EDT 616 Self-Reflection

Lynn Richards
Most of the courses I have taken throughout my academic career have been
online classes. I have relied heavily on the ability to learn at my own pace and
to work around my busy schedule. I was a little bit apprehensive to enroll in a
course that would demand a commitment from me at the same time each
week. This was the most difficult part of EDT 616 for me, having self-discipline
and consistency. Although it was awkward at first, I didnt think I would enjoy
the face-to-face engagement with classmates as much as I did. I feel very lucky
to have been teamed up with such an intelligent group of life-long learners.
Each weeks seminar gave me a wealth of knowledge on topics that were
obviously passionate to everyone in the class.
Using Google Hangout as a platform for this course proved to be an
enlightening experience for me. It is amazing to see how modern technology
has enabled us to collaborate so efficiently. Through the delivery of each
classmates seminar, I was able to identify the tools that worked well for this
kind of presentation and the ones that should be avoided.
I was grateful for the opportunity to witness each of my classmates in action,
with a more in-depth look at their teaching and learning styles. Our diverse
views made for interesting debates and engaging seminars. I left each seminar
feeling more informed on both sides of the story. During Matts seminar, he
introduced me to the Maker Movement. This is a relatively new concept at
RLRS and it was nice to see how easily it can become a reality. Matt provided
resources that can be shared with my staff to encourage major stakeholders to
but into this movement.
As a result of Seans seminar on Digital Literacy, I was introduced to the
Common Sense Media. This is a great tool that comes complete with curriculum
for all grade levels K-12. All Common Sense Media curriculum is aligned with
the ISTE- NETS and the Common Core Standards, is available for free and
includes assessments. As far as digital literacy is concerned, our students at
RLRS are getting lost in the shuffle. We always had technology classes for
grades K-5 where they learned the basics of digital literacy. Since the
ownership for technology has been put into the hands of the classroom
teacher, and technology is to be integrated into all subjects and seen as less of
its own subject, I think the basics are being forgotten. Teachers have such high
demands to get through their subject material that you will rarely see a
teachers lesson focused around Internet safety, digital footprints or copyright
rules. I think I am in a better position to advocate for digital citizenship lessons
being taught to our students.
I learned a lot from our Health & Safety assignment. I will definitely use

the artifact I created in my portfolio as well as for flyer at our upcoming

Digital Awareness Fair that we will be hosting to inform students, parents and

the community about some of the pitfalls and dangers of the Internet and
offering support to parents for keeping their kids safe online at home. When
used responsibly, the Internet can be a great place to interact socially, meet new
people, and even start romantic relationships, but problematic computer use is
a growing social issue. Nearly all misuse of school devices happens at home.
Many kids come to school tired because they have been using their device long
after their parents have gone to bed. Through researching this topic, I realized
that much of the control is in the hands of the parents. There is a broad line
between what kind of Internet Filtering we use at school and what parents are
allowing their students to at home. The debate continues as to how much of the
responsibility lies on the school to keeps kids safe, even when they are at
home.
On the night of Joshs seminar we discussed E-Portfolios. We were asked how
students are assessed and sorted. The discussion that night raised the question
of how the use of e-portfolios in schools could potentially change the way we
assess students. From an administrative/coaching standpoint, I think this is the
direction we will all be heading in soon. We should embrace this idea. Josh
shared some tools for managing digital portfolios in class. The big question
remains to be who will be responsible for this. Mia extended on this topic with
her seminar on Professional Portfolios. After this class discussion, I am better
prepared to represent myself professionally in my portfolio. I still think that
teachers should be encouraged to create professional portfolios, but not sure if
they should be mandated to do so until we have all of the details in place. The
important piece is keeping things fluid. Mia discussed the importance of digital
curation and how often we should rotate information out. I thought my
portfolio was pretty attractive until I had the chance to look at it through
another set of eyes. I now have the tools to improve my portfolio, transforming
it from an academic portfolio to one that any potential employer would find
impressive.
One of the most interesting seminars this semester was Patricks seminar on
Digital Citizenship. I am passionate about this topic because it is such an
important piece and I dont think we do enough to educate kids. We train
students annually, but digital citizenship basics are not being reinforced enough
in daily instruction. I left Patricks seminar with enough knowledge and
expertise to present to major stakeholders, my plan for weaving digital
citizenship back into the curriculum.

Jesss seminar on Assistive Technologies contributed to an overall systematic

improvement at RLRS through a better use of technology resources that we
already have. Class members all revealed assistive technologies that they see in
their classrooms and in everyday life. It was interesting to see how others are
using the assistive technologies that are at our fingertips for minimal cost. The
class agreed that a student shouldnt require an IEP to use assistive
technologies in the classroom. Anyone who would benefit from adaptive
technologies is encouraged to use them.
When William discussed our individual district Acceptable Use Policies for
his seminar, I knew that some changes needed to be made at RLRS. I am able
to communicate with administrators and the Policy Committee, my vision for
better practice in updating technology policies annually as well as including
wording that describes consequences for any policy violation.
The research I did for my seminar on Professional Development included
researching many
activities designed to engage people in learning. Jareds seminar on Games in
Education advocated for the use of games in the classroom to enhance
learning. I enjoyed seeing the games that others are playing with their students
and acquiring a mile-long list of educational games that are appropriate for
students in grades K-12 and are available for free.
Most of the ISTE Standards for Administrators were addressed throughout the
learning process in this course, but there were a couple of the standards that I
concentrated on.
3. Excellence in Professional Practice
Educational Administrators promote an environment of professional
learning and innovation that empowers educators to enhance student
learning through the infusion of contemporary technologies and
digital resources.
a. Allocate time, resources, and access to ensure ongoing professional growth
in technology fluency and integration
b. Facilitate and participate in learning communities that stimulate, nurture
and support administrators, faculty, and staff in the study and use of
technology
d. Stay abreast of educational research and emerging trends regarding
effective use of technology and encourage evaluation of new technologies for
their potential to improve student learning

4. Systemic Improvement
Educational Administrators provide digital age leadership and
management to continuously improve the organization through the
effective use of information and technology resources.
a. Lead purposeful change to maximize the achievement of learning goals
through the appropriate use of technology and media-rich resources
b. Collaborate to establish metrics, collect and analyze data, interpret results,
and share findings to improve staff performance and student learning
c. Recruit and retain highly competent personnel who use technology
creatively and proficiently to advance academic and operational goals
Nearly all of the ISTE Standards for Coaches were addressed throughout the
course of this class, but the two standards listed below were focused on.
4. Professional Development and Program Evaluation
Technology coaches conduct needs assessments, develop technologyrelated professional learning programs, and evaluate the impact on
instructional practice and student learning.
a. Conduct needs assessments to inform the content and delivery of
technology-related professional learning programs that result in a positive
impact on student learning
b. Design, develop, and implement technology rich professional learning
programs that model principles of adult learning and promote digital age best
practices in teaching, learning, and assessment learning experiences using a
variety of research-based, learner-centered instructional strategies and
assessment tools to address the diverse needs and interests of all students
6. Content Knowledge and Professional Growth
Technology coaches demonstrate professional knowledge, skills, and
dispositions in content, pedagogical, and technological areas as well
as adult learning and leadership and are continuously deepening their
knowledge and expertise.
b. Engage in continuous learning to deepen professional knowledge, skills, and
dispositions in organizational change and leadership, project management, and
adult learning to improve professional practice
c. Regularly evaluate and reflect on their professional practice and dispositions
to improve and strengthen their ability to effectively model and facilitate
technology-enhanced learning experiences

I leave EDT 616 with a plethora of knowledge and tools to share with my staff,
better online etiquette, and a deep respect for research. If I were to grade
myself on my efforts this semester, I would give myself an A. I would have said
an A- or a B+ if I had not had the opportunity to make up for the missing class
time, but since I went above and beyond to compensate for my absence, put
extra efforts into my Health & Safety artifact and researched the topics for my
seminar with undying effort, I feel like an A would not be unreasonable.