5366 Reflection

5366 Reflection

My Digital Graphic and Desktop Publishing class was an unfamiliar, but enjoyable task to me. As a Lamar student that is enrolled in the Educational Administration program, this was an inexperienced task that gave me the opportunity to focus on a technological phase. All this was evident as I completed the weekly assignments that begun with the understanding of design principles to creating a personal logo to familiarizing myself with an animation program.  All of this contributed to a final product where a group of colleagues and I created a website and proudly exhibited the learning acquired throughout this class.

The creation of the website in week 4 was a task that I felt confident with.  As a campus technologist I have had the opportunity to contribute to our school website every beginning of the year. However, this website was created with a collaborative group that needed to come together as a team and find a common mindset.  At first this was a difficult task as each member bounced out ideas to the developmental design of our webpage; nonetheless we were able to work together and find a mutual ground. During this activity I had the advantage to implement the C.R.A.P. design principles and was able to perceive limitless possibilities for my website page design. In fact the attained learning has made me spend hours polishing my page and learning how to integrate the design. Now I find myself noticing the design principles in announcements, commercials, and restaurant menus. I don’t believe I will ever look at another logo, advertisement, newspaper or other publication without analyzing the application of these four basic principles on it.

One of the challenging areas that I am able to reflect on is the creation of an animation.  This was definitely the most puzzling and time consuming assignments during this course.  I experimented with the stykz animation and definitely was unwilling to begin the assignment. However as I planned, produced, planned, and reproduced, I became captivated in the project. The time required to create a decent animation is a huge challenge for use in the classroom, but the activity is packed with opportunities for technology integration. The activity opened my eyes to the higher order thinking skills (HOTS) in Bloom’s digital taxonomy. If implemented with my students, they have the opportunity to create or construct their own animations to suit the content they wish to project. By applying this taxonomy element and connecting it with technology-based tools, we can dramatically enhance student learning. This learning that I have acquired in this course will definitely better equip me to utilize more technological aspects in order to reach the diverse learners within my classroom.  I should explore the digital tools and software that I’m not particularly interested in and portray them in my classroom.

All in all the knowledge that I take away from this course will better prepare me to teach my co-workers and my students the skills needed to produce various digital projects. As a lifelong learner, there are many issues pertaining to technology that I must continue to research and investigate. The fact is that I took advantage of the technological resources that this class presented to me and helped me continue building my administrator toolbox. I know that I still have much to learn in the area of digital graphics, but this course has set me on the right direction of greater technology integration in the classrooms.

References

Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman, New York.

Churches, A. (2007, April). Bloom's digital taxonomy. Retrieved from http://www.techlearning.com/article/8670

Yearwood, J.  (2009, July).  Basic elements of design.  Retrieved from https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=1578089

Balls Up!

Review of Ancient Manuscript

Lisbon Hebrew Bible

Completed in 1482, the Lisbon Bible is a testimony to the rich cultural life the Portuguese Jews experienced prior to the expulsion and forced conversions of December 1496. Now that I have been introduced to the four basic design principles, I was able to identify them in the images that the Lisbon Hebrew Bible portrays. It is a magnificent book that contains an enormous amount of symbolism and history. The author makes the viewer understand the significance of the manuscript by reflecting it with artistic detail. These consisted on the use of sharp contrast and brilliant vivid colors in every page.  The Star of David appears several times on the front cover design, for a total of nine times. The cover seems to be composed of leather with gold embossed designs. Each of the four corners includes a gold emblem that is repeated again in a large rectangle placed in the center of the design. The text is always centered on the page, and most pages have text bordered by local floral designs. Most of the pages were done in two column formats, and a few pages with like charts of some kind, and these had multiple columns. Even the pages that did not contain full borders had some type of floral design. The layout let the eye always know what to expect and where to find the information. It seemed that the blocks of large colored text indicated the beginning of a new chapter. This highlights key areas for the reader and allows the reading to emphasize key information, and/or the beginning/end of a new chapter. Since the text is written in Hebrew it is difficult to understand the content of the writing.

http://www.bl.uk/onlinegallery/ttp/lisbon/accessible/introduction.htm

Action Planning Template

Action Planning Template
Goal: To have 6th-8th students think at a rigorous level. The students will think at a higher level and increase six weeks assessment scores as a result of rigorous instruction.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Teacher surveys through Survey Monkey	-Action Research Team -Teacher Leaders	August 2012 through December 2012	-Creation of the survey -Computers for survey completion - Announcement	-Survey results documentation
Training on Rigor and Book Talk on “Rigor Is Not A 4 Letter Word”	-Action Research Team -Teacher Leaders	August 2012 through October 2012	-Extended planning -Faculty meeting -Power Presentation Creation -Required book -Chart paper	-Sign in -Power Point Presentation
Creation of campus definition “What is rigorous instruction?” and observation form for classroom walkthroughs	-Action Research Team -Teacher Leaders	November 2012 through March 2013	-After school planning time for teacher leaders to discuss observation form and definition.	-Sign In -Definition -Observation Form
Five to Ten Walkthroughs each week per member of the Action Research Team/ Teacher Leaders	-Action Research Team -Teacher Leaders	Weekly from November 2012 through March 2013	-Time -Afterschool progress evaluation meeting -Observation Form	-Observations -Sign In -Meeting agendas
Disaggregation and calibration of teacher observations and student assessment data Progress monitoring	-Action Research Team -Teacher Leaders	Every Tuesday from November 2012 through March 2013	-Time -Afterschool progress planning meeting -Observation Form -DMAC reports	-Observations -Sign In -Meeting agendas
Celebrating and Sharing Results Summative Evaluation of quantitative and qualitative data with campus	-Action Research Team -Teacher Leaders	June 2013	-Faculty meeting -DMAC reports -Preliminary AYP Data	-Meeting agenda - Six Weeks Assessment Comparison Report -Sign in

Week 2

This week I was presented with the nine main categories of action research. As I read them in our assigned lecture, it was really interesting to see that most areas overlap with each other. If I want to focus on how rigorous questions can improve academic achievement, this action research topic involves the areas off staff development, individual teachers, individual students and school performance. I realized that whatever the wondering question you come up with, it will definitely affect the student in a positive way.  

Also this week, I had the opportunity to collaborate with my supervisor and discuss the pressing situations that can become research questions. This gave me the great opportunity to see outside of my teaching world and understand that there is a lot more in the role of the principal. This conversation made me ponder on my original research question and made me select one that will make the most significant impact in my organization. Overall the lecture, interview videos, and meetings, made this week another great one.

Robert Martinez

Rigorous Action

 Action Research

    What I have learned about action research really differs from what I am used to with traditional research. In action research you really conduct your own investigations. An action is required to resolve a problem that has been identified by the campus. You analyze the organization’s needs and focus on the areas of concern based on those needs. These needs are thoughtful and the practitioner adjusts according to these results. It needs an action plan to be developed to address the identified problem. It is an ongoing process that consists of reflection and action. As a researcher it gives you the opportunity to think critically and become problem solver compared to the traditional research. It also exposes you to see the difference between theories and the actual practices that as a teacher you may encounter.

      The way that I might be able to use it is in a collaborative way targeting the area of student success. The leadership team and I have discussed and wondered on the following question. “How will the implementation of rigorous questioning with fidelity affect student assessment data/scores?” This is a topic that I believe is direct and has a measurable impact on teacher and student achievement. It has been taken into consideration that this is manageable and meaningful processes that will be customize to our campus needs. This research question is not final, but it gives me an idea how the selected readings and lectures have facilitated the overall process of action research.  

Dana, N. F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.

   How can educational leaders use blogs?

  They way that educational leaders can use blogs is similar to a journal. It is an online diary where leaders can post comments, texts, images and links to other fellow bloggers. Its also a data collection tool that enables the leaders to think and reflect on their daily accomplishments or improvements. With this tool leaders can communicate with parents, teachers, students, other leaders, and other followers. This is a  great tool to keep the communication ongoing.