EDLD+5368+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 5368 ** || ** Instructional Design ** || ** 15 ** ||

A. Candidates will create online course focusing on learning experiences that include Web 2.0 resources, assistive technologies and best practices for online learning. ||
 * Description of the Assignment/Performance Tasks  (see Appendix I)  || ** Course Instructional Design: **
 * * 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) || I see enormous benefits in educators knowing how do design and implement online learning – not as replacement for brick and mortar institutions with live, knowledgeable instructors, but as a complement to those.

On the elementary level, online learning could be a tool to help teachers with small group instruction or remediation. Students could be engaged in online learning and discussion while the teacher pulls small groups for remediation or other instruction. Those in the small groups could leave and return to the online classroom as necessary. I love the idea of having an online discussion blog right in class! All students would benefit by being engaged in their learning experience. Those students in small groups would benefit by having their teacher available to help remediate problem areas. The teacher would benefit by having time to work with his/her small groups who need help. The school and district would benefit by not having to pay for as many staff to work with small groups.

For middle and high school students, online learning is already in use to some extent in my district. Most high school teachers post assignments and PowerPoints on their teacher web pages so that students can review or get information that they might have missed. This is a great way for students to keep up when they have been absent (in mind or body.) Many teachers require online subission of assignments. Students benefit by being able to keep up; teachers benefit by not having to use valuable time to constantly repeat lessons; everyone could benefit by using less paper. Additionally, all students could benefit by learning to work in an online learning environment. An online learning environment, unlike a classroom, requires the student’s attention. Students become responsible for their on learning experience.

One of the assignments was to design an online course. I designed the course for one of my music classes, but logistics (seeing my students only 45 minutes each week, not enough computer access) prevented me from fully implementing it. However, there was much for me to learn from the experience. I will use the course I designed as a springboard to learn more. I will learn how to improve what I know about online course design; and my students will learn how to learn in an online environment. I will make changes as necessary to improve the structure and delivery of future courses. I will use what I learned in Instructional Design to help me design more online courses, using the principals of backward design (Wiggins & McTighe, 2005). Most technology is only learned by use. The more I work with Schoology, the more proficient I will be at its use. That knowledge will most likely transfer to other online learning platforms.

I will continue to find ways to integrate online learning. Our district has a good infrastructure, but is lagging in putting it to good use. In discussing the use of online learning with my daughter, who is a high school student in the district, I am surprised at how much it is being used at the high school level. It seems that elementary schools are lagging behind. Teachers have learned to use technology for their own use, and as presentation tools (like PowerPoint) for their lessosn, but largely have not made the leap to letting students use technology to learn. I plan to use what I have learned in this class and on the discussion boards to introduce ways to use technology daily to my elementary coworkers. One way I will do this is by modeling its use when working with the teachers – much like the teachers of this course have done for us students.

Designing an online course is still very new to me. How are we going to solve the problem of computer availablility? There are not enough student computers at our school for regular daily use; and many students do not have them available at home. How are we going to get our teachers to buy into the concept of online learning? Some can barely navigate through the online grading system. We have been inundated with many new ideas and plans over the last few years that fizzle out almost as soon as they are presented. How can teachers be can be expected to invest in something that they feel may be discarded in a few years?

I think the key to facilitating this change to the way we teach is through appropriate staff development and collaboration. "Models of professional development that are generative, meaningful, collaborative and participant-centered are also best suited to supporting change" (as cited in Williamson & Redish, 2007, p. 108). Collaborating in PLC's with a technology facilitator is one way teachers for teachers to produce an online experience that is aligned with common teaching goals. Since teachers learn from practice and interactions with other teachers, as well as through formal inservice environments (Bransford, Brown, & Cocking, 2000), PLC's seem to be the perfect environment to develop some online learning tools for student learning.


 * References: **

Bransford, J., Brown, A., & Cocking, R. (Ed.). (2000). How people learn. pp.129-154 (Chapter 6). Washington DC: National Academy Press. Retrieved at on April 28, 2013 at []

Wiggins, G. P., & McTighe, J. (2005).//Understanding by design// (Expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Williamson, J., & Redish, T. (2009). //Iste's technology facilitation and leadership standards, what every k-12 leader should know and be able to do//. Intl Society for Technology in Education. ||