The Summer of 2014 is the 6th and final semester we have studied Education at Houston Baptist University.
These last classes are the most difficult. We are tired from two years of constant output in addition to the lives we have lead. We have seen a marriage, divorce, children graduate various schools, close family members pass, and loved ones become ill. We have been promoted at work, changed jobs and continue to pray for change.
As we finish, we'll need to adjust tempo and find a new rhythm.
More detail on the two courses lies below in the reflection pieces. One teacher is a new Doctor and the other seasoned. Together we shared old practices in multimedia and discuses new theories and methods.
Standard I: The Master Technology Teacher effectively models and applies classroom teaching methodology and curriculum models that promote active student learning through the integration of technology and addresses the varied learning needs of all students.
Standard II: The Master Technology Teacher selects and administers appropriate technology-related assessments on an ongoing basis and uses the results to design and improve instruction.
Standard III: The Master Technology Teacher applies knowledge of digital learning competencies including Internet research, graphics, animation, website mastering and video technology.
Standard IV: The Master Technology Teacher serves as a resource regarding the integration of assistive technologies and accessible design concepts to meet the needs of all students.
Standard V: The Master Technology Teacher facilitates appropriate, research-based technology instruction by communicating and collaborating with educational stakeholders; mentoring, coaching and consulting with colleagues; providing professional development opportunities for faculty; and making decisions based on converging evidence from research.
These last classes are the most difficult. We are tired from two years of constant output in addition to the lives we have lead. We have seen a marriage, divorce, children graduate various schools, close family members pass, and loved ones become ill. We have been promoted at work, changed jobs and continue to pray for change.
As we finish, we'll need to adjust tempo and find a new rhythm.
More detail on the two courses lies below in the reflection pieces. One teacher is a new Doctor and the other seasoned. Together we shared old practices in multimedia and discuses new theories and methods.
Standard I: The Master Technology Teacher effectively models and applies classroom teaching methodology and curriculum models that promote active student learning through the integration of technology and addresses the varied learning needs of all students.
Standard II: The Master Technology Teacher selects and administers appropriate technology-related assessments on an ongoing basis and uses the results to design and improve instruction.
Standard III: The Master Technology Teacher applies knowledge of digital learning competencies including Internet research, graphics, animation, website mastering and video technology.
Standard IV: The Master Technology Teacher serves as a resource regarding the integration of assistive technologies and accessible design concepts to meet the needs of all students.
Standard V: The Master Technology Teacher facilitates appropriate, research-based technology instruction by communicating and collaborating with educational stakeholders; mentoring, coaching and consulting with colleagues; providing professional development opportunities for faculty; and making decisions based on converging evidence from research.
This is a listing of tools and the artifacts they created in support of the Texas Master Technology Teacher Standards as they were employed during the Summer of 2014.
Standard |
SArtifact |
Supporting Comments |
Standard 1
The Master Technology Teacher effectively models and applies classroom teaching methodology and curriculum models that promote active student learning through the integration of technology and addresses the varied learning needs of all student |
Travel Brochure Assignment
Final collection of sample lesson plan methodologies Stop Action Video Team Created Video Music Video |
This assignment will illustrate The Synectic Model in which Students apply descriptions and emotions to objects while practicing Higher Level Thinking Skills.
The second Lesson is the final project which hold 10 sample lessons. Three videos were created for Dr. Wilson's class. |
Standard 2
The Master Technology Teacher selects and administers appropriate technology-related assessments on an ongoing basis and uses the results to design and improve instruction. Standard 3
The Master Technology Teacher applies knowledge of digital learning competencies including Internet research, graphics, animation, website mastering and video technology. |
|
Multimedia Project
Final project 6320 See the podcaste below or link to the stop action video above. |
This assignment illustrates a typical travel video assignment for a 1:1 high school Spanish class.
Below is a pod caste on PodBean.com. Demonstrates how a simple audio / video file can be placed in an educational setting. |
EDUC 5302 Multimedia Instruction Strategies
Dr. Dawn Wilson
We started with a Vine, six second recording. The pace was fast from that point on. Each week we had a major project due. Incrementally we add time, we made team videos and individual ones. We even did stop action video. This foundational course provides the student with many of the basics. After this class, assigning a multimedia project or creating samples should not present a problem to us or cause use to shy away.
My only concern with this fast paced summer course was the text book and the slight emphasis on file types. With the explosion of you tube, the proliferation of MP3 players and the almost ubiquitous jpeg, why look at historic details or particular file characteristics. These attributes were once important, but today, modern applications are allow multiple file selections which blur conventional descriptions. The key is to learn to adapt, improvise and overcome. Create the project around the content and not the details.
Dr. Dawn Wilson
We started with a Vine, six second recording. The pace was fast from that point on. Each week we had a major project due. Incrementally we add time, we made team videos and individual ones. We even did stop action video. This foundational course provides the student with many of the basics. After this class, assigning a multimedia project or creating samples should not present a problem to us or cause use to shy away.
My only concern with this fast paced summer course was the text book and the slight emphasis on file types. With the explosion of you tube, the proliferation of MP3 players and the almost ubiquitous jpeg, why look at historic details or particular file characteristics. These attributes were once important, but today, modern applications are allow multiple file selections which blur conventional descriptions. The key is to learn to adapt, improvise and overcome. Create the project around the content and not the details.
EDUC 6320 Teaching Methodology for the Professional
Dr. Katie Alaniz
A truly amazing class. This is one of those classes that you wish you had a whole semester to complete. There is far too much content to absorb and many skills to mastery which truly merit time to develop.
A department chair asked me "what single thing is changing education?" Instead of feeling flummoxed, I was worried that O could not give the short answer he wanted because, I had several key ideas and insights.
After this class, my top five influencers are: The Inductive learning theory, this makes you learn HLT and Meta cognition. By thinking sharper, you can't help but influence education, Ask questions - that is the questions that tell the who, what, where, and whys, but also who opposes the idea and why? The need for a back up plan and method for such a plan (non directive and group investigation), the use of advanced organizers to tell the students what the goals and objectives of each lesson are. How we as teachers seem to forget this basic task after the 5th grade. and finally working together.
The last idea is about as big as the first one. We need to teach this generation to cooperate. They need to be free to learn and innovate as contributors to tasks bigger than themselves. As teachers, we should focus on the difference in the 5 C's of the 21st century model. I vote we start with collaboration and cooperation. How are they unique? Are they symbiotic? Can there be one without the other?
The methods a teacher employs, are the scaffolds they build to support their lessons. These methods that we have studied will make us better teachers as we are forced to confront student outcomes as we design for understanding and mastery.
Dr. Katie Alaniz
A truly amazing class. This is one of those classes that you wish you had a whole semester to complete. There is far too much content to absorb and many skills to mastery which truly merit time to develop.
A department chair asked me "what single thing is changing education?" Instead of feeling flummoxed, I was worried that O could not give the short answer he wanted because, I had several key ideas and insights.
After this class, my top five influencers are: The Inductive learning theory, this makes you learn HLT and Meta cognition. By thinking sharper, you can't help but influence education, Ask questions - that is the questions that tell the who, what, where, and whys, but also who opposes the idea and why? The need for a back up plan and method for such a plan (non directive and group investigation), the use of advanced organizers to tell the students what the goals and objectives of each lesson are. How we as teachers seem to forget this basic task after the 5th grade. and finally working together.
The last idea is about as big as the first one. We need to teach this generation to cooperate. They need to be free to learn and innovate as contributors to tasks bigger than themselves. As teachers, we should focus on the difference in the 5 C's of the 21st century model. I vote we start with collaboration and cooperation. How are they unique? Are they symbiotic? Can there be one without the other?
The methods a teacher employs, are the scaffolds they build to support their lessons. These methods that we have studied will make us better teachers as we are forced to confront student outcomes as we design for understanding and mastery.