EDLD+5364+Teaching+with+Technology

=In progress - not complete!=

Week One Relections
Using technology appropriately in education can increase student learning, understanding, and achievement according to Pitler et al. (2007). Technology is motivating, tapping in to student interest. It supports the development of critical thinking through a multisensory environment. Technology also encourages a shift from teacher-centered to student-centered activities giving students more control over their own learning while encouraging collaborative work The Southwest Educational Development Laboratory (1999) cites nine ways that technology supports constructivist teaching practices and learning strategies. Technology promotes: Technology use connects learning to what we now know about learning processes according to Bransford et al. editors (2000). Technologies interactive possibilities maks it possible to create learning environments. These new environments are extensions of the “old methods” of teaching. Technology allows students to visualize and model abstract concepts. Technology can be used to provide real world problems, scaffolding or support for learner, feedback which promotes reflection and revision, communities without traditional boundaries reaching colleagues, experts and other interested individuals locally and world-wide. Technology also offers multiple opportunities for teacher learning. McPheeters (2009) acknowledges the debate over using technology for learning through social networking, but he says it is more important to see how technology is causing a paradigm shift. There is already a shift in the use of social networking; it is still new, but the shift to normal is taking place. Technology can help prepare students to adapt to the rapid changes that are taking place as technology becomes the norm, mundane, and invisible. Constructive teachers sometimes feel as though they are not really doing their job, reports Sprague and Dede (1999). They indicate that teachers must move beyond the “traditional model” for teaching and embrace the constructivist model where teachers make students responsible for constructing knowledge by giving up “control” to allow student-centered activities. The noise might just be the sound of learning. Soloman and Schrum (2007) zero in on the importance of technology for preparing 21st century students for the workforce of the future. Workers will be required to use web 2.0 tools to compete for jobs with others from around the world. They indicate that there has been a shift in calls for reform to step back to a more narrow focus and today’s challenge is to find ways for more in-depth study while embracing the tools of technology.
 * 1) self-directed learning
 * 2) variety of options
 * 3) construction of their own knowledge
 * 4) active experiences
 * 5) cooperative work
 * 6) communities without boundaries
 * 7) assistance with developmental and physical disabilities
 * 8) student roles
 * 9) teacher roles

**Week Two Reflections**
Pitler et al (2007) reminds the reader that the goals teachers set for learning determines the direction of learning and help students narrow their focus to what is important. Students are more successful when they personalize the goals so it is important for the teacher to provide flexible goals. Technology can assist both teachers and students in setting goals through word processing, brainstorming software, data collection tools, web resources, and communication software.

According to Page (2002), one of the major impacts of integrating technology in the classroom is connected to motivation and self esteem. Students’ view of technology as a tool to increase success in school increases self-confidence in students, especially in solving math problems. This is particularly true for //non-traditional// groups. Computer assisted instruction increases motivation, self-discipline, and interaction with peers because of the non-threatening environment, immediate feedback, personalized diagnostics, and increased support.

Technology has a positive impact across the curriculum and throughout the school experience (Pre-K through Higher Ed), according to Schacter ((1999). He reports on over 700 of the most current studies of the relationship between the use of technology and student achievement. The positive impact includes researcher constructed tests, standardized tests, and national test.

Rose and Meyer (2002) stress the importance of teaching every student by responding to the individual differences among students by using technology. They remind the reader that every brain is different and students are able to understand and collect information in different ways. Students also process and report what they have learned in different ways. Universal Design for Learning offers many tools to help teachers reach every student.

**Week Three Relections**
This week's work built on what we have learned the first two weeks. Rose and Myer (2002) fleshed out how to use technology to address each of the brain networks. It was helpful to get specific help with choosing and using technology to address the specific needs of students. I was particularly drawn to the affective network and how important student choice is to feeling good about one's self and learning. I had already discovered the book builder application through exploring the CAST web site.

Soloman and Schrum (2007) provided specific tools that can be utilized to help students learn using technology. I was fascinated by the idea of podcasts becuasue I see a practical use of the technology to solve a diversity issue in two different subjects at three different levels in one classroom. Others tools identified can also be utilized, but the podcasts are a great spot to begin.

Using technology for technology's sake isn't a good application of instructional time or funding according to Pitler et al. (2007) It also does little to enhance student achievement and may even hinder it. The authors remind us that we must first create a quality lesson plan and then consider how technology can enhance the lesson. They provide practical applications to assist in altering the depth and complexity of content to meet the needs of a diverse classroom. The authors also address the importance of feedback and remind the reader that technology can make the feedback immediate and less threatening. Finally, they make the case for embracing technology.

I found this week's videos thought provoking. I especially enjoyed the Edutopia videos, because of the student examples. Luis and Cameron were interesting students who remind the viewer that today's students find technology essential to their existence. It was reassuring to see the developments from Kansas since I spent 7 years teaching there. The Technology Rich Classrooms reveal how supporting technology with resources including teacher staff development and support make a real difference. The top ten from //Box of Tricks// was a quick reminder of how we might use technology to enhance student learning. Dr. Mason's overviews always provide valuable oversight before beginning the unit and also serves as a great review.

Week Four Reflections
Dr. Mason provided an overview that introduced the participant to the week's videos, reading, and assignment. Her lecture guides the student by providing a focus for each aspect of the lesson for the week. Her signposts make it easier to understand what she sees as important, but is flexible enough to allow for exploration and discovery.

The edutopia videos for the week included some important people in the educational world. I appreciated hearing from the experts while seeing how the student-centered project-based learning is working with actual students. The videos were informative but brief and interesting. While I am sure that the presenters could spend hours on their subject, the short videos allow listeners to use short bits of time to learn a concept.

The McREL Technology Intervention Program report was of particular interest to me. I see staff development as a strong resource to bring about change for students, teachers, and schools. Pitler (2005) provided research that confirms the importance of effective staff development. The detailed information and appendixes offer guidance on designing staff development that works. This report helped me think about our project scenario, and approaches to working with the staff.

Cooperative learning was the subject of the Pitler (2007) chapter this week. The reader is reminded that cooperative learning promotes constructivist strategies that enhance student learning in a student-centered setting. Pitler agrees with Darling-Hammond that cooperative learning encourages innovation, global communities, and virtual workplaces.

Meyers and Rose (2007) provide specific ways that UDL lessons can address each of the three brain networks. The UDL design encourages multiple representations of information, multiple means of expression, and unique affective networks. This can be achieved by using technology to differentiate gathering or collecting knowledge, using and sharing the information, and in showing what has been learned.

Soloman and Schrum report on what we know about staff development, and reveal how ineffective much of the professional development misses the mark. They address the issue of training staff describing an effective program, pre-service learning and the development of learning communities. Finally the authors relate web 2.0 tools with the objectives of student learning. I found myself exploring the many resources that the authors provide.

**Week Five Reflections**
This week's videos were like the hall of fame in the field of education. James Paul Gee enlightened me to games as assessment. I was expecting to see how we could use games to review or prepare students for the //real assesment.// I had never considered the idea of the constant assesment that occurs while playing a game. Howard Gardner's exploration of the ethics of identity, privacy, ownership, trustworthness, and participation in community proves intersting especially in light of where technology has take us. Sasha Barab's explanation of how Quest Atlantis taps into the real world causes me to rethink this kind of game. The last two videos were quite thought provoking as they help us consider the future.

I appreciated the Pitler et al. chapter on effort. He provided practical tools for helping students link the results of effort on achievement. Solomon and Schrum described how web 2.0 can be used in authenic assessment. They provided examples that will affect me each time I consider how to assess my student's knowledge and skills

**Overall Course Reflection**
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?

The course title led me to believe that this would be a very practical course with specific tools that I could use as a teacher in my classroom. The syllabus made the outcomes much clearer. After reading the syllabus, I expected to learn why we need to utilize technology in the classroom. We would be reminded of theories of learning and ways to build effective lesson plans, as well as ways that technology can meet the needs of effective teaching.

I had not expected the collaboration aspect of the class. Although it was hard for me to take full advantage of the value of collaboration, I did enjoy working with other students and feel that my knowledge and skills were enhanced by the group. My schedule forces me to do most of my work on the weekends, which doesn’t always fit the needs of others.

The course met all of my expectations and then some. I tried to explore as many links as possible from the textbooks, readings and videos, but it was too much to do and keep up. I will refer to the material in the class often as I continue to work with students.

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?

Absolutely. I feel that because of this course, I am a better teacher. I am sure that I can use more and better technology, but more important I can create better lessons. The technology that I choose will enhance my lessons. The educational goals will drive my choice of technology rather than the other way around.

I also believe this course has equipped me to be a leader within the school. I have volunteered to teach in out Technology Thursdays program. Many of the lessons will come directly from this class.

3. What outcomes did you not achieve? What prevented you from achieving them?

I feel that I achieved all of my expectations.

4. Were you successful in completing the course assignments? If not, what prevented or discouraged you?

I completed the assignments, but I struggled to keep up. Some of the assignments were late. I lost a week and a-half to the flu. It was hard to catch up because my schedule is pretty hectic. As a debate coach I am out of town almost every weekend. Sometimes I have internet connections, sometimes I don’t. Tournaments begin early and end late. Sunday becomes crunch time for me.

5. What did you learn from this course: about yourself, your technology and leadership skills, and your attitudes?

I learned that I needed a refresher on the planning cycle. I discovered that I need to ask more questions of my self. The most important question may be what will students learn today? It is so easy to fall into the groove of covering material.

I am fairly comfortable with technology, but I learned about new tools and how to use them. I discovered how to use some familiar tools in new ways. I was reminded that I am still a digital immigrant.

I took a new look at leadership and recalled a responsibility to lead. I am looking forward to reaching out to collegues.