It's been about 6 years since I've worked with animation. I was trained how to use Adobe Director. It introduced me to the terms "sprites", "scripts" and "stage" as they apply to animation. I tried to load Director on my new computer and it wouldn't load. I don't know if I recorded the serial number incorrectly or if it isn't compatible.
I downloaded Stykz first, played with moving the stick figure around and eventually added several more figures to move in a "dancing" sceen. I stopped playing with that before I watched some of the videos showing how a background can be added and figures can be flown through the air and crashed into things such as mountains.
I tried using Google SketchUp and watched a couple of YouTube videos. I wasn't very impressed with that program and kept looking for others.
At this point, I moved on to Scratch. I was impressed with how user friendly it is and was able to create a short, three-sprite animation in a short time after watching only two YouTube "how-to" videos. I did begin remembering some of the actions that I used in Director when I began playing with Scratch. Programs like this take practice to get good with and I could sit for hours and play with it. I hope to gain a lot more knowledge about it after my students and I start an animation unit using Stykz and Scratch.
Here is the URL for the Scratch animation website because the embedded applet sometimes gets hung loading in Blogger so I've provided both.
http://scratch.mit.edu/projects/scopeland30/1421364
Learn more about this project
Wednesday, November 17, 2010
Monday, November 15, 2010
EDLD 5366 Week 5 Reflections
I’m beginning this reflection before Week 1 even begins. I’ve been excited about this course because it’s been 6 years since I’ve taken a design course. I’m not very good at design and don’t have an “eye” for it so I really have to work hard to get something that looks remotely “professional”. I do feel that I’ve gotten better over the years, but nowhere like I would like to be. I drug out my old copy of PageMaker and am about to embark on a long tedious mission with it. I hope my teaching friend who retired last year can help me. She was in charge of the school yearbook for longer than I can remember. (11/12/10 3:30pm)
I gave up on PageMaker in about an hour. It was taking too long to do anything and I don’t have the skill to make it do anything professional-looking.
I’ve started experimenting with the free logo maker sites and have found that I have to design something simple and then open it in PhotoShop to really apply any effects to the logos.
In order to add drop shadows, texture and stroke, I’ve had to use additional programs. I’ve used Paint.net in the past as a free facsimile to “Photoshop”. (11/12/10 5:27pm)
I couldn’t begin Week 1 Assignment 1.1 because the items we need for the assignment aren’t in the resource folder. Creighton said that he couldn’t find them either, but that he would keep us posted. In the meantime, I read Week 1 Readings 1 and 2 and began Assignments 1.2 and 1.3. Cindy Cummings uploaded the document we needed for Assignment 1.1 into the discussion board and I used the newspaper, Presentation Zen cover and the David Foster CD cover provided to identify CRAP in each one. The newspaper was easy due to the examples given in Week 1 Readings. The Zen cover is a beautiful, calming design that reminded me of the ocean. Foster's CD cover gave a number of examples of each design principle and Ididn't have any trouble with this assignment.
Assignment 1.2 was a great adventure into ancient art. An average person who hasn’t been a “student of the arts” their entire lives can’t begin to wrap their mind around all the ancient forms and examples of art in the world. I settled on the Book of Kells for my assignment. I read about the Book of Kells in Wikipedia first and then navigated to the website provided in the assignment. We were only allowed 50 -100 words to describe the 4 design principles in artwork we chose. That was NOT enough words. My analysis was over 700 words, so I slashed and burned over 600 words and then posted both versions here.
"The Book of Kells is the most famous, and one of the finest of a group of manuscripts in what is known as the Insular style, produced from the late 6th through the early 9th centuries in monasteries in Ireland."(Wikipedia)
My feelings looking at the many plates are that people with a complex and detailed eye for design created this beautiful work. To have the ability to create works of intricate, detailed art such as the Book of Kells required geniuses throughout the centuries. Prior to learning about design principles, a viewer would just comment on how beautiful a piece of art is without understanding or "seeing" the 4 design principles. Once a person knows what to look for or what elements are at work in a work, it makes the art more interesting to gaze upon.
http://en.wikipedia.org/wiki/Book_of_Kells
http://www.sacred-texts.com/neu/celt/bok/index.htm (11/13/2010 1:30pm)
The completion of Week 1 Assignment 1.2 led me to Assignment 1.3. This is my “teaching tool” business card.
I began work on my Week 1 "Teaching Tool" today. I chose a MS Publisher business card template and combined that with logos I created using the same color scheme. I see all 4 required elements in this project. I spent most of the day working with www.logosnap.com and PhotoShop to produce a business card for Week 1 Assignment 1.3. I used contrast in the color scheme, as well as, the serif and sanserif fonts. Repetition was used in the colors and in the repetitive use of font. I aligned the logos in the middle third of the card and I aligned the address, phone number and email lines with each other and I aligned my business, name and title. Proximity of important information is shown by having my name and all information in the middle third of the card so the reader doesn’t have to hunt for any needed facts. (11/13/2010 5:00pm)
Personal Branding Week 2
Although it's just the first week of class, I've been thinking about design. I don't really have an "eye" for design, but I can recognize the four principles of design. This isn't the first DTP course I've taken that discussed design. I've learned to create things in PhotoShop and like working on our website. It takes me a long time to create something that I like; I wish I was faster and more adept at design.
I watched the video about personal branding, read the first 3 readings detailing branding and found a website that recommended guidelines for teaching teens about personal branding.
http://www.radicalparenting.com/2009/05/11/personal-branding-for-teens-7-steps-to-teach-and-learn-it/
My students did the Week 2 assignment concerning writing things about themselves and their goals for creating a personal logo. They used logomaker, logosnap and PhotoShop to create personal logos. After all the students created their personal logos, I had them make a business card using their logo. They had a good time with the business card, creating mostly fake, but some real, businesses. A few of my students have side businesses and hobbies that they based their cards on.
Week 3 ANIMATION
It's been about 6 years since I've worked with animation. I was trained how to use Adobe Director. It introduced me to the terms "sprites", "scripts" and "stage" as they apply to animation. I tried to load Director on my new computer and it wouldn't load. I don't know if I recorded the serial number incorrectly or if it isn't compatible.
I downloaded Stykz first, played with moving the stick figure around and eventually added several more figures to move in a "dancing" sceen. I stopped playing with that before I watched some of the videos showing how a background can be added and figures can be flown through the air and crashed into things such as mountains.
I tried using Google SketchUp and watched a couple of YouTube videos. I wasn't very impressed with that program and kept looking for others.
At this point, I moved on to Scratch. I was impressed with how user friendly it is and was able to create a short, three-sprite animation in a short time after watching only two YouTube "how-to" videos. I did begin remembering some of the actions that I used in Director when I began playing with Scratch. Programs like this take practice to get good with and I could sit for hours and play with it. I hope to gain a lot more knowledge about it after my students and I start an animation unit using Stykz and Scratch.
During Week 3 my students and I began watching Scratch animation tutorials. They are really excited to start working with the animation software. We've been learning a lot together this year. I downloaded Google SketchUp, Pivot, Stykz and Scratch. We're going to begin working on animation next week. I know that I'll learn more from working with them than from sitting by myself trying to figure it out.
I created a very simple animation with 3 sprites and 25-35 lines of script for them to interact with each other. Here is my animation:
This is page 1 of my Newsletter:
I gave up on PageMaker in about an hour. It was taking too long to do anything and I don’t have the skill to make it do anything professional-looking.
I’ve started experimenting with the free logo maker sites and have found that I have to design something simple and then open it in PhotoShop to really apply any effects to the logos.
In order to add drop shadows, texture and stroke, I’ve had to use additional programs. I’ve used Paint.net in the past as a free facsimile to “Photoshop”. (11/12/10 5:27pm)
I couldn’t begin Week 1 Assignment 1.1 because the items we need for the assignment aren’t in the resource folder. Creighton said that he couldn’t find them either, but that he would keep us posted. In the meantime, I read Week 1 Readings 1 and 2 and began Assignments 1.2 and 1.3. Cindy Cummings uploaded the document we needed for Assignment 1.1 into the discussion board and I used the newspaper, Presentation Zen cover and the David Foster CD cover provided to identify CRAP in each one. The newspaper was easy due to the examples given in Week 1 Readings. The Zen cover is a beautiful, calming design that reminded me of the ocean. Foster's CD cover gave a number of examples of each design principle and Ididn't have any trouble with this assignment.
Assignment 1.2 was a great adventure into ancient art. An average person who hasn’t been a “student of the arts” their entire lives can’t begin to wrap their mind around all the ancient forms and examples of art in the world. I settled on the Book of Kells for my assignment. I read about the Book of Kells in Wikipedia first and then navigated to the website provided in the assignment. We were only allowed 50 -100 words to describe the 4 design principles in artwork we chose. That was NOT enough words. My analysis was over 700 words, so I slashed and burned over 600 words and then posted both versions here.
"The Book of Kells is the most famous, and one of the finest of a group of manuscripts in what is known as the Insular style, produced from the late 6th through the early 9th centuries in monasteries in Ireland."(Wikipedia)
My feelings looking at the many plates are that people with a complex and detailed eye for design created this beautiful work. To have the ability to create works of intricate, detailed art such as the Book of Kells required geniuses throughout the centuries. Prior to learning about design principles, a viewer would just comment on how beautiful a piece of art is without understanding or "seeing" the 4 design principles. Once a person knows what to look for or what elements are at work in a work, it makes the art more interesting to gaze upon.
http://en.wikipedia.org/wiki/Book_of_Kells
http://www.sacred-texts.com/neu/celt/bok/index.htm (11/13/2010 1:30pm)
The completion of Week 1 Assignment 1.2 led me to Assignment 1.3. This is my “teaching tool” business card.
I began work on my Week 1 "Teaching Tool" today. I chose a MS Publisher business card template and combined that with logos I created using the same color scheme. I see all 4 required elements in this project. I spent most of the day working with www.logosnap.com and PhotoShop to produce a business card for Week 1 Assignment 1.3. I used contrast in the color scheme, as well as, the serif and sanserif fonts. Repetition was used in the colors and in the repetitive use of font. I aligned the logos in the middle third of the card and I aligned the address, phone number and email lines with each other and I aligned my business, name and title. Proximity of important information is shown by having my name and all information in the middle third of the card so the reader doesn’t have to hunt for any needed facts. (11/13/2010 5:00pm)
Personal Branding Week 2
Although it's just the first week of class, I've been thinking about design. I don't really have an "eye" for design, but I can recognize the four principles of design. This isn't the first DTP course I've taken that discussed design. I've learned to create things in PhotoShop and like working on our website. It takes me a long time to create something that I like; I wish I was faster and more adept at design.
I watched the video about personal branding, read the first 3 readings detailing branding and found a website that recommended guidelines for teaching teens about personal branding.
http://www.radicalparenting.com/2009/05/11/personal-branding-for-teens-7-steps-to-teach-and-learn-it/
My students did the Week 2 assignment concerning writing things about themselves and their goals for creating a personal logo. They used logomaker, logosnap and PhotoShop to create personal logos. After all the students created their personal logos, I had them make a business card using their logo. They had a good time with the business card, creating mostly fake, but some real, businesses. A few of my students have side businesses and hobbies that they based their cards on.
Week 3 ANIMATION
It's been about 6 years since I've worked with animation. I was trained how to use Adobe Director. It introduced me to the terms "sprites", "scripts" and "stage" as they apply to animation. I tried to load Director on my new computer and it wouldn't load. I don't know if I recorded the serial number incorrectly or if it isn't compatible.
I downloaded Stykz first, played with moving the stick figure around and eventually added several more figures to move in a "dancing" sceen. I stopped playing with that before I watched some of the videos showing how a background can be added and figures can be flown through the air and crashed into things such as mountains.
I tried using Google SketchUp and watched a couple of YouTube videos. I wasn't very impressed with that program and kept looking for others.
At this point, I moved on to Scratch. I was impressed with how user friendly it is and was able to create a short, three-sprite animation in a short time after watching only two YouTube "how-to" videos. I did begin remembering some of the actions that I used in Director when I began playing with Scratch. Programs like this take practice to get good with and I could sit for hours and play with it. I hope to gain a lot more knowledge about it after my students and I start an animation unit using Stykz and Scratch.
During Week 3 my students and I began watching Scratch animation tutorials. They are really excited to start working with the animation software. We've been learning a lot together this year. I downloaded Google SketchUp, Pivot, Stykz and Scratch. We're going to begin working on animation next week. I know that I'll learn more from working with them than from sitting by myself trying to figure it out.
I created a very simple animation with 3 sprites and 25-35 lines of script for them to interact with each other. Here is my animation:
Learn more about this project
Here is the website if the applet gives trouble: http://scratch.mit.edu/projects/scopeland30/1421364
Week 4 began the newsletter. I created a functional newsletter that I will use at school. We've had many changes this year at school and I had more than enough stories to fill a 4 page newsletter. I informed everyone about our new Promethean boards and document cameras on the first page and caught everyone up on the basketball tournament, sale of a school house and the elementary fall festival on page 2. Interviews with the new HS principal and supt. were on page 3. On page 4, I included a self-interview on what my students are doing in class including the URL of my animation. I also added information about internet safety and cyberbullies on page 4. I enjoyed making the newsletter. That may be because I'm had so many topics to write about. Newsletters become a chore when I have to beg people to submit articles later in the year.
This is page 1 of my Newsletter:
Sunday, November 14, 2010
EDLD 5366 Week 1 Assignment 1.2 (100 words)
This is the post for my assignment. I left my original 700 word post in a separate blog entry.
I feel the plates are creations by people with a complex, detailed eye for design. Prior to knowing design principles, viewers could only comment on how beautiful a piece of art is without understanding.
The Book of Kells has illustrations with decorated outside borders, many quartered symmetrical rectangles and uses repeating decorative shapes and symbols. The images are neat, tidy and have aligned contrasting colors repeated throughout the illustrations.
Book of Kells creators used vellum to create these works and the fact that they were painstakingly created using time-consuming detail helps the viewer understand just how important the scriptures were to people from these eras.
I feel the plates are creations by people with a complex, detailed eye for design. Prior to knowing design principles, viewers could only comment on how beautiful a piece of art is without understanding.
The Book of Kells has illustrations with decorated outside borders, many quartered symmetrical rectangles and uses repeating decorative shapes and symbols. The images are neat, tidy and have aligned contrasting colors repeated throughout the illustrations.
Book of Kells creators used vellum to create these works and the fact that they were painstakingly created using time-consuming detail helps the viewer understand just how important the scriptures were to people from these eras.
Saturday, November 13, 2010
EDLD 5366 DigGrap/DTP Week 1 Assignment 1.2
In this assignment, you will investigate ancient manuscripts and books that give you insight into the history of graphic communication and how the principles of design were used in these early manuscripts. You will write a 50-100 word reflection in your blog that addresses the following:
1. Describe your first impression of these ancient works in respect to design
2. Identify examples of each of the four principles of design
3. What techniques did the authors/artists employ to help us understand the importance of
those manuscripts/books?
"The Book of Kells is the most famous, and one of the finest of a group of manuscripts in what is known as the Insular style, produced from the late 6th through the early 9th centuries in monasteries in Ireland."(Wikipedia)
My feelings looking at the many plates are that people with a complex and detailed eye for design created this beautiful work. To have the ability to create works of intricate, detailed art such as the Book of Kells required geniuses throughout the centuries. Prior to learning about design principles, a viewer would just comment on how beautiful a piece of art is without understanding or "seeing" the 4 design principles. Once a person knows what to look for or what elements are at work in a work, it makes the art more interesting to gaze upon.
The Book of Kells has many illustrations that have decorated outside borders and many rectangles divided into quarters. The use of repeating decorative shapes and symbols is seen throughout the plates. The images are very neat and tidy looking and have aligned contrasting colors repeated throughout an illustration. The illustrations are set on an old parchment (vellum) background with extremely detailed elements close up. The plates also appear very balanced and aligned looking from farther away. There are lots of symmetrical shapes containing scriptures written in black, red, purple and yellow ink, and have contrasting colors used repetitively. Inside the rectangular borders are repeating designs of varying colors showing both contrasting and repetitive styles concurrently.
The creators of the Book of Kells used vellum as the medium on which to create these works. Also, the fact that they were painstakingly created using such intricate, beautiful and time-consuming detail helps the viewer understand just how important the scripture and books of the bible were to people from this and other eras. The topic also helps us understand just how important the work was to its creators. They lived their lives serving God and showed His glory to others in these beautiful works, many of which have been destroyed over the centuries. That makes the remaining plates so precious.
http://en.wikipedia.org/wiki/Book_of_Kells
http://www.sacred-texts.com/neu/celt/bok/index.htm
1. Describe your first impression of these ancient works in respect to design
2. Identify examples of each of the four principles of design
3. What techniques did the authors/artists employ to help us understand the importance of
those manuscripts/books?
"The Book of Kells is the most famous, and one of the finest of a group of manuscripts in what is known as the Insular style, produced from the late 6th through the early 9th centuries in monasteries in Ireland."(Wikipedia)
My feelings looking at the many plates are that people with a complex and detailed eye for design created this beautiful work. To have the ability to create works of intricate, detailed art such as the Book of Kells required geniuses throughout the centuries. Prior to learning about design principles, a viewer would just comment on how beautiful a piece of art is without understanding or "seeing" the 4 design principles. Once a person knows what to look for or what elements are at work in a work, it makes the art more interesting to gaze upon.
The Book of Kells has many illustrations that have decorated outside borders and many rectangles divided into quarters. The use of repeating decorative shapes and symbols is seen throughout the plates. The images are very neat and tidy looking and have aligned contrasting colors repeated throughout an illustration. The illustrations are set on an old parchment (vellum) background with extremely detailed elements close up. The plates also appear very balanced and aligned looking from farther away. There are lots of symmetrical shapes containing scriptures written in black, red, purple and yellow ink, and have contrasting colors used repetitively. Inside the rectangular borders are repeating designs of varying colors showing both contrasting and repetitive styles concurrently.
The creators of the Book of Kells used vellum as the medium on which to create these works. Also, the fact that they were painstakingly created using such intricate, beautiful and time-consuming detail helps the viewer understand just how important the scripture and books of the bible were to people from this and other eras. The topic also helps us understand just how important the work was to its creators. They lived their lives serving God and showed His glory to others in these beautiful works, many of which have been destroyed over the centuries. That makes the remaining plates so precious.
http://en.wikipedia.org/wiki/Book_of_Kells
http://www.sacred-texts.com/neu/celt/bok/index.htm
EDLD 5366 DigGrap/DTP Week 1 Assignment 1.1
This assignment involved identifying CRAP in 3 examples. A newspaper, Presentation Zen book cover and a Foster CD cover.
Newspaper:
Contrast:
1. White text on red background
2. Black text on blue background
3. Black text on white background
4. Contrasting text sizes
5. Contrasting font types
6. Contrasting serif/sanserif fonts
Repetition:
1. Many repetitive uses of headline fonts
2. Repeating 3 column stories on page 1
3. Repetitive use of contrasting fonts for clear reading
4. All the headline and story texts are black
5. The "Quickread" section has all the page numbers in red.
Alignment:
1. The "Quickread" is aligned in the far left column separated with a vertical line.
2. The stories long enough to be in columns are precisely aligned.
3. The column margins in the "Index" are aligned.
4. The bar code in the bottom left corner is centered in the middle of its column.
5. The entire gray textbox titled "Driving During Thanksgiving" is aligned with columns 2 and 3 of the story.
Proximity:
1. The images are all surrounded by the story they are depicting.
2. The page numbers directly follow the "blurb" in the "Quickread" section.
3. The headlines are immediately above the stories they introduce.
4. The captions are directly under the images they describe.
5. The phone number and department name are directly under the words "To subscribe".
Presentation Zen: I realize this is not an ocean and sky, but that's the "feel" I get about it.
Contrast:
1. There is contrast between the words "Presentation" and "Zen"
2. There is contrast in the horizon.
3. There is contrast between the stacked stones and the ocean and sky.
Repetition:
1. There is repetition in the sky and ocean "blue hues".
2. There is repetition in the sanserif fonts using throughout the cover.
3. There is repetition in the smooth flat stones.
Alignment:
1. All of the text is left justified and aligned.
2. The point where each stone seems to be balanced is in a straight line.
3. The "a" and the tip of the top stone seem to be aligned in the middle of the cover.
Proximity:
1. The main title of the book and the brief descriptive title are close to each other on the cover.
2. The title has no space between "presentation and zen" indicating that they are closely related. If you have good presentation, you will have perfection in life.
Foster CD Cover:
Contrast:
1. There is contrast between the two different color fonts making the title stand out.
2. There is contrast between the serif and sanserif fonts making the title stand out.
3. There is contrast between the light background and the black suit and piano
4. There is contrast between the font sizes.
5. There is contrast between the text on the light and dark backgrounds.
Repetition:
1. The color of the suit, tie, piano and hair is repetitive.
2. The placement of "bullets" between the friends names is repetitive.
3. The names of friend after friend is repetitive.
Alignment:
1. The text is all aligned on the left side of the page.
2. The lean of the body is aligned with the lean of the piano brace.
3. The lines of friends' names are aligned with each other.
Proximity:
1. The title of the CD is in close proximity to the head of David Foster thereby identifying him as the "Hit Man".
2. The artist's name is close to the title of the CD.
3. The contributing artists names are close to the word "friends".
4. The contributing artists names are close to each other.
5. David Foster is in close proximity to a piano suggesting that that is his instrument of choice.
Newspaper:
Contrast:
1. White text on red background
2. Black text on blue background
3. Black text on white background
4. Contrasting text sizes
5. Contrasting font types
6. Contrasting serif/sanserif fonts
Repetition:
1. Many repetitive uses of headline fonts
2. Repeating 3 column stories on page 1
3. Repetitive use of contrasting fonts for clear reading
4. All the headline and story texts are black
5. The "Quickread" section has all the page numbers in red.
Alignment:
1. The "Quickread" is aligned in the far left column separated with a vertical line.
2. The stories long enough to be in columns are precisely aligned.
3. The column margins in the "Index" are aligned.
4. The bar code in the bottom left corner is centered in the middle of its column.
5. The entire gray textbox titled "Driving During Thanksgiving" is aligned with columns 2 and 3 of the story.
Proximity:
1. The images are all surrounded by the story they are depicting.
2. The page numbers directly follow the "blurb" in the "Quickread" section.
3. The headlines are immediately above the stories they introduce.
4. The captions are directly under the images they describe.
5. The phone number and department name are directly under the words "To subscribe".
Presentation Zen: I realize this is not an ocean and sky, but that's the "feel" I get about it.
Contrast:
1. There is contrast between the words "Presentation" and "Zen"
2. There is contrast in the horizon.
3. There is contrast between the stacked stones and the ocean and sky.
Repetition:
1. There is repetition in the sky and ocean "blue hues".
2. There is repetition in the sanserif fonts using throughout the cover.
3. There is repetition in the smooth flat stones.
Alignment:
1. All of the text is left justified and aligned.
2. The point where each stone seems to be balanced is in a straight line.
3. The "a" and the tip of the top stone seem to be aligned in the middle of the cover.
Proximity:
1. The main title of the book and the brief descriptive title are close to each other on the cover.
2. The title has no space between "presentation and zen" indicating that they are closely related. If you have good presentation, you will have perfection in life.
Foster CD Cover:
Contrast:
1. There is contrast between the two different color fonts making the title stand out.
2. There is contrast between the serif and sanserif fonts making the title stand out.
3. There is contrast between the light background and the black suit and piano
4. There is contrast between the font sizes.
5. There is contrast between the text on the light and dark backgrounds.
Repetition:
1. The color of the suit, tie, piano and hair is repetitive.
2. The placement of "bullets" between the friends names is repetitive.
3. The names of friend after friend is repetitive.
Alignment:
1. The text is all aligned on the left side of the page.
2. The lean of the body is aligned with the lean of the piano brace.
3. The lines of friends' names are aligned with each other.
Proximity:
1. The title of the CD is in close proximity to the head of David Foster thereby identifying him as the "Hit Man".
2. The artist's name is close to the title of the CD.
3. The contributing artists names are close to the word "friends".
4. The contributing artists names are close to each other.
5. David Foster is in close proximity to a piano suggesting that that is his instrument of choice.
EDLD 5366 Dig.Graphics/DTP Week 1 Assignment 1.3
I began work on my Week 1 "Teaching Tool" today. I chose a MS Publisher business card template and combined that with logos I created using the same color scheme. I see all 4 required elements in this project.
Contrast is seen in the contrasting colors used in the color scheme and in both serif and sanserif fonts. I used a color scheme provided by MS Publisher and after choosing the desired color scheme, I went to http://www.logosnap.com/ and created my business card logo with the same colors. I imported my logosnap logo into PhotoShop and added drop shadow, stroke and inner shadow, all using colors from the original color scheme. However, I showed contrast in the logos by using the same colors but in opposite sites on the logo (Gold "A" and blue "nton ISD" in one logo and blue "B" and gold "ulldogs" in the other logo) Also, one logo has a blue inner shadow while the other has a gold inner shadow.
Repetition is displayed by using the same style of logos and by using sanserif fonts on all information except my name. The address and phone numbers use the same font and font size. There is also repetition in using the same contrasting colors throughout the business card.
Alignment is achieved by aligning all the address and phone numbers and by aligning all the personal information. Also, the two school logos are aligned in the middle third of the card with the personal information. The right margin of the Anton ISD logo is aligned with the left margin of the personal information and with the address and phone numbers.
Proximity is shown by ensuring the logos are in the same third of the card while the important information that a client would need is very clear and close on the card. The eye is drawn to the company, name and title in the center of the card between the two logos and them the viewer simple has to look up for address and down for email and phone numbers. There is no "searching around" the card for needed information.These are the logos I created and the business card showing the four design elements.
Tuesday, November 9, 2010
School Law
I wasn't especially happy about School Law. I learned a lot about search and seizure, contracts, students/teacher rights, cyber law and several other subjects. I didn't, however, think that Ed. Tech. students should be so mired in special education law and teacher evaluations.
Sunday, November 7, 2010
EDLD 5344 School Law Week 5 Reflections
Student Management and Technology
· Which of the student-management issues as they relate to the topic of Cyber Law discussed in this course and in your Cyber Law text is most relevant to you as a school technology leader?
· How have your views changed about the proper policies and procedures to employ regarding student management?
· How will the knowledge gained on this topic help you become an effective school technology leader?How will it help your staff and your students?
I would say that currently a good comprehensive AUP is my main priority. The AUP we have is definitely dated and doesn’t cover the newer internet aspects such as social networking, open source materials and cyber bullying. I’ve gathered numerous materials to create our new AUP and internet safety plans. the Cyber Law text did a good job of providing additional resources.
My views have changed regarding free speech and student expression after reading Chapter 2: Student Use of the Internet. “…legal claims… These claims arise when students post… harmful information … in personal blogs, on social networking sites…” (Bissonette, 2009) As an educator, I need to know when students inappropriate use of the internet must be tolerated as protected under the First Amendment.
The knowledge I’ve gained will help me assist in creating and enforcing policies that are just and appropriate. I’ve already used some knowledge to educate teacher that internet content is not free and that just because your own son is facebook friends with someone who hasn’t given you the needed photos for the school slideshow, you can’t just hack into your son’s facebook and copy/paste them into your powerpoint. The photos are intellectual property and not public domain.
Personnel Management
· What have you learned about teacher evaluation and remediation that you did not know before taking this class?
· How will the information presented in this course help you become a better leader with school employees?
· What aspect of school personnel management do you feel you need to learn more about?
· How do you plan to gain this knowledge?
I wasn’t aware of just how useless most principals think teacher evaluations are. I’ve heard from prior principals how much they detest doing 45-50 evaluations of teachers. It has been my experience, as a teacher, that the later a teacher waits to schedule the evaluation, the shorter amount of time the principal actually stays in the classroom. I’ve even had to reschedule evaluations when principals forget about their appointment with me. “Two drop-in visits with a pre-made checklist are no longer considered acceptable practice.” (Kersten, & Israel, 2005)
This statement is ironic to me since our principals only do one in-class “sit-down” evaluation per year. They may also only actually walk in for 3 to 5 minutes once or twice a year. I guess I’ve never thought about whether or not they do more walk-throughs for non-veteran teachers or not; probably not. That is one question I plan to ask my principal.
I find it especially interesting that the new walk-through software we’re using is recommended for use on an iPad. Sometimes I just wonder if the people who design new innovative programs purposely design it to run on the newest “gadget” just so superintendents and principals will push to buy that software so they can have the school buy the newest, greatest electronic device for them to use as personal property. The information in this course will help me better manage personnel by providing me with exposure to the knowledge of where to search and who to ask when questions about free speech, search and seizure, cyberbullying, teacher evaluations, or deliberate indifference arises.
Improving Professional Practice
· Select another legal topic covered in the Cyber Law textbook that you feel affects you as a school technology leader.
· What have you learned about this topic, and how will this new knowledge affect your decision-making as a technology leader?
· What professional development opportunities can you spearhead in your school to inform teachers about this issue?
Chapter Three of the Cyber Law text was especially interesting to me due to its “outside-of-school” nature. The three scenarios presented were good choices. The second case, involving the teacher who made every effort to keep his private business anonymous, made me really think about how easy it is for a school to become involved in an employee’s personal business based on the nature of teachers’ jobs. We probably wouldn’t see a construction company or a department store even consider releasing an employee for maintaining a personal “Web site he created to display and sell his nude art.” (Bissonette, 2009)
This line drawn between teachers’ public and private lives is bound to become even bolder the more and more prevalent the internet becomes. We’ve already had on incident in our school involving a teacher who has an online sex toy business. The administration became aware of it about six months ago and was cautioned by the school attorney that unless she conducts business on a school computer there is nothing the school can do to curtail it.
This new knowledge has helped me to understand that we need to add some professional development even if it’s just short presentations during staff meetings reminding everyone that they must understand student/teacher online contact; whether through facebook, MySpace, email or cell phone texting could get them in serious trouble. “Teacher associations and legal counsel for school districts are warning to be more careful about what they post online.” (Bissonette, 2009)
Kersten, T.A., & Israel, M.S. (2005). Teacher evaluation: principal's insights and suggestions for improvement. Planning and Changing, 36(182), 47-67.
Bissonette, A.M. (2009). Cyber law: maximizing safety and minimizing risk in classrooms. Thousand Oaks, CA: Corwin Pr
Sunday, September 19, 2010
5363 Week 5 blog w/ PSA&CompletedProposal
Our team met on Skype to informally debrief about our project. We all concurred that we enjoyed getting to know each other. I told everyone that "I'm still a bit awe-struck at the relative ease of doing this project with wikis, skype and you tube!!" LOL if only all of this had been around when I was in college the first time! Julia let us know that she's SO happy to be in a group with us that she was doing the happy dance right now! "I can't imagine trying to do what we've done using email...the wiki was a great way to go, " said Russell. "I think our setup was perfect! Thanks Shannon for getting it started!"exclaimed Lynne. We all agreed that communication was not a problem for us at all." We had many positive comments and lots of praise for each other.
In the pre-production phase, I began formulating the idea to use a wiki because I had seen the project template while helping a science teacher at my school create one for her class. I believe Lynne contacted everyone to be in our group. Boy, am I glad she invited me. The group was a creative bunch. Russell volunteered to video, Janet, Lynne and Julia did the research and wrote the script. I volunteered to edit the video and audio and to create the movie in Adobe Premiere and to be responsible for the shot list which Julia promptly helped me with since I wasn't shooting any of the video. Everyone was professional and delivered their assignments in timely manner. We began uploading research documents, still photos, and video clips to our wiki immediately. I was able to begin work on the audio right away. I asked that the video be in the .wmv format and everyone converted their video before uploading it the wiki.
I believe our PSA could be improved by using additional video in place of the 'TAX RATES" still. I feel like it drug on too long, but there isn't really anything I could think of when picturing tax rates and debt so I used the stills.
Julia obtained the copyright for our PSA and I placed it in the last frames of our video.
School Bonds Q & A is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
As far as collaboration and interactions go, our team did great. Everyone was gracious and helpful and offered to do someone else's job if they couldn't do it for some reason. Everytime I needed help finding the web conference recordings or the updated syllabus or anything, someone offered immediately to email it to me. We worked as a team and I would and hope to work with this team again.
Julia Wilson, Shannon Copeland, Russell Dixon, Janet Kelly and Lynne Bullock
**All collaborative Skype meetings are saved here: https://sites.google.com/site/edld5363psavideoproject/file-cabinet
**Each members' project assignments: https://sites.google.com/site/edld5363psavideoproject/home/to-dos
**Completions for the week: PSA Final video and Premiere screenshots are here:
https://sites.google.com/site/edld5363psavideoproject/home/video-files
**Link to our wiki where the proposal resides. https://sites.google.com/site/edld5363psavideoproject/project-definition
Week 5
PSA Video
In the pre-production phase, I began formulating the idea to use a wiki because I had seen the project template while helping a science teacher at my school create one for her class. I believe Lynne contacted everyone to be in our group. Boy, am I glad she invited me. The group was a creative bunch. Russell volunteered to video, Janet, Lynne and Julia did the research and wrote the script. I volunteered to edit the video and audio and to create the movie in Adobe Premiere and to be responsible for the shot list which Julia promptly helped me with since I wasn't shooting any of the video. Everyone was professional and delivered their assignments in timely manner. We began uploading research documents, still photos, and video clips to our wiki immediately. I was able to begin work on the audio right away. I asked that the video be in the .wmv format and everyone converted their video before uploading it the wiki.
I believe our PSA could be improved by using additional video in place of the 'TAX RATES" still. I feel like it drug on too long, but there isn't really anything I could think of when picturing tax rates and debt so I used the stills.
Julia obtained the copyright for our PSA and I placed it in the last frames of our video.
School Bonds Q & A is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported LicenseAs far as collaboration and interactions go, our team did great. Everyone was gracious and helpful and offered to do someone else's job if they couldn't do it for some reason. Everytime I needed help finding the web conference recordings or the updated syllabus or anything, someone offered immediately to email it to me. We worked as a team and I would and hope to work with this team again.
Julia Wilson, Shannon Copeland, Russell Dixon, Janet Kelly and Lynne Bullock
**All collaborative Skype meetings are saved here: https://sites.google.com/site/edld5363psavideoproject/file-cabinet
**Each members' project assignments: https://sites.google.com/site/edld5363psavideoproject/home/to-dos
**Completions for the week: PSA Final video and Premiere screenshots are here:
https://sites.google.com/site/edld5363psavideoproject/home/video-files
**Link to our wiki where the proposal resides. https://sites.google.com/site/edld5363psavideoproject/project-definition
Week 5
PSA Video
Saturday, September 18, 2010
5363 Week 4 Web Conference Blog 9/19/2010
Week 4 – Web conference
September 19, 2010
5pm
I attended the September 19, 2010 web conference. I have already reviewed the conference that took place on Friday, September 17. Friday night’s meeting answered a lot of questions that our team had about narrators and how assignments were to be submitted. 3 of my team members attended Friday, so I wanted to attend Sunday night’s conference in case any new questions arose that we had not considered. I find it interesting that a lot of people have the same questions in every conference. Expectations may not be entirely clear when so many people have the same questions… although, it could just be the group who’s not reading the overviews! ;-) I really like seeing what everyone else is using to collaborate. There have been a number of resources listed in the meeting that I want to check out at a later date. People are using all kinds of different collaboration tools I’ve never heard of. I’m typing this blog while attending the meeting and I am also copy/pasting all the text for research later. I do get exasperated at people who don’t read back in the conversation and keep asking the same questions over and over. I also get put out with people who keep suggesting things that aren’t in the rubric or syllabus until Dr. A says, “Yes, you have to do it.” We’re having to redo our video to reflect things that people brought up in tonight’s meeting. Oh, well, all it takes is time.
September 19, 2010
5pm
I attended the September 19, 2010 web conference. I have already reviewed the conference that took place on Friday, September 17. Friday night’s meeting answered a lot of questions that our team had about narrators and how assignments were to be submitted. 3 of my team members attended Friday, so I wanted to attend Sunday night’s conference in case any new questions arose that we had not considered. I find it interesting that a lot of people have the same questions in every conference. Expectations may not be entirely clear when so many people have the same questions… although, it could just be the group who’s not reading the overviews! ;-) I really like seeing what everyone else is using to collaborate. There have been a number of resources listed in the meeting that I want to check out at a later date. People are using all kinds of different collaboration tools I’ve never heard of. I’m typing this blog while attending the meeting and I am also copy/pasting all the text for research later. I do get exasperated at people who don’t read back in the conversation and keep asking the same questions over and over. I also get put out with people who keep suggesting things that aren’t in the rubric or syllabus until Dr. A says, “Yes, you have to do it.” We’re having to redo our video to reflect things that people brought up in tonight’s meeting. Oh, well, all it takes is time.
5363 Week 4 PSA blog
We have continued to upload stills, video clips and research documents. All members have been updating their sections of our proposal and script. Everyone has provided their pieces of the assignments in a timely manner. I was able to begin work on the video during Week 3 due to the excellent efforts of the script writing and media collection of my team. We had multiple "takes" of each portion of audio and video. I had more than enough material to choose from to create our video. We had more than one narrator for the voice-over parts and several video clips of people asking our bond election questions. I created several PhotoShop text .jpg images that we needed when words, not images were needed to "explain" sections of our narration. When I had a "working" video completed, I uploaded it for evaluation and suggestions for my team. They noticed a few things that I hadn't even considered when shooting the video and offered welcome suggestions for improvement. I can't say enough about the timeliness and professionalism of my team during this project.
Julia Wilson, Shannon Copeland, Russell Dixon, Janet Kelly and Lynne Bullock
**All collaborative Skype meetings are saved here: https://sites.google.com/site/edld5363psavideoproject/file-cabinet
**Each members' project assignments: https://sites.google.com/site/edld5363psavideoproject/home/to-dos
**Completions for the week: PSA3 is working initial video and Premiere screenshots are here:
https://sites.google.com/site/edld5363psavideoproject/home/video-files
**Link to our wiki where the proposal resides. https://sites.google.com/site/edld5363psavideoproject/project-definition
Julia Wilson, Shannon Copeland, Russell Dixon, Janet Kelly and Lynne Bullock
**All collaborative Skype meetings are saved here: https://sites.google.com/site/edld5363psavideoproject/file-cabinet
**Each members' project assignments: https://sites.google.com/site/edld5363psavideoproject/home/to-dos
**Completions for the week: PSA3 is working initial video and Premiere screenshots are here:
https://sites.google.com/site/edld5363psavideoproject/home/video-files
**Link to our wiki where the proposal resides. https://sites.google.com/site/edld5363psavideoproject/project-definition
5363 Week 3 PSA Blog
Our team got together a little before Week 3 began. We talked about the logistics of creating our PSA and decided that we would use a wiki and Skype to communicate. I created the initial wiki and invited Lynne Bullock, Julia Wilson, Russell Dixon and Janet Kelly to be co-owners. From there, everyone jumped in and began editing the wiki project template into something we could use. The different pages and features were added, deleted and molded into a working project wiki. I am so proud of the work everyone did just to get the site ready for use. We immediately began uploading school bond information and photos. We all volunteered for assignments to get our part of the process going. I am in awe of how we were able to pull all of this together with relative ease. We all went our separate ways to gather our research, audio, video, stills, and script and have been uploading our "pieces" to the web for all to see and evaluate. During week 4, we will begin the actual video editing.
Friday, September 3, 2010
5363 Week 2 WebConference Blog
I wouldn't have been able to do the Week 2 project without the web conference. I was very confused about doing away with the first project since I already had it done. The questions asked and answered in the conference helped me get organized and to understand exactly what was needed. The fact that I had already done the first assignment helped me with the updated one. I didn't have any trouble at all writing my script due to the extensive evaluations done on the three software programs previously.
Many of my questions were answered. For example, one person asked if there was a typo in the Week 2 updated assignment stating "video" instead of "audio" and Dr. Abernathy confirmed that it should only say 'audio". That cleared up a big question that I had.
Everyone asked good questions about specifics, such as file extensions and what to do if a file wouldn't upload to a site. I enjoy the way everyone is quick with a link to whatever is being asked about. I felt so much better having viewed the conference.
Please continue to record and email the conferences for everyone. I can't be at very many of them, so I really need to be able to access them after the fact to have my questions answered.
Many of my questions were answered. For example, one person asked if there was a typo in the Week 2 updated assignment stating "video" instead of "audio" and Dr. Abernathy confirmed that it should only say 'audio". That cleared up a big question that I had.
Everyone asked good questions about specifics, such as file extensions and what to do if a file wouldn't upload to a site. I enjoy the way everyone is quick with a link to whatever is being asked about. I felt so much better having viewed the conference.
Please continue to record and email the conferences for everyone. I can't be at very many of them, so I really need to be able to access them after the fact to have my questions answered.
EDLD 5363 Week 2 Video Editing software blog
I wish I hadn't started Week 2 early due to the change in assignments, but at least I had the background to import a video clip and do some editing on it in a couple of programs for the tutorial podcast.
The three video editing software packages that I evaluated are MPEG Streamclip, Cinefx, and Windows Movie Maker. My evaluation of Streamclip won't be long. After downloading it for free, it left a .zip file on my desktop with a "Read Me First" file in it. This file promptly explained that there was small piece of software that needed to be purchased to make this "free" software work. I drug it all to the trash.
Second, I evaluated Cinefx. It loaded quickly and easily, but after loading video clips into it, I couldn't do anything with it. The tools were not intuitive at all. I've been teaching video editing for 5 years using Adobe Premiere and have a pretty good "feel" for how video editing tools work. In addition to not being easy to figure out, Cinefx had a black screen which was hard to focus on and annoying to try to read. I won't be using this editing software either.
The third program I looked at was Windows Movie Maker. Movie Maker led me through importing video, image and audio clips easily. I imported a video clip of my daugher riding her bike, a photo of my son and an audio clip of a song. I was then able to quickly place special effects and transitions with the video clip and photo and crop the song down to the needed length.
Although, I still prefer Premiere, I will use Movie Maker at home and school.
Here is the embed code for my audio. I will also include the link.
http://www.teachertube.com/music.php?music_id=3625&title=5363EDLDWEEK2PODCAST&ref=Sdcopeland
Here is the license I obtained for the work :
EDLD5363Week2Podcast by Shannon Copeland is licensed under a Creative Commons Attribution 3.0 Unported License.
The three video editing software packages that I evaluated are MPEG Streamclip, Cinefx, and Windows Movie Maker. My evaluation of Streamclip won't be long. After downloading it for free, it left a .zip file on my desktop with a "Read Me First" file in it. This file promptly explained that there was small piece of software that needed to be purchased to make this "free" software work. I drug it all to the trash.
Second, I evaluated Cinefx. It loaded quickly and easily, but after loading video clips into it, I couldn't do anything with it. The tools were not intuitive at all. I've been teaching video editing for 5 years using Adobe Premiere and have a pretty good "feel" for how video editing tools work. In addition to not being easy to figure out, Cinefx had a black screen which was hard to focus on and annoying to try to read. I won't be using this editing software either.
The third program I looked at was Windows Movie Maker. Movie Maker led me through importing video, image and audio clips easily. I imported a video clip of my daugher riding her bike, a photo of my son and an audio clip of a song. I was then able to quickly place special effects and transitions with the video clip and photo and crop the song down to the needed length.
Although, I still prefer Premiere, I will use Movie Maker at home and school.
Here is the embed code for my audio. I will also include the link.
http://www.teachertube.com/music.php?music_id=3625&title=5363EDLDWEEK2PODCAST&ref=Sdcopeland
Here is the license I obtained for the work :
EDLD5363Week2Podcast by Shannon Copeland is licensed under a Creative Commons Attribution 3.0 Unported License.
Wednesday, August 25, 2010
EDLD 5363 Week1 PhotoStory video
I found PhotoStory surprisingly easy to use. I've been using Adobe Premiere to create, edit, and narrate video and this was a breeze. The free software being offered now is user-friendly. I'm glad that I'm fairly familiar with most of the steps in building this photo video, but was happy that narrating with a microphone was so smooth. I like the way that the video doesn't move to the next photo until the narration is finished. I just hope none of these steps I used to create this video are blocked by the content filter at my school. I'm glad we only needed photos for this project because I've got plenty of those. I used TeacherTube to upload my video and found it very easy. I can't post my video URL just yet. Apparently TeacherTube must "ok" every video before publishing them. The site indicated that it should be online within 24 hours. (My video has been "oked" and the URL is: Click here
I did find that I couldn't use my script as written because the video would have been way too long. It's just a little over 3 minutes with the ad-libbing that I did. I edited my video to reduce the time to just under 3 minutes per the assignment directions and re-submitted it to TeacherTube.com. The ease of editing my original project was astounding after the hoops I have had to jump through to edit Premiere videos. I can't wait to start a PhotoStory unit with my students.
I began collecting the materials that I need to teach a 2 week unit on PhotoStory. My only problem is that I can't get Windows Media Player 10 loaded on my student computers. I get an error that states that 10 isn't compatible with my version of XP... apparently I need some updates or a service pack. I called the IT guy today to come help me get it loaded tomorrow. I'm excited about starting the unit.
I did find that I couldn't use my script as written because the video would have been way too long. It's just a little over 3 minutes with the ad-libbing that I did. I edited my video to reduce the time to just under 3 minutes per the assignment directions and re-submitted it to TeacherTube.com. The ease of editing my original project was astounding after the hoops I have had to jump through to edit Premiere videos. I can't wait to start a PhotoStory unit with my students.
I began collecting the materials that I need to teach a 2 week unit on PhotoStory. My only problem is that I can't get Windows Media Player 10 loaded on my student computers. I get an error that states that 10 isn't compatible with my version of XP... apparently I need some updates or a service pack. I called the IT guy today to come help me get it loaded tomorrow. I'm excited about starting the unit.
Friday, July 30, 2010
5301 Week 3 Blog
ACTION RESEARCH PROJECT
PROCESS OVERVIEW
USING CSCOPE TO INCREASE READING/MATH TAKS SCORES
1. SETTING THE FOUNDATION
Our school is implementing the CSCOPE curriculum to increase our students’ TAKS scores,
as well as, giving our teachers a step-by-step daily curriculum to follow. The lack of any
curriculum in some classrooms has become a problem. We wish to increase general
education scores, special education scores and to enhance our teachers’ knowledge of their
classroom content.
‘ 2. ANALYZING DATA
I plan to use past/current/future TAKS scores, student grade reports, teacher/student comment sampling, and informal and formal teacher surveys to analyze whether or not CSCOPE increased our TAKS scores.
The principal and teachers will discuss impressions of CSCOPE at faculty meetings to gain
insight on how everyone is feeling about using it in their classrooms.
‘3. DEVELOPING DEEPER UNDERSTANDING
Deeper understanding requires data collections techniques, such as, interviews, observations, document collection (grade reports/TAKS scores), and analyzing published literature.
I plan to interview teachers and principals to discuss their possible and plausible explanations
for data that doesn’t fit our anticipated outcomes. Review of literature and other published data, as well as, information from surrounding schools and ESC Region XVII will also be used.
‘4. ENGAGE IN SELF-REFLECTION
Does the data reveal any unexpected outcomes?
If so, what factors could have caused the unexpected data?
Are assessment scores generally lower during the initial year of CSCOPE?
Could the inexperience of new teachers be a factor? Are the special education students capable of the higher thinking skills required?
‘5. EXPLORING PROGRAMMATIC PATTERNS
Talk with at length with your site supervisor and other people whose opinion you respect to
determine the pros and cons of plausible solutions. What skills and resources do they think
are essential to successful project implementation? The more pit-falls you can identify before
you implement your solution, the better your project will work.
My site supervisor is still out of town.
6. DETERMINING DIRECTION
A. Will CSCOPE increase our TAKS scores in 3rd-8th Reading and Math?
B. Have you adequately addressed the skills and resources questions? Yes
C. Have you established a collaborative approach to the issue? I have had no contact with my site supervisor in 3 weeks.
D. Are your timelines realistic? The timelines are realistic for the information I’m seeking.
E. Do you have a reasonable plan to monitor the project? I will formally and informally interview teachers throughout the school year concerning CSCOPE and I have access to all student grade reports/TAKS scores
F. Do you have a reasonable plan for determining the level of success – how do you evaluate if the plan is effective? Increased TAKS scores and enhanced content knowledge by
teachers can reasonably be determined.
G. How will you revise and improve the plan based on monitoring and evaluation? I will need to confer with my site supervisor to discuss revision of the plan after TAKS scores are returned in late May 2011
.
7. TAKING ACTION FOR SCHOOL IMPROVEMENT
Tool 7.1 Action Planning Template
Goal #1: Implement CSCOPE
1 Action Step(s): Purchase CSCOPE curriculum
Person(s) Responsible: Superintendent
Timeline: Summer 2010
Needed Resources: Budgeted expense Evaluation: Purchased
2 Action Step(s): Identify non-negotiable portions of CSCOPE
Person(s) Responsible: Principals/Superintendent
Timeline: August 2010
Needed Resources: ----- Evaluation:
3 Action Step(s): Attend CSCOPE training
Person(s) Responsible: Principals/teachers/ESC 17 staff
Timeline: Summer 2010
Needed Resources: Professional Development budget Evaluation:
Goal #2: Increase teacher content knowledge using CSCOPE
1 Action Step(s): Implement CSCOPE in 3rd-8th Reading and Math
Person(s) Responsible: Principals/teachers Timeline: August 2010-May 2011
Needed Resources: Budget to purchase required manipulatives/materials Evaluation: Surveys/teacher comments
2 Action Step(s): Train teachers to use CSCOPE
Person(s) Responsible: Principals/teachers/ESC 17 staff
Timeline: Summer 2010
Needed Resources: Professional Development budget Evaluation: Surveys/teacher comments
3 Action Step(s): Teachers becoming proficient using CSCOPE
Person(s) Responsible: Principals/teachers/ESC 17 staff
Timeline: August 2010 – May 2011
Needed Resources: Budget to purchase required manipulatives/materials Evaluation:
Goal #3: Use CSCOPE to increase TAKS scores in Sp. Ed.
1 Action Step(s): Implement CSCOPE in 3rd-8th Sp. Ed. Reading and Math
Person(s) Responsible: Principals/Sp. Ed. teachers
Timeline: August 2010-May 2011 Needed Resources: CSCOPE curriculum/ESC 17 staff/SPECO staff/add’l
planning time Evaluation: TAKS scores
2 Action Step(s): Allow Sp. Ed. teachers to collaborate with experienced Sp.
Ed. CSCOPE users
Person(s) Responsible: Principals/SPECO staff
Timeline: August 2010-May 2011
Needed Resources: Professional development days to survey CSCOPE Sp. Ed.
classrooms in the area Evaluation: TAKS scores
8. SUSTAIN IMPROVEMENT
We should see improvement in our TAKS scores and in increased higher order thinking and problem-solving skills. The administration should consider any unexpected outcomes carefully to ascertain if the outcomes were products of inexperienced teachers, new curriculum or other factors. Data should be carefully analyzed to prevent incorrect conclusions from being reached.
PROCESS OVERVIEW
USING CSCOPE TO INCREASE READING/MATH TAKS SCORES
1. SETTING THE FOUNDATION
Our school is implementing the CSCOPE curriculum to increase our students’ TAKS scores,
as well as, giving our teachers a step-by-step daily curriculum to follow. The lack of any
curriculum in some classrooms has become a problem. We wish to increase general
education scores, special education scores and to enhance our teachers’ knowledge of their
classroom content.
‘ 2. ANALYZING DATA
I plan to use past/current/future TAKS scores, student grade reports, teacher/student comment sampling, and informal and formal teacher surveys to analyze whether or not CSCOPE increased our TAKS scores.
The principal and teachers will discuss impressions of CSCOPE at faculty meetings to gain
insight on how everyone is feeling about using it in their classrooms.
‘3. DEVELOPING DEEPER UNDERSTANDING
Deeper understanding requires data collections techniques, such as, interviews, observations, document collection (grade reports/TAKS scores), and analyzing published literature.
I plan to interview teachers and principals to discuss their possible and plausible explanations
for data that doesn’t fit our anticipated outcomes. Review of literature and other published data, as well as, information from surrounding schools and ESC Region XVII will also be used.
‘4. ENGAGE IN SELF-REFLECTION
Does the data reveal any unexpected outcomes?
If so, what factors could have caused the unexpected data?
Are assessment scores generally lower during the initial year of CSCOPE?
Could the inexperience of new teachers be a factor? Are the special education students capable of the higher thinking skills required?
‘5. EXPLORING PROGRAMMATIC PATTERNS
Talk with at length with your site supervisor and other people whose opinion you respect to
determine the pros and cons of plausible solutions. What skills and resources do they think
are essential to successful project implementation? The more pit-falls you can identify before
you implement your solution, the better your project will work.
My site supervisor is still out of town.
6. DETERMINING DIRECTION
A. Will CSCOPE increase our TAKS scores in 3rd-8th Reading and Math?
B. Have you adequately addressed the skills and resources questions? Yes
C. Have you established a collaborative approach to the issue? I have had no contact with my site supervisor in 3 weeks.
D. Are your timelines realistic? The timelines are realistic for the information I’m seeking.
E. Do you have a reasonable plan to monitor the project? I will formally and informally interview teachers throughout the school year concerning CSCOPE and I have access to all student grade reports/TAKS scores
F. Do you have a reasonable plan for determining the level of success – how do you evaluate if the plan is effective? Increased TAKS scores and enhanced content knowledge by
teachers can reasonably be determined.
G. How will you revise and improve the plan based on monitoring and evaluation? I will need to confer with my site supervisor to discuss revision of the plan after TAKS scores are returned in late May 2011
.
7. TAKING ACTION FOR SCHOOL IMPROVEMENT
Tool 7.1 Action Planning Template
Goal #1: Implement CSCOPE
1 Action Step(s): Purchase CSCOPE curriculum
Person(s) Responsible: Superintendent
Timeline: Summer 2010
Needed Resources: Budgeted expense Evaluation: Purchased
2 Action Step(s): Identify non-negotiable portions of CSCOPE
Person(s) Responsible: Principals/Superintendent
Timeline: August 2010
Needed Resources: ----- Evaluation:
3 Action Step(s): Attend CSCOPE training
Person(s) Responsible: Principals/teachers/ESC 17 staff
Timeline: Summer 2010
Needed Resources: Professional Development budget Evaluation:
Goal #2: Increase teacher content knowledge using CSCOPE
1 Action Step(s): Implement CSCOPE in 3rd-8th Reading and Math
Person(s) Responsible: Principals/teachers Timeline: August 2010-May 2011
Needed Resources: Budget to purchase required manipulatives/materials Evaluation: Surveys/teacher comments
2 Action Step(s): Train teachers to use CSCOPE
Person(s) Responsible: Principals/teachers/ESC 17 staff
Timeline: Summer 2010
Needed Resources: Professional Development budget Evaluation: Surveys/teacher comments
3 Action Step(s): Teachers becoming proficient using CSCOPE
Person(s) Responsible: Principals/teachers/ESC 17 staff
Timeline: August 2010 – May 2011
Needed Resources: Budget to purchase required manipulatives/materials Evaluation:
Goal #3: Use CSCOPE to increase TAKS scores in Sp. Ed.
1 Action Step(s): Implement CSCOPE in 3rd-8th Sp. Ed. Reading and Math
Person(s) Responsible: Principals/Sp. Ed. teachers
Timeline: August 2010-May 2011 Needed Resources: CSCOPE curriculum/ESC 17 staff/SPECO staff/add’l
planning time Evaluation: TAKS scores
2 Action Step(s): Allow Sp. Ed. teachers to collaborate with experienced Sp.
Ed. CSCOPE users
Person(s) Responsible: Principals/SPECO staff
Timeline: August 2010-May 2011
Needed Resources: Professional development days to survey CSCOPE Sp. Ed.
classrooms in the area Evaluation: TAKS scores
8. SUSTAIN IMPROVEMENT
We should see improvement in our TAKS scores and in increased higher order thinking and problem-solving skills. The administration should consider any unexpected outcomes carefully to ascertain if the outcomes were products of inexperienced teachers, new curriculum or other factors. Data should be carefully analyzed to prevent incorrect conclusions from being reached.
Thursday, July 22, 2010
EDLD 5301 Research Week 2 Reflections
This week's assugnment gave me a deeper understanding of action research and the many areas in which it can be used. I appreciated the specific examples outlined in the Dana text. The chapter aided me in understanding how to categorize the many areas in which action research can be conducted and in which principals may encounter problems.
The video interviews were informative and gave insight into how different administrators view action research and how important they feel it is. I was especially interested in their views on using existing research and plying to to fit your purpose. Drs. Briseno and Lewis both suggested looking for current research before embarking on a huge project that may have already been conducted and published.
I hope to speak to my site mentor soon to consult with her concerning my research project. There should be plenty of data, not only on the CSCOPE curriculum, but also on our student test scores.
The video interviews were informative and gave insight into how different administrators view action research and how important they feel it is. I was especially interested in their views on using existing research and plying to to fit your purpose. Drs. Briseno and Lewis both suggested looking for current research before embarking on a huge project that may have already been conducted and published.
I hope to speak to my site mentor soon to consult with her concerning my research project. There should be plenty of data, not only on the CSCOPE curriculum, but also on our student test scores.
Friday, July 16, 2010
5301 Week 1 Blog Posting
What I have learned about action research and how I might be able to use it.
I have learned that action research is a spiraling systematic method of investigating using questioning, data collection, strategy development, logical reasoning and evaluation. I will use this method of research to help define a plan of action when problem solving. Areas in need of improvement will be pondered, then readily available data will be collected from school records or by interviewing employees. Then literature-based research will need to be conducted by referring to relevant journal articles, magazines and other published information to assist in developing a strategy to help improve the problem. The last step is to evaluate if the plan eliminated or at least improved the problem.
One problem that I'm particularly concerned about in our school is teacher morale. Due to deteriorating circumstances in the last few years, teacher morale has declined. I would like to interview some of the staff in order to collect some readily available information. I have already reviewed some literature, of which there is much, learned that teacher morale is a huge problem in many schools. I would then like to, in conjunction with the current principals, develop a strategy for improving morale among our teachers. The research I've already reviewed suggests a strong correlation between high teacher morale and increased student success.
How Educational Leaders Might Use Blogs
Blogging can be an additional means of data collection for a principal. Private blogs can be used to record particularly important details of a school situation that are only relevant to the principal or, perhaps too personal or emotional to record in an educational record. With the amount of litigation today, personal blogs could help an administrator recall details that may not have been recorded in a student or employee file.
A public blog by an administrator could be used to publish personal notes to students, parents and teachers concerning formal or informal information. A blog could be considered a more individual method of communication that just a quote from the principal in the student newsletter. Principals could publish a weekly blog post containing upcoming school events, school information or progress reports on a school renovation project.
I have learned that action research is a spiraling systematic method of investigating using questioning, data collection, strategy development, logical reasoning and evaluation. I will use this method of research to help define a plan of action when problem solving. Areas in need of improvement will be pondered, then readily available data will be collected from school records or by interviewing employees. Then literature-based research will need to be conducted by referring to relevant journal articles, magazines and other published information to assist in developing a strategy to help improve the problem. The last step is to evaluate if the plan eliminated or at least improved the problem.
One problem that I'm particularly concerned about in our school is teacher morale. Due to deteriorating circumstances in the last few years, teacher morale has declined. I would like to interview some of the staff in order to collect some readily available information. I have already reviewed some literature, of which there is much, learned that teacher morale is a huge problem in many schools. I would then like to, in conjunction with the current principals, develop a strategy for improving morale among our teachers. The research I've already reviewed suggests a strong correlation between high teacher morale and increased student success.
How Educational Leaders Might Use Blogs
Blogging can be an additional means of data collection for a principal. Private blogs can be used to record particularly important details of a school situation that are only relevant to the principal or, perhaps too personal or emotional to record in an educational record. With the amount of litigation today, personal blogs could help an administrator recall details that may not have been recorded in a student or employee file.
A public blog by an administrator could be used to publish personal notes to students, parents and teachers concerning formal or informal information. A blog could be considered a more individual method of communication that just a quote from the principal in the student newsletter. Principals could publish a weekly blog post containing upcoming school events, school information or progress reports on a school renovation project.
Sunday, June 6, 2010
Week 2 Blog Posting #2 Progress Report Technology Plan 2006-2020
The Progress Report on the Long Range Plan for Technology, uses the Texas STaR Chart to show progress in the four key areas of Teaching & Learning (TL), Educator Preparation & Development (EP), Leadership, Administration & Instructional Support (L), and Infrastructure for Technology (NF).
The use of technology has helped in the area of TL by bringing many digital tools to the classroom and has become an integral part of the curriculum. Digital content is widely available for educators and distance and online learning have made it possible for students to reach materials not available locally before now. The data for TL shows that from 2006-2007 to 2007-2008, Early Tech decreased, meaning more schools moved into a higher category. During the same time period, Developing Tech decreased by 4% while Advanced Tech increased by almost the same amount, showing that schools were continuing to increase technology use. Most schools stayed in the Developing and Advanced Tech and data shows that Target Tech for those years remained virtually unchanged.
EP is critical in training educators to be comfortable enouigh to embrace technology and to be excited about using technology in their classrooms. Technology professional development is a high priority due to the urgent need to ready all educators for the tremendous challenges of teaching 21st Century learners. In the area of EP, Early Tech decreased by 3% from the 2006-2007 to 2007-2008 school years indicating that schools were moving toward Developing and Advanced Tech. In the same time period, Developing Tech was unchanged, while Advanced Tech rose 3%. Target Tech remained seemingly unchanged at 1%. I feel like the educational professional development virtually stalled due to professional development increasing in other areas. TAKS is my theory. I know that is where most of my district's inservice dollars are spent.
Strong leadership is essential to encourage and drive the technology integration. It would be almost impossible to continue developing to Target Tech without support and funding from the administration. Between the school years 2006-2007 and 2007-2008, both Early and Developing Tech decreased by 1% and 6%, respectively, while Advanced and Target Tech increased.
21st Century infrastructure includes both hardware and human components. The human aspect assures the network is maintained and kept updated. Infrastructure must be maintained at a level as to provide high speed connections capable of delivering huge amounts of data. The two year data for NF seems to show that the increase in the Advanced Tech is approximately the same as the decreases in Early and Developing Tech indicating that improvements in infrastructure are being made. Target Tech increased slightly.
The use of technology has helped in the area of TL by bringing many digital tools to the classroom and has become an integral part of the curriculum. Digital content is widely available for educators and distance and online learning have made it possible for students to reach materials not available locally before now. The data for TL shows that from 2006-2007 to 2007-2008, Early Tech decreased, meaning more schools moved into a higher category. During the same time period, Developing Tech decreased by 4% while Advanced Tech increased by almost the same amount, showing that schools were continuing to increase technology use. Most schools stayed in the Developing and Advanced Tech and data shows that Target Tech for those years remained virtually unchanged.
EP is critical in training educators to be comfortable enouigh to embrace technology and to be excited about using technology in their classrooms. Technology professional development is a high priority due to the urgent need to ready all educators for the tremendous challenges of teaching 21st Century learners. In the area of EP, Early Tech decreased by 3% from the 2006-2007 to 2007-2008 school years indicating that schools were moving toward Developing and Advanced Tech. In the same time period, Developing Tech was unchanged, while Advanced Tech rose 3%. Target Tech remained seemingly unchanged at 1%. I feel like the educational professional development virtually stalled due to professional development increasing in other areas. TAKS is my theory. I know that is where most of my district's inservice dollars are spent.
Strong leadership is essential to encourage and drive the technology integration. It would be almost impossible to continue developing to Target Tech without support and funding from the administration. Between the school years 2006-2007 and 2007-2008, both Early and Developing Tech decreased by 1% and 6%, respectively, while Advanced and Target Tech increased.
21st Century infrastructure includes both hardware and human components. The human aspect assures the network is maintained and kept updated. Infrastructure must be maintained at a level as to provide high speed connections capable of delivering huge amounts of data. The two year data for NF seems to show that the increase in the Advanced Tech is approximately the same as the decreases in Early and Developing Tech indicating that improvements in infrastructure are being made. Target Tech increased slightly.
Week 2 Blog Posting #3 Nat'l Educational Tech Plan
The National Educational Technology Plan clearly states that revolutionary reform in education is needed, now, to ensure that our students can compete in the developing workforce. In order for the US to rise to the top of both the number of college graduates and the global economy, we must set measurable goals and standards for our students. Our lowest performing schools with the highest drop-out rates must secure and maintain effective educators to transform those learning environments into facilities that challenge and retain these future drop-outs.
Obama's plan for national technology is driven by two clear goals. To achieve the goals of raising the college graduation rate from 39% to 60% and of closing the achievement gap for all students, states should adopt standards and assessments that prepare students for college and for the global workplace. States should also build systems that measure the growth and success of students.
Barack Obama introduced the Educate to Innovate plan to improve the areas of science, technology, engineering, and math. This plan is set to improve critical thinking and problem-solvng skills, encourage more women to enter and succeed in these fields and to restore the US to the top of these areas in the next decade.
Secretary of Education, Arne Duncan, has stated that a revolutionary transformation, with clear outcomes in education, is needed. These outcomes must be monitored and evaluated to measure their effectiveness. Students' learning experiences at school should mirror their experiences at home. Many create projects with technology at home that isn't available to them at school. If they are either self or peer taught to create blogs, wikis, videos, and more at home, imagine what they could create with expert instruction.
Obama's plan for national technology is driven by two clear goals. To achieve the goals of raising the college graduation rate from 39% to 60% and of closing the achievement gap for all students, states should adopt standards and assessments that prepare students for college and for the global workplace. States should also build systems that measure the growth and success of students.
Barack Obama introduced the Educate to Innovate plan to improve the areas of science, technology, engineering, and math. This plan is set to improve critical thinking and problem-solvng skills, encourage more women to enter and succeed in these fields and to restore the US to the top of these areas in the next decade.
Secretary of Education, Arne Duncan, has stated that a revolutionary transformation, with clear outcomes in education, is needed. These outcomes must be monitored and evaluated to measure their effectiveness. Students' learning experiences at school should mirror their experiences at home. Many create projects with technology at home that isn't available to them at school. If they are either self or peer taught to create blogs, wikis, videos, and more at home, imagine what they could create with expert instruction.
Friday, June 4, 2010
Week 2 Assignment Posting #1
Educator Preparation & Development, or EP, is one of the 4 key areas of the Texas STaR Chart. The STaR Chart is a special online resource tool used since 2004 to help teachers self-assess their use of technology across the curriculum. Teachers can define their educational technology profile using the EP descriptors. These descriptors present varying stages of development for teachers to rate themselves in technology proficiency. Teachers who have received some training for electronic attendance, gradebook and mail; who have done little or no follow-up to large group professional development; who have no more then 9 hours of technology professional development annually and who have only an introductory knowledge of technology concepts would be rated Early Tech.
Developing Tech characteristics include teachers who receive professional development in integrating technology into the curriculum, helping with classroom management skills, and increasing teacher productivity. Also, teachers who attend large group sessions with follow-up activities and opportunities to have feedback or coaching in the classroom could fall into the Developing Tech category. Additionally, Developing Tech teachers are proficient in 2-3 of the SBEC Technology Applications standards and attend 9-18 hours of technology professional development annually to become able to modify instruction through the use of technology and the way they can adapt materials for web-based content.
Advanced Tech teachers attend professional development to become proficient in integrating technology to include advanced instruction in specific interest areas. Proficiency in four of the SBEC Technology Application standards and 19-29 hours of technology professional development are indicators of an Advanced Tech teacher. Advanced Tech teachers cease to think of technology separately, but as one with their lessons and instructional methods. These Advanced Tech teachers have also trained in creating and delivering online lessons.
A Target Tech teacher continues technology professional development, but also collaborates, mentors and teaches other educators and encourages student-led learning activities. Target Tech teachers are proficient in all five SBEC Technology Application standards and attend 30+ hours of technology professional development annually. Project-based individualized activities become the norm for the Target Tech teachers. Target Tech teachers are also able to seamlessly integrate web-based lessons to support learning objectives.
Sadly, the EP area has not only stopped gaining ground on our HS campus, but also taken painful steps backward. We had a score of 14 in 2006-2007 that increased to 18 in 2007-2008. However, 2008-2009 saw a decrease by 11 points for a score of 7. My theory, as District TAKS Coordinator, is that so much emphasis is being placed on TAKS inservices and professional development to produce "Recognized" and "Exemplary" campuses since incorporating the Special Education students' scores into AEIS and AYP that few are attending Technology inservices.
Statewide data indicates that the number of Early Tech teachers is decreasing; showing that more teachers are improving their Technology skills, while the Developing Tech area has hovered around the same percentage for the last 3 years. Advanced Tech has slowly increased in the last 3 years while Target Tech has remained virtually the same at approximately .6%.
Developing Tech characteristics include teachers who receive professional development in integrating technology into the curriculum, helping with classroom management skills, and increasing teacher productivity. Also, teachers who attend large group sessions with follow-up activities and opportunities to have feedback or coaching in the classroom could fall into the Developing Tech category. Additionally, Developing Tech teachers are proficient in 2-3 of the SBEC Technology Applications standards and attend 9-18 hours of technology professional development annually to become able to modify instruction through the use of technology and the way they can adapt materials for web-based content.
Advanced Tech teachers attend professional development to become proficient in integrating technology to include advanced instruction in specific interest areas. Proficiency in four of the SBEC Technology Application standards and 19-29 hours of technology professional development are indicators of an Advanced Tech teacher. Advanced Tech teachers cease to think of technology separately, but as one with their lessons and instructional methods. These Advanced Tech teachers have also trained in creating and delivering online lessons.
A Target Tech teacher continues technology professional development, but also collaborates, mentors and teaches other educators and encourages student-led learning activities. Target Tech teachers are proficient in all five SBEC Technology Application standards and attend 30+ hours of technology professional development annually. Project-based individualized activities become the norm for the Target Tech teachers. Target Tech teachers are also able to seamlessly integrate web-based lessons to support learning objectives.
Sadly, the EP area has not only stopped gaining ground on our HS campus, but also taken painful steps backward. We had a score of 14 in 2006-2007 that increased to 18 in 2007-2008. However, 2008-2009 saw a decrease by 11 points for a score of 7. My theory, as District TAKS Coordinator, is that so much emphasis is being placed on TAKS inservices and professional development to produce "Recognized" and "Exemplary" campuses since incorporating the Special Education students' scores into AEIS and AYP that few are attending Technology inservices.
Statewide data indicates that the number of Early Tech teachers is decreasing; showing that more teachers are improving their Technology skills, while the Developing Tech area has hovered around the same percentage for the last 3 years. Advanced Tech has slowly increased in the last 3 years while Target Tech has remained virtually the same at approximately .6%.
Thursday, June 3, 2010
Week2WebConference
The information in tonight's web conference totally overwhelmed me. I am trying to stay on track with all the assignments, but feel that I'm missing something. I didn't find the information detailing where and how to create my blog account, so I looked at everyone else's and found that they all used blogspot. I am uncomfortable not having everything where I can find it easily and it may just be that I'm new to all of this and it will get easier.
I am glad we got the overview of the whole 18 months. That lets us know what to expect. I'm also glad that Dr. Abernathy mentioned that we can sit out a course if we have to. I am very busy at TAKS testing time, but don't want to sit out unless I absolutely have to.
I am glad we got the overview of the whole 18 months. That lets us know what to expect. I'm also glad that Dr. Abernathy mentioned that we can sit out a course if we have to. I am very busy at TAKS testing time, but don't want to sit out unless I absolutely have to.
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