EDLD+5364

=Team Google Site: [|Team Google Site for EDLD 6364]= = = = = =Week One Reflection =

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The readings and videos focused on how people learn and how technology is affecting the learning process. I agree with the concept of constructivism, where learning occurs from experiences. Tieing new concepts to previous experiences is something we do every day in the classroom. Whether it is teaching in an organized order so that one idea flows into another, or using analogies to bring concepts into focus, we are constantly calling on previous knowledge to enhance student understanding. ======

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The video on cyborg learning was very disconcerting. The idea that people will put chips in their bodies so that they can communicate without traditional methods seems far fetched, but it does occur. The video promotes the loss of individuality for the greater good. I can think of several science fiction movies that teach us this is a bad idea, yet it is being taught in our readings and video. ====== =Week Two Reflection =

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The readings focused on breaking the old ways of thinking regarding student achievement by showing how technology can be used to increase student success. “BS/CE (West Virginia Basic Skills/Computer Education) was more cost effective in improving student achievement than (1) class size reduction from 35 to 20 students, (2) increasing instructional time, and (3) cross age tutoring programs (Schacter, 1999).” By teaching teachers to use technology more effectively in each classroom, the research says student achievement will increase. ======

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Teachers have always been challenged to teach students to learn. This has never been more important than today. The piece of software they learn in class today will be obsolete when many of them enter the workforce. But by teaching them to learn and teach themselves, we are preparing them for the future. Page describes the use of collaborative groups in the classroom, with less teacher-led instruction and more student-initiated learning (2002). This is the environment in which they will be expected to perform, and we are doing them a disservice if we keep the sage-on-the-stage model. ======

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Many books offer ideas to use in the classroom to achieve these same goals, but this is the first book I have seen that then tells the reader what software to use and basically how to use it. Many teachers would like to try new things, but they do not know how and do not have instruction in technology available. The Rubric software discussed on page 33 will be very useful to a teacher on our campus who is technologically challenged but who wants to offer more to her students (Pitler, 2007). ======

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Page, M.S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. //Journal of Research on Technology in Education//, 34(4), 389-409. Retrieved October 5, 2009 from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830. ======

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Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works.// Alexandria, VA: Association for Supervision and Curriculum Development. ======

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Schacter, J. (1999). //The impact of education technology on student achievement: What the most current research has to say//. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from []. ====== =Week Three =

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The learning curve for week three was very steep. The new concepts offered on the CAST website regarding UDL lessons was difficult to grasp at first, and the electronic book site was slow and seemed to have many limitations. As I worked through these frustrations, I found the electronic book site to be a valuable tool that I will be able to use and teach to our staff. The UDL lesson format offered more information than I am accustomed to writing down. While I see a place for this format, I also like the “Template for Lesson Planning with Technology” offered by Pitler (2007, pg. 221). By working through the four planning stages and considering the three networks offered by CAST, a perfect lesson plan merging content and technology while considering all types of learners could be created. ======

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The focus on cloud computing opportunities in the Web 2.0 text and specifically the section on the Lemon Grove School District gave me hope for our situation (Soloman & Schrum, 2007). We have already partnered with local internet providers, but we need the hardware component. Due to the low socio-economic status of many of our students, personal computers are out of their reach, but knowing that another school district has solved this issue gives me hope. ======

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Reading Pitler emphasize the need for immediate feedback will be very beneficial in my current position. Many of our teacher have clickers, but will not use them. I plan to share this information with some of them so that they will realize the necessity of using this technology. These systems offer immediate, corrective feedback, by immediately telling students if they are correct, and this is very helpful in many classrooms including affecting positive behavior (Pitler, 2007). ======

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Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development. ======

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Solomon, G., & Schrum, L. (2007). //Web 2.0: New Tools, New Schools.// Eugene, OR: International Society for Technology in Education. ======

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<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">Writing the UDL Lesson was frustrating. The main frustration was caused by a miscommunication. At the beginning of the week, the group was working under the assumption that we would write one lesson. Then we realized that teach of us were required to write a lesson and create a book. That was frightening for three of us who know little about the area chosen. Once we paired down the lesson to a workable size, we were then able to focus on the networks and how we could best teach to each, which was the focus of week three. ======

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<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">The UDL template was very helpful in keeping me on track. Most fascinating was the concept that each lesson should contain opportunities to reach each of the three networks. I have been taught differentiated learning, but not in this way. It is obvious, now, why it is important to create lessons that have something for recognition, strategic, as well as affective networks of the brain. At the beginning of most of my lessons, I offer vocabulary and basic step-by-step instructions, which would fall under recognition. The next part of my lesson is building on old information and forming new ideas as a result of adding new information, which highlights the strategic networks. After basic learning has occurred, I try to give a real-world, interesting problem the students must solve using the new information. This step keeps them motivated, which I now know highlights the affective networks. ======

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<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">As a teacher, I will use the subheads offered by the UDL plan, but add some from the “Template for Lesson Planning with Technology” offered by Pitler (2007, pg. 221). By working through the four planning stages, considering the three networks offered by CAST, and adding a subhead specifically for technology used and NETS-S standards, the lesson plan will be easy to follow and detailed enough for any teacher. ======

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<span style="font-family: 'Times New Roman',Times,serif;">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: 'Times New Roman',Times,serif;">Week 4 =

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<span style="font-family: 'Times New Roman',Times,serif;">The conference opened with Dr. Mason discussing the use of TK20 to upload portions of this assignment. She said that we must purchase by Friday, and that we would have instructions by Monday. ======

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<span style="font-family: 'Times New Roman',Times,serif;">She also reminded us to make sure we have rationale for each activity and (research based) it is included in each step. She then advised everyone to address each rubric component if we were concerned regarding completing all pieces of the assignment. ======

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<span style="font-family: 'Times New Roman',Times,serif;">Someone then asked about the inconsistencies in grading the discussion boards. Dr. Mason said that they were being looked at closely for more scholarly writing, and said we have the opportunity to have our work regarded if we do so promptly. ======

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<span style="font-family: 'Times New Roman',Times,serif;">She then reminded us that teacher education must be included in the lesson. Barbara Grayson then added that having a teacher create a student product is an effective way to know that the teacher knows what the students should produce or how to assess the student products. Dr. Mason was agreeable to this solution. ======

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<span style="font-family: 'Times New Roman',Times,serif;">I had technical difficulties during the conference (was disconnected several times and Dr. Mason’s voice was breaking up and then catching up) so I was only able to understand the typed chat. I appreciate Dr. Mason taking the time to add her comments to the written chat. ======

**Reflection over Readings**
In reading the discussion board posts, I have come to realize that many schools do not offer adequate professional development for their teachers. The chapter on professional development highlighted many ways teachers can be educated effectively. It was interesting to read that in 2005, the federal government created a seven step plan to address this need (Solomon & Schrum, 2007). Without follow-up though, schools can say they do these things but see little or no results in the classroom. I was most interested in the information regarding communities of practice, since we have learned that our school is moving in that direction. Working with groups of teachers with the same mindset will offer so many opportunities we do not now enjoy. The focus on group learning and collaboration and effective cooperative learning groups shed new light on an old topic. Working with the concept of base groups throughout the semester opens up an area of work that I use now, but not to the extent it could be used. By extending their use from group work to “checking homework and completing tasks and other routines” they would become much more effective (Pitler, Hubbell, Kuhn, Malenoski, 2007, pg.140). Though every teacher modifies for 504 and other students, I had never thought of allowing different forms of assessment for the same information. “The same test is given in exactly the same way under the same circumstances to every learner,” is what we do, with minor modifications (Rose & Meyer, pg. 7-3). The concept of testing different learners in completely different ways makes sense, but I can see it causing problems also. With high school students, it would be a challenge to make students (and parents) understand why different people test different ways. Fairness would be called into question since it is such a foreign idea. Allowing students to test in a way that best assesses the knowledge of the subject, and not the student’s reading ability or test taking skills, makes sense to me as a teacher and is worth considering. 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, http://www.cast.org/teachingeverystudent/ideas/tes/ <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 6pt;">Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools.// Eugene, OR: International Society for Technology in Education.

=<span style="font-family: 'Times New Roman',Times,serif;">Week Five = =<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%; margin: 0in 0in 0pt;">Reflection over Readings = <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; margin: 0in 0in 0pt;">The concept of formative assessments is not new, but it needs to be reiterated every chance possible. Many schools require a certain number of daily grades and test grades each grading period, and many teachers fall into the trap of doing only that. By adding formative assessments to the mix, the teacher knows where the students stand long before the unit test. And technology can play a large role in accomplishing this goal. These assessments can be a way to assess student knowledge as well as teach content and technology skills. By allowing students to use podcasts, projects, group work, interviews, e-portfolios and more, the teacher will know what they have learned, class will be more interesting for all, and the outcome of learning should be successful (Solomon & Schrum, 2007).

But these formative assessments take time and additional grading, but by doing this the students get the immediate reinforcement they need as well as learning the benefits of effort. Reinforcing the importance of effort should be a goal of every teacher. Most think they are encouraging a high level of effort, when in reality they do not encourage their students to succeed. And for many of today’s students, the classroom is the only place they will learn the benefits of effort. In today’s society, “not all students realize the importance of believing in effort” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, pg. 155). The good news is that even if students to not learn the benefits of effort at home, “students can learn to operate from a belief that effort pays off even if they do not initially have this belief” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, pg. 155). So many students live in households where there is no parental involvement in education and it becomes the teacher’s job to introduce them to these concepts in an interesting and effective way. The spreadsheet concept is interesting, but the effort rubric on its own is very intriguing. It explains, in black and white, the importance of effort. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; line-height: normal; margin: 0in 0in 0pt;">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="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; line-height: 115%; margin: 0in 0in 10pt;">Solomon, G., & Schrum, L. (2007). //Web 2.0 new tools, new schools.// Eugene, OR: International Society for Technology in Education.