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Monthly Archives: December 2012

Ed Tech 504 a Reflection on the Learning, Application, and Standards

My final reflection for 504, limited to one page!

The most important things I learned this semester was about learning theories and the power of peer review. Even though I have been in education for 20 years, this was my first real exploration into learning theories. In the beginning, I thought I would align with cognitivism, but the more I read the more I realized I am firmly grounded in constructivism. The theory that really resonated both on a personal and professional level and inadvertently guided the rest of the research for this course was the cognitive apprenticeship. The peer review of a classmate’s paper was a major responsibility, especially since their grade may in part depend on my feedback. I did not want to let them down. During the review cycle, I kept looking back at my paper, but not from my own perspective. It was a more to reflect on how I would give me constructive feedback. The activity was an APA citation experience as well. I spent more time with the APA manual double and triple checking that I was giving accurate feedback than I did on my own work. Through this process, I recognized errors I had made in my paper as well as other assignments. One thing is for sure, it reinforced the importance of the feedback process.

It is going to take time to digest and apply everything I have learned in this course. The biggest changes in how I teach are yet to come, since I just went back to the classroom a week ago. What I take with me, from the research, is to keep in mind that every interaction has the potential to cause learning. I have always believed you lead by example, and constructivism, especially social learning theory reinforces this belief. Now I will have the opportunity to use much of what I learned. The class I am now “teaching” is a behavior modification program for students whose behaviors are disruptive to the educational environment; this is not a resource/special education class. Albert Bandura’s research keeps coming to mind. His social learning theory is rooted in criminal/deviant behavior research and the impact of exposure to violence. Now, I am tasked with doing the opposite, exposing students repeatedly to positive behavior and reinforcement. This is a new experience for me! It is very different from teaching computers, business courses, or even credit recapture. Therefore, I am weaving together what I gleaned from the learning theories with a positive behavior matrix, 30 years of parenting, and 20 years of teaching to create a positive structured learning environment utilizing online applications for the curriculum. It is a bit overwhelming, when you stop to think this may be “the turning point” for these students, and I am the responsible adult.

Based on the AECT Standards adopted in July 2012, the three assignments that best illustrate standards mastery are the Module 2 Learning Theories paper, Module 3 Annotated Bibliography, and Module 4 Synthesis Paper.  Overall, participation in this course demonstrates mastery in Standard 3 Learning Environments – Ethics or Standard 3.4 from the previous standards, as evidenced by participation in this class: using Moodle to access course content and submit assignments, while complying with course requirements such as academic integrity and APA citations. The peer review demonstrated Standard 4 Professional Knowledge – Collaborative Practice. For Standard 5 – Research, mastery was demonstrated on all the projects, but more specifically in the gathering of research materials for the learning theories paper, the annotated bibliography, and of course the synthesis paper.

Association for Educational Communications and Technology. (2012). AECT standards, 2012 version. Retrieved

from http://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_

adopted7_16_2.pdf

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541 Reflection

Part I: My reflection on this course

This has been an eye opening class. I thought I had a pretty good handle on using technology in the classroom, but now I see I am still at the crawling stages! This is a good thing, it means I have a lot more to learn and do. The textbook selected for this class,  Integrating Educational Technology into Teaching, is a valuable resource that I have used at work on several occasions. So, in retrospect:

  • What you have learned?
    • I have learned that it isn’t about having all the bells and whistles that are out there, it is learning how to use what you have and incorporating it to increase the students’ learning. There are many resources available for FREE; we just have to start familiarizing ourselves with them so we can embed them into our instruction. I also learned that it takes time to be comfortable with some of the resources. I still get frustrated with teachers but now I stop and reflect how I feel when I am trying out a new application or struggling with ones that I just don’t seem to be able to master (for example, I have not conquered Jing or the whole screencasting thing yet.)
  • How did theory guide development of the projects and assignments you created?
    • I took Ed Tech 504 at the same time as this course. I think that the research and reading I was doing in 504 had a large impact on what I was doing for this class. I learned that I tend to approach things from a social learning/constructivist point of view. I think that many of the assignments I created for this class reflect these theories.
  • How does the course work demonstrate mastery of the AECT standards?
    • Blogging, which is covered in Standard 1.2,  is not my favorite task in the world. I do enjoy reading recipe blogs and such but writing one is just not something I like to do. The requirements of this class have required me to deal with my dislike, and blog on.
    • 1.4  Learner Characteristics – this has been a learning process for sure. I think a good example of this is my use of Prezi. I had seen it but had never used it until this class. While I am not the Prezi Master, I am comfortable using it now. The first time was a flop; the second presentation took me days to create with the loss of several handfuls of hair; this last time I used Prezi was much easier and I actually enjoyed the experience.
    • Standard 2.0, now that is more my style.  With the various assignments I have learned new applications and ways to improve my use of familiar ones. The video blog was a bit daunting but in the end I did learn how to use several applications I had never used. The Walled Garden and Video Blogs forced me to deal with my phobia of being recorded. I still don’t like it but it isn’t as traumatic as I thought it would be.
  • How you have grown professionally?
    • First I am more confident that technology is a viable means to improve learning; now I have the resources and information to back this up.
    • I have learned how to use many new applications and refined my use of others.
    • Ed Tech 541 has opened the doors into other classrooms. I have worked with various teachers at my school to create assignments for their use in class. I am the onsite resource for technology but now I have a fuller toolbox that isn’t has hardware oriented. Using what I learned in this class, I was able to create a webpage with various resources for subs to use in a science class.
  • How have your own teaching practice or thoughts about teaching have been impacted by what you have learned or accomplished in this course?  What will you do differently as an educator as a result of this course?
    • I have used technology resources to teach for the last 18 years. What I foresee changing are the types of resources I incorporate. This past week, I went back to the classroom but not in my content area. I am now running a behavior modification class at a middle school. I am planning on using many online resources such as ixl as a math intervention, Brain Pop for a variety of topics, Achieve 3000 for differentiated reading instruction, along with OdysseyWare which is a full curriculum. While I have run credit recapture classes in the past using OdysseyWare, Plato, and such, this class is focusing on modifying behavior while learning content. I am hoping that, by incorporating the different applications in conjunction with group activities, my students can learn appropriate self-management skills while gaining academic confidence  so they can successfully reenter the mainstream classrooms.

Part II: My blogging performance – 86% – 90%

Content: Outstanding/Proficient

  • I think the content of my post met the guidelines, but with hindsight I see where I could of done more with some of my posts.

Reading & Resource: Proficient Outstanding

  • APA citation used, but didn’t not always have proper formatting –  indented second line and double spaced on all references. I did go back and correct the formatting.

Timeliness: Proficient

  • All post were made before the deadline, but generally on the weekend

Responses to other students blogs: Outstanding

  • At least two comments were made each week
  • The majority of comments were posted in our moodle weekly course assignment page

Credits:

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6 ed.). Upper Saddle River, NJ:

Pearson.

 
Leave a comment

Posted by on December 9, 2012 in Uncategorized

 

Tags:

541 Reflection

Part I: My reflection on this course

This has been an eye opening class. I thought I had a pretty good handle on using technology in the classroom, but now I see I am still at the crawling stages! This is a good thing, it means I have a lot more to learn and do. The textbook selected for this class,  Integrating Educational Technology into Teaching, is a valuable resource that I have used at work on several occasions. So, in retrospect:

  • What you have learned?

    • I have learned that it isn’t about having all the bells and whistles that are out there, it is learning how to use what you have and incorporating it to increase the students’ learning. There are many resources available for FREE; we just have to start familiarizing ourselves with them so we can embed them into our instruction. I also learned that it takes time to be comfortable with some of the resources. I still get frustrated with teachers but now I stop and reflect how I feel when I am trying out a new application or struggling with ones that I just don’t seem to be able to master (for example, I have not conquered Jing or the whole screencasting thing yet.)

  • How did theory guide development of the projects and assignments you created?

    • I took Ed Tech 504 at the same time as this course. I think that the research and reading I was doing in 504 had a large impact on what I was doing for this class. I learned that I tend to approach things from a social learning/constructivist point of view. I think that many of the assignments I created for this class reflect these theories.

  • How does the course work demonstrate mastery of the AECT standards?

    • Blogging, which is covered in Standard 1.2,  is not my favorite task in the world. I do enjoy reading recipe blogs and such but writing one is just not something I like to do. The requirements of this class have required me to deal with my dislike, and blog on.
    • 1.4  Learner Characteristics – this has been a learning process for sure. I think a good example of this is my use of Prezi. I had seen it but had never used it until this class. While I am not the Prezi Master, I am comfortable using it now. The first time was a flop; the second presentation took me days to create with the loss of several handfuls of hair; this last time I used Prezi was much easier and I actually enjoyed the experience.
    • Standard 2.0, now that is more my style.  With the various assignments I have learned new applications and ways to improve my use of familiar ones. The video blog was a bit daunting but in the end I did learn how to use several applications I had never used. The Walled Garden and Video Blogs forced me to deal with my phobia of being recorded. I still don’t like it but it isn’t as traumatic as I thought it would be.

  • How you have grown professionally?

    • First I am more confident that technology is a viable means to improve learning; now I have the resources and information to back this up.
    • I have learned how to use many new applications and refined my use of others.
    • Ed Tech 541 has opened the doors into other classrooms. I have worked with various teachers at my school to create assignments for their use in class. I am the onsite resource for technology but now I have a fuller toolbox that isn’t has hardware oriented. Using what I learned in this class, I was able to create a webpage with various resources for subs to use in a science class.

  • How have your own teaching practice or thoughts about teaching have been impacted by what you have learned or accomplished in this course?  What will you do differently as an educator as a result of this course?

    • I have used technology resources to teach for the last 18 years. What I foresee changing are the types of resources I incorporate. This past week, I went back to the classroom but not in my content area. I am now running a behavior modification class at a middle school. I am planning on using many online resources such as ixl as a math intervention, Brain Pop for a variety of topics, Achieve 3000 for differentiated reading instruction, along with OdysseyWare which is a full curriculum. While I have run credit recapture classes in the past using OdysseyWare, Plato, and such, this class is focusing on modifying behavior while learning content. I am hoping that, by incorporating the different applications in conjunction with group activities, my students can learn appropriate self-management skills while gaining academic confidence  so they can successfully reenter the mainstream classrooms.

Part II: My blogging performance – 86% – 90%

Content: Outstanding/Proficient

  • I think the content of my post met the guidelines, but with hindsight I see where I could of done more with some of my posts.

Reading & Resource: Proficient Outstanding

  • APA citation used, but didn’t not always have proper formatting –  indented second line and double spaced on all references. I did go back and correct the formatting.

Timeliness: Proficient

  • All post were made before the deadline, but generally on the weekend

Responses to other students blogs: Outstanding

  • At least two comments were made each week
  • The majority of comments were posted in our moodle weekly course assignment page

Credits:

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6 ed.). Upper Saddle River, NJ:

Pearson.

 
Leave a comment

Posted by on December 8, 2012 in Ed Tech 541

 

Using Windows 7 Accessibility Features

For many of us the Property Settings was the method used to change the desktop appearance to enlarge text and font sizes and CTRL+Scroll to magnify the current window for students needing large print. As computers become more of a fixture in the classroom, the more accessibility  options are becoming standard features. Each new generation of Windows builds on the last adding new accessibility functions.  Windows 7 Ease of Access Center has many built in settings that provide users with “out of the box” tools that allow them to use the computer without having to purchase any additional programs or devices.

Windows Accessibility Option

Disability

Advantage

Screen magnification Visually impaired For low vision students this function increases readability without using any external devices or software.
On-Screen keyboard Physically impaired Allows students to select keys using the mouse or another pointing device. The On-Screen keyboard can be customized to make it easier to see and use. This feature also allows text prediction to ease the input required by users.
Narrator Visually impaired

Cognitively impaired

Reads on screen text (text-to speech), primarily for low vision to functionally blind students. Assist students with reading disabilities to be able to hear texts that is on screen, so they do not have to rely solely on reading skills.
Speech recognition Visually impaired

Physically impaired

Allows students to dictate documents. Can be used in combination with Narrator to navigate email, word processor, and other applications. This function can be used for all visually impaired students and students with motor function difficulties.
Visual notification Hearing impaired Announcing notifications with a visual message or flashes on screen instead of audible alerts.
Change text size Visually impaired Change text and icon size without altering screen resolution for ease of use.
Captions Hearing impaired When available, this function will use captioning for videos and animations. This is helpful for students who would otherwise miss out of audible materials.
Sticky keys Cognitively impaired

Physically impaired

Students need only to press one key at a time when Sticky Keys is turned on, instead of multiple keys. This function limits the amount of dexterity required for students with physical barriers and memory recall of keystroke combinations for commands for those with cognitive impairments.

 

Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching

Exceptional Children, 33(6), 68–74. Retrieved from http://www.pathstoliteracy.org/sites/default/files/uploaded-

files/Effective%20Classroom%20Adaptations_CEC_2001.pdf

Microsoft Corp. (2009). Accessibility in Windows 7. Retrieved from http://download.microsoft.com/download/7/9/e

/79e8744f-8e49-4264-9d5b-b702fb3cd63f/AccessibilityInWindows7.pdf

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6 ed., pp. 396-417). Upper

Saddle River, NJ: Pearson.

Project ideal informing and designing education for all learners. (2008). Retrieved from

http://www.projectidealonline.org/visualImpairments.php

 
3 Comments

Posted by on December 3, 2012 in Uncategorized

 

Tags:

Using Windows 7 Accessibility Features

For many of us the Property Settings was the method used to change the desktop appearance to enlarge text and font sizes and CTRL+Scroll to magnify the current window for students needing large print. As computers become more of a fixture in the classroom, the more accessibility  options are becoming standard features. Each new generation of Windows builds on the last adding new accessibility functions.  Windows 7 Ease of Access Center has many built in settings that provide users with “out of the box” tools that allow them to use the computer without having to purchase any additional programs or devices.

Windows Accessibility Option

Disability

Advantage

Screen magnification Visually impaired For low vision students this function increases readability without using any external devices or software.
On-Screen keyboard Physically impaired Allows students to select keys using the mouse or another pointing device. The On-Screen keyboard can be customized to make it easier to see and use. This feature also allows text prediction to ease the input required by users.
Narrator Visually impaired

Cognitively impaired

Reads on screen text (text-to speech), primarily for low vision to functionally blind students. Assist students with reading disabilities to be able to hear texts that is on screen, so they do not have to rely solely on reading skills.
Speech recognition Visually impaired

Physically impaired

Allows students to dictate documents. Can be used in combination with Narrator to navigate email, word processor, and other applications. This function can be used for all visually impaired students and students with motor function difficulties.
Visual notification Hearing impaired Announcing notifications with a visual message or flashes on screen instead of audible alerts.
Change text size Visually impaired Change text and icon size without altering screen resolution for ease of use.
Captions Hearing impaired When available, this function will use captioning for videos and animations. This is helpful for students who would otherwise miss out of audible materials.
Sticky keys Cognitively impaired

Physically impaired

Students need only to press one key at a time when Sticky Keys is turned on, instead of multiple keys. This function limits the amount of dexterity required for students with physical barriers and memory recall of keystroke combinations for commands for those with cognitive impairments.

 

Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching

Exceptional Children, 33(6), 68–74. Retrieved from http://www.pathstoliteracy.org/sites/default/files/uploaded-

files/Effective%20Classroom%20Adaptations_CEC_2001.pdf

Microsoft Corp. (2009). Accessibility in Windows 7. Retrieved from http://download.microsoft.com/download/7/9/e

/79e8744f-8e49-4264-9d5b-b702fb3cd63f/AccessibilityInWindows7.pdf

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6 ed., pp. 396-417). Upper

Saddle River, NJ: Pearson.

Project ideal informing and designing education for all learners. (2008). Retrieved from

http://www.projectidealonline.org/visualImpairments.php

 
3 Comments

Posted by on December 3, 2012 in Ed Tech 541