EDLD+5366+Course+Embedded+Reflection

EDLD 5366 Digital Graphics Course Embedded Reflections



**Lamar University – M.Ed. in Educational Technology Leadership**

Reflections of Course-based Embedded Assignments
**//Directions://** In submitting your Course-based Embedded Assignment located in Appendix I of the Internship Handbook, you are required to complete a reflection of the identified assignments in your course wiki/e-portfolio. These reflections will be used to assist you in completing your EDLD 5388/5370 (*Please note that course number changes in Fall 2010*) Internship comprehensive exam final report. Students should use and cite their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).


 * == Course Number: == || == Course Name: == || == Course-based Embedded Hours ==

(see Appendix I)
||
 * EDLD 5366 || Digital Graphics, Animation and Desktop Publishing || 12 hours ||


 * == Description of the ==

(see Appendix I)
||  || **A.** Design and produce a four-page newsletter providing educational technology resources for teachers. Each page should be standard 8.5”x11”. The pages must be numbered and show a consistent design theme throughout. Must have columns, but the shape and size of these columns is up to the student. The essential design problem is to create a layout that provokes an appropriate response. Basic design principles should be followed – contrast, repetition, alignment, and proximity – and each page should present a graphically pleasing layout. The newspaper should contain contact information. || **__Self –Assessment__** The assignments and projects I produced for this Digital Graphics course were very enjoyable. I had an opportunity to develop my logo that represented me as a brand. “Most people think that ‘brand’ begins and ends with the logo, when the truth is much more than that. Essentially, a brand is an //idea// and perceived //value// formed by its intended audience based on a company’s culture, product, and service.” (Lealea, n.d., para. 1) After learning about color and composition I created a logo that represented me as an educator and a learner. I enjoyed this process because it was a different way of learning. The assignments were more project-based than traditional learning, and studies have shown that students are more engaged in hands-on project based learning. “ There is a general consensus among educators, business, and other interested parties that a significant gap exists between the knowledge and skills needed for success in life and the current state of education in primary and secondary education schools throughout the world. ‘Project Learning’ has been identified as a key methodology for closing this gap between current student learning and developing their necessary knowledge and skills essential for success in the 21st century.” (Moylan, 2008, para. 1) I also learned about principles of design that encompassed contrast, repetition, alignment, and proximity. I created a teaching poster and four-page newsletter using the principles of design. As an art teacher I teach my students these concepts in my class as part of art topic, so I have a good knowledge of the concept. As I was completing the assignments I realized that I’ve been applying the principles of design in my Power Point presentations for the class. I create the Power Points because I have very diverse learners, from special ed to ELL students. The presentations help all my students because my classes are based on visual products. In the reading and the lectures I’ve learned that using the principles of design in creating posters and presentations can enhance the learning in any subjects. **__Learn as a Learner__** The assignments were natural and easy for me because I am a visual learner and I have always been drawn to project-based learning. The experience reminded me of an exceptional teacher that I had in 9th grade whom I’ve never forgotten. He was my World History teacher. During that time I was an ELL student. My teacher realized that my English was weak, but I understood the topic. In one assignment he allowed me to draw the lesson that I’ve learned. Today, I share his philosophy. I believe that learning comes in diverse forms and use of technology can help the students express what they’ve learned. “Hands-on, experiential learning is recognized as a strategy that enhances understanding for ELL students, and technology offers a wealth of experiences to engage these language learners.” (Northeast Regional Educational Laboratory, n.d., p.20)
 * **EDLD 5366 Digital Graphics, Animation and Desktop Publishing**

**__Lifelong Learning Skills__** What I’ve realized through the assignments, lectures, and the readings are that digital graphics is not an isolated subject for a class such as digital art, but these are skills and tools that could benefit all teachers in their instructional strategies. Today’s students were born into technology. They are accustomed to flashing graphics and animation. Marc Prensky (2001) identified them as //digital natives// and recognized that they actually learn differently than the previous generation. Additional, today’s classrooms are very diverse. Students come from different experiences with different languages and different learning styles. Technology can help tailor instruction to meet the needs of all students, and is an excellent platform for cooperative learning. (RTEC, 2004, p.1) Just as collaborative learning could benefit the students it can also benefit the teachers. I’ve leaned through interacting with my colleagues that I am learning more than I could by my self. ||
 * Reference || Lealea. (n.d.). The Art of Self-Branding: Part One. Retrieved from: []

Moylan, W. A. (2008). Learning by Project: Developing Essential 21st Century Skills Using Student Team Projects. Retrieved from: []

Northeast Regional Educational Laboratory. (n.d) Meeting the needs of diverse learners. Retrieved from http://www.netc.org/earlyconnections/pub/sec3.pdf

Prensky, M. (2001). Digital natives, digital immigrants: Part 1. //On the Horizon//, //9//(5), 1-6.

West Ed Regional Technology in Education Consortium (RTEC). (2004). Technology tips for differentiated instruction. Retrieved from http://rtecexchange.edgateway.net/cs/rtecp/view/rtec_files/1 ||