EDLD_5364


 * Teaching with Technology**

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 * Wk 5 Reflection**

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Making a difference in the classroom, isn’t that the reason most people go into education? One of the issues I hear the most by instructors at my school is how to engage the students. The instructor many times places the responsibility of engagement on the students. As I listened to the James Gee I thought about how gaming could be incorporated into instruction. The complexity and detail involved in developing content in a gaming format is utilized in social studies, fashion design, and fiction writing (Gee, 2009). As an educator it is imperative that we remain part of the lifelong learning community and that means stepping out of our comfort zone and learning how to relate to a generation of learners that has an entire skill set that is typically untapped when traditional instructional delivery methods are used. If the incorporation of a gaming project encourages reading, problem solving, and higher level thinking, it is certainly an approach with merit that should be utilized (Gee, 2009).

To expand on engagement, we must understand also a student’s comfort level. Today’s students are typically very comfortable with technology. They do not remember or have never known a world without the internet. I know that at my husband’s school they have adopted a philosophy that has practically negated the use of textbooks in the classroom. Sasha Barab not only gaming but also the use of textbooks, textbooks have become a resource, not the primary vehicle of instruction (Barab, 2009). With the integration of technology in many cases it is more cost effective for a district to invest in technology rather than text books.


 * References **

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved on Oct. 5, 2009 from []

Edutopia.org. (nd). Big thinkers: Sasha Barab on new-media engagement. Retrieved on Oct. 5, 2009 from []


 * Wk 4 Reflection**

Blog URL: http://actionineducation.blogspot.com/2011/03/wk-4-edld-5364-reflection.html

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Professional development for the educator is an area that I feel quite passionately about and one of the main reasons I chose to pursue a Masters in Education. Being able to work with educators to enhance what they already do and provide for them the tools available to tackle today’s educational issues is something I look forward to. Soloman and Schrum describe how in 2005 Congress approved seven major steps and recommendations for implementing technology in our schools: 1) strengthen leadership; 2) consider innovative budgeting; 3) improve teacher training; 4) support e-learning and virtual schools; 5) encourage broadband access; 6) move toward digital content; and 7) integrate data systems (p. 100). How are schools supposed to ensure that their professional development plans effectively support implementation of technology? The seven steps are great guidance; however do they change how we teach our educators?

I believe that expanding on the ideas of collaborative learning and cooperative learning groups is an ideal approach. Using these groups as not only collaborative think tanks, but also as a way to approach teaching and the sharing of ideas. These groups could work together to not only continue the development and implementation of ideas and strategies initiated during professional development, but could also become working groups that assist in the daily routine work of a educator such as grading (Pitler, pg. 140). A lot of the collaborative learning is a cultural change that would have to be initiated from the top, but fostered from the bottom. If a principal is able to work with their educators and really foster a collaborative environment where not only are ideas shared, but learning and constructive critiquing is actively engaged, it is a win win situation. I believe that too many times we spend a lot of time discussing the problems and the theoretical solutions; however when it is time to develop the nuts and bolts of the working solution, people tend to lose interest. This is where collaborative learning groups can prosper. Identify problems/issues and then work to find a practical solution.

Another topic I found interesting this week is the idea of allowing for different assessment criteria to be used in the classroom. “The same test is given in exactly the same way under the same circumstances to every learner,” is what we do, with minor modifications (Rose, Chapter 7). Is how it is described in “Teaching every student in the digital age” but are the modifications fair? How do you ensure that the different assessments are true assessments of knowledge? Modifications are already used in the classroom for different students that have gone through an ARD process, but what about the rest of the students. How do you assess a GT student on one level and a student with only remedial reading skills at a different level in the same class? How do you ensure that you are not dumbing down the criteria for the remedial student? I am intrigued by the concept because it allows a teacher to address the different learning styles present in a classroom as well as the different academic levels. There are many questions, but it is something I will continue learning about and observing as the years progress.


 * References**

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

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, []

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

//**Link to Learning Activities**// https://sites.google.com/site/luedld5364/learning-activities


 * Wk 3 Reflection**

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Week 3 is finding me just as confused, but with a little more hope. The principles set forth in the Universal Design for Learning (UDL) have been very enlightening. Understanding how to incorporate the three brain functions supporting recognition, strategic, and affective learning into a lesson plan allows me as the teacher to address the needs of diverse learners. (Rose & Meyer) The pretense of the UDL model and principles is flexibility. By following the UDL model, the goals are clearly identified, yet allow for the teacher to incorporate different methodologies to address the goals.

Flexibility to address the needs of today’s student is reiterated in the book //Web 2.0 New Tools, New Schools // by Solomon & Schrum (2007). Christopher Johnson reflects on the use of blogs in his middle school classroom, stating that “perhaps most importantly, students are engaged in an ongoing metacognitive process in which they are reflecting upon their thinking and strategies.” Solomon, p. 93) Metacognitive processes and strategies are critical for 21st century learners as these skills enable the student to cope with new ideas, concepts and situations.

These work together and even thought I don’t teach in a k-12 classroom, I do teach from time to time adult learners and assist in the development of technical educational programs in various organizations. These skills will help me as I progress, in not only my evaluation, but my implementation of educational plans.

References

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, []

Solomon, G., & Schrum, L. (2007). //Web 2.0: New Tools, New Schools.// Eugene, OR: International Society for Technology in Education.

//**Link to UDL Lesson Plan and Reflection**// []


 * Wk 2 Reflection**

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The more I learn about not only education, but teaching the more I want to learn how to help them incorporate technology in the classroom. An educational tool that is “far more likely to consist of a student-initiated environment where students participated in not only teacher-led instruction but also student instruction in the form of computer work groups” (Page, p. 403) is an ideal environment to develop lifelong learners. An educational setting that encourages and nurtures student-initiated learning is a skill that all students will need as the progress from students to active members of the workforce. I believe that professional development is key in the incorporation of technology in the classroom, and it is up to the professional development coordinators to ensure that it is relevant, and easily integrated into practical application. Another interesting finding is that “although the relative disadvantage of girls is a regularity of the technology literature, girls and boys did not differ in achievement, access, or use of computers in the West Virginia study.” (Schacter, p. 6) As a female and a mother to a precocious Second grader, I am glad to see that this gap in performance may be more of a cultural myth, rather than based on fact.

References

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 October 5, 2009 from the International Society of Education at []

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 []


 * Wk 1 Reflection**

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Blog Text

As I read about the different ways to teach with technology I am genuinely excited about the future. I am not a classroom teacher so I cannot speak from experience about the delivery. However I am a student and I do have two young children in second grade and kindergarten. The technologies and techniques that we are studying are going to directly impact all of our learning present and future.

These different technologies allow “teachers to differentiate instruction more efficiently by providing a wider variety of avenues for learning that reach students of divergent readiness levels, interests, and learning styles.” (Pitler, p. 3) Even as young as my children are I have noticed that they are developing their own unique learning styles and even with the technology at home, they are adapting them so their time is productive. Listening to them discuss how they are utilizing technology at school and how it is influencing their learning is quite phenomenal. I’m not that old, however my graduating class was the last class to take a typing course on a typewriter. So the fact that my children are already quite proficient with the use of computers, software, the internet and smart boards just blows my mind. To be fair though it is not technology itself that guarantees a student’s success, it is the appropriate and guided use of technology. (Bransford)

How does this all tie together, well the theory of Constructivism explains why. The theory of Constructivism is a very interesting area to me, especially since “it does not does not dictate how that theory should be translated into classroom practice.” (Southwest) With new philosophies of education focusing on the classroom environment embracing the teacher as a facilitator rather than a lecturer, constructivism allows the students to learn from experience. In education as in life, there is no better teacher than experience.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">References

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). //How people learn: Brain, mind, experience, and school// (Expanded edition). Washington, D. C.: National Academy Press. Retrieved February 24, 2011 []

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Southwest Educational Development Laboratory, (1999). //Learning as a personal event: A brief introduction to constructivism.// Retrieved February 25, 2011from []