EDLD+5364+Teaching+with+Technology

__**Assignment Week 5 Part 1 Reflection**__ The //Big Thinkers// videos were interesting and informative. I particularly enjoyed the video of James Paul Gee and his commentary on the use of games in the classroom. It made perfect sense to me. He discussed that games have a positive impact on developing problem solving skills and encourage collaboration. Problem solving and collaboration skills are important elements to equip student with what they need to prepare for the real world. I have used this strategy in a Resource classroom and small group setting. Not only are they learning but, having fun in the process. The students are constantly collaborating with each other, exhibiting their competitive nature, remarkably engaged and having fun doing it. Mr. Gee stated that the use of games provides an immediate assessment to the students, which enables the students to make adjustments (problem solving) to reach the desired goal. It is an on-going feedback to the student and allows for constant collaboration and problem solving practice.

I found the readings for week 5 to be interesting as well. In our book, //Using Technology with Classroom Instruction that Works//, Chapter 8 discusses effort and the relationship between effort and achievement. Students do not seem to understand that how much they learn depends on the effort they put into learning. “….effort is the wisest choice for someone who intends to achieve success or maintain it, as it is the only one within an individual’s control.” Pitler, Hubbell, Kuhn, & Malenoski (2007). It’s so often that our students do not understand that exerting the effort needed to be a successful student is a choice they must make. We need to understand, as classroom leaders, that “not all students realize the importance of believing in effort.” Pitler, Hubbell, Kuhn, & Malenoski (2007). It is our job as leaders to provide the environment that puts this reality to the forefront and provide ways to change this belief. “A powerful way to convince students that effort is truly tied to achievement is to show them data – not just data on themselves, but also combine data on groups that they associate themselves with; for example, 5th grade students, social studies students, and incoming freshman.” Pitler, Hubbell, Kuhn, & Malenoski (2007). I believe by creating challenges and groups for collaboration, a student’s competitive nature will arise and soon we will see the breakthrough of personal responsibility and increase achievements.

References

Edutopia.org (nd). //Big Thinkers: James Paul Gee on grading with games.// Retrieved on September 28, 2012 from []

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

__**Assignment Week 4 Part 1 Reflection**__ I found the videos very informative and enjoyed learning about the collaborative classrooms and group based projects. In “//The Value of Social and Emotional learning for Teachers//” video I learned how important it is to educate the whole child. To attend to the social and emotional learning needs and as well as focusing on the academic learning prepares the students to handle the stresses of life and become positive decision makers. The collaborative group assists in the development of the whole child by providing an atmosphere for all group members to share and work towards a common goal.

I was impressed by Vicki Davis, a teacher featured in the “Harness Your Students Digital Smarts” video. Ms. Davis is successful with connecting her students of a small town in Georgia to the world with technology. She uses all types of technology and customizes her curriculum to their students’ interests. In my experience, the practice of customizing learning empowers the student and enables the student to learn effectively. I found it enlightening when she explained that teachers do not need to know everything. The students are utilized as teachers to teach other students. That is powerful.

“Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working fact to face.” Pitler, Hubbell, Kuhn, and Malenoski (2007). Technology has paved the way for many types of learning styles, classrooms and cooperative learning strategies. With the help of technology, students no longer need to be physically in a classroom anymore to be involved with cooperative learning. Technology allows students to collaborate, learn and be assessed anytime day or night and from anywhere in the world.

References: Edutopia.org (nd). //Harness Your Students' Digital Smarts//. Retrieved on September 23, 2012, from []

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology that in the classroom instructions that works. Alexandria, VA:Association for Supervision and Curriculum Development.

__**Assignment Week 3 Part 3 Reflection and UDL Book Builder URL**__ Creating my ebook was a fun learning experience. I started off by brainstorming on paper followed by online research. It didn't take long to get familiarzied with the program. It took a few attempts to get my ebook like I wanted it, but overall the program was fairly easy to use. I was impressed with the program’s features such as a student response area and the addition of music and audio.

This is an excellent tool for students to present and publish their work online.The use of ebooks would encourage the student to be more actively involved in reading as well as increase their comprehension and knowledge of the content material. I can see the opportunity to use the book builder for group projects where each member of the group would be assigned a page to create in an effort to develop a group ebook. This would encourage collaboration and build technology skills.

This is a great tool for teachers. Content can be modified for each indiviual student as needed, allowing them to read and comprehend at their own level. This would certainly help struggling and special education students in many ways and provide increased opportunities for student success.

References: CAST Inc. (n.d.) Retrieved September 16, 2012, from CAST UDL book builder []

How to Read a Map by Merrill Redfern []

__**Assignment Week 3 Part 2 Reflection and UDL Lesson**__ My Social Studies lesson plan was created to focus on Reading and Understanding Maps with an emphasis on Texas and Taiwan. When I began my planning for the lesson and using CAST Lesson Builder I became overwhelmed at the amount of information required to go on a lesson plan. My overwhelmed demeanor turned into frustration at one point as I continued to work through the requirements. I felt at ease and more comfortable when I studied several examples of UDL lessons and grasped the UDL principles. My lesson was to incorporate a wide of learners including hearing and visual impaired, gifted and talented, average general education and below average learners. I enjoyed researching the types of technology that could be used for different types of learners. I found several websites had developed videos that included verbal reading as well as written text on each screen shot which would accommodate these types of students. As this is my first time using UDL lessons, I have found the information gathered went over and beyond of what I have ever developed for my students in the past. However I can understand how important it is to use this UDL lesson template to help ensure that I am meeting the needs of all students and using various methods of teaching. "Individualizing the way that students work toward goals is feasible if a variety of tools and media are available" Rose & Meyer (2002).

Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on September 15, 2012, from @http://www.cast.org/teachingeverystudent/ideas/tes/

Gifted and Talented students will work as group leaders. || (5) Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to: (A) use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community; (B) use a scale to determine the distance between places on maps and globes; (C) identify and use the compass rose, grid system, and symbols to locate places on maps and globes; and (D) create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system. b**§126.3. Technology Applications, Grades 3-5** b) Knowledge and skills. (1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (A) use technology terminology appropriate to the task; (B) save and delete files, uses menu options and commands, and work with more than one software application; (C) identify and describe the characteristics of digital input, processing, and output; (D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity; and (E) access remote equipment on a network such as a printer or other peripherals. (2) Foundations. The student uses data input skills appropriate to the task. The student is expected to: (A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen; (B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns; (C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate; (D) produce documents at the keyboard, proofread, and correct errors; (E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate; and (3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (A) follow acceptable use policies when using computers; and (B) model respect of intellectual property by not illegally copying software or another individual's electronic work. (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies; and (B) select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing. (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics; and (B) use on-line help and documentation. (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: (A) apply critical analysis to resolve information conflicts and validate information; (B) determine the success of strategies used to acquire electronic information; and (C) determine the usefulness and appropriateness of digital information. (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use software programs with audio, video, and graphics to enhance learning experiences; (B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and (C) use a variety of data types including text, graphics, digital audio, and video. (8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) use communication tools to participate in group projects; (B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and (C) participate with electronic communities as a learner, initiator, contributor, or mentor. (9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to: (A) use software features, such as on-line help, to evaluate work progress; and (B) use software features, such as slide show previews, to evaluate final product. (10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: (A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; (B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials; and (C) use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources. (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and (B) use presentation software to communicate with specific audiences. ||
 * UDL Lesson Builder **
 * **Title:** || Reading and Understanding Maps ||
 * **Author:** || Mrs. Redfern ||
 * **Subject:** || Social Studies ||
 * **Grade Level(s):** || 3 ||
 * **Duration:** || 1 week ||
 * **Subject Area:** || Geography ||
 * Unit Description: || Students will identify and compare location of selected regions (Texas / Taiwan). The student will use technology to understand the concepts of location, distance, and direction on maps and globes. Students will use cardinal and intermediate directions to locate the selected regions. Students will use a scale to determine the distance between selected regions on maps and globes. Student will draw a map of each region which will contain map elements and compare. Student will present their project to the class at the end of the week. ||
 * Lesson Description for Day: || On the first day, teacher will introduce the project with a video “What is Geography?” and “How to Read a Map.” Teacher will further explain the project, the requirements, form groups and provide examples of completed projects to the students for an understanding of what a finished project may look like. Teacher will provide a rubric in a check list format. Students will be required to initial each step as it’s completed and turn in for part of the grade. Students will go to [|www.placespotting.com] and play the game. This game uses Google Earth to learn how to read maps and locate destinations. During the rest of the week, students will work on their projects in assigned heterogeneous groups while being monitored by teacher for understanding. The group with a visually impaired student will have access to speech to text software such as Natural Reader. This student will also be provided with notes, assignments and any printed material in an alternative form such as braille or audiotape. Assignment instructions will be reviewed orally. The group with a hearing impaired student will have an area away from the other groups to limit extra noise. If needed, a hearing aid with a microphone can be used to help with group communication.
 * State Standards: || §113.14. Social Studies, Grade 3

Goals

 * ====**Unit Goals:**==== || ====Students will identify and compare location of selected regions (Texas / Taiwan). The student will use technology to understand the concepts of location, distance, and direction on maps and globes. Students will use cardinal and intermediate directions to locate the selected regions. Students will use a scale to determine the distance between selected regions on maps and globes. Student will draw a map of each region in which will contain map elements.==== ||
 * **Lesson Goals:** || Students will work in their groups and collaboratively decide what elements of a map they would like to present to their classmates. ||

Methods

 * ====**Anticipatory Set:**==== || ====Share lesson goals and objectives with students. Ask them why it is important for them to learn how to read a map.==== ||
 * ====**Introduce and Model New Knowledge:**==== || ====1. Demonstrate how to use Google Earth.====

2. Affective Learning - The students will have the flexibility and freedom to decide on what their project will ultimately look like.
3. Recognition Learning - Examples of finished projects will be provided to the student on the first day of the project. 4. Strategic Learning - Teacher will provide several links to map interactive software as well as provide written instructions. Provide a link to a tutorial on how to use Google Earth and provide written instructions.

||
 * ====**Provide Guided Practice:**==== || ====The students will work in Google Earth with the teachers’ assistance before starting the assignment. Teacher and students will review the rubric together asking for feedback from the students on the possibilities on how to complete each task.====

||
 * ====**Provide Independent Practice:**==== || ====As students are collaborating in their assigned groups, teacher will monitor the groups by asking open ended questions that promote thought and require discussion among group members.==== ||

Assessment

 * **Formative/Ongoing Assessment:** || The teacher will observe the students while working on their assignments and offer any assistance necessary to help them complete the task. This allows the teacher to assess the students work throughout the project. ||
 * **Summative/End Of Lesson Assessment:** || Student will present their projects containing their created map to the class and be evaluated based on a rubric. Each group member will verbally provide a fact regarding their project. The rubric was in a check list form and students are required to turn in that rubric, along with their project, with initials to each item and any written questions that follow. ||

Materials
What is Geography [] This is a video that provides an introduction to Geography. How to Read a Map[| http://www.youtube.com/watch?v=8QlJn_iMeAg] This is a fun video that talks about the different aspects of a map. Google Earth game. [] This game uses Google Earth to learn how to read maps and locate destinations. || __**Assignment Reflection Week 3 Part 1 **__ It was amazing to see the integration of technology in the daily lives of the students featured in the videos this week. The students all exhibited passion for technology and their skills seemed to come very easily to each of them. Technology is as normal to our 21st century learners as textbooks were to the older generations. However, technology has so much more to offer than any textbook. “Technology is more than a tool; it is part of their everyday life and frames their world view” (Edutopia.org). As I watched the videos I learned the integration of technology for a student is about the engagement, self-directive learning, creativity and empowerment. Having more control of their learning is powerful as it can lead to many exciting adventures for the student as well as the teacher. “Behind every successful student is an adult providing guidance and support’ (Edutopia.org). What an honor it is to support those who make such a difference with technology.
 * Video & Audio Resources
 * Video & Audio Resources
 * **Resources:** ||
 * Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning//. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on September 10, 2012 from http://www.cast.org/teachingeverystudent/ideas/tes/ ||

The weekly readings provided a great deal of information about UDL Lesson Plans and the Book Builder tool. I learned that the goal of UDL is to equip each student an individualized educational experience. By using this template, a teacher has a better chance of reaching each of the student’s learning styles and what better way than with technology. "It is essential that teachers design a quality lesson plan first and then select the most appropriate technologies to support that lesson"Rose & Meyer (2002). Another point in promoting student learning is “giving students information about how well they are performing relative to a particular learning goal so that they can improve their practice.” Pitler, Hubbell, Kuhn, Malenoski (2007). Students need feedback from the teacher to use to help guide their understanding and track their progress. I believe it serves as a motivator as well to progress, complete and understand an assignment. There are technologies available that can assist in this area such as self-grading tests and websites that help develop rubrics for assignments. References: Welcome to the Digital Generation Edutopia.org (nd). Welcome to the Digital Generation. Retrieved 9/13/2012 from []

Teaching Every Student in the Digital Age: Universal Design for Learning, Chapter 6 Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from []

Using Technology With Classroom Instruction That Works, pp. 41-58, 217-225Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 41-58, 217-225. __**Assignment Reflection Week 2 **__ The purpose of this week’s readings and videos was to inform and educate others of the importance of addressing the diversity of students in the classroom. As stated by a Special Education Teacher of Urban School in the //Diversity of Learner// video, “One size fits all just definitely doesn’t work. Everyone is different, everyone has different learning styles, and there needs to be alternative methods for teaching. (CAST, 2011) In an effort to address student diversity, the Center of Applied Special Technology (CAST) developed the principles for the Universal Design for Learning (UDL). The idea behind UDL is to consider all types of student’s learning styles when planning a lesson so that the objectives or goals can reach all learners. With the flexibility of technology the possibilities are practically endless to consider all types of learners. It is important for the teacher to have access to such flexibility in an effort to reach each one of the students. In addition to the idea of UDL, I found it fascinating to learn about the three brain networks that CAST looks at and the roles they play in learning. The three explained in the video are Recognition, Strategic, and Affective Networks in the brain that contribute to how a person learns. “The way we learn is as different as our fingerprint or our DNA” (CAST, 2011). It is more important than ever for teachers to customize their lessons so that all students are reached and stay engaged in their learning. CAST.org (2005-2011). //CAST UDL lesson builder//. The Principles of Universal Design for Learning. Retrieved on March 6, 2011 from http://lessonbuilder.cast.org/window.php?src=videos
 * Reference ** s

CAST.org (2005-2011). //CAST UDL lesson builder//. Universal Design and Universal Design for Learning. Retrieved on March 6, 2011 from http://lessonbuilder.cast.org/window.php?src=videos

__**Web Conference Reflection Week 1 **__ The weekly web conferences are very valuable to me. I’ve often struggled with attending the web conferences with previous courses because they seemed to be conflicting with other commitments I have early in the day. I appreciate the 8pm time the web conferences are held. Our course professor, Ann Borel, does a good job of answering any questions and helping us have a better understanding of the assignments. It is reassuring to know that my fellow classmates share some of the same questions I have as well as bring up other questions I had not thought of before.

__**Assignment Reflection Week 1 **__ I enjoyed reading the article, Learning as a Personal Event – A brief introduction to Constructivism. I have learned what the Constructivism learning theory is and what it entails. I’ve learned the importance of the learner-centered environment and the effect is has on the learner. “Lessons that allow little opportunity for student response or discussion are not learner-centered; the focus is on the text or on the teacher”. SEDL (2009). I’ve always heard and read the one who is doing the work is the one who is doing the learning. Constructivism offers an alternative way to facilitate student-centered learning in the classroom. In a constructivism environment, learning is both an active and reflective process. “Learners combine experience (action) and thought (reflection) to build meaning.” SEDL (1999). Students have their own unique belief systems and experiences they can apply to new content in an effort to make new connections. I like the idea of having students actively involved in their learning in social settings. I often implemented group work in my classroom where each student is assigned a role and is expected to put forth effort to complete their goals. I think one of the most valuable parts of the constructivism theory of learning is the social interaction that provides different perspectives on the content. “The exchange of different perceptions between learners enriches an individual’s insight”. SEDL (2009). Social interactions and collaboration fosters a deeper meaning of concepts and will provide a path for the student for an appreciation for the concept.

Why do some teachers feel that constructivism instruction with technology is “not teaching?” “When one integrates student experiences with technology into the curriculum, the role of the teacher changes.” Sprague and Dede (1999). Teachers are so use to providing the answers to their students and doing all the leg work for their assignments they find that giving up that control leaves them feeling out of control and uneasy about their performance as a teacher. “Teachers sometimes are concerned about such a shift; they worry about losing control, not fulfilling their role, or being seen as less effective by parents, principals, or supervisors.” Sprague and Dede (1999).

“Technical literacy should not be taught as an isolated subject, nor should activities with technology be isolated from other activities in the classroom.” Sprague and Dede (1999). I agree with this quote. I feel that the students who are learning technical literacy in a separate environment are not given the opportunity to apply what they learned when they go back to their classroom. Students would understand the implications of technology if they were allowed to use technology tools to problem solve on a daily basis.

<span style="font-family: Arial,Helvetica,sans-serif;">SEDL Southwest Educational Development Laboratory, (1999). //Learning As A Personal Event: A Brief Introduction to Constructivism.// Retrieved on September 1, 2012 from []
 * <span style="font-family: Arial,Helvetica,sans-serif;">References **

<span style="font-family: Arial,Helvetica,sans-serif;">Sprague, D. & Dede, C. (1999). //If I teach this way, Am I doing my job: Constructivism in the classroom.// Leading and Learning, 27(1). Retrieved September 1, 2012 from the International Society for Technology in Education at []