Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
ED 580 - Integrating Educational Technology in Curriculum
Clinical Field Experience
Hope Street Academy, Physical Science Dept., Topeka, Kansas
A major component of ED 580 - Integrating Educational Technology in Curriculum, included a teaching practicum at Hope Street Academy in Topeka. I worked with faculty in the Physical Science department in
developing an Action Plan to implement internet technology in the Physical Science Curriculum. I found that the textbook publisher had some excellent online activities, but due to all of the other demands on faculty and the additional fees that were required for access to some activities, the activities were not in current use. I included many of the activities in my Curriculum Action Plan and suggested them for future use. I also had the opportunity to create original lesson plans and
after they were approved by my instructor and the Hope Street faculty, I taught the lesson in the Junior and Senior Physical Science classes. In addition, I spent several hours researching for free internet resources that could be used. A few of these included High School Physics and Physical Science video’s and activities from:
The University of New Southern Wales (UNSW), Sydney
http://www.phys.unsw.edu.au/level2/main6_schools.html and their Physclips site:
http://www.animations.physics.unsw.edu.au/mechanics/
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The Institute of Physics (IOP), London
http://www.iop.org/activity/index.html
and http://www.iop.org/education/index.html
Bill Nye, the Science Guy
http://www.billnye.com/for-kids-teachers/
NASA
http://www.nasa.gov/audience/forstudents/
The faculty and administration at Hope Street Academy were very appreciative of my work and planned to start implementing my Action Plan’s
internet activities into the lesson plans for their Physical Science courses during the next school year.
Clinical Field Experience
Hope Street Academy, Physical Science Dept., Topeka, Kansas
A major component of ED 580 - Integrating Educational Technology in Curriculum, included a teaching practicum at Hope Street Academy in Topeka. I worked with faculty in the Physical Science department in
developing an Action Plan to implement internet technology in the Physical Science Curriculum. I found that the textbook publisher had some excellent online activities, but due to all of the other demands on faculty and the additional fees that were required for access to some activities, the activities were not in current use. I included many of the activities in my Curriculum Action Plan and suggested them for future use. I also had the opportunity to create original lesson plans and
after they were approved by my instructor and the Hope Street faculty, I taught the lesson in the Junior and Senior Physical Science classes. In addition, I spent several hours researching for free internet resources that could be used. A few of these included High School Physics and Physical Science video’s and activities from:
The University of New Southern Wales (UNSW), Sydney
http://www.phys.unsw.edu.au/level2/main6_schools.html and their Physclips site:
http://www.animations.physics.unsw.edu.au/mechanics/
,
The Institute of Physics (IOP), London
http://www.iop.org/activity/index.html
and http://www.iop.org/education/index.html
Bill Nye, the Science Guy
http://www.billnye.com/for-kids-teachers/
NASA
http://www.nasa.gov/audience/forstudents/
The faculty and administration at Hope Street Academy were very appreciative of my work and planned to start implementing my Action Plan’s
internet activities into the lesson plans for their Physical Science courses during the next school year.
Here are links to papers I wrote in ED 582 - Leadership in Education Technology
regarding different Leadership Styles and Technology Infrastructure. |
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I 've listed a few of my blog postings about Leadership in Educational Technology including student instruction and encouragement of fellow teachers.
Finding the right balance between giving students freedom to explore the
Web for research and providing them with structure and guidance. This balance can be achieved on day one by setting fundamental guidelines in using the Web for research. The guidelines should include instruction on how to use search engines, and how to evaluate a site of it’s credibility and educational integrity. Thus, students are given the freedom to explore and research reputable sites and information in a timely matter. Other guidelines should explain how research time is to be used appropriately, thus staying away from distractions such as e-mail and non-educational sites and information on the world wide web. |
The role of the teacher in helping students to make meaning of primary source material.
Once a website’s information is deemed reputable and that it exhibits educational integrity, the teacher must help the student break down the information into smaller more digestible blocks. Outlining the highlights of the smaller blocks is very effective and gives the student tangible bullet points of interest. After the individual blocks are addressed, the educator can help the student recognize the relationship between the blocks and an Overview of the content in it’s entirety. |
Teachers should be encouraged to create online activities for students
Our student population has been born into and has grown up in the Age of Technology. Most students are better with technology than their parents. Many can teach educators a thing or two about technology. It just makes good common sense that teachers would want to bring technology to the classroom. Educators should be encouraged, trained and be given appropriate release time and funding to develop on-line course activities. At this time, research through a search engine can give educators many ideas and even actual “ready-to-go” applications for classroom activities. |
Teachers need encouragement in their efforts of continuing their professional development over the web
Giving all educators an opportunity to continue their professional development via on-line learning would be a two fold benefit. (1) The convenience of on-line learning would be a great advantage for busy educators. (2) Building online teaching skills. By using the online platform, educators would be given a way to formulate their best use of technology as a student. In addition, this may inspire teachers to create new online activities in the courses they teach. |
Welcome to My PLE
One of the assignments in ED 586 - Integrating Internet into Instruction with Dr. Pownell was to document our own Personal Learning Environment or PLE.
I explained of how I was exhibiting leadership by promoting and demonstrating the effective use of digital tools and resources.
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My PLE
My Personal Learning Environment is divided into three sections: Learning and attaining knowledge, processing and organizing information and relaying this information to others. Attaining knowledge and learning is accomplished through several avenues. This includes reading books, magazines and newpapers. Online veins of information research and retrieval include search engines like www.google.com, www.askgeeves.com , online library research engines and www.WebMD.com Professional websites such as www.asrt.org , www.arrt.org and www.varianmedical.com give current , up to the minute, information on new radiation therapy treatment procedures and teaching techniques. I also learn information from day to day conversations with my family, friends, my students, graduate program faculty, fellow graduate students and my faculty colleagues. More formal learning environments include the face to face classroom and online courses. Physical spaces for my learning include my home, office, school facilities and libraries, as well as, public libraries. Audio/ Visual media is attained through CD’s, DVD’s, Cable TV, Public Radio and the Internet. Systems that I use for processing and organizing information include taking good old fashion notes with pen and paper, as well as, Microsoft Outlook, Word and Excel to create notes and other documents. Websites of interest are logged into my favorites. I use my www.pageflakes.com and www.del.icio.os.com accounts to tag and organize web articles for future references. I relay information that I have learned, as well as images and even music, to my colleagues, students and others via www.myway.com, www.gmail.com , and http://my.washburn.edu e-mail account, telephone ,my http://johnkratina.edublogs.org and my www.pbworks.com account. Some social media uses include LinkedIn and Facebook. www.feedster.com is an excellent way to add RSS feeds of interest. More formally, I have taught online courses using the www.webct.com ,now merged with www.blackboard.com , format, as well as the ANGEL learning management platform and lecture using online text chats and the face to face classroom. I have also implemented the use of new distance learning technology which includes “live” online chats with images, texting and audio streaming. This technology can be viewed on http://www.adobe.com/products/adobeconnect.html or http://office.microsoft.com/en-us/sharepointdesigner/FX100646991033.aspx , www.elluminate.com or http://www.wimba.com/ . I also plan on utilizing www.odeo.com for sharing podcasts and www.jumpcut.com and www.teachertube.com and even YouTube for sharing my educational videos. |
My PLE Diagram
Knowledge of formal research skills, utilization of tools for
gathering and measuring statistics data and being able to present that information to readers in a clear and concise manner are vital for Leaders in Education and Educational Technology. In ED 565 - Educational Research and Statistics, we completed assignments that would sharpen those skills. This included assignments, over creating a research abstract, the components of a formal research paper, utilizing statistical data such as mean, median, mode, Pearson r, and f distribution, the different designs of research studies, action research and appropriately using the APA format. |
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We then conducted research on a given topic, located appropriate
articles in professional journals and created our original abstracts for the articles. The information, statistical data and abstracts were then used to create a Research Study Proposal. Here are links to the abstracts. I have also posted the Statement of the Problem for my proposal, as well as, a link to the entire document.
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ed_565_research_abstract_two_inferential_statistics_john_kratina_spring2013_this_one_for_submission.doc | |
File Size: | 38 kb |
File Type: | doc |
Research Study Proposal from ED 565
Academic Achievement of Topeka USD 501
Students Facing Homelessness
Statement of the Problem
There is a growing interest in the effect of homelessness regarding the
academic achievement of K-12 school children. Herber, in the study titled “Early
Reading Skills and Academic Achievement Trajectories of Students Facing Poverty,
Homelessness and High Residence Mobility (HHM), had similar findings that
verified this problem. Here the authors revealed that , “Socioeconomic risk and oral
reading ability In the first grade predicted growth if reading and math achievement in
grades 3 through 8.” They discussed the fact that their finding gave a direct signal that “early
emergence and persistence of achievement gaps related to poverty, the high and
accumulating risk for HHM students, and the significance of oral reading In the
first grade as both an early indicator of risk and a potential protective
barrier.”(Heber 2012) How does this relate to the students facing homelessness
in Topeka USD 501? With the districts total enrollment number of 14,000
students, it is important to study the academic achievement of the students in
this district that are facing homelessness. This study will verify the
total number of homeless students in Topeka USD 501 and localize the number of
homeless students at each individual school in this district. In addition 4th
grade, 8th grade classroom teachers and high school class counselors/sponsors
will be asked to complete a few more questions, on the same questionnaire. This
will help to verify if any statistically significant correlation exists,
regarding the percentage of homeless students in the 4th grade, 8th grade and
high school that have proficient achievement in state math and reading
assessments.
Academic Achievement of Topeka USD 501
Students Facing Homelessness
Statement of the Problem
There is a growing interest in the effect of homelessness regarding the
academic achievement of K-12 school children. Herber, in the study titled “Early
Reading Skills and Academic Achievement Trajectories of Students Facing Poverty,
Homelessness and High Residence Mobility (HHM), had similar findings that
verified this problem. Here the authors revealed that , “Socioeconomic risk and oral
reading ability In the first grade predicted growth if reading and math achievement in
grades 3 through 8.” They discussed the fact that their finding gave a direct signal that “early
emergence and persistence of achievement gaps related to poverty, the high and
accumulating risk for HHM students, and the significance of oral reading In the
first grade as both an early indicator of risk and a potential protective
barrier.”(Heber 2012) How does this relate to the students facing homelessness
in Topeka USD 501? With the districts total enrollment number of 14,000
students, it is important to study the academic achievement of the students in
this district that are facing homelessness. This study will verify the
total number of homeless students in Topeka USD 501 and localize the number of
homeless students at each individual school in this district. In addition 4th
grade, 8th grade classroom teachers and high school class counselors/sponsors
will be asked to complete a few more questions, on the same questionnaire. This
will help to verify if any statistically significant correlation exists,
regarding the percentage of homeless students in the 4th grade, 8th grade and
high school that have proficient achievement in state math and reading
assessments.
research_proposal_john_kratina_spring_2013.doc | |
File Size: | 81 kb |
File Type: | doc |
In ED 568 – Curriculum Development and Evaluation, we continued to polish and build on our skill levels in conducting research, creating abstracts of professional articles and
collimating this data to create a Scholarly Research Paper. The abstracts and my paper are listed.
collimating this data to create a Scholarly Research Paper. The abstracts and my paper are listed.
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Research Paper from ED 568-Curriculum Development and Evaluation
Addressing Issues of Students Facing Obsessive-Compulsive Disorder
Utilizing Emerging Teaching and Learning Support Systems
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Abstract This paper examined some of the complex and multi-faceted issues of students facing obsessive-compulsive disorder (OCD), such as deficits in implicit learning, impaired sequence learning and significantly higher levels of cognitive responsibility, harm probability and severity, thought-action fusion (TAF), as well as deficits in cognitive control. In addition, emerging teaching concepts and student learning support systems that are addressing these issues were explored. Evolving from the studies of teaching and learning, social and emotional learning (SEL) programs and learning support systems reviewed in this paper, is the Common Core Standards for a Learning Supports Component. It was observed that this is a very worthy and innovative system, yet there are so many factors that depend on the complete cooperation and collaboration of schools, school administrators, educational leaders, support staff, students, student’s families, social organizations in the community and lawmakers that it could easily fail. In summary of this approach, which utilizes different aspects of humanistic, social reconstruction and academic curriculum, the program was found to be very well planned, organized and focused on the success for all students. It is hopeful that these new standards will indeed improve the quality of the learning environment for each and every student in the very near future. |
Current uses and future goals
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Tele-inspections using emerging
technologies At KDHE, I am currently working on the possibility of using new and emerging technologies to save all Radiation Control inspectors time and resources. For several years, while creating and teaching “live” on-line Radiation Therapy courses at Washburn, I implemented the use of a “live” on-line meeting tool called Adobe ConnectPRO. This is very similar to “Go-To-Meeting.” It’s a secure-server based, 100% “live” audio, visual and document ready system and it’s very user friendly. I believe this type of system could be used for completing routine/scheduled Kansas X-Ray Facilities (KRPR) and Radioactive Materials (RAM) inspections. A possible option would be to start (or beta test) this process with XRF hand-held operators at both X-ray and RAM industrial inspections. Then, move forward to the larger industrial and medical sites that have a full-time Radiation Safety Officer, Radiation Safety Assistant or Physicist in house, for both X-ray and RAM. No car rental, no gas expense, no lodging and food expense. That funding could be used to purchase and maintain a system like Adobe ConnectPRO. |
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Here are a couple of TeleInspection "Scripts" that I have created for KDHE staff to use for Radiation Therapy and Industrial X-ray facilities.
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kdhe_teleinspection_questions_for_industrial_xray_facilities_j_kratina.doc | |
File Size: | 32 kb |
File Type: | doc |