Field+Based+Activity+Summary+Reports

Field-Based Activities Summary Reports **Appendix G: Internship Field-based Activities Summary Report and Validation**
 * Lamar University – M.Ed. in Educational Technology Leadership**
 * Internship Field-based Activities Summary Report and Validation ||
 * Directions: This Internship Field-based Activities Summary Report is for your use as a planning worksheet. Post this report to your e-Portfolio wiki/blog/Google site monthly to document completion of your activities.

As you plan your campus- or district-supervised Internship hours, do the following:


 * Include at least one campus- or district-supervised activity under each of the 33 ISTE Technology Performance Indicators associated with the eight Technology Facilitation Standards.
 * Make sure your campus- or district-supervised activities total a minimum of 100 hours as specified in the eight Technology Standards.
 * Follow the guidelines on page 37 to reflect on each completed activity.

Your site mentor will validate the hours earned at the end of your Internship. All hours must be completed before you enroll in the Internship course, EDLD 5388/5370 *Please note that course number changes in Fall 2010*.

Once complete:
 * PDF the Validated Summary Report. This report must be signed by your site mentor.
 * Create a new page on your wiki, titled “ Completed Internship Field-based Activities Summary Report”
 * Post the completed Internship Field-based Activities Summary Report to your wiki. ||
 * || Brief Description of the Activity || Date Activity Completed || Internship Hours ||
 * Standard I. Technology Operations and Concepts || TF- I.A || * Set up computer lab by clearing disk storage, set up printers, and install software.
 * Professional Development: Power School (Student Management System) training.
 * Trained teachers on how to use the Smartboard system.
 * Trained a teacher on how to use a scanner, how to save files on the network, and how to manage files on the network.
 * Professional Development: FusionSchool teacher web page set up. || Aug. 19, 2010

Aug. 24, 2010 Sep. 7, 2010

Oct. 8, 2010 Mar. 11, 2011 || 14 hours

14 hours 2 hours

1 hour 7 hours ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF – I. B || * Set up computer lab by clearing disk storage, set up printers, and install software.
 * Professional Development: Power School (Student Management System) training.
 * Trained teachers on how to use the Smartboard system.
 * Trained a teacher on how to use a scanner, how to save files on the network, and how to manage files on the network.
 * Professional Development: FusionSchool teacher web page set up. || Aug. 19, 2010

Aug. 24, 2010 Sep. 7, 2010

Oct. 8, 2010 Mar. 11, 2011 || 14 hours

14 hours 2 hours

1 hour 7 hours ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * **Subtotal** ||  ||   || 38 hours ||

**Appendix G: Internship Field-based Activities Summary Report and Validation**

May 24, 2011 || 68 hours 20 hours ||
 * || Brief Description of the Activity || Date Activity Completed || Internship Hours ||
 * Standard II. Planning and Designing Learning Environments and Experiences || TF-II.A || * Learn Adobe Flash, Premiere, and InDesign.
 * Worked with department on curriculum development on monthly bases. || Aug. 18, 2010
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-II.B || * Worked with department on curriculum development on monthly bases. || May 24, 2011 || 20 hours ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-II.C || * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology. || May 20, 2011 || 10 hours ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-II.D || * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology.
 * Worked with department on curriculum development on monthly bases. || May 20, 2011

May 24, 2011 || 10 hours

20 hours || May 24, 2011 || 68 hours 20 hours ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-II.E || * Worked with department on curriculum development on monthly bases. || May 24, 2011 || 20 hours ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-II.F || * Learn Adobe Flash, Premiere, and InDesign.
 * Worked with department on curriculum development on monthly bases. || Aug. 18, 2010
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * **Subtotal** ||  ||   || 98 hours ||

**Appendix G: Internship Field-based Activities Summary Report and Validation**

May 24, 2011 || 68 hours 20 hours || May 24, 2011 || 68 hours 20 hours || May 24, 2011 || 68 hours 20 hours || May 24, 2011 || 68 hours 20 hours || May 24, 2011 || 68 hours 20 hours ||
 * || Brief Description of the Activity || Date Activity Completed || Internship Hours ||
 * Standard III. Teaching Learning, and the Curriculum || TF-III.A || * Learn Adobe Flash, Premiere, and InDesign.
 * Worked with department on curriculum development on monthly bases. || Aug. 18, 2010
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-III.B || * Learn Adobe Flash, Premiere, and InDesign.
 * Worked with department on curriculum development on monthly bases. || Aug. 18, 2010
 * ^  ||^   || Reflection: Please see the bottom of this report for reflections of the field-based activities. ||   ||   ||
 * ^  || TF-III.C || * Learn Adobe Flash, Premiere, and InDesign.
 * Worked with department on curriculum development on monthly bases. || Aug. 18, 2010
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-III.D || * Learn Adobe Flash, Premiere, and InDesign.
 * Worked with department on curriculum development on monthly bases. || Aug. 18, 2010
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-III.E || * Learn Adobe Flash, Premiere, and InDesign.
 * Worked with department on curriculum development on monthly bases. || Aug. 18, 2010
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * **Subtotal** ||  ||   || Overlapping hours ||

**Appendix G: Internship Field-based Activities Summary Report and Validation**


 * || Brief Description of the Activity || Date Activity Completed || Internship Hours ||
 * Standard IV. Assessment and Evaluation || TF-IV.A || * Worked with department on curriculum development on monthly bases. || May 24, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-IV.B || * Worked with department on curriculum development on monthly bases.
 * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology. || May 24, 2011

May 20, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-IV.C || * Worked with department on curriculum development on monthly bases.
 * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology. || May 24, 2011

May 20, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * **Subtotal** ||  ||   || Overlapping hours ||

**Appendix G: Internship Field-based Activities Summary Report and Validation**

May 24, 2011
 * || Brief Description of the Activity || Date Activity Completed || Internship Hours ||
 * Standard V. Productivity and Professional Practice || TF-V.A || * Staff Development: review API and test scores. Analyze disaggregated data.
 * Worked with department on curriculum development on monthly bases.
 * Set up computer lab by clearing disk storage, set up printers, and install software.
 * Professional Development: Power School (Student Management System) training.
 * Trained teachers on how to use the Smartboard system.
 * Trained a teacher on how to use a scanner, how to save files on the network, and how to manage files on the network.
 * Professional Development: FusionSchool teacher web page set up. || Sep. 10, 2010

Aug. 19, 2010

Aug. 24, 2010 Sep. 7, 2010

Oct. 8, 2010

Mar. 11, 2011 || 7 hours ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-V.B || * Worked with department on curriculum development on monthly bases.
 * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology.
 * Set up computer lab by clearing disk storage, set up printers, and install software.
 * Professional Development: Power School (Student Management System) training.
 * Trained teachers on how to use the Smartboard system.
 * Trained a teacher on how to use a scanner, how to save files on the network, and how to manage files on the network.
 * Professional Development: FusionSchool teacher web page set up. || May 24, 2011

May 20, 2011

Aug. 19, 2010

Aug. 24, 2010 Sep. 7, 2010

Oct. 8, 2010

Mar. 11, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-V.C || * Worked with department on curriculum development on monthly bases.
 * Set up computer lab by clearing disk storage, set up printers, and install software.
 * Professional Development: Power School (Student Management System) training.
 * Trained teachers on how to use the Smartboard system.
 * Trained a teacher on how to use a scanner, how to save files on the network, and how to manage files on the network.
 * Professional Development: FusionSchool teacher web page set up. || May 24, 2011

Aug. 19, 2010

Aug. 24, 2010 Sep. 7, 2010

Oct. 8, 2010

Mar. 11, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-V.D || * Worked with department on curriculum development on monthly bases.
 * Professional Development: Power School (Student Management System) training.
 * Trained teachers on how to use the Smartboard system.
 * Trained a teacher on how to use a scanner, how to save files on the network, and how to manage files on the network.
 * Professional Development: FusionSchool teacher web page set up. || May 24, 2011

Aug. 24, 2010 Sep. 7, 2010

Oct. 8, 2010

Mar. 11, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * **Subtotal** ||  ||   || 7 hours ||

**Appendix G: Internship Field-based Activities Summary Report and Validation**

Mar. 11, 2011
 * || Brief Description of the Activity || Date Activity Completed || Internship Hours ||
 * Standard VI. Social, Ethical, Legal, and Human Issues || TF-VI.A || * Professional Development: Power School (Student Management System) training.
 * Professional Development: FusionSchool teacher web page set up.
 * Worked with department on curriculum development on monthly bases. || Aug. 24, 2010

May 24, 2011 ||  || May 24, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-VI.B || * Staff Development: review API and test scores. Analyze disaggregated data.
 * Worked with department on curriculum development on monthly bases. || Sep. 10, 2010
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-VI.C || * Professional Development: FusionSchool teacher web page set up.
 * Worked with department on curriculum development on monthly bases. || Mar. 11, 2011

May 24, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-VI.D || * Professional Development: FusionSchool teacher web page set up.
 * Worked with department on curriculum development on monthly bases. || Mar. 11, 2011

May 24, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-VI.E || * Professional Development: FusionSchool teacher web page set up.
 * Worked with department on curriculum development on monthly bases. || Mar. 11, 2011

May 24, 2011 ||  ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * **Subtotal** ||  ||   || Overlapping hours ||

**Appendix G: Internship Field-based Activities Summary Report and Validation**

Mar. 11, 2011 ||  ||
 * || Brief Description of the Activity || Date Activity Completed || Internship Hours ||
 * Standard VII. Procedures, Policies, Planning, and Budgeting for Technology Environments || TF-VII.A || * Staff Development: review API and test scores. Analyze disaggregated data.
 * Professional Development: FusionSchool teacher web page set up. || Sep. 10, 2010
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-VII.B || * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology. || May 20, 2011 ||   ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ^  || TF-VII.C || * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology. || May 20, 2011 ||   ||
 * ^  ||^   |||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * **Subtotal** ||  ||   || Overlapping hours ||

**Appendix G: Internship Field-based Activities Summary Report and Validation**


 * ||||  || Brief Description of the Activity || Date Activity Completed |||| Internship Hours ||
 * || Standard VIII. Leadership and Vision || TF-VIII.A || * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology.
 * Set up computer lab by clearing disk storage, set up printers, and install software.
 * Professional Development: FusionSchool teacher web page set up. || May 20, 2011

Aug. 19, 2010 Mar. 11, 2011 ||||  ||
 * ||^  ||^   |||||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ||^  || TF-VIII.B || * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology.
 * Professional Development: FusionSchool teacher web page set up. || May 20, 2011

Mar. 11, 2011 ||||  ||
 * ||^  ||^   |||||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ||^  || TF-VIII.C || * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology. || May 20, 2011 ||||   ||
 * ||^  ||^   |||||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ||^  || TF-VIII.D || * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology. || May 20, 2011 ||||   ||
 * ||^  ||^   |||||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * ||^  || TF-VIII.E || * Tech Committee duties: budgeting, researching, planning, evaluating, and purchasing technology.
 * Set up computer lab by clearing disk storage, set up printers, and install software.
 * Professional Development: Power School (Student Management System) training.
 * Trained teachers on how to use the Smartboard system.
 * Trained a teacher on how to use a scanner, how to save files on the network, and how to manage files on the network.
 * Professional Development: FusionSchool teacher web page set up. || May 20, 2011

Aug. 19, 2010 Aug. 24, 2010

Sep. 7, 2010

Oct. 8, 2010 Mar. 11, 2011 ||||  || The second staff development day was dedicated to analyzing disaggregated data for campus improvement plan. “It is increasingly being accepted that understanding and using data are fundamental to improving the quality of schools. Without analyzing and discussing data the value and effectiveness of schools’ programs, initiatives and policies are unlikely to be fully identified and understood. In the most sophisticated systems there is almost no limit to the amount and variety of data that can be collected: test results, drop-out statistics, attendance registers, course enrolments, teacher statistics, resources, parental details, staff and student surveys to name a few.” (Tolley & Shulruf, 2009, p.1) The data was produced using our new Student Information System, PowerSchool. During this process of analyzing the data I was able to share the articles I read regarding data such as “From Data to Knowledge” by Tolley and Shulruf, “Making Strides with Educational Data” by Golden, and “Using Data System to Meet AYP” by Kimball. The data indicated which sub-groups are struggling. Through analyzing the data we found that students who enter our district after grade five are struggling the most. With this information we were able to development programs that could assist in closing the achievement gap. The third professional development of the year was training on utilizing teacher web pages. During this activity I was able to assist my site mentor by helping teachers set up their web pages. Recantly our district hired FusionSchool to development the district web site. The new web pages are very sophisticated and teachers are able to use them in variety of ways including Web 2.0 tools like blogs and wikis. I helped teachers with uploading announcements, images, videos, and homework assignments. These professional development activities enabled me to practice Technology Facilitation (TF) standard one, //Technology Operations and Concepts//, standard five, //Productivity and Professional Practice//, standard six, //Social, Ethical, Legal, and Human Issues//, and standard eight, //Leadership and Vision//. Learning about the SIS and teacher web sites, the staff has a better understanding of the technology resources available to them in teaching. They also learned an understanding of technology operations in the district. “In TF/TL Standard I: Technology Operations and Concepts, technology facilitators and leaders ensure that their colleagues possess the fundamental understanding and skills needed to operate specific technologies and understand the concepts associated with technology use.” (Williams & Redish, 2009, p.17) When teachers utilize these technologies their productivity and professional practice will increase. During the training we also discussed the ethical issues surrounding technology such as privacy. I was able to practice my leadership skills by addressing these social, ethical, legal, and human issues when it comes to using technology. ||  || Gronke, A. (2009, February). Student information systems monitor kids' grades. //Edutopia.// Retrieved on May 3, 2011, from []. Tolley, H., & Shulruf, B. (2009). From data to knowledge: The interaction between data management systems in educational institutions and the delivery of quality education, 53, 1201. Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leaders Should Know and Be Able to Do. Eugene: International Society for Technology in Education. ||  ||
 * ||^  ||^   |||||||| Reflection: Please see the bottom of this report for reflections of the field-based activities. ||
 * |||| **Subtotal** ||  ||   ||||   ||
 * |||| **TOTAL** ||  || May 27, 2011 |||| 144 hours ||
 * **Field-Based Activities Reflection: Technology Professional Developments** ||  ||
 * During the 2010-2011 school year I had opportunities to participate and assist in facilitating professional development that focused on technology at my campus. The topic of the first professional development was PowerSchool training. Our district purchased a new Student Information System (SIS). The training was for two days, and I was able to assist my site mentor who is a technology leader on our campus. The system was different from the previous system that the teachers were used to. The teachers were trained on navigating around the new web-based system, taking attendance, looking up student information such as course history or medical, and they were also trained on the new Gradebook program. In the following year parents and students would be able to access real-time status. “Dougherty Valley High School, in San Ramon,California, piloted a program called //School Loop//, essentially putting grade books, attendance sheets, student binders, and even blackboards online… With School Loop, parents, teachers, administrators, and students can access a vast quantity of data as effortlessly as opening an email… School districts across the country are adopting School Loop and similar systems, such as //Edline// and //PowerSchool.//” (Gronk, 2009, p.1)
 * References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, 139-154. Richardson, M. (2005). Consensus leadership, Principal Leadership, 6(4), 32-35. Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leaders Should Know and Be Able to Do. Eugene: International Society for Technology in Education. ||
 * **Field-Based Activities Reflection: Tech Committee Leadership** ||
 * For the last three years I have been a member of Tech Committee on my campus. However, this year I felt I was more knowledgeable because of the Lamar program and the Technology Facilitation (TF) standards. The meetings were held once a month for typically one hour. My site mentor is the lead in the committee so I was able to work with him on meeting the standards. The year began with reviewing the previous year’s purchases, current year’s budget and technology needs. Each meeting we discussed prioritizing the need based on sustainability and meeting the needs for wide variety of students. “Teachers who have brought technology into their classrooms are aware that it provides an opportunity to differentiate instruction and change their classrooms into dynamic learning environments.” (Pitler, 2007, p.2) There has been emphasis on using more technology in the classrooms, and as more and more teachers are requesting technology, the committee has been challenged to balance the needs with the budget. The TF standard two, //Planning and Learning Environments and Experiences//, and standard seven, //Procedures, Policies, Planning, and Budgeting for Technology Environments//,identify the responsibility a technology leader should meet when considering technology vision. “Selecting appropriate technologies requires the ability to understand the instructional context in which the technologies will be utilized and thorough knowledge of available educational technology best suited to those contexts.” (Williams & Redish, 2009, p.150) We had to consider very carefully what technology would benefit the most for the students with the limited budget we had this year. “Similarly, budgeting requires a comprehensive knowledge of all the components necessary to ensure sufficient access to technology.” (Williams & Redish, 2009, p.156) At the end of the year our purchase list was turned over to our consensus building committee who is responsible for approving budget and purchases. “Although it is more time-consuming and complex than traditional decision making, consensus is an optimal method for resolving educational policies and issues because it incorporates the varied knowledge and experience of all involved.” (Richardson, 2005, p.35) ||
 * References

Clarke, N. A., Stow, S., Ruebling, C., & Kayona, F. (2006). Developing standards-based curricula and assessments: Lessons from the field. //The Clearing House//, //79(6)//, 258-261. Solomon, G. &. (2007). //Web 2.0:New tools, new schools.// Eugene, OR: ISTE. Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leaders Should Know and Be Able to Do. Eugene: International Society for Technology in Education. ||
 * **Field-Based Activities Reflection: Curriculum Development** ||
 * A huge undertaking took place few years ago on our campus. In the era of accountability our curriculum needed a makeover. The process of aligning the curriculum within each department has been continuous into this school year. We met monthly within the departments to development curriculum that was standards based. We focused on aligning the pacing, lessons, and assessments. “When developing curricula and assessments, there are three important considerations that should be understood prior to their development. First, the actual written curriculum documents need to give direction, focus, and accountability in the learning environment… Second, the learner outcomes that define what students are expected to learn by the time they graduate must be aligned with the state’s content standards… Third, the quality-control principle of the alignment of written, taught, and tested curriculum must be applied.” (Clarke, 2006, p.258) For me the focus this year was to emphasize incorporating technology into the curriculum, from instructions to student-centered learning. I shared with my department new ways to use technology, especially the benefit of Web 2.0 tools. “As educational leaders, we should understand changes in the Web and how they reflect changes in the world around us. We should provide these new tools to our students so that they are prepared for new challenges.” (Solomon, 2007, pp. 8-9) During these activities, Technology Facilitation Standard II: Planning and Learning Environments and Experiences, Technology Facilitation Standard III: Teaching, Learning, and the Curriculum, and Technology Facilitation Standard VI: Assessment and Evaluation were met. “Technology facilitators and leaders help teachers understand and implement //Student-Centered Learning//, an important essential condition for achieving ISTE’s NETS.” (Williams & Redish, 2009, p.45) One of the key skills I’ve learned in the Lamar master’s program is that when student-centered learning is applied the students are more motivated to learn, and that technology has an important role in achieving student-centered learning environment. ||
 * References

Mouza, C. (2002/2003). Learning to teach with new technology: Implications for professional development. //Journal for Research on Technology in Education, 35//(2), 272-89. Stansbury, M. (2007). Savvy educators reveal secrets of reform. //eSchool News//, //10//(9), 17. Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leaders Should Know and Be Able to Do. Eugene: International Society for Technology in Education. ||
 * **Field-Based Activities Reflection: Teacher Training Leadership** ||
 * As a school technology leader I had several opportunities to teach teachers on basic technology operations. A major renovation has been taking place on our campus to modernize the classrooms. All the classrooms will be equipped with Smartboard system that includes laptop and projector. Included in the system is also the ability to upload what’s on the board to the teacher web site links. I was fortunate to have this system at early stage. I’ve been using the system for the last three years and am very comfortable with the features. In education, a lot of the focus has been placed on technology for students, but there seems to be some gap between teacher’s technology knowledge and the students’ knowledge. “Although student technology use may always take center stage – and appropriately so – educators also need modern technologies in professional practice and enhancing professional learning.” (Williams & Redish, 2009, p.101) The lack of knowledge equate to lack of frequent professional development in many cases. Typically teachers are given one day for training and they are left on their own. “Professional development can help teachers keep up to date with new and effective practices in teaching and learning. However, substantial and effective professional development is rare, and many teachers naturally gravitate towards the more familiar methods they remember from their own experiences as students.” (Mouza, 2002/2003, p.273) To prevent teachers from falling into the old traditional ways technology leaders like myself has provided training throughout the school year. Once they get comfortable with the new technology they will be more confident in using them. “Students also benefit indirectly when educators use technology to enhance their own productivity and professional practice.” (Williams & Redish, 2009, p.101) Educators describe essential ingredients for high school reform is: proven technology, integrated by well-trained and competent teachers, who are guided by effective school leaders. (Stansbury, 2007, p.1) ||
 * References

The New Media Consortium. (2011). //The NMC Horizon Report: 2011 k-12 edition.// Retrieved August 30, 2011, from New Media Consortium: [] Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leaders Should Know and Be Able to Do. Eugene: International Society for Technology in Education. ||
 * **Field-Based Activities Reflection: Computer Lab Set Up** ||
 * Every year before the starting of the school my computer lab must be reset, which means all data from previous year must be cleared and updates to the software must be loaded. This task is done through “ghosting” process. I set up one master computer and the rest of the computers are copied from this computer. Because my computers are loading Adobe Master Suite collection the process usually takes at least twelve hours. In this activity I am exercising Technology Facilitation standard one, //Technology Operations and Concepts//, and standard five, //Productivity and Professional Practice//. Standard one encompasses knowledge of hardware devices, software applications, computer components, operating system, and understanding basic networking and infrastructure concepts. (Williams & Redish, 2009, p.18) This activity is essential to the productivity of my classes for the upcoming school year. Storage on our network system has been an issue for few years now. As more students are using the computers and creating multimedia projects the district technology leaders are scrambling to adjust to the new era. My Animation class typically uses at least twenty to thirty gigabytes every year. By end of the year I am asked to delete unnecessary data. Our district is set on purchasing more servers, which are very expensive and costly to maintain. According to the Horizon Report, Clouding Computing is gaining popularity in schools. “Cloud-based applications and services are available to many school students today, and more schools are employing cloud-based tools all the time. Now schools are looking to outsource significant parts of their infrastructure, such as email and backups, to cloud providers. Together, these developments have contributed considerably to the adoption of cloud computing approaches at K-12 schools across the globe.” (The New Media Consortium, 2011, p.6) It might not be next year that our district would switch to Could Computing, but they may need to consider this a possibility in the future, as more technology resources are demanded. ||
 * References

I also needed to learn Adobe InDesign to update my skills in Graphic Design. When I was a Graphic Designer the dominant desktop publishing application was QuarkXpress. However, since I have been out of the industry the Adobe InDesign has replaced QuarkXpress. InDesign application has similar format as other desktop publishing applications so it was an easier transition. Learning these new applications helped during the two Lamar courses, EDLD 5363 Multimedia Video and EDLD 5366 Digital Graphics and Desktop Publishing. In Multimedia Video course I worked collaboratively with four other students in producing an anti cyber bullying PSA video. I took on the role of an editor because I had the skills to use Adobe Flash to create animation and Adobe Premiere to produce the video. In Digital Graphics and Desktop Publishing course one of the assignment was to create a four-page newsletter. I used the opportunity to utilize my knowledge with Adobe InDesign application. Being able to use the skills I’ve learned increased my confidence in being able to teach my students these applications. “Research indicates that technology’s use in the classroom can have an additional positive influence on student learning when the learning goals are clearly articulated prior to the technology’s use. Applied effectively, technology implementation increases student learning, understanding, and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills.” (Pilter, 2007, pp. 2-3) In the subjects I teach, Animation and Graphic Design, I have the responsibility to stay currant with technology and the media industry. Students in my classes expect to learn graphic applications and create innovative and imaginative projects. “Today’s students – K-12 through college – represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age.” (Prensky, 2001, p.1) Many of my students bring prior technology knowledge to my class. As a technology expert and a teacher I need to teach my students the next level in preparing them to have 21st century skills to be ready for the global market. || Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, 139-154. Prensky, M. (2001). Digital natives, digital immigrants: Part 1. //On the Horizon//, //9//(5), 1-6. Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leaders Should Know and Be Able to Do. Eugene: International Society for Technology in Education. ||
 * **Field-Based Activities Reflection: Learning and Teaching Multi-Media Applications** ||
 * My internship activity hours were mostly consumed by independent learning of Adobe graphics applications that I had to learn before the starting of the school year. I needed to learn Adobe Flash, Adobe Premiere, and Adobe InDesign so that I can teach my students more productively. In my Animation class more students are interested in creating their projects using the computer. Over the years fewer students are showing interest in using traditional methods such as drawing on paper or stop-motion animation. Application such as Adobe Flash allows students to see the results of their labor quickly. They can modify their project with ease by inserting new frames to the Flash animation files. In order for them to be proficient users I had to be a proficient user as well. I learned the programs through following the tutorials from a book and I use the internet to find more tutorials. In accomplishing this task I was able to meet Technology Facilitation standard two, //Planning and Learning Environments and Experiences// and standard three, //Teaching, Learning, and the Curriculum//. “To meet the performance tasks, they must align the curriculum framework and expectations for teaching and learning to the needs and interests of digital-age learners.” (Williams & Redish, 2009, p.68)
 * References