Internship+Reflection+EDLD5306

Reflections of EDLD 5306 Concepts of Educational Technology
====The Concepts of Educational Technology class was a learning experience that addressed teaching students in the 21st Century. When I began the program, I had been in education for nine years and was raised by two educators. I had heard in passing of technology standards and implementing them into curriculum assignments so that students would “get the gist” of using technology. Primarily as a special education teacher during those nine years, my professional development experience ranged from “sit ‘n get” seminars to using computers to find useful websites for classroom integration. As I analyzed the Texas Long-Range Technology Plan, I learned that as a campus technology instructor, one can be the most direct and informative person available as a resource to educators and students. Although the leaders at state, region, and district levels are expected to be committed to incorporating technology into our school system technology infrastructure, it is the campus instructional technology experts that have the most effect on our biggest global asset: our children. ==== ====Completion of the STaR chart as a teacher was always required before taking this course, but what the information was used for was not something that I was in touch with. While in the master’s program, I reviewed the STaR chart results for the middle school I teach at, Garcia Middle School. It rates the application of the components of the Texas Long-Range Plan for Technology over the past three years. After disaggregating the data, the PowerPoint presentation that I created helped me to culminate all the information that had been gathered into a presentable and coherent manner for any person to understand and grasp. I learned that the information gathered during this process truly does impact administrative policies and practices concerning technology, if they are connected and committed to advancing the use of futuristic technological tools and processes. ==== ====Building a wiki for my graduate class work was at first an uneasy feeling, but as the program progressed, I don’t know how else I would have rather worked. It allows for true collaboration and it is a freeing experience. A wiki can facilitate an online learning community by offering a free open space that promotes authorship and collaboration (Guhlin, 2007, p. 17). Teachers, administrators, and parents can join together through the personally made space to add ideas, data, and information so that an in-person meeting is not always necessary. It also provides a place where these members can access the space anywhere; home, work, or anywhere they have internet access. This makes the wiki easier than meeting in-person by making it portable, secure to members only, and the leeway for flexible timing of the meeting’s conclusion. I can see using a wiki as an ongoing chart with students’ names for Student of the Month, teacher duty stations, or data collection forms for interventions used in RTI for particular students. This makes it collaborative, but also an on-going learning community. Before this assignment, I was uneasy about trying new ways of collaboration, but knowing that there were others in my cohort facing the same issues, we could collaborate on the discussion board and take information from what others said, thought, or felt. I feel certain that others around me will be interested and eager to learn the “wiki ways” with me. I am hopeful to spread my knowledge, but also continue to learn more as a “digital immigrant” toward “nativism” (Prensky, 2006). ====

Prensky, M. (2005/2006). Listen to the Natives. Educational Leadership, 63(4), 8-13.
====Texas Education Agency (2006). Long-Range Plan for Technology 2006-2020. Retreived from [] ====

**  ISTE/NCATE Performance Standards   **  || **  Outcomes/Proficiencies (TExES Framework)   **  || **  Performance Tasks   **  || **  Course-Based Embedded Hours   **  ||

II. Communicate research on the use of technology to implement effective assessment and evaluation strategies. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. VII. Coordinate development and direct implementation of technology infrastructure, policies, plans, and budgets for P-12 schools. VIII. Facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture to conducive to the realization of the vision. ||  1 –Knows technology terminology and concepts; the appropriate use of hardware, software, and digital files; and how to acquire, analyze, and evaluate digital information. || **  Course EDLD 5306 Concepts of Educational Technology:    ** ** A.  ** Students will complete all parts of each Technology/Leadership self-assessments and thoroughly document the results as required. Students will thoroughly summarize key ideas of each section of their State’s Technology Plan and describe their State Technology Curriculum Standards. ** B.  ** Create a blog and wiki reference document   || **  A. – 6 hrs.   ** **  B. – 6 hrs.   ** **  Total: 12 hrs.   ** ||
 * I. Demonstrate an advanced understanding of technology operations and concepts.

 ** Total: 12 hrs. ** || ====