EDLD+5364

=EDLD 5364=

Reflection
In //Using Technology with Classroom Instruction that Works//, I read over chapter 8, Reinforcing Effort. Being aware of effort should be in the minds of students and educators. We need to find ways for students to maintain a way to monitor their effort. We can utilize technology to have students monitor their effort. To do this, we can create rubrics using spreadsheet software whether it is through Google docs, Excel, or another spreadsheet program. According to Pitler, "a powerful way to convince students that effort is truly tied to achievement is to show them data." (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 161) We can use an effort chart and their grades to show them how effort and grades go hand in hand. In //Web 2.0: New Tools, New Schools//, I read the Assessment section in the Systematic Issues chapter. Solomon states, "It makes much more sense to have ongoing assessment and not to wait until the unit is over to determine how well the students and we educators are doing." (Solomon & Schrum, 2007, p. 168) Ongoing assessment allows us to monitor student progress accurately. With the use of digital tools, such as an electronic portfolio, we can, not only monitor student progress, but also other students can comment on the students work and students can see their progress throughout the school year. The information in the portfolio can also be accessed later as a reference.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works.// Alexandria, VA: McRel.

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

Group Project Wikisite
@https://sites.google.com/site/2011twt/home

Reflection
This week I read chapter five in //Web 2.0: new tools, new schools//. It went over the importance of professional development and how professional development is changing because of technology. After the No Child Left Behind Act of 2001 was passed, teachers were forced to learn how to use new technology in order to benefit our students. In order for the new professional development to work you need to "meet them where they are." (Solomon & Schrum, 2007, p. 102) Also the introduction of professional learning communities are being utilized in some districts. Solomon states, "Web 2.0 should be used authentically to enable educators to understand and become comfortable with the tools and their potential as preparation for using them in their classrooms." (Solomon & Schrum, p. 103) Technology literacy training is also being utilized. Teachers are being required to understand how to use technology and Web 2.0 tools in their classroom. (Solomon & Schrum, p. 111) Several tools such as blogging, podcasting, and the use of wikis now have their place in the professional development realm. I also read the Cooperative Learning chapter in the //Using Technology with Classroom Instruction that Works.// The four recommendations for this chapter is: "use a variety of criteria to group students, use informal, formal, and base groups, keep the groups to a manageable size, and combine cooperative learning with other classroom structures." (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 140) Informal groups are important when doing small, short activities. Base groups are for long term assignments. They help with building "trust, camaraderie, and teamwork." (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 140) There are different ways to incorporate cooperative learning using technology. The creation of multimedia is one way students can work together to complete a complex task. "Cooperative learning is not so much learning to cooperate as it is cooperative to learn." (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 143) The utilization of web resources can be utilized during cooperative learning activities. Students will work together to find answers on the internet to solve a problem. Keypals, webquests, creating websites are other activities students can take part in collaboratively. Social bookmarks, social calendars, and course management sites can be utilized to help the students and teachers organize and keep track of each other as well as communicate.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works.// Alexandria, VA: McRel. Solomon, G., & Schrum, L. (2007). //Web 2.0 - New Tools, New Schools.// Eugene, Oregon: International Society for Technology in Education.

EBook Link and Reflection
EBook Link

I have been familiar with e-books since I started working for Harlingen CISD. The librarian always talked about how the children loved e-books. I really like the idea that e-books have the capability to have the students click a button and have the pages read to them. This may seem like a feature that can be counter-productive, but there are some readers that need extra assistance that can use that feature. "A struggling student can practice a skill as many times as necessary to achieve mastery, and the computer, unlike a human instructor, will never grow frustrated." (Pitler, Hubbell, Kuhn, & Malenoski, 2007) Having a person reading a story over many times can be frustrating. Pitler said it best and utilizing e-books is a great tool. What I really enjoyed was the ease of creating an e-book. Once you have a story to tell, creating the e-book is a breeze. I feel that many teachers can help utilize this tool if they devote a little bit of time into it. = = Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: McRel.

UDL Lesson File and Reflection


Creating this UDL was very interesting. In order to organize the UDL, I had to picture the lesson happening inside my head. I had to have a full understanding of the three networks and how they would be imbedded in the UDL. I think the easiest of all the networks to imbed in the Recognition Network. The Recognition Network gives the teacher a foundation and understanding of what the students currently know so they will be able to build on it. The Affective Network is the hardest to imbed because it requires students to think and stay motivated. Building on reading skills is very important. Context clues are a major skill that really helps a student build his or her vocabulary. The more you use context clues to help decipher unknown words, the more words you add to your vocabulary. Using the UDL to create a lesson using IPads can help students get motivated about learning while mastering this important skill. According to the CAST web site, "neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints." (CAST, 2011) With this in mind, it is important to utilize all the tools needed to obtain the highest level of achievement from our students. = = CAST. (2011). //What is universal design for learning?// Retrieved 03 10, 2011, from CAST: http://www.cast.org/udl/index.html

Reading and Video Reflection
This week I watched the videos, "Welcome to the Digital Generation", Digital Youth Portrait: Luis", Digital Youth Portrait: Cameron", Kansas Technology Rich Classrooms", "Top Ten Tips for Using Technology in the Classroom"; and read chapter 6 of "Teaching Every Student in the Digital Age: Universal Design for Learning", "Center for Applied Special Technology: UDL Book Builder", "Center for Applied Special Technology: Model UDL Lessons", chapter 2 of "Web 2.0: New Tools, New Schools", and also from "Using Technology with Classroom Instruction that Works." In the video "Welcome to the Digital Generation", it talks about how technology has changed the way children connect with real world. They use technology tools such as cell phones, computers, gaming systems, video programs, and other applications in their everyday lives. The "Digital Youth Portrait" for Luis shows a kid who uses technology to help him communicate with his family and friends. He also uses technology to help him with his studies and tries to find ways to help the community. He utilizes all aspects of technology to help improve his life and the lives around him. The "Digital Youth Portrait" of Cameron shows how a young kid uses technology. This bright child uses technology to work on his hockey skills. He loves to create and edit videos on his MacBook. He created a video for his teacher that can help the other kids in his class understand math and has introduced the use of green screens to his schools media department. These videos of students using technology to better themselves are very motivating. It shows how young children can do anything if we just "get out of their way and let them learn." (Digital youth portrait -- Cameron) Children love to use technology. If we give them the technology, they will use it to their advantage. Going into detail with the three networks provided by the CAST website, gives great insight on the power of research. "Our understanding of learning and teaching is constantly reshaped by theory, applied research, and changing media." (CAST, 2002) Taking advantage the three networks, and utilizing them in the classroom can help change the way we teach our students and the way they learn. = = CAST. (2002). //Teaching every student in the digital age: Universal design for learning//. Retrieved from CAST.org: http://www.cast.org/teachingeverystudent/ideas/tes/ //Digital youth portrait -- Cameron//. (n.d.). Retrieved 03 07, 2011, from edutopia.org (nd): http://www.edutopia.org/digital-generation-profile-cameron-video


 * Reflection**

This week watched videos from the CAST website and read from Page, Schacter, Rose, and Pitler. The CAST video discussed the "one size fits all" approach to learning does not work with today's learners. Research shows that learning is as different as our DNA. (Rose) Understanding the Recognition Network (the "what" of learning), Strategic Networks (the "how" of learning), and Affective Networks (the "why" of learning) is crucial to getting students to learn. Understanding the Universal Design for Learning is important because it helps apply the principle that anyone can learn. UDL allows teachers to use the three different networks to help students learn in their way and communicate what they have learned in their own way. This is the essence of a learner-centered environment.

In chapter one of Using Technology with Classroom Instruction that Works, we discuss setting objectives. Setting objectives are very an important step to reaching goals. There are four recommendations for classroom practice: set specific, flexible learning objectives, allow flexibility in the personalizing of student goals, learning objectives or goals should be communicated to students and parents, and create a contract with students to attain specific learning objectives and goals. (Pitler, Hubbell, Kuhn, & Malenoski, 2007) Using technology is an easy way to get organized. Many applications available can allow students to keep track of their learning. The teacher can gather data from the students could use surveys. Surveys are available free online or can be created using Google Docs. There are also many different ways technology can allow you to communicate with students and parents. Blogs, wiki sites, and e-mail can be used to provide information and keep track of goals and objectives. = = Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works.// Alexandria, VA: McRel. Rose, D. E. (n.d.). //The Brain Research//. Retrieved 03 04, 2011, from CAST: http://lessonbuilder.cast.org/window.php?src=videos

Reflection
The first two chapters of __Web 2.0 - New Tools, New Schools__ tell us how technology is not only changing the way the world works or does business, but also changing the classroom environment. As new technology is changing the way we do business, it is becoming more apparent that the skills needed are also changing. According to Solomon and Schrum, "as society and the world of work change, the skills that students need to live and thrive in it also change." (Solomon & Schrum, 2007) The applying of technology into the classroom is one way that we can help bridge the gap between old and new ways of teaching and learning. With 21st century technology, you have 21st century students. Technology affects how students live and communicate and when, where, and how they learn. (Solomon & Schrum, 2007) Students love technology and understand technology is created to make life easier. In their minds, that idea goes with learning too. Technology can make learning fun and easy in conjunction with 21st century style teaching. Technology paired with constructive and connective teaching styles can help bridge the gap.

Constructivism learning theory takes place when learners use prior knowledge as a foundation to construct new knowledge. As each individual is brought up in different household environments, social economic backgrounds and other variable factors, every individual has different prior knowledge to build on and to bring to a group interaction. The interaction between these different learners can bring insight to the different perceptions each individual brings. (Southwest Educational Development Laboratory, 1999) Connectivism is based on the idea that, according to Siemens, "learning isn't something that is exclusively limited in someone's mind." Individuals not only a network in their minds, but they also create a network of individuals and other resources.

Siemens, G. (. (n.d.). //The Changing Nature of Knowledge//. Retrieved February 23, 2011, from Youtube.com: http://www.youtube.com/watch?v=YMcTHndpzYg

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

Southwest Educational Development Laboratory. (1999). //Learning as a Personal Event: A brief introduction to constructivism//. Retrieved February 24, 2011, from http://www.sedl.org/pubs/tec26/intro2c.html