Technology leaders plan, design, and model effective learning environments and multiple experiences supported by technology (Williamson & Redish, 2009, p. 214). The online class meeting I had on November 17, 2011, was very well planned, designed, and executed. I thought that it was a great experience. It was similar to a traditional classroom experience in that all of my colleagues were present and the instructor was present. It was different in that you were able to face the professor, but you also faced all of your classmates. I could see, hear, and speak to the professor or my classmates. Taking notes was made simple by the addition of a power point presentation on the screen. The presentation was also made available by the professor online. Colleagues could completely concentrate on the content. We discussed GRE requirements, an overview of the Master of Education in Educational Technology Leadership program, and our internship requirements. My colleagues were text chatting, asking questions, during the presentation and that could be seen in a sidebar on the screen. The complete experience was taped; chat, video cam images, the presentation. If you were not sure what was written or said by anyone you could simply review the video at anytime. It would be difficult to get that level of documentation into my notes in a traditional classroom.
Cited Reference
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
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