Week #1 Update
Week one videos and articles discussed three different learning theories: constructivism, connectivism, and cyborg theories. A Russian psychologist, Vygotski, developed the theory of constructivism, which states learners never learn anything absolutely from scratch. Instead, when they learn a new idea, it is added to previous knowledge and continues to grow as more knowledge is added. Furthermore, Vygotski believed that all learners see ideas from a subjective viewpoint and that every person will see a particular event in a different way. Teachers who follow this theory in their classrooms are sometimes concerned that their teaching style may be viewed as noisy and out of control when in fact the students are “sharing ideas, asking questions, discussing concepts, and revising their ideas and misconceptions.” (Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). George Siemens has a different learning theory called connectivism. His theory consists of the idea that the network of learners, databases, and other sources actually become the learning and that learning is a continual process rather than a one time event. Siemens concludes that we learn as we make connections with others. The third learning theory discussed in week one is called cyborg theory and was developed by Kevin Warick. Warick believes that the human species will become a sub-species to the cyborg in the near future. He has personally implanted computer chips into his body and claims to communicate with his computer and has enhanced sensory perception. Warick also believes that humans who are “enhanced” or “upgraded” to a cyborg species will be intellectually superior to the human sub-species. Our two textbook readings for week one discussed using technology in the classroom. We learned that research indicates that when technology is used in the classroom it “increases student learning, understanding, and achievement.“ Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandia, VA: Association for Supervision and Curriculum Development, p. 3. Solomon and Schrum mention that to produce more effective learning with our students, we need provide the technological tools that will promote creativity, collaboration, and communication. Solomon, G., Schum, L. (2007) Web 2.0: New tools, New schools. International Society for Technology in Education, Eugene, OR: p. 21. Week #2 Update
In week two we learned a variety of ways to use technology to impact learning for the diverse population in our schools today. “Research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals.” Hom Jr., H. L., & Murphy, M. D. (1983, November). Low need achievers’ performance: The positive impact of a self-directed goal. Personality and Social Psychology Bulletin, 11, 275-285. One of the technology strategies that Pitler discusses is to apply organizing and brainstorming software, such as Inspiration, into the lesson. This software gives students the opportunity to organize their thoughts in a creative and intuitive way while using technology which keeps the students captivated. Another way to keep students motivated is to use data collection tools to create surveys to be used with the students. These tools can give the teacher an opportunity to engage the students in a new and creative way. Teachers can stimulate student interest by using communication software tools, such as blogs and emails. Pitler also lists several resources for teachers to use to assist in setting their objectives, such as, accessing standards online and creating rubrics that students can relate to.
The videos we watched discuss several principles of universal design for learning. A universally designed curriculum offers students multiple ways to learn the content, shows the content has been learned, and provides multiple ways to engage and challenge students. Schools are more diverse than ever before and every student has a unique learning style. Today’s educators need to rethink goals and assessments to find new ways to reach students. “Brain-based research suggests each individual learns differently and we need to design tasks to help students best understand the what, hows, and whys of learning.” (Dr. Mason, Video Lecture, p. 3). As we learn to develop more accommodating lessons for our students, everyone will benefit from the rich learning process involved with each lesson. Implementing technology into our curriculum will help reach our diverse student population. Technology creates an environment where students can collaborate with their peers and requires students to use higher-order thinking.
Week #3 Update
This week's videos were really amazing. The documentaries about Luis, Cameron, and the Kansas Technology Rich Classrooms blew me away. It was really encouraging to see how technology motivated these students who now love to learn and are dedicated to teaching others. I now have confidence that students at our school can get as enthusiastic about technology and learning as Luis, Cameron and the students at Inman Elementary School. The “Top 10 Tips” video had very good suggestions for integrating technology into our subject areas, which included using blogs and wikis, creating podcasts, using streaming video, and interactive exercises.
Our readings discussed Universal Design for Learning (UDL) Curriculum. The CAST websites that we used were very helpful in providing ways to assist a variety of diverse learners. The Rose and Meyer article discussed how to design instruction to impact and support the three learning networks (recognition, strategic, and affective). The UDL Book Builder site gave teachers an exciting way to integrate technology into their lessons by having students create interactive, electronic books. The UDL Curriculum Self-Check and the Lesson Builder sites are useful resources for teachers. The sites provide a variety of resources for English language arts, history, science, and math, as well as suggested software tools, books, and articles. Teachers also have the ability to view model lessons from a variety of curriculum areas. Solomon and Schrum continued to discuss web 2.0 tools that educators could integrate into their lessons, such as using collaborative writing (using wikis), providing student feedback (using podcasts), and writing (using blogs). Pitler also emphasized integrating web 2.0 tools, such as blogs, email, wikis, and instant messaging to enhance and stimulate learning for students. However, he does caution educators that “using technology for technology’s sake isn’t a good application of instructional time or funding, and it is unlikely to improve student’s achievement.” Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, p. 217.
Week #4 Update This week’s readings and videos were quite interesting. I had heard of collaborative learning and team teaching, but I had never seen it in the classroom like this. I was extremely impressed with Vicki Davis’ classroom and how she engaged her students to learn. Her teaching style allows for her students learn by teaching their fellow classmates. She also provides real-world experiences where her students can actively and collaboratively participate. She expects her students to actively seek out new knowledge without her giving them all the answers. This educational philosophy is evident from her quote, “ I don’t have to define everything and I shouldn’t.” Edutopia.org (nd). Project Learning: An Overview.http://www.edutopia.org/digital-generation-teachers-vicki-davis__.
I was impressed with the way the project-based learning curriculum was managed and how engaged and excited the students were to learn. It is motivating and helpful to see how other educators use this learning style in their classrooms. We are told all the time about collaborative learning and the new Web 2.0 tools, but rarely get good examples and how teachers are using them in the classrooms. Solomon and Schrum again provided excellent examples of how teachers are using blogs, wikis, podcasts, and other Web 2.0 tools, not only for student use in the classroom, but for professional development of teachers, as well.
Week #5 Update
Our readings this week primarily dealt with assessment and reinforcing student effort. Solomon and Schrum suggest using electronic portfolios for students to highlight specific achievements or pieces of work. The authors suggest that “when used in formative, classroom-based assessment, teachers can review the portfolio document and provide formative feedback to students on where they could improve.” Solomon, G., Schum, L. (2007) Web 2.0: New tools, New schools. International Society for Technology in Education, Eugene, OR: p. 171.
Again, our videos this week were fascinating. They discussed a variety of topics including media-literacy, digital ethics, educational video games, and a vision for 21st century technology in education. Sasha Barab explains that students today need to be engaged using media-literacy. He continues, saying that teachers today need to be better equipped with the tools, such as social networking sites, that will prepare students to be successful when they leave school. Howard Gardner says that “once you enter the digital world, you are a member of a community of unknown size and duration”. Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. __http://www.edutopia.org/digital-generation-howard-gardner-video__. James Gee stresses that the future of education will be focussed on the ability of the learner to solve problems in a collaborative environment where the “group is smarter than the smartest person in the group”. Howard Gardner says that “once you enter the digital world, you are a member of a community of unknown size and duration”. Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. __http://www.edutopia.org/digital-generation-howard-gardner-video__. The two YouTube videos centered primarily on a 21st century vision. It was amazing to see the innovation of how the students were learning. Some examples included a teacher who communicated with his students using video emails and cell phone texts and students who used state of the art touch screen desks to work in a group discussion about their field trip. “At a time when civics literacy matters, where global awareness and technology literacy is critical to ensuring our children are prepared for the 21st century work environment, we need to innovate our learning methods.” Youtube.com (nd). Vision for 21st Century Learning. __http://www.youtube.com/watch?v=Mirxkzkxuf4__.
Final Assessment: Course Reflection Responses 1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
Before the course began, I had envisioned working together to create a unit that would meet students’ individual differences while addressing the technology trends of today. I expected to meet with my group at least once per week to discuss the weekly assignments. Looking back at the past five weeks, I believe that my group did achieve the outcomes. Our group met on Tokbox for our videoconferences and throughout the week we used Google Docs and email to communicate our thoughts and ideas about how to solve the task at hand. The actual course outcomes did align with those that I had envisioned. We created our unit for an English Language Arts class. We also created several lessons to assist students with a variety of unique needs and disabilities. Students’ disabilities included a blind student and one who was hearing impaired. Unit lessons included a multimedia presentation, a KWHL chart, student blog posts, and a WebQuest.
2. To the extent that you achived the outcomes, are they still relevant to the work that you do in your school? Why or why not?
The outcomes the we achieved for our group task are very relevant for today’s classrooms. Today’s schools have students that require various teaching methods and modalities to reach and engage them. Each curriculum area and each grade level has its own challenges for educators. We were able to work together as a group, coming together from various subject areas and worked together to create a unit to solve the task presented to us. Today’s educators are required to do the exact same thing. Teachers in our school must work with other colleagues and administrators to ensure that each student has been presented with a lesson that can stimulate, engage, and challenge. Today’s educators have to differentiate their lessons to accommodate the special needs of specific students. Sometimes, this requires working together with a team of educators to accomplish the goal. We did just that. We came together and collaboratively created a unit lesson that would meet the needs for a variety of students in the classroom.
3. What outcomes did you not achieve? What prevented you from achieving them?
I believe that we met all of the outcomes that we had envisioned. Our weekly planning, email communication, and video conferences within our group provided a way for everyone on our team to be well informed. Our group discussions and brainstorming sessions provided ways for everyone to share their thoughts and a creative, yet safe environment. The main attributes that every member of the team displayed were a love for kids and a desire to see them succeed. Because of our shared goals, our role as educators to solve the task presented to us during this course was very straightforward. The diverse talent on the team was also a factor in our team meeting all of our desired outcomes. Team member expertise included middle school technology applications and math, middle school librarian and media specialist, as well as a kindergarten teacher. Our team used the various areas of expertise to make sure that all of the lessons in our unit would positively impact student achievement and create an environment for success.
4. Were you successful in completing the course assignments? If not, what prevented or discouraged you?
I was successful in completing all of the course assignments. Working collaboratively within our group also provided tremendous support for solving our group scenario. Due to the large scope of the problem presented to us, working with other colleagues made solving the issue at hand much easier. Our team collectively and individually worked towards our final goal; to create a unit that meets students’ individual differences, while also addressing today’s learning trends. The use of today’s Web 2.0 technology tools also helped our team successfully complete our assignments. Our team used Google Docs, Google Sites, and Tokbox to share ideas, brainstorm, and review each other’s work. I was also able to post to my wiki on a weekly basis. The weekly readings and video clips provided insight and knowledge for our group to solve the task at hand as well as personal insight that I can use in the classroom today. For example, the Cast UDL Book Builder web site provided an easy to use process for teachers and students to create e-books in any subject area.
5. What did you learn from this course: about yourself, your technology and leadership skills, and your attitudes?
This course provided me with an awareness that the diverse population of the students in schools today is growing. I learned that I enjoy using today’s Web 2.0 technology to collaborate with my team members to solve our group problem. I also learned that I enjoy being able to contribute my expertise to the group. My technology skills were put to good use during the course. I was able to create two videos that were embedded into our Technology Products page of our Google Site. My leadership skills were also very evident in our weekly group videoconferences. I noticed that I really enjoy sharing my ideas and being able to produce a technology lesson that was a result of group collaboration. Throughout this course, my attitude was evident. Every student has the ability to learn. Every student has the potential to succeed. However, not every student learns the same way or has the same needs. We, as educators, need to be able to engage each student to create an environment where they can be successful.
Week one videos and articles discussed three different learning theories: constructivism, connectivism, and cyborg theories. A Russian psychologist, Vygotski, developed the theory of constructivism, which states learners never learn anything absolutely from scratch. Instead, when they learn a new idea, it is added to previous knowledge and continues to grow as more knowledge is added. Furthermore, Vygotski believed that all learners see ideas from a subjective viewpoint and that every person will see a particular event in a different way. Teachers who follow this theory in their classrooms are sometimes concerned that their teaching style may be viewed as noisy and out of control when in fact the students are “sharing ideas, asking questions, discussing concepts, and revising their ideas and misconceptions.” (Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). George Siemens has a different learning theory called connectivism. His theory consists of the idea that the network of learners, databases, and other sources actually become the learning and that learning is a continual process rather than a one time event. Siemens concludes that we learn as we make connections with others. The third learning theory discussed in week one is called cyborg theory and was developed by Kevin Warick. Warick believes that the human species will become a sub-species to the cyborg in the near future. He has personally implanted computer chips into his body and claims to communicate with his computer and has enhanced sensory perception. Warick also believes that humans who are “enhanced” or “upgraded” to a cyborg species will be intellectually superior to the human sub-species. Our two textbook readings for week one discussed using technology in the classroom. We learned that research indicates that when technology is used in the classroom it “increases student learning, understanding, and achievement.“ Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandia, VA: Association for Supervision and Curriculum Development, p. 3. Solomon and Schrum mention that to produce more effective learning with our students, we need provide the technological tools that will promote creativity, collaboration, and communication. Solomon, G., Schum, L. (2007) Web 2.0: New tools, New schools. International Society for Technology in Education, Eugene, OR: p. 21.
Week #2 Update
In week two we learned a variety of ways to use technology to impact learning for the diverse population in our schools today. “Research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals.” Hom Jr., H. L., & Murphy, M. D. (1983, November). Low need achievers’ performance: The positive impact of a self-directed goal. Personality and Social Psychology Bulletin, 11, 275-285. One of the technology strategies that Pitler discusses is to apply organizing and brainstorming software, such as Inspiration, into the lesson. This software gives students the opportunity to organize their thoughts in a creative and intuitive way while using technology which keeps the students captivated. Another way to keep students motivated is to use data collection tools to create surveys to be used with the students. These tools can give the teacher an opportunity to engage the students in a new and creative way. Teachers can stimulate student interest by using communication software tools, such as blogs and emails. Pitler also lists several resources for teachers to use to assist in setting their objectives, such as, accessing standards online and creating rubrics that students can relate to.
The videos we watched discuss several principles of universal design for learning. A universally designed curriculum offers students multiple ways to learn the content, shows the content has been learned, and provides multiple ways to engage and challenge students. Schools are more diverse than ever before and every student has a unique learning style. Today’s educators need to rethink goals and assessments to find new ways to reach students. “Brain-based research suggests each individual learns differently and we need to design tasks to help students best understand the what, hows, and whys of learning.” (Dr. Mason, Video Lecture, p. 3). As we learn to develop more accommodating lessons for our students, everyone will benefit from the rich learning process involved with each lesson. Implementing technology into our curriculum will help reach our diverse student population. Technology creates an environment where students can collaborate with their peers and requires students to use higher-order thinking.
Week #3 Update
This week's videos were really amazing. The documentaries about Luis, Cameron, and the Kansas Technology Rich Classrooms blew me away. It was really encouraging to see how technology motivated these students who now love to learn and are dedicated to teaching others. I now have confidence that students at our school can get as enthusiastic about technology and learning as Luis, Cameron and the students at Inman Elementary School. The “Top 10 Tips” video had very good suggestions for integrating technology into our subject areas, which included using blogs and wikis, creating podcasts, using streaming video, and interactive exercises.
Our readings discussed Universal Design for Learning (UDL) Curriculum. The CAST websites that we used were very helpful in providing ways to assist a variety of diverse learners. The Rose and Meyer article discussed how to design instruction to impact and support the three learning networks (recognition, strategic, and affective). The UDL Book Builder site gave teachers an exciting way to integrate technology into their lessons by having students create interactive, electronic books. The UDL Curriculum Self-Check and the Lesson Builder sites are useful resources for teachers. The sites provide a variety of resources for English language arts, history, science, and math, as well as suggested software tools, books, and articles. Teachers also have the ability to view model lessons from a variety of curriculum areas. Solomon and Schrum continued to discuss web 2.0 tools that educators could integrate into their lessons, such as using collaborative writing (using wikis), providing student feedback (using podcasts), and writing (using blogs). Pitler also emphasized integrating web 2.0 tools, such as blogs, email, wikis, and instant messaging to enhance and stimulate learning for students. However, he does caution educators that “using technology for technology’s sake isn’t a good application of instructional time or funding, and it is unlikely to improve student’s achievement.” Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, p. 217.
Week #4 Update
This week’s readings and videos were quite interesting. I had heard of collaborative learning and team teaching, but I had never seen it in the classroom like this. I was extremely impressed with Vicki Davis’ classroom and how she engaged her students to learn. Her teaching style allows for her students learn by teaching their fellow classmates. She also provides real-world experiences where her students can actively and collaboratively participate. She expects her students to actively seek out new knowledge without her giving them all the answers. This educational philosophy is evident from her quote, “ I don’t have to define everything and I shouldn’t.” Edutopia.org (nd). Project Learning: An Overview. http://www.edutopia.org/digital-generation-teachers-vicki-davis__.
I was impressed with the way the project-based learning curriculum was managed and how engaged and excited the students were to learn. It is motivating and helpful to see how other educators use this learning style in their classrooms. We are told all the time about collaborative learning and the new Web 2.0 tools, but rarely get good examples and how teachers are using them in the classrooms. Solomon and Schrum again provided excellent examples of how teachers are using blogs, wikis, podcasts, and other Web 2.0 tools, not only for student use in the classroom, but for professional development of teachers, as well.
Week #5 Update
Our readings this week primarily dealt with assessment and reinforcing student effort. Solomon and Schrum suggest using electronic portfolios for students to highlight specific achievements or pieces of work. The authors suggest that “when used in formative, classroom-based assessment, teachers can review the portfolio document and provide formative feedback to students on where they could improve.” Solomon, G., Schum, L. (2007) Web 2.0: New tools, New schools. International Society for Technology in Education, Eugene, OR: p. 171.
Again, our videos this week were fascinating. They discussed a variety of topics including media-literacy, digital ethics, educational video games, and a vision for 21st century technology in education. Sasha Barab explains that students today need to be engaged using media-literacy. He continues, saying that teachers today need to be better equipped with the tools, such as social networking sites, that will prepare students to be successful when they leave school. Howard Gardner says that “once you enter the digital world, you are a member of a community of unknown size and duration”. Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. __http://www.edutopia.org/digital-generation-howard-gardner-video__. James Gee stresses that the future of education will be focussed on the ability of the learner to solve problems in a collaborative environment where the “group is smarter than the smartest person in the group”. Howard Gardner says that “once you enter the digital world, you are a member of a community of unknown size and duration”. Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. __http://www.edutopia.org/digital-generation-howard-gardner-video__. The two YouTube videos centered primarily on a 21st century vision. It was amazing to see the innovation of how the students were learning. Some examples included a teacher who communicated with his students using video emails and cell phone texts and students who used state of the art touch screen desks to work in a group discussion about their field trip. “At a time when civics literacy matters, where global awareness and technology literacy is critical to ensuring our children are prepared for the 21st century work environment, we need to innovate our learning methods.” Youtube.com (nd). Vision for 21st Century Learning. __http://www.youtube.com/watch?v=Mirxkzkxuf4__.
Final Assessment: Course Reflection Responses
1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
Before the course began, I had envisioned working together to create a unit that would meet students’ individual differences while addressing the technology trends of today. I expected to meet with my group at least once per week to discuss the weekly assignments. Looking back at the past five weeks, I believe that my group did achieve the outcomes. Our group met on Tokbox for our videoconferences and throughout the week we used Google Docs and email to communicate our thoughts and ideas about how to solve the task at hand. The actual course outcomes did align with those that I had envisioned. We created our unit for an English Language Arts class. We also created several lessons to assist students with a variety of unique needs and disabilities. Students’ disabilities included a blind student and one who was hearing impaired. Unit lessons included a multimedia presentation, a KWHL chart, student blog posts, and a WebQuest.
2. To the extent that you achived the outcomes, are they still relevant to the work that you do in your school? Why or why not?
The outcomes the we achieved for our group task are very relevant for today’s classrooms. Today’s schools have students that require various teaching methods and modalities to reach and engage them. Each curriculum area and each grade level has its own challenges for educators. We were able to work together as a group, coming together from various subject areas and worked together to create a unit to solve the task presented to us. Today’s educators are required to do the exact same thing. Teachers in our school must work with other colleagues and administrators to ensure that each student has been presented with a lesson that can stimulate, engage, and challenge. Today’s educators have to differentiate their lessons to accommodate the special needs of specific students. Sometimes, this requires working together with a team of educators to accomplish the goal. We did just that. We came together and collaboratively created a unit lesson that would meet the needs for a variety of students in the classroom.
3. What outcomes did you not achieve? What prevented you from achieving them?
I believe that we met all of the outcomes that we had envisioned. Our weekly planning, email communication, and video conferences within our group provided a way for everyone on our team to be well informed. Our group discussions and brainstorming sessions provided ways for everyone to share their thoughts and a creative, yet safe environment. The main attributes that every member of the team displayed were a love for kids and a desire to see them succeed. Because of our shared goals, our role as educators to solve the task presented to us during this course was very straightforward. The diverse talent on the team was also a factor in our team meeting all of our desired outcomes. Team member expertise included middle school technology applications and math, middle school librarian and media specialist, as well as a kindergarten teacher. Our team used the various areas of expertise to make sure that all of the lessons in our unit would positively impact student achievement and create an environment for success.
4. Were you successful in completing the course assignments? If not, what prevented or discouraged you?
I was successful in completing all of the course assignments. Working collaboratively within our group also provided tremendous support for solving our group scenario. Due to the large scope of the problem presented to us, working with other colleagues made solving the issue at hand much easier. Our team collectively and individually worked towards our final goal; to create a unit that meets students’ individual differences, while also addressing today’s learning trends. The use of today’s Web 2.0 technology tools also helped our team successfully complete our assignments. Our team used Google Docs, Google Sites, and Tokbox to share ideas, brainstorm, and review each other’s work. I was also able to post to my wiki on a weekly basis. The weekly readings and video clips provided insight and knowledge for our group to solve the task at hand as well as personal insight that I can use in the classroom today. For example, the Cast UDL Book Builder web site provided an easy to use process for teachers and students to create e-books in any subject area.
5. What did you learn from this course: about yourself, your technology and leadership skills, and your attitudes?
This course provided me with an awareness that the diverse population of the students in schools today is growing. I learned that I enjoy using today’s Web 2.0 technology to collaborate with my team members to solve our group problem. I also learned that I enjoy being able to contribute my expertise to the group. My technology skills were put to good use during the course. I was able to create two videos that were embedded into our Technology Products page of our Google Site. My leadership skills were also very evident in our weekly group videoconferences. I noticed that I really enjoy sharing my ideas and being able to produce a technology lesson that was a result of group collaboration. Throughout this course, my attitude was evident. Every student has the ability to learn. Every student has the potential to succeed. However, not every student learns the same way or has the same needs. We, as educators, need to be able to engage each student to create an environment where they can be successful.