Action Research/Campus Supervised Internship Hours UPDATE!

Campus Supervised Internship Hours:

I have completed 108 Campus Supervised Internship hours so far.  I have been fortunate to have so many opportunities this past semester to work with my principal, asst. principal, and instructional specialist in various roles.  I was able to attend Jeff Anderson Writing Training, and use that information to create a power point presentation and provide our whole staff with training on the “Top Ten Things Every Writer Needs to Know”.  This experience taught me that it’s not so hard giving presentations to the staff.  This was something that I needed to know considering I was debating whether or not I wanted to interview for the campus instructional specialist position that would be opening at the end of the semester.  My principal asked me to be the campus moderator for the school website.  I attended the basic level training session for this new role.  I learned how to create different staff/grade level pages and how to create staff bios.  The website is looking better than ever now.  I am looking forward to continue with this role.  I was able to model advanced features of different Microsoft programs that our building utilizes to new teachers.  One of my favorite roles this past year was serving as our campus Professional Learning Community Technology Facilitator.  I facilitated the creating and writing of our campus technology goals with other members of our school.  There was one person per grade level on our team, as well as, a teacher from the special education department.  Through this PLC, we were able to raise awareness of different classroom friendly ways to use technology inside the classroom, and how to use the district provided mypisd.net program effectively on all grade level classrooms.  I also organized a mypisd.net training available to all the teachers in the building.  I also identified the online program Quest Garden as an extremely beneficial source for housing web quests.  I spoke to my principal, and she agreed that memberships could be purchased on each team.  This will be a great encouragement for others in the building to create engaging, student centered web quests to go along with the district curriculum.  This semester I also utilized online student testing system (MAP), to measure student growth from the beginning, middle, and end of the year in the areas of math, reading, language arts, and science.  Through this computer based testing, I was able to identify specific content areas that students needed immediate interventions in.  After analyzing the specific test score threads, I was then able to create fun tier II and tier III interventions for those students needing extra support.  I attended an ARD meeting at the end of the year for one of my student’s yearly reviews.   It was determined through this ARD annual review that my specific student had met all of his speech goals, and was no longer in need of speech services going forward.  Being able to take part in this process was very eye opening for me.  I also had the unique opportunity of taking part in the interview process in two different roles this year (as the interviewer and the interviewee).  I interviewed for our campus instructional specialist position.  I had forgotten how nerve wracking this experience can be.  I learned that I needed to do everything that I can to make the candidate feel comfortable when giving an interview.  I was offered the position, and was then able to take part in interviewing other candidates to replace my third grade position.  I will start in August as our campus instructional specialist.  This will bring about new opportunities to gain campus-supervised hours.  I’m glad that I was able to complete so many hours while still being in the classroom. 

Action Research Project Status:

I have been able to accomplish a great deal of my action research project by the end of this semester.  My action research question/wondering is to examine the effectiveness and motivation related to using traditional paper-based reading fluency and comprehension interventions to technology enhanced reading fluency and comprehension interventions.  The first step that I completed was surveying my tier III students to gain more information on if they were more interested in paper-based interventions or technology enhanced interventions.  I was able to analyze their assessment data from the beginning and middle of the year to identify specific learning targets that they would need extra support in.  I identified current research on using technology-enhanced applications specifically in the areas of reading fluency and comprehension.   I began utilizing the application Timed Reading in my tier II and tier III instructional groups.   At the end of the year, I analyzed and compared those students MAP scores in reading from the beginning of the year to the end of the year.  I also had the student complete end of the year surveys on how motivated they were to take part in an instructional intervention group using technology versus paper-based resources.  Part of my project is to present my findings to another teacher, and have her use technology enhanced applications in her tier II and III reading groups next fall.  I’m looking forward in continuing my action research project.  The goal of my project is to incorporate technology enhanced lessons into the tier II and tier III reading instruction groups, as well as, increase student motivation during these extra learning times.  

Week 5 - The Search for 3D Solids

These past 3 weeks have been great!  I have been so blessed to work with a group of ladies so hard working.  We all each had our strengths,  and were able to use them to create a fantastic final product.  We utilized Facebook and google docs to communicate and share ideas.  These tools were vital to the success of our project.  Feel free to take a peek at our final video introduction to the 3rd grade unit on identifying and classifying 3D solids!

Having trouble viewing the video on this blogger page?  Click Below to watch our video from You Tube.
The Search for 3D Solids - you tube version

Below is a link to our shared Google Drive where you can locate all of our assignment documents, communication logs, video scripts, video audio, and video project.
Google Drive - Team Project

Below is a link to my personal Google Site where I have all of my assignments from this class and previous Ed Tech Courses.
Hannah Maness - Google Site

EDLD 5363 Web Conference Reflections

Web Conferences Attended:
June 4, 2013 at 5:30 p.m.
June 10, 2013 at 5:00 p.m.
June 28, 2013 at 10:00 a.m.

Web Conference #1 - June 4, 2013 at 5:30 p.m.
This was the first web conference for our new class.  Dr. A reminded everyone to always read the weekly overviews, and to make sure that the assignment documents had May, 2013 at the bottom of the page to ensure that they were the correct documents.  Dr. A discussed that in this course we would have a team video assignment, and to get your team members as soon as possible.  At that very moment, I went to our class Facebook page and began the search for a team.  Within seconds I had my team formed.  I would be working with Nikki Looper and Wendy Hickman (the best teammates ever, I might add)!  Dr. A announced that we would need to read the 7 changes in the Announcement section on Blackboard, and that the first 2 readings this wee would be the most important.
We learned some specifics about this week 1 assignment about creating your own personal digital story.  We would be allowed to use still images, and we didn't have to speak but it would probably make more sense if you did.  I already knew that I would use iMovie for my personal digital story.  I hadn't used this program yet, and I knew it was already on my computer.  We were also supposed to post this video to our google site and blog.  Dr. A informed that we were to copy our video script into the discussion board this first week.  She discussed that scoopit.com is a great resource for digital learning and multimedia.  We were also instructed to give our IAs the links to our websites and blogs so that they can utilize them for grading purposes.  Dr. A also announced that our week 5 assignment would be graded and posted in TK20.

Web Conference #2 - June 10, 2013 at 5:00 p.m.
In this week's web conference we discussed the weekly assignment.  We were to write "how to" scripts  for screencasts on how to use audacity and iMovie.  We would submit these to our google site and blog.  For Audacity we were to create a 1 minute quick start on how to use the video editing software.  I was looking forward to getting started on this week's assignment, and learning something new considering I had never used Audacity before.  This week's web conference was short yet informative.

Web Conference #30 June 28, 2013 at 10:00 a.m.

This week's web conference started out with different students speaking about their experience at the ISTE conference.  Carla spoke first about going to ISTE, and how she learned a great deal about BYOD, and how to utilize it in her own school.

Abernathy spoke more about ISTE as well.  There seemed to be a great deal of exciting stories from this conference.  Wish I lived closer so that I could have attended.  

Dr. A said that she would put a link in week 4 and 5 so that we can post in the discussion board at the end of week 5.  The purpose of the discussion is to review eachother’s work.  Put our final google site link in BB with our video attached by week 5.  At the end of week 5 make sure that you post everything to your google site.   Make sure your link your google shared group drive to your personal google site.

Dr. A spoke about how finding new ways to collaborate is fun, and that is what this group project is all about.    Spoke about how using google docs is a great way to communicate and share information with groups.

We were reminded to post your reflection about the 3 times that you attended the web conferences in our blogs.

Students shared the links to their google sites, so that others can see examples.

Attending these web conferences can take time out of your day, but are usually full of great information that you can use to help get jump started on your weekly assignment.  I attended at least 1 web conference per week, and have found this to be extremely helpful in getting assignments completed.  

Week 4 - The Search for 3D Solids Video: First Production

This week I have been again blessed with my amazing group of ladies.  Everyone is extremely focused, and doing a fabulous job.  Nikki shot the video, I recorded the vocals, and Wendy updated the assignment templates.  Looking forward to collaborating with the team, and getting the final video completed next week.  Below is our first production video from week 4.

Week 3 - Group Project: The Search for 3D Solids!

This week started our group projects.  I'm lucky to be in a group of hardworking ladies!  We all began discussing our project last Monday, and decided on creating a unit introduction video for an audience of third grade students about to begin learning Geometry, specifically 3D Solids.  Our TEK focused on the students being able to identify and describe the 3D solids according to their attributes.  Our team works efficiently together, and I am looking forward to the next two weeks!

Listed below is a link to my google site, where the 5 assignments for Week 3 are housed.  These documents are living and breathing, and will be edited and changed throughout the next 2 weeks while our group continues to work on our video project.
Click Here to Access Week 3 Assignment Documents!

I have also listed the TEK and ISTE Standards that our video project is based around.

TEKS and ISTE Standards Covered: Texas Essential Knowledge and Skills for Grade 3: TEK: Third Grade Mathematics: (3.8) Geometry and spatial reasoning. The student uses formal geometric vocabulary.   The student is expected to identify, classify, and describe three-dimensional geometric figures by their attributes. ISTE – National Educational Technology Standards (for teachers): TF I - Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. TF I-A:  promote, support, and model creative and innovative thinking and inventiveness. TF I-B:  engage students in exploring real-world issues and solving authentic problems using digital tools and resources. TF I-C:  promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. TF I-D:  model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. TF II- Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. TF II-A: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. TF III- Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. TF III-D: model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. ISTE – National Educational Technology Standards (for students): I- Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. I-A:  apply existing knowledge to generate new ideas, products, or processes. III- Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. III-C: evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Week 2: Audacity and iMovie Screen Cast Tutorials

This week I had to create screen casts for Audacity and iMovie.  I had never used Audacity before, and was interested in learning more about it.  I also researched Creative Commons, and discovered what these were used for, and how to incorporate them into any work that I've created to make it easier on others who may want to share or use my work.  Below are my screen cast tutorials for Audacity and iMovie!  Check them out!


Audacity Screen Cast:
Click Here to view the Audacity Tutorial directly from You Tube!

Script for Audacity screen cast:

Today I will show you how to use Audacity to record an audio clip, cut and add effects, and then how to export the clip in the MP3 format.  Remember that you will need to download the LAME encoder in order to export the files correctly. 

First, I will click the red circle button to record my sound clip.  Stop by clicking the yellow square.  If you want to hear what you recorded just click up here in the open area.  As you are listening, you may hear an area that you don’t exactly want.  You can highlight that area, click and delete.  Then, listen to it again.  This time, if you want to add a special effect, highlight the clip, and I’m going to normalize.  Review the clip. Once you have it the way you want, you will go up to the file and click export.  Notice the format will be a MP3 file.  Save and then you will be ready to export your sound clip anywhere you’re wanting.  

iMovie Screen Cast:

Click Here to view the iMovie Tutorial directly from You Tube!

Script for iMovie Screen Cast:

Today I will show you how to create and edit a video in iMovie.  I’ve already uploaded the video clip to save some time.  I have also already decided on the comic book theme considering this iMovie will be about my nephews.  The first thing I want to do is to click on my video clip down here, and I’m going to stretch out this yellow box so that I can get all of the video clip.  Then, you’ll just drag it up here.  The next thing I’m going to do is add some still photos.  You can do that by getting them from your event library.  So, I’m going to go over here and click on some pictures that I also want to add.  You can add as many as your want, and you’ll know they are lined up correctly when you can see the green line.  Now that I have my video and still images added, I am ready to add the transitions.  Go over here, and click this area of transitions.  You can drag any transition that you want in between the pictures.  Whenever you have it the way you want it, you can go to the front and click the spacebar to watch what it will look like in the big screen.  When you’re done, and it looks the way you want it.  Go to file, and finalize project.  Now you will be able to export it, and the movie will be ready to be upload on any internet site that you choose.

Week 1 Reflection: Personal Digital Story

This week has one of my busiest weeks considering it was the last week of school of me.  I paired up early with my group, and exchanged scripts on Monday.  I loved getting the feedback from my group members.  I decided to tell my story of how I ended up teaching in Plano ISD, and how my 5th grade teacher has influenced my life.  I knew it was going to be difficult to gather the pictures I wanted.  But, I finally got it all together.  I had never attempted to use iMovie on my MacBook yet, and was excited to try it out.  It was a learning process for SURE.  I had to use a few of the help tabs, but eventually had it laid out the way I wanted it to look.  In the end, I changed my script a little bit to make it fit with the pictures.  I published my updated script in my last blog posting along with my video.  Although, I was stressed out most of the week with school related things, I enjoyed this project and am looking forward to the next few weeks.