Reflection: EDUC-6715I-4 New and Emerging Technologies

Reflection: EDUC-6715I-4

New and Emerging Technologies

The last eight weeks through the New and Emerging Technologies course I have acquired knowledge of useful technologies for the classroom. I understand the meaning and effects of disruptive technologies, but most importantly have gained and developed the confidence to continue and expand my role advocating for integration of technology into the learning environment.

Follow me on a brief journey of the last eight weeks of learning.

Week 1~Emerging to Emerged to Obsolete

Technologies are growing exponentially at an unbelievable rate. I am often in awe and overwhelmed when trying to stay abreast of new and emerging technologies. With the budget cuts school districts are facing, money is extremely tight. How can schools keep up with new and emerging technologies? The decision makers in educational systems are often the administrators reluctant to invite input from others.

Decision makers need to be able to identify effective emerging technologies that are beneficial to the learning environment and motivating to students... I strongly believe that too often, useful, effect technologies are thrown out because something new is out there. This may not be better just newer. My mantra is to maximize the tools you have then move on to discover more to provoke excitement and productivity in the learning environment.

Week 2~Emerging and Disruptive Technologies

Emerging and emergent technologies embrace the potential for not only access to information but also as a means for promoting learning. Never before has there been such access to the worldwide information for educators and students. Technologies are renovating educational systems into engaging, collaborative and productive learning environments in which instructions can be differentiated to student’s specific needs, interests and learning styles. The emergent of technology depends on many factors, connectivity, location, and need. What may be emergent to one may be emerging to another.

Disruptive technologies usually make another technology obsolute. An example is the three and half inch floppy disk being replaced by CD Rom and now memory stick. The technology I would like to see become "disruptive" are Kindles or other e-book learning devices. How exciting it would be have to students carrying Kindles loaded with all the content from textbooks loaded in this one small device. Perhaps this device would encourage students to read! Students would be able to read, make notes, look up words and even be able to hear words they are unable to pronounce all on this paper size device. E-book reading device is a tool that will also assist in expanding the learning experience.

Week 3~Leading Technology Change in Your School

In numerous educational systems different ideas and procedures become "sacred cows". Change is very frightening to many owners of the "sacred cows". Perhaps it has been that the relevance of the change is not fully understood. Dr. O'Neil remarks on burn out, “you need to step back and remember why you went into the profession” (2009). What is best for the student is a phrase often misused when implementing a new Idea. The learning environment should be one which engages, encourages, and challenges to students to contribute with positive behavior and academic achievement,

Using Fullan’s descriptions of the roles of leaders, I am the affiliative leader who likes to develop relationships, the democratic leader who seeks agreement or at least input from others, and the coaching leader who offers encouragement. Of the three types of leaders I enjoy being the coach or "cheerleader. (2001) Fullan's eight drivers, of change include:

Ø Engaging peoples moral purposes

Ø Building capacity

Ø Understanding the change process

Ø Developing Cultures for learning

Ø Developing cultures for evaluation

Ø Focusing on leadership for change,

Ø Fostering coherence making

Ø Cultivating tri-level development

When these components are in place the chances of success greatly increases. (2001)

Week 4~Emerging Technologies and 21st Century Learning

With all of the free tools on the internet it is a shame educators are not taking advantage of these tools to enhance the learning environment. The Online Degree website http://www.onlinedegree.net/100-essential-2-0-tools-for-teachers/ provides a list of useful Web 2.0 Tools for the classroom. The links are broken down into categories such as: Interactivity, Engagement, Empowerment, and Differentiation. Educators need to feel comfortable with the tools before they are able to disseminate the usage to the students. Change is required and is not readily grasped by all.

I had always thought that training and showing the benefits of technology integration would motivate teachers to change their practices, but I have learned in most cases I was wrong. The usage of technology in the classroom is vital to the future of students in the 21st Century. Those of us who believe in preparing our students for the 21st Century must also be advocators for the change of education systems. Students need to be able to collaborate and communicate with worldwide audiences. Educators need to look at the way students now learn and develop instruction to fit these needs. Educators need to examine the tools students are bringing into the classroom and learn follow to incorporating the student's own tools into learning environment. Students are the center of the classroom and the learning must be based on their needs. What better way to engage, motivate and inspire students then with not only today’s Web 2.0 technologies but the technology student’s are bringing into the classroom!!

Week 5~MUVE's and 21st Century Learning

It is challenging being an advocator for simple technologies enhancing classroom instruction. Suggesting a virtual learning environment would be very intimidating to many teachers. As it is, classrooms have technology teaching aids that sit untouched.

When I investigated the avatar and Second Life environment my first thought was this has no place in education, many students are not in touch with reality as it is. Today as I was eating breakfast and thinking about student’s behavior and lack of motivation, I struck with the thought of using avatars. I wonder what the effects would be of requiring students to create an avatar at the beginning of the year. Inform the students the premise is for their avatar to gain all the knowledge and skills required to pass the course (class). The students will have to use their avatars in the creation of projects and other learning components of the learning environment. Perhaps education would mean more to students if it was through their avatar.

Week 6~Playing the Game

As educators we need to do whatever it takes to provide a positive, productive learning environment. Due to the technologies our students are using the way they learn is quite different then the methods teachers were taught while becoming educators. When a business locates a new technology to improve production it is quickly purchased so they can keep up with the competition. In education it seems to take years to change to help students with their productivity. By the time educational systems try new ideas and technologies the student have moved beyond and are not motivated.

According to Lemke and Coughlin “As educators, we should be using technology as a critical design factor, in combination with research on how people learn best, to establish new and different environments for student centered learning.” (2009)

Yesterday during Fun Friday, students were allowed to play educational games in the computer lab. I was the monitor; this experience reinforced the idea of games having a place in the classroom. The collaboration, communications, excitement and learning going on was absolutely amazing. This is needed in today’s classrooms!

Week 7~Making it Happen at Your School

According to the website GO2WEB2.0 (www.go2web2.0.net) there are over 3,000 Web 2.0 Tools and Applications! Every day, I seem to learn of another free Web 2.0 Tool. Educators need to use caution when selecting tool for the classroom. Find one and use it to its potential.

During this masters program along with The Horizon Report 2009 K-12 Edition, I have discovered an abundance of Web 2.0 Tools. Some of these tools will be integrated to enhance my student’s learning environment and promote vital 21st Century Skills.
The two Web 2.0 Tools provides a variety of ways for communication and collaboration. Our students need to have different venues to communicate about their learning.

My district has a Moodle environment. I believe I could use Moodle to enhance and expand the learning environment. I plan to learn more about Moodle and use this with my next year’s students.

Week 8~A Successful Change Agents

This has been an exciting hectic week. I am involved in preparation of a grant to provide training Native American community members technology skills helping to increase their marketability for the workforce. As participants develop skills and confidence the course will be moved into the Moodle environment.

This summer I will be busy setting up my classes in the Moodle environment and pursuing grants for net books for my students. The Moodle and the Net Books will create an expandable and mobile learning environment. The classroom walls will become transparent and flexible.

I am so fortunate to be living in these times to witness the phenomenal advancements of technology and the impact on our world. I sometimes feel I am as obsolete as those three and half inch floppy disks. This course has provided guidance, ideas and encouragement to direct others in integrating emerging technology into their teaching craft. I have also developed much needded self confidence in pursing funding for the technology tools to assist my students in preparation of skills for the 21st Century Work Place.

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Fullan, M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass. Retrieved from the ERIC database.

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Johnson, L., Levine, A., Smith, R., & Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium

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Laureate Education, Inc. (Executive Producer). (2009). Program four. Introduction to Teacher Leadership [Motion picture]. New and Emerging Technologies. Baltimore:

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Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.

EDUC-6716I-1 Reaching and Engaging All Learners Through Technology.

EDUC-6716I-1 Reaching and Engaging All Learners Through Technology.

Instructor Dr. Jacqueline Derby

For the past eight weeks I have been studying not only the Universal Design for Learning Framework (UDL) and Differentiated Instruction Strategies (DI), but also how technology can be a beneficial tool in both instructional best practices. I am very familiar with Carol Ann Tomlinson work. I would advise others interested in not only differentiated instruction but those looking for an effective way to reach and teach all your students, to read what Tomlinson has written on the subject.

This course allowed me to see videos of Tomlinson’s ideas and thoughts on Differentiated Instruction Theory and Practices. In doing so, I have gained further depth to my knowledge on the subject. Tomlinson’s premise is that DI is not a bunch of strategies but is a philosophy of teaching. She suggests that teachers re-evaluate why they are teaching (Laureate, 2009), to dispense information or to help children gain knowledge and grow as human beings. Tomlinson firmly believes the first step to differentiate is to know your students in a meaningful way so that they can be assisted in finding education success.

I have taken part in a social networking program on Ning called Differentiation Station (DS). I collaborated with a group of peers on the Ning network at http://waldenmastertechstudents.ning.com/ ; I joined fellow classmates in researching the implementation of Universal Design for Learning and Differentiated Instruction along with the integration of technology into our classrooms. During our time of sharing I acquired many useful sites to add to my toolbox of strategies and ideas in carrying out the principals of DI and UDL. Some of which are, “differentiating learning by readiness, interest, and learning profile” (Laureate, 2009). Carol Ann Tomlinson suggests that knowing students in a meaningful way helps teachers find the best ways to assist a student in becoming successful in the learning process.

Some technology tools that I located and found the useful in helping in implementing Differentiated Instruction:

1. http://daretodifferentiate.wikispaces.com/Knowing+the+Learner , this site has an extensive list of links to help in the development of DI. It contains learning style inventories, leaning profile surveys, multiple intelligence surveys, and other resources for getting to know your learners.

2. Survey Pirate http://www.surveypirate.com is another great site where you can build your own student surveys that reflect your personal content area.

3. http://www.everythingdi.net/ this site is hosted by Grace Smith and Stephanie Throne from our course DVDs. It provides information and resources for differentiating instruction including the use of technology.

4. http://www.help4teachers.com/index.htm has everything you need to get started layering your curriculum. Kathy Nunley is well known for her work on Layered Curriculum. Layered Curriculum is a fun and effective student-centered teaching method. This 3-layer model of differentiated instruction encourages complex thinking and holds students highly accountable for their learning.

As I continue to integrate DI into my classroom lesson plans the Universal Design for Learning provides the framework needed for successful implementation. Every educator must assist students in being successful in the learning environment. Differentiated Instruction will help with this endeavor. A word of caution, don’t dive in head first as Tomlinson suggests, start slow, “It is better to do a few things well. Set goals for yourself, and stick with them, but make sure they are reasonable goals” (Tomlinson, 1999).

Next school year I will continue on my path using Differentiated Instruction in my classroom attempting to meet the needs of my students. I will also set the goal of sharing my knowledge of UDL and DI with my fellow teachers. I will share how to get to know your students through surveys and inventories, how to use the information to help guide the instruction hoping to insure that students will be getting what they need to be successful in the learning environment.

References:

Laureat Education, Inc. (Executive Producer). (2009). Differentiating Instructional Elements. Baltimore: Author.

Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision& Curriculum Development

Getting to Know Your Students

The web address http://www.educationoasis.com/curriculum/Printables/PDF/surveys/student_info_interest.pdf is an Interest Inventory I have located. I plan to modify the inventory, deleting the section on reading then I will be adding questions related to computer skills and usage.The survey would be good for grades 4-8, but can be easily modified for other grade levels

Learning Style Inventories can be located on the internet. The one I have selected is done online; http://www.learning-styles-online.com/inventory/. As students are answering, the seventy question inventory, their progress is visible on the right hand side of the survey; students can view changes after each answer. When the inventory is completed the results are e-mailed and are also shown on the webpage. The results are shown with a graphical representation. Understanding the students’ learning preferences for receiving and processing information will help guide educator’s designing of lessons and delivery of content. The grade level would be middle school to high school.

Helping students to develop all these forms of Intelligence will help to develop fully rounded individuals. The online http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm, Multiple Intelligence tool is a forty question survey showing the results in a graphical representation of the students’ strengths and weaknesses. The grade level would be middle school to high school.

. The Adventurous Women Learning Profile website http://www.adventurous.com/aw/profile/profile.html offers a free online evaluation. An explanation of the results is easily located with a click of the mouse. The one drawback of this survey is the text is written in the female gender, this may be offense to some male students. The grade level would be middle school to high school.

EDUC-6713I-2 Integrating Technology Across the Content Areas

The GAME Plan Reflection

“If we teach today as we taught yesterday, we rob our children of tomorrow.” John Dewey

Students today are digital learners They are texting, using cell phones, networking on the internet and playing online games; many times simultaneously. Unfortunately a large number of educational institutions require students to “power down” as they step into the classroom. Our 21st Century technocentric students are rarely allowed to use the technologies and Web 2.0 tools that are central to their lives. Educators need to integrate technologies to not only engage students but to help in preparation of the students’ future.

The Meeting in Maui unit addresses Technology Workplace, Reading, Writing, Math Standards and includes vital 21st Century Skills. But this is not why I have created this unit. The unit is actually based on activities my students are doing in the classroom meeting and mastering technology standards. After learning of the GAME plan, I scrutinized the lessons for Meeting in Maui. After evaluating and analyzing I determined the unit needed to be revised. I made the decision to incorporate additional lessons and skills making the unit robust and comprehensive.

Entering the field of education is a strong indication of a lifelong learner. Professional development hours are spent learning new skills and strategies for classroom implementation. An effective educator needs to be a lifelong learner, staying abreast of current teaching trends and strategies along with new and emerging technologies to enhance classroom instruction. Educators need to determine, plot, scrutinize, appraise and modify skills to assist in their teaching practices. Through self reflection educators need to continue to fine tune their craft.

A self directed learner is often referred to a metacognitive learner. This type of learner
thinks about thinking, while engaging in three processes: planning, monitoring, and evaluating their learning goals. (Ertmer & Newby, 1996; Zimmerman, 1990; Zimmerman, Bonner, & Kovach, 1996). Since educators enjoy learning, they dream of transforming students into lifelong learners. Unfortunately teachers rarely have time to integrate this skill when making lessons plans much less instructing students on setting goals. The content areas are deeply saturated with standards that teachers are overwhelmed and do not want another thing to teach. Teaching goal setting is a valuable 21st Century Skill.

The GAME Plan is a wonderful tool to aid in setting, implementing, monitoring and evaluating of goals. Setting goals is a common throughout an educator’s lesson plans and instruction. Educators are constantly informally using the GAME plan as we adjust and modify to accommodate our students needs. The GAME plan helps with guiding learning activities for teachers and students alike.

The GAME plan is easy to incorporate in goal setting plus providing continuity to the process. This versatile plan can be used in all subject areas assisting in directing the educational activities.
Since I teach basic computer skills guided by technology standards, I have incorporated content areas into the lessons. The primary objectives of the unit are for my students to acquire technology skills preparing them for the future.

I wholeheartedly agree that technology should be integrated throughout the curriculum along with a Basic Computer Literacy Class. There is deep need for students to be taught skills for creating successful computer generated products. Educators need to prepare students for the future but since the content areas are heavily laden with standards students are required to master, little if no time is found for teaching computer skills. Students need to know how to effectively use: word processing, spreadsheet, and presentation programs, not only for their educational years but also for their future in the workplace.

The Meeting in Maui Unit guides students to master the following skills: E-mail; etiquette, ethical behavior, components of an e-mail, attachments, address book, Internet Skills; effective searches, keyword searches, search strategies, evaluating websites, skimming and scanning skills, citation of resources, Digital Storytelling; effective design for PowerPoint, storyboard design, Photo Story plus many 21st century skills. I am in the process of locating or creating a lesson on goal setting to incorporate the GAME Plan for the students to use in the unit.
I will continue to provide learning experiences for my students in preparation for the technology rich world to which they will be contributing. I also understand technology is growing exponentially and the careers that will be available to our students do not exist today, regardless I need to provide students with skills and technologies to encourage them to be self-directed lifelong learners.

The GAME plan is easy to incorporate in goal setting plus providing continuity to the process. This versatile plan can be used in all subject areas assisting in directing the educational activities.
The GAME plan I had originally posted for this course was modified as the weeks flew by. I have and will continue including the plan to help with setting goals, lesson plans and instruction. My goal of instructing my students on goal setting will be implemented when we resume school. I am hoping the students will realize the value of setting goals and will use the GAME plan in other classes.

In closing, I set goals in my professional and private life, now with the GAME plan I have a template to aid me in being proficient in planning, implementing, monitoring and evaluating my goals. What a valuable tool!

References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. Belmont, CA: Wadsworth Publishing

Ertmer, P.A., & Newby, T.J. (1996). The expert learner: Strategic, sel-regulated, and reflective.
Instructional Science, 24, 1-24.

Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview.
Educational Psychologist, 25(1), 3-17

Zimmerman, B.J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond
achievement to self-efficacy. Washington, DC: American Psychological Association.

DECEMBER 16, 2009

The GAME Plan is a wonderful tool to aid in setting , implementing, monitoring and evaluating of goals. This can be used in all subject areas by teachers as well as students. Teaching goal setting is a valuable 21st Century Skill. Unfortunately teachers rarely have time or desire to intregrate this skill when making lessons plans much less instructing students on setting goals.

Goal:
I will be concentrating on a goal for myself and one for my students. I will be incorporating the GAME Plan in my lesson plans. Students will be creating a GAME Plan everytime a new project begins. NETS-S 1, 2, 3, 4, 5 & 6 are addressed in project based learning used in my classroom. My students and I will be able to direct our learning by setting goals.

Action:
Using the GAME Plan will increase ownership, accountablity, motivation and learning. Students are allowed to choose the products along with actions needed to complete their project.

Monitor:
I will encourage students to use “educational networking” (Laureate Education, Inc., 2009) and participate in journaling, blogging, and discussion board to promote collaborative networking. I will continue to use the class blog to inform, instruct and reteach students.

Evaluate: Different forms of assessments and feedback is vital to knowing if my lesson have promoted content and student learning. Students need to use self reflection along with developing their own assesment tools based on the product's content, process and outcome. The students and myself will constantly reflect and discuss the stages of instruction for classroom assignments, presentations, and assessments as we work through our GAME Plans to achieve success.

NETS for STUDENTS
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.

The NETS and 21st Century Skills are interwoven, making simple infusion of valuable Technology and life skills. As educators it our duty to implement these much needed skills into the curriculum.

References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2009). Program Ten. Spotlight on Technology: Social Networks and Online Collaboration, Part 1 [Motion picture]. Integrating Technology Across the Content Area. Baltimore:

National Education Standards for Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

December 9, 2009
I have been using Google APPS, Forms to create student assessments. The students enjoy taking the online tests. The test results are submitted to a spreadsheet that is easy and quick for me to grade. An individual conference is held with the student where feedback is given in a very timely manner.

What goals are you still working toward?
I have added a new component to the action. We have Moodle and I have not had time to learn this environment. I need to learn Moodle and it's capabilities to use in the classroom. Moodle has many components so this will be quite a challenge to find the time to become comfortable with the Moodle environment.

I am still working on a variety of assessments to evaluate my students learning and needs.

G
Learn more ways to use formative and summative assessments students work and use the information to drive instruction. Implement formative assessment throughout projects and with other created products.

A
Create and implement formative and summative assessments with timely feedback. The data will be used to guide instruction. Involve students in the creation of rubrics, have student evaluate and provide feedback to peers. Students establish goals for themselves and jointly with their group or partner. LEARN AND IMPLEMENT MOODLE FOR ASSESSMENTS

M
Are students creating reflective pieces to aid in the monitoring of their learning? Is the peer feedback honest, helpful and related to the topic? How effect is the assessments? Do they truly assess the learning? Are there a variety of assessment tools? Is the data being used to guide the instruction? Are the students involved with the assessment process?

E
Were my assessments beneficial to my students’ learning? Were they helpful to direct the instruction?

How effective were your actions in helping you meet your goals?
Learn more ways to use formative and summative assessments students work and use the information to drive instruction. Implement formative assessment throughout projects and with other created products.
Results: Using the checklists, formative and summative reports, I have identified students that have not mastered specific skills. Using Google Doc. Forms allows the students to take formative assessments online. Self reflection is a skill students need to practice on a regular basis.

What have you learned so far that you can apply in your instructional practice? To check for mastery of skills in smaller increments. Students need much practice on reflecting on their own learning, along with what is good quality work.

What do you still have to learn? I allow my students to work at their own pace and I still need to discover ways to make assessments that encourage students to continue to moving along. How to manage the gradebook so parents don't become upset when seeing a blank by their child's assignment or assessment.

What new questions have arisen?
How do you get students to use and follow rubrics?

How will you adjust your plan to fit your current needs?
Students will practce self-reflect with much guidance. Students will learn how to read and use rubrics.