Teaching+with+Technology

__week 1__ This week presented new learning regarding three learning theories: constructivism, connectivism, and cyborg theory. Constructivist theory proposes that all new learning depends on background knowledge and foundational understanding that allows a learner to take new information and use past experiences to make sense of it all. When the new information doesn't make sense, new learning takes place as the brain attempts to categorize it or connect it to previous learning. Connectivism believes learning is very social and that learning occurs as we make connections with new information, connections with each other, connections with databases, social networks, etc. Things change so rapidly in today's world, that it's imperative to stay current, and to do that, one must learn how to learn, and share, collaborate, and create with one another. Finally, another theory, cyborg theory, sees an interdependence of humans and computers to learn best. It was by far, in my opinion, the most controversial theory. The idea of implanting chips and downloading information directly to our brains is one I'll need some time to get used to!

This introductory week also made important points regarding the need to prepare today's students for the 21st century. Traditional classrooms and paper/pencil tasks will no longer prepare students to work in an increasingly global society. The focus needs to be on learning how to learn, learning how to acquire to most current information, to communicate and collaborate with one another. Teachers will need improved training in the effective use of technology in the classroom. We need to take advantage of students' inherent desire to communicate. Problem-based learning should be incorporated more in real-world ways that teach students how to manage work and time, cooperate/compromise with others, and communicate globally. Web 2.0 tools can help teachers engage students and teach them skills that can prepare them for their ever-changing world.

__week 2__ This week's focus was on using technology to meet the needs of diverse student populations. Setting lesson objectives, collecting data, and keeping the lines of communication open with students and their families are important tasks that can be accomplished in various digital formats. //Using Technology with Classroom Instruction that Works// discussed creating charts and graphic organizers to set goals and objectives using Word, Kidspiration, and Inspiration. Chapter one went on to discuss various survey tools to guide teachers toward creating engaging lessons that are meaningful. Several rubric-creating programs were mentioned that make the task of informing students of the expectations and standards of the activity a breeze. And finally, the chapter emphasized the importance of including parents in the role of helping students be successful; email, digital newsletters, and blogs are increasingly being used to get parents on the same page as teachers in knowing the current objectives and supporting continued learning at home.

Of particular interest to me was the research done by Michael S. Page regarding the effect of technology-enriched classrooms on students of low socio-economic status as two of the three campuses I support are Title I campuses. I'm not surprised that he found that technology-enriched classrooms were more student-centered rather than teacher-centered. Even if reading scores were not shown to improve in such classrooms, the skills of problem-solving, collaboration, cooperation, compromise, etc., would be addressed more frequently than in classrooms that were teacher-centered. I think it's important to note the increase in self-esteem by the participants in the technology-enriched classroom. Students of low socio-enonomic status tend to struggle more, and anything that can be done to improve a student's can-do attitude is worth doing.

__week 3__ Week 3 had us focusing on student-centered learning with technology. We were reminded to "begin with the end in mind" in order to be sure that our activities were based on standards and TEKS first, and then consider technology standards that would meet our goals of helping students learn the TEKS. Clearly defined criteria, preferably in the form of rubrics, are needed in order to help students understand how to demonstrate their learning and to aid the teacher in determining if the planned skills were learned. Much mention was made of giving students opportunities to practice, review, and apply skills, and how many websites make this an easy task. The Pitler book brought up the importance of providing feedback and the technology tools that help teachers collect data to make educational decisions that improve student learning. Classroom performance systems can be used to provide the practice, review, and application needed, are engaging, involve all levels of learners, and provide immediate feedback and data. Many rubric-builders are also available to help students understand exactly what is expected of them.

Chapter 6 of the CAST website introduced three brain networks: recognition, strategic, and affective. We need to know what methods work for each of the networks and flexibility that allows for multiple pathways to support individualization and differentiation. Recognition networks are supported when we offer several examples and hone in on critical features. Strategic networks are supported when we offer flexible opportunities for demonstrating skill. And affective networks are addressed when we offer choice and challenge. I'm reminded of a teacher's assignments that are labeled "straight ahead," "up hill," and "mountainous." This teacher's students select one of the levels according to what they feel they are ready for. This method has helped her engage all learners and meet their varying needs. And choice encourages buy-in, reaching the affective networks of their brains. We're lucky we have so many tools at our fingertips that make the challenging tasks of reaching all learners a little less daunting.

__week 4__

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Week 4 readings and videos brought up important ideas regarding assessment, professional development, and cooperative work among students. This week’s reading from the CAST site started an interesting dialogue in our discussion board. The idea of customizing assessments according to individual student needs is a noble one, but not one many colleagues feel is realistic. I think it’s the term assessment that throws everyone off. When we speak of assessments, we often mean the test at the end. But assessments can happen all along the way---we refer to the along-the-way assessments as assessments FOR learning, as they guide a teacher in the direction he/she should go to increase student learning. I believe we can be flexible, as the CAST site suggested, and allow for choice and varying student needs through these assessments FOR learning to get a better overall picture of a student’s understanding. A colleague used photo albums vs. snapshots to illustrate the range of information available through assessments. A snapshot shows a single moment, a single ability, a single skill at that time, whereas a photo album is a collection of all of the moments, abilities, and skills the student has. Today our students can also benefit from many software programs that customize learning according to assessment results, delivering lessons and activities that are just what that student needs support in.======

Our readings also discussed the fact that while districts are increasing technology budgets, the use of technology is not necessarily increasing. Professional development is a key component of successful integration of technology. And train ‘em and leave ‘em isn’t working either. Our teachers need ongoing support and just-in-time learning at their level, not ours. They need to see the technologies being modeled. They need communities of practice (we call them professional learning communities) that meet to find ways to continue the integration of technology into the curriculum. These are communities of support that work to keep up the motivation and interest. Wikis and blogs have the potential to increase the collaboration among teachers and help make the job of bringing people together an easier task. These communities are helping teachers provide cooperative learning tasks for their students—another topic discussed this week. The world these students are growing up in will require cooperation, collaboration, and personal and group accountability in global environments. There are some great technology tools, like webquests, simulations, and communication tools that help students prepare for and interact in their ever-changing world.

week 5 We made it to Week 5! The “Big Thinkers” videos really firmed up the reasons we’re all embarking on our Masters in Educational Technology. As my son played his video games and conversed with his teammates, I thought about James Paul Gee’s discussion about learning opportunities through gaming. I wish I had programming skills so that I could create a game that would help him with Calculus! Kids are obviously engaged by these games, and I have to admit, my son has some interesting pieces of knowledge he wouldn’t have otherwise. The problem-solving, organizing, planning, communicating, multi-tasking that goes on during these games is bound to come in handy later. I’m excited about the “Vision for Technology in K-12.” We have so many tools at our fingertips that students are more than eager to dive in to using. We just have to be willing to step out of our comfort zones and find ways to get these tools in their hands to provide authentic assessments that expose students to real-life problem-solving as encouraged in web 2.0: new tools, new schools.

I thought the chapter on reinforcing effort (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. 155-164.) made some good points regarding effort’s relationship to success. I find it interesting that the idea that increasing effort generally leads to an increase in success isn’t just common sense—that students may not understand this concept. I appreciated the tools introduced that help get this message across. I’ve been a firm believer in the value of rubrics and truly appreciate the ease with which sites like rubistar make the process. I admit to being somewhat afraid of Excel, but can see how easy it would be to lead students through collecting data and using the spreadsheet to see the correlation between effort and grades. The survey sites mentioned can be used to collect all kinds of data. I have discovered the value of surveys in helping me determine the technology needs of my teachers. I have used the data from these surveys to plan professional development that is specific to their needs. Teachers know I’m listening when I refer to the survey results, and principals that may have been hesitant to give up valuable time to me are convinced when I can show them that it’s what the teachers asked for. We have taken in a lot in these short 5 weeks, but they are lessons I look forward to putting to practice.