EDLD+5364_Teaching+with+Technology+_Cohort+16

Weekly Summary


 * Week 1 || [[file:Week 1 Summary.docx]] ||
 * Week 2 || [[file:Week 2 summary.docx]] ||
 * Week 3 || [[file:Week 3 summary.docx]] ||
 * Week 4 || [[file:Week 4 summary.docx]] ||
 * Week 5 || [[file:Week 5 summary.docx]] ||

**Week 1 Summary – EDLD 5463: Teaching With Technology [Cohort 16]**

This week we learned about learning theories as they relate to teaching with technology. The theories that we learned about this week were constructivism, connectivism, and cyborg theories. I agree with Vygotski and Siemens; however I agree with only part of the cyborg theory. Warwick had “chips” implanted into his nervous system and I am not in agreement with that. The constructivism theory states that people first began learning from prior experiences. I feel that this is true and relevant because this is how my students remember what is expected by relating it to something that is relevant to them. We have to tap into the students’ methodology of thought to get them to stop and listen to what we have to say. George Siemens believes that, “learning is considered to be a continual process and more about knowing where to find knowledge.” I feel that is especially true with educators. We must continuously learn and use several mediums to gain knowledge. Time is constantly changing and we must also change. I feel that technology should be used in conjunction with your teaching practices. Incorporating technology opens a plethora of doors for our students. Using Web 2.0 tools allow our students an opportunity to share, collaborate, publish, challenge, and communicate globally. These tools are great enhancements if used properly; to prepare our students for a global society. In the article, Using Technology with Classroom Instruction That Works, the author states “The workplace, jobs, and skills demands are changing. Today, every student, whether he/she plans to go directly into the workforce or on to a 4-year college or trade school, requires 21st century skills to succeed. We need to ensure that all students are qualified to succeed in work and life in this new global society.”

This week, I had to join a virtual work group and I have to work collaboratively using web 2.0 tools that are present in the business world today. Early this month, I had the honor of attending the Texas Computer Education Association Conference in Austin, Texas. I was able to share, collaborate, and learn with educators all over the world. This conference has given me several ideas that I can incorporate into our group project and has forced me to re-evaluate my delivery structure to my students. I am eager to learn myself as well as share with my co-workers the wealth of knowledge that I am learning in this Instructional Technology program.

Pitler, H., Hubbell, E. Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1-14. Mason, D. Learning Theories and Implications for Teaching with Technology: EDLD 5364 [Powerpoint slides]. Retrieved from Epic.

**Week 2 Summary – EDLD 5463: Teaching With Technology [Cohort 16]**

In week two, we explored how CAST, the Center for Applied Special Technology, increases learning opportunities for all learners, especially those with disabilities, through Universal Design for Learning. I have taught technology in education for ten years now and I have never been exposed to this type of differentiated instruction until now. The magnitude of these types of resources would have helped me tremendously. I was excited when I learn that CAST provided free online resources and multimedia learning tools, I now have rejuvenated instructional focus. I feel that these resources should be available to all teachers and should be mandatory in the corporation of their curriculum. I am going to introduce this free learning tool and resources to my staff so that we do not fail our students on my campus. A few of the resources that are available to teachers are: a web-based writing tool; that supports all students in the science report-writing process, universal design for learning (UDL); enables educators to develop their own digital books to support reading instruction literacy learning, and Thinking Reader; provides middle-school students with instruction and practice in key reading strategies, just to name a few.

Also in my reading, the quote that stood out to me is “the level of effectiveness of educational technology is influenced by the specific student population," (Schacter, 1999) I feel that this is a true statement. I agree with the inconclusive finding because I feel that even with the diversity of delivery methods, students who lack internet access at home cannot or will not be able to compete in a global society. The challenge is how are we to provide these students with the same rights to compete with the rest of the world. In that same article, it was found that "providing students with consistent access to technology was more cost effective in improving student achievement."

I began to wonder how much districts would save, if they provided internet access to students in their homes and opted for a digital curriculum. I feel that students would have to ability to print excerpt from books if necessary and also help the environment. Moving towards a digital curriculum, students would then only need a web browser because everything would be online and would allow for 24/7 learning. Also, with all of the free open source software and thanks to Google docs, you know longer have to purchase expensive software.

Universal Design for Learning offers strategies that will increase diverse student learning with the incorporation of technology. Differentiated instruction is need by all teachers to better serve all students. By differentiating; instructions student differences will shape the curriculum, pre-assessment will be typical and frequent, multiple options for students are offered, pacing will be variable, varied grading criteria is used, and individual efforts and growth are honored.

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 on Otober 5, 2009, from http:/www.mff.org/pubs/ME161.pdf Mason, D. (2011). Technology Strategies that Positively Impact Student Learning: EDLD 5364 Teaching with Technology [Powerpoint slides]. Retrieved from Epic

**Week 3 Summary – EDLD 5463: Teaching With Technology [Cohort 16]**

This week we had to complete several task and one was to complete an UDL E-book. The UDL e-book design presents the opportunity to educate diverse learners. The UDL principles are designed to avoid the one size fits all instruction and the book builder complements those principles (CAST, 2005). Throughout my experience with UDL lesson and book builder, a common trend seems to flow which is the teacher ability to use multiple media tools when teaching students and giving students a choice in the content and delivery method in which the learning occurs. Even though I am knowledgeable with technology and the different tools available for educating our students, it is refreshing to learn something new. I am eagerly awaiting the opportunity to apply this new technology within my classroom. I am going to allow my students to create and publish their own books.

Also, from this week’s reading, the New Technology High School drew my attention. The new technology high school model is I believe an educators dream. I feel that project based learning promotes collaboration, critical thinking, and communication. It is the ideal structure that we educators are suppose to think about when taking the states standardized test to become educators. 21st century learning environments are what educators strive for.

In my district, we are opening our very first New Tech High, in August 2011, down the street from my current campus. In this week’s reading, we learned about the New Technology High School model. “**The most important aspect of the New Tech High model is that it was developed as part of an overall education reform effort and to implement a 21st-century learning environment**.” (Solomon & Schrum, 2007, p. 79) Every teacher at my campus feels that this would be the ideal environment to work in, however **only eleven people** in our entire district **applied** for the multitude of positions that were posted internally. I asked myself, why is that. I feel that due to the budget deficit educators are afraid of moving to a new position because no one truly knows what the future holds. It takes funding to make this type of model work, so if the district lacks funding, then will this “cool school” last?

Being placed in a 21st century learning environment provides for endless learning possibilities. Students would be more receptive to learn and take ownership in their work. Students would definitely be equipped with the skills necessary to succeed in our global society, but the sad thing is that educators would rather stay inside their comfort zones in fear of future job loss. Included in this number is myself, I feel that this would the perfect environment for myself to develop creative projects and witness students take the project and develop into answers of the future. Center for Applied Special Technology (CAST), (2005-2011). //CAST UDL lesson builder//. Retrieved from [|http://lessonbuilder.cast.org].

Solomon, G. & Schrum, L. (2007). //Web 2.0: new tools, new schools//. Oregon: International Society for Technology Education.

**Week 4 Summary – EDLD 5463: Teaching With Technology [Cohort 16]**

In this week’s reading, it was ironic that Rose and Myer (2002, Factor 1: Individual Learning Differences. para. 1) demonstrated how “current assessments are not designed to accommodate individual differences.” The Texas Assessment Knowledge and Skills (TAKS) test, it is only given in one type of medium and is the tool that we used to measure students performance state wide. I feel that there are several factors that contribute to students’ success or failure. With the TAKS test only being delivered in one type of medium, it is not designed to stimulate three primary brain networks (recognition, strategic, and effective). We as educators are not affording our students the same opportunities even though we feel that we are being fair. Equal doesn’t always me fair, In Teaching with Technology, we are learning about the CAST Universal Design for Learning (UDL) strategies and it tells us that we need to have variety to meet the needs of all learners. It has been proven; when assessments are not available in several types of medium we are not getting accurate feedback from the result. Rose and Myer, (2002, para. 7) have found “the natural variety of recognition strengths and weaknesses within a typical classroom prevents any single presentational medium from yielding an unbiased, accurate assessment.” I do feel that the TAKS should be offer in both paper and computerized. Another observation I have made while being a test administrator for the TELPAS writing test, students are given the opportunity to take a computerized test as well as submit hand written samples. I feel that this standardized test gives a more accurate reading of results.

When working with colleges or students communication is extremely important in today’s society. In our district/state funding is being slashed left and right. Web 2.0 tools should play a vital role in education. Utilizing these free resources is a smart and cost effective way of teaching. The new wave of entertainment causes students to build avatars and live in these digital and cyber worlds that they are creating themselves. Students are teaching and learning the outside of the traditional setting with youtube. Students are collaborating through social networks and building communities. If they are doing all of these great things outside of the classroom, then I feel that is okay to allow them to teach you as well as the class. Students learn best from each other. This way the students are engaged and are conducting themselves responsibly while using all of the technology resources that are available to them.

From the video, “Harness Your Students’ Digital Smarts,” (2005) Mrs. Davis use of digital media helps kids learn. This is one form of how grouping or cooperative learning works well. The students learn about digital citizenship, which is a concept that helps teachers, school technology leaders, and parents understand what students should know to use technology appropriately. Mrs. Davis (2005), points out that she doesn’t always have to know how to teach a certain application or function. She allows the students to become the teacher and she learns as well as the students within a structured setting. “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 face to face.” (p.140, 2007) This is why we must embrace the 21st century tools that are out there and let students explore and grow. As educators we are teaching students for the future that we have no idea of what is in store.

Edutopia.org. (nd). //Harness Your Students’ Digital Smarts//. Retrieved on October 5, 2009 from http://www.edutopia.org/digital-generation-teachers-vicki-davis Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works//. Alexandria, VA: Association for Supervision and Curriculum Development. Rose, D. H., & Meyer, A. (2002). //Using UDL to Accurately Assess Student Progress//.Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD. Retrieved from Epic.

**Week 5 Summary – EDLD 5463: Teaching With Technology [Cohort 16]**

In this week’s reading, “technology can be used to “reinforce effort by helping students to chart the relationship between effort and achievement.” (Pitler, Hubblell, Kuhn, & Malenoski, 2007, p.156) I found that this activity can be used in my classroom with my students and will help reinforce using Microsoft Excel and its functions. I feel that this would be an excellent assignment because I teach multiple preps and it can be used in any class or subject area. By using this activity, students can now see the relationship between studying (putting forth an effort) and making good grades.

By using the spreadsheet software, students can get “immediate feedback.” (Pitler, et al, 2007, p. 156) With Microsoft Excel, the students can chart their own progress and then they can create a bar chart to show the comparison of how well they did to how much time they spent preparing. I feel that not only students, but myself as well, get a better understanding when you see charts, graphics, or pictures. This way you can follow along better and physically see the difference as opposed to just someone telling you some information. We are in a “show me society” where everything has to be vivid and clear, I feel this is why technology has such a strong impact in society today.

Also, Pitler reinforces what we do as teachers with the enhancement of technology. Education is driven by data, we educators have to number crunch all the time and we get tired of being bogged down with the paper/pencil route. That’s the same with our students and they will not “see the relationship between effort and achievement,” Pitler, et al, 2007, p. 156) if we don’t utilize what drives them and what cures their thirst for knowledge. In the video, “Big Thinkers: James Paul Gee on Grading with Games,” Mr. Gee points out that all students love video games and “all video games are just an assessment.” (Edutopia, 2009) He also says that, “students are not just playing, they are constantly solving problems.” (Edutopia, 2009) The driving force behind video games is the constant feedback that the students get which is instantaneous and thus drives them to continue to want to move ahead. Education is moving towards “Edutopia” where innovative learning methods are the driving force behind technology. Lastly, by putting technology in the forefront instead of just using it as a resource, we are innovating learning methods while students are becoming empowered and teachers then are becoming mentors to students.

Edutopia.org (nd). //Big Thinkers: James Paul Gee on Grading with games//. Retrieved on October 5, 2009 from http://www.edutopia.org/digital-generation-james-gee-video Pitler, H., E.,Kuhn, M. & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, 155 – 164.