EDLD+5364+Teaching+with+Technology


 * EDLD 5364 Teaching with Technology Course Reflection**

Teaching with Technology was that one course that I anxiously awaited. I wanted to learn more about how to integrate technology into the classroom. With the lack of knowledge of the teachers using technology in my district, I was excited to learn new ways to help them integrate the technology tools for our 21st century learners.

Our ongoing assignment for this course was composed of students with diverse learning abilities and learning styles. It was truly a glimpse of what I see in our classrooms today. This year our district implemented two learning tracks for our campus administrators to select. The two tracks are differentiated instruction and technology. Interesting, the selections made by campuses was close to 50 percent for each track. I find that those two tracks work well together and complement each other. After at least two years on one tract, the campus will change to the other track. These two tracks are designed to move teachers from traditional classroom settings to learner-centered classrooms that are diversified and technology rich that meet the needs of all different learning styles. When reading Rose and Meyer’s work in CAST: Center for Applied Special Technology, I thought how well the following message fit with our district.

The predominance of printed textbooks, oral presentation by teachers, and paper and pencil post-hoc testing have led to curricula that work for some students, but not for all. Of course those with disabilities who can't use these media are excluded. But many students who seem "typical" also miss out. Albert Einstein's spatial genius, George Lucas's skill in creating narratives, and Mel Torme's musical talent were all completely missed by their teachers, primarily because materials, media and methods in the classroom did not support the use of graphics, video, and music. Without knowing it, we often throw roadblocks in the way of student learning, simply by using traditional, one-size-fits-all media and methods in our teaching (Rose & Meyer, 2011).

This course has helped me realize the importance of lesson design and working with others. I am more of a traditional learner and working collaboratively and totally online is at times a frustrating challenge for me. I understand how difficult it is for our teachers to move out of their comfort zone of teaching in order to meet the learning styles of our students who respond to a media-rich environment.

This course allowed me to work with others and learn from them. I had difficulty with accepting others time frame. I typically do not like to wait until the last minute to begin an assignment. I am a slow-processor and need time to reflect on the drafts of my work. Some prefer to create, edit, and finalize in a in the same setting. I did learn from them to critically analyze my work and make decisions more quickly. I do feel the collaboration between the members of our group enabled us to produce a higher quality product because of our diverse backgrounds and the individual strengths each of us brought to the group. I was appreciative of the fact that two members of our group are exceptional writers and could take my ideas and format them into eloquent written words. I also believe that during these short five weeks, I have enhanced my knowledge on effective teaching strategies, and Pitler (2007) reminds me of the appropriate teaching strategies for the different learning styles and suggestions on how to begin planning lessons. This is such a critical component of building lessons and helping me model lesson building for the diverse classrooms.

The phenomenal collaboration of our team allowed us to work through challenging situations and differences of opinions until we arrived at a consensus. According to Rose and Meyer from their work, //Teaching Every Student in the Digital Age//, “Learners need to know if they are practicing effectively, and if not, which aspects of the practice process they need to change” (Rose & Meyer, 2002). There is so much for me to learn, practice, apply, share, and model for the teachers that I work with. I think our team achieved incredible collaboration because of our willingness to truly listen to one another. We practiced collaboration in several different mediums, wikis, Google docs, email, and Adobe Connect for live sessions. Even though I struggled with the timelines of our group and the differences of going above and beyond on the assignment, I learned so much about collaborating and being able to compromise and realize that collaboration is a necessary component of learning. Administrators, teachers, and students all need to learn how to collaborate and it will take practice.

I consider myself to be an active lifelong learner. Unfortunately, our courses are so short and I feel that I only began to tap the surface of the learning that this course had to offer. The number of articles to read has been overwhelming for me. When I read new articles, I usually read a couple of times and go back for more reflection and processing of what the author has said and how I can apply this new learning to what I do every day. I haven’t had the time to do that with our readings so I am just trying to absorb all the incredible insightful information and taking reasonable amounts to share and apply. I appreciate, throughout the course, that I had a team to work with to help me with interpreting the videos and readings. In the Edutopia video, //Big Thinkers//, Professor Gee said that “certain times you are being mentored and sometimes you are the mentor” (Gee, 2008). I appreciate my team being my mentors for this course and allowing me to mentor them in some areas. Throughout our readings during the course, it was repeated by many that it is important that teachers have a learning community to support and encourage one another. I presently work with a team of nine individuals. I think we must work on our collaboration skills so that we are working smarter; not harder.

Over the past five weeks, we have learned about digital learning, digital tools, effective instructional strategies, and brain networks. Rose and Meyer (2002) explained that because we have three brain networks that behave differently in people; teachers should explore different techniques in order to reach all the children to individualize instruction. My goal is to continue my study of the three brain networks so that I can build them into my training and support of our teachers as we develop lessons that are technology rich and diversified for the needs of all students.

Edutopia.org (2008). Big thinkers: James Paul Gee on grading with games. Retrieved March 23, 2011 from []

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: Association for Supervision and Curriculum Development.

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 onlineat the Center for Applied Special Technology Web site. Chapter 6. Retrieved on March 10, 2011 from []

Rose, D., & Meyer, A., (2011). //Teaching every student in the digital age: Curriculum Barriers Finder//. Alexandria, VA: Association for Supervision and Curriculum and Development. Available online at the Center for Applied Special Technology Web site. Retrieved on March 24, 2011, from []

This week the videos and readings make me think about the ways our schools can integrate technology to be engaging and exciting, but still meet the demands of state standards. I am especially excited about the Edutopia.org videos of James Paul Lee from Arizona State University and Sasha Barba from Indiana University and I cannot wait to show these videos to my colleagues and embed at my next training as a focus. I hope to ask the teachers to find the technology tools necessary to change the classroom environment to one that is learner-centered.
 * Week 5**
 * Reflection**

In the Edutopia video, I recall James Paul Gee (2008) talking about how our educational system needs to move away from students regurgitating facts, and help them learn to solve problems collaboratively. It needs to start with re-educating our teachers. Since our teachers, even younger ones, are not digital savvy, Gee suggests “learn with someone else” (2008). This would be a powerful model for learning where teachers are learning alongside with their own students. Lee continued to say that when students play video games, they essentially are “working collaboratively to solve problems” (2008). The use of educational video games motivates students to learn. “If we get it right, students won’t even know they are learning something. Teachers become mentors of the classroom and students become empowered” (Vision for Technology in K-12 Education, 2009). I know my adult children still play video games, trying to outdo each other by getting to the next level (solving the situation)by outwitting one another and faster than their own children. The 21st century learners are extremely motivated by media rich content; not a sit and get environment like their existing classroom. I was also intrigued with Gee’s statement that “games don’t separate learning and assessment” (Gee, 2008). Gee and Barab both tells us that authentic assessment is the new way to meet the needs of the 21st century students (2008). Barab said that students hurry home from school to play games that should be utilized in the education setting (2009). I couldn’t agree more and my district needs to find ways to integrate games into the classroom. We know longer have to be the “sage on the stage” or the one in control of all of the content, we must learn with our students and write the authentic curriculum or learning path together.

I am reminded of the struggles I face when trying to share new instructional strategies with teachers when listening to Gee and Barab. Our U.S. History students each have a laptop, but their teachers will not tap into the incredible software that is on the computers. Instead I see electronic worksheets being completed on the computer. What a waste! I should let them listen to Gee when he says, that “kids want to produce; not just be a consumer” (2008). District personnel constantly battle with teachers about what students should be doing in the classroom because the focus of the district is about meeting the state standards and excelling on the TAKS. Barab tells us that “standards can be met inside the games” and that the learning becomes more authentic, fun, engaging, and meaningful for the students (2009). He says that young children aren’t able to explore being a scientist, but a game will allow that experience (2009). Our entire community; teachers, parents, and administrators must become advocates for doing something different in the classroom to transform education for the 21st century learner.

Edutopia.org (2008). //Big thinkers: James Paul Gee on grading with games//. Retrieved March 23, 2011 from []

Edutopia.org (2009). //Big thinkers: Sasha Barab on New-Media Engagement//. Retrieved March 23, 2011 from []

Youtube.com (nd). //Vision for Technology in K-12 Education//. Retrieved on March 23, 2011 from []

A challenge that I am facing in my district right now is training over 7000 teachers in a new initiative. We are implementing Project Share Texas in our district and will pilot with ten of our campuses with students. In the McRel Technology Initiative Report, the research tells us that “train-the-trainers models and/or peer mentoring that is ongoing and job-embedded have been shown to be highly effective technology integration tools under certain conditions” (Dirksen & Tharp, 2000; Knight & Albaugh, 1997; Sherry et al, 1997). I have adopted the train-the-trainers model in order to facilitate this training in a short amount of time. Using this model normally provides success and buy-in from campuses. If a campus’ personnel is training their own teachers, the acceptance of the new initiative is usually more widely accepted than if district personnel are facilitating the training. This quote also reminds me what we ask teachers to do in the classroom. We encourage teachers to allow their students to collaborate and learn from one another. Peer mentoring and feedback is extremely valuable among students. I need to continue to encourage teachers to take advantage of the students in their classroom. The video from Edutopia titled, //Team Teaching: Two Teachers, Three Subjects, One Project// was a profound example of how peer mentoring can be used at its best. The example is definitely a real-world experience and learning that is connected beyond the walls of a single classroom.
 * Assignment**
 * Week 4**
 * Reflection**

Learning communities should be collaborative, interactive, trust among the members, and meet on a regular basis (Solomon & Schrum, 2007). I worry how our teachers will continue to grow in the coming years with the devastating budget constraints. Teachers have no common planning period and no time to collaborate with one another to learn new skills and strategies to integrate technology. “Literature shows that greater rates of successful technology integration take place when teachers have ample time to acquire technology skills, when they have opportunities to share their technology-related work with their colleagues, and when their technology-based activities are adequately planned” (Means, 1997). In the past fourteen years, I do not believe that we have made the strides that are necessary to make a difference.

Edutopia (nd). //Team Teaching: Two Teachers, Three Subjects, One Project.// Retrieved March 15, 2011 from []

Pilter. H. (2005). //McRel technology initiative: The development of a technology intervention program final report// (Contract Number ED-01-CO-0006) Aurora, CO Mid-Continent Research for Education and Learning (ERIC Document Reproduction Service No. ED486685. Retrieved March 15, 2011 from []

Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, New schools//. Eugene, OR: International Society for Technology in Education.


 * Assignment**


 * Week 3**

Reflection
This week was full of a variety of topics that interested me. One of my favorite topics is planning for a learner-centered classroom which is of utmost importance for the 21st century learner. The model of the Universal Design for Learning (UDL) emphasis is to begin with the end in mind just like Understanding by Design (UBD). Rose and Meyer (2002) explain that the “goal of UDL is to provide each student with a tailored learning experience that adjust and moves with their needs.” The UDL seemed to be time-consuming and most teachers would be frustrating creating a UDL for each lesson. Starting with a unit or one lesson would probably be a more positive approach. Later the team can divide up the units to create more UDL lessons to grow their curriculum guides.

When writing lessons goals, the teacher needs to always set goals and activities that are learner-centered. Learner-centered classrooms allow students to be in control of the content, the process, and the product. In my district it is so difficult for teachers to let students have control of the content since our curriculum is so tightly managed by the district curriculum department. When I was assigned to a single campus, I helped teachers plan and implement technology rich lessons. The articles this week emphasized that learner-centered activities along with feedback was key to retention and deeper understanding. Students should be given choices which address different levels of understanding, selecting their own strategies to fit their learning style, select activities and products that appeal to their personal interests and abilities. According to Rose and Meyer (2002), different learning methods of recognition, strategic, and affective networks should be included in the lessons. Even though these networks were new learning for me, I believe that they are the foundation of good planning, teaching and learning.

I first learned of the strategy feedback and recognition when I studied Robert Marzano’s nine instructional strategies in //Classroom Instruction that Words: Research-based Strategies for Increasing Student Achievement//. I struggled with how to connect technology to this strategy, but never thought of all the games and simulations that “not only provide the student with judgment-free practice and immediate feedback but also make the activity fun” (Pitler, 2007). It is evident with today’s students that engagement is essential. Pitler, Hubbell, Kuhn, and Malenoski (2007) explain that there are different types of technology available and educators can effectively use what is available to them. Feedback that interests me is that of multiple reviewers. Pitler continues by stating that, “Technology also makes it easier to complete multiple reviewers’ feedback on a student’s work” (2007). There are so many tools that are presently available to allow for multiple reviews; such as blogs, wikis, Google docs, and discussion forums just to name a few that are free to educators. There are other subscription based programs that also allow for peer reviews and feedback.

The videos this week were very inspiring especially seeing students use technology on a daily basis. I love the hook of the second video titled, Welcome to the Digital Generation. I am excited to share this video with my teachers at my next training. The narrator in this video said, “Technology is more than a tool, it is an essential component of everyday life” (Edutopia, 2009). Teachers, as suggested by narrators in the videos, must let our students collaborate, problem solve, and communicate with one another. We need to get out of their way and let them learn (Edutopia, 2009).

Edutopia.org (2009). //Digital Youth Portrait – Cameron//. Retrieved on March 9, 2011 from []

Edutopia.org (2009). //Welcome to the Digital Generation//. Retrieved on March 9, 2011 from []

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: Association for Supervision and Curriculum Development, pp. 15-38

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 March 8, 2011 from []

UDL Lesson Reflection
This was my first experience using the Universal Design for Learning framework to create a technology enhanced lesson. When I first looked at the components of the UDL Lesson Builder, I saw similarities to Madeline Hunter’s lesson plan. However, I think that the UDL provides for more details and allows for differentiated instruction for all types of learners.

UDL uses three networks to address differences of learners. I was not familiar with the Recognition, Strategic, and Affective Networks prior to reading about them in this course. By using these three networks when planning lessons, attention is directed to make sure that learning addresses the different ways that students learn and provides opportunities for different learning styles.

Since I have been out of the classroom for so long, the experience in creating the lesson was laborious and stressful. As an instructional technology specialist, I did not have immediate access to content. I relied on my collaboration with my teammates to select an appropriate theme and unit of study for our lessons. After examining the Reading TEKS, and my experience with Robert Marzano’s nine instructional strategies, I was able to design a reading lesson on summarizing, integrating technology tools, and addressing the 21st century trends. I had to examine the lesson and determine where I could incorporate the three networks. The lesson was design to be relevant and interesting for the students. Summarizing is not typically an interesting topic for students. We decided to relate summarizing to a popular student interest, music. In my particular lesson, I was able to use an article that would be controversial. The debate over censoring music and TV shows. This topic will hold the students’ interest and provide a real-world experience for them. Some of the practice articles are developed inside e-books which is a medium much more engaging than paper books or articles.

The actual mechanics of building the lesson online seemed a little cumbersome. There was too much back and forth clicking to get to the different areas. I wish there was an area to specifically address the three different networks that are used in the lesson and another area that is clearly marked for differentiation used for the different types of learners. The framework does not provide different sections for goals, focus, guided and independent practice, assessments, techniques, and strategies to differentiate instruction for those students with varying needs.

I was overall pleased with the completed lesson. I thought I was able to differentiate for multiple learner styles and those students with diverse needs. When completing the framework form, it makes you consider the process of lesson design and how you will make sure your lesson cycle captures students’ attention by providing students with the “what” of learning, the “how” of learning, and the “why” of learning (Cast.org, 2011).

Cast.org (2011). Cast UDL book builder. Center for Applied Special Technology. Retrieved on March 9, 2011 from [|http://bookbuilder.cast.org].


 * UDL Lesson: Summarizing Lesson: When Music Offends **
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">﻿ **


 * e-Book: Lasso Summarizing**
 * Lasso Summarizing**
 * Assignment**

<span style="font-family: Arial,Helvetica,sans-serif;">Reflection
<span style="font-family: Arial,Helvetica,sans-serif;">Prior to the course, I had already purchased the book, //Using Technology with Classroom Instruction that Works//. I had originally purchased the book when I was doing extensive research with Marzano’s Nine Instructional Strategies. I had spent some time in the later chapters of the book, but never had read the first chapter on “Setting Objectives.” It was another ”aha” moment when I read, “Research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals (Hom & Murphy, 1983). Twenty-five years later, this is exactly what I had tried to convince my biology team to do a couple of years ago when we were applying the LoTi framework when developing lessons. The focus was to determine what students want to know and how can technology help student organization, communication, collaboration, and engagement. Pitler continues and states that “Technology enhances the goal-setting process by providing organizational and communication tools that make it easier to clarify the learning objectives (Pitler, 2007). When we allow students to have control over the content, the process, and the product, we definitely have a learner-centered classroom. Since our district’s curriculum content is so tightly managed by the district, we agreed that if we could give students two of the three indicators, that there was still evidence of a learner-centered classroom. Allow students to set their learning goals will provide the flexibility of individualization of student education which meets the needs of our diverse population of learners.

<span style="font-family: Arial,Helvetica,sans-serif;">I was reminded by Rose and Mayer (2002) that teachers should examine the critical elements of the lesson and customize them for the individual differences in the learners. Meyer (2002) also mentions, “there are various ways of acquiring information and provide alternatives for demonstrating knowledge.” I see the UDL as a good framework for teachers to make sure that all the critical elements are addressed. Here again is evidence of a learner-centered classroom where students are taking ownership of their learning.

<span style="font-family: Arial,Helvetica,sans-serif;">I was not familiar with Rose’s three networks: recognition, strategic, and affective. I truly believe that teachers must form relationships with their students if we want students to be successful. Rose defines the affective network as the ”why of learning where students are challenged, excited, and interested” (Rose, 2002). This is why relationships are so important. Teachers must get to know their students and determine what motivates them and what their interests are so that lessons can be developed to meet those interests. Today’s student is so very different from when I attended school or even began teaching. Their interests and what motivates them changes daily. As an educator, I must stay in tune with our learners’ interests so we allow them to explore and take control of their learning.

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org (nd). //The Brain Research//. Retrieved on March 3, 2011 from []

<span style="font-family: Arial,Helvetica,sans-serif;">Lessonbuilder.cast.org (nd). //Principles of Universal Design for Learning//. Retrieved on March 3, 2011 from []

<span style="font-family: Arial,Helvetica,sans-serif;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: Association for Supervision and Curriculum Development, pp. 15-38.

<span style="font-family: Arial,Helvetica,sans-serif;">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 March 3, 2011 from []

**Reflection**
A lot of the theories presented this week I was familiar with and agree with most of the beliefs of the authors. I especially like the two articles on constructivism, //If I Teach This Way, Am I doing My Job//? and //Learning as a Personal Event: A brief introduction to Constructivism//. The SEDL article gave me several ideas that I could implement in my staff development with teachers. This article reminded me how I must model during my staff development sessions so that teachers can experience what we are asking them to do in the classroom. I was reminded that we” learn in a variety of ways” (SEDL, 1999) and I must alter my trainings so that the information presented is varied for the diverse learners I train. Sprague and Dede provided two scenarios that captured the essence of the classroom we see today and the classroom we would like to see. “Elizabeth’s class focused on learning while Edmund’s class focused on “appropriate” behavior.” (1999). My challenge is to mirror Elizabeth’s classroom that is focused on learning. I intend to make my participants take charge of their own learning.

Although the future is definitely uncertain as it relates to technology for our students, I am hesitant about accepting the beliefs of the Cyborg Learning Theory. I was overwhelmed with questions after viewing the video by Ken Warwirk on the Cyborg Learning Theory. At first, I remember feeling angry and thinking how ridiculous his ideas were, but after watching the video several more times and thinking through what he had to say, I was able to think about some possibilities. My first and major concern was if this theory crosses the lines of Christianity in the hopes of enhanced memory or a more intelligent human race. It reminds me of the Stem Cell research controversy. I wonder if we have the right to alter what God has given us for mental abilities. Is it possible for the human race to begin to rely on a chip instead of exercising their brain to think on their own? After some thought, I can possibly see some medical advantages to the Cyborg Theory. I was intrigued by the fact that this chip could improve memory. So I wonder if this chip could help those elderly patients that are faced with dementia and Alzheimer’s disease, but could the middle income elderly afford it or would it be only for the wealthy. I also wonder if this could really help those individuals that truly suffer from migraines without the use of drugs as Warwirk suggests. In order to support this theory, I will have to digest the information and find more research to alter my slanted viewpoints.

Southwest Educational Development Laboratory, (1999). //Learning as a personal event. A brief introduction ton constructivism//. Retrieved on February 22, 2011 from []

Sprague. D. & Dede. C. (1999). //If I teach this way, Am I doing my job: Constructivism in the classroom//. Leading and Learning, 27(1). Retrieved February 22, 2011 from the International Society for Technology in Education at []

Warwirk, K. (nd). //Cyborg Life//. Youtube.com. Retrieved on February 23, 2011 from []