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!

EDLD 5397 Internship for Supervision Web Conference Reflection

I was unable to attend the Wednesday, September 11^th 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.

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.

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.

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/

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 

EDLD 5364 Teaching with Technology Course Reflections

The Universal Design for Learning platform provided such much needed guidance for this week’s and next week’s assignment.  From pursing sample lessons and experimenting with the CAST book builder website, I was able to reflect on my own lesson planning and clearly see the aspects that I need to pay more attention to when creating lessons for my students.  According to brain research presented by the CAST UDL Lesson Builder there are three networks that play a major role in the way people learn, Recognition, Strategic and Affective networks.  Recognition networks are described as the “what” of learning, and beg the question of how learners gather, identify and categorize facts.  Strategic networks are described as the “how” of learning and questions how learners express and present internalized information.  Affective networks are described as the “why” of learning and concern itself with levels of engagement and the motivation of learners.

I need to approach each lesson that I create with these three brain networks in mind.  I think that this will help me to differentiate instruction, keep students engaged and explore new tools and strategies to introduce in the classroom.  

Lessonbuilder.cast.org (nd). Principles of Universal Design for Learning. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

EDLD 5364 Teaching with Technology Course Reflections

This week’s focus is on the learning theories of constructivism, connectivism and the Cyborg learning. Constructivism maintains that learning occurs through referencing one’s previously learned material, reflecting upon it and as a result, forming new knowledge. Connectivism relies on the notion that learning occurs through the exchange of information through networks, further asserting that knowledge is constantly changing. Cyborg learning contends that technological advances are an extension of human thought and expression, emphasizing the importance of discovery as opposed to understanding (McPheeters 2008). While I imagine that constructivism and connectivism are theories that educators employ in the classroom, Cyborg learning not only fascinated me but also scared me. In its asserted connection between human and machine, the Cyborg learning theory radically challenges the idea of the traditional classroom. By arguing that technology is an extension of human thought, the repercussions for the field of education are truly immense. It demands for a complete shift in thought that calls for a synchronous relationship between man and machine. Educators will have to jettison traditional modalities and embrace the notion that they are no longer the gate keepers of knowledge. Moreover, curriculum will have to be completely overhauled to reflect the new emphasis of student discovery and practicum. With demands such as these, the field of education is sure to change with many critics. 

McPheeters, D. (2008, December).Cyborg school nation. Tech and Learning, 29(8).Retrieved from http://www.techlearning.com/features/0039/cyborg-school-nation/45504