Words to Remember
Debora Jones [Cadre 9] - 08/04/2007

Hi Cadre 10!

. . . Two little somethings to tell you . . .
1. Blog everything. Blog your reading, your learning, your thoughts about your learning, your actions, and your processes. I cannot tell you how much blogging helped me when it came time to write papers!

2. Keep up with the reading. Don't wait for someone to tell you to do it. All of the texts and articles are purposeful even if some of them are less fun than others. They are critical to understanding where we are and where we need to go. You will feel much better prepared during TI sessions and in BlackBoard discussions if you have read. I feel so much richer for having read everything.

This is such an incredible opportunity! Enjoy and take care of yourself in the process. Graduation time really does arrive.

Debby Jones, jones_debora@msn.com

Managing Technology for Change 07-06-07 (part 2)
Debora Jones [Cadre 9] - 07/06/2007

How has the course been effective in broadening your perspective and skill set for managing technology for change?

How could it be improved?

First, I'll have to say that this course has definitely made me think outside of my local context. When I was first interviewed before becoming a member of Cadre 9, I was asked whether I was wanting to improve my prospects for a new job, or what my intentions were for using the degree. My answer was that I just wanted to do a better job with what I was already doing. Well, that has not changed to some extent in that I am not actively seeking a new and more influential position. It has changed, however, in that I realize that I need to look beyond my local context if I am going to really view my actions as successful. I have realized that in this flattening world, I have the ability to sit where I am right now and make a positive difference in my greatest area of interest--educational technology. Digitization of communication and understanding its effects on global change help me to realize that my action research, for example, can be made public and shared with other schools around the state, nation, and world. We are beyond a time when we acted on behalf of a school and held our secrets for success within our own boundaries so that we could shine alone. If we are going to break down borders and promote deeper understanding, we will have to leave that view behind and reach out to others to help and to accept their ideas as well.

I really enjoyed the reading for this course and felt that it was meaningful and purposeful. I enjoyed our online discussions as well, particularly the debate in TI which was awesome and sparked so many ideas for similar uses of digital communication tools. The only regret that I have is that we didn't meet as a class more often this semester. I enjoyed the discussions enough that when we had a walk, I really felt that I was missing something special. That's a testament to the effectiveness of questioning and the level of dialogue in TI!

Managing Technology for Change 07-06-07
Debora Jones [Cadre 9] - 07/06/2007

From where does global change derive?

How can we use global change to promote deeper learning across the globe?

Global change derives, I think, from the same sources as personal and local change. It is a chain effect with a person (or perhaps several) making a change that receives notice for the good it does, spreading to the local and then to the global. A flattening world allows this to happen because digital communication promotes success publicly so instantaneously now that change is only reined in by the global readiness for acceptance. Thomas Friedman states that "[People] also change when they see that others--like themselves--have changed and flourished" (Friedman, 2006).

Deeper learning will be a result of global change naturally if we are able to go the route of breaking down borders (11/9 changes) rather than using it for destruction (9/11 changes). This means that as change occurs, we will be thinking and learning with a societal perspective rather than an isolationist perspective. Consideration for others who are part of our global economy and society should promote more genuine curiosity and interest in the welfare of all. This deeper learning is a more authentic form of learning grounded in communication and action concerning what is real and important to the individual, to the local context, and to the global environment.

According to Snyder and Wenger,“We must increase our global intelligence along several dimensions: cognitive, behavioral, and moral. We must increase by orders of magnitude, our societal capacity for inquiry; our ability to continuously create, adapt, and transfer learning solutions. A world learning system that can match the challenges we face must meet three basic specifications:

Action-learning capacity to address problems while continuously reflecting on what approaches are working and why—and then using these insights to guide future actions.

Cross-boundary representation that includes participants from all sectors.

Cross-level linkages that connect learning-system activities at local, national, and global levels—wherever civic problems and opportunities arise.”

Friedman, Thomas L. (2006) The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.

Synder, William M. and Wenger, Etienne. (2004) Our world as a learning system: A communities-of-Practice Approach.

Managing Technology for Change 07-04-07 (part 2)
Debora Jones [Cadre 9] - 07/04/2007

From where does personal and local change derive?

How can we use change to promote deeper learning as individuals and in our local settings?

Personal change derives from the qualities that I mentioned from Friedman's text in my previous blog: passion, curiosity, flexibility, and adaptability. With people skills (read this leadership and mentoring) that may bring community members on board, modeling will help to create a wave of local change. As we create communities of practice, our passion and leadership will draw others to move in a new direction. Personal theory has little use until one puts it into practice, but not acting as a pied piper because we want our local change to be informed and purposeful. Action may come in many formats: demonstrating changed skills, being a "great explainer" (Friedman, 2006) verbally or in text, or providing organizational leadership to bring together a community of people who can affect change.

Change will always keep us set on our toes because we will have to remain vigilant to maintain a positive global view and to mark our positions in the economy. Friedman used the example of Marcia Loughry who worked at EDS and continually took the initiative to learn because she knew that without that initiative, she would eventually be replaced by digitization, automation, or outsourcing (p 290-292). We can use the tools that are flattening and advancing the global economy to advance and deepen our own understanding and our ability to collaborate. These tools provide the bridge necessary to see beyond the local to the global.

Managing Technology for Change 07-04-07
Debora Jones [Cadre 9] - 07/04/2007

How might the US respond to the tides of change resulting from globalization?

What role does education play in this response?

According to Thomas Friedman, America already has the "secret sauce" needed to continue its success in a global economy: "a mix of institutions, laws, and cultural norms that produce a level of trust, innovation, and collaboration" (p 322). We will, however, need to continue to work at creating the types of minds that have the flexibility to remain in a constant state of curiosity and passion, and adaptability to an ever-changing world.

Educators will have to join this flexible and adaptable world as well. Our students, according to Friedman, will be successful only if they become what he calls "untouchables", that is, the part of the work force that cannot be replaced by digitization, automation, or by outsourcing. The most specific area of focus for educators should be creating students with a passion for learning and a natural curiosity. I believe that this kind of passion can be achieved more often when modeled by caring adults whether in the person of the teacher in school or the teacher at home (parent). Additionally, students will need to demonstrate a diversity of interest toward the right brain manner of thinking, especially encompassing people skills. With this passion, curiosity, and ability to work with others, students will be able to use the tools available to them to learn and adapt to the changing needs of their environment. My belief is that educators should focus more on diversity of subject areas, collaborative learning efforts, encouraging risk-taking, and rewarding divergent thinking. This type of focus will go further to move American education out of the industrial model toward the newer global model.

Friedman, Thomas L. (2006) The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.

Action Research 06-13-07
Debora Jones [Cadre 9] - 06/13/2007

While my action research has come to something of a close (for now), and our syllabus asks for blog entries through the cycles only, I feel compelled to add more. I must say that writing the final report was a difficult yet energizing experience. Writing forced me to go back to the beginning with activities from 638A and review everything accomplished (and not accomplished) to this point. What a journey this has been! There were times when I felt that there could certainly be nothing else to say about what I was doing with action research and that I had squeezed every word I had in my head into blog and report form. Now that I look back, however, I find that the writing provided a great deal of guidance for me and genuinely made me think more about what I was doing. There is definitely a difference between thinking about action and writing about action. The writing has a connectedness in it and a certain honesty comes out that may not come out in personal thoughts. For this reason, in addition to continuing work with my action research next year, I definitely plan to continue writing about it as well.

Managing Technology for Change 06-14-07
Debora Jones [Cadre 9] - 06/13/2007

How does globalization change the needs and demands on US, K12, higher education and corporate learning environments? Globalization requires first, that the US, K-12, higher education and corporate learning environments embrace and appreciate diversity among people. No longer will we be able to work and learn in an insulated environment without influence from other cultures. Where working with people from other cultures used to be an atypical experience, it is quickly becoming the norm. Students at all levels will need to understand how to use web tools that connect them to the rest of the world because their richest sources of information will come from global sources. In addition, students of all ages will have to be prepared for the kinds of jobs that globalization brings about. They must understand information resources, communication sources and transmission. "Education gives a capacity to adapt to change," said Bloom, the Gamble Professor of Economics and Demography at Harvard. Howard Gardner, GSE Hobbs Professor of Cognition and Education says that education should help students synthesize information from a variety of disciplines and geographies, adding that previous formats for learning and standardized testing will no longer serve the educational community because the kinds of information which were taught and tested in the past are now easily avilable digitally at a click. It is the skills of "understanding and making sense" that students will need the most. Potier, Beth. (N.D.) Globalization and education explored at GSE. Harvard Gazette. Retrieved June 13, 2006 from http://www.hno.harvard.edu/gazette/2004/03.04/03-globaled.html

Managing Technology for Change 06-07-07
Debora Jones [Cadre 9] - 06/13/2007

How do NCLB and the Spellings Commission affect change in the use of educational technology? Unfortunately, one of the side effects of NCLB is the harm it creates for poor children. Because of the enormous amount of testing present in the requirements of NCLB, students who were already behind are the ones who spend their time drilling basic skill sets in order to pass the tests. Students who come from higher income famililes that have better support for education and who pass tests more easily are more likely to be able to participate in technology-rich lessons that are often considered enrichment rather than a part of basic learning. NCLB, in addition, tends to focus on minimum skill benchmarks rather than on higher level thinking that proper infusion of technology would be most likely to promote. I fear that technology will become more closely tied to both skill/drill forms of curriculum support so clearly evident in the software promoted in technology conferences, online, and in catalogs, and will be purposed primarily for online testing. While the Spellings commission gave little reference to technology itself (twice), it did encourage distance learning, and cites a 1999 program which “helps institutions enhance quality of instruction, improve learning, and reduce costs through the use of technology and innovative teaching.” The fact that technology is linked to innovative teaching by the commission report can give us hope that as best practices are considered and incentives are offered for effective teaching, that instructional technology will be at the forefront.

Action Research 05-28-07
Debora Jones [Cadre 9] - 05/28/2007

This week I plan to begin (and hopefully finish) writing my Cycle 3 report. This report should primarily demonstrate the effect of the professional development sessions outlined in my Cycle 2 report. I will show what learning from the sessions teachers have applied in their lessons and professional responsibilities, where they (and/or I) have not followed through, the effect of this training on the school environment, and how all of the collected evidence affects my plans for further action in the coming school year. At this point, I am wondering what kind of response from teachers constitutes success. If one or two teachers in a grade level use the training from their session, was it worthwhile? If teachers do not use the exact training, but have a renewed enthusiasm for integrating technology into their lessons and professional lives, is this measured as success? In other words, should I expect to see a revolution, or is a slow groundswell a good sign?

Managing Tech for Change 05-28-07
Debora Jones [Cadre 9] - 05/28/2007

Do wikis make a difference in educational experiences? What role might Web 2.0 play in fostering change in education? How does voice and/or presence change the way learners ineract with one another? Using wikis in education promotes a collaborative environment in which students and educators may work together to create a greater understanding. Using a wiki allows a group to work together on a simple web page without prior knowledge of web authoring. They can work asynchronously, if needed,on a document, getting the most recent additions and editing in the document from all group members immediately. In addition, group members learn from the peer review aspect of group work afforded by the collaborative learning environment. This is one example of how Web 2.0 fosters collaboration and allows students to work together but at a physical distance. Students with limited mobility will certainly benefit. Many other Web 2.0 resources share the same benefits of promoting collaboration and peer review, instant publication, and an elimination of location and time problems for group work. While these tools have the potential to expand the possibilities for collaboration, the face-to-face voice or physical presence remains a critical aspect of collaboration. The human factor involved in knowing one's group members provides an element of connection and caring which may not develop if group members never meet or speak. This will help to keep groups grounded and personable, caring about each person's learning.

Managing Technology for Change 05-20-07
Debora Jones [Cadre 9] - 05/20/2007

How can authentic learning tools improve student engagement and deepen learning? What does the apprenticeship model tell us about learning? Authentic learning tools engage students by providing activity which focuses on core concepts, allowing students to interact as they develop their thinking and encouraging them to question their previous understandings while discovering information that enhances their knowledge. In authentic learning situations, students deal with problem-solving activities that involve real-life questions and issues in a manner that encourages collaboration, discussion with expert sources, bringing them to larger concepts. The apprenticeship model tells us that when students are involved in scaffolded, authentic learning activities, they are more engaged in the learning and are more likely to be able to see its relevance because of its base in real-world thinking, problem-solving, and activity. The cognitive apprenticeship model gives students control over their own learning. It creates an active learner as the teacher employs gradual release to allow the student to drive her learning, seeking new understandings, rather than waiting for the expert to tell her what to do and to think.

Action Research 5-20-07
Debora Jones [Cadre 9] - 05/20/2007

At this point I believe that I have received all of the evidence from teachers on campus that I will get for cycle 3. This evidence is intended to demonstrate that teachers are, indeed, using the tech training in which they participated in cycle 2. With three days of school left, however, the computer labs are closed and I have called for all of the laptop carts because I have to begin preparing them for the next school year and looking for any summer repairs. So, with the action research it's important to take this evidence and begin making sense of it. The biggest Ah-Ha that I have had is not so much the fact that teachers are or aren\'t using their learning, but that they are wanting to infuse more technology into their learning experiences with students. They are coming to me to ask what more they can do, are watching each other's lessons and are asking, "Can I do that, too?" This is where I want to be at this point. There is a culture of interest and vision building. My plan is to use some of the evidence from cycle 3 to showcase at the beginning of next school year to renew the interest and begin working on a community in which there is a gradual release from my expertise graduated toward building their own expertise and they go to each other as much as to me for ideas and information.

Managing Technology for Change 05-14-07
Debora Jones [Cadre 9] - 05/14/2007

Why do educational organizations choose to employ portfolios? What value does the use of rubrics in evaluating activities and portfolios bring? How can peer review affect learning progress and growth? Portfolios provide more than just a collection of artifacts marking a student’s work throughout the school year, but actually provide a form a type of authentic assessment which allows students to demonstrate their learning and progress toward goals. They provide a larger view of student learning because portfolios illustrate more than standardized test skills which show only a snapshot view of a student’s performance on a given day at a given time on selected competencies. In addition to actual skills, portfolios have the ability to include student reflection on what they believe that they know, adding the metacognitive element to assessment, a much deeper form of thinking and learning than occurs with most standardized tests. Electronic portfolios provide a unique opportunity to demonstrate learning through the use of other formats such as audio and video. Additionally, electronic portfolios remove the need for large areas for storage of materials and are easily transferable. Using a rubric with portfolios helps schools to create a performance standard/goals which gives the portfolios a measure of comparability and authenticity for the community of learners. It assists in answering major questions regarding what a student should be able to do and know, whether they can demonstrate this learning to an agreed standard, and whether the school/teacher has developed a set of attainable goals, reflecting on future planning. Peer review of portfolios not only allows students to view the work of others, but offers growth opportunities for both the student and peers because they are, again, thinking about and assessing their learning as they view that of peers. Often peers who are closer to the learning are able to dig deeper into the thought processes and to ask more pertinent questions which may offer opportunities for valuable reflection.

Action Research 5-14-07
Debora Jones [Cadre 9] - 05/14/2007

This week I have been working to collect artifacts for cycle 3 demonstrating application of the technology learning experiences of teachers during cycle 2. To this collection, I am adding other technology artifacts, because I have realized that one of the side benefits of the technology professional development was a renewed interest in using all technology. One of these products is a digital story which was created for our 4th grade podcasting project. Students in one classes used NetTrekker and primary resources to research Texas heroes, wrote 1 minute reports, and recorded them using Audacity. I uploaded the podcasts to the web, writing RSS feed. The digital story was even scripted and recorded by students. Other teachers who saw this were inspired to do more, and a thrid grade teacher asked me to create a repository of tech integration ideas in the technology shared folder because she loved the podcasts but said that she never would have thought to initiate that. In addition, I have a statement from the school librarian who wrote briefly about how the cycle 2 teacher training has affected equipment checkouts.

Managing Technology for Change 05-06-07
Debora Jones [Cadre 9] - 05/06/2007

What will we be responsible for this semester? What is the role of an electronic portfolio in my ongoing academic and professional career in educational technology? This semester in this course, the syllabus gives us three main themes which will be the source for all of our activities: political awareness, technology innovation, and change management. Through the application of these themes, we will be responsible for coming to an understanding of the manner in which we will manage ecucational technology in such a way that it promotes both local and global change. Through the creation of an electronic portfolio, we will store a variety of documents demonstrating our work/accomplishments/best practices, competencies, and belief systems so that they may be shared with employers, faculty and others. This is an organized way of establishing ourselves as a part of the global educational technology community so that we may become leaders for positive future change.

Action Research 5-6-07
Debora Jones [Cadre 9] - 05/06/2007

The third cycle to my action research involves collecting anecdotal and artifact evidence showing that teachers in my school are successfully (or not)applying the technology professional development training which was my cycle two. My principal had offered me a vertical team day in which teachers could share their learning as well. This, I thought, would be a perfect opportunity to have teachers come together and share with other grade levels what they learned, how they have applied their learning, and receive sugguestions for further application. In addition, teachers will begin to see the competencies of the faculty as they share their expertise with each other and will, hopefully, be encouraged to pursure further learning in their practices. The problem that I face now in collecting this data is that we are 12 days and counting to the end of school (because we begin in August). The principal has cancelled the vertical team day because it will be on field day, and I have been called to a district technology meeting that day anyway. Here is my question: How might I continue to collect evidence/data for my third cycle with when "the end is near"? In talking to the principal, she has suggested that we begin this process next year which I will be excited to do, but it does not help me right now with my cycle three. Perhaps I will re-visit the teams personally and have them share something they have done which I can write up in the form of a newsletter going out to the faculty or a presentation at the last faculty meeting (if we have another one). At this point, I need to do some thinking, talk to my LC, and talk to administrators for more suggestions.

Action Research 04-17-
Debora Jones [Cadre 9] - 04/17/2007

At the last month's meeting with the district technology team, it was brought to our attention that there's a possibility that we may be asked again next year to have a technology fair agian. We did this for about five or six years running to showcase what we considered the best practices in technology integration on our campuses. It was something like a district-wide science fair, except with technology. Now, the idea sounds great to some, and perhaps at the concept level it was. The push was to demonstrate to the community how productively the funding had been used that they voted for in past bond issues. In bringing the tech fair to fruition, however, something was lost. For one, it happened right at the end of the year just after the TAKS test. Teachers were so focused on preparing for the tests, that they just were not geared toward technology integration and couldn't seem to make the leap toward the idea of using the technology to assist in teaching students to think. SO what happened was that after testing, everyone would try to think of SOMETHING to do to present at the tech fair. What was supposed to represent best practices really was a dog-and-pony show often times. With this in mind, I was not excited about the possibility of a revival of the tech fair. The lead technology integration specialists are now asking us to create digital stories showcasing best practices as a possible alternative. This gave me the idea that digital stories might be a great way to show how teachers at my school have begun using more technology as a result of the professional development time we've had and as a product of the momentum/interest that the PD created. What a great way to begin the year in 2007-08 exhibiting some of the great stories of learning from this year. There's already one digital story in the works with the podcasting project from the fourth grade team. I'd also like to encourage the second grade teachers to work with me on a digital story showing how they have used the Mimio whiteboard to enrich student learning. These would truly showcase best practices, and if they'll help avoid a tech fair, I've taken care of two things at once!

Action Research 04-08-07
Debora Jones [Cadre 9] - 04/08/2007

Cycle 2 will come to a close on Tuesday with the last day of technology professional development on my target campus with kindergarten teachers (morning) and first grade teachers (afternoon). These two groups were a bit more of a challenge for me in helping to develop use of hardware which we have on campus and curriculum integration ideas. First, students these ages are physically less able to handle some of the hardware which we have (second grade seems to be the jumping-off point), and because I am a secondary-certified teacher who is less familiar with the primary grade curriculum. Nevertheless, Tuesday's materials and equipment are together and ready to go. After Tuesday and the reflections the teachers write after the professional development session, it will be time to write my cycle 2 report and prepare for cycle 3. Originally I had forseen that cycle 3 would contain a survey which is similar to that in cycle 1, but I have changed my thinking to extend the scope of cycle 2 into teachers sharing with each other in their Friday horizontal team meetings how they have used the technology professional development in their classes to enhance learning. It will be after that that I will use another survey instrument and look at other more informal data to assess any increase in use of available hardware and to changes in attitudes and integration.

Mentoring 04-08-07
Debora Jones [Cadre 9] - 04/08/2007

The mentoring report has been a bit of a question mark for me. Thinking through the goals of the course, I came to the conclusion that this report should be less about data than about reflection. It had occurred to me to go through each of the meetings I had with Angie, all of the emails, and our phone calls to gather specifics about how often we spoke about professional duties or personal discussions, how we developed our communication techniques, and other more analytical information. Then I thought that perhaps the mentoring project would be more about what we learned from our reading, class discussions, and field experiences. With this in mind, I focused on prompts from the Zachary text. I considered 1) What have I learned about myself, 2) My mentoring gifts and strengths, 3) What I wish I could learn to do better, 4) How I will apply what I have learned, and 5) Specific steps for applying what I have learned. In addition to my consideration of the questions above, I have asked Angie to reflect on our relationship. I stressed to her that I'm not asking for a job recommendation, so she doesn't need to feel the need to promote me, but to be honest in our growth together and what she'll take away from our mentoring relationship during her first year in this school district.

Mentoring 04-05-07
Debora Jones [Cadre 9] - 04/05/2007

My ideas about finding a mentor for myself have gone every direction over the past couple of weeks. The first thought I had was to choose a principal, but both of mine are very busy and tend not to be on campus when I am there because I am on one campus Mondays and Wednesdays, the other on Tuesdays and Thursdays, and Fridays flip-flop from one week to the next. My schedule is crazy. So the next thought was to ask my direct supervisor with technology. When learning communities were disbanded this year (each high school and all of its feeder schools being a community), one Lead Instructional Technology Specialist left, and the others divided according to elementary, middle, and high school. My previous lead went to high school, leaving me with another for elementary. This guy is very good with technology, but he tends to be very much by the book and fairly conservative in his views, whereas I have a tendency to do what I think is right for the students and teachers until my hand is slapped (or close to it). For this reason, I worry about asking him to be my mentor (I know, it might do me some good) because I don't want someone hovering and telling me why not to do something, when I'm thinking that I want to try something new. This is a round about way of saying that I am considering a different type of mentor--maybe a physical and mental health mentor to help me through these last months of OMET and further down the road as I buff up (ha!) for my October wedding.

Action Research Project 4-5-07
Debora Jones [Cadre 9] - 04/05/2007

I'm well into Cycle 2 of my action research project. To this point, I have met with the grade level teams to plan their half days of technology professional development. I met to plan with all of the teams EXCEPT one, that is. One team leader just didn't run with the ball after several reminders to set up a meeting time during a convenient planning period. For this reason, I spoke with another team member who just set a date for the training, emailed the rest of the team and said we're doing it, get ready. That meant that when it came their day for training (today), there was no concrete plan, but a rather loose plan on my part based on the needs data from my survey and based on informal conversations with team members. I did put together notebooks with instructions for all of the activities we would do with both the morning and afternoon groups, creating copies of everything in the Technology folder on the shared drive as well. The morning went very well, however, and all five of the teachers were receptive to the information and time to work with software and hardwares. This 4th grade team was working with the TurningPoint software and infra-red input devices to create interactive PowerPoint slides. We began with a Trivia game which I had created so that they could participate in a session to understand how the software and student input cards work. Then they spent the majority of the morning with hands-on time creating their own interactive presentations/quizzes/reviews with their curricular goals in mind. After that the teachers reviewed the login procedures for NetTrekker, looked at some of the features in the DI version we have this year, and began searching for Internet resources to supplement their end-of-the-year curriculum plans. My final activity with all of the groups has been to have them send an email to me at the end of the session reflecting on their learning. Because the previous groups have tended to make their emails more in the form of thank-you letters without a great deal of reflection, I offered some questions on the board that these teachers might consider in their writing including What did you learn/do today that you did not know/do before, and How will you apply what you have learned in your classroom, and What will students, teachers, parents, or administrators see as evidence of your learning, and How can I help you most as a follow-up to what we have done today? My afternoon group was the fifth grade team which generally uses (pigionholes) a great deal of technology. They planned to spend more time with the TurningPoint software because they have been using the Classroom Performance System until this time. Most of their time was spent first, as I demonstrated creating an interactive presentation, and second as a group working together to create their own. They were interested also in using the PowerPak Pro games templates which provide a format for making interactive games themed like the television game shows. Using their previously created reviews and quizzes, the teachers re-vamped the activities with the game format. Like the group before, this group reflected using the questions I had provided. Both of the sets of today's responses were more informative than the reflections from previous groups, but these were still more like answers to questions than real reflections. The end of the day was spent using the agendas for next Tuesday's groups to put together little notebooks of directions.

Shadowing Experience
Debora Jones [Cadre 9] - 03/25/2007

The leader whom I observed was the principal at one of my elementary schools. She was actually the principal at my other high performing school for the past few years so I already knew her fairly well. The school in which she is currently has gone through trying times. It is a school which struggles with low state test scores, and has had a series of principals over the past few years. Along with the parade of administrators has been a high turnover in faculty each year. It has seemed that many of the strongest teachers have left, leaving a fatigued staff. The current principal was asked specifically to apply for the position even though there was a group of applicants waiting in the queue. What I noticed in watching her specific actions that speak to leadership are the following attributes: She speaks to actions that people take, but does not speak negatively about character. She only says what is necessary to be said. She doesn't micro-manage, leaving those who perform as professionals to do the best job they can without her interference. Professionals are allowed to use their own good judgement to make decisions. She doesn't participate in gossip or give an ear to those who do. She is personable without trying to be a pal. She doesn't intimidate. She encourages personal growth among faculty and staff. She promotes creativity along with sound professional judgement. She is available to staff and community. She is not afraid to make difficult decisions. She looks out for the best interest of students first and foremost. She recognizes accomplishment both publicly and privately as appropriate. She knows how to delegate. This was an interesting and enlightening activity.

Mentoring 03-25-07
Debora Jones [Cadre 9] - 03/25/2007

There's not an incredible lot to report with the progress in my mentoring relationship with Angie. I made a point of making friendly contact with her as soon as we returned to our duties from spring break the previous week. This was good because Angie had some questions to ask about procedures and whom to go to for certain technology needs in the district, and my contact opened the door. We communicated a couple more times about campus issues as well. On Friday, I invited Angie to lunch with myself and my office colleague Vicki to discuss issues she had with scheduling the use of technology equipment. Some things are easier to discuss in person, and this was one. It gave us time to relax and for her to get to know another friendly, helpful person in the district outside of the circle of technology people. Angie is such an interesting person to chat with anyway, having had experiences in international schools in Eastern Europe, Seoul, Korea, and in Zimbabwe most recently!

Action Research 03-25-07
Debora Jones [Cadre 9] - 03/25/2007

In addition to meeting with two teams of teachers to plan their technology professional development using survey, data, I had my first day of actual professional development with two teams on Thursday. Thursday morning from 8:00 until 11:30 I met with the thrid grade team in the downstairs computer lab. This is the grade level group which, on average, probably uses technology of any kind least. They wanted more than anything to learn more about technology integration into the curriculum. Over breakfast snacks, I began by talking with them about my philosophy of using technology as a tool rather than as an end unto itself which seems to have been their thought to this point. We went to computers with little notebooks of directions and samples which I had prepared and spent hands-on time exploring tools available to us such as NetTrekker DI, the Texas Mathematics Diagnostic System, and the Texas Science Diagnostic System. I focused on giving them just-in-time instruction coupled with written direction so that they could explore the tools and make them their own. They tried some lessons which I had created for 3rd grade teachers at my other school using Kidspiration and hyperlinked pages on the Internet. These teachers had requested directions for using the CD burner, the Mimio display device, and the Turning Point system. They were happy with the CD burner activity, and felt that the Mimio would be useful, though I had some difficulty with setup due to the fact that we really need to purchase an adapter for our newer laptops to connect. The Turning Point session will need to take place at a later time because of its involvement, so we will meet again during a long planning period. Their exit pass was to write an email to me reflecting on their learning for the session. The afternoon session of specials teachers included the PE teachers, music, art, a reading specialist, and a special ed teacher. The first part of the time was spent going through the finer points of the Lotus Notes email system. There was a notebook of instructions for these teachers as well so that they could make any notes as we progressed through some fun and informative points that most teachers just don't have the time to explore. After that, we learned to use Audacity which I had downloaded to the library computers we used. The problem these teachers had was that the music they use in their classes is recorded primarily on cassette tapes that are becoming old, and they wanted to record them to CD. Not having the perfect equipment, we improvised by placing the mic from my headset over the speaker of the cassette player, recording the music directly into Audacity. They manipulated the timing, the volume, and saved as an MP3 file set which we burned onto a CD. Following this, we used PhotoShop Elements to learn how to edit and creatively manipulate photos which they had taken in their classes for a number of purposes. This group also wrote a reflection on their learning in an email at the end. I felt very tired, but wonderful at the end of the day because the responses from teachers was affirming. They especially mentioned that they appreciated the fact that their professional development time was used to meet their own particular needs.

Second Life Thoughts
Debora Jones [Cadre 9] - 03/25/2007

Some thoughts I had in Second Life: I found navigating confusing, but this is a problem I have in real life as well as in virtual life, so even walking around Orientation Island was problematic. It made me hesitant to try new experiences for fear of not finding where I needed to be. Obviously I'm not as adventurous as some of the group because I made my avatar look as much like my real self as possible. Of course the hourglass figure of the avatar didn't quite meet the standards of my awesome physique (ha!). The experience was more fun once Cherilyn transported me to meet her and the rest of the group. I'm so much of a pack animal, I'm always in search of an alpha who can lead me skipping along a safe path. Thanks, Cherilyn! Though it was an interesting experience, most of my Second Life experience seems like another form of IMing, but with the added advantage of seeming to be someone who I wasn't. However, while listening to The World Is Flat at the gym, I came to a part which told the story of a young man who is physically handicapped, but was able to create an eBay business. His business was so successful, in fact, that both of his parents quit their full time jobs to participate in his business. They reported making more money with him than they ever did previously. The main point of this story was that though thier son was physically limited in real life, he wasn't limited on the Internet. My point? Those with physical limitations in this life would not be physically limited in Second Life. It can offer an opportunity to control a fully functioning body with ease and communicate with others who are not aware of one's limitations.