Web Conference
August 10, 2011
Today’s web conference dealt mostly with the confusion of what the Professional Development Plan from Assignment 5 consisted of. Since many of us had not had the opportunity to take the course that created this plan, it was very difficult for us to “update” this plan. We were told that there was no template or format for this plan. It is a 3 year plan of goals listing out what we would like to accomplish over the next few years. Fortunately, I had asked the same question to my IA and he explained it to me and sent me an example as a guideline to follow. This gesture was actually more beneficial.
Next, I asked if I would have to created reflections for all 33 activities for my technology internship, as well as 38 activities for my administrative internship. I was told that this was true, but I was only required to complete one activity for each one, not for every activity under those indicators.
Lastly, questions were asked regarding how to indicate what updates were being made our Internship Plan, Action Research Plan and Vitae. Dr. Martin and Dr. Mason explained that would have to submit the entire document into TK20, but submit a highlighted document into EPIC indicating the changes.
This particular web conference was short and to the point. I did gain some new understanding to some of the questions that I have.
Shawntee’ Cowan
Wednesday, August 10, 2011
Friday, August 5, 2011
Web Conference-August 2, 2011 Supervision Internship
8/2/11
Week 4 Conference:
This week’s web conference focused on various topics. Most of the questions that were asked by the participants were a reflection on my own inquiries. During this conference, I was able to gain the answers to most of the inquiries that were presented. Listed below are my findings:
Should our site mentors mail the PISE’s into the university?
Mentors are not required to complete the evaluation and mail it in. It is used for us as a reflection time. The university does not want to force the evaluators to complete the forms at the half way point. It is designed for us as students to know what the final evaluation will be like.
What should we do with our PISE reflections?
Write them and archive them in TK20
Should we submit the assignment or a separate document for our Draft Action Research document into TK20?
Upload the Draft Research Document into TK20 separately, rather than embedded into the assignment.
When is the deadline for submitting the 5 components for this course into TK20?
We expect documents to be put into TK20 by August 19. This will not affect your grade, but the idea is that this will assist students in not falling behind with the information that must be added.
Is there a specific order for the Draft Research questions? Do we write the paper in an essay format?
We do have a specific order of the Draft Research questions. If we don’t have all of the answers yet, not that. Find those answers as you go along and fill out as much answers as you can. We do not have to write in paragraph form. The questions can just be answered. In the final course, we will be required to answer the questions and submit them individually for review. The 17 questions are used for a draft for now and we will refine it before the last course. Also, later there will be a template issued that is 17 questions long. This will give us a format that we can disseminate out to schools and the university.
What does “key words” mean in the assignment and where should we put them?
Key words-use terms that you may “Google” to find something. Use the main words for your research paper. Place the keywords at the end of the document as a list.
Can our mentors put “N/A” for areas that have not been addressed yet?
N/A would be appropriate for the PISE evaluation form.
How do we address the concept of community outside of the school in our Research Drafts?
Have a couple of parents look at the professional parents that you are doing and ask them what they think about it, supportive, influence? Informing community, gaining community input, etc. . .we will be expected as an administrator of any kind. Try to locate ways to communicate with the community. Dr. Mason’s noted that communication with the community is important for ED people as well as ADMIN people.
What do I do if I need more help?
Send Dr. Martin my phone number and a good time to call.
What is a Comprehensive Action Research Report?
It is the total report-17 questions.
What are the requirements for a literature review?
Literature review must consist of at least 4-5 references. It should be a brief review.
This conference did give me a better understanding of this week’s assignment.
Week 4 Conference:
This week’s web conference focused on various topics. Most of the questions that were asked by the participants were a reflection on my own inquiries. During this conference, I was able to gain the answers to most of the inquiries that were presented. Listed below are my findings:
Should our site mentors mail the PISE’s into the university?
Mentors are not required to complete the evaluation and mail it in. It is used for us as a reflection time. The university does not want to force the evaluators to complete the forms at the half way point. It is designed for us as students to know what the final evaluation will be like.
What should we do with our PISE reflections?
Write them and archive them in TK20
Should we submit the assignment or a separate document for our Draft Action Research document into TK20?
Upload the Draft Research Document into TK20 separately, rather than embedded into the assignment.
When is the deadline for submitting the 5 components for this course into TK20?
We expect documents to be put into TK20 by August 19. This will not affect your grade, but the idea is that this will assist students in not falling behind with the information that must be added.
Is there a specific order for the Draft Research questions? Do we write the paper in an essay format?
We do have a specific order of the Draft Research questions. If we don’t have all of the answers yet, not that. Find those answers as you go along and fill out as much answers as you can. We do not have to write in paragraph form. The questions can just be answered. In the final course, we will be required to answer the questions and submit them individually for review. The 17 questions are used for a draft for now and we will refine it before the last course. Also, later there will be a template issued that is 17 questions long. This will give us a format that we can disseminate out to schools and the university.
What does “key words” mean in the assignment and where should we put them?
Key words-use terms that you may “Google” to find something. Use the main words for your research paper. Place the keywords at the end of the document as a list.
Can our mentors put “N/A” for areas that have not been addressed yet?
N/A would be appropriate for the PISE evaluation form.
How do we address the concept of community outside of the school in our Research Drafts?
Have a couple of parents look at the professional parents that you are doing and ask them what they think about it, supportive, influence? Informing community, gaining community input, etc. . .we will be expected as an administrator of any kind. Try to locate ways to communicate with the community. Dr. Mason’s noted that communication with the community is important for ED people as well as ADMIN people.
What do I do if I need more help?
Send Dr. Martin my phone number and a good time to call.
What is a Comprehensive Action Research Report?
It is the total report-17 questions.
What are the requirements for a literature review?
Literature review must consist of at least 4-5 references. It should be a brief review.
This conference did give me a better understanding of this week’s assignment.
Thursday, July 28, 2011
Supervision Leadership Web Conference July 28, 2011
Week 3 Web Conference:
The web conference this week focused mainly on Action Research Plans. Ed Tech students, like myself, seem to be very confused about the the fact that we are being asked to somehow focus in 2 areas-Educational Leadership and Technology. Some of the students had never even heard of the ELCC standards until their last 2 courses.This seems highly difficult and imbalanced. It is challenging enough to complete all of the requirements for Technology, but to add the Adminstration principals to our plan is nearly impossible. The work load that I currenly have is extremely overwhelming. My solution to the problem is the try my best to overlap both areas, hoping that this will meet the requirements.
Another focus of the conference was that many students could find no evidence of an IRB in their districts, as the assignment called for. I too discovered that my district do not currently require one. This information was a relief to most of us who felt as if maybe we had missed something.
Lastly, many participants shared their Action Research Plan topics, struggles and success. It was interesting to see the different topics that others were focusing on. The plans are definitely different for Admin colleagues and EdTech colleagues.
Overall, this conference was somewhat helpful to me. I would like to see more of the discussions typed out, as opposed to being answered aloud. Sometimes the sound unclear and I feel like I am missing pertainent information.
Shawntee’ Cowan
The web conference this week focused mainly on Action Research Plans. Ed Tech students, like myself, seem to be very confused about the the fact that we are being asked to somehow focus in 2 areas-Educational Leadership and Technology. Some of the students had never even heard of the ELCC standards until their last 2 courses.This seems highly difficult and imbalanced. It is challenging enough to complete all of the requirements for Technology, but to add the Adminstration principals to our plan is nearly impossible. The work load that I currenly have is extremely overwhelming. My solution to the problem is the try my best to overlap both areas, hoping that this will meet the requirements.
Another focus of the conference was that many students could find no evidence of an IRB in their districts, as the assignment called for. I too discovered that my district do not currently require one. This information was a relief to most of us who felt as if maybe we had missed something.
Lastly, many participants shared their Action Research Plan topics, struggles and success. It was interesting to see the different topics that others were focusing on. The plans are definitely different for Admin colleagues and EdTech colleagues.
Overall, this conference was somewhat helpful to me. I would like to see more of the discussions typed out, as opposed to being answered aloud. Sometimes the sound unclear and I feel like I am missing pertainent information.
Shawntee’ Cowan
Wednesday, July 20, 2011
Supervision Leadership Web Conference July 19, 2011
During this web conference some of the questions that I had about the assignment or the program were answered. Listed below are some the questions that I had:
Where is the Admin Google Site that Dr. Mason spoke of in order to locate information regarding the ILD training and LCE test?
This information can be found on: https://sites.google.com/site/luedlead/home
Should I take the upcoming LCE test in Dallas, even if I’m not prepared?
Dr. Martin informed me that I should. He also stated that in the future, they were going to place the exam online in course EDLD 5398. However, I will not be taking this course. Most of the ET people in their 10th course are not. I will be taking the exam on the 30th.
What should we as ET people reflect on in part 6A of the assignment? Should we reflect on the nine competencies or the 33 indicators?
Dr. Marin explained that we could do one or both, depending on what degree plan we are on. If we are seeking a principal certification, we could do both.
Shawntee’ Cowan
Where is the Admin Google Site that Dr. Mason spoke of in order to locate information regarding the ILD training and LCE test?
This information can be found on: https://sites.google.com/site/luedlead/home
Should I take the upcoming LCE test in Dallas, even if I’m not prepared?
Dr. Martin informed me that I should. He also stated that in the future, they were going to place the exam online in course EDLD 5398. However, I will not be taking this course. Most of the ET people in their 10th course are not. I will be taking the exam on the 30th.
What should we as ET people reflect on in part 6A of the assignment? Should we reflect on the nine competencies or the 33 indicators?
Dr. Marin explained that we could do one or both, depending on what degree plan we are on. If we are seeking a principal certification, we could do both.
Shawntee’ Cowan
Thursday, July 14, 2011
Web Conference-July 12, 2011 Supervision Internship
During this web conference, I was able to gain some information that I have been very confused about. It seems as though since the last few course have been a combination of EA and ET degrees, pertinent information has seemed to be left out. I feel as though missing a web conference will be a great detriment to me, because the assignment instructions and syllabus is not clear enough. Below I will reflect on some of the information that I have gained.
1.Leadership Book
An ET student asked if we had to purchase the text book that the assignment was referring to in the assignment. Dr. Mason explained that we did not. We will be able to fulfill the requirements of the assignment, even without a book. This book was one that should have already been purchased by EA students during their first course. I believe that this information should have been provided in the assignment instructions or in EPIC.
2. Evaluation Form
Our assignment speaks of a form that we will need to give to our site mentor as an evaluation for us. As an ET student, the information did not seem to apply to me. Dr. Mason stated that there would be another for placed in the “Resources” section by the end of this week that will be made specifically for ET students. She said that we could also use the ET evaluation for as well.
3. Assignment 1 Part 4
Many students , including myself, have been confused about the section of the evaluation on “Part 4” that states “To What Extent”. This phrase should have been placed in the instructions, not about the evaluation column. Dr. Martin explained that this was simply to let us know that we should elaborate on our answers, as opposed to placing just “yes or no” answers. He also said that we do not have to answer every question, but only the ones that pertain to us. Once again, this is something that should be openly shared with all students.
I am certainly glad that I was able to receive information from the web conferences. I feel that without this vital information, I would have remained lost. Hopefully, thy will consider giving all students the information that is needed for success regardless of whether or not they attend the web conference.
Shawntee’ Cowan
1.Leadership Book
An ET student asked if we had to purchase the text book that the assignment was referring to in the assignment. Dr. Mason explained that we did not. We will be able to fulfill the requirements of the assignment, even without a book. This book was one that should have already been purchased by EA students during their first course. I believe that this information should have been provided in the assignment instructions or in EPIC.
2. Evaluation Form
Our assignment speaks of a form that we will need to give to our site mentor as an evaluation for us. As an ET student, the information did not seem to apply to me. Dr. Mason stated that there would be another for placed in the “Resources” section by the end of this week that will be made specifically for ET students. She said that we could also use the ET evaluation for as well.
3. Assignment 1 Part 4
Many students , including myself, have been confused about the section of the evaluation on “Part 4” that states “To What Extent”. This phrase should have been placed in the instructions, not about the evaluation column. Dr. Martin explained that this was simply to let us know that we should elaborate on our answers, as opposed to placing just “yes or no” answers. He also said that we do not have to answer every question, but only the ones that pertain to us. Once again, this is something that should be openly shared with all students.
I am certainly glad that I was able to receive information from the web conferences. I feel that without this vital information, I would have remained lost. Hopefully, thy will consider giving all students the information that is needed for success regardless of whether or not they attend the web conference.
Shawntee’ Cowan
Wednesday, April 20, 2011
Web Conference Blog- April 20, 2011
Informational Systems Management-EDLD 5632
Today I attended a web conference with Dr. Abshire. So far, she has been the professor that I have learned from the most. I look forward to her courses. I also enjoy the fact that she does not waste out time and she focuses on project-based learning, which is how we are urged to instruct our students.
The majority of the discussion focused on the PowerPoint project that we were asked to present. All questions that I had were answered. I also asked if I need to take my practice principals’ exam now. She suggested that I take it after I have completed most of my administration courses. She advised that I spoke with Dr. Rucker (mailto:vance.cortez-rucker@lamar.edu) to get more information. One cohort mentioned that he gave her information to help her past the practice test. I plan on emailing him very soon.
Shawntee’ Cowan
Today I attended a web conference with Dr. Abshire. So far, she has been the professor that I have learned from the most. I look forward to her courses. I also enjoy the fact that she does not waste out time and she focuses on project-based learning, which is how we are urged to instruct our students.
The majority of the discussion focused on the PowerPoint project that we were asked to present. All questions that I had were answered. I also asked if I need to take my practice principals’ exam now. She suggested that I take it after I have completed most of my administration courses. She advised that I spoke with Dr. Rucker (mailto:vance.cortez-rucker@lamar.edu) to get more information. One cohort mentioned that he gave her information to help her past the practice test. I plan on emailing him very soon.
Shawntee’ Cowan
Saturday, March 26, 2011
Teaching With Technology: Course-Embedded Hours Log
Over the past five weeks, in my opinion, I have gained some information that I feel will help me to be a more effective Instructional Technologist, as well as a future educator. Although I have learned from various different readings, videos, websites and colleagues, the concept that made the greatest influence on how I perceive learning with technology was the idea of UDL-Universal Design for Learning. I feel that this concept is so vital because it offers a way to reach all learners through three concepts:
1. Recognize essential cues and patterns.
2. Master skillful strategies for action.
3. Engage with learning.
This type of learning also allows students to have flexibility with their learning and assessments. (Rose & Meyer, 2002). UDL also addresses 3 different types of brain networks: recognition, strategic and affective (Rose & Meyer, 2002). When keeping these three networks in mind, I have acquired a better way to create and model lessons to the teachers that I train regularly.
The concept of UDL is not consistent with those that I have learned in the past. I have always been cautious to provide students with special needs the opportunity to have assistive technologies and adaptations, but I never looked at from the standpoint to look at the “big picture” to address all students, and not just individualize needs. I reflect that this experience has affected me personally by making me more aware of how people learn and helping me to use this knowledge to develop content. Since the framework of UDL consists of instructional approaches that provide students with choices and alternatives in the materials, content, tools, contents and supports, it will allow me to have guidelines to follow when address the needs of students and teachers (Rose & Meyer, 2002).
UDL is a great topic to address with teachers in my future trainings. I believe that I will use and model this concept, as well as offer training for my campuses to inform them of ways to meet the needs of all of their students in way that is unique to what we have been previously taught as a district.
During this course, I was asked to complete several different assignments. To begin with, I collaborated with a group of fellow colleagues and created a wiki on Google Sites to store information on our group project. I created a UDL lesson that helped me to develop the skills that I have learned. This project was based on the scenario that I was to assist a teacher in meeting the individual needs of students and address the needs of the 21st century learner. This portion of my assignment also assisted me in meeting the following facilitator standards:
TF-II.A.3. Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies (Williamson, J. & Redish, 2009).
TF-VI.B.1 Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities (Williamson, J. & Redish, 2009).
I feel that they the delivery of content during this course would have been more effective if there was not such an overwhelming amount of readings, videos and assignments. Of all of the courses I have taken thus far, I feel that I have learned the least from this one. I feel this way because there was too much information to actually devote time to absorb the information successfully. I found myself often saying “if only I had time to read this book thoroughly, I would get so much out of it.” This is not how learning should be. When I chose this program, I did it because I knew that I have a family with small children, a new job and many other priorities. This course was not a reflection of what was offered to me what I spoke with the academic counselor who assured me that this program was “suitable for the needs of those with families and full-time jobs”.
How could this course be better? First, begin with eliminating so many “reflections”. I definitely see the need for reflecting, but it is redundant to reflect 2-4 different times in a week. Another way to improve this course would be to eliminate about half of the readings and videos. Require so much content stressed my out and forced me to read as much as could without truly comprehending very important information. Lastly, make course instructions and grading policies clear and consistent with those that have been offered with other courses.
The main strategies that I used to approach this course were to prioritize and understand that it was acceptable to not be “perfect”. I did the best that I could with the amount of time that is given in a day. When I begin each week, I first download all necessary materials and gather together the resources that I need for the course. I also use a template that I used each week that has a timeline and checklist that I followed. On the days that I could, I worked very diligently to complete the work and assignments to the best of my ability.
I am a hands-on learner. I learn best with project-based learning. Sitting and reading for hours at a time and watching numerous videos were very challenging for me. I believe that I worked best when I was completing the assignment portions of the course. I enjoyed creating interactive technology-rich lessons because it something that I do every day in my job. I also enjoyed learning about new resources that I can use such as the UDL Book Builder and the CAST organization.
I was fortunate enough this course to work with a group of colleagues that I met during my second course. I do not believe that I would have been as successful with another group. We were able to collaborate effectively because we understood how to use one another’s strengths in order to complete the assignments efficiently. The interactions that I have had with my colleagues have been priceless. I feel that the time and relationships that I have established with four of my colleagues will carry on even with my career as a graduate school student has ended. Even when we are not working in groups, we still collaborate with one another on various other topics, as well as personal events and topics.
Along with the concept of the UDL, I will also use many of the websites that Web 2.0: New Tools, New Schools recommended for use such as: Think.com, Google Education, Mashups, eHub, Google Notebook, and more. Most teachers are eager to embrace new technologies, as they have seen their students’ excitement and motivation increase when they do so (Pitler, Hubbel, Kuhn & Malenoski, 2007). This is why I would like to use many of these resources will be great for future trainings as well as great information to share with my fellow trainers. These tools are changing how people, including our students, interact with the world (Solomon & Schrum, 2007). It so important we learn and share these new tools.
As a life-long learner, one major challenge that I face is gaining so much new information but not being able to utilize it all. At the time, I feel a like there is so many things that I could be using to make students and teachers more successful, but I lack the time. I feel believe that I would benefit from using an organizational tool like del.icio.us and working on building and organizing my resources in the summer or whenever I can find free time. I would like to research other resources to help store and organize so much valuable information.
Shawntee’ Cowan
References
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved March 26, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
Pitler, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Solomon, G., & Schrum, L. (2007). Web 2.0 New tools, New schools. Eugene, OR: International Society for Technology in Education.
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
1. Recognize essential cues and patterns.
2. Master skillful strategies for action.
3. Engage with learning.
This type of learning also allows students to have flexibility with their learning and assessments. (Rose & Meyer, 2002). UDL also addresses 3 different types of brain networks: recognition, strategic and affective (Rose & Meyer, 2002). When keeping these three networks in mind, I have acquired a better way to create and model lessons to the teachers that I train regularly.
The concept of UDL is not consistent with those that I have learned in the past. I have always been cautious to provide students with special needs the opportunity to have assistive technologies and adaptations, but I never looked at from the standpoint to look at the “big picture” to address all students, and not just individualize needs. I reflect that this experience has affected me personally by making me more aware of how people learn and helping me to use this knowledge to develop content. Since the framework of UDL consists of instructional approaches that provide students with choices and alternatives in the materials, content, tools, contents and supports, it will allow me to have guidelines to follow when address the needs of students and teachers (Rose & Meyer, 2002).
UDL is a great topic to address with teachers in my future trainings. I believe that I will use and model this concept, as well as offer training for my campuses to inform them of ways to meet the needs of all of their students in way that is unique to what we have been previously taught as a district.
During this course, I was asked to complete several different assignments. To begin with, I collaborated with a group of fellow colleagues and created a wiki on Google Sites to store information on our group project. I created a UDL lesson that helped me to develop the skills that I have learned. This project was based on the scenario that I was to assist a teacher in meeting the individual needs of students and address the needs of the 21st century learner. This portion of my assignment also assisted me in meeting the following facilitator standards:
TF-II.A.3. Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies (Williamson, J. & Redish, 2009).
TF-VI.B.1 Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities (Williamson, J. & Redish, 2009).
I feel that they the delivery of content during this course would have been more effective if there was not such an overwhelming amount of readings, videos and assignments. Of all of the courses I have taken thus far, I feel that I have learned the least from this one. I feel this way because there was too much information to actually devote time to absorb the information successfully. I found myself often saying “if only I had time to read this book thoroughly, I would get so much out of it.” This is not how learning should be. When I chose this program, I did it because I knew that I have a family with small children, a new job and many other priorities. This course was not a reflection of what was offered to me what I spoke with the academic counselor who assured me that this program was “suitable for the needs of those with families and full-time jobs”.
How could this course be better? First, begin with eliminating so many “reflections”. I definitely see the need for reflecting, but it is redundant to reflect 2-4 different times in a week. Another way to improve this course would be to eliminate about half of the readings and videos. Require so much content stressed my out and forced me to read as much as could without truly comprehending very important information. Lastly, make course instructions and grading policies clear and consistent with those that have been offered with other courses.
The main strategies that I used to approach this course were to prioritize and understand that it was acceptable to not be “perfect”. I did the best that I could with the amount of time that is given in a day. When I begin each week, I first download all necessary materials and gather together the resources that I need for the course. I also use a template that I used each week that has a timeline and checklist that I followed. On the days that I could, I worked very diligently to complete the work and assignments to the best of my ability.
I am a hands-on learner. I learn best with project-based learning. Sitting and reading for hours at a time and watching numerous videos were very challenging for me. I believe that I worked best when I was completing the assignment portions of the course. I enjoyed creating interactive technology-rich lessons because it something that I do every day in my job. I also enjoyed learning about new resources that I can use such as the UDL Book Builder and the CAST organization.
I was fortunate enough this course to work with a group of colleagues that I met during my second course. I do not believe that I would have been as successful with another group. We were able to collaborate effectively because we understood how to use one another’s strengths in order to complete the assignments efficiently. The interactions that I have had with my colleagues have been priceless. I feel that the time and relationships that I have established with four of my colleagues will carry on even with my career as a graduate school student has ended. Even when we are not working in groups, we still collaborate with one another on various other topics, as well as personal events and topics.
Along with the concept of the UDL, I will also use many of the websites that Web 2.0: New Tools, New Schools recommended for use such as: Think.com, Google Education, Mashups, eHub, Google Notebook, and more. Most teachers are eager to embrace new technologies, as they have seen their students’ excitement and motivation increase when they do so (Pitler, Hubbel, Kuhn & Malenoski, 2007). This is why I would like to use many of these resources will be great for future trainings as well as great information to share with my fellow trainers. These tools are changing how people, including our students, interact with the world (Solomon & Schrum, 2007). It so important we learn and share these new tools.
As a life-long learner, one major challenge that I face is gaining so much new information but not being able to utilize it all. At the time, I feel a like there is so many things that I could be using to make students and teachers more successful, but I lack the time. I feel believe that I would benefit from using an organizational tool like del.icio.us and working on building and organizing my resources in the summer or whenever I can find free time. I would like to research other resources to help store and organize so much valuable information.
Shawntee’ Cowan
References
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved March 26, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
Pitler, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Solomon, G., & Schrum, L. (2007). Web 2.0 New tools, New schools. Eugene, OR: International Society for Technology in Education.
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
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