Internship+5388+-+Week+4

During the week four web conference, students asked questions in reference to completing their internship. Many seemed in fear of not successfully meeting the criteria for graduation. I asked a question in reference to submitting my documents. My question was answered by both Dr. Abernathy and Dr. Mason. I now just need to finish all of my work so that I may graduate.
 * __PART 4.1: WEB CONFERENCE__**

**__PART 4.3: EDLD 5363 - VIDEO TECHNOLOGY AND MULTIMEDIA__** In Video Technology and Multimedia, the course-embedded work allowed me to cover the following standards: Standard I, II, III and V. In this course I envisioned learning to make videos that I would be able to implement in the classroom. The course allowed me to learn much more. I learned to make digital photo stories using Photo Story 3 through Microsoft. With this one can tell a story using text, music, and narration. Digital photo story telling is a great way to allow others to see something of importance to you using photos. I then learned how to make a video using Windows Movie Maker 2.6. This enabled me to learn how to create a video, post it to a free video sharing site such as teacher tube which allows others such as my students to learn through visualization and audio by viewing the site's video. Given this, one could also create other videos such as a how to or an experience. This process allows one to use photos, video, music, and narration. The course also allowed me to collaborate with a group of students in making a PSA video. This was a great experience considering it was all through distance learning. My group was able to collaborate well through our Group Project Page. Overall, the course gave me more knowledge as to multimedia video creation for various sorts of use.
 * __PART 4.2: COMPREHENSIVE EXAM__**

Learning to use multimedia videoing resources will help me to reach my students and hopefully teachers in my school. I will be able communicate electronically through wikis, blogs and internet video posting sites such as YouTube or teacher tube. Almost all students have internet access at home allowing them to catch up on material missed. In my school I will be able to give students instruction, catch them up on missed material, or even offer extra tutorials through videos. I will also be able to show examples through my work of providing correct copyright. For example at the end of our group project we provided all copyright. We listed all people used in the videos and the following links for our storyboard: The image of "Peace" for the storyboard was taken from this website: [] The image of bullying for the storyboard was taken from this website: [|http://images.google.com/imgresimgurl=http://livesafely.org/images/bully.jpg&imgrefurl=http://livesafely.org/personalsafety/dealbullies/&usg=__plQHpuUA8Pq2S1n0A6smIpzRrdc=&h=226&w=210&sz=16&hl=en&start=2&sig2=fDco19BpDQnnclSxNf9Jlg&um=1&tbnid=SQvz7VGHD37lHM:&tbnh=108&tbnw=100&prev=/images%3Fq%3Dbullying%2Bpeople%26hl%3Den%26rlz%3D1C1CHMA_enUS332US332%26um%3D1&ei=kI49SsjuAaPMM7uyjMUO]. I can also give instructions to teachers through videos posted to teachertube.com for reference. Teachertube.com is great because it is not a blocked site at my school. Teaching in a school and knowing how to implement technology is huge for today’s generation of students. Multimedia videoing is relevant in that teachers and students can know where we are, what we are doing, and provide extra information for reference.

Although I have learned to make quick videos and photo stories, I find it difficult to add narration and music at the same time using Window Movie Maker 2.6. I asked the professor during a web conference for assistance but I was still unable to find a result to my problem. During my group project I also struggled with using Audacity. I had difficulty cutting the man's voice narration I created for the video. Another student helped me complete the narration. I still continue to struggle with music and narration editing. My group worked well together through our page and Google chats. We probably could have had more Google chats and made each of them shorter. It seemed that sometimes we took to long to agree. When we voted on our wiki site it seemed to go much smoother than Google chat, that way one is either for it or not. Considering we were pressed for time, I was teaching summer school, going in and out of town, and taking care of my family I was still able to learn more than I ever knew before. I would say that time crunch and summer vacation prevented me from completing the task of learning sound and narration override the most. Since I was out of town my resources were limited. Overall, I found that Photo Story 3 was much easier to work with than Windows Movie Maker 2.6 and Audacity. Other than that, I found no problems with editing videos and adding text.

I was not always successful because as mentioned before I struggled with adding narration and music. My group did complete the assignment but it I feel it was not to par. I did discuss my project with other distance education students Week 2 Group Discussion, but I found that my digital photo story was still much easier to complete than the group project. The Photo Story 3 software was easy to work with. It is very user-friendly. Digital photo story telling is quick and easy if you have all of the photos that you want to upload. Window Movie Maker 2.6 was much more difficult for me to work with. I did feel discouraged when trying to implement music and narration at the same time. Group members were able to fulfill different areas of video editing as seen on our site Group Project Page allowing us to create a video through distance communication and participation during a holiday weekend. This was encouraging and quite a different experience. We allowed anyone to complete any part of the project that they desired as we all voted at the end for which we felt were best for the video. If we could do the project again, I think we should consider a different topic that has more outreach. The topic and video did not seem to be too relevant to what we are working with in today's society.

The course-embedded work showed me that I am not as tech savvy as I thought, and I sometimes required my professor, academic coach, and husband’s help. I now know that I can upload mp4 to YouTube much quicker than wav. I struggled much with uploading videos because I felt it took too long and I did something wrong. With mp4 I was able to download quickly and it worked well. Google was a major part in my research. It often helped. Knowing this I can now upload videos quickly for other students and teachers in my school where I work. Overall, I have found that my attitude towards technology has grown much more since deciding to work on my masters. I felt that if the students do not want to learn with old methods then I have to learn the new ones so that they can be reached and learn. I enjoyed working with group members, and I hope to find a group of co-workers to collaborate with me in some type of same multimedia outreach (Standard V). This summer after I complete my master’s degree I plan on using Audacity to cut music for the cheerleaders and school dancers. I think this will be a good project for the month of July.

__Readings/Discussions: __ "Media is the language of kids," Torres adds, saying that students who may not take to learning by reading a textbook or listening to a lecture often jump at the chance to understand complex concepts by presenting finished products in the form of a film or a Web documentary or a Microsoft PowerPoint presentation. With this being stated, I have found this to be true. Through college, power point presentations were essential in my classes. Almost every class professor either gave or expected us to give power point presentations. Some professors would lecture which I found difficult because power points directly give an individual what is needed to know rather than having them guess what notes to take. Listening to lectures can sometimes be good depending upon the speaker, while presentations can be boring if not made correctly or the presenter is completely lifeless. Depending upon what material is being covered, and what is essentially needing to be known should determine the format of giving the material. We must keep in mind though that students love to be engaged and pure lecture usually does not keep engagement.

Edutopia. (2002). Multimedia serves youths' desire to express themselves. Retrieved on April 19, 2009, from http://www.edutopia.org/print/980.
 * Multimedia Serves Youths’ Desire to Express Themselves - Edutopia **

This is a quote I found interesting and captivating, written by Andrew Garrison. He states, "Media production engages and excites; it leads to unexpected discoveries, increased self-awareness and esteem, sharpened critical thinking, analytical skills, group work skills, and ability to communicate ideas. Media production demands writing and rewriting, research, group effort, and clarity of thought" (1999). I personally feel that my self-esteem and self-awareness has grown just from week one's assignment. Next year at my school the district is providing websites for all teachers. I am extremely excited to get my website going for my students. I teach high school mathematics, and I find that Garrison gave me such great insight to what it feels like to make a video. I will probably have my students create a video that pertains to mathematics and their career. This will allow them to work in groups having to use critical thinking and analytical skills. I know this will engage them. I can see it being frustrating at first for them, but these students are tech savvy and I do not see them giving up.

Video Basics and Production Projects for the Classroom - Andrew Garrison Garrison, A. (1999, Winter). Video basics and production projects for the classroom. //Center for Media Literacy//. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html.

"Storyboard- a panel or series of panels on which a set of sketches is arranged depiction consecutively the important changes of scene and action in a series of shots (as for film, television show, or commercial)." It was not until I took this class, did some reading, and worked on videoing myself did I understand the importance of a storyboard. I've yet to work with something complicated enough such as a movie to involve a large story board, but as a group project I have learned how story boards help with the flow of making the video. It's like a rough draft that is much easier to edit than that of a movie or even a one minute video. It's a quick outline with much more visual. Overall, I've found that story boards are a great way to get my students to start up the outline of a video while making it easy for me to see where they are heading. Center for Educational and Training Technology. (2006). Success is in the planning. Retrieved on April 9, 2009, from http://www.create.cett.msstate.edu/create/howto/Storyboard_Handout.pdf.
 * Success Is in the Planning - Center for Educational and Training Technology **

"Have you ever had this experience? You grab your new digital camcorder (replete with the latest features) and happily shoot that wonderful family event or vacation. Only later do you realize that the video footage was too dark, or the video quality was terrible. Isn't that a terrible feeling? What makes it worse is that you can never re-shoot that video as the happy moments are now gone." You know, I find this funny because I believe we have read this article before or one very similar. Well, my husband just bought me a new camera with many features. What do I do? I took it out of town to take pictures of my husband's grandparent's 50th anniversary and screwed up some of the important pictures. These are cherishing pictures that I can no longer take again. The lighting was horrible, I did videos instead of pictures, had the camera on auto which takes pictures too slow compared to the fast button I just recently discovered. You would think I would have caught all of this. So this quote is like a slap in the face to me. I definitely should have known better. I know I can edit some of the photos but I can really fix the videos to what I want.

Desktop-Video-Guide. (n.d.) Guidelines for shooting quality video. Retrieved on April 22, 2009, from http://www.desktop-video-guide.com/shoot-video.html. I find Randy Nelson's video engaging. He's a good speaker. He spoke of collaboration. To me I find working in groups as different ideas. Collaborating is giving a group a chance to gather all material and ideas and bring them together. You can work in a group and have one person do all the work or collaborate together. This is hard for my students at school to do. Collaborating is a foreign language to some. They are used to having one individual do all of the work. It also depends upon the task given. If you give something simple not much collaboration is needed. If you give them a challenge you can guarantee theirs going to be some collaboration.
 * Guidelines for Shooting Quality Video - Desktop-Video-Guide **

Learning and Working in the Collaborative Age: A New Model for the Workplace - Randy Nelson Nelson, R. (2008). Learning and working in the collaborative age: A new model for the workplace. //Edutopia//. Retrieved April 23, 2009, from http://www.edutopia.org/randy-nelson-school-to-career-video.

__** PART 4.4: EDLD 5365 - WEB DESIGN AND DEVELOPMENT **__ In Web Development and Design, the course embedded work touched the following Technology Standards: I, II, III, and V. From this course I have found that my school does not have that detailed of an Acceptable Use Policy (AUP). I decided to further research this and found two different answers. One person stated that she was the first in the district to create a school webpage for my school so we did not have an AUP. The second person stated that the AUP is vague for a reason. He said that if it had more guidelines then there would be too much questioning from others as to what is or is not allowed. Creating an AUP in the course was a bit difficult because of the lack of detail in the district’s AUP. I looked at other school’s AUPs and used my personal experience to implement additional guidelines that I felt were necessary. In Web Development and Design we also developed a plan and design for a website. We used two free online sources to help us implement the websites. I personally feel that the course embedded work was not too helpful out of all the Technology Leadership courses. I did like the fact that we used a WYSIWYG. They did give me the knowledge of knowing there are resources out there that offer this without having to actually know how to code. I do have a few issues that I find puzzling. I do not fully understand why we used newschoolspaces.net. I did not find the program as to resourceful. I believe Schoology offers the same general idea, but much more user-friendly. I could have possibly missed the point of using newschoolspaces.net. For further research I would like to find more WYSIWYG programs. __Readings/Discussions:__ If I had 90 days to build a website, the first thing I would do is gather my team. Once I have done that I would then move on to appointing each person to a designated are of the site. Some of the areas that I find need to be done immediately is school contact information and departments. Each department should identify the teachers and their emails. Each teacher should have his or her own page with certain items listed. These items should consist of her tutorial days, times, email, phone number/extension, educational background (optional) and any other information she feels relevant to her class that may be legally posted. The website should also have the schools extracurricular activities along with each coach and sponsor who oversees the activity. There should also be a section for parents to log in and view their son or daughter's grades and attendance. Students should be able to access their email from the homepage, and most of all extra resources that could be beneficial to their learning needs. According to Solomon (2007), "We can take advantage of the features that new tools offer and tap into students' natural affinity for these tools in order to create learning experiences that expand their worldview and enhance what they learn." Using the school website is a great opportunity to provide such information to the students. Solomon (2007) continues with, "Specifically, the features are interconnectedness, immediacy, interactivity, communications, and community. These are the very features that keep global businesses competitive and workers in jobs." With this said, in part of my 90 days I would like to get student and teacher feedback as to what other pages might they find as resourceful to student and community members. Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools//. Eugene, OR. According to the readings the information I found most useful was in the clarity given from Shirley Kaiser (2006), who states that concise instructions are the way to go. She gives an example in Figure 5.9. Often on websites you find areas in which you have to fill something out as confusing. You think you've entered everything but in fact you hadn't. You received a red asterisk stating that information was missing. This can sometimes be frustrating. This book gives little reminders similar to the one just mentioned that helps keep beginning web designers reminded of minor details. She did also show an example in Figure 5.7 that can avoid the annoying asterisks stating you forgot information. The figure shows to mention at the top of the error the reason for the error. This is quite helpful to the user. With this said, anything dealing with user-friendliness is a must in the consideration and development of any website. I do not have a programming background. I do however have a MySpace background. When I was fresh in college, MySpace became a hit. I would create and edit all that I could. I would spend hours doing this. I loved it! It was sort of an obsession. I then got rid of my MySpace when I was about 21. I haven't touched HTML since then. This past week was a challenge for me. Seeing some of the coding I once used was very difficult to recall. I became a bit frustrated with Amaya. I then became intrigued, and wanted to learn the coding again. Amaya used some coding that I was not used to such as 5em rather than px, etc. I am sort of glad we were given the assignment because it brought some memory of coding back. I do not think I can learn coding quickly. I do although think that I can learn to help maintain and manage within a decent amount of time. I hope to learn more on this, but in the meantime I get the just of it. Blogging is not used in my school. According to Soloman and Schrum (2007), "Readers can reply easily and thus participate in a discussion in which they share knowledge and reflect on the topic. To me it seems like common sense to be able to apply this in schools. Recently my school has formed new committees, and rather than emailing "reply all" back and forth ten million times a blog or wiki would help. The problem with a blog or wiki is that our school has blocked practically every site that allows blogging. Using a wiki would allow teachers to collaborate in various areas of education. Soloman and Schrum (2010) state, a wiki, "is where the similarity to traditional Web page ends, because a wiki allows readers to collaborate with others in writing it and adding, editing, and changing the Web page's contents at any time. When I asked the lead tech of the district why can we not use wiki and blogging sites he stated that they have no educational value because they may also be used for other instances outside of education. In other words, the sites are not primarily for educational purpose.

Soloman, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools//. Eugene, OR: International Society for Technolgoy in Education.

**__PART 4.5: TECHNOLOGY STANDARD VII__** Standard VII – Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for PK-12 schools. In Web Development and Design, I had to create an Acceptable Use Policy for a school website. Along with the AUP, and other course embedded work, I had to create a budget for launching and maintaining the school site. This falls under standards A.1 and A.8. During my entire master’s program I have created budgets and designs that are relevant to Standard VII during my course embedded work. My internship has allowed me to work with others under this standard. I have attended a few technology meetings that required us to discuss and plan how to use $50,000 within a month’s time. We had to go through the wish lists of different departments, and analyze what would be beneficial the most. We discussed upgrading old computers with more memory, providing LCDs for the band department, buying a portable computer lab, purchasing Ipads, etc. In other technology meetings not in relation to the $50,000 we discussed how we would develop a document that allowed teachers to troubleshoot their technology accessories when they move rooms at the end/beginning of the year (A.6). We also had to create a document that showed teachers how to back up their data to put onto another computer in a different room. One last important discussion we had at a meeting was creating a team of people predominately for fixing tech problems. We were thinking of calling the team the “Geek Squad”. I do not find anything puzzling in reference to Standard VII, but I would like to further research ways in which I can better technology downtime when tech resources are not working properly.

Standard VIII – Educational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision. I would say the most important part to Standard VIII.C.1 states to discuss issues relating to building collaborations, alliances, and partnerships involving educational technology initiatives. Now, I could be reading this incorrectly, but the first thing that comes to my mind is wiki, blog or Schoology. As you can tell from my previous writings, I have fallen in love with the three. I think that these are collaborative methods that allow for partnerships in educational technology. In Multimedia Video Technology, we used Wikispaces and Google Chat to collaborate for our project. We were able to cut and edit each other’s ideas with greater ideas (D.2). During Teaching with Technology we too were able to collaborate through a Google Groups, Docs, and Site. The three resources from Google are what successfully got us through our course. All of the above sources meet standard E.1 allowing us to participate in a significant field-based activity involving experiences in instruction program development, professional development, and managing change related to technology use in school-based settings.I do not find anything puzzling in reference to Standard VIII, but I would like to further research ways in which I can develop a shared vision on my team that they would take seriously.
 * __ PART 4.6: TECHNOLOGY STANDARD VIII __**