EDLD+5364+Teaching+with+Technology+Weekly+Reflections

__Weekly Reflections__

**__ Week one reflection __** Week one of Teaching with Technology proved to be a very informative week regarding how important it is for educators to be using technology in the classrooms. Solomon and Schrum cite numerous statistics regarding how much time students today spend using technology. The fact that they spend more time online than watching TV is definitely a change from their previous generation (2007). Technology is the key to building a truly productive constructivist classroom (Sprague & Dede, 1999). Without using a technology infrastructure, we cannot effectively reach our digital natives because they come to us already understanding technology. If we ask them not to use what they already understand we are doing them a disservice. I found McPheeters Cyborg theory to be interesting and true in that our students do expect technology to be available to them and part of their educational evolution. In reading this article I reflected on how the teaching profession has evolved from the one room classroom using slates for writing on, to our interactive whiteboards, projectors, and computers. Would we as educators have chosen to keep using slates and chalk knowing that something better was available? I doubt it. Most educators have grown accustomed to using technology and those that have not, we have the task of helping them see how educational and productive it can be.

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

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 January 28, 2011 from the International Society for Technology in Education at []

Diversifying instruction is paramount to teaching if we want to reach all of our students. The inclusion of technology into the diversity is also a requirement in order to reach our digital native students. The articles and videos in this week of the course helped reinforce these ideas for me. As Dr. David Rose states in the CAST Brain Research video segment, “The way we learn is as different as our fingerprint or our DNA” (nd). In order for our students to successfully learn we must reach them individually. One of the ideas that struck a chord with me this week was the emphasis placed upon not just the inclusion of technology in instruction, but its inclusion in student products and assessment as well. We must let our students have a hands on approach to our technology, not just us teachers. Also of importance this week, was the concept of letting our students help direct the process of reaching their goals of learning. This allows for more student autonomy and the increase of their self-esteem (Rose & Meyer, 2002). The authors of //Using Technology with Classroom Instruction that Works// suggest many different ways to include technology and student input in setting objectives for learning goals. Many of the strategies and the software they suggested I would never have even thought of using for that purpose. If you have the end goal and assessment in mind at the beginning of the planning phase of instruction, then it makes for more meaningful learning for students (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
 * __Week Two Reflection __**

This week also helped me further understand how this entire course will help me achieve the Technology Facilitation Standard IIA; Design developmentally appropriate learning opportunities that apply technology-enhances instructional strategies to support diverse needs of learners. That is exactly what we are doing in creating our group solution to the scenario presented.

Lessonbuilder.cast.org (nd). //The// //Brain Research//. Retrieved on October 2, 2009 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, []

__**Week Three Reflection **__

The readings and videos this week were chock full of ideas and inspiration for furthering the knowledge of students with the aid of technology. I found the chapter in the Rose and Meyer book to be very informative on ways to reach students through all of the brain networks. In chapter 6 the authors give multiple methods to accommodate all different types of learning and ideas to make curriculum materials flexible (2002). The Pitler text showed me ways to use software that I already have in different and more constructive ways. For example, I knew the track changes and inserting comments feature was available in Microsoft Word. However, I never thought of using that feature, “…to give and gather student-led feedback…” on particular projects (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.43). In reading this I also realized that this feature can also be used like a blog in some ways, without the need of internet access and asking to bypass a school filter. I also gained new knowledge about the readability statistics feature built into Microsoft Word. The authors also provide reminders of the many types of communication software available for use with students to make learning more meaningful. The Edutopia Videos of Luis and Cameron were inspiring and provided a look at how using technology with students can create extraordinary learners. Cameron’s ability to use complicated video production software and Luis’ goal of being the first of his family to go to college is amazing. However, as I was watching the videos the costs of all the technology they were showing came to mind. It can be disheartening at times to have the knowledge of how much technology can do for students and not have the resources to utilize it. I feel that the readings, videos, and assignments this week effectively address Technology Facilitator Standard III – Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. Every part of our learning for this week focused on ways to get the best out of our students. Edutopia.org (nd). //Digital Youth Portrait – Cameron//. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/digital -generation-profile-cameron-video Edutopia.org (nd). //Digital Youth Portrait – Luis//. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/digital -generation-profile-luis-video 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: 'Tahoma','sans-serif'; font-size: 10pt; line-height: 115%;">Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design  for learning.// Alexandria, VA: Association for Supervision and Curriculum Development. <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 0pt;"> 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/

Williamson, J., & Redish, T. (2009). //Technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugene, OR: International Society for Technology in Education.

__** Week Four Reflection **__
==== Through the videos and readings this week, the concept of flexibility has been imprinted on my thought processes. Not just flexibility in instruction, but flexibility in assessment as well. I have not truly considered the myriad of examples for using ongoing flexible assessment as options in my teaching until now. Seeing in the videos how each teacher used the different technological assessments helped me realize that essentially it is just as effective, probably even more effective, to assess with technology than with paper and pencil. I have realized this week that I am not doing enough differentiation when it comes to my assessments in the classroom. “The simple truth is, the natural variety of recognition strengths and weaknesses within a typical classroom prevents any //single// presentational medium from yielding an unbiased, accurate assessment for the entire class” (Rose & Meyer, 2002). I do multiple levels of varied instruction, but my assessments are basically all the same. I plan to change this in the coming school year. ==== The engagement of the students in the Edutopia.org videos is so exciting to see. The students are collaborating on and creating projects while learning at the same time. It is not a system of learn the information and then create your assessment project, in the videos learning and assessment are simultaneous (Edutopia.org, nd). It is helpful to see examples of classrooms where simultaneous instruction and assessment can effectively work. Watching the videos illustrate massive amounts of team collaboration between teachers and the project based learning of the students made me want to go teach at those schools. Being at a curriculum, number of grades and state tested driven school does not always inspire me to work at integrating as much technology and collaboration as possible into my instruction and assessment. As I stated in my discussion post, maybe if I can change my classroom my enthusiasm will transfer to other teachers as well. Edutopia.org (nd). //Project Learning: An Overview.// Retrieved on October 5, 2009 from http://www.edutopia.org/project-based-learning-overview

Edutopia.org (nd). //Team Teaching: Two Teachers, Three Subjects, One Project.// Retrieved on October 5, 2009 from http://www.edutopia.org/collaboration-age-technology-blood-bank-video <span style="font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning.// Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved on October 5, 2009, from <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; text-decoration: none; text-underline: none;">@http://www.cast.org/teachingeverystudent/ideas/tes/

<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; margin: auto 0in; text-decoration: none; textunderline: none; textunderline: none;">The versatility of technology in assessment and instruction continues to astonish me. Again this week I learned new and innovative ways to use various software and Web 2.0 tools for instruction and assessment that will keep my students engaged in learning. Using spreadsheets and rubrics to track student effort, using Web 2.0 tools for formative assessment, and game playing benefits to students are ideas I would have never considered had I not taken this course. By using Web 2.0 tools, teachers can plan instruction and formative/summative assessment simultaneously in a variety of interesting ways (Solomon & Schrum, 2007).

<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; margin: auto 0in; text-decoration: none; textunderline: none; textunderline: none;">Using video games to foster student empowerment, for assessment, as well as conveying instruction is something I would have never considered. In the Sasha Barab video he discusses how technology allows students to design, create and produce things that involve subject matter that they care about while still learning the required standards for that subject. They are able to, with the involvement of gaming for example, put themselves in the position of a scientist and try to solve real world problems (Edutopia.org, nd). This makes the age old question of “Why do I have to learn this?” irrelevant because they can see and understand why through using this technology. Technology can make a teacher’s job so much easier and more exciting if they would just open themselves up to the enormous amount of possibilities awaiting them.

<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; margin: auto 0in; text-decoration: none; textunderline: none;"> Edutopia.org (nd). // Big thinkers: Sasha Barab on new-media engagement //. Retrieved on Oct. 5, 2009 from <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; margin: auto 0in; text-decoration: none; textunderline: none;">[]

<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; margin: auto 0in; text-decoration: none; textunderline: none; textunderline: none;">Solomon, G., & Schrum, L. (2007). // Web 2.0: New tools, new schools //. Washington, D.C.: International Society for Technology in Education.