EDLD5363 Web Conference Reflections

Web Conference Reflections

     Week 1       I attended the web conference on Sunday 11/13/11 at 6PM. I entered the room at 5:55, probably a little too late to ensure a spot in room. I will make a more concerted effort to be at least 30 minutes early for this conference. I was having so much trouble technically that I wasn't able to fully grasp the conversations. I apologize for not allowing enough time. I hope to attend at least two more conferences and post reflections in week 5.
           I attended the web conference Sunday 11/20/11. I thought that it would cover week two. But, I saw that it was mostly covering problems and questions about week one. I did get to hear some information about week two assignment. However I had to leave and edit my YouTube video, wiki and blog to show new cut version of digital story. I learned more tech tools to delete files from YouTube,  and re-post. I learned more about editing and narration on photo story.

Week 2     Now for the constructive criticism. I hope it comes across as such. The discussion boards are fun and interesting communicating with cohort peers, But the requirements for posting are confusing. There is too much conflicting information between syllabus, assignment, and overviews. I also find the web conferences a source of constant frustration. I understand the technology glitch part, but it is frustrating none the same. This week I tried to get on and was booted out once. I had to leave due to late conference start and parent conferences on another occasion. Read the wrong course document and planned on 6 PM time on Saturday, only to find out it was 10 AM (8 AM PST, my time). I will try and be there tonight, Sunday at 6 PM PST. I did get to about 30 minutes of one last Sunday and heard a lot about week one. I hope that I can start to enjoy these web conferences soon. My hopes are high.

Week 3              I attend the video web conferences at least once a week. I find them confusing at times. There is a lot of information. I hear the same questions asked numerous times. I am hoping that these conferences will prove to be more helpful. I continue to be hopeful.

Week 4               I still find the web conferences to be of little help. Tonight, Sunday's conference, I was disconnected three times before I finally gave up. I did hear that discussion board assignment was cancelled. I already submitted post and replied to one of my peer's quotes. So this information was not timely. I also heard that we are switching from EPIC to BLACKBOARD shortly. I still have hope that the web conferences will help me in the future.

Week 5             I attended the web conference on Sunday and continue to experience problems with connectivity. It is not a constant problem, but, has been for week one and five. I finally gave up after three times attempting getting back in room. I plan my weekly schedule around these conference times and have wasted valuable time that I cannot spare with my hectic schedule. I know that a graduate program is supposed to be rigorous and time consuming. I welcome that aspect. I do not wish to waste time. I hear people asking questions about assignments and work that should have been completed weeks ago. I understand that these questions need to be answered. I usually research any questions I have regarding course and get the work completed.

Lawrencer Wetjen

EDLD 5363 / ET 8038

Reflections Week Five EDLD 5363

     This course allowed me to explore new web 2.0 tools as well as some I have used already. I learned a little about planning and writing a script. I watched two partners in my group plan and create a storyboard from the script they were given. I learned how to use tools like DropBox and Rondee phone conferences. I used google docs to stay in touch with group and collaborate on PSA project.
     I enjoyed working with my group and everyone completed tasks in a timely and professional manner. I am proud of the final product we created.
     I attended the web conference on Sunday and continue to experience problems with connectivity. It is not a constant problem, but, has been for week one and five. I finally gave up after three times attempting to get back in room. I plan my weekly schedule around these conference times and have wasted valuable time that I cannot spare with my hectic schedule. I know that a graduate program is supposed to be rigorous and time consuming. I welcome that aspect. I do not wish to waste time. I hear people asking questions about assignments and work that should have been completed weeks ago. I understand that these questions need to be answered . I usually research any questions I have regarding course and get the work completed.
     I feel that I cannot reflect properly on my web conference experience. I do hope to learn to enjoy them in future courses. I have included reflections on each weeks' conferences in my weekly blog posts (weeks 1-5).
The URL is in my Wiki and submitted in EPIC.

Lawrence Wetjen  EDLD 5363 / ET 8038

Reflections Week Four EDLD 5363

     This week's schedule for our PSA project left me feeling like I was missing something. I felt there was something to be done and didn't know what it was. The time I had this week allowed me to reflect on the work that we were creating as a group. We continued to collaborate using Google docs, email, and phone conferencing. It has been a great experience working with my peers on this project.
     I still find the web conferences to be of little help. Tonight, Sunday's conference, I was disconnected three times before I finally gave up. I did hear that discussion board assignment was cancelled. I already submitted post and replied to one of my peer's quotes. So this information was not timely. I also heard that we are switching from EPIC to BLACKBOARD shortly. I still have hope that the web conferences will help me in the future.

Lawrence Wetjen
EDLD 5363 / ET 8038

Reflections Week Three EDLD 5363

     This week we began collaborating with our group for the PSA project. I really enjoy the collaboration part of these courses. Interacting with peers in my cohort is enlightening. I find the exchange of ideas and different perspectives most enjoyable. 

      I teamed with my partner from week 1 and 2 and another team of two joined us. We used Rondee to phone conference and google docs  and Dropbox to share ideas and documents. I think we are on schedule with our video production and I am excited to view the finished product.

     I attend the video web conferences at least once a week. I find them confusing at times. There is a lot of information. I hear the same questions asked numerous times. I am hoping that these conferences will prove to be more helpful. I continue to be hopeful.

Lawrence Wetjen

EDLD 5363 / ET 8038

Reflections Week Two EDLD 5363

     I have not had much experience using video making software. I used some with an old recorder about 25 years ago. My how times have changed. I was fascinated by the ease and simplicity of the software. There are so many functions and tasks that can be performed with them. I tried Pinnacle  (free) and Windows Movie Maker. I chose WMM and found in great. I really enjoyed the project and felt a sense of achievement upon completion.
     I find the collaboration with Nicole, cohort 23 peer, the most helpful. We can communicate and work through difficult aspects of the assignment. I am looking forward to collaborating with larger group for the Public Service Announcement Project in weeks 3-5.
    Okay! Now for the constructive criticism. I hope it comes across as such. The discussion boards are fun and interesting communicating with cohort peers, But the requirements for posting are confusing. Too much conflicting information between syllabus, assignment,and overviews. I also find the web conferences a source of constant frustration. I understand the technology glitch part, but it is frustrating none the same. This week I tried to get on and was booted out once. I had to leave due to late conference start and parent conferences on another occasion. Read the wrong course document and planned on 6 PM time on Saturday, only to find out it was 10 AM (8 AM PST, my time). I will try and be there tonight, Sunday at 6 PM PST. I did get to about 30 minutes of one last Sunday and heard a lot about week one. I hope that I can start to enjoy these web conferences soon. My hopes are high.

Lawrence Wetjen  EDLD 5363 / ET 8038

Reflections Week One EDLD 5363

            The assignment for the first week looked like it would overwhelm me. However, I found it pleasant and easy-paced. I am becoming more comfortable navigating through EPIC and my time management skills are being honed.

            The Digital Cookbook reading was excellent. I am ordering the download. I used the advice given regarding the 4x6 card helping to keep the story short. I love Mark Twain and the quote they used about not having time to write a short story is one of my favorites. It is rewarding for me to be able to edit my writing and make it concise and powerful.

            I really enjoyed collaborating with Nicole Wollford this week and look forward to working with her in the larger group in week 3-5. Her insight and peer review were most helpful. She kept the pace moving and the assignments were completed with time to spare.

            The use of the software Photo Story 3 was great. I really enjoyed the simplicity of it. This was my first time uloading to YouTube. My digital story My Journey to Butte Falls looked good to me. Each class I take gives me more expertise in the use of these digital tools. I find it stimulating and enjoyable. I cannot emphasize enough how much I have learned.

            I attended the web conference on Sunday 11/13/11 at 6PM. I entered the room at 5:55, probaly a little too late to ensure a spot in room. I will make a more concerted effort to be at least 30 minutes early for this conference. I was having so much trouble technically that I wasn't able to fully grasp the conversations. I apologize for not allowing enough time. I hope to attend at least two more conferences and post reflections in week 5.
           I attended the web conference Sunday 11/20/11. I thought that it would cover week two. But, I saw that it was mostly covering problems and questions about week one. I did get to hear some information about week two assignment. However I had to leave and edit my YouTube video, wiki and blog to show new cut version of digital story. I learned more tech tools to delete files from YouTube,  and re-post. I learned more about editing and narration on photo story.

Lawrence Wetjen

EDLD 5363  ET 8038My Journey to Butte Falls

Final Reflections EDLD 5301

I found EDLD 5301 Research for Teachers to be very informative and enlightening. The lectures, assignments, web conferences, and collaboration with cohort peers were very insightful. While they did raise more questions and at times I was confused on some points, I was able to research and answer these questions raised.

The lectures by Dr Elvis Arterbury and Dr. Steve Jenkins were very informative. The first week’s lecture explained the reasoning behind the formation of this course and its purpose. Dr Aterbury explained the difference between traditional research and the action research. The action research plan is a system of collecting data to address a problem. The action research benefits and improves schools and student performance. The lectures continued in the following weeks to explain questions that were cropping up during the course. The lectures also allowed me to focus deeper on my action research plan. They gave me a definite purpose for performing this research plan.

Both textbooks in this course were fabulous. I found Leading with Passion and Knowledge, to be very informative. It was well written and organized. It led me through the development of my action research plan. It also gave me an idea of what action is required to improve on my plan. The texts explained the purpose and the benefits of the action research plan. The authors went further to explain the process and benefits of becoming a lifelong lead learner.

My assignments for this course were rather enjoyable. I was anxious about the time required to complete these assignments. This anxiety was based on the previous course and my inability to efficiently navigate the courseware. The peer review and collaboration to change, revise, and improve our action research plan was of great benefit to me. I found that networking with fellow cohort members was rather enjoyable. The collaboration relieved some of the stress and allowed me to focus clearly on my plan.

The initial research I have been conducting has really piqued my interest and aroused my passion for this topic. I started with the usual electronic research and read though some professional journals that I thought would be helpful. The electronic searches revealed a lot of commercial enterprises. It did not reveal many research based, data driven practices or findings. I went about asking questions and was provided some local resources to contact. I have interviewed professors and faculty at Southern Oregon University. These people are currently involved in research on my topic and or implementing practices I will use in my action research plan.

Overall, I have found this class stimulating. I have a new found passion to become a better, leader, educator and lifelong learner. I am enjoying the networking of others in this field and learning what developments are out there. I look forward to actually reflecting on my own research and making decisions based on my own findings.

Fichman, N. D. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Harris, S. E. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press.

EDLD 5301 Week 4 Reflections

     This week the most important thing was the revelation that this program is giving me a higher level of learning. I am not just studying others ideas, but developing these ideas myself. These ideas are mine derived from research of others and myself, collaboration with peers, and assistance from Lamar faculty.
      I am finding this very exciting, and rejuvenating my passion for teaching special needs students. I have also found that peer collaboration is a fantastic tool for relieving some of the anxiety and stress. I am looking forward to the next week of EDLD 5301 and working with my peers in future classes at Lamar.

EDLD 5301 Week 3 Reflection

      I have learned that the more I reflect on the topic the clearer the focus. I have started to set up a network of people that are researching the use of assistive technology for reading. This should give me some insight into literature to review as well as some hands on experience with the topic and research in general..
      The topic is very interesting to me and I can work on this project as part of my job. It will improve the school and it inspires me. I find that when I see practical uses, and it is of interest to me, it becomes easier to accomplish. I am excited about the project.


EDLD 5301 / ET8038

Action Research Plan

Action Planning Template
Goal: To study the effect of text to speech and audio devices on success in the academic environment for students with learning disabilities in reading. Action Research Question: What academic gains will be achieved using technology to access instructional materials by students with specific learning disabilities?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Conduct search for literature and other sources of information on use of audio and text to speech applications to access instructional materials.	Self	Start: 10/18/11 End: 12/30/11	Internet searches, interviews with Southern Oregon University Disability Resource Center. Contact with BookShare, Oregon Department of Education Technology program. Textbook Publishers	N/A
Collect pre study data on target group.	Self	Start: 10/18/11 End: 12/30/11	AimsWeb benchmark and progress monitoring data. Oregon State Assessment scores in Reading, Math, & Science (OAKS). SWIS-Discipline referrals. Teacher interviews and observations	N/A
Implementation of assistive technology in classroom for use by target group Continual review of study to revise and analyze data and plan.	Self, administration, general ed teachers. Self, site mentor, PLTs	Start: 1/3/12 End  12/15/12 Start: 10/18/11 End: 12/15/12	e-readers, MP3 players, laptops & tablets with text to speech applications. Audio text discs State assessment data, grades, teacher reports, discipline records, AimsWeb data.	Progress monitor with grades, interviews, review of student discipline referrals, teacher reports. State assessment data will be taken  three times during each school year.
Collection of post study data	Self, site mentor, gen ed teachers, PLTs	Start: 11/15/12 End: 12/15/12	State assessment data, grades, teacher reports, discipline records, AimsWeb data.	State assessment scores in core subjects, teacher reports, discipline records, student interviews. Grades, AimsWeb data.

EDLD 5301 Week Two Reflection

          I have a clearer understanding of the process of the action research project. It is an evolving project. It will take some time to narrow the focus of the project. I realize that there are many tasks that are required in this program that I directly link to my work. It does make it relevant and exciting.

Action Research Plan

                As the special education director I attended a recent state conference of Special Education administrators. I was fortunate to attend two sessions on assistive technology and have been inspired to wonder about a certain topic. What academic gains will be achieved using technology to access instructional materials by students with specific learning disabilities?

                Our small district has used the Response to Intervention (RtI) model for identification and eligibility for special education services. We have used direct instruction in small group settings for students identified by beginning year benchmarking. We adjust interventions by analyzing data from weekly progress monitoring at PLC meetings monthly. The district has invested a substantial amount of resources when we implemented RtI five years ago. We had interventions K-12 in reading, writing, and math.

                Last year we started to see a reduction in funding that resulted in the scaling back of interventions 8-12. The new Oregon diploma requirements have not made removal from core and elective classes feasible either.

                When I looked at the high school students’ progress in the interventions I did not see great gains. There were annual gains of 5 words correct per minute. There was also a rise in accuracy and comprehension. But, with the economic crisis we face, we must make a change.

                I am wondering if text to speech applications on laptops and notepads, MP3 players, and iPods will increase student achievement. I have two students that I will start this project with. A 9^th grade girl and 10^th grade boy. Both are well below grade level in reading and it affects them across curriculum. They both have numerous referrals for behavior. The main purpose is to allow these poor readers to access the core curriculum by means of audio as well as print text.

                The two students would benefit by allowing them access to instructional materials and academic success. Academic success might lead to increased self esteem, resulting in fewer referrals for behavior. The teachers and staff would benefit by reduction in referrals and more instructional time. If this is successful, the rest of the students identified with reading disabilities would benefit by increased access to core curriculum. The school would benefit by increased graduation rates. There is no end to the benefits from gains in a student's academic success.

Weblogs for Accountability

    "With so many families online today, it makes sense to harness the Web as both a communications and instructional tool." (Hendron, 2008, p. 24)

     The information and the speed at which it can be delivered, and the vast audience it is delivered to is amazing. As Hendron suggests, we must harness this resource. We as teachers and administartors have many groups to which we are accountable to. The weblog is a fantastic tool to publish information to students, teachers, community members, school board members, and parents.

Hendron, J. G. (2008). Rss for Educators, Blogs, Newsfeeds, Podcasts, and Wikis in the Classroom. Eugene, OR: International Society for Technology in Education.

Action Research Plan: First Steps

The most relevant difference between traditional research and action research is the source of the remedy or solution to the problem in study. In the traditional study the outside researchers are the experts and give solutions to our problem. With the action research model we, the ones looking at our own individual problems devise a plan to solve the problem. In this plan we would take the literature and research out there from the experts, review and analyze this information. Reflection on new and past knowledge and experience will be shared with other peers and stakeholders.

The self reflection piece is exciting for me. I believe and practice self reflection in my life daily. It is my way of staying on track and correcting my course before I stray too far off the intended path. I find it relaxing and rejuvenating mandatory for my physical and mental health.

When I started this graduate program I asked the district superintendent to be my site mentor. He wasted no time in stating that he would like to see how technology could be implanted in our learning interventions. We have district wide interventions in writing, reading, and math. These interventions service struggling students in general and special education.

I am currently at a Special Education conference in Eugene, Oregon. I have heard many exciting innovations in technology in the field of text to talk applications for e-readers and scanners. I had the opportunity to delve deeper in existing technology as well as sources of funding and support. I will start my reflections and literature review and develop a more precise and exact action research plan when I return home. Look for more posts updating progress and results of my plan.

Fichman, N. D. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.