EDLD 5364 - Week 5 Reflection

The final week’s readings and videos discussed student assessments, student motivation, and strategies to reinforce effort.  Web 2.0 tools can be valuable in creating formative and summative assessments for students.  Electronic portfolios are a great way to track students’ progress and improvement throughout a unit or a school year (Solomon & Schrum, 2007).  James Paul Gee describes how digital tools and games provide students with immediate feedback or assessments of their progress.  He describes how a writing portal gives writers advice from other members.  This encourages them to grow and improve in their craft (Edutopia.org, Big thinkers: James Paul Gee on grading with games).

The videos discuss how technology is a motivating factor for students.  James Paul Gee discusses how students are coming home and are motivated to use games and digital media on their own to communicate and create.  Schools should capitalize on this excitement and interest by incorporating some of those themes in the classroom (Edutopia.org, Big thinkers: James Paul Gee on grading with games).  Sasha Barab describes how games can be a motivating tool for students.  Things like simulations where past cultures can be explored bring those civilizations to life and increases student interest (Edutopia.org, Big thinkers: Sasha Barab on new-media engagement). 

Pitler et. al. (2007) explain how strategies to reinforce effort in students.  Some students don’t see the link between effort and success.  Teachers need to show students about the importance of effort.  A good way to do that is to have students track their effort and achievement.  Spreadsheets and data collection tools can allow students see evidence of their scores rising with their effort.  This can be a visual connection some students need to grasp the correlation between effort and achievement (Pitler et. al, 2007).

Edutopia.org (nd).  Big thinkers: James Paul Gee on grading with games.  Retrieved on March 27, 2012 from http://www.edutopia.org/digital-generation-james-gee-video

Edutopia.org (nd).  Big thinkers: Howard Gardner on digital youth.  Retrieved on March 27, 2012 from http://www.edutopia.org/digital-generation-howard-gardner-video

Edutopia.org (nd).  Big thinkers: Sasha Barab on new-media engagement.  Retrieved on March 27, 2012 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.

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

EDLD 5364 - Week 4 Reflection

This week’s readings and videos addressed several areas regarding the value of technology in our schools.  Pitler et. al. discus the value of cooperative learning in Chapter 7 of Using Technology with Classroom Instruction that Works.  Cooperative groups can enhance learning because students are able to construct meaning for new knowledge through their interaction with others.  Cooperative groups should be small in size and grouped using various criteria.  In the classroom informal, formal, and base (long-term) groups should be formed.  Technology also plays an important role in cooperative learning.  It provides structure for tasks and allows students to work together beyond the school walls (Pitler et. al., 2007, pps. 139-140).

Technology can also be used to accurately assess students’ progress.  Through the use of UDL lesson structure and digital tools, assessments can be ongoing and can support individual differences.  They can also track students’ progress while they lean and provide ongoing feedback to help them improve while they are learning.  Technology also allows for flexibility in the way material is presented.  It also provides multiple ways for students to complete assignments and become engaged in their work.  All of these things result in allowing the teacher to more accurately meet the needs of their students and evaluate their understanding of the material (Rose & Meyer, 2002, chap. 7).

Professional development is also important to improvement of student use of technology and engagement in the classroom.  Teachers typically receive training on a single day, but that is not enough.  Teachers need ongoing development that will build an understanding through practice and reflection.  Professional Learning Communities (PLC) can be an effective way to do this.  Teachers can discuss and model best practices, and receive feedback and encouragement on a regular basis.  Trust within a group can also allow teachers to convey their needs for improvement (Solomon & Schrum, 2007, pps. 99-110). 

Developing a classroom environment were all students’ needs are being met to increase learning is the main purpose for using technology in the classroom.  It is important to do everything in our abilities to do so.  All of the material this week has been focused on that goal.   

Pitler, H. (2005). McRel technology initiative: The development of 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 on March 20, 2012 from https://siglo21.epiclms.net/Learn/Player.aspx?enrollmentid=2482318

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., & 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 website,  http://www.cast.org/teachingeverystudent/ideas/tes/

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

EDLD 5364 - Week 3 Reflection

The reading and video assignments for this week addressed ways to teach all students.  They showed how a technology rich classroom can have a positive effect on learning due to its flexibility in meeting students’ educational needs and learning preferences.  The videos showed how technology in learning environment not only improves student achievement, it also increases student motivation.  The videos from Edutopio.org profiling students Luis and Cameron do a great job of demonstrating how technology plays a role in the student learning and personal lives (Edutopia.org, Luis, Cameron, nd). 

However, when using technology in the classroom it needs to be thoroughly planned and teachers should support their lessons by selecting the appropriate technologies (Pitler et. al, 2007, pp. 217).    Universal Design for Learning (UDL) in a lesson planning format that reaches this goal.  UDL tries to meet the needs of all students with an understanding that all students are different and learn in their own unique ways.  UDL lessons are designed to be flexible and customizable to meet students’ skills, needs, and interests.  UDL also tries to target the three primary brain networks that gather and categorize information; recognition, strategic, and affective (Cast.org , 2009). 

The reading this week also addressed the tools that can be used to contribute to student learning.  The UDL Book Builder was explored to allow us to see how eBooks can be created for classroom use.  The eBooks ability to read back text can be beneficial to students with low reading abilities or learning disabilities (Rose & Meyer, 2002, Chap. 6).  The Solomon and Schrum  (2007) text discusses many tools for students to “learn, explore, and present their knowledge” (pp.77).  Blogs, wikis, podcasts, videos, and many other Web 2.0 tools can be used for that purpose (Solomon & Schrum, 2007, pps. 80-97).  The Pitler et. al. text discusses ways to provide feedback to students to improve their learning.  Tools such as data collection and grading software, wikis, blogs, e-mail, and video conferencing can assist teacher in providing students the feedback they need (Pitler et. al., 2007, pps. 41-58).  All of the tools will help to improve the classroom learning culture.

 

Cast.org  (2009). Cast UDL book builder. Center for Applied Special Technology.  Retrieved on March 17, 2012 from http:// http://bookbuilder.cast.org/

Cast.org  (2009). Model UDL lessons. Center for Applied Special Technology.  Retrieved on March 17, 2012 from http:// http://udlselfcheck.cast.org/

Edutopia.org (nd).  Digital Youth Portrait—Cameron. Retrieved on March 12, 2012 from http://www.edutopia.org/digital-generation-profile-cameron-video

Edutopia.org (nd).  Digital Youth Portrait—Luis. Retrieved on March 12, 2012 from http://www.edutopia.org/digital-generation-profile-luis-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.

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, http://www.cast.org/teachingeverystudent/ideas/tes/

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

EDLD 5364 - UDL Lesson Reflection

Universal Design for Learning (UDL) tries to meet the needs of all students.  UDL understands that all students are different and learn in their own unique ways.  UDL lessons are designed to be flexible and customizable to meet students’ skills, needs, and interests.  UDL also tries to target the three primary brain networks; recognition, strategic, and affective.  Recognition networks are how our brains gather and categorize information (Cast.org , 2009).  To meet these needs it is best to present the information in multiple ways and in different formats (Rose & Meyer, 2002, Chap. 6).  Strategic networks affect how students plan and perform assignments and how they organize and express their ideas (Cast.org , 2009).  Strategic assignments should be differentiated, with multiple opportunities for practice, and ongoing feedback (Rose & Meyer, 2002, Chap. 6).  Affective networks deal with how students become engaged, challenged, interested, and motivated (Cast.org , 2009).  Activities for affective networks should offer a choice of content and tools.  In addition, they should have different levels of challenge and choices of learning context (Rose & Meyer, 2002, Chap. 6).   

The UDL lesson I created was targeted toward higher achieving students.  The lesson tried to meet those students’ needs by putting background information in context and providing multiple examples and media formats for new information.  Students are given opportunities to practice skills and demonstrate knowledge.  They will also receive ongoing feedback.  Students are also given the choice of content they want to research and tools for research and delivery of their assignments.  The UDL format is a valuable teaching tool that can be used to strengthen every teacher’s classroom practices.

 

Cast.org  (2009). Model UDL lessons. Center for Applied Special Technology.  Retrieved on March 17, 2012 from http://udlselfcheck.cast.org/

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 March 12, 2012 from http://www.cast.org/teachingeverystudent/ideas/tes/

EDLD 5364 - Week 2 Reflection

This week’s readings and videos include ways to set goals using technology, the impact of technology on student achievement, and the Universal Design for Learning (UDL).  Setting goals is important for students.  When students have the ability to set their own goals it is much more effective.  Several tools are available for students and teachers to establish and set goals.  Word processors can be used to create KWHL charts.  Programs such as Kidspiration/Inspiration can be used for brainstorming activities.  Polling software such as Survey Monkey and Pollcat can also be used to establish students’ prior knowledge on a subject.  Many web resources are also available to create standards-based objectives and rubrics can be created to communicate the objectives to students (Pitler et. al., 2007, pps. 17-33). 

According to Page technology increases student achievement and self-esteem. Technology also has positive effects on nontraditional students and students of low socioeconomic status (Page, 2002, pps. 390-393).  Schacter discusses the impact of technology on student achievement.  He discusses five studies and their positive and negative findings (Schacter, 1999, pp.3).  While most findings are positive, the studies are dated.  The article is 13 years old and I think studies on students who have spent their whole life with technology, especially the internet would be more informative on technology’s impact on today’s students.    

UDL uses technology to increase the learning opportunities of students.  Classroom goals are designed to include all students.  Learning activities are tailored to each student’s learning needs.   Assessments are then designed to measure student progress and provide useful feedback (Rose & Meyer, 2002)

Page, M. (2002, Sept.). Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status. Journal of Research on Technology in Education. 34(4), 389-409.  Retrieved October 5, 2009 from the Internation Society of Education at http://www.iste.org/AM/Template.cfm?Selectio=Number_4_Summer_20021&Template=MembersOnly.cfm&ContentFileID=830

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., & 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, http://www.cast.org/teachingeverystudent/ideas/tes/

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.

EDLD 5364 - March 4th Web Conference Reflection

The web conference on March 4^th had some technical difficulties.  Professor Cummings had issues with picture and sound.  She came in and out throughout the portion I was logged on for.  I was logged on for about a half-hour and then logged off.  During the conference some students asked questions about next week’s assignment.  However, I don’t think those questions were answered.  Unfortunately the web conference was not that productive.  Maybe the issues were resolved, and I will need to ask other classmates that attended about the outcome.  While technology is great and can connect people from around the world, it can still fail us.  Hopefully next conference will go more smoothly.

EDLD 5364 - Week 1 Reflection

There where many things that I learned this week about the benefits technology has on learning.  Technology can increase student understand and achievement.  It can also increase student motivation, encourage students to collaborate with each other, and develop critical thinking skills.  Technology also allows teachers to differentiate instruction and meet the needs of students more effectively (Pitler et. al, 2007, pp. 3).  

In addition there were several learning theories that were discussed in the videos and readings.  These theories are constructivism, connectivism, and Cyborg learning.  In constructivism learners build knowledge on past or current knowledge.  In this approach students think about what they already know on a topic, search for new information, and then collaborate with others to solve a problem or gain new understanding (Solomon & Schrum, 2007, pp.38).  In connectivism a learner makes connections to individuals and to sources of information to gain knowledge (Siemens, 2009).  According to Siemens (2009) “knowledge exists external to an individual, that it is a function of a network itself.”  Siemens also states that knowledge is rapidly evolving and to stay current we must keep the connections we have with individuals and our current network (Siemens, 2009).  In Cyborg learning, technology is used to enhance learning (Warlick, 2009).  Cyborgs are a combination of both human and machine.  According to this theory, what we know will become less useful, but it will be more important to teach students how to learn (McPheeters, 2009, p. 2).Warlick believes the Cyborg learning will evolve into a chip implanted in the brain where an individual can download and access the information they need (Warlick, 2009).

Abbott, J. (nd).  Building Knowledge:  Constructivism in Learning. Youtube.com. Retrived on Oct. 5, 2009 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). Washington, D.C.: National Academy Press. Online at http://books.nap.edu/openbook.php?record_id=6160&page=194

McPheeters, D. (2009, March). Social Networking Technologies in Education, Tech and Learning. Retrieved August 8, 2009 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 Development.

Siemens, G. (nd).  The Changing Nature of Knowledge. Youtube.com. Retrived on Oct. 5, 2009 from http://www.youtube.com/watch?v=YMcTHndpzYg

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 January 28, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

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

Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. http://www.sedl.org/pubs/tec26/intro2c.html

Warlick, K. (nd).  Cyborg Life. Youtube.com. Retrived on Oct. 5, 2009 from
            http://www.youtube.com/watch?=RB_l7SY_ngI