Reflections+EDLD+5364

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 * EDLD 5364 Reflection Week 5 **

= = With the increased use of technology in education, teachers may be more creative with their lessons, and the assessments need to change to keep up with improve teaching. This week the reading covered assessments, which is an area of lesson planning I find a bit more difficult. Pitler (2007) recommends that we use technology to define effort in the form of a rubric, and to help students make the connection between effort and achievement. One way to accomplish this goal is to have students work collaboratively and they will learn from each other acting as role models. = = The goal should be to engage the student in a way that creates intrinsic motivation to complete the task. If our students understand the relevance of working hard, they will react in a positive manner. Assessing motivation should happen over time with frequent interaction and conversation with the student. Direct conversation will help determine why the student is motivated and persistent. Assessing student effort will help the teacher move towards a more engaging classroom. = = One way to engage students, discussed in the video this week, is to utilize game playing for learning and assessment. As James Paul Gee (2008) shares in his video on edutopia.org, "Games don't separate learning and assessment". When students are playing a game, they are constantly being assessed, and failing in a game is enjoyable. Sasha Barab (2009) has a similar viewpoint that when playing a game, "the failure is motivating." = = I thoroughly enjoyed the videos this week, and found myself viewing them several times. I am motivated to begin using more game playing in my lesson designs. If I am excited I know my students will be. = =

= = Edutopia.org (nd). Big Thinkers: James Paul Gee on grading with games. Retrieved on March 27, 2012 from [] Edutopia.org (nd). Big Thinkers = = Sasha Barab on New Media Engagement. Retrieved on March 27, 2012 from [] = = Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA = =

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=**EDLD 5364 Reflection Week 4 **=

==There is a need for increased technology use in the classroom to increase student learning. 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). There must be long-term planning and leadership support in order for the use of technology is effective. It is also discussed, the school district must have a vision of the implementation of the technology will occur. It seems the vision of the district may be different than the vision of the campus administration, and the administration may not be sharing their vision with the staff. Teachers are aware they should be using the technology tools but feel they are not getting support in training or hardware. Technology specialists are aware teachers are in need of training but are not given the time for the workshops. Administration and the District must work together in supporting a shared technology vision. According to Linda Darling Hammond in video The Collaborative Classroom, as a technology specialist and mentor it is possible to help teachers support themselves. During this process, it is important to be able to manage relationships, be deliberate, and be calm. ==

===[[#EDLD 5364 Reflection Week 4-There is a need for increased technology use in the classroom to increase student learning. 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). There must be long-term planning and leadership support in order for the use of technology is effective. It is also discussed, the school district must have a vision of the implementation of the technology will occur. It seems the vision of the district may be different than the vision of the campus administration, and the administration may not be sharing their vision with the staff. Teachers are aware they should be using the technology tools but feel they are not getting support in training or hardware. Technology specialists are aware teachers are in need of training but are not given the time for the workshops. Administration and the District must work together in supporting a shared technology vision. According to Linda Darling Hammond in video The Collaborative Classroom, as a technology specialist and mentor it is possible to help teachers support themselves. During this process, it is important to be able to manage relationships, be deliberate, and be calm.-Through the use of technology, schools should be providing project-based experiential learning activities. Debbie Meyer, a designer of schools, feels this type of learning builds confident members of communities who are thoughtful learners. Students should be at the center of the learning. By using the Constructivist Model of learning, students are able to pursue their interests and be purposeful in their learning.]]Through the use of technology, schools should be providing project-based experiential learning activities. Debbie Meyer, a designer of schools, feels this type of learning builds confident members of communities who are thoughtful learners. Students should be at the center of the learning. By using the Constructivist Model of learning, students are able to pursue their interests and be purposeful in their learning. ===

Edutopia.org (December 10, 2007). The Collaborative Classroom//: An Interview with Linda Darling-Hammond//. Filmed at the Casel forum in New York City. Retrieved on March 21, 2012 from []

Edutopia.org (nd). //Project Learning//: An Overview. Retrieved on March 21, 2012 from []

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 21, 2012 from []

**UDL Cultural Diffusion Lesson**
 UDL Lesson Cultural Diffusion complete.doc

=Electronic Book-Cultural Diffusion =

http://bookbuilder. cast .org/view.php?op=share&book=e6056f5371cacee5a27b1c2fb391ef1c&sid=7803

=**UDL Reflection-EDLD 5364**=

===[[#UDL Reflection-EDLD 5364--Although this was my first experience working with UDL (Universal Design for Learning) I found some of the elements similar to other templates and formats I have used for lesson planning in the past. In my district we use several similar planning formats such as SIOP and the 5-E format. When planning with the UDL lessons I was required to include three principles of UDL lessons: recognition, strategic, and affective. The recognition principle, or the “what” of the lesson, was fairly easy to incorporate and in my lesson concentrated on “what” my students needed to know about cultural diffusion as the main points. The strategic or “how”, of the lesson included how the students would achieve this learning and through what activities would they learn. The UDL principles incorporate the use of digital tools to meet the needs of all learners in the 21st Century. “Digital materials provide an ideal vehicle for supporting background knowledge because they are flexible and because they can be linked to other information resources,” (Rose, 2002). In the cultural diffusion lesson, the students would work with online research tools, interactive maps, an interactive game, and digital journal. Incorporating the “why” or affective principle was a bit difficult in a sixty minute lesson, as the lesson is just a part of a bigger overall project. The important point I wanted the students to understand was the different ways ideas are transferred to other cultures, and how our World is quickly changing, cultures are blending, and borders are disappearing. I probably made working with the UDL template more difficult than it needed to be. It is a basic format, that if followed will ensure teachers are touching on all points of a lesson, and all students’ learning styles would be incorporated. I feel this would have been a great tool for me as a new teacher eleven years ago.]]Although this was my first experience working with UDL (Universal Design for Learning) I found some of the elements similar to other templates and formats I have used for lesson planning in the past. In my district we use several similar planning formats such as SIOP and the 5-E format. When planning with the UDL lessons I was required to include three principles of UDL lessons: recognition, strategic, and affective. The recognition principle, or the “what” of the lesson, was fairly easy to incorporate and in my lesson concentrated on “what” my students needed to know about cultural diffusion as the main points. The strategic or “how”, of the lesson included how the students would achieve this learning and through what activities would they learn. The UDL principles incorporate the use of digital tools to meet the needs of all learners in the 21st Century. “Digital materials provide an ideal vehicle for supporting background knowledge because they are flexible and because they can be linked to other information resources,” (Rose, 2002). In the cultural diffusion lesson, the students would work with online research tools, interactive maps, an interactive game, and digital journal. Incorporating the “why” or affective principle was a bit difficult in a sixty minute lesson, as the lesson is just a part of a bigger overall project. The important point I wanted the students to understand was the different ways ideas are transferred to other cultures, and how our World is quickly changing, cultures are blending, and borders are disappearing. I probably made working with the UDL template more difficult than it needed to be. It is a basic format, that if followed will ensure teachers are touching on all points of a lesson, and all students’ learning styles would be incorporated. I feel this would have been a great tool for me as a new teacher eleven years ago.===

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 from [] on March 18, 2012

__EDLD 5364-Week 3-Reflection__
===This week reading the UDL lesson builder material was important in learning to create the lesson plans required in week 3. UDL recognizes that students have different needs and that learners process information differently. The needs of all learners are met and accommodations are made through this Universal Design plan. UDL provides educators with models and tools to create lessons that increase student access and participation in the general education curriculum. I feel I understand the importance of designed instruction and the necessity of using templates for planning. The planning process makes sense, however, I did need to read and reread much of the material in order for me to feel more comfortable with a new way of planning. I did appreciate the example lessons as I am much more of a visual learner. I believe this framework for setting standards would be a beneficial tool for any new teacher, and I wish I had been exposed in my early years of teaching.=== ===I also appreciated the introduction to the resources in the Web 2.0 book, however I am finding I don’t have time to explore many of the tools that might be useful to my classroom. I would like the opportunity for several of our fellow students to share their experiences with technology tools that they have discovered.===

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Schrum, L., & Solomon, G. (2007). Web 2.0 new tools, new schools. Washington D.C.: International Society for Technology in Education. =====

= = =__EDLD 5364-Week 2-Reflection __=

==This week I gained knowledge of how to use technology as a way to improve student learning and performance, as well as self-esteem. In one article it was pointed out, “Students’ attitudes toward learning and their own self-concept improved consistently when computers were used for intstruction” (Schacter, 1999). I feel strongly that use of technology, in the classroom, increases academics, but did not equate the same use to an increase of self-esteem. This increase seems to be prevalent in most of the studies listed in this week’s articles. As my school’s population is changing and becoming much more diverse, it would be an excellent opportunity to point out the studies and the need for self-esteem building practice using technology. I also learned of the correlation between an improved self-concept and a lower drop-out rate. Using blogs as a technology tool for students is an idea I had not thought of before, and after experiencing their usefulness, I envision it working in the classroom. I feel I gained an understanding of how important it is to conduct surveys both before and after introducing changes in instruction using technology. A clearer picture is needed concerning the benefits of utilizing the technology tools and the impact on various student groups.==

==Another new area of learning was being introduced to The Universal Design for Learning and how the process maximizes learning opportunities for all students regardless of their abilities. Educators should provide learning opportunities that are specific, flexible, and clearly communicated. Research shows students’ motivation will increase by being allowed to participate in the learning process (Hom & Murphy, 1983). The anticipatory set, the various stages of planning, and the actual implementation of an effective lesson are steps of the process and should be used in complete lessons. By using CAST online training, educators would become more knowledgeable in the planning process. Research has proven time and again that if teachers are not given good training in processes, then no matter how wonderful the process is, teachers will not be able to effectively implement the practices (Rose and Meyer, 2002). In the readings, many examples of using the resources were shared which was extremely helpful with clarification.==

Page, M.S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 289-409. Retrieved August 8, 2009 from the International Society of Educationhttp: Education Research Quarterly 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 online at the Center for Applied Special Technology website. Chapter 1. Retrieved on October 5, 2009, from [] student/ideas/tes/ Schacter, J. (1999). The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved on October 5, 2009, from []

=**EDLD 5364 Teaching with Technology Reflection - Week 1**=

==Due to my position as a GT teacher I familiar with several styles of teaching and learning, however, I did make several new connections. After viewing the assigned videos and reading several articles I learned of three educational theories, constructivism, connectivism, and cyborg. They explain the way educators teach and students learn. I focused on the teaching styles and was interested in learning how to shift my style and help my colleagues to do the same.== ==As a teacher using the constructivism approach to teaching, the job becomes one of facilitator asking questions to help students unearth the answers. For this type of teaching to be successful, teachers need to give students time to explore the material and construct meaning from the experience( Sprague & Dede,1999). Using the constructivism method allows for learning to happen when distributed across a network through external learning, but yet is learner controlled. The teacher would need to provide opportunities for students to connect to other individuals and allow students to control the conversations in which they are engaged. In place of a textbook, the teacher would use online videos, articles, and simulations as resources.== ==The networking system will also be used with the cyborg learning theory, only enhanced with 3D capabilities. The domain of education is one of the fastest growing segments within online virtual environments (Rosedale, 2008). Human minds will be given help and advancements with regards to thinking skills. Teachers will need to adopt a new model of teaching based on joining the human with the computer. The focus of instruction needs to be learning how to learn.== ==In each of the theories technology is considered an important tool. Teachers will need to help students prepare for a fast changing future. “The tools student use may change where and how they get the information, but only educators can make sure that students learn how to process and use that information wisely”. (Solomon, & Schrum, 2007)==

Constructivism in the classroom. Leading and Learning, 27(1). Retrieved March 1, 2011 from the international Society for Technology in Education at []

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 7 – 44

Social networking technologies in education. Tech and Learning. Retrieved March 1, 2011 from []

Sprague, D. & Dede C., (September 1999). Constructivism in the Classroom: If I Teach This Way, Am I Doing My Job?. Learning & Leading with Technology, Volume 27, Number 1.

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__EDLD 5364-Week 3-Reflection__
= =

= = ===This week reading the UDL lesson builder material was important in learning to create the lesson plans required in week 3. UDL recognizes that students have different needs and that learners process information differently. The needs of all learners are met and accommodations are made through this Universal Design plan. UDL provides educators with models and tools to create lessons that increase student access and participation in the general education curriculum. I feel I understand the importance of designed instruction and the necessity of using templates for planning. The planning process makes sense, however, I did need to read and reread much of the material in order for me to feel more comfortable with a new way of planning. I did appreciate the example lessons as I am much more of a visual learner. I believe this framework for setting standards would be a beneficial tool for any new teacher, and I wish I had been exposed in my early years of teaching.=== = = ===I also appreciated the introduction to the resources in the Web 2.0 book, however I am finding I don’t have time to explore many of the tools that might be useful to my classroom. I would like the opportunity for several of our fellow students to share their experiences with technology tools that they have discovered.=== = =

= =

=
Schrum, L., & Solomon, G. (2007). Web 2.0 new tools, new schools. Washington D.C.: International Society for Technology in Education. ===== = = = = = = = = =__EDLD 5364-Week 2-Reflection __=

==This week I gained knowledge of how to use technology as a way to improve student learning and performance, as well as self-esteem. In one article it was pointed out, “Students’ attitudes toward learning and their own self-concept improved consistently when computers were used for intstruction” (Schacter, 1999). I feel strongly that use of technology, in the classroom, increases academics, but did not equate the same use to an increase of self-esteem. This increase seems to be prevalent in most of the studies listed in this week’s articles. As my school’s population is changing and becoming much more diverse, it would be an excellent opportunity to point out the studies and the need for self-esteem building practice using technology. I also learned of the correlation between an improved self-concept and a lower drop-out rate. Using blogs as a technology tool for students is an idea I had not thought of before, and after experiencing their usefulness, I envision it working in the classroom. I feel I gained an understanding of how important it is to conduct surveys both before and after introducing changes in instruction using technology. A clearer picture is needed concerning the benefits of utilizing the technology tools and the impact on various student groups.==

==Another new area of learning was being introduced to The Universal Design for Learning and how the process maximizes learning opportunities for all students regardless of their abilities. Educators should provide learning opportunities that are specific, flexible, and clearly communicated. Research shows students’ motivation will increase by being allowed to participate in the learning process (Hom & Murphy, 1983). The anticipatory set, the various stages of planning, and the actual implementation of an effective lesson are steps of the process and should be used in complete lessons. By using CAST online training, educators would become more knowledgeable in the planning process. Research has proven time and again that if teachers are not given good training in processes, then no matter how wonderful the process is, teachers will not be able to effectively implement the practices (Rose and Meyer, 2002). In the readings, many examples of using the resources were shared which was extremely helpful with clarification.==

Page, M.S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 289-409. Retrieved August 8, 2009 from the International Society of Educationhttp: Education Research Quarterly 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 online at the Center for Applied Special Technology website. Chapter 1. Retrieved on October 5, 2009, from [] student/ideas/tes/ Schacter, J. (1999). The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved on October 5, 2009, from [] = = = = = = =**EDLD 5364 Teaching with Technology Reflection - Week 1**=

==Due to my position as a GT teacher I familiar with several styles of teaching and learning, however, I did make several new connections. After viewing the assigned videos and reading several articles I learned of three educational theories, constructivism, connectivism, and cyborg. They explain the way educators teach and students learn. I focused on the teaching styles and was interested in learning how to shift my style and help my colleagues to do the same.== ==As a teacher using the constructivism approach to teaching, the job becomes one of facilitator asking questions to help students unearth the answers. For this type of teaching to be successful, teachers need to give students time to explore the material and construct meaning from the experience( Sprague & Dede,1999). Using the constructivism method allows for learning to happen when distributed across a network through external learning, but yet is learner controlled. The teacher would need to provide opportunities for students to connect to other individuals and allow students to control the conversations in which they are engaged. In place of a textbook, the teacher would use online videos, articles, and simulations as resources.== ==The networking system will also be used with the cyborg learning theory, only enhanced with 3D capabilities. The domain of education is one of the fastest growing segments within online virtual environments (Rosedale, 2008). Human minds will be given help and advancements with regards to thinking skills. Teachers will need to adopt a new model of teaching based on joining the human with the computer. The focus of instruction needs to be learning how to learn.== ==In each of the theories technology is considered an important tool. Teachers will need to help students prepare for a fast changing future. “The tools student use may change where and how they get the information, but only educators can make sure that students learn how to process and use that information wisely”. (Solomon, & Schrum, 2007)==

Constructivism in the classroom. Leading and Learning, 27(1). Retrieved March 1, 2011 from the international Society for Technology in Education at []

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 7 – 44

Social networking technologies in education. Tech and Learning. Retrieved March 1, 2011 from []

Sprague, D. & Dede C., (September 1999). Constructivism in the Classroom: If I Teach This Way, Am I Doing My Job?. Learning & Leading with Technology, Volume 27, Number 1.