R.

Gray

7305 Data Analysis & School Improvement

As I reflect upon my experience in my Data Analysis and School Improvement course, I
remember my apprehension before the course began. Despite my ability to conduct research in
the Applied Field Research course, I was still a little apprehensive about my ability to collect and
analyze data effectively. However, my time in this course has allowed me to see the important
role data analysis plays in aiding educators in improving instructional practices and increasing
academic achievement. As a result of completing this course, the three most important things I
have learned would include:

1. I learned that in order to maximize student achievement and be effectively differentiate

instruction, every data team must implement The Data Process. The Data Process allows
educators to build a solid foundation, narrow the achievement gaps between students, and
identify a student learning problem. Once this problem is identified, the data team can
collaboratively establish causes of the student learning problem, seek strategies to rectify the
problem and established a plan of action that can be implemented and monitored.
2. The second thing that I learned was that when educators discuss students achievement results,
the dialogue regarding the data must be meaningful. This means everyone on the data team will
have an equal voice and all judgments are suspended while identifying the root causes of student
performance.
3. The third thing that I learned was that using formative and summative assessment data to
measure students learning and growth can have a great impact on curriculum and instruction.
Drilling down into data allows teachers to go through several levels of item analysis to gain a
better understanding into how well students learn. I also learned that drilling down into data
allows educators to answer questions about specific students in an effort to find the best
strategies to improve instructional practice and maximize student learning.

In my opinion, the most valuable field experience in this course was completing the Data
Overview. The Data Overview allowed me to identify the strengths and weaknesses of ninth
grade students on the ninth-grade Literature and Mathematics EOCT/EOC and determine the
appropriate strategies for increasing their academic achievement. I believe by being able to do
so, I was able to see the important role data plays in improving my instructional practices and
increasing my students academic achievement. Also, due to my creative background in the arts
and my love of technology, I particularly enjoyed putting the PowerPoint presentation together.

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As a result of this program, my goal is to continue applying what I have learned by implementing
The Data Process with my data team. I anticipate being able to collaboratively collect and
analyze student achievement data, interpret those data results, and communicate data findings to
stakeholders as well develop and implement an action plan in an effort to improve student
proficiency. I anticipate using data to aid me in identifying areas of weakness and strengths of
students both individually as well as collectively. It is my goal to continue to seek strategies to
rectify the problem and established a plan of action that can be implemented and monitored.

Despite my optimism about the things that I have learned, I am aware that there may be
challenges. Due to teacher burn out, teachers within my school feel overwhelmed and many vent
their frustrations within data meetings. Therefore, I anticipate the lack of motivation among
teachers to meet regularly to analyze, interpret and communicate findings using data driven
dialogue.

My experience in this course has exceed my expectations. Although, I was a little apprehensive
about my ability to collect and analyze data effectively, I am pleased that this course has given
me the ability to identify the strengths and weaknesses of students and develop a plan of action
to determine the appropriate strategies for increasing their academic achievement. By using the
tools and knowledge I have acquired in this course, it is my belief that I will continue my growth
as an educator.

EDRS 8900 Applied Field Research Reflection

To be a Specialist of Education, one must use research as well as self-reflection in an effort to
improve their teaching practices and their academic environment. Research plays an important
role in being a professional educator because research is used to test and implement the best
teaching methods. Therefore, it is important to have research literacy because educators must
have the ability to evaluate the research that they have read.
At the beginning of the semester, I was overcome with stress and anxiety. I was unsure of how I
would be able to handle directing a theatrical production and conducting a research study. I also
experienced a roadblock, as I attempted to get permission from the school system. As a result, I
had to tweak my research study to accommodate this. I was able to overcome my fear and
anxiety through the guidance and support of Dr. Harp. Dr. Harp guided me through the
roadblock by answering any questions that I had as well as providing me with helpful
suggestions.
As a result of this course, I now know the importance of qualitative research in the educational
field. Due to the changes in the traditional classroom, I know that it is important to seek
effective strategies that combine multicultural education with technology. Therefore, using the
strategies I learned in this course, I conducted a study that explored technology, as an effective
strategy in aiding at-risk students in increasing cultural identity, cultural awareness, and
academic achievement. I was pleased to find that when successfully combined, multicultural
education and technology are effective strategies that create productive and diverse learning

R. Gray
environments. As the semester ends, I will take the following with me: Dont be afraid of
challenges, dont be afraid to ask questions, realize your potential, and take care of yourself.

ITEC 7460 Professional Learning & Technology

Innovation Reflection
The Professional Learning & Technology Innovation Reflection course is a great course for
those seeking an Ed.S. in Instructional Technology but it is also a great course for any educator
who wants to improve their teaching practices. Through this course, I was able to learn and
implement Knights, (2007) partnership principles by assessing and coaching a colleague in
integrating instructional technology. Through this partnership, I was able to see the importance
of communication. I learned that dialogue should be meaningful, honest, respectful, and
empowering (Knight, 2007). Through coaching a colleague in integrating instructional
technology, I was able to effectively communicate ideas and listen emphatically to my
collaborating teacher thus building a successfully relationship with her. I was able to build
relationships with other colleagues as well, by assessing and coaching them in implementing
technology through a one-hour workshop.
Building relationships with colleagues is an important aspect of being an Instructional Coach.
During this course, I was able to design, develop, deliver, and evaluate a school-wide technology
integration workshop on Socrative. After assessing my colleagues, I was able to see their needs
and I addressed those needs by conducting a workshop that was beneficial in helping them gather
and analyzing student data. I believe that the workshop I conducted was a success due to my
adherence to the Standards for Professional Learning and Knights, (2007) partnership
principles.
After these coaching experiences, I now believe in the importance of a learning community in
which everyone should be held accountable to one another in order to achieve the shared goals of
the school. Educators should work in transparent, authentic setting that supports school
improvement. This means all educators should be treated professionally and should be able to
freely dialogue with leaders and other educators in an effort to make real, meaningful leadership
decisions regarding professional learning. I also believe in the importance of developing a clear
plan that is well designed and includes ongoing support and feedback that occurs on a regular
and continuous bases. After completing these coaching experiences, I have gained confidence in
my ability to coach others in technology integration. As a result of these experiences, I will
continue to implement the strategies that I have learned by continuing to use Knights, (2007)
partnership approach and adhering to Standards for Professional Learning and the Instructional
Technology Standards

Knight, J. (2007). Instructional coaching: A partnership approach to improving

instruction. Corwin Press: Thousand Oaks.

R. Gray

ITEC 7430: Internet Tools in the Classroom

As this semester ends, I can honestly say that this has been my favorite course. This course has
allowed me to combine my love of technology with my love for teaching to create meaningful
and engaging lessons. What I have learned in this course, has allowed me to become not only a
good teacher but also an effective teacher. Due to this course and the course readings, I have
been able to implement tools that can accommodate my ELL/IEL students. For example, using
Google translate, has allowed me to break the language barrier and communicate with my ELL
students. Technology has also allowed me to not only help ELL/IEL students, but students who
struggle academically as well. To ensure these students are given the best education and support,
I will continue to research, model and integrate technological tools that not only help ELL
students but all students
Also, as a result of this course I decided to create a theatre web page for my classes. However,
due to the article, Zero to Eight, I realized that every student does not have access to technology.
So I created a page within the website that provides useful information that helps low-income
families acquire and access technology. I also provided additional information to families as
well. As a result of this, one student has already shared the information with another family.
If it were not for this course, I would not have discovered effective tools to help my students. I
am grateful for what I have learned and I have had tremendous growth as a result of this course.
My only regret is that it is only for one semester.

ITEC 7445 Multimedia & Web Design in Education

Reflection
In the Multimedia & Web Design Course, I gained an understanding of the benefits of web
designed for student engagement. I learn the importance of identifying the Analysis,
Development, Design and Implementation aspects of the ADDIE Design Model through
readings, research, and activities. I learned how to conduct task analyses and gain an
understanding of the visual design principles of proximity, alignment, repetition, contrast, and
consistency. As well as, how to identify the four different development paths and the importance
of assisting students with disabilities with the use of assistive technology.
In this course, I have discovered the importance of WebQuests in technology integration.
WebQuest allows educators to integrate technology, accommodate the multiple intelligences,
utilize higher order thinking skills, and engage students. As I designed my WebQuest, I realized
the importance of establishing a goal that meets The Georgia Performance and Common Core
Standards. As well as, a tool for integrating higher order thinking content that accommodates the
multiple intelligences of learners. While designing the project, I placed myself in my students
shoes. I asked the following questions, Why am I doing this?, Who is this for?, and Will I
be able to complete this? With these questions in mind, I introduced this WebQuest by

R. Gray
informing students of the goal and the target audience they were going to reach and developed a
WebQuest that would be easy and accessible to use, which led me to think of my role as a
technology facilitator. The stress-free development and design of the WebQuest using Weebly
allows educators to build a WebQuest with ease and creativity. I believe this will help my peers
become more receptive to the idea of using WebQuest in their curriculum as a coach them in
technology.
I believe that lack of knowledge and fear prevents a lot of teachers from accommodating students
and integrating technology within their curriculum. I have discovered in this course, that fear and
lack of knowledge cannot keep us from accommodating students, especially those with
disabilities. If teachers do not have the technology skills they need to integrate technology or
assist students, they should find support. I hope I can provide my peers with the necessary
support they need at the end of this course. This is important to me because traditional methods
of teaching are not beneficial for student with disabilities. Students with disabilities need
assistive technology to accommodate and aid them in obtaining the goals set by their IEP team.
Through my field experience, I learned that when we accommodate students with disabilities,
they will increase in student achievement and confidence. This course has taught me that if I
effectively model the proper use of technology and integrate technology that assists and engage
students with disabilities, students will rise to the challenge. I look forward to assisting students
with disabilities in the upcoming school year, as well as continue creating meaningful and
engaging WebQuest.
Click the picture below to be directed to the video

R. Gray

ITEC 7400 21st Century Teaching & Learning

After taking this course, I realized that the traditional classroom can no longer accommodate my
students. The 21st Century Teaching & Learning course has allowed me to reflect upon my own
teaching practices and discover ways to improve it. In order to become an effective
teacher/coach, I must engage students and accommodate all learners regardless of learning
abilities or culture and collaboratively plan with, assist, and coach my peers in the
implementation of technology.

I believe 21st Century K-12 Learners need teachers who are culturally responsive,
technologically adept, multiple intelligence sensitive, lifelong learners. This is who I aspire to
be. In my classroom, I will strive to be culturally responsive by creating a welcoming
environment that incorporates students 'culture and cultural language. I will also strive to require
my students to take responsibility and make decisions related to their own learning by integrating
thought provoking technology projects that emerge from the interest of my students. The use of
technology mediums such as digital storytelling and The Voice Thread allow me to do this.
Through integration of these technology mediums, I will be able to help students assume
professional roles, research real-world problems, collaborate with others, and produce products
that are meaningful and useful to a wider audience.

In the 21st Century Teaching & Learning course, I was able to gain an understanding of multiple
perspectives through online discussions. I gained an understanding of multiple perspectives by
coach my peers and assisting them in utilizing technology to improve their teaching, learning,
and assessment. Through coaching, I gained confidence in my coaching abilities and strengthen
my own teaching through research and self-reflection. While coaching, I used the Engaged
Learning Indicators and LoTi sniff test charts to identify and apply the skills addressed in the
NETS-C Standards as well as reflected on what I should improve and strengthen in my own
curriculum.

After completing this course, I realize the effectiveness of technology integration in enhancing
critical thinking skills in students. Through technology integration, I will be able to enhance
student learning and creativity, assist students in using higher order thinking, critical thinking
and problem solving skills, and as wells as produce lifelong learners. I also realize the NETS
standards require me to model the same skills that I am teaching my students. As a teacher who
integrates technology, I must demonstrate a sound understanding of technology concepts, make
informed decisions, demonstrate creative thinking skills, and collaborate with others. As a result,
I like my students will become lifelong learners in the 21st Century classroom.

R. Gray

Blog Entries:
Internet Tools for the Classroom
http://retinadgray.weebly.com/blog-internet-tools-in-classroom
Lesson Plan Project

R. Gray

Final Thoughts
12/11/2014
0 Comments
As this semester ends, I can honestly say that this has been my favorite course. This course has
allowed me to combine my love of technology with my love for teaching to create meaningful
and engaging lessons. What I have learned in this course, has allowed me to become not only a
good teacher but also an effective teacher. Due to this course and the course readings, I have
been able to implement tools that can accommodate my ELL/IEL students. For example, using
Google translate, has allowed me to break the language barrier and communicate with my ELL
students. Technology has also allowed me to not only help ELL/IEL students, but students who
struggle academically as well. To ensure these students are given the best education and support,
I will continue to research, model and integrate technological tools that not only help ELL
students but all students
Also, as a result of this course I decided to create a theatre web page for my classes. However,
due to the article, Zero to Eight, I realized that every student does not have access to technology.
So I created a page within the website that provides useful information that helps low-income
families acquire and access technology. I also provided additional information to families as
well. As a result of this, one student has already shared the information with another family.
If it were not for this course, I would not have discovered effective tools to help my students. I
am grateful for what I have learned and I have had tremendous growth as a result of this course.
My only regret is that it is only for one semester.

Leveling the Academic Playing Field

11/15/2014
3 Comments
In an ideal world, every student has access to technology. However, those who need it the most
do not. Low-income students are often at a disadvantage and are considered at-risk due to
social, cultural, and economic factors (Cooper, 1998). Technology integration has shown to be
an effective method in increasing the academic achievements of at-risk students (Hollenbeck
& Hollenbeck, 2009). This further suggests the idea that the lack of access to technology places
low-income students at a further disadvantage. It is up to the school system and educators to
ensure the equitable access of technology by providing technological equipment and resources to
all students regardless of their economic background.
Due to the positive impact of technology on student learning, it is critical that the school system
provide equitable access to technology, to all students and their families. In order to ensure
equitable access of technology for all students, my school provides computer labs, laptop carts,

R. Gray
IPads, whiteboards, and student response clickers. They also provide computers for our students
families to complete job applications and to check email. In addition to this, I ensure equitable
access of technology by implementing activates that students can complete during class time.
Implementing in class activities will insure that all students have the same opportunity to learn
equally.
Providing access to the schools computers, allows my school to increase community and family
involvement, which leads to an increase in the academic achievement of students. According to
Hohlfeld, Ritzhaupt, & Barron (2010), when families become involved in the school, it has a
positive impact on students by increasing self-esteem, self-discipline, student achievement, and
graduation rates. In order to make a positive impact on student achievement, the gap between
schools and families must be closed through the use of information and communication
technology such as blogs, emails, podcast, the school website & (Hohlfeld, et al., 2010).
However, if lower-income families do not have access to technology at home, TV is the best
form of communication. According to Rideout (2011), TV is the most assessable and common
platform for low-income students because 98% of students have at least one TV in their home.
Although TV can narrow the communication gap between schools and families, the lack of
access to other technology tools further widens the achievement gap. For example, most lowincome students do not have access to home computers resulting in a digital divide (Rideout,
2011). In an effort to address the lack of technology access among low-income families,
Comcast has collaborated with schools to offer services and equipment to eligible families
("Comcast," 2014). At only $10 a month, low- income families can get internet access, along
with a $150 computer and free internet training (Silverman, 2011). In an effort to aid low
income families, my school provides this information to students and their parents in both
English and Spanish through newsletters and phone blasts.
Although low-income families can gain access to technology through computers, many lack
access to smartphones. According to Rideout (2011), the App Gap is another gap that needs
closing due to the lack of smartphone access and usage among low-income students and their
families. Rideout (2011) further states, that only 22% of low-income students have used a
cellphone. As a teacher in a Title 1 school in Cobb County, I am convinced that my students are
in that 22%. The majority of the students, who attend my school, fall in the low-income bracket.
According to the National Center for Education Statistics (2012) 81.7% of the students who
attended my school, receive free and reduce lunch. However, I have witness a large majority of
my students using smartphones and are proficient in using them. Students are able to jailbreak
smartphones and they have discovered ways to access passwords in order to gain access to the
schools wireless internet. Due to this proficiency and Cobb Countys BYOD policy, I am
determined to implement strategies that include the use of smartphones as an effective learning
tool. However, not all students have access to smartphones. Therefore, I will ensure the
equitable access of technology, by providing school issued IPads and laptops. I will also provide
essential information to students and their families on how to acquire access to additional

R. Gray
technology outside of school. This information will ensure that learning continues long after
school is over and provides an even playing field for low-income students.
Those students and their families who do not have access to smartphones can acquire
smartphones at an affordable price through companies such as Safelink and Lifeline. These
companies provide low monthly phone and internet services to low-income families ("Solid
Ground - ConnectUp - Cell Phones," n.d.). If a student is eligible for free lunch, their families
will qualify for low-cost smartphones with internet services ("SafeLink Wireless - General
Questions: Eligibility," n.d.). Through these programs, those 81.7 % of students who qualify
free and reduced lunch will receive smartphones, therefore giving them the same opportunities as
their higher income counterparts.
I believe it is important for me and my school to provide students and their families resources
and information that will assist them in acquiring and accessing technology. I also believe that it
is important that I implement technology integrated activities during class time thus providing
opportunities for all students to learn equally.

References
Comcast. (2014, June 2). Retrieved from http://customer.comcast.com/help-andsupport/internet/comcast-broadband-opportunity-program/
Cooper, R. (1998, December). Socio-cultural and within-school factors that affect the
quality of implementation of school-wide programs (Rep. No. 28). Retrieved
November 6, 2014, from National Institute on the Education of At-Risk Students
website. (ERIC Document reproduction Service No. ED426173)
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting schools, community, and
family with ICT: Four-year trends related to school level and SES of public schools in
Florida. Computers & Education, 55(1), 391-405.
Hollenbeck, J., & Hollenbeck, D. (2009). Using technology to bridge the cultures together in the
multicultural classroom. Technology in the College Science Classroom.
National Center for Education Statistics, U.S. Dept of Education. (n.d.). Osborne High School.

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Retrieved November 8, 2014, from
http://www.schooldigger.com/go/GA/schools/0129000521/school.aspxnat
Rideout, V. (2011). Zero to eight a common sense media research study fall 2011 childrens
media use in America (Rep.). San Francisco, CA: Common Sense Media.
SafeLink wireless - General questions: Eligibility. (n.d.). Retrieved November 15, 2014, from
https://www.safelinkwireless.com/Safelink/program_info/faq/eligibility#q1
Silverman, D. (2011, August 8). Comcast offering $10 internet for low-income families who
qualify. Houston Chronicle. Retrieved November 14, 2014, from
http://blog.chron.com/techblog/2011/08/comcast-offering-10-internet-for-low-incomefamilies-who -qualify/
Solid ground - ConnectUp - cell phones. (n.d.). Retrieved November 15, 2014, from
http://www.solid-ground.org/Programs/ConnectUp/Pages/CellPhones.aspx

Closing the Achievement Gap: Culture and Online Learning

http://retinadgray.weebly.com/blog-internet-tools-in-classroom
11/9/2014
With the increase in immigration, the United States has changed and so has the classroom. Yet,
those who teach diverse students remain the same, and so do their teaching methods. Educators
must effectively educate and accommodate all students regardless of race, culture, or class.
Educators should use self-reflection examine their personal views regarding other cultures and
also find practical strategies that develop students' understanding of and respect for diversity. It
is especially important that educators insure that minority students, who are often labeled as atrisk, achieve the same academic success as white students (Cooper, 1998). Therefore,
educators must implement and bridge the gap between multicultural pedagogy and technology in
order to accommodate all students. When used properly, technology can assist students
academically by differentiating instruction and fostering cultural diversity.
If educators want to be effective, they must implement multicultural pedagogy that means
adopting an ongoing approach to teaching that incorporates students' values, beliefs, and culture
into the curriculum. (Oran, 2009; Hidden curriculum, 2014). I believe that educators have a
moral and ethical responsibility to their students. Regardless of how students learn, educators are

R. Gray
responsible for each students learning and academic achievement. Educators cannot expect each
student to master state standards the same way nor can educators expect minority students to
learn using the same learning styles of the dominant culture. This expectation is unfair and
unethical. Each student learns differently, and educators must differentiate instruction to fit each
students needs. According to Hollenbeck & Hollenbeck (2009), technology is an effective
strategy because it accommodates the multiple intelligences of all learners, fosters engaged
learning and encourages students become culturally responsive.
When used properly, technology assists students with learning disabilities and students who are
ELL or English Language Learners. According to Smith and Throne (2009), Technology
facilitates modification of instruction in several areas to meet the needs of diverse students by
making changes to subject matter (content), channels of throughput (process), means of output
(product), and the learning environment (p.39). Therefore, assistive technology provides
additional support to students, presents the information to students in ways that they can
understand, and provides a platform for students to demonstrate understanding of concepts.
According to Edyburn, (2006), students can use text-to-speech software to help them read their
textbooks and can use speech to text by dictating any document over the phone. Dragon also has
a speech to text software that allows users to create documents using their voice ("Dragon
Speech Recognition Software," n.d.).
As an educator, I believe assistive technology this is a game changer. Assistive technology
allows me to meet the diverse needs of my students. I have many ELL students and my English
speakers exhibit problems with literacy. My students can use text-to-speech software to help
them read scripts and use speech to text software to help them write. Students who were low
academic achievers can now increase their academic achievements and improving self-esteem
and self-awareness.
As an educator, improving self-esteem and self-awareness is crucial to me. In order to adequately
and appropriately meet diverse needs of all of my students, I must use technology and
multicultural pedagogy together . Although multicultural education and technology are rarely
combined to improve education practices (McShay, 2005). Research supports the idea that
online learning can aid teachers in adopting culturally diverse pedagogy by removing barriers
that separate us. A flat classroom bridges the cultural gap, by fostering communication and
creating a connection between students and teachers globally. Enger & Lajimodiere (2011),
found that an online learning has the potential to engage students in ways not possible within the
four walls of a classroom. In the article, Designing for Diversity within Online Learning
Environments, the author Holzl (1999) found that an online learning environment can increase
students' cultural understanding and global awareness. It can also improve the way we
communicate and collaborate with others. He states that using internet tools is more effective
than face-to-face communication because barriers such as judgments about gender, race or
appearance or removed. A facilitator can be used to insure that all users are given equal time and

R. Gray
to prevent domination of one group or culture. My ELL students can benefit from online
communication because it allows them to read, write, and comprehend English without accents.
Blogging opens up a world of opportunities for my students. Blogging offers students an
opportunity to collaborate and connect with people they might not have had a chance to before.
According to Lee, (2011) blogging allows students, independently and collaboratively, gain
cultural knowledge from different perspectives. Blogs increase student achievement because they
increase student participation. Students are more likely to participate in blogging because they
are creating them with a larger audience in mind (Lee, 2011).
In order to incorporate blogging into my curriculum, I will use Edublog, an educational blogging
service. This online tool can be used to share information with students and parents regarding
upcoming assignments, review previous lessons, and post information on upcoming
performances. I can also use Edublog to collaborate and gain insight on lesson plans as well as
share those plans with administrators and parents. Edublog connects students with other classes
around the world. Edublog allows students to share their ideas and collaborate with other
students while gaining an appreciation for diverse cultural and different perspectives.
By implementing online learning tools such as blogging, Skype, and digital storytelling in my
classroom, I can promote tolerance and respect for diverse cultures. I can also encourage and
inspire my students to appreciate and respect their culture. Through online learning, my students
will be able to view an issue from another persons viewpoint and learn from other students.
Online learning also allows my students to understand that despite physical and cultural
differences, we are indeed alike. Students will be able to move past having prejudices and
stereotypes to being responsible and culturally aware digital citizens.
To insure that all students regardless of race, class or culture receive the same adequate
education, educators must seek effective strategies to accommodate all students, foster student
learning, and develop a students respect for cultural diversity. Educators can assist students in
increasing their academic achievements while removing barriers and closing the cultural gap by
implementing assistive technology and online learning. When used properly, technology can
assist students academically, differentiate instruction, cultivate, and promote multicultural
education.

References
Cooper, R. (1998, December). Socio-cultural and within-school factors that affect the quality of
implementation of school-wide programs (Rep. No. 28). Retrieved November 6, 2014,

R. Gray
from National Institute on the Education of At-Risk Students website. (ERIC
Document Reproduction Service No. ED426173)
Dragon Speech Recognition Software [Computer software]. (n.d.). Retrieved November 9, 2014,
from http://www.nuance.com/dragon/index.htm
Edublogs education blogs for teachers, students and schools. (n.d.). Retrieved November 9,
2014, from http://edublogs.org/
Edyburn, D. "Failure Is Not an Option:Collecting, Reviewing, and Rcting on Evidence for Using
Technology to Enhance Academic Performance." Learning & Leading with
Technology 34.1 (2006): 20-23. Web.
Enger, K., & Lajimodiere, D. (2011). A multi-cultural transformative approach to learning:
Assessing attitude change in doctoral students following an online diversity course.
Multicultural Education & Technology Journal, 5(3), 176-193.
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform.
Retrieved from http://edglossary.org/hidden-curriculum
Hollenbeck, J., & Hollenbeck, D. (2009). Using technology to bridge the cultures together in the
multicultural classroom. Technology in the College Science Classroom.
Holzi, A. (1999). Designing for diversity within online learning environments (Rep.). Brisbane:
Qld University of Technology, Brisbane.
Lee, L. "Blogging: Promoting Learner Autonomy and Intercultural Competence through Study
Abroad." Language Learning & Technology 15.3 (2011): 87-109. Web.
McShay, J. (2005). Double infusion: Toward a process of articulation between critical
multicultural education and technology education in a teacher preparation program.

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Contemporary Issues in Technology and Teacher Education, 4(4), 429-445. Retrieved
November 4, 2014.
Oran, G. (2009, December 23). Culturally relevant pedagogy. Retrieved November 6, 2014, from
http://www.education.com/reference/article/culturally-relevant-pedagogy/
Oran, G. (2009, December 23). Culturally relevant pedagogy. Retrieved November 6, 2014, from
http://www.education.com/reference/article/culturally-relevant-pedagogy/
Smith, Grace E., and Stephanie Throne. "Find Differentiating Instruction with Technology in the
Middle School Classroom 2nd Edition 2009 Smith, Grace E.;Throne, Stephanie
1564842606 9781564842602 - Direct Textbook." International Society for
Technology in Education, 2009. Web. 9 Nov. 2014.

Protective Engagement
11/2/2014
2 Comments
As a future instructional technology coach and an educator who presently implements
technology in the classroom, it is imperative that I model and facilitate the safe, healthy, legal,
and ethical uses of technology. This includes teaching students the correct and wrong way to use
the internet, how to prevent and handle cyberbullying, the dangers of online predators, and the
importance of protecting private information online. I believe internet safety is important for all
students to learn. To insure that all students are actively engaged, and all students have been
accommodated, I have developed three strategies for keeping students safe on the internet. These
strategies include using multimedia, role-playing, and teaching the key components of internet
safety through the use of the acronym, the 5Cs. If educators actively engaged students through
the utilization of these three strategies, they can successfully educate students on the importance
of internet safety while cultivating digital responsible citizens.
As an educator, I find that student engagement and achievement increases when multimedia is
used in the classroom. Therefore, one strategy is using multimedia such as videos, is an effective
way for students to learn about internet safety. The website, netsmartz.org, a division of the
National Center for Missing and Exploited Kids, provides multimedia resources for educators, as
well as tips that can be adapted and customized depending on the age group of the student. The

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website provides information on everything from gaming, sexting to evaluating internet sources.
Videos, such as the one posted below, provide students with real life scenarios that they can
relate to as students.
Another useful strategy to teach students about internet safety is role-playing. According to the
website, Benefits of Role Play, role-playing is a useful tool to help students learn about internet
safety because it encourages students to use higher order thinking skills in order to make good
decisions. Educators can use the website SCS Internet Safety to find 29 scenarios on internet
safety. Although these scenarios are for group discussions, the scenarios can be used as
improvisational skits. After each performance, educators can facilitate classroom discussions,
which require students to use critical thinking skills such as comprehension, application, and
analyzation. Through these skills, students demonstrate an understanding of the scenarios by
participating in class discusses while using supporting evidence for their arguments. Students
must also use past knowledge and experiences to identify with the characters in the scenarios and
successfully perform the scenes. Through synthesis, students can devise or develop a solution to
the problems presented in the scenarios, as well as use evaluation to evaluate the actions of the
characters.
Using critical thinking skills is essential to learning. However, every student learns differently.
Therefore as an educator, I find strategies to accommodate every student. One strategy I have
found useful is the use of acronyms. Acronyms help my students retain the information that they
have learned. In order for students remember the importance of internet safety, I have developed
the 5Cs in order help them remember. The 5Cs should be posted throughout the classroom and
should often be addressed in order to ensure that students stay safe while using the internet. The
5Cs, which include Cautious, Confidentiality, Communication, Citizenship, and Consequences,
are key components to teaching student about internet safety.
When teaching students about internet safety it is important to remind them to be cautious.
Students should not open emails from people they do not know, visit adult websites, or use
unreliable internet resources. However, more importantly, students should be cautious of online
predators. The website Microsoft provides valuable information that teaches students how online
predators find and seduce victims and eventually convince students to meet them offline. As a
precaution, educators are urged to monitor student activity as they use social media in the
classroom and instruct students to use well-monitored chat rooms. Students are encouraged never
to leave a public chat room to talk to anyone privately. Educators should also encourage students
never to release confidential information to strangers online. The website, Kids' Rules for Online
Safety, teaches students that their real name, address, phone number, or passwords are
confidential and should never be released.
Kids' Rules for Online Safety also teaches students on how to communicate with adults when
they encounter online predators. Although it is important for students to know how to
communicate safely with others online, students must also know how to communicate with
trustworthy adults, offline. If students are being targeted by online predators, have witnessed

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illegal online activity, or is experiencing cyberbullying, it important for them to communicate
this information to a trustworthy adult.
Open communication among educators and students is an effective way to protect students
from Cyberbullying. Although the website, Stopbullying.org, encourages parent to establish
internet rules, educators can also establish internet rules in their classroom.
Stopbullying.orgbelieves that Cyberbullying can be prevented through the proper guidance and
reporting. Educators should encourage students to report cyberbullying without consequences.
Students are also encouraged to report if they are experiencing cyberbullying, have witness
cyberbullying, or are actively participating in cyberbullying to a trustworthy adult.
It also suggests that in order to prevent and stop Cyberbullying, educators should teach students
how to become productive digital citizens. The website Education.comsuggest that educators
teach students Netiquette or internet etiquette, by instructing them to avoided sarcasm, use
appropriate language, avoid screaming in all caps, and respect the privacy of others. Students are
also encouraged to avoid posting negative information or pass along negative information to
others.
It is important for students to know that misuse of the internet can lead to serious consequences.
Misuse of the internet while on school grounds is a violation of school policy. The consequences
for doing so varies for each school district, but many include having technology privileges taken
away, as well as disciplinary actions. However, misuse of the internet can also be criminal,
which is a serious consequence. According to PrevNet, Cyberbullying can be addressed under
civil law or criminal law, based on the situation. Therefore, educators should encourage students
that when they are in doubt about whether to post something, students should ask themselves,
"Would I say this to the person face to face?", "Would I want someone to post this information
about me?", or "Would I like the consequences that I will receive for posting this information?"
If a student can answer no to any of these questions, then students should rethink their actions.
Since internet safety is a vital component to keeping students safe, it is important for me to find
engaging strategies to help them utilize critical thinking skills and retain information long after
they leave my classroom. Through multimedia, role-playing, and the 5Cs, educators can engage
and instruct students to use critical thinking skills while making wise decisions, as well as
facilitate ongoing communication with trustworthy adults about their online activities. If
educators use these strategies, they can not only successfully educate students on the importance
intent safety but teach them how to become productive digital citizens as well.

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References
Benefits of role play. (n.d.). Retrieved November 2, 2014, from
http://condor.admin.ccny.cuny.edu/~mr9643/Benifits%20of%20Role%20Play.htm
Kids' rules for online safety. (n.d.). Retrieved November 2, 2014, from
http://www.safekids.com/kids- rules-for-online-safety/
Legal consequences of cyberbullying. (n.d.). Retrieved November 2, 2014,
from http://www.prevnet.ca/bullying/cyber-bullying/legal-consequences
NetSmart workshop. (n.d.). Retrieved November 2, 2014, from
http://www.netsmartz.org/educators
Online predators: Help minimize the risk. (n.d.). Retrieved November 2, 2014,
from http% 3A% 2F% 2Fwww.microsoft.com%2Fsecurity%2Ffamilysafety%2Fpredators.aspx)
Prevent cyberbullying. (n.d.). Retrieved November 2, 2014, from http://www.stopbullying.gov/
Roblyer, M., & Doering, A. (2013, July 24). Netiquette: Rules of behavior on the internet.
Retrieved November 2, 2014, from
http://www.education.com/reference/article/netiquette-rules-behavior-internet/
Scenarios for discussion - SCS internet safety. (n.d.). Retrieved November 2, 2014,
from https://sites.google.com/a/cssu.org/scs-internet-safety-and-conduct/digitalcitizenship/scenarios-for -discussion

R. Gray

Jing O All The Way

10/26/2014
0 Comments
As I explored the web tool, Jing, I was optimistic about its potential use in my classroom. That
was until I began using Jing. I found that using Jing was difficult because I could not
coordinate what I was saying verbally with what I was doing visually. I contribute this to the
pressure of recording the screencast live. The performer in me wanted the presentation to be
perfect yet as I would record, I made several mistakes. I found this be very frustrating and
annoying. Although Jing does allow users to edit videos in Camtasia Studio, Camtasia Studio is a
paid subscription site. After several mistakes, I decided to stop being hard on myself. I came to
the realization that in order to master web tools, I must continue to practice. I believe with time, I
will be able to master using them. Despite my difficulties using Jing, I realize the significant role
it can play in my classroom and professional development.
First, I believe Jing can save valuable time. One of the many complaints that teachers have is the
number of meetings that they must attend during their planning periods. Many of these meetings
are developed around demonstrating new strategies and implementations. I believe that Jing can
preserve a teachers valuable time and insure adequate performance by allowing instructors to
demonstrate important skills through screencast. All of this can be done without having teachers
leave their classrooms. Plus, for those teachers who need help processing new information or
need information repeated, it will provide them the ability to stop, rewind and replay the
screencast at their leisure. This will decrease frustration as well as preserve valuable time.
The second benefit of Jing is its potential to keep students on track when a teacher is out sick or
on maternity leave. Using a screencast, allows the students to hear a familiar voice that provides

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step-by-step instructions. Instead of writing down written instructions for the substitute teacher
to read to the students, teachers can visually and verbally give students instructions through a
screencast. Although Jing cannot take the place of a real teacher, it allows students to know what
expect of them while the teacher is away.
The third benefits Jing offers the classroom is its ability to allow students to review previously
taught content. Students can review what they learned at school, at home. I have heard many
parents complained that they had difficulty helping their children with homework assignments
because the instructions are not clear. Jing will not only allow parents to see what their child is
learning but will also provide details on how to complete homework assignments. In addition to
the three benefits above, I believe that Jing can be beneficial to a theatre class. Theater students
can use their creative talents by creating screencast with plays they have written and with visual
images, they have created.
In the readings, Richardson (2010) also mentions other multimedia and its potential uses in the
classroom. He suggested that teachers use live streaming to broadcast school plays and musicals.
I think this is a wonderful ideal because it allows students to show off their hard work and talents
to relatives and working parents who are unable to attend plays. From my experiences as a drama
director, I know that many parents are unable to attend plays for various reasons and, as a result,
it affects the performance of the student. However, I believe that if students knew that they had
loved ones watching, their performance would be outstanding! Plus, it would make them feel as
if they were on TV!
Although Jing was difficult to use at first, I will continue to explore its uses. I am committed to
mastering the use of various Web 2.0 tools through practice and determination. It is my goal to
master Jing and other Web 2.0 tools to not only improve my students academic and
extracurricular performances, but to strengthen my professional development as well.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd
ed.). Thousand Oaks, Calif.: Corwin Press.

http://screencast.com/t/bieKaPi0
Note: I was unable to embed this screencast properly. Therefore, I have provided a link to
the screencast.
http://screencast.com/t/bieKaPi0

Edmodo: Opening A Can Of Worms

10/19/2014
3 Comments
I was introduced to Edmodo about a year ago during a teacher training. I remember the older
teachers complaining, while the younger teachers expressed interest in the internet tool. One
seasoned teacher expressed that using Edmodo in the classroom would open up a can of worms.
He did not use social media in his personal life and could not see why he had to use it in his

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professional life. He did not understand how Edmodo, a social networking tool, could be
beneficial in the classroom. I will admit that at the time, I thought it was a great tool too but like
the seasoned teacher, I could not see how Edmodo could be a beneficial tool for me until this
module.
During this module, I decided to take time to explore Edmodo thoroughly. The first thing I
noticed was the layout. It reminded me of Facebook in which one can invite and befriend others.
In this case, others would be other educators. I decided to update my profile and build my social
network by connecting with collogues within my school. I noticed that our media specialist had
created an Osborne High School Teacher lounge in which she posted information regarding
upcoming trainings. I was also able to find several Theatre Teacher groups to join as well as
Computer Technology groups in which I found useful technology posts by other educators.
As I explored the pages of my collogues, I noticed that some pages had a verify teacher badge. I
assumed that this is a security measure, which protects students from connecting with predators.
This feature may provide comfort to teachers and parents who may be leery about using social
media in the classroom. I also noticed other badges educators could collect such as Connected,
Publisher Collaborator, and Class Builder, which can be collected once 30 students join.
Before I began inviting students to Edmodo, I wanted to find ways to use it in my classroom. The
website 15 Things Teachers & Students Can Do With Edmodo, provided useful tips for
incorporating Edmodo into my curriculum. I could use Edmodo to:
1. Post assignments, rehearsal and performance dates, or Create a calendar of events and
assignments. Since a majority of my students use technology, they will no longer be able to use
excuses on why they forgot to complete assignments or that we had rehearsal.
2. Create digital libraries. Character sketches, assignments and essays all can be stored here.
3. Post messages on the "wall." Here I can post reminders, and students can ask me questions
about their assignments.
4. Post polls for students. This allows every students voice to be heard. A sample question could
be, Do we need to extent rehearsal an extra hour?
5. Embed videos, images, and audio clips into your wall to spark a class discussion online. There
are many videos and out there that expand on what I teach but I do not have time in the
classroom to show them all. By posting them in Edmodo, my students can watch them at their on
time.
After exploring Classroom 2.0, I decided to join. Unfortunately, I am still waiting approval and
was not able to explore as much as I would like. I did explore the forum and search theatre
related topics. I found an excellent post on How can Theatre teachers use Web 2.0 Tools?
Many educators made suggestions such as using Second Life, a 3D software program, and cyberdrama. One poster provided a link to website, Starkey Theatre Webmix, a website she created for
her drama class. I decided to bookmark it in Delicious, since it provided so many useful links.
I am glad that I took the time to explore Edmodo on my own. I find that using Edmodo is not
opening a can of worms but a tool that enhances student learning. At the end of the program, I
would like to have a new teacher training in which I will convince my collogues of the benefits

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of Edmodo. What ways can we convince our collogues that Edmodo is a social media tool that
benefits student learning?
References

Byrne, R. (2011, December 12). 15 Things teachers & students can do with edmodo. Retrieved
October 19, 2014, from
http%3A%2F%2Fwww.freetech4teachers.com%2F2011%2F12%2F15-things-teachersstudents-can-do-with.html%23.UUib2NF4YXc
Starkey, J. (2013, September 8). Symbaloo. Retrieved October 19, 2014, from
http://edu.symbaloo.com/mix/starkeytheatrewebmix
Strehlow, N., Mobbsey, & Starkey, J. (2009, July 31). Re: How can theatre teachers use web 2.0
tools? [Web log comment]. Retrieved October 19, 2014, from
http://www.classroom20.com/profiles/blogs/how-can-theatre-teachers-use

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R. Gray

Podcast: Talk Radio On The Go

10/12/2014
0 Comments
Listening to podcasts is reminiscent of the pre-1950s era in which Franklin D. Roosevelt would
deliver his infamous Fireside Chats, a series of radio addresses broadcasted to U. S citizens.
During this time, people would listen to the broadcast at a set time, and they were unable to
rewind or replay what they heard. Today, podcasts offer listeners freedom to listen to programs
whenever, wherever, and on whatever they choose. Instead of listening with a group of people,
one has the freedom to listen alone and on their own time. In this module, I have learned that
podcasts not only provide freedom for creators and listeners but can be beneficial tools in the
classroom as well.
As I explored the various podcast, it was easy to see that anyone with a computer, microphone,
and the proper software can create a podcast. According to Richardson (2010), Podcasting is the
creating and distributing amateur radio, plain and simple (p. 112). Could it be that these amateur
radio broadcast or podcasts are so popular due to non-restrictions? Podcast allows people to
reach a large audience while not being restricted to a studio or network. Much like blogging,
everyone has something to say and podcast allows a person to produce, publish, and promote his
or her ideas in less than an hour.
This leaves listeners with a variety of podcast from Arts & Entertainment to History & Science.
There are even podcast such as MotivologyMatters.com, devoted to giving daily inspirational
quotes. Other podcasts such as Mignon Fogartys Grammar Girl and George L. Smyths One
Minute How-To are podcasts dedicated to giving helpful tips to their listeners.
As I explored these podcasts, I noticed that each one incorporated music and an introduction. I
also noticed that each provided useful information for its listeners. For instance, Fogartys
podcast is much like an NPR program but offers listeners useful grammar tips. Smyths podcast,
One Minute How-To, offers various one-minute how-to instructions on everything from, how to
recycle business cards to how to enjoy comic books. Kip Fergusons podcast
MotivologyMatters.com provides short inspirational quotes by famous people. I plan to use his
podcast as an activating strategy at the beginning of each class period.
There are other ways podcast benefits students. By allowing students to produce a podcast in the
classroom, I can give my students a voice and build higher order thinking skills. I can also
accommodate the multiple intelligences of the Linguistic-Verbal learner who finds strength in
both written and verbal words. Podcast can also include a universal design. As I explored
Grammar Girls podcast, I noticed that she included a transcript. I find that this is beneficial for
ELL students as well as students who are may have trouble following along. Additionally,
listening to various podcasts from around the world, allows students to experience the world
outside of the classroom, their homes, and their community.
In my classroom, students would have easy access to my podcast by subscribing through an RSS
feed. Through the subscription, students would obtain information about Theatre and other
important information. According to Richardson (2010), when an Mp3 player or iPod is

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connected to a computer, free podcast aggregator software will go out, obtain the new podcasts,
and download it automatically (p. 113). My students would be able to refresh their memories on
a pervious lesson or get a preview of the upcoming lesson while driving or riding to school.
Podcast gives my students the ability to come to my class engaged and ready to learn.
As we continue to explore podcasts, what other ways can podcast impact student learning?

Ferguson, K. (n.d.). Daily Motivational Quote Podcast - MotivologyMatters.com. Retrieved

October 12, 2014, from http://motivologymatters.com/index.php/daily-quote-podcasts
Fogarty, M. (n.d.). Grammar girl. Retrieved from http://www.quickanddirtytips.com/grammargirl
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for
classrooms (3rd ed.). Thousand Oaks, Calif.: Corwin Press.
Smyth, G. (n.d.). One minute how-to podcast. Retrieved October 10, 2014, from
http://feeds.feedburner.com/oneminutehowto

Transcript
Hello and Welcome to the first edition of the Cardinal Mask Greenroom. I am your host & acting
coach Ms. Gray.
This weekly podcast will cover theatrical and film topics such as acting tips, upcoming
performances, theatrical lessons, and local castings in and around Atlanta. We will also have
special guests such as professional actors and former theatre students who will provide acting
tips and advice.
In this todays podcast, I will discuss three ways a podcast can be valuable in a theatrical
classroom.

R. Gray

Music
Here are ways that podcast can be beneficial tools in a theatre class.
1. First, Podcast can be used to create a radio drama, which was a popular form of entertainment
in the 1920s, but its popularity ended with the onset of TV in the 1950s. As theatre students, you
will enjoy this nostalgic genre because creating these dramatic performances can ignite the
listeners imagination.
2. Second, Podcasts can be used to get a preview of the upcoming lesson, or you refresh your
memory on previous lessons. You can listen while driving or riding to school. Imagine know
what I am going to teach before you even step foot in my classroom.
3. Lastly, podcast can be used to recreate historical events as suggested by author Will
Richardson in his book, Blogs, wikis, podcasts, and other powerful web tools for classrooms.
Now you can learn about History all while sharpening your acting skills.
Well, that is all for todays Podcast. Join me tomorrow as I discuss how you can use motivation
to influence stage movement. I am your host and acting coach, Ms. Gray. Have a great day in the
nest!

R. Gray

Google Translate: Bridging the gap

10/5/2014
2 Comments
With the increase of immigration, the American classroom has changed. In order to
accommodate students who speak other languages, educators must use technology to break
through the barriers to ensure that these students have the same academic success as English
speaking students. To break through the language barrier, teachers can utilize Google translate.
70% of the students at my high school speak Spanish. I would estimate that out of that 70 % over
20% are not bilingual, meaning that many of these students speak Spanish only. Due to the large
number of ELL students in the school and with the recent influx of children from Honduras,
many English-speaking teachers such as myself, are now responsible for educating these
students. That is why I wanted to explore Google Translate.
The website Google Apps for Education, a site dedicated to helping educators stay up to date &
successfully use Google demonstrates how teachers can use Google translate to accommodate
ELL students. The websites creator, Mike Reading, a Google Apps for Education Certified
Trainer & Google Certified Teacher, gives step-by-step instructions on how to use this app in the
classroom. First, any teacher with a smartphone can download this free app to their phone. Once
they have downloaded the app, they can choose their language preference and place a pin next to
that language to access it offline. Next, they can either type or speak English into the phone. You
can take a picture of written words and use your camera to take a picture of the written language
and Google translate will translate that picture into the chosen language. However, since typing
may take a while, speaking may be better. If you choose to speak instead of type, you can click
the microphone button and it will pick up your voice and translate it into the chosen language.
Once it translates, it will speak that language aloud allowing you and the student to hear the
translated phrase. This will ensure that the language is spoken correctly and the student is not
confused. The translator also keeps a history of the phrases that you have spoken and a phrase
book can be created for easy access.
Google translate is a great app to help me in my classroom. I am currently teaching three
students who cannot speak English and was informed that I may receive more ELL students in
the upcoming weeks. Since I teach, a theatre class I find that this can be frustrating for both my
ELL students and I. By using this app, I can translate the lesson. Also, ELL student can scan
written text such as test and scripts to help them with their performances and classwork. As the
app translates each language, the students and I can repeat the phrase being translated. Therefore,
using this app is a win-win situation because it will not only break the language barrier, but it
helps my students learn English and helps me learn Spanish.
The use of this app not only accommodates my students, but it can accommodate parents of ELL
students as well. It is difficult trying to communicate with a parent regarding their child when the

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child is the translator. One wonders how much accurate information the parent is receiving. This
app will help teachers and parents break the communication barrier so that both parties can do
whats best for the student.
Yet, using cellphones to translate presents many challenges. Although my school district is a
BYOD district, my school frowns on the use of cellphones in the classroom for anything other
than educational purposes. However, using a cellphone in this manner would be considered
assistive technology because it accommodates students. Yet, students who want to use their
phones for recreational purposes will resent the fact that ELL students are allowed to use their
phones.

Other issues with Google translate are the errors in translation. Although, I have students from
several Latin American countries where Spanish is the official language, many of these students
speaks different dialects of Spanish. Students who speak Caribbean Spanish speak a different
dialect than those who speak Latin American Spanish. Yet, those who speak Latin American
Spanish speak a different dialect depending if they are from an urban or rural area in Latin
America. Therefore, educators should use caution when translating. For good measure, educators
should keep a Spanish dictionary handy.
Now that I know the capabilities of Google Translate, I cannot wait to use this tool next week. I
know I can effectively help my ELL students feel comfortable in their new learning
environment. Although it is not a perfect tool, Google translate helps students and teachers
bridge the language gap and ensures student success.

Reading, M. (2014, April 10). Google translate app demonstration [Web log post]. Retrieved
October 4, 2014, from http://www.googleappsforedu.com/google-translate-app/