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...

Thursday 7/15 WEEK 3 Continuing my GAME Plan

As I continue to think about my GAME plan for the upcoming year, one resource that I think will be helpful in achieving real world engagement of my students in exploring real-world issues and solving authentic problems is setting up a class wiki. By using this 21st century digital tool, I feel that I will be able to arouse the curiosity in my students and open the door to their creativity. A classroom wiki is also a place where we, as a class, can archive our work, see our growth, and hear the voices of all the students.

One resource that I have been working on is having a projector in my classroom so that we can project our work, whether planned or spontaneously. We currently have a traveling projector for the English department, which can make things challenging because more often than not it is not available.

As the summer continues, I plan to view other examples of wikis and how they have been used in other classrooms throughout the country, and setup my own for my 2010-2011 classes, and practice, practice, PRACTICE.

EDUC-6713I-2 Developing My Personal GAME Plan

For the Week 2 Application, I had to choose two standards from the National Educational Technology Standards (NETS) by reflecting on the standards and indicators to determine which indicators I felt most comfortable with and those with which I was less confident/proficient as I would like to be. Each week, I will then work through the process of developing, implementing, monitoring, and evaluating my personal GAME plan. I must then take the following steps to develop my GAME plan:
• Set GOALS for strengthening your confidence and proficiency in at least two indicators in the NETS-T.
• Decide what ACTIONS you will take to achieve those goals.
• Determine how you will MONITOR your progress.
• Decide how you will EVALUATE and EXTEND your learning.

National Educational Technology Standards:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

I believe that I can achieve the goals I selected by designing lessons that not only incorporate the content that is required by the curriculum, but by also connecting the content to current or real-world situations. Adding some form of technology to accomplish this will further engage the students and aid in the goal of teaching the content in a student-centered format. As with any new lesson, I will need to reflect on how the lesson/unit went, and make changes as needed based on the response and the results. I will use a journal, along with my plan book, to record observations, suggestions, student comments, and overall successes and failures of each new unit.

Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

National Education Technology Standards (2008)

Week 8: Reflection: Supporting Information Literacy and Online Inquiry in the Classroom

Describe the most striking revelation you had about the teaching of new literacy skills to your students as a result of this course.

The most striking revelation I have had about the teaching of new literacy skills to my students is that literacy skills involve so much more than being able to read. To prepare students for the 21st Century, we must break from teaching just the traditional literacy skills and move forward by focusing on internet literacy skills. We must teach our students how to ask the right questions and how to locate information. We as educators can do this by providing opportunities for our students to conduct meaningful research on the internet. We must further teach students how to search effectively and how to critically evaluate the information they locate. There is so much information available to students today that they can lose valuable hours just searching if not properly taught the skills necessary. Lastly, we owe it to our students to teach them how to synthesize the information and resources they use, how to search in a safe manner, and how to use the information in a manner that is ethical, avoiding plagiarism, copyright implications, and fair use.

Describe how the knowledge and experience gained in this course will influence your teaching practices going forward.

What I love most about going back to school after 25 years is learning, learning anything and everything. I am a huge believer in ‘you only know what you know.” This course has taught me that my students need more from me as their English teacher than just interpreting Shakespeare or conjugating a verb. I am responsible fro preparing each and every student that passes through class the skills they need to be productive, critically thinking adults. This course will influence every lesson I teach going forward, as I will try to include the 21st Century literacy skills in all of my lessons going forward.

Identify at least one professional development goal you would like to pursue that builds upon your learning in this course and develops your own information literacy or technology skills. Describe the steps you will take to accomplish this goal.

One professional development goal that I would like to pursue to build upon my learning from this course involves becoming proficient in one or more new literacy skills. I would like to be able to teach a workshop at one of our professional learning days this coming year, as I feel all teachers in my school could benefit from understanding the importance technology plays in educating 21st Century students. I will also check for more professional development opportunities that will enhance my knowledge of 21st Century literacy skills. Some of the areas that I would like to become more skilled in are using Wikis, Virtual Field Trips, PowerPoint, and VoiceThread.

Reflection

My personal learning theory is mostly student-centered and follows the model of the Constructivist. As Dr. Orey stated, Constructionism is “a theory of learning [where] people learn best when they build an external artifact or something they can share with others” (Laureate Education, Inc., 2009). Understanding that a teacher cannot reach every student with one method of teaching, I try to employ a variety of techniques and strategies to increase the chances of touching on all the learning styles of my students. Specifically, rather than be the “deliverer” of information, I try to act as a facilitator to allow the students to take the initiative to construct their own meaning.

One area I have made adjustments to in my instructional practices regarding technology integration is to create more opportunities for my students to work collaboratively using technology, such as creating PowerPoint presentations. I also shared with my students some information I learned from this course. Dr. Michael Orey stated in his video presentation that in order to impact more of our students, we "need to present things both visually and auditorily [because] integrating multiple senses in presentations improves learning." This means that we should include text AND meaningful images (not just cute clipart) in our presentations, because according to Paivio's Dual Coding Hypothesis, people can remember IMAGES much better than they can remember just text. Using the technology available today is a great way to incorporate the Constructionist Learning Theory, especially since our students today ‘live for’ their technology.

My long-term goals for integrating more technology into my classroom include using some of the tools that I was introduced to in this class, such as Voice Thread and Concept Maps. I am currently reviewing my Shakespeare unit for my freshmen, and will be working in the concept mapping tools. I plan to use Voice Thread with my students as well, having students recite important passages from Romeo and Juliet, and presenting their translation of the passage along with appropriate images. By using tools such the Internet, Word processing, PowerPoint presentations, Publishing tools, Excel spreadsheets, wikis, podcasts, etc., students can work collaboratively or independently to create a projects that are meaningful by “allow[ing] the learning process to take place in a more meaningful context” (Orey, 2001). I am thoroughly excited with the possibilities that all of this “new” technology creates for my classroom and I plan to use my summer break to test out the different tools more thoroughly and plan out their use for the coming year.


References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

First VoiceThread - Overused Words in Student's Writing

This is my first experience using VoiceThread. I can see lots of applications in the classroom, but am unsure if my school system allows classroom access to this type of technology.

Cooperative Learning

"Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 139). When placing students in groups, it is most beneficial to keep the groups small and consist of students with varying degrees of ability. As with any strategy, using the cooperative strategy should not be overused.

“Student-created multimedia is a natural environment for cooperative learning” (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 141). Using technology, such as creating a PowerPoint presentation, a video or a podcast, requires many tasks to be completed, and naturally lends itself to cooperative learning. I liken it to using Literature Circles in my English classroom, where students are given specific responsibilities within a group in order to complete tasks related to their readings. Literature circles are form of student-centered, cooperative learning. Each student in a Literature Circle is responsible for a specific task, and therefore can be evaluated both individually and as a cooperative group. By adding technology to the process, the ‘old’ Literature circles can now have a 21st century facelift by providing out digital natives with the tools they have become accustomed to using in their everyday life.


References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice

Constructionism is a “theory of learning that states that people learn best when they build an external artifact or something they can share with others (Laureate, 2009). In a classroom that promotes constructionism, the teacher is more of a facilitator or a guide. There is less “lecture time and increas[ed] learner participation through thought-provoking questions, feedback and guiding” (Orey, 2001), the students rather than directing them. When using Project-Based learning, which “engages learners in complex activities” (Orey, 2001), it is important that the goals and expectations of a project are clear and attainable. The teacher, acting as a guide, should explain that there are “multiple strategies” to attacking their project and “various ways of solving the problems that they encounter” (Orey, 2001).

Using the technology available today is a great way to incorporate the Constructionist Learning Theory, especially since our students today ‘live for’ their technology. By using tools such the Internet, Word processing, PowerPoint presentations, Publishing tools, Excel spreadsheets, wikis, podcasts, etc., students can work collaboratively or independently to create a projects that are meaningful by “allow[ing] the learning process to take place in a more meaningful context” (Orey, 2001). Constructionism prepares students for the real world by providing them with “tasks … based on hands-on experience in real-world contexts”” (Orey, 2001).

Resources

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Cognitivism in Practice

Cognitivism in Practice

In the course text Using Technology with Classroom Instruction that Works, we explored two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” We also learned about the Cognitive Learning theories and ways we as educators can make the best use of our students working memory.

Chapter 4, Cues, Questions, and Advance Organizers, “focuses on enhancing the students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.73). Cues provide hints about what students are going to learn, while questions “perform the same function as cues by triggering students’ memories and helping them to access prior knowledge” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.73). Advanced Organizers provide a structured way to organize information about a new concept or a new topic. I use all three strategies when introducing a new story, poem, novel, or concept in my English class.

Chapter 6, Summarizing and Note Taking, focuses on “helping students separate important information from [the] extraneous and state the information in their own words” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.119). We learn that “verbatim note taking is perhaps the least effective way to take notes, notes should be considered a work in progress [and] be used a s study guides for tests, [and] the more notes that are taken, the better” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.120).

In Dr. Michael Orey’s video presentation this week, we learn that there is a need to “present things both visually and auditorily [and that by] integrating multiple senses in presentations, [it] improves learning” (Laureate, 2009). By using images as well as text, we increase the probability that our students will remember what they are “learning.” Elaboration is the primary mechanism for storing information into our long-term memory. By using technology such as PowerPoint presentations and Concept Mapping Tools, students can “build” memory and more meaningful learning experiences, and therefore be able to access this information from a variety of “folders” in the brain. Because Concept Mapping Tools help learners visualize ideas and connections between ideas, these ideas are more likely retrieved from their storage in the brain because as Dr. Orey said, ”Images are really powerful tools to use in the classroom” (Laureate, 2009).

References

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorist Learning Theory

"In education, advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones " (Orey,2001). As a high school teacher I find myself punishing inappropriate behaviors far too often, which takes time and energy away from rewarding the desired behaviors. The 80/20 rule often takes over... 20% of my students take up 80% of my time. After learning more about the Behaviorist Learning Theory and the power of positive reinforcement in changing behaviors, I have vowed to make a conscious effort to reward positive, appropriate behaviors.

One instructional strategy explored in this week's readings is Reinforcing Effort. According to the authors, success can be attributed to a number of different sources, but “effort is the wisest choice for someone who intends to achieve success or maintain it, as it is the only one within an individual’s control” (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 155) But too often, students fail to make the connection between effort and success, often attributing their results on luck or lack of ability. I can't tell you how many times I have discussed poor test results with a student, and when asked if they studied, their answer often matched their results... "a little", or "during lunch:, etc... Or how often have you had a student suddenly concerned about their term grade a week or two before the marking period ends, only to review with them that their effort was non-existent in the first 8 weeks. “One easy way to help students make the connection between the effort and achievement is by using a spreadsheet like Microsoft Excel” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155) Using a rubric that clearly explains what effort looks like is an important piece of the process. Students can then use the results of their spreadsheet data to recognize certain areas that need improvement by increasing or refocusing their efforts.

The second instructional strategy explored in this week's readings is Homework and Practice. To give homework or not? That is the often debated question. As we have been taught as educators, “...homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills.” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.187) Just as in learning how to shoot a foul shot, tee off on a golf course, or learn how to play the piano, “mastering a skill or process requires a fair amount of focused practice”(p.188) B.F. Skinner called this focused practice Programmed Instruction. In the classroom, using technology, today we call this the use of Online tutorials. Using Technology in and out of the classroom can help facilitate homework "by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing “drill and practice” resources that help students refine their skills.” (p. 189) But using just "drill and practice" alone can be ineffective, because it does not create a passion for learning. Therefore, it is important to incorporate different types of technology and assignments for homework enrichment. For example, “…multimedia homework is an opportunity to deepen understanding and gain proficiency "(p. 192). One example that I use is that after we complete a novel, such as "To Kill a Mockingbird" or a longer unit, I have students work collaboratively to create an online PowerPoint Jeopardy game to use as a review for the class. We also use wikis so that the students can work on group projects/assignments at home, as long as a computer is available in the home.

References:

Orey, M.(ED). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.