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/