Week 12 Readings

Beyond Technology: Making a difference in student performance

This article was written for the two different types of school districts that exist (according to the authors). The districts that have spent millions of dollars to set up the schools for teachers and students to use technology tools. Then there are districts that are currently setting up their schools with technology. According to the authors, both districts are wondering with so many technology resources, why are the teachers not using them?

The authors state that they wrote this article to offer both types of districts strategies for motivating teachers in utilizing the resources offered. I like the list organized within this article, but I disagree with the order, as well as with a couple of the points that they make. I agree that professional development is a must-teachers not only need to know how to use the equipment, but how to integrate it into the curriculum. However, the point they make about districts getting the technology but not focusing on the technology I disagree with. Administrators/Districts need to model the technology being implemented into the schools. It is difficult for people (teachers) to see the importance/validity of the equipment without it being modeled by those telling the teachers to use it.

The other points they make seem to follow the trend of other published articles I have read for my research for my applied project. With such a society push to integrate technology into education, it is imperative that we prepare our children to be vital participants to society-successful players-in using that technology. The strategies offered by the authors are very logical and practical.

Week 11 Readings

There are often times when discussing technology integration with teachers that they will ask, "How can I use computers with my students with only one computer in my classroom?" I have learned through my program of study of many different ways of doing this, but I appreciated the readings, guiding me to a more in-depth look as well as offering me new and fresh ideas that I can offer to other teachers.

In the online article, Strategies and Applications for the One Computer Classroom," the authors not only offer 6 different ways to use the one computer, but for each way, offer a list of suggestions-examples of how to use it (and awesome tips!)

Alot of times, teachers are intimidated to try new things that are suggested because the way the informaiton is presented. I like the way these authors organized the information-it's direct-to the point. They don't fluff up the article with a bunch of stats and confusing "100 dollar words". This article is a great resource for teachers that want to begin integrating technology, but are a little unsure of how.

Week 10 Readings: Authentic Assessment

The one thing that I seem to struggle with is designing and creating the 'perfect' rubric. I would use rubrics for the assessment of my students, but I struggle with making my own. I typically would find one from Rubistar, or find one that was posted on the web.

I found the article, Practical Assessment, Research and Evaluation: Designing Scoring Rubrics for Your Classroom, to be quite interesting. I have known about the concept of scoring rubrics since graduating with my bachelors in education, however, I did not know that there were two different types, and that there is a 'process' to designing rubrics.

Had I known that there is a science to rubric writing, I think that maybe I might have found it a better experience. (and having the steps to writing a proper rubric would have made it more effective as well).

Week 9 Readings

Fising the Net by Gerald Bailey and Dan Lurnley bring up an interesting issue for teachers who are integrating technology in their classrooms. More specificallly, for teachers who are utilizing the Internet with the concepts and knowledge collecting. With so much information available on the Internet, how do our students know what is valid information, and what is less valid, or not valid at all? How do they know what they are reading is viable research?

In response to this issue, the authors compiled/develoed a 7 step model that they field-tested to better filter through the information available on the Internet:

• Indentify the right questions. Students must first narrow down their topic of interest/research.
• Organize the search. A basic understanding of search engines is quite useful with this step. (My suggestion is that if your students are not familiar with the concept of search engines, it is the teachers responsiblity to help guide the students, and teach them the purpose, and the basics of search engines (I.e. how they work, how they list sites, etc.)
• Selecting the appropriate search tools. Again, a basic knowledge of search engines is imperative for conducting research online. When engaging in an online search through a database, it is necessary to know how the database selects the provided list of matches, etc. The authors suggest that students need to give much thought to which search engines they use-which are best for the type of information retrieval they are going for.
• Analyzing the online resoources. Once you retrieve the information needed, how do you then determine whether or not the information/web site is credible? The authors suggest categorizing the information/sites by the domain. Is the site from a .com, .org, or a .edu? Knowing domains and which are more valid is important for our students to know-especially before beginning a search.
• Synthesizing, sorting and sifting. Alright. So you've gathered your information, and have deemed it credible. Now what? Well, the authors believe you must then contemplate how this information fits in with your research topic being addressed. Does it answer the questions formulated in step one?
• Publishing new information. The authors suggest that students use variable types of media to convey the information they have gathered. They can use audio, video, and graphics along with the text to best share the information.
• Finally, getting feedback. The authors suggest that students, when compiling information from the web, there exists a need to throw out less viable information. But when you remove information, new information must be compiled to take its place...and when finding unreliable information, returning to the website and providing feedback to the webmaster, etc.

The authors conclude with the statement that "The practice of teaching with technology should nhot be abandoned..." but necessary learning needs to take place before letting our students loose to play on the information super highway.

Week 8 Readings

In the online article, Learning with Confidence, the authors pose the question, the question that plagues educators globally, "Does education help prepare students to successfully cope, risk, and innovate in a rapidly changing world?"

The authors state that learners are not properly motivated by the educational leaders. "...teachers are much more knowledgeable about educating motivated students than about motivating them in the first place." He states that teachers create teacher-centered environments rather than creating student-centered environments.

This is my belief as well. Teachers are teaching, but are the students learning? In a direct-instruction environment how many of the students in the class are actually learning? Are students being motivated to know the content being presented? I believe that only in a student-centered environment children are motivated and actively participating in their learning.

Those of us in the educational technology program of study need to take on the responsibilty of promoting student-centered classrooms at the schools we teach and with the teachers we come in contact with. Then, students everywhere can benefit from learning that is focused on their needs, and not the wants of the teacher.

Week 7 Reading:

I chose to reflect on the article, Understanding by Design, because this is a concept that I am not very familiar with. I wanted to focus more time on reading and contemplating the ideas and concepts reflected within this article.

According to the article, the design being discussed addresses the issue of how to integrate constructivism and teaching to the 'multiple intelligences' to help the students be the most successful and teachers be the most effective. "In order to successfully learn new information, we must be able to construct meaning actively and relate it to our own lives in a meaningful way." This totally speaks to my philosophy and why teachers should promote constructivism along with technology learning in their classrooms.

The design is based on "The Brain-Compatible Classroom Method" that incorporates and promotes collaboration and meaningful-active learning opportunities. Also, when planning curriculum and assesment, the teacher essentially starts backwards instead of with the "big picture". The teacher would begin the planning stage with the desired end results, what expectations she has for her students, then determine acceptable levels of assessment, plan the learning experiences, then finish up with determining the instruction.

I am interested in learning more about this new type of curriculum design, however it goes against many philosophies of the administrators i have been exposed to. When working with new teachers, these administrators 'force' teachers to plan starting first with state standards and district curriculum. There exists a struggle for administrators to support a more technology based curriculum that supports constructivism. How do administrators view the "Understanding by Design Model?"

Week 6 Reading:

Integrating Technology into the Curriculum: Technology in English/Language Arts Instruction & Integrating Technoloy into the Curriculum: Technology in Social Studies.

These two articles were the most interesting to me because of interests of working with teachers at the collegiate level-sharing knowledge of how to integrate technology.

Often times, when people find out the program of study I am in, I get asked, "so, How do I use technology in my classroom?" and these articles provide a perfect resource for me as well as for these teachers, especially since the articles are also supported by research (shown through the cite references throughout the articles).

The articles also offer lists of the different types of technology that can be used specifically for the subject areas. For instance, for English/Language Arts Instruction the listed ideas include:

• For improving basic skills, teachers can use drill and practice software.
• The use of word processing software or blogs to journal and keep records of personal growth; as well as developing and writing stories/articles/etc. including editing the writing piece using the word processing spelling and grammar checker, etc.
• Multimedia/online reference tools for conducting research.
• Online resource sites for games that improve students' vocabulary, phonics, and story mapping skills.
• Interactive books, reading skill building software;
• Network communities to participate in online learning-collaborative reading and writing.

For Social Studies instruction, the article suggest using database software to compare demographics, etc; use of videos, cd-rom, and online resources for images and information to help develop knowledge and concepts.

Week 5 Reading: Effective Learning Situations

Learner-Centered Classrooms, Problem-Based Learning, and the Construction of Understanding and Meaning by Students

In this article, the author offers three characteristics that are needed to create an effective learning environment. Such as:

1. The classroom should allow for students to explore meaning, including making provisions for student awareness, student involvement, student interaction, and socialization.
2. Students should have ample opportunities to "confront new information and experiences". Students should be given the task of information seeker as opposed to the teacher always being the information giver.
3. "New meaning should be acquired through a process of personal discovery." Every person learns in their own unique way. Allowing students to become self-learners helps them on their individual roadways to success.

I believe an excellent way to combine these three strategies is using technology in the classroom. Not only should a teacher be using technology within their instruction-delivery, but students should be given the vehicle to use with their personal discovery of learning. Technology can only enhance students learning, because using different types of technology addresses the different learning styles-multiple intelligences.

Creating WebQuests and/or Virtual Field Trips can enhance the learning environment by offering different experiences and/or opportunities never thought possible before in an educational environment. For instance, sixth graders learn about ancient civilizations in social studies. Can you actually take them back and show them the way of life back then, except for using a book? Actually, using the Internet makes this such 'trip' possible. Using images and websites together along with classroom activities/projects, students can explore ancient civilizations/cultures-not just using pictures and words from a text book.

Week 4 Reading: Curriculum Mapping

SchoolWide Curriculum Mapping by Dr. heidi hayes Jacobs and Sample Curriculum Maps
Roadmap to Success: ...Curriculum Mapping...

In the 2001-2002 school year, I was a first year teacher trying to follow state standards (that tend to be quite vague) and the school/district curriculum guide. Looking at the thick curriculum guide that my principal gave me I had no idea how I was going to teach all of that in one school year.

Then, at our first professional development meeting, the principal discussed with all of us the idea of curriculum mapping. At the end of the meeting she gave us all a template to use to begin creating curriculum maps.

Designing my own curriculum map gave me the opportunity to dissect the curriculum guide and divvy up what would be taught in depth, as well as in what order. I was able to finally see the "Big Picture" and the steps it would take 'frame-by-frame' to get there.

The two articles I read for week four readings define curriculum mapping as a process for organizing what actually will be happening in a classroom for a school year-a calendar that can present standards, units, assessment etc. for each month of the school year.

I feel that curriculum mapping is an important tool for all educators to see ahead-the school year in review. As a first year teacher, stepping into a class for the first time, if I had a curriculum map to begin with, I feel I would have not endured so much stress. Seeing a calendar of what should be taught on a month-to-month basis would have eased my troubled mind! :)

Week 3 Readings: The Art of Blogging

I felt this most appropriate since I have failed to blog any of my responses in quite some time...(oh, about 5 weeks-but who's counting?) I had hoped to gain some insight on how I can make blogging more a part of my homework 'ritual'.

When sitting in class, and John had asked us if any of us heard of blogging before, I thought to myself, "Well, it's a way of journaling." I felt that blogs were merely for private use-for those who are attached to their computers all day-technology addicts who only leave their computers to go to the bathroom and to take little cat-naps between their blogs, and their online live computer games. :)

Upon reading the online article, The Art of Blogging - Part 1 Overview, Definitions, Uses, and Implications I found that there are many different types of computer/Internet users who have found innovative ways to use blogging as a form of communication. For instance, in another article Blogging Goes Corporate I read that companies are starting to use blogs as a sort of 'FAQ' section within their webpages. Also, some educators are in the beginning stages of using blogs for students to post assignments. (I.e. poems, etc).

I now can see that many different people, with many different ideas can use a webblog to their benefit. It's not just some techno-geek drinking coffee and eating donuts at the computer 24-7.

Week 2 Readings

Constructivsm & Technology

For me, I can't see the two standing alone...A 'technology-rich environment' is what constructivism is about. Students working individually and collaboratively to learn what is most important to them...

The hands-on approach has always been how I have learned the best way...If someone tells me something, I might remember...But if they show me! Show me, and let me try-I know I can do it myself!...This is constructivism.

Blogging?

This is my first blog...

I am not sure how this will work...definitely a new experience for me.