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.