EDLD 5326 Week 2 Web Conference Reflection

I was surprised when I attended the web conference today to learn that I was supposed to be doing something else! I feel so overwhelmed with the responsibilities this program is requiring of me. Just when I thought I had most of it down- WHAM! another bomb! Today I learned that I am supposed to be doing "observations" with my field supervisor. I had been assigned a field supervisor in November of last year. I was unsure of what the role of that supervisor was, or my role either! So, as busy as I was, I just kept working on my degree - not thinking a second about this field supervisor. I am required to do 3 "observations" that are 45 minutes in length. They must be documented by recording a web conference or typing up a report of what we discussed. Really?! It would have been nice if this had been explained to me, let's say...a year ago! Then I would have been able to utilize them as a resource throughout my journey. Now I will be forced to cram in the last 3 classes my "observations"; now that I'm almost done with everything. I am hopeful that I will still benefit from my field supervisor and our "observations". Again, I wish I had understood more clearly what my/their roles were. Oh, well - Here we go!

technology plan overview

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Week 4 Reflection

Professional development is key to implementing technology into classrooms. Without it teachers will be lost and unsuccessful. As Solomon (2007) puts it, "As mentioned, it is unfortunate, but most typical professional development activities have not been successful in changing behavior, for many reasons. Without significant district and building level commitment, ongoing support, and organized efforts, that reality is not likely to change" (p. 111). Those giving the professional development cannot simply do it in a one time fits all setting. They must come along side the teacher and be there for weekly or even daily support. Furthermore, if the staff doesn't have buy-in it won't work; meaning they have to want to do it, be convinced that this is the way. Teachers need resources that are readily available to assist them in their endeavors. Administrators must hold some sort of accountability to check up and see if there is a change in the classroom, or the professional development will be a lost cause. I think a great way to do this is through a PLC or professional learning community. A PLC would encourage teachers to communicate with each other and offer support to one another as they experience the journey together toward a common goal. It would hold teachers accountable and provide the professional development they would need to continue on the path to technology use in the classroom.

Work Cited:

Solomon, G., & Schrum, L. (2007). Web 2.0 tools: New tools, new schools. Eugene, OR: International Society for Technology in Education, 111.

UDL Lesson Reflection

I really enjoyed writing the UDL lesson. It was challenging to incorporate technology, modifications for visually impaired students, and the 3 UDL networks. I had a general idea of how I wanted to create my lessons. I knew I wanted the assessment to be a podcast or a newscast video. As I started, I thought about pacing and how long it would take. I think it would take longer than 5 days depending on how long the teacher could allow for the editing process. 5 days would be minimal for this lesson. To address the modifications for visually impaired students, I thought about a student I have who is visually impaired. It was helpful to me to have experience so that I know how visually impaired students learn. I decided to use an app called Dragon Dictation; this app allows a user to speak and in turn in types what has been spoken. Another modification used was the speech tool available online; with this tool, any text will be read aloud, allowing the user to “hear” the information. Other modifications are Quik Tac to translate text to braille. The other challenging part was to incorporate the 3 UDL networks. I referred to the CAST website reading from Week 3 to incorporate the 3 ideas into my lessons. I loved the strategies and I like that they support learners. It was fun to plan the lesson and took just as much time as it would have to plan a teacher-led lesson.

Week 3 Reflection

WOW! Being a slow reader I spent an entire day reading all of the assignments this week. Right now I'm overwhelmed with the amount of information I have absorbed! I have come to a few conclusions after this week's readings. (1) Web 2.0 tools are a must in the classroom; and should never be banned. (2) UDL (Universal Design for Learning) is a must when planning lessons. (3) Neither of these are utilized or available to my students.

Conclusion 1: Web 2.0 tools are a must in the classroom; and should never be banned.
The use of Web 2.0 tools is necessary if we are really serious about reaching today's learners. There are various tools available and each one can be used for multiple uses. Really, the tools and uses for them are limitless. I am frustrated that many of the Web 2.0 tools are currently banned from our schools. Through internet filters, we cannot access blogs, students aren't allowed to email teachers (and vice-versa), & instant messaging. Administrators are too worried about inappropriate relationships forming. According to Pitler (2007), "If schools ban online technologies, they are also banning valuable teaching tools. In addition, teachers lose the opportunity to engage students in much-needed conversations about keeping safe online" (p 223). We, as teachers, are already locked in classrooms with 20 children every day; and now you want to question our relationships? Couldn't they be better monitored online?! We need to re-evaluate where our learning goals stand.
Conclusion 2: UDL is a must when planning lessons.
UDL creates a lesson design that will address all levels of learners. It's like a individual IEP's for every student. I want my child in a classroom like that! Who wouldn't want a lesson that tailored to meets your child's learning style and allows them to show the teacher what they learned by having options for presentation? Teachers need to be educated on UDL and how they can use it in their classrooms. It's a MUST!
Conclusion 3: Neither of these are utilized or available to my students.
I think I have already addressed in Conclusion 1 my concerns. That also limits me to use UDL in my classroom. Also, I believe I would need professional development in UDL so I could feel confident in using it (with the tools I have available) in my classroom.

Pitler, H., Hubbell, E., Kuhn, M., * Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 223.

Week 2 Reflection - 5364

Before I started my reading this week, I had come to a few conclusions. (1) I am teaching my students all wrong. (2) I want to change the way I am teaching so my students are learning. (3) How in the world am I going to accomplish my dreams of integrating technology into my classroom?
After reviewing the assigned readings, I feel like I have a plan. I know that research supports my want to change my teaching style. Even though my classroom only has 4 student computers, I can make changes to get my classroom more student-centered with the technology I have. Through word processing, I can get my kids to make a K-W-H-L chart. I can create online surveys to collect data to drive instruction. I recently attended the TCEA conference and won free Kidspiration software. Now my students can use the software to set learning goals. I even discovered how to create standard -based objectives and rubrics for assessment in the readings. All of these computer based charts can be easily emailed to parents or posted on my class website to get parents involved. Not to mention, that my classroom is saturated in low socio-economic students; several with learning disabilities including dyslexia, visually impaired, and emotionally disturbed students. I may not have enough computers for everyone, but I can use what we have. I have the information and research to back up my plan. I can't wait to implement what I have learned.

Week 1 Reflection - 5364

This week I explored three different learning theories in technology. I was familiar with the Constructivism theory. This theory states that all learners bring prior knowledge. Learning is internal and new information is constructed based on their prior knowledge. Thus discovering new information builds upon what they already know. In this practice, students must have meaningful learner centered experiences to build knowledge. Technology can support this by collaboration, processing data, and interpreting data. Another theory I learned about, which was new to me, was Connectism theory. This theory suggests that learning is connected; information connected to information, ideas, and concepts. Technology can support this theory by helping to connect information in new ways. Especially on the web, there are numerous ways to connect things to one another. The third theory is Cyborg theory. This theory is all about connecting human bodies to computers, implanting chips into humans, and using technology as a way to download information to our brains. This theory is a relatively new theory in education. Of course, in this theory technology is a must! It wouldn't work if the technology wasn't there.
Learning about these theories has helped me to see that the traditional way of teaching is no longer enough. If we are to prepare 21st Century Learners to compete globally with others, then we, as educators, must shift our way of teaching. These theories need to be evaluated and utilized so that we may prepare our students. After all, studies have shown that incorporating technology along with these styles of teaching will result in excited learners who are better at solving problems, analyzing data, and collaborating with others in the learning process. It also shows they have higher test scores. What's not to like about that?!