EDLD 5363 - Web Conference Reflection 7.1.2012

Although I was on vacation with friends this weekend, I was eager to watch the recording of this week's web conference. My group had been collaborating via email and G-Chat to complete the requirements for our Week 4 assignments, but we were confused because some of the documents and instructions in the Epic Courseware did not seem to match with our Weekly Overview. I was relieved to hear that my group was not the only one with questions, and Dr. Abernathy assured us that Week 4 was still supposed to be a working/production week and that we were not yet expected to have final products. My group was actually a little ahead of the game instead of behind as we were starting to feel.

I also got some great information about internship documents and progress. I appreciated the link to the Lamar Internship Google Site with updated logs and descriptions of graduation requirements. I know that I still have over half of my program to complete, but I like to know what is expected of me so that I can plan ahead.

EDLD 5363 - Web Conference Reflection 6.17.2012

The web conference from June 17th was interesting to me, as I realized that everyone currently taking this course is not in the Educational Technology Leadership program that I am a part of. Dr. Abernathy addressed and welcomed some of the Teaching Leadership students (I believe that was the name of the program), and told them that these technology courses were not just designed for those that would classify themselves as "techies." She assured them that courses like this one were really designed for all teachers, and that the material that we address and the assignments that we complete are really valuable for all teachers. Through discussion board postings and group work, I have realized that even within the EDLD program, we have educators from all sorts of backgrounds and technology experience levels. Most of the readings and tasks really seem to have been accessible for every participant, and I can see how lots of the knowledge I am gaining would be helpful to all classroom teachers. I hope that I continue to have opportunities to learn new things and share them with my colleagues this upcoming school year.

EDLD 5363 - Web Conference Reflection 6.5.2012

This week's web conference was my first exposure to direct communication and information about this new course, EDLD 5363 Multimedia and Video Technology. I looked through the Epic courseware to get an outline about the 5-week course, but I was glad to have the opportunity to hear from Dr. Abernathy about some of the expectations for our readings, assignments, and upcoming projects. It seems that there are some "disconnects" between her expectations for this June/July 2012 course and some of the documents posted in the courseware. It was helpful to get the initial information about the group project, and I have already started contacting some students from previous courses about possibly forming a team. I admit that I must agree - thinking about doing a group video-style project remotely seems a little overwhelming. However, I have really gotten familiar with using GoogleDocs from experiences earlier in the program, so I feel confident that we will be able to make things fall into place.

Digital Storytelling

For our Week 1 Assignment in EDLD 5363 - Multimedia Video Technology, we were asked to explore the medium of digital storytelling. Through readings and reviewing web links, I realized that even short narrated stories paired with meaningful images can be informative, funny, and touching. When I first set out to write a draft of my script, I didn't know exactly which topic to tackle or how I could write a great short story. Once I got started, however, I really enjoyed the process and even had to edit down my script when it got a little too long. Linked below is my personal digital story, posted to PodOmatic, about my first solo international trip to South America

http://minicasts.podomatic.com/play/2417678/4273913

My Action Research Plan - Flipped Classrooms

I'm attaching the current draft of my Action Research Plan here. I'd love to get any feedback, comments, or ideas you may have for me as I move forward. Thanks!

Action Planning Template
Goal: How might a “flipped classroom” model be appropriately implemented to benefit and enhance Middle School Science instruction?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Assess staff knowledge and/or attitudes towards the “flipped classroom” model before implementation.	Samantha Hernandez	Summer 2012 – September 2012	Participation from at least 2 other middle school science teachers; Research information, articles, and/or books to share and review together	Interviews/surveys done with teachers (face-to-face and on paper); Initial discussion group of reflections on literature review
2. Assess student and parent knowledge of the “flipped classroom” model and attitudes/experiences toward school-work done during class vs. at home	Samantha Hernandez Other participating Science teachers	Fall 2012 Semester	Paper and online surveys; Contact with feeder MST magnet elementary school teachers to discuss classroom instruction models previously used	Pre-project surveys done on paper (with students)
3. Create at least one “mini-unit” of content that fits into existing curriculum using modified “flipped classroom” methods.	Samantha Hernandez – create unit and provide support for other teachers Other participating Science teachers -create materials for their grade level	Fall 2012 Semester – Work together to research and create content for lesson delivery January-February 2013	District online curriculum/TEKS; Contact with Science Facilitator Apple Products to create and record lesson materials (already on campus); relevant research and literature to ensure quality activities, time-guidelines, differentiation, etc.	Weekly meetings/contact with participating teachers; Meetings with Science Facilitator to ensure alignment with district curriculum; comparison of newly created materials with existing “flipped classroom” materials
4. Implement and incorporate the previously created mini-units into the district curriculum’s scope and sequence.	Samantha Hernandez Other participating Science teachers	January-February 2013	Previously created lesson materials, Apple devices on campus for student use during class and tutorials, Additional scheduled tutorial time as needed	Weekly meetings/contact with participating teachers to discuss struggles and successes of the mini-units; Possible observations/feedback from other teachers and Science and Technology Facilitators
5. Measure results and post-project attitudes towards a “flipped classroom” model.	Samantha Hernandez Other participating Science teachers	February – April 2013	District curriculum assessment results in Edugence (Both ‘12-‘13 and ‘11-‘12 school years), Post-project paper and online surveys for parents and students	Analyzing district curriculum results – specifically item analysis to compare student performance on TEKS presented in the flipped unit vs. curriculum taught with traditional methods. We will also compare results from the previous school year to measure performance on the same TEKS in ’11-’12. Teachers will also conduct post-project surveys with students and parents to measure any change in attitudes or opinions from the pre-project survey. Debriefing/ reflection meetings with participating teachers and facilitators.
6. Based on results, explore ways to further implement or modify flipped classroom techniques at various levels.	Samantha Hernandez Other participating Science teachers Science and Technology Facilitators	May 2013	Previously analyzed data, pre- and post-project survey organized results, Teacher notes/reflections from meetings throughout the project	Teacher and participant reflections, summative meetings, outlines/schedules for where we might be able to include this type of instruction for the following school year.

What is Action Research?

This week, I began my second course in my Educational Technology and Leadership Masters program. When I first discovered I was enrolled in a research course, I will admit that I was somewhat less than enthusiastic to begin. I assumed that I would be doing lots of reading, online publication searches, and developing of some sort of extended essay or paper. I prepared myself for that sort of stereotypical "research" but wondered exactly how it could be a meaningful part of this leadership program.

After completing the first readings and assignment, I feel more excited and motivated to move forward. My course focuses on action research, which is nothing like traditional research models. Instead of doing extensive reading, computer searches, and analyzing things that have already been done to come up with a right or wrong answer, an action research plan requires me to develop my own topic and methods for investigation.

The action research process typically runs in a cycle - the teacher/administrator poses questions, reviews current data and literature, then develops and implements new strategies. Observations are made, feedback is gathered continuously, and practices are adjusted.  We share findings with other stakeholders, and new questions are usually formed for further research through collaboration and discussion.  This type of project requires engagement, reflection, and, well, actual ACTION to develop strategies for an issue that I identify on my own campus. I feel energized to create my action research plan because the model helps me feel more ownership and in-control of the goals and outcomes of my project. I also really appreciate the fact that action research allows me to essentially customize and direct my own professional development to something that is meaningful and relevant to my current situation.

I am exploring the idea researching how I might implement some aspects of the "flipped classroom" model into my 6th grade Science class. As I am just beginning the process, I definitely have more questions than answers or guidelines at this point. Will this sort of instructional model be effective and appropriate for the maturity and needs of 6th graders? What problems might I face related to computer access or increased time requirements for students outside of normal school hours? How will I effectively measure results and communicate them to leaders to facilitate change to the current system? I'm sure I will come up with even more questions as I continue the process, but it seems like that is a pretty common occurrence in the world of action research!