EDLD+5363+Reflection


 * Appendix H: Course-based Embedded Hours Internship Log Dorothy Patel **


 * Lamar University – M.Ed. in Educational Technology Leadership **

Course-based Embedded Hours Internship Log
**// Directions: //** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix H of the Internship Handbook, you are required to reflect on the assignments by completing a reflection in your course wiki/e-portfolio that should contain a minimum of 300 words. These logs will be used to assist you in completing your EDLD 5388/5370 *Please note that course number changes in Fall 2010* Internship comprehensive exam final report. Students should use and cite their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).
 * Course Number: || Course Name:  || Course-based Embedded Hours  (see Appendix I)  ||
 * EDLD 5363 || Video Technology and Multimedia  || 14 hours ||

B. Create a video podcast for parents and community partners. Capture and integrate sound, video, and digital images; create RSSfeeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement ||
 * Description of the Assignment/Performance Tasks  (see Appendix I)  || A..
 * * The knowledge you gained from the assignment. (2 points)
 * The relation of new information to Technology Facilitator Standards and Performance Indicators (2 points).
 * The relation of information gained to personal experience. (2 points)
 * Discussion at a critical level, not just recitation of facts. Discussion at a critical level means discussing things such as your opinion of the reading or experience, why you hold that onion, what you see wrong with the reading or experience, how you see the reading or experience is consistent or inconsistent with what you have learned so far, implications for the future, (4 )
 * insights into the patterns of interactions of colleagues.(2 points)
 * group processes including: who had power, authority, or influence; who was participating and who was not, who was not included, how did you or another leader draw the silent participants out; was there confrontation, conflict, consensus, agreement, hurt feelings? (2 points)
 * notations addressing the affective or feeling tone evident, concerns you noticed. (2 points)
 * questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor. (2 points)
 * Issues that puzzle you. (2 points)

(Minimum of 250 Words) || When I began this course, I was not sure exactly what to expect. I assumed that I would be working with video, but had not fully considered what was meant by “multimedia.” I envisioned that by the end of the course, I would not only know what is meant by “multimedia,” but that I would produce one or more projects using multimedia. I did, in fact, achieve those outcomes. I know that multimedia refers to using multiple media types – still pictures, video, audio, graphics, and animation – to convey a message. In our final group project, I helped produce a video that used those media. The hands-on nature of this course required that I learn by experience, which is the way I learn best.

What I envisioned for this course is very general; The Course Outcomes, listed in the syllabus, are much more detailed. However; I believe they align with what I envisioned.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">What I learned from this course is very relevant to the work I do in school. I have always worked with PowerPoint, but the skills I learned from this course can take me beyond PowerPoint. I can’t wait to share what I know with fellow teachers. One thing I do is produce PowerPoint’s for almost every lesson I teach. I can now do a multimedia presentation, using still photos and graphics, as well as video clips. I don’t know of any educator who wouldn’t like to find a way to make interesting, professional quality presentations, OR facilitate multimedia productions by their students. While I know I have gained a great deal of knowledge about multimedia production, I know I have only scratched the surface.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">What I learned from this course is very relevant to the work I do in school. I have always worked with PowerPoint, but the skills I learned from this course can take me beyond PowerPoint. I can’t wait to share what I know with fellow teachers.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">One thing I do is produce PowerPoint’s for almost every lesson I teach. I can now do a multimedia presentation, using still photos and graphics, as well as video clips. I don’t know of any educator who wouldn’t like to find a way to make interesting, professional quality presentations, or facilitate multimedia productions by their students. While multimedia can add depth and clarification to a presentation, it can also add neeless complexity and provoke confusion (Shank, 2009).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Learning to use Audacity was also very relevant. As a music teacher, I work with audio every day. I can’t begin to count the number of times I have spent hours trying to record the perfect accompaniment. Audacity will allow me to edit less than perfect accompaniments, or combine several sections into one. What music teacher doesn’t want to know how to that?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">While I know I have gained a great deal of knowledge about multimedia production, I know I have only scratched the surface. However, the reading assignments from each week are great resources answering questions, and finding solutions and expanding my knowledge on the subject.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">I don’t think there are any outcomes I did not achieve to some extent. However, I would like to have spent more time on video editing. By doing the PSA as a group project, another team member was the video editor, so I didn’t get any experience on that project. By making the project a group project, it was much easier, and I welcomed the opportunity to work with fellow students, but only one member got to do the actual video editing. I think I would have liked to do the PSA as an individual project – just to get the experience. Since the project was spread over three weeks, I don’t think it would have been too difficult.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">I realize that I could personally try to make my own version of the PSA using the same video clips. I would have the opportunity to experiment with different ideas, graphics, sounds, etc., but that was not the assignment. If I want that experience, it will be for my own satisfaction.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">There was some frustration in completing the course assignments. I found the instructions for the Week 2 assignment to be confusing and somewhat unclear. I spent almost as much time figuring out what to do as I did actually completing the assignment. Despite postings on the discussion page about the assignment, there was no clarification made by the Instructional Coach. After spending a great deal of time on the assignment, and canceling plans in order to complete it, I was disappointed to find that the assignment was not even graded.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">I had a range of feelings during this course. I felt frustrated, helpless and even angry while working on the Week 2 assignment, but satisfied and even pleased once I completed it. I enjoyed playing with the different editing programs, and did not mind spending a great deal of time experimenting with the different tools. This reinforced my feeling that Educational Technology is right field for me.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Much of what I learned is not new to our youngest teachers (“digital natives,”) but is unexplored territory for many of our experienced teachers (“digital immigrants.”) I look forward to sharing my new knowledge with both new and experienced teachers, and to finding more ways to use it in the classroom. My desire to share what I know, and teach others to use it is evidence of leadership.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;"> Multimedia is not just a way to present material. According to an article in Edutopia (2002), “Media is the language of kids…students who may not take to learning by reading a textbook or listening to a lecture often jump at the chance to understand complex concepts by presenting finished products in the form of a film or a Web documentary or a Microsoft PowerPoint presentation.” I know that multimedia productions are not just high tech tools to keep our students’ interest, but a means of sharing knowledge.


 * References **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Edutopia. (2002). Multimedia serves youths' desire to express themselves. Retrieved on May 5, 2013, from []

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Shank, P. (n.d.). The value of multimedia in learning. //Think Tank//. Retrieved on May 5, 2013 from <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">[] ||