EDLD+5364+Teaching+with+Technology

__Week 5 Reflections __ After digesting all of the readings and videos over the past five weeks, I believe we should be doing so much more to move our schools into the 21st Century. The majority of schools across the country still follow the model set during the Industrial Revolution--students sitting passively listening to a teacher, reading textbooks to gain new knowledge, and memorizing facts. With the explosion of the information age, schools need to be restructured to motivate and engage technology savvy students. According to Indiana University professor Sasha Barab, the dropout rate across the country could rise to over 50% unless we change the way we teach. He believes that students will learn the tools as they create things they're passionate about. (Edutopia, Sasha Barab). Virtual learning and video games are the wave of the future. James Paul Gee sees video games as one big assessment because students must constantly solve problems to advance through the levels of the game. Students receive immediate feedback from video games and must adapt and implement new strategies to solve the problems presented. Games don't separate learning and assessment like most traditional schools do. (Edutopia, James Paul Gee).

"Can assessment be authentic and simultaneously prepare students to succeed in the standardized testing they will face? Absolutely!" (Solomon & Schrum, 2007, p. 168). Teachers in 21st Century schools need to use technology as a partner in evaluating student progress on a daily basis and not waiting until the end of a unit. Students should be able to show what they know using a variety of Web 2.0 tools. Spreadsheets and data collection tools allow teachers to visually show students a way to understand the relationship between their effort and their achievement. "Research tells us that not all students realize the importance of effort." (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156). Teaching students how to chart their effort helps them be more in control of their own learning. By moving out of the Industrial Revolution school model and into the information age of the 21st Century, schools should become a place where students play a major role in their own learning while teachers guide and facilitate them along the way.

__Week 5 Resources__ Edutopia.org. (nd). Big Thinkers: Sasha Barab on New-Media Engagement. Retrieved on Dec. 13, 2009 from [] Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved on Dec. 13, 2009 from [] Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.

 __ Week 4 Reflections __ This week's focus covers designing student-centered learning activities that utilize technology tools along with professional development trends for instructional technology. According to Linda Darling-Hammond, student-centered learning activities would be enhanced by designing new schools. Most schools in America are based on the early 20th century factory-modeled school which have a very controlled feel and are not designed for social and emotional learning which is a crucial part of teaching the whole child. (Darling-Hammond, 2007). Even though there is a small schools movement nationwide toward this new school design, most schools cannot afford to rebuild or retrofit their buildings. However, schools can change their climate by thinking differently and allowing individuals to pursue individual differences through collaborative learning. High Tech High principal, Larry Rosenstock, developed a school that follows an innovative teaching and learning model where teachers meet every morning to collaborate the learning for the day and treat kids with respect. (Edutopia.org, Rosenstock). An art and biology teacher at his school tie their two subjects together with in-depth multimedia projects that help the students build knowledge and connections that wouldn't happen if the classes were taught separately. Work is stored in digital lockers so the teachers can check the project frequently and provide necessary feedback while the students learn valuable technology skills and build their own digital portfolio. (Edutopia.org, Blood Bank). Another teacher in rural Georgia, Vicki Davis, single-handedly changed the climate of her school by using blogs, wikis, digital storytelling, podcasts, and virtual worlds to connect her students to the rest of the world. Her goal was to empower students to learn how to learn and become responsible digital citizens. (Edutopia.org, Davis).

Student-centered learning activities need appropriate assessments to evaluate the knowledge and skills relevant to the students' goals. There are four factors necessary when using Universal Design Learning (UDL) to accurately assess student progress. They are 1) Individual Learning Differences; 2) Media Constraints; 3) Lack of Appropriate Supports; and 4) Lack of Integration with Curriculum. Flexible and ongoing assessments help teachers measure student growth. The teachers at High Tech High School use digital lockers and digital portfolios which allow them to check-in frequently on student work as well as give constant access to the students for their own self-assessment. Ongoing assessments provide much more important and relevant feedback to students than the typical end-of-project grade. "Assessments in our digital age should be dynamic and universally designed." (Rose & Meyer, 2002). In order to move teachers forward into designing their own student-centered learning activities with appropriate assessments, there needs to be more professional development training for both teachers and administrators. According to the McREL Report, "although teachers perhaps represent the 'front line' for the use of technology to improve student learning, a substantive body of research strongly points to the fact that training that does not include a school leadership component will be ineffective." (Pitler, 2005, p.2). The report also recommends incorporating three themes to improve technology integration in education. They are 1) Goals for student learning need to be articulated; 2) Technology must be a part of a broader reform effort; and 3) Effective technology use requires long-term planning, support, and leadership. Professional development needs to have the following components in order to implement the themes: 1) Curriculum first, technology second; 2) Peer coaching and development of internal expertise are critical; and 3) Teacher training needs to include content and opportunities for collaborative work. Is all of this training and technology integration worth the effort? "A significant body of research shows that appropriate use of technology can significantly improve student learning if a variety of areas." (Pitler, 2005, p. A-6). I believe one of the largest benefits of incorporating technology is moving from a teacher-controlled climate to student-centered learning environment. __

Resources __ Edutopia.org (December 10, 2007). The Collaborative Classroom: An Interview with Linda Darling-Hammond. Filmed at the CASEL forum in New York City. Retrieved on Dec. 7, 2009 from http://www.edutopia.org/linda-darling-hammond-sel-video.

Edutopia.org (nd). High Tech High Taking the Lead: An Interview with Larry Rosenstock. Retrieved on Dec. 7, 2009 from http://www.edutopia.org/collaboration-age-technology-larry-rosenstock-video.

Edutopia (nd). Team Teaching: Two Teachers, Three Subjects, One Project. Retrieved on Dec. 7, 2009 from http://www.edutopia.org/collaboration-age-technology-blood-bank-video.

Edutopia.org. (nd). Harness Your Students’ Digital Smarts. Retrieved on Dec. 7, 2009 from http://www.edutopia.org/digital-generation-teachers-vicki-davis.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved Dec. 7, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/.

Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report. (Contract Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED486685&ERICExtSearch_SearchType_0=no&accno=ED486685 __ Week 3 Reflections __ "In today's schools, the mix of students is more diverse than ever. Educators are challenged to teach all kinds of learners to high standards, yet a single classroom may include students who struggle to learn for any number of reasons." (Cast.org, 2009). To me, this quote sums up the state of education in the 21st century. How can teachers meet all of their students' needs day in and day out? This is a very difficult task to accomplish on a daily basis, but technology tools are stepping in to assist the teacher with the flexibility to meet the needs of a diverse classroom. However, teachers need to plan the most effective way to integrate technology into the core subject areas and not just sit kids in front of a computer with no plan in mind. According to Pitler, Hubbell, Kuhn, and Malenoski, there are four questions teachers should consider when designing a lesson with technology: 1) What will students learn?; 2) Which strategies will provide evidence of student learning?; 3) Which strategies will help students acquire and integrate learning?; and 4) Which strategies will help students practice, review, and apply learning? The focus of Chapter 2 in "Using Technology with Classroom Instruction that Works" was about providing feedback. "According to Harvard researcher John Hattie, who analyzed almost 8,000 studies on learning and instruction, feedback is 'the most powerful single innovation that enhances achievement...'" (Hattie, 1992, p. 9). Feedback ties directly into strategies that provide evidence of student learning. There are many technology tools that teachers could utilize to meet the diverse needs of their students. Microsoft Word has a feature that allows an editor to track changes and insert comments as well as a built-in spell-check to provide immediate feedback to the student regarding mistakes. Data collection tools like student response systems allow quite an array of options for the teacher to present the material and receive immediate feedback regarding student learning and even create customized study guides based on the needs of each student. Rubrics offer students the opportunity to check their own learning and can allow the teacher to have more freedom and subjectivity when grading an assignment. Two of the most popular web resources students use to receive immediate feedback on their learning are games and simulations. Since communication is an important component of providing feedback, students and teachers have a choice of online tools to select from such as blogs, wikis, emails, instant messaging, and videoconferencing. As a teacher, I received some important feedback this week when I watched the Digital Youth Portrait videos of Luis and Cameron. It was a good reminder that teachers can learn about so many things from their students, but especially technology. As adults, we should be guiding, motivating and supporting the use of technology. Technology is essential to the world of young students like Luis and Cameron, and we need to be putting it into their hands rather than removing it when they come to school each day.

Resources Cast.org (2009). Cast UDL book builder. Center for Applied Special Technology. Retrieved on November 29, 2009, from http://bookbuilder.cast.org

Hattie, J.A. (1992). Measuring the effects of schooling. //Australian Journal of Education, 36// (1), 9.

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

Week 2 Reflections __ According to David Rose, Ed.D., the way we learn is as different as our fingerprints or DNA. The brain has three types of networks. One is the Recognition Network which gathers facts and covers the "what of learning." The second is the Strategic Network which deals with planning and performing or the "how of learning." Finally, there is the Affective Network which engages and motivates and can be considered the "why of learning." The brain research aspect is just one tool in helping teachers customize learning plans for students. Another way to help students reach their goals is to use the principles of Universal Design for Learning, also known as UDL. These principles allow teachers to customize a plan for each learner in order to help them acquire knowledge and also to challenge and motivate them to learn. By setting objectives within the customization plan, teachers can incorporate technology to enhance these objectives. In the book, //Using Technology with Classroom Instruction that Works,// there are several types of software suggestions to assist with the instructional strategies. There is Word Processing software that lends itself to communication with parents and allows students to set their own learning goals through written text. (Pitler, Hubbell, & Malenoski, 2007, p. 18). Organizational and brainstorming software like //Kidspiration// and //Inspiration// offer students the opportunity to visually plan and organize their thoughts which is part of setting learning goals. (p. 20). Data collection tools like an online survey are wonderful for testing prior knowledge as well as gathering information for objectives. (p. 25). Web Resources such as rubrics give teachers the opportunity to create an assignment that allows students to choose how they would like to cover the topic as long as they fulfill the requirements of the rubric. (p. 29). Blogs and emails provide communication between teachers, students, and parents that enhances the use of technology with classroom instruction. (p. 34). According to Rose & Meyer, "Instead of being 'just one more thing,' the UDL framework provides a way to make various approaches to educational change more feasible by incorporating new insights on learning and new applications of technology." (Rose & Meyer, 2002, Chapter 1). To sum up week 2, I've learned that there is flexibility in technology that allows for customization of students' goals and objectives regardless of their abilities or background.

Resources: Lessonbuilder.cast.org (nd). The Brain Research. Retrieved on Nov. 23, 2009 from http://lessonbuilder.cast.org/window.php?src=videos

Lessonbuilder.cast.org. (nd). Universal Design and Universal Design for Learning. Retrieved on Nov 23, 2009 from http://lessonbuilder.cast.org/window.php?src=videos

Lessonbuilder.cast.org (nd). Principles of Universal Design for Learning. Retrieved on Nov. 23, 2009 from http://lessonbuilder.cast.org/window.php?src=videos

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved on November 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/

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

__ Week 1 Reflections__

The main focus of the first week's readings and videos for Lamar University's Teaching with Technology class dealt with theories regarding Constructivism, Connectivism, and Cyborg Learning. Being an alternatively certified teacher, I had never been introduced to any of these theories before but found them very interesting. I felt a strong connection to the Constructivism Theory and benefited from a greater understanding of it after reading //Learning as a Personal Event: A brief introduction to constructivism// (Southwest Educational Development Laboratory, 1999). The article provided detailed information about the role of the teacher, student, and classroom as related to Constructivism and how learning is personal and built upon prior experiences and knowledge. My favorite article, //If I Teach This Way, Am I Doing My Job?// by Debra Sprague and Christopher Dede, did an excellent job of explaining Constructivism by comparing a scenario of a traditional teacher with that of a constructivist teacher. I believe the article should be read by all administrators to help them understand that the traditional classroom does not "relate concepts and skills to be learned to students' current interests." (Sprague & Dede, 1999). Connectivism is somewhat like Constructivism in that the students play an active role in their own learning. However, Connectivism focuses more on building and making connections within a network while the concept of Constructivism builds on one's own understanding and knowledge of the world by adding more knowledge through experiences. With more reading and training, I believe I could comfortably incorporate either the Constructivism or Connectivism theories into a classroom setting. On the other hand, I didn't feel any desire to pursue the Cyborg Learning Theory. I believe the human brain is very powerful and educators need to work with students to fire up the brain's connections at a young age in order to maximize the learning potential of each brain cell. I don't think we should be placing computer chips into our bodies to possibly improve our memory and learning ability. It may be the wave of the future, but I think it's too invasive and too much like science fiction.

Resources: Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved October 4, 2009 from the International Society for Technology in Education at http://www.iste.org/content/navigationmenu/publications/ll/llissues/volume_27_1999_2000_/september10/if_i_teach_this_way,_am_i_doing_my_job_constructivism_in_the_classroom.htm

Southwest Educational Development Laboratory, (1999)//. Learning as a personal event: A brief introduction to constructivism. Retrieved on November 16, 2009 from http://www.sedl.org/pubs/tec26/intro2c.html//