Reaching and Engaging all Learners Through Technology Reflection

Over the past eight weeks I have learned the importance of getting to know my students variances, which include: readiness levels, interests, and learning profiles (Laureate Education, 2009). By understanding my students and their specific learning needs I will be more prepared to differentiate my instruction. I have learned that, “When combined with the practices and principles of Universal Design for Learning, differentiated instruction can provide teachers with both theory and practice to appropriately challenge the broad scope of students in classrooms today” (CAST, 2009). I now know how technology can help differentiate instruction and am able to access my group’s wiki (Differentiation Station social network created throughout this course) to find resources that will help me as I begin using what I have learned throughout this course in my own classroom.

Although I plan on changing my teaching to reflect what I have learned about UDL and DI, I will do as Dr. Carol Ann Tomlinson suggests and ‘start small’ (Tomlinson, 1999, p. 2). “Trying too many things before you have a chance to think them through leads to frustration and failure” (Tomlinson, 1999, p. 3). Therefore, one adjustment that I plan to take immediately this upcoming school year is to take the time and get to know my students. Not only will I do a better job at getting to know them, but I will also allow them time to understand the principles and procedures of the classroom so that when it comes time to participate in differentiated instructional activities, my students needs will be met and the group as a whole will be easier to manage.

I look forward to the upcoming school year and I feel more prepared to defend my teaching practices based on the information and resources I have learned throughout this course on “Reaching and Engaging all Learners Through Technology”. I believe that by changing my teaching methods and showing the success of students, I will be able to convince both the administration and my colleagues of differentiated instruction through the use of technology in the classroom.

References

Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved July 12,2010 from http://www.udlcenter.org/aboutudl/udlguidelines

Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision & Curriculum Development.

New and Emerging Technology Final Blog Post

Throughout the course New and Emerging Technology, I have learned a lot about what it means for a technology to be considered ‘emerging’ and the importance of keeping up to date with new tools being released. According to Serim & Schrock, “The most obvious challenge in keeping current with the new shape-shifting technologies coming into view is understanding how they can be used to improve learning” (2007, p.13). Throughout week’s six and seven I created an application entitled, “Changing the Game at Your School”. For this activity I was asked to create a learning activity that involved a new and emerging technology and then use the activity to influence the adoption of a new technological tool at my school. The final part of the application was to explain how I would write a grant for funding in order to purchase the new technology.

This assignment was extremely helpful in that it gave me the opportunity to apply my learning to a real-life, authentic situation. Knowing that “technology can make a significant positive impact on the quality of teaching and learning, the level of student motivation and engagement, and the intensity of career preparation” (Gillard & Bailey, 2007, p. 87), I was able to think of how I will adjust my own teaching to include technology. Now that school starts in a month, I have time to write a grant and apply for technology funding. This class has helped me to see the importance of incorporating new technology into my teaching so that students develop twenty-first century skills. I am excited to use my resources in finding new and exciting ways of motivating and engaging my students with technology in the upcoming school year.

References

Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87-93.

Serim, F., & Shrock, K. (2007). Nailing digitial jelly to a virtual tree. Learning and Leading with Technology, 35(4), 12-16.

Online Learning in K-12 Schools

Final Blog Post

Throughout the past eight weeks I have learned how to integrate technology into meaningful classroom experiences in order to meet both Content and National Educational Technology Standards. In order to accomplish this daunting task I was taught the GAME plan steps. “The GAME plan requires you to think about and take steps to direct your learning process, specifically while learning about technology and how to integrate it into the curriculum” (Cennamo, Ross, and Ertmer, 2009, p. 3). The plan consists of four steps; set goals, take action to meet those goals, monitor progress toward achieving goals, and evaluate whether the goals were achieved and extend your learning to new situations (Cennamo, Ross, and Ertmer, 2009, p. 3).

My two GAME plan goals were to: create more meaningful learning experiences that involve the use of digital tools and promote creative thinking in the classroom. In order to try and accomplish these goals I brainstormed various actions that I would take and then monitored my progress as I took action. Although my actions of trying to locate grants that would fund new technologies did not turn out the way I wanted to, I did learn strategies and resources that would be beneficial for promoting more creative thinking in the classroom with the technology that I already have.

These strategies and resources came directly from the creation of the Content Area Unit Plan constructed throughout this course. This plan consisted of three different lessons: problem-based learning, online collaboration, and digital storytelling. Each week we were taught various resources for implementing this type of learning in the classroom. I learned multiple strategies that would engage students, create self-directed learning, and promote creative thinking. This new type of learning has changed the way that I plan to teach in the upcoming school year.

Next year I plan to adjust my instructional practice so that it not only includes more meaningful use of technology, but it also promotes more self-directed and creative learning. Students will be motivated and engaged to solve real-world problems while meeting both content and technology standards. The more open-ended I made the problems the more students will have to create and understand. I am excited about my new knowledge and cannot wait to try it out with my students next year.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

Using the GAME Plan Process with Students

Over the past few weeks I have gone through the entire GAME plan process by: creating two goals, planning and implementing specific actions, monitoring my progress, and evaluating my actions. Although this process was rather lengthy and I did not meet both of my goals, I still learned how to be self-directed when it came to my learning of the NETS-T. The NETS-T and NETS-S are nearly the same. The only difference between the two is that the teacher version is instructing students how to meet their standards (NETS-S). As the GAME plan process helped me as a teacher, it can also be helpful when teaching students to develop proficiency in the NETS-S as they learn to become more self-directed learners.

Cennemo, Ross, and Ertmer explain that, “While the ultimate goal is that students will, over time, assume full responsibility for their learning, teachers need to provide guidance and support while students are in the process of becoming self-directed” (2009, p. 30). Rather than having students create two goals, I would ask them to choose the one that they need the most practice with. The six different standards that the students could choose from are: creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts. After they have chosen a goal they will have to create a plan of action by incorporating the standard into the problem-based project which they are given. Throughout the project students will monitor their progress at specific check points and at the end of the activity students will evaluate themselves when it comes to meeting their overall goal.

Although the students will have the option to be creative in solving the overall problem, they will be required to work towards a NETS-S goal and learn the math content at the same time. Throughout this authentic type of active learning and GAME plan process, students will be completing a task that helps lead them towards becoming self-directed learners.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

Revising My GAME Plan: Week #6

Throughout the past few weeks I have learned that although teaching twenty-first century skills involves the use of technology, there is not enough funding to supply teachers with the necessary tools to teach these critical skills. I have searched high and low for grant opportunities and other resources that might help me reach my goals and have had no luck what-so-ever. It has been a disappointing search and I have come to the conclusion that without funding and support for necessary resources, I will not be able to teach the skills that I find important. The e-beam that I thought I could use in the classroom is not available and the other two student computers will be taken out of my room so that another computer lab can be created. Yes, I can still help students become more creative thinkers, but I cannot involve technology and collaboration outside of the classroom when I do not have parental approval and the resources I have are so ancient that they do not sell the parts anymore. Times have changed; however, change costs money, and our district along with many others do not have the capability to supply money for these resources.

Therefore, at this point I am not ready to set new goals. I would still like to figure out how I can ‘make do with what I have’ and find ways of integrating technology seamlessly into my math curriculum. Today’s leaner uses technology continuously throughout their lives and it is not something that should be taken away or limited in the classroom. It is important for my students to use these tools and as Vicki Davis suggests in the video, I am not only a teacher, but also a connector (Laureate Education, 2009). I should be connecting my students to as many resources as possible so that when they leave my classroom they have the tools they need to succeed in life. Throughout the summer I will continue to search for grants and other opportunities that help me to reach my goals; however, I will also try to create lessons that promote creativity and collaboration without the use of technology.

References:

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author.

GAME Plan Progress: Week #5

After a week of trying to reach people who can help me with the grant writing process, I have decided that my action plan must change. Begin that it is so close to the end of the school year, many people are unavailable and do not have time to sit down and discuss grant opportunities. Even though I have not found a grant that matches the technology I would like in my classroom I have found an e-beam that I might be able to borrow. From what I understand an e-beam is very similar to a Smart Board; however, it is something that must be installed on a white board and is less portable. I feel that having this interactive white board will allow for more meaningful learning experiences that promote creative thinking.

Besides obtaining new technology, I have learned other ways of promoting creative thinking through more meaningful learning experiences. One way is through the creation and use of Problem-Based Learning. According to Cennamo, Ross, and Ertmer, “Students need to have opportunities to experience well-structured, challenging, and worthwhile activities that address important mathematical topics” (2009, p. 247). I can create these types of experiences with the technology that I already have in the classroom. A Problem-Based Learning experience such as researching the BP Oil Spill in the Gulf of Mexico involves creative thinking while students solve issues related to the current event. Not only are students motivated and engaged, but they are also meeting mathematical content standards established by Washington State.

It is my hope that through the creation of this week’s Problem-Based Learning Lesson I will be more knowledgeable when it comes to strategies in creating this type of learning experience for students. I think that the more practice I have with creating Problem-Based Learning experiences the easier creating them will become and the more knowledge my students will obtain. Using PBL in the classroom allows students the creativity and engagement that I am striving towards in my teaching and will meet my GAME plan goals.

Does anyone else have suggestions for PBL topics/questions that are appropriate for a seventh grade math class?

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.