5364+EDLD+Teaching+with+Technology

=**Week One Reflections:**= During this week’s reading, I have revisited three different theories of learning: constructivism, connectivism, and cyborg. Constructivism is a theory of learning that states learners construct meaning themselves by building on what they already know. As we move toward integrating technology into all aspects of teaching and learning, it will allow our students to work at their own individual pace, addressing individual interests and learning styles, use a wide variety of multimedia in their learning process, and create a wide variety of products that are designed to meet the individual learner’s profile. Connectivism is another theory of learning that states learners make relevant connections to facilitate ongoing learning. This theory is based on George Siemen’s theories that knowing where to find information when needed is becomes just as important as knowing what or how in the learning process. The cyborg learning theory was introduced by Kevin Warwick with the implant of a microchip in humans to enhance or upgrade mental abilities. This theory seemed to be the most bizarre and seemed like something out of a futuristic science fiction novel. His theory presented that students could change the way they learned and how they learned the content through enhanced memories, senses, and metal abilities.

After reading all the articles and watching the videos, I feel I have always aligned my instructional practices to the constructivism theory. Sprague and Dede state, “Constructivist theory posits that students make sense of the world by synthesizing new experiences into what they have previously understood.” If this is this the case, we have many students who are not making sense of the new information/learning because they did not understand what they were previously taught. It makes me aware of how important it is to use reflective learning as an assessment tool so that I can assess my student’s level of understanding of the concepts being taught. I also found the behaviors that teachers should emulate fall right in line with my personal philosophy of teaching and learning. I have always believed that information should be clustered into concepts with the skills taught in dependent order. This aligns with what Sprague and Dede discuss as does the teaching of relevancy. In my classes, I have always felt you can raise the rigor if it is relevant. This goes against what so many teachers feel is important, drill and kill, I mean practice.

I am looking forward to this class and only regret it is the final class in this masters program. From the beginning, I wanted to take this class more than any other class listed in the program. I can’t wait to see how all the classes are going to come together in this group project we are going to be responsible for in this class.

References: Southwest Educational Development Laboratory, (1999). //Learning as a personal event: A brief introduction to constructivism//. Retrieved from []

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 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

=**Week Two Reflections:**=

This week’s readings focused on research conducted on technology integration into classroom instruction and its effects on student learning and achievement. Universal Design for Learning or UDL was addressed as a method for reaching all types of learners through the integration of technology. Positive student outcomes were the result of multiple research studies.

Significant improvements were seen in Math achievement test scores of those students whose learning was infused with technology versus those students in the same school who were in the control group and not supplemented with technology. Page also found that self-esteem increased in low socio-economic elementary students whoe were in the experimental group with technology enriched learning as compared to those who were not (Page, M.S. (2002). In the technology-enriched classrooms a more learner-centered environment was evident along with not only instruction led by the teacher but also by students within computer station work groups (Page, 2002). Overall, this study indicated many positive outcomes as a result of technology integration in the classroom.

Another study conducted by John Schacter showed the same type of results and examined all the current research related to this topic. It found that in over 700 studies conducted on the use of technology in the classroom, students were positively impacted, especially in their performance on student achievement tests, when they had access to computer aided instruction, integrated learning systems technology, higher-order thinking simulations/software, collaborative networks, or programming/design technologies. (Schacter, J. (1999), It is obvious that research supports the use of technology as a productive and positive means for increasing the achievement and learning of all students.

Universal Design for Learning was also addressed this week. I learned from Chapter 1 of Rose and Meyer’s book, //Teaching Every Student in the Digital Age: Universal Design for Learning//, that UDL hones in on facing the challenges presented in reaching diverse learners as well as upholding high learner expectations. The authors go on to relate how Special Education Director and Technology Specialist, Donna Palley, of Concord, New Hampshire schools describes UDL. She says that UDL is the point where cross-curricular units, multi-sensory teaching, differentiated instruction, multiple intelligences, technology use, assessments based on performance, as well as other learning aspects intersect and come together (Rose, 2002). There is so much to UDL and I wish we had an entire class devoted to learning UDL. No one in the school districts I work has heard of UDL or even knows what it is talking about. My goal to present to the staff one UDL unit and get a cluster of volunteers to work through designing another unit. Basically, this week I learned that UDL is a means for planning instruction infused with technology by which all students may be reached, regardless of the disabilities or obstacles they face.

//The impact of education technology on student achievement: What the most current research has to say.// Santa Monica, CA: Milken Exchange on Education Technology, p. 9. Retrieved on October 5, 2009, from [].)

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. //Journal of Research on Technology in Education, 34//(4), 402.).

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 October 5, 2009, from []. )

=**Week Three Reflections:**= During this week, our group project included creating a lesson utilizing universal design tools and an e-book. I chose to use the CASTLessonBuilding site to help me understand universal design and its expectations for a good lesson. In creating the lesson, I found it to be frustrating. I have always felt I could create a lesson plan but felt that the site seemed to confine me somewhat. I was disappointed when I could not create a lesson plan like many of the samples that included the activities of the different areas of the brain. My thoughts were, “how did they do that?” I even called the help number and was disappointed when they took my name and number and told me someone would get back with me. Did they? Have they? NO! After talking to my team mates I found more help from one of our members, Lauren. What would I do without Lauren?

I realize the purpose of universal design is to crate and provide multiple ways students learn, but I feel the site could have done a better job of teaching us how to do jus that. The blank template did not seem to be any different from others that I have used. I am definitely interested in producing one that models or mirrors the example and will continue to research how to crate one. Unfortunately, there is not enough time to do that this week, so I will just be satisfied with the template.

The next task we had to complete this week involved creating an e-book through Bookbuilder. I do admit I enjoyed creating a book but did find it was not as explicit in teaching how to use the cool tools as I was hoping for. I feel upper grade students will enjoy creating a book on the information they are studying. What an awesome way to have the students learn the information by creating a simple 3 – 5 page book. I did get off to a rough start because the site would not take my password update. After 5 times, I gave up and called the help desk, only to be given a voicemail where I was to leave a message. (I still have not heard back from the help line!) After not hearing from the help line, I create another account using my husband’s name and email. Now I finally have an e-book. I loved using the characters to point out different thinking questions and for the space where they interact with their comments. I dill definitely be sharing this with the teachers I work with in my district.

=**Week Four Reflections:**= This week has included watching videos and reading text about subjects I am very passionate about. My career involves training teachings in differentiated instruction, cooperative learning, and collaborative teaching! Yes, can you believe it? The Solomon and Schrum text featured and discussed the various challenges in creating professional development for teachers with various technology levels of proficiency. Solomon and Schrum state, “We often provide ‘just in case’ training rather than ‘just in time’ training, which provides educators with information they need just as they need it” (Solomon & Schrum, 2007, p. 103). I agree! My job as an educational consultant is to work with districts in aligning the professional development with the community of learners, the teachers. Where are they? What do they need to be teachers in the 21st Century? As the text recommends using technology to learn how to use the technology, the districts I contract with are encouraged to use blogs, wikis, and podcasts to provide the needed PD. In the Pitler text, we read about cooperative learning and how to combine the use of multimedia and web resources in order for students to interact with others and to construct meaning for new knowledge. This is something I have not thought of before and look forward to digging deeper into. I plan to model this in a classroom this next month with our iPad trainings. The videos allowed us to view several examples of teachers incorporating technology into their classrooms. The collaborative projects demonstrated the cross curriculum learning that can take place. I do believe we are only touching the service in our district. This has motivated me to explore more collaborative technology tools with students to increase student engagement.

Solomon, G., Schrum, L. (2007).// Web 2.0 New Tools, // // New //// Schools ////. // Washington, D.C. International Society for Technology in Education. (p. 103).

=Week Five Reflections:=

This week’s readings and videos brought to our attention the concept of using games in education. “Video games put you into worlds where you have to solve problems. A video game is just an assessment” (Gee, 2009). Having over 30 years experience in various aspects of education, I have not understood how gaming could be beneficial in education until this week. After watching the videos, I realized that the games of my past experience, Pac Man, are not the games students are playing today. I can now see the problem solving skills, reading comprehension, vocabulary building adeptness that comes from games. Many of the educators with decades of experience are like myself. We do not embrace this concept of gaming and will need to be enlightened as I have this week. As digital immigrants, we must be encouraged to embrace these new concepts of technology as a way of reaching our digital natives. As educators embrace technology integration, student achievement will continue to rise. We can learn from these digital natives. There is a direct connection between student effort and student achievement. Pitler (2007) discusses the connection and shows the importance of helping students realize how to apply more effort to their work. Pitler (2007) readings included an Effort Rubric and other ways to help students recognize how to gage their improvement in relation to their effort in academics. Over the past decade, one of my topics I share in professional development and coaching teachers is this concept of connecting students to goal setting and self efficacy. By having students chart their progress and the amount of time spent on the task, allows students to visually see their academic success. Today’s students will continue to have an endless platform of technology opportunities. Technology allows students to demonstrate their knowledge and skills while we as educators evaluate the expectations that are set by our state standards. Authentic assessments with the use of rubrics will provide the necessary feedback from the teachers to the students. Web 2.0 tools are free and readily available for educators to use. We just need to make them aware of these tools and how to incorporate them into their classrooms. We must continue to learn and allow the students of today the opportunity to use these technology tools in their education as they prepare for the workforce of the 21st century.

Edutopia.org(nd). Big thinkers: James Paul Gee in grading with games. Retrieved on Oct. 5, 2009 from [].

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 156-157.