Comprehensive+Exam

= = =Educational Technology Leadership = =Karen Buerkle = =Lamar University =

In the quest to become an educational technology leader, it is my focus to share my abilities and knowledge with those in the teaching field whether in the role as a teacher or as a technician whose main purpose is providing services to others. While my resume is quite diversified it clearly shows the abilities I have acquired over the years. My strengths lie within the technology field and the knowledge gained from computer-based positions I have been privileged to hold.

**Position Goal**
Having been employed with Weatherford College for a year, I find the information I have learned in the Educational Technology program beneficial to my particular career position as a Web Designer and technology assistant. Although I do not play the role of a high school teacher or college freshman professor, I do find many opportunities to instruct administrators, secretaries, and teachers about the technology within the college website. At present time, I am unsure how my role will evolve after the completion of my M.Ed. degree, but I do look forward to the possibilities. After working as a Graphics Manager for sixteen years for another community college I have learned not to be so focused on a single career choice that you overlook what future opportunities may present themselves on the horizon.

Leadership Goal
In the past twenty years, technology has mimicked the ebb and flow of an ocean. Technological developments have surged upon our society, while others have been washed away. The waves that have surged into the educational field have overtaken the gates like a tidal wave. As young twenty first century students begin their educational journey, teachers have found they are immersed in a digital world and challenged to present new lesson materials revised and edited for a new technologically-driven student population. Marc Prensky (2001) offered his interpretation, “They are native speakers of technology, fluent in the digital language of computers, video games, and the Internet…. Our students, as digital natives, will continue to evolve and change so rapidly that we won’t be able to keep up” (p. 1-2).

Today’s generation of instructors Prensky (2001) also labeled as “Digital Immigrants” struggling to learn the technology that is so eagerly accepted by their students. In many scenarios, students are instructing teachers on classroom technology that is used in their classroom settings.

This challenge not only affects K-12 grade levels, but also higher education levels with similar instructors struggling to comprehend this new educational technology. Students are first introduced to the new technology in the grade school levels, yet they sometimes find community colleges struggling to upgrade to the new state educational agencies’ standards required of them. In essence, technology affects all levels of education. No matter what role you find yourself, there will always be the need for trained educational technologists.

**Vision of Educational Technology**
As mentioned in the //2011 Horizon Report//, “The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing” (p. 3).

Today’s population is immersed in a massive wave of technical products in this century. An assortment of mobile devices of every kind is now available and flooding our markets with products such as the Kindle, iPad, iPod, Nook, and more. Books, magazines, and other reading materials are readily available to download to your electronic device of choice. Libraries are presently changing their shelves of dusty periodicals into drawers of DVDs and online research materials. Computer systems housing digitally archived information are presently shared between several community libraries at one time and available twenty-four hours a day. No longer will anyone struggle to get to the library before closing time!

Williamson and Redish (2009) seem to sum up the ongoing frustration in this manner, “In an era when the needs of students are rapidly changing, schools are not providing digital-age learners with the types of environments that parallel the connectivity and social interaction patterns that they are accustomed to outside of school” (p. 57). They continue with, “This disparity threatens to alienate youth further and encourage the already growing student perceptions that schools are outdated and irrelevant to their interests and goals” (p. 57).

With this digital emergence, the mass population expects to learn, what they want to learn, and when they want to learn it. Companies struggle to keep ahead of public demand as new versions of software and products repopulate the shelves every six months. It is common to hear the frustrations of consumers and students alike when digital connections are not available or devices are not suitable for the higher technology data feeds.

School desks of the past equipped with convenient storage bins underneath your seat are now replaced with laptop computers loaded with all latest academic software and programs needed for the academic year. Wire-bound calendars have now transitioned to various electronic versions that can be downloaded to your iPad, computer or cell phones, keeping your busy schedules up-to-date on all your electronic devices. Homework is now shared between a variety of personal devices eliminating the popular my-dog-ate-my-homework excuse.

As with all changes and developments over the centuries, we find that we can never reverse the flood waters of advancement. The //2011// //Horizon Report// concurs that, “These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.”

** Self-Reflection **
Although the past eighteen months have seemingly flown past, the hours I have invested into this program and the development of the Educational Technology skills will be forever etched upon my brain cells. Having worked harder for this degree than any other goal I have set for myself, my knowledge has increased two-fold about my strengths and weaknesses; the technology that saturates our everyday lives; my leadership skills and abilities; as well as my attitude towards it all.

**Myself**
In reflecting on the beginning of this master’s degree program, it is hard to believe that I have come so far in this journey. I remember so vividly a group of disgruntled college employees deciding to take a positive action to better their employment status. I searched for months for interesting master’s degree programs that would not cause financial ruin to my family or myself, as well as obtainable before my 100th birthday!

Although I was not trained professionally as a teacher, I have had many opportunities to teach, whether directly related to my career or in my personal life. At one time, I had aspirations to become a special needs Art teacher. But my career choices took me down a different life path. As Graphics Manager and presently Web Designer, I find my present role is supporting teachers in the college educational arena.

**My Attitudes**
The insecurities in beginning a master’s degree program, especially in an educational field that is somewhat unfamiliar to me, found reassurance in class subjects such as Multimedia, Video Technology, Web Design, and Digital Graphics – subjects that were familiar after all. As I’m not accustomed to turning away an opportunity to improve my working skills, I proceeded with optimism.

**Technology & Leadership Skills**
In the very beginning of this course, the subject matter seemed to be easily understood and the class work assignments were quite enjoyable. In consideration that there are no children residing in my home, learning about school systems and how they function is a completely new and fascinating subject. In the research about current technology for all age groups, it was surprising to learn of the struggles within the classrooms. Students embrace technology, knowing no other methods while teachers struggle to learn the new technology and keep pace with the new twenty-first century learners.

With this new discovery, it was role was clear that I would play in this rapidly advancing Educational Technology field. Technology has always seemed to be an easy subject, even though my skill level can be traced back a few years. As the responsibilities of Web Designer has presented itself to my present career, the knowledge gained from my studies in this program are now readily available to share with new colleagues who are teachers. The information presented about the educational field has also been helpful in college planning committees that attempt to predict what is needed for digital classroom instruction. As K-12 schools attempt to update classrooms with twenty-first century technology, colleges and universities are also struggling to provide high-tech Web 2.0 tools and gadgets for new students who will be expecting their availability in their higher education pursuits.

Six Influential Courses
In reflection on the many months of consistent and dedicated study for the Educational Technology Leadership Master’s program, I am still impressed with the progress made throughout the program. After all of the courage and determination it took to reach this point, the results proved that much is to be gained when you do not lose sight of your end goal.

Selecting the most influential six courses proved to be easier than I first thought. All the courses in this program are useful in their own unique ways, but some stood above the rest. The classes provided excellent hands-on learning experience, and they will certainly be useful in my goals to become as a Technology Facilitator.

The six courses that were chosen were: >
 * 1) EDLD 5306 / Concepts of Educational Technology
 * 2) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">EDLD 5364 / Teaching with Technology
 * 3) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">EDLD 5366 / Digital Graphics & Desktop Publishing
 * 4) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">EDLD 5363 / Multimedia & Video Technology
 * 5) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">EDLD 5388 / Web Development & Design
 * 6) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">EDLD 5345 / Human Resource Management

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;">EDLD 5306 / Concepts of Educational Technology
<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">EDLD 5306 marks the beginning of a journey that will take me from a well-adjusted career in the Graphics/Advertising field to a more informed advocate of technical support for educational instructors. This class also provides a better understanding of the Texas STaR Charts and the twenty-first century students’ educational needs.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Having no knowledge of the struggles within the educational system, my eyes were soon opened to the reality of our classrooms. I have learned that, although my knowledge of technical systems and computer technology is at an advanced level, my ranking was that of a digital immigrant. As Prensky’s (2001) shares in his writings, “Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are, and always will be compared to them” (p. 1-2).

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Also found in this ranking would include those that still have one foot in the past and one foot in the future. While there is a slight advantage in having knowledge from the past, some time-wasting habits still exist that, for some, are hard to break (i.e. printing out all my assigned readings to study and highlight with a marker).

<span style="font-family: 'Times New Roman',Times,serif;">EDLD 5364 / Teaching with Technology
<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Teaching with Technology introduced a number of online tools while promoting a collaborated work atmosphere between class members. Effective Web 2.0 tools are used within the corporate world, as well as in an educational atmosphere. Technology tools such as Google, wiki’s, blogs, rubrics, graphic organizers, and self-assessment tools are just a few of the examples of products that are useful to instructors and students alike. As Pitler’s, et al. (2007) research stated, “By using technology with effective instructional strategies, students’ motivation and achievement should increase” (p. 90).

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> With this type of collaborative atmosphere and using specialized types of software and web tools, I found the possibilities very exciting. Working in a collaborative team with members that were scattered across of the state of Texas will be a memorable experience. The process reinforced the idea that anyone could instruct a classroom of students no matter what their central location might be, whether rural or interurban, giving a much broader perspective on the homework assignments. Watching YouTube presentations about classes in Alaska and how they are able to collaborate with other schools within their remote location was fascinating as well as informative.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Our creative assignment using the CAST UDL’s e-book builder, was of particular interest because the tool allows teachers to easily create online multimedia lessons, or “books”, using a variety of instructional strategies to address multiple learning styles. Having concentrated on a third grade audience level and learning a new software package to build the presentation, my strengths were evident in manipulating software; however, my weaknesses were also apparent in attempting to gear my presentation’s verbage toward a third-grade class level.

<span style="font-family: 'Times New Roman',Times,serif;">EDLD 5366 / Digital Graphics & Desktop Publishing
<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> In considering that this class is teaching about a field in which I am currently employed, I felt quite comfortable in the multimedia concepts that were being taught. Our assignments called for creating a logo and a newsletter, and I knew that my expertise would finally work in my favor because I already understood the importance of knowing your projected audience and developing your newsletter to appeal to that particular group.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Because of I do understand the various media tools used, I know these specialized educational tools and the software classrooms will be very useful for creative instructors in the educational field. Patti Shank (2010) shared her understanding of the subject by stating, “Designers need to select media only when it supports a learning need. It is far more effective to build a well-executed single-media instructional materials than poorly executed multimedia” (p. 90).

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Experiencing the integration of animation into an online newsletter using Adobe Flash is a new concept for this Graphic Artist. Finally, after having this software on my computer for a very long time, I was able to seriously experiment with all the techniques this graphics software had to offer.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">This course and the lessons taught were thoroughly enjoyable and it reminded me of the importance in providing links of communication to our prospective audience that both instructs and entertains. What we produce, whether on paper or on a computer screen, provides a visual arena with a three-second window on who we are and how we present ourselves to others.

<span style="font-family: 'Times New Roman',Times,serif;">EDLD 5363 / Multimedia and Video Technology
<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Although my current career involves multimedia, it does not include the field of videography. The planning and production segment of this class was very time consuming; likewise was finding the appropriate user-friendly software for our collaborative team. However, the final project proved to be well worth all of our efforts.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Much is learned in this course about the collaboration between a classroom of students and teachers as we focused on pre-production, production, and post-production. Each member of our team took on the different roles of videographer, graphic designer, and writer, as we learned to collaborate together as a team for a common goal. In using Google’s chat program, we were able to assign meeting times to discuss ideas and problems that may have developed in our separate production assignments.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> In consideration that team members were using both Mac and PC format, extra care was needed in our file development to be able to share our editing responsibilities. In the investigation and search for various FREE video products on the market, our efforts proved to be enlightening in themselves. Software programs contained various buttons and whistles that promised to make our editing life a breeze, but all had various levels of expertise requirements. The collaborative group’s decision was narrowed down to the features in iMovie and a star was born!

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">“Although multimedia can provide opportunities for improved learning, it can also be ineffective, even detrimental, when implemented poorly.” (Shank, n.d., para. 9) Throughout our coursework, we have concentrated on how using the new technology available can support education for diverse learners. Unfortunately, there are many well-meaning people that do poorly in using multimedia tools. However, in using a collaborative effort in classrooms, much can be learned by the teacher and the students alike.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">As collaboration has proven to me to be an essential tool for educational leaders, Solomon and Schrum (2007) explain that, “The old way of doing things is presentation-driven; information is delivered and tested,” and they further emphasize that, “The new way is collaborative, with information shared, discussed, refined with others, and understood deeply” (p. 20).

<span style="font-family: 'Times New Roman',Times,serif;">EDLD 5388 / Web Development & Design
<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">In reflecting upon this course, the subject information provided background on website development. I am now the primary Web Designer that reconstructs and maintains the website for a college campus and three satellite educational centers. Although I worked as a Webmaster at the community college at which I was previously employed and now work as the Web Designer at the college at which I am currently employed, I was not present when either of their websites were planned and developed. The exposure to the three competency areas of website design and development in this course, as well as site administration, proved to be very helpful in visualizing an overall picture of web design.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">We learned about many tools within this course with which I was not familiar, including surveys, parent and student portals, wikis, blogs and other social media, as well as support for online learning through podcasting. I found that these are essential tools for today’s teachers to use in their classrooms and for our students to access. According to Rhoades (2009) “Today's faculty members (elementary through college) are using podcasts, wikis, chat rooms, online curricula and virtual realities to help students become successful in the classroom” (p. 24).

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Great emphasis was focused on the required school policies support material and guide documents that offer direction for website development and web publishing. Policies that I follow and would implement in any classroom setting would include making sure all website content has a consistent look and feel, that it follows a content style guideline, has consistent navigation abilities, and communicates a message consistent with the campus and district goals. Without these types of guidelines and firm policy support, the website can easily become disorganized and inconsistent in the information that it relays to the public as it is developed and updated. Because different staff members rotate in the responsibility of the upkeep of the website, it would be increasingly difficult for visitors to find the information they were seeking.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">As website navigation becomes more and more of a critical component to website design, so does the relevant content that fills the pages. However, if your audience cannot find the relevant information that they seek, the effort is wasted. Website browsers continually improve existing features and challenge each other with new features, which increases the competition between their companies. Users typically find favor in one navigation system over another. Kaiser (2006) reminds us that, “If it is to be most helpful to your visitors, your web site will probably need to incorporate a combination of navigation types” (p. 119).

<span style="font-family: 'Times New Roman',Times,serif;">EDLD 5345 / Human Resource Management
<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> This particular class stressed looking at our school campuses and principals, as well as ourselves with an objective eye. The objective seemed to point to the lessons of our youth in treating people as we would want to be treated. The reading materials stressed that there should be more time spent in instructing teachers on how their actions could be viewed by their coworkers, students, and the public. Our sense of self is often reflected in our jobs and in our environments. Add into the mix a classroom of students and how they perceive their teachers or how they are influenced by their teacher’s attitudes and actions. It is important that we examine our campus culture closely and ponder how other people might perceive our schools in comparison to others. These attitudes can have a long lasting affect on a school district’s reputation.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Ethics not only touch the lives of the teachers in the classrooms, but the principals as well. While principal competencies may focus more on the administrative tasks, it must also align closely with campus cultures. Principals are viewed as the main example of a school’s culture. If he is perceived as not willing to embrace all cultures within in his care, teachers and students may also reflect the same bias. Our schools must help parents teach our students to be tolerant of those that may be different, whether in dress, attitude, or religion. Our schools are functioning poorly in the subject of cultural tolerance and it has now become a problem worldwide.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> We were asked in this course assignment to reflect and evaluate ourselves along the lines of what our personal strengths are in relation to a principal’s competency. In typical manner, personal reflections can be painfully honest at times, but it is so important for administrators to realize that, just as it is for their own professional teaching staff, they also need to continue their own personal and professional growth as well.

<span style="font-family: 'Times New Roman',Times,serif;">**References**
<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. //Austin, Texas: The New Media Consortium//.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Kaiser, S. (2006). Deliver First Class Web Sites: 101 Essential Checklists. //Melbourne, Australia: SitePoint Pty. Ltd.//

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Pitler, H. Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. //Alexandria, VA: Association for Supervision.//

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Prensky, M. (2001). Digital natives, digital immigrants: Part 1. //On the Horizon, 9(5), 1-2.//

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Prensky, M. (2005/2006). Listen to the natives. //Educational Leadership, 63(4), 8-13.//

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Rhoades, E. (2009). Can Web 2.0 Improve Our Collaboration? //(Technology Usage in the// <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">// Classroom). Techniques, 84(1). //

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Shank, P. (n.d.). The value of multimedia in learning. //Think Tank.// Retrieved from <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-decoration: none;">[| http://www.adobe.com/designcenter/thinktank/valuemedia/]

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. //Eugene, OR:// <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">// International Society for Technology in Education. //

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Texas STaR Chart. Retrieved May 28, 2011, from http://starchart.esc12.net/history.html

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Williamson, J. & Redish, T. (2009). 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.//