EDLD+5364-+Teaching+with+Technology

Week 1 Reflection
This weeks learning centered around three distinctly different learning theories. The one that I am most familiar with is the Constructivism Theory. This theory was developed by Vygotsky and believes that a person never learns anything new, but builds upon what they already know. The most important part of this theory is the learner-centered classroom. I believe that this should be the goal for every classroom. The students are in control of their learning and the teacher is the facilitator.

I found the Cyborg Learning Theory the most interesting. The theory was created by Donna Harraway and is based upon how humans and machines interact. The theory explores the idea of chips being installed into the body for different reasons. For example, a chip may be connected to a person's nervous system in order to control a computer based upon that person's thoughts. The theory suggests that by using these “chips” education will be improved.

The last theory is the Connectivism Theory. This theory believes that humans are able to connect various sources of knowledge. Learning is typically seen as something that happens inside of a person's mind, buy connectivists believe that learning is not limited to one's mind. After learning more about each of these theories, I still am most comfortable with the Constructivism Theory and most unsure about the Cyborg Learning Theory with the Connectivism Theory falling somewhere in-between. However, I will continue to keep an open mind.

**Week 2 Reflection**

 *  I have really enjoyed learning about the different technologies that are available for education. The CAST video, //Universal Design and Universal Design for Learning// states, “...Universal Design for Learning uses technology's power and flexibility to include all students, regardless of ability or background.” Technology is able to benefit every student if implemented appropriately. Our textbook, //Using Technology with Classroom Instruction that Works,// had several programs that can be utilized for a variety of levels and abilities. //Inspiration// and //Kidspiration// is a great way to make the kids learning their own by organizing their thoughts and to make a learning plan for themselves. //Kidspiration// has pictures available for primary grade levels or non-readers. “Organizing and brainstorming software often features sound components, meaning that students of all ages can also use their voices to record thoughts and ideas about their new learning (pg. 23). This would also be great for a student who is visually impaired. A great way to relate your expectations for a project to your students is to use a rubric. “Specific, criterion-referenced rubrics let students know exactly what is expected of them (pg. 30). A rubric would also be a great tool to grade a class filled with diverse learners and abilities. A teacher would be able to create the rubric specifically for each student. Technology is a great way for teachers and students to communicate. In my opinion, I would not want to teach or learn without technology after experiencing the benefits technology brings.

References Lessonbuilder.cast.org. (nd).//Universal Design and Universal Design for Learning//. Retrieved on Oct. 5, 2009 from []

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

Week 3 Update Reflection
In this week's readings I have found renewed ambition for teaching diversely for every student to learn, no matter their learning style. “In many schools around the nation, teachers are finding that collections of digital tools and resources such as these expand their options for presenting information, scaffolding students, and offering choices for student expression.” I want to be one of those teachers! We do not have a lot of the programs that I've read about, but I plan to write a grant for the upcoming year. Rose and Meyer state, “By collecting a variety of good software programs, Web sites, and digital content, teachers can gradually build the capacity to individualize instruction for every student in the class.” That is exactly what I will do. Every new endeavor starts one step at a time.

Rose, D., & Meyer, A. (2002). //Teaching Every Student in the Digital Age: Universal Design for Learning.// Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved on March 5, 2012 from http://www.cast.org/teachingeverystudent/ideas/tes/

ULD Lesson and Reflection
[|ULD Lesson]

The CAST website states, “A nonprofit leader in education, CAST works to improve learning opportunities and outcomes for all individuals through Universal Design for Learning.” After reviewing their site and creating my own lesson using their UDL lesson plan, I can agree that they offer great tools for teachers and offer a way to reach learners of all kinds in the classroom. I think learning about the three brain networks that come into play when learning will make me more conscious of the activities that I plan for my students. Making sure that the recognition, strategic, affective networks are all being used will increase the learning in my classroom. My favorite activity was the ebook. I believe that the teachers at my school will appreciate that activity. Hopefully, I will be able to open up some new avenues of thinking when introducing the ULD lesson model. Refrence: [|__http://cast.org/index.html__]

**ebook and Reflection**
[|What's for Lunch?]

Going into the ebook assignment, I was not to excited. Browsing through the library of ebooks increased my interested and by the time I began the process, I was hooked! There are an impossible amount of ways these books can be utilized. Teachers can break down skills or make a fun story to go with a math problem. Personalized books can be made as keepsakes or to help a child with a behavior disorder be able to remember their goals. Students to summarize stories or create stories to be told to other students and they can even be published to the ebook library! You are even able to make a glossary at the end of the book and have it linked to the words throughout the story. This part did give me a little trouble, but I will figure it out. The little helpers at the bottom help to question or explain different things about the books are a great tool for any grade level. I would love to have parents that use the stories with their children. With my food chain story, I had one of the helpers post question stems for the adult. The parents could learn how to ask higher- order thinking questions! This is the first tool I have been excited about going to school and sharing with my coworkers. I will definitely be using this tool in the future in my classroom and at home!

=
Through out this week I have read about several topics, but the subject of assessment reminded me of myself and my views. Teachers give assessments for a variety of reasons and more often than not, they are completed with pencil and paper. Should all students be tested the exact same way to make sure everyone is treated equally? I am unable to count how many times I have said, “what is equal, is not always the same”. My goal in the classroom is to ensure every student has the opportunity to succeed. Some of my students need to be seated closer to the front, some of them need extra time to complete assignments, and some of them need a big, red check mark on their desk to remind them to check for letters and numbers that may have been written backwards. D. Rose & A. Meyer (2002) give several examples how assessment results can be skewed, including poor reading skills, test anxiety, or visual impairments. For decades, the only kind of testing has been the generic pencil and paper. This no longer is the case. “Within the context of ongoing assessment, teachers can accommodate differences in strategic networks by providing students with multiple means for expressing what they know, such as the option to respond by writing, speaking, drawing, creating an animation or video, or developing a multimedia presentation (D. Rose & A. Meyer, 2002). As teachers become more comfortable with technology, assessment scores will become more accurate and meaningful. =====

Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved on March 21, 2012 from http://www.cast.org/teachingeverystudent/ideas/tes/chapter7_7.cfm.

=
The topic of this week's videos and readings that stuck out to me were discussing how effort relates to success. It is a given that a majority of the time, the people who exert the most effort enjoys the most success. Pitler, Hubbell, Kuhn, & Malenoski (2007) write, “Effort is the most important factor in achievement” and provide examples of ways to offer proof to your students. The rubrics and data will be enough to convince most students the importance of effort, but what about the students who still ask “why”?======

=
A video on //Edutopia.org// titled “Big Thinkers: Sasha Barab on New-Media Engagement” talks about how technology is providing a new way to increase students effort. Games are being made to make students feel important and understand why it is important for the to learn certain things in school. An example given in the video is of a town that is having issues with all of their fish dying. The student must go in and figure out what is causing the fish to die. While they are doing so, they are actively learning about the earth, the culture, and many other things. This takes away the passive learning style where the teacher talks and the students listen. No matter how much we try to make learning student centered, until we are using the technology the way Sasha Barab describes we will still be lacking.======

=
Edutopia.org (nd). //Big Thinkers: Sasha Barab on new-media engagement//. Retrieved on March 30, 2012 from http://www.edutopia.org/digital-generation-james-gee-video Edutopia.org (nd). =====

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

Part 3
While being enrolled in EDLD 5346 has been strenuous and time consuming, I have learned more about Web 2.0 tools than my previous courses. It has been difficult in completing the task of creating a unit plan to solve a classroom scenario with technology enhanced instruction that supports the diverse needs of the students. Pitler, Hubbell, Kuhn, & Malenoski (2007) wrote, “ Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structured for group tasks, and allowing members of groups to communicate face to face even if they are not working face to face (p.140)”. Without the technology of Web 2.0 tools, the assigned project could not have been completed. Before entering this program, I was unaware of the capabilities of today's technology. Although, we have had more difficulties working cooperatively than in my previous classes, I have learned a greater amount of information. Pitler, et. al., (2007) also said, “To be prepared for the fast-paced, virtual workplace that they will inherit, today's students need to be able to learn and produce cooperatively (p.139)”. In order for teachers to teach students to work efficiently in a cooperative group, we must first learn how to do so ourselves. This course has taught me how to handle difficult leaders, procrastinating partners, as well as, the importance of sharing responsibilities. Teachers tell students repeatedly that two heads are better than one, but without the actual experience teachers are unable to elaborate or guide the collaboration. Reading the assignment at the beginning of the course was an extremely daunting experience. Not one of the group members in my group have the same job title or experiences. We each bring a different background and ideas to the table. While using one person's ideas would have solved the scenario by using everyone's ideas and experiences combined we were able to complete a more diverse learning experience for the scenario teacher, students, and ourselves.

Another form of communication during the courses is the web conferences. Previously, web conferences have not held any real value for me. I am positive that I would not have been able to complete my last two courses without the web conferences. Although, I typically am unable to attend them, I do read or watch them to clear up misconceptions or clarify ideas. Being enrolled in a solely online program can seem very lonely and confusing, but being able to participate in a web conference brings back the classroom feel. Web conferences allow me to participate as much or as little as I want by allowing to to read the text, listen to the conversation, talk to others with a microphone, and to see others or for them to see me with the use of a web-cam. Without the web conferences, completing assignments would be next to impossible for me. I would advise any student participating in an online course to utilize the web conferences.

After learning about the three Brain Networks, creating an ebook, and designing a UDL lesson, I have gained new knowledge and skills that make me a better teacher. (Rose & Meyer, 2002) Being able to experience the Web 2.0 tools first hand, has given me a unique view and ability to pass on the skills I have learned during this course. One day I hope to experience teaching the way Sasha Barab describes.

Resources:

Edutopia.org (nd). //Big Thinkers: Sasha Barab on new-media engagement//. Retrieved on March 30, 2012 from http://www.edutopia.org/digital-generation-james-gee-video Edutopia.org (nd).

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. Retrieved on March 21, 2012 from [|http://www.cast.org/teachingeverystudent/ideas/tes/.]