Teaching with Technology has been more of a learning experience than I first thought it would be. When I saw the title of the course I thought to myself, “This should be pretty easy. I teach with technology every day.” I soon found out that was not the case. Teaching with Technology was a good learning experience for me because I had to view technology from the standpoint of an instructional technologist for my district instead of through a teacher’s eyes. Although this was tough at times it was something that I enjoyed and now know that I can do.
The readings and videos for this class were enlightening. I enjoyed the videos in this class more than I did the readings. I am a visual learner so the videos caught my attention. I particular like the videos from week one when we discussed the three different types of learning theories. As I read and listened to the videos concerning the three learning theories I realized that I am more of a believer in constructivism. “Learners bring unique prior knowledge, experience, and beliefs to a learning situation. Every learner has experiences that influence his or her understanding of the world.” (Southwest Educational Development Laboratory, 1999). I truly believe that our students learn and retain what they do because of their experiences in and out of school. Although, I believe I lean more towards the constructivism view point I can also understand the point of view of connectivism. I agree with the fact that the knowledge that our students are learning regarding technology may be obsolete in a few years, but the knowledge that they learn by using the technology will not be. . In my opinion, as I watched and learned about the cyborg theory of learning I felt as though I was watching a science fiction movie. I have not caught on to the theory of chips being implanted that allows for greater communication. I know technology is evolving, but cyborg theory seems very science fiction. Learning, no matter what theory you believe is evolving. Teachers and now students alike must be willing to learn and change with the times.
Another aspect of the class that I enjoyed was learning about the UDL’s. “One size fits all doesn’t work” (Lessonbuilder.cast.org, 2009). Brain research has proven that we all learn in different ways. “The way we learn is as different as our fingerprints or DNA” (Lessonbuilder.cast.org, 2009). This statement is evident when a person walks into a classroom full of 22 students. Each child learns in a different way and needs to be taught in a way that they can be the most successful. Technology can serve as a way to help teach our students in different ways. The CAST group has shown how Universal Design of Learning can help not only the non-traditional learners, but everyone involved in the learning. For instance, a podcast may be created to help the visually impaired student in a classroom, but the podcast can also help the auditory learners in the classroom as well. As an educator it is often hard to reach all the students in the classroom with the varying needs that they have, but technology helps to bridge that gap. “Although the advantages of computers in modern society are quite evident, it may be that technology, if only in educational circles, has failed to fully prove itself” (Page, 2002). The readings and videos overall did a great job of pulling the class work together and making me understand what I needed to accomplish on the group assignment.
We are living in a digital generation and often times we forget that our students are engaged from the time they wake in the morning until they close their eyes at night. The use of technology has been a staple in all the classes that I have taken so far. Technology helps to engage our students and, now more than ever we are preparing our students to work in a global work force. As Pitler says, we must be using collaborative and cooperative type work in our classrooms to prepare our student’s for this global world (Pitler, 2007). The technology that was incorporated into our lessons was a great example of how a teacher can use technology to help engage his/her students. The technology that had to be used for the group work is also another great tool that we can use in a classroom to help incorporate technology. Using Google Docs is a great tool to allow students to write and share their writings with other students or the teacher. As I participated in the group work I could see the value of working collaboratively with a group of people. It allows for brainstorming and team work. These are two very important skills that we need to teach our 21st century learners.
As I went through this course I learned that it is important to do our best to not stop learning. Technology changes all the time and it is our responsibility as teachers and future instructional technologist to stay abreast of the skills our learners will need to be successful in the workplace. Often times our students know more about technology that we do and they can teach us how to use the technology to help them learn. 21st century learners are not afraid of technology we have seen they often “jump into technology without an instructional manual” (Edutopia, 2009). We need more of that fearless approach to using technology in our classrooms because it can be beneficial to all our students.
Southwest Educational Developmental Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on February 21st, 2011, from Http://www.sedl.org/pubs/tec26/intro2c.html
Page, M.S (2002). Technology Enriched Classrooms: Effects on Students of Low Socioeconomic Status. Journal of Research on Technology in Education, 34(4),389-409
Lessonbuilder.cast.org(nd.)The Brain Research. Retrieved on Oct. 5, 2009 from http://lessonbuilder.cast.org/window.php?src=videos
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Edutopia. (2009, October 5). Welcome to the Digital Generation. Retrieved October 5, 2009, from Edutopia.org: http:www.edutopia.org/digital-generation-poject-overview-video
Friday, March 25, 2011
Week 5 Reflection-EDLD 5364
This week I have learned what an important tool gaming can be in the classroom. Games are really an ongoing assessment (Edutopia.org, n.d.). I never realized how much of an impact games could have in a classroom setting. Teaching second grade we often play games on the Smart Board, but the games that I viewed in the videos this week were three dimensional and realistic. What an awesome way for students to view places they would never be able to go in real life. Our students are passionate about gaming so why not bring the gaming into the classroom and have to use the games to teach real life applications such as water erosion. Sasha Barab suggested that instead of using a simple textbook to learn about water erosion to have the students play a game and actually learn how to solve the water erosion problem that a community is having (Edutopia.org, nd). This is a real world application that our students would be passionate about simply because we have them solving the problem in a video game format. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, 156). The gaming also allows for immediate feedback which our students are use to because they often play video games at home. The immediate feedback allows them to continue to problem solve and eventually get the answer on their own. The teacher is simply the mentor to guide them to find the answer.
Technology has changed the way that we must teach our students. Teacher must learn to be more creative in their teaching. We must begin to create innovative and creative learners if we want our students to compete with the global community. "Web 2.0 is sometimes called the 'Participatory Web' based on its architecture, which is designed for interaction" (Schrum and Solomon, 2007, p. 171). We have so many Web 2.0 tools on the Internet that can help our students become innovative and creative thinkers. We, as teachers, need to model this learning for our students. We need to learn the technology with our students (Edutopia.org, nd). I believe sometimes teachers are scared to use the technology because we do not know it well enough, but we have to realize it is a perfect opportunity to teach our students what it means to problem solve and we can learn along with them.
References:
Edutopia.org (nd.) Big Thinkers: James Paul Gee on grading with games. Retrieved on Mar. 21, 2011 from http://www.edutopia.org/digital-generation-james-gee-video
Edutopia.org (nd.) Big Thinkers:Sasha Barab on New- Media Engagement. Retrieved on Mar. 21, 2011 from http://www.edutopia.org/digital-generation-sasha-barab-video
Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Schrum, L., & Solomon, G. (2007). Web 2.0 new tools, new schools. Eugene, OR: International Society for Technology in Education.
Technology has changed the way that we must teach our students. Teacher must learn to be more creative in their teaching. We must begin to create innovative and creative learners if we want our students to compete with the global community. "Web 2.0 is sometimes called the 'Participatory Web' based on its architecture, which is designed for interaction" (Schrum and Solomon, 2007, p. 171). We have so many Web 2.0 tools on the Internet that can help our students become innovative and creative thinkers. We, as teachers, need to model this learning for our students. We need to learn the technology with our students (Edutopia.org, nd). I believe sometimes teachers are scared to use the technology because we do not know it well enough, but we have to realize it is a perfect opportunity to teach our students what it means to problem solve and we can learn along with them.
References:
Edutopia.org (nd.) Big Thinkers: James Paul Gee on grading with games. Retrieved on Mar. 21, 2011 from http://www.edutopia.org/digital-generation-james-gee-video
Edutopia.org (nd.) Big Thinkers:Sasha Barab on New- Media Engagement. Retrieved on Mar. 21, 2011 from http://www.edutopia.org/digital-generation-sasha-barab-video
Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Schrum, L., & Solomon, G. (2007). Web 2.0 new tools, new schools. Eugene, OR: International Society for Technology in Education.
Tuesday, March 8, 2011
Week 3 Reflection for EDLD 5364
We are living in a digital generation and often times we forget that our students are engaged from the time they wake in the morning until they close their eyes at night. In two of the videos that we watched the students that were interviewed stated that the first thing they do when they wake in the morning is work with some kind of technology. Whether it be with a video camera working on making videos of their hockey stroke or simply checking their email and social networking sites. We must keep our students motivated in school by using technology. We are teaching a digital generation and it is our job to welcome that technology into our room. One of the “Top 10 Tips for Using Technology in the Classroom” is to use the student’s gadgets (Picardo, 2009). What a great way to use technology that is free and accessible to you in the classroom. “As our knowledge of the distributed processing in the brain grows, we know that students do not have one kind of intelligence or one way of learning they have many (Meyer, 2002). Students learn in a variety of ways and we technology is a way to capitalize on the way that students learn. Often times our students know more about technology that we do and they can teach us how to use the technology to help them learn. 21st century learners are not afraid of technology we have seen they often “jump into technology without an instructional manual” (Edutopia, 2009). We need more of that fearless approach to using technology in our classrooms because it can be beneficial to all our students.
Picardo, J. (2009, October 5). Top 10 Tips for Using Technology in teh Classroom. Retrieved October 5, 2009, from youtube: http://www.youtube/watch?v=xiiste0bunk
Meyer, D. H. (2002). Teaching Every Student in a Digital Age: Universal Design for Learning. ASCD.
Edutopia. (2009, October 5). Welcome to the Digital Generation. Retrieved October 5, 2009, from Edutopia.org: http:www.edutopia.org/digital-generation-poject-overview-video
Picardo, J. (2009, October 5). Top 10 Tips for Using Technology in teh Classroom. Retrieved October 5, 2009, from youtube: http://www.youtube/watch?v=xiiste0bunk
Meyer, D. H. (2002). Teaching Every Student in a Digital Age: Universal Design for Learning. ASCD.
Edutopia. (2009, October 5). Welcome to the Digital Generation. Retrieved October 5, 2009, from Edutopia.org: http:www.edutopia.org/digital-generation-poject-overview-video
Friday, March 4, 2011
Week 2 Reflection for EDLD 5364
“One size fits all doesn’t work” (Lessonbuilder.cast.org, 2009). Brain research has proven that we all learn in different ways. “The way we learn is as different as our fingerprints or DNA” (Lessonbuilder.cast.org, 2009). This statement is evident when a person walks into a classroom full of 22 students. Each child learns in a different way and needs to be taught in a way that they can be the most successful. Technology can serve as a way to help teach our students in different ways. The CAST group has shown how Universal Design of Learning can help not only the non-traditional learners, but everyone involved in the learning. For instance, a podcast may be created to help the visually impaired student in a classroom, but the podcast can also help the auditory learners in the classroom as well.
As an educator it is often hard to reach all the students in the classroom with the varying needs that they have, but technology helps to bridge that gap. “Although the advantages of computers in modern society are quite evident, it may be that technology, if only in educational circles, has failed to fully prove itself” (Page, 2002). I am not sure how technology has not proven to help students in their learning. I do believe technology is around our students 24/7 and has changed the way teachers must reach their students. Our students need constant engagement and often teachers that teach using old school techniques do not reach the students with the fullest potential. “Teachers need to be able to respond to differences, but with old approaches they can’t” (Lessonbuilder.cast.org, 2009). Teachers must find a way to put their fear of technology away so they are able to reach all of their students no matter their needs. Diverse learners make the classroom and interesting place and we, as teachers, must embrace them all.
Page, M.S (2002). Technology Enriched Classrooms: Effects on Students of Low Socioeconomic Status. Journal of Research on Technology in Education, 34(4),389-409
Lessonbuilder.cast.org(nd.)The Brain Research. Retrieved on Oct. 5, 2009 from http://lessonbuilder.cast.org/window.php?src=videos
As an educator it is often hard to reach all the students in the classroom with the varying needs that they have, but technology helps to bridge that gap. “Although the advantages of computers in modern society are quite evident, it may be that technology, if only in educational circles, has failed to fully prove itself” (Page, 2002). I am not sure how technology has not proven to help students in their learning. I do believe technology is around our students 24/7 and has changed the way teachers must reach their students. Our students need constant engagement and often teachers that teach using old school techniques do not reach the students with the fullest potential. “Teachers need to be able to respond to differences, but with old approaches they can’t” (Lessonbuilder.cast.org, 2009). Teachers must find a way to put their fear of technology away so they are able to reach all of their students no matter their needs. Diverse learners make the classroom and interesting place and we, as teachers, must embrace them all.
Page, M.S (2002). Technology Enriched Classrooms: Effects on Students of Low Socioeconomic Status. Journal of Research on Technology in Education, 34(4),389-409
Lessonbuilder.cast.org(nd.)The Brain Research. Retrieved on Oct. 5, 2009 from http://lessonbuilder.cast.org/window.php?src=videos
Thursday, February 24, 2011
EDLD 5364 Reflection Week 1
Week 1 Reflection- EDLD 5364:
As I read and listened to the videos concerning the three learning theories I realized that I am more of a believer in constructivism. “Learners bring unique prior knowledge, experience, and beliefs to a learning situation. Every learner has experiences that influence his or her understanding of the world.” (Southwest Educational Development Laboratory, 1999). I truly believe that our students learn and retain what they do because of their experiences in and out of school. Technology allows teachers to give students the experiences and knowledge they may lack. Virtual field trips and animated books bring a whole new world to some of our students. “Good teachers have always used experience as a valuable instructional tool; that is why we arrange field trips and hands-on projects" (Southwest Educational Developmental Laboratory, 1999).
Although, I believe I lean more towards the constructivism view point I can also understand the point of view of connectivism. I agree with the fact that the knowledge that our students are learning regarding technology may be obsolete in a few years, but the knowledge that they learn by using the technology will not be. We are raising a generation of learners that must continue to learn as the times change. The only difference I see in this generation of learners and past generation of learners is that the changes happen at a faster speed. In my opinion, as I watched and learned about the cyborg theory of learning I felt as though I was watching a science fiction movie. I have not caught on to the theory of chips being implanted that allows for greater communication. I know technology is evolving, but cyborg theory seems very science fiction.
Learning, no matter what theory you believe is evolving. Teachers and now students alike must be willing to learn and change with the times.
Southwest Educational Developmental Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on February 21st, 2011, from Http://www.sedl.org/pubs/tec26/intro2c.html
As I read and listened to the videos concerning the three learning theories I realized that I am more of a believer in constructivism. “Learners bring unique prior knowledge, experience, and beliefs to a learning situation. Every learner has experiences that influence his or her understanding of the world.” (Southwest Educational Development Laboratory, 1999). I truly believe that our students learn and retain what they do because of their experiences in and out of school. Technology allows teachers to give students the experiences and knowledge they may lack. Virtual field trips and animated books bring a whole new world to some of our students. “Good teachers have always used experience as a valuable instructional tool; that is why we arrange field trips and hands-on projects" (Southwest Educational Developmental Laboratory, 1999).
Although, I believe I lean more towards the constructivism view point I can also understand the point of view of connectivism. I agree with the fact that the knowledge that our students are learning regarding technology may be obsolete in a few years, but the knowledge that they learn by using the technology will not be. We are raising a generation of learners that must continue to learn as the times change. The only difference I see in this generation of learners and past generation of learners is that the changes happen at a faster speed. In my opinion, as I watched and learned about the cyborg theory of learning I felt as though I was watching a science fiction movie. I have not caught on to the theory of chips being implanted that allows for greater communication. I know technology is evolving, but cyborg theory seems very science fiction.
Learning, no matter what theory you believe is evolving. Teachers and now students alike must be willing to learn and change with the times.
Southwest Educational Developmental Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on February 21st, 2011, from Http://www.sedl.org/pubs/tec26/intro2c.html
Monday, January 24, 2011
Reflection Week 2 EDLD 5345
Review of Chapter 247 of Texas Administrative Code:
Generally, TEA does not accept anonymous complaints. However, anonymous reports of violations involving the administration of tests in the state assessment program are accepted and reviewed by TEA to the extent possible.”
“Information the public sends to TEA by email may not be secure. Confidential or sensitive information should not be transmitted to TEA by email. TEA will remove confidential or sensitive information when replying to the public by email. If a complaint is sent to TEA by email without complete contact information, TEA must verify the sender before reviewing the complaint. The full name, phone number and complete address of the sender will be requested. “
“To adequately review and address a complaint, certain information is needed. TEA must be able to identify a clear violation of a school law and determine whether TEA has authority to act upon the allegation.”
Checklist of information to include in a complaint:
• complainant’s full name, mailing address and signature
• local written decisions
• detail description of the actions or decisions that violate a school law (do not include identifying information of a person who is a minor)
• documentation and facts that give reason to believe that a school law was violated
• name of the school staff members who were notified of the complaint
• complaints filed with other agencies and responses from other agencies
• the resolution requested
• full and accurate name of involved educators
Any person, group of individuals, or organization may file a complaint.
Agency, T. E. (n.d.). Frequently Asked Questions About TEA Complaints. Retrieved January Thursday, 2011, from Texas Education Agency: http://www.tea.state.tx.us/index2.aspx?id=5143#1
Recruiting and Retaining Highly Qualified Teachers In My District:
In the interview with my principal I learned that my school and district does not have a high turnover rate. EISD offers job fairs which is a great way to recruit high quality teachers. To retain those high quality teachers the school district tries to stay abreast of the new and upcoming technologies. The school district also offers what we call TERP which is a matching system based on attendance. Basically the school district will match whatever you place in a 403 B based on your attendance record each year. If you do not miss a day they will match 100% of your money up to a certain dollar amount. As we teachers like to say, “It is free money.” Not too many districts this type of incentive so it is a great way to keep high quality teachers.
Generally, TEA does not accept anonymous complaints. However, anonymous reports of violations involving the administration of tests in the state assessment program are accepted and reviewed by TEA to the extent possible.”
“Information the public sends to TEA by email may not be secure. Confidential or sensitive information should not be transmitted to TEA by email. TEA will remove confidential or sensitive information when replying to the public by email. If a complaint is sent to TEA by email without complete contact information, TEA must verify the sender before reviewing the complaint. The full name, phone number and complete address of the sender will be requested. “
“To adequately review and address a complaint, certain information is needed. TEA must be able to identify a clear violation of a school law and determine whether TEA has authority to act upon the allegation.”
Checklist of information to include in a complaint:
• complainant’s full name, mailing address and signature
• local written decisions
• detail description of the actions or decisions that violate a school law (do not include identifying information of a person who is a minor)
• documentation and facts that give reason to believe that a school law was violated
• name of the school staff members who were notified of the complaint
• complaints filed with other agencies and responses from other agencies
• the resolution requested
• full and accurate name of involved educators
Any person, group of individuals, or organization may file a complaint.
Agency, T. E. (n.d.). Frequently Asked Questions About TEA Complaints. Retrieved January Thursday, 2011, from Texas Education Agency: http://www.tea.state.tx.us/index2.aspx?id=5143#1
Recruiting and Retaining Highly Qualified Teachers In My District:
In the interview with my principal I learned that my school and district does not have a high turnover rate. EISD offers job fairs which is a great way to recruit high quality teachers. To retain those high quality teachers the school district tries to stay abreast of the new and upcoming technologies. The school district also offers what we call TERP which is a matching system based on attendance. Basically the school district will match whatever you place in a 403 B based on your attendance record each year. If you do not miss a day they will match 100% of your money up to a certain dollar amount. As we teachers like to say, “It is free money.” Not too many districts this type of incentive so it is a great way to keep high quality teachers.
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