EDLD 5364 Course Embedded Assignment Reflections

Teaching with Technology has been one of the most revealing classes that I have taken through this program thus far.  The two previous classes were foundational and I was looking forward to learning through a group process.  At first, I was a little confused at the expectation of the project.  Through collaboration with my team mates, the expectation began to take shape and throughout the five weeks, the project was filled out and the expectations fulfilled.

I have previously used group projects/assessments in my classroom and found it to be a great tool.  It did not feel as if I was teaching, but it did feel like students were learning.  "Computers offer opportunities for enhancing intellectual growth and learner-centered classrooms can help students connect the curriculum with their personal experiences and innate abilities to learn. These classrooms have the most promise for successful technology integration" (Southwest Educational Development Laboratory, 1999) I enjoyed the role of facilitator and it seemed as if my students were enjoying the process as well, since they were all actively engaged.  It was very insightful to be in the role of the student.  I believe that the experience I gained will positively affect my use of group projects/assessments in the future.  On the other hand, my previous experience as a group facilitator helped me to focus on the process as a “group” effort as opposed to an individual activity. 

Our group chose to use email, comments on the Google doc and instant messaging on the Google doc as means to communicate.  At times, this was a little confusing, but by week three we had come together as a team and were able to communicate effectively with each other.  We would schedule times to “meet” at the Google doc site and chat while processing our ideas.  Casey was a great team leader and kept us on track, but all began to seek to actively be involved. 

I felt that I contributed a great deal to the project.  I am a visual learner and I learn by “doing.”  I am an organizer so I helped to organize documents and did part of the writing since I enjoy the process of writing.  I contributed ideas and my projects in a timely manner.  The third week, I was sick and not involved until the weekend, but I was granted an extension for myself and the group and it was turned in only one day late.  This gave me a view at how students might feel when they are overwhelmed by absences by themselves or group members.

The communication between group members was a positive experience with each person trying to contribute and comment positively but critically upon each other’s work.  I particularly enjoyed one session where three of us were editing the reflection dialogue on a Google document.  We would discuss our work, type and correct each other and joke around as we did it.  "Feedback is the most powerful single innovation that enhances achievement" (Pitler, 2007).

One member was forced to drop the class and another quit responding.  I’m not sure what happened to that person, but I did request information about how to deal with the situation.  The other two team members and I completed the project in spite of the dropout.  It also caused us to reflect on how we would deal with this situation as the teacher in the situation.  We decided that, since the other two members contributed up to a point and the other three completed the project, we would have graded according to effort on the part of each group member up to the point of dropping out/absence/removal from class, etc.

As I stated in an earlier paragraph, I gained a lot of insight from working as part of a team, particularly since none of us have ever actually met and, in some cases, have never even heard the other’s voice.  I came to realize a few things in particular:

It’s important  

1)    to have a strong team leader

2)   to be organized (best if at least one is an organizer)

3)   for students to be positive about the project and each other

4)   to meet regularly

5)   to try to stay “ahead of the game” so that problems such as illness or loss of group members do not throw the project off track.

I will definitely bring my experience into future interactions and collaborations with colleagues.  The knowledge that I gained about the interactive use of the Google site will also influence my teaching techniques.  At this time, I teach homebound students.  They have physical or emotional problems that prevent them from attending school.  One student is a quadriplegic.  This week I set up a Google site for him that is shared only with me, his mom, and his teachers.  Since he has TTS technology on his computer, he can control the site and upload his digital assignments for his teachers to view and comment.  In addition, his teachers can upload assignments for him to complete.  He, his mom, and his teachers are very excited about the concept.   

The challenge that I currently face is that of utilizing technology to instruct my various homebound students in their environment.  I feel that it is important to explore any and all applicable technology opportunities that are available to bring them into the classroom of the class that they are taking.  “…Students with special needs have experienced increased levels of performance and support when engaging in instruction involving computers…computers were particularly effective with low-achieving students. In addition, it has been shown that students with learning disabilities who used computers performed logical-thinking tasks significantly more in problem-solving activities, and students susceptible to failure were found to increase their likelihood for success when using computer technologies.” (Page, 2002) I currently utilize YouTube videos, virtual labs, textbooks online and the Google site for the one student.  I also made sure that the student downloaded the virtual TI for his added convenience.  Another student with social phobia finishes her assignments for BCIM after I leave and emails them to me and to her teacher of record.  Most of the classroom teachers email the majority of their work and I forward it to students who have email so that they can preview it before I arrive.  “Since the ultimate goal of education is to prepare students to become competent adults and lifelong learners, there is a strong argument for electronically linking students not just with their peers, but also with practicing professionals.” (Bransford, Brown, and Cocking)  Some begin the work and are ready with questions.  I teach them how to search and find their own answers by “Googling.”  I feel that my role as a facilitator is much more important than actually being an expert on each subject that I teach.  One concept that has become firmly grounded in my mind is that teachers do not have to have full knowledge or expertise in the area or the technology that they are teaching.  It is far more important to teach students how to learn.    According to Solomon & Schrum, (2007),   "…this means that we [teachers] harness the technology and use it to help students learn thinking and analytical skills. They may know the tools better but we have to help them use them wisely."  I have always, as a teacher, believed this but now even more so.  I feel that I am truly up to the task.  Not only do I feel up to the task, but I am more excited than ever about utilizing my new skills.

References:

Bransford, J,D., Brown, A.L., & Cocking, R.R. (2000) How people learn: Brain, mind, experience, and school (Expanded edition). Ch. 9, pp. 194-218. Washington, D.C.: National Academies Press. Retrieved on February 21, 2011, from http://books.nap.edu/openbook.php?record_id=6160&page=194.

Page, M.S. (2002). Technology-enriched classrooms: Effects on students of lowsocioeconomic status. Journal of Research on Technology in Education, 34(4),289-409. Retrieved August 8, 2009 from the International Society of Educationhttp://www.iste.orgAMTemplate.cfm?Section=Number_ 4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830

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

Southwest Educational Development Laboratory, (1999). "Learning as a Personal Event - A brief introduction to Constructivism" from http://www.sedl.org/pubs/tec26/intro2c.html

EDLD 5364 Week 5 (Final Week) Reflections

This week’s readings and videos contained information about assessment and teacher professional development. "All schools are driven by requirements to maintain and improve standardized test scores. And yet these efforts create a rather interesting conundrum, because frequently the "new school" model and high-stakes testing seem in conflict with each other” (Solomon & Schrum, 2007, p. 168).  After concluding our group project, I firmly believe that this is not a conflict, but an opportunity to increase learning, effort and test scores.

 I enjoyed viewing James Gee’s video (Edutopia.org, Gee video) where he describes learning with video games.  It had never occurred to me, but it seems so obvious, that students learn video games through failure.  The graphics and interactions increase their desire to “win” thus increasing their effort.  They also collaborate with their friends and family members to find the secrets to success.  Their scores are posted for everyone to see and their embarrassment only serves as a catalyst for further learning.

My own learning efforts as part of a group project were very revealing.   The joint encouragement, compassion and tolerance, along with constructive criticism of each other’s efforts served to produce a better product and an increased learning.  It was particularly interesting when three of us were simultaneously editing a google document.  As one person was putting their thoughts on “paper” another was cleaning up grammar and spelling mistakes.  We made suggestions to each other to improve the wording.  We asked each questions about our understanding of the directions and intent of the project.   All in all, I believe that everyone was better for the effort.

Citation:

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved Oct. 5, 2009, from http://www.edutopia.org/digital-generation-james-gee-video

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

EDLD 5364 Collaborative Learning (Week 4 Reflection)

This week’s learning activities, readings and videos centered around collaborative students activities.  I have worked with student collaborative groups before and, as a co-teacher, I have watched how other teachers worked with their groups.  What I saw in the classroom was substantiated by what I read in the materials.  In order for the group project to work, students must be actively engaged.  In order for the students to be actively engaged, the teacher must be well prepared and actively engaged as well.

The other thing that came into focus was the how technology has advanced and the use of technology has changed the way that students learn and work.  The learning that is gained through group work is enhanced by the use of technology.  “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face. (Pitler, Hubbell, Kuhn, & Malenoski, 2007)

References:

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 UDL Reflections

This week we created our Universal Design Lesson (UDL).  The plan is designed to support research that proves that students are engaged and learn in a variety of ways. Two questions that must be answered are:  (Rose, D., & Meyer, A. (2002)

1. Which methods of teaching are most compatible with the ways that each brain network actually functions?
2. What kinds of flexibility must instructional materials have to make individualization work

As every good teacher knows, flexibility is a key component of teaching.  It only makes sense that that flexibility should extend to learning styles, methods of teaching and the instructional materials.  I enjoyed learning about the UDL, but I feel that it there is a great deal of effort involved in the creation of the lesson.  In our district, these UDLs are created in the summer by a small group of curriculum writers.  Teachers may then access the lessons online and use them to form their shorter lesson plans.  I believe that this is a good compromise and especially helpful to the teacher who is new to the profession or the particular course.

Source Cited:

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 on March 12, 2010, from http:///www.cast.org/teachingeverystudent/ideas/tes/

Impact of World War II on America

Lesson Overview

Title: Impact of World War II on America
Author: Pam Mahalec
Subject: Social Studies
Grade Level(s): 9–12
Duration: 5 Days

Unit Description

This unit is designed to apply the Universal Design Lesson (UDL) standards and integrate technology into the classroom.  World War II had and still has an impact on the United States. The unit will allow small groups of students to focus on areas of particular interest to their individual group.  Lesson topics will include 10 topics from which groups may choose.  At the end of the unit, students will present the information that they have learned in a unique presentation.

1.  Major Events (Timeline)

2.  Key Terms

3.  Major Players (Individuals)

4.  Major Players (Groups)

5.  Causes/Effects/Outcomes

6.  Religion

7.  Economy

8.  Social Events

9.  Politics

10.  Arts/Intellectual Movements

After creating their group project, each group will be required to create a posting on the classroom wiki site stating any discoveries and any challenges.  They will also be required to comment on at least 2 other group’s postings.

Lesson Description for Day

Day 1 of 5 – Introduction

This lesson is designed to introduce the unit.  It will include an anticipatory set and a brainstorming session.

State Standards

(6) History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States.  The student is expected to:

(A) identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbour;

(B) analyze major issues and events of World War II such as fighting the war on major fronts. the internment of Japanese-Americans, the Holocaust, the Battle of Midway, the invasion of Normandy, and the development of and Harry Truman's decision to use Atomic Bomb;

(C) explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall and George Patton.

Goals

Unit Goals:

1.  Students will gain an understanding of how World War II impacted American History.

2.  Students will use a variety of resources to come to their conclusions about the impacts of World War II and come to their own conclusions using prior knowledge and what is known now about the war.

3.  Students will reflect on other students' findings to provide feedback and offer other insights to expand the knowledge gained.

Lesson Goals:

The goal of this lesson is to introduce the concept of World War II to students and to brainstorm briefly about the impacts of the war on the 10 areas listed above. 

Methods

Anticipatory Set:

1.  Introduce the World War II unit with this fake newsreel: (5 min.) (Recognition Network)

Call to Arms  http://www.youtube.com/watch?v=xnXKrecRIsM 

2.  Introduce concept of Japanese Internment Camps (5 min.) (Recognition Network)

George Takei in Japanese Concentration Camps

http://www.youtube.com/watch?v=oUrpIFp7EMA

Introduce and Model New Knowledge:

Display E-Book discussing the variety of topics available for research in this unit. (10-15 min.) (Recognition Network)

http://bookbuilder.cast.org/view.php?op=view&book=41281&page=1

Students and teacher will discuss the concepts as the read, view the visuals and listen to the sound clips.

Provide Guided Practice:

Brainstorming Session: (10-15 min.)  (Affective)

1.  Ask students to brainstorm and give ideas about which topics appear to be the most interesting and why. 

2.  Make a chart on the interactive white board to display the topics as they come up and include at least one piece of information about each topic.

Provide Independent Practice: (Strategic)

Form groups and group brainstorming activity. (10 min.)

1.  Assign students to groups by including 1 GT student, 1 average student, and 1 struggling or disabled student.  (Teacher should have formed groups prior to class session.)

2.  Ask students to jot down ideas about which topic their group would like to research and provide reasons for their interest.  Tell them that topics are first come, first serve.

Wrap-Up

Topic Choice and Closing (Strategic)

1) Ask students to have one student from each group give you topic choice if they have already chosen.  Tell them there will be a technology exploration on the second day and that they may turn in their topic later. 

2) Topics are first come, first serve.

Assessment

Formative/Ongoing Assessment:

Teacher will be walking around the room, interacting with group of students throughout the group brainstorming process, facilitating the group discussion and topic choice.

Summative/End Of Lesson Assessment:

The following rubric can be used as a daily grade (top score is 20.) 

Collaborative Work Skills: Brainstorming

---

Teacher Name: Ms. Mahalec

Student Name:     ________________________________________

CATEGORY	4	3	2	1
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

http://rubistar.4teachers.org/index.php?screen=PrintRubricDownloadFile&rubric_id=2027611&

Materials

            No additional materials needed

EDLD 5364 Teaching With Technology Week 3

What an interesting week.  Our group had some conversation in the beginning of the week, but I was sick all week and unable to be as involved as I normally am.  This is frustrating because I like to stay on top of everything and I haven't been able to do that this week.  I ended up staying up half the night Friday and Saturday to complete my projects.
The videos and the readings were quite interesting and it gave me an opportunity to learn even more about technology and various options that are available to teachers and students.
I really enjoyed the Book Builder project because it gave me a chance to express my creativity.  I probably could have taken less time and still come up with a good project, but I guess I got into it.  It was a pain, however, to remember to cite the sources on each image or sound clip that I borrowed, even when they were supposedly from free-share websites.
I wasn't really into the UDL (Universal Design Lesson), however, because it seemed like a long process of putting on paper what I do in my head after teaching so long.  I understand the purpose of the process, but it seems too lengthy to do every week, especially if you have several preps. 
Our group has not finalized their project at this point, probably because of the amount of work involved in the UDL and the Book Builder.  Hopefully we will attain that goal by midnight.

http://bookbuilder.cast.org/


http://lessonbuilder.cast.org/create

My Ebook
http://bookbuilder.cast.org/view.php?op=view&book=41281&page=1

EDLD 5364 Teaching With Technology Week 2

This weeks's learning involved studies about the use of technology with different learning styles and abilities.  Recent studies in brain research show that each learner has his own style of learning and these various learning styles can be addressed through the use of technology. "Because of their inherent flexibility, digital technologies can adjust to learner differences, enabling teachers to (1) differentiate problems a student may have using particular kinds of learning media from more general learning problems and (2) draw upon a student's other strengths and interests that may be blocked by the exclusive use of printed text." (Rose, David H. and Meyer, Anne, 2002) This applies to all learners, including those with special needs and lower socioeconomic disadvantages.  According to Page (2002) “…students with special needs have experienced increased levels of performance and support when engaging in instruction involving computers…computers were particularly effective with low-achieving students. In addition, it has been shown that students with learning disabilities who used computers performed logical-thinking tasks significantly more in problem-solving activities, and students susceptible to failure were found to increase their likelihood for success when using computer technologies. ” 
The UDL or Universal Design for Learning is a comprehensive document that demonstrates all aspects of the learning process. The use of the UDL as a framework for the use of technology insures that all students will have a greater opportunity to learn. "The UDL framework provides a way to make various approaches to educational change more feasible by incorporating new insights on learning and new applications of technology.." (Rose, David H. and Meyer, Anne, 2002) 


Reference:


Page, M.S. (2002). Technology-enriched classrooms: Effects on students of lowsocioeconomic status. Journal of Research on Technology in Education, 34(4),289-409. Retrieved August 8, 2009 from the International Society of Educationhttp://www.iste.orgAMTemplate.cfm?Section=Number_ 4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830


Rose, David H. and Meyer, Anne (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 February 28, 2011, from http://www.cast.org/teachingeverystudent/ideas/tes/.