Goal Two Frame

<body background="_themes/ricepapr/ricebk.jpg" bgcolor="#FFFFFF" text="#000000" link="#666633" vlink="#333366" alink="#990000"><font face="Times New Roman, Times"> <p align="center"><i>This page uses frames, but your browser doesn't support them.  Therefore the information has been arranged for your viewing in a generic format.  Sorry for any inconvenience.</i></p> <p align="center"><img src="_themes/ricepapr/aricerul.gif" width="600" height="10"></p> <p align="center"><img src="_derived/Goal2Frame.htm_cmp_ricepapr010_bnr.gif" width="600" height="60" border="0" alt="Goal Two"></p> <p style="line-height: 115%" align="justify"><font size="3"><b><i>To effectively integrate educational technology trends into the classroom to broaden and enhance the Visual Art and Technology Education curriculums as well as obtain emerging information with regards to recent technological advancements.<br> <br> </i></b></font> </font><table border="0" cellpadding="0" cellspacing="0" width="100%"> <tr><td valign="baseline" width="42"><img src="_themes/ricepapr/aricebu1.gif" width="15" height="15" hspace="13"></td><td valign="top" width="100%"><font face="Times New Roman, Times"> <p style="line-height: 115%" align="justify">Select applicable multimedia equipment to effectively deliver curriculum;</font></td></tr> <tr><td valign="baseline" width="42"><img src="_themes/ricepapr/aricebu1.gif" width="15" height="15" hspace="13"></td><td valign="top" width="100%"><font face="Times New Roman, Times"> <p style="line-height: 115%" align="justify">Integrate appropriate hardware/software to enhance the learning environment; and,</font></td></tr> <tr><td valign="baseline" width="42"><img src="_themes/ricepapr/aricebu1.gif" width="15" height="15" hspace="13"></td><td valign="top" width="100%"><font face="Times New Roman, Times"> <p style="line-height: 115%" align="justify">Utilize Web Quests for the acquisition of knowledge from the vast array of resources that will be pertinent and meaningful to the student's problem solving and critical thinking activities in the classroom.</font></td></tr> </table><font face="Times New Roman, Times"> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">It has been through the challenge of fulfilling this particular goal that I have witnessed the greatest impact of my Master of Instruction studies at The University of Delaware.  In choosing the Specialization in Educational Technology Individualized Component of the M.I. degree, I subjected my future endeavors in the field of education to a bombardment of imaginative strategies, materials, gadgets, and more with each infiltration of technological innovation.   It has not been rare for me to feel overwhelmed at times as I embarked in investigating past and present Educational Technology trends during my pursuit of improving my instructional practices.  Though far from a bad feeling, this sense of a zillion ideas zooming through my brain has undoubtedly affected 3M's market ... I find my<i> Post-It Notes</i> having <i>Post-It Notes</i> of their own!  From lined ones to the small, colorful tag versions, the material presented by University staff, shared by fellow colleagues across the world, researched by professionals, and refined by all with respect to the infusion of technology into the educational environment has created a deluge of brainstorming remnants.  From original ideas to thoughtful innovations for enhancing existing curriculum in any discipline, I find myself constantly revisiting my individual lesson plans and modifying complex unit plans.  Although this field tends to breed ideas quite uncontrollably, the real challenge has been the task of remaining focused in determining valid areas for inquiry and the successful application to one's own program. </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">Originating from the first encounter with Pat Sine at Caesar Rodney High School, my personal challenge for both classrooms and curricular areas became three-fold: first, to acquire as much knowledge as possible about computer technology software, hardware, and instructional systems in an attempt to become 'current'; second, to investigate and explore 'how' this emerging field would impact or enhance education, in general, and specifically, my disciplines; and third, to remain abreast of technological advancements as well as assess their validity in broaden a child's educational horizons though teacher-improved instruction.  It is unfortunate to mention that although I know I have addressed these concerns on numerous occasions and have prospered most from this focal area in the task of empowering my students to be successful in their endeavors, I oftentimes perceive my efforts as mute points due largely to the onslaught of technology itself.  No sooner do I introduce my students to one method for implementing technology to simplify their lives, than do I modify, or retract, that process in exchange for something better.  However, this is the nature of technological beast and its advancement. </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">During the Fall Semester of 2000, I enrolled in <font face="Wingdings"><a href="multimedia_literacy.htm" target="_self">&</a></font> <b>EDUC 685:</b> <i>Multimedia Literacy</i> as an on-line student.  I eagerly advanced through the web-based curriculum, and delighted in possessing the freedom to control my instruction and knowledge acquisition.  Though I sometimes felt 'out-of-touch' with my classroom-attending colleagues, our virtual conversations held in the discussion forum uniquely provided a sense of camaraderie.  I became aware through these postings and the multilit listserv that our professor, Dr. Fred T. Hofstetter, enjoyed witnessing our sharing of knowledge as he often provided feed-back concerning these 'talks' and our instruction, in general.  Having since completed this class as well as a doctoral seminar course exploring Administrative Technology Systems (technological systems used in delivering, maintaining, gathering, reporting data, specific to education and/or the distance learning environment), I can fully imagine the satisfaction felt by Dr. Hofstetter as he observed each of us helping, instructing, and learning in an environment that he created in a room void of walls.  I have also come to appreciate the sense of collaboration achieved as each faceless student shared their semester's accomplishments via the multimedia application; though authored by one individual, each of us shared in another's success and failure as we communicated power point short-cuts, FTP recommendations, and other issues surrounding our quest to become literate in educational technology. </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">Building upon the desire to become knowledgeable in the specification, selection, evaluation, and purchasing of instructional technology hardware, software, etc., Jeff Fahnoe guided each student of his <font face="Wingdings"><a href="Instr_Tech_Basics.htm" target="_self">&</a></font> <b>EDUC 639:</b> <i>Instructional Technology Basics</i> class through the process of developing an instructional technology plan for their classroom, and writing a grant proposal for obtaining the required equipment, materials, and training to make the plan, reality.  His relentless pursuit in creating an awareness among the students in the class for the need of educational technology strategies/equipment and the ease at which many of them may be implemented into our everyday instruction, granted me the ability to research, specify, and recommend quality instructional software/hardware as well as specialized equipment to meet the needs of my students and administration.  My only regret during this reflection process is that I waited an entire year before scheduling this well organized and informative course.  Mr. Fahnoe not only provided me the ability to brainstorm the immediacy of simplifying my instruction through technology integration using appropriate software and hardware, but also gave me the knowledge and ability to research and seek individuals who may satisfy those needs and desires across the curriculum. </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">During the Winter Session of this past year, I met another individual who significantly impacted my selection and development of instructional materials.  Paul Hyde introduced the powerful capabilities of the Macromedia Authorware software as an authoring tool to deliver content, provide assessment opportunities, and explore curricular links via an interactive environment.  <font face="Wingdings"><a href="developing_interactive_education_materials.htm" target="_self">&</a></font><b> EDUC 667:</b> <i>Developing Interactive Education Materials</i> provided the class with meaningful software exercises in addition to training in image, sound, and video manipulation.  Participants in this graduate class gained hands-on experience that was immediately applicable in enhancing their students' learning environment.  Building upon existing instructional design practices, and exploring the recommended design cycle for a technology infused curriculum, I was able to present my students with yet, another method of learning content across disciplines. </p> <p style="text-indent: .5in; line-height: 150%; margin-left: .5 in; margin-right: .5 in" align="justify">As I embark upon my daily tasks as a teacher, a professional, and a mentor during this reflection process, I cannot dismiss the cause-effect relationship that originally open my eyes to the future of instruction -- utilizing the capabilities of the Internet and World Wide Web to enhance, enlighten, and empower.  There will always exist those very moments in one's life for a future-altering revelation, and one of mine occurred during that in-service presentation by Pat Sine at Caesar Rodney High School.  Attempting to establish connections between my Master of Instruction exposure and personal instructional experiences in pursuit of tailoring meaningful educational programs for my students, I realize that it was not necessarily the quantity of information presented at the session by Pat (and later, during her <font face="Wingdings"><a href="Internet4CurrApps.htm" target="_self">&</a></font> <b>EDUC 632:</b> <i>Using the Internet for Curriculum Applications</i> course), but rather the avenue she paved that transported my curricular ideas to their final destination ... the meaningful educational experience of my students.  Ultimately, Pat Sine's, Jeff Fahnoe's, Dr. Hofstetter's, and Paul Hyde's graduate course experiences have facilitated the improvement of instruction through my desire <i>to effectively integrate educational technology trends into the classroom to broaden and enhance the Visual Art and Technology Education curriculums as well as obtain emerging information with regards to recent technological advancements.</i> </p> </font></body>