EDLD+5366+Reflection

I ** 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 5366 ** || ** Digital Graphics, Animation and Desktop Publishing ** || ** 12 ** ||


 * Description of the Assignment/Performance Tasks  (see Appendix I)  || ** A. ** Design and produce a four-page newsletter providing educational technology resources for teachers. Each page should be standard 8.5”x11”. The pages must be numbered and show a consistent design theme throughout. You must design your newsletter with columns, but the shape and size of these columns is up to you. The essential design problem is to create a layout that provokes an appropriate response. Basic design principles should be followed – contrast, repetition, alignment, and proximity – and each page should present a graphically pleasing layout. The newspaper should contain contact information. ||
 * * 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 thoroughly enjoyed my Digital Graphics class. I like to manipulate graphics in my work, and was ready to take it to the next level. Each week brought new insight to the world of digital graphics.

In the first week, I was surprised to learn that good design is a bunch of CRAP – **C**ontrast, **R**epetition, **A**lignment and **P**roximity; (Cummings, 2010) and that the use of these elements in graphic design is deliberate and calculated. I had long ago noticed that professionally designed communications utilized these elements, but was not aware of the terminology or that their use was designed for specific purposes. I had similar experiences with animation and desktop publishing, building on what I already knew, and learning the specific names and purposes of design elements that I already used. I was gratified to realize that I was already on the right track, and hopeful that this new understanding about the importance of the elements of design will improve my work.

The second week’s assignment was on personal branding, but I can see how branding your organization could be tied to a newsletter. According to Goldsmith (2007), a brand “ should be built on your dreams, purpose, values, uniqueness, genius, passion, specialization, characteristics, and favorite activities. ” The newsletter should reflect the brand of the organization. During this assignment, I found the photo editing software not be very user friendly, nor were the resources very helpful. After working for hours with Splashup, one of the free alternatives to Photoshop, I was not happy with what I learned or produced. To my dismay, my prior knowledge seemed woefully inadequate. I submitted the project with a promise to myself to delve into photo editing again when I don’t have a deadline to meet.

Now the big question is how all this newfound knowledge will impact my role as a technology leader in education. According to the Center for Implementing Technology in Education (CITE), as cited by Wahl & Duffield (2005), “Integration of multimedia into instruction can help to reduce curriculum barriers and improve learning for all students.” Additionally, though technology, teachers can deliver differentiated instruction in order to meet the demands of No Child Left Behind. “….A Differentiated classroom provides different avenues for students to acquire content, process ideas, and demonstrate their understanding.” My job is to teach other educators what I have learned to help them more effectively reach their students through technology


 * References: **

Cummings, C. (2010). //EDLD 5366 week 1: Graphic design principals//. Online lecture video. Retrieved on May 5, 2013 from []

Goldsmith, M. (August 2007). //Authentic personal branding//. Retrieved on April 28, 2013 from http://www.businessweek.com/managing/content/sep2009/ca20090929_228578.htm

Wahl, L, & Duffield, J. (2005). //Using flexible technology to meet the needs of diverse learners//. Retrieved on April 28, 2013 from [] ||