Week 13 and Final Blog Post for my Practicum

Wow! I cannot believe I am finally done! It did not seem like this day would ever come a couple of years ago. I started the program in 2015 and was poised to finish in the spring semester of 2016. However, several factors delayed me until the spring of this semester. That being said, I could not have asked for a better practicum experience.

It got off to a rocky start because I had to have Camtasia 8 installed on my home computer at the IT office at Lenoir-Rhyne. That went fine, but the IT guy forgot to give me back my power cord and they were closed for the next three days. Fortunately, this did not set me back and my professors were very understanding.

For the practicum, I was to design and make videos and how to use Camtasia 8 for the Lenoir-Rhyne faculty and staff. I have never made videos before, much less instructional videos so I was apprehensive about how it would go. I also was not sure about the process of making videos and definitely did not realize how much goes into making instructional videos. The biggest surprise to me was all the work before and after the making of the video.

Before making a tutorial, I would have to first figure out if I would be able to record the screen and show the information or if I would have to take screenshots. With some of the tutorials it was not possible to show the steps and how the screen would look if I was recording. Therefore, I had to take screenshots of the what the screen would look like and incorporate those into my video. After I had all my screenshots if they were needed, I would write out a script for the video. At the beginning of the semester the initial format that I scripted usually had to be altered for various reasons: too much time, poor flow, or it just did not feel right once I finished the video. Towards the end of the semester, I was much better at planning my videos.

The actual making of the video was also more difficult then I thought it would be. I definitely have a new found respect for narrators and anyone that does live television. I'm not sure how many takes it took me to get the first video right, but it was a lot. I would stumble over words or just get tongue tied in what I was trying to say. If I happened to get the narration correct, I would mess something up with what I was trying to show on the screen. It was very frustrating at the beginning, but the last couple of videos I made were completed in a much more efficient manner.

The most time consuming aspect for me was the editing after the video was complete. I would go back and have the video zoom in at certain points so the viewer would be able to see what I wanted them to see instead of having to look at the entire screen and hope they they were looking in the right place. I also added title pages to the videos so the viewer would know they were watching the correct video. Another great function in Camtasia is the ability to cut parts of the video. This allowed me to cut out dead space when I was waiting for something to finish uploading or saving. At first, I thought I was going to have to fill that time time with talk which is something I did not want to do. I know I don't like listening to someone on a video talking just to fill space. Adding closed captions was not as easy as I thought it would be. That could be because of my voice or my computer. I am going to blame my computer. I tried training my computer to my voice several times, but I typically had to retype 85% of the lines. This took a while because I had to listen to the same box multiple times to make sure I had everything right. I also had some problems getting the closed captions to appear on several videos, but it was user error.

I really learned a lot about not only making videos, but about Camtasia 8. It seems like a great way to produce videos. I had great professors that worked with me through the semester and gave me excellent feedback. I cannot thank them enough for all their help. So, I guess that is all I have for today. Looking forward to the Hooding Ceremony and I am excited and nervous for what the future holds. Thanks to everyone that has helped me achieve this goal!

Week 12 of my Practicum

This week I went back over all my videos looking for any mistakes.  I found a couple mistakes with the closed captions.  It took a little bit to figure out how to fix the issue. When I uploaded the Mp4 version from Google Drive it would not bring up the closed captions in Camtasia. I had to upload the file saved to Camtasia in order to do this. Then, I saved it in an Mp4 format so I could publish it to Google Drive.

I also had to add a title page to one video, but for some reason I could not find it saved to my computer. So, I made a copy of the video in Google Drive and saved it and was able to add the title page. 

This has been a great experience so far. I never realized how much went into making a video before and after you made the video. The zooming in and making sure the viewer is looking where you want them to look.  It was something that I wasn't sure if I would like at the beginning, but I really started to get the hang of it the last couple weeks.  I'll get a review sometime after Tuesday and I'll go from there.  I would definitely feel comfortable making more tutorial videos in the future.

Week 11 of my Practicum

This week I made three videos for my practicum on how to use Camtasia. I think I have finally found my zone and these might be my last videos for this particular project.

The first video I made was on how to use transitions. This was a pretty simple video and did not take me long to plan or to make. Transitions can be used to create a smooth flow between clips, show passage of time, change in location, or to call attention to something. 

See the transitions video below:

The second video I made was about using cursor effects in Camtasia.  This is an option that allows you to make the cursor more prominent and easy to follow.  You can increase the size of the cursor, add color to the cursor, and add both visual and audio effects when the mouse is clicked.  It can also be a very helpful tool in guiding the viewer to what is important instead of them looking around to try and find what you are talking about.

See the cursor effects video below:

The last video I made was a trouble shooting video.  I came up with three topics that caused me some pain and a good deal of time. The first topic was to always save your work to Camtasia and another device.  This is one extra step that can save you if you saved your video wrong or there is a mess up along the way. The second topic was letting the viewer know not to use word.  I wasted a lot of time on a word document at the beginning of the semester and you can't upload word documents to Camtasia. The last topic I discussed was closed captions. I showed how you can extend or shorten the closed captions boxes so they will match with the picture better.

See the trouble shooting video below:

So, all my videos will be turned over to someone else this week and they will let me know if there is anything else I need to add or correct. Hopefully, everything will be to good to go!

Week 10 of my Practicum

This week I worked on two videos.  I thought they were both going to go fairly quickly, but I had some technical difficulties.

The first video I made was on how to add a quiz to your video in Camtasia.  My main problem here was trying to get the quiz to work properly while I was trying to record the screen.  I thought I would get this video done in several takes, but it took me closer to seven or eight. I also spent more time editing the video then I thought I would. I had some issues with getting the closed captions in the video as well.
So...I went back and added two pictures with information to the video on adding a quiz. I kept feeling like I needed to add something else. It was good information and it would take too long to say it all and it would be much easier to read the information. So, skip the first video if you like and just watch the second video.

Here is the video on how to add a quiz:

Same video as above with the added pictures with information:

The second video I made was on how to import media to Camtasia.  This is a simple process but it took me a little longer because my 15 month old decided he wanted to be very noisy right next to the computer room.  I also seemed to have a problem talking and kept stumbling over my words, but I eventually got the video right.

Here is the video on how to import media:

I think I might be getting close to being finished with all of the tutorials.  I'll find out this week if there is anything I have missed and I'll go from there.

Week 9 of my Practicum

For the last few weeks I have been putting aside some time to work on a video describing my practicum experience for one of my professors. It was supposed to be between ten and fifteen minutes long. This not only sounds like a long video, it is a long video :) Unless you make a lot of videos or speeches, you never really know how much information you need to fill fifteen minutes. It is more than I thought.  When I finished writing what I thought would be around seven minutes of material, I timed myself. I did not even have five minutes. I got a little nervous about the time, but the video ended up being almost fourteen minutes.

The hardest part for me always is getting started. I usually have a tough time finding that one thing that will springboard me into the work. I have too many ideas floating around and I have to slow down and focus.  I decided to make a list of what I wanted to talk about and then make an outline. After I had my list, I went back and looked at the videos and tried to find ones that were shorter and did a good job of highlighting some of the capabilities of Camtasia 8.  I narrowed it down to two videos that would last just under three minutes in total.

Now that I had my videos, I began to plug in the details that explained my story.  I began by briefly talking about how I ended up with this practicum during this semester.  Next, I talked about how my semester began and how I was relaying information to my professors because both stories are probably not what you would think. The last two-thirds of the video were on Camtasia 8. It includes information about Camtasia 8 and two video tutorials that I made.

The actual making of the video went pretty smoothly, in my opinion.  I did not get past the first two minutes in the first five takes.  However, I ended up with my completed version by take eight. The editing process took a while. I inserted the two tutorial videos after I made the practicum video by simply splitting the recording and inserting the videos. This did cause a problem with my audio and visual being lined up, but I was able to fix that after a little tinkering. I also had to adjust the zoom when my tutorials were playing and adjust the size and location of my webcam.

I hope you enjoy the video:

Week 8 of my Practicum

This week I only made one video about Camtasia 8 because I am focusing on a 10-15 minute video I am making about my practicum experience.

The video I made this week was a more extensive look into using callouts in Camtasia 8.  The original video I made only showed one option because it was more about introducing the concept and I did not want to put too much in the first video.  I showed the viewer how to use a callout from each section and how to lengthen or shorten the duration the callout stays on the screen.  Callouts can be beneficial to the viewer because they can show the viewer where to focus their attention.

See the below video on more callouts:

I am excited and nervous about my practicum video.  I think I have a good base of information and should be able to fill the needed time.  The main issue will be not talking to fast and taking my time when showing different information that I have learned.  I will be very happy when I finish the practicum video.

Week 7 of my Practicum

This week I produced three videos for my practicum relating to Camtasia 8. The first two videos were pretty short and the third video was around the normal time frame for my videos.

The first two videos were short because I was displaying general terms for use in Camtasia 8.  I was able to some splitting of screens in one video so that you could see the terms and a short explanation of the functions on the left and then see where those were located on the Camtasia screen on the right.  For the other video, it was the same concept but it was all in one screen as opposed to two different screens.

See the two videos below displaying general terms of use in Camtasia 8:

The third video I made was showing how to produce and share a video to YouTube.  This can allow you to upload your video to canvas or other software programs. First, I had to figure out how to do that myself. It is not that complicated, but did take a little time because there are quite a few steps in the process. As always, figuring out how to do it was much simpler than trying to explain the process on a video. I had a good bit of dead time in the video that I had to cut because of waiting for functions to complete and I also lost my train of thought once.  I am so glad you can cut the video instead of having to start over!

See the below video on producing and sharing to YouTube:

I have a couple more basic videos that I think I need to make.  Once I finish those, I will start working on videos that dive deeper into what Camtasia can do. 

Week 6 of my Practicum

This week I worked on making a video on how to use the playhead in Camtasia 8 and how to do some basic editing. The playhead is a cursor that can move you back and forth in your video. It can also be used with editing functions such as cutting some of your video and splitting a clip. I have found that when making instructional videos there can be a lot of dead air because you are waiting for a file to upload or save. The ability to cut this dead air makes the video more streamlined which will help keep the attention of the viewer.

Splitting a clip can also be beneficial when trying to add material to your video.  For instance, you can split the video at a certain point and insert transitions, title slides, or graphics between scenes. This makes the making of the video a little easier because you can go back and add these after you have made the video instead of trying to quickly add them during the recording.

See video on using the playhead and some basic editing functions below:

I also went back and added a title page to all the videos I have made and saved in Google Drive. This will give a better visual representation of what the video is about. I tried to use word, but could not get the documents to upload for some reason. I ended up using the Paint software on my computer and saving the pictures as a jpeg file.

Week 5 of my Practicum

This week I continued my exploration of Camtasia 8 and made two videos.  One new thing I learned was that I can cut out parts of the video where I am waiting for files to upload.  I am glad this is an option because thirty or forty seconds is a lot of time to fill when nothing is really happening. I also learned how to delete audio from a recording that I was using as background for my new video. 

The first video I made was on how to add closed captions to the video.  It is pretty simple, but the speech to text on my computer is not the best in the world.  I used the "train your computer" option twice.  I have not seen any real improvement in my opinion.  So, I basically have to go back and edit each box.  It is not hard, just time consuming because you have to play the box as many times as it takes so the text matches what you are saying. 

See the below video about closed captions:

The second video I made was on how to produce and share your recording.  It is a pretty simple function to perform on Camtasia 8, but as with most things, showing someone how to do it in a video is a little more difficult.  Within Camtasia 8, you can share to YouTube, Screencast, Google drive, and others.  This makes sharing your video easier. 

See the below video on how to produce and share:

I have also begun working on a 10-15 minute video describing my practicum experience.  My main focus this week has been to make an outline of how I want to begin and trying to figure out how best to incorporate some of the videos I have made.  You do not realize how long 10-15 minutes are until you are trying to make a video.  You can say a lot in 10-15 minutes. 

Week 4 of my Practicum

This week has been more about trying to organize my videos and manuscripts.  Now that I have become a little more proficient with Camtasia 8, I am going to work on not only making the tutorials, but putting them in an order that will benefit a new user of Camtasia 8. 

In order to do this, I have created a folder in Google Drive to store all my videos and manuscripts.  As I was going back over my videos, I noticed a couple of errors in the closed captioning and was able to correct those before sending them back to my professor. 

I made one video this week.  It is a basic introduction video that shows the main components of Camtasia 8. This video did not go into any detail because I just wanted the viewer to be able to see the different functions that Camtasia 8 will allow the user to perform. 

Introduction video for Camtasia 8:

This week I was able to use what I have learned in Camtasia 8 to assist a professor at my school.  The professor needed to know how to have their webcam displayed on their screen and also how to enlarge and move the webcam picture. It felt good to be able to provide that information and save the professor some time trying to figure out how to perform this function.

Next week, I plan on making several videos that deal with general terminology, adding captions, and how to produce and share.  Should be a busy, but fun week.

Week 3 of my Practicum

This week I worked on three instructional videos for using Camtasia 8.  These videos were somewhat shorter in duration then my previous videos.  However, that did not make the process go a lot faster like I thought/hoped it might.  I added closed captions to my videos and had some problems getting the captions to show up on the videos once they were saved, but thankfully it all came together.

The first video I made was a tutorial on how to use a callout in Camtasia 8.  Callouts are used to point out or highlight important information or objects on your screen.  This video was the quickest and simplest of the three I made because it is a simple tool to use and it was easy to demonstrate in Camtasia.

Below is the tutorial on using a callout in Camtasia 8:

The next video I made was a tutorial on how to use the zoom function on Camtasia.  The zoom function helps guide the viewer to where you want them to focus.  This, in turn, makes it easier on the viewer because they are not searching the screen for the information you want them to retain.  This video was a little more difficult to make because of the different screens and functions I was trying to highlight.  The more words in your script and functions you have to demonstrate, the more difficult it is to get right in one take.  I need to write Camtasia technical support and ask them to add a function where you can stop the recording and back it up to where the mistake was and just start the recording from the mistake.  

Below is the tutorial on using the zoom function in Camtasia 8:

 

The final video I made was a tutorial on how to show the creator via webcam on the screen of your Camtasia video.  This was the shortest video, but it was difficult because I had to use multiple screenshots to illustrate my points instead of being able to use video recordings.  One thing that threw me off at first is that when Camtasia is displaying your webcam feed in its video, it does not appear on the screen until you stop the recording.  After you have stopped the recording, you can move the webcam box and adjust the size to fit your video needs.  

Below is the tutorial on displaying your webcam within a Camtasia 8 video:

Week 2 of my Practicum

I dove a bit deeper into using Camtasia 8 this week.  My first video on how to take a screen shot using Camtasia 8 turned out pretty well.  However, I needed to make a couple adjustments.  The first correction was not introducing myself because of how these videos will be used in the future.  I added a call out to one segment of the video to give a better visual instruction of what needed to be done.  I also zoomed in and out on certain portions of the video so that the viewer would be able to follow along with more ease.  Now that I have made these adjustments, I think it is a much more user-friendly video.

This week I made a tutorial on how to create a "screen-capture" using Camtasia 8.  A screen-capture is a video recording of the screen.  This took some time because of the information I was providing.  I was hoping I could record the screen and then bring up another recorder interface while making the video.  That was not the case. I ended up taking quite a few "screen shots" of different items in Camtasia.  A screen shot is a still image of the screen.  The next step was pasting the screen shots in the paint application and cropping them to an appropriate size.  After I saved the cropped screen shots, I imported them to my Camtasia Studio.  I adjusted the dimensions of the recording box within Camtasia to fit my needs and began recording.  I have a brand new appreciation for anyone that narrates anything because it took me at least 15 takes before I got the speaking portion correct.  Finally, I added closed captioning to the video.  

I am also working on several other videos that will be posted in this blog in the coming weeks.  I was given a YouTube video to watch and I am making several videos that will instruct the user on how they could make the same style of video in Camtasia 8.  

The below video is the revised Screen Shot video tutorial in Camtasia 8.

The below video is the Screen Capture video tutorial in Camtasia 8.

The Beginning of My Practicum

I am finally starting my practicum for my graduate degree in Online Teaching and Instructional Design.  The focus of my practicum will be to create user-friendly tutorials for designing projects within Camtasia 8 Studio.  Camtasia 8 Studio is a software that was developed for creating videos and presentations directly using screen-cast.  It can also be used as a direct recording plug-in to Microsoft PowerPoint.

My first task was to familiarize myself with the software and make a video that instructs the user on how to take a screenshot using Camtasia.  The actual process of taking a screenshot on Camtasia is pretty straight forward.  However, my first attempt at making a video within Camtasia was somewhat challenging due to some technical issues on my end.

I was able to take and edit the video without too much difficulty.  The problem was that I did not realize my speakers had not been plugged in since we changed the layout of our office.  I spent around 45 minutes trying new options within Camtasia to add sound to my video.  After recording my video, I played it back and there was no sound.  There is an audio record option in Camtasia so I thought I might be able to start the video recording and the audio recording at the same time.  This did not work because when I started the audio recording, my video would play straight through without letting me stop the video.  I finally realized the speakers were unplugged!  With the speakers plugged in, I was able to make more progress. 

Once the video was completed I added Closed Captions as an option.  The speech to text function is not the best in the world.  I corrected all the errors of the speech to text and saved my first project on Camtasia.  I converted the video into a MP4 format so that I could send it to my professors.  Having spent some time exploring Camtasia, it seems to be an excellent way to make videos and I am excited to learn more.

The video tutorial on taking a screenshot in Camtasia 8 Studio is below.

Shattering the Myths of Online and Blended Learning

http://www.spinedu.com/wp-content/uploads/2014/04/newblended.jpg

There are so many myths and misconceptions about blended an online learning that it only makes sense to take a class and found out what's real.  Having completed this course, I can tell you that most of the myths and misconceptions are just that, myths and misconceptions.  

Having not spent a lot of time in the classrooms yet, I was pleasantly surprised to see that students with disabilities are not being overlooked when it comes to blended and online learning.  Too often, this group of students are only taken into consideration after other students have shown success.  This is disappointing and I am glad to see the trend going the other way.

My biggest struggle with this class was writing my literature on blended and online learning in the K-12 grades.  There has not been enough research into this exploding field.  With blended and online learning proliferating at such a rate, there needs to be more in depth research into best practices, student learning rates, and satisfaction.

Having taken a number of online classes, there was not much that surprised me.  As mentioned before, I am excited about the opportunities for students with disabilities in an online and blended setting.  I will admit, I did not know how much effort goes into designing an online or blended course.  It is a lot.  Not only do you have to develop the material, you have to learn how to incorporate it into a learning management system.  This can take longer than actually putting the material together.

I think my biggest takeaway from this course will be to ensure that the lines of communication are always open and the students feel comfortable in contacting me.  The students are the losers if the teacher is not approachable or does not communicate effectively.

I really enjoyed this course.  I especially liked the fact that our professors gave us the opportunity to set up our own personal learning plan.  The ability to pick the parts of the course that best met my learning needs was a big plus in my book.  It really helps you take ownership of your own learning.

 

Online Sites and Apps For Science

http://www.scilogs.com/communication_breakdown/files/SciLogs-ScienceOnline-header.jpg

There are so many options available for teaching science with an online component.  One is called Study Jams.  It combines learning with music and singing.  This can get your kids out of their seat and we all know that we can remember lyrics to songs we have not heard in 10 years!  Science A-Z is an online resource that integrates science and literacy while assisting teachers in satisfying standards in both science and English language arts.  Learn 360 enables you to manage, share, and collaborate using a variety of resources located within the site.  Brain Pop is a site that uses videos, text information, games, and quizzes all provided by the site.  I have not seen any online resources used for science in my classroom.  One of the focuses of the class I am writing this blog for is to make sure you are not just lecturing at the front of the classroom.  Science can be difficult to understand if you do not provide your students with some hands-on opportunities.  While online sites are not hands-on, they provide a different level of interaction and opportunities that lectures do not.

http://www.gannett-cdn.com/-mm-/76a1488de5e2eaa4d372ea9c3d3a2a4bb5a971a7/c=0-0-680-510&r=x404&c=534x401/local/-/media/SiouxFalls/2014/06/14/1402776534000-science-fest-01.jpg

There are certain aspects of science that are much more enjoyable to do rather than to watch.  Using baking soda and vinegar to fill a balloon with gas or making jello to show how a liquid becomes a solid are a few examples.  However, there are some aspects of science that cannot be recreated through hands-on activities in the classroom.  Being able to see how blood moves through the body or what a functioning organ looks like in real life are a few examples of how technology brings science to life.  

Online resources can bring aspects of science that have previously only been shown through pictures.  Students can view body functions and see the universe through vivid videos and interactions.  Online resources can provide students with the opportunity to actually see how the universe works or how the human body works.  They can also provide students with the ability to do experiments that would not be possible because of safety concerns.  There is so much opportunity to give students more applicable learning methods then the traditional pictures and lectures. 

 

Science Vocabulary Content

 Science Vocabulary Content

                        http://www.teachingpacks.co.uk/wp-content/uploads/2013/11/thesciencevocabularypackpostheader.jpg

I have seen a variety of strategies used in my classroom.  My teacher has a word wall with science terms posted over most of the back wall on laminated squares.  These squares are colorful, neat, and informative.  They all contain an example or have a drawing that describes the term. Here is a picture of the wall (I apologize for the quality of the picture).

The kids regularly look back at the wall during science instruction and try and find the term they are looking for.  Most of the students have difficulty spelling these word and use the word wall to assist them in the spelling of these words.  She also had the students make flash cards to help them with the meaning of the terms and the spelling.

She has the students play bingo.  They get to pick a prize if they get bingo.  Last week she called it “Hingo” instead of Bingo because they were going over heat, radiation, convection, and other terms involved in this portion of the science lesson.  This really motivates the students because if they do not know the terms, they will never get bingo.  Several students thought they had bingo, but they had incorrectly identified some of the terms.  They were going to play again the next day, and I am sure the students that did not know a lot of the terms went home and studied so they could win a prize. 

https://s-media-cache-ak0.pinimg.com/236x/59/d4/08/59d40886f2b58f91c870222cac5e0d5f.jpg

I think the students would benefit greatly from using the Time to Talk strategy.  It is difficult for students to understand the meaning of the word if they cannot use it in a conversation.  Giving them the opportunity to use the words in their colloquial language will aid them in understanding the concept.  It also gives the teacher the opportunity to show them how to make the transition into using the word or concept in more conceptual way.  

It might also benefit them to use graphic organizers.  It is more visual and can help to display words with a range of contextual information.  Students have different learning styles.  Using a graphic organizer can make the data seem less overwhelming and complex just because of how it is displayed.

Technology Related Challenges in 21st Century Schools

There are so many challenges related to technology change, with many of those challenges not having anything to do with the technology itself.  The burden of finding affordable technology that everyone is comfortable with is a challenge that has never been faced before.  Check out this video on some of the challenges and amazing things that are happening with technology.

I have selected four technology related challenges to explore in this post.  They are:

• Money
• Parents
• Training
• Administrators

Money

This is obviously one of the most important factors when dealing with technology change.  However, it is almost impossible to address because funding is determined by the government.  Each district must decide how to use these funds appropriately.  Elected officials are really the only ones that can change how districts are funded.

Proposed Solution:

Besides electing officials that are open to and willing to increase budgets, the only avenue I see is ensuring that the money is spent effectively.  Have trusted staff (teachers) review any new software systems to make sure they are user friendly.  Wasting money on systems that no one on the staff feels are efficient is irresponsible.  Also, administrators can look at technology to save money (E-books).

Parents

Some districts and schools do have the funding to incorporate technology into their schools but do not have the support of the parents.  Some parents reject new technology because they do not understand how it works and how it would be used.  Others fear for the privacy of their child and worry about access to inappropriate material.  I spoke with a teacher that has worked in the U.S. and Denmark.  Beth Borten said, "My students in Europe had google accounts and e-mail addresses 5 years before students here. They were doing project-based learning and flipped classrooms years before anyone in the states. The problem I ran into with the same age group of students in America was that their parents and the district weren't ready to give 4th and 5th graders e-mail accounts. I started asking for it in 2011. I finally got it in 2015, and only with closed access e-mail addresses". 

Proposed Solution:

Educate parents on what the new technology is and how it will be used in class.  Also, make sure privacy concerns and access to content is addressed.  I believe most parents will accept changes if they understand how it will be used to help their child.

Training

Another problem is making sure our teachers are properly trained.  If you do not feel comfortable with a new system, you will most likely resist the change and continue to use your old system if possible.  An article (http://www.ascd.org/ascd-express/vol9/910-bohn.aspx) I read believes there are four types of resistant teachers:

• Those who believe administration will not help or understand them.
• Those who don't have confidence in their teaching and don't know how to improve.
• Those who prefer traditional methods and believe change would require too much work.
• Those who lack the desire or motivation to improve. 

In Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement (Schrum & Levine, 2009), the different generations in technology are described.  They range from digital immigrants to digital natives.  Digital immigrants are those people that still look up movie times in the paper.  Digital natives are those that were born and raised in the digital world.  I am a millennial, which means I fall in the middle.  

http://www.teachingquality.org/sites/default/files/users/user62/October%2023%202012

Proposed Solution:

Teachers need to be consulted when implementing new tech systems.  This makes them feel a part of the process and you get real feedback from the operators.  Ensure that the teachers have plenty of opportunities to learn how to use the new software.  It is very stressful to try and learn a new system on the fly.  Make sure that there is someone that can properly coach the teachers through the new systems. Confidence is key when using new technology.  This video was interesting to me because it talked about teachers learning from students.  I think some teachers do not like to ask students for help.  This is probably ego or fear of losing control.  Students take pride in being able to help their teacher.  
http://bcove.me/jk77w7kr

Administrators

Administrators can be resistant to change as well, but not always because they resist change.  Sometimes it is because of the cost or the backlash from parents and/or teachers.  Some administrators fear that if they change, their productivity will be affected.  Others are more concerned about he dollar amount.  

Proposed Solution:

The dollar amount can not really be adjusted.  However, as stated before, most people only fear what they do not understand.  If everyone is kept in the loop as necessary and everything is explained properly, there is a much better chance of success.

Technology in our Schools- Discussion with two Teachers

 http://percentotech.com/wp-content/uploads/2015/04/school_technology.jpg


One of my assignments for EDU 659 was to interview a leader in the education field.  I decided to interview a former elementary school teacher and designer/coordinator of the Master of Science in Online Teaching and Instructional Design program at Lenoir-Rhyne University, Dr. Jayme Linton.  I also interviewed Beth Borten.  She has a Master's degree in Elementary Education and has taught fourteen years in Georgia, South Carolina, and Copenhagen, Denmark.  When I began determining my questions for the interview, I had a vision in my mind on how the interviews would proceed.  I was wrong and pleasantly surprised.  Although both teachers have taken different paths, they both had many of the same answers and thoughts.

It was interesting listening to how technology has changed in the last fifteen years.  When each teacher began, they were lucky to have one computer in their classroom and they used overhead projectors.  Mrs. Borten's school in South Carolina  now has two computer labs, three rolling carts with class sets of iPads, and six computers and six iPads that stay in her classroom (fifth grade).  Mrs. Borten's fifth graders make Google Slides and Google Docs at least once a week.  It is amazing what young people can accomplish when given the right tools.  Mrs Borten also taught in Copenhagen, Denmark for several years in the late 2000's and early 2010's.  Mrs Borten said,  "My students in Europe had google accounts and e-mail addresses 5 years before students here. They were doing project-based learning and flipped classrooms years before anyone in the states. The problem I ran into with the same age group of students in America was that their parents and the district weren't ready to give 4th and 5th graders e-mail accounts. I started asking for it in 2011. I finally got it in 2015, and only with closed access e-mail addresses. The students can only use their google accounts for sharing within the district. It has been such a time-saver on collaborative projects".

My next line of questioning focused on how schools acquire new technology.  Both teachers shared similar stories when requesting new technology.  Both described a fairly simple process for approval, which was pleasantly surprising.  If a teacher discovers something new, he/she brings the new technology to the department.  If a majority of the teachers/department feel that the technology is a good idea, it moves ahead for departmental approval.  There are only a couple more steps for final approval, which was surprising.  This is not the case at many schools and universities,  where it seems like it takes an act of Congress to get approval for functioning desks.  At least in these two cases, it appears the administration has full faith in their teachers to make appropriate recommendations.  Dr. Linton mentioned that the Masters program she developed began with a conversation in the office of a colleague that was overheard by the head of the department.  What began as Dr. Linton creating one class, turned into the Masters of Science in Online Teaching and Instructional Design program.  It is one of the first college level blended programs in the country.  Having the freedom to brainstorm ideas is a great luxury.

Another topic discussed was how do kids use technology at home when they do not have internet.  While there is not a perfect answer, they are ways to make it work.  Some teachers give their students time before school or during school to finish web-based assignments.  Most teachers do an excellent job of making sure assignments are equal and fair to those that do not have access to the internet.  Other options are going to a library or using their parents phone.

I also wanted to know if it was difficult getting higher level administrators on board with technology since they are digital immigrants?  Both said this was not a problem at their institutions.  Mrs. Borten said that her district might actually overuse technology.

If these interviews taught me one thing, it is that teachers want the same things that they want for the students.  They want collaboration among faculty members and the freedom to suggest and try something new.  It is also evident that the two schools both my interviewees worked for do a great job of listening to their teachers/professors and trust their judgement.  Of course it could be that I was just lucky enough to interview two great teachers.  I hope I am lucky enough to work in such a positive environment.