0 Online Learning in K-12 Schools

Here is a link to my PowerPoint on Utilizing Learning Management Systems

http://www.scribd.com/fullscreen/60358619?access_key=key-2m8bso05deuuv2w09121

0 Reaching and Engaging Learners -- Class Reflection

As I reflect back on the past eight weeks, I remember apprehension. The concepts of Universal Design for Learning (UDL) and Differentiated Instruction (DI) seemed so overwhelming and exhausting that I was dreading the class. However, as the course progressed, I was comforted that UDL and DI were not as dreadful as I expected and was surprised to know that I was incorporating these concepts to some degree already.

One of the things I remember most is Dr. Tomlinson (2009) stating repeatedly that the main goal is to be flexible and to remember that the process takes time. Knowing that I had the rest of my career to become an expert was very reassuring. Although I want to include quickly aspects of UDL and DI, I can start small and work my way up.

I also learned there are several immediate adjustments I can make to my instructional practice. The use of surveys for learning styles and profiles is an excellent way to determine the teaching styles I should incorporate in my classroom. These questionnaires will show me what strategies to use to reach all of my students in the avenues that best help them learn. I can also assess my students using alternate methods such as concept maps, wikis, blogs, or voicethreads.

Ultimately, this class reminded me that education is about the child. I can use the newest gadget known to man, but the lesson is not presented in a format that my child can understand, my lesson is useless. As an educator, I must be flexible enough in my delivering and my assessment to do whatever is necessary to reach my students.

Resource: Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

0 Integrating Technology Across the Content Areas : Reflection

I have completed yet another thought provoking class through Walden University. In the Course, Integrating Technology across the Content Areas, I have discovered so many new ways to use technology in ways that are the most beneficial for my students. I am excited to begin incorporating the numerous ideas and activities next fall.

One technique discussed in class was the GAME plan, a lesson plan based upon goals, actions, monitoring, and evaluating. The GAME plan I developed in this eight-week course was a perfect addition to my classroom. It offered a simple way to implement an idea with my students, monitor that activity, and then make adjustments as necessary. My GAME plan to create blogs based on current event articles was extremely successful. My students not only became more familiar with the use of blogs but also were exposed to news that affects the world. The students became active and seemed to enjoy the forming opinions and analyzing the articles. I previously taught history and missed that aspect of the classroom. I was glad to be able to begin incorporating it in my technology class.

The technology that I am most interested in adding to my lessons is digital storytelling. I have never used this in my class, and I was so excited to collaborate with colleagues and read many of their ideas for digital storytelling. As a technology teacher, it will be a great way to incorporate a new form of technology as well as include other curriculum. I already have several activities planned with other teachers in other content areas. It will allow students to use digital storytelling in my classroom to complete an assignment for another class.

Overall, this class has again introduced me to new teaching strategies and techniques that will help develop the skills of my students. Every lesson has been relevant to me and has included something that I can use almost immediately in my classroom.

8 Using the GAME Plan Process with Students

The NETS for Students are parallel to those of the teachers. Students are to focus in on creativity, communication/collaboration, critical thinking, citizenship, research, and technology operations. I hope that once they leave my classroom they have had an opportunity to grow in all of these areas.

As I look over the past few weeks and the GAME plan I established, I realize that the students were following a plan although they were most likely not aware. I gave them a goal, they choose what actions to take, they monitored, and the evaluated. Some realized that their first actions were not great, they monitored their grade, evaluated that they didn't like it, and changed their actions. Some saw that they were on the right track and found their plan successful.

Just as this class did for me, I believe that bringing this process to their attention will help them see how easy it can be to work towards their goal. Once the students realize that they are doing it already, they will find it is not hard to continue to implement throughout their education.

11 Revising the GAME Plan

My 2 goals for the GAME plan were:

1. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
2. Promote, support, and model creative and innovative thinking and inventiveness.

I feel like I have done well in achieving those two goals. In just a few weeks, students have discussed topics such as the bombing of Libya, the Tsunami in Japan, the radiation in Japan, and even the possibility of life on Mars. Students are exploring real-world issues and creatively analyze the information for solutions and opinions.

Although not every student is excited about the idea of writing and blogging, some students are really enjoying it. Regardless, they have been exposed to global issues and how those issues can effect their immediate world.

Next year I would like to incorporate another blog site. I am currently using the blog that is inside the students' blackboard accounts. It does not allow students to have their own site where they can set up their own site template, etc. I think giving students some creative leeway may make them feel more ownership and feel as if it really is their work.

I would like to add more real-world scenarios to class and push my students further in their creative thinking skills. I am excited about what next year will bring!!

6 Evaluating GAME Plan Progress

I was able to incorporate my first current event blog with my students last week.  I gave them a specific article, read through it with them, and helped them to understand what it meant.  Then we decided that we could form 3 different opinions.  Students could agree with the actions taken, disagree, or be uncertain about their opinion.  I had a blog template that I asked them to follow, and I stepped through the first paragraph with them.

Surprisinigly almost all of the students embraced the idea and easily took off.  I did have to remind students that a comment such as "That's stupid" or "Hey Buddy" was not an approrpriate comment.  I feel like I am meeting both of my goals of introducing real-world problems as well as improving their critical thinking skills.

Right now, I have not forseen any other problems. This week I am going to be out of town at a workshop.  I am going to have the students attempt to work on a new blog without my help.  They will still follow the blog template from last week, but I won't be there to walk them through the process.  Then I should have a good indicator if I need to readjust anything.

*** This Email was sent by an educator at Riverside High School in Western Line School District.

7 Moinitoring the GAME Plan Progress

As I continue with my GAME plan, I am currently searching for sites that offer current events that will be appropriate for my 7th graders. I do not want to send them to news articles that are too in depth and wordy for them to comprehend. I have looked at several sites such as

• Channel One News
• Scholastic Kids Press
• PBS News Hour Extra

I am anxious to expose my students to more global real-world events that will foster creative, critical thinking skills.

One way that I want to begin their blog experience is by creating a type of blog post template as well as comment. That way students can follow the format for their first few posts and comment replies. Once they have mastered the idea, they can deviate from the template as long as they still include the necessary information. Even though I will model the behavior, I think beginning them with a template, much like tracing letters when one first learns to write, will solidify the format that they should follow in this activity.

I hope to start the students with this new project by the end of the week. If possible, I will evaluate their responses and continue to monitor and adjust as needed.

7 Carrying Out the GAME Plan

I am focusing on two aspects –

1. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
2. Promote, support, and model creative and innovative thinking and inventiveness

I plan on having my students read at least 1 news article a week, blog about that article, and respond to their classmates. Students already have a blackboard account and access to computers everyday. I would have them read a specific article on Monday and blog about the topic on their blackboard account. By Wednesday, I would have the students respond to at least 2 students, and by Friday, students would respond to the comments on their blogs, posting a new blog article if need be. As of now, I have not begun this process, but having the blackboard accounts and blogs already set up eliminates a lot of ground work. I need to focus on finding websites that offer news that my 7th graders can read and understand but that deals with real-world events.

5 Developing Your Personal GAME Plan

As teachers, it is not only our duty to teach content knowledge but also to incorporate technology that will solidify the content we are presenting to our students. The International Society for Technology in Education (ISTE) has a list of standards that teachers should integrate in their classroom. Although I teach a technology class, I find that even I am not meeting every National Education Technology Standard (NETS).

I wish to focus more on the first NETS standard "Facilitate and Inspire Student Learning and Creativity" (ISTE, n.d.). Within that standard, there are two indicators in which I would like to strength my confidence and proficiency in by using the GAME model (Cennamo, Ross, & Ertmer, 2009).

Goal: (1) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

(2) Promote, support, and model creative and innovative thinking and inventiveness.

Action: (1) Come up with "real-world issues" that students or professionals may encounter and have students brainstorm ideas to solve these issues.

(2) When I give an assignment, demonstrate the thinking process I would go through to complete the project. Encourage students to come up with other ways to complete the assignment.

Monitor: (1) View students solutions to problems

(2) Discuss the numerous ways students wish to complete an assignment.

Evaluate/Extend: (1) have students apply these solutions to see if they work. Also have students reflect

on their solution. Were there better ways to go about solving the problem?

(2) Allow students to use their actions in their assignment and then reflect on the

outcome. Are there other ways the assignment could be completed?

Resources:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

ISTE NETS for Teachers 2008. (n.d.). International Society for Technology in Education Home. Retrieved March 9, 2011, from http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx

*** This Email was sent by an educator at Riverside High School in Western Line School District.

0 Transitioning from Knowledge to Synthesis --Reflection

Transitioning from Knowledge to Synthesis --Reflection

            I have thoroughly enjoyed the class "Supporting Information Literacy and Online Inquiry in the Classroom." Not only have I learned valuable information, but I have also been able to apply the information currently in my classroom. I have gained new revelations and been encouraged to continue research on new 21^st century teaching skills.

            The most striking revelation I had concerning new literacy skills is the vast differences between old literacy and new literacy. Although literacy has always required reading, writing, and analysis, the skills today are much more in depth. Books, Magazines, and Newspapers are edited and fact-checked (Eagleton and Dobler, 2009). Even though they are not always trustworthy, people usually can believe what is written for most sources. It is easier to tell what books are fact or fiction based on its location with the Dewey Decimal system. With the internet, there is not a FCC regulation system that dictates what is written. Therefore, readers are not only decoding and analyzing information online for understanding but also for validity. Knowing that students are doing more critical thinking each time they view content online, makes me feel even more passionate about teaching my students the 21^st century skills.

            This class has greatly influenced my teaching practices. As a technology teacher, I play a large role in students' literacy skills. I have been able to use the resources of this class to begin an inquiry-based project with my students. The handouts provided by Eagleton and Dobler (2007) as well as November's (2008) techniques have been vital to my class project. I feel like I have a great foundation that I can build upon as I lead my students in the 21^st century literacy skills.

            I want to continue to hone my teaching skills of 21^st century learning. I mainly want to focus on global collaboration. Most students will never see the outside of this area, and I want to expose them to as much as possible. I plan to continue research on projects such as the Flat Classroom Project and Skype projects. I would also like to attend workshops or more online training that would assist me in creating a globally collaborative classroom.

            Again, the class "Supporting Information Literacy and Online Inquiry in the Classroom" has been a very enlightening experience and has taught me numerous teaching strategies that can be used with my students. Teaching students the skills needed to be productive citizens in the 21^st century is vital for today's work force. Any guidance in making myself a better teacher is well appreciated.

*** This Email was sent by an educator at Riverside High School in Western Line School District.

0 EDUC 6711 Reflection

Over the past eight weeks, I have learned a vast amount of knowledge to help more effectively integrate technology with each lesson. As a computer teacher, my students use a form of technology every day; however, I do not always use the technology in the most efficient way. This class has given me vital instructions on how to teach more successfully through the use of technology.

As stated in my Personal Theory of Learning, I use different teaching styles depending on content of the subject matter. I will continue to vary my instructions as before. However, I have learned new ideas that I hope to implement immediately. One technology tool that I am excited about using is VoiceThread (Laureate, 2009c). I am anxious to have my students collaborate online via this new and exciting tool. I know my students will enjoy it and will also be able to discuss and analyze numerous topics through the power of this web-based software. A second technology tool I am already incorporating is concept maps (Laureate, 2009a). I had the students create a concept map describing how a computer works. With allowing students the ability to use their own creative webs and images to describe each part of the computer, they grasped the material much more easily and retained it for the test.

For the long-term, I want to incorporate more collaborative activities with my students as well as use more non-linguistic representations. To have my students work more collaboratively, I plan to use blogs and wikis for students to post projects. I also can incorporate discussion boards through students’ blackboard accounts where they can discuss ideas for their projects. When I am lecturing and introducing students to new topics, such as computer ethics and virus protection, I will use a non-linguistic approach. I will have the students draw pictures to represent the ideas discussed or they may use clip-art or pictures from the internet to illustrate what is being taught (Laureate, 2009b).. Thankfully, I always have access to computers and the internet, so the possibilities for my students are endless. I must concentrate on using that time wisely and keeping the students actively engaged so that the use of the technology will be beneficial to their learning.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Cognitive Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Instructional Strategies, Part One [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: VoiceThread [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.

1 Social Learning in Practice!

Listen to my VoiceThread and feel free to leave me a comment!!

http://voicethread.com/share/1376579/

4 Constructivism/Constructionism in Practice

According to Dr. Orey, Constructivism is a theory of knowledge stating that each individual actively constructs his/her own meaning. Constructionism is the theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate, 2009). Constructionism can enhance learning tremendously in the classroom. The goal of any teacher is to have students actively involved in each lesson. What better way to achieve this than through actual construction of an idea, project, or artifact.

The text Using Technology with Classroom Instruction that Works offers several ideas for students to generate and test hypotheses in class. These activities work hand in hand with the Constructionist Theory because students are creating spreadsheets, graphs, charts, etc to become better acquainted with the information in the lesson.

One idea given in the text is the creation of a spreadsheet to show the difference between savings and investments. The students enter information and are able to decide which form of investment would generate the most money in a 30 year period. The text also suggests that the students do not have to create the spreadsheet from scratch; the teacher can insert the formulas to save on time, yet the students still end up with the same result (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These spreadsheets can easily be formatted into graphs and charts so that the information is more easily visible to the students. In the end, students have created their own spreadsheet and chart/graph instead of just listening to a teacher lecture on the topic.

Another activity that I found interesting is the virtual simulations, specifically the World War II strategy game. Students take on the role of a country leader during World War II and make diplomatic and economic decisions best for that particular country. What a great way for students to fully grasp all of the many factors that existed during the war! In order to win, students must apply what they know and be able to make informed decisions based upon that knowledge. Students are actively participating and strengthening their country with this game instead of just listening to lectures and taking notes (Pitler et al, 2007).

The constructionist theory can easily be integrated into the classroom with the use of technology. With a little creativity, students can learn in new, hands-on method that makes the information relevant to them.

Resources:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

6 Behaviorism in Practice

In the text, Using Technology with Classroom Instruction that Works, the authors discuss two topics: “reinforcing effort” and “homework and practice” (Pitler, Hubbell, Kuhn & Malenoski, 2007). In both of these chapters, technology is embedded in the instructional strategies, and the behaviorist learning theory is reinforced.

In the chapter “Reinforcing Effort”, the authors discuss how it is important for students to realize that their success is directly related to the amount of effort they put into each assignment. They suggest that teachers reinforce this idea until students recognize it as a norm and automatically put effort into their work. This is a prime example of Behaviorism, repeating an activity until you get the desire result. The chapter on “Homework and Practice” again reinforces the theory of behaviorism, in that students should continue to strengthen their abilities through repeated practice (Pitler, Hubbell, Kuhn & Malenoski, 2007).

However, the book does not simply leave students with boring practice as an option. They include numerous techniques that involve technology to achieve the goal. Students can monitor their effort through spreadsheets and graphs made with computer software. They will visually see the results of their efforts and how it correlates with their success in the classroom. Also, students can participate in online games as a form of remediation. They may be practicing the same math skills over and over, but are using a different medium to obtain their goal. So although the students are repeating certain skills until they are embedded in their minds (Behaviorism), they are doing it in creative ways that should keep their interest.


Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

0 Class Reflection

I have thoroughly enjoyed the graduate class Understanding the Impact of Technology on Education, Work, and Society. Like the other classes in my Master’s program, this class has been full of relevant information that it is applicable to my classroom. More importantly, in this class I participated in several activities that I can easily incorporate with my curriculum.

In what ways has this course helped you to develop your own technology skills as a professional teacher?

At the beginning of the course, I was familiar with the Web 2.0 projects; although I was unfamiliar with that term, and I had not created all of the items on my own. During the class, I formed a solid foundation with these technological skills. Not only did I create a Podcast, Blog, and Wiki for this class, but I was also able to incorporate it in a summer enrichment camp. I feel as a teacher, especially a technology teacher, I am more aware of the tools available to me, but I am also competent in their functions and implementation.

In what ways have you deepened your knowledge of the teaching and learning process?

I must admit that I felt overwhelmed with teaching a new technology course this past year. I was not sure how to focus the classroom from teacher-centered learning to student-centered learning. I spent a lot of time giving instructions and felt that I was boring my students. This class helped me to see from the perspective of my students, the digital natives. I understand that the students need to have more control over the learning, and they will in turn take more interest in the project.

The videos and articles offered in the course opened my eyes to something that seems logical – students are different learners than they were years ago because of their exposure to technology. This is something I knew, but I was not sure how I could change my class to meet the needs of the students. The use of Web 2.0 tools as well as collaborative projects that stimulate students’ critical thinking will open up many doors to stimulate learning in my classroom.

In what ways have you changed your perspective from being teacher-centered to learner-centered?

I have often thought that student-centered learning should be increased in my classroom. I spent much of the class time lecturing in my history class while students took notes. When I made the switch from teaching history to teaching technology, I wanted to focus the classroom from me to the students. I knew that it was important, yet I was not sure how to implement that style of learning. I wrestled with how to initiate higher-level thinking projects while still having the time to teach students the basic skills needed to create those projects. The resources in this class have demonstrated that most students can figure out basic technology skills on their own, but they need the opportunity to use those skills critically. If I center the curriculum on their needs, the other information will come.

In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

One way I plan to continue expanding my knowledge is by continuing to pursue higher education. Walden’s graduate program offers up-to-date techniques and pedagogical insight that will increase my professionalism. In addition, I will continue to read the educational blogs from week 1’s assignment as well as the blogs of my classmates. Staying connected with other teachers and learning from their experiences is an invaluable way of increasing knowledge as an educator.

Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

My first goal to achieve with my students is integrating more analytical reading and thinking. I want to expose my students to more online articles and have them create their own ideas about what they read. The idea does not seem like a challenge, but many of my students’ reading levels as well as interest in reading are extremely low. Creating a class of analytical readers will take time and effort on both my part and theirs. I need to find articles that will interest them but that are also on their reading level and then build up as the year progresses.

My second goal is to collaborate with other classrooms in other states and countries. I want to incorporate video conferencing with programs such as Skype. Although I teach a technology course, the district is very strict on what sites are available for students, and they do not allow video streaming. However, the district has always understood when I have asked for leniency as long as I can prove the educational significance. I will present the idea to them and hopefully can have funds for webcams and the software downloaded to the student computers by the end of next year.

Refer to your checklist from Week 1. Have any of your answers changed after completing this course?

Because I am a technology teacher, my students use a form of technology in class everyday. However, I have not always used the technology in the most effective ways. After looking back over the Technology checklist from Week 1, I have made a few changes in my classroom procedures. Collaborative work has been my focus. I incorporated a group video project with my summer enrichment camp students. They had to plan and record a commercial, and then I assisted them with editing the film. Students were also encouraged to ask their neighbors for help or simply figure out problems themselves before I would come to their assistance. I wanted them to attempt to problem-solve and not to rely on my knowledge.

In Conclusion, I have earned a greater understanding of how to integrate technology in my classroom in an appropriate manner that will best benefit my students. I feel more competent as a teacher not just with technological skills but also with pedagogical theories that focus instruction on the student with the teacher acting as a facilitator. I am excited about integrating these new strategies with my students next year.

0 Podcasting

I recently created my first podcast. It is based on the results of a technology usage survey I conducted with my 7th and 8th grade Summer Enrichment Camp students. Check it out here!

2 Taking the Classroom to the 21st Century!

As many educators know, the workplace and world around us are moving at a fast-pace. The 21st century has begun, and technology along with critical thinking, communicative work, and creativity are at the forefront. Unfortunately, school still lags way behind. Not only are funds for technology limited, but many of us are focusing on the necessary skills that our students need in today's competitive job market.

Knowing the problem exists and working on a solution to the problem are two different things. However, a coalition has formed to push 21st century skills into the classroom, The Partnership for 21st Century Skills (P21). Eleven states are listed on the website as agreeing to fuse the 3 R's of education with the new C's (critical thinking and problem solving, communication, collaboration, and creativity and innovation.)

This partnership seems like a great starting point for schools to begin implementing new strategies to teach these concepts. Just glancing at the founding organizations, lead me to believe that P21 is a legitimate organization. Apple, Dell, and Microsoft along with several others are all in on the initiative, which should only stand them to gain by having better qualified employees in the future.

But what does this mean for us as educators? It means we have to step up, put aside excuses, and start doing what is necessary to equip our students. No longer can we depend on rote memorization skills. We have to step away from the textbooks and worksheets and delve into critical thinking and reasoning skills. We have to focus on collaborative and creative work. It means that answers may not be black and white or easy to grade. It might put more work on us at first. But it will be more work for the students as well. The students are also going to have to put in the work and effort. However, we may find that the students are more attentive during our lessons. The students may be more motivated if they feel they have a personal interest in the project. But regardless, our students are going to be better prepared for the workforce, and that is the only thing we should be concerned about.

5 Using Blogs

I am a 7th grade technology teacher. My curriculum includes a basic introduction to computers and the Internet, keyboarding skills, and Microsoft Word and PowerPoint, along with leadership skills and career pathways. One of the numerous competencies I am to teach is the use of blogs. How better to show them how they work than allowing them to create their own!

There are numerous topics taught in the class that the students could use as starting points for their blogs. They could read articles about the latest technology trends or ethical issues such as piracy or cyperstalking. Also, students could discuss their ideas about to how to be a good leader or what careers they may want to pursue.

Not only would students be learning content material through a hands on activity, but blogging bleeds across curriculum. Blogs allow students to enhance reading, writing, and critical thinking skills. In my class, it seems the possibilities for blogs are endless!

2 Welcome!

This is not my first time in the blogosphere, but this is my first post on my "educational" blog. As a first year technology teacher and a Graduate student in an ITC (intergrating technology) program, I am going to focus on the educational side of technology.

For those of you who do not know me, I am a fourth year teacher in the Mississippi Delta. At the beginning of the school year, I switched from teaching 7th grade history to 7th grade computer technology. It has been a new challenge for me, but I am thoroughly enjoying the transition and the ability to work with one of my hobbies everyday!