Teacher TechNeats

A presentation on the benefits of Course Management Systems (CSM) for students and teachers by Coleen Dunagan.  Click  “The Virtual Classroom” and the file will open in a new window; after download click “read only.”

Looking back over the last eight weeks and what I have learned, I must say that I am much better prepared to teach the diverse learner than I was just two months ago.   To be quite honest, I had never heard of the Universal Design for Learning (UDL) prior to this class and in learning about UDL, I think I have really grown as an educator.  The three main guiding principles of UDL address multiple means of representation, expression, and engagement.  These guidelines are strategies used to maximize learning opportunities for all students and provide a framework for differentiated instruction using technology (UDL Center, 2010).
 
Because of taking this course, some of the immediate adjustments I have been able to make in my instruction already are the integration of technology tools to assist student learning.    During this course, we created small social networks that researched and shared online technology tools and resources to address students’ readiness, interests, and learning profiles.  Already I am finding that our cache of resources is providing me with the means to plan instruction based on the needs of my students.  As I learn more about my students, I can appreciate the efforts that went into the compilation of resources; it makes planning differentiated instruction for my students much easier.  I have also found the UDL Guideline examples and resources invaluable and have share all these resources with other teachers.
 
One thing I am doing to make things easier for myself is combining the resources into a  wiki.  I think it would be a good idea if the assignment permitted a separate page for each category and then have members post their resources accordingly.
 

National Center on Universal Design for Learning. (2010).  UDL guidelines version 1.0: Retrieved from:  http://www.udlcenter.org/aboutudl/udlguidelines on 21 August 2010.

 Click the link below to view a PowerPoint presentation on Universal Design for Learning, Technology, and the Brain.

Universal Design for Learning

During this class, I learned how technology could be used t o support the diverse learning needs of my students.  Knowing how to use technology effectively with students with disabilities has instilled me with a greater level of comfort in preparing to meet the needs of all students.  “The effective use of these technologies can make the difference between successful and unsuccessful educational and social experiences for students with disabilities” (Cennamo, Ross, & Ertmer, 2009).  The Assistive Technology (AT) Continuum and the Categories of AT Devices table provided me with a wide variety of ideas to aid students in the classroom (Cennamo et al. p. 129-130. 2009).   I found the information in this chapter very informative for me as a regular education teacher.

Personally reflecting on the use of the GAME plan, I have learned that I need to improve my own ability to monitor my learning effectively.  If the pace doesn’t work than I might need to change the action.  This refers to my personal GAME plan for learning.  As for the GAME plan I put together for this course, I have not put it into action as of yet since my school year ended prior to the implementation of my GAME plan.  I am however looking forward to using the GAME plan this fall.  In the mean time, I’m  still looking at cell phones.

 Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach.  (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Sorry about being offline a few weeks folks, as fellow educators I’m sure you know how hectic things can be as you close out the school year.  On top of that I had a couple of medical procedures the first two weeks I was out of school.  I know, what a great way to start summer vacation right?  Well, enough about that!  Read on to find out what’s happening with my GAME plan.

 As I journey through the process of developing, implementing, monitoring, and evaluating my GAME plan, I have determined the state standard I want to address with this plan.  The Social Studies standard 5-6.4  Identify examples of cultural exchange between the United States and other countries that illustrate the importance of popular culture and the influence of American popular culture in other places in the world, including music, fashion, food, and movies.  This standard should work well since my desire is to collaborate with a classroom in another country.  I have found a teacher in Saipan who also wants her students to experience the culture of American students.  My class, at present, consists of about 88% African American and 12% Black Hispanic students for this project. 

 One of the problems that has arisen is that we were hoping to use Skype and give our students an opportunity to meet each other face-to-face at the beginning of the project via a video call.  The time difference factor has forced us to explore other options.  We have decided to have our students create short videos to introduce themselves and upload them to our class wiki.  We think this will workout rather well since our desire is to continue to have our students use various methods of media to share their preferred music, fashion, food, and movies.

 One of the things I have learned is how easily I could lose track of time with this project.  I need to plan carefully in order to keep this project from taking an entire marking period to complete.   I do know that this project will end up addressing many other standards in the end and I know my students will benefit from this project in numerous ways, as I undoubtedly will too.

 I haven’t been able to find anyone with experience using drop.io or Yodio, but I have signed-up for an account on both and plan to figure out how to use them, as my collaborator has also done.  In a few weeks, we will decide which one we will use in our project.

South Carolina Department of Education. (2005). South Carolina social studies academic standards. Columbia, South Carolina.

“Videoconferencing and webconferencing tools are becoming more affordable and can be found in many classrooms” (Cennamo, Ross, and Ertmer, 2009).   To move forward with my NETS-T GAME Plan I want to become more familiar and comfortable with using webconferencing tools such as Skype or Microsoft NetMeeting.  I also need to set-up a Yodio   or drop.io account, and I need the help of colleagues who are knowledgeable with the use of these programs who could tell me how to use them effectively and share their experiences and ideas.

 Since I want to work on a project with another teacher to develop and understand a global cultural awareness, I will need to find a collaborating teacher in another country.  One of the steps I have taken is that I have been examining and searching through ePals, recommended by a colleague. (Thanks Julie!)   I’ve also watched a couple of short videos on how drop.io and Yodio.  I haven’t signed-up for an account yet or tried them out, but I’m working on that.

 I still haven’t quite decided on the state standard I want to focus my project on, I’m hoping that I’ll be able to get some ideas while investigating the ePals site or through my course readings.  Of course, I’m always open to suggestions from my readers too.

 Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach.  (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

My goals – The two NETS-T indicators that I would like to develop are:

1.)    4 – D:  develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

2.)    2 – A: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

My actions:

1.)    I want to collaborate with a teacher in another country on a project (to be determined).  Current possibilities are teachers in the Palau Islands, Saipan, Africa, or Colombia.  I am fortunate to have contacts in each country, but it has been difficult getting connected to a teacher who is interested in a collaborative e-project.  I’m hoping I will be able to get something arranged this summer to begin this next school year. 

2.)    I am interested in trying to incorporate cell phones in a project. Almost every one of my fifth graders have a cell phone.  Most of them have a better phone with more extras than I do!   I am particularly interested in learning how to use Drop.io.  and Yodio.com.   But, first on my list is to get a new cell phone!

Monitoring my progress:

1.)    To monitor my progress with my first goal, I will set-up a timeline for the actual planning of the project, including finding a collaborating teacher in another country and deciding on a standard we both need to meet.  Finally, we would need to find the technology that would lend itself to a good e-collaborative project to address the common standard.

2.)    To monitor the progress of my second goal, I would make a checklist.  First, purchase a new cell phone and learn how to use it – yeah, start texting and get the Internet on it!  Next, I would explore the two sites I mentioned earlier, choose the standard I want to address, and begin writing a lesson plan for the project.

Evaluating and extending my learning:

1.)    Am I successful in finding an e-collaborating teacher?  Do I complete an e-project with another teacher?  Is the project a learning experience?  Extend by planning another project.

2.)    Am I successful in learning how to use Drop.io and Yodio.com?  Is my cell phone project a fun, learning experience for my students and me?  Was I able to find an alternate solution of participation for students who did not have a cell phone?

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach.  (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

“The Internet is the most powerful, convenient, and potentially manipulative medium ever invented.  It can give you any version of the truth you are looking for” (November, 2008).

Wow!  That statement really made me think about the power of the Internet. There are countless times I have heard students say, “But, I read it on the Internet – it must be true” (November, 2008).  Truth be known, I’ve probably said it myself!  This course made me realize that if we (teachers) don’t teach our students to evaluate the information they read on the Web, who will? 

Reflecting on the past eight weeks in this class, Supporting Information Literacy and Online Inquiry in the Classroom, at Walden University, I have been analyzing and describing how I might teach the new literacy skills to my students.  I’ve studied the methods and suggestions of researchers and professors like November, Eagleton, and Dobler and incorporated their ideas with my own. As I wind up my current school year, I’m already rewriting units to include the teaching of information literacy skills.

One thing I learned from this course is to teach my students how to search and locate information.  This is something I just assumed my students knew how to do.  I mean everybody knows how to enter a keyword into a search engine, right?   Wrong!  Many of my students used the “dot com method” described by Eagleton and Dobler.  They typed in “www. their keyword.com.”   I was amazed that my students, these digital natives, would begin a search this way!  I realized my own naïveté.

So, future units include teaching “how” to search for information on the Web and how to evaluate the information and resources found there. I’ll include all the information literacy skills across all content areas and not assume my students “already know”  Web literacy skills. This course has provided me with the knowledge to help me teach my students to navigate the World Wide Web efficiently and effectively.

As for me, I’ll be working on my own literacy skills of finding ways to communicate effectively using technology.  I’ll examine Web 2.0 programs to incorporate in my classroom and offer my students a variety of ways to express themselves while learning and presenting new information.

Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.

November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.

During the first week of this course, I had to define my personal theory of how learning occurs.  Honestly, I really was not aware that I had a personal theory of learning.  As I began to reflect on what guided my instruction within the classroom, I found that I did have some personal beliefs about learning.  My personal theory of learning was a mishmash of constructivism, socialism, and multiple-intelligences.  My approach is one that allows my students to build on discoveries, encourages cooperative learning, and recognizes different learning styles.  Has my learning theory changed because of my own learning in this course?  No, but it has given me a clearer direction in which to guide my classroom instruction.

I really enjoyed reading and studying the text for this course, Using Technology with Classroom Instruction that Works.  Consequently, I believe I will pay more attention to how I incorporate technology in my teaching.  My focus with technology should be to find ways to use it as a learning tool instead of a teaching tool.  I have always felt that technology should be interactive with the learner and this course has helped me figure out when and how to use technology in my teaching.  “Teachers who have brought technology into their classrooms are aware that it provides an opportunity to differentiate instruction and change their classrooms into dynamic learning environments’ (Pitler et al 2007, p. 2). 

A couple of things I plan to use in my instruction later this year are VoiceThreads and interactive computer games.  My students were introduced to VoiceThreads earlier this year while helping me create my very first one for this course.  They enjoyed it as much as I did and we were all inspired to brainstorm a list of ways we could incorporate the web-based application into possible projects.  VoiceThreads can be used to encourage inferencing, predicting, observation, and collaboration among students.  It also gives students valuable practice in using accountable talk (Institute for Learning, 2007).  I also want to incorporate interactive computer games more frequently in my lessons.  I would like to have my students use game templates, found online, to create content specific games such as Jeopardy or Are You Smarter than a Fifth Grader. “… Students can learn with multimedia by creating their own projects at home or at school to develop their understanding and practice skills” (Pitler et al, 2007, p.194).  The games can be played in groups or individually as well as at home or school.  They provide a fun way to practice what students have learned; additionally, they can be used, edited, or added to each school year. 

As for long-term goal changes regarding technology integration in my instruction, I am not so sure I can be specific. One thing I want to evaluate is how technology is only used for publishing at my school.  We tend to use Microsoft Word as the final step of the writing process and I find that practice archaic for today’s learner.  Microsoft Word allows the user to accomplish all phases of the writing process continually until they are satisfied with the results and then publish with the push of a button.  Why should we expect digital natives to complete perfect handwritten essays before they can type them into Word when most digital immigrants complete the whole process within the word processing program itself?  Undoubtedly, my goals will change as I learn more about technology and as technology continues to grow and change.  I can say however, that I plan to use technology more often and explore ways to integrate it as not only a 21^st century teaching tool, but as a 21^st century learning tool as well.

Institute for Learning (2007).The principles of learning. University of Pittsburg

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

        classroom instruction that works. Alexandria, VA: ASCD.

This week in my Walden course I had the opportunity to explore VoiceThreads.  I admit it, I had a blast!   Thanks to other educators who share their ideas, I can see a lot of possibilities for using VoiceThreads in the classroom.  Educators can sign-up for a free educator account and then explore a plethora of ways other teachers are using VoiceThreads in their classrooms.

My VoiceThread assignement was to find a problem at my school, decide how I would communicate it to my classmates, create it, and upload it to VoiceThread.    I let my students, as well as some student volunteers from other grade levels help me create a dramatization of a problem we came up with together.  I’m sure if you follow the link below you’ll be able to tell that my students had a lot of fun with this project too.    If you haven’t explored the world of VoiceThreads yet, I encourage you to do it soon.  You won’t regret it.  Come back later and share your ideas with me.

 Here’s the link to my first VoiceThread:

Look Before You Leave