Final Reflection Entry

This class was one of the most interesting and challenging I have had in a long time. The challenges were mostly of my own making, but I believe I learned a lot from this semester, in part because of all the things I did wrong. I particularly enjoyed these blog posts because they gave me the opportunity to write about subjects and ideas which I had no been familiar with until taking this class. The textbook introduced me to all sorts of great ideas for incorporating technology into lessons - one of my particular favorites was the concept of mindtools, or assistants to the learner rather than the thing through which the student learns.
One of the key objectives of this class was to learn how to communicate through technology in an effective manner and I must admit that I failed to keep in contact with you Professor Coleman, when I began to slide down on the grading scale I should have been in much more frequent contact. I know that you were trying to assist me as best you could, and for that I thank you. I have learned that effective communication can be the difference between successful course outcomes and a failure. Luckily, I have managed to achieve success in this course in many areas and I have learned the importance of effective online communication.
Our discussions were always fascinating because of the various degree of opinions which ensued. Some believed the role of technology should be reduced in student's classroom time, while others felt that in order to best move forward it would be better to up the ante and create more opportunities to integrate technology into our student's lessons. I feel personally that caution is never a bad idea - but neither is progress. We must always strive to keep our students thinking and moving forward, as well as ourselves.
I am particularly proud of my teacher website/portfolio for the class. I felt that project was my finest work here, and that it was the moment I really pieced together all the course objectives for this class. The various photographs featured throughout were sourced as fair use and I was able to create all of my pages in a seamless manner while informing potential students of my expectations of them in class, and including hyperlinks to a number of online resources as well as all of my work for this course. I enjoyed using twitter for educational purposes and I believe that it will be a great way of quickly communicating any updates or announcements for classes for future students.
My Teachers Website
I felt that some of the best examples of learning in this classroom came from sources traditionally thought of as opposing education. Minecraft is a videogame and yet it is being utilized as a modicum of learning how to compose music and a whole host of other lessons that we often think of as firmly outside the digital realm. It is incredible how much technology can do for us as educators, and for our students. It is also incredible how much it will change even before I begin my career as an educator.

I have to thank you for the opportunity to learn in such a collaborative environment - this has been an incredibly interesting introduction to the various means of including and using technology as an educator and I am absolutely excited to use them within my own classroom! Thank you again for the lessons included here, and I hope to see you in the future through Twitter or some other tech-based communication platform!

References

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Creativity Strand Reflection!

This is my final blog post for this class! I'd like to wrap up by discussing the K-12 Conference I viewed and by reiterating how helpful this class was in understanding the utilization of technology for education, as well as the ways this conference illustrates that utilization!

I viewed the Creativity Strand conference and it was enlightening! The utilization of traditional teaching methods and integration of technologies were, in each of the examples presented, seamless!
In this conference video, educators from around the world showed off their classrooms and lessons. In this case, the educators were all artistically motivated - though many incorporated various subjects within their lessons, the best example being Samuel Wright's incorporation of music into math lessons at the Korean school he taught at. In that video, Wright showed students how the Pythagorean theorem could relate to music by having the students access a music app on iPads provided by the school. Again, within this lesson technology was utilized in a streamlined way which felt very natural within the lesson.
The entire conference was very interesting to watch because much of it focused on the students, and the way they fulfilled the lesson and learned for themselves. The teacher involvement seemed secondary, and that was by design. Much of the lesson planning focused upon what the students could contribute.
As a future educator, this was a wonderful example to follow. I plan to teach social studies - history and/or political science, along with other studies on the people of the world. With that being said, I am a huge fan of theater. This conference showed me how I could incorporate theatrical and artistic elements into my lessons in history! It also showed me that technology can be used in the most interesting ways - I never would have thought of a multiplayer game like Minecraft as a tool for students to learn about musical composition, as well as a new tool to create music in an entirely new and unconventional way.
I cannot wait to see more conferences like this - I feel like seeing examples of student learning is one of the best ways for me to learn how to be a better educator! My time is best served trying to suit the needs of my students, so seeing them learning in ways which make them happy and engage them in the process makes me very excited for future possibilities! It also gives me a few ideas on potential lesson plans for the future, and certainly shows me ways of presenting lessons which do not just involve the traditional lecturing format.

Digital Blog Post L - Integrating Technology in the Classroom

This chapter is all about integration of technology within the class. Integration is the way educators use technology to connect with ideas about the real world and the lessons they are teaching. It means they find ways to incorporate it continuously into the learning experience. It is part of a larger phenomena known as educational change, which refers to the process by which teachers introduce new ideas and patterns into the educational process. The integration of technology is a form of educational change which many have embraced.
One of the most important issues the chapter brought up was the participation gap and digital inequality. Though we often think of the internet today as a necessity, it is astounding that so many students go without access to useful forms of technology for education. In more wealthy households, students are more likely to use the internet every day, and they are able to use it often for a better educational experience it. But poor families - and in particular, poor minorities - are less likely to be able to afford broadband connections. So in recent years they have turned to the smart phone, but due to the differences between the smart phone and typical computer, school work is not as easily done on the smart phone. Thus, it's capacity in education is diminished to an entertainment device. Therefore, as an educator, one of my jobs is to find a way to enhance and embolden the experiences my students have with technology.
Another important issue the chapter discusses is the way technology and our school cultures interact and influence one another. The way schools currently function, technology is limited by the organizational structures in place. The books main point is that change cannot come from the top of the organizational structure downward, rather the ideas should flow from teachers, students, and communities up into administrations...
And one of the cooler terms of this chapter was mindtools, a term created by David Jonassen to describe computer based tools and learning environments that have been adapted to function as intellectual partners with the learner. The concept is about learning with computers rather than through them, and it means that the computer supports the learner through doing and supports exploration, as well as knowledge construction. The computer essentially plays the role of a helper, or friend, and assists in the learning rather than being the tool of learning.

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #I - Technologically Designed Lessons & Curriculum

The first concept that sprang to mind in this chapter was the Thinkfinity resource, a wonderful tool which I am positive I will use often in my early years as a teacher. It is in essence, a database for curriculum ideas and fully built lesson plans which meet the standards for each state which they correspond with. It also features tons of interactive and guide based resources from various educational institutions, including the Smithsonian National Museum of American History, and National Geographic. Therefore, when determining my weekly lesson plans for students, this resource will truly help me determine a plan and some resources I might use to proceed in the classroom. This will be especially helpful when I have not had much experience in the classroom and need time to build up a supply of lesson plans and curriculum goals for myself.

Using technology to aid in developing lessons was another important concept which I believe will be incredibly helpful to me as I pursue the best methods to teach my students. The book describes the three stages that go into developing the curriculum of a classroom - what the lesson will be about, how it will be taught, and determining what the students learn through the lesson. We must think about exactly what facts, concepts, and skills we wish to instill in our students and what we must teach based upon state guidelines. We must determine the role of technology in the things we teach, and we must use it to its greatest advantage. Then we must decide exactly what we are going to do to accomplish these lessons - what methods we'll use, the technology we'll use to implement it, and the procedures we'll use to get through the lesson. Finally we must ascertain what our students learn, throughout the entire process. We must think about their preexisting knowledge, what they see throughout the lesson, and what they retain following the entire lesson.

My former point plays into my final concept - the necessity of evaluating and assessing our students. Though it can be difficult, frustrating, and in some cases emotionally draining, the assessment of our students is vital in our work as instructors. Educators refer to assessment in two ways typically - the final aspects of a lesson and the ways teachers grade students, and what the instructor does to monitor student progress within the lesson. The insight gained from assessment can lead to adjustments of the lesson and aid the teacher in his or her instruction of every student. Some students might have difficulty with the way a lesson is presented, and some might have learning disabilities. In every case, a good assessment can allow a teacher to make the proper adjustments or see where their students are succeeding and continue those practices. Though we often associate assessment with testing, there are a number of ways teachers assess their students - through standards set by the school board and the state, more recently through electronic based grading software, and many instructors and schools are moving towards assessments which have multiple outlooks on student success, measuring multiple areas of success rather than simplified standardized testing.

The important things to keep in mind when discussing assessment of students is the fact that these are both children and people. They have feelings and they exist outside the bubble of school. If they are failing, we must consider what we are doing to design our curriculum and the ways we build our assessments. If it is possible that our assessment is not an accurate representation of what they have gained through the curriculum, we must work towards an assessment which captures an honest reflection of our students abilities and success.

References

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #G - Success of All Students through Technology

The most important theme for this particular section was the idea that we must use technology to promote the success of all our students. And in today's world, we have an incredibly large variety of students to work with. Today, though we have seen some push back against the educational system and the way it works, we know we will work with students who come from latino, African American, and numerous other ethnic and racial backgrounds. We will meet students who have parents of the same sex (as my own children will) or who have single parents. Children who are adopted, who are poor, and possibly refugee children. And all of them deserve our full attention, and our best efforts. And when it comes to technologies, we must consider the best practices and we must research which technologies may benefit our students the most. And we must consider them individuals with their own needs and interests, and adapt to those.
An important section in this chapter was on Writing Transformations with Technology, which highlights some of the issues we face in the way we teach writing skills and the way the skill has evolved over the years. We face new challenges with the advent of Microsoft Word, Google Docs, and digital literacy playing a roll in the way our students write. Of particular note are the abbreviations we use in other forms of writing with technology, phrases like 'lol,' 'ttyl,' 'brb' and others are all inappropriate for any formal writing. So students have got to be taught using proper writing form as well as the varying technological formats it now encompasses.
Another interesting thing to me was the section on Differentiated Instruction and Universal Design for Learning. They are two systems which allow for the adjustment of curriculum for different students within one class.
The first, Differentiated Instruction (DI for short) is a system in which the instructor makes a variety of experiences so as to meet individual needs of students.
The second, Universal Design for Learning (UDI for short) is, as its name might suggest, inspired by architecture. The description briefly talks about architectural designs which create greater access for all. The idea is then translated into educational purposes - for example, creating curriculum in which multiple means of representation, expression, and engagement are offered. The idea is to give the broadest access to educational and learning opportunities without diminishing any students educational experience.
The following is a link to my padlet, a new form for me and the place where I conclude this digital blog post. It is simple now but I plan to use it to a much greater capacity in the future - it is an excellent form to blog with and it allows for utilization of space and content in a novel way!
Working with Variations

Resources
Maloy, Robert, Verock-O'Loughlin, Ruth Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #E - Problem Solving, Software, Apps and Games!

One of the most interesting things my ten year old niece told me about her school and classroom is the fact that they only go to the computer lab so often. Having attended middle schools to observe classes, I've seen the extent to which technology has infiltrated classrooms. I watched as students followed Power Point presentations with computers at group desks. And I noticed that though much has changed, much has also remained the same. But because of this course, and because of the many changes I've learned about in the technological landscape I was surprised that the technology she uses is limited. That, I believe, is necessary. But one of the most intriguing things is the fact that much of her homework requires the use of a computer, which means students without internet access or the proper technology are at a heavy disadvantage for academic success.
I digress - the point I was getting to was the fact that applications of smart phones and educational games on computers and laptops are the way of the future in education. I have seen, in my own K-12 experience, the way students bypass computer security systems and find themselves in front of any game they like. While this situation is compromising and upsetting from a teacher's perspective, I believe it is something we can utilize rather than villainize. Though disciplinary action is necessary when students deliberately abuse technology or disobey the instructor, the will to play is distinctly human. If we can channel the very real desire to have fun into the discovery process that students have always loved, we may be able to achieve higher rates of knowledge retention and overall success amongst students.
Cartoon on Tech's Educational Influence
The cartoon featured above is what I created based upon a section I really enjoyed in this chapter. It goes into the difference types of learning that education can enhance - in the scenario I describe, a student learns at a lower level in the beginning panel. He gets the information, but through technology he learns to dissect it, and discuss it. The higher level thinking technology can allow for is undeniable. And the fact is, it can allow for a much greater access to various sources and opinion on any given topic. Another aspect of the higher learning that fascinated me was the dynamic aspect in games - according to the study cited by the text, students need experiences which challenge them and offer them something new each time they play an educational video game,
Another really wonderful topic the textbook introduced me to was the resources selection for teachers. I've only begun my schooling on education and this technology class has introduced me to many concepts I'd never heard of before. EvaluTech is a review service which offers 10,000 software reviews, not to mention lesson plans and policy developments. And the book goes into various types of software to aid in problem solving at this point. The obvious programs of choice for teachers are Microsoft Word and Excel, but there are others which might be incorporated into the learning environment. The important thing about the technologies is the effort to instill an environment conducive to critical thinking and inquiry based learning. The way we compose and organize information is fundamental to the working environment, and preparing students to use those technologies in the future is important. But creative software ventures can be used for seemingly infinite applications. Take, for example, the ever popular Minecraft game. It can be utilized for play, as well as instruction. A teacher could create an entire lesson set within the game and the students could play through that to gain new knowledge while collaborating and solving their problems as a team.
Finally, the strategies one must use while employing educational games are vital if a teacher is to be successful in the effort to foster critical thinking and a true learning environment. The strategies listed by the book are fairly common sense but necessary to keep in mind when venturing into those more entertaining ways of educating young students. The minimization of use is always good to keep in mind - games which have limited educational prospects, or which do not utilize those parts of the game must be used sparingly. Those games that do find their way into the curriculum must be strictly monitored and in some cases, shaped toward the purposes of the lesson plan. Discussing what the games mean and why they are useful in the classroom is another good idea. Students are often smarter than their teachers realize - when given the information, they can often be trusted to a greater extent than initially expected. And the last aspect to keep in mind is the idea that teachers can participate in the games as well. If a teacher becomes actively engaged in the game and the lesson, students are more likely to focus their attention on the goals of the class and not just the goals of the game.
The applications of technology in the classroom, and particularly the idea that play might not only enhance learning, but be play a vital role in the educational process, are incredible and exciting in the future of teaching!

Resources

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #C - Transforming Learning with Technology

This chapter emphasizes the usefulness, and the necessity of innovative and cutting edge technology within the classroom. It references many issues that stem from a strong focus on technology as an educator - namely, parents who don't understand the use of technology or the reason it is essential in helping students get the most out of their education. NETS for Students, the standards for educational technology; the creation of online problem solving environments; and technological literacy are the areas I chose to focus upon in this blog post. I used a Story Bird application in order to demonstrate the NETS concepts, and I have posted it below.
New Standards for the Information Age
I designed a kind of pamphlet that I might use at a parent teacher night in order to better explain the impact and necessity of technological methods in the classroom.

Another thing I felt was important in this chapter was the section on digital literacy, which mentioned multiple web resources one could pull up with the click of a mouse, as well as apps and e-books one might employ for their students. I particularly think learning to acquire and use e-books is an incredibly necessary skill for life. I am currently using e-books for my online courses and I see the potential for any person with access to technology to gain access to numerous books for a much lower cost than ever before. The applications for low income families and cost saving aspect this could bring to school budgets is pretty incredible, and it is important to nurture understanding and familiarity with this aspect of modern technology.
I'd add that one of the final apps mentioned - In a World... Drama in a World... Comedy - is a great tool that most high school students could gain plentiful use out of in any English book project.

Finally, I felt that Seymour Papert's ideas were intriguing and indicative of the direction education is moving toward. For years, the rise of online classes and schools has been hailed as an aspect of changing choices in terms of education, I believe Papert brings it a step further by suggesting that the entire classroom environment will be influenced by and built upon internet, computer, and other modern technologies as we move forward. I also really liked the idea of technology as an equalizer for all students. And the idea that it would aid in making learning feel more natural, as with small children.
This chapter was a very interesting one - it's making me reexamine my views on technology. Though I have always felt it to be conducive to a more adaptable learning environment, I'm beginning to view it as a component of the process which is as necessary as a book. In the same way that you need books to aid in the conveyance of and recording of knowledge, technology is necessary in contextualizing and reviewing it, as well as adding a new dimension of perspectives on whatever lesson may be at hand.