Running head: MY EXPERIENCES IN EDUCATIONAL TECHNOLOGY LEADERSHIP
My Experiences in Educational Technology Leadership:
A Comprehensive Examination
Laura M. Harlow
Lamar University
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MY EXPERIENCES IN EDUCATIONAL TECHNOLOGY LEADERSHIP
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My Experiences in Educational Technology Leadership:
A Comprehensive Examination
The Educational Technology Leadership program at Lamar University has exposed
me to tools and experiences that I have and will continue to use and share with colleagues
in the field of education. The introduction to learning styles, for both teachers and students,
and how to best fit technology into the curriculum and to teach the material online
probably had the most impact on my work. I created a video, a newsletter, and an online
book and designed a web site all with the understanding that I would encourage others to
try the same in their classrooms. The introduction to state and federal directives, such as
the Texas Long Range Plan and evaluation of No Child Left Behind requirements, has given
me a broader picture of what is expected of schools and students. From learning styles to
campus needs, the material we covered always was driven by how to include technology in
a meaningful way.
Position Goals
A few years ago I wanted to find ways to incorporate more technology into a
mathematics classroom. I decided to take this program as a method of introduction to the
available technology and hopefully manners of inclusion. Originally my goal was to
incorporate technology into my own mathematics courses. However, as I finish this
program, I find myself wanting to share my experiences with other educators.
Leadership Goals
I would like to be a Technology Integration Specialist specializing in helping
mathematics teachers. With the pressures of standardized testing, many times math
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teachers do not have the time or resources to research the methods available. I strive to be
in a position that I can support math teachers with technology that can easily be integrated
into their curriculum. I hope to bring technology into the students’ lives by first bringing it
into teachers’ lives. I believe teachers enjoy learning and experimenting and are
encouraged when they know there is support for those times they get stuck. I want to be
that person that pushes them into an uncomfortable place and is there when they need
help.
Alignment with Position Goals
My vision for educational technology lies in the context of mathematics, specifically
secondary mathematics curriculum. The use of technology needs to be given to the
students in an attempt to employ the knowledge acquired in the individual course and
create a product using the knowledge. Very often the math curriculum still includes drill
and kill methods where students are required to practice material in segregated units,
many times not seeing the connection between the topics learned. Using the constructivist
approach, the students should be given the opportunity to make the connections by
discussing, experimenting and ultimately presenting their findings to the class. This
method lends itself strongly to using technology and Web 2.0 tools as resources. “The
‘spaces’ where students learn are becoming more community-driven, interdisciplinary, and
supported by technologies that engage virtual communication and collaboration” (Johnson,
Smith, Levine, & Haywood, 2010, p. 4). Using cloud computing will allow students to share
and edit in an online environment without worry about which software is needed to finish
the assignment.
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In addition to students using the technology, they also need experiences testing in
an online environment. Standardized testing is trending towards online assessments. While
this results in almost immediate score results, students are encountering several issues
with format. Their needed use of showing work cannot be discounted and for that reason
they are provided with scratch paper. However, they live in a fast paced, computer driven
world where students quickly jump from one site to another. This coupled with their
resistance to showing their work resulted in many errors. Students need exposure to online
assessment long before they are required to demonstrate their understanding in a high
stakes environment. Many Web 2.0 tools are available to assist teachers in this area, in fact
by utilizing the available cloud computing applications, this is accessible for all students
with internet access regardless of software on the their computer. Creating these
experiences will provide the student with the exposure to the process and then a place to
discuss strategies and best practices that they can use. For differentiating, online course
work is invaluable. The students will be able to get additional help when needed or on the
other end, have extension opportunities to deepen their understanding.
I believe “game-based learning” would have a real place in the mathematics
curriculum. The idea that students have a goal and cannot move on until they have
mastered each individual part is tailor made for math courses. The greatest potential of
games for learning lies in their ability to foster collaboration and engage students deeply in
the process of learning. But this is not immediately accessible but it certainly something
that should be developed in the near future (Johnson et al., 2010). I believe that math
curriculum would greatly benefit from the development.
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Email, blogging and wikis can easily be used to record discussions; photo and video
software can be downloaded for free along with using interactive presentation tools that
can be created and stored online for all members to access and edit. “Once seen as an
isolating influence, technology is now recognized as a primary way to stay in touch and
take control of one’s own learning” (Johnson et al., 2010, p. 4). Math teachers would be
prudent to take advantage of the collaborative environments available to them.
Alignment with Educational Technology Leadership Goals
The goals that I have set for myself include exposing secondary math teachers to the
available technologies, including Web 2.0 interactive capabilities and ultimately supporting
these teachers as they implement their use. With ongoing support and guidance the
teachers will be able to integrate the technology into their curriculum. As with all
technology, the goal is for the students to learn using this method. As difficult as the change
to technology will be, changing to a student-centered classroom may prove just as
harrowing. This is a long-term process that will need constant encouragement but is well
worth the effort in the end.
Six Most Influential Courses
Concept of Educational Technology
EDLD 5306, Concepts of Educational Technology was the first course I took in the
degree program and possibly my favorite. I was eager to learn as much as possible, looking
forward to the courses I would take. This class covered a vast amount of material and
required me to look at things from a leadership perspective instead of an instructor or
student perspective. While I was excited about the technology I could use in my own
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classroom, this course reminded me that part of the fun in learning technology is begin able
to share it with colleagues and help them use it as well.
After reading the Texas Long-Range Plan for Technology, I better understand what
the state and federal mandates have been set into motion. I knew many virtual schools had
been created over the last ten years but I was not aware that it was a directive from the
government. Many times I think administrators do not want to burden teachers with the
particulars. However, often when you know why you are being asked to do something, it
makes the task much more meaningful and gives you a chance to grow from the experience.
Possibly the biggest transformation came with the introduction of the Web 2.0 tools
and the idea that technology is about the student not the teacher. I knew about some of the
tools just from listening to friends and students. This course helped me understand the
power behind the technology and how they integrated with each other. This course
introduced the various e-communication tools and helped distinguish their strengths and
best uses.
This course also suggested the needs of the 21st century students and how their
needs differ from previous generations. I did not agree with everything discussed in this
course concerning teaching the digital generation; however, it opened up a conversation I
was not aware was taking place. I spent the remainder of this degree program evaluating
what I believed in the context of the digital age.
Research
During the Research course, EDLD 5301, I learned of action research using case
study and truly enjoyed the experience. The idea of creating a research study seemed
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daunting to me and I had not considered would be available to someone not involved in
graduate work. I was intrigued by the idea of researching within my own classroom ideas
and strategies that I believe make a difference. I like the idea that you are researching
simply to understand, not trying to prove or disprove anything.
So many decisions in education are data-driven that I worry administration will
stifle the ingenuity of teachers. I am intrigued that I can create a research that would
support my observations and determined effectiveness in classroom environments. A
research project geared to my concerns. I enjoyed this class very much for the
opportunities it presents to me personally. I plan to follow through on an action research in
the next few years. The idea is intriguing and I would like to analysis the results, if only for
the experience.
Another important aspect of the Research course was the discussion of
paraphrasing and quoting, which proved to be invaluable to me. It had been a number of
years since I had written any material with citations and the review was timely. Taking this
course early in my degree program improved the technical aspect of my writing skills in all
the subsequent courses.
Video Technology and Multimedia
The course EDLD 5363, Video Technology and Multimedia, introduced material that
coincided with many projects that I had over the last year. I have used the information
learned in this course when creating my own podcasts for tutorial reasons as well as
assigning video podcast projects to my students. In addition, I used the material with
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participants of my professional development sessions when developing a hands-on
workshop to create podcasts for a math classroom.
This course helped me become more comfortable with the video and multimedia
projects. The exposure to the various editing software, audio software and the experience
with them has made me a much more knowledgeable presenter and able to assist people
with their projects. Having used the various items, I feel comfortable suggesting a
procedure or method depending on the person’s experience and the project they are trying
to accomplish. This course gave me the experience and exposure to become a better leader.
Teaching with Technology
During the course EDLD 5364, Teaching with Technology, many topics were
covered and assignments created. The name itself seems to be the reason for the degree
program. The course offered information that was timely and interesting. However, a few
things were covered that changed my perspective as an instructor and a leader.
The exposure to the Universal Design for Learning (UDL) material was interesting
although not in the intended manner. My district has purchased licensing for Renzulli and I
have been on the integration team for my campus the last few years. I see very little
difference between UDL and Renzulli in their offerings and I believe this realization has
helped me become a leader. Being presented with a new software or system does not make
it the first and only one of its kind. As a technology leader it is our responsibility to
determine if similar times are already available for use. A department may have already
acquired a comparable product and I am not aware of its use. More discussion needs to be
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used when determining what is available and what is needed. Just because something is
new does not mean we have to purchase it.
Teaching with Technology was also the first course in which we used Google tools to
share and collaborate on a project. Prior to this course, I had used Google Docs for sharing
documents with students; however, I was not aware of the many aspects that Google has to
offer. These tools have the opportunity to open up a world to students that was not
available before. There is no longer a need for purchasing software to create documents,
presentations, spreadsheets and even websites. I have shared this information with many
teachers in various professional development settings and the Google tool information is
the biggest shock of the entire session. This course was the first time I saw how truly
powerful the Google toolbox is.
Instructional Design
The course EDLD 5368, Instructional Design, encouraged me to reflect on the
techniques I use for teaching mathematics. The introduction of the backwards design
model persuaded me to consider my methods and reviewed my reasons for the way I teach.
This reflection proved invaluable when developing a sample online course.
When first exposed to creating a sample online course, I was not worried. I have
obviously been a distance learner during the course of this degree program and I believed I
had a good idea of what was needed. However, creating online material was much more
difficult than I anticipated. Even with using the backwards design model, I found it difficult
to create the entire unit of study. I intend to create more online options for my students
along with encouraging other teachers to do the same.
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I was very interested in the Schoology site used for the online course I created. I
found the Schoology set up to be very user friendly, as it is similar to the Facebook design,
and giving students a format they find engaging. There were many quirks with the site that
need to be addressed but I think it has a lot of potential as a valid online option. I see its
potential with teachers using the experience as enhancements and not as the entire course.
Curriculum Management
During EDLD 5335, Curriculum Management, I created a professional development
session addressing needs for my campus. This course was my first experience with this process
and I found it empowering. I enjoyed creating a staff development session that will include
faculty in determining ways of addressing the concerns. I created an experience that was
interactive for the teachers and concluded with lessons that could be used immediately in the
classroom.
This course has solidified my belief that all faculty members should be part of the campus
improvement plans. Once teachers know what the issues are, they will work together to find a
solution. If you involve these stakeholders in the process, they will have a vested interest in the
results. This seems to be the best method for real change to occur.
Reflections on Overall Degree Program
My experiences with the Lamar University’s Master of Educational Technology
Leadership program is ending with mixed feelings. I began the program with two goals,
completing a master’s degree and discovering ways to integrate technology into a
secondary mathematics classroom. To those goals, I can truly say the program has
exceeded my expectations. I also expected to leave with a deep understanding of the
technology covered, a goal which this program did not meet. Through it all though, I have
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enjoyed the material covered, the people in my classes and especially the professors and
they involvement in our success.
A few years ago, while taking coursework for my Technology Applications
certification, I was exposed to a vast amount of information in a short period of time. The
entire program was hands-on at Regional IV offices with the needed technology available
for use to allow participants to be involved in the process. I was hoping the Lamar program
would review and build on the information I had learned in the certification courses.
Unfortunately, I was not impressed with the specific knowledge acquired during this
program. Although I learned a large number of technology tools, I felt some classes did not
have the depth of knowledge that I would have liked to experience. However, I can
appreciate the restraints that the online aspect encounters. Software is expensive and the
myriad of computers being used makes it difficult to require participants to purchase
software for each course. The professors found open-source and free materials for use,
while they sometimes came with limited functions. Nonetheless, understanding the
availability of open-source software may be of more value as we try to close the gap in
available technology for students.
This degree program included administrative courses to address the leadership
aspect of the degree. Although I did not enjoy the theses courses as I did the technology
classes, the exposure to the administrative aspect of education was valuable. Even in these
classes, we were expected to incorporate technology into our assignments. While not its
intent, these administrative courses assured me that I am not interested in a principal
position. I have determined that I would much rather support teachers and students in the
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area of curriculum and technology. I appreciate covering the material and I anticipate using
much of the information learned in a position as a school leader.
The one disappointed I have with the Educational Technology Leadership program
is that it not been approved for Master Teacher of Technology (MTT) courseware. I am
certified as a Master Mathematics Teacher, having completed the nine-month coursework
and obtaining a recommendation for the test by the agency that offered the training. I
expected that Lamar would be able to offer the same time of experience. This degree
program certainly had enough time to cover the appropriate material for the MTT,
including the leadership aspect of the training. I understand there is an additional course
TEA wants Lamar to offer to approve their program for MTT training. I would have gladly
taken another course fulfill this requirement. I know many other universities offer the
MTT as a course of study during their master programs. Hopefully the Lamar program will
obtain approved soon, I would have liked the opportunity before I graduated. I plan to get
the certification but do not relish the thought that I will need to take the same sort of
courses I have finished to gain approval.
Professional Development Over the Next Three Years
Finishing my masters degree program, I am ready to embark on the next journey.
My desire is it to continue integrating technology into my mathematics curriculum and
encouraging and assisting others to do the same. However, I also have many professional
goals that I aspire to achieve in the next few years.
My immediate objective is to obtain Master Teacher of Technology certification. I
currently have a Master Mathematics Teacher (9-12) certification. If I were to attain the
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MTT, I would position myself as one of very few, if not the only, teachers in the state with
both certifications. I am confident in my ability to be a leader in either field and would like
the certification as a representation of those skills. When I chose to leave the classroom,
having the two certifications should allow me the opportunity to combine my two passions
– mathematics and technology.
I am also interested in gaining certification to teach online courses for employment
with facilities such as the Texas Virtual School system. There is coursework to take and
upon completion the certification is obtained. I am interested in creating online learning
environments and would like to take the program to help focus on that aspect. I am
interested in online teaching at a Junior College level or even with an online university.
There are programs offered locally that have a certification that is accepted at both
secondary and post-secondary schools.
I intend to continue with my studies in mathematics and take graduate level math
courses at University of Houston. In the past, I was apprehensive about taking their online
classes; however, with the completion of an online masters program, I have confidence that
I will be able to succeed in these self-directed courses. I currently hold eight hours of
graduate level mathematics from Rice University. By taking four more graduate level math
classes from University of Houston, I would position myself for a full time position in a
college environment. I intend to choose courses that would easily transfer to the Doctorate
in Mathematics Education, in case that is the degree I ultimately decide to pursue.
Next summer, I will take a course intended for teacher of AP Calculus. Although my
aspirations are not to teach the subject, I feel the need to better understand the material as
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well as the methods of instructions. As a department chair, I believe I should understand
best practices in all courses being taught on my campus to better assist teachers in any
circumstance.
And finally, I plan to attend various technology professional development offerings.
Locally, I plan to attend and present at Region IV’s fall technology conferences. I will attend,
and possibly present, at the state level Texas Computer Education Association (TCEA) each
year I am able. And Nationally, I would like to attend the annual International Society
Technology in Education (ISTE) conferences.
MY EXPERIENCES IN EDUCATIONAL TECHNOLOGY LEADERSHIP
References
Johnson, L., Smith, R., Levine, A., and Haywood, K., (2010). 2010 Horizon Report: K-12
Edition. Austin, Texas: The New Media Consortium.
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Appendix
Laura Harlow
4001 Stanford Dr. ~ Houston, TX 77006 ~ 713.942.1960 ~ lharlow@houstonisd.org
Education
1994
2010
Stephen F. Austin State University
Bachelor of Science – Mathematics
Lamar University
Master of Education – Educational Technology Leadership
Teaching Certifications
1994
Secondary Mathematics, 6-12
2004
Technology Applications, 8-12
2007
Master Mathematics Teacher, 8-12
Teaching Experience
1997 – present
High School for the Performing and Visual Arts (Houston ISD)
Perform duties as a mathematics teacher having taught Algebra I,
Algebra II, Informal Geometry and Pre-Calculus. Serve as Mathematics
Department Chairperson with duties including administrative and
academic leadership. Teacher of the Year, 2006.
Math TAKS coordinator responsibilities include identifying students
at risk of failing the TAKS test and creating materials to be used
during TAKS tutorial sessions. Assisting teachers in their creation
appropriate materials for tutorials. Director of TAKS after school
tutorial duties including performing administrative duties and serving
as liaison between the campus administration and participating
students and faculty.
National Science Foundation: Mathematics Leadership Institute
campus lead teacher. Support and assist campus mathematics
teachers with content, classroom or curricular needs.
Algebra I End of Course exam coordinator with responsibilities of
planning the logistics and proctoring schedules, assisting teachers
with preparations and managing the execution of the Texas mandated
standardized test.
MY EXPERIENCES IN EDUCATIONAL TECHNOLOGY LEADERSHIP
1994 – 1997
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Friendswood Junior High (Friendswood ISD)
Performed duties as an eighth grade mathematics teacher for
Transition Mathematics, Algebra I and Geometry. Algebra I End-ofCourse exam coordinator with responsibilities of planning the
logistics and proctoring schedules, assisting teachers with
preparations and managing the execution of Texas mandated
standardized test.
Professional Development
Technology Applications
Training included courses covering Web Design, Video Technology,
Multimedia, Desktop Publishing and Animation. This training included
hands-on projects with current technologies and portfolio
presentation for recommendation for certification.
Texas Master Mathematics Teacher (MMT)
Nine-month program used as coursework for the MMT certification.
The coursework was designed to ensure a depth of understanding
with regard to high school level mathematics courses: Algebra I,
Geometry, Algebra II, Pre-Calculus, AP Statistics, AP Calculus AB, AP
Calculus BC. Equal attention was devoted to leadership skills in the
support and coaching of mathematics.
National Science Foundation: Mathematics Leadership Institute
Multi-year program with Rice University included two one-month
summer courses devoted to graduate level mathematics exposure to
stretch the understanding of high school level math teachers as with
equal time devoted to leadership skills needed in the support and
coaching of high school level math teachers. Attention was given to
developing presentation skills in anticipation of teachers advancing
into leadership roles. Continued support occurred during each school
year with monthly professional development, which continued four
years after the initial summer sessions, making room for two more
cohorts. Participation and presentations were expected of
participants during the RUSMP Networking Conferences in both the
fall and spring of the years following the program.
Middle-School Students in Texas: Algebra Ready (MSTAR)
Train-the-trainer sessions designed to train leaders with assisting
middle school mathematics teachers with the determined objectives.
These strategies designed to increase preparedness of middle school
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student to meet standards and pass assessments in Algebra I by
increasing math knowledge for teaching and instructional
effectiveness in order to improve teachers’ abilities to increase
performance for struggling students and those at risk for failure. And
discussion of services to be provided to student at risk of not meeting
passing requirements on the Algebra I end-of-course assessment.
Project STAR (Houston ISD and University of Houston)
Project STAR (Students and Teachers Achieving Results) was a
program developed to integrated Science, Mathematics and
Technology in a summer program hosted by Houston Independent
School District and University of Houston, main campus. The threeweek program included a math and science teacher from the same
campus that worked together to create classroom ready material
supported with current technology. The material was used during the
school year and a final review of the effectiveness was analyzed the
following summer.
Various professional development opportunities
Gifted and Talented
Pre-Advanced Placement certification
Renzulli Learning System – train the trainer
Texas Computer Educators Acoustician (TCEA) 2010 Conference
Leadership
Math Department Chairperson
Algebra I Lead Teacher
Algebra II Lead Teacher
NSF MLI: Mathematics Leadership Institute (Rice University)
Freshmen Study Skills coordinator
MSTAR trainer
Presentations
Math Class Goes Tech
Presentation to introduce Web 2.0 tools to secondary math teachers and
provide numerous recommendations for their use.
June 2010
February 2010
NSF MLI guest presenter
RUSMP Spring Networking Conference (Rice University)
Podcasting in the Classroom:
Hands-on workshop created to teach instructors how to create a podcast for
use in their classroom. Workshop includes how to decide on topics, available
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software with their strengths and weaknesses, audio needs, and how and
where to upload video when complete. Presenter led discussions include the
use of podcasts as student projects and tutorial opportunities.
June 2010
August 2009
NSF MLI guest presenter
Campus Technology In-service (HSPVA)
Money Matters
Presentation created to expose instructors to teaching exponential growth
and decay to high school students using investing and person finance.
Includes a detailed discussion of financial and investment terms for students
and teachers alike. Integrating the math objectives, such as graphing and
solving exponential growth equations, into financial word problems in order
to make the math relevant and expose student so person finance objectives.
November 2007
September 2007
NCTM Regional Conference (Houston)
Houston ISD Fall Mathematics Summit
Math and Music
Presentation created to introduce the connections between mathematics and
musical theory. Historical aspects discussed relating the mathematical
influences on music over the centuries. Correlations discussed between
geometric and music theory terms as well as musical representations of
function transformations.
February 2007
February 2006
June 2005
RUSMP Spring Networking Conference (Rice University)
Campus Math In-service (HSPVA)
NSF:MLI Summer Program (Rice University)
Conic Sections
Presentation created to give real world examples and hands-on activities to
be used during the instructions of conic sections.
June 2006
NSF:MLI Summer Program (Rice University)