EDLD+5364+Teaching+with+Technology


 * Week 5 -- Looking to the Future **

The 21st century is here and as educator we need to embrace it and adapt to a new style of teaching and learning. It is difficult to take this leap, since our educational system is held accountable by how students perform on standardized test. Some of our most knowledgeable students have difficulty passing these tests. We recognize that every student is different and has different plans and steps for reaching the same goal (Rose & Meyer, 2002), yet we continue to use standardized test to assess them. Students want to produce not just consume knowledge (Edutopia.org, nd). If we put them in positions of producing products, the consumption of knowledge will happen right alongside of the production. Give them the chance to learn why, what they are learning is important and be excited about what they have learned to solve problems (Edutopia.org, nd). Some of our most successful and engaging classes are elective classes because students are able to learn through project-based learning. Can you imagine how successful our core subjects would be if project-based learning could happen every day without worrying about teaching students how to take standardized tests?

James Paul Gee (nd) said, “We must reprofessionalize teachers.” The digital tools are there for teachers to take advantage of and pull students back into how much fun learning can be. It may take some creativity and extra hours to find effective ways to incorporate these tools while standardized testing is still around, but I believe it is a necessity. Teachers need to advocate for themselves and for what students are doing outside of schools (Edutoia.org, nd) until change happens. We must empower students and put them at the center of the learning process which is the key to transforming the educational system (Edutopia.org, nd).

Edutopia.org. (nd). Big thinkers: James Paul Gee on grading with games. Retrieved March 18, 2011 from []

Edutopia.org. (nd). Big thinkers: Sasha Barab on new-media engagement. Retrieved March 18, 2011 from []

Edutopia.org. (nd). Project Learning: An overview. Retrieved on March 13, 2011 from []

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 March 6, 2011 from []

Week 4 -- Empowering Students
Teaching with Technology has been an advocate for integrating technology into cooperative learning as well as for project based learning. Putting students at the center of the learning process is the key to transforming the educational system. Imagine if from the beginning students could learn about what they cared about and loved (Edutopia.org, nd). Engaging students in topics they like is the way our educational system should be designed. However, we are still in pencil paper mode because our education system requires students to pass an assessment test in order to graduate from a public school. At what point will the state realize that these assessment tests are not a clear picture of what each student has learned? Teachers teach a diverse group of students daily and each one is aiming for the same goal, but have different plans and steps for getting there (Rose & Meyer, 2002).

Larry Rosenstock mentions that it is beneficial to integrate students across social class (Edutopia.org, nd). Cooperative learning groups can provide that integration through informal, formal and base groups intentionally designed by the teacher. It allows students to learn from each other and learn about themselves in the process, all while learning a variety of social skills. “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” (Pitler, Hubbell, Kuhn & Malenoski, 2007, pg. 140). Teaching with technology has been the perfect role model for integrating technology into cooperative learning. It has empowered us to take control of our learning and has equipped us with the tools we need to empower our students. After all, “if you empower students you are just going to have a better classroom” (Edutopia.org, nd).

Edutopia.org. (nd). Project Learning: An overview. Retrieved on March 13, 2011 from []

Edutopia.org. (nd). Harness your student’s digital smarts. Retrieved on March 13, 2011 from []

Edutopia.org. (nd). High tech high taking the lead: An interview with Larry Rosenstock. Retrieved on March 13, 2011 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.

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 March 6, 2011 <span style="font-family: Arial,Helvetica,sans-serif;">from []

<span style="font-family: 'Comic Sans MS',cursive;">Week 3 -- E-Book
//The Apple Tree// []

<span style="font-family: Arial,Helvetica,sans-serif;">Creating an e-book was a slow process for me, not because it was difficult, but because there are several different options that can be incorporated into the e-book to meet the needs of diverse learners. The e-book can play audio, read text, be translated to Spanish and a glossary can be made to define difficult words. Images can be uploaded to help illustrate what the text is saying and there are built in coaches that will speak what you type for them to speak. I particularly liked that a student can be prompted to respond to a question posed by the author of the book. This can be a good interactive tool that lets the teacher know if the student understands the e-book.

<span style="font-family: Arial,Helvetica,sans-serif;">Book builder can be used for all grade levels and all content areas and is flexible enough to include all students, regardless of ability or background (Lessonbuilder.cast.org, nd). The e-book can be created by the teacher or assigned by the teacher for students to create. It can be accessed at any time and reviewed by the student as many times as needed. This allows the student to determine when he/she has mastery of the content, while feeling comfortable with the number of times he/she needs to review it, since a computer will never grow frustrated with him/her (Pilter, Hubbell, Kuhn and Malenoski, 2007).

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org. (nd). Universal Design and Universal Design for Learning. Retrieved March 1, 2011 from <span style="font-family: Arial,Helvetica,sans-serif;">@http://lessonbuilder.cast.org/window.php?src=videos

<span style="font-family: Arial,Helvetica,sans-serif;">Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction <span style="font-family: Arial,Helvetica,sans-serif;">that works. Alexandria, VA: Association for Supervision and Curriculum Development.

<span style="font-family: 'Comic Sans MS',cursive;">Week 3 -- UDL Lesson Plan
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<span style="font-family: Arial,Helvetica,sans-serif;">The UDL Lesson Builder is a tool to help teachers enhance their lesson plans to meet the needs of a diverse group of learners (Lessonbuildercast.org, nd). This part of the assignment was a challenge for me since I have not had to create lesson plans for a few years now. I had to depend on the CAST website to guide me through the process. The UDL is not like any type of lesson plan that I was taught to make. It is very detailed and elaborate. It offers flexibility for the teacher and for students. It is built to address the three primary brain networks of recognition, strategic and affective. The UDL uses technology’s power and flexibility to include all students, regardless of ability or background (Lessonbuildercast.org, nd). The CAST organization has many useful resources to guide a teacher through the process and assist them in creating a successful plan for any unit they teach. I found the CAST UDL Curriculum Self-Check website useful. It allowed me to think through specific parts of my plan and ensure that I was clear on what I was doing. It also allows you to self reflect and keep documentation as you build the lesson, which can only make future lessons that much stronger.

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org. (nd). Diversity of Learners. Retrieved March 1, 2011 from <span style="font-family: Arial,Helvetica,sans-serif;">@http://lessonbuilder.cast.org/window.php?src=videos

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org. (nd). The Brain Research. Retrieved March 1, 2011 from <span style="font-family: Arial,Helvetica,sans-serif;">@http://lessonbuilder.cast.org/window.php?src=videos

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org. (nd). Universal Design and Universal Design for Learning. Retrieved March 1, 2011 from <span style="font-family: Arial,Helvetica,sans-serif;">@http://lessonbuilder.cast.org/window.php?src=videos

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org. (2011). CAST UDL Curriculum Self-Check. Retrieved March 9, 2011 from <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: 'Comic Sans MS',cursive;">Week 3 -- Tools for the Classroom
<span style="font-family: Arial,Helvetica,sans-serif;">This week has been by far the most challenging week I have has since entering the Educational Technology Leadership Program in July 2009. I am not in a teaching role at this point, but often try to find ways to use what I have learned for my current position as PEIMS Coordinator and find myself wishing I had this information when I was in a classroom. I taught several students who struggled just to get through a day at school and could have greatly benefited from technology. Most of my students needed the repetitive practice for achievement that only computers could give them without the frustration level that a human would have (Pitler, Hubbell, Kuhn & Malenoski, 2007). Had I known what I know now, I would have been able to guide more of my students to success in my classroom.

<span style="font-family: Arial,Helvetica,sans-serif;">The main challenge for me this week has been trying to apply what I have learned to my current role. I work with not only diverse learners, but digital immigrants who want to continue to do what they have been for years because it is comfortable. This week we discussed several great tools for the classroom, such as the UDL Lesson Builder and Ebook Builder both of which are great ways to address the different networks of the brain (Cast.org, 2009). However, I would have to be very innovative to incorporate these tools. I also don’t want to be using technology for technology’s sake (Pitler, Hubbell, Kuhn & Malenoski, 2007), but I want to improve my department’s effectiveness by incorporating technology to increase our productivity. There are several Web 2.0 tools, wikis, blogs and podcasts (Solomon & Schrum, 2007) to name a few, that were discussed that I could utilize. For example, I could create short podcasts on processes that are performed one or two times a year that I always get questions about. My coworkers could simple use the podcast to refresh their memories on what they need to do and save valuable time that may have been lost if I wasn’t available to answer the phone when they called.

<span style="font-family: Arial,Helvetica,sans-serif;">Cast.org. (2009). Cast UDL book builder. Center for Applied Special Technology. Retrieved on March 6, 2011, from [|http://bookbuilder.cast.org]

<span style="font-family: Arial,Helvetica,sans-serif;">Cast.org. (2009). Model UDL lessons. Center for Applied Special Technology. Retrieved on March 6, 2011, from [|http://udlselfcheck.cast.org]

<span style="font-family: Arial,Helvetica,sans-serif;">Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

<span style="font-family: Arial,Helvetica,sans-serif;">Solomon, G. & Schrum, L. (2007). Web 2.0 tools, new schools. Eugene, OR: International Society for Technology in Education

**<span style="font-family: 'Comic Sans MS',cursive; margin: 0in 0in 0pt;">Week 2 -- Reaching Diverse Learners **
<span style="font-family: Arial,Helvetica,sans-serif;">“One size definitely doesn’t fit all” (Lessonbuilder.cast.org, nd) when it comes to teaching 21st century learners. Classrooms are more diverse then they have ever been and teachers are left with the responsibility to reach every student in their classroom. This week in Teaching with Technology, we studied ways that teachers can be successful in reaching this diverse group of learners. If teachers can tap into the three brain areas, recognition network, strategic network and affective network (Lessonbuilder.cast.org, nd), they will reap the rewards of successful students. Technology offers a variety of resources to assist teachers in reaching these brain networks.

<span style="font-family: Arial,Helvetica,sans-serif;">Setting goals has been around for years and is an effective way to tap into the brain networks. Research shows that when students are allowed to set their own learning goals, their motivation is higher than when they pursue goals set by their teachers. Technology can enhance the goal setting process when teachers use word processing applications, organizing and brainstorming software, data collection tools, Web resources and communication software. These goal setting enhancers also provide an easy way to keep parents informed of what their child is learning and interested in learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). The CAST organization has created the concept of a Universal Design for Learning (UDL) to help meet the needs of a classroom with a diverse population. The UDL uses technology’s power and flexibility to include all students, regardless of their ability or background (Lessonbuilder.cast.org, nd). The fact that technology has also been proven to increase a student’s self concept (Schacter, 1999) is an added bonus when teaching a diverse group of students. What teacher doesn’t want their students to succeed and be confident while doing so?

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org. (nd). Diversity of Learners. Retrieved March 1, 2011 from <span style="font-family: Arial,Helvetica,sans-serif;">@http://lessonbuilder.cast.org/window.php?src=videos

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org. (nd). The Brain Research. Retrieved March 1, 2011 from <span style="font-family: Arial,Helvetica,sans-serif;">@http://lessonbuilder.cast.org/window.php?src=videos

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org. (nd). Universal Design and Universal Design for Learning. Retrieved March 1, 2011 from <span style="font-family: Arial,Helvetica,sans-serif;">@http://lessonbuilder.cast.org/window.php?src=videos

<span style="font-family: Arial,Helvetica,sans-serif;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: <span style="font-family: Arial,Helvetica,sans-serif;">Association for Supervision and Curriculum Development.

<span style="font-family: Arial,Helvetica,sans-serif;">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 []

<span style="font-family: 'Comic Sans MS',cursive;">Week 1 -- Web Conference
Although I was unable to attend the web conference this week, I am thankful that Dr. Mason shared the recording. There was valuable information that was shared during the conference that I would have missed out on had it not been shared. For example, my epic player posted that our assignment is due on Monday, 2-28, by the end of the day and Dr. Mason reminded us that it was due by the end of the 7th class day which is Sunday, 2-27. This allowed me to communicate with my group and get our week one tasks finalized on time. She also provided more information on the group project and as much information that she could on TK20, something I have heard little about. Viewing the recording is also beneficial because I could reveiw it as much as I needed too. There were so many questions from all the students that attended and I can only commend Dr. Mason on the job she did keeping up and trying to make sure everything was answered. I am in good hopes that I will have a chance to attend the next conference.

**<span style="font-family: 'Comic Sans MS',cursive;">Week 1 -- Constructivism, Connectivism and Cyborg **
Teaching with Technology has proven to be overwhelming for me this week. It amazes me how much education has changed over the course of just a few years. With the implementation of technology in the classroom, I understand why the styles have changed. Most of our students know more about technology than we do and learn to use it quicker than we do. Constructivism appears to be one of the most effective ways to teach students. It allows students to actively construct or generate new ideas or concepts based upon current and past knowledge (Solomon & Schrum, 2007). If I were still in the classroom today, I would try to incorporate more of a constructivist style into my classroom teaching. I believe students learn more from interacting with each other and exploring with technology than they do sitting and listening to a teacher talk for an hour. Besides, I think it would be easier to relinquish some control and give it over to the students and the technology (Spargue & Dede, 1999). Connectivism is another learning theory that requires students to make connections between various sources of information. Technology is a key factor in this theory (Solomon & Schrum, 2007). Connectivism is a good theory to supplement constructivism. I believe a teacher who can effectively implement both of the theories will have one of the most effective classrooms. Technology is the key to both of these theories. With the tools offered through Web 2.0, creativity, collaboration and communication will result from a transformation in thinking (Solomon & Schrum, 2007). Teaching with Technology will allow us to explore these two theories firsthand as we communicate and collaborate with group members to solve a classroom scenario.

On a different note, I am a bit disturbed by the cyborg theory. As I watched this week’s video lecture, I was taken aback by the idea of implanting “chips” into a human being’s nervous system (Warwirk, nd). At this point in time, I do not buy into this theory nor do I believe we should be connecting humans in that manner. After all, we were created to be humans not machines.

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 February 22, 2011 from the International Society of  Technology in Education at []

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

Warwirk, K. (nd). //Cybory Life//. Youtube.com. Retrieved on February 23, 2011 from []