EDLD+5364+Teaching+with+Technology



**Course Embedded Reflection**

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Week 1: In our technologically advanced world today, along with the use of the 2.0 web for the 21st century learner, there is a new understanding of Bloom's Taxonomy. Starting with the six components or processes, which were one dimensional, these processes have been updated as a two dimensional version which reflects the work of the 21st century and its relevancy to technology. The difference wih the two versions, according to Krathwohl, 2002 is, "The distinctions indicate that new technology tools have the capacity to support higher order thinking and more engaged leaning." The revised taxonomy addresses the needs of today's students. For students to be able to make use of these skills they must be able to put to use the pedagogical tools, along with the 2.0 tools and not just use the technology tools alone. "Teachers must emerse learners in complex interacting experiences that are both rich and real." (Renate & Geoffrey Caine, On Purpose Associates, 2002.)

There are several new learning theories that have surfaced in recent years. Constructivism is one theory that is explained by learners linking current and prior knowledge or experiences, and creating new ideas from that. Students are encouraged to gain new understanding by working with others using previously gained knowledge and coming to new understandings together. Another theory is connectivism, which George Siemens believes is learnng and knowledge that rests in the hands of a diversity of opinions; learning is a process of connecting specialized nodes or information sources; the capacity to know is more critical than what is currently known. Making the connections, he points out, is clearly linking to technology. Putting the two theories together in the classroom helps the student today become a 21st century learner. Another, yet debatable, theory is the Cyborg Theory, which many believe is where technology is headed. This theory takes humans and cyborgs and merges them together for another way to enhance learning.

My preference in the classroom today is taking the first two theories and combining them with project based learning, which is a great way to explore both theories through the use of technology. Students are given the opportunity to solve real world problems and make them relavant to their lives, which allows the students to become better problem solvers and to use higher order thinking skills. With these shifts in teaching the students are able to collaborate in the classroom and the world, and make the work become their own and not forget it.

Week Two: In The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say, John Schacter states, "Consistent student access to the technology, positive attitudes towards the technology (by both teachers and students), and teacher training in the technology led to the greatest student achievement gains. All students' test scores rose on the Standard 9 because of BS/CE with lower achieving student scores rising the most." In this week's discussion post, I mentioned this quote because it seems so valuable to me and my teaching style. Now that I am an Instructional Technology Specialist, I hope I can impart this important information to teachers in our district as we try to integrate more technology into the classrooms. Teacher training is of the utmost importance........not training just because, but training that is just in time for the tools teachers have been given. We must also help teachers to feel good about what they are bringing to their students and have the right attitude while bringing it. Teachers need help understanding what the 21st Century learner needs and expects in today's classrooms and with this help, they will begin to realize that learning will begin to happen with ALL learners: ESL, learning disabled, at risk, low socio-economic, etc. This became clear to me in the last couple of years when implementing Response to Intervention (RtI) with those at- risk students. It was amazing to see those students rise to the occasion and meet the standards and even go above those standards when given the right tools.

Wek 3: My quote this week came from Every Student TOC: Information and Ideas from Chapter 6. "Digital materials provide an idea vehicle for supporting background knowledge because they are flexible and because they can be linked to other information resources such as those on the Web." Background knowledge IS easily accessible and is there if and when we need it. There is so much out there and so many tools for finding information and when we can find that connection with our students and allow them to make that connection, it makes them so much more available to be ready to learn.

One of the readings that intrigued me last week and this week was the UDL plan that involves the three primary brain networks: recognition, strategic, and affective. I like the fact that if you follow this design for learning and include activities that involves these three types of networks, you cannot fail in meeting the needs of all types of learners. The recognition network ensures that all types of examples are given to reach all individuals and the strategic network ensures that as students are learning, there is some type of support and feedback always being given. With affective networks, again all types of learners are reached, letting them have choices as to what tools they would like to use, have higher levels of challenging work and receive appropriate choices of rewards. After 22 years of teaching, I wish I had known about this model all along. You can't go wrong..............you are meeting all learners on all levels and in between, and you can ensure learing will take place.

All learners, as stated above, with different learning styles can be reached with the right approach using technology. "This is the vision that connects Universal Design for Learning (UDL) to other educational reform. 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," states D. Rose and A. Meyer. Their idea is that all initiatives can come together, while teaching with a differentiated instructional approach. All students can learn through many processes, while individualizing the criteria for student success. Teachers must understand that all students do have different learning styles and with the right approach, along with the available technology, they can reach all students with much success and progress.

Week 4: My quote this week comes from the McREL Technology Initiative: The Development of a Technology Intervention Program-Final Report by Pitler. I kept coming back to this same paragraph, realizing how much of it pertains to what so many of our school districts are trying to do. "Technology must be part of a broader reform effort. The prospect of integrating technology into classroom instruction can seem burdensome, if not overwhelming, when considered as a separate and additional reform atop a host of other mandated initiatives in process at the time." We have to find ways to make technology fit into the already mandated curriculum and not let the teachers feel like it is just one more thing to do or learn. I try to find ways every day to make it (technology) fit seamlessly into the lessons the teachers are creating. I have found that unless I show application into already formed lessons in the curriculum, the teachers are not willing to try it out. They see no connection if I just show them the technology without the tools to make them fit together.

Week 5: Solomon and Schrum in Web 2.0 new tools, new schools, ask this question............"Can assessment be authentic and simultaneously prepare students to succeed in the standardized testing that they will face?" They say that it absolutely can. I do agree with this if we will think of assessments as ongoing and not wait until the very end of a unit to assess what has been learned, but to consistently assess daily. I believe it is important to do this daily in many different forms.......oral, written, through technology tools, etc., to keep from moving on to something new too quickly, before students have grasped the new material. Teachers should begin to realize that there are many ways to assess learning in the classroom. Students can listen to a podcast, while answering questions about the podcast, plus students can use videoconferencing, class Wiki's, webcams and eportfolios in many interesting and useful ways to check for understanding and constant assessment for the teacher.

One of today's challenges for teachers is to get the students to understand how important it is that they make an effort in anything they are doing, whether it is school work or after school associations. Teachers need to realize that not all students understand what making an effort really is and how effort can contribute to their life long goals. There are many tools available to students and teachers for tracking effort and organizing daily tasks. Spreadsheet software and date collection tools can help students to chart the relationship between effort and achievement by making rubrics, charts and graphs. Using these tools can help students to look back over data and keep track of achievements they have made, see if any improvements should be made and exactly where those improvements should come from.


 * Course Reflection Prompts **

1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

I had envisioned for this course the opportunity to learn about the many technology tools that teachers have available to them, but may not know about. I knew there were many tools for teachers and students to use, but I had not been exposed to all of them and was really hoping to get a greater grasp on those tools. I am excited over the amount of material that I was able to read, watch and participate in with this class and am thrilled that I will now have the chance to share all of this with the teachers I work closely with. Through the readings and videos, plus working collaboratively with a group, I have been exposed to a wide variety of technology teaching and learning tools and have gained the knowledge I was hoping to in order to help other teachers in the classroom. Solomon and Schrum in web 2.0 new tools, new schools made it very clear that not only do we have the tools to use in the classroom, but they presented some great ideas on the different theories of how students learn in the 21st Century and how we have to understand the learner and the fact they all have different learning styles.

2. To the extent that you achived the outcomes, are they still relevant to the work that you do in your school? Why or why not?

The information I received in this class is very relevant to the work I do in my school. I have been hired to be an Instructional Technology Specialist in several elementary schools. My job is to help the teachers integrate technology into their classrooms seamlessly, while helping them to include the TEKS they are responsible for teaching. I did not want them to think they had to do or learn “one more thing” and make their job seem really difficult and overwhelming. I wanted to be able to help them find ways to make technology enhance their already formed curriculum. I was thrilled to find out I would be taking this class because I needed ideas for helping me to achieve this goal in helping the teachers. Throughout this class, each week, I was introduced to more ways to help integrate technology into the classroom and I have found ways to use those ideas to help my teachers. I am excited over the prospect of being able to give them ideas and to be able to back up these ideas with the information that was made available to me through readings, videos and the group project. Being part of the group project has been an invaluable learning experience with the use of the Google Docs and the way we were able to collaborate and work together. I am looking forward to sharing this type of teaching and learning with the teachers and the students in their classrooms.

3. What outcomes did you not achieve? What prevented you from achieving them?

I cannot think of an outcome that I did not achieve for this class. I entered this course assuming I would come away with great ideas for merging technology with classroom instruction for the teachers. I feel I have completed the course with more knowledge about using technology in the classroom than I started out with. Both textbooks used in the class as resources have been great and I am glad that I purchased them. I plan to refer to them repeatedly for some great ideas, and I plan to share them with the teachers I work with. As I stated earlier, I entered this class wanting to come away with great ideas for technology integration and I even got a chance to be involved in a group project. I feel better equipped to help teachers with their technology integration and I feel that I achieved everything I expected from this class.

4. Were you successful in completing the course assignments? If not, what prevented or discouraged you?

I was successful in completing my course assignments thanks to the help of the sites we were given and the many useful readings and videos. I especially enjoyed reading and learning about the Universal Design for Learning. So many parts to that website can and will be useful to a teacher trying to include all types of learners. I have already shared the Book Builder section with my teachers and they are already learning to use the site, as well. I also enjoyed getting accustomed to the Lesson Builder part, which helped me achieve several of my course assignments and helped in the completion of our end of course final project. The chance to work with classmates on the Google Docs was very informative and helped me to achieve the completion of several of my assignments. Without the Google Docs or class Wiki’s we would have had a hard time communicating and collaborating in a way that helped us to achieve success in our course work.

5. What did you learn from this course: about yourself, your technology and leadership skills, and your attitudes?

I have learned from this course that there are so many valuable tools available to teachers and students that will help in the achievement of learning, building, collaborating, creating and assessing in the classroom. I have just started my new position as an Instructional Technology Specialist and I knew going into this class that there were so many things for me to learn in order to help teachers in the classrooms and their integration of technology. I have achieved and learned so much in the courses I have been taking and I look forward to learning even more. Every day, it seems, I learn something about technology and how it can help a classroom teacher with integration. The 21st Century learner, which includes me, will continue to learn new things each day. Every day I feel more confident in my leadership skills and feel that I have something that I can give to the teachers. I feel that I can give them the confidence and encouragement they need in making their classrooms more technology friendly.

In another reading this week from Chapter 7 of "Teaching Every Student," the author talks about how important it is that several methods be used when assessing sudents' learning. We must use multiple, flexible, ongoing assessments throughout the entire process, not just at the end. There is no way to accurately gain insight into the learning process if it is done at the end of the unit. Teachers need to vary the media that material is presented, plus pick the correct type of assessment that would be right for each types of individual. The UDL gives every opportunity to reach individual needs and processes with the three different types of supports.

We, as teachers and administrators, must get to the point and realize that unless we understand the learning styles of all students and know that a one-size-fits-all does not work, we will never get past the last decade and best practices of then. We must get into the 21st century and make the leap and reach all of our students.

I was very impressed with the UDL website for creating lessons. I had never heard of this before and I will enjoy sharing this with other teachers because I really feel it will be helpful. Not only is there a template for creating lessons, all the components are there for making sure the three primary brain networks are included in the plan.....the recognition, the strategic, and the affective. This made me aware of what was necessary in making sure all types of learners were challenged and included in all parts of the lesson. All learners, whether ESL, deaf, Special Education, blind, ADD, etc. will be able to feel engaged and involved in the learning that is taking place. The plan ensures that different types of examples are given and different outlets for students to engage in are provided. Teachers, using this plan, will feel as though they are covering all the bases and not leaving any learner out and I feel is very important as we try to incorporate RtI plans and include those at-risk learners.