EDLD+5365+Course+Embedded+Reflection

EDLD 5365 Web Design 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 5365 || Web Design || 14 hours ||


 * == Description of the ==

(see Appendix I)
||  || Using the Web-based word processor in Google Docs, create a Web policy for your school that addresses the security, legal and ethical issues raised in the course lecture, readings and discussions. || **__Self –Assessment__** Web Design course was the second course I took in the Lamar master’s program and during the first two weeks of the course I questioned whether I should continue with the program because the assignments during those weeks were very difficult. One of the assignment was to create a web policy for my school and the other was to create a technology plan. Since I have had zero experience in this area as a classroom teacher I did not know how to start the process. I tried to follow the rubrics, but the rubrics itself was confusing to me. I reviewed the recommended examples from various schools and they were all different, which made the matter worse for me. I struggled along and produced something that I felt was a web policy. However, according to the grade that I received it did not hit the mark. I attended the web conferences to get some help and get a sense of how others are addressing the assignments. I gathered from the conferences that others were feeling just as frustrated as I was. After the initial two weeks the assignments got better. I learned to create documents using Google Docs. This was a new learning experience for me. I have always been a Microsoft Office user and learning that there was a similar application that was free was eye-opening for me. With this new found information I was able to share it with my students and other teachers. I also had an opportunity to learn about open source CMS builder and creating a web page through Dupal. The system was not perfect but the experience gave me an understanding of the inner workings of a web site. **__Learn as a Learner__** Being that this web class was the second course I was still learning the impact of Web 2.0 world. During the first course I had an opportunity to create and use blog, wiki, RSS, and SlideShare. In this course I had an opportunity to learn and use Google docs. I created a spreadsheet as well as word processing document. Learning about these tools gave me ideas on how I can incorporate what I’ve learn into my teaching. “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) **__Lifelong Learning Skills__** The valuable lesson I’ve learned through the assignments is that even though I may not have become a web design expert I gained an understand of issues that schools need to address when developing a web policy and acceptable use policy. As the web world changes so must school technology policies. Schools must be aware of the security issues, safety issues, and legal and ethical issues. “Close to nine in ten (87%) of teen internet users say they go online from home, a number virtually unchanged from when we first asked the question in 2000. Seventy-eight percent of online teens report that they go online from school, up from 64% of online teens in 2000.” (Lenhart, Madden, &Hitlin, 2005, para.1-2) Schools must stay proactive in educating parents and students about online safety. “Statistically, kids are safer online at school than at home. They are often better supervised at school, as someone usually oversees all their online activities by watching the PCs or using monitoring technology. Also, most children have limited school Internet access; the less time they spend online, the less likely they are to be drawn into something harmful.” (Aftab, 2005, para.2) School websites are becoming effective way to communicate with parents about school news and policies. My school website has included online safety tips for parents and students. Our website has become an important asset to the school and the community. ||
 * **EDLD 5365—Web Design**
 * **References** || Aftab, P. (2004, August 3). Online Safety at School. //Pcmag.com//. retrieved from: []

Lenhart, A., Madden, M., & Hitlin P. (2005, July 27) Teens and Technology. //Pew Internet & American Life Project//. web site: []

Solomon, G. &. (2007). //Web 2.0:New tools, new schools.// Eugene, OR: ISTE. ||