RON PARDOE EDTC 670 FINAL REFLECTION ESSAY

Program Reflection Essay

Am I a Leader?
Ron Pardoe 4/9/2013 EDTC 670

What makes a good technology leader? This essay reflects upon the UMUC MED program and analyzes the courses included in the program to see if successful completion makes one a strong technology leader in schools. The UMUC Conceptual Framework and the ISTE Technology Coach Standards are used as criteria for program and candidate success.

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Ron Pardoe EDTC 670

Introduction
Boundary. Something that indicates or fixes a limit. Something that divides. Common boundaries in education include time and place, pre-conceived notions about the limitations of certain students based on race, ethnicity, gender, socio-economic status, or age, and tying to maintain the status quo. (UMUC, 2013) The UMUC Master of Education in Instructional Technology program prepares teachers and teacher candidates to create an identity as a technology leader in schools in order to "teach and lead beyond" these common boundaries. As I near the completion of the program, I sometimes stop and ask myself am I prepared to do this? Can I teach and lead others past these limits? Do I share the same vision of the program's Conceptual Framework? Can I meet its goals and objectives? I believe I do have the knowledge and posses the skills needed to be a technology leader in my school and to help the students and teachers break through the barriers to successful education. Following is proof of my proficiency as a technology leader based on the ideas of UMUC's Conceptual Framework and the Technology Coach Standards listed by the International Society of Technology in Education (ISTE) and the National Council of Accreditation of Teacher Educators (NCAT). The Conceptual Framework and the Technology Coach Standards share similar goals and objectives. The goals and objectives will be addressed as one, with each standard described before an analysis of how they were met.

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Ron Pardoe EDTC 670

Standard One - Teaching for Learning (UMUC) "allows candidates to act upon their foundational values, knowledge, and skills to promote high levels of learning for all students by breaking down boundaries of perception about student limitation and engaging all students in highly-effective educational experiences that meet individual needs." (UMUC, 2013) Standard 2: Teaching, Learning, and Assessment (ISTE) "Technology coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students." (ISTE, 2012) To meet the objective for these standards, candidates must act upon academic content, professional and pedagogical knowledge, and their understanding of their students to maximize student achievement. My position this year in Baltimore County Public Schools is that of an Elementary Technology Integration Teacher. My subject matter is technology. Several projects completed at UMUC have helped me gain knowledge of technology. My first class, EDTC 600, taught me the knowledge I needed to help myself and others how to create a web page to increase stakeholder communication. Early in our course, we discussed the purpose of class room web pages. Class websites were agreed by all to be an effective way to transmit information to the school community. The number one purpose to include any information was just that, to include information to build better relationships. We also learned that class web pages need to promote student learning. The pages need to inform parents of the concepts being taught in class. If parents know what the teacher is teaching, they can reinforce the concepts at

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home. Links to practice pages for parents and students should also be included. For the students, we learned to include pages that contain interactive games. The students can play the games and learn concepts without knowing it. Parents are constantly asking for resources, now they have links. The class web page should improve learning through increased student motivation. Here, they can show their parents some of the "cool" things they are doing at school and be proud of their professional looking accomplishments. This project also helped me understand how technology can be used to help break some of the barriers mentioned earlier. A class web page can satisfy the needs of time and place. Students and parents can access the information on a class web page any time and from any place that has Internet access. Class web pages can also be used to meet individual student needs. In creating my web site for this project, I included different forms of media. I included video, audio, and text. Special needs students could use a web reader if they had a reading deficiency, or watch a video teaching them a concept if they were visual learners. The class web page project gave me the professional knowledge I needed to help others use the Internet to reach their stakeholders. As part of my position as E.T.I.T, I am responsible for teaching a period of Library Information Services. The project completed in EDTC 605 was a great asset in giving me knowledge in all areas; subject matter, pedagogical, and professional. A large part of Library Information Service is teaching research skills. I was able to create a lesson that can be used in any discipline. In fact, my Library curriculum includes research modules in Reading, Math, Science, Social studies, and Health. Learning how to complete research correctly myself allows me the confidence to teach these skills to others. Here is a brief overview of that project. This information literacy unit is embedded into a Baltimore County Public School fifth grade lesson in Social Studies. The Social Studies lesson

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calls for students to analyze the religious, political, and economic factors that influenced individuals to migrate to North American during the colonial period. Students will be expected to apply information literacy skills before, during, and after researching to find these factors. At the end of the lesson, students will create PowerPoint presentations to share their information with the class. Not only will students learn what caused colonial immigration, but they will learn to define and locate relevant information, extract this information, and create a product to communicate the results. Additionally, students will learn when, where, and why they must cite the sources of information. As a Library Media Specialist and Technology Integration Teacher, this project has had a great impact on my ability to lead. Now, I can teach students and teachers that research is not a Google search. In EDTC 640, I used this unit to create a wiki. Once again I learned how technology can be used to break down barriers. The wiki can be accessed at any time. Students can work at their own pace. Instruction can be differentiated. Students can present their assessment in various forms. I worried about the Library part of my job before I accepted the position. After completing these two projects, I was confident I could be a Library leader as well as a technology leader.

Standard 2- Analysis, Reflection, and Continuous Improvement (UMUC) " objective focuses on the process of analysis, reflection and continuous improvement, which supports the attainment of the Units outcomes in its insistence that there is always a way to increase student achievement, decrease achievement gaps, and improve processes of teaching and learning." (UMUC, 2013)

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Standard 4: Professional Development & Program Evaluation(ISTE) "Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning." (ISTE, 2012) To meet the requirements of these standards, leaders must commit to the continuous process of evaluating, re-planning, and refining instruction based on the needs of their stakeholders for improvement. There are two projects that immediately come to mind when evaluating the effectiveness of the UMUC program to allow candidates to meet the objectives of these standards. First, in EDTC 615, our midterm project was to analyze an actual school for needs and then to determine a plan to address these needs. We learned to use data to support student learning. We also learned to use different forms of needs assessments such as student surveys, staff climate surveys, work samples, formative/summative assessments, and state testing scores. While not having formative/summative assessments in my current position, I have taken the idea of creating technology based surveys and implemented them in my teaching and teacher coaching. Also, during EDTC 615, we had to analyze a technology lesson we integrated in class. We had to assess the lesson and then offer suggestions for improvement. I still do this on a daily basis. I teach the same lesson four times to different classes of fourth graders. At the end of the first day, I look back and make changes if needed. One perfect example occurred recently. I did a lesson integrating Edmodo. After the first time, I noticed that the students did not know how to attach their worksheet and submit it. Next class period I did explicit teaching on how to attach and submit. This allowed the students to be more successful with the assignment. Our current project for EDTC 670 is also an opportunity to practice evaluating for student needs. I have had to change my integration for this project numerous times based on factors such as

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technology availability, student access, and student success with the project. First, I had to meet with the teaching team to determine their need. My idea of need did not match theirs. I then had to change groupings. Using the technology wasn't helping the higher kids. Sight words were not their problem. Hopefully by the end of the project the kindergarten teachers will adopt my intervention next year by reserving the computers to practice sight words and even pass the integrated app on to their parents.

Standard 3 - Technology Integration (UMUC) " ensures candidates will demonstrate selection, fluent use, application and integration of technology to maximize student achievement while assuring that preK-12 students meet technology literacy proficiencies." (UMUC, 2013) Standard 3: Digital-Age Learning Environments "Technology coaches create and support effective digital-age learning environments to maximize the learning of all students." (ISTE, 2012) To meet the objectives for these standards, candidates must be able to select and integrate technology that maximizes student learning. The need to build student-centered lessons and use a variety of technologies, not just the Internet. Candidates must create technology based lessons that teach collaboration and creativity on the part of the students. The ISTE takes the role further by requiring the use/selection of digital resources, using online/blended learning using assistive technology, and being able to do basic technology trouble shooting.

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Ron Pardoe EDTC 670

It would be difficult to choose just two projects that satisfy these standards. The entire program is designed for technology integration and digital-age learning. Several that stand out are EDTC 610, 620, and 630. In EDTC 610, I was able to create a web-quest called Smoking? You Must be Joking. I was able to take this web-quest and use it during my last year of teaching fifth grade. I included videos, websites, and podcasts. I used sites from KidsHealth that read to lower readers. I also included an online discussion and work submission component using Edmodo. During EDTC 620, I created a computer-based research module related to the troubles with the Chesapeake Bay. I did not teach Science at the time, but worked with the Science teacher to integrate the lesson as an additional fifth grade unit. Once again, I was able to include the concepts we learned throughout our program. Lastly, EDTC 630 has been able to help me be a leader outside the classroom in my current position as technology liaison for my school. I was able to learn how to create a classroom wish list, and create a school technology plan. These are concepts I have to complete now. I also had to learn how to create and/or modify an AUP. My first fourth grade technology lesson is teaching the students our AUP. Because I was familiar with one, I was confident I could teach students who to understand the county's plan. I also learned about grants. I worked on a grant at the beginning of this year. I also remember during the interview process, I was asked about grant writing. I was confident I could because I already had. If it was not for the UMUC coursework, I would not have been selected for my current position. Before, I was a teacher using technology. Because of the program, I am a technology teacher.

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Ron Pardoe EDTC 670

Standard 4 - Creativity, Innovativeness, and Adaptability (UMUC) " candidates must teach their students to apply current knowledge to new realities and to create new knowledge." Standard 2: Teaching, Learning, and Assessment Element 2.4 Creativity, Higher-Order Thinking, and Mental Habits of Mind (ISTE) model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, meta-cognition, and self-regulation). To meet the objectives for these standards, leaders must integrate opportunities for creativity and promote discovery and originality. In one word, constructivism. Once again, almost every course in the program has stressed the concepts listed for these standards. From EDTC 610's web quest introduction and writing, EDTC 620's Bay Probe creation and implementation, to EDTC 640's introduction to wikis and our subsequent wiki creation (which I taught my students how to communicate/collaborate on) and EDTC 650's discussion on and lesson creation using virtual school settings, UMUC has taught higher level student thinking, student creativity, and collaboration. Because I am confident with these skills, I have been able to introduce them to my teachers. I have gone into classrooms and had students create websites, produce public service announcements, plan, design, create, produce, and edit a television commercial, and research and topic and create an online poster. UMUC has taught me to be a leader in combining Web 1.0 (information selection) and Web 2.0 (information creation).

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Standard 5 - Local, National and Global Community (UMUC) candidates are encouraged to engage learners in ever-widening spheres of learning communities by integrating "into instruction the political, economic, cultural, and ecological concepts of global citizenship. (UMUC, 2013) Standard 5: Digital Citizenship (ISTE) " Technology coaches model and promote digital citizenship, diversity, cultural understanding, and global awareness by using digital-age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community." (ISTE, 2012)

While several courses offered pieces of activities to meet the objectives of these standards, one course was designed specifically to help candidates become leaders in this field. EDTC 645 Integration of Technology: Global Perspectives had us complete two projects that I believe show that we can be leaders in global integration. The first project was a memo to our school principal reviewing global networks and then offering an opinion on which network would work best for our school and why it would be a fit. This project forced us to learn what is out there. We cannot lead others to a global perspective unless we are familiar with the options. Several projects I learned that could be integrated were the "Jump into e-pals" project from epals, the International Cyber Fair from Global Schoolnet, and Cool Stats for Cool Math Cats from Kidlinks. I have not had the opportunity to participate in a full global project. I have however, been able to take elements of the Cyber Fair and collaborate with another Baltimore County school. The second project was creating a global lesson. I used the template of "Jump Into e-pals" and modified the lesson to fit our current county conditions. I used current Maryland content and

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technology standards, so I know that it could be integrated into the curriculum. No other school in my area is completing global, collaborative projects. I still need to break through some of our county barriers (email access, blocked sites) to successfully become a leader in the category. By giving me knowledge of what is out there and the ability to show school administrators that it will fit into the curriculum, I could use the information from EDTC 645 to become a leader and teach of students the 21st century skills employers are looking for.

Standard 6 - Leadership (UMUC)

"the abilities not only to serve as an effective classroom leader of students but the

knowledge of how to advocate for change to benefit students, schools, and the broader profession. Teachers must be classroom and school leaders: leaders of their students and leaders of their colleagues in breaking down boundaries for students to promote success for all." (UMUC, 2013) Standard 4: Professional Development & Program Evaluation (ISTE) Element 4.2 Professional Learning "Candidates design, develop, and implement technology-rich professional learning programs.." (ISTE, 2012) Once again, similar to Standard 5 from above, the MED program has many projects to breed leadership. As with EDTC 645, UMUC has designed one specific course to meet the objectives in these standards. EDTC 640 was created specifically to teach candidates how to become leaders. The course is titled "Leading Technology Change in Schools." Here, we learned

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how to lead our teachers. One project I thought helped me to become a leader was the discussion on stakeholder needs and the subsequent creation of a needs survey. I was able to take this concept to my role as technology liaison and create professional learning opportunities for my teachers based on what they need and want. We also had to create a training wiki to assist teachers. The wiki allowed the teachers to learn how to use a specific piece of technology, but also allowed them the same opportunities we want our students to have. They could access the wiki when they wanted. They could work at their own pace. They could communicate with each other on the wiki and solve problems they encountered together. By leading them to use technology for their learning, they see that they can lead their students the same way. Because of my overall knowledge gained from the UMUC program, I am able to confidently speak at staff meetings to advocate for using technology.

Conclusion
Looking back, I believe UMUC has prepared me to be a better teacher using technology, a better technology teacher, and a better technology leader. I have learned how and why it is important to overcome the common barriers of using technology for students, teachers, administrators, parents, and any other stakeholder. Thanks to UMUC, I was able to show I have the expertise to become a Technology Integration Teacher, and the school's technology liaison. It is my plan to take the knowledge I have gained and become a leader in our county. I would like to become a Technology Specialist who travels from school to school spreading knowledge and leadership. I have already started to become a leader in virtual education in our school. I have been using Edmodo to have students work anytime, anywhere. I am holding a professional

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development session for our teachers on Edmodo. My online bullying discussion and project was forwarded to the superintendent to show that students are willing and able to work outside of normal school hours. But, one thing I have learned is that it is not easy. I have learned to lead one teacher at a time. That teacher tells others and then they come looking for guidance and direction. Change takes time. Our school has the technology. It is my job (and personal goal) to lead the teachers to integrate the technology.

Resources International Society of Technology in Education. (2012). Technology coach program standards & rubrics 2012. Retrieved from http://www.iste.org/docs/pdfs/ncate-tech-coachesstandards.pdf?sfvrsn=4 University of Maryland University College. (2013). Conceptual framework: Teaching and leading beyond boundaries. Retrieved from http://www.umuc.edu/edudept/upload/full-cf022013.pdf