Teaching+with+Technology+EDLD5364







[[file:Reflection EDLD 5364 Teaching with Technology.doc]]
Week 1 update: In order for technology to be effective in the classroom, students must be given real world problems to solve. They should be able to consult with professionals in their community and collaborate with peers to come up with solutions to present to the world. This form of learning promotes the Constructivist Theory. This theory states that students learn best when they are able to use their prior knowledge to build new knowledge. Web 2.0 tools such as wikis, blogs, and teacher tube allow students to accomplish this in a variety of ways and I believe these tools will have the greatest impact on education in the future. Some educators still believe that if they are not lecturing, and their students are not taking notes, then they are not doing their jobs. This theory relieves teachers of that worry. Students learn best when they are able to communicate with their peers and present solutions to problems in a variety of ways. Connectivity Theory states that learning and knowledge rests in the diversity of opinions, and is a process of connecting information sources. When students have the ability to hear a variety of opinions other than their own, and they can make judgments base on several information streams, then their learning increases exponentially. Another theory called Cyborg Theory promotes the idea that as technology becomes more complex, so do human beings. In the future, technology will drive student achievement.

Week 2 update: As I read the articles and text this week, I learned that technology could help me differentiate my instruction so that students can succeed regardless of their socio-economic status, learning abilities, and learning styles. I've always known that setting clear objectives, creating learning contracts, and letting students set their own goals, help to establish a direction for learning. I believe these things are basic and should be done regardless of the amount of technology there is in a classroom. I realized that these crucial practices are much easier to manage when technology is available. In addition, technology can play a vital role in helping teachers to cope with higher state expectations, and greater student diversity. Research has shown that technology use by students that come from a low socio-economic background has a positive effect on learning and test scores. In addition, students with special needs respond remarkably well when technology is integrated into the classroom. At-risk students benefit as well. They are more likely to stay in school when technology is available for them to use. When technology is used correctly alongside good teaching practices, students will have high achievement. If, however, technology use is coupled with poor or inadequate teaching practices, then student achievement will be low.

In order for educators to harness the power that technology has to offer, a Universal Design for Learning has been created. UDL is a framework for instruction that allows teachers to maximize learning for every child. UDL is distributed across three interconnected networks. The "what" network has to do with the recognition and analysis of information. The "how" network pertains to planning and execution, and the "why" network has to do with the effective evaluation of priorities. Teachers that embrace this concept for learning know that students are neither "bright" nor "disabled". They all possess strengths and weaknesses across all three networks. This method requires that information be presented in a variety of formats, and that students have the ability to express their learning in a variety of ways. When this happens, students are more likely to be interested in their learning.

I know that differentiated instruction is the best method to reach all students. The problem is that it is a heavy burden for teachers. We are asked to create an individual lesson plan for each of our students while our class sizes are increased. The Universal Design for Learning can help us to move toward differentiated instruction for all students, and allow us to keep our sanity as well.

Week 3 update:

The readings this week provided me with more insight into the power of the Universal Design for Learning. In order for teachers to plan an effective lesson using UDL, they must know what the students are going to learn, which strategies will provide evidence of that learning, what strategies will be used to help students acquire the learning, and what strategies will help students practice, review and apply the learning. To find what students will learn, the educator can consult their state content standards along with the National Educational Technology Standards or N.E.T.S. Next, teachers must look at strategies that provide evidence of students learning. Word processing applications can be used to track changes and insert comments into students’ written work. Classroom response systems, grading software, and a variety of web resources provide students with a variety of ways to express their learning. Blogs, Wikis, and social networking sites can also be effective if used appropriately. Educators have found that they can use technology to differentiate instruction primarily when they use strategies to help students acquire and integrate learning. The depth of the lesson can be modified to support a variety of learning levels. In addition, the teacher could decide to use a video feed for auditory learners and virtual manipulative for kinetic learners. In order to let students practice, review, and apply learning, the educator must realize that a student must practice a new skill twenty-four times to reach Eighty percent mastery. To accomplish this, teachers can use web sites that allow students to find similarities and differences, create analogies, and test hypothesis on a topic. For UDL to be effective, the student must be given many ways to acquire knowledge based upon their individual learning style. They should also be able to demonstrate and express their learning in a variety of formats. Lastly, student should be presented with multiple means of engagement to keep them motivated and challenged.

Week 4 update:

The MCREL Technology Initiative is a nationwide technology intervention program designed to support schools in their effort to integrate technology into the classroom. They found that schools lack appropriate guidance, resources, and professional development with regard to technology. In an effort to provide schools with a solution, they instituted a comprehensive, research-based model for professional development. Schools that were helped by MCREL reported greater teacher comfort when using technology, and students were more motivated in class. As schools decide to implement components of the MCREL program, teachers will be able to differentiate instruction easier, and students will be able to have deeper learning. Cooperative learning lends itself nicely to technology integration. Often, projects require more than one person to complete, so group learning is ideal. Tools such as epals.com enable students to collaborate with others outside their classroom, and web quests provide students with the opportunity to find information using technology and then use that information to reach a common goal. While cooperative learning is beneficial, it does not make all students learn the same way. For this reason, teachers should not give the same assessment to every student. Some students might be able to prove mastery through telling a story. Others may wish to show knowledge through a digital presentation. Professional development for teachers is paramount when integrating technology into the classroom. Web 2.0 tools, such as wikis, blogs, and podcasts, break down barriers to professional development. Costs and time constraints are no longer issues. Teachers are able to drive their own learning, and can collaborate deeply with other teachers as well.

Week 5 update:

As educators, it is paramount that we get optimal effort out of our students. Unfortunately, today's students will not give you their optimal effort unless their is something in it for them. Today's learners are digital natives that expect to have information readily available to them, and they want to express themselves through various digital formats. For this reason, educators not only have to teach the importance of effort, they have to be able show a student how to track their effort in a digital format such as a spreadsheet or graph. When students can relate their effort, to their achievements, then they will move away from blaming uncontrollable factors for their setbacks, and start utilizing the tools they can control to promote their own success. Standardized testing is here, and will probably be here for a long time. We can use web 2.0 tools as assessments to make sure that our students are ready for these tests. Technology allows teachers to provide ongoing formative assessments throughout a unit or activity to make sure that the students is staying on track. In addition, web 2.0 allows for collaboration among teachers so that both formative and summative assessments can be authentic and powerful. E-portfolios allow the student an opportunity to take control of their learning by expressing themselves in their own unique way. It also allows the teacher an avenue to provide feedback and assessments. An emerging technology called "Elgg" places the students directly in the center of their learning. The software gives the student choices about they go about learning a particular unit. It is still relatively new, but I would definitely like to see it in action.

Reflection:

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?

 My goals for this course were to learn how to integrate technology into the classroom. I also expected to become familiar with my teammates, and learn how to work collaboratively to solve a problem. I was able to achieve these things and more. During this course, I learned that the integration of technology can actually help me to satisfy the growing demands placed upon educators today. I also have new insight into how kids learn. They demand digital content that is both challenging and on-demand. They also require immediate feedback in order to to keep motivation high. The coursework was intensive, and a bit overwhelming a times. Our timeframe for completion of this course was neither too long or too short. At first, when I looked through all of the assignments, I did not think I would be able to absorb all of the information in such a short time. After competing most of the coursework, I feel that I was able to absorb the majority of the coursework, and I feel that I have the tools necessary to integrate technology into my classroom on a consistant basis.

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 concepts that I learned in this class are absolutely relevant to what I do at my school. Further more, I would consider my learning to be a the forefront of education. This is very exciting to be on the cutting edge. There is no question that technology will revolutionize education. I have learned how to help my school adapt to these changes that are taking place. I learned that in order for technology integration to be successful, it takes more than just software and equipment. If teachers are not equipped with knowledge about how digital natives learn, then no amount of hardware or software will result in student success. Furthermore, I am now comfortable with web 2.0 tools such as blogs and wikis. These tools break down the barriers that prohibit real time collaboration with colleagues and administrators. This type of collaboration is vital for a school to be successful.

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

So far, I have been unable to demonstrate what I have learned in the classroom. I think that I will be able to achieve this over time, but I am frustrated that my districts lack of technology prevents me from experimenting with most of the technology that I have learned about in this class. I do believe that my district will eventually equip their teachers with the technology necessary to truly reach all children. As a technology leader, it will be my job to help facilitate that shift. We will need support from our community, from our administrators, and from teachers who are willing to step out of their comfort zone and learn about new technologies. I also have not tried to to incorporate a UDL lesson plan into my lessons at school. This is partly because I don’t feel I have to tools necessary to complete a UDL lesson. The other part is fear and laziness. The UDL lesson plan is very involved and labor intensive. I am also a little fearful that the return will not justify the investment of time.

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

 I was successful in completing all of the assignments. I had a few problems along the way, but they were mainly due to my over-thinking, and not reading through the directions completlly. During the third week, I failed to share my google doc page with my coach. It was shocking to see my class score drop to a 33%. I panicked, but then realized that it was an easy fix. I am lucky to have a responsible, and intelligent group of people on my team for this class. We worked well together, and we were able to make it through the intensive coursework by leaning on each other for guideance and support. I think that group work is a good thing. It can be stressful at times. When you are relying on others to reach a goal, you have to have faith that they will do thei part. Also, collaboration can be frustrating at times, but web 2.0 tools such as google docs makes it much easier and less stressful.

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

I learned that I am capable of so much more as a teacher. For the past few years, I have been stuck in a cycle of excuses and negative thinking. If the kids do poorly on a test, it is the parents, the district, or the administrators fault- no mine. I felt like I am dong everything I can for my students, and no one should aske more. I’m not saying that I don’t still feel that way sometimes. The difference is that now I know what it takes to reach my digital natives. I still don’t possess all to the tools I need to accomplish this, but I have a vision of the kind of teacher I would like to be. My attitude about school is definitely betther than it has been. I know that if I can apply the things that I have learned, and help my colleagues do the same, then we will have success at my school.