5306+Course-based+Embedded+Hours+Log

=Course-based Embedded Hours:=

Assignment One:
Concepts of Educational Technology || Course-based Embedded Hours (see Appendix G) 6 hrs. ||
 * // Directions: //** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix G of the Internship Handbook., you are required to reflect on the assignments by completing a reflection in your course wiki/eportfolio that should contain a minimum of 300 words. These logs will be used to assist you in completing your EDLD 5370 Internship comprehensive exam final report. Students should use and cit their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).
 * Course Number:
 * EDLD 5306 ** || Course Name:

 Assignment (see Appendix G) || Students complete technology/leadership assessments and summarize (1) key ideas of the Texas Long-Range Plan for Technology in a table format, (2) the four strands of the Technology Applications TEKS and (3) two objectives/skills required in each of the four domains for a selected grade cluster. || Reflection/Learning: Focus reflection on the Technology Facilitator Standards and Performance Indicators. Use textbook references as well as two additional references. ( Minimum of 250 Words ) || After taking the Pre-Course Self-Evaluation, I quickly learned that I knew very little about the Texas Long-Range Plan for Technology. Texas Education Agency (2011), talks about the Long-Range Plan and where we are suppose to do by the year 2020. After learning about the Texas Long-Range Plan it helped me better understand that as educators it is important that we can demonstrate an in-depth understanding of technology operations and concepts, which is Standard I: Technology Operations and Concepts. The research I did to complete the chart helped me to understand the teachers, administration, and students roles in gaining knowledge on technology.
 * Description of the
 * Personal

I was somewhat familiar with the four strands of the Technology Applications TEKS, again using the TEA website I was able to get a better understanding of these four Strands. Standard IV: Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies played an important role here because by the end of the 8th grade year students needed to have specific things completed. Educators need to know what assessments and evaluations will help see if we are teaching the right things and if the students understand. Through this assignment and the survey, I learned my biggest strength is in the domain of Foundations and my biggest weakness is in the domain of Communications. With this information I now know what I need to work on to help my students understand. Armstrong and Warlick (2004), gives me new ideas on how to communicate with my students and they outline basic skills for “today’s students.” They are digital learners and we, as educators need to get on board with this and adapt to the change.

When looking at the two different skills required for each domain it helped me to understand what I should be teaching students in regards to technology. Which is Standard III: Educational Technology Facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. Williamson and Redish (2009), tell us even with all the information and planning to help students understand we, educators, still need to have professional development to keep up with the changing technology and needs of our students. This is very true because technology can change at a moments notice and we have to change with it for the sake of our students.

** Reference ** Armstrong, S., & Warlick, D. (2004). The new literacy: The 3Rs evolve into the 4Es. //Technology &// // Learning //, //25//(2), 20-28.

Texas Education Agency. (2011). Long range plan for technology. Retrieved September 5, 2011, from []

Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: what every K-12 leader should know and be able to do. Eugene, Or: International Society for Technology in Education. ||

** Assignment Two: **

 * // Directions: //** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix G of the Internship Handbook., you are required to reflect on the assignments by completing a reflection in your course wiki/eportfolio that should contain a minimum of 300 words. These logs will be used to assist you in completing your EDLD 5370 Internship comprehensive exam final report. Students should use and cit their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).

Concepts of Educational Technology || Course-based Embedded Hours (see Appendix G) 6 hrs. ||
 * Course Number:
 * EDLD 5306 ** || Course Name:

 Assignment (see Appendix G) || Create a blog and wiki reference document. || Reflection/Learning: Focus reflection on the Technology Facilitator Standards and Performance Indicators. Use textbook references as well as two additional references. ( Minimum of 250 Words ) || Before, I had no clue what a wiki could be used for and I thought that Wikipedia was unreliable and so were wikis. I am glad to say that I was wrong because now after completing this assignment I see the value in wikis. In fact I am in the process of creating one for my classes. Standard VI: Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice. This standard goes along with applying the wikis because we as educators need to understand what we can and cannot use and then teach our students the same practices. According to Williamson and Redish (2009), as facilitators we must make recommendations related to the healthy, safe, ethical, and legal use of technology in schools and by using wikis we need to be fully aware of what we and our students are putting on the wikis. Kruger (2003), tells us that students, along with their parents, have no idea about the right way to use another person’s materials (Kruger, 2003). They believe if they can download it, they can use it and this is false. We need to make sure the legal use of materials is being followed and if we are using wikis for our students, we need to make sure that they do not just copy and paste works of other people. Warlick (2007), talks about the role of the administrator and what they can do with a wiki. Warlick talks about three unique advantages of wikis: 1. Practical-Wikis allow for community collaboration, 2. Political-Wikis democratize Web participation, and 3. Timely-Wikis provide the most up-to-date content. This being said, one way for educators to get involved with wikis is to have administers modeling how to use wikis in the correct way and for other teachers who use them to do the same. Sharing information as we go is the only way for all of us to use all the technology out there successfully for our students.
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** References **

Kruger, R. (2003). Discussing cyber ethics with students is critical. //Social Studies//, //94//(4), 188-189.

Warlick, D. (2007). The executive wiki. //Technology & Learning//, //27//(11), 36-38.

Williamson, J., & Redish, T. (2009). //ISTE's technology facilitation and leadership// // standards: what every K-12 leader should know and be able to do //. Eugene, Or: International Society for Technology in Education. || Assignment Two: