My children's book "The Sun in the Sky " turned 15 years old this year. Having an education content product that is still relevant in a mostly digital learning environment is challenging. What makes this book valuable is the story-line that explains some of the science for weather. This year I introduced a new science content product. I placed more focus on science terms and bi-lingual language skills in early science education.
My new early science PUZZLE SET is available online at:
Rejoice! I completed my dissertation.
Graduation is December 13, 2016 7PM. Live streaming available...
Please watch and see me in the lineup at http://commencement.kennesaw.edu
My good news is that the defense of my three chapters for the dissertation proposal allowed me to gain docterate candidate status - meaning I am beyond docterate student. My unexpected challenge is that my chapter two has a number of revisions needed. Having dedicated so much time last semester to my chapter two, I am disappointed the chapter was not a better drafted paper... This spring term I am re-writing chapter two, while seeking my IRB (Instruction Review Board) and laying out data frames... My energy level is well past the peak needed from day to day... and I hope the last stage of my study can get by on fumes. Refueling and encouragement so needed... see my weather storybook at http://www.barnesandnoble.com/w/sun-in-the-sky-lisa-f-mozer/1005847119
This is me, winter 2013, all happy - I had completed my EdS program. Shorty after this photo was taken, I was accepted into my EdD program. Next week I am presenting my research proposal for the preliminary defense. My work may be completed by this coming summer, and I will be celebrating the completion of what has been a life of course work and my job. The past three years... I have not seen much of any family. I have not participated in my interests (I miss cycling). Even eating good food on a regular trend has been problematic. Unlike what some may experience as a doctorate student, I have worked well past any expectation I had of my limitations. Every week is a challenge. I just hope that I am as happy at graduation as I am in this photo.
After everything is packed up from the old building and then shipped, there is a brief moment of relief. Then the really difficult part of unpacking hits you in the face. I have only days to transform this classroom into a science and technology learning environment. Time to find my super teacher powers📞(hello mom, are you real busy?).
Prior to my studies in my current grad program and at this very moment, I am a middle school science teacher for a unique intensive English acquisition program. Prior to becoming a teacher I trained in weather forecasting, in the United States Air Force. I participated in numerous virtual learning environments, such as flight simulation, defense application, and software program execution. My reserve military experience gave me an appreciation for the digital learning environment. I am developing a virtual practice.
An advantage of eLearning is what I like to call the “wow factor”. Learning science content is not about learning any one topic; it is more about being able to link many concepts together. Web tools are fabulous “wow” tools that greatly benefit the visual learner. My studies in Instructional Technology have made it possible for me to design innovative science content and develop eLearning modules that serve a diverse learner population. Providing effective and appropriate learning experiences requires a teacher to meet the learning needs of the learners. Virtual content facilitation requires me to develop content during what should be considered my personal time, and in the future I would like to see more planning time become part of the teaching profession.
As a doctoral candidate, my perception on the complexity of the role of classroom teacher has broadened. Teachers have a tremendous responsibility to interact with the intelligence and creativity of their students. Integrating technology can greatly influence higher learning; however, Web communication is not without some threats to student safety. My ability to coordinate homework on differing achievement levels, introduce advanced content materials outside of class time, and provide nearly immediate feedback on content assessments, would not be possible without the use of online resources. E-Learning requires me to be vigilant about protocols for online interactions, student-to-student and student-to-teacher. My collaboration with peers, student mentors, and administrators to enforce online behavior standards is crucial. My growth as a professional is evident through my interaction with my peers. As a department chair I model collaborative coaching during weekly team meetings. I regularly participate in small group discussions to support new teachers. I believe communication is the key for progress and vision. I am a fan of education bloggers, such as DeKalb County School Watch and Education Week. I regularly contribute my opinion to discussions and broadcast commentary. Topics such as social media in the classroom and state education policy are logged on my own public blog too. I use twitter to chime in on and support topics such as funding of science education, teacher retirement compensation, and I occasionally rate best group travel for teachers.
As a teacher, I utilize my creativity and passion for learning. My studies at Kennesaw State University have prepared me to further my interest in content development for virtual science curricula. Engaging learners in the online learning process is challenging and exciting. I look forward to graduating. I may even seek out a career as an eLearning content developer. At the moment, I need to focus on my research proposal and prepare for the dissertation.
A few weeks ago I faced a major cornerstone in my study program, comprehensive exams. An education doctoral program requires students to complete comprehensive exams. It is after passing comps that students can use the title doctoral candidate. The comprehensive exam serves as the gate to pass through to research a dissertation. Once a student passes comps, he or she can begin the dissertation research, the final phase of the doctoral study.
It goes without saying my stress was not a small matter. The topic for my paper was familiar, but my composition of the task felt foreign. After drafting only a few pages of what eventually became a 37 page paper, I was in need of more confidence and some old fashion hope. Both things came to me in the form of an invitation to participate in the February 21st Selma to Montgomery Voters Rights March bike ride.
The invitation to commemorate the 50th anniversary of the historical march and assault at Edmund Pettus Bridge came from a friend. My friend is a longtime member of a renown cyclist club in Atlanta, called MACC (The Metro Atlanta Cycling Club). Since most of my weekend seat time is spent in the KSU Sturgis Library, and not on my bike, I initially declined the invitation to celebrate Black History Month with the group. A few days later, the date of the event got my attention; it was the same weekend that my exam was due. That coincidence settled it. I didn’t register to ride, but I did register to be a volunteer. I was assigned photographer, and helped to digitally document the event. I cannot express the hope I felt standing on the Edmund Pettus Bridge.
I spend most of Saturday morning walking around Selma taking photographs of cyclists from all over the country. I will not know the fate of my exams until next week, but that morning my confidence for my journey returned to me.
Closing out this term mentally exhausted. My Internet resources have increased along with my use of web tools. I have gained needed technology skills from this learning experience, and this was well worth the spent cerebral energy. More digitally organized than ever before, I am looking forward to taking time to better structure my newly in place online resources to enhance the reflection of my practice profile. I plan to focus on building my use of Diigo, Flickr, and my 2 content Wiki sites, PBworks and Edmodo.
Using Diigo, my favorite websites are listed, however grouping the resources on these sites according to topic use and topic objectives would increase frequency of use and enrich my instructional materials. This organization of materials is also needed to better align content assessments and data collection. Teaching English Learners requires building most content with matching visual images. Sheltered constant instruction that I practice builds on student experiences. The many images that I have collected for content instruction are in need of further detailed grouping with my use of Flickr and Diigo. These two Web 2.0 tools alone have changed my lesson planning efforts for the better, more than anything else in a long time.
next big project will be a student workshop with the use of Edmodo. I have made a lot of headway getting my instructional content for the regular school year online using a free Wiki template at PBworks. This site allows me to share instructional materials with my peers, and I am equally interested in allowing more collaborative and peer learning for my students. By developing materials for Edmodo, I can provide my students with an online learning experience that is similar to a credited online course. My challenge with providing my students with more online learning experiences is with computer access limitations along with students’ limited computer skills. Online learning initiatives using language and math drills are in place, however student directed projects require technology fluency. Without online navigation skills authentic student learning is less effective. Online student participation for higher learning is a goal.
As soon as I record the VoiceThread for this week's assignment post, I am taking a digital rest.
Schunk, D. (2008) Learning Theories: An Educational Perspective, Fifth Edition, The University of North Carolina.
A lesson on Matter and the Periodic Table, students gain an understanding of science terms and atomic structure, by learning the organization of the periodic table and the element properties. English Learner students acquire appropriate science content vocabulary skills for speaking, reading and writing. Students learn how to identify electronic configuration, atomic properties, and substance stability according to element groups and their location on the periodic table. Students will also gain an understanding of compounds and bonding, covalent and ionic bonding. Students will demonstrate skills using technology and Web 2.0 publishing too, such as Wordle and Blabberrize. Advancing writing skills and increasing student learning in science, this lesson targets technology and lab practices for real world uses. The lesson supports appropriate writing skills and the application of punctuation, grammar, and syntax, such as those targeted in Language Arts.