Spotlight on Emerging Technology

Week 8 reflection

The goal of this course was to explore strategies for improving instruction and student engagement. During this course, two research-based instructional frameworks were explored in detail: Universal Design for Learning (UDL) and Differentiated Instruction (DI). The UDL approach relies on adaptability, flexibility, and technology to provide all students with an appropriate learning approach. Differentiated Instruction (DI) requires that modifications be made to lessons to support the differences in students and their needs. In this application, a plan for developing and implementing instruction and assessment that reaches and engages all of my students will be addressed. Areas of focus include tools to use to determine students’ academic strengths and weaknesses, tools to use to determine students’ interests, learning styles, intelligence preferences, and learning profiles, and modifications made in the learning environment to meet the needs of diverse learners. Other concentration areas will include steps to take to add differentiated elements to instruction, including the use of technology, where and when to begin, and alternate types of assessments to implement to enable all students to demonstrate their learning. Lastly, areas covered include plans to engage administrators, colleagues, parents, and students regarding classroom practices, and managing the current technology available as well as obtaining additional technology to support and facilitate learning in the differentiated classroom.
Before I can begin to implement Universal Design for Learning (UDL) and Differentiated Instruction (DI) effectively, I need to gain an understanding of my students’ academic strengths and weaknesses, as well as their interests, learning styles, intelligence preferences, and learning profiles. One way to assess where my students are academically is to give them pretests before I begin a unit. This will help guide my instruction based on individual students’ needs. It is also important to determine your students’ interests, learning styles, intelligence preferences, and learning profiles. To determine student interests, an interest survey can be given. There are many online survey tools that can be used to create surveys that students can take either the traditional paper and pencil way or online such as SurveyMonkey, Pollanywhere, and Survey Pirate. Surveys given early on can also help determine your students’ interests, learning styles, intelligence preferences, and learning profiles. This wealth of information can help inform your lesson design.
Next, I will modify my classroom learning environment to meet the needs of my diverse learners. The classroom environment should feel safe and inviting. It needs to accommodate students who need order and routine, such as the autistic student, as well as those who thrive in a colorful, creative and novel environment, such as the ADHD student. (Laureate Education, Inc., 2009). My ideal classroom learning environment to meet the needs of my diverse learners would include stations and centers, areas that are geared toward quiet individual learning time, and space for group collaboration.

As this course winds down, I have identified steps to take to add differentiated elements to my instruction. The prospect of differentiation can seem overwhelming, and sometimes it can be if too much is attempted at one time. First, we need to realize that not everything we do needs to be differentiated. As Carol Tomlinson (2004) tells us, we should choose “a pace that pushes you a little bit beyond your comfort zone--neither totally duplicating past practice nor trying to change everything overnight” (pg.1). Start with one or two strategies reflect on their success at helping to achieve the goal, and continue from there. By incorporating the use of technology to help differentiate instruction, you will not only add a wealth of online tools to your toolkit, but you will also help to engage the students in the process.

Next, I will use alternate types of assessments to enable my students to demonstrate their learning. Instead of the traditional, standardized tests, students should be able to demonstrate their learning in a variety of ways. Alternate ways to assess my students’ learning can include oobservations, journal entries, self-and peer-evaluations, and projects. Technology can be used to complete assessments, such as PowerPoint presentations, Voice Threads, and Podcasts to name a few. Students can then post their ‘assessments’ on the classroom wiki, which will be used for my students, as well as for parents and administrators to observe classroom practices. Parents and administrators are encouraged to visit the class site to see the students’ progress and view their work. This will not only keep the parents administrators, and colleagues engaged in my classroom practices, but it will act as a stage for my students to showcase their abilities.

Currently, the technology available to my classroom is limited to a class laptop, an overhead projector, and a CD player. There is a projector that is shared amongst 10 teachers in my department and a computer lab down the hall. First and foremost, I need to become more familiar and comfortable with Web 2.0 applications. I then need to speak with the IT person at my school and determine what applications I can currently use, what applications I can use with modifications, and what applications I can request be unblocked for future use. As Carol Tomlinson (2001) reminds us, “When teachers believe that students can learn, almost anybody can earn almost anything if they work hard enough and I work hard enough.”


References

Bray, M., Brown, A., & Green, T. (2004). Technology and the Diverse Learner: A Guide to Classroom Practice. Thousand Oaks, CA: Corwin Press.

Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

Tomlinson, Carol A. (2001). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, VA.: ASCD Publications.

GAME Plan Reflection

Final Blog Post

As course number eight comes to an end and I take a moment to reflect on the GAME plan I developed, I am excited to know that I have learned a great deal about technology and how to employ and integrate it into my classroom. I have spent the summer reviewing the courses and material I will be teaching this coming year, and have integrated technology into many of them. What I did learn from this course (and previous ones) is that it is not JUST about integrating or using technology, but it IS about creating authentic, relevant lessons that employ technology in a way that motivates and stimulates the minds of my students.

School starts for me in a week, and I am excited about the prospect of breathing a new life into an old curriculum. Not only will my students grow and learn how to use new technology tools, but we will do it together!

Blog Post: Using the GAME Plan Process with Students

This week my task is to post my thoughts and ideas about how I will use the GAME plan process with my students to help them develop proficiency in the technology standards and indicators outlined in the NETS-S. My students will develop proficiencies in technology if I can be supportive, knowledgeable, and creative in using/introducing different types of technologies in the classroom. Therefore, I myself must become sufficiently competent and CONFIDENT in using different types of technology so that I can create authentic uses and instill an excitement for learning in my students.

Where did the summer go?? I have to really get moving if I am going to walk through those doors in September and be ready to tackle technology at a whole new level!!!

Week 6: Revising your GAME Plan

I spoke with the IT person at my school this week, trying to get access to blogging for my students. You would have thought I asked for a laptop for each of my students. How are we supposed to move forward and keep 21st century students motivate if we are still teaching with antiquated equipment and methods??? Frustrated : (

Score: Old School-1 Technology -0

This only the first round, and I hate to lose : )

Week 5: Evaluating Your GAME Plan Progress and Problem-based Learning

As another week passes, I find myself anxious... both to start school AND about what technology tools I will be comfortable using this year. I have so much difficulty choosing what is best... for example, sites for classroom wikis. A free site would be best, but which one should I use?? If anyone has any suggestions as to which one would be best for the beginner, I am all ears : )

I will be dropping by school next week to speak with our IT 'guy' about what my class will be able to access this year. It is important that I have a gameplan in place prior to that so that I can explain the technology I want to be able to access and why.

Problem-based learning is still somewhat of a "problem" for me... I can't seem to find a problem that I can relate to my English classes. Ahhh, the beauty of the internet... I will be searching blogs, nings, wikis, etc. for some help here... always open to advice and suggestions.... Judy

Week 4: Steps towards GAME Plan Goals

• Are you finding the information and resources you need?
As I continue to read and explore the internet for information and resources, I am finding that there is an ABUNDANCE of information out there. Almost too much in fact! Chocolate, vanilla, and strawberry would have been easier to choose from : ) . What I have gained from this experience is that my students will also share this same ‘problem’, and will need to learn how to narrow down selections and resources to determine which best suits their needs.

• Do you need to modify your action plan?
Thinking about the upcoming school year, I am excited to try new things with my students. I am also a bit nervous, as I am generally pretty hard on myself and like to be well-versed in something before I attempt to teach others. Sooo, I will be practicing this summer with different technologies, and reviewing my curriculum and current units to see what I can do to create student-centered, project based lessons.

• What have you learned so far?
I have learned how much I DON’T know, but I have also learned that ALL of it (technology) is something I CAN learn. I have learned at 49 years old that I am not too old to learn anything. I have also learned that I need to look at my lessons differently, thinking about the end results first, and building a lesson around how to achieve these results.

• What new questions have arisen?
The questions I have need to be directed to the IT department at my high school. I need to have specific questions for them regarding they types of technology I want to use (blogs, wikis, podcasts, VoiceThread, etc.) and work with them on what will actually work with the blocks that are currently in place within our system.

One final question I struggle with is, as the comic above illustrates, how do I incorporate technology and make learning meaningful and exciting, and yet instill in my young adults the importance and enjoyment of just reading a BOOK...