Week 4 Publishing_Leadership Project

I will be submitting my presentation to two Association for the Advancement for Computing in Education (AACE) conferences. I have chosen these two venues first for the practical reasons that they are two of few venues currently accepting submissions for presentations and are conferences it would be reasonable for me to be able to attend physically or virtually.

Ed-Media World Conference

The first conference is the World Conference on Educational Multimedia, Hypermedia & Telecommunications.

SITE International Conference

The second conference is the 2011 Society for Information Technology & Teacher Education.

Both of these conferences attract a diverse audience in support of research to improve education with the use of technology. They have a reputation for high quality presentations with a global perspective. Although my research is focused on middle school students with autism spectrum disorder (ASD), I believe the things I've learned can be applied to a wider spectrum of learners.

Publishing/Leadership Project

Week 4 Publishing/Leadership Project - Think Out Loud Part 1 of 2

Week 4 Publishing/Leadership Project - Think Out Loud Part 2 of 2

Week 4 Comments - Danielle Miles

Saturday, March 26, 2011

Week 4- Reading- The Art of Possibility (cont...)

The first two thirds of the book, The Art of Possibility by Rosamund and Benjamin Zander, presented more than food for thought, in my opinion.  If the average thought provoking piece of literature is "food for thought" this book was enough sustenance to provide for a small starving third-world nation.  

The eight chapters prior have given a structure for acknowledging the less effective "thinking" or practices that we participate in and allow to effect our lives.  They also begin to layout the groundwork for what and how to change in order to live more efficacious and powerful life.

In chapter nine we examine the idea of owning responsibility for everything that happens in your life.  It is important to acknowledge the risks that we take and their importance, but also that without taking those risks, we would live without the rewards which comes with the outcome of those risks.  This chapter also speaks to the idea that we need to allow the things that happen in the pass to be processed and then left in the past rather than owning space in our present lives. 

Chapter 10.  In effort to pull all of these considerable ideas into one coherent plan of action we take in our role in laying out and carrying out a framework for which to follow. 

To sum up the book, I want to just comment on the final chapters.  The authors point out the importance of disassociating ourselves with the “us vs. them” mentality and putting focus on our ability to give concession to our connections and then go beyond and look at the places where we can foster those connections.

Life is defined by the experiences we accumulate.  I have a new appreciation for the title of this book.  There is an "art" to creating possibilities is our lives.  If we limit those possibilities than we are limiting the depth and breadth of our lives.  If we are not living life to it's fullest than what purpose are we serving.

Week 4 Comments - Tracy Bockler

Tuesday, March 22, 2011

Wk4_Reading_Assignment_Blog#1

Okay, I have agreed with most of the sections of this book up until now. I have to put my foot down on the Being the Board chapter. To a certain extent, yes, we need to take responsibility for the known risks we have put ourselves victim of. Take for example you decide to build a house on a flood plain as in the example in the book, you should not be devastated and blame others for the declaring yourself an unwilling victim of a known risk. However, we cannot always foresee the future, and sometimes, bad things happen to good people. I will not twist the situation so that I will somehow blame myself for every situation. It just might be someone else’s fault.

When you are in a position of leadership and you assume responsibility for failure at some level; I get that. I am the Yearbook Advisor for the district and try to allow the students as much freedom of responsibility and creativity as possible. However, when push comes to shove, the District will not blame or fire students; it will be the teacher that will feel the conviction. I am upfront and honest with my students while they choose every opportunity to put off their chores to make sure the Yearbook is completed in a timely manner. I call myself the Queen of the classroom and it has sent the appropriate message.  Time will tell.

Week 4 Reading - The Art of Possibility Part 3 of 3

Our deepest fear is not that we are inadequate,

Our deepest fear is that we are powerful beyond measure.

It is our light, not our darkness, that most frightens us.

We ask ourselves, who am I to be brilliant, gorgeous, talented and fabulous—

Actually, who are you not to be?

You are a child of God

Your playing small doesn’t serve the world.

There is nothing enlightened about shrinking so that other people

Won’t feel insecure around you.

We were born to make manifest the glory of God within us.

It is not just in some of us: It is in everyone,

And as we let our own light shine, we unconsciously

Give other people permission to do the same.

--Marianne Williamson

I find these words very motivating. So many times students, and adults, settle for mediocre just so we don't stand out and make anyone else feel overshadowed. But if everyone allows mediocre to be okay how will we ever have anything better to offer anyone. Nelson Mandela & Martin Luther King, Jr. stand out as profound men who surpassed the expectations of others, not because they were any more talented that those around them but because they were willing to stand alone and help those around them dream. If we can engender this kind of inspiration among our students, imagine what could result.

Week 4 Reading - The Art of Possibility Part 2 of 3

A Young Boy Dreams Big Dreams about What Lies Beyond
by Ken Bosma

There's so much possibility in childhood that sadly often get's ground away through time, frustration, responsibilities, and disappointments. I appreciate the Zanders' idea of possibility and how broad that can be when it's applied throughout life.

After such atrocities of the South African apartheid or the holocaust, or modern terrorism throughout the world, it's difficult to imagine a world where the person is separated from their horrific actions to participate in the community, and doing this without removing any responsibility from or assigning any blame to anyone. The result them becomes discovering what it will take to move forward for the best outcome of the community as a whole.

Week 4 Reading - The Art of Possibility Part 1 of 3

Board Game Night
by Geoffrey Fairchild

The idea of being the board is one that I struggled with(still kind of do) and it's a good thing the Zanders didn't stop with the initial description because there was no way I could take it at the first introduction. The idea of being the board seemed like giving up all personal control and relinquishing others of all responsibility. But as I continued to read it became more apparent that they meant that for us to each look at the situation honestly to discover our own part in the current events. Sometimes there are things that we can change that may have contributed to the unwelcome outcome and other times it's just acknowledging and accepting the risks that lead to that point. And since we have no real ability to control the thoughts or actions of others, it's our own that we have to assess, even if the other's involved never choose to do so. There's so much freedom with this approach.

Week 4 Publishing/Leadership Project - Think Out Loud Part 2 of 2

After going back and forth, and still not sure this is the best option, I've decided to take the option that will allow for wider expression and requires more risk on my part.


I'm confident in my ability to write and present my ideas in a way that will be understood but I think that there's more possibilities through a presentation.

In looking through the different conferences to choose where to submit for presentation I choose the Society for Information Technology & Teacher Education (SITE). The first reason for my choice is a practical one - of the conferences I researched it's one of the few that are currently accepting proposals for presentations. The second reason that I would like to present for this conference is the wide audience that it reaches. Although my research has been focused on middle school students with Autism Spectrum Disorder (ASD), I believe what I've learned can be helpful to students of all needs and abilities.

Week 4 Publishing/Leadership Project - Think Out Loud Part 1 of 2

Debating whether a written paper or presentation would better facilitate the expression of what I've learned through my action research project. I don't think that there is anything profound in what I've learned through this project. I know it's been valuable for me and the participating class enjoyed the process, but I have my doubts about the community at large.

Make Up Your Mind! by Quinn Dombrowski

If I submit a written paper, I can express my ideas in a clear, logical well thought-out manner. On the other hand, by presenting I can express much of the process and learning that cannot easily be expressed in writing.

For papers, I'm looking at TechTrends: Linking Research and Practice to Improve Learning, and the Journal of Interactive Learning Research.

For presentations, I'm looking at the Autism Society of Minnesota, the Society for Information Technology and Teacher Education, and the Global Conference on Technology, Innovation, Media & Education. The Global Conference on Learning and Technology and the World Conference on Educational Media, Hypermedia & Telecommunications also look like interesting options, however, their distance makes them a remote possibility.

Week 3 Wimba - Abstract & Publications

Class Out by dcJohn

Some highlights of this week's Wimba session:

Synthesize & condense everything you've done in the last year first into 120 word for the abstract (and be sure to give away the ending). And then, put it into 500-700 as to how it relates to the lit review you did to begin the process, for the summary. On the surface this seems like both a simple and daunting task - how can you express all of the important information into such small spaces. Daunting yes, but this is where our short communications in text and twitter come in handy.

For the leadership/publishing project, be sure to participate in one of the Wimba sessions or get feedback on your own. If you can't make one of the sessions you can meet with other classmates who also can't make it to get their feedback or ask others you know. Alternate presentations don't have to be done in real time as long as you get some feedback. You don't have to have the project finished when you share but the should be enough finished for others to get a clear idea of what you are going to do.

Week 3 Comments - Justin Drummond

MAC Week 2 Free Post - After EMDT

Sunday, March 13, 2011

Not that I'm looking to wish away the last month and a half of the EMDT program, but with only a few weeks left, it's time to start thinking about how I'm going to fill the time that I devoted to this endeavor over the past year.

Right now I have one plan: reading.

If you look at my blog's sidebar, you can see some of the reading challenges I've chosen to engage in this year.  I've not really applied any time to these yet, but I don't think I'm down and out yet.

I'm an English teacher, so it's no big surprise that I like reading and collect books. The ones listed above are only a few of the ones that are in my I have yet to read.  I purchase most of the books I read because part of what I love about books is owning them. I do visit the library, but I'm a slow, and sometimes distracted, reader which means that having a brief time to interact with a book from the library really limits my enjoyment.

My wife keeps asking me if I'd be interested in a Kindle, Nook or other e-reader, and I'm not really interested yet. I really enjoy the physical interaction with the text on a page that I turn, not scroll.  I don't really enjoy the fact that most of the text books in this program have been in a digital format, but I see the value.  I do think that I might be persuaded to try e-books on an iPad because if I don't like the experience, I can still use the iPad for other uses. With a dedicated e-reader, if I don't like it, then there's not much I can do with it.

So after my adventure in EMDT ends in April, you can find me with a book, either in a chair by a window or in a hammock in my back yard.

What are you looking forward to after we end our time in EMDT? And what are your thoughts on e-books versus physical books?

Week 3 Comments - Mark Coppin

Week 3 -2 DB Quickies: Difficulties starting new programs/breaking the norm

Saturday, March 19, 2011

I think that most people in education resist change because they think it will end up being more work for them and also usually brings a certain amount of accountability and responsibility. This takes them out of their comfort zone. Some of it is complacency. If it is easy and quick, they may do it. I find it kind of funny that there are some teachers that stop learning when they become a teacher. They have no desire to expand what they know. They are not inspired and do not inspire. They need to be excited to learn and to make learning fun again.Administration needs to support those forward thinkers as well as reward and acknowledge those people. They also need to let staff know that is OK to fail. If you learn from your mistakes you move forward. A quote attributed to Thomas Edison stated – “I have not failed. I’ve just found 10,000 ways that won’t work.”


Heather Indelicato

access.denied, Lego style by Jerzy Kociatkiewicz

Saturday, March 19, 2011 - 03:19 PM

I have found exactly the same thing. If changing or adding something new is quick and easy then it may get integrated into their teaching. Oftentimes, even in myself, there is a certain amount of laziness and complacency that keeps teachers from following through even when they've found something with great potential for improving student learning. Other times though, it's like a scale weighing the balance of the time and effort on the part of the teacher and students to implement something new & the quality and quantity of learning achieved through the change vs. the detriment and time available by not making the change. Whatever the reason, it denies our students the opportunity to learn and be engaged in their learning.

Week 3 Reading - The Art of Possibility

There seems to be a fear among leaders that their leadership will fade, if they allow those they lead to become great. I love the idea of gathering perspectives and approaches from those being led by asking them to lead so you can “see how it sounds” or give their ideas and suggestions, as in the “white sheet.” Figuring out how to make this work in each class is exciting, even moreso when you catch the passion of the learners through it.

(168/365) Serious by Sarah G...

The confidence and excellence I find in my students when I manage to foster this is wonderful. I begin each quarter, and remind them throughout, by telling my students that I have a class of teachers and each of them knows something even though they don’t yet have all the skills. Especially when working with my lower language skill classes, I find it would be impossible to successfully assist each student if they didn’t work together to answer questions when I’m working with another student.

In “Rule Number 6,” I’m reminded of the many times we insist children “be serious.” I think the calculating self is more than just our personality developed throughout childhood to establish a niche of acknowledgement and acceptance. I think it may be the restricted and “self-controlled” habit we’ve learned over time as we’re instructed to “behave” and “be serious.” 

Child's Play by Yi Chen

It’s when we remember that childish excitement and intrigue that we can really enjoy life in its fullness. It’s the children who are constantly imagining other realities and creating different stories and games to explain the world around them. When we are able to approach life with that same freedom, interest, and excitement there’s no telling what will happen.

Week 2 Wimba - Copyright

I like the way YouTube/Google has approached copyright law and the ease of access to give the copyright holder the choice to turn the situation to their advantage. Rather than being the "bad guys" and deterring fans from following/purchasing an artist's works, they can have the opportunity to make money and possibly increase their fan base. There is a lot of potential for artists to partner with their fans to increase their popularity. It almost makes the interest seem more legitimate to me - someone hears a song or sees a piece of art as part of someone's project and purchases it for themselves. At that point, it's no longer just about a creative/effective marketing gimmick but more likely real interest.


After this week, I have such a better idea of how copyright and especially fair use works. On the other hand, I cringe every time I hear my fellow teachers talk about materials they're using in their classes that they found in "some" book or website. And they want to stay ignorant - one teacher specifically told me not to tell her how it really works so she can stay ignorant.
I never thought about fair use hinging on it's necessity to the lesson. Thanks for making it so clear - there are many times I just thought to add media because it could help the students engage better or it added to the overall presentation of the material.

Week 2 Free Choice - Podcasts

Podcasts worth their weight:

TED Talks – http://www.ted.com/talks/browse
Short presentations by TED guests on their work, research, experience, etc. Some guests attempt to change the audiences opinions, other to teach, others to inform. Cutting edge information about what people are doing in short 10-20 minute podcasts.

CNN Student News – http://www.cnn.com/studentnews/
10 minute daily reports of the top news stories geared for middle and high school students. Without commercial breaks, the news stories are broken with questions related to upcoming stories and frequent referrals to access the full story. Resource for students to access and address current events in the classroom.

Brain Food Dude – http://brainfooddude.blogspot.com/
Highlights from the previous weeks’ podcasts are reviewed in an hour show. Helpful for busy teachers to keep up on current events and thoughts without having to access every podcast every week. Links are provided for anyone who wants to access the entire podcasts highlighted each week.

How Stuff Works – http://www.howstuffworks.com/hsw-podcast.htm
Exploring various areas to explain the workings of all kinds of stuff. Podcasts are available for technology, ethics, science, history, inventions, cars, travel, and more. They explain technical terms in everyday language that anyone can understand.

Week 2 Comments - Mike Padilla

THURSDAY, MARCH 3, 2011

MAC_Week1_Free_Topic

From the Discussion Board
Topic #1: Briefly share an experience about using media (visual and/or auditory) in class or during a presentation, focus your comment on any work-arounds or solutions you used when the tech wasn’t quite working or when the tech wasn’t adequate to do what you had originally planned.

Each year, my class is in charge of producing a four hour live televised fund-raising event. This even (the Cablethon) is the biggest fundraiser for Project Graduation and it’s a huge endeavor for my students to be able to host, setup, perform, use professional equipment, direct, and everything in between. One year, just as we started the show… we found out that we were being aired on the wrong channel! Several parents called in to say they don’t see us, and it turns out, we were on channel 77 instead of channel 78 for the first 15 minutes of the show. As frustrated as I was, I tried hard to maintain composure so that my students wouldn’t go crazy. We continued the show as planned while I called the cable company to figure the situation out. I also had students text all their family and friends about the new channel we were on. Sure enough, the Cable company fixed the issue and then we had to have all the students call/text their family and friends to change the channel back to the original channel! Despite this intense dilemma, it was an incredible show and one of our biggest fundraisers ever!

...I'm almost done planning and preparing for the 2011 Cablethon. Here's hoping that it goes smoothly and successfully!

Heather Indelicato said...

Doesn't it always seem that just as you get a work around figured out, the initial problem solves itself? I just have to laugh at those moments - sometimes now I just keep going for a bit to see if the problem will get worked out on the other end before I go through al the time and work in the middle to get the "back up plan" going.
The tremendous success of the Cablethon had to be so encouraging for you and your students despite the initial difficulties. I remember when I was in high school doing drama productions, the intense stress when things weren't going right. To be able to maintain composure and have your students see you working calming to get it fixed, had to be invaluable.

March 4, 2011 8:40 AM

Week 2 Comments - Dena Whipple

Tuesday, March 1, 2011

MAC_Week1_Free_Topic

Since I entered the discussion board this week about how we adapted our classrooms when software/hardware went haywire, I haven't been able to get it out of my mind. My posting was as follows:
"We still have classrooms at my school that have overhead projectors. No, not the digital version, but the transparency version that the instructor has to write on with a marker. And one of our mac labs only has a dry erase board on which to teach so we are way behind! So I’ve requested a smartboard for the mac lab that can be used for presentations/student tutorials etc. I also recently was able to acquire, with the help of a grant, a high-end professional printer for digital photography students to print out their final projects. They love the ability to have their own copies of work immediately. When I get frustrated with our lack of technology, I have to remind myself how important it is to make these necessary changes and that it’s for the students’ benefit and that keeps me focused."

What's been interesting this semester is that I've been given the opportunity to revamp our Center for Teaching and Learning at my college, so these topics are quite timely. My job for the next couple weeks is to meet with all of our department chairs and find out how they're using technology in creative and innovative ways. One of the topics that came up today was how technology, in all its glory, can still bring a set of enormous problems in education, namely, when things don't work. It's that mentality (though somewhat understandable) that's been holding a lot of people back in our particular situation. They're more afraid of what will go wrong, then what will go right! I'll be working to change those ideas by introducing workshops and trainings to help faculty embrace the unknown and to hopefully show them that it's ok to ask for help.

Week 2 Reading - The Art of Possibility

As I began reading this book, my first thought was that this was just some abstract way of perceiving the world that you like better - if you don't like what's happening, just think of it another way and all will be better. But then, as I continued to read, I found expressed so well a philosophy I've already begun to implement in my life. All too often I find myself approaching life as though my resources are scarce, when in actuality if I use them well I have abundantly more than I need.
Then reading, Giving an A, I was at first reminded of the eternal stories (books and movies) of teachers who enter a challenging classroom of students whom everyone else has given up on (eg. My Posse Don't Do Homework) with the attitude that the students can and will learn and they achieve more than anyone else could have hoped for. As I read, it's more than just giving students an A with the expectation that they will do the work to maintain it but approaching every interaction with the idea that the other person (and yourself) has something of value to contribute to your relationship. It's taking the focus off the measuring stick and moving it to the relationship and growth.

Sky on Fire by Robert Couse-Baker

By focusing on what is working and valuable rather than what isn't, each person can change a small part of the world to unknown extents.

Week 1 Wimba - Course Overview

The WIMBA videos for this week were very helpful and clearly outlined each of the projects we will be completing this month. And while I am still a bit intimidated by the prospect of putting the website together and even more so, putting my work out there for publication, my nerves have been eased just a bit.


My biggest take away from the WIMBA session would be the fuller description of the publication/leadership section of the course. I appreciate that our request for publication doesn't have to be approved, removing some of the anxiety, but even better is the choice of presentation of our project. I still don't know which way I want to publish/present my findings, but I really appreciate the openness we have available. It makes taking what I did learn from my project, even though it didn't turn out the way I wanted it, and making it worthwhile.

Week 1 Comments - Luz Infante

PORTRAIT OF A PIRATE
© Mario Lopes | Dreamstime.com
http://www.dreamstime.com/stock-images-portrait-of-a-pirate-rimagefree1763788-resi2371862

When I finished watching the copyright videos my head was spinning an analyzing all sort of facts. First, as you all know I am from Mexico and in my country we have a huge sub-economy that over time has also become a sub-culture, it is known by the name of Piracy. I am not saying this with pride but I am also not saying it with shame. The piracy sub-economy is a reality that in my personal perspective has been generated by a social and economical inequality, as well as, a lack of education and job opportunities in many countries in the world.  With this said I am not justifying anything but I am also trying to put some things on the table. The consumerism of piracy products has been adopted as a habit and from there it has seized force. For example, a study done this year in Mexico by the Chamber of Commerce about piracy reflected that 88% of Mexicans between ages 17 and 60 consume pirated products. The 75% of these people do it because of the accessible price of these products that are in most cases very affordable in comparison the expensive OEM versions.

I think that piracy is a really difficult sub-economy to combat. Many people and commerce organizations are trying to plan a strategy to counter Piracy effects. I think that their challenge is huge since it is almost impossible to compete with the low prices that this sub-economy offers. The most important television station in Mexico is doing a great advertising campaign to create awareness among the population. Another campaign effort takes place when you purchase a DVD where at the beginning before the menu appears there is type of commercial where children call the attention of their parents and compare piracy to stealing and the message implies that parents should not set such example for their children as they would in turn be ashamed of their parents and exposed to a crime. Hopefully this helps a little bit but I can’t see the end of this sub economy until many economic and social problems are solved. 

Heather Indelicato said...

It's incredible how far piracy has infiltrated our cultures, even more so with the increase of video on the web. I did find it interesting that the statistics that have been quoted throughout the US as to the impact of this sub-economy have basically been made up. Because of its nature its difficult, if not impossible, to gather reliable data as to the extent or the impact.
I did appreciate the approach that was being promoted by the Nigerians interviewed. Rather than attempting to eliminate the piracy they wanted to legitimize it. Their reasoning being that the biggest part of those making use of pirated materials are also the biggest fans and while pursuing them legally may hinder them it won't stop them and will only further hinder the economy by adding their food, shelter, etc to the bill being paid by taxpayers. If we could somehow figure out a mutually beneficial way to work together, I think this would help eliminate some of the huge economic gap in those purchasing pirated materials versus legal copyrighted materials.

March 2, 2011 9:37 PM

Week 1 Comments - Mark Dohn

Mark Dohn - Monday, February 28, 2011

I have just viewed the most comprehensive collection of videos concerning copyright I have ever seen. Apart from being amazed by the work that is available on YouTube (I swear, just as soon as I finish my degree I going to spend some serious time surfing videos!) I am struck by how copyright is the best example of how much of a social and cultural transformation we are living through. I find it dynamic, exciting, and fearful all at the same time. For my part, I have played it safe and have had students create their own work. I feel quite justified when I hear independent film makers just as fearful of copyright as I am! But now having a more solid understanding of the entire horizon on the topic, I will be moving my students into creative commons for music, mixes and mashups. “Good Copy, Bad Copy” was amazing! It captures the changing views of culture, society, and creative expression on a global level. As an educator, seeing how certain documentaries are no longer available do to licensing fees I’m horrified. It is a crime to let business dictate the availability of historical documents! One of the most important quotes from the film came at the end when one man openly asked if we should continue to restrict people’s access to information, or give them full access to allow them to learn and gain a much deeper understanding of the context? I’m all for full access.

Heather Indelicato

I was completely astounded by the historical resources that we are loosing because of the restrictions of copyright & the greed of business. My initial thought when I saw that in the video was that they should just revert to public domain and be made to everyone. I didn't think about the licenses that the creators had to have being lost - because of the great success of the product the copyright owners want more money this time around. I understand that there would be commercial gain from a renewed license, but there should be some reasonable agreement that could be come to.

Wednesday, March 2, 2011 - 09:16 PM

Week 1 Reading - Copyright

Copyright Symbols by Mike Seyfang

Copyright is the legal process of protecting the creation of intellectual products in a final form. Meaning that your published (in final form) works (such as book videos, etc) cannot be used by others without your (the copyright owner) permission.

Creative Commons by Jayel Aheram

With the stringent limitations of copyright and the very narrow access of fair use Creative Commons is a wonderful resource. I came across this a while back and have found it invaluable. Rather than wondering if the way I'm using the resources are essential enough to my lessons that they couldn't be taught without them, I just have to follow the copyright directions of the creator.


I was surprised to find how narrow fair use restrictions are. I had been taught teachers had fair use access for any resources they used as long as it was used in teaching their content. It was never mentioned that the resource had to be essential to the learning. I've seen so many teachers using background music, videos, etc just to make the lesson more interesting or engaging but it wasn't essential to learning the content. Again, this makes me very grateful for Creative Commons and similar websites.