Hadas Heyman - Reflection Essay2

Reflection Essay
Professor: Dr. Green

Class: EDTC 670
Spring 2015
By
Hadas Heyman
TABLE OF CONTENTS
Introduction................................................................................................................ 3
Defining my Identity as a Technology Integration Leader...........................................4
Accomplishments in the UMUC Program.....................................................................5
UMUC Conceptual Framework..................................................................................43
International Society of Technology in Education (ISTE)...........................................46
Applying What I have Learned.................................................................................. 49
Conclusion................................................................................................................ 51
INTRODUCTION
This is the last of the reflection essays and this is quite sad, as I have enjoyed this program very
much. This paper will essentially be the final capstone and a summary of what has been acquired
over the last four years. This paper will summarize the overall program highlights from start to
finish. This paper will also provide examples of the various newly acquired skills that were
attained on this program. This document will also touch upon the UMUC Conceptual Framework
as well as the ISTE standards. Lastly, I will conclude with some final remarks about my
experience and what I have acquired and how this will enable me to progress going further.
DEFINING MY IDENTITY AS A TECHNOLOGY INTEGRATION LEADER

My identity as a technology integration leader is one that is made up of several facets. I believe
in education, however, that technology has become ubiquitous in our world. It is no longer
possible to teach in the more traditional sense. We as teachers must deploy technology in our
classrooms because the future is here and now. Therefore, I define myself as a leader of
educational principles as well as one who is a lover of technology. By marrying these two
together, I am therefore defined as one who will teach, while deploying technology in the
classroom. Together, this will make for an educational process that is more current and engaging
for the students. Lastly, I also enjoy working collaboratively and I have acquired skills in this
program that have enabled me to plan for the future with regard to budgeting, forecasting,
planning for technology related purchases, professional development, and more. I am also a team
player who is more than willing to work in a group setting and deploy technology in the
classroom for the betterment of the students.
ACCOMPLISHMENTS IN THE UMUC PROGRAM

This program is quickly coming to an end. I started this program nearly four years ago and it
seems like yesterday. I have taken many classes and learned a great deal. In order to complete
this last assignment, I had to read through all of the prior assignments and it is just amazing how
much was acquired over these last years at UMUC. I didnt realize how much I had learned until
after reviewing all of the prior submissions for the various classes. Each class was unique and
there was a distinct set of learning objectives for each class.
The classes that I took as part of this program were as follows:
Introduction to Graduate Library Research Skills (UCSP 611)
Foundations of Technology in Teaching and Learning (EDTC 600)
Digital Information Literacy for K-12 Educators (EDTC 605)
Web-Based Learning and Teaching: Design and Pedagogy (EDTC 610)
Using Technology for Instructional Improvement: Research, Data, and Best Practices
(EDTC 615)
Technology in K-12 Education: Synchronous, Asynchronous, and Multimedia
Technologies (EDTC 620)
Hardware and Software in Instructional Development (EDTC 625)
Administration of Technology Initiatives: Planning, Budgeting, and Evaluation (EDTC
630)
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Technology Change Management in Schools (EDTC 640)

Integration of Technology: Global Perspectives (EDTC 645)
Special Topics in Instructional Technology (EDTC 650)
Integrative Capstone Project (EDTC 670)
The array and variety of subject areas that were garnered on this program were voluminous.
Below are the descriptions of just some of those topic items learned here at UMUC as part of my
Masters in Instructional Technology.
Observations of other teachers
In my very first class, I was required to observe another teacher and then provide feedback based
on that observation. This was a bit different from my prior peer reviews of other teachers, as this
was from a more scholastic and academic approach versus the more structured approach that
would have taken place at my place of employment.
Disabilities within the student community
As we introduce technology into the classroom, it is important to be inclusive of those that either
have a disability as well as include those with learning differences. Students may be more visual
or may learn more directly. There may also be students with hearing or vision impairments. For
these matters, it is important to ensure that our technology based solutions, specifically those
lessons on the Internet, comply with appropriate federal regulations. Just one example is to
provide subtitles when including videos when there is an audio portion.
Various videos and mini lectures
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From every single mini lecture and video that I have watched as part of this program, the one
that stands out the most is the TED talk by Ken Robinson Do Schools Kill Creativity. I have
watched this several times, as well as referred this video to dozens of people.
Designing a website
As part of this program, I have had to develop several webpages as well as learn the best and
worst elements of designing such a webpage. Below are the items that I felt were most pertinent
regarding what should be included on a website:
Designed with the end user in mind.
A title line that clearly identifies the teachers name and grade.
An easy to navigate Kids page that is designed for the age that of the students in terms
of content and navigation.
Must read the world's worst website before building your own.
Keep your website simple.
If you post any links, make sure they work and are for free.
Easy to navigate.
Formal Letters Requests of Administrators

As part of this program, I had to write several letters asking for various things such as funding or
support for deploying software based teaching tools, and more. I had to provide support from
research showing that the respective software tool to be used would benefit the students. I had to
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show statistical data and analysis which provided evidence that the research suggests there is a
real benefit.
Benefits and Analysis of deploying lessons on the Internet
As our students will most likely be using the Internet on a daily basis, we must be prepared to
harness the benefits of the Internet and deploy lessons using the various learning elements on the
Internet. As such, we as teachers must also identify when it is appropriate or not, to engage the
Internet in lesson planning. Some of the questions pondered and analyzed were as follows:
Will this use of the Internet enable students to do something that they couldnt do
before?
Will this use of the Internet enable students to do something that they could do
before, but better?
Time it takes to prepare the lesson.
Time it takes students to work on the lesson.
Relevance of newly acquired skills.
Relevance to overall objectives.
Ensure that the time spent on preparing the online lesson is commensurate with the
time spent on teaching the lesson.
The students should spend most of their time on learning and not on how to work the
technology.
The student learning should be relevant to the skills to be acquired.
The student learning shall correspond to the objectives as stated by the curriculum.
The technical capabilities of the teacher need to be considered so that the teacher is
adept and comfortable at using technical in the lesson to be deployed.
Virtual Programs
Through extensive research in this program, I was able to identify the various virtual learning
programs on the Internet, of which some were being supported by large prestigious colleges are
supported by large multinational companies. There are programs being taught in English and
they coincide with the various standards so that students can acquire the knowledge they need
within the comforts of their own home.
Cybersecurity
This program has enabled me to learn extensively about the various IT security posed when our
students engage on the Internet. Below are some of those vulnerabilities:
Keylogger software/hardware
This is a very dangerous vulnerability. If a teachers machine, or even a common computer used
in the school, is not protected, there are very serious risks to the student. Lets discuss them!
Imagine several students log onto their Google and Facebook pages from a schools computer
and SpectorSoft was installed on that machine by another student? The basic scenario is that this
student (the one who installed the software) would now have access to all of the other students
user IDs and passwords for their Google and Facebook accounts. How would you feel if your
child attended a school where their personal accounts (Google and Facebook) was hacked by
another student from something as simple as a Keylogger from SpectorSoft?
Spoofcard
This vulnerability is also quite dangerous. Lets take a look at the scenario. You are a student in
high-school and will be applying for University in the near future. This same student calls the
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schools Help Desk, or IT professional, pretending to be the teacher while requesting to reset the
password. The phone number appearing on the caller ID is that of the teacher. The voice is of an
adult female, and the teacher happens to be an adult female as well. Upon completion of the call,
the teachers password is reset. The student then logs onto the schools computer system (from a
common computer in the computer lab), and then changes the grade of that student. The student
now has a better grade, and gets into a better University. It is literally that easy.
DDOS
This type of vulnerability is probably the most dangerous and would likely result in law
enforcement personnel getting involved, however, this would be very hard to detect. If a
common computer was used and this software was downloaded, this could cause a lot of havoc.
Once installed, the student could then target the schools website by entering in the URL and
then clicking ok. Within an hour or so, the schools website and the web server, where this
website is housed will likely crash. Schools are not large organizations such as IBM or
Microsoft. They are small networks where there are a smaller number of teachers/students using
the facilities. As such, the systems deployed at a school are more vulnerable in terms of the
bandwidth. If one of the schools common computers were used, it would be very hard to detect
where this attack came from in terms of the person who did this.
Autocorrect
Although this is not a dangerous type of vulnerability, it is one that can cause embarrassment and
frustration. Imagine if every time a teacher keyed in the, it generated this teacher is an idiot?
This would be very distracting and humiliating to the teacher. This type of vulnerability would
not be easily corrected because the Help Desk staff is not likely to receive many issues such as
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this one. They may be inclined to think it is a programmatic error rather than some sort of prank.
The overall risks for this type of vulnerability are that of time wasting, humiliation; and loss of
focus for the students. Another area of risk if the IT personnel are not that skilled is they may
simply replace the equipment, assuming it is defective. The IT personnel may also spend time
with the equipments warranty company trying to fix the issue.
Device Manager
This type of vulnerability is even more distracting. If a teacher is trying to teach a class and is
without USB ports, or a CD-ROM drive, this can be very irritating. The teacher may not even
think there is a problem. The teacher may just think the port or CD-ROM drive is defective. To
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make this even more irritating, the student could disable the keyboard or monitor. In this
instance, the teacher would simply need a new computer (temporarily) because the keyboard
and/or monitor would not work. The IT professional or Help Desk person would need to hook
this machine up with another keyboard/monitor until they can change the settings in the device
manager. The overall risks for this type of vulnerability are that of time wasting, humiliation; and
loss of focus for the students.
Overall, this programs educational requirements led me to arrive at the following best practices:
Ensure that all computers are not set to admin, whereby the only admin users are those
IT personnel within the school. This will prevent students (or even teachers) from
accessing areas of the computer such as the device manager. This will also prevent
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installations of software on the machines. Only admin users will be able to install
approved software applications. This control alone will prevent the installation of
SpectorSoft or DDOS software.
Ensure that the school doesnt use any workstations. The school should only deploy
laptops, thereby preventing the installation of a keylogger that is hardware based.
The school should require all staff to sign a Rules of Behavior, which would stipulate
the acceptable actions when using school equipment. In the event that a teacher may
engage in adverse behavior, this document could protect the school from a legal
perspective, as well as act as a deterrent for that teacher.
All passwords needing to be reset must be done in person where the IT person can verify
their identity. If this cannot be done in person, then the person wishing to reset their
password must inform the IT person of a code such as mothers maiden name, whereby
that teacher should be the only person who would know this. This action would prevent
an adverse individual from trying to reset someone elses password and logon as them.
Audit logs should be turned on and appropriately monitored by IT staff. The types of logs
can be those that monitor when someone has logged on successfully and unsuccessfully
(e.g. trying to capture when someone is trying to logon as someone else and fails). These
logs could alert the IT staff of an issue, as well as capture when someone logs on and off
of one of the common computers.
The last control to deploy is to ensure that IT staff are properly trained and are receiving
training on the latest vulnerabilities. Technology is always changing and vulnerabilities
are always being newly introduced. In part, the problem is that the Internet landscape is
changing so rapidly (Butler, 2010). Given this information, we need to ensure that IT
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staff are properly and appropriately aware of the latest vulnerabilities and trained to
prevent, detect, and correct them in a timely manner.
School Technology Plan
This was a very informative assignment whereby I was required to assess the needs of a school
and determine the costs and technologies needed in order to effectively deploy technology based
tools and solutions. Below is an example of a needs analysis that was used previously:
Hardware /
Vendor /
Software
Model
Windows
MS Windows
Microsoft
Server 2012
TL Cost
Ind. Cost
1,764.00
882.00
Quantity
Description
Primary and
Backup
Server (MS)
Laptops
Chromebooks
Lenovo
2,220.00
740.00
Thinkpad
classes of 20 at a
T430
time
Samsung
$14880
$248.00
60
Can handle 3
Silver 11.6
classes of 20 at a
Dual
time
Processor and
Google
Chrome OS
Projector
Can handle 3
Epson
632.00
14
316.00
Hardware /
Vendor /
Software
Model
Wireless
Cisco
TL Cost
Ind. Cost
850.00
85.00
Quantity
Description
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To access the
Access Point
network
throughout the
school grounds
Speakers
Pioneer
117.00
39.00
Surge
Belkin
135.00
27.00
Cisco
1,564.00
782.00
Protectors
Switch / Hub
50 ports
available with
built in security
Printer /
Brother
300.00
Afinia
1,500.00
Brother
16.00
150.00
$ 1,500.00
Scanner /
Copier
3D printers
using
SketchUp
Ink cartridges
8.00
Set of various
ink cartridges
Special needs
Various
2,500.00
software and
hardware
15
$ 2,500.00
Hardware /
Vendor /
Software
Model
iPads 10
TL Cost
Ind. Cost
Quantity
Apple
$3,790.00
Apple
$999.00
Apple
$1,500.00
Apple
$500.00
Apple
$500.00
Description
pack
iPad Power
Sync Tray
Apple Care
Program
Volume
Voucher
Bundle (apps)
iPad Tech
Training for
Teachers
Total cost is $40,555
This project also required me to develop specific timelines as it relates to the technology plan as
follows:
March, 2014 Grant applications and research on procuring funds from the county
April, 2014 Start assessing grant monies and identify those other funds that may be
reimbursed from the county or other organizations
May, 2014 Finalize budget for subsequent year
June, 2014 Allocate funding for technologies proposed in the budget
July, 2014 Purchase and install technologies procured
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August, 2014 Train staff and management team on the use of new technologies. Engage
with the IT Department and Instructional Technology professionals to ensure that teacher
lesson plans are modified to incorporate the new technologies
September, 2014 Begin the school year with new technologies
October through December, 2014 Meet weekly to assess any issues with the
deployment of the technologies and if they have in fact increased the productivity of the
teaching and made the overall learning process better
January through April Tweak and make adjustments based on input from management,
Instructional Technology professionals, and the teachers
Professional development
The overall graduate program also required that I research how best to ensure teachers are
properly being provided continuing education so that they are familiar with using technology in
the classroom. Below is an example of some classes that were researched as part of learning
about the various options:
Professional Development Course Name and
Access Link:
Getting Started with Study Island
Type of
Cost of
Course
Course:
Course:
Date:
Virtual
Free
Nov. or
Workshop
http://www.edmentum.com/resources/virtualworkshops/getting-started-study-island
17
Dec. 2013
Type of
Cost of
Course
Course:
Course:
Date:
Study Islands District Administrators with District Test
Virtual
Free
Nov. or
Builder
Workshop
Access Link:
Dec. 2013
http://www.edmentum.com/resources/virtualworkshops/study-island%E2%80%99s-districtadministrators-district-test-builder
Implementing Study Island through the Lesson Cycle
Virtual
Free
Workshop
http://www.edmentum.com/resources/virtual-
Nov. or
Dec. 2013
workshops/implementing-study-island-through-lessoncycle
Introduction to Study Islands Custom Material
Virtual
Free
Workshop
Nov. or
Dec. 2013
workshops/introduction-study-island%E2%80%99scustom-material
Study Island and Common Core State Standards

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Virtual
Free
Nov. or

Access Link:
Type of
Cost of
Course
Course:
Course:
Date:
Workshop
Dec. 2013
workshops/study-island-and-common-core-statestandards
Study Island for Administrators
Virtual
Free
Workshop
Nov. or
Dec. 2013
workshops/study-island-administrators
RTI and Special Needs Support in Study Island
Virtual
Free
Workshop
Nov. or
Dec. 2013
workshops/rti-and-special-needs-support-study-island
Intense Test Prep with Study Island
Recorded
http://www.edmentum.com/resources/recorded-
Free
Workshop
On
Demand
workshops/intense-test-prep-study-island
Data Driven Instruction in Study Island
Recorded
http://www.edmentum.com/resources/recorded19
Workshop
Free
On
Demand

Access Link:
Type of
Cost of
Course
Course:
Course:
Date:
Recorded
Free
On
workshops/data-driven-instruction-study-island
Instructional Strategies for Using Study Island Daily

Workshop
Demand
workshops/instructional-strategies-using-study-islanddaily
Benchmarking with Study Island
Recorded
Free
Workshop
On
Demand
workshops/benchmarking-study-island
Introduction to Study Islands Custom Material
Recorded
Free
Workshop
On
Demand
workshops/introduction-study-island%E2%80%99scustom-material
Transitioning to Common Core State Standards with
Recorded
Study Island
Workshop
20
Free
On
Demand

Access Link:
Type of
Cost of
Course
Course:
Course:
Date:
Recorded
Free
On
http://www.edmentum.com/resources/recordedworkshops/transitioning-common-core-state-standardsstudy-island
Using Classroom Response Clickers with Study Island

Workshop
Demand
workshops/using-classroom-response-clickers-studyisland
Study Island's Test Builder and Writing Assignment

Recorded
Free
Workshop
On
Demand
workshops/study-islands-test-builder-and-writingassignment-0
10 Item Types that Promote Critical Thinking From Study Webinar

Island
Free
On
Demand
http://www.edmentum.com/resources/webinars/10-itemtypes-promote-critical-thinking-study-island
21

Access Link:
Getting Started with EducationCity
Type of
Cost of
Course
Course:
Course:
Date:
Virtual
Free
Nov. or
Workshop
Dec. 2013
workshops/getting-started-educationcity
RTI and EducationCity
Virtual
Free
Workshop
Nov. or
Dec. 2013
workshops/rti-and-educationcity
EduTrax Demonstrations
Personal
http://www2.edutrax.us/support/demonstrations/
Demo
Free
Contact to
Schedule
Peer Evaluations
One of the aspects which was very hard for me personally were the peer evaluations. The reason
this was difficult is due to the fact that I come from a culture which is more direct and I had to
learn to provide direct and honest feedback but in a way that was constructive and not hurtful.
This culture, as compared to mine, is a bit different because my culture is extremely direct
22
whereas it is not personal. The American culture is not as direct, and one should be careful when
providing feedback, as it needs to be positive and constructive.
District Technology Training Plan (DTTP)
Another element of this course was for me to research and develop how best to educate (for
technology) on a district-wide level. This was very time consuming and required a great deal of
research and learning. This was an extensive plan that was submitted and included many
elements. I needed to research the following:
District
Problems
Needs
Audience (example provided below)
Goals
Objectives
Instructional strategies
Sample 5 day workshop (provided below)
Materials
Field testing
Revisions
23
Evaluations (provided below)
Budget (provided below)

Audience
5 day workshop
Technology Workshop Lesson Plan Day 1
Instructor:
Workshop Title:
24
Day #:

Hadas Heyman
Introduction to Google
Apps
Subjects of the days workshop:
Prerequisite Knowledge:
Introduction to Google Apps as a whole.

How Google Apps will make teaching more
A basic understanding of
computing is required. Also,
participants should feel
effective and efficient.

comfortable navigating on the
Navigating to get the best Apps for you, as it
Internet.
relates to your teaching curriculum.

Google Drive.
Content:
Google Apps are a collection of various applications that enable individuals and
organizations to work together. This collection of applications provides a means for
people to collaborate, share, critique, learn from one another, and more. This class session
will review and navigate through the various Google Apps and show the participants an
overview of the Apps. Google currently has hundreds of Apps to choose from. This 5 day
course will only focus on 5 Apps. Although this course will only cover 5 Apps, there are
many more so this course will expose the participants to all of the Apps so that they can
choose what is most appropriate for them.
Objectives:
Participants shall be able to navigate on Google and identify the various Google
25

Apps that are available for use.
Participants will be knowledgeable regarding the various collaborative
capabilities that Google Apps is capable of such as a shared calendar, tools for
creating web pages, ability to share and work on documents and spreadsheets
together, and more.
Teaching Methods:
This lesson will be taught at the MCPS lab in Rockville, MD. Each participant will have
their own computer within the lab, and the instructor will have an overhead projector
while working on his/her laptop. The teaching methods will be demonstrations and
walkthroughs by the instructor to show the participants how best to be exposed to the
various Google apps.
Materials to be used:
Computers in the lab.
Internet connectivity for all participants.
Evaluation Strategies:
A participant survey will be completed by all participants for each days session. This will
be completed at the end of the day so that the materials are fresh in their minds. The
results of the surveys will be reviewed and used for future improvements and
enhancements.
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Instructor:
Workshop Title:
Day #:
Hadas Heyman
Google Presentations
How to use Google Presentations.

How to collaborate together with your students.
Google Presentations templates and how to

make the most of your time.

Internet.
Making your presentations nice and pretty,
Lastly, participants will be
while at the same time getting your message
required to complete Day 1 of
across.
this course.
Content:
Google Presentations can be used for the students to build presentations for various
assignments they are working on. This course will enable the participants to utilize
Google Presentations while editing and collaborating in a live environment. The
participants will walk away from this course with the skills necessary to work with their
students as a proficient leader and aid their students with any issues as they arise.
Objectives:
Participants shall be able to prepare presentations using Google Presentations.
Participants shall be able to work with and instruct their students, as well as
27

trouble shoot any concerns using Google Presentations.
Participants will be able to work collaboratively with students and work on the
same presentation at the same time.
Teaching Methods:
their own computer within the lab, and the instructor will have an overhead v projector
walkthroughs by the instructor to show the participants how best to be exposed to Google
Presentations.
A Video on how to create a presentation for teachers who need extra time and
explanation. (youtube How to use Google Presentations, 2014)

enhancements.
28

Instructor:
Workshop Title:
Day #:
Hadas Heyman
Google Docs / Forms
Introduction to using Google Docs (similar to
Microsoft Word).
Collaboration techniques with Google Docs.

Editing, reviewing, and updating Google Docs

between teachers and students.
Internet.
Storing documents on Google Drive.

Introduce the participants to Google Forms.

this course.
Creating events, collecting feedback, and

viewing templates in Google Forms.
Navigating through Google Docs and Forms to
choose the most appropriate template for the
subjects being taught.
Content:
Google Presentations can be used for the students to build prepare documents as well as
work on them together in study groups, while the teacher as access to collaboratively edit,
modify and critique those documents. This course will enable the participants to utilize
29

Google Forms while editing and collaborating in a live environment. The participants will
walk away from this course with the skills necessary to work with their students as a
proficient leader and aid their students with any issues as they arise.
Objectives:
Participants will be able to use Google Docs and Forms to aid their teaching
instruction and lesson planning activities.
Participants will have an in-depth knowledge of how to create documents, share
those documents, and work collaboratively with their students.
Participants will know how to create and modify forms, as well as choose the best
template for their usage.
Teachers will also be able to trouble shoot and assist their students as issues arise.
Teaching Methods:
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enhancements.

Instructor:
Workshop Title:
Day #:
Hadas Heyman
Google Earth
What is Google Earth?
Benefits of using Google Earth.

Researching demographics and learning about
different regions.

Internet.
Explorer different regions topography for

comparing and contrasting.

Learning about the population of different

regions.
Content:
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this course.

Google Earth can be used for the students to learn about the populations for regions
where they are doing research. As students learn about Judaic or other historical aspects,
Google Earth will provide maps, different views (e.g. aerial), and topographical patters on
land that one may not be able to see clearly with other applications. Students can also
learn about different conflict areas and assess the value of conflicts by viewing 3D maps
and zooming in and out of different regions.
Objectives:
Participants will be able to use Google Docs and Forms to aid their teaching
instruction and lesson planning activities.
Participants will have an in-depth knowledge of how to create documents, share
those documents, and work collaboratively with their students.
Participants will know how to create and modify forms, as well as choose the best
template for their usage.
Teaching Methods:
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enhancements.

Instructor:
Workshop Title:
Day #:
Hadas Heyman
Voicethread
What is Voicethread?
How can I create audio files and videos?

How can I share the audio files and videos?

Utilizing webcams, microphones, and other

Internet.
tools to assist in collaboration amongst students
and with the teachers.

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How can I use Voicethread and collaborate with
this course.
my students?
Content:
Voicethread can be used for the students to collaborate amongst themselves in making
presentation with audio and voice files. Students will work together in creating
presentations, editing those presentations, and the teacher can critique and assist on an as
needed basis.
Objectives:
Participants will be able to use Voicethread to aid their teaching instruction and
lesson planning activities.
Participants will have an in-depth knowledge of how to create audio and voice
files, and work collaboratively with their students.
Participants will know how to create and modify audio and voice files.
Teaching Methods:
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Instructions on how to use "Voicethread"
enhancements.
Evaluations
#
Questions
Answers
Participants: Please answer each question in full. These training sessions are very important
and your input is greatly needed for future sessions to benefit from your input.
1
What was the most valuable and useful part

of this training session?
Was enough time dedicated for this training

session?
What did you hope was covered, yet was

not part of the training?
What was the least productive or helpful

aspect of this training?
35
#
5
Questions
Answers
Will you be able to benefit from this

training in your future lessons?
Do you feel the knowledge you have

gained is considerably more than before
the session?
What else could have been added to this

session?
What would you like to see covered in

future sessions?
Were there presentation issues with the

materials?
10
Were the appropriate amounts of timeslots

devoted to each part of the session?
Budget
36
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APPENDIX A:
UMUC CONCEPTUAL FRAMEWORK
The UMUC Conceptual Framework consists of 6 objectives as follows:
1. Teaching for Learning
a. This objective adheres to the concept of keeping the learner in mind. For
example, when developing websites, we need to ensure that it was
developed with all student abilities or lack thereof. For example, some
students may have disabilities, whereas others may have different learning
styles such as being more visually as opposed to more definitive. Even in
the last class within this program where I had to develop the lesson plans:
it wasnt enough to just have technology. I had to include technology and
strategies where all different types of students were represented.
2. Analysis, Reflection, and Continuous Improvement
a. This objective focuses on ensuring that the lessons we develop are
constantly retooled. The lessons need to be revisited, evaluated, and
updated to ensure that they are always modernizing to fit the students we
are teaching. This objective was also taken into account on many of our
assignments as we needed to evaluate our lesson plans and then revise
them.
3. Technology Integration and Digital Citizenship
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a. This objective was quite interesting as it required me to take into account

the various student interests so that learning via the Internet or other
technology tools took into account the personal preferences of the
students. This enabled the students to have greater flexibility to pave their
own road, where the teacher is more of a facilitator for the students
interests.
4. Creativity, Innovativeness, and Adaptability
a. This objective basically ensures that each lesson and the overall learning
process is creative, innovative, and provides real stimuli to the students,
which will ultimately foster their desire to continue learning. All of my
lesson plans and other projects were unique in their own right and were
created with the desire for greater learning in mind.
5. Local, National, and Global Community
a. This was probably my favorite learning objective as it took into account
political, economic, and cultural learning differences. As I come from
another country, I was able to relate to this quite well. I know that when
words are conveyed over assignments in communication, it can be
interpreted in one of several ways. Therefore, it is even more important to
write effectively so that the message is clear, complete, and accurate.
6. Instructional Leadership
39
a. This last objective involves being more than just a participant. It involves
being a leader in the field. As I have learned a great deal here at UMUC, I
need to be an advocate of the principles, objectives and other elements and
project those to my peers and staff for the betterment of the educational
community.
40
INTERNATIONAL SOCIETY OF TECHNOLOGY IN EDUCATION (ISTE)

The ISTE standards consists are as follows:
1. Visionary Leadership
a. This standard ensures that technology will be introduced in a manner that
is consistent across the board. The entire program within UMUC for my
Masters degree was all about technology integration, where I kept the
learner in mind, retooled and recalibrated the lessons, evaluated myself
and others, and more. I have learned a great deal here at UMUC and I am
appreciative that I have been taught to appropriately deploy technology
throughout my lessons.
2. Teaching, Learning and Assessment
a. This is a wonderful standard which emphasizes using technology
correctly. Just because a lesson includes technology doesnt mean the
student will enhance their learning. Students may simply be more focused
on the technology rather than the learning objectives, therefore it is
important to develop and devise the lessons with the learner in mind
utilizing technology effectively.
3. Digital-Age Learning Environments
a. This standard uses technology to maximize learning for the students and
teaching for the teachers. There is a plethora of resources on the Internet
41
and it is critical to carefully select what would be most benefit for the
students in meeting the overall educational objectives.
4. Professional Development and Program Evaluation
a. This standard focuses on ensuring teachers are appropriately trained in
technology and the latest teaching methods and then formally evaluating
lessons to fine tune them so that they become even better.
5. Digital Citizenship
a. This standard is similar to the comparable objective for the UMUC
Conceptual Framework in that it required me to take in to account the
various student interests so that the learning via the Internet or other
technology tools took into account the personal preferences of the
students. This enabled the students to have greater flexibility to pave their
own road, where the teacher is more of a facilitator for the students
interests.
6. Content Knowledge and Professional Growth
a. This standard is similar to the 2nd UMUC objective, in that this focuses on
ensuring that the lessons we develop are constantly retooled. The lessons
need to be revisited, evaluated, and updated to ensure that they are always
modernizing to fit the students we are teaching. This objective was also
taken into account on many of our assignments as we needed to evaluate
our lesson plans and then revise them.
42
43
APPLYING WHAT I HAVE LEARNED

As you can see from the previous section of this document, I have learned a great deal. I have
become adept at the following:
Professional development strategies
Developing technology plans for schools and districts
Understanding privacy, cybersecurity, and more
Become more intimate with regulations such as those impacting disabilities
ISTE standards and other state and international standards
Budgets and forecasts
Planning for building a department
Website development
The dos and donts of deploying technology via the Internet
Compliance matters
Virtual and distance learning
Attaining funding
Prior to my embarking on this Masters degree, I was well versed as a teacher who had a thirst
for technology and loved to embrace technology tools, however, there were so many things I
44
learned in this program that I feel very complete and ready for advancement. I have been
teaching Judaic studies and Hebrew to 3rd graders for several years and I have recently been
offered a position as an Instructional Technology employee within our IT department. Thus far, I
have been engaged 50% as a teacher and 50% as an Instructional Technology staff member. Next
year, I will assume the same responsibilities, however the administrators of our school will lean
on me more for technology related areas, as I will have been more experienced at that time. I am
also the 3rd grade team leader, whereby I lead meetings, organize and coordinate our lesson plans,
as well as provide IT development to staff at our school. As a person with approximately 20
years of teaching experience and a love for technology, this was really the next step for me and I
am grateful for the opportunity that my school has afforded me.
45
CONCLUSION
It is quite sad to be writing this section of this assignment. It has been a long and enjoyable ride
with UMUC. I have been engaged in this program for approximately 4 years and to think this is
my last reflection essay is not a happy moment. I have thoroughly enjoyed this program and
think I have learned so much. Of all the reflection essays, this is the most paramount for me
because it forced me to look back on all of my classes. This enabled me to see just how much I
learned. When I read back through all of the papers, readings, and other projects, it was just
amazing how much education that UMUC provided for me. I am both grateful and thankful to
UMUC for providing such a great experience and educational program. This has enabled me to
become more valuable and thus make for a more rewarding career with a sense of purpose. I
loved this program and would recommend it to anyone interested in Instructional Technology.
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Reflection Essay

Professor: Dr. Green

DEFINING MY IDENTITY AS A TECHNOLOGY INTEGRATION LEADER

ACCOMPLISHMENTS IN THE UMUC PROGRAM

Technology Change Management in Schools (EDTC 640)

Designed with the end user in mind.

Keep your website simple.

Formal Letters Requests of Administrators

Time it takes to prepare the lesson.

Time it takes students to work on the lesson.

Relevance of newly acquired skills.

Relevance to overall objectives.

The student learning should be relevant to the skills to be acquired.

School Technology Plan

Getting Started with Study Island

Professional Development Course Name and

Study Islands District Administrators with District Test

Implementing Study Island through the Lesson Cycle

Introduction to Study Islands Custom Material

Study Island and Common Core State Standards

Professional Development Course Name and

Study Island for Administrators

RTI and Special Needs Support in Study Island

Intense Test Prep with Study Island

Data Driven Instruction in Study Island

Professional Development Course Name and

Instructional Strategies for Using Study Island Daily

Benchmarking with Study Island

Introduction to Study Islands Custom Material

Transitioning to Common Core State Standards with

Professional Development Course Name and

Using Classroom Response Clickers with Study Island

Study Island's Test Builder and Writing Assignment

10 Item Types that Promote Critical Thinking From Study Webinar

Professional Development Course Name and

Getting Started with EducationCity

RTI and EducationCity

Audience (example provided below)

Sample 5 day workshop (provided below)

Evaluations (provided below)

Budget (provided below)

Technology Workshop Lesson Plan Day 1

Introduction to Google Apps as a whole.

effective and efficient.

relates to your teaching curriculum.

Technology Workshop Lesson Plan Day 1

Technology Workshop Lesson Plan Day 2

Subjects of the days workshop:

How to use Google Presentations.

Google Presentations templates and how to

comfortable navigating on the

Making your presentations nice and pretty,

Lastly, participants will be

while at the same time getting your message

required to complete Day 1 of

Technology Workshop Lesson Plan Day 2

explanation. (youtube How to use Google Presentations, 2014)

Technology Workshop Lesson Plan Day 3

Google Docs / Forms

Subjects of the days workshop:

Introduction to using Google Docs (similar to

participants should feel