Online Teaching Internship Reflection

My experience in this course reminds me of the importance of passion and humanity. It was so amazing to see the amount of effort and skill with which Dr. Giddens directed the class and our intern experience. The level of intellect, caring, humanity, and leadership was impressive and almost overwhelming. With each correspondence you could tell that he was as sincere, as he was concerned, as he was competent about Instructional Technology. I truly hope to have his level of understanding and patience as a teacher. Honestly, I have lost some of that, and I am very intently looking forward to recharging and getting that back this Christmas Break.

My Principal and I talked today about the power of perception and the importance of being affable and accommodating; its affect on the parents, as well as the students. This reminds me of the Art of War by Sun Tzu, who says that a Commander beloved by his men, can punish them without fear of bitterness or a drop in morale, unlike a 'harsh and hard' Commander. On the contrary, the beloved Commander is respected all the more by his men, because his discipline is perceived as from a loving Father to a son, not as judgment and punishment given by a Superior. The relevance to school is that students and parents who truly understand that his/her leader/teacher sincerely cares for and is concerned with the well-being and final destination of youth will understand and forgive any shortcomings or problems that arise from my class, assigning unpleasantries to love and not malice.

That said, it is all too important that I trust in the effort that my students put forth and also encourage honesty and trust, which will make sure that they feel comfortable with being honest with their teachers. In these days of economic woe, the ensuing pressures placed on families, the resulting time lost due to extra hours on the job, and/or the need to drop out and work make academics an often back burner priority, as is the possibility of adults helping, guiding/mentoring the young. Therefore, a teacher, especially at this time, must understand and see developing and learning human beings in his/her apprenticeship, instead of fully-developed and responsible students with unbridled passion for learning. Whereas it would be great if every student were aflame with our content area desire, we must remember always to be realistic idealists.

In regards to the other trait, passion, I hope to exhibit the same level of intensity and desire for learning that Dr. Giddens exemplified every day. I was very much so continually impressed by him, particularly, his diction. With each communication, I learned more and more about his consideration for his students and firm grasp and thorough understanding of the content. I truly appreciate the time with him and the example he set.

Moving onward, I hope that I will find exactly my niche inside of instructional technology that works for me. Whereas I love to help kids do better, I am struggling inside the classroom, because of their general lack of effort. Sometimes it is sad, because their circumstances are quite horrible. For others, it is their comeuppance, if they are honest with themselves. What would be ideal, I guess, would be to work as you and Dr. Giddens are doing, preparing other teachers who are going to bless so many countless others through teaching. I want to and need to teach college/online, so that I can finally be able to fully challenge not only my own mind, but that of others as well.

I will begin sniffing around more intently now that this, my final course to become a certified teacher is complete and that I will be only 3 courses away from completing my Specialist's degree. I must say that it feels so good to be nearing the end, because I have been through a lot in these past few years and the journey/progress is rather amazing. But not because of me, because of the experiences, the examples I've set for others, and how I have learned to depend and believe in the goodness of others, instead of always looking toward my own. I do want to help others, but at the same time, I want to also be happy and find peace of mind. I assume that I would teach at least two more years at my current school, so that I can get the $17,500 off my student loans. Then, depending on the calculations, I may continue to teach for 10 years or not. Either way, I know that my future will be bright and blessed, so long as I continue to do my best. Whatever it is, I need to hurry up, because I am getting married in March, and I hear that Doctoral degrees and kids, particularly babies, are like oil and water and do not get along well. No we are not expecting, but we do expect to be expecting in a couple years.

Anyway, to everyone here and everyone every where, God bless and peace to you. May your goals be realized and may you appreciate success, like you always hoped you would, in grace and respect.

Happy Teaching!!! :-)

Using Instructional Videos in the Classroom

My project of choice will use the process of creating, revising, and evaluating instructional video as a means of covering the selected following International Society for Technology in Education's 2008 National Educational Technology Standards (NETS) for Teachers which are taught in Dr. J. Giddens Introduction to Instructional Technology in Early Childhood Education:

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

I have selected the following Candidate Learning Outcomes from the Georgia Reqs 505-3-.85: Online Teaching Endorsement Program (OTEPO) to serve as my evaluating criterion with this project:

1.i.IV. utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools, electronic whiteboards, etc.).
1.i.VI. effectively use and incorporate subject specific developmentally appropriate software in an online learning module.
2.i.I. demonstrate effective strategies and techniques that actively engage students in the learning process, in designing, and assessing online learners and instruction.

The previous standards were selected because they reflect the basis of a module, the discussion, the product, and the assessing of that product.

OTEPO	0--1	2--3	4--5
1.i.IV. utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools, electronic whiteboards, etc.).	The candidate created a superficial discussion prompt.  It fails to illicit any quality thought provoking responses by the students.	The student created an acceptable discussion prompt. Although it does generate dialogue among the students, it does exceed by causing students to evaluate others' work, support their own, and expand upon ideas.	The student created an excellent discussion prompt. It not only generates dialogue among the students, but also causes students to evaluate others' work, support their own, and expand upon ideas and themes elsewhere.
1.i.VI effectively use and incorporate subject specific developmentally appropriate software in an online learning module.	The video editing tools and/or software recommended were inappropriate for the expertise and access level of student and there was not adequate information provided to them to make mastery possible.	The video editing tools and/or software recommended were appropriate for the expertise and access level of student and there was adequate information provided to them to make mastery likely.	The video editing tools and/or software recommended were excellent choices for the expertise and access level of student and there was organized quality information provided to them to easily ensure mastery if directions are followed.
2.i.I. demonstrate effective strategies and techniques that actively engage students in the learning process, in designing, and assessing online learners and instruction.	The rubric given did not properly assess mastery, was unorganized, and have weak definitions.  The students were required to do simply create a video to be acceptable.  No criterion for excellence were provided to ensure students were challenged.	The rubric given did properly assess mastery, was organized, and had acceptable definitions. The students were required to do more than just create a video to be deemed acceptable. Criteria for excellence were provided to ensure students did not just get by.	The rubric given properly assess mastery, and challenges a student to create a video of great instructional and aesthetic quality, considering the age range of the intended audience. The rubric ensures that the information and experiences from the instructional parts of the module are incorporated into final/work product of the students/learners.
Total ____

1. Read the following excerpt from a literature review which discusses some of the research supporting the use of instructional videos.
2. Begin to think about how a video could help you in your classroom. These are basically used for one of the following four reasons: Demonstrations, Introductions, Support/Reinforce, and Explain. Simple Examples:
1. Demonstrate conflict resolution skills, classroom procedures, or even how to find the bathroom on the first day of school.
2. Introduce gravity using a sky-diving video, or show a bottling company production line before reviewing multiplication.
3. Support/reinforce a lesson on the continents with an animation showing the breaking up of Pangea.
4. Explain the process of the life cycle with a fast motion National Geographic video.
3. On the discussion board, please complete the following:  Post an idea you have for using an instructional video in your classroom.  How will the video add to your class and/or do something previously more difficult or tedious?  What did you find interesting about the research excerpt and why?  Did this encourage you to use/include videos in your classroom?  Why or why not?
4. Take some time to view a few of the videos created by the following two content producers.  One is a ‘beginner’ and the other is more ‘adept and experienced’:
   Charles Hampton  http://www.youtube.com/channel/UCPI_E8r-wLz-Ilfc2l72lzA?feature=plcp
   PatrickJMT  http://www.youtube.com/user/patrickjmt?feature=plcp
   Youtube Education page http://www.youtube.com/education
   Youtube Sesame Street  http://www.youtube.com/user/SesameStreet
   Note the presentation method, goal, and basic simplicity.  Remember, it doesn’t have to be Hollywood, just helpful.
5. Based on this information, plan a lesson that incorporates a video in a meaningful way.
6. A few reminder tutorials may help you, if you need it.

1. GIMP
2. MSPaint
3. Windows MovieMaker

As always, if you need assistance and I am not available, you can reference past sections of the course, or search on youtube for assistance for virtually any of your editing needs.

The Rubric is below.

Video Evaluating Rubric
Grade	0—1	2—3	4—5
Relevance     2.  Design and Develop Digital-Age Learning Experiences and Assessments                        Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS. Teachers:                        a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity	Video does not relate to the standard/topic and/or is weakly connected. The video does not add to the lesson, but actually distracts.	Video is relevant, but does not academically relate or contribute to the declared topic. The video connects to the standard/lesson logically or symbolically, but essentially entertains.	Video is directly related to the topic and is a perfect example of the  process or scenario discussed. The video generates interest and discussions.
Quality 3.  Model Digital-Age Work and Learning                        Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:                        a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations                        d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning	Video is missing vital steps.  The video is shaky, out of focus often, long awkward pauses, audio doesn’t synch, etc...  The video was not edited to contain a title, subtitles or captions if necessary.	Content is essentially complete, only misses a few unnecessary components.  Errors/mistakes listed in the previous category are missing or only a few are present, which do not affect the didactic quality of the video.  The video has a title and does not infringe upon any copyrighted material(s).	Process or event recorded is complete, appropriate, and comprehensive, containing captions where appropriate for those who are hearing impaired.  The video was edited to achieve a high aesthetic.  The video adds to the academic quality of the lesson and essentially contains none of the errors from the previous categories.
Explanation                        1. Facilitate and Inspire Student Learning and Creativity                        Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student  learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:                        a. promote, support, and model creative and innovative thinking and inventiveness                        b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources	Explanation not present or barely justifies the videos’ inclusion.  It is not clear why the video was included in the lesson or the explanation and/or the video itself leaves the viewer with more questions than answers.	Explanation is present and acceptable, but fails to fully detail exactly how the videos' inclusion & quality added to the academic value of the lesson.  The explanation more centers around the lesson and not the richness or value added by the inclusion of a video.	Explanation is exemplary and thorough, fully, exactly, and explicitly       explaining the videos' inclusion & quality.  It is clear because of the rationale, logical ties to the content, quality of the visual product, and overall vision for the lesson that the video was included thoughtfully, purposefully, and carefully.
Total

Instructional videos featuring animated problem-solving are one of the greatest and most helpful supplemental/educational tools for students struggling with mathematics (Höffler & Leutner, 2007; Bolliger & Supanakorn, 2011). They are effective, inexpensive to produce, and increase understanding, while at the same time decreasing anxiety (Papa, Seaberg, Rees, Ferguson, Stair, Goldfeder, & Meurer, 2008). Students are viewing videos from sites like Khanacademy.org, specifically developed for the purpose of providing high quality instructional videos for STEM (science, technology, engineering and mathematics) subjects. Their growing library of 3500 videos are designed with such quality that a  learner anywhere in the world could develop a high school level math and science education, solely using this website (W. Bender, interview, December 13, 2011). Youtube.com has an educational page (instructional/educational videos only) that provides content for every level of school, from Pre-Kindergarten to post-secondary and more. Youtube.com/education has channels like Khanacademy, with more than 12 million views; Sesame Street, getting over 18 million views; Spacelab, getting over 28 million views, and many more. PatrickJMT, one youtube provider, has over 100,000 subscribers boasting over 45 million views and only focuses on high school mathematics.

68% of all United States students are not proficient in mathematics and would greatly benefit from the boost of resources and flexibility offered by online resources (Peterson, Hannushek, & Riddel, 2011). However, despite having access to these resources, the achievement gap remains, so much so that one out of every 5 post-secondary students is enrolling in remedial mathematics coursework (Planty, Hussar, Snyder, Provasnik, Kena, Dinkes, Kewal-Ramani, & Kemp, 2008). Minorities, especially African Americans, are also greatly disadvantaged in regards to mathematics education, such that 50% are low-achieving (Spencer, 2011). Experts warn US secondary, collegiate, and post-graduate educators that students are being passed on with increasing mathematical deficiencies (Wenner, Burn, and Baer, 2011).

Though instructional videos are not a cure-all, they are helpful and prolific. For instance, a simple youtube search yields almost 1600 videos on a topic like ‘solving systems of equations elimination’?  Whether you search for ‘law of cosines’, ‘distance rate time word problems’, ‘pythagorean theorem’, etc. the number of quality results are at least in the hundreds. There is plenty of instructional technology, like instructional videos, available for students to use (Bolliger & Sopapakorn, 2011). Offering the key convenience and control aspects, pausing and rewinding, online presentations and instructional videos are highly valued support resources/supplemental tools  (Höffler & Leutner, 2007; Bolliger & Supanakorn, 2011). The availability and subsequent utilization of supportive resources available is a concept called proximity. The proximity of supplemental materials to a student working on a task is necessary for deep learning and reduces anxiety helping students do what is required to succeed academically (Harel, 1998; Newby, Stepich, Lehman, & Russell, 2006; Redmond, Thomas, High, Scott, Jordan, & Dockers 2011).

It is clear that there are enough instructional videos available, but maybe the students don’t have the technology to access them. Currently, the proliferation of technology is growing at an exponential rate, particularly with mobile or portable devices. Tablets, netbooks, laptops, and notebooks are out-selling desktops currently 2 to 1, and in just three more years are expected to reach consumer levels of as high as 9 to 1 (Selleck, 2010). Students are not just using Blackberrys, PDA's (personal data assistants), Apple, Windows Mobile, and/or Android devices solely for entertainment purposes, but increasingly, students are understanding that these handheld devices are highly helpful and convenient educational tools which enhance their learning experience (Song, 2011). Additionally, exposing students to higher levels of technology integration and innovation inside and/or outside the classroom increases computer proficiency, a key to promoting workplace readiness (Inan, & Lowther, 2010; Juan, Huertas, Steegmann, Corcoles, & Serrat, 2008).

A very popular and effective instructional tool is the instructional video. The demonstrator/star is commonly an expert, who models precision and possesses great intelligence and skill. Another model, shot from the perspective of a peer and features error identification and analysis, is also gaining in popularity and validity (Wouter, Tabbers, & Paas, 2007). Even experts make mistakes and can all the more better display the learning opportunities which arrive from errors, capitalizing on 'teachable moments'. Error analysis is one of the best ways to ensure student learning and validate instructional practices (Chen-Charpentier, Dimitrov, & Kojouharov, 2006). It demonstrates and supports the importance of not skipping steps and being through, key concepts in mathematics education. Whether by scanning, the print-screen function, photographing, or the best method, animation, using screen capturing programs like Hypercam, it is important that online mathematics instructors utilize technology strategically when integrating error analysis to demonstrate proper methods and processes (Huifen & Dwyer, 2010).

This also underscores the importance of staying informed of developments in technology. This is tough, since in this economy, school's cannot afford expensive pieces of technology like smart boards, so instructors are becoming creative in terms of fully utilizing and refurbishing the technology they already have (Waters-Adams, 2006). Utilizing the principles of action research, one mathematics instructor combined a drawing tablet ($80) and a projector ($330) and essentially produced a smart board for roughly one-tenth of the cost. Smart boards are perfect for demonstrating mathematics problems, since an instructor can easily manipulate images, rearrange data, and perform common tasks like erasing displaying formulas, pulling up supplemental information and more, providing learners with a clear model for skill acquisition (Zimmerman and Kitsantas, 2002). This instructor using this as a workaround uses a reflective rationale (Waters-Adams, 2006). Being able to record presentations featuring smartboard or smartboard-like displays helps provide online mathematics learners with a more familiar method of learning, while at the same time offering the key convenience and control aspects, pausing and rewinding, the reason online presentations and instructional videos are valued so highly (Höffler & Leutner, 2007; Bolliger & Supanakorn, 2011).

This method of mathematics instruction is also useful because by analyzing all of a student's problem-solving steps, an instructor can learn what prerequisite skills may be lacking on the large scale, so that adjustments in the lesson or course can occur. Students find this method highly beneficial. In an interview one student exclaimed, “Why couldn't we have been learning like this the whole time?” (Hampton, 2012).

Bolliger, D. U., & Supanakorn, S. (2011). Learning styles and student perceptions of the use of interactive online tutorials. British Journal Of Educational Technology, 42(3), 470-481. doi:10.1111/j.1467-8535.2009.01037.x

Chen-Charpentier, B. M., Dimitrov, D. T., & Kojouharov, H. V. (2006). Combined nonstandard numerical methods for ODEs with polynomial right-hand sides. Mathematics & Computers In Simulation, 73(1-4), 105-113. doi:10.1016/j.matcom.2006.06.008

Hampton, C. (2012). Teaching test taking strategies to 9th grade Algebra students using a student response system. (Unpublished Universal Design for Learning Unit). Georgia Southern University, Statesboro, GA.

Harel, G. (1998). Two dual assertions: The first on learning and the second on teaching (or vice versa). The American Mathematical Monthly 105(6), 497–507.

Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A metaanalysis. Learning & Instruction, 17(6), 722-738. doi:10.1016/j.learninstruc.2007.09.013

Huifen, L., & Dwyer, F. M. (2010). The effect of static and animated visualization: a perspective of instructional effectiveness and efficiency. Educational Technology Research & Development, 58(2), 155-174. doi:10.1007/s11423-009-9133-x

Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research & Development, 58(2), 137-154. doi:10.1007/s11423-009-9132-y

Juan, A. A., Huertas, A. A., Steegmann, C. C., Corcoles, C. C. & Serrat, C. C. (2008). Mathematical e-learning: state of the art and experiences at the Open University of Catalonia. International Journal Of Mathematical Education In Science & Technology, 39(4), 455-471. doi:10.1080/00207390701867497

Newby, T. J., Stepich, D., Lehman, J., & Russell, J. D. (2006). Educational Technology for Teaching and Learning (3rd ed.). New Jersey: Prentice Hall.

Papa, L., Seaberg, D. C., Rees, E., Ferguson, K., Stair, R., Goldfeder, B., & Meurer, D. (2008). Does a waiting room video about what to expect during an emergency department visit improve patient satisfaction?. CJEM: Canadian Journal Of Emergency Medicine (Canadian Medical Association), 10(4), 347-354.

Peterson, P., Hanuchek, E., & Riddel, J. (2011) U.S. proficiency in math and reading lags behind that of most industrialized nations, endangering long term economic growth. Education Next. Retrieved May 1, 2012 from http://educationnext.org/u-s-proficiency-in-math-and-reading-lags-behind-that-of-most- industrialized-nations-endangering-long-term-economic-growth/

Planty, M., Hussar, W., Snyder T., Provasnik, S., Kena, G., Dinkes, R., Kewal-Ramani, A., & Kemp, J. (2008). The condition of education 2008 (NCES 2008-031). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Redmond, A., Thomas, J., High, K., Scott, M., Jordan, P., & Dockers, J. (2011). Enriching Science and Math Through Engineering. School Science & Mathematics, 111(8), 399-408. doi:10.1111/j.1949-8594.2011.00105.x

Selleck, E. (2010). Tablets to surpass desktop sales by 2015, analyst predicts. Slashgear. Retrieved May 1, 2012 from http://www.slashgear.com/tablets-to-surpass-desktop-sales-by-2015-analyst-predicts -1790370/

Song, Y. (2011). What are the affordances and constraints of handheld devices for learning in higher education. British Journal Of Educational Technology, 42(6), E163-E166. doi:10.1111/j.1467-8535.2011.01233.x

Spencer, J. A. (2012). Views from the Black of the Math Classroom. Dissent (00123846), 59(1), 76-80.

Waters-Adams, S. (2006). A theoretical underpinning for action research in education. Action Research in Education. Retrieved from http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm.

Wenner, J. M., Burn, H. E., & Baer, E. M. (2011). The Math You Need, When You Need It [sic]: online modules that remediate mathematical skills in introductory geoscience courses. Journal Of College Science Teaching, 41(1), 16-24.

Wouters, P., Tabbers, H. & Paas, F. (2007). Interactivity in video-based models. Educational Psychology Review, 19(3), 327-342. doi:10.1007/s10648-007-9045-4

Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skills through observation and emulation. Journal of Educational Psychology, 94, 660–668.