EDLD 5352 Web Conference and Class Reflections

 Week 5.1:  Post your ONE web conference reflection of the web conference sessions you attended.

In the web conferences, I found explanation of the expected class work. When I was struggling with my group activities, especially on Google Docs, the web conference explained the expectation for the class. I learned that Google Docs would act as a curator for our information. I also appreciated the discussion on the LiveBinders; although, I felt that Live Binders does basically the same thing as a Google Drive does, so I will probably continue to collaborate using the Google application. The web conferences also gave me information about who we need to speak to if we have questions about things outside of our coursework, and TK20 binder. I was scouring the TK20 binder for what we were supposed to post this class, but it was in the Web conference that I learned that we were not supposed to have an artifact for this class.

 Week 5.2: Write brief Reflections and Status Report of your technology skills and knowledge gained in this course, your progress with your Campus-Supervised Internship Activities, and your progress with your Action Research Project. 

I really loved the interaction with new technology in this class, despite being apprehensive in working in groups with people that I did not know. This class taught me that I can collaborate with people that I will never come in direct contact with, but the Internet is a place where I can learn from my colleagues. It was in this class, I that I became more familiar with Edmodo, and as a result, I will be using it as my class website this coming year in class. I had used it before, but now I know that it has so much more capabilities. This class also provided me with other information about other Educational Web 2.0 tools. I have a working list of different applications that I can use in the classroom, and I am excited to try them out in my classroom and share with my colleagues.

On another note, I have completed my Campus-Supervised Activities and Action Research project. I completed them in my last class and at the beginning of the summer. I am excited about this coming semester being my final semester, and finally getting my Masters and Principal Certification. I plan to be in the classroom for two more years and continue to develop my leadership qualities, and them begin the application process for assistant principal. I am so thankful that Lamar provided me the opportunity to pursue my dreams!

Web 2.0 Tools for Educators

Katherine Nash – Twitter and Edmodo

First, I use Twitter in my classroom on a daily basis. I have found it very useful. I teach English III in a high school setting, so my students for the most part already have Twitter accounts and just need to follow me. I use it for daily announcements, but more importantly for group collaboration and peer editing. In my AP class, we write multiple essays, so working on thesis statements or other problem areas is something we do regularly. My students post their questions, thesis statements, problem sentences, etc, and their peers edit. I only step in after at least two people have commented on their posts. This allows my students to take ownership. That is just one example of how I have used this. I also set up distinct parameters for my students about what is appropriate for my class Twitter page, and I have a three strikes rule. If students are inappropriate more than three times, then he/she is no longer a member of my page; therefore; their grades suffer. Parents and students are aware of my policies, and I have only had one student removed from my page. As a principal, I would recommend this tool with words of caution.

Secondly, Edmodo is another great Web 2.0 tool to use in a classroom setting. It is like Facebook, but with stricter guidelines. I use this site similarly to Twitter, but more as a discussion board in connection with non-fiction articles or as a place where students analyze and collaborate on novels that we are reading as outside reading assignments. I also use the calendar and upload assignments for absent students. My students are constantly on Edmodo collaborating on assignments, and it gives me a place for immediate feedback. I would definitely recommend this to my staff if I were a principal.

William Lee Littles - Edublogs and Wikispaces

There are many collaborative electronic tools which educators can use to stimulate and enhance lessons for their students; and to foster more collegial and collaborative planning among educators. With the emphasis on creating lessons that are more engaging and challenging in an effort to improve college and career readiness skills of students, web 2.0 tools will be instrumental in achieving this end. Today’s educators are charged with developing lessons and assignments which address the 5 E’s of educational instruction, the 5 E’s being engagement, exploration, explanation, elaboration, and evaluation; and developing lessons which will reach the Bloom’s Taxonomy higher order thinking skills. In doing so, educators have to be mindful we are educating the millennial students, students who were born in the period of time between 1980 and 2001. These students are totally engrossed in digital and computer based technologies, and this trend is only going to increase in the future; therefore, we cannot continue to use 20^th century methods to train and instruct students in the 21^st century and beyond. Teachers and administrators must attend professional development workshops and seminars to address digital and electronic instructional methods, and educators must research changes in technology almost daily to stay ahead of the knowledge and learning curve. Here is a very good link to research some of these web 2.0 tools to effectuate instructional strategies and methods:  http://www.goedonline.com/101-web-tools-for-teachers.Of all the web 2.0 tools I had the privilege of studying, I will report on Edublogs and Wikispaces.

Edublogs is a site where teachers can create and manage their own teacher blog as well as student blogs. You can customize designs and include videos, images and podcasts in an Edublog. Best of all, it’s safe and secure. Edublogs are used by educators to archive and support teacher and student learning by facilitating reflection, questioning by self and others, collaboration, and providing contexts for participating in higher - order thinking. Many teachers, after they have studied Edublogs themselves, will introduce Edublogs to their students, sharing ideas to meet the diverse needs of all learners in the classroom. Teachers can also communicate with other educational professionals to communicate any issues they may be having in the classroom; most times the issues involve classroom management techniques and policies. When this is done, the Edublog can serve as a professional learning community for teachers, acting as a support system where teachers access ideas, tools, and garner recognition from other educators. As far a student instruction in Edublogs, these blogs can be used as instructional resources where teachers can post tips, explanations, Power point presentations, and sample lessons to enhance student learning and retention.

The more common collaborative web 2.0 tool involves wikispaces. Wikispaces are very prominent and commonly used by educators and educational support personnel, being used in the elementary, secondary, and collegiate levels of education. Wikispaces is a free web hosting service (sometimes called wiki farms), and is the largest wiki hosts; competing with PBworks, Wetpaint, Wikia, and Google Sites. Wikispaces allow students and teachers to change or delete content. Especially for teachers, wikis can be used to provide students with class notes, syllabus, and class outlines. Also, a wiki will enable multiple authors, mainly teachers and students, to collaboratively build a website; share their thoughts and questions concerning a lesson; and work together on projects. Wikis also allow teachers to send invitation to students to become part of the wikispace website.

With more emphasis being placed closing the digital divide among all learners, web 2.0 tools will be essential in any educational improvement plan to enhance and increase student achievement.

Stay tuned: Josh Nowlin will tell us of the benefits of using Prezi and Taxedo.

Action Plan Update

Action Research Project Title: Building Community among the Staff and Students

Blog URL: http://elsienash.blogspot.com/

Number of AR Project Documented Hours: 86 hours

AR Project Summary (at least 250 words):

At the beginning of the school year, our Differentiated Instructional team noticed a lack of morale among the staff and students due to our new testing standards, so we took on the task of building a sense of community among the staff and the students. We started the year with research and building our action plan. Then we started informing our staff through PLCs. Our PLCs were entitled the following: Student Mindset, Noticing the little things, Pre-Assessment and Menus, and RTI – What is It. After PLCs, we began activities to build staff morale with our Golden Nugget Notes and Staff Accolades Wall. We also began our Eagle of the Month awards for staff recognition. After these two things were implemented, staff members told me that they loves the Golden Nuggets and that it was nice to be noticed for their contributions to the school. For students we began implementing DI strategies in our classrooms to build community. In January, we revisited the topic through a PLC and evaluated our progress. It seemed we were making a difference, so that is when we came up with our RHS Kingpin Bowling Night for April. We currently have 22 teams of 4 signed up to compete. These teams include administrators, teachers, parents, and students. Our last step will be to do some comparative analysis and a survey of the staff to see of their sense of community has changed. We are hoping that using the strategies of Carol Tomlinson, the DI guru, we not only positively impacted our students, but our staff as well.

Changes to my Action Research:

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE
Create a sense of community among the staff:  sense of belonging, usefulness, competence, and potency	Survey of Staff’s morale	Google Docs	Kim Carlton Elsie Nash	October 2012
Create a sense of community among the staff:  sense of belonging, usefulness, competence, and potency	PLCs: Noticing the little things		Katie Fisher Tony Strohmeyer Other members of DI Committee	November 1, 2012
Create a sense of community among the staff:  sense of belonging, usefulness, competence, and potency	Staff Appreciation Wall Golden Nuggets	Wall supplies and stationary for Golden Nuggets	DI Committee	November 2012 – May 2013
Create a sense of community among the staff:  sense of belonging, usefulness, competence, and potency	Staff Team Building Events – RHS Kingpin Bowling Tournament		Administrators and Me	April 2013
Create a sense of community among the staff:  sense of belonging, usefulness, competence, and potency	Ending Survey of Staff Morale	Google Docs	DI Committee	May 2013
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	Research DI strategies to build community in Managing and Leading a Differentiated Classroom by  Carol Ann Tomlinson and Marcia B. Imbeau	Managing and Leading a Differentiated Classroom by  Carol Ann Tomlinson and Marcia B. Imbeau	DI Committee	October 2012 – December 2012
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	PLC: Noticing the Little Things		Katie Fisher Tony Strohmeyer Other members of DI Committee	November 1, 2012
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	PLC: Pre-Assessment and Menus		members of DI Committee	January 2012
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	PLC: What is RTI?		SpEd and Counselors	March 2012
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	Implement strategies in classroom	Managing and Leading a Differentiated Classroom by  Carol Ann Tomlinson and Marcia B. Imbeau	Elsie Nash	November 2012 – May 2013
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	Assess students’ sense of community with comparison to beginning of school year and with survey	Survey and Research notes	Elsie Nash	January 2013 - May 2013
Create a sense of community among the students:  sense of belonging, usefulness, competence, and potency	Comparative analysis between 2nd and 5th classes	DI Strategies, Grades, Behavioral analysis	Elsie Nash	November 2012 – May 2013