EDLD 5364-Teaching with Technology Week 5 Reflection on Videos & Readings

Videos:  The videos this week were discussed using gaming and virtual worlds to teach and test students.  Students become productive and empowered participants in their learning this way.  They get to practice the skills using games and virtual worlds.  This helps with problem solving as students are learning and being tested at the same time to get through the game/world.  If they don’t pass, they have to restart and try again.  According to Barab, teachers need to be given the correct tools in order to get this done.  Gee stated that we need to “reprofessionalize teachers” to allow teachers to come up with the curriculum and how it is taught in their classrooms and make teaching a “sexy or cool” job for people to go into.  Gardner shared his “Good Play Project” which deals with the ethical sense of young people today to make them more responsible when using these digital tools. 

Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. Retrieved from http://www.edutopia.org/digital-generation-howard-gardner-video
Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved from http://www.edutopia.org/digital-generation-james-gee-video
Edutopia.org. (nd). Big Thinkers: Sasha Barab on New-Media Engagement. Retrieved from http://www.edutopia.org/digital-generation-sasha-barab-video
Youtube.com (nd). Vision for 21st Century Learning. Retrieved from http://www.youtube.com/watch?v=Mirxkzkxuf4
Youtube.com (nd). Vision for Technology in K-12 Education. Retrieved from http://www.youtube.com/watch?v=AhoOG5Kf1w4

Readings:  The assessment explanations in Web 2.0 were very helpful.  I liked how the author explained that we can use authentic assessment and still “prepare students to success in the standardized testing.”  (Solomon & Schrum, 2007, p. 168) I agree with the authors that assessment should be formative (ongoing throughout the unit/lesson).  They also suggested, “if educators work together to plan their instruction and simultaneously plan ways to evaluate throughout the unit, they will develop a wide variety of interesting models.” (Solomon & Schrum, 2007, p. 170) 

In Using Technoogy with Classroom Instruction that Works, the authors recommend to “explicity teach students about the importance of effort and have students keep track of their effort and achievement.”  (Pitler, Hubbell, Kuhn, Malenoshi, 2007, p. 156)  I am actually doing this they year in my classroom.  Students will be tracking their progress toward their goals.  We are supposed to begin it this week, but the software is having printing issues and I may not be able to get them the information they need in order to track.  I have notice a change in the students and their performance since I started showing them their class charts at the beginning of each class period.  I can’t wait to see the progress once they get their individual charts to start recording. 

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176.

EDLD 5364-Teaching with Technology Week 4 Quote

“Furthermore, professional development efforts will be undermined if the computers or infrastructure are not adequately supported.”  (Ringstaff & Kelley, 2002; Fabry & Higgs, 1997)

I choose this quote because this is what we have dealt with on a daily basis this school year.  The district decided to change the grading software (among other software) this year with consulting with the IT department.  Therefore it has been a huge headache getting the software to work correctly and the teachers comfortable using it.  When they “trained the trainers” who would train our teachers at school, they didn’t even want the network manager from the school to go.  Thank goodness my principal pushed for me to go along with the two classroom teachers she was supposed to send.  The day of training for the teachers (which was the first day of school), we couldn’t even get the software to work correctly in the training mode where the teachers could “play” with it without fear of messing something up.  I finally gave up on that and had to have them do it in their real roll book.  The kinks are finally getting worked out and the teachers are liking the software a little more, but the beginning of school is always crazy enough without throwing new software into the mix that doesn’t work like it supposed to.  All this did was cause our teachers to start off the year frustrated and stressed.  This is the main reason many teachers don’t like technology in their classrooms.  As I have heard them say, “It never works when I want it to.”

Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED486685&ERICExtSearch_SearchType_0=no&accno=ED486685

EDLD 5364-Teaching with Technology Week 4 Reflection on Videos & Readings

Videos: 

The four five videos showed great schools that were implementing project based learning.  Linda Darling-Hammond and Larry Rosenstock shared excellent knowledge on social/emotional learning and integrating the pedagogy of technology with the content of academics.  They make me want to work at a school that provides students with the opportunity to learn through projects and become confident learners, involved in the community, and engaged in their learning without fear of failure and with recognition of their success.

Readings: 

Using technology with classroom instruction that works shared great information for cooperative groups.  The book suggests informal, formal, and base groups be used throughout the year.   The authors also shared ideas for the groups:  multimedia, web resources, keypals, webquests, web site creation, collaborative organizing (shared calendars, bookmark and share weblinks, create online learning communities), and communication software.  As I’ve said each week, I love the examples shared for each idea suggested!

I really liked the Training Module Development shared in McRel technology initiative: The development of a technology intervention program final report.  I feel the fourteen modules shared in the study would be very beneficial to my school and district also.  (Classroom Technology Management, E-mail and Internet, Technology Leadership, Technology and Lesson Plan Integration, Proficiencies and Unit Planning, Technology Planning, Technology and Writing Integration, Technology and the Problem-Solving Process, Technology and Multiple Intelligences, Navigating Desktops and Networks, Software Evaluation and Planning, Microsoft Office in the Classroom, Data Analysis Using Excel, and Using Technology with Classroom Instruction)

The article form Teaching every student in the digital age: Universal design for learning covered assessment in the Universal Design Lesson.  It shared different methods of doing assessments (besides paper/pencil) that would allow students at all levels to perform to their maximum potential in class.

Web 2.0: New tools, New schools  stated, “Unfortunately, even though massive amounts of money have been spent on training educators, we have not seen a real difference in the ways technology has been integrated into the classroom (Cuban, 2001; Laffey, 2004; Norris, Sullivan, Poirot, & Solloway, 2003; Williams & Kingham, 2003).  (Solomon and Schrum, p. 100)  It shared lots of ways to have professional development opportunities:  create effective programs, preservice learning, communities of practice, and technology literacy training.  The book also suggests blogs, podcasts, and wikis as the Web 2.0 tools to use to help with the professional development of staff.

Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED486685&ERICExtSearch_SearchType_0=no&accno=ED486685

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 99 – 116.

EDLD 5364 Electronic Book

I had to make an electronic book this week.  Since I am working on a UDL lesson on Fractions, I decided to do the book on that.  It covers 5th grade fraction terminology. 

Fractions-a book of terminology

EDLD 5364-Teaching with Technology Week 3 Reflection on Videos & Readings

Videos:  I love watching the videos that show how technology is being used by students today.  I can’t wait until we are able to implement activities and lessons in our school like these.  It’s just so hard to find the time to do it and the willingness by others to do it.  The videos are a great help with motivations that it is possible to have technology rich classrooms that increase student achievement.  I really like the quote from Jose Picardo at the end of the Top 10 Tips for Using Technology in the Classroom, “use technology only when it helps you achieve your lesson objectives.” 

Boxoftricks.net (nd). Top 10 Tips for Using Technology in the Classroom [Video file]. Retrieved from http://www.youtube.com/watch?v=xiisteObuhk

Edutopia.org (nd). Digital Youth Portrait -- Cameron. Retrieved from http://www.edutopia.org/digital-generation-profile-cameron-video

Edutopia.org (nd). Digital Youth Portrait -- Luis. Retrieved from http://www.edutopia.org/digital-generation-profile-luis-video

Edutopia.org (nd). Welcome to the Digital Generation. Retrieved from http://www.edutopia.org/digital-generation-project-overview-video

Schooltube.com (nd). Kansas Technology Rich Classrooms – Partnership for 21st Century Learning. Retrieved from http://www.schooltube.com/video/36743/Kansas-Technology-Rich-Classrooms--Partnership-for-21st-Century-Learning-Summit-Video#

Readings:  The Center for Applied Special Technology website provides very good information on Universal Design Learning for anyone interested in learning more about it.  This is a lot of information to take in at one time, but this site has been bookmarked for me to reference when creating lessons for my students.  The “book builder” site seems like it will be a great tool to create books to go with lessons for students to refer to if they are having trouble or need clarification on the topic.  They can be used to reinforce the points taught in the lesson.  I can’t wait to complete my readings and lesson plan, so I can move on to creating a book. 

Chapter 4 of Web 2.0: New tools, New schools, shares some web tools available (blogs, wikis, podcasts, digital storytelling) and ways teachers are using them in various subjects (literature, English, media literacy, social studies, journalism, broadcasting, video production, math, science, geography).   The authors stated at the end of the chapter, “The selection we have presented is by no means exhaustive and, in fact, it’s hard to keep up with all the creative ideas.”  (Solomon & Schrum, 2007, p. 97)  There is so much out there, but we (at least me and my coworkers) are so overwhelmed with the things given to us from our district and state that we have to do, it is hard to find the time to look for new things and learn how to use them in our classrooms.  Ideally it would be great if all the available tools were located in one place, organized so things are easy to find, have directions of how to use the tools, and have ways to incorporated it into the classroom.

In Using technology with classroom instruction that works, Chapter 2 explains about providing feedback.  “Research shows that the more immediate feedback is in classroom settings, the greater its impact on student behavior.”  (Kulik & Kulik, 1988)  Again, I love how the book shares ways to achieve this with the tools available (word processing application, data collections tools, classroom response systems, grading software, web resources, communication software).

Cast.org (2009). Cast UDL book builder. Center for Applied Special Technology. Retrieved from http://bookbuilder.cast.org

Cast.org (2009). Model UDL lessons. Center for Applied Special Technology. Retrieved from http://udlselfcheck.cast.org/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 41-58, 217-225.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/  

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 77-98.

EDLD 5364-Teaching with Technology Week 3 Web Conference

The conference tonight was much better that last week.  We discussed TK20 and what was due on it for this course.  That should be easy for this course since it is our weekly assignments.  The next topic was the assignment for this week.  The professor gave a short summary of the four parts we have for this week and said this is our busy week for the course.  Since there is no conference next week, she said to contact our IA’s with questions and for help, and if we needed her we could text or email.   For the questions and answer part, she said to make the lesson plan relevant.  I can use our Common Core standards for my plan.   She then explained the course order for the program to us, so that we could have an idea of what was coming up in our program.  It gave me a better understanding of where I’m going and what I have left.  At the end was a discussion about members not participating in the group.  She said the participating members would not be penalized for the nonparticipating member.   I am so glad I have not had to deal with this problem.

EDLD 5364-Teaching with Technology Week 2 Reflection on Videos & Readings

It is taking a while to get back in the routine of doing schoolwork for myself and work.  I didn’t realize how easy it was to complete the courses over the summer, when I didn’t have any work demands also. 

The videos for this week all came from the website, http://lessonbuilder.cast.org/window.php?src=videos.  There were four topics covered, Diversity of Learners, Universal Design and Universal Design for Learning, The Brain Research, and Principles of Universal Design for Learning.  They gave a brief overview of the three brain styles:  recognition, strategic, and affective to emphasize how every brain processes information differently.  This is why we must use UDL, universal, design learning, when teaching in order to reach all students.  UDL allows us, as teachers, to customize and provide multiple means of representation, expression, and engagement.

I received my book this week also!  I had to play “catch-up” with that and read both last weeks and this week’s readings. 

In Using technology with classroom instruction that works, the authors make the following recommendations for the classroom:

1.      Set learning objectives that are specific but flexible.

2.     Allow students flexibility in personalizing the learning objectives or goals.

3.     Communicate the learning objectives or goals to students and parents.

4.     Contract with students to attain specific learning objectives or goals.

In chapter 1, there are lots of ideas shared for how to set up these learning objectives, such as word processing applications, kidspiration and inspiration, data collections tools, web resources, and communication software.  I liked that the authors showed examples and simple how-to instructions of each one. 

Teaching every student in the digital age: Universal design for learning  was the most interesting reading this week.  The section on Learner Diversity and High Standards really applies to teaching today.  It stated that “the challenge posed by greater diversity and greater accountability is to enable students with widely divergent needs, skills, and interests to attain the same high standards.”  (Rose & Meyer, 2002)  Teachers have a heavy load placed on them in order to accomplish this.  We must start incorporating  universal design for learning in order “to understand how students learn and use the technology available in this digital age to provide selected supports where they are needed and position the challenge appropriately for each learner.”  (Rose & Meyer, 2002)

Lessonbuilder.cast.org (nd). The Brain Research. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.

EDLD 53640Teaching with Technology Week 2 Significant Quote

“The challenge posed by greater diversity and greater accountability is to enable students with widely divergent needs, skills, and interests to attain the same high standards.”  (Rose & Meyer, 2002)

I choose this quote because I feel we have so many excellent teachers leaving in our district, because of the pressure being piled onto us because of this challenge.  As teachers we know every student learns differently and are at different levels when they come into our room.  Our goal is to get students to that place at the end of the year where they are ready for the next grade (or to score high on the state tests at the end of the year).  We are aware, though, that every student will not meet those expectations, but we still push them and get them to a level that is greater than when they came to us.  The problem is the state, federal government, and people outside of education can’t seem to see this.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

EDLD 5364-Teaching with Technology Week 2 Web Conference

The web conference this week was extremely frustrating.   As much as the professor tried, she just couldn’t get the sound to work.  The conference ended up being a chat conference where a few people asked a few questions about the project for the course.  I was really hoping to have the project explained a bit by the professor in the meeting so I could get an idea of what we were doing, but that didn’t happen tonight.

EDLD 53640Teaching with Technology Week 1 Reflection on Videos & Readings

What a week this was.  First I was not registered in any courses (for some reason).  I got that problem fixed and then Hurricane Isaac decided to make a beeline to my state (and town).  Thank goodness we didn’t sustain any damage--just no power, internet, or TV for a couple of days.

Videos:  The videos were very information.  Dr. Mason and Professor Borel did an awesome job with what is expected in the course.  The videos explaining the three learning theories:  Constructivism, Connectivism, and Cyborg were very informative as to what the theories were.  They gave me idea of what each theory entails and I carried that over to this week’s readings. 

Readings: We had six readings (two book excerpts and four articles) to do this week:

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Ch. 9, pp. 194-218. Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?record_id=9853&page=206

McPheeters, D. (2009, March). Social networking technologies in education. Tech and Learning, 29(8).Retrieved from http://www.techlearning.com/article/16250

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1 – 14.

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 7-44.

Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved from http://www.sedl.org/pubs/tec26/intro2c.html

Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

Unfortunately, I don’t have one of my books yet to do my readings from.  It is on order and should be here next week (if nothing else gets in the way).

The readings covered the theories introduced in the videos (constructivism, connectivism, and cyborg). 

In Constructivism, “students learn by taking in information from the world and constructing their own meaning from the experience as opposed to someone telling them bits of information.”  (Sprague & Dede, 1999)  Teachers take the student from where they are and expand on it.  The teacher becomes a facilitator to learning allowing the students to “think about what they already know about a topic, search for new information, and collaborate with others to solve realistic problems and derive new understanding.”  (Solomon & Schrum, 2007, p. 38)  In my opinion this is the ideal classroom for students.  They are more actively involved in their learning through this method.  “They are sharing ideas, asking questions, discussing concepts, and revising their ideas and misconceptions.”  (Sprague & Dede, 1999)

Connectivism is where learners make connections, both from within and with others.  In Web 2.0:  New Tools, New Schools, the authors’ share that “George Simmons’ (2004) theory of connectivism is an approach to learning that also considers technology as a key factor.”  (Solomon & Schrum, 2007, p. 40)  Knowledge is rapidly changing and the learners are willing to change with it in order to continually learn.  Interactivity between students is a big part of this theory.  By using real world activities in the classrooms, students are able to connect with others (peers and professionals) in order to learn.  “Working with practitioners and distant peers on projects with meaning beyond the school classroom is a great motivator for K-12 students.”  (Bransford, Brown, & Cocking, 2000)

The Cyborg Learning Theory is “the hybrid of cybernetic organisms containing elements of both the human and the machine.  Cyborgs do not view technology as other or separate from human but rather see technological advance on par with human evolution; both, one and the same.” (McPheeters, 2009)  By utilizing this theory we would be allowing “education to focus on preparing a generation to adapt to the unavoidable rapidity of changes they will face.” (McPheeters, 2009)  I was a bit freaked out about this theory after watching the video on it.  Implanting chips into humans just to “upgrade” them does not sound like something I want to be a part of.  I do understand the medical aspect of this for those you have lost something (ex. hand, vision, etc.).   By employing this into that aspect would benefit lots of people who were impaired through no fault of their own.