Week 2 Reflection: Creating a Podcast for a Video Editing Software

In week 2 we had to learn the basics using a video editing software suite.  We had the option of using different types of software as long as the file extensions were usable.  I chose Windows Movie Maker 2.6.  I have never worked in this program and didn’t realize that I had an earlier version of Windows Movie Maker on my computer.  I went to YouTube to view a tutorial on how to use the program and what features the program offered.  Once I found my video and began to experiment with the features, I figured out some of the basic operations.  I really had fun working with this software.  It was very user friendly.  The part I had the most difficulty working with was how to save the video so that it could be uploaded to YouTube.   I haven’t given up on Windows Movie Maker yet.  My group partners have had success with their projects using the same program, so I know it’s just a minor issue, hopefully.  Overall this week has been slightly stressful trying to complete this assignment but I like having the freedom to create.  The podcast portion of this week assignment was very simple.  For some reason I thought it would be much more difficult to complete.  We used two programs to complete the assignment.  The only problem I can see with students doing a podcast will be finding a place quiet enough to record.  Both types of projects would be very beneficial to students because the finished product would be relevant and authentic.

Multimedia and Video Technology Web Conference Reflection Week 1

This web conference was very helpful.  Initially, I was unsure of what the final product was supposed to be or look like.  At the same time I was eager to get started on the project because I want to try this with my students this year.  My students will collaborate with different classes from around the world and create a digital story.  So the timing of this class was perfect.  It was good to hear Dr. Abernathy discuss the topic of working in teams.  Teachers need to know how to do this if we expect our kids to do it.  There will be many different elements to make the project successful as we work from week to week.  So as an educator, I need to have experience doing this because my students will come across the same issues.  During the conference we touched on the expectations of the program.  One of the program goals is to prepare teachers to be ISTE technology facilitators.  In turn we can push for every K-12 course to be fully integrated with technology. The belief is that all faculty needs to be able to use technology.  As a facilitator it would be a plus to share any products your kids create with administrators to let them know of the endless possibilities.  It helps the administrator buy in to the idea of full technology integration.  It was good to see that the professors have all had many years of K-12 experience.  So they understand the dynamics of what I do.  It was also good to know that the technology Masters program is transferable in 26 other states.

The conference discussed the progression of the project through each week.  In week 1 we can use (1) partner to help and assist with the creation of the digital story.  It would probably be a good idea to add more people as we get into weeks 3-5.  As of now, I have one partner and I think she will be an excellent person to work with.  Based on our initial conversations, I think this will be a great experience for me.

Ancient Manuscripts EDLD 5366

I chose to critique the ancient manuscript called "Ramayana".  After reviewing the illustrations in the book, I was really impressed by the color variations used to depict scenes.  Within each picture, the colors used to for the object of importance was in contrast with the background colors.
The contrast principle was represented by the background color in relation to objects thats were important.  If the background was a light color, the important object was a dark color and vice versa.
The repetition principle was represented by the side profile illustration of the people. 
The alignment principle was observed by the placement of the people.  It seems they were drawn larger and placed close to the center of the page.
The proximity principle was observed by the placement of the people right next to each other. 
To stress the importance of the manuscripts, the original documents were inlaid into heavy paper and bound together into three handsome goatskin covers that were gilded.

Week 5 Reflection

This is the final week of class and it seem liked it just started.  This week I had a chance to reflect on the whole action research process.  The assignment this week wanted me to reflect on all of the different aspects of the class and what I felt about them.  Throughout the class the discussion boards were very helpful along with the blogs.  I appreciated the responses I received when I had any questions or concerns.  The class members and professors have been very helpful and supportive.  I also liked the text that we used as a resource to guide our research.  It was clear and readable.  The text had excellent templates and graphic organizers that could be used to support our research.
Hopefully the supportive communication will continue into the next class.  It has been very helpful.

Revised Action Research Plan 10-31-10

Action Research Plan

My action research plan will focus on the use of technology by teachers at DHS.  The district has made a commitment to prepare students and teachers for the upcoming challenges of the 21^st century.  The questions used to guide my research are the following:

What technology resources do your students uses on a weekly basis?

What technology resources do you (teacher) use on a weekly basis to aid in instruction?

Are the resources easily accessible?

Do you (teacher) know how to use the available resources?

Are you (teacher) aware of the resources that are available?

Goal:

The goal of this plan is to show that the teachers of DHS need more technological resources to promote purposeful engagement and collaboration to aid in 21^st century based instruction.

Activities:

The means for gathering my data initially will be through reviewing the library equipment log to establish a baseline of teachers that currently use technological resources.  Then I will create a survey which will be completed by grade 9-12 core subject teachers.  In addition to the survey I will also conduct classroom observations of staff to analyze classroom instruction.  Upon completion of the surveys and observations I will create a questionnaire that will be completed by students concerning their use of technology and their general opinions of technology use during instruction.  I will also create a questionnaire that will be completed by parents concerning their views of technology in education.

Resources and Tools:

To gather information, I will use “Survey Monkey” and "WebSurveyMaster" to create and disseminate the survey to the teachers and the students.  To collect my qualitative data, I will personally complete the classroom observations.  The student questionnaires will consist of a few questions that can be completed during random times during the school day.  The answers can be collected during passing periods, lunch, after school departure, and library time.  The parent questionnaires will be disseminated through email, school functions, and school-wide parent conferences.

Responsibility:

Vernall Cole will be responsible for the collection of all data and the dispersing of all materials.  The campus instructional technologists and the library media specialist will aid when necessary.

Timeline:

The timeline for the completion of the research will be approximately 10 weeks.

Assessment:

The assessment tools used to analyze the data will be the qualitative results from the classroom observations, student feedback and student/parent questionnaires.  The quantitative data will come from the results of the library equipment use log and the surveys.

Revision:

Upon completion of the research the goal will be to add to the resources on my campus.  The reflection of the data through charts/graphs will substantiate the need for the resources.  I will also display a list of the current technological resources and the resources needed to meet our goals.  I will also suggest a web link on our campus technology website to show what technological resources we have available.  I will also have a copy of the district technology plan and the campus STAR Chart to reinforce the need for the additional resources.

 

Week 4 Reflection

This week I looked at the possible issues that could hinder my research.  The biggest concern I forsee right now is the participation of fellow staff members in the gathering of information.  Another concern will be time management due to other duties.  It wll be essential for me to seek help from other staff members in other department to dissimenate information.  Since I'm in such a large school it will be difficult to go to each teacher to distibute the information.
As of now, I am pleased with my progress so far and the extra information and ideas gained from my class members.

Action Research Plan 10-24-10

Action Research Plan

My action research plan will focus on the use of technology by teachers at DHS.  The district has made a commitment to prepare students and teachers for the upcoming challenges of the 21^st century.  The questions used to guide my research are the following:

What technology resources do your students uses on a weekly basis?

What technology resources do you (teacher) use on a weekly basis to aid in instruction?

Are the resources easily accessible?

Do you (teacher) know how to use the available resources?

Are you (teacher) aware of the resources that are available?

Goal:

The goal of this plan is to show that the teachers of DHS need more technological resources to promote purposeful engagement and collaboration to aid in 21^st century based instruction.

Activities:

The means for gathering my data initially will be through reviewing the library equipment log to establish a baseline of teachers that currently use technological resources.  Then I will create a survey which will be completed by grade 9-12 core subject teachers.  In addition to the survey I will also conduct classroom observations of staff to analyze classroom instruction.  Upon completion of the surveys and observations I will create a questionnaire that will be completed by students concerning their use of technology and their general opinions of technology use during instruction.  I will also create a questionnaire that will be completed by parents concerning their views of technology in education.

Resources and Tools:

To gather information, I will use “Survey Monkey” to create and disseminate the survey to the teachers.  To collect my qualitative data, I will personally complete the classroom observations.  The student questionnaires will consist of a few questions that can be completed during random times during the school day.  The answers can be collected during passing periods, lunch, after school departure, and library time.  The parent questionnaires will be disseminated through email, school functions, and school-wide parent conferences.

Responsibility:

Vernall Cole will be responsible for the collection of all data and the dispersing of all materials.  The campus instructional technologists and the library media specialist will aid when necessary.

Timeline:

The timeline for the completion of the research will be approximately 10 weeks.

Assessment:

The assessment tools used to analyze the data will be the qualitative results from the classroom observations, student feedback and student/parent questionnaires.  The quantitative data will come from the results of the library equipment use log and the surveys.

Revision:

Upon completion of the research the goal will be to add to the resources on my campus.  The reflection of the data through charts/graphs will substantiate the need for the resources.  I will also display a list of the current technological resources and the resources needed to meet our goals.  I will also have a copy of the district technology plan and the campus STAR Chart to reinforce the need for the additional resources