EDLD 5326 - Action Research Plan Update

My Action Research project has been a slow and steady process to complete.  I’m basically at the mercy of my teachers in regards to monitoring the usage of eInstruction in their classrooms.  I’m relying on them to actually utilize it and allow me to monitor and follow up with those teachers after they use it with their students.  It’s been difficult to get going this school year with eInstruction because we implemented a new Learning Management System and we have been busy working through all the kinks and bugs in order to get it running efficiently.  Teachers’ attentions are focused on learning that LMS and how to utilize it in their classrooms with their students that unfortunately eInstruction has not been a priority.  However, I have a training planned tomorrow on how to use eInstruction in the classroom for those informal assessments. I plan on working especially with the ELA and Science teachers and getting them focused on having their classes set up and possibly creating some ExamView quick tests.  I have gathered some data already but still need to gather additional data in order to conference with teachers.  The data I have is very useful and proves that eInstruction used for informal assessments is beneficial.  I need to do a better job at mapping out in my day to meet with those teachers who are not using eInstruction with their classroom to find out their reasons why they are not implementing the program.  I have some records of why they don’t use it, such as time for students to gather clickers, increased chance of cheating and other reasons.  I also need to work with those teachers and find ways that eInstruction will be beneficial to them.

EDLD 5397 Week 5 Web Conference Reflection

Dr. Borel started the web conference discussing our Action Research Plans and informed us that some people lost points because they omitted the Literature Review section.  She then reviewed the Site Supervisor information and informed us she just posted the spreadsheet of whose site supervisor submitted the PISE/ETLISE and Dispositions Surveys and those who did not.  She also reviewed the requirements for week 5 and reviewed the seven required documents that need to be uploaded in TK20 under one artifact.  There were questions about rewriting the Action Research Plan and she informed us we do not have to rewrite our plans before uploading to TK20.  She then discussed the Professional Development Plan, which should include our goals and how we will evaluate those goals whether it is parental involvement, discipline or scheduling.  Basically, we need to include those goals we want to know more about.  I’m glad she discussed this because I wasn’t exactly sure what our plan should entail.  Dr. Borel then reviewed the Campus Supervised Plan and the hours we need, which is a minimum of 75 hours.  Our Course Supervised hours have to add up to around 150 hours by the end of our 5398 class but it may be 100 hours for someone else, which is dependent upon the courses they have taken.   She included that this was our last web conference and to email her if we still have not heard from our Field Supervisors.  Again, this was an informative conference overall.

EDLD 5397 - Week 3 Web Conference Reflection

     I was fortunate again to actually attend our web conference this past Wednesday.  Dr. Borel welcomed everyone and opened up with a slide that contained the items for discussion.  She informed us to grab our blue APA book as she would be referencing it during the conference.  Since many have been asking, she reviewed the Lamar calendar in regards to the scheduling of classes whether you are an Administration or Educational Technology student.  She also discussed when you would be graduating depending on when you finish your last class.  Dr. Borel informed us there has been an issue with TK20 so our site supervisors have not received their forms yet, which she was not happy about.  She will let us know when that email is sent out from TK20 and if it does not get sent, what the alternate process will be.  She reminded us to read our weekly announcement, which I make sure I do.  Dr. Borel once again reviewed the field supervisor information in regards to our conferences and to submit that feedback to Blackboard and TK20.  Since we are writing a paper in regards to our Action Research Plan this week, she reminded us to use the template for our report.  We were told the new handbooks were also posted.  After her general announcements were made, she started to review the work for week 3.  In regards to the APA homework, she said we need to get 9 correct in order to receive our points for that portion of the assignment.  We are to rewrite the samples using APA format.  She gave us one of the samples and referred us to page 277 in the APA blue handbook to assist us with rewriting that citation.  She gave us a few more samples and we discussed the issues and what the correct formats should be.  When we finished those, she reviewed the Action Research Plan and reminded us to start working on that this week.  Some asked if they could change their plans and she informed them they could.  She reminded us of the next conference date and time and then answered questions.  

EDLD 5363 Student-Centered Video Debrief

Team Debrief: 
I will admit I did not know too much about tornados and exactly how they are formed.  I knew that there are different scales on how they’re rated.  I knew they occur when warm air collides with cold air.  I learned that they occur cause of wind shear and their ratings are based on the damage they leave behind.  I feel creating the video took some time because there were four of us each having a part in the process and we had to complete these different stages before continuing onto the next.  I feel it wasn’t too difficult but just took some time to gather all videos, permissions to use them, copyright, credits, etc.  I learned a great deal about Creative Commons and copyrighting that I plan on using that information with my teachers and students.

Individual Debrief: 
As always, I enjoyed working with my team consisting of Darla, Stephanie and Rhonda. I know each of us will do our part and we are agreeable on most aspects of our project. Rhonda did a fantastic job of setting up all the documentation in our Google Docs so each of us could modify and add the information as needed.  We all shared our ideas on tornado footage and what information should be included in our video.  This entire process took longer than expected because we each had to do our own part on our own and then share with the rest of the group and await their feedback.  I also think what took longer than expected was getting all the copyright information from our different contributors for our video project.  I feel we all contributed to this video project and I am personally excited about our finished product!

EDLD 5363 - Internship Activities & Action Research Project Update

     My campus-supervised Internship activities are coming along pretty nicely.  I actually have most of my hours completed, which amounts to about 125-130 hours.  I have learned much about our campus and district that I normally would not learn about or follow, such as how busses are scheduled, food service information and budget.  This particular assignment has pushed me to get out of my “comfort zone” and explore other areas of my campus that I would not normally investigate.  Sometimes as educators we get comfortable with what we know that we fail to explore outside our area of expertise to learn more about other things on our campus.  Doing this has made me realize the workload others have on their plate and it helped me become more diverse when I know what others are doing and are responsible for.  It makes me look at our campus at how it’s operated as a “whole.”

     My action research plan is coming along very slowly.  I am not receiving as much participation from my teachers as I thought I would.  I believe it is because they have so many other things going on especially with a new program our administrators implemented that communicating with me on my action research plan is not a priority for them.  Even though I had numerous teachers share their lesson plans with me in Eduphoria, many still are not using eInstruction for quick informal assessments or they are just not indicating it in their lesson plans.  With this being said, I did receive some data from some teachers who did utilize the eInstruction for informal assessments so I plan on using their information.

EDLD 5363 - Web Conferences Reflection

I attended four different web conferences, which were very helpful because we were able to ask questions and receive assistance.  Dr. Abernathy was always very kind and offered assistance when requirements for the course were in question.  There were questions about where to post - some were confused about the difference between their Google site and their blog so she clarified those questions.  During every conference she reminded us to submit our assignments to TK20 by the end of week 5.  For the video project we worked on in week 2 she reminded us that we should include more pictures and video rather than words – the pictures and video should speak volumes – more so than the words.  She also reminded us what the time lengths should be for our videos.  Another good reminder was to stay current on our Internship hours and Action Research Plan.  She instructed us to not get behind on those.  Also, if our web conference reflections are in our Google site or blog, we must provide the links to those.  She reminded us of the ways we can communicate with our group, such as through Google Hangout, Skype, Google Docs or FreeConferenceCall.com

I enjoyed hearing the talk about ISTE in San Antonio and all the activities that were planned in the days leading up to the event.  One of the girls in our group shared her experiences at the conference and it sounded unbelievable!  I really wish I could have attended this year; however, I will try to attend sometime in the very near future.

EDLD 5363 - Week 1 Reflection

            This digital project assignment really excited me!  Just like students in the classroom, I learn the most when I get to actually create something.  It was interesting to be on the other side of this assignment as I always assist my teachers with giving this type of assignment – now I got to create it myself!  Teachers can truly measure what their students know by assigning digital project-based assignments.  Not only did I have to use photos but I had to narrate with applicable emotion and choose music that would give additional emotion.  The topic was easy for me as my father passed away 3 weeks ago and I wanted to create something in honor of him.

            I could use my video as a sample for my teachers for them to understand what their students’ finished projects would look like and as a springboard for them to go from.  It shows them how I used pictures, transitions, motions, narration, music, text and citations into a video portraying an aspect of my life.  Not only did I produce a video but I also wrote a script and created a storyboard depicting what I could include in my finished video project.  That was the first time I used the Storyboard site (www.storyboardthat.com), which I found to be very easy to use and understand.  I went through all the steps that a student would for a classroom assignment in creating my video.

            Instead of writing a paper about my chosen topic, I could actually incorporate writing with narration, text, photos and music to communicate my true feelings about how I acquired my strong work ethic.  I know that’s not possible with just writing a paper.  Many students are more talented when it comes to conveying feelings through photos, music and voice.  I think the more teachers see these types of digital projects from their students they will see that while the students enjoy it more than writing papers, they are also learning and mastering the objectives.  I found that’s true for me.  Producing these types of digital projects actually involves higher order thinking than just simply verbally or writing the story.  It actually demands more cognitive and spatial awareness.  Just as with other assignments, teachers can adjust a digital project assignment for students based on their needs.  It’s very easy for them to differentiate for the learners in the classroom.

            It’s fairly easy for teachers to show students all the Web 2.0 tools that are available to them so access is really not limited.  I felt I had a plethora of free Web 2.0 tools to choose from.  Students need to keep in mind about copyrighted materials and information when producing digital content.  It’s beneficial for students to share their content with others as to open their eyes to other cultures and feelings.  Awareness is key!

            I really enjoyed working on this project as it brought back a lot of memories for me and reminders of things I have forgotten.  I feel I was able to convey all my thoughts, feelings and lessons learned in my finished video project. 

Standards Addressed: c.1.a., c.1.b., c.2.a., c.2.b., c.4.a., c.4.b, c.4.c., c.4.d., c.4.e, c.4.f., c.5.a., c.5.b., c.5. c.6.n, 2.a., 2.d.

EDLE 5364 Course Embedded Reflection

The biggest part of the course was the group website.  I really enjoyed my team and thought all of us contributed equally and effectively.  I learned a lot about Google sites and how to upload information.  Sometimes the site was experimenting technical difficulties but all of us were eventually able to upload all of our content.  My team members shared so many valuable Web 2.0 tools and websites I did not know about until now.  I really enjoyed the readings and videos from this course.  Most of them have reinforced my thinking when it comes to education, which is we need less handing out content and more about thinking, problem solving and collaborative project-based learning.  Knowing that as educators we should be teaching this way just drove me more to create exciting technology-infused activities for my students.  I enjoyed Chapter 8 in Using Technology with Classroom Instruction that Works (2007) about reinforcing effort.  I like how it gave examples utilizing spreadsheet software for students to link their effort to their achievement.

I feel I went through the assignments very carefully and thoroughly.  Each week our team collaborated on Wednesday night for the assignment that week on our Google Docs site.  As mentioned in Web.2.0 New Tools, New Schools (2007), Google Docs is a place where people can share documents and collaborate in real time or synchronously, edit documents from anywhere, and store their work on their desktops or securely online.  We always were able to come to a consensus on what our game plan was for the assignments and each person gave 100% to the assignment to get it done correctly, completely and in a timely manner.  I reflected each week on our site and double checked the rubric to ensure we fulfilled all the requirements.  I enjoyed reading my colleague’s comments on our discussion forum because it was interesting to know their thoughts and experiences and compare them to mine.  It’s nice to share with a community of knowledgeable adults who share a common interest as mine. 

I have acquired some life-long skills in regards to creating technology-enhanced lesson plans.  I have written lesson plans before but not where I focused on technology so much before.  This is the first time I created lesson plans since my job as a Campus Instructional Technology Specialist; therefore, I had a different outlook on how to go about doing them. Since my job, I have learned so much in regards to the different programs, applications and Web 2.0 tools that it was fun creating lessons with these programs in mind.  I learned a lot from my fellow colleagues being that they are all from different backgrounds and states.  They brought new and different perspectives to things being that they are very knowledgeable in different content areas.  A common theme in this course is why doesn’t our education system realize that drilling students in order to prepare for them for standardized testing is not benefitting our kids?  The boy in the video who said, “What if we could learn the way we want to learn”? (Vision for Technology in K-12 Education, 2:47) struck a chord with me because as educators we know what we do every day is for our students.  So why are we lecturing to our kids in a classroom with four walls each and every day?  Utilizing technology in the classroom makes learning more interesting for students and produces life-long learners.

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 62-63.

Youtube.com (nd). Vision for Technology in K-12 Education. Retrieved from http://www.youtube.com/watch?v=AhoOG5Kf1w4

EDLD 5364 Week 5 Reflection

This week’s videos and readings were a great reminder of how our current education system needs to change.  They all stress that education must be less about content and more about thinking, problem solving and collaborative project-based learning.  Games produce a “language on demand” instead of being forced on kids.  Students want to produce and participate – not just consume.  People say gaming is taking away writing but just the opposite is true – gaming is encouraging students to read and write more, such as fan fiction.  They are also learning English through this.  Global competition will force the U.S. to innovate new tools within education.  It’s great when teachers aren’t digitally savvy because that shows kids teachers are learning along with them.

The first question is what does it mean to be ethical?  The issues are: sense of identity, privacy, sense of ownership/authorship, trustworthiness/credibility and what does it meant to participate in a community?  They first had to define these because once they enter into the digital world, they are members of a community undetermined of size.  Identity can move into deception – trying on a different mask is okay but not when others or yourself are going to get hurt.  Good education is going to be more difficult.  Teachers will become more like coaches because information is so prevalent it is not needed as much.

With new media literacy, it is positioning content to make it more interesting for kids.  Teachers can immerse students in a game to find out why fish are dying.   The theme so far with these videos is that they are perfect in a non-standardized test field, which is NOT the state of Texas!  Students want to create these things so they are more interested.  The environment in which a student is to write an essay is very boring – instead put the kid in a modern version and set up a scenario that’s interesting and kids are excited to learn to write because they see their goal and needs to meet that goal.  Their energy makes teachers excited, as well.   It’s not about getting information but using information when using a game.  Kids are online looking at how they can do better.  If we limit kids in school to just be filled with things, we are not preparing them correctly.  Teachers need to be given new digital tools.  If not, we are setting them all up for failure.  They need to be engaged this way.  Teachers are in a hard space and need to start advocating for themselves.  As long as teachers stay out of the game, we are going to see higher drop-out rates in this country.  As long as kids don’t care, we are going to lose more kids in the education system.  The boy in the video who said, “What if we could learn the way we want to learn”? “What if we could learn the way we want to learn”? (Vision for Technology in K-12 Education, 2:47) struck a chord with me because as educators we know what we do every day is for our students.  So why are we lecturing to kids in a classroom with four walls each and every day?  Utilizing technology in the classroom makes learning more interesting for students and produces life-long learners.

The chapter in Using Technology with Classroom Instruction That Works highlights how stressing the importance of effort is as much as achievement.  It also provides examples on how students can evaluate their own effort in class through spreadsheet software.

I can relate to the chapter in Web 2.0: New tools, new schools because our campus this year has been focusing on utilizing both formal and informal assessments with their students.  I have been working with teachers on what technology they can incorporate with these assessments.  Teachers see the value in utilizing technology because the feedback is instantaneous and allows them to adjust their teaching based on the results of the assessments.

References:

Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. Retrieved from http://www.edutopia.org/digital-generation-howard-gardner-video

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved from http://www.edutopia.org/digital-generation-james-gee-video

Edutopia.org. (nd). Big Thinkers: Sasha Barab on New-Media Engagement. Retrieved from http://www.edutopia.org/digital-generation-sasha-barab-video

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176.

Youtube.com (nd). Vision for 21st Century Learning. Retrieved from http://www.youtube.com/watch?v=Mirxkzkxuf4

Youtube.com (nd). Vision for Technology in K-12 Education. Retrieved from http://www.youtube.com/watch?v=AhoOG5Kf1w4

EDLD 5364 Week 5 Web Conference Reflection

At first I was confused because when I tried to log onto our web conference, there was a message stating that the session has ended.  After multiple attempts, I was finally able to log into the session.  I’m so glad I attended the session, too, because our group was under the impression we had to create another lesson plan and ebook.  But instead we found out we just have to reflect on everything we did in this course, which was a relief!  I enjoyed our web conferences with Ms. Borel because I feel she kept the conferences to the topic at hand and was very clear about the requirements of the course.

EDLD 5364 Week 4 Readings Reflection

The first video with Linda Darling-Hammond stresses the importance of social and emotional learning.  The students learn the skills necessary for after school when entering the real world.  She stresses project-based learning and how students come together as teams to accomplish a major task, which are all beneficial for the real world.  A lot of the videos and readings highlight project-based learning, which gives students opportunities to mimic what scientists actually do instead of sitting in a classroom with four walls listening and memorizing. I enjoyed watching the students building the Electron Marathon race cars.  There are eighth graders learning single-cell organisms like they are scientists in the lab.   Seymour Papert stresses that standard thinking is different and why project-based learning is advantageous.  This type of learning is more interesting to students.  I enjoyed seeing Seymour Papert on the video because I share a lot of beliefs he possesses.  I have one of his quotes as the signature on my email:  “If you can make things with computers, then you can make a lot more interesting things.”

I enjoyed watching how the teacher who has a class that blogs doesn’t give definitions for everything.  Students have to Google it to find out the answer.  She has the mindset of what I like teachers to have, which is a I don’t know everything, I am learning with students or they are teaching me state of mind.  These students create videos for students in other parts of the world.  It’s all about empowering students.  “Integration is key” is why High Tech High has high percentage of graduates.  You’re wedding the pedagogy of technology with the content of academics.  Parameters are set for use of video games.  There are longer blocks of time for students to produce projects instead of 45 minutes.  I like how this school leader would start conversations with teachers asking them their most memorable learning experiences in high schools and most of them would reply with projects utilizing technology.  Then he asks them if that conforms to what they are teaching.  That is huge!  Something I will think about in professional developments with teachers.

There is a connection between the last two videos, which they both show the benefit of having teachers from different content areas “team teach” to get the most bang for their buck.  They have regular meetings with each other to make sure they are on the same page.  Not only are students collaborating but teachers are, as well!

I like the Cast reading that says the supports that are there for students throughout the year must be available during testing.  I couldn’t agree more.  Digital tools and media make it possible to prepare ongoing assessments that support individual differences in recognition, strategic and affective networks (UDL) giving the educator a more precise measurement of students’ achievement in reference to the goal of that student.  Having a digital curriculum with an assessment makes it easy to track progress and informal/formal feedback to assist student performance while they are learning.

The McREL Technology Initiative (MTI) was developed because there was an obvious lack of resources and professional development for educators.  To address this, McREL created and tested a research-based model of professional development that helps teachers integrate technology into their classroom instruction and help students achieve challenging content standards.  The research behind MTI developed into a model of professional development called McREL Technology Solutions (MTS) program.  I like the article that addresses the “whys” of teachers finding it difficult to move from their traditional ways of teaching to the digital way.  The MTS program makes a lot of sense and seems to be very beneficial in schools having successful technologically-infused classrooms. I think a school leader could get teachers on board with this type of training if teachers are shown the data from having the program implemented in other schools and the success with its implementation.  In addition, teachers need that continued on-site support.  As stated in Web 2.0: New tools, New schools book, “Furthermore, brief classes or workshops without ongoing support seem to create few substantive changes” (Cuban, 2001; Pelligrino, 2004; Sandholtz, Ringstaff & Dwyer, 2000; Schrum, 1999).  This struck a chord with me because I realized why I do what I do every day.  Since I am a Campus-based Instructional Technology Specialist, I am on our campus all day every day for our teachers.  After I deliver professional development, I am there to follow up with my teachers to find out how the lesson went with the technology they leaned in my class.  I can also touch base with those teachers and ask if I can be in their class and assist them with the technology during classroom instruction with their class.  It never is a one-time training and never see the teachers again scenario.  Many times all of us are in those types of trainings where our school hires somebody to come in, show us some cool things we get really excited about and then leave – never to be heard or seen again.  I understand more and more why teachers need the support to carry out strategies learned in professional developments.  

References:

Cuban, L. (2001).  Oversold and underused: Reforming schools through technology 1980-2000.  Cambridge, MA: Harvard University Press.

Edutopia.org (December 10, 2007). The Collaborative Classroom: An Interview with Linda Darling-Hammond. Filmed at the CASEL forum in New York City. Retrieved from http://www.edutopia.org/linda-darling-hammond-sel-video

Edutopia.org. (nd). Harness Your Students’ Digital Smarts. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/digital-generation-teachers-vicki-davis

Edutopia.org (nd). High Tech High Taking the Lead: An Interview with Larry Rosenstock. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/collaboration-age-technology-larry-rosenstock-video

Edutopia (nd). Team Teaching: Two Teachers, Three Subjects, One Project. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/collaboration-age-technology-blood-bank-video

Pelligrino, J.W. (2004).  Designs for research on technology and assessment:  Conflicting or complementary agendas?  In B. Means & G.D. Haertel (Eds.), Using technology evaluation to enhance students learning (pp. 49-56).  New York: Teachers College Press.

Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED486685&ERICExtSearch_SearchType_0=no&accno=ED486685

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Sandholtz, J. H. Ringstaff, C., & Dwyer, D.C. (2000).  The evolution of instruction in technology-rich classrooms.  In The Jossey-bass Reader on Technology and Learning (pp. 255-276).  San Francisco: Jossey-Bass.

Scrum, L. (1999).  Technology professional development for teachers.  Educational Technology Research and Development (ETR&D), 47(4), 83-90.

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education.

EDLD 5364 Week 4 Web Conference Reflection

It was helpful to have a web conference this week since we did not have one last week.  It was good to hear that I wasn't the only one that put in a lot of hours last week because most everyone else was also exhausted!  Dr. Borel started the web conference with showing us a sample website with its activities.  It was helpful to look at this site; however, it was very good so I felt the expectations were raised.  She proceeded to answer questions, which were helpful.  I think once we have all of our activities done, the rest will fall into place.  This course's group site is a lot more work than the previous class!

EDLD 5364 UDL Lesson Plan Reflection

Being that I haven’t done an official lesson plan in about five years contributed to the fact I struggled with this particular assignment.   I am in the habit of looking at my teachers’ lesson plans on a weekly basis because that is part of my Action Research Plan; however, to write my own is another story.  Right away I knew I wanted the major part of my lesson to include a technology project.  Having students edit an existing video to include their own narrations was exciting to me.  I made sure to include modifications for the three Networks – Recognition, Strategic and Affective.  As educators we know that one strategy may work for one student but not for another.  I feel that students would really enjoy the activity in this lesson plan.  We actually have a Discovery Education training this week and I will share this lesson plan idea with our teachers!

Reference:

Cast.org (2009). Model UDL lessons. Center for Applied Special Technology. Retrieved from http://udlselfcheck.cast.org/

EDLD 5364 Week 3 Reflection

I enjoyed watching the videos because they showed how much kids love using technology in their everyday lives.  Also, it showed special programs available for students who are interested in technology.  I especially liked Cameron, the eleven year old who has such initiative and ambition to create digital projects!  I like the videos of the elementary school and hearing firsthand from students that technology has made school more interesting.  Also, their achievement scores have skyrocketed since implementing the technology program.  I enjoyed the Top Ten Tips for Using Technology in the Classroom video because when watching it I got new ideas on how teachers can use some of the tools available.  I learned that the Universal Design for Learning takes into account that learners have different backgrounds, learning styles and abilities so there is not one design for everyone.  I enjoyed reading “New Tools in Schools” chapter in Web 2.0 book because as a technology specialist, this chapter reminds me that I need to stay up to date on the latest web tools my students can use.

One sentence that stood out to me was According to Harvard researcher John Hattie, who analyzed almost 8,000 studies on learning and instruction, feedback is “the most powerful single innovation that enhances achievement.”  I know it’s because as a campus, we have been focusing on student feedback this year.  My Action Research Plan is focusing on student feedback utilizing the eInstruction Response System.  He included that feedback must be timely.  Research shows that the more immediate feedback is in the classroom, the greater the impact on student behavior.  Technology is perfect for this type of feedback.  Not only do teachers use eInstruction with our students, but they also have immediate feedback options with DyKnow and our Learning Management System.  When this type of feedback is used during the learning process, it will allow for immediate redirection or correction of misunderstandings.  Technology also makes it easier to complete multiple reviewers’ feedback on a student’s work. 

References:

Boxoftricks.net (nd). Top 10 Tips for Using Technology in the Classroom [Video file]. Retrieved from http://www.youtube.com/watch?v=xiisteObuhk

Edutopia.org (nd). Digital Youth Portrait -- Cameron. Retrieved from http://www.edutopia.org/digital-generation-profile-cameron-video

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works.  Alexandria, VA:  Association for Supervision and Curriculum

Schooltube.com (nd). Kansas Technology Rich Classrooms – Partnership for 21st Century Learning. Retrieved from http://www.schooltube.com/search/?term=Kansas%20Technology%20Rich%20Classrooms%20-%20Partnership%20for%2021st%20Century%20Learning

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 77-98.

EDLD 5364 Week 2 Reflection

Another article that really piqued my interest was Technology-enriched classrooms: Effects on students of low socioeconomic status because I work at a low socioeconomic high school campus.  I know that we are in the minority when it comes to type of school populations that are 1:1.  The one sentence that caught my eye was “Computer technology, when integrated into the classroom for significant periods of time, may also have more significant effects among students classified as low socioeconomic status” (Page, 2002).  I have attended and participated in numerous conferences and the majority of 1:1 campuses across the country are private schools where funds are more readily available for the technology and stakeholders involved are more willing to contribute funds towards technology.  Those public schools that are 1:1 are also more likely to be affluent schools.  In our particular school district our high school is the only campus that has a high population of low socioeconomic students.  I enjoyed reading the findings in this article; especially that classroom technology encouraged more classroom collaboration, more creative projects, higher student confidence and more accurate student communications.  They also discovered that Internet usage had significant effects on the achievement of Hispanic students and produced significant attitudinal benefits in students of low socioeconomic status, in comparison to their more affluent peers (Toriskie, 1999).  Our high school campus has more Hispanics than any other ethnicity.  Even though this article was written with elementary students involved in the case study, I feel that most of this applies to secondary students, as well.

When people approach me and say that they don’t like technology used in the classroom and when I ask them “why” they respond with “research says it’s not effective”.  I always follow up with “there is also research that shows that it does have positive effects on students.”  Therefore, reading The impact of education technology on student achievement: What the most current research has to say was interesting to me because it backs up the fact that technology usage in the classroom improves student achievement.  In fact, students who used computer-based instruction scored at the 64^th percentile on tests of achievement compared to students without computers who scored in the 50^th percentile.  Their findings also showed that students learn more in less time when they receive computer-based instruction and that students like their classes more and develop more positive attitudes when their classes include computer-based instruction.

References:

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409.  

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.

Toriskie, J. M. (1999). The effects of Internet usage on student achievement and student attitudes (fourth-grade, social studies). Unpublished doctoral dissertation, Loyola University of Chicago.

EDLD 5364 Week 2 Web Conference Reflection

The web conference quickly started out with numerous questions about our Leadership Skills class and our activities, which took up most of the conference.  Even though there was much confusion about our activities from that class, we were able to get our questions in about this week's assignment.  However, after looking forward to Week 3 I wish we had a web conference this week because we were told Weeks 3 and 5 will require the most work.  Overall, I still enjoy the web conferences and glad we have them.

EDLD 5364 Week 1 Reflection

The young man, Casey, looked at the superintendent squarely in the eyes and replied, “Sir, I’m special ed, and I’ve been special ed all my life.  But with this thing here,” he said, pointing to his laptop computer, “with this, I am just as smart as the next kid.”

Quoting this student explains the effect that technology can have on student learning.  This particular student did not read so well so he used a piece of technology that would speak the words that he had written back to him through his headphones.  If it made sense when played back to him, then he knew what he wrote made sense and he could then turn it in.  If not, he returned to it and made corrections.  Instead of the teacher controlling how Casey learned, the technology allowed Casey to build upon his strengths to enable him to learn the way he knew best.  Casey now felt successful where for the prior twelve years he did not.  Technology especially supports the Cognitive Processes of Bloom’s Taxonomy by assisting students to comprehend, apply, and recall concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  We have some special needs students on our campus that utilize special equipment to help them be successful in their 1:1 classrooms.  Luckily, there are numerous modifications to existing equipment that are now available for special education students depending upon their needs.  Just because these students have difficulty utilizing the exact same piece of technology as everyone else doesn’t mean they should be excluded from using any of it.   

This week's readings also covered three different theories:  Constructivism, Connectivism and Cyborg Learning.  Constructivism theory explains how knowledge is built in the human when information comes into contact with existing knowledge that has been cultivated.  Connectivism theory is based on the principle that knowledge exists in the world rather then in the head of an individual.  The Cyborg Learning theory explains how future generations recognize and experience their universe.  It was interesting to read how people learn and how technology supports that learning.  It's interesting to see different peoples' views on utilizing social networking in the classroom, as well.  I enjoy reading different perceptions and theories on learning and how technology benefits that learning in the classroom.

References:

Abbott, J. (nd). Building Knowledge: Constructivism in Learning. [Video file]. Retrieved from http://www.youtube.com/watch?v=F00R3pOXzuk

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Ch. 9, pp. 194-218. Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?record_id=9853&page=206

McPheeters, D. (2009, March). Social networking technologies in education. Tech and Learning, 29(8).Retrieved from http://www.techlearning.com/article/16250

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works.  Alexandria, VA:  Association for Supervision and Curriculum

Siemens, G. (nd). The Changing Nature of Knowledge  [Video file]. Retrieved from http://www.youtube.com/watch?v=YMcTHndpzYg

Warwirk, K. (nd). Cyborg Life [Video file]. Retrieved from http://www.youtube.com/watch?v=RB_l7SY_ngI

EDLD 5364 Web Conferences Reflection

I make it a point to participate in the weekly web conferences.  Even though each of us is working individually on our own, the web conferences allow us to feel like we are all part of something.  I love that I can take all my classes online but it's nice to have "classroom" exposure, too.  I feel the professors are very professional and explain the expectations for the courses.  They keep the conversations going and field questions where students feel comfortable asking whatever they want.

EDLD 5366 Reflection

            This was the first time I ever completed a group website.  I learned a lot from the other three ladies in my group.  I think we made a great team in that we all had different insights and experiences in regards to technology and education.  I thought creating a website would be pretty easy but I realized it really wasn’t as easy as I thought.  I learned a lot from the first part of the course, which were the Visual Design Principles, also known as C.R.A.P. (Williams, 2008).  This was because those were concepts new to me and I really had to keep them in mind when creating the website and the site pages along with my personal logo.

            I definitely feel more confident in creating content on the web.  As long as I keep the four Visual Design Principles (Contrast, Repetition, Alignment and Proximity) in mind I feel I will be successful in future design projects.  Research shows that students learn more by than just reading text and answering questions.  They learn by actually doing project-based assignments more than anything.  We definitely completed this project in accordance with The Bloom’s Digital Taxonomy (Churches, 2007).  We created a website, evaluated the website by communicating with those in our group, analyzed by linking to other websites within our site, applied by uploading, sharing and editing, understood by categorizing our site and remembered by searching/Googling (Churches, 2007).  The purpose of a website is for others to read and learn from the site.  I feel if viewers can easily read and find information that we put out there, then we were successful in creating a beneficial educational technology website.  Anytime technology is implemented in my learning, it benefits me.  I learned so much from this course because we created logos, animation and a group website.  We participated in web conferences and discussion forums.  I learned the most when I’m able to discuss things with others. 

            Technology will continue to be the future.  More schools are realizing this by going 1:1, bringing in their own devices and purchasing more mobile devices.  Research show that students today learn by utilizing technology on a daily basis (U.S. Department of Education, 2010).  I feel more confident in creating my own digital content, such as our monthly newsletter on our campus.  Now that I know the Visual Design Principles, I can make our newsletter more pleasing to our staff.  I know students need to know what websites out there are reputable and which ones contain false information.  It’s the easiest for students to Google content that they’re learning in class and find information; however, that information may be false. 

            There are so many websites out there for classroom use that the list is endless!  One of my favorites is Discovery Education where teachers can play snippets of videos for their classroom either when introducing a topic or remediating a concept.  I also like websites where students can create animations or videos, such as Animoto, GoAnimate, PhotoStory, MovieMaker and Prezi.  For teachers needing assistance with classroom management, ClassDojo is a fantastic site where students receive points for answering questions or participating in class.  We live in a world where the web offers endless opportunities for educators….we need to take advantage of it!

Bibliography:

Churches, A. (2007, April).  Blooms digital taxonomy.  Retrieved from http://www.techlearning.com/article/8670

U.S. Department of Education.  (2010) Learning: Engage and Empower.     Retrieved from http://www.ed.gov/technology/netp-2010/learning-engage-and-empower

Williams, Robin (2008).  The Non-Designer’s Design Book. Berkeley:  Peachpit Press.

EDLD 5366 - Book of Ethiopia Reflection

The cover of the book has decorative borders and the inside cover is lined with silk cloth.  As soon as you get to the first page you realize it is written in another language (Ethiopian or known as Ge’ez).

In regards to contrast, there is font that is both black and red. The same colors are repeated throughout the book, as well as the canon tables.  The alignment of the text is justified throughout the manuscript.  Next to the illustrations are words that are in close proximity to them.

Much work was put into creating the ink, lining the book, writing the words (especially with all the unique punctuation marks), preparing the pigment and the sewing of the fabric to the wooden boards.  You can tell they went to great lengths to produce a quality book.