EDLD+5364+Weeks+1-4


 * Reflection of Week Four Learning:**

This week had a lot of information and examples that we can use in the classroom. From both of the book readings there was a lot to take in but I was highlighting like crazy. This is the old school way. The Using Technology with Classroom Instruction that Works, gave many examples of Web 2.0 tools and what they are and how it could be used in the classroom. The descriptions were excellent in helping explain what a wiki is or a blog. The explaination of the multi-media, became a great reminder of what you can do with students and how it can impact them with learning. With that being said the rubrics fall in line with it. I have been working on my presentation rubrics for the UDL lesson and this was an excellent example of what I could use as a basis or idea. This leads to the Web 2.0 new tools, new schools section on professional development. this section gave support to how staff development needs to change to better the teacher's learning. It gave affirmation to the changes that have been made with our department. i was really intrigue with the Communties of Practice section of the Web 2.0 book. I believe many campuses practice in the communties of practice but the follow through is the question. From page 105, it lists to establish regular times for team nteraction, send agendas beforehand, use visula forms of communication, set rules for communication. I see that all these ideas are great but many will say, "I do not have time for it" or "It is someting else to do". Professional Development has to meet the needs of all participants by bringing then all together to learn Web 2.0 tools. This is difficult because if the new knowledge is not used within the 48 hours of new learning then it typically is not used at all. The videos for ths week made me sad in the fact that I want that in my district. It would take an army to create that type of movement and inspriation for teachers to work that way. I am not defeated in trying to make the full integration possible but changing the minds of the administrators is the hardest piece of this puzzle. I was astonshed that the teacher and IT Director is the same person, but understand that within a small district many wear several hats. Vicki Davis was an inspiration to all technology specialists for education. That is a dream to have all of that available to inspire those students. The one idea that she did mention was how the students were "teaching" her some new ideas. That is what I have been working on with the teachers in my district is how to let go and be a life long learner and learn from the students as well. I believe this gives them a responsibility for their own learniing and they are inturn motivated to learn on their own.

References:

Pitler, H., Hubbell, E. Kuhn, M., & malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandra, VA: Association for Supervision and Curriculum Development, Chapters 7, 139-154.

Solomon, G., & Schrum, L. (2007). // Web 2.0: New tools, New schools //. Eugene, OR: International Society for Technology in Education, 99-116.

Edutopia (nd). //Team Teaching: Two Teachers, Three Subjects One Project.// Retrieved on Oct. 5, 2009 from http://www.edutopia.org/collaboration-age-technology-blood-bank-video

Edutopia (nd). //Harness Your Students' Digital Smarts.// Retrieved on Oct. 5, 2009 from http://www.edutopia.org/digital -generation-teachers-vicki-davis


 * Reflection of Week Three Learning:**

Under this week's videos and readings have opened my mind and thoughts to what is needed in the 21st century classroom. One idea that I focused on was that everyone needs feedback no matter where we are in life, professionally and personally. So when reading Using Technology with Classroom Instruction that Works, reflection was a key point of discussion. This is true and students need feedback that help them grow emotionally and intellectually. By that meaning it could be in a letter, face to face or even through a web 2.0 tool. All these ways help students realize what they need to focus on or redirect their thinking. There was one option that I just loved and have not used in a while and will be using after the Christmas break for a staff development training, which is the Readability Statistics option (Pitler, Hubbell, Kuhn, Malenoski, 2007). Even students can learn to be a critic of each other's work. I think students have a difficult time taking crustructive crititism and applying the changes that need to be made. All the ideas from this book have been excellent and I am taking many of them and applying them. I have mentioned before that I absolutely love this book! The one area that I wish the book mentioned was that wikispaces has an educator piece that helps teachers with ease of use and students do not have to have an email account to use. It also has a protection or private choice that is free. Also what is a great feature is the ability to load students with a csv file that gives the teacher control over username and passwords. This is a great way to load more than one class at a time. The next is the challenge of creating a UDL lesson with group members. The lesson is difficult enough so this will be interesting but I am confident with my group because we alwys have ideas bouncing everywhere. I attended the Understanding by Design conference 4 years ago, so my take the Understanding Design Learning is the newer version of UbL. They both have a learning curve to create the lesson with all the ideas needed. We will see... All the points are there about looking at the assessment first then go from there. I have always heard that that is a master teacher's way of thinking. You need to know what you are testing to plan the lesson for learning. It was nice to see how to process and see a plan in place to put the visual together. the CAST site is an excellent resource to that. I have been checking it daily to see if I have missed something vital to what is needed in my lesson.

References: Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38. Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning//. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/


 * Reflection of Week Two Lerning:**

This week has instilled more of the ideas of what technology can do for students in the classroom. The chapter 1 reading from the book Using Technology with Classroom Instruction that Works has great technologies examples and ideas for teachers to use as a tool in the classroom (Pitler, Hubbell, Kuhn, Malenoski, 2007). All of the skills that students need to know and use as a 21st Century skill is listed. Many teachers need to think of technology as a tool within the classroom environment. It needs to be thought of as a center activity or a way that students could think of using if collecting information for a project but also have access to other materials as well. I am referenceing to this book more and more for training ideas and information that proves what I am trying to teach and show teachers how to integrate technology. Integration should be across all curriculums and supported by administration to fully work for all involved. The idea of UDL planning is not new but has not been fully accepted. I believe that it has not been brought in because it is a difficult and large change for teachers and administrators to try. It is a great system that applies a different view on lesson planning and curriculum changes. It entails the view of looking at the assessment of the lesson then the start of the lesson (Rose, Meyer, 2002). I was sent to UDL and DI training about 4 years ago, and it was a lot to take in. The team of teachers that I was with understood that it would take at least 2 years to implement correctly. We wanted to start off small and to keep building to it every year. We tried to think of it as if we were teaching students, because we build on their knowledge and this would take the same ideas. So, we started with teachers having a half day work day to work as a department on curriculum and lessons. Many found that they were all doing similar things but if they put all of their effort together they could have a stronger lesson. They were all doing double work and saw the need to not to. As part of the team we decided that this would be the first year work then the second year would be addin gthe essential questions and UDL lesson design process (Rose, Meyer, 2002). It seemed that the first year worked well with the defining of the lessons and scope and sequence. But with 3 of the 6 team members leaving and the administration changed drasticly, the second year did not take off. This is sad because I see what UDL's idea and structure does for the curriclum and students.

References:  Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.

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 1. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/


 * Reflection on Week One Learning:**

This week has been somewhat of a review and new knowledge about technology in the classroom. Connectivism, Constructism and CyBorg theories are the three areas of focus for understanding and integrating technology (Dr. Mason, lecture). Bringing web 2.0 tools into the education system has been a struggle for students, teachers and administrators. An understanding is more like it. Many do not have a full concept of what it is and are terrified of social networking sites. They do not see what these technologies can do for them in the educational system. Connectivism is finding the connection with students in learning, by using prior knowledge to bring in new ideas. This is when the "light" comes on when students make the connection or the pieces fit together. Constructism is building the ideas by collaborating between teacher and student or student to student. (Sprague, D. & Dede, C. ,1999). With Connectivism and Constructism, social networking can play a great and life changing role with students. Social networking does have its draw backs, but students do need to understand what the negatives are to play on the positives. Social networking can enhance the classroom experience and bring in what the students know and understand of their world (McPheeters, 2009). CyBorg is bringing technology thinking and understanding what it can do with learning (Dr. Mason, lecture). I had heard of this before and now have a clear understanding how the technology chip has started and the idea of where it should lead us. I do see that it may be more of a big brother watching you concern than how we all learn with technology. Technology gives students choices and to think outside of the box. Cooperative learning as wikispaces, google docs, and project-based learning help the students work together but at anytime anywhere.Project-based learning is the key to bringing the 21st Century learner back into the classroom. Students need to learn to work in a collaborative environment that has them gather, organize, analyze information,, solve problems, and be able to communicate with others (Pitler, 2007).Collaboration is a difficult task in that you have to give up tasks to others but students have to learn this skill. this is a 21st century skill for future learning and employment. The world is changing and in higher education. With that being said, it will be nice to work with two of the classmates that I have worked with before. I know that I can trust them to complete their work and we have gotten to know each other well. I am excited about this project because I see how I can incorporate this into my position as a facilitator for my district. Also, learning what my other group members think and incorporate all of our ideas together. We all have different backgrounds, so I am excited about what I will learn from them during this process.

 References: Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). // Using technology with classroom instruction that works. // Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1 – 14 Southwest Educational Development Laboratory, (1999). // Learning as a personal event: A brief introduction to constructivism //. Retrieved on October 4, 2009 from [] McPheeters, D. (2009, March). Social networking technologies in education. // Tech and Learning //. Retrieved October 4, 2009 from [] Solomon, G., & Schrum, L. (2007). // Web 2.0: New tools, New schools //. Eugene, OR: International Society for Technology in Education, 7-44. 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 October 4, 2009 from the International Society for Technology in Education at [] Dr. Diane Mason- Lecture from EDLD 5364