EDLD+5364+Reflections

Week 1 Week one of teaching with technology has added to what the first course introduced as a fact: how we learn is evolving. Our students have found many things we thought as children obsolete. Take VHS for instance. YouTube, Flickr, and other devices have replaced how home movie are recorded. It used to be that we would take a virtual field trip by watching a VHS tape, whereas now students compile information about certain places or content and make a short movie to display what they have learned. One way this has taken place is through the view of constructivism. Learners build new ideas and concepts based on what they already know and have experienced. Solomon and Schrum state: “Rather than providing didactic instruction and expecting students to repeat facts on a test, teachers encourage students to think about what they already know about a topic, search for new information, and collaborate with others to solve realistic problems and derive new understanding…Using Web 2.0 tools such as wiki allows students to collaborate on creating a document that displays what they have learned. They can illustrate with photos and videos, use an interesting presentation format, and engage the audience to think about what they’ve seen.” Evolving technology is making this possible. We have information at the click of a button to add to the knowledge we already have. This allows us to connect concepts across fields and contents. Connectivism is the act of connecting information to enhance the learning process. Both constructivism and connectivism are need for our students. “Combining connectivism with constructivism methods in the classroom offers student an opportunity to gain 21st-century skills.” (Solomon, & Schrum, 2007)

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

Week 2

Week two of EDLD 5364 has yielded several points of the evolving landscape of education. The first point very relevant to any educator is that every learner brings a diverse way to acquire knowledge. The diversity each learner brings demands educators find new and innovative ways to assist students increase achievement. It starts by understanding how the brain works when it comes to learning. The CAST Lesson Builder briefly explains three networks of the brain. The three networks of the brain accomplish the what, how, and why of learning. The recognition network is the “what” of learning. It helps with gathering facts, categorizing, and letter recognition. The strategic network deals with organizing, planning and performing task, making it the “how” of learning. Finally, the “why” of learning, affective networks handle the learners motivation and interest in learning. Once teachers understand that every learners differently, they must begin to accommodate each learner by customizing lesson delivery, how student express their understanding, and how students are assessed. Technology supports teachers with customizing units and content. Starting with the beginning of each lesson, learners are able to set their own goals using a technological KWL chart. By being able to set a learning goal, the students are making their learning relevant to themselves.

Lessonbuilder.cast.org (nd). The Brain Research. Retrieved on October 5, 2009 from []


 * Week 3 Reflection **

Week 3 offered me the opportunity to delve deeper into understanding the three brain networks: recognition, strategic, and affective. I was able to see how these three networks are used inside of the classroom using methods that incorporate technology. The methods also helped students customize lessons to their own individual needs and interest. An example that I found interesting came from the strategic network. The method is to offer flexible opportunities for students to demonstrate the skills taught. “Ms. Chen reads many of these stories aloud for and with her students, leading discussions of what students liked and didn't like and highlighting story elements. She also collects models that call attention to story structures and the writing process, including "famous first drafts" that illustrate the heavily revised beginnings of some well-known works. The story home page provides links to author-focused Web sites so that students can learn from the insights of professional writers who model their working process. By providing so many different kinds of models, varying in content, medium, and context, Ms. Chen ensures that everyone will find appropriate models to emulate as they begin to develop their own narratives.” (Howard & Meyer, 2002) This really made me reflect on how I could use this method in my classroom. Solomon and Schrum provided a couple of ideas for technology that I have access to, like podcasting and digital storytelling using Photostory or Flickr.

Howard, D, Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Assn for Supervision & Curriculum.

Week 4 Reflection

This week’s activities made me focus on project based learning using technology professional. Project based learning gives the students a choice of content and offers them different ways to demonstrate their learning. Not only that, project based learning incorporates collaborative learning among students. All of the strategies used in project based learning reach the three brain networks of recognition, strategic, and affective. The main point of the project based learning is as Solomon and Schrum state, “It emphasizes learning activities that are long term, interdisciplinary, and student-centered. Students form a learning community that focuses on critical thinking.” ‘Our goal as educators is to mold and create lifelong learners.

Additionally, I thought of the impact of professional development teachers receive. Districts require that teachers receive so many hours of professional development, but some haven’t made technology the main focus by the way they deliver the training. A quote from Solomon and Schrum paint the most appropriate picture, “Traditional staff development has tended to be based on one model: a one-day session, often four hours right after school when everyone is tired and focused on other issues. Frequently, the school hires an expert who arrives, delivers the program, and goes home. Most typically, the entire teaching staff is required to show up for the session.” The focus in these professional developments should be on making sure the teachers are comfortable using the technology they are trained on, and providing feedback to insure it is being used effectively in the classroom.

Solomon, Gwen. Schrum, Lynne. (2007). Web 2. 0 new tools, new schools. Eugene, OR: ITSE

Week 5 Reflection

This final week made me reevaluate how I approached my lessons with my students. It made me think about how students (not all students) depend on adults to problem solve for them or to just give the answer. This is partially, if not all, due to the fact that we as educators hold ourselves as the gate keepers to knowledge. However, my shift occurred after listening to Sasha Barab say, “Our goal is to position them as really empowered kids who get feel what is it like to try on roles of a scientist…” Our kids come equipped to grasp and apply knowledge. We have to truly view them as capable conquerors to encourage their efforts. Applauding students’ efforts will help them realize that their efforts do in fact increase their achievement. Some students need to monitor their on efforts to see the correlation between effort and achievement. Pilter et al (2002) stated, “Research shows that the level of belief in self-efficacy plays strong a role in motivation for learning and achievement (Schunk, 2003). The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning.”(p.155). Along with that, Pilter offered the use of spreadsheet software and data collection tools to aid students in this task. Doing this also provides feedback to students as a game would. Failure or losing in a game is instant feedback to students that automatically says try harder. James Paul Gee states in his interview, “Games are essentially a form of assessment …they are giving you feedback all the time about the learning curve that you are on”. Incorporating these concepts has forced a change and fervor to adjust instruction in my classroom and campus.

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved on Oct. 5, 2009 from [] Edutopia.org (nd). Big thinkers: Sasha Barab on New-Media Engagement. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/digital-generation-sasha-barab-videoa

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