DLL Final Thoughts


Before I started the Digital Learning and Leading question-markprogram I knew very little about integrating technology into the classroom and I had never heard of the term COVA. Which is choice, ownership, and voice through authentic learning. Incorporating COVA and technology into my classroom has given me the opportunity to create a significant learning environment. I have created an e-portfolio in the DLL class that houses all of my work over the past eighteen months. I have been working hard to learn how to implement a successful change in my teaching environment. Continue reading


COVA and My Innovation

Creating an innovation plan was new to me. education-1580143_960_720I was lost for a while in what exactly I should do. Using all the information I found while doing the literature reviews and completing the different assignments throughout the course made things clear for me and pointed me in the right direction to implement my innovation plan. I have not been able to totally interject eportfolios into all my classes, but I have worked with some of my advanced students to help them create an eportfolio. This will benefit them just as much as it benefitted me. My personal eportfolio will always be a work in progress, but I am happy with where it is for now. I’m thankful for the DLL program giving me the opportunity and drive to create an eportfolio. This is something that I will continue to build on and improve to benefit myself and my students. Continue reading

COVA Reflection

I first realized that I had choice, ownership and voice through authentic assignments (COVA) in my first class, 5302. gears-1443730_960_720The assignments were very vague. I felt like I stayed lost and confused most of the time. Incorporating technology into my classroom was sometihng that I wanted to do, but I was not comfortable with it.  I actually felt like that about half way through the course it finally hit me one day that I was in control of what I did. We were given assignments as a starting point to create and complete in our own personal way. This is how I teach to my art students, but that is not how I was taught in college. It was hard for me to accept this because everything we were doing was new to me. I do not have a technology background. I had to learn how to use the programs to complete different assignments before I could move forward. It was very difficult. As I look back through my work for all the different classes I can see growth. I started out very unstable and not sure what I should do. I wish I would have gotten things figured out sooner though.

 Although I like the idea of my Innovation Plan, incorporating e-portfolios in the classroom, I don’t think my school is ready for it yet. We do not have the technology to support it. But I am told that as we move forward there will be more opportunities to implement my plan. Continue reading

Online Course Reflections

When creating an online learning environment the designer must include different learning theories and instructional design theories. This gives the designer a starting point and guidelines to assure a successful learning environment. I have found five instructional design theories that could assist in the creation of an online learning environment. They are discovery based learning, inquiry based learning, situated cognition theory, elaboration theory, and individualized instruction (Pappas, 2017). All of the theories do not have to be used throughout the online course. I have found that different instructional design theories can be used at different points through the course. These theories also have to be combined with learning theories. Theories that help define any learning environment are behaviorism, constructivism, social learning, and cognitivism. Continue reading

Online Art and the Future

I feel l like this week has been successful in my DLL 5318 course. As I continue to createmosaic my online course I question if it is ever really complete, finished? It seems like it is just like creating a piece of artwork, it may never be complete. I see so much information, examples, videos that I could continue to enhance my class with. I think it will never be complete and I am fine with that. I like what I have so far, but I know it can be better. Learning how to create an online class has been awesome. It is something that myself and my students can benefit from.

Continue reading

Bulid, Build, Build

This week I have continued making my online art course to fulfill the reqiurements of my DLL 5318 class. It has become more than just fulfilling requirements though, I’m making an online course that I will be able to use and add to. Twoman-1446557_960_720he course I’m making now is only for five weeks. I need to add one more week to that class eventually. I will continue to make online courses until I have the entire year made. This an idea that I really want to continue making reality. I do not know if my school will ever buy in to the online courses, but hopefully I can find someone that will. It gives students opportunities that they would not have otherwise. One of my problems in this process has been making a way to actually see the artwork in person and not just online. This will not be a real issue in my high school classes, but it will be if I begin teaching at the college level. I guess I will figure that out when the time comes.



Check out my progress and any feedback is appreciated.

Schoology Access Code: RZHQP-CG63W

Creating an online art course

As I continue to work on creating an online art course I am overwhelmed. I have really enjoyed learning how to make an online course and I think I will be able to benefit from this. Unfortunately, our teacher told us at the very last minute that we had to have resources for our entire five week course turned in today. That is not good for me. I have been building my classes one week at a time and haven’t really thought about my resources for later in the class because that is what our assignment stated. But I spent today gathering things up to fulfill the course requirements but I am not happy with the end result. I will continue adding resources for my class to better serve my students. I am creating this five week course in schoology. I will share the information with all of you so you can check out my progress. I think it is going good so far, I just wish the instructions for what was to be completed this week would have been clearer. This has been a crazy week and getting different instruction than what the assignment stated has thrown me a curve ball. But it is what it is.

Hopefully you will understand what I am trying to do in my class. All feedback is appreciated.

My schoology class:


Access Code:



Creating an Online Course

I have started creating an online art course that I would like to implement as part of my innovation plan in my high school art curriculum. I always have more students sign up for my class than I can accommodate in the allotted space provided. This will give the students that really want to take art in high school a way to participate in my class and not have to take up one of their eight class periods in their day. I want to share my preliminary plan. I will add one more week when needed for the school schedule. Follow this post to see updates to weekly sessions. I will continue to build this course until it contains a full school year of lessons and projects. Any feedback or ideas would be greatly appreciated. Continue reading

Digital Citizenship


 Digital Citizenship

Keith Hoke

Lamar University

         Digital Citizenship can be defined as being responsible, respectful, courteous, and safe while using anything digital. Including, but not limited to computers, phones, tablets, cameras, or ipods. This is important to instill in our students because everything they are doing now will stick with them for the rest of their lives. Someone who displays good citizenship, is respectful, responsible, mindful of others needs, courteous, and portrays safety for themselves and others. This correlates very closely to digital citizenship. So in my opinion the only difference in the two definitions is that one revolves around everything digital and the other does not. We should be acting the same and teaching our students to act the same when we are using technology as we would if we were face to face with someone. Unfortunately this is not always the case. A lot of times people “hide” behind the computer and say or do things they would not were they having face to face interaction. Continue reading


This has been a good week in my DL&L class 5316. We have discussed and researched cyberbullying. This has opened up a lot of avenues for discussion.  My thoughts on cyber-bullying may not set well with some of you. I have been teaching for 16 years and I have seen so much bullying from students and teachers that it blows my mind! We have been trying to stop bullies for many, many years. They are still bullies. Unfortunately, I feel that no matter the resources we have at our disposal we will never stop cyber-bullying. The cyber world makes it easier for these bullies to do what they thrive on. They want to hurt others, this is much easier to do when sitting behind the computer versus face to face. I can think of a lot of ways to help people who are being bullied, but in my opinion, the bullies are the one we should be focusing on. They are the ones that have issues that need to be addressed. If we could stop the bullies, then the people who are being bullied would not need as much help.

Our school system or law enforcement systems are not ready to combat cyberbullying. No one knows how to handle it because there are no legal consequences for the cyberbullies. This is a new realm of bullying that needs to be addressed immediately. A school can hand down punishment to a student for harassment, stalking, sharing inappropriate content, etc, but there are no laws against cyberbullying because legally the bully is protected under the freedom of speech amendment. If we really want to make a difference then there is going to have to be some laws that protect a person being bullied and punishes the cyberbully.

One that same note I know we can slow down and help the students who are being bullied if we are more aware, alert, and involved as friends, teachers, parents, and community members.

I have learned that people of all ages can be cyber-bullied but the most susceptible to be harmed by the inappropriate behavior are teenagers. Cyberbullying occurs more in the ‘online’ generation, which predominantly consists of children and adolescents (Kowalski et al., 2012). A teenager is very vulnerable to what others say or think about them. They spend a lot of their time trying to “fit in” or gain others approval. This not what they should be doing, but it is often difficult to get students to realize that it is ok to be themselves and not be concerned with what others think. It is often a self-confidence problem. A bully can see this weakness and feeds off of it. It is often easier for a cyber-bully to harass others because they are in their private domain and not in the public eye. Students tend to be a little bolder and use bad judgement when conversing digitally versus face to face. Kowalski & Limber (2007) state that “Technology may attract more socially anxious personalities and those that would not engage in bullying offline.” The cyber-bully is not necessarily the mean, big guy on campus who takes lunch money. The cyber-bully can just as easily be the pretty cheerleader, the star basketball player, the introvert that never talks, or even the most intelligent most liked person in the school. Cyber-bullies can hide their identities from the person being bullied and the public.

In order to bring awareness to cyber-bullying we must first of all realize and accept that it is a problem in our schools. There are many students who are bullied and no one ever knows about it or the teachers/administrators do not take it as serious as offline bullying. I think that this occurs because no one really knows what to do. It is easy to stop someone if they are bullying someone in class or in person in front of us. But cyber-bullying is not so blatant, often the bully is anonymous. As teachers we have to reach out to our students and encourage them to come forward to us. If they do not make us aware of a problem, we will never know it exists. This 21st century problem is one that we have to accept and learn how to curb the cyber-bullying. It is not going to go away on its own.

We have to make our students aware of the consequences of cyber-bullying and that it is not acceptable because they are not physically harming someone. Cyber-bullying is more of a mental abuse than offline bullying. It can be done through something as simple as stalking, the bully does not actually have to be verbally attacking anyone to be bullying. The root of the cyber-bully problem is the bully. If we can make them aware of the danger and harm they can cause others and the possible consequences they can suffer from bullying I think we will be moving in the right direction to combat cyber-bullying.


Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41, S22–S30. http://dx.doi.org/10.1016/ j.jadohealth.2007.08.017.

 Kowalski, R. M., Limber, S., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bulling in the digital age. John Wiley & Sons