Course+Embedded+Reflections+-+EDLD+5366

In spite of the fact that this course was not one I particulary enjoyed, much of the information within the course proved to be the most useful and applicable to my role as a technology facilitator. We started the course by looking into the history and development of graphic communication. From there we looked at various ways that desktop computing is used to create different publications and graphic designs.

We took a brief and intense look at the history of graphic communication in regards to writing and drawing. Through this study, I understand that not much has changed over 5000 years of human development in communication through graphics. It was through this study that I now have a better understanding about page layout and evaluating digital communication products.

The most useful assignments in this course were the ones that forced me to demonstrate my understanding of the principles and applications of graphic design, the designing of a grading rubric for a newsletter, and the creation of a newsletter that met specific criteria for branding and design.

From the start of the newsletter project, I knew I would use my newly acquired knowledge of branding and newsletter design to create a newsletter that would be used and distributed to my campus staff. The title of my newsletter was “Tiger Tech Talk.” The purpose of the newsletter would be to share information and updates in the area of technology both in the district and on our campus. The main reasons for choosing to destribute the news letter electronically, was because when used appropriately “technology can save time, effort, and help focus people quickly and easily” (Solomon, 2004, p. 48).

Here are a few examples of my published "Tiger Tech Talk" newsletters:
 * August 2009
 * September 2009
 * October 2009
 * December 2009

The timing of this assignment was incredibly on the mark. My new campus Principal had requested that all departments begin to develop and distribute their own newsletters, and just by coincidence, this course was providing me with the information and guidance I needed to met his request. I was also very excited about this, because I knew that the distribution of electronic newsletters by Lead Teachers would also serve as an model for all other classroom teachers. “Teachers use computers to create assessment tools, teaching aids, and supplemental activities as well as communicate to students, parents, peers, and administrators” (Price, 2005, p. 56).

As a result, I provided a few informal professional development trainings in which I shared my new learnings with the other department heads in order to help guide them as they developed their newsletters. I viewed this as a small and wonderful opportunity to “help teachers keep up with new and effective practices in teaching and learning” (Mouza, 2002/2003, p. 272).

My knowledge and experience in creating a newsletter has truly come in handy for me in my new role as a district level Technology Instructional Facilitator. One of my many new responsibilities is to provide training and support for all of the districts 97 Campus Web Coordindators. In a nutshell, the CWC’s are responsible for maintaining their campus websites.

In an effort to effectively communicate with this very large group of people, I was asked to create and develop a newsletter. The name of the newsletter is, CWC Power Up Newsletter.” It is electronically distributed once a month. It goes without saying that the majority of the information I learned in this course has proven to be the most useful and applicable in my job.

**References** Mouza, C. (2002/2003). Learning to teach with new technology: Implications for professional development. //Journal for Research on Technology in Education//, 35(2), 272-89.

Price, B. (2005). Who’s in control of the technology-integrated school? //Principal Leadership//, 6(1), 51-56.

Solomon, G. (2004). E-communicatins 101. Technology & Learning, 24(11), 48, 50, 52,54,56,58,60.