EDLD 5366 Week 5 Reflection

As I reflect on the collaborative webpage project I feel despite not being an Ed Tech student the process proved to be beneficial.  I was very apprehensive about creating an actual webpage with specific criteria and guidelines.  By the end of the project my apprehension was replaced with satisfaction in the success of our end product. I was very fortunate to work with a very supportive group.  By working on the webpage I learned how to create different layouts and how utilizing the C.R.A.P. design principals can positively affect the aesthetics of the page (Rundle, 2006).   I took the knowledge I learned and used it to improve upon some of the print products I previously created.  This allowed me to increase their readability and their impact.  I also benefited from learning about the Bloom’s Digital Taxonomy (Churches, 2008).  I now realize that the digital key verbs can be used in combination with content and TEK verbs to make a well-rounded enhanced lesson. 

As a learner during this project my approach was to have an open mind and not to be afraid to ask questions. There were members of my group who are more experienced than I am with creating a webpage so I asked for their feedback on my page as I was developing it.   I began the process by focusing on the specific information I needed to have on my page.  I researched content that would be most relevant to my page by searching the internet and by reflecting on things I would want to see as a parent myself.   Working collaborative with my group positively affected the outcome of the project as well as my individual page.  Everyone provided constructive feedback and we were not afraid to discuss things that could be fine-tuned or to ask for help if there was a certain area where we were struggling.  Of great benefit was that our group created an initial plan of action from the very beginning of the project which helped keep us focused and on pace despite not working face-to-face. 

While my career path is not one of a technology leader I believe that all administrative leaders must be informed about technology.  This course helped pique my interest about different ways to incorporate technology into my role as an administrative leader.  By utilizing our shared Google document and our group Facebook page we were able to collaborate continuously with immediate feedback.   The shared Google document is a tool I look forward to implementing on my campus for the many collaborative projects throughout the year.   I also believe that a shared Google document could be very beneficial for teachers as they collaboratively plan their lessons.  Self-reflection during the project was essential.  With every new activity I was able to reflect on what I learned and how I could utilize the skill in the future.  “Critical reflection is an important part of any learning process. Without reflection, learning becomes only an activity…” (Gerstein, 2011)

There really is no limit as to how websites can be implemented in the PK-12 classroom.  There are so many ways that teachers can use websites can help our students.  Some teachers are apprehensive about incorporating technology into the classroom.  One easy way teachers can implement interactive, fun educational websites into their lessons is by incorporating lessons from websites that use animation such as BrainPop.com or ones that use rap songs to teach content such as StudyJams.com or Flocabulary.com.  These websites can reinforce the concepts taught in the Math, Reading, Science or Social Studies classes in an engaging, entertaining manner.  Our students have grown up with technology and if we want to keep them engaged and learning we need to meet students where they are technologically.  By doing this it helps us deliver to students the most effective instruction possible.   In order to ensure that implementation of websites in the classroom happens effectively and consistently teachers need to be trained.  Technology Specialists can conduct weekly training sessions focusing on a different type of technology or a different educational website so teachers can discover what is available and to ease the anxiety some of the non-digital native teachers may experience. 

Gerstein, J. (2011), Where is reflection in the learning process? Retrieved from http://usergeneratededucation.wordpress.com/2011/08/16/where-is-reflection-in-the-learning-process/

Rundle, M (2006). How C.R.A.P. is Your Site Design? Learn with Treehouse. Retrieved from http://thinkvitamin.com/design/how-crap-is-your-site-design/

Churches, A. (2008). Bloom's taxonomy blooms digitally. Retrieved from http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988

EDLD 5366 Collaborative Webpage Assignment

Our week 4 assignment required us to work as a collaborative group to come up with an informational webpage about technology in education and digital native learners.
Here is a link to our page.

https://sites.google.com/site/teamturboteaching/home

EDLD 5366 Week 3 Assignment Animation

Alternate Logo

I tried another logo...this one without my name. 

EDLD 5366 Animation #3...this is fun.

EDLD 5366 Week 3 Another animation

EDLD5366 Week 3 Animation

EDLD 5366 Personal Logo

I had to create my personal logo for a graphic design class I had to take as a substitute for a leadership class that I took on my own in August...(a leadership class that is now being offered as part of our degree program. Ugh!!) Anyhow, I can't say I ever thought of self-branding prior to this class. Here's what I came up with for my logo.

EDLD5366 Week 1 Reflection of the Bible of Ethiopia

1) My first impression of the Bible of Ethiopia was that it was created with great care and with purpose. The elaborate designs clearly mean it is intended to be held in high regard. The cover appears to be leather with a colorful cloth inlay in the cover. The text is carefully and neatly written. It appears to be a very important and treasured bible. The pictures appear to tell a story that corresponds to the text. 2) The design element of Contrast is evident in the black and red colored text. Contrast is also being utilized with the pictures with the colors yellow, red and green. There is quite a bit of repetition within the bible not only with the repetition of similar shaped pictures and drawn scrolls but with the colored text repeating in each column of text. The oval shape around the heads of the people in the pictures is repeated throughout. The text is neatly aligned using full-justification. Text surrounding the pictures is aligned to the left as is the text within the small squares on some of the pages. The element of proximity seems to be evident with red text around the pictures; I would assume the text is describing the pictures. 3) The vibrant colors of the hand drawn pictures indicate this bible should be held in high regard. The entire bible is full of regal colors of gold and red which imply a sense of importance. The pictures and text seem to be telling a story that was significant enough to document.

EDLD 5366 Week 1 Teaching Product and Reflection

The teaching product I created was a flier I will send out to all parents of students who are attending the school tutorial program. After the Christmas Break several students were not attending and it became apparent that some parents were under the impression that tutorials were no longer being offered after the break. I can use this flier as a teaching product using the C.R.A.P. components. This product demonstrates Contrast by using bold print in several areas to distinguish important points to be reviewed. Contrast is also reflected in the all capitals in the word “NOT” at the bottom of the flier to call the parents attention to the days tutorials are not in session. Repetition is evident in similar design elements within each of the segments of the flier as well as the use of the same font for text and same font for headings. Related sections of information are grouped together to indicate they belong together which is evidence of appropriate Alignment. And Proximity is shown where the information related to the tutorial days/times are listed directly below the headings and in the clip of the teacher helping the child with the reminder that students receive small group instruction.