Sunday, March 30, 2014

EDLD 5326: Action Research Project Update

Technology Themed Professional Development:  How to Improve the Implementation of Instructional Technology in the Classroom

The goal of my action research is to improve the integration of instructional technology in the classroom by designing effective technology themed professional development program.  A project of this magnitude raises several questions such as “What does an effective technology themed professional development look like?”, “How do you create a shared vision?”, “How do you ensure that learning is on-going and job embedded?” and “How do you effectively implement instructional technology in the classroom to support student learning and achievement?”

My hope and understanding is that by recognizing the need to educate educators on the importance and practical application of instructional technology that teachers will be better teachers and students will in turn be academically successful and prepared for whatever the future may bring.  For educators, my goals for my action research are that teachers are able to produce more engaging lessons that are student centered, increase their productivity, create better prepared lessons that focus on higher-order thinking skills, and find more efficient ways to differentiate instruction.  For students, my goals are that instructional technology provides an outlet to practice safe, ethical and responsible usage of technology and that it will increase their academic success, create of life-long learners and appreciation for education, promote critical thinking skills, effective communication and motivation for success.  The results of conducting this study will help to re-define the roles of educators and students in terms of promoting 21st century skills.

I have spent a significant amount of time familiarizing myself with the research and by experimenting with the practical application of web tools in my own classroom.  In the time that

I have last provided an update on my action research project, I have presented my preliminary findings and ideas at the Texas Foreign Language Association Conference and have facilitated the practical application of web tools for many of my colleagues.  The next phase of my action research will begin with gathering and disaggregating STaR Chart data, Campus Improvement Plan data and data from the Aldine TCCA (our district’s annual technology conference) to support the need for my project and then begin creating a staff development for next school year.

Sunday, September 29, 2013

EDLD 5397 Internship for Supervision Web Conference Reflection

I was unable to attend our very last web conference, but I did listen to the recording.  As always, Dr. Borel conducted a thorough explanation of this week’s assignments as well as expectations for our last course, our second internship course.  While a lot of the information was repetitive and information that Dr. Borel shared in previous conferences, it did provide piece of mind for the upcoming week.  I appreciate her candid speech, patience and foresight.  I did get some clarification on how to correctly compete the updated campus supervised activities internship document.  As I understand it, not only do I need to have 75 hours completed and reflections from the activities that I have actually completed, but also have all the activities clearly detailed.  I feel better prepared for the second half of my graduate course work and I have a clear understanding of what I need to do in order to graduate on time and stress free!

Saturday, September 14, 2013

EDLD 5397 Internship for Supervision Web Conference Reflection

I was unable to attend the Wednesday, September 11th web conference due to technical difficulties, but did get an opportunity to listen to recording.  I think that it ended up being a better usage of my time after hearing about the technical difficulties that Dr. Borel experienced in displaying the content for the web conference.  The first half of the conference was very helpful in providing some helpful hints for the APA portion of this week’s assignment.  While I am not new to the APA method of citing and referencing works, I still learned a lot and was able to form more of a holistic explanation for how to cite and reference works.  I was particularly surprised when I learned the difference between when to use the actual word “and” and an ampersand.  The second half of the conference was definitely of equal if not greater importance.  Dr. Borel discussed how to approach writing the required sections of our Action Plan Research report.  Again, Dr. Borel’s verbiage, delivery and quite frankly, her honestly and realistic understanding of the tasks that we as students have to actually do is the best part of these web conferences.  She, as well as the written exchange between students in the chat log helps immensely as serves as the encouragement that I need to be successful and balance the roles I play as a student, my professional career and in my personal life.

Sunday, March 31, 2013

EDLD 5364 Teaching with Technology Course Reflections


As the course "Teaching with Technology" comes to an end, I leave with many new tools with which to build successful effective lessons and instructional strategies on which to successfully implement technology.  

I enrolled in this program, not because I have an overwhelming love for technology or because I am a "techie" but because I recognized the need for change in education and saw technology as the vehicle for change.  It is for this reason that I have a great appreciation for Using Technology with Classroom Instruction that Works and research provided by the CAST Universal Design for Learning platform.

Both resources offered practical bodies of knowledge that are logical and digestible for the novice technology user.  I anticipate referring back to these texts as I create professional development training and strive to become a more effective classroom teacher.  Of particular interest to me over the course of the last five weeks, has been the notion of "how do I start implementing technology?"  To answer this question, the research provided by Using Technology with Classroom Instruction that Works offered much insight.  I found that the recommendation was to create a lesson or unit and then to find the technologies that support that lesson.  While the answer doesn't seem at all enlightening, the rationale behind it is enlightening.  Lessons shouldn't be created around technology, but rather the opposite.  Technology should be used as a supportive tool in the classroom to help achieve learning objectives.  It should be used with research based instructional strategies and should not take the focus away from the lesson objective.  Before implementing technology, teachers should understand that you must plan for it, in other words, answering the four planning questions (Pitler, p.217) before the lesson to ensure success.

I look forward to working more closely with my colleagues and the Technology Specialist on campus to share what I have learned throughout this course!
   
    Cast.org (2009). Model UDL lessons. Center for Applied Special Technology. Retrieved 
    from http://udlselfcheck.cast.org/

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

Saturday, March 23, 2013

EDLD 5364 Teaching with Technology Course Reflections


The idea of cooperative learning as related to classroom instruction and professional development served as the crux of this week's learning objectives.
While the notion of cooperative learning is not new, I imagine that we will see a revived interest as educators reconcile technology integration with effective instructional strategies.  As seen through the various video testimonies provided by Edutopia.org, cooperative learning provides authentic and memorable learning experiences for students.  The academic benefits appear to surpass that of traditional classroom instruction.  I truly believe that this is the future of our education system, as cooperative learning encourages and hones in on the 21st century skills that students need to know: leadership abilities, creativity, critical thinking, problem-solving, and effective communication across various mediums.
Cooperative learning is not only for classroom instruction, but in this week’s readings it was also discussed as an instructional strategy to teach educators.  Central to cooperative learning in the context of professional development is fostering a sense of community, open communication and collaboration.  In this regard, teachers model the idea of being life-long learners and maximize learning opportunities for students through developing an interdisciplinary curriculum.

Edutopia (nd). Team Teaching: Two Teachers, Three Subjects, One Project. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/collaboration-age-technology-blood-bank-video

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.

Sunday, March 17, 2013

EDLD 5364 Teaching with Technology Course Reflections


Central to this week’s performance objectives were the Using Technology with Classroom Instruction that Works text and the CAST UDL Lesson/Book Builder.  
I really appreciate the way the text is written.  It reads like a practical guide for effective technology integration.  I found myself throughout the course of the week, referring back to the book for guidance and clarification on lesson design.
Creating a model lesson through the CAST UDL Lesson Builder has refocused my view on lesson design.  Reading through sample lessons and learning about the rationale and research behind the learning platform has helped to create better, more effective lessons when using supportive technology.  The most exciting aspect of the CAST research was experimenting with the Book Builder.  I am really impressed with the text-to-speech feature and its user friendly application.

While this week was fairly intense, the insight gained from this week's content is immeasurable.  Our group worked together almost effortlessly and in a timely manner.  I look forward to completing our final product!

Cast.org (2009). Cast UDL book builder. Center for Applied Special Technology. Retrieved from http://bookbuilder.cast.org


Cast.org (2009). Model UDL lessons. Center for Applied Special Technology. Retrieved from http://udlselfcheck.cast.org/

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 Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Thursday, March 14, 2013

EDLD 5364 Teaching with Technology Course Reflections-UDL Lesson


This week’s assignment called for the application of our learning.  We were asked to create a unit or lesson using the UDL lesson planning format, a ebook and complete an action plan within our groups for our mock scenario. 
The creation of the UDL lesson proved to simpler than I originally anticipated.  I used the CAST UDL Online Lesson Builder to complete this portion of the assignment.  I realized that I appealed to all three brain networks without consciously do so.  However, upon completion, I referred back to Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn, & Malenoski, p.217) and examined the four planning questions:
1.    What will the students learn?
2.    Which strategies will provide evidence of 
       student learning?
3.    Which strategies will help students acquire and integrate learning?
4.    Which strategies will help students practice, review and apply learning?

Upon examination, I reviewed my lesson to make sure that I could successfully answer each question in detail.  I quickly realized that while I was comfortable with my lesson, that I hadn’t included any technologies.  According to Pitler, Hubbell, Kuhn & Malenoski, “It is essential that teachers design a quality lesson plan first and then select the most appropriate technologies to support that lesson” (2007, p.217).  I followed the advice of the text, and went back through my lesson and added technologies that I felt were most supportive of my lesson goal.

This week’s assignment was really great practice for full-scale classroom implementation!

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom