well as to my peer pa
rticipants. Email provided me with 24/7 access to my
instructor as well as peer participants. To my surprise, I found it to be a very effective means of
communication. So effective, as a matter a fact, I plan to incorporate my email address on my course
sy
llabuses next fall. In this manner, I will be in constant contact with my students. This means of
communicate will allow me to provide students with essential course information and feedback that will
keep them from falling behind due to absenteeism.

The
internet served as my textbook for Educ. 635. Through the process of course directed inquiry I was
able to locate relevant course information necessary to complete my course objectives. Once I had
completed my research and writing assignment, I used the Un
iversity’s network, via my home internet
connection to cut and paste my assignments from Word to the Discussion Board location on the virtual
classroom.

The feedback tool attached to the Discussion Board provided me with valuable peer to peer feedback,
in
sights, and access to other web
-
based learning tools I had not come across through the course of my
research. Another important, self
-
motivating feature of this online experience was the timely posting of
our unit grades. As a professional teacher, with fi
ve daily preps, and coaching responsibilities, I get
tired from time to time and somewhat frustrated. At times I felt somewhat overwhelmed with all of my
professional and student responsibilities.

The ability to review each unit grade shortly after I posted my monthly assignment provided me with the
inspiration I needed to continue to work hard and give my professional growth my best effort.

Education 635 demonstrated to me how the effective use of

technology can enhance the learning
experience in every dimension of education: from the administrative role, through the delivery of
instructor guided course material and periodic grading updates, through the student related research,
writing, and submit
ting facet of the learning process.

Part Two: Write an essay that details the
most important thing you learned through your study
,
why it is of value

to you at the present time, and what
implications

it has for the future.

It is so hard to point to one spe
cific area of inquiry that had the most profound impact on me
professionally, but if I had to pick one area, I would have to say it would be the realization that it is not
enough to enhance my teaching curriculum through the use of technology
-
I need to do
a much better
job of getting technology into the hands of my students.

Despite the lack of formal in
-
service technology seminars, I have learned how to incorporate
technology into every facet of my course content delivery. What this course has demonstrate
d to me is
that I need to restructure my course content in order to maximize student/technology interaction. To
that end, I have already redesigned some of my course content to make it more technology user
friendly.

Having made the commitment to incorpora
te more student related technology driven assignments next

19


year, I have begun to experiment with it this year. The last unit of study my Junior American History
class covered was the Civil Rights Era. After a detailed discussion of the trials and tribulati
ons of the
pioneers of the Civil Rights Movement, I gave my students the following assignment. I wanted my
students to understand the fact that Dr. King Jr. was not alone in his efforts to secure equality for all
American citizens. To that end, their assig
nment was to look for lesser known civil rights activists. Once
located, they had to cut and past the subject of their inquiry to Word, along with the web
-
address, and
write a summary of the key events surrounding their individual’s involvement in the Civi
l Rights
Movement followed by their personal reaction to the information they located. This particular
assignment once completed was well received and generated a great deal of commentary and more
questions than answers. I encouraged my students to do more

research, to answer their own
questions.

Next year, I plan to incorporate one independent learning assignment into each teacher directed unit.
The intent is to provide students with an opportunity to do meaningful research, which requires them to
evaluat
e internet content, summarize it and present the final product of their research. With out
question, placing technology in the hands of students fosters academic independence, critical thinking
through the process of evaluating and researching the internet

resources available to them.

Like never before, I have come to understand the importance of developing and graduating computer
and digital technology competent students who have the necessary social, academic, and
technologically based skills to compete
in the global market place of the twenty
-
first century.

Dr. Holloque,

I would like to take a moment to thank you for your support and guidance through this process. I look
forward to working with you again.





Part One: Refer to the professional
standards identified in section III.A. of the syllabus. Identify one of
them and discuss how and to what extent you met it through this course.


I will answer part one based on the North Dakota Education Standards and Practices Board (ESPB)
Standard 50081.
5 The program requires the use of current, appropriate instructional technologies. The
program uses varied performance assessments of students' understanding and abilities to apply that
knowledge.


Throughout the duration of this course many technologies h
ave been used to research, view, and listen
to, and collect data to complete course activities.


Blackboard: This distance learning tool allows for ongoing discussions, posting of assignments, links to
relevant material, and opportunities for peer review,

recording grades, and open communication via e
-
mail. Class announcements, course syllabus, and unit assignments are stored in one location for easy
access and retrieval. Blackboard is a very user
-
friendly tool that requires minimal training to use the
bas
ic features. I hope someday to utilize blackboard and its features from the instructor point of view.


VCSU Allen Memorial On
-
line library Access: Having access to the On
-
line VCSU library and all of its
subscriptions and search tools is invaluable, i.e. E
RIC, WorldCat, ProQuest, EBSCO, OAIster, National
Academies Press.


Internet: Without the Internet and a high
-
speed connection, distance learning would be much more

20


difficult. User
-
friendly search engines, such as Google, provide a great starting point fo
r much
discovery. The Internet also provides links to research performed at other universities. I would often
search for hours and save viable links via electronic bookmarks for later perusal. Another trick that I
like to use is to add .pdf or .ppt within
my search strings to pull up information.


Podcasts and YouTube/Google Video: It is great to see how other educators are using these media
tools to reach students. I have been inspired to incorporate some of these new strategies into my
classroom via powe
r point presentations as stand
-
alone support to daily lectures.


Microsoft Word: This is my word processor of choice. I can create charts, insert images, URL links, and
pdfs. Easy to use formatting helps me to emphasize or de
-
emphasize information as neede
d.
Templates save me time as I create similar documents repeatedly.



Part Two: Write an essay that details the most important thing you learned through your study, why it is
of value to you at the present time, and what implications it has for the future.


Until recently I feel that my perspective of educational technology has been skewed by my desires to
incorporate the national standards for technological literacy into technology education course offerings.
I have felt that it was important to clarify in

a fairly strong manner that there is a difference between the
two and that I could only advocate for one at a time. My perspective is changing. As I learn more about
educational technology options I find myself feeling that as a technology education teach
er I should be
role
-
modeling as many educational technologies in my classroom as are readily available to me, i.e.
power point, classroom response systems, LCD projectors, Internet search skills, pod casts, cell
phones, PDAs, digital video. These technolog
ies all have a place in the technology education
classroom, and I am not representing the information and communication field of technology to its
fullest if I don’t try to incorporate these examples in the learning process of my students..


Upon completi
on of my masters of technology education degree I believe that my education will
continue. I hope to take courses that will hone my skills in the integration of educational technology. I
think it is naïve for school districts to think that a one
-
day profes
sional development seminar will create
teachers who are proficient in using the software and hardware technologies that they have purchased.
Long
-
term training initiatives will need to be created if school districts are to be successful.


I am very excited

about trying to find a teaching position within a school district that is engaged in a
one
-
to
-
one computing initiative and using technology to create students who are engaged in the
learning process. Throughout the semester I have read multiple articles o
n urban school districts that
are thinking outside of the box and creating easy access to technology for their students. Whether it is
in creating community computer labs, pod casts that address social issues, cameras for kids, or free
Internet; each time
we put technology in the hands of students I am amazed at the projects they
produce.




Part One
: Refer to the professional standards identified in section III.A. of the syllabus. Identify one of
them and discuss how and to what extent you met it
through this course.

1.


North Dakota Education Standards and Practices Board (ESPB) Standard 50081.5

The program requires the use of current, appropriate instructional technologies.


The program uses
varied performance assessment of students’ understandin
g and abilities to apply that knowledge.



21


Examples of performance assessments may include how to:




Demonstrate appropriate use of various technologies within their instructional practices




Select and use appropriate technology tools specific to their

area of advanced study




Use technology to effectively manage communications, planning, research and record keeping

Through this writer’s experience in Valley City State University’s EDUC 635 “Technology for Learning”
experience, the instructor made cur
rent and appropriate instructional technologies available to
him.


The course was taught in a distance learning, on
-
line environment.


The learner used e
-
mail,
Blackboard On
-
Line classroom environment, word processing software, and Internet browsers to
com
plete the core work in this course.



Also through this writer’s coursework, he utilized a variety of
hardware in different locations, expanding his ability to apply what he knows about computer
technology to a variety of machines and software applications
.


Collaboration was a part of this
course’s requirements, and the learner effectively communicated with at least three different
classmates during each of the four units they explored.

The content the instructor exposed the learners to deal with education
al technology.


The learners
explored four to five different objectives during each unit, exploring the theory and hypothesis as well
as opinion on these ideas.


The units also allowed them the opportunity to reflect on their own
experiences and to forecas
t ideas of what the future holds for educational technology.

Part Two: Write an essay that details the most important thing you learned through your study, why it is
of value to you at the present time, and what implications it has for the future.

This wri
ter had the opportunity to explore a variety of topics surrounding the history of educational
technology, theory, research, and practice in educational technology, issues surrounding positive
school change, as well as how technology can enhance learning.


The learners also explored various
learning theories including the learner centered environment, behaviorist and cognitive views,
constructivist views, and the views of the social psychologist.


With consideration of the
aforementioned topics, students exp
lored social, equity, ethical and legal issues.


Finally, the instructor
allowed students in this course the opportunity to explore the future of educational technology.

Each area provided its own high level of interest, but to this writer, the issue of eq
uity fostered the most
thought.


As of 2007, students do not have 100% accessibility to educational technology, whether at
school or at home.


The factors contributing to these inaccessibility issues are many, though none as
significant as economic factors
.


Whether school funding, or the economic status of individual families,
the problem of getting the tools in the hands of the learner is still with us.


Progress is being made, and
for the most part, time will have a way of solving a majority of the in sc
hool accessibility
issues.


Districts are replacing traditional teachers with younger teachers with greater technological
abilities and visions.


Funding is improving for technological advancement from both governmental and
corporate sources.


This writer
feels that given time, government and private citizens will improve
school funding issues, but society will never solve the depressed personal economic situation of many
American families.


Some homes will never have computers and some parents will never w
ork with
their children to foster interest, ability, responsibility, and accountability in academia in terms of
technology or otherwise.


That is sad and there is often great compassion felt those

22


individuals.


However, in the scope of societal evolution,
this may be the natural course of things.


In
the natural world, species become extinct when they do not possess the adaptations necessary to
compete successfully in their environment.


One can wonder society will every allow poverty and the
lack of means
to become extinct.



This is the great philosophical question of our time.


To what extent
does society keep working toward a baseline of opportunity and success that includes all citizens?




Part One

The VCSU core value Effective use of Instructional Technology relates directly to the National
Board for Professional Teaching Standards Proposition 2: Teachers know the subjects they teach and
how to teach those subjects to students. The assignments I com
pleted in this course along with the
feedback from the other participants have made me think about using instructional technology more
effectively. I learned about implementing technology into lessons because it is an effective way to help
students improve

the transfer of material from the classroom to real life situations. I feel better prepared
to demonstrate and share my knowledge with others, and learn how to use and incorporate various
technology tools in my classroom.

The course helped me to also foc
us on the importance of using diverse instructional strategies
to teach students for a better understanding of topics. Educators share in the responsibility of teaching
students to be technologically literate citizens so they can function in a global socie
ty. We have to
teach our students so they know how to collaborate successfully across miles and cultures.

Our youth
needs to learn new skills because technology changes so quickly, and they need to be able to change
with it. In almost every type of work th
ere is some kind of technology that is being used and students
need to be prepared, as well as teachers do if they are going to teach it. Teacher education programs
need to continue to educate pre
-
service teachers to use educational technology effectively
in the
classroom too.

The objectives and assignments for this course also made us teachers think about being more
involved in decisions on planning, purchasing, and using educational technology in our own schools.


I
want to be more involved with making ch
anges that will impact the learning of students in positive
ways. In this course I was able to really reflect on what I do in my own classroom. I gained a lot of new
information on equity and social issues, and getting the chance to discuss with other teac
hers their
thoughts on these issues.


Researching about the many types of learning theories and how students
learn will help me to teach subjects to students.



Part Two: Write an essay that details the most important thing you learned through your study,
why it is of value to you at the present time, and what implications it has for the future


In order to enhance learning and contribute to positive school change that supports a learner
-
centered environment, I have learned more about the importance for tea
chers to build background
knowledge in order to possess the skills necessary for effective use of current instructional
technologies. The research articles I read on technology tools gave me better ideas on how they can
be used in instructional planning an
d management. The units in the course helped me to focus on how
technology assists me in the delivery of day
-
to
-
day activities and lessons in my classroom. The

23


questions posed in unit 2 gave me an opportunity to reflect on what I do in my own classroom, an
d I
also learned what works for other teachers in their classrooms. It is beneficial for educators to try new
things and not be afraid of changes brought by technology.

As technology in our world has become more complex and our lives are changing because
of
it, so too must our teaching strategies in education. In the past, education’s emphasis was on learning
basic skills like writing and reading. Now, educators have come to realize the world is changing too
quickly to focus on just those skills, and learn
ing these skills will benefit our students in the future so
they can cope with technological changes in society. I think teachers can use technology to enhance
their lessons, make changes in their curriculum, and try out

new teaching delivery methods.

The
value of gaining knowledge in how to apply instructional technologies will have a
tremendous impact on my future ability to be an effective teacher. Transfer of learning happens when
learning in one
-
environment affects a person’s behavior in another enviro
nment.


Implementing
technology into lessons is an effective way to help students improve the transfer of material from the
classroom to real life situations. My implementation and successful use of technologies will prepare me
to teach tomorrow’s students

and assist them in being technologically literate citizens.








North Dakota Education Standards and Practices Board Standard 50081.5. The program requires the
use of current, appropriate instructional technologies. The program uses varied
performance
assessments of students’ understanding and abilities to apply that knowledge.


My work in EDUC 635 required research in equity, ethical, and social issues surrounding instructional
technology. I became familiar with new technology practices tha
t are being utilized in classrooms
across the country. I also developed a rationale for using instructional technology in my classroom.

The information on cyber bullying was interesting and valuable. In our classrooms today the
opportunity for bullying has

expanded beyond the playground. Students are capable of inflicting
emotional pain on others through cell phones and computers through e
-
mail, chat rooms, and instant
messaging. Schools cannot control what children do outside of the school setting. However
, it is my job
to talk to students about the impact of cyber bullying. It is important to support my students and help
them see their personal strengths in order to boost their self
-
confidence. This will provide them with an
emotional shield if and when th
ey are victims of any kind of bullying.













I feel more confident now about my decisions to use educational technology in my classroom. I
know, through my research, the students are learning through their work with technology. They are
becoming tec
hnologically literate and confident. Using technology also improves their attitude toward
school and their motivation to learn.


Part Two: Write an essay that details the most important thing you learned through your study, why it is

24


of value to you at the

present time, and what implications it has for the future.













This course had my interest from the start. Over the past eight years I have integrated
educational technology with my curriculum. My students have made power point presentations and
d
esigned web pages. They have completed web quests and researched topics for science, social
studies, and language arts. However, I have been stuck in a time warp for the past three years. I
haven’t moved beyond what is familiar and comfortable to me in the

area of instructional technology.













This course has helped me see what else is possible. I have new goals for integrating
educational technology in my curriculum. Podcasting is one avenue I would like to explore. There are
many websites I plan t
o learn more about and use with my class next year. I have learned about
software programs that have been proven effective in the areas of math and science.













Through this course I have confirmed my belief that students need to become technologi
cally
literate in order to experience success in our society. Research shows that the use of instructional
technology is linked to improved student motivation and academic achievement. It is my job to educate
my students about ethical topics: cyberbullying
, copyright infringement, and plagiarism. They need to
learn young how powerful technology can be, and its potential impact on our country.




Part One: Refer to the professional standards identified in section III.A. of the syllabus. Identify
one of
them and discuss how and to what extent you met it through this course.


1. North Dakota Education Standards and Practices Board (ESPB) Standard 50081.5 The program
requires the use of current, appropriate instructional technologies.


The program uses vari
ed
performance assessments of students' understanding and abilities to apply that knowledge.


Examples of performance assessments may include how to:









demonstrate appropriate use of various technologies within their instructional
practices.









select and use appropriate technology tools specific to their area of advanced
study.









use technology to effectively manage communications, planning, research, and
record keeping.

Throughout this course, this writer has been challenged to take

a closer look at the changes and
impact technology has made in education. As an educational computer strategist, keeping up with the
latest technology trends is essential for professional growth and effective integration. In researching the
course topics,

this writer has recognized many new technologies that will benefit classroom instruction.
Some of the technologies include: Google Earth, podcasts, interactive whiteboards, paperless learning,
and web
-
based software. Each of these tools plays a key role t
owards enhancing learning within this

25


digital age.

In completing this course, this writer has benefited from the convenience of distance learning. Because
of the flexible online hours, one is able to work, spend time with family, and complete assignments
o
nline. Blackboard has been an effective tool that has helped this student collaborate, communicate,
and learn. With the endless amount of resources available through the internet, this student has
become familiar with effective research techniques and bene
ficial websites. Microsoft Word has
become this writer’s new best friend. The word processor helps to recognize any grammar or spelling
discrepancies. Citationmachine.net has helped to ensure accurate APA style when making references
or citations. Overall,

this writer feels that she has been successful in this course because of the
technology resources and tools available.

Part Two: Write an essay that details the most important thing you learned through your study,
why it is of value to you at the present
time, and what implications it has for the future.

This writer understands first hand the technology planning process a school must maintain to ensure a
technology
-
enriched environment. With careful planning and effective implementation, schools can
provid
e students with essential tools to enhance learning. This course has helped this writer to
recognize the many factors that lead to technology development.

EDUC 635 has taught this writer the importance of technology in a learner
-
centered classroom. With
mo
re students digitally connected, applying technology to learning peaks interest and motivates
students. Technology is most effective when it meets the needs of students. With effective integration,
technology can greatly impact the learning experience.
The

constructivist approach to learning goes
hand in hand with technology. It supports higher level thinking and imagination.

Constructivist teachers
design learning activities that encourage the learner to construct knowledge from prior experiences.
Teachers

should consider creating activities that require student
-
driven processes of building
knowledge to develop understanding.

With that being said, this writer will definitely benefit from the knowledge learned in this course.
Technology continues to grow.
New trends adapt to society and impact student learning. It is the goal
of this writer to continue learning new technology to provide teachers with the necessary tools to
effectively integrating technology into the classroom.





It's been a pleasure
being a part of this group of professionals! I have enjoyed reading your postings
and participating in dialogue with many of you. Good Luck to all of you. Enjoy the break.

:) Judy


Part One: Refer to the professional standards identified in section III.A.
of the syllabus. Identify one of
them and discuss how and to what extent you met it through this course.


I met the standard: 1. North Dakota Education Standards and Practices Board (ESPB) Standard
50081.5 The program requires the use of current, appropria
te instructional technologies.


The program
uses varied performance assessments of students' understanding and abilities to apply that
knowledge. I especially met the third benchmark; use technology to effectively manage
communications, planning, research,

and record keeping.





This course gave me a lot of opportunities to use technology to effectively manage communications
and research. Throughout the course we were given objectives to research, reflect upon, and

2
6


communicate our findings to our peers. Re
searching each objective had a snowball effect and soon I
was immersed in the topic and found the information to be endless. I got much practice determining the
credibility of sources. I used sources other than the Internet, such as ERIC database for one.
Reflecting upon what I found helped build higher
-
level thinking skills. Effectively sharing my thoughts
helped build communication skills. Responding and receiving responses from fellow classmates
created a professional environment in which we could learn
from each other and build upon our
knowledge.





An online learning environment naturally has us use technology to manage communications. Using
Blackboard to successfully submit my responses, as a new thread, to the discussion board, is one
example of a p
erformance goal I met. Being able to download others’ documents, save, and open
them, are also performance skills necessary to manage communications. Finally, replying to the
various threads within the discussion board was yet another skill learned and pra
cticed. Email was also
a tool we used to communicate with peers and the instructor if we had questions.





I feel my researching and managing communications skills were greatly enhanced during the course
of this semester. I am able to narrow my searches t
o obtain fewer and more appropriate matches. This
skill saves time when trying to find a good source of information. I would have to say that I fully met this
standard.


Part Two: Write an essay that details the most important thing you learned through yo
ur study, why it is
of value to you at the present time, and what implications it has for the future.






The most important thing I learned was that the most essential component to any successful
technology plan is continued professional development and
support for the teachers. Throughout this
semester I read several articles that discussed the importance of providing teachers in the field proper
professional development if they are expected to learn how to use new technologies and incorporate
them into
there lessons. Districts who include this ongoing professional development as a part of their
long
-
term technology plan have shown more success and longevity with technology integration.
Districts that do not provided sufficient training and support have m
any dollars worth of technology
sitting idly in corners of classrooms.









This is valuable information because money tagged for professional development is money well
spent. As districts consider all the different needs and expenses needed to become t
echnology current,
they will know the significance to prioritize this into their budget. Seven years ago, our district had a
vision of the future, and realized the importance of professional development for its teachers. We were
one of the first districts
to hire teachers to partner with teachers to support them as they learn to
integrate technology. We have five Curriculum Technology Partners (CTPs), to work with elementary
staff, three Technology Integration Specialists, for our middle schools and high sc
hool. These positions
take a sizeable chunk of money in the technology plan, but are well worth it because our teachers
continue to get trained in using the new technologies, instead of leaving it sit around the school. All the
equipment in the world is wo
rthless if no one knows how to operate it.






What does this mean for the future? Many districts are seeing the importance of this professional
development and support for its staff, and are creating positions much like ours. Ironically, and much to
my
disbelief, our district may be regressing. Because of the new funding formula, and the extra cost of
implementing full
-
day Kindergarten, our district may consider cutting back on the number of, or even
eliminate the CTP positions. Despite its success, the
CTP program may be a victim of the “one step
forward, two steps back” phenomenon. I hope our district will continue with its vision and remain
progressive with technology.






27


Part One:

Refer to the professional standards identified in section III.A. of the syllabus. Identify
one of them and discuss how and to what extent you met it through this course.


1. North Dakota Education Standards and Practices Board (ESPB) Standard 50081.5 The

program
requires the use of current, appropriate instructional technologies.


The program uses varied
performance assessments of students' understanding and abilities to apply that knowledge.

Examples of performance assessments may include how to: