Week Eight Essential Questions

What have you learned from your field experience for this course?  Provide a summary of the learning activities you have observed and in which you have participated.

For this course, I was placed in a high school biology class to complete my field experience.  During my field experience I was given the opportunity to interact with students, grade papers, input grades, and assist students with dissections.  Perhaps the most valuable aspect of my field experience was the opportunity to see how my field experience teacher incorporated smartboard activities into instructional activities.  Students in the freshman biology class were preparing for their upcoming frog dissections.  My field experience teacher used a power point presentation on the smartboard for notes on the topic of amphibians, and then used the smartboard to show the students what to expect during their live frog dissection.  It was interesting to see how he used technology to enhance the students’ lab experience.  For those of you who have performed dissections before, you understand how difficult it can be to relate a one-dimensional diagram to what you see inside an actual frog.  The use of the virtual dissection increased the value of the upcoming learning activity, by providing more background experience on which to draw during their lab.  I was allowed to walk around the classroom and assist students during the actual dissections.  Through this experience I was able to see the value in leading students to the discovery of information rather than traditional learning environments where teachers are the providers of all the information.  Every time students asked me a question, I would lead them to the information they needed by asking them questions back.  It completely affirmed my belief that students will have a more valuable learning experience if the teacher acts as a facilitator rather than the answer. 

What lessons did you learn about yourself (such as perspectives, attitudes, and skills) with regard to learning and teaching with technology?  How are you different today, compared with Week 1 of this course?

Throughout this course I have become more comfortable with the trail and error that is so often involved when attempting to master any new piece of technology or technological application.  I have always believed that learning is more valuable when answers are sought out on one’s own, but I must admit that I never really thought that would apply to this class.  I fully expected to come into this course and be “shown” how to use technology.  I was excited!  I couldn’t wait to learn new ways to use all those applications out there.  The reality of this course was very different from my preconceived notion.  We were not “shown” or “told” how to do things, rather, we were encouraged (and even required) to figure out how to use technology on our own for the most part.  I’m not sure if that was goal of my instructors, but it was valuable either way.  As a result, I am confident that I have the ability to figure out things on my own.  In the past, I have shied away from attempting to create a podcast or a presentation movie because I didn’t know how.  Now I do, and I figured it out on my own by seeking out resources that are readily accessible in literally a million different places!  My attitudes about teaching have been strengthened by seeing how technology can be used to engage students in learning activities.  Now more than ever, I believe in teachers as facilitators within the classroom.  The main difference since Week 1 is my confidence level with respect to technology.  I am no longer in fear of trying something new.  I now see that, with respect to learning technology, the first step is simply having the courage to jump in and give something new a try.  If I start to sink, there are a multitude of resources available to show me the way.

Week Seven Essential Questions

What is your vision for K-12 students of the future?  How can you, as an educator, make a meaningful difference in their learning?

When I close my eyes and try to envision the classroom of tomorrow, a few specific aspects jump out at me.  Perhaps the biggest change from traditional classrooms is the physical environment.  I picture students working in small groups, exploring topics in a variety of different ways.  The teacher is calmly walking from group to group, guiding each group by asking thought-provoking questions that spark in the student’s eyes as they minds begin whirring with new ideas.  Each child is supported by their classmates, in addition to the guidance of their instructor.  The learning takes place through authentic learning experiences which students relate to their own real-world experiences.  Technology is also ingrained in the classrooms.  Students are not only gathering information by using the technology, but they are also creating new material with the technology.  This new environment is dynamic, fluid, engaging, and thought-provoking.  Students are encouraged not to simply regurgitate information back to a teacher, but asked to truly understand content material and how it affects them.  Life does not exist within a vacuum, so the classroom doesn’t attempt to guard itself from the outside world.  Students are asking questions that the teacher doesn’t know the answer to – and they are praised for it.  Students, with the help of the teacher, seek answers to their questions.  Most importantly, the students learn!  They are not learning to memorize, the are learning to question, to create, to solve, and to hypothesize.  While this vision I have may be idealistic, as an educator I can influence my students and create an environment which closely resembles the picture in my mind.  I can directly impact classroom learning by focusing instruction of student-centered, authentic tasks.  I can create an environment in which students expect to succeed by allowing students to use their varied strengths to show what they have learned.  By using technology in the classroom I can draw students into subject matter in countless ways.  I can show them things they have never seen, and spark interests in subjects that they may have never even known existed.  I can open the door to the world for them and show them the potential for their lives beyond the classroom.

Week Six Essential Questions

What is a podcast and how can I create my own podcasts?

Where can I find educational podcasts and in what ways can I use them?

A podcast is an audio or video clip that is available for download or streaming.  Typically podcasts are centered around  a specific theme or topic and are produced using an episode format.  To create your own podcasts, there are a few components you’ll need including a microphone, audio editing software, a website or hosting service that you can upload your podcast to, and an RSS feed.  While there are several hosting sites available, podcast.com is an easy site where you can record, upload, and publish your podcast all in one spot!  WordPress.com also has a feature called podpress, a WordPress ad- in that allows you to upload podcasts to your blog.  Once you have uploaded your podcast, you need to submit it to search engines to get your message out to the public.  Podcasts are available in nearly every topic imaginable.  From an educational standpoint, podcasts can be used by teachers as a way to learn about current topics, trends, theories, as well as practical tips that can be used in the classroom.  For example, I found a series of podcasts that provided step by step instructions for creating interactive activities using a smartboard.  Teachers can also use podcasts to support classroom learning.  Secondary students can listen to tutorial podcasts to help them prepare for their SATs.  I even found a podcast specifically designed for individuals who are learning English as a second language. (ESL)  The ESL podcasts focused on practical tips for foreign language speakers such as reading a map.  Providing access to these resources could prove beneficial for  not only students, but their families as well.  Podcast availability is usually noted on the publisher’s homepage, as well as in programs like iTunes.  As an added bonus……tons of them are FREE!  Free, useful, readily accessible information……does it get any better than that?!

Our Learning Circle’s Project

Since I’m not interested in purchased an upgrade to my wordpress account, I cannot upload wave media files directly into my posts.  So…….I uploaded our video to mydeo and am hoping people will be able to access it by clicking on this link——

http://www.mydeo.com/videorequest.asp?XID=26756&CID=297824

This is my first attempt at creating video from power point slides and adding narration.  In the future I plan to speak at a more normal speed in hopes to avoid boring the audience to death. LOL  Although the video isn’t perfect in my eyes, in my opinion the content we created is wonderful.  I think students would truly learn from this lesson plan as well as actually enjoy the learning activities!  Yay!

Week Five Essential Question

Why should technology be a part of the learning in the classroom?

This is quite an interesting question for week five of our course.  We’ve spent a great deal of time discussing all the different technologies that can be utilized in the classroom, but until now, we haven’t really asked ourselves point-blank: WHY?  Why should we be using technology?  The responses to this question are seemingly endless, but mainly they fall into one of two categories.  First, technology should be integrated into classroom activities as a means of support to student acquisition of the academic material.  Examples of this include simple means such as having students create concept maps to the sophisticated technologies available to help special needs students participate in learning activities.  Technology has provided us with the capability of reaching a classroom full of students with varying degrees of background knowledge, thinking skills, learning modalities, and motivation.  By incorporating technology into classroom learning teachers can better provide students with the opportunity to succeed.  The second main reason for incorporating technology into the classroom deals with the students’ actual abilities to manipulate the available technology.  It is no secret that technology has changed the way our world performs and interacts on almost every level.  In order to prepare students for entering the world as functioning adults capable of performing the tasks that will be required of them, we must guide them in learning how to use all aspects of technology that we possibly can.  Is it possible to teach content material without technology?  Of course, teachers have been doing it for decades.  However, if we can use technology to support student learning, often on a deeper level than would be possible without, and teach them marketable life skills at the same time – why wouldn’t we?

Week Four Essential Questions

What do social technology and social networks mean to you?  How can you use them in your teaching practice?

For me, social technology and social networks have provided me an opportunity to remain in contact with people who otherwise I wouldn’t.  While this meaning may seem small and unimportant, it is quite the opposite for me.  Due to the mobile society we live in, my family and friends are scattered across the country.  Social networks, such as Facebook, allow me to feel much more connected to individuals on a daily basis.  In the past, connection with these individuals has been limited to Christmas cards, reunions, and the occasional e-mail.  Limited communication like that often felt fake or forced.  Through interactions on social networks, these relationships have been strengthened and deepened for me.  From updates on the ongoing fight against cancer of the 1-year-old son of a sorority sister, to wishing my cousins in California happy birthday – our relationships have grown.  The daily interaction on social networks gives me a stronger sense of truly connecting my life to those who are important to me.  Social technology such as twitter as changed the way I seek out news and information.  When there is breaking news, I don’t turn on the TV or go to CNN, I go to twitter for first hand accounts of newsworthy situations.  Twitter has also become a professional development tool for me.  A former high school classmate who is now a leadership expert  frequently tweets about valuable resources he has found.  Nearly every link of his has helped me reflect, and sometimes alter, my beliefs about teaching.  While Facebook might not be appropriate for use in teaching, other social technologies can be beneficial.  Through the creation of a blog, or website for my classes, I can create a virtual social gathering  place for my students.  Discussion boards can help students use each other as resources for learning.  Blogs can provide a powerful communication tool between teachers and students, as well as parents.  As a parent, I would absolutely love to be able to go to my child’s classroom blog to see what students have been working on, as well as any upcoming plans.  Another interesting aspect of this social communication tool, is that it could encourage and increase conversation between parent and child.  Children, especially adolescents and young adults, are not exactly forthcoming with information to the “what do you do in school today?” question that is commonly brought up around the dinner table.  What a wonderful resource these could be for parents to ask instead, “I saw that project you’ve been working on, how is that going?”  or “Are looking forward to learning about ___________ in the next chapter?” 

After three weeks of interaction what sense of the others in this class do you have, in terms of participation, attitudes, perspective, and engagement?  How have your views changed on the advantages of learning circles?

It seems to me that there is a core group of students who provide the bulk of interaction in the classroom.  While most of our attitudes and perspectives are similar, I thoroughly enjoy when someone challenges the popular belief.  Being challenged regarding our ideas is the best way to truly understand our own beliefs.  Whether or not, the challenge results in a change is not important to me.  The resulting internal reflection is valuable no matter what the outcome is.  As with every group of individuals, there are varying degrees of engagement.  In the end, I cannot be responsible for another individual’s level of participation in this course.  This relates to learning circles as well.  My feelings about learning circles have not changed since the beginning of this course.  The real trick to creating an ideal learning circle is fostering a situation where all members participate equally and feel equally responsible for the final product.  In my experience, this ideal isn’t always the situation, but it is possible to have a rewarding learning experience even without the full participation of every group member.  Of course, I approach learning circles differently as a student, than I would as an instructor.  As a teacher, I would be responsible for observing and trying to make sure each member pulls their own weight.  As a student, I attempt to garner participation or input from all members of the group, however; if not all members are interested in participating, there is little I can do to change that.  Personally, I have found that the best thing I can do is continue to encourage participation and input, but at the end of the day, the assignment must be completed.

Week Three Essential Questions

In what ways can I influence and support the implementation of the National Education Technology Plan?

As an educator, I believe it is my responsibility to support and influence the implementation of the NETP in a couple specific ways.  First of all, as with any new mandate or national goal, I must be aware exactly what the details of the NETP are.  Attending the virtual conference and listening to the keynote address by Karen Cator, director of the Office of Educational Technology for the US Department of Education, was a wonderful starting point in becoming familiar with the basics of the plan.  I intend to support this plan by continuing to learn more about what opportunities are available to help schools make a shift toward more technology based learning.  In addition to continued learning, I feel it is my responsibility to be an advocate for the use of technology in the classroom at my future school.  Through the knowledge gained in this course I can be an example to others teachers who perhaps haven’t seen the impact that technology can have upon instruction.  The shift toward classrooms with fully integrated technology, will not be an easy one for many schools in my area, but I hope to use the information that I’ve learned to assist my future district in making the change.  As we can see by Forsyth’s example, the benefits will be worth the work.

What are the advantages of Backwards Design?  How can I use its principles to guide the learning design process?

Learning is a journey.  I know this statement is often thrown around as if it is some feel good platitude, but with respect to Backwards Design, those four simple words hold a special significance.  Before one can embark on a learning experience, it is crucial that a destination be chosen.  A clearly defined end result is the biggest advantage of using Backwards Design when planning for instruction.  Far too often teachers begin instruction by mechanically moving through a text or unit without really taking time to think about what they want students to have accomplished at the end.  With Backwards Design, teachers are guiding in the process of creating learning experiences that truly teach toward the desired end result.  Backwards Design takes the “wandering” aspect out of classroom learning.  Desired end results are directly linked to learning standards and then systematically approached through classroom activities that provide students the significant material.  Another benefit of Backwards Design is that it addresses the need for teachers to be aware of individual student needs.  All of these components of this lesson design plan ensure that each and every student receives the support they need during classroom interaction.  Any design plan that addresses individual needs while working toward clearly defined learning outcomes is sure to provide each student with the best possible chance for academic achievement.

Constructivism

The idea of constructivism is not a new one, but is not as frequently enacted in the classroom as I believe it should be.  Whether teaching diverse students or participating in curriculum development discussions, the understanding that students all come to our classrooms with prior experiences and knowledge should always be something we consider when making educational decisions.  It is interesting to me that even the least engaged teacher will admit that all children are different, yet these same teachers have trouble seeing how that simple statement should impact nearly every single teaching practice they employ.  Through our classroom discussion on AdobeConnect, I saw first hand some of the resistance to this theory.  I understand that elementary teachers will face a very different set of challenges than I will as a secondary teacher, but I still feel it is important for all teachers to understand how prior experiences and knowledge will impact students in the classroom.  The first rule of teaching is that in order to reach students, they must be engaged.   The most efficient way to get students “firing on all cylinders” is to first activate prior knowledge and then use learning activities that students can relate to based on their previous experiences.  Throughout this online discussion I was reminded of text I read regarding the characteristics of successful readers.  This may seem slightly off topic, but stick with me here – I’ll get to my point in a minute.   Researchers found that individuals who read well shared several common characteristics.  They frequently made predictions about a text prior to interacting with it.  They used the title, cover art, text organization style, and teacher introduction (just to name a few) to guess what the text was going to be about and what they would learn.  Successful readers then subconsciously activated their current knowledge about the topic.  The mentally reviewed what they already knew about the text subject, and began actively thinking before the actual process of reading had even begun.  What researchers found at the next step, the actual reading process, is what really set off lightbulbs for me as an educator.  Research showed that during reading, these students actively noted important headings and key ideas as they interacted with text and mentally adjusted incorrect prior understandings or expanded previously held beliefs based on the new information they created during their interaction with text.  It is important to note that I use the word created rather than received.  Successful readers do not attempt to simply receive information from text, but rather they actively participate in the text interaction to create meaning!  This metacognitive skill that most advanced readers possess is usually a subconscious act.  They don’t even realize that they are doing it, I certainly never realized that I read this way.   Perhaps a more accurate statement is that I never considered that other kids were NOT reading this way.  So the question is….. How does this relate to constructivism.  It seems to me that they same internal thought processes occurring with advanced readers, occur with every student but appear as a lack of metacognitive skills for a large number of students.  Successful learners naturally activate their previously attained knowledge to use as a foundation to the understanding and retention of new material.  Whether a student shows a great deal of metacognitive skill or none at all is basically just two sides of the same coin.  It is clear to me that students do, in fact, create their own meaning from every learning experience.  The question now is…..If we understand the internal thoughts processes that support active learning, why are we not actively teaching these skills?  Sadly, I don’t know the answer to that.  I firmly believe that these mental processes can be encouraged, and even trained in students who lack them.  Educators need to support students in the creation of meaning through learning activities that teach the activation of prior knowledge, prediction of new material, and revision/expansion of existing understandings (our video speaker calls them frameworks) to lead students in the creation of new, deeper understandings of content material.  What is really amazing to me, is that this is basically the foundation of critical thought and problem solving skills that can then be applied to nearly every area of a student’s life, not simply academics.  The impact of this type of teaching is astounding when you really think about the far-reaching effects it can have.

My first video embed! :)

I know what you’re thinking……what on earth does this have to do with technology or teaching???  Please allow me to validate this post:

1. This is my first video embed, so I’m broadening my technological horizons.
2. I believe it is safe to say that M. Ward knows how to e-mail, he definitely has a Facebook page, and his videos are “viral”  (note:  chalk up one more on the “tech terms” list)
3. I am almost as obsessed with this song, as I am with teaching.
4. If he was wearing a pair of dark rimmed glasses he would fit the mold of “cute tech geek” to a T.  

ENJOY!

Week Two Essential Questions

How can I become successful in using technology as a tool for communication, productivity, research, and instruction in my future teaching practices?

     As we continue striving to prepare our students for success, technology will continue to be a central aspect of their education.  Education itself is relying more and more on technology for instruction.  Students who continue their education past high school will be required to understand instructional technology systems, such as blackboard, in order to fully participate in their college courses.  Although many, if not most, public secondary schools do not utilize these programs, teachers must do everything in their power to at least expose their students to this type of information delivery.  It may seem an insurmountable task for teachers to tackle, but it is one that cannot be ignored.  Through all the hours I have spent in classrooms observing teachers, there have been two pervasive issues across the board:  Parent Involvement and Student Motivation.  Right or wrong, the simple fact is that many parents today, after fulfilling all their other responsibilities, are not interested in making a phone call at the end of the day to talk about their child’s homework.  For many, the possibility of a face to face conference may be too large a hurdle to overcome due to the many time constraints experienced by working parents.  Technologies such as e-mail, Skype, blogs, discussion forums, class websites, and online meetings can be tools used to bridge the gap between parents and teachers.  These modes of communication can work just as well for staying in contact with students as parents.  Student motivation can be greatly increased by having a teacher who is available in several different ways to  assist them with problems.  Productivity can also be increased when teachers use technological resources to search for best practices, ideas, think tanks, and data collection/calculation programs.  Teachers are often strapped for time, and as a result will revert back to traditional lecture  instruction.  Technological advances have opened the doors for teachers to work together will teachers around the world, getting advice on what works as well as what doesn’t.  This opportunity can allow teachers to refine their practices much faster than was possible before the internet opened lines of communication.  This aspect of technology also directly impacts research in several different areas.  Teachers have access to proven instructional and intervention methods without spending hours researching at the library.  Teachers also have freedom to conduct research on a much broader plane than was previously possible.  From simple data collection, such as polls, to collaboration with other instructors on any educational topic; technology provides new avenues to data collection and data management.  Perhaps the largest impact of technological advancement on the field of education can be seen in instructional practices themselves.  Through the utilization of available technology, teachers can better meet the learning needs of a diverse group of students.  It is a well accepted fact, that not every child learns in the same way, and through the creative use of technology, teachers can provide learning activities that address several learning modalities at once.  For cash strapped districts, technology can provide students with learning experiences that they would miss out on otherwise.  Science students can participate in virtual labs, History students can take virtual tours of historical sites, and Foreign Language students can experience language immersion all for a fraction of the cost than would be needed without the use of technology.  In my opinion, the incorporation of technology into the classroom at every level will bridge gaps, address needs, and open doors to academic achievement. 

How can learning circles benefit my learning throughout this class?

     Throughout this course I will be working closely three other individuals.  They are my “learning circle.”  Despite the potential hazards of group work, the benefits far outweigh the obstacles to learning.  Personally, I am a HUGE believer in synergy.  I have experienced first hand how groups composed of individuals with a shared passion and varied strengths can result in exponential results.  When individuals are given the opportunity to build upon what each other think, the end product is almost always a higher quality piece of work than any one person could have created on their own.  For our course, these learning circles are essential.  They are a touchstone for information and clarification, as well as a pathway to a deeper level of understanding through the exploration of different perspectives.  The practice of teaching in and of itself requires a great deal of reflection and “tweaking” to hone instructional practices to best suit our students’ needs.  I fully intend to utilize the dynamic of my learning circle to build creatively and reflect on my own personal biases and tendencies with respect to instructional practice.  It is rare that one person has the answer to every question, but through collaborative work within my learning circle, I am confident that we will meet our end goals as a team.