Step 1: Reflect on the GAME plan you developed and followed throughout the course.
In reflecting on the GAME plan that I established over the past several weeks, I am reminded that the plan is an example of being a self-directed learner. Teachers Plan, Monitor, and Evaluate their students regularly (Laureate, 2010) however, the goal of this GAME plan and the NETS-T is a reflection of me, the educator. My intention was to increase my skills as an educator where “Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (National Education Standards for Teachers, 2008). It is, has, and always will be my intention to “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources” (NETS, 2008).
While reflecting I also realize that I work to maximize content learning by incorporating technology regularly and to engage in professional growth experiences. Every day as a technology user, I am increasing my understanding of technology. It then becomes paramount to share those experiences with my students in creative, educational, real world, ways. Meeting the needs of diverse learners then means using the technology that I best understand to customize the instruction presented to them. (Laureate, 2010). Through continued attendance of workshops and conferences I will increase my understanding of new technology as well as new ways to use what’s out there. Not only will I be increasing the opportunities to include technology in my instruction by formal education, I continually seek skilled professionals to advance personal technology understanding. This also offers opportunities for teachable moments as I model for my students. The intent is to follow a learner-centered strategy. This will enable me to best consider and then meet the needs of diverse learners. Through authentic instruction, I will be able to create a learner-centered classroom where the diverse interests, talents, knowledge, background, and skills are part of the daily lesson plan model (Cennamo, Ross, Ertmer, pg. 167, 2009).
Step 2: Summarize any new learning that resulted from your following your GAME plan and explain what impact your new learning will have on your instructional practice.
I recently attended the MACUL conference in Detroit. I attended several seminars including; “Googles tools for search, research, and collaboration”. While Honing my skills with a free and often used search engine like Google I will be better prepared in my own instructional development. We worked with maps across the curriculum, collaborating using docs and sites, and learning time saving methods with advances search. Another topic of interest involved the use of Netbooks. I was made aware of the fact that our school will be attaining these for next years use in compliance with a state mandate to assess skills digitally. While assessing happens occasionally, there were several workshops offering suggestions of additional applications for Netbook use that can be initiated more regularly by a proficient classroom teacher. I have acquired a CPS system to assess its value to elementary education in our school district. In our building only I and one second grade teacher were issued these new systems. The introduction of technology has enhanced my students learning greatly. With this system I am able to provide instant feedback and address students’ diverse learning styles and differentiate instruction as well as monitoring progress with the data acquired. I most enjoyed our experience with Digial Storytelling. I found out that our junior high school has an animation lab and during a recent in-service opportunity was able to “play” with the tools available. I have created an example of the outcome expected for an upcoming project where students will create an animation on GoAnimate about animal habitats. Because of this course I have decided to incorporate this learning technology and new tool.
Step 3: Describe any immediate adjustments you will make to your instructional practice regarding technology integration in your content area(s) as a result of your learning from this course.
The immediate adjustments are included in the response above. By incorporating the tools developed and studied during this course I will enhance the students learning opportunities. I find that I may have difficulty incorporating social networking, as this practice is frowned on by the district and most instances are blocked. I have developed a classroom blog that offers opportunities to collaborate and share projects and comments. That is because of previous classes but this course has reiterated the importance of this practice. I also will continue to use the computer lab and the four classroom computers to do research studies on topics of interest. A new program that has become available in our district is called Solo 6. This allows students with limited capability to have text read to them as well as other valuable features. I intend on learning more about it and using it regularly for my third grade students advancement.
Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2010). Meeting Students’ Needs with Technology, Part 2 [Webcast]. Integrating technology across the content area. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010) Promoting Self-Directed Learning with Technology [Webcast]. Supporting information literacy and online learning in the classroom. Baltimore, MD: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Friday, April 22, 2011
Tuesday, April 12, 2011
Week 7 - Thoughts on NETS-T and NETS-S
So many of today’s learning activities are enhanced by finding ways to incorporate authentic learning experiences. When comparing both the NET-S and the NETS-T, whether student driven or teacher driven, both are modeled upon a desire to incorporate technology into the everyday learning environment. Technology is the future and while teachers need to stay current, finding new ways to use technology, student must be just as steadfast in their use of technology. As students face a global economic environment allowing more distant competition in the work place, students in every community need to be active learners, proficient in today’s technology. Incorporating technology does not have to be difficult. It can be as simple as using the internet to do research or participating in a teleconference (often offered for free through the local ISD). When a teacher creates a lesson unit this can be one part of the overall plan incorporated into an individual lesson or several.
While the students demonstrate creativity, communicate and collaborate, and conduct research and use information, the teacher can just as easily incorporate technology as a means of improving proficiency with technology as with books, paper and pencil. The NETS_T suggests that “teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (ISTE, 2011). In the age of technology, it behooves a teacher to become a 21st century educator and promote learning using contemporary tools. As technology continues to advance, the educator who learns to use the tools and teaches through contemporary means will better prepare students for the challenges that the modern workplace present.
Resources:
ISTE, 2011, retrieved from: http://www.iste.org/standards/nets-for-teachers.aspx
While the students demonstrate creativity, communicate and collaborate, and conduct research and use information, the teacher can just as easily incorporate technology as a means of improving proficiency with technology as with books, paper and pencil. The NETS_T suggests that “teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (ISTE, 2011). In the age of technology, it behooves a teacher to become a 21st century educator and promote learning using contemporary tools. As technology continues to advance, the educator who learns to use the tools and teaches through contemporary means will better prepare students for the challenges that the modern workplace present.
Resources:
ISTE, 2011, retrieved from: http://www.iste.org/standards/nets-for-teachers.aspx
Wednesday, April 6, 2011
Week 6 Revising GAME Plan
What have I learned so far that I can apply to my instructional practice?
This question prompted me to review the NETS standards and to evaluate the technology use of my students in classroom activities. While my GAME plan was to design digital age learning experiences and to engage in professional growth, I still think it is important to review the other three standards that my GAME plan does not address. So far I have learned to value the importance of creating lessons that facilitate and inspire student learning. By adapting my instruction to include digital media as much as possible, I am allowing students the opportunity to become critical thinkers who engage in real world authentic learning. I have learned of new resources for myself to better design relevant learning experiences that incorporate digital tools and resources. The learning resources have offered several suggestions as well as the links posted in the next step of each weeks learning resources.
Goals that I still work towards, include, but are not limited to customizing and personalizing learning activities to address student diversity using digital tools and resources. My goal is to find opportunities to create small group teams who can access the four computers I have in my classroom and use them in meaningful ways. By rotating these groups and offering guidance while monitoring the activities of the remaining students, I hope to increase the time spent using technology for further research study and artifact creation. While I do feel that I provide students with multiple and varied formative and summative assessments that are aligned with content and technology standards, I could seek peer guidance in reviewing the resulting data to determine additional learning and teaching needs. Often, more experienced instructors have tried and true methods that have worked for unique situations that I have not yet encountered.
Based on the NETS the new learning goal I will set for myself is to model digital age work and learning. I wish to better exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. I will collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. While I have created a class blog, I have become lax in the maintenance of it. I also intend on using our schools instant alert system as a means of contacting parents of up coming classroom events and information. I also intend on using Moodle to support classroom instruction in the future, as this is available to each of us in the school system, but minimally used. This will also extend what I have learned so far. By seeking new and innovative ways to use technology and utilizing tried and true methods, my students will continue to be challenged and supported.
As far as seeking new learning approaches, I will continue to maintain my values as a life long learner myself. Through self reflection, monitoring student progress, and maintaining contact and support of parents as well as peers, I see the future as an opportunity for my own personal growth as well as my students. The difficulty is in keeping up with the newest technology and applications. By seeking guidance from skilled support and offering my support to others, I will create a global center for learning in our community. Where teachers are not afraid to try new and innovative techniques but seek them out.
This question prompted me to review the NETS standards and to evaluate the technology use of my students in classroom activities. While my GAME plan was to design digital age learning experiences and to engage in professional growth, I still think it is important to review the other three standards that my GAME plan does not address. So far I have learned to value the importance of creating lessons that facilitate and inspire student learning. By adapting my instruction to include digital media as much as possible, I am allowing students the opportunity to become critical thinkers who engage in real world authentic learning. I have learned of new resources for myself to better design relevant learning experiences that incorporate digital tools and resources. The learning resources have offered several suggestions as well as the links posted in the next step of each weeks learning resources.
Goals that I still work towards, include, but are not limited to customizing and personalizing learning activities to address student diversity using digital tools and resources. My goal is to find opportunities to create small group teams who can access the four computers I have in my classroom and use them in meaningful ways. By rotating these groups and offering guidance while monitoring the activities of the remaining students, I hope to increase the time spent using technology for further research study and artifact creation. While I do feel that I provide students with multiple and varied formative and summative assessments that are aligned with content and technology standards, I could seek peer guidance in reviewing the resulting data to determine additional learning and teaching needs. Often, more experienced instructors have tried and true methods that have worked for unique situations that I have not yet encountered.
Based on the NETS the new learning goal I will set for myself is to model digital age work and learning. I wish to better exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. I will collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. While I have created a class blog, I have become lax in the maintenance of it. I also intend on using our schools instant alert system as a means of contacting parents of up coming classroom events and information. I also intend on using Moodle to support classroom instruction in the future, as this is available to each of us in the school system, but minimally used. This will also extend what I have learned so far. By seeking new and innovative ways to use technology and utilizing tried and true methods, my students will continue to be challenged and supported.
As far as seeking new learning approaches, I will continue to maintain my values as a life long learner myself. Through self reflection, monitoring student progress, and maintaining contact and support of parents as well as peers, I see the future as an opportunity for my own personal growth as well as my students. The difficulty is in keeping up with the newest technology and applications. By seeking guidance from skilled support and offering my support to others, I will create a global center for learning in our community. Where teachers are not afraid to try new and innovative techniques but seek them out.
Wednesday, March 30, 2011
Week 5 Evaluating GAME plan progress
While the last week has offered opportunities to evaluate and modify lessons in an effort to increase technology use in the classroom, I find it difficult to write about it on a weekly basis. This week is overloaded with activities that make it hard to think critically about the course presentations while keeping track of student progress in preparation for parent teacher conferences coming up after spring break. On a personal level, I am also dealing with a daughter graduating, keeping up with college writing assignments, and personal family issues. All which are a part of life in modern society. The resources this last week were aimed at improving adaptation methods for technology integration as well as assessment strategies.
The questions posed this week include the evaluation of the effectiveness of my actions in meeting my GAME plan goals. As stated above, I feel overwhelmed with stimuli. However, it was beneficial to observe the resources this week presented. It is extremely valuable to infuse technology into the learning and teaching environment today. With problem based instruction, the problem becomes “the anchor for the content” (Laureate, 2010). In an effort to increase technology use, I am inspired to attempt to include this method of instruction over the coming months.
In response to the second question, what have I learned to apply in instructional practice, I would respond to the afore mentioned attempt at inclusion of problem based learning. I will address the content strand on science curriculum with a lesson on animal habitats. I will guide students in a dialogue about different species of animals, groups will work together to research that animal, and a digital story will be created to share their learning with the remaining class.
What do I still have to learn? I am and always will be a “life long learner”. By continuing my education a Walden and beyond, I will seek new and inventive ways to include technology in my instruction. The biggest challenge is in the cost of such devices and services. With budget cuts that never seem to cease, the future seems bleak.
Finally, when contemplating adjusting my GAME plan, I consider adjustment to instruction. I never attempt to tackle a task as an expert. I always seek peer guidance, suggestions, and support. My adjustment of my GAME plan will continue to be a work in progress, making the necessary changes to monitor and evaluate my own decision making progress through the observation of student outcomes.
Resources:
Laureate Education, Inc. (Producer). (2010). Spotlight on Technology: Problem-Based Learning, Part 1 [Webcast]. Integrating technology across the content area. Baltimore, MD: Author.
The questions posed this week include the evaluation of the effectiveness of my actions in meeting my GAME plan goals. As stated above, I feel overwhelmed with stimuli. However, it was beneficial to observe the resources this week presented. It is extremely valuable to infuse technology into the learning and teaching environment today. With problem based instruction, the problem becomes “the anchor for the content” (Laureate, 2010). In an effort to increase technology use, I am inspired to attempt to include this method of instruction over the coming months.
In response to the second question, what have I learned to apply in instructional practice, I would respond to the afore mentioned attempt at inclusion of problem based learning. I will address the content strand on science curriculum with a lesson on animal habitats. I will guide students in a dialogue about different species of animals, groups will work together to research that animal, and a digital story will be created to share their learning with the remaining class.
What do I still have to learn? I am and always will be a “life long learner”. By continuing my education a Walden and beyond, I will seek new and inventive ways to include technology in my instruction. The biggest challenge is in the cost of such devices and services. With budget cuts that never seem to cease, the future seems bleak.
Finally, when contemplating adjusting my GAME plan, I consider adjustment to instruction. I never attempt to tackle a task as an expert. I always seek peer guidance, suggestions, and support. My adjustment of my GAME plan will continue to be a work in progress, making the necessary changes to monitor and evaluate my own decision making progress through the observation of student outcomes.
Resources:
Laureate Education, Inc. (Producer). (2010). Spotlight on Technology: Problem-Based Learning, Part 1 [Webcast]. Integrating technology across the content area. Baltimore, MD: Author.
Wednesday, March 23, 2011
Week 4 GAME plan progress
As we explore the strategies to integrate technology into our classroom we continually develop, implement, monitor, and evaluate the GAME plan developed during our first weeks of this class. The two indicators of the NETS-T I chose to reflect on include the; “design, develop, and evaluation of authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (National Education Standards for Teachers, 2008). The other is to; “engage in Professional Growth and Leadership” (NETS, 2008). While learning about technology and technology resources in an effort to advance my personal growth towards meeting these goals questions arise.
First, Am I finding the resources and information needed to advance my own GAME plan?
While I continue to use the technology available on a daily basis, I believe I am advancing my GAME plan progress. The sites and software introduced during the conference will be integrated into future lessons. I have asked that the facts4me site whose subscription was expiring, to be continued. I will seek opportunities to incorporate GoAnimate, a free website with digital storytelling applications. While the internet offers unlimited opportunities and a plethora of resources, peers offer the best advice for additional use and added resources.
I have not seen a need to modify the action plan I have laid out yet. Having only been contemplated over the last couple of weeks and with the advantage of attending a major technology conference just last week; I feel that I am on track to achieving my goals.
What have I learned so far? So far, I realize that the most important part of creating a GAME plan is the research behind it. I need to remain active in my own educational process and continue to develop, research, and support new innovations and ideas. An educator must be as open to growth as the students to be an effective teacher. Becoming complacent is probably the biggest threat to education today. As Dr. Ross stated; “Technology offers opportunities to draw students in” (Laureate, 2010), however, the understanding, engagement, and support of new technology is infectious to me as well. I want to have, use, and understand the new applications as well as desiring to incorporate them into lessons.
The only new questions I have pertain to the new and free resources available. Attending the conference was as much a chance to share free sites with peers as it was an introduction to new technology. The financial situation of school districts impressed upon me the need to seek, not just new sites, but free sites. Cautiously though. I still must protect the students from advertising that often accompanies many good sites.
Resources:
Laureate Education, Inc. (Producer). (2010) Assessing Student Learning with Technology [Webcast]. Supporting information literacy and online learning in the classroom. Baltimore, MD: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
First, Am I finding the resources and information needed to advance my own GAME plan?
While I continue to use the technology available on a daily basis, I believe I am advancing my GAME plan progress. The sites and software introduced during the conference will be integrated into future lessons. I have asked that the facts4me site whose subscription was expiring, to be continued. I will seek opportunities to incorporate GoAnimate, a free website with digital storytelling applications. While the internet offers unlimited opportunities and a plethora of resources, peers offer the best advice for additional use and added resources.
I have not seen a need to modify the action plan I have laid out yet. Having only been contemplated over the last couple of weeks and with the advantage of attending a major technology conference just last week; I feel that I am on track to achieving my goals.
What have I learned so far? So far, I realize that the most important part of creating a GAME plan is the research behind it. I need to remain active in my own educational process and continue to develop, research, and support new innovations and ideas. An educator must be as open to growth as the students to be an effective teacher. Becoming complacent is probably the biggest threat to education today. As Dr. Ross stated; “Technology offers opportunities to draw students in” (Laureate, 2010), however, the understanding, engagement, and support of new technology is infectious to me as well. I want to have, use, and understand the new applications as well as desiring to incorporate them into lessons.
The only new questions I have pertain to the new and free resources available. Attending the conference was as much a chance to share free sites with peers as it was an introduction to new technology. The financial situation of school districts impressed upon me the need to seek, not just new sites, but free sites. Cautiously though. I still must protect the students from advertising that often accompanies many good sites.
Resources:
Laureate Education, Inc. (Producer). (2010) Assessing Student Learning with Technology [Webcast]. Supporting information literacy and online learning in the classroom. Baltimore, MD: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Tuesday, March 15, 2011
Week 3 Resources
This week we are asked to share the resources we will acquire in our quest to develop our GAME plan. While I hope to maximize content learning by incorporating technology regularly and to engage in professional growth experiences, I would synthesis my response as: What resources won’t I use. Every day as a technology user, I am increasing my understanding of technology. It then becomes paramount to share those experiences with my students in creative, educational, real world, ways. Meeting the needs of diverse learners then means using the technology that I best understand to customize the instruction presented to them. (Laureate, 2010). By continuing my education at Walden and working with the newest programs created, I will seek out creative ways to use them. I am not the first to try to use new software in creative ways. By researching other educators’ examples and experiences, I can see what worked, what didn’t, and what fits my current educational situation.
I also intend on continuing to attend workshops and conferences that increase my understanding of new technology as well as new ways to use what’s out there. For example, tomorrow I will be attending the MACUL conference as mentioned last week and one workshop I will attend is called “Googles tools for search, research, and collaboration”. Honing these skills with a free and often used search engine like Google will better prepare me for my own instructional strategies. We will be working with maps across the curriculum, collaborating using docs and sites, and learning time saving methods with advances search. Another topic of interest involves the use of Netbooks. I was made aware of the fact that our school will be attaining these for next years use in compliance with a state mandate to assess skills digitally. While assessing happens occasionally, there are several workshops offering suggestions of additional applications for Netbook use that can be initiated more regularly by a proficient classroom teacher.
Not only will I be increasing the opportunities to include technology in my instruction by formal education, I will continue to seek skilled professionals to advance understanding. This also offers opportunities for teachable moments as I model for my students. The intent is to follow a learner-centered strategy. This will enable me to best consider and then meet the needs of diverse learners. Through authentic instruction, I will be able to create a learner-centered classroom where the diverse interests, talents, knowledge, background, and skills are part of the daily lesson plan model (Cennamo, Ross, Ertmer, pg. 167, 2009).
Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2010). Meeting Students’ Needs with Technology, Part 2 [Webcast]. Integrating technology across the content area. Baltimore, MD: Author.
I also intend on continuing to attend workshops and conferences that increase my understanding of new technology as well as new ways to use what’s out there. For example, tomorrow I will be attending the MACUL conference as mentioned last week and one workshop I will attend is called “Googles tools for search, research, and collaboration”. Honing these skills with a free and often used search engine like Google will better prepare me for my own instructional strategies. We will be working with maps across the curriculum, collaborating using docs and sites, and learning time saving methods with advances search. Another topic of interest involves the use of Netbooks. I was made aware of the fact that our school will be attaining these for next years use in compliance with a state mandate to assess skills digitally. While assessing happens occasionally, there are several workshops offering suggestions of additional applications for Netbook use that can be initiated more regularly by a proficient classroom teacher.
Not only will I be increasing the opportunities to include technology in my instruction by formal education, I will continue to seek skilled professionals to advance understanding. This also offers opportunities for teachable moments as I model for my students. The intent is to follow a learner-centered strategy. This will enable me to best consider and then meet the needs of diverse learners. Through authentic instruction, I will be able to create a learner-centered classroom where the diverse interests, talents, knowledge, background, and skills are part of the daily lesson plan model (Cennamo, Ross, Ertmer, pg. 167, 2009).
Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2010). Meeting Students’ Needs with Technology, Part 2 [Webcast]. Integrating technology across the content area. Baltimore, MD: Author.
Wednesday, March 9, 2011
EDUC 6713 - MY GAME PLAN
My GAME plan – Dr. Senemo introduced us to the GAME plan in the learning resources video last week. The plan is an example of being a self-directed learner, a skill that most teachers I know already adhere to. Teachers Plan, Monitor, and Evaluate their students regularly (Laureate, 2010) however, the GAME plan and the NETS-T reflect on the educator himself in this example. When reading the NETS-T indicators I was drawn to the design and development of digital-age learning experiences and assessments.
It is here where “Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (National Education Standards for Teachers, 2008). My intention is to “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources” (NETS, 2008). During the past year I have acquired a CPS system to assess its value to elementary education in our school district. In our building only I and one second grade teacher were issued these new systems. The introduction of technology has enhanced my students learning greatly although it did mean spending several hours over the summer “rewriting” assessments into the system. With this system I am able to provide instant feedback and address students’ diverse learning styles and differentiate instruction as well as monitoring progress with the data acquired. To continue to strive to design and develop new, technology rich experiences will be my goal hereon. My goal will be to strengthen my understanding of the software and technology through further education and trial and error. I will be able to monitor my progress by monitoring the progress of my students. To evaluate my progress, I will use my knowledge and experience to further the efforts of attaining more systems for our building and in the training of my peers to come.
The other NETS-T indicator I wish to address is my efforts to “Engage in Professional Growth and Leadership” (NETS, 2008). It follows where “Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools” (NETS, 2008). I will make it my goal to “participate in local and global learning communities to explore creative applications of technology to improve student learning” (NETS, 2008). My actions will be to attend conferences and share my learning with my peers in regards to technology use in the classroom to advance student achievement. For instance, next week I will be attending the MACUL conference in Detroit, Michigan. Not only will I attend workshops on technology use but I was asked by Edutek to “work” at their booth to share my classroom experiences with the CPS systems our school has attained. How will I monitor my progress? In the first four years of my teaching assignment I have attended this conference twice as well as others. I have created a classroom blog and encourage my students technology use daily. My evaluation of my progress will be measured through the success of my students.
Resources:
Laureate Education, Inc. (Producer). (2010) Promoting Self-Directed Learning with Technology [Webcast]. Supporting information literacy and online learning in the classroom. Baltimore, MD: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
It is here where “Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (National Education Standards for Teachers, 2008). My intention is to “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources” (NETS, 2008). During the past year I have acquired a CPS system to assess its value to elementary education in our school district. In our building only I and one second grade teacher were issued these new systems. The introduction of technology has enhanced my students learning greatly although it did mean spending several hours over the summer “rewriting” assessments into the system. With this system I am able to provide instant feedback and address students’ diverse learning styles and differentiate instruction as well as monitoring progress with the data acquired. To continue to strive to design and develop new, technology rich experiences will be my goal hereon. My goal will be to strengthen my understanding of the software and technology through further education and trial and error. I will be able to monitor my progress by monitoring the progress of my students. To evaluate my progress, I will use my knowledge and experience to further the efforts of attaining more systems for our building and in the training of my peers to come.
The other NETS-T indicator I wish to address is my efforts to “Engage in Professional Growth and Leadership” (NETS, 2008). It follows where “Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools” (NETS, 2008). I will make it my goal to “participate in local and global learning communities to explore creative applications of technology to improve student learning” (NETS, 2008). My actions will be to attend conferences and share my learning with my peers in regards to technology use in the classroom to advance student achievement. For instance, next week I will be attending the MACUL conference in Detroit, Michigan. Not only will I attend workshops on technology use but I was asked by Edutek to “work” at their booth to share my classroom experiences with the CPS systems our school has attained. How will I monitor my progress? In the first four years of my teaching assignment I have attended this conference twice as well as others. I have created a classroom blog and encourage my students technology use daily. My evaluation of my progress will be measured through the success of my students.
Resources:
Laureate Education, Inc. (Producer). (2010) Promoting Self-Directed Learning with Technology [Webcast]. Supporting information literacy and online learning in the classroom. Baltimore, MD: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Monday, February 21, 2011
Reflection for EDUC 6712
As a result of this course, I have had several revelations as to the teaching of new literacies. The most compelling comes from David Warlick, as he stated that; “we are at a time of rapid change” (Laureate, 2010). The change is in the way we teach students, learning to be learners. Through the methods of new literacies, students will be able to self educate, ask and answer probing questions and present their findings with peers in new and insightful ways. I researched the definition of new literacies and found that the best definition states; “New literacies include the skills, strategies, and disposition that allow us to use the Internet and other ICTs effectively to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others. We encounter new literacies nearly every time we try to read, write, and communicate with the Internet and other ICTs” (Leu, 2004). A quote that struck me was by Douglas Harman when he said, “new literacy means preparing students for their future not our past” (Laureate, 2010). This, I whole heartedly believe, our students futures are at stake, thus I chose to continue my education with technology in mind, believing that students need to be prepared for a future unlike any we can imagine.
The skills this course offer encourage me to continue my own education into the incorporation of new technology in the classroom on a daily basis. I plan to teach these skills by being proactive in my acquisition of technological classroom devices. I have this year received a CPS system, data projector, laptop and a mobi device that I work daily to incorporate into lessons across all the curriculums of third grade. My goal is to make technology hands on and attainable in class and out of class during computer lab time activities where I can create webquests, teach publishing, and use educational games to increase rote skills. One other new creation that I will continue to support and promote is the use of our classroom blog (developed this year). Finally, what else can I do, as stated in our text; “at a minimum, students need to be able to identify an informational need, figure out which resources to use to address that need, evaluate the information they find, read and synthesize information from multiple sources, and perhaps even transform all those stray pieces of information into something original” (Eagleton, 2007).
My goals for professional development include the continuation of my own education into technological integration across the content areas. While teaching elementary school offers opportunities in every subject area, I will continue to seek ways to adapt lessons to include the latest technology, even when funds are low and materials lacking. For instance, next month in March, I will be attending the MACUL conference in Detroit. I intend on learning but also intend on bringing back new knowledge to share with my peers. I will remain perseverant, striving for, not only my successful teaching practices, but those of my coworkers. I am reminded of my favorite quote:
“If people experience only easy successes they come to expect quick results and are easily discouraged by failure. Resilience requires experience in overcoming obstacles through perseverant effort. Some setbacks and difficulties in human pursuits serve a useful purpose in teaching that success usually requires sustained effort. After people become convinced they have what it takes to succeed, they persevere in the face of adversity and quickly rebound from setbacks. By sticking it out through tough times, they emerge stronger from adversity.” (Bandura, 1994).
This course was another reminder of perseverance. I will continue to be successful because my success will encourage my students success. Being a positive educator and surrounding myself with positive support personnel is infectious. As a staff we then have the power to promote positive attitudes as we continue to celebrate success. That’s the most any of us can hope.
References:
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human
behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.],
Encyclopedia of mental health. San Diego: Academic Press, 1998).
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New
York: The Guilford Press.
Laureate Education, Inc. (Producer). (2010). New literacies [Webcast]. Supporting information
literacy and online learning in the classroom. Baltimore, MD: Author.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new
literacies emerging from the internet and other information and communication
technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of
reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
The skills this course offer encourage me to continue my own education into the incorporation of new technology in the classroom on a daily basis. I plan to teach these skills by being proactive in my acquisition of technological classroom devices. I have this year received a CPS system, data projector, laptop and a mobi device that I work daily to incorporate into lessons across all the curriculums of third grade. My goal is to make technology hands on and attainable in class and out of class during computer lab time activities where I can create webquests, teach publishing, and use educational games to increase rote skills. One other new creation that I will continue to support and promote is the use of our classroom blog (developed this year). Finally, what else can I do, as stated in our text; “at a minimum, students need to be able to identify an informational need, figure out which resources to use to address that need, evaluate the information they find, read and synthesize information from multiple sources, and perhaps even transform all those stray pieces of information into something original” (Eagleton, 2007).
My goals for professional development include the continuation of my own education into technological integration across the content areas. While teaching elementary school offers opportunities in every subject area, I will continue to seek ways to adapt lessons to include the latest technology, even when funds are low and materials lacking. For instance, next month in March, I will be attending the MACUL conference in Detroit. I intend on learning but also intend on bringing back new knowledge to share with my peers. I will remain perseverant, striving for, not only my successful teaching practices, but those of my coworkers. I am reminded of my favorite quote:
“If people experience only easy successes they come to expect quick results and are easily discouraged by failure. Resilience requires experience in overcoming obstacles through perseverant effort. Some setbacks and difficulties in human pursuits serve a useful purpose in teaching that success usually requires sustained effort. After people become convinced they have what it takes to succeed, they persevere in the face of adversity and quickly rebound from setbacks. By sticking it out through tough times, they emerge stronger from adversity.” (Bandura, 1994).
This course was another reminder of perseverance. I will continue to be successful because my success will encourage my students success. Being a positive educator and surrounding myself with positive support personnel is infectious. As a staff we then have the power to promote positive attitudes as we continue to celebrate success. That’s the most any of us can hope.
References:
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human
behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.],
Encyclopedia of mental health. San Diego: Academic Press, 1998).
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New
York: The Guilford Press.
Laureate Education, Inc. (Producer). (2010). New literacies [Webcast]. Supporting information
literacy and online learning in the classroom. Baltimore, MD: Author.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new
literacies emerging from the internet and other information and communication
technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of
reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
Wednesday, October 27, 2010
Reflection of ED6711
My goal has always been to become an exemplary teacher. One who was reflective and able to share ideas, beliefs and values about teaching and learning (Frank, 1999). It is my job and my passion to encourage student growth academically, socially, and psychologically. I view each child as an individual with needs. Needs for respect, needs for safety, as well as needs for knowledge. My students feel welcomed and loved and I know that only when their basic needs are met will true lifelong learning be possible. While no two educators have the same teaching style and, though I may create a caring classroom environment, a student may not have known such care nor had such support in the past. I know that learning is best accomplished when the student feels safe and comfortable and when I work towards those ends academic skills will follow. My personal theory of learning, while strongly supportive of Howard Gardner’s Theory of Multiple Intelligences, has become more holistic throughout this class ,as I better understand the research behind each theory as well as through my own classroom experiences. I have experienced, as the Behaviorist might suggest, the value of rewards and consequences to reinforce or punish. I believe, in some degree, with the Constructivist view where new knowledge is either assimilated or our existing schemas are adjusted to accommodate new information (Duffy-McDonald, 2008). As I learn more about the workings of the brain and the biological processes, I better understand the view of strengthening synaptic connections through procedural and declarative practices. As Dr. Orey suggests; these two types of memory are strengthened supporting learning theory through immersive experiences by active learners (Laureate, 2009).
The use of technology can and does enhance the learning experience. As a teacher of elementary students, third grade, I have witnessed the joy a student exhibits when introduced to new technology. When offered an opportunity to create a PowerPoint presentation and then share their experience, students are engaging in conversation together, sharing their views, experiences, and understanding. I also have recently obtained a Mobi device, an electronic writing device that replaces my chalkboard, where I allow the students to write with and devise answers to the questions posed. Though a simple hands on device, I suspect the students are as thrilled to use it as an 18th century student may have felt about writing with chalk on a blackboard. With the Mobi device, I have also begun using a CPS system of assessment. This system includes individual “clickers” that the students use to respond to test questions and generates reports immediately that can support further teaching of the skill, the need for differentiated instruction, or whole class understanding of a concept promoting advancement to a new skill. Whenever we are able to offer new technology and new experiences in a positive environment where success is not measured relative to perfection but through individual effort and growth, teachers are effectively supporting active learning and engaging active learners.
My classroom environment is supportive of a student’s self-efficacy. This concept lies at the center of psychologist Albert Bandura’s social cognitive theory. Bandura’s theory emphasizes the role of observational learning, social experience, and reciprocal determinism in the development of personality. Thus a person’s attitudes, abilities, and cognitive skills comprise what is known as the self-system. Self-efficacy is the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations. In other words, self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. These beliefs then determine how people think, behave, and feel (Wagner, 2010). I believe that a person with a strong sense of self-efficacy will develop deeper interests as they participate in new activities. The use of instructional strategies lead to active engagement. By allowing the students to work with partners, the students who are more apt at the task can guide the understanding of the student who may struggle. By including graphic organizers the students have resources to aid in understanding, building relationships though modeled steps in the answer determination process. Both instructional technology tools and learner technology tools are available and will be used in my classroom. My goal is to use the instructional tool (mobi) minimally, allowing the students to use it in responding to the questions posed. With the leaner tools (clickers) the student is motivated to respond without fear of being singled out as inferior. The results of the responses aid in the decision to proceed with more difficult examples, to reteach, or to re-evaluate work groups. My strategy is, and will remain, my increased knowledge of new technology, my continued study of the latest research, and creating challenging experiences for my students.
Resources:
Frank, Peter. (Fall, 1999). “Becoming a Reflective Teacher.” ASCD Catalyst.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.).
Boston, MA: Pearson Education, Inc.
Laureate Education, Inc. (Executive Producer). (2009). [Webcast]. Baltimore: Author.
Wagner, Kendra Van (2010). About.com/Psychology. Retrieved January 19, 2010, from http://
psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm
The use of technology can and does enhance the learning experience. As a teacher of elementary students, third grade, I have witnessed the joy a student exhibits when introduced to new technology. When offered an opportunity to create a PowerPoint presentation and then share their experience, students are engaging in conversation together, sharing their views, experiences, and understanding. I also have recently obtained a Mobi device, an electronic writing device that replaces my chalkboard, where I allow the students to write with and devise answers to the questions posed. Though a simple hands on device, I suspect the students are as thrilled to use it as an 18th century student may have felt about writing with chalk on a blackboard. With the Mobi device, I have also begun using a CPS system of assessment. This system includes individual “clickers” that the students use to respond to test questions and generates reports immediately that can support further teaching of the skill, the need for differentiated instruction, or whole class understanding of a concept promoting advancement to a new skill. Whenever we are able to offer new technology and new experiences in a positive environment where success is not measured relative to perfection but through individual effort and growth, teachers are effectively supporting active learning and engaging active learners.
My classroom environment is supportive of a student’s self-efficacy. This concept lies at the center of psychologist Albert Bandura’s social cognitive theory. Bandura’s theory emphasizes the role of observational learning, social experience, and reciprocal determinism in the development of personality. Thus a person’s attitudes, abilities, and cognitive skills comprise what is known as the self-system. Self-efficacy is the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations. In other words, self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. These beliefs then determine how people think, behave, and feel (Wagner, 2010). I believe that a person with a strong sense of self-efficacy will develop deeper interests as they participate in new activities. The use of instructional strategies lead to active engagement. By allowing the students to work with partners, the students who are more apt at the task can guide the understanding of the student who may struggle. By including graphic organizers the students have resources to aid in understanding, building relationships though modeled steps in the answer determination process. Both instructional technology tools and learner technology tools are available and will be used in my classroom. My goal is to use the instructional tool (mobi) minimally, allowing the students to use it in responding to the questions posed. With the leaner tools (clickers) the student is motivated to respond without fear of being singled out as inferior. The results of the responses aid in the decision to proceed with more difficult examples, to reteach, or to re-evaluate work groups. My strategy is, and will remain, my increased knowledge of new technology, my continued study of the latest research, and creating challenging experiences for my students.
Resources:
Frank, Peter. (Fall, 1999). “Becoming a Reflective Teacher.” ASCD Catalyst.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.).
Boston, MA: Pearson Education, Inc.
Laureate Education, Inc. (Executive Producer). (2009). [Webcast]. Baltimore: Author.
Wagner, Kendra Van (2010). About.com/Psychology. Retrieved January 19, 2010, from http://
psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm
Sunday, October 10, 2010
Cooperative Learning
This week there were several good suggestions for using technology in the classroom in our text. For me, a third grade teacher, creating videos and webpages may be a bit out of our league. For students in the upper grades, the use of these techniques would prove to be supportive of social learning strategies. Teachers observe several learning styles, we also understand that there are many ways to learn, social learning is just one. One situation were I envision social learning with technology is through webquests. In our computer lab, each student can log on and follow the links, guiding discussion and supporting learning of new material.
While each student has his or her own skills, talents, learning styles, outside influences, social status, and on and on, we the educators look for what works and what doesn’t. This can change drastically year to year, class to class, student to student. While social learning may have its place in one grade level it may be unrealistic with another. Some may not be capable of working in collaborative groups. Some may not be willing to support their peers. While social learning may be a valuable tool, it is only one of many possible considerations. Dr. Orey suggests that the learner has a zone of proximal development where anything above this needs a facilitator, a knowledgeable other to support the learner, unable to learn (Laureate, 2009). One way to offer this support is with collaborative learning.
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.
While each student has his or her own skills, talents, learning styles, outside influences, social status, and on and on, we the educators look for what works and what doesn’t. This can change drastically year to year, class to class, student to student. While social learning may have its place in one grade level it may be unrealistic with another. Some may not be capable of working in collaborative groups. Some may not be willing to support their peers. While social learning may be a valuable tool, it is only one of many possible considerations. Dr. Orey suggests that the learner has a zone of proximal development where anything above this needs a facilitator, a knowledgeable other to support the learner, unable to learn (Laureate, 2009). One way to offer this support is with collaborative learning.
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.
Wednesday, September 29, 2010
Constructivism in Practice
One of the chapters we were to examine this week was on generating and testing hypotheses. In this chapter one recommendation is to use a variety of structured tasks to guide students (Pitler, 2007). The chapter then shares ideas and methods to use technology to create artifacts with software. The chapter concludes with several excellent suggestions of web based programs. I believe that Dr. Orey would consider the use of technology suggested here as opportunities for students to assimilate new knowledge by using modern tools to expand basic understanding. The idea of constructionism is active engagement in the construction of artifacts.
I find that when students are able to create and as importantly, share - their retention of understanding is increased. While learning the history of Michigan, we can read from a textbook, look at the pictures, fill in a worksheet and then take a test. However, if we find ways to creatively engage the students, fill in graphic organizers, create and label maps, view a video, share our understanding in an open and inviting environment free of hostility and antagonism then take a test, the results are evident. The question then is retention. I also find that by creating and sharing in the learning process, when revisited the information, the new knowledge is better engrained.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I find that when students are able to create and as importantly, share - their retention of understanding is increased. While learning the history of Michigan, we can read from a textbook, look at the pictures, fill in a worksheet and then take a test. However, if we find ways to creatively engage the students, fill in graphic organizers, create and label maps, view a video, share our understanding in an open and inviting environment free of hostility and antagonism then take a test, the results are evident. The question then is retention. I also find that by creating and sharing in the learning process, when revisited the information, the new knowledge is better engrained.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 15, 2010
Behaviorism in Practice:
Several resources were available this week for our review. One was in the book; Using Technology with Classroom Instruction that Works, by Pitler, Hubbell. The chapter on reinforcing effort was designed to support an understanding of the relationship between effort and achievement. This can be taught explicitly and then tracked by the students themselves with technology. This appears to have a method of tracking behavior but as a third grade teacher, I see little correlation to Behaviorist Theory. With explicit teaching comes modeling, review, and repeated modeling with review. While the students can monitor their effort, to support Behaviorist Theory, a system of rewards and consequences needs to be well established.
The other chapter was on homework and practice. One aspect that concerned me, again I teach elementary, was the generalization that parental involvement be kept to a minimum. I want my parents involved, I do not want them doing the work, but I do want them available, supportive, and guiding. When using technology for homework, parents should know what the student is doing and should promote good time management skills. These efforts can be supported with Behavior Theory with rewards for completed work returned on time or consequences for not doing homework like no t.v. or loss of phone privileges, as examples.
Other resources available were via the links below:
Classroom.JC-Schools.net
Prentice Hall Social Studies Skills Tutor
Keyboarding Practice
WebMATH
English Grammar 101
DC Physics: Help for Physics Students
Internet4Classrooms Tutorials
Some offer support through drill and practice methods and others offer tutorials that guide understanding, better utilizing reinforcement of desired results. Each has its pros and cons in regards to Behaviorist Theory and offer valuable instructional practice in the courses intended. When programmed instruction offers information, follows up with a question, and either reteaches per an incorrect response of celebrates a correct response, that instruction is promoting reinforcement of the desired behavior. That’s as much as software, without an educator’s guidance, can do.
The other chapter was on homework and practice. One aspect that concerned me, again I teach elementary, was the generalization that parental involvement be kept to a minimum. I want my parents involved, I do not want them doing the work, but I do want them available, supportive, and guiding. When using technology for homework, parents should know what the student is doing and should promote good time management skills. These efforts can be supported with Behavior Theory with rewards for completed work returned on time or consequences for not doing homework like no t.v. or loss of phone privileges, as examples.
Other resources available were via the links below:
Classroom.JC-Schools.net
Prentice Hall Social Studies Skills Tutor
Keyboarding Practice
WebMATH
English Grammar 101
DC Physics: Help for Physics Students
Internet4Classrooms Tutorials
Some offer support through drill and practice methods and others offer tutorials that guide understanding, better utilizing reinforcement of desired results. Each has its pros and cons in regards to Behaviorist Theory and offer valuable instructional practice in the courses intended. When programmed instruction offers information, follows up with a question, and either reteaches per an incorrect response of celebrates a correct response, that instruction is promoting reinforcement of the desired behavior. That’s as much as software, without an educator’s guidance, can do.
Friday, June 25, 2010
Reflection - Final Blog Posting
I have always enjoyed learning and using technology myself, however, until this course I have not had experience with blogs, wikis, or podcasts. I have used the internet to do research and to find innovative ways to extent core curriculum standards. Now I feel better prepared to integrate these forms of learning and have a new appreciation for collaborative learning projects.
My knowledge of the teaching and learning processes has increased throughout this course through the readings and insights of Dr. Thornberg and Dr. Dede, both experts in 21st century technology. Their presentations, facts, and research enhanced their views and helped encourage my understanding of their beliefs, encouraging me to introduce more technology and expand collaborative activities planned in my instruction.
I feel I have always been a learner centered teacher. This is the way my college education led me, and being new to teaching, I have tried to remain these past three years. This last year I did find it difficult to lead a learner centered approach and, because of behavior issues, found it easier to be more teacher centered. My perspective remains the same though – learner centered is the way to go (when you can.)
The challenges in teaching technology skills in the classroom often involve budgets. The difficulty is in keeping up with the ever changing technological landscape. Even when we are able to keep up, we are often lagging in experience ourselves. Students are usually better aware of techniques and usage than the adults that are supposed to be teaching them. I know I’ve seen examples even here, where our own children have had to trouble shoot and teach us how to set up wikis, blogs, and such.
But to meet these challenges is to remain diligent. We are to seek out individuals with experience to guide us in using technology, then we need to “play” with the technology to learn its capabilities. We are to seek out models in usage and with the ever expanding internet, there is no end to the resources available.
My two long term goals are the integration of the new (to me) cps system that I have already spent countless hours setting up. The recreation of paper tests and activities to digital media has at times been exhausting. However, the importance of preparing students for 21st century skills drives me to integrate technology as best as I can. My next goal would be to find new ways to integrate existing technology (computer lab, internet) for my diverse learners. Like with the lesson I created with persuasive letter writing, some students were able to use a web site specifically designed for letter creation circumventing the “layout” difficulties.
Finally, in referring to the checklist from week one, I am more encourage to seek out other professionals, both at my school site and in the larger global community, with whom I share best practices and build a personal learning community to further my own professional growth. These classes have introduced me to several individuals who have similar beliefs and are at similar levels of technology understanding extending my peer collaborative group.
My knowledge of the teaching and learning processes has increased throughout this course through the readings and insights of Dr. Thornberg and Dr. Dede, both experts in 21st century technology. Their presentations, facts, and research enhanced their views and helped encourage my understanding of their beliefs, encouraging me to introduce more technology and expand collaborative activities planned in my instruction.
I feel I have always been a learner centered teacher. This is the way my college education led me, and being new to teaching, I have tried to remain these past three years. This last year I did find it difficult to lead a learner centered approach and, because of behavior issues, found it easier to be more teacher centered. My perspective remains the same though – learner centered is the way to go (when you can.)
The challenges in teaching technology skills in the classroom often involve budgets. The difficulty is in keeping up with the ever changing technological landscape. Even when we are able to keep up, we are often lagging in experience ourselves. Students are usually better aware of techniques and usage than the adults that are supposed to be teaching them. I know I’ve seen examples even here, where our own children have had to trouble shoot and teach us how to set up wikis, blogs, and such.
But to meet these challenges is to remain diligent. We are to seek out individuals with experience to guide us in using technology, then we need to “play” with the technology to learn its capabilities. We are to seek out models in usage and with the ever expanding internet, there is no end to the resources available.
My two long term goals are the integration of the new (to me) cps system that I have already spent countless hours setting up. The recreation of paper tests and activities to digital media has at times been exhausting. However, the importance of preparing students for 21st century skills drives me to integrate technology as best as I can. My next goal would be to find new ways to integrate existing technology (computer lab, internet) for my diverse learners. Like with the lesson I created with persuasive letter writing, some students were able to use a web site specifically designed for letter creation circumventing the “layout” difficulties.
Finally, in referring to the checklist from week one, I am more encourage to seek out other professionals, both at my school site and in the larger global community, with whom I share best practices and build a personal learning community to further my own professional growth. These classes have introduced me to several individuals who have similar beliefs and are at similar levels of technology understanding extending my peer collaborative group.
Saturday, June 5, 2010
Wednesday, May 26, 2010
Partnership for 21st Century Skills
http://www.p21.org/
The link above will take you to the Partnership for 21st Century Skills website.
This website is easy to maneuver and simple in its design and you will find it easy to access their mission, views, resources, news, and initiatives. My biggest surprise was the fact that Michigan was not on the list of state initiatives. I probably should not have been surprised, however, knowing the state of Michigan’s educational system and the governments’ anti-education actions.
I found it hard to disagree with their mission, education does need to support student knowledge of technology to better serve the society and workplace of the future. I especially like the framework for 21st century learning. It is important to note that life skills and learning skills are a major portion of the classroom learning environment, not just the teaching of core instructional skills. Another important aspect is the continued professional development of the educators, even when this might only be with the guidance of peers in accessing an online gradebook or understanding email.
The implication is that a teacher must find a way to incorporate the new. A teacher should always seek ways to improve his/her lessons and to be innovative with their approach to instruction. Teachers who strive to be effective teachers will strive to promote students who are critical consumers of knowledge.
The link above will take you to the Partnership for 21st Century Skills website.
This website is easy to maneuver and simple in its design and you will find it easy to access their mission, views, resources, news, and initiatives. My biggest surprise was the fact that Michigan was not on the list of state initiatives. I probably should not have been surprised, however, knowing the state of Michigan’s educational system and the governments’ anti-education actions.
I found it hard to disagree with their mission, education does need to support student knowledge of technology to better serve the society and workplace of the future. I especially like the framework for 21st century learning. It is important to note that life skills and learning skills are a major portion of the classroom learning environment, not just the teaching of core instructional skills. Another important aspect is the continued professional development of the educators, even when this might only be with the guidance of peers in accessing an online gradebook or understanding email.
The implication is that a teacher must find a way to incorporate the new. A teacher should always seek ways to improve his/her lessons and to be innovative with their approach to instruction. Teachers who strive to be effective teachers will strive to promote students who are critical consumers of knowledge.
Tuesday, May 18, 2010
Technology disconnect
I feel that the classroom teacher who uses the technology available to them and strives to meet the unique needs of the individual is doing all they can to prepare their students for the future. Each classroom teacher works under different circumstances, some with greater resources available some with relatively none. The learner is often self taught, in my opinion, and those with an aptitude for technological devices will strive to use and learn as they feel comfortable. What we are able to do is to teach them how to see technology as a friend, and not fear it. We are able to teach them HOW to learn.
Sure we can teach them math, reading, science, etc., but as important is teaching them how to get along, how to work together, and how to assist those in need. We also strive to teach them how to access information and use the resources we didn’t necessarily have when we went to school. Where we used dictionaries, they use the internet. When we needed to check spelling they can click a button on a desktop. We take classes to learn to fly, drive, and defend ourselves, they use simulators.
The disconnect between education and business is often because of the cuts made in education. We are not an industry where there is a valuable product produced (or are we) that we can sell for a profit tomorrow. So the dollars invested in the business world are lacking in the educational world. The disconnect can be shrunk but never truly eliminated. We can learn to use it to more efficiently access information, network socially, and communicate ideas, but “technological advances will go beyond simply making us more efficient at what we already do. They're going to change where we work, how we work, and even the nature of work itself” (Hoff, 2007). While I was not taught using the technology available today, my students will be using technology in the work place that we can only imagine. I had to learn (as an adult) and so will they. We all adapt as needed to fulfill the needs of our work situation and our students will as well.
Reference: Hof, R. (2007, August 20). The end of work as you know it. Businessweek.com. Retrieved from http://www.businessweek.com/magazine/content/07_34/b4047426.htm?chan =search
Sure we can teach them math, reading, science, etc., but as important is teaching them how to get along, how to work together, and how to assist those in need. We also strive to teach them how to access information and use the resources we didn’t necessarily have when we went to school. Where we used dictionaries, they use the internet. When we needed to check spelling they can click a button on a desktop. We take classes to learn to fly, drive, and defend ourselves, they use simulators.
The disconnect between education and business is often because of the cuts made in education. We are not an industry where there is a valuable product produced (or are we) that we can sell for a profit tomorrow. So the dollars invested in the business world are lacking in the educational world. The disconnect can be shrunk but never truly eliminated. We can learn to use it to more efficiently access information, network socially, and communicate ideas, but “technological advances will go beyond simply making us more efficient at what we already do. They're going to change where we work, how we work, and even the nature of work itself” (Hoff, 2007). While I was not taught using the technology available today, my students will be using technology in the work place that we can only imagine. I had to learn (as an adult) and so will they. We all adapt as needed to fulfill the needs of our work situation and our students will as well.
Reference: Hof, R. (2007, August 20). The end of work as you know it. Businessweek.com. Retrieved from http://www.businessweek.com/magazine/content/07_34/b4047426.htm?chan =search
Wednesday, May 12, 2010
Blog in Classroom
Use of a blog in my classroom would first entail communication with parents. I would see using the blog as a virtual newsletter, informing parents of upcoming events, current classroom news, links to sites of interest, and a place to ask questions, elaborate on instruction, or share ideas. Through this communication with parents, I could share content instruction information, offer suggestions for home follow-up and even offer links to sites to assist a parent in their role as educator (in a sense educating the parent as well).
I am not ready to introduce my students to blogging and though there may be several appropriate, tested, and proven positive outcomes, the class that I have this year is not ready for such technology.
I am not ready to introduce my students to blogging and though there may be several appropriate, tested, and proven positive outcomes, the class that I have this year is not ready for such technology.
Creating a Blog
It would appear that I have successfully created another blog.
Blogger is blocked at our school and Wordpress is accessible. Don't quite understand why.
I am a 3rd grade teacher in Coloma, Michigan and am in my 3rd year of teaching. The use of technology in the classroom has intreagued me as this appears to be the future of education. The readings this week express the importance of understanding that. Where we go from here is up to us as we press those who resist change into making the decisions that will enhance student performance in the classroom. Technology does this, enhances student learning, offering access to technology that they will continue to use as they continue the journey of life long learning.
Blogger is blocked at our school and Wordpress is accessible. Don't quite understand why.
I am a 3rd grade teacher in Coloma, Michigan and am in my 3rd year of teaching. The use of technology in the classroom has intreagued me as this appears to be the future of education. The readings this week express the importance of understanding that. Where we go from here is up to us as we press those who resist change into making the decisions that will enhance student performance in the classroom. Technology does this, enhances student learning, offering access to technology that they will continue to use as they continue the journey of life long learning.
Monday, May 10, 2010
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