Our educational system focuses on providing a strong foundation in the basics of reading, math, science and social studies. Currently our schools are raising students who know facts but cannot use those facts to solve problems. In the Edutopia.org interview with James Paul Gee, he indicated that if our students are to survive outside of low, level service work, they needed to be innovative and creative (Edutopia.org, nd). In today's business world, knowing facts is no longer enough. Our schools need to stress collaboration where a group of students creates a solution to a problem. The use of videos games is one way for the students to develop the skills of collaboration, innovation and creativity. Mr. Gee looked at "textbooks" as tools to play the "game" of the subject (Edutopia.org, nd). For instance, in playing a video game where the students must have knowledge about chemistry to succeed, when they came upon a task that required additional information, they would refer to the textbook for an explanation. It is this process of playing the game that engages the students to delve deeper into the subject and explore the areas that interest them.
Sasha Barab echoes this idea of using video games and new media for students to learn information (Edutopia.org, nd). Instead of lecturing students, they are playing a game to learn the information. This allows them to demonstrate the skills they are learning and yet applying the knowledge to solve a problem. Use of games helps them explore real world jobs and careers. The new media has become a place where students can produce media items about subjects they are passionate about. They will learn the tools. How the community sees them and their work is what places value on the students' work. They put themselves out there for others to see and comment. This helps the students to improve on what they have created.
The main idea that I really latched onto in Mr. Barab interview was the lessons students learned from gaming (Edutopia.org, nd). In a game, you have a role to play that is important. To do this role, you need to learn a lot of information about the role in order to be successful at the game. If you have successfully completed the game you are appreciated. If you fail, you go back to figure out what went wrong and try to improve on the lesson. In doing this, the students are learning how to handle adversity. Students spend time to transform the game situation; they get to feel like they have accomplished something. Students are allowed to fail, to tinker, and to learn. It is the lesson of overcoming adversity and succeeding that seems lacking in our students as they participate in the traditional classroom. Maybe using video games and new media, putting themselves out there through publishing their work and requesting comments from others, and taking the risk of being “accepted” or “rejected” is were our students can develop their self-esteem?
Edutopia.org (nd). Big thinkers: Sasha Barab on new-media engagement. Retrieved on October 5, 2009 from http://www.edutopia.org/digital-generation-sasha-barab-video
Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved on October 5, 2009 from http://www.edutopia.org/digital-generation-james-gee-video
Friday, March 25, 2011
Sunday, March 20, 2011
EDLD 5364 - Week 4 Assignment Reflection
Integrating technology into the curriculum is not just placing the technology in the classroom and expecting it to produce results. Pitler, in the 2005 McREL Technology Report, found three specific themes appear from the literature review: "the importance of articulating goals for student learning, viewing technology as part of a broader reform effort, and the issue of long-term planning, support, and leadership on observed outcomes" (p. 44). These three themes are necessary for the success of technology integration to be realized. By articulating the student goals, teachers put the learning objectives first and pull technology in to achieve them. With the learning goals set, the potential for technology to help students achieve those goals becomes a reality (Pitler, H., 2005). In the viewing technology as part of a broader reform effort, administrators and teachers will be able to view what they are currently doing and easily integrate technology in that process. Finally, to use the technology effectively, it must be part of long-term planning, support and leadership. The district must have vision of how the technology integration is to implemented and share that vision with the stakeholders (Pitler, H., 2005). When looking at these three themes and the way our district has implemented technology, we seem to be missing the mark. There is a definite district vision on technology integration; however, it seems to stop there. Somewhere between the district and the campuses the vision is lost. The teachers are in technology rich rooms with little if any idea on what to do with it. As a technology leader on my campus, I am in a position to help the administrators do a paradigm shift in how they view technology. By specifically including a stated technology vision as part of the Campus Improvement Plan (CIP), it may guide the administrators and teachers to better integration of technology.
Once the teachers begin to integrate the technology in the classroom, it will be easier for them to differentiate the curriculum for the various student-learning styles in the classroom. With classrooms comprised of students from different learning styles and abilities, teachers have to look at how they are presenting information to students and the assessments being used to evaluate their learning. Rose and Meyer (2002) found that giving the same test to everyone seems to be fair and, in theory, returns accurate results of student learning and achievement, unfortunately, this may not be true. Some students’ abilities may not be measured by a paper and pencil test and yet the student may have mastered the goals the teacher has set out. In traditional “tests” there are unintentional inaccuracies in the measurement tool. If we are not taking into account student learning styles, presentation and assessment methods, and the lack of learning supports (calculators, word processors, and so on) for each test, they become barriers and limit the success of the students (Rose, D. & Meyer, A., 2002). The inclusion of technology in the curriculum gives teachers more flexibility in presenting information to the students and in how they assess the students' learning. Using technology to present information in various medias, gives students options on how they learn the material. Though many students may still be able to use pencil and paper to demonstrate their learning, technology opens up the field where students can use videos, animations, slide shows, blogs, web sites, and so on, to really exhibit their abilities and learning. These different medias also engage students in the learning, providing opportunities to delve deeper into the topic (Solomon, G., & Schrum, L., 2007). Teachers using various medias to present and evaluate students' learning are able to more accurately assess the students' knowledge and abilities without the barriers that are inherent in a "one size fits all" type of assessment.
Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-02-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED4486685) Retrieved on March 12, 2011 from http://eric.ed.gov/ERICWebPortal/detail?accno=ED486685
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 7. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Solomon, G., & Schrum, L.(2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 77 - 98
Once the teachers begin to integrate the technology in the classroom, it will be easier for them to differentiate the curriculum for the various student-learning styles in the classroom. With classrooms comprised of students from different learning styles and abilities, teachers have to look at how they are presenting information to students and the assessments being used to evaluate their learning. Rose and Meyer (2002) found that giving the same test to everyone seems to be fair and, in theory, returns accurate results of student learning and achievement, unfortunately, this may not be true. Some students’ abilities may not be measured by a paper and pencil test and yet the student may have mastered the goals the teacher has set out. In traditional “tests” there are unintentional inaccuracies in the measurement tool. If we are not taking into account student learning styles, presentation and assessment methods, and the lack of learning supports (calculators, word processors, and so on) for each test, they become barriers and limit the success of the students (Rose, D. & Meyer, A., 2002). The inclusion of technology in the curriculum gives teachers more flexibility in presenting information to the students and in how they assess the students' learning. Using technology to present information in various medias, gives students options on how they learn the material. Though many students may still be able to use pencil and paper to demonstrate their learning, technology opens up the field where students can use videos, animations, slide shows, blogs, web sites, and so on, to really exhibit their abilities and learning. These different medias also engage students in the learning, providing opportunities to delve deeper into the topic (Solomon, G., & Schrum, L., 2007). Teachers using various medias to present and evaluate students' learning are able to more accurately assess the students' knowledge and abilities without the barriers that are inherent in a "one size fits all" type of assessment.
Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-02-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED4486685) Retrieved on March 12, 2011 from http://eric.ed.gov/ERICWebPortal/detail?accno=ED486685
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 7. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Solomon, G., & Schrum, L.(2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 77 - 98
Saturday, March 12, 2011
EDLD 5364 - Week 3 Assignment Reflection
The focus of this week's learning was creating learning activities that are flexible in presentation, learning and assessment. Rose and Meyer (2002) state, "Today's typical classroom might include students whose first language is not English; students who are not reading on grade level; students with behavioral, attentional, and motivational problems; students from varied cultural backgrounds; and students classified as gifted. In addition, there are students with particular needs, such as limited vision, motor disabilities, emotional difficulties, speech and language difficulties, and learning disabilities." This is why the need for flexibility is so important. With the varying levels of abilities, both mental and physical, and larger class sizes, teachers need to work harder to help every student learn successfully in the classroom. To help teachers accomplish the seemingly insurmountable task, Rose and Meyer (2002) suggest creating lessons that have students access the three learning networks in the brain, recognition, strategic and affective.
Students use the recognition network to discern patterns in the information and relate it to patterns they are already familiar. Many teachers present information in class one or two ways, leaving those students who need it in a different format lost and frustrated. In order for all to recognize the "pattern" the teacher may need to demonstrate the information orally, visually, textually, physically, and so on. By presenting information to the students in multiple ways, they are able to "see" the pattern. Using the various options that digital media offer, the teacher is able to build a library of resources to help reach all students.
The strategic network focuses on the problem-solving area of the brain, where students learn new information and relate it to what they already know. To successfully do this, students need to develop an internal model of the information and content in order to use it to generate results. For this, the teacher needs to provide many examples of the correct process as well as “incorrect” so students learn how to do it correctly. Digital media helps, as there are many different models of the process that are explained and presented in different ways. Through the web, students can read, watch, play and talk with other people about the process.
For student to be connected to the "why" of learning, they need to use the affective brain during the learning. "Giving students choices of content and tools can increase their enthusiasm for learning particular processes" (Rose, D. & Meyer, A., 2002). Having a student track their average of successful baskets made during a basketball game is much more interesting than working a page of math problems focused on learning how to find an average. In this way, the teacher is able to link a student's interest to a skill they need to build. When a student is actively engaged in the learning through their interests, they are able to sustain their focus and create better understanding of the content.
Digital media and other technology can quickly become a major part of the UDL lesson when planning for all students to achieve. Focusing on the structure and strategies of teaching the lesson, teachers can use technologies and methods that allow them to meet the students' particular needs for each network of learning.
Students use the recognition network to discern patterns in the information and relate it to patterns they are already familiar. Many teachers present information in class one or two ways, leaving those students who need it in a different format lost and frustrated. In order for all to recognize the "pattern" the teacher may need to demonstrate the information orally, visually, textually, physically, and so on. By presenting information to the students in multiple ways, they are able to "see" the pattern. Using the various options that digital media offer, the teacher is able to build a library of resources to help reach all students.
The strategic network focuses on the problem-solving area of the brain, where students learn new information and relate it to what they already know. To successfully do this, students need to develop an internal model of the information and content in order to use it to generate results. For this, the teacher needs to provide many examples of the correct process as well as “incorrect” so students learn how to do it correctly. Digital media helps, as there are many different models of the process that are explained and presented in different ways. Through the web, students can read, watch, play and talk with other people about the process.
For student to be connected to the "why" of learning, they need to use the affective brain during the learning. "Giving students choices of content and tools can increase their enthusiasm for learning particular processes" (Rose, D. & Meyer, A., 2002). Having a student track their average of successful baskets made during a basketball game is much more interesting than working a page of math problems focused on learning how to find an average. In this way, the teacher is able to link a student's interest to a skill they need to build. When a student is actively engaged in the learning through their interests, they are able to sustain their focus and create better understanding of the content.
Digital media and other technology can quickly become a major part of the UDL lesson when planning for all students to achieve. Focusing on the structure and strategies of teaching the lesson, teachers can use technologies and methods that allow them to meet the students' particular needs for each network of learning.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Lessonbuilder.cast.org Reflection
Working with the Universal Design for Learning (UDL) Lesson Builder (http://lessonbuilder.cast.org) had me stop and think about why I was using a particular strategy to instruct, what activities would be a barrier for students to learn, and how to assess the authentic learning that might happen. Keeping the three networks of learning, recognition, strategic and affective (Rose, D., & Meyer, A., 2002), in mind and using the "Lesson Self-Check" found on the Center for Applied Special Technology (CAST) site I created and evaluated the activities for the lesson.
To start the lesson, I used an activity that most students should have some context to relate and added group brainstorming so all students would have a chance to voice their ideas. From there we extended the discussion to the whole class as each group contributed their ideas. As I moved on to the guided and independent learning activities, I found that learner-centered activities fit perfectly with the UDL model. By giving the students several choices, including the use of technology, the students could achieve the goals of the lesson using their particular learning style. For the final assessment, students were encouraged to choose a component of the lesson for their project focus. Their task was to research and create a presentation in any format that they wanted to present to the class. Again, this allowed the students to show off their talents, skills, and interests and what they have learned.
In the end, this was an interesting exercise that made me focus on my teaching strategies, as well as, what activities would help all the students learn and be successful in the classroom.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Tuesday, March 8, 2011
Bookbuilder.cast.org -- eBook Reflection
The process of creating an eBook and using BookBuilder.cast.org was a little bit daunting. First, though I am usually pretty good with technology, my background for the information I placed in the book was lacking. I had to pick my husband’s brain for the information to make sure it was age appropriate. The second challenge was planning how to present the information in the book. To help me with this challenge, I looked at several books that other teachers had created. The tips given by the giraffe character were also helpful. There were several items that I needed to create to use in the book. I used Illustrator to create the images and GarageBand to record my audio portions. With the third challenge completed, the final hurdle was using bookbuilder.cast.org to create the book.
The site was fairly easy to use. Having the book planned out and the images and audio created should have made the process simple. Wrong! As I began with entering the information about the book, I realized that I had not planned for making the book accessible to many different levels of students or that it needed to be a technology that could be incorporated into the lesson. This is where the coaches come into the plan. The three coaches, in my book, were given the jobs of content coach, vocabulary coach and clue coach. The content coach explains the concept by having the student do a hands on activity. Though the vocabulary would have already been taught, there is a coach to refresh the students’ memories. The final coach would have clues for the “check for understanding” questions.
With more time, I believe the eBook can be used as a teaching aid in the classroom as one of the many different way of presenting the concept of plate tectonic boundaries. Since it is located on the web, the book can be used by students, who were absent, to stay up with the instruction through access at home. One final way would be as a review instrument. Once the book is actually used in the classroom, I am sure several more uses will become apparent.
Saturday, March 5, 2011
EDLD 5364 - Week 2 Assignment Reflection
As a technology applications teacher at the high school, my classes were always a combination of gifted, average, low performing, physically disabled students, as well as those from low socioeconomic backgrounds. In this environment, I began to realized that my lessons had to be differentiate to accommodate the different learning styles and abilities and technology became the key to that differentiation. One of the best things with technology is the ability to accommodate all learning styles and abilities, this results in positive increases in student achievement specifically when "aligned with appropriate pedagogical methods (Page, M. S., 2002). As I attempted to differentiate my lessons with the technology, I realized that I did not have the professional development required to addresses the diverse needs of the students in my class. This reflection, on my previous years of teaching, sparked my interest in the research and findings of the Center for Applied Special Technology (CAST) and the guidelines developed for the Universal Design for Learning (UDL).
Throughout the reading, I was interested in the three different areas of the brain, recognition, strategic, and affective, that UDL uses to structure the lessons (Rose, D., & Meyer, A., 2002). The recognition part of the brain is what we use to collect information through site, sound and words. Once information is acquired, we organize the information and make sense of it. Being able to identify letters, words, and patterns are examples of recognition tasks. The strategic center is the for scheduling the and implementing tasks. Through this area, we are able to solve problems, write research papers, analyzed data and make a plan. The final part of the brain being used is the affective portion. It is this part that taps into our passions and helps motivates and engages us in the learning. Being able to use the recognition, strategic, and affective framework to analyze the individual strengths and weaknesses of their students and to understand the students' unique differences, the teacher would be able to easily individualize instruction so each student, regardless of socioeconomic status or learning or physical disability. Though I am unsure of how to create a UDL lesson, as I am still learning about the process, I am confident that my students will benefit from its use.
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389-409. Retrieved October 5, 2009 from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section-Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID-830
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 2. Retrieved on March 2, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm
Throughout the reading, I was interested in the three different areas of the brain, recognition, strategic, and affective, that UDL uses to structure the lessons (Rose, D., & Meyer, A., 2002). The recognition part of the brain is what we use to collect information through site, sound and words. Once information is acquired, we organize the information and make sense of it. Being able to identify letters, words, and patterns are examples of recognition tasks. The strategic center is the for scheduling the and implementing tasks. Through this area, we are able to solve problems, write research papers, analyzed data and make a plan. The final part of the brain being used is the affective portion. It is this part that taps into our passions and helps motivates and engages us in the learning. Being able to use the recognition, strategic, and affective framework to analyze the individual strengths and weaknesses of their students and to understand the students' unique differences, the teacher would be able to easily individualize instruction so each student, regardless of socioeconomic status or learning or physical disability. Though I am unsure of how to create a UDL lesson, as I am still learning about the process, I am confident that my students will benefit from its use.
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389-409. Retrieved October 5, 2009 from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section-Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID-830
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 2. Retrieved on March 2, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm
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