CoSn & Me...

As the completion of my Instructional Technology Specialist degree lingers nearer, I want to reflect on the Consortium for School Networking (CoSN) framework in relation to my studies and experiences. The CoSN Framework of Essential Skills for K-12 Technology Leaders is divided into three professional categories, “Leadership & Vision, Understanding the Educational Environment, and Managing Technology & Support Resources” and consists of ten “essential skills areas,” (Consortium for School Networking, 2018). In addition, the CoSN framework is focused on skills, values, and responsibilities needed in order for someone to become an effective educational technology leader.

To become an effective educational technology leader, one must be resourceful and open to new ideas. In addition, an effective education technology leader must realize that technology can change the way a student accesses and retains information.  An education technology leader must know how to find and use resources, and how to look for and ask for help when needed.  Effective technology leaders exhibit a passion for education while leading by example and believing in students and colleagues.  Moreover, they are change agents who possess and enthusiasm and motivation to make things better.

I began my journey of obtaining my Ed.S in instructional technology fearful and unsure of OPL Record. As I review my OPL Record, I have had the most experiences in the area of Leadership and Vision, Ethics and Policies, and Instructional Focus and Professional Development.  My areas of expertise according to the CoSN Framework include the following:
technology and its uses.  Our school district had adopted a Digital Passport Initiative (DPI) which gave every student and teacher in grades 3-5 a MacBook Air Laptop.  This one to one initiative meant that I would have to change what teaching and learning would look like and become inside my classroom.  Thus, I wanted to know how to use the technology as an effective learning tool and not as a substitution for busy work. Throughout my program studies, I have gained much experience as reflected in my

• Leadership and Vision - "Provide leadership while working with the executive team to develop a strategic plan that will support the organizations' mission, vision, and goals with technology." (2018).
• Team Building and Staffing - "Create and support collaborative teams for decisions-making, technology support, and professional learning in support of the organization's mission, visions, and goals." (2018).
• Instructional Focus and Professional Development - "Budget, plan, and coordinate ongoing, relevant professional learning for all staff using technologies: ensure or recommend a sufficient budge through the implementation and assessment process of emerging technologies." (2018).

As the current site coordinator and former lead teacher for our 21st Century Community Learning Center (21st CCLC) Grant, I present my evidence of Leadership and Vision with the sub category of 1B. Establish and lead advisory committees that inform and support meaningful and effective uses of technology in support of the organization's strategic goals (2018, p. 2). This evidence contains the presentation I created for our 21st CCLC advisory committee meeting. It was my responsibility to plan, organize, research, and present all pertinent information about our program at both of our advisory meetings.  Held twice a year per our grant guidelines, these meetings are used to keep all stakeholders informed of our program's progress, goals, objectives, and needs.  The advisory committee itself consists of state, district, and local administration as well as parents, faculty, staff and community leaders.  During these meetings information about the purchase and effective use of technology in our program was discussed.  Then an agreement was made to purchase ChromeBooks and a cart, along with a 3D MakerBot printer and 18 Ozobot EVOs.  These technology tools will support our students' learning achievement and program goals which are set forth by the State Department of Education.  This evidence also support sub category 1F. Develop and maintain a systemic understanding of the core business and culture of the school organization (2018, p. 2). As site coordinator and educational technology leader, I negotiated and purchased these technology products from their respective vendors using our 21st CCLC Grant funds.  Although, I did not physically write the check for these technology purchases, I did act as an liaison between the school, district, and state. In addition, I observed and participated in the "core business of the school" as I filled out the paperwork, secured proper written approvals, and submitted purchase order for these devices. 

Through out my specialist degree program, I have reflected on how to effectively integrate technology in my classroom in order to meet the needs of my students. Fogarty, et al. (2017) revealed through their research that through the use of online learning platforms students can be more engaged in the learning process.  Therefore, my next piece of evidence focuses on the sub category of Instructional Focus and Professional Development, 4F. Promote the application of technology to address the diverse needs of students and maximize student learning (2018, p. 7). The purpose of my action research project was how to leverage technology to raise reading fluency rates. For this research project, I chose to use the Lyrics2Learn (L2L) online reading program as an intervention.  The research revealed that the L2L positively impacted reading fluency rates.  Thus, I concluded that technology when integrated into the reading classroom could met the needs of struggling students.

Again, as site coordinator, and in an effort to implement meaningful and purposeful technologies, I present another piece of evidence. This would support Team Building and Staffing, 5E. Build and environment of trust through communication and transparency about decisions and how they are made (2018, p. 8).  For our 21st CCLC program, we use Google Classroom to communicate ideas, exchange resources, and participate in professional development. This piece of evidence portrays how we used Google Classroom for professional development opportunities such as a math book study, and training. I have also used Google Classroom for our 21st CCLC program students in our STEM Scouts. The interaction and experience for communication and decision making for our 21st CCLC staff has been interactive and vibrant. 

References

Consortium for School Networking (2018). CoSN's framework of essential skills of the k-12 CTO. Retrieved from 

Fogarty, M., Clemens, N., Simmons, D., Anderson, L., Davis, J., Wang, H.,..., & Oseland, E. (2017). Impact of a technology -mediated reading intervention on adolescents' reading comprehension. Journal of Research on Educational Effectiveness, 10(2), 326-353. 

3, 2, 1...Virtual Learning

Things that surprised me about virtual learning…

Although I have participated in many distance and online courses throughout my college career, I had never considered the issues of course preparation, copyright issues, or the importance of interactions in virtual learning.  One of the first issues I noted about virtual learning was the role of the instructor.  Instructors in a virtual classroom are charged with facilitating learning centric activities.  For virtual earners, the instructor should allow students do most of the work and activities. Virtual learners often need to feel in control of their learning. Furthermore, instructors should consider that virtual learners often seek out learning opportunities that will all them to grow or achieve academically or professionally.  During the course designing process, instructors should provide activities in which the virtual learner can discus and share their experiences in relation to the content.   In a virtual learning environment, the learner often needs a flexible program which accommodates their active family, sports, and work schedules. 

The following is a short video about the 7 Common Misconceptions of Distance Learning.

          According to Simonson, Smaldino, and Zvacek (2015), "[most] educational content resources...are automatically protected by copyright." The issue of copyrights and fair use in the virtual learning environment was something of interest to me.  I travel and sing; therefore,  I know the importance of having a license to perform someone’s recorded music and work. Just as it is in the music industry, there are licenses which provide permissions for a copyrighted work to be used the virtual learning environment. These licenses allow the owner of the work to be compensated and royalties collected on their behalf.  Most of the time, these (blanket) licenses include photocopying and scanning from printed materials including books and journals; use of recorded materials such as radio or television broadcasts; non-commercial research or study; illustrations; and films. If materials are needed for reproduction or viewing in a virtual learning environment, a letter or permission from the owner can be requested. 

 In addition to the online learning theory and issue of copyrights, the importance of interactions between participants and the instructor, and participants with peers was interesting to note.  Learning is a social activity; therefore, we learn when we participate interactions and dialogue from others. Again, having participated in many online classes, I have often felt alone and on my own.  Especially, during distance education courses prior to the advent of the internet. Most of those experiences would consist of correspondence through the mail. So, interactions between the instructor and participant (me) were limited. Furthermore, interactions between course participants did not exist.  Interactions between the instructor and myself as well as my peers and myself increased as courses became online and virtual based. Simonson et al. (2015) reiterate that students should be engaged in interactions that involve real world problems and issues.  In their study, Vuopala, Hyvonen, and Jarvela (2016) revealed that students should be involved in collaborative group interactions. 

Things that concern me about virtual learning…

One issue that concerns me about virtual learning deals with instructors knowing their participants  or students well.  In the traditional classroom setting, where the instructor meets regularly with their participants, they get to know their strengths and weaknesses.  Instructors who know their students well can use teaching strategies and methods which best support their individual learning needs.  Without those important interactions which occur in the traditional classroom, I am concerned students may go without supports and accommodations which could allow them to master content.   

             My second concern is about those who may not be able to access virtual learning courses because they lack internet connections, technology, or devices.  The majority of these students would live in rural areas where internet or wireless connections are unavailable.  They may also lack the resources and finances to purchase data or devices gain the access needed for participating in virtual learning experiences.  For example, a student who is excelling in high school who would like to take a college or advanced placement course may not have access due to the fact they live in a rural area or low socioeconomic conditions.

Question I still have about virtual learning…

          With the Individual with Disabilities Education Act mandating access for students with disabilities, my question is how do schools, colleges, and instructors modify and accommodate those students with disabilities in a virtual learning environment?

References

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance:

            Foundations of distance education.  Charlotte, NC: Information Age Publishing, Inc.

Vuopala, E.  Hyvone, P., & Jarvela, S. (2016). Interaction forms in successful collaborative learning in  virtual learning environments. Active Learning in Higher Education, 17(1), 25-38.