Teaching and Leading Beyond Boundaries
Introduction
After receiving my Bachelor’s in Music Education and getting hired in Anne Arundel County, Maryland as an elementary music teacher, I quickly realized that my education was not finished. The state of Maryland requires all teachers after ten years to renew their certification with either a Master’s degree (in an education field) or Master’s equivalency. Being a musician, I would have loved to go back to study music but found that most programs would require me to alter my life and even stop teaching. When my current principal arrived to my school, our school was updated with lots of new technology. We added a new computer lab, eventually received a Smartboard in every classroom and other new ways to incorporate technology. It was then that I realized that I could look into a program that would expand my knowledge of technology in education as well possibly be in an online environment. I received a brochure in my mailbox that invited teachers to come to an open house. After speaking with the UMUC officials, I decide that I would pursue my Master of Education in Instructional Technology.
When I began the program, I did not know what to expect. I worried that because I was a music teacher, things may not apply to me or that I would get lost in the world of core subjects. What I now know is that this program has prepared me to teach and lead beyond boundaries. The program has developed my skills as a leader in my school which has eventually I have become the school’s e-coach. I can now use technology in my classroom to enhance learning and use my knowledge of technology to lead others in my school. Each course provided a different prospective on technology integration from wide variety of professors from around the country. I used to sit at professional development meetings staring at the clock hoping they would end and now lead meetings providing excellent resources for teachers to implement in their own classrooms. When I see the look in my students’ eyes as I use a multimedia lesson or incorporate iPads into a lesson, I know that technology is much more than a buzz word from administration but tools that can truly change the culture in education for the better. As I look ahead, I plan to continue learning new tools to transform my classroom through webinars and technology conferences. I plan to continue working with my teammates in attacking the challenges of technology implementation that school systems face. I also plan to work with my principal and administration to continue growing technology use in our school with the purpose of increasing and enhancing learning and not just because they might be shiny and new. I will continue to develop professional development for staff so that all teachers will know how to use the technology that they have available. Even as the district I am in is vast with over 77,000 students, I will work to lead even if boundaries and limitations hold students back from higher learning with the use of technology.
The UMUC Conceptional Framework is illustrated below.
After receiving my Bachelor’s in Music Education and getting hired in Anne Arundel County, Maryland as an elementary music teacher, I quickly realized that my education was not finished. The state of Maryland requires all teachers after ten years to renew their certification with either a Master’s degree (in an education field) or Master’s equivalency. Being a musician, I would have loved to go back to study music but found that most programs would require me to alter my life and even stop teaching. When my current principal arrived to my school, our school was updated with lots of new technology. We added a new computer lab, eventually received a Smartboard in every classroom and other new ways to incorporate technology. It was then that I realized that I could look into a program that would expand my knowledge of technology in education as well possibly be in an online environment. I received a brochure in my mailbox that invited teachers to come to an open house. After speaking with the UMUC officials, I decide that I would pursue my Master of Education in Instructional Technology.
When I began the program, I did not know what to expect. I worried that because I was a music teacher, things may not apply to me or that I would get lost in the world of core subjects. What I now know is that this program has prepared me to teach and lead beyond boundaries. The program has developed my skills as a leader in my school which has eventually I have become the school’s e-coach. I can now use technology in my classroom to enhance learning and use my knowledge of technology to lead others in my school. Each course provided a different prospective on technology integration from wide variety of professors from around the country. I used to sit at professional development meetings staring at the clock hoping they would end and now lead meetings providing excellent resources for teachers to implement in their own classrooms. When I see the look in my students’ eyes as I use a multimedia lesson or incorporate iPads into a lesson, I know that technology is much more than a buzz word from administration but tools that can truly change the culture in education for the better. As I look ahead, I plan to continue learning new tools to transform my classroom through webinars and technology conferences. I plan to continue working with my teammates in attacking the challenges of technology implementation that school systems face. I also plan to work with my principal and administration to continue growing technology use in our school with the purpose of increasing and enhancing learning and not just because they might be shiny and new. I will continue to develop professional development for staff so that all teachers will know how to use the technology that they have available. Even as the district I am in is vast with over 77,000 students, I will work to lead even if boundaries and limitations hold students back from higher learning with the use of technology.
The UMUC Conceptional Framework is illustrated below.
Along with the UMUC Framework, I will be basing my evidence on the six standards for E-coaches from the International Society of Technology in Education (ISTE). Here are the six standards.
1. Standard 1: Visionary Leadership
Technology coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
2. Standard 2 Teaching, Learning, and Assessment
Technology coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
3. Standard 3: Digital-Age Learning Environments
Technology coaches create and support effective digital-age learning environments to maximize the learning of all students.
4. Standard 4: Professional Development & Program Evaluation
Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
5. Standard 5: Digital Citizenship
Technology coaches model and promote digital citizenship.
6. Standard 6: Content Knowledge and Professional Growth
Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise.
1. Standard 1: Visionary Leadership
Technology coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
2. Standard 2 Teaching, Learning, and Assessment
Technology coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
3. Standard 3: Digital-Age Learning Environments
Technology coaches create and support effective digital-age learning environments to maximize the learning of all students.
4. Standard 4: Professional Development & Program Evaluation
Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
5. Standard 5: Digital Citizenship
Technology coaches model and promote digital citizenship.
6. Standard 6: Content Knowledge and Professional Growth
Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise.
I believe that the courses have developed my leadership, creativity, innovativeness, and adaptability as well as provide me with a global perspective on learning. I will now provide evidence of my identify as a teacher and leader in technology integration. I feel that I have met the objectives outlined for the MEd program (University of Maryland University College, 2013) as well as the expectations provided by by the International Society of Technology in Education (2012).
EDTC 600: Foundation of Technology in Teaching and Learning
In the first class, I received a better understanding of integrating technology in the classroom meant. The major task for this class was to develop a functional website that supported open communication between students, parents and the community. This project meant a great deal to me as I am the music director and theater director with many events and important details to share. The course not only showed me how to make the website functional but also meaningful to learning in my classroom as well. Since the development of my website 4 years ago, I now have a very popular website in the community that parents and students rely on for valuable information. Here is a screenshot of one of the pages from website which gives great details on how students should prepare for an upcoming audition for our school’s musical. Every year, I have almost one hundred students audition and they now rely on this information to prepare themselves. You can visit my website at www.mrshawmusic.com.
EDTC 600: Foundation of Technology in Teaching and Learning
In the first class, I received a better understanding of integrating technology in the classroom meant. The major task for this class was to develop a functional website that supported open communication between students, parents and the community. This project meant a great deal to me as I am the music director and theater director with many events and important details to share. The course not only showed me how to make the website functional but also meaningful to learning in my classroom as well. Since the development of my website 4 years ago, I now have a very popular website in the community that parents and students rely on for valuable information. Here is a screenshot of one of the pages from website which gives great details on how students should prepare for an upcoming audition for our school’s musical. Every year, I have almost one hundred students audition and they now rely on this information to prepare themselves. You can visit my website at www.mrshawmusic.com.
This task is clearly aligned with the program objective that the student will “use (of) a range of technologies to communicate and collaborate with students, colleagues, parents and other audiences” (University of Maryland University College, 2013).
EDTC 605: Teaching Information and Media Literacy’s in the Digital World
This course put my classroom skills to the test with the integration of technology. The major project was to design a unit plan for a research project. I can look back now and realize how meaningful this project was to the students when I implemented it. They not only researched about a composer but did in a modern world setting. The unit plan also helped me have a better understanding on what meaningful tools should be used in my classroom. Students used PowerPoint to organize their ideas and present them to the class. Below in the lesson plan for the unit. This is in line with the UMUC Conceptual Framework as it states the follow:
v Proficiency 4-1: The candidate provides learning environments for students to explore, experiment, and achieve novel solutions and outcomes.
This activity allows the student to be creative and explore new information about composers and work in groups to come up with solutions.
Name: Jason Shaw
A. Format of the Information Literacy Unit Plan
Academic Subject(s): General Music
Topic(s) of Unit: Music History (American Composers)
Grade Level(s): 5
Standards Integrated into the Lesson Plan (not information literacy standards): Student Content Standards
Learning Objectives for 5-Day Unit:
· Define the information need: The students will research an American composer that I will assign to them. They will be given worksheets which provide questions about specific details about the composer and his works. The students will create a PowerPoint presentation.
· Locate information: The students will use provided website sources as well as written publications on the composer. They will follow worksheets that ask for specific information and form a plan as a group to create a collaborative presentation about the composer.
· Process the information: After listening to music examples of works from the composer, students will use listening sheets to analyze the music. They will evaluate information provided from different sources (i.e. websites, music publications) to choose what to use for their presentation. They also evaluate the composer to decide if the like the music of the composer.
· Create and communicate results: The students will work in a group to create and present a PowerPoint presentation, including sources used, on their assigned composer to the rest of the class.
· Cite the sources: The students will create a slide on their presentation with a bibliography using an adapted format of citation.
· Assess process and product: The student will use a rubric provided by the teacher to assess how the group performed and to evaluate the quality of the research and presentation. Students will use the same rubric to assess other groups presentations.
Prerequisite Student Skills:
Music history is an important part of music. We can learn from the past just as we do in general history classes. What is amazing about music history is how advanced composers were hundreds of years ago and how music that is popular today is becoming less musical advanced and more technologically advanced.
Teacher To Teacher:
Note: General music classes meet twice a week. This lesson will take 5 class sessions which will span over the course of 3 weeks.
Day 1 – Location: General Music Classroom
Students will be using a rubric created by the teacher using Rubistar. This same rubric will be used to give the students their group grade.
B. Analysis of Information Literacy Lesson Plan I selected this project because it gives the students a chance to work in groups and create a presentation on a famous American composer. This is not something that they have done in music class before and will enjoy working together in groups as well as in the computer lab.
This project is more motivating than simply listening to a lecture or reading about a composer. By using such materials as the KWL sheets, website suggestions, as well as research and listening worksheets, the students are mastering the Information Literacy Objectives. The websites help them locate the information. They process information when listening to examples of music and analyzing it as well as finding information on the composer on the research sheet. The students show their progress by creating a PowerPoint which includes a bibliography using proper citation style. They also assess themselves and others with a rubric provided.
Part of the music curriculum is to cover different aspects of music history. Students will enjoy listening to such composers as George Gershwin and Aaron Copland and will even recognize music from John Williams which will help motivate them. They may go on in middle school to take specific music history classes and even in high school take A.P. courses.
This lesson is well suited for my particular school and students as most of them have access to computers and internet and have had experience with PowerPoint in 4th grade. They have also worked previously on listening activities by themselves in music class.
This course put my classroom skills to the test with the integration of technology. The major project was to design a unit plan for a research project. I can look back now and realize how meaningful this project was to the students when I implemented it. They not only researched about a composer but did in a modern world setting. The unit plan also helped me have a better understanding on what meaningful tools should be used in my classroom. Students used PowerPoint to organize their ideas and present them to the class. Below in the lesson plan for the unit. This is in line with the UMUC Conceptual Framework as it states the follow:
v Proficiency 4-1: The candidate provides learning environments for students to explore, experiment, and achieve novel solutions and outcomes.
This activity allows the student to be creative and explore new information about composers and work in groups to come up with solutions.
Name: Jason Shaw
A. Format of the Information Literacy Unit Plan
Academic Subject(s): General Music
Topic(s) of Unit: Music History (American Composers)
Grade Level(s): 5
Standards Integrated into the Lesson Plan (not information literacy standards): Student Content Standards
- Maryland State Department of Education (MSDE) Voluntary State Curriculum (VSC):
4.A.7: Locate, retrieve, and use information from various sources to accomplish a purpose:
a. Identify, evaluate, and use appropriate sources of information on a self-selected and/or given topic
b. Use various informational retrieval sources (tradition or electronic) to obtain information on a self-selected and/or given topic
Learning Objectives for 5-Day Unit:
- Students will collect and evaluate information from various sources to be used in a presentation.
- Students will analyze music with provided worksheets and rubrics.
- Students will work in groups to create and present a PowerPoint presentation about their assigned composer.
· Define the information need: The students will research an American composer that I will assign to them. They will be given worksheets which provide questions about specific details about the composer and his works. The students will create a PowerPoint presentation.
· Locate information: The students will use provided website sources as well as written publications on the composer. They will follow worksheets that ask for specific information and form a plan as a group to create a collaborative presentation about the composer.
· Process the information: After listening to music examples of works from the composer, students will use listening sheets to analyze the music. They will evaluate information provided from different sources (i.e. websites, music publications) to choose what to use for their presentation. They also evaluate the composer to decide if the like the music of the composer.
· Create and communicate results: The students will work in a group to create and present a PowerPoint presentation, including sources used, on their assigned composer to the rest of the class.
· Cite the sources: The students will create a slide on their presentation with a bibliography using an adapted format of citation.
· Assess process and product: The student will use a rubric provided by the teacher to assess how the group performed and to evaluate the quality of the research and presentation. Students will use the same rubric to assess other groups presentations.
Prerequisite Student Skills:
- Students need to have an understanding of how PowerPoint works and how to create a presentation.
- Students should have basic typing skills as well as general computer and internet knowledge.
- Since this is a group lesson done in class, students will receive all materials in the music classroom or computer lab. They are:
- CD player with headphones
- Computer (Computer lab)
- PowerPoint
- CD with listening examples of the composer they are assigned to research
- Citation worksheet from the Nauset Public Schools Research and Style Manual
- Suggested Web sites sheet developed by the teacher
- K-W-L sheet that is to be updated as they go along
- Research sheet provide by teacher which focuses on key points about the composer
- Listening sheets created by teacher; As the students listen, they are to answer questions from a listening sheet for each musical selection provided.
- Evaluation Rubric, generated on Rubistar by teacher, for their group and others as well.
Music history is an important part of music. We can learn from the past just as we do in general history classes. What is amazing about music history is how advanced composers were hundreds of years ago and how music that is popular today is becoming less musical advanced and more technologically advanced.
Teacher To Teacher:
- This lesson is to be done in groups of 3 or 4 students.
- To accommodate for special education students, try to group lower-level students with higher-level students.
- Students will need to have access to a computer lab for this activity. Be sure to schedule this in advance.
- Ask the media specialist, computer-tech, or even the classroom teacher for help while in the computer lab to speed up any troubleshooting issues.
Note: General music classes meet twice a week. This lesson will take 5 class sessions which will span over the course of 3 weeks.
Day 1 – Location: General Music Classroom
- Students should arrive having materials I have already asked their classroom teacher to have them bring including a pencil, sharpeners and some scrap paper.
- The students will sit in their assigned seat and I will introduce the project. I will tell them that they are going to create a PowerPoint presentation in groups, which I have assigned, about a famous American composer. I will provide them with highlights of this process which include:
- The students will be using a K-W-L worksheet to provide information on what they know, what the want to know, and what they have learned.
- They will follow listening sheets as they listen to famous works by the assigned composer.
- They will follow a research sheet and suggested websites provided by the teacher in the computer lab to learn more about the composer’s life and music.
- I will briefly discuss each composer and play a short musical excerpt of something the students would recognize.
- I will hand out project packets which have a colored sticker at the top. Each color represents a group. I will call out each color and tell them to find the listening station with their color. Inside the packets will be the K-W-L sheet, Listening sheets for each music example, Suggested Websites list, research sheet and evaluation rubric. I will remind students that they are responsible for their materials.
- Each group will go to a different listening station with headphone distribution units so that everyone can listen at the same time.
- Before they listen to any music, students need to fill out the first section (What they know) of the K-W-L sheet provided as well as part of the second section (What the want to learn).
- At the listening station, they will then press play on the CD player which will have 2 different music selections. I will ask them to listen to each selection 3 times and fill out each listening sheet as they listen. I will remind them that they need to work well with each other while in groups. Once they are finished, they are to place their headphones back on the holders to show me that they are ready to move on.
- We will now prepare for Day 2 which will be our primary research day. The students will preview what questions are asked on the Research sheet and glance at the Website list.
- I will ask them to put their name on their packets and place each group’s packets in their group folder which will have the same color from before. The students will line up with any materials they brought with them.
- The students will arrive in the computer lab. I will place name tags on the back of each chair along with their color so each group knows where to go. Each student will have their own computer but will still communicate on things that they have found.
- I will have them get out their KWL sheet, research sheet, as well as their recommended website list, and have each person from the group to research two of the websites listed. Depending on how many are in each group, I will make it so that each person will have two websites to research and evaluate. I will remind them as they are researching to think about what is most important and to look for what they would include on their PowerPoint including graphics and even music examples. Once they have finished their research and evaluations of each site, I will have them go to lab tables which will have several written publications about their composer which they can also use to find information.
- Afterwards, they can reflect and continue to fill out the KWL sheet as well as have group discussion organizing their PowerPoint and what slides they will include. I will suggest that each student work on different aspects of the composer. (For example, one student work on the title page, introduction, and another student work on biography information, another student work on the listening examples, etc.)
- I will remind students that they are allowed to bring in a USB memory stick to save work if their parents allow.
- When their time is up, I will tell them to push in their chairs and to line up.
- Students will enter the computer lab area at the computers they were previously sitting. I will review our objectives and pass out a rubric with what is expected from their PowerPoint presentations. Included will be that the students are to include a bibliography. The computers will already be at the “Research and Style Manual” (2002) where they are to read about how to cite each source they use including written publications and online websites as well.
- Once they have finished, they are to open PowerPoint and save the file labeling which section of the PowerPoint they will be working on. I will ask them to save the file to a shared folder which has their teacher name and color labeled already. They may begin creating their slides using their KWL sheet, listening sheet, and research sheet. I, along with the computer tech teacher, will hover around each group provided help.
- If the student has access, they may save their PowerPoint file and work on it at home. I will also allow students to work on their project during recess time as well.
- I will tell them to save often and once the class time has run out, we will push our chairs in and line up.
- I will review their work saved to make sure they are on target and will inform them if they need to make any major changes.
- I will again remind the students of our objectives and that today will be primarily used to complete their PowerPoint presentations.
- First, I will give them time to work on their own sections of the PowerPoint, then I will meet with each group so that we can put each section together to make one final PowerPoint presentation.
- Once they have a final draft of their presentation, I will have them sit around one computer and have them prepare for their actual presentations.
- I will remind them that they are not to simply read verbatim but need to elaborate with more specific details.
- Again, I will remind them to save often. Once the class is over, they will save and close their presentations and push their chairs in to line up.
- The students will arrive in the classroom and sit with their groups. I will have an LCD projector and a laptop to present each PowerPoint. I will also have already opened and tested each file to make sure that it opens properly.
- Each group will present their composer PowerPoint and other groups will evaluate using the presentation rubric. Once all groups have presented, I will have them self-evaluate how they did and how they worked as a group. I will video their presentations using a FlipCam to help grade them.
- Students will hand in their packets and assessments and line up.
Students will be using a rubric created by the teacher using Rubistar. This same rubric will be used to give the students their group grade.
B. Analysis of Information Literacy Lesson Plan I selected this project because it gives the students a chance to work in groups and create a presentation on a famous American composer. This is not something that they have done in music class before and will enjoy working together in groups as well as in the computer lab.
This project is more motivating than simply listening to a lecture or reading about a composer. By using such materials as the KWL sheets, website suggestions, as well as research and listening worksheets, the students are mastering the Information Literacy Objectives. The websites help them locate the information. They process information when listening to examples of music and analyzing it as well as finding information on the composer on the research sheet. The students show their progress by creating a PowerPoint which includes a bibliography using proper citation style. They also assess themselves and others with a rubric provided.
Part of the music curriculum is to cover different aspects of music history. Students will enjoy listening to such composers as George Gershwin and Aaron Copland and will even recognize music from John Williams which will help motivate them. They may go on in middle school to take specific music history classes and even in high school take A.P. courses.
This lesson is well suited for my particular school and students as most of them have access to computers and internet and have had experience with PowerPoint in 4th grade. They have also worked previously on listening activities by themselves in music class.
EDTC 610: Web-Based Teaching and Learning: Design and Pedagogy
With EDTC 610, I got my first my first taste of specific software like Adobe Dreamweaver. Through Dreamweaver, I learned how websites not designed via web creation programs such as Weebly can be uploaded to servers. Below is an example of the technical side of the website include html code. It is much easier to write code with programs such as Dreamweaver.
With EDTC 610, I got my first my first taste of specific software like Adobe Dreamweaver. Through Dreamweaver, I learned how websites not designed via web creation programs such as Weebly can be uploaded to servers. Below is an example of the technical side of the website include html code. It is much easier to write code with programs such as Dreamweaver.
I also learned about graphics and how to properly use them. I worked in a group setting using strategic planning for web based learning. The UMUC Masters MEd objective that I met for this course was to create multimedia and web-based products that support instruction.
EDTC 615: Using Technology For Instructional Improvement: Research, Data and Best Practices
This course required a lot of research time as well as data analysis for making well informed decisions regarding technology. We learned about ways to use technology without having much funding. The element 2.8 Data Analysis objective was achieved throughout this course as we learned how to model effective use of technology tools and resources to systematically collect and analyze data.
This course required a lot of research time as well as data analysis for making well informed decisions regarding technology. We learned about ways to use technology without having much funding. The element 2.8 Data Analysis objective was achieved throughout this course as we learned how to model effective use of technology tools and resources to systematically collect and analyze data.
EDTC 620: Technology in K-12 Education
As we continued to learn about web development, more focus was on graphics and lay out. Here a sample graphic from this class.
As we continued to learn about web development, more focus was on graphics and lay out. Here a sample graphic from this class.
We were also introduced to many Web 2.0 tools such as vokis and screencasts. Standard 3 of the ISTE standards Element 3.6 Selecting and Evaluating Digital Tools fits as we learned about many tools that teachers can use to enhance learning.
EDTC 625: Hardware and Software in Instructional Development
For this course, one major project was to do research on a product to be used in the classroom. I chose to write about IWB (Interactive Whiteboards). Below is a sample from this paper.
Interactive whiteboards are a great tool for music classrooms. They should be used to enhance what would already be taught with traditional teaching styles. They promote higher learning environments for students with learning disabilities. As educators, we need to look to how we can avoid the 19th century lecture style of learning and how we can promote group environment learning and higher level thinking. Now that more music classrooms are becoming equipped with this new technology, we need to continue to promote professional development with teachers so that we can all become interactive whiteboard experts. Teachers need to collaborate with new ideas and strategies throughout all subjects and grade levels. There are little statistical information interactive whiteboards in the music classroom and other arts classrooms. We need to find out if after the novelty has worn off after a couple years, whether there is higher student learning occurring in music classrooms with interactive whiteboards versus classrooms without the technology. I believe that the results will show that as long as the teacher can find a way to enhance the learning and not hinder it, interactive whiteboards will improve student learning.
For this course, one major project was to do research on a product to be used in the classroom. I chose to write about IWB (Interactive Whiteboards). Below is a sample from this paper.
Interactive whiteboards are a great tool for music classrooms. They should be used to enhance what would already be taught with traditional teaching styles. They promote higher learning environments for students with learning disabilities. As educators, we need to look to how we can avoid the 19th century lecture style of learning and how we can promote group environment learning and higher level thinking. Now that more music classrooms are becoming equipped with this new technology, we need to continue to promote professional development with teachers so that we can all become interactive whiteboard experts. Teachers need to collaborate with new ideas and strategies throughout all subjects and grade levels. There are little statistical information interactive whiteboards in the music classroom and other arts classrooms. We need to find out if after the novelty has worn off after a couple years, whether there is higher student learning occurring in music classrooms with interactive whiteboards versus classrooms without the technology. I believe that the results will show that as long as the teacher can find a way to enhance the learning and not hinder it, interactive whiteboards will improve student learning.
EDTC 630: Administration of Technology Initiatives
There were many initiatives throughout this course including grant writing. I submitted a grant to the Music in Revolution grant. While I did not receive the grant I look forward to continuing the quest for funding for school technology projects. Throughout this course I met the MEd standard to lead and work with others to develop a vision for technology integration in schools, including designing technology plans and budgets; assuring access, and acquiring resources.
There were many initiatives throughout this course including grant writing. I submitted a grant to the Music in Revolution grant. While I did not receive the grant I look forward to continuing the quest for funding for school technology projects. Throughout this course I met the MEd standard to lead and work with others to develop a vision for technology integration in schools, including designing technology plans and budgets; assuring access, and acquiring resources.
EDTC 640: Leading Technology Change in Schools
In this course, taking on leadership roles was the focus through various projects. One project was creating a district technology training plan. Click here to view the plan. This class also follows the MEd objective to lead and work with others to develop a vision for technology integration in schools, including designing technology plans and budgets; assuring access, and acquiring resources. Another activity involved using a creative tool to deliver the message of how to lead change with technology. I choose to write a short song. Check it out!
In this course, taking on leadership roles was the focus through various projects. One project was creating a district technology training plan. Click here to view the plan. This class also follows the MEd objective to lead and work with others to develop a vision for technology integration in schools, including designing technology plans and budgets; assuring access, and acquiring resources. Another activity involved using a creative tool to deliver the message of how to lead change with technology. I choose to write a short song. Check it out!
EDTC 645: Integration of Technology: Global Perspectives
This class really opened my eyes to world that had not previously learning much about. Standard 5 from the ISTE Coach Standards deals with digital citizenship. Element 5.3 includes cultural understanding and global awareness. I learned through this course how their are programs trying to improve the availability of technology in third world countries. A 10 year old computer might seem like garbage to some the US, but can be used to improve learning for others. I had a lot of fun with a case study on the country of Ireland which included an interview Paul Fiorentini, principal at Carndonagh Community School in Ireland. It was extraordinary to connect with someone so far away and see how similar technology use could be. Click to download the PowerPoint below. The UMUC Conceptual Framework Objective Five states the candidate integrates into instruction the political, economic, cultural, and ecological concepts of global citizenship. These studies and projects have allowed me to have a better understanding of educational technology around the world.
This class really opened my eyes to world that had not previously learning much about. Standard 5 from the ISTE Coach Standards deals with digital citizenship. Element 5.3 includes cultural understanding and global awareness. I learned through this course how their are programs trying to improve the availability of technology in third world countries. A 10 year old computer might seem like garbage to some the US, but can be used to improve learning for others. I had a lot of fun with a case study on the country of Ireland which included an interview Paul Fiorentini, principal at Carndonagh Community School in Ireland. It was extraordinary to connect with someone so far away and see how similar technology use could be. Click to download the PowerPoint below. The UMUC Conceptual Framework Objective Five states the candidate integrates into instruction the political, economic, cultural, and ecological concepts of global citizenship. These studies and projects have allowed me to have a better understanding of educational technology around the world.
ireland_country_case_shaw.pptx | |
File Size: | 1474 kb |
File Type: | pptx |
EDTC 650: Teaching and Learning in K-12 Virtual Schools
Virtual Schools was another mystery to me when starting this course. I was shocked to learn how many students in the K-12 grades use this as an alternative to traditional face to face education. Students have many different reasons for using a virtual environment including illness, working during the day or just need an alternative to brick and mortar schools due to struggles. Being a teacher in a traditional setting, at first I had a negative view that students were missing out on the experience and social interactions, but realized that for some a virtual school created success stories with students that needed an alternative. One project involving investigating an Virtual School. Below is the transcript from my interview with Orion Virtual School's registrar, Jacee Harvey.
Transcript of chat interview with Orion School registrar, Jacee Harvey on 4/26/13.
Me: Hello
Jacee: Hi
Me: Hi! I was hoping you could help me out
Me: I'm taking the "tour" of Orion
Me: Do you like it?
Jacee: I am actually the registrar here at Orion.
Me: oh wow!
Jacee: I also attended Orion for my entire high school career.
Me: That's great!
Me: So they have all the same offerings as a regular high school?
Jacee: Yes sir. You student will graduate with an actual high school diploma, not a GED.
Me: Is it face to face instruction via video or is it work at your pace projects?
Jacee: Everything is done online, all the videos, textbooks and work is found in the virtual classroom. The mentors do like to have a meeting once a week, which would either be over the phone or on a screen share, just to make sure the student is understanding everything completely.
Me: That is so cool!
Jacee: The courses are two months long, that doesn't mean that it will take the student exactly two months to finish, they can finish earlier, but all the course are designed to be completed within two months.
Me: I actually found Orion through Hawaii Virtual School.
Jacee: We actually have a lot of students in Hawaii.
Me: Do I need to have any interaction with Hawaii Virtual School or is it all done through Orion.
Me: Thank you so much for your time by the way!
Jacee: It's all done through Orion. All you have to do is fill out an application which is found under the "Admissions" tab and then we will be in contact with you.
Jacee: Yes sir! That's what I'm here for!
Me: Is there anyone actually in Hawaii that runs Hawaii Virtual School or is that just a name that Orion created?
Jacee: I actually do not know, I do believe that there is and we're just suggested under it.
Me: I understand.
Me: Do parents have access to classes and grades?
Jacee: Do you have any other questions about Orion?
Jacee: Yes sir. They can either have access through their childs page or they can create their own.
Me: Where do you get your teachers? Are they regular teachers that do this as well or are they full time Orion teachers?
Jacee: Both, some teach at public schools, some are retired teachers that only teach here and others are full time Orion teachers.
Me: And they are in Texas where you are located?
Jacee: No sir, they're located all over the U.S., just like our students.
Me: Oh, wow.
Me: Do you have any outside references that talk about the school? News or online journals that might recommend Orion?
Jacee: We were actually featured on bestonlineschools.com in 2008.
Me: that link does not work
Jacee: I don't actually know, off the top of my head anymore. But as a graduate of Orion, I'd say that it's a great online school, actually just any school to attend. The mentors work with you. I had a full time job the entire time and I still was able to graduate a year early.
Me: That's great. I'm impressed that it has the feel of a traditional school rather than an alternative.
Me: How many students are actually enrolled? Is it considered a big school?
Jacee: http://bestonlinepriva...hool/
Jacee: Right now we have about 200 students enrolled.
Me: That's pretty big. What is the class size for a teacher? As far as student to teacher ratio.
Me: I know that's a big deal with traditional schools.
Jacee: Right now I think our biggest classroom would be about 18 students, but that's only 1 or 2 classrooms, not all of them are like that. It all depends on what courses the students take and who's on a leave of absence.
Me: That's a lot smaller than a traditional classroom.
Me: Did you interact with fellow students a lot? Did you actually get to know anyone?
Me: Seems like that would be one negative...
Me: You miss out on the social interaction of traditional HS
Jacee: Yes sir. The student can only take up to two classes at a time. So, it's not like everyone is taking the six same classes.
Jacee: We actually have an Orion facebook page, and most of our students commuicate with other ones through social media such as facebook and twitter. I was put into Orion in 9th grade, so I already had friends that I'd made from previous years in public school. But I don't see a problem with the social interaction at Orion.
Me: So you got a job with Orion after attending the school. Do they hire many alumni?
Jacee: I don't think so, I was asked to be the registrar/secretary since I knew the way the school worked. Plus my previous knowledge in working with student transcripts at a college in the town over.
Me: Wow, I can't believe how much time you have taken to help me out.
Me: Thank you so much!
Virtual Schools was another mystery to me when starting this course. I was shocked to learn how many students in the K-12 grades use this as an alternative to traditional face to face education. Students have many different reasons for using a virtual environment including illness, working during the day or just need an alternative to brick and mortar schools due to struggles. Being a teacher in a traditional setting, at first I had a negative view that students were missing out on the experience and social interactions, but realized that for some a virtual school created success stories with students that needed an alternative. One project involving investigating an Virtual School. Below is the transcript from my interview with Orion Virtual School's registrar, Jacee Harvey.
Transcript of chat interview with Orion School registrar, Jacee Harvey on 4/26/13.
Me: Hello
Jacee: Hi
Me: Hi! I was hoping you could help me out
Me: I'm taking the "tour" of Orion
Me: Do you like it?
Jacee: I am actually the registrar here at Orion.
Me: oh wow!
Jacee: I also attended Orion for my entire high school career.
Me: That's great!
Me: So they have all the same offerings as a regular high school?
Jacee: Yes sir. You student will graduate with an actual high school diploma, not a GED.
Me: Is it face to face instruction via video or is it work at your pace projects?
Jacee: Everything is done online, all the videos, textbooks and work is found in the virtual classroom. The mentors do like to have a meeting once a week, which would either be over the phone or on a screen share, just to make sure the student is understanding everything completely.
Me: That is so cool!
Jacee: The courses are two months long, that doesn't mean that it will take the student exactly two months to finish, they can finish earlier, but all the course are designed to be completed within two months.
Me: I actually found Orion through Hawaii Virtual School.
Jacee: We actually have a lot of students in Hawaii.
Me: Do I need to have any interaction with Hawaii Virtual School or is it all done through Orion.
Me: Thank you so much for your time by the way!
Jacee: It's all done through Orion. All you have to do is fill out an application which is found under the "Admissions" tab and then we will be in contact with you.
Jacee: Yes sir! That's what I'm here for!
Me: Is there anyone actually in Hawaii that runs Hawaii Virtual School or is that just a name that Orion created?
Jacee: I actually do not know, I do believe that there is and we're just suggested under it.
Me: I understand.
Me: Do parents have access to classes and grades?
Jacee: Do you have any other questions about Orion?
Jacee: Yes sir. They can either have access through their childs page or they can create their own.
Me: Where do you get your teachers? Are they regular teachers that do this as well or are they full time Orion teachers?
Jacee: Both, some teach at public schools, some are retired teachers that only teach here and others are full time Orion teachers.
Me: And they are in Texas where you are located?
Jacee: No sir, they're located all over the U.S., just like our students.
Me: Oh, wow.
Me: Do you have any outside references that talk about the school? News or online journals that might recommend Orion?
Jacee: We were actually featured on bestonlineschools.com in 2008.
Me: that link does not work
Jacee: I don't actually know, off the top of my head anymore. But as a graduate of Orion, I'd say that it's a great online school, actually just any school to attend. The mentors work with you. I had a full time job the entire time and I still was able to graduate a year early.
Me: That's great. I'm impressed that it has the feel of a traditional school rather than an alternative.
Me: How many students are actually enrolled? Is it considered a big school?
Jacee: http://bestonlinepriva...hool/
Jacee: Right now we have about 200 students enrolled.
Me: That's pretty big. What is the class size for a teacher? As far as student to teacher ratio.
Me: I know that's a big deal with traditional schools.
Jacee: Right now I think our biggest classroom would be about 18 students, but that's only 1 or 2 classrooms, not all of them are like that. It all depends on what courses the students take and who's on a leave of absence.
Me: That's a lot smaller than a traditional classroom.
Me: Did you interact with fellow students a lot? Did you actually get to know anyone?
Me: Seems like that would be one negative...
Me: You miss out on the social interaction of traditional HS
Jacee: Yes sir. The student can only take up to two classes at a time. So, it's not like everyone is taking the six same classes.
Jacee: We actually have an Orion facebook page, and most of our students commuicate with other ones through social media such as facebook and twitter. I was put into Orion in 9th grade, so I already had friends that I'd made from previous years in public school. But I don't see a problem with the social interaction at Orion.
Me: So you got a job with Orion after attending the school. Do they hire many alumni?
Jacee: I don't think so, I was asked to be the registrar/secretary since I knew the way the school worked. Plus my previous knowledge in working with student transcripts at a college in the town over.
Me: Wow, I can't believe how much time you have taken to help me out.
Me: Thank you so much!
Below is a screencast showcasing my findings from the case study on Hawaii Virtual School / Orion Virtual School.
Another challenging assignment in this course was to create a virtual lesson course design with lesson plans that were highly interactive and rigorous. You can view the website by clicking here. This activty follows the objectives of the MEd program integrate
current and emerging technologies into curriculum, instruction, and
assessment, to strengthen and transform teaching and student learning.
Conclusion
The UMUC Conceptual Framework Objective on technology integration states the candidate demonstrates selection and integration of technology to maximize student learning. Since the start of Master's degree, I have regularly used technology in the classroom to maximize learning. Throughout the courses and tasks, I have gained skills to not only incorporate technology in my own classroom but lead others as well. As the E-Coach at my school, I provide assistance to teachers and staff on a regular basis. I am currently working with my principal and other staff members to research new apps to add to iPads in our school. This fall I was asked by my principal to lead a project called the BGE Wires Down Video Challenge. You can watch the video at www.mrshawmusic.com/bgewiresdown.
Because of training with Adobe programs, I had a familiarity with the Adobe Premiere software. I use an interactive whiteboard for all of my lessons. I have video clips and other multimedia incorporated into most of lessons. My students have successfully completed web-based projects, group projects using the computer lab, completed assessments using wireless answering devices (Smart Responses) and iPads. I have led in-services for my staff on how to build and maintain a website, how to incorporate meaningful technology into lesson planning and provide assistance when needed on a regular basis.
When I look back at my journey while enrolled at UMUC in the MEd program, I realize now that the training not only has made me a better educator, it has also brought out maturity in my life. Being able to manage a full time job and take Master's level classes while having a family can be a struggle. But, because of the course design and knowledgeable instructors, I can honestly say that I am a teacher ready to lead technology integration in education.
The UMUC Conceptual Framework Objective on technology integration states the candidate demonstrates selection and integration of technology to maximize student learning. Since the start of Master's degree, I have regularly used technology in the classroom to maximize learning. Throughout the courses and tasks, I have gained skills to not only incorporate technology in my own classroom but lead others as well. As the E-Coach at my school, I provide assistance to teachers and staff on a regular basis. I am currently working with my principal and other staff members to research new apps to add to iPads in our school. This fall I was asked by my principal to lead a project called the BGE Wires Down Video Challenge. You can watch the video at www.mrshawmusic.com/bgewiresdown.
Because of training with Adobe programs, I had a familiarity with the Adobe Premiere software. I use an interactive whiteboard for all of my lessons. I have video clips and other multimedia incorporated into most of lessons. My students have successfully completed web-based projects, group projects using the computer lab, completed assessments using wireless answering devices (Smart Responses) and iPads. I have led in-services for my staff on how to build and maintain a website, how to incorporate meaningful technology into lesson planning and provide assistance when needed on a regular basis.
When I look back at my journey while enrolled at UMUC in the MEd program, I realize now that the training not only has made me a better educator, it has also brought out maturity in my life. Being able to manage a full time job and take Master's level classes while having a family can be a struggle. But, because of the course design and knowledgeable instructors, I can honestly say that I am a teacher ready to lead technology integration in education.
References
International Society of Technology in Education [ISTE] and National Council of Accreditation of Teacher Educators
[NCATE]. (2012). Program report for the preparation of technology coaches. Retrieved from http://aims.ncate.org
/ProgRev/Agreements/Form422.pdf
University of Maryland University College. (2012). Conceptual framework: Teaching and leading beyond boundaries.
Retrieved from http://www.umuc.edu/edudept/upload/full-cf-022013.pdf
UNESCO Institute (2011). ICT in teacher education: Policy, open educational resources and
partnership. Retrieved from http://unesdoc.unesco.org/images/0019/001936/193658e.pdf
International Society of Technology in Education [ISTE] and National Council of Accreditation of Teacher Educators
[NCATE]. (2012). Program report for the preparation of technology coaches. Retrieved from http://aims.ncate.org
/ProgRev/Agreements/Form422.pdf
University of Maryland University College. (2012). Conceptual framework: Teaching and leading beyond boundaries.
Retrieved from http://www.umuc.edu/edudept/upload/full-cf-022013.pdf
UNESCO Institute (2011). ICT in teacher education: Policy, open educational resources and
partnership. Retrieved from http://unesdoc.unesco.org/images/0019/001936/193658e.pdf