A Chapter Coming to a Close

Course Outcomes Part One: Overview
Based solely on the course name, Instructional Leadership, I thought I was walking into a class that would hone the skills that I already had when it came to teaching. I was under the impression that there would be instruction on how to be a leader in the classroom. It turns out that my theory was way off, and not too far off at the same time. I was thinking of traditional teaching. This course opened my eyes to the promise that students would not be successful if I did not emerge as a technological leader myself. I achieved all of the outcomes I set out for, and more. I had low expectations, mainly because of my ignorance to the advancing world around me. My eyes have been opened, and in that, I have been empowered to continue learning.

Course Outcomes Part Two: Strengths
This course was designed to emphasize the techniques for improving learning through the application of the research on effective tools and models of instruction. Of the several course outcomes, mainly my focus was to be able to recognize the needs of the digital-age student. Through the knowledge gained in this course, I will be able to effectively implement the desired goals. All learning gained throughout this course is relevant to the classroom techniques that I work to enhance daily.

Course Outcomes Part Two: Weaknesses
Of the outcomes set for the Instructional Leadership course, I am still unable to describe the key components of the Texas Long Range Plan for Technology. Of the assignments, this was one that I meticulously completed, but the information provided was not concise enough for me to grasp a complete understanding. In order for me to attain the goals outlined, I will be required to complete research on my own.

Course Assignments
In every class, I have found that the successful completion of the course assignments is where I gain the majority of knowledge. This class was no exception. I was able to complete all of the assignments successfully. I needed guidance on the Week 3 Assignment because there was no outline given and the instructions were a bit vague. I waited to see what my classmates would submit before I completed mine. I am a bit of a perfectionist and I like to have a plan before I begin. Usually, it is not a problem to complete assignments. The overviews that the professors provide help the students to mentally prepare for what is coming, and the feedback from the academic coaches provide guidance along the way. The only time I was discouraged was by how repetitive the discussions became. Many times, I responded to quotes, only to find that the quotes I responded to where the ones that stood out to me as well. During Week 2, I allowed myself to slack, with the resulting grade of a B. Needless to say, I overcame that discouragement and completed the discussions as requested.

Reflections: Self, Technology, Leadership, and Skills
This course was a wakeup call to me. There was a lot of technology that I shied away from just because I did not have the self-motivation to search how to utilize it. I had heard of blogs and even read them. I have used information from Wikipedia, but never contributed to the information or even knew that there were varied ways in which to use it. Podcasting is a wonderful idea for students who participate in distance education. I knew these tools existed, but I did not care enough on my own to seek out the answers they provided. This course was enlightening in so many ways. I will never be the leader I aspire to be if I do not embrace the technology that is available to me. I am a fast learner and have acquired many new skills simply by taking part in the class assignments and completing the readings. I have a long way to go, but I am very far away from where I began four weeks ago.

Blogs and the 21st Century Learner
Blogs are redefining the way students and educators communicate. Educators can use blogs to communicate directly with students and vice versa. Though they have been slow to adopt the use of blogs, due to privacy and security issues, many of them are now catching on. In addition to communication with students, it provides a way to communicate with parents and other stakeholders in the schools. Before, there was only Blackboard. Now teachers can use blogs as an alternative method for course management systems.

Concerns with Blogging
As mentioned before, the main concerns with blogging for educators are privacy and sectary. As with any communication via the Internet, safely and etiquette are among the concerns, too. Many times, individuals become very loose in their demeanor while online, and certain protocols are breached. Teachers must be careful to teach Internet safety to students, and apply the same rules they teach to their online experiences as well. Anything on the Internet becomes public domain, effectively opening what, to some, is their private journaling.

Blogging and School Stakeholders
Traditionally, schools have websites that provide an overview of the school its mission statements, maybe test scores, and a list of teachers. Blogging takes parent communication to another level. With a teacher’s blog page, she can post classroom announcements, homework, upcoming tests, etc. Parents in turn, can inquire directly to the teacher, and not through a web of secretaries, messages, and voicemails, about a student’s progress or other concerns she may have. It effectively eliminates communication barriers, and incorporates simple technology with which all participants are familiar.