599 Final Post

Wow! This journey has been one of the most challenging, yet rewarding, of my life. I take great personal satisfaction in all I've learned and how I've grown as a techie and instructor. As I entered the program with little to no expectations toward the amount of knowledge I'd gain, with only hopes of becoming more tech savvy, I am beyond amazed at what I am strutting away from this experience (the program) with! My blog posts clearly communicate the excitement I experienced sharing new tools and knowledge gained with my students. Looking back over the past two school years, my lessons have grown to include much more technology than before which has lead to higher student engagement. Colleagues approach me with technological questions which would NEVER have happened prior to my entrance into this program! I am a better teacher thanks to this program!

Personally, the program has been utterly and amazingly satisfying. Albeit, I experienced oodles of frustrations and challenges as many of my blog posts communicate; this program has been nothing but great for my self-esteem and personal need to learn and grow.

Reading my 61 blog entries and my classmates' comments took me on a roller coaster ride of emotion. To begin, I must say I am completely touched by the empathy and support my cohort peers provided in the past 20 months. I journeyed with a truly amazing group of people! If not for their unending support and kindness, this journey would have been much tougher and at times more than likely unbearable.

Surprises encountered: I'm amazed that it feels like yesterday that I was in each and every course. The experiences still seem so vivid! I giggled aloud at my frustration level in some of the posts! Oh how the Pecha Kucha aggravated me! The level of frustration I felt throughout the courses makes me chuckle a bit but also makes me wonder if my blood pressure will be lower once all the loose ends of the course are wrapped up. Ha! I'm surprised that my knowledge of the importance of backing up files hasn't yet moved me toward backing up the irreplaceable photos on my computer's hard drive! In October of 2009, I stated my intentions of moving photos and videos to MotionBox...I wonder what happened. (Note to self: Do this soon!) (Another note to self: Snapfish acquired MotionBox!) An additional surprise is the amount of relief that is tangible in many of my posts regarding assignment, project, etc. completion. Mostly, I am surprised at how amazing this journey has been! At how much I've learned! At how much my learning has blossomed and continues to blossom!

Wish I would've delved deeper: I wish I would've created a spreadsheet or wiki (or something) of the tools I was introduced to in the past 20 months. I kept a small notebook of tools with my usernames and passwords; it's alphabetized! BUT, I should've included a blurb about each tool as well as likes and dislikes. The notebook is hugely useful, but I could've created a LiveBinder. I wish I would've delved deeper into social bookmarking...Diigo or Delicious...I also hope to get back to Twitter...not to Tweet but to make use of the resources that are shared there!


Satisfactions: The early introduction of Google docs in this program lead to my students for the past two years having Google accounts! It's grown to be completely commonplace. In my October 14, 2009 post regarding the "Considering the Future" post, I stated that the role of the teacher will change to one of less of a giver of information to more of a guide on the side. I am so pleased to say that this became a reality as I integrated My Big Campus into my English classes as part of my Culminating Project. Additionally, in my March 2, 2010 post I referenced my "expert blind spots." It feels good to know that I've been able to address some of this as I've placed directions, instructional presentations, and screencasts into My Big Campus to aid students' learning and allow them to practice and apply 21st century skills such as independent thinking and problem-solving. On top of that, reviewing my posts, my concern for how my learning would benefit my students is palpable. Excitingly, due to the digital storytelling course that's part of this cohort, my English students created digital stories! Moreso, my intention to use Dipity from my August 12, 2010 post came to fruition in my portfolio as I used the tool to account for the hours in my Culminating Project. The hugest satisfaction is that I stuck with the program to the end.

Future intentions: Create a video substitute plan for a pre-planned absence in the future. Continue to monitor my Google Reader account for ideas to use and share. Back up photos and videos on external hard drive. Continue to integrate technology to enhance my students' learning. Teach an online course. Share my instructional technological know-how in an organized fashion such as a conference or staff development session. Continue to be Techie in Training...an eternal technological learner.

Almost There (599)

It's been almost two weeks...One week, week before last, I attempted to be "unplugged" with Charlie. He signed a contract to watch no TV, not use the computer, play no video games, etc. I couldn't (or didn't?) totally unhand my phone and the access it provided to social networking sites, but I made a valiant attempt to support Charlie in his endeavor. The time NOT spent at my computer was NOT beneficial to me completing school work or course work, but the family time spent together was stupendous!

This past week was Spring Break. I had grand plans to get so much work done...but where did the time go? I managed to work on my portfolio and Culminating Project for a total of about eight hours but devoted the rest of my time to home and family. And, we got a puppy, Prince Fernando. He's a four month old Shih tzu who my teenage daughter claims to be the best present to our family EVER! BOTH my kids cried as they were so happy to get him! I was thinking I really needed to find something else to do now that grad school is wrapping up...I think Prince will keep me on my toes for awhile! (Side note: He has been groomed since the photo and looks like a new puppy!)

I most proud this past week of figuring out how to successfully embed my Dipity timeline into my portfolio. I'm proud of how it looks and even prouder when I view my course page in my portfolio and see that ALL of my classes now have artifacts and reflections attached to them!

599 Week 3

What I did this week: This week I spent hours pouring through my Google Reader account in search of tools to enhance the research unit that is at the center of my Culminating Project. I also pulled out my (paper) notebooks from our program's courses in search of ideas. I settled on creating screencasts to aid students in citing websites, books, and magazine/journal articles (using EasyBib) they used in the research process. I used Screenr (super easy!) and created the following: citing websites, citing books, and citing magazine/journal articles. The bummer for my students is that Screenr is labeled as social networking, so they're unable to access the screencasts at school. I hope this hurdle can be addressed in some way. I'll have to contact our tech department to look into other means of sharing screencasts with my students as they're invaluable learning tools...Looked into AND Screenr is one of the suggested tools but is blocked...nonsensical...looking into further.

BAM!: I hit the AHA! jackpot and finally realize that my culminating project is essentially concerned with the work I do prior to any work in the classroom. This week I hope to hone in on finalizing the tools I can put in students hands to help them be successful and insure everything in my Google site makes crystal clear sense to whomever takes a peek at it!

Roller Coaster: This course is strange as for the first time in some 18 odd months I feel completely disconnected from my cohort classmates. I've come to depend on Monday nights for some humor, learning, and engagement my week doesn't otherwise offer...Internet camaraderie isn't as easily replaced as I thought it would be!

599 Week Two

Wowser, this course is challenging me possibly more than any other course in the past year-and-a-half! Now that I've almost straightened out my S.M.A.R.T. goals, I am feeling a bit more confident in my work. A challenge has been putting what I'm doing into words that others can identify with and understand. Additionally, the pieces of the project are taking me much longer than I originally anticipated. One piece I'm excited about, but took seemingly forever to complete, is the timeline I created in Dipity. It's a tool I ran across months ago, and I finally took the time to try it out! Additionally, as part of my project I created an online survey in FluidSurveys. I ran across the survey tool in my Google Reader and thought What the heck, no time like the present to try out the tool! I'm anxious for students to take the survey at the end of our unit in mid-May.

It's comforting to confidently integrate Web 2.0 tools in classroom instruction to enhance my students' learning. If not for this program, I would not have even touched the tip of the iceberg in regard to what I can do with technology in the classroom! And oh are my students reaping the benefits! I'm so appreciative for all I've learned!

Perusing my classmates' culminating projects was exhilarating! What a dedicated group of professionals I work with! It's inspiring to view the projects everyone's undertaken. I could feel the passion and ownership in the projects I viewed. I will truly miss this group of people!

599 Post 1

Random Thoughts: I'm sort of in disbelief that this is my last class. Relief and amazement washes over me, but I'm also feeling a bit antsy -- What am I going to do next? Not that it won't feel terrific to simply be responsible for my family and my job, but... To pacify some of this early onset antsy-ness, my daughter and I signed up to help at and partake in a couple of walks in the next month or so - one for the National Multiple Sclerosis Society and one for the Juvenile Research Diabetes Foundation.

Culminating Experience:
I thought I had a firm grasp on what my proposal should look like and such, but after reading through the Syllabus for 599, I'm not so sure. I am looking forward to meeting with Louis Saturday morning to get the kinks worked out and clarify my concerns.

On a positive note, my students are certainly reaping the benefits of the focus of my project - integrating My Big Campus into my English classrooms during our research unit. I have already found students more willing to voice their questions and concerns, and I feel that I have a better handle on their daily progress than in the past. I pinpoint students in need of help faster as well as those who have failed to meet expectations.

I think students feel empowered by the tool as they can truly help themselves or at the very least attempt to help themselves with the resources available prior to asking for help. It's met their needs of self-exploration and independent problem-solving.

I wish My Big Campus had a feature that allowed me to contact parents and allow parents to see their child's work and progress. I especially like that students can access My Big Campus from outside the school, from any computer with Internet access.

Yippee!

Let the last class begin!

565 Final Post

Let me start by saying, this course may have provided me with the most thought-provoking knowledge I've attained over the course of the last two years. I was challenged to think about things I directly control as a non-class requirement...not use a new tech tool or facilitate an online class, not take a computer apart or collaborate to create a Google slideshow...the leadership that I can offer my students, my colleagues, the school and community I teach in. For the past couple of years I've simply made the choice to NOT lead, albeit difficult! This course, as the second to last course in the program, truly helped me to realize the importance of being a teacher leader, especially as a part of a profession I truly believe is one of the most important in existence.

How has my definition of leadership altered or been reinforced?

• I've always known that being a good leader is a purposeful endeavor. This course broke down the components of good leadership as well as helped me to pinpoint exactly why I've viewed some leadership as positive and others as negative. It's helped me to more knowledgeably talk about the importance of good leadership as well as think specifically about what I can do to be a successful, positive leader. Additionally, as appalled as I first was by the thought of moving along prior to everyone being on-board with change or an initiative, I now see the necessity of that.
  

Your definition of teacher leadership?

• Before this class, I wouldn't have categorized myself as a teacher leader. In an effective school where learning is embraced, teacher leaders are hugely important. A teacher leader may lead by example, collaborate with colleagues, share resources and ideas, communicate regularly with staff as well as administration, discuss curriculum, promote learning, teach using best practices, invite and welcome teachers and administration into his/her classroom, involve the community in the learning process, be open to and promote changes that benefit education, be dedicated, and be a picture of a strong advocate for children. Teacher leaders believe in their purpose, place ownership on their purpose(s) and help to create and promote buy-in and community. Teacher leaders are vital to schools moving forward.
  

Has your opinion of your leadership potential changed?

• My opinion of my leadership potential has been reinforced rather than changed. People that surround me have always told me that I'm a natural leader, that people listen when I talk. If I make the choice to lead, I think I could have a huge impact on school climate as well as attitude toward changes taking place in our building. The importance of collaborating with colleagues, not hiding in my classroom for efficiency sake, and communicating more across grades levels rather than just within my own unless necessary has grown clearer. Teacher leadership is a responsibility I must embrace in order to support and hold onto my career.

Do you agree with our textbook's assertion about "improving education from within"? If so, what will you do to help?

• As much as it aggravates me that schools are so dependent upon state funding, taxes, and such to "run," as teachers we cannot directly control any of those things. What we can directly control is making a difference and working toward positive change within our school buildings and within our districts. In order for any change to occur, someone has to spark that change. Regardless of materials available, funding available, number of students in a classroom, etc., teachers are resourceful and capable individuals who know how to make education work. We are the experts. We must collaboratively combine our expertise in order to improve education. To help, I will communicate, collaborate, and share with colleagues, promote the importance of education to people I cross paths with, inquire about what I can do to help lead change, lead by example, and be available and accessible to those I teach with. I will speak up rather than bite my tongue and choose to stay out of the limelight. I will create awareness within and amongst members of my school community. I will reflect constantly on the state of my classroom and my school and be willing and open to change in order to embrace learning. I need to focus my energies on things I can control and be a proactive member of my teacher community.
  

565 Week 5

This week was the week that I was able to make the most connections and found myself most inspired to step up and share my thoughts on the change process in my work environment.

Chapter Reflection and Connections: "Chapter 6: Instructional Leadership: Improving Student and Teacher Achievement" from How to Thrive as a Teacher Leader, really hit home this week as being timely and relevant. So many of topics discussed resonated with me. As this week marked history in Wisconsin as the Republican's underhandedly took away worker's rights to collectively bargain and passed the Budget Despair Bill, the reality of the huge hit to education has begun to set in. Word circulated at school yesterday that teachers are facing a salary loss of $20,000 to $30,000 annually. I love my profession...but...If we need to fill our classrooms with quality teachers in order to drive student achievement and shape our future, what QUALITY is going to be attracted by a hill of beans? If "student achievement begins and ends with the quality of the teacher" as Gabriel says, why are so many blind to the negative effects to come from this legislation? On Friday, staff received a letter from our school board president, forwarded to us via e-mail by our district administrator. The letter essentially communicated that our school will be run like a well-oiled business and an equitable teacher evaluation process will be put into place. NEVER, in my eleven years of teaching, have I seen a school board member walk through my classroom..."If your teachers do not respect you instructionally, you will find it difficult to succeed as a leader" (p. 25, How to Thrive as a Teacher Leader). The letter/e-mail succeeding in offending rather than inspiring; it angered rather than encouraged. I fully realize that change is going to happen, but it is difficult to "survive" change with poor leadership.

I found Gabriel's discussion of department heads/leaders to be interesting. He referred to the position as "an overwhelming charge." If it's such an overwhelming charge, why aren't department heads, in my school, held more accountable? Are there schools where department heads are truly department heads and not message deliverers or go-betweens with administration? Are there districts where there is a legitimate process for hiring or recruiting department heads? At one point I was English department head. I received a phone call during the summer from an administrator asking me if I'd be the English department head because the other person that was interested in the position was not who administration would prefer to have the position...They'd be so appreciative if I'd take the position...I did so, as I was excited at the prospect of having a hand in what we did as a department in the middle school although I did feel terrible about the manner in which I gained the position.

Another thing from Chapter 6 that I identified with was the discussion of curriculum mapping. As I've participated in oodles of curriculum writing and alignment activities, I found the question "What are the essential questions that will guide our focus and enhance student interest and inquiry?" (p.130). The last time we rewrote and aligned curriculum, the person leading the process told us we could ignore writing essential questions and add those "later" if need be. Shouldn't we have been inserviced on how to write essential questions, their importance to curriculum and student learning? As we move into rewriting curriculum again next year, I intend to be adamant about the importance of writing these questions and adding them to our units. I'm happy, though, that our curriculum maps offer a chart for our literature and English courses, outlines the essential knowledge for each grade level, offers activities, and plan for how to organize the year. We need to add differentiated lesson ideas as well as enrichment activities.

The Consider Creative Scheduling portion of Chapter 6 inspired me to propose an idea to my teammates for running a creative schedule once a week or every other week to allow "ketchup" time, enrichment time, etc. for students. We could offer remediation, peer tutoring, reteaching, study group, etc. opportunities. We do weekly drawings in each of our five classes for students to meet their external motivation needs (25 winners per Friday).

Reflection on and Connections with the Change Game: The Change Game was a quite a learning experience! We finally got on mojo on in year 3. I was surprised and frustrated by the extreme resistance to change and experienced the train moving forward even if everyone's not ready...they jumped aboard once the change began to take hold. I was also frustrated by our inability to be more successful. It was interesting to see the importance of data collection, talking and talking again, as well as surveying in the process of successful change. I think this is where our district falls short in making change successful. I'm hoping as future changes occur in our district, I am able to apply and share the strategies for addressing resistance with colleagues and leaders alike: building relationships, learning to talk about positives and negatives, data collection, planning for needs and concerns, sharing a vision, and high expectations across the board. The components of successful change hit home as I can more clearly pinpoint right where our district's shortcomings lie.

Moving Forward: Do I want to participate in Commencement? (Maybe.) Am I ready to dive into my Capstone project? (No.) What are my plans after grad school classes aren't eating up hours and hours of time each week? What will I do with myself? I may take a hiatus from technology...:)

565 Week 4

The Asking the Right Questions: A School Change Toolkit made oodles of points that resonated with me. The idea that the way we perceive things potentially being the greatest roadblock to change is so simplistic yet makes so much sense. Reflecting upon changes that I've been a part of, the ones that were mandated, unclearly communicated, and seemed to take form out of the blue were the ones that met with the most resistance. I particularly appreciated the steps to change as presented in the image below, as well as the point that no matter where people are in the process of change--what step they're at--they still need support and encouragement. Once the change initiative gains momentum, leaders cannot simply stand back and watch from the bleachers as the change becomes the new way.
I find that in many of the instances where I've been part of the change or have observed change taking place, leaders stepped out of the picture after Awareness and maybe popped in a bit during Transition. Some of this seems to rest on the fact that tough questions were asked, and answers weren't readily available...so avoidance was a (leader) survival strategy.

Chapter 5: Motivational Leadership: Building Climate and Community from How to Thrive as a Teacher Leader provided engaging reading material again this week. Gabriel commented on the importance of leaders not making a comment just to comment at risk of making the comment feel insincere. I can't help but connect this to report card comments. It's expected that I provide at least one comment for all of my 100+ students. There are numerous "canned" comment codes such as "positive participation," "doesn't work up to ability," and "many missing assignments." I wonder if these comments are viewed by parents as disingenuous. I try to provide a free form (individual) comment for each student, but sometimes, I just don't have anything to say...especially as I cannot repeat comments for any of the students each quarter! Ah! Another part of the chapter that particularly resonated with me is as follows:

"...the present undertones imply that there is always a way to make every child a genius.
Best practices, child study testing, and collaboration are valuable methods to helping
students achieve, but sometimes the painful truth, the truth that we are afraid to
whisper, is that some students may have achieved all that they can achieve...another
truth is that were are becoming more interested in rewarding effort over productivity."

I don't know how many times a counselor or administrator or a parent has said to me "but he/she worked so hard." If I ask how he/she was working, or whether we truly KNOW that he/she was working hard, I get scoffed at. At the 7th grade level, with NO reading specialist or extra reading support to offer children, it's difficult to help a child who's reading at a 3rd grade reading level in classrooms of 30. If that child achieve a "C," I am thrilled. I think that's great! Unfortunately, "others" don't see it in the same light. "We can't turn every outfielder into a Joe DiMaggio, regardless of what some may claim and regardless of how hard some might try." Differentiated strategies, best practices, and individualized attention sometimes just doesn't work, especially when parents and teacher are working harder than the child.

I am enormously curious as to how many districts allow teachers to evaluate leadership? Is this something leadership welcomes on an individual basis where this is done or is it district protocol? I cannot imagine the district I teach in ever welcoming this type of thing to take place! Our leadership, currently, is defensive, speaks loudly, and doesn't respond well to anyone disagreeing with him.


Things are still in limbo at the state level...offices outdoors so constituent can reach their representatives? Citizens not allowed to enter the Capitol. Senator Grothman spreading untruths about protestors - "slobs" and "a different breed of people." Wowser!

565 Week 3

Well, week 3 of class has been week 2 of experiencing emotional upheaval. Things in Madison continue to draw national as well as international attention, some views more slanted than others. Facebook continues to be infiltrated with political posts, personal pleas, etc. As I face uncertain changes in the all too near future as a public school teacher, it's difficult to know how this change will affect me personally, professionally, financially, etc. I daresay this trying time is immobilizing me a bit. I find myself unable to function at 100%, unable to multi-task as well as I usually can, and be the happy person I really like to be. I'm so damn emotional. I'm not equipped to deal with this type of change...change that hits home on too many fronts.

This week Who Moved My Cheese was an integral part of our understanding change. Years ago, our tech administrator at the time used the analogy of the cheese running out and moving to kick off technological change that would be occurring during that school year. The video was engaging and a nice addition to our study of change. As I read "Tune into what a New Generation of Teacher can do," I couldn't help but ponder the number of Baby Boomer and Generation X teachers I teach with who seem to be a Hem or Haw.

Chapter 4 in How to Thrive as a Teacher Leader was interesting! I especially appreciated the suggestion in the Ask for Help section: "We frequently receive unreasonable goals or mandates...stress over them...beat our brains...even when we feel that we are being asked the impossible. Instead of inflicting this kind of silent torture...ask [administrator/colleague] how he would approach it." Too often, I think teachers harbor the stresses of the job and do not ask for help or feedback for fear of retribution. I'm giving myself permission to advocate for myself next time an unreasonable request is made rather than mumble to myself, be ticked off, and harbor resentment.

There were a variety of things mentioned in Chapter 4 that seemed backhanded to me. One is on page 94, paragraph one: "Sometimes withholding a solution can be another valuable exit strategy...when it seems that the team is weary or frustrated...[present] it at the end of a meeting [and] they will not feel that you steamrolled the decision-making process...have a trump card ready, something that you are confident will tip the balance in your favor." This would make me feel slimy which is possibly why I don't want a large or public leadership position. An additional statement that bothered me is on page 95, paragraph one: "...when you get a strong majority of people behind you, it's time to pull the train out of the station." I realize that 100% consensus can be unrealistic but I don't like the tone of this section of the book.

The Beloit College Mindset List was intriguing! It made me feel a bit aged as well as reflective of just how drastically schooling has changed since I was a high schooler. That list along with the article discussing Millennials reinforces the necessity of me providing opportunities for students to move about the room, experience instant gratification, create and facilitate collaborative experiences using technology, and stay connected with the world.

565 Week 2

This week has been challenging. Governor Walker's budget repair bill, the media surrounding it, and the emotional roller coaster in my school building has left me exhausted. I think I've progressed through the four of the five stages of grief this week. Am wondering if and when acceptance will come...I feel defeated and frightened.

Throughout this past week, I spent a considerable amount of time considering what leadership role I should take on the 7th grade floor and within my building. I decided to keep my cool, as I wanted to attack on facebook and scream from the rooftops, and speak privately with most of my focus on listening to others vent. I cyberlobbied and made phones calls to Madison to voice my opinion and spent obscene amounts of time following the news as well as reading articles forwarded by colleagues and e-mails from WEAC. As the protesting in Madison intensified so did my emotions. The doer part of me feels guilty for not being in Madison, protesting with my state-wide colleagues. But, I know that doing the job I'm dedicated to in the classroom is important.

This week's readings of Chapters 2 and 3 from How to Thrive as a Teacher Leader left me wondering how I can influence future hirings in our building and be an active participant in the interview process. One line from "Chapter 3: Interpersonal Leadership" especially struck me. "[Leaders] need to know their teachers well enough to determine when they truly feel passionate about something versus when they are annoyed." I feel that too often, and especially this week as our passion boiled over, administration viewed our emotions as annoyance when in fact it was much deeper than that. This led to a few confrontations. I've always felt it important for leaders to know their colleagues; this week further reinforced my conviction. In "Chapter 2: Strategic Leadership," Gabriel stated the importance of getting a feel for applicants' work ethics, "seeing how willing they are to sponsor activities not attached to stipends." With the state of education in flux, this statement holds a lot of water....I'll just leave it at that.

As I make my way through the Review Guide to Using Data in School Improvement Efforts, I've been struck by a couple of things. One, is the importance of USING data as "evidence of student learning." We've begun to collect data in our district from benchmark tests but have yet to DO anything WITH the data. Second, "schools that are committed to using data to guide their work allocate time for teachers to meet, discuss, reflect upon data, and make informed instructional decisions." I'm waiting for this to happen but am not holding my breath! I've tried to "lead" by speaking with my direct administrator as well as department chairs about frustrations with how we're collecting data and what we're doing with it to no avail. As I continue into through the guide, I have a feeling I will run across many more items of interest to share with leadership. Sharing via a document such as this is non-threatening and non-confrontational, a bit unlike me, but the right path to take.

"Doubt is not a pleasant condition, but certainty is absurd."
-Voltaire

565 To Lead or not to Lead...

Currently, I truly have chosen to NOT lead and have made a conscious choice to focus on what I can control--my classroom "job," my grad coursework, and being a mother and wife. I used to be involved on numerous leadership levels. My second year of teaching I was our Associations vice-president and continued in the presidential and vice-presidential roles for quite a few years. I was a 6 + 1 Traits trainer for our district as well as English department chair. In order to "survive," I stepped out of the limelight. I lead silently by sharing resources and aiding others with technology. I have been asked on numerous occasions in the past few years to lead PLCs (professional learning community); I said no. As much as a part of me cringes at not being involved in a manner that truly impacts and leads change, I am only one person and their are only 24 hours in a day. Just this past week a colleague, who regularly harasses me about being more vocally involved in our building as she thinks I can be a strong agent for change, was badgering me about leading a PLC and considering becoming the Reading Department Chair next year. I am truly flattered...But am choosing to still say, "No." Even as I type this, a part of me is saying whoa, you are truly choosing to stay behind the curtain.

As I read one of the articles that were part of our Monday night class jigsaw a particular comment resonated with me. It referenced the fact that our jobs as teachers are static. The antsy-ness I often feel regarding my job is the part of me that wants to lead. This appeased me a bit...to be able to put reason to my rhyme.

This past week I've been haunted by a quote from Spiderman: "With great power there must also come — great responsibility!" As a classroom teacher I feel powerful in the sense that I have a hand in the future. At times, it feels like an almost overwhelming responsibility. I am haunted by a nagging feeling that this course is going to re-instill the the leadership itch within me. About nine years ago, I began pursuing a degree in Leadership. I stopped taking courses about halfway through as I was so turned off by the administration I worked with on a daily basis. Will I ever finish the degree? Great question!

I especially enjoyed Patrick Awuah's TED talk on Educating Leaders that was part of this week's work. It was quite moving as well as inspirational.

On a personal note, this week has been quite challenging. As my blog is on the web, I won't post details, but I hope to look back on this post a year from now and be able to chuckle...I hope.

Getting There

Anyone else experiencing issues with Firefox? Just curious.

So, I'm a bit overwhelmed with my portfolio artifacts. I pulled so many in and am now facing adding genuine reflections--reflections that show my passion for technology and my drive to enhance my students' education. Friday night, I have a date with my portfolio.

This week has been a frustrating one for my students with their PhotoStory3 digital stories. We've all learned a ton, including our tech dept.! At the end of this project, students are to save their stories as a wmv file but are then unable to open the wmv file unless I log in for them...frustrating process. A couple of my students actually experienced their jump drives and files being corrupted during the saving process. All my instructional technology knowledge is of no use with these types of issues...maybe I need to pursue a programming degree... understanding more about computer systems and how they work, etc. Isn't that how we began this program?

Ah! Not technology related, my daughter had a cortisone shot this morning--first time. She's one of the 5 to 7% that swells from the injection. Unreal.

Reason to celebrate? Grades are done and tomorrow is Friday. The light at the end of the tunnel isn't quite so hazy.

Still Muddling Through

At the forefront and some reasons to celebrate: Tomorrow my digital storytellers begin recording their VoiceOvers. I've arranged for my classes to record six at a time Monday through Thursday this week...They're nervous; I'm excited. Late last week, I moved my digital tellers out of the oldest lab in our building into one of the newest--the library lab--where students experienced less difficulties saving and accessing their stories. We've found flash drives to be a necessity for the projects in the future as students with large stories aren't allotted enough hard drive space to save their stories. Luckily, the tech office has been very flexible in allotting students extra hard drive space! Additionally, my students have been very flexible with problems we've encountered. On top of that, the library media specialist has been my wing-man with this project! I'm so lucky to have support!

I'm hoping to get my VoiceOver group started and then work with a small groups of students on how to make your own music in PhotoStory and how to complete the citation slide at the end of the presentation. We've found that numerous public domain sites for music and sound effects are blocked at school...arghh!

I FINALLY have gathered and linked all my artifacts for the NETS for Teachers within my portfolio. Now I have to neaten things up! Looking at classmates' portfolios has been hugely helpful as it gives me an idea of what I'd like the feel of my portfolio to be--the color schemes, the text, the organization of, etc.
Backtracking: Unfortunately I'm still experiencing many difficulties with portfolio access. Some days I cannot access my site for a whole day; other days it's only for a few hours...Sometimes the editor feature locks up and my changes won't save. Ughh.

Additionally, for some reason, my laptop's connectivity changes to a limited connectivity status which allows me NO connection to the Internet. A source shows up that I cannot get rid of and takes over my computer...I've lost hours and days of work, literally. But, what doesn't destroy you, makes you stronger, right?

Looking ahead: I am nervous about the remaining steps of the portfolio process and actually getting mine done! I'm nauseated regarding how far behind I've grown. This course, coupled with higher expectations and more work at school (day job) and my husband working out of state during the week, has brought me to whits end...I truly wonder if I have what it takes to finish this course as well as the program.

I have less than 48 hours to complete 2nd quarter comments and grades for my students, so that's next on the list this evening. I am thankful half this school year is over and excited at how far many of my students have come!

Loser alert: I failed my team Thursday evening when I fell asleep cuddling my son who wasn't feeling well...I didn't wake up in time for our meeting.

Muddling thru Portfolio Creation

At the forefront of my brain: Let me begin by saying, thank goodness that my assignments for most of my classes are labeled with the course number in Google docs! It's alleviated some of the headaches in creating an annotated class list of artifacts and reflections. It feels amazing to be in the home-stretch...two full classes and halfway through this one...and then I can breathe!

Backtracking: I took the time to contact ISTE about using their NETS for Teachers in my Google portfolio. Within 48 hours, I received a response; I feel like such a role model for my students!

Additionally at the forefront: Never, in the history of all the courses I've taken online, have I experienced so many technical difficulties! Christmas break left me with sketchy access to my portfolio due to a variety of reasons. My home Internet the past few weeks leaps in and out of "limited access" which doesn't allow me to work on my portfolio, online coursework, etc. Google, on numerous occasions, has left my hands tied as it displays the message that's it's unable to save at that time or server failing to respond...I'm hoping the next few weeks working online will be less stressful.

Culminating Project: I'm thrilled that I've determined (and received approval for) my culminating project--integrating MyBigCampus into my 7th grade classroom.

Celebration Worthy: I arrived in my classroom Jan. 3 to dive back into the daily grind and found Santa left me a SMART Board...I have yet to hook it up but am ecstatic at the potential it holds for my teaching as well as student learning! For further information, check out SMART Board's official site. I've been making a conscious effort to grab and file SMART Board-related items in my Google Reader in order to help myself get to know this tool.

I created and shared a list of Public Domain photo sources as well as royalty-free music and sound sources with my students as part of our digital storytelling unit. Students were very receptive; we had a great conversation! My English partner-in-crime is storytelling with students interested in the traditional storytelling (standing in front of class and telling a tale) while I dive into the digital aspect with another group of kids. So awesome! Today, we storyboarded our VoiceOvers; tomorrow we dive into images and then music and sound effects.
I used a version of DigiTales storyboard template. We'll use PhotoStory3 next week to bring our stories to life...can't wait!