EDLD 5398 Weeks 1_2_Part 2_Course Embedded Summary Kimberly McKay

Lamar University Internship Portfolio Kimberly McKayAppendix F_1: ET_Course-Embedded Internship Summary

Course-Embedded Internship Summary and Validation Report

Directions: This report should summarize all Course-Embedded Internship Activities that have been recorded in the log forms. You will submit this completed form in your 12th course.• The Internship requires a minimum of 150 course-embedded hours.

State Competency Standard/ISTE Technology Facilitation Standard

Course Number

Date Completed (Required)

Time Spent on Activity

Description of Activity Reflection (150 words or less describing what you learned from this activity) (Required)

II.6

TF-I, TF-II, TF-V, TF-VI, TF-VII, TF-VIII

EDLD 5306 Concepts of Educational Technology

15 hrs Students will complete all parts of each Technology/Leadership self-assessments and thoroughly document the results as required. Students will thoroughly summarize key ideas of each section of their State’s Technology Plan and describe their State Technology Curriculum Standards.

The Leadership Skills Assessment identified several skills and abilities I should develop. I recognize these weaknesses in my personal work environment and experience:

Group Dynamics: Although I realize the benefits of a group/team dynamic, I often find myself taking the lead role to ensure the task is completed. I do not like to get bogged down in long conversations and minutia.

Giving Positive Feedback: I need to develop the ability to provide positive feedback consistently. I have been known to say that you should not be thanked for doing your job…that is what a paycheck is for. However, I realize that most people rely on feedback and appreciation for motivation.

Because I have no K-12 experience, I scored relatively low with regards to integration of technology in the classroom. I do however, use technology to conduct business every day. In higher education we rely on technology both in and out of the classroom to support student learning. In addition, we use data


to review student patterns, behavior and success. Data sharing promotes transparency and accountability.

Support services and classrooms have been redesigned to promote student learning, collaboration and success. The college is implementing an information commons environment to accommodate the changing needs of our students and address the shift in learning from teacher centered to student centered. Across all campuses, computers and related equipment are available for students to use in common areas to conduct research, complete assignments, check email, etc. The availability of the technology is essential to student success and their ability to access information.

The vision of the State Technology Plan incorporates all stakeholders including students, parents, educators and the community to ensure that all stakeholders are engaged in research based, relevant, individualized learning that leverages technology and prepares our students for a global workforce.

II.6

TF-III, TF-IV

EDLD 5301Research

10 hrs Students engage in identifying an action research topic(s) or research question(s) and designing a draft action plan completing a recommended template or format of a blueprint of the action research plan.

The theory and practice was much more applicable to my current position in higher education than the first course. I enjoyed reading both texts and learning more about the challenges and triumphs facing K-12. I manage college bound programs in our two county region which includes 209 elementary and middle schools as well as 52 high school sites. The readings have given me additional insight into K-12 campus culture and will facilitate integration of programs that promote college readiness at all grade levels.

Dana (2009) defines administrative inquiry as a process by which practioners engage in a review of their own practices and make changes as a result of the review or inquiry (p. 2). Action research allows administrators and faculty to identify an issue


through review of data and work “actively” to find a solution. The process allows practioners to actively engage in problem solving while conducting research. Feedback throughout the process is vital so that solutions can be refined and re-tooled to ensure the desired outcome. Because practioners play an integral role in action research, they are more likely to facilitate change based on the knowledge generated (Dana, 2009, p. 5).

Reference

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

EDLD 5301 5 hrs Students review comments from colleagues and site supervisors and engage in revising their draft action research plan. By the end of Week 5, students should confer with their site supervisor(s) and agree on an action research topic and plan.

As I reviewed my classmates’ action research topics throughout this class, I realized how vital their plans can be in creating efficient and effective classrooms and campuses. I was intrigued by the level of technology resources available in districts that is under-utilized. Budget cuts amid record enrollment will require us to do more with less; however, it seems districts may be able to overcome this by leveraging action research.

Although I have received feedback from my site supervisor, I did miss instructor feedback regarding my work and progress. I was fortunate in that my action research plan was actually a directive, so I did not struggle with the perceived pushback and communication issues that my peers experienced. Increasing the graduation rate is an institutional goal, and because I oversee the Registrar’s office, my topic was a natural extension of my current duties at the college. We have an institutional plan in place to guide action research (for us a working taskforce) that includes data, assessment, formative and


summative evaluation as well as sustainability.

I received no peer comments; however, as I reviewed other plans, I think that my focus/emphasis on technology may need to be increased. Because most of my peers are K-12 employees, college graduation rates may not be so relevant.

I.1

TF-I, TF-IV, TF-V, TF-VI, TF-VIII

EDLD 5333Leadership for Accountability

5 hrs Students create a personal vision of leadership.

A personal vision of leadership provides principals with a direction for the future and can include personal and professional purpose, values and beliefs. Visionary practices bring passion to principal’s jobs that can affect others deeply (Murphy, 1992). The principal’s personal vision of leadership sets the example for the campus, faculty, staff, students, and stakeholders. Furthermore, a personal vision statement provides guidance and direction for personal and professional decision making.

My personal vision of leadership To lead by example and set the standard for which all others will aspire.

Reference

Murphy, J. (1992) The landscape of leadership preparation: reframing the education of school administrators, California: Corwin Press, INC.

I.1



5 hrs Students attend a Site-Based Decision-Making (SBDM) meeting, record reflections, and interview the principal and one other staff member regarding collaboration, consensus building strategies, ethical relationships, typical

For this course I interview a former high school principal and current colleague Nick Gonzalez. He has over 25 years of experience in K-12 and now serves as the dean of high school programs and services at South Texas College. In addition, he serves as the community member on several District Education Improvement Committees. I also interviewed Sharon Roberts,


agenda items, etc. the gifted and talented coordinator for a local district. She serves as the district representative on the district’s high schools’ Site Based Decision Making Committee.

As a former principal, Mr. Gonzalez realizes that making decisions through shared decision making results in a greater commitment to implementing decisions that will enhance the achievement of students. He advocates monthly meetings with the SBDM team to evaluate student data as well as the school climate, culture and success. During this time of budget woes and uncertainty, the committee also serves as a vital communication instrument to ensure that everyone on campus understands the implications of state and local budgets.

As a district employee, Mrs. Roberts, appreciates the opportunity to serve on both high school’s Site Based Decision Committee. It provides her with campus level data that is invaluable in her role as the GT coordinator. In addition, she is able to bring district perspective to the meeting. She also realizes that during this time of uncertainty, many schools are having to do “more with less.” A district representative can provide insight and awareness to low-cost or no cost solutions that are being considered in other schools throughout the district.

Both interviews revealed that principals who leverage the consensus building and cooperative nature of committees will develop and implement thoughtful, meaningful solutions that will lead to student achievement.


I.1



5hrs Students demonstrate leadership for accountability by researching best practices, including specific professional development to address a target area and list the strategies and rationale for using each strategy.

Like K-12, community colleges are undergoing a cycle of continuous improvement. We also face unprecedented challenges in preparing students for the demands of the future workplace (Wiliam, 2007, p. 36). As a student affairs administrator, I need to ensure that students are challenged in the classroom and not our processes. Together, my staff and I need to identify student barriers in our processes and develop solutions that facilitate the successful navigation of those barriers while complying with state and federal standards and benchmarks. By allowing frontline personnel to be involved in the continuous improvement cycle, college administrators can harness the talent of all stakeholders and their unique perspectives (Marino, 2007, p. 10).

References

Marino, J. (2007). A new paradigm for organizational chane: Infovlving Customers and stakeholders in the improvement process. The Journal for Quality & Participation, 30(1), 10-12

William, D. (2007-2008). Changing classroom practice. Educational Leadership, 65(4), 36-41. Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89, 140-145.

I.1



5 hrs Students conduct a data-based needs assessment. Based on the areas of need identified, students create a campus action plan to address the needs identified including professional development plans, allocation of resources

As I approached this course, I was hoping to glean practical applications that I could use as a student support services administrator at a community college. Unfortunately, the course was geared toward K-12 prospective principals; however, I have become more familiar with the procedures, processes, and practices of my K-12 colleagues. This new knowledge will


to support the plan, and any tools needed for school improvement efforts

facilitate discussions and solutions for K-12 partnerships that include dual credit, at-risk recovery and remediation, as well as college bound programming. I feel more confident in reviewing the K-12 data and providing college oriented programming to help K-12 achieve goals and objectives included in their campus improvement plans.

While I do not have the platform to implement the action plan developed in week four (4), I will leverage the strategies, tools, and resources gleaned from this course to lead faculty and staff, as well as students and parents in the school improvement process.

I.1


EDLD 5333- Leadership for Accountability

5 hrs Students conduct a data-driven, comprehensive needs assessment using the latest AYP and AEIS data, a multi-year history of this data, and a comparable improvement report.

For this exercise, I chose to review the AYP and AEIS data from my own children’s school: Milam Elementary. Science scores at Milam Elementary experienced the largest improvement over the multi-year period; however, the scores seemed to fluctuate more than the other disciplines. The data trends indicate that emphasis is placed on science instruction resulting in higher scores every other year; suggesting that the school focuses on science only when scores fall. Although only 5th grade students take the science assessment, it is evident that science needs to be emphasized across all grade levels in order to positively impact the 5th grade assessment. According to the National Science Teachers Association, early experiences in science are extremely important for students; allowing students to develop problem-solving skills, which will help them contribute to the increasingly technological and scientific world around them (NSTA, n.d).


Reference

National Science Teachers Association. (n.d.). Retrieved June 11, 2011 from NSTA: http://www.nsta.org/

II.6

TF-VI

EDLD 5344School Law

15 hrs Application of learning by designing a remediation to a situation you would like to improve in your school. In your School-Based Analysis, you familiarized yourself with special education policies in your state and school district. For your Application, you will use this knowledge as you follow a fictional student, Julia, who has just enrolled at your school. You will develop an Individualized Education Program for “Joseph,” monitor how her program is implemented in the classroom, and use your knowledge of student rights and school management to make sound decisions when she engages in behavior that calls for disciplinary action. This assignment will require you to use knowledge gained from your lectures and readings, and from communication with leaders at your school, including your principal,

This course has been my first introduction to K-12 special education. It has given me the opportunity to reflect on how K-12 and higher education can address matriculation issues for students interested in attending college. Most community colleges offer workforce as well as comprehensive developmental programs and are able to provide accommodations that would facilitate seamless transfer and success for special education students.

The McKinney Vento Homeless Assistance Act discussed in the Week 2 web conference was the most interesting and applicable to my work in higher education. I was surprised at how broad the definition is and how many students in deep, South Texas are considered homeless. We have a large population of migrant students, students in substandard housing, and students who share housing due to economic reasons. Although NCLB addresses access to higher education and the Department of Education will provide financial aid for homeless students who qualify, community colleges can play an integral role in preparing students and their families for the transition to higher education. I have shared the McKinney Vento Act with my outreach staff so together we can develop transition plans for homeless student populations. The plan includes bi-lingual parent education programs that emphasize the value of an Associate’s Degree. For many homeless students, a college certificate or degree will put their family on

http://www.nsta.org/


special education coordinator, and classroom teachers. Your final step will be to make suggestions about how management policies and procedures for special education students at your school can be improved. In all instances, you are expected to cite relevant law and/or policy that you used to formulate your answers.

the path to the middle class. Our vision is a “better quality of life for our communities;” facilitating access and completion for homeless students and families in our region puts that vision into practice.

I.3

TF-VI, TF-VII

EDLD 5345Human Resource Mgt

5 hrs Students review Chapter 247 of the Texas Administrative Code, "Educators' Code of Ethics," conduct observations and/or interviews in your school, and use the results of those observations interviews to complete the "Code of Ethics Mind walk."

In this course, I reviewed each of the ethical standards under each of the three main areas of Chapter 247 of the TAC, and identify at least one ethical conflict in each of the three areas of the Code:

Overall professional ethical conduct, practices and performance that may result in a complaint:

1(B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

Although most districts have controls in place to limit misappropriation of funds, educators who lead student organizations have more discretionary use of those funds. Student organization sponsors who leverage fundraising to raise money for students must ensure that those funds are not used inappropriately or for personal gain including personal compensation or worst case alcohol for students.

Unethical conduct toward professional colleagues:

2(D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship


rights and responsibilities.

During local elections principals and campus leaders should refrain from encouraging faculty and staff to vote for a specific candidate. Furthermore, educators should not face punitive or unjust assignments because of their political beliefs. Finally, campuses are typically used as polling locations; however, educators should not be required to vote.

Unethical conduct toward students:

3(I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication.

While this seems like a “no brainer,” we hear of instances of educators engaging in appropriate relationships with students. With increased use of social networking and more students with cellular phones, educators must monitor interactions with students more closely than ever. In cases like these a student’s perception of the relationship can result in the termination of an educator.

II.6

TF-VI, TF-VII


5 hrs Students conduct an interview with an administrator at their school regarding strategies for recruiting and retaining high-quality teachers and administrators.

In my current position, I work closely with high school principals to recruit and interview high-quality highly-qualified teachers that meet the credential requirement to teach dual credit courses at the high school campus. In our district, principals who recruit and hire master-level teachers can save thousands of dollars in dual credit expenses. For example, if a principal hires a teacher with a master’s degree in English, the teacher will be able to teach college level, dual credit courses on the high school campus, saving the campus the $2,500 per semester.

II.6 EDLD 5345Human

5 hrs Students access the policies and procedures in place in their

During induction/orientation, new teachers at McAllen ISD are paired with their mentor and provided with time for training


TF-VI, TF-VII

Resource Mgt district related to teacher mentoring programs by accessing the district's webpage or contacting district Human Resources Office and reflect on the policies in place for mentoring induction.

and planning. Mentees are typically matched with a mentor in the same grade level or discipline. For new teachers the program is designed to provide support and ongoing professional development for beginning teachers; and to improve beginning teacher performance and effectiveness to support student achievement. For mentors, the program provides support and training as well. Finally, the program provides training to administrators to support beginning teachers and mentors to increase beginning teacher retention.

I was impressed by the fact the program provides professional development and support to the mentors and administrators. In order to be an effective mentor and a supportive administrator professional development is vital. In addition, this ensures that both mentors and administrators are provided with the most current and best practices for mentoring, training and supporting the mentee.

II.6

TF-VI, TF-VII


5 hrs Students complete the Cultural Proficiency Receptivity Scale, use the Cultural Proficiency Professional Development Rubric to assess the level of professional development at their campus or workplace, and identify and describe where and how their campus has responded to each of the elements of Cultural Proficiency

I consider myself to be very tolerant individual. I respect and enjoy learning about new cultures; however, I have a very low tolerance for nonsense. I do not tolerate students, faculty, and staff who make excuses or are dismissive because of their respective cultures. No one rises to low expectations; however, if excuses are made, our students will never rise to the occasion, and our educational attainment level in this region will not change.

Future educational leaders in this ever-changing nation are going to need to set the example on their campuses. The state of Texas is slowly becoming a majority/minority state. As a result our educators must adapt to the needs and diversity of the Hispanic culture. The school leader will need to be preemptive in addressing the cultural shift, providing faculty and staff with diversity training that meet the educational needs of Hispanic students and their families.


Cultural Knowledge: We live in a majority/minority region and by nature respond to the cultural needs of our community on campus. Although we recognize the challenges Hispanic students and their families face when going to college, we do not necessarily integrate diversity training into our standard professional development activities. I would consider that we are at the cultural precompetence stage of the continuum. We are a nimble institution that can respond to cultural needs, but do not always integrate or sustain those responses into our routine or practice.

We have a robust and successful dual credit program; however, we do not build into practice the training our faculty needs to adapt to this young student population. The training is ad hoc at best. While administration recognizes the diverse needs of high school students, faculty often dismisses the unique needs of this population. If we were to develop comprehensive, ongoing professional development for the dual credit faculty, I think we could move forward on the continuum.

Valuing Diversity: The office of professional development, audits the training needs of all departments. The department will schedule technology training and support as needed. Because of this, I feel our campus is at the cultural competence stage of the continuum.

While our student body may not be diverse, our faculty is. As a result, the board has adopted a policy that provides direct service and support to instructors who are not proficient in the English language to ensure they are effective in the classroom.

Managing the Dynamics of Difference: Our professional development office does host conflict resolution training that provides staff with the tools and resources to manage differences that arise because of diversity. The training is not


required, and consequently is not well attended. Because of this, I believe that we are at the cultural precompetence stage of the continuum. If the training were mandatory, it would provide all faculty and staff with the tools and resources to manage conflict and cultural diversity.

Adapting to Diversity: Again, I believe our campus is at the cultural precompetence stage of the continuum regarding adaption to diversity. We recognize the diverse needs of our community, but only adapt in response to needs as they arise. Through community conversations and focus groups we glean information about how to change our processes and practices to adopt to the needs our community; however, the conversations and focus groups are often limited in scope and are only scheduled once the need arises.

Institutionalizing Cultural Knowledge: As I completed the questions in this section, I looked back at the college’s comprehensive mission which includes values, guiding principles and strategic directions. Interestingly enough, the word diversity is not included. It does address modeling professionalism through integrity, mutual respect, civility, trust, and collaboration. This strategic direction addresses diversity, but does not specifically indicate how the institution responds to the diverse needs of our faculty, staff and students. Again, I think we are at the cultural precompetence stage as we recognize and respond to diverse needs, but do not take the steps necessary to institutionalize the response.

I.2

TF-V

EDLD 5326 School Community Relations

5 hrs Students develop a plan for a family-school-community partnership(s) to increase student achievement

To address the retention and success issues caused by sophomore slump, I proposed that South Texas College develop a sophomore experience program that leverages the same community relationships in the college’s first year experience program. The program addresses common sophomore issues


such as reduced motivation and engagement as well as declining retention rates.

The program includes a parental component, career/major planning coupled with comprehensive advising, as well as faculty mentoring. Each of the initiatives are designed to address the loss points in the enrollment continuum ensuring that students have a clear sense of direction and remain engaged with their peers and the college community while promoting the value of an associate’s degree.

I.2

TF-V

EDLD 5326 School Community Relations

5 hrs Students develop a presentation to be given to key stakeholders in their school that emphasizes the importance of parental-community involvement to student achievement.

The presentation leveraged leaver data as a compelling argument for stakeholder engagement. In addition, the presentation defined roles and responsibilities so that each stakeholder could envision how they will contribute to the process and affect student persistence, engagement and completion. I included research and literature review demonstrating that sophomore slump is not exclusive to South Texas College, and colleges around the nation have engaged in promising best practices that have yielded positive results.

I.2

TF-I, TF-II, TF-III, TF-V

EDLD 5363 Video Technology and Multimedia

15 hrs Create a public service announcement for parents and community partners. Capture and integrate sound, video, and digital images; create RSS feeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement.

Collaboration and the strengths of my partners were critical in producing the PSA. In Learning and Working in the Collaborative Age - A New Model for the Workplace, Randy Nelson encourages us to “make your partner look good.” Through our collaborative work, reflection and feedback our team has celebrated strengths and provided encouragement. In a virtual environment, this process has been critical and will be integral to our future success as technology innovators and leaders.

Reference

Nelson, R. (2008). Learning and working in the collaborative age - a new model for the workplace. Edutopia. Retrieved


December 13, 2011 from, http://www.edutopia.org/randy-nelson-school-to-career-video.

III.8, III.9

TF-I, TF-V, TF-VI, TF-VII

EDLD 5362 Information Systems Management

6 hrs Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology.

For this course, I interviewed Dr. Arturo Montiel the Education Program Chair at South Texas College. As the education program chair, he responsible for educating tomorrow’s educators. He is an innovative chair whose enrollment is soaring and graduation rates outpace all other liberal arts programs.

As a former “vocational” educator, Dr. Montiel was an early adopter of technology in the classroom. Although the students embraced the technology, the digital immigrant educators resisted. As Dr. Montiel transitioned to higher education the roles reversed: the non-traditional, adult students in classroom had not embraced technology and were unsure of technology’s role in the classroom. Today, students’ adoption of technology tools and resources continues to outpace the system’s ability to maintain adequate infrastructure and just in time teacher training.

The internet and technology resources have transformed the way Dr. Montiel’s students engage with their peers and their teachers both inside and outside of the classroom. The Partnership’s 2004 report Learning for the 21st Century report implies that the current educational system is irrelevant unless we bridge the gap between how student live and learn (Solomon & Schrum, 2007). Educators can bridge that gap by incorporating 21st century tools that allow learners to “connect and collaborate” with peers, the teacher and with professionals (Friedman, 2005). Dr. Montiel encourages educators to move learning out of the classroom, by harnessing students’ interests, expertise and current social environments.

Finally, Dr. Montiel expressed the challenge of a community

http://www.edutopia.org/randy-nelson-school-to-career-video

http://www.edutopia.org/randy-nelson-school-to-career-video


college educator educating educators is the limitations that school policies and practices place on learning. For example, his students respond positively to assignments that incorporate the use of social networking resources for communication and collaboration; however, all instructional technology and related assignments must be routed through Blackboard so that learning outcomes can be measured and assignments and conversations can be archived. He implied that institutional policies, practices, and processes impede teaching and learning including access to internet resources on campus, in our classrooms and in our homes.

References

Friedman, T.L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus & Girous.

Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.

III.8, III.9

TF-I, TF-V, TF-VI, TF-VII

EDLD 5362 Information Systems Management

5 hrs Students will evaluate and analyze a school district’s Student Information System, including the evaluation of total cost of ownership, feature set, ease of use, customer support, and training.

South Texas College transitioned from IA to Banner in 2005. The initial costs included implementation support, hardware & equipment, software, Oracle services, data migration, travel and miscellaneous supplies.

The SIS is comprehensive product providing a total web-based solution for student, personnel, finance, scheduling and curriculum. The college leverages a Texas based consortium designed to help Texas higher education members decrease costs, increase effectiveness and improve efficiency to ensure that institutions meet state required reporting and assessment mandates in Texas. Banner provides out-of-the box reporting tools; however, we have found that the data is presented in the aggregate and is not in the format that we prefer to use at the


division or departmental level. The security of student data is paramount. As a result, Banner and all associated reporting tools are only accessible via the college’s intranet. Approved users can access student data via a Virtual Protocal Network (VPN).

During the initial implementation, the Sungard staff was integral in providing support and guidance as the college designed the system tables that house student information. Sungard worked closely with an implementation team that included staff from technology resources, the registrar’s office, admissions and records as well as financial aid. The implementation also included comprehensive training for functional support staff.

As the college transitioned from implementation to integration, a project specialist in the division of information services and planning has become the Banner liaison. She is responsible for maintaining a college-wide training schedule and serves as the conduit for communication between functional staff and the vendor.

II.4, II.5

TF-II, TF-III, TF-IV, TF-V

EDLD 5364 Teaching with Technology

12 hrs As campus professional development

activity, create a wiki-based studygroup with 3-5 teachers leading

andsupport teachers who analyze datarelated to student learning , create

alesson using Universal Design forLearning at the CAST Lesson

Buildingat http://lessonbuilder.cast.org/,

“You don’t know what you don’t know.” This phrase sums up the entire course for me. Although I have served as an end-user trainer in the past, and am now working in higher education, I have never managed a classroom, developed a lesson plan nor studied educational theory and brain networks. Like the students in our readings, I appreciated the applied examples for learning in both texts and other readings. It gave me an opportunity to contextualize how educational theory, brain networks and technology are applied in K-12 classrooms to maximize learning. As educators we need to balance our need to measure what students learn with how students will use what

http://lessonbuilder.cast.org/


createa sample electronic book to share

withyour learning team members.

Lastly,add a team reflection to your

Googlesite about the process of creating

anelectronic book.

they have learned to solve problems both in and outside of the classroom. The Partnership’s 2004 report Learning for the 21st Century report implies that the current educational system is irrelevant unless we bridge the gap between how students live and learn (Solomon & Schrum, 2007). The texts, videos and group project have given me insight on how to harness students interests, expertise and current social environments to help them “know what they don’t know” in an active and engaging learning environment.

As usual, I felt the course concentration and content was more relevant for K-12 faculty and administrators; however, I have found that the things I have learned can be applied to higher education and student affairs. As college’s and K-12 research innovative ways to align curriculum and ensure that students exiting high school are college and career ready, the knowledge I have gained in this course will be valuable. I already feel as if I am more familiar with the K-12 environment including their challenges and triumphs. As I progressed through the course, I did realize that in order to provide efficient and effective service to our K-12 partners, my familiarity with the standards is essential. As we look for ways to align both career and technology as well as academic dual credit courses, I will leverage the knowledge I have gained in this course.

Reference

Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.

I.1.I.2, I.3

TF-I, TF-II, TF-III, TF-V,

EDLD 5366 Graphics Design and Web

12 hrs Students will collaborate to create a website that addresses digital ethics, design principles, diverse learners,

The richest learning occurred during the group project. I worked with peers that have diverse interests and expertise. Although we have worked together in the past, I enjoyed the collaboration and the opportunity to learn and teach my peers. I


TF-VI, TF-VII

Publishing and communication with peers, parents, and the larger community in order to nurture student learning.

was able to leverage my own experience in enrollment marketing and parental programming to contribute to the assignment. I was the only member who was not a traditional K-12 educator. As a result I gained insight regarding K-12 curriculum, technology, and multi-media instruction that will impact student learning. The use of multimedia instruction can significantly enhance student learning if properly designed and implemented (Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom, 2008).

Reference

Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom. (2008, September). Retrieved from http://www.brainpop.com/new_common_images/files/76/76425_BrainPOP_White_Paper-20090426.pdf

http://www.brainpop.com/new_common_images/files/76/76425%0B_BrainPOP_White_Paper-20090426.pdf

http://www.brainpop.com/new_common_images/files/76/76425%0B_BrainPOP_White_Paper-20090426.pdf

http://mcallenmckays.blogspot.com/

Documents

EDLD 5398 Weeks 1_2_Part 2_Course Embedded Summary Kimberly McKay