Over the past five weeks, in my opinion, I have gained some information that I feel will help me to be a more effective Instructional Technologist, as well as a future educator. Although I have learned from various different readings, videos, websites and colleagues, the concept that made the greatest influence on how I perceive learning with technology was the idea of UDL-Universal Design for Learning. I feel that this concept is so vital because it offers a way to reach all learners through three concepts:
1. Recognize essential cues and patterns.
2. Master skillful strategies for action.
3. Engage with learning.
This type of learning also allows students to have flexibility with their learning and assessments. (Rose & Meyer, 2002). UDL also addresses 3 different types of brain networks: recognition, strategic and affective (Rose & Meyer, 2002). When keeping these three networks in mind, I have acquired a better way to create and model lessons to the teachers that I train regularly.
The concept of UDL is not consistent with those that I have learned in the past. I have always been cautious to provide students with special needs the opportunity to have assistive technologies and adaptations, but I never looked at from the standpoint to look at the “big picture” to address all students, and not just individualize needs. I reflect that this experience has affected me personally by making me more aware of how people learn and helping me to use this knowledge to develop content. Since the framework of UDL consists of instructional approaches that provide students with choices and alternatives in the materials, content, tools, contents and supports, it will allow me to have guidelines to follow when address the needs of students and teachers (Rose & Meyer, 2002).
UDL is a great topic to address with teachers in my future trainings. I believe that I will use and model this concept, as well as offer training for my campuses to inform them of ways to meet the needs of all of their students in way that is unique to what we have been previously taught as a district.
During this course, I was asked to complete several different assignments. To begin with, I collaborated with a group of fellow colleagues and created a wiki on Google Sites to store information on our group project. I created a UDL lesson that helped me to develop the skills that I have learned. This project was based on the scenario that I was to assist a teacher in meeting the individual needs of students and address the needs of the 21st century learner. This portion of my assignment also assisted me in meeting the following facilitator standards:
TF-II.A.3. Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies (Williamson, J. & Redish, 2009).
TF-VI.B.1 Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities (Williamson, J. & Redish, 2009).
I feel that they the delivery of content during this course would have been more effective if there was not such an overwhelming amount of readings, videos and assignments. Of all of the courses I have taken thus far, I feel that I have learned the least from this one. I feel this way because there was too much information to actually devote time to absorb the information successfully. I found myself often saying “if only I had time to read this book thoroughly, I would get so much out of it.” This is not how learning should be. When I chose this program, I did it because I knew that I have a family with small children, a new job and many other priorities. This course was not a reflection of what was offered to me what I spoke with the academic counselor who assured me that this program was “suitable for the needs of those with families and full-time jobs”.
How could this course be better? First, begin with eliminating so many “reflections”. I definitely see the need for reflecting, but it is redundant to reflect 2-4 different times in a week. Another way to improve this course would be to eliminate about half of the readings and videos. Require so much content stressed my out and forced me to read as much as could without truly comprehending very important information. Lastly, make course instructions and grading policies clear and consistent with those that have been offered with other courses.
The main strategies that I used to approach this course were to prioritize and understand that it was acceptable to not be “perfect”. I did the best that I could with the amount of time that is given in a day. When I begin each week, I first download all necessary materials and gather together the resources that I need for the course. I also use a template that I used each week that has a timeline and checklist that I followed. On the days that I could, I worked very diligently to complete the work and assignments to the best of my ability.
I am a hands-on learner. I learn best with project-based learning. Sitting and reading for hours at a time and watching numerous videos were very challenging for me. I believe that I worked best when I was completing the assignment portions of the course. I enjoyed creating interactive technology-rich lessons because it something that I do every day in my job. I also enjoyed learning about new resources that I can use such as the UDL Book Builder and the CAST organization.
I was fortunate enough this course to work with a group of colleagues that I met during my second course. I do not believe that I would have been as successful with another group. We were able to collaborate effectively because we understood how to use one another’s strengths in order to complete the assignments efficiently. The interactions that I have had with my colleagues have been priceless. I feel that the time and relationships that I have established with four of my colleagues will carry on even with my career as a graduate school student has ended. Even when we are not working in groups, we still collaborate with one another on various other topics, as well as personal events and topics.
Along with the concept of the UDL, I will also use many of the websites that Web 2.0: New Tools, New Schools recommended for use such as: Think.com, Google Education, Mashups, eHub, Google Notebook, and more. Most teachers are eager to embrace new technologies, as they have seen their students’ excitement and motivation increase when they do so (Pitler, Hubbel, Kuhn & Malenoski, 2007). This is why I would like to use many of these resources will be great for future trainings as well as great information to share with my fellow trainers. These tools are changing how people, including our students, interact with the world (Solomon & Schrum, 2007). It so important we learn and share these new tools.
As a life-long learner, one major challenge that I face is gaining so much new information but not being able to utilize it all. At the time, I feel a like there is so many things that I could be using to make students and teachers more successful, but I lack the time. I feel believe that I would benefit from using an organizational tool like del.icio.us and working on building and organizing my resources in the summer or whenever I can find free time. I would like to research other resources to help store and organize so much valuable information.
Shawntee’ Cowan
References
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved March 26, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
Pitler, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Solomon, G., & Schrum, L. (2007). Web 2.0 New tools, New schools. Eugene, OR: International Society for Technology in Education.
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
Saturday, March 26, 2011
Week 5: Teaching With Technology Course Reflection
This final week of the course has not been difficult, but rather time consuming. I did learn some interesting information that I can currently use in my place of work. This week were asked to complete our text readings and view videos as we usually do, but also to reflect on everything we have learned in this course. Below, I will reflect on the text and video that I learned the most from.
Choice Video:
I really enjoyed viewing Big Thinkers: James Paul Gee on Video Games from Edutopia.org. Many of the ideas that James Paul Gee mentioned helped me to understand why both of my children are excelling academically in ways that I never did. He spoke of how he learned to play a video game by trying it out first and then referring back the manual if he had questions. He suggested that this is way that teachers should offer information to students. Use text books as references, not as a sole means of instruction (Edutopia.org, nd). Gee also proposed that “games do not separate learning and assessment” (Edutopia.org, nd). How true! If students are constantly being taught and assessed when the play video games, shouldn’t we ask educators also mimic this type of learning strategy? We no longer have lecture and then and out a written test. Allow their projects, collaboration, explorations and so on, assess their learning.
Choice Text:
The section of reading that I absorbed most this week was from Using Technology with Classroom Instruction that Works. The authors expressed that we as educators should use the instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). They also suggested the idea of using spreadsheets to allow students to monitor their own effort and learning. I feel that this type of strategy gives our students a “wake up call” and allows them to be held responsible for their own learning. This is a concept that not only our students can use, but also us as educators. We also need to regular monitor and assess our own efforts as well.
Shawntee’ Cowan
Reference
Edutopia.org. (nd). Big Thinkers: James Paul Gee on grading with games. Retrieved on March 26, 2011 from http://www.edutopia.org/digital-generation-james-gee-video
Pitler, H., Hubbell, E., Kuhn, M., & Malenosksi, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Choice Video:
I really enjoyed viewing Big Thinkers: James Paul Gee on Video Games from Edutopia.org. Many of the ideas that James Paul Gee mentioned helped me to understand why both of my children are excelling academically in ways that I never did. He spoke of how he learned to play a video game by trying it out first and then referring back the manual if he had questions. He suggested that this is way that teachers should offer information to students. Use text books as references, not as a sole means of instruction (Edutopia.org, nd). Gee also proposed that “games do not separate learning and assessment” (Edutopia.org, nd). How true! If students are constantly being taught and assessed when the play video games, shouldn’t we ask educators also mimic this type of learning strategy? We no longer have lecture and then and out a written test. Allow their projects, collaboration, explorations and so on, assess their learning.
Choice Text:
The section of reading that I absorbed most this week was from Using Technology with Classroom Instruction that Works. The authors expressed that we as educators should use the instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). They also suggested the idea of using spreadsheets to allow students to monitor their own effort and learning. I feel that this type of strategy gives our students a “wake up call” and allows them to be held responsible for their own learning. This is a concept that not only our students can use, but also us as educators. We also need to regular monitor and assess our own efforts as well.
Shawntee’ Cowan
Reference
Edutopia.org. (nd). Big Thinkers: James Paul Gee on grading with games. Retrieved on March 26, 2011 from http://www.edutopia.org/digital-generation-james-gee-video
Pitler, H., Hubbell, E., Kuhn, M., & Malenosksi, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Week 4: Teaching With Technology Course Reflection
This week we were asked again to read several texts and to view video content as a part of our assignment. In the paragraphs below, I will reflect on what I have learned from my studies.
Choice Reading:
The text that most inspired me the most this week was from Web 2.0: New Tools, New Schools. As an Instructional Technologist in my district, one of my responsibilities is to help facilitate a Professional Learning Community of elementary Technology Applications teachers. It has been deeply rewarding for me to see how this type of learning benefits each teacher. Solomon and Schrum suggest several tips to help keep our community actively collaborative and thriving through members’ participation that I find very useful (Solomon & Schrum, 2007, p 106). Of these tips, the one that I personally relate to the most was the concept of “having teachers share what they are doing on a regular basis” (Solomon and Scrum, 2007, p. 106). When surveying this same group of educators, the most common response that they benefit most when they are able to share their ideas. Each meeting time, we set aside time to for them to bring resources or lessons to share that they all can potentially use. We also spend time creating lessons that they can utilize in their classrooms. Hearing Solomon & Schrum’s perspectives about PLCs help reinforce that our group is moving in the right direction.
Choice Video:
I truly enjoyed viewing Project Learning: An Overview from Edutopia.org. Since I recently changed positions from a technology teacher to an Instructional Technologist, I am able to see the perspective from both sides of the fence. This video helped me to see how other schools are using technology and project-based learning to educate their students. As mentioned in the video, it is highly important to remember that our 21st students do not learn effectively from memorizing science facts, but now they mimic the work that the scientists actually do (Edutopia.org, nd.) This type of learning is so different from the way I learned as a child. Even as a technology teacher, I struggled with know how to implement project-based learning into my classroom. Because technology is rapidly changing, it is our role as educators and future administrators to ensure that we continue to challenge our students in a way that technology-rich and student-centered.
Shawntee’ Cowan
Reference
Solomon, G., & Schrum, L. (2007). Web 2.0 New tools, New schools. Eugene, OR: International Society for Technology in Education, 106.
Edutopia.org (nd). Project learning: An overview.
Retrieved Mar. 20, 2011 from http://www.edutopia.org/project-based-learning-overview
Choice Reading:
The text that most inspired me the most this week was from Web 2.0: New Tools, New Schools. As an Instructional Technologist in my district, one of my responsibilities is to help facilitate a Professional Learning Community of elementary Technology Applications teachers. It has been deeply rewarding for me to see how this type of learning benefits each teacher. Solomon and Schrum suggest several tips to help keep our community actively collaborative and thriving through members’ participation that I find very useful (Solomon & Schrum, 2007, p 106). Of these tips, the one that I personally relate to the most was the concept of “having teachers share what they are doing on a regular basis” (Solomon and Scrum, 2007, p. 106). When surveying this same group of educators, the most common response that they benefit most when they are able to share their ideas. Each meeting time, we set aside time to for them to bring resources or lessons to share that they all can potentially use. We also spend time creating lessons that they can utilize in their classrooms. Hearing Solomon & Schrum’s perspectives about PLCs help reinforce that our group is moving in the right direction.
Choice Video:
I truly enjoyed viewing Project Learning: An Overview from Edutopia.org. Since I recently changed positions from a technology teacher to an Instructional Technologist, I am able to see the perspective from both sides of the fence. This video helped me to see how other schools are using technology and project-based learning to educate their students. As mentioned in the video, it is highly important to remember that our 21st students do not learn effectively from memorizing science facts, but now they mimic the work that the scientists actually do (Edutopia.org, nd.) This type of learning is so different from the way I learned as a child. Even as a technology teacher, I struggled with know how to implement project-based learning into my classroom. Because technology is rapidly changing, it is our role as educators and future administrators to ensure that we continue to challenge our students in a way that technology-rich and student-centered.
Shawntee’ Cowan
Reference
Solomon, G., & Schrum, L. (2007). Web 2.0 New tools, New schools. Eugene, OR: International Society for Technology in Education, 106.
Edutopia.org (nd). Project learning: An overview.
Retrieved Mar. 20, 2011 from http://www.edutopia.org/project-based-learning-overview
Sunday, March 13, 2011
Week 3 Course Reflection: Teaching with Technology
This week’s assignments and requirements were very difficult for me. I am not impressed with the structure and immense amount of work that was required. There was so much information presented, that I found it very challenging to absorb it all. When asked to read so many different texts and view various different videos and complete an extremely time consuming assignment, it is nearly impossible to feel comfortable saying this week was a time of true learning. With that being said, I will now discuss some of the concepts that I was able to acquire.
Choice of Video:
The video that made the most impact for me was “Welcome to the Digital Generation”. The video helped reinforce why my current role as an Instructional Technologist is so important. When I visit classrooms where teachers are still trapped in the “old way of teaching”, I am reminded of how slighted the students are who are the receivers of this teaching style. The concept that “kids don’t look at instruction manuals, they just learn” speaks volumes (np). Students do not want to be lectured to, they want to discover, create and collaborate. The real task now is to find and offer ways for all educators to understand and practice the “new way of teaching” to today’s students.
Choice of Reading:
One reading that I related to the most was a section in Using Technology with Classroom Instruction that Works titled “Classroom Response Systems”. My district has recently contracted with a company called Promethean in order to purchase many different types of interactive equipment. One type of device that many of our teachers utilize is called ActivExpression clickers. These devices allow students to answer teacher provided questions simultaneously. This system also provides data that can exported into a spreadsheet to analyze and store for documentation. Pitler, Hubbell, Kuhn, & Malenoski encourage teachers to use student response systems in order to start discussions with students, inviting individuals to defend their answers (2007). This is a way to use these devices that I never thought to use. I plan on suggesting this information to the teachers that I train.
Shawntee’ Cowan
References
Edutopia.org (nd). Welcome to the digital generation. Retrieved on Mar. 13, 2011 from http://www.edutopia.org/digital-generation-project-overview-video
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development
Choice of Video:
The video that made the most impact for me was “Welcome to the Digital Generation”. The video helped reinforce why my current role as an Instructional Technologist is so important. When I visit classrooms where teachers are still trapped in the “old way of teaching”, I am reminded of how slighted the students are who are the receivers of this teaching style. The concept that “kids don’t look at instruction manuals, they just learn” speaks volumes (np). Students do not want to be lectured to, they want to discover, create and collaborate. The real task now is to find and offer ways for all educators to understand and practice the “new way of teaching” to today’s students.
Choice of Reading:
One reading that I related to the most was a section in Using Technology with Classroom Instruction that Works titled “Classroom Response Systems”. My district has recently contracted with a company called Promethean in order to purchase many different types of interactive equipment. One type of device that many of our teachers utilize is called ActivExpression clickers. These devices allow students to answer teacher provided questions simultaneously. This system also provides data that can exported into a spreadsheet to analyze and store for documentation. Pitler, Hubbell, Kuhn, & Malenoski encourage teachers to use student response systems in order to start discussions with students, inviting individuals to defend their answers (2007). This is a way to use these devices that I never thought to use. I plan on suggesting this information to the teachers that I train.
Shawntee’ Cowan
References
Edutopia.org (nd). Welcome to the digital generation. Retrieved on Mar. 13, 2011 from http://www.edutopia.org/digital-generation-project-overview-video
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development
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