EDUC 6713 Reflection

I acquired several useful tools over the past two months that will improve my performance as an educator. I was introduced to the concept of having students participate in self directed learning activities in week one. Although I have been utilizing this learning method for decades as a way to develop professionally, I have not utilized it in the classroom. Developing young people’s self directed learning skills seemed like a good idea so I gave it a try. I utilized the Jason Project (http://www.jason.org) with my students for a sedimentary rock unit. Learners had missions to accomplish, which led to engaged research. This experience reinforced my view that authentic learning and critical thinking activities are necessary for long term academic success.


During week two we learned about a self development approach known as a GAME plan. In a GAME plan one first sets reasonable, achievable goals. We used NETS-T (http://www.iste.org/standards/nets-for-teachers.aspx) as a basis for developing our individual plans. My personal goal was to implement new learning, locate quality resources, and broaden my professional network. Throughout the course we took action to meet our goals, monitored progress, evaluated effectiveness and made changes as needed. I also learned this can be an effective method of involving students in their own learning.

Midway through the course we utilized universal design as a way to improve the learning experience. Taking each young person’s individual learning needs and developing a plan to meet those needs helps the entire class, and makes me a better educator.

The second half of the course was spent creating a unit consisting of three distinct lessons. The first lesson consisted of problem based learning. Students are given a problem to solve. As they seek answers to their problem they learn the required content, as well as critical thinking, research, and writing skills. The second portion of the unit consisted of a collaborative project. The third portion consisted of digital storytelling. While we developed our unit my classmates and I utilized a collaborative approach for peer reviews via a Wiki. Using this wiki reminded me of how quick technology allows us to acquire large amounts of information, how easy it is to make available to the public, and how quickly it can be destroyed through a single click of the button. I think this is important to remember when teaching young people these skills as they will suffer setbacks while learning the technology.

Using a GAME Plan with Students

The GAME plan format can be useful in helping students create a self development plan that targets technology skills. I would begin by going over the National Education Technology Standards for Students with the class (http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx). Once students knew what the standards were, we could discuss which two standards would have the biggest impact on student achievement should we demonstrate marked improvement. Our initial goals would be to improve performance on the two standards selected. My personal preference would be for my learners to improve communication, collaboration, and research and information fluency. However, I would want students to have input so that the goals are theirs and not necessarily mine. Once our goals are set, students could make a poster as a reminder and post it near our computer stations in the room.

Students will need to come up with a plan of action to meet our goals. The class as could discuss activities that could be used to learn the desired skill. We could look over the Texas Essential Knowledge and Skills (TEKS) that are to be covered in the near term and identify topics that match up well with the skills (http://www.tea.state.tx.us/index2.aspx?id=6148). We will take action to meet the stated goal through activities planned into my daily lessons. Learners will discuss progress at the end of each week and determine if we are meeting our goals, or if we need to make changes to our plan. As our first goals are achieved, we can set new goals and continue the process.

I really like the GAME plan approach for self development. I believe students will find the approach useful in creating their own goals, developing action plans, monitoring progress, and evaluating effectiveness. A GAME plan is a useful method for self-directed learning across the content area, as well as topics of interest outside of the classroom (Cennamo, Ross, & Ertmer, 2009 ).

Reference

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

Another Edition of Game Plan Progress

Welcome to another edition of GAME plan progress. My first goal is to demonstrate continual growth in technology knowledge and skills (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2000.sflb.ashx). I did not experience much progress this week. I have not yet implemented new learning from my technology forum. However, I do intend to after the holiday break. I am attending professional development training this week relating to our district’s online curriculum. In addition, I am learning more skills through Walden coursework.

My second goal is to better design effective learning environments and experiences supported by technology (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2000.sflb.ashx). I am modifying my use of the Jason Project to enhance learners focus on required content. In addition, my grade level is going to encourage use of technology for a writing project, both as a research tool and a production tool. We have not tried something like this since I started working at my school. In the past, writing has been assigned through prompts and completed in an afternoon of brainstorming, creating rough drafts, and hopefully a final copy with correct edits.

I have no intention of changing my learning goals at this time. I consider my goals to be long term, rather than short term. I will extend my knowledge by continuing my education, learning from my network of classmates and peers, and improving my performance in the classroom.

Game Plan Progress Update

Today I worked towards my goal of continual growth in technology knowledge and skills (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2000.sflb.ashx) by attending the “Twenty-First Century Teaching and Learning Forum” through the Education Service Center (ESC) Region 12 in Waco, Texas (http://www.esc12.net/). The forum was not quite what I expected, but still worthwhile. The experience left me with the feeling of having listened to a six-hour Promethean sales pitch.

Presenters introduced, explained the benefits of, and demonstrated use of the Promethean Activclassroom including; Activsound, Activslate, Activote, Activexpression, Activsoftware Inspire and Activboard+2. Activsound is an audio enhancement program in which a microphone wirelessly sends the presenters speech to speakers. Activslate is a remote control panel for the Promethean board. Activote is a hand held wireless device used for voting. I am not impressed with any of these products. I can speak loud enough to be heard in my classroom, I do not mind being located near a Promethean board or laptop, and I like seeing kids raise their hands.

The three items I did find interest in is Activboard+2, Activexpression and Acticsoftware Inspire. Activboard+2 includes an updated Promethean board with integrated speakers, a mounted projector and updated lesson development software. Activsoftware Inspire contains preprogrammed lesson development software for use with the Promethean board. Activexpression are student hand held devices that send data through word, number, or symbol format to answer multiple-choice questions. The selections are automatically recorded and can be downloaded into an excel file. This gives the teacher instant feedback on content understanding.

While at the training, I learned from our technology representative that our campus has ordered eight sets of the Activexpression devices, and upgraded our software license to Activsoftware Inspire. The use of these devices will expand my current ability in the classroom. I will have to familiarize myself with the Promethean software, locate resources and practice with the hardware. However, I feel students will be engaged in content and will enjoy taking short formative assessments (quizzes) following a lesson using the devices. For example, I can integrate Brain Pop (http://www.brainpop.com/) with Promethean, watch a selected video on the board and students can take the quiz using Activexpression devices. The quiz is graded automatically, and I have data telling me who understands content, and who I need to target in small group instruction.

I see no need to modify my plan at this time. I do need to look closely at my curriculum and locate opportunities to implement the digital tools I learned about today.

Monitoring the Game Plan

My GAME plan is built upon two long-term goals. The first goal is to demonstrate continual growth in technology knowledge and skills, and stay abreast of current and emerging technologies (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2000.sflb.ashx). To meet this goal I planned to further my education with Walden University. Providing I register for next semester, do the coursework to an acceptable standard, and submit suitable portfolio documents, I will fulfill that goal in late April. In addition, my plan states that I will take advantage of professional development opportunities concerning technology. Today I registered to attend the “Twenty-First Century Teaching and Learning Forum” through the Education Service Center (ESC) Region 12 in Waco, Texas (http://www.esc12.net/). Since I acted on an opportunity to attend a technology based professional development seminar, I would suggest I am meeting my goal as stated. The only part of my first goal that I have not made progress with is broadening my professional network. My network remains mostly unchanged.

My second goal is to better design effective learning environments and experiences supported by technology (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2000.sflb.ashx). This week my class began the Jason Project, mission two of Operation Tectonic Fury (http://www.jason.org/public/WhatIs/CurrOTFeIndx.aspx). To measure learner engagement I performed an informal poll, and read a random selection of online journal posts. The reports from students, verified through journal entries, are very positive. The typical response from my fifth graders is, “The Jason Project is cool”. Any time students are interested in Earth science on a broad scale, I feel successful. In addition, my students created digital music videos this week. I formed my class into groups of four. I had each group learn a song related to weathering, erosion, and deposition (http://www.songsforteaching.com/sciencesongs.htm). Groups had to plan, perform, and record their video. My young people had a very good time making their videos, and an even better time watching them today. Today I feel confident that my class members know that waves, wind, water, and ice shape and reshape land surface.

I am finding the information and resources I require to meet my goals. I have the funding to continue one more semester at Walden. My administration supports technology in the classroom and is willing to spend on technology related professional development. At this point, I see no need to modify my action plan. I have learned that online resources must be adapted to local standards and student populations. I have to provide guidance on what learners must accomplish in order to meet learning objectives. I have not had any surprises this week. So at this point, I have no new questions. However, experience has shown me that I will have questions in time.

Taking Action on the GAME Plan

This week I am required to post a description of the resources and information I need to carry out the action portion of my GAME plan. I just completed the review process of my game plan. My first goal is to demonstrate continual growth in technology knowledge and skills and stay abreast of current and emerging technologies. My second goal is to better design effective learning environments and experiences supported by technology (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2000.sflb.ashx). Taking action for personal growth in technology knowledge and skills is essential for achieving my goal of designing effective learning environments and experiences involving technology.


To demonstrate continual growth in technology knowledge and skill I will further my education with Walden University, take advantage of professional development opportunities, and broaden my professional network. I have the resources available to accomplish these steps. To further my education I require the money to pay tuition, my laptop, internet connection, printer, and the time required to complete required readings, research and assignments. Professional development opportunities are available through our district LEARN system. I simply log on to our professional development site, find desired training, schedule, and attend. The only resource I need to make sure I have enough of is time. Self-development opportunities are constantly available. I just need to locate potential resources, gain access, determine if the resource will enhance my curriculum and try it. I can broaden my professional network by interacting with my Walden classmates, communicating with technology leaning peers in my district, and obtaining additional contacts through blogs, wikis, and professional organizations. I took action this week to enhance my professional network by sharing the electronic magazine Spigot, which Dr. Lebeau introduced to us (http://spigotsciencemag.com/site/). When I send my colleagues a useful resource, they will return the favor when opportunity arises.

I am currently experimenting with a new resource to enhance student learning with technology. My grade level is beginning our Earth science unit. Jason Project, Operation Tectonic Fury (http://www.jason.org/public/WhatIs/CurrOTFIndex.aspx) provides a wide variety of access to standards based content. Members of Jason can read text, listen to audio clips, watch video, create journal entries, play interactive video games, and participate in virtual or field based laboratory experiences. If you teach elementary or middle school science, I highly suggest you view the site if you have not done so. I am confident you will find resources that enhance content understanding, particularly for those learners who retain information through audio or visual means.

A GAME Plan

Game Plan


A GAME plan is method to achieve self-directed learning (Cennamo, Ross, & Ertmer, 2009). I will state my goal, take action to achieve the goal, monitor progress and evaluate the results of my efforts.

I reviewed the National Education Technology Standards (NETS) and Performance Indicators for Teachers. This document is located at the International Society for Technology in Education (ISTE) website. My goal includes two standards and performance indicators to improve on in the future. The first is to demonstrate a sound understanding of technology operations and concepts. I will demonstrate continual growth in technology knowledge and skills and stay abreast of current and emerging technologies (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2000.sflb.ashx). The second standard and performance indicator is to plan and design effective learning environments and experiences supported by technology. I will facilitate technology-enhanced experiences that address content standards and student technology standards (http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2000.sflb.ashx).

To demonstrate continued growth in technology knowledge and skills I will further my formal education with Walden University. Each course I take enhances my knowledge of emerging technologies. I am expanding my skill set and finding new methods of engaging students while enhancing learning outcomes. In addition, I will attend professional development opportunities at the campus and district level. I will broaden my professional network of teachers so that when a useful technology based tool comes available, I have people who can share information with me. To better enhance experiences that address content and technology standards I will look closely at the district curriculum, examine NETS-S and target areas of where technology will enhance learning outcomes.

I will self-monitor my progress for meeting my goal. So far, progress is good. However, once I meet the requirements for graduation from Walden University, I will have to take more initiative to stay current on useful technology trends. This goal will never be fully achieved, as technology advances constantly create change.

To evaluate how successfully I achieved my goals I must reflect on how I am doing my job, and how successful my students are after they leave my classroom. If I find students in my class are bored I need to find a more engaging approach. Having students utilize technology applications to enhance learning is certainly preferable to me complaining that the kids just won't listen.

References

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

Reflection on EDUC 6712: Supporting Information Literacy and Online Inquiry in the Classroom

I am nearing the end of my seventh course with Walden University. “Supporting Information Literacy and Online Inquiry in the Classroom” has been my most time consuming course. I spent what I consider a significant amount of time developing my inquiry-based unit. Upon completion of my final product, I see a high quality, well-planned product that I can utilize to teach traditional content while building modern literacy skills in young people. The systematic teaching process takes considerable classroom time at first. As students learn to utilize digital resources effectively and efficiently, the time spent should yield high learning dividends.


Creating an inquiry-based plan is already influencing my behavior in the classroom. I am spending time teaching students, and staff members how to effectively search for information. My students are learning how to evaluate sources. Classmates are learning how to take notes instead of copying from web pages. I am also explaining when and why to list resources. I do not feel all of my young people are ready for strict APA or MLA citations. However, my students are beginning to understand the concept of giving credit to others for their work. They are also learning to build a reference list.

One professional development goal I have is learning how to differentiate instruction through technology. My student population often contains resource, inclusion, dyslexia, ELL and 504 learners who require accommodation or modification. However, they still need to learn content and modern literacy skills. Fortunately, my next Walden University course covers this material. To this point, every Walden course has expanded my information literacy skills and enhanced my use of technology. I expect my remaining three courses to do the same.

Reflecting on "Bridging Learning Theory, Instruction, and Technology"

During week one of my Walden University course, Bridging Learning Theory, Instruction, and Technology, I defined my personal learning theory. My theory encompassed elements of behaviorism, multiple intelligence theory and constructionist theory. I believed students are more likely to retain information when they have been exposed to new knowledge in a variety of formats. I also believed students learn more effectively when they experience hands on activities with small group collaboration. Eight weeks of coursework has given me a better understanding of learning theories and how they apply to the classroom. My current personal learning theory includes my previous beliefs in addition to elements of cognitive learning theory. I now have a better understanding of how the brain functions. I see the importance of organizing information in advanced organizers, efficient note taking, and mind map applications to increase learner understanding.

Adjustments regarding technology integration in my classroom will come through the planning process. I would like to identify opportunities in my curriculum to use technology for learner centered activities rather than as instructional tools. I would like to utilize mind maps as cognitive learning tools regularly. The creation of mind maps engages students, provides an additional opportunity to make connections in the brain and allows them to organize information in a visual manner to increase understanding. In addition, I would like to use tools such as VoiceThread to provide students a place to share non-linguistic representations of learning.

One of my long-term goals regarding technology integration is to increase the achievement of all learners through differentiated instruction. Another is to utilize technology in all content areas, including reading, writing and language arts. I can reach these goals by gaining new knowledge and skill through additional coursework with Walden University, identifying areas of opportunity for technology integration in the curriculum and sharing thoughts and ideas with my fellow students, instructors, and peers.

Connectivism and Social Learning in Practice

Social learning theories are based on the idea that students who discuss, problem solve and collaborate learn more. Social learning theories include social constructivism, cooperative learning, and connectivism. Social constructivists believe that learning occurs as a social process, not as an individual process. Knowledge is created, not discovered, and each person’s interpretation is different because each person has unique experiences (Kim, 2001). Cooperative learning occurs in small groups. Each group has an objective. Each member has an assigned role and the success or failure of the group is determined by how well each member fulfills their responsibilities (Pitler, Hubbell, Kuhn & Malenoski, 2007). Connectivism is a recent term in which knowledge is distributed in a network that is socially and technologically enhanced (Edmunds & Bateman, 2008).


A variety of resources are available that facilitate social learning theories. Most of us have utilized cooperative working groups in our classrooms. Teachers may group learners for science experiments, research projects or presentations. However, educational technology enhances the opportunity for collaboration out of the classroom and even across long distances. One example is the wiki page one of my science classes created. Each student was fortunate to have regular access to a computer, and internet connection. Groups were formed, resources identified, knowledge constructed and shared with a valid audience. The majority of this work was completed as a collaborative effort, outside of the classroom.

For my students, I plan on utilizing two resources I was previously unfamiliar with. The first is an organization found at www.jasonproject.org. This site allows students to conduct research in a virtual community with experts in the field. I did not spend a great deal of time on the page, but it appeared very engaging with content geared towards grade level standards. I introduced the site to my class as a possible source of entertainment and learning over the summer. Several students were very interested. Another resource that fits in with our Space unit is found at http://quest.nasa.gov/. The sit contains interactive explorations designed to engage students in authentic scientific processes. Both resources have learners collaborating with others in a virtual environment, which correlates with social learning theory.

For educators who teach older students, http://secondlife.com/?v=1.1 is a virtual environment in which members live, interact socially, shop, work and go to school. Memberships are available for learners age 13-up. An educational section of the site proposes online collaboration and the existence of virtual classrooms.

References

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 28 April, 2010 from http://projects.coe.uga.edu/epltt/

Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 28 April, 2010 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.

VoiceThread Link

Good evening. Below is a link to my VoiceThread post. It took me a liitle while to get the post up, but I finally figured it out. I look forward to hearing from my fellow classmates.

http://voicethread.com/share/1191937/

Ken

Constructivism in Practice

Constructivism is a theory in which learners build their own knowledge based on individual experience (Laureate education Inc., 2009). Constructivism theory moves away from the stereotypical classroom, with a teacher as provider of knowledge. In constructivism, students learn through inquiry, problem solving and constructing objects. I can look to my own life experience to validate constructivism as a solid learning approach. In 1978, my science teacher managed to acquire class sets of model rockets, motors, igniters and paint for every seventh grader she taught at O.E. Bell Jr. High School. We assembled each rocket, installed the parachute, webbing and motor, and then decorated each rocket. We spent a class session setting off each student’s product. I use this experience as an example because it is the only thing I remember from that class! I do not remember my classmates or my teacher’s name. However, I remember learning about Newton’s laws of motion, stored energy, chemical reactions and friction. I remember seeing how the information from my book finally made sense.

Modern technology can help facilitate learning experiences with today’s students. We can move from activities where teachers dispense knowledge to one where teachers guide students to find their own answers. These activities could be inquiry driven, problem solving or the creation of an artifact. Students may complete tasks individually, with a partner or as a group collaborative effort. When learners are engaged in tasks that have meaning in their own lives they find value in their efforts and retain more information.

References

Laureate Education Inc. (Producer). (2009). Program number 7. Constructionist and constructivist learning theory [Motion Picture]. Bridging learning theory, instruction, and technology Baltimore: Author.

Cognitivism in Practice

Cognitive learning theory is an information-processing model in which sensory input is processed in short-term memory. With enough practice, the information may be stored as declarative, procedural or episodic information in long-term memory (Laureate Education Inc., 2009). However, educators need to remember that students can process about 7 pieces of information at a time. I have made the mistake of forgetting this. I have found myself presenting too much information too fast. The result was learners who could not keep the information organized; and therefore learned very little.


As an educator, I can take steps to help facilitate information processing in learners and enhance learning outcomes. For example, I can give cues or ask relevant questions that get students thinking about what learning will take place. In addition, educators can utilize advance organizers to help students classify and understand the content they are about to learn (Pitler, Hubbel, Kuhn and Malenoski, 2007). Advance organizers come in many forms including expository, narrative and graphic organizers in print, electronic and multimedia formats.

Old-fashioned note taking is still a skill that facilitates student success. I remember going to history class in high school and writing down every word the instructor said. I wish I would have known that summarizing is more effective. Twenty-six years later, I still have the callous on my finger from the pencil. With modern technology, students can create organized notes resulting in better understanding of content. For example, students can use office software to write down key points, insert a visual representation and summarize key information. Web technology also allows students to assemble notes collaboratively through blogs or wikis.

Educators are better equipped than ever to engage students, present cues, ask relevant questions, and provide advance organizers to help students manage information. Modern technology also facilitates high quality note taking, enhanced with photographs, music or video. When educatores provide memorable experiences in the classroom and give students the tools to be successful, real learning occurs.

References

Laureate Education Inc. (Producer). (2009).Cognitive learning theory [Motion Picture]. 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.

Reinforcing Effort and Homework through Behaviorist Learning Theory

I am currently participating in a class titled, “Bridging Learning Theory, Instruction, and Technology” through Walden University. The topic of discussion this week is behaviorist-learning theory, and how it may or may not correlate with certain instructional strategies. Behaviorism is the use of operant conditioning, positive and negative consequences, to manage learner behavior (Laureate Education Inc., 2009).
Positive reinforcement of student effort is a valid use of operant conditioning techniques. Some students do not understand that achievement levels are tied to effort (Pitler, Hubbell, Kuhn & Malenoski, 2007). Our textbook provides instructions on how to develop data collection tools, build a spreadsheet and use rubrics to track how student effort corresponds with achievement. The results may be enough evidence to motivate learners to put forth maximum effort.

Technology and behaviorism may also combine to facilitate meaningful homework assignments. Many online resources are available that engage students in content, deepens their understanding and promotes learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). Learners discover that utilizing software can lead to positive reinforcement from parents and teachers, and be fun at the same time.

One problem with using internet or computer based programs for homework is student access. I have learners who do not have a computer at home, do not have internet access, or cannot use the computer as a learning resource. Some of my students have a computer, but they share it with several siblings and their parents, all of whom seem to need it. Educators must know their students and avoid assigning homework that learners cannot complete.

References

Laureate, Education, Inc. (Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.

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

Developing, Expanding and Utilizing Technology Skills

I just completed my first technology integration class, “Understanding the Impact of Technology on Education, Work, and Society” (EDUC - 6710I - 1) through Walden University. I recall watching my first lesson on DVD when Dr. David Thornburgh said that modern educators needed to do different things in the classroom, rather than taking care of traditional classroom tasks using technology (Laureate Education, Inc., 2008). At the time I was not really sure what he meant. Now I realize I was guilty of the behavior he was referring to. I would download a film clip to my laptop and show it to my class using a projector, or use a Power Point version of Jeopardy to review before an assessment. I thought I was integrating technology in my classroom. However, I was just doing old tasks differently. A decade earlier I would have been watching a video on VHS or reviewing by lecture while my students took notes.


By taking this course I have been given the opportunity to participate in activities I had never thought of. For example, I now have this blog page. I do not believe anybody actually reads it, other than my instructor and perhaps a few classmates. However, I see the benefit in reflecting on experiences and writing about them. I visit other blog pages as well. Some are from classmates, which I truly enjoy reading. Others are from educators across the country; professionals trying to improve the effectiveness of others. I keep track of updates via an RSS aggregator, which I learned about during this course.

Following my blog experience, I had the opportunity to work with an international team of educators on a wiki page. Team members were from Turkey, (via Japan) Canada and across the USA. This activity was my favorite of the course. The positive aspects of my experience led to my fifth grade class starting a wiki for our life science unit. Students are sharing their work with friends, siblings and parents. My students may not learn more than they would have otherwise, but the fun level has gone up. Plus, they are learning how to communicate and create as a team using technology.

Podcasting is now a part of my skill set. I surveyed my students on their uses of technology. I recommend this activity to everyone if you have not done this already. The results can be refreshing, insightful, and startling! I recorded my findings and included a sample of student responses in my podcast. This process led to learning about sound recording hardware, format conversion software, editing and posting audio files. During this activity student engagement was up, behavior problems were down and once again; students were sharing with their families. More podcasts are in my classroom future.

To expand my knowledge of technology integration and increase student achievement I need to continue to experiment with technology in the classroom. Learning by doing seems to be the best approach for me. In addition, I continue to build my skills through sharing ideas with peers, maintaining current knowledge in technology, utilizing professional development opportunities, and continued coursework through Walden. Visiting professional education blogs that focus on integrating technology, reading from professional journals; knowing the standards from the Society of Technology in Education(http://www.iste.org/) and visiting commercial web sites such as the Partnership for 21st Century Skills (http://www.21stcenturyskills.org) will also allow me to improve skills and learn new methods of facilitating student learning.

I have two long term goals for transforming my classroom into a place where technology is integrated to meet instructional goals and increase student achievement. The first goal is to complete my Masters of Science: Integrating Technology in the Classroom. Successfully navigating the requirements for this program will give me a wealth of knowledge and experience from which to draw. I have learned a great deal in every class I have taken thus far. If I never take another course, the knowledge and experiences gained make the experience worth the financial cost. My second goal is to analyze my required grade level curriculum and identify areas where technology integration would be beneficial to the learning process. Once objectives are targeted, I can plan experiences, utilize available technology and engage learners. In addition, I will share my learning experiences and ideas with fellow educators. This makes not only my class better, but my grade level, school and district better.

References

International Society of Technology in Education (ISTE): NETS for Teachers 2008. Located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards
/NETS_for_Teachers_2008.htm

Laureate Education, Inc. (Producer). (2008). Program 1. The emergence of education [Motion picture]. Understanding the impact of technology on education, work and society. Baltimore: Author

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf

Podcast Link

Fellow educators,

Here is a link to my first podcast. The topic covers the results of a technology survey my 5th graders completed. I unintentionally used what I thought was a free mp3 converter. During the student interview portion you may here a womans voice in the background. I tried to cut out as much as I could, but it is not perfect. Still, one gets a good overview of my class demographics concerning technology use. I hope you enjoy listening.

http://kennethbedwell.podbean.com/

Ken Bedwell

Partnership for 21st Century Skills

I recently visited the web site called “Partnership for 21st Century Skills”. The group mission statement is; “to serve as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders”. I looked at the sponsor list and discovered a collection of information technology and education based corporations. Membership includes Pearson, Intel, Adobe, Apple, Blackboard, Cisco, Dell and others. The group is working with several state governments to revise standards, develop assessments and implement professional development programs. It appears that there is a good deal of money to be made in changing the way our schools teach. However, that does not mean it is not a good idea. If modern business is conducted in a high-tech world, then our young people have to comfortable with the technology.


I have a natural tendency to be skeptical about any product developed with a financial interest at stake. However, I found the information sensible and useful. Use of technology is used to build on core subjects. The program brings educators, business and policy makers together to develop a path for student success in a modern environment.

One of the tools I found useful was a video sharing site. Teachers can view uploaded videos from other educators demonstrating the integration of technology in their classrooms. This collection can become very useful if a teacher needs to teach core content but wishes to increase engagement using technology. As I am a fairly new teacher, without a great deal of creativity, I intend to take advantage of this resource.

For anybody wishing to visit the site yourself the link is provided below.

https://thepartnershipfor21stcenturyskills238.eduvision.tv/Default.aspx

Weblogs in the Classroom?

A blog is a web page that any person with an internet connection can create and update. They are easy to modify and personalize with data, photographs, video or music (Richardson, 2009). It did not occur to me until very recently that I had technically been blogging for several years. Many years ago I would publish thoughts and comments to newsgroups from various internet companies. I would share a thought, someone would respond, I would respond back. The conversation could have been about anything. The important part was that I was publishing a written document. A small, yet valid audience was reading it and providing feedback.

A good portion of my education has been gained through this very practice. While attending institutions of higher learning such as Thomas Edison State College, Saint Leo University, Excelsior College and now Walden University, I have participated in online discussions. Usually an instructor would post a reading or research assignment. I would complete class requirements and provide comment based on the instructors prompt. Students would read the written work of others and provide comment. Conversations would ensue, and learning would take place.

Today, an entire generation of young people has grown up with weblogs. Millions of easily created and updatable personal pages on sites such as Facebook and My Space have been created with the purpose of social networking. Our students communicate with each other, plan activities and sometimes attempt to harm each other on such sites. I believe it is our responsibility as educators to demonstrate the potential of these capabilities as more than mindless entertainment.

How can I, as a fifth grade teacher, with my particular population of students and work circumstances, use a weblog to improve student learning? For starters, I could introduce them to quality blog pages, written by learners their own age. I would like for them to see what is possible if they apply themselves. My students may enjoy commenting on the work of others, and could even receive a response. We could form a class web page, complete with a schedule of upcoming events, assignments, copies of documents and links to relevant resources. If the page was updated regularly¸ it could increase parent involvement, particularly if the students are involved in the page maintenance. Another possible activity would be for students to write responses to, or share feelings on a provided prompt, much like an online classroom. Students writing may improve just to prevent embarrassment. After all, nobody wishes to appear stupid (Martin, 2008). Other options include journaling, posting class writing assignments or attacking problems young people face today.

There are many creative people out there who can come up with other methods of applying weblogs in the classroom. If we can engage a student by using technology to do different things to promote learning, then we should do it. Our students deserve it.

References:

Laureate Education, Inc. (Producer). (2008). Program number 6. Spotlight on technology: Blogging in the   classroom (Motion Picture). Understanding the impact of technology on education, work, and society. Baltimore: Author

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2d ed.).Thousand Oaks, California: Corwin Press

Can Technology Render Textbooks Useless?

My topic of discussion relates to how technology is affecting the classroom, our work, and society as a whole. As this is my first teaching job, I can only assume that my classroom is technologically typical. I teach at an elementary school with students ranging from pre-k through fifth grade. My twenty-three students and I claim home to a portable classroom. Though we are located outside of our main building, my class has the same technology available as classrooms inside. I have access to wireless internet service. I have three student computers assigned. One is functional on a regular basis, one is never functional and one may or may not be. We do not know for sure until we power it up. The only guaranteed way to make the third computer work is to have the information technology specialist come and check it. It always works then.


I am under the impression that some of us expect too much from technology. I recently read an article titled “Technology-Rich Classrooms Render Textbooks Useless” (Associated Press, 2008). I currently use modern technology to increase efficiency (Thornburg, 2004). I access my district’s curriculum and resources. I have an online grade book. I use current software to create documents and store data. I use web resources to find leveled readers, film clips, slide shows and lesson ideas. My students utilize educational web pages to reinforce skills previously taught. We use tools such as Google Earth to enhance student engagement and gain access to information. Technology can engage students, allowing them to pursue answers to questions relevant to their lives. I have yet to experience anything that would lead me to believe textbooks can be rendered useless however.

I understand that newer versions of textbooks may be available online. I also understand that homework may be assigned from online resources. The educators that rely on the internet are not taking into account student needs from lower socio-economic groups. Almost half of my students do not have a computer or internet access at home. Printing out stacks of selections is not a workable alternative either. In addition to the additional cost of wear and tear on school equipment, we must figure in the huge amount of paper and ink supply required to support a growing student population. I suggest technology is a tool to enhance classrooms, not replace textbooks.

I would like to know how others feel about this topic. Please feel free to post your thoughts or comments on the subject.

References:
Associated Press. (2008, May 9). Technology rich classrooms render textbooks useless. Teacher Magazine.

Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf