EDLD+5364+Teaching+with+Technology



WEEK 5 - The thing that really jumped out at me this week is how quickly our current education might change over the next few years. I say might because the big ideas expressed by many of the speakers will radically change our schools and teachers operate. How will the education system embrace something that will forever alter their place in our society? I think that the games as a learning machine has limitless possiblities and opportunities for every child with access to such a learning framework. But a limiting factor is money. The software design needed to create the various scenarios will be costly and time-consuming. Another aspect that wasn't alluded to by any of the speakers is that will schools even be necessary. I personally see a future where the function of schools will be radically different than what we experience now - meaning, will schools be more of a limited time, social-centered (band, sports, etc.) meeting place.

One other thing that I found to be really interesting was the continual focus on the social networking sites. I understand the collaborative part and the sharing of ideas and digital creations, but I do see problems with the logistics and lesson planning. Despite these concerns, the use of Web 2.0 technologies does have a lot of potential and offers great opportunities for student participation and student creativity. Another thing that is interesting the complete buy-in exhibited by the speakers into the virtual realities. I can see tremendous potential for the future but I haven't seen much in the way of current applications in the classroom. But I am sure that the potential offerred by the use of avatars and limitless venues for interaction will motivate developers to make these realities more accessible to educators and students.

WEEK 4 - One of the things that I found to be really interesting in this week's lessons was the idea of assessing students based on demonstrated strengths. Or as one person put it, assessments should focus more on what the students know and less on "highlighting their weaknesses". The lessons talked about this flexibility in assessments as well as flexibility in presentation, engagement, expression and support. Being a science teacher, varied instructional strategies is common and flexibility in assessment is sometimes present. However, the flexibility in assessment as described in our readings is much more detailed - calling for individualized assessments using a variety of assessment tools. Another apsect of our readings was the problems and obstacles to integrating technology into the classrooms and curriculum. Many factors were discussed - from lack of focus, leadership, and goals to teacher training. Trainings and staff development are often limited in their scope and often do not offer a great deal of real classroom opportunities. This correlates to studies that show even in classrooms and schools where technology is readily available, that the impact of technology on "student performance" is minimal if teachers are not "adequately and appropriately" trained. One of the articles even stated that "the challenge is to educate teachers so that they can integrate and weave technology into the curriculum and learning process".

UDL EXPERIENCE - I liked the UDL lesson template helps organize your thoughts and ideas for a unit. I have worked with some similar before called the PTM. Both models allow for the backwards design to lesson planning. You determine your lesson objective and your how you will assess your students to determine if the lesson objective was reached. At this point, you then determine what activities and technology can be used during the lesson cycle. One thing that I did not do was to go into detail about each day of my lesson cycle. I think that using these models really helps a teacher focus on the objectives and learning that you want to see in your classroom on a daily basis.

WEEK 3 - This week we learned to use Lesson Builder, Book Builder, and Curriculum Self-Check (all on connected websites). Lesson Builder helps guide you through the process of planning units in general and lesson specifically. It is similar to the PTM template which helps organize and focus teachers as they prepare lessons for upcoming units. The Book Builder allows you to create books for your class using digital technology. Curriculum Self-Check helps you check to make sure that you are including clear learning goals yet keep the goals broad enough to allow many different ways for students to succeed. Self-Check helps try to remind you to use varied instructional methods and techniques to support students in achieving their lesson goals.

In designing technology enhanced lessons, we learned that there are 4 main questions to answer. One, what will students learn? (Standards, TEKS, indicators, etc.) Second, what strategies will provide evidence of learning? (What format do you want to use to assess student learning - Webquests, PowerPoints, Wikis, Podcasts, etc.) Which strategies will help students integrate learning? (Questioning strategies, graphic organizers, cooperative learning groups, etc.) And last, which strategies will help students practice, review, and apply learning? (Homework, repetition, similarities/differences, forming hypotheses)

WEEK 2 - Some of the main ideas from this week's assignments were the impact of computers in the classroom - ranging from test scores to self-esteem, Universal Design for Learning (UDL), learning diversity in the classroom, individualized lessons for students, brain research and the three networks of the brain. The research shows mixed results from the use of computers and associated technologies in the classroom, however, there does seem to be a strong correlation between the use of computers and math test scores. Additionally, there is also supporting data for improving self-esteem and increased student-centered learning among low socio-economic groups. The UDL is a framework that allows for lesson design that includes all students - regardless of ability or background. More specifically, the UDL helps teachers to customize lessons for the individual differences of students by offerring multiple means of representation, multiple means of engagement, and multiple means of expression (allowing for various ways to demonstrate student knowledge).

The UDL is backed by research on how the brain learns. The research shows that each brain processes information differently. The researchers have also determined that the brain has three major networks - recognition, strategic, and affective. The recognition network is used for fact gathering and to identify and categorize. For example, use prior knowledge to recognize words or an author's writing style. The strategic network is used organize and express ideas. This network is used in writing essays or solving mathematical equations. The affective network is the 'why' of learning or how the student is motivated. Is the material interesting or exciting - does the material challenge or excite?

WEEK 1 -

The main ideas that I got out of this week  ’ s assignments were constructivism, connectivism, social networking (including virtual worlds), the use and usefulness of technology, and cyborg theory (electro-mechanical versus electro-chemical). Constructivism is the idea that each student will use prior knowledge and experience when exposed to new information to form new learning that will be unique to that individual (even when students are exposed to the same new concepts and experiences). Constuctivism works best when students are exposed to a variety of learning styles and when students are actively engaged in learning. Connectivism is the idea that a new way of learning  that involves how students network - network  ing   with other students, technology, and other forms of data.  Connectivism also postulates  that learning does not necessarily occur  just  within a student  ’  s mind (neural networks) but that learning also occurs across a network  beyond the student  (between individuals and other data forms).

It was interesting to understand that virtual worlds are an extension of the social networking now done with e-mails and texting. It was a relevation to me that virtual worlds could be used as something more than a gaming concept - that at some point, we might be using virtual worlds to use as meeting venues, collaborative formats, and avenues to create all sorts of prototypes. Another interesting concept was that of the cyborg theory. Anyone familiar with Star Trek is somewhat familiar with the concept of the cyborg theory, but the readings and the video from this week was still an eye-opener - mainly because of the stated belief that we will be faced with the issues of cyborg theory in the near future.

All of this leads us to the question of the use and usefulness of technology in the classroom. What is the role of education in bringing these ideas and technologies into the classroom?