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.

 

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

 

Obstacles and Solutions – How to Overcome

If you have been around very long, you have probably already heard a plethora of excuses why incorporating technology into the classroom is just too much to expect. I have found myself pointing out the reasons we don’t do more. My usual complaint is our network’s “walled garden” is more of a tiny pot for herbs than a vegetable garden! So, instead of whining “what can be done?” Here are some suggestions for the more common obstacles:

Obstacle	Solution
I don’t know how to use it.	Learn by watching tutorials on YouTube or other sites Look for professional development opportunities from organizations such as NCTE and ISTE. Check your state’s education department for professional development or tutorials. In Arizona it is the IDEAL Portal Use the tutorials within the application Read the manual Have someone teach you, either a co-worker or a student
The technology department doesn’t allow it.	Demonstrate the educational need for the resource with sound research! Provide exemplars of how the technology will increase learning Have students present to the power-that-be Request access to specific sites instead of opening up an entire category
My students don’t know how to use the technology, and I can’t afford the time to teach it.	Team up with another teacher, like the computer applications teacher to do a joint project Use tutorials to assist students who are not familiar with the application Use peer-tutors as the experts to teach classmates
I have too much to do already and I don’t have time for more!	Use an appropriate combination of computer/non-computer application Use it as a learning tool as opposed to a teaching tool Using simulations, digital storytelling and virtual field trips are motivating alternatives to traditional lectures and pen and paper projects Technology increases student engagement, making class time more productive

As Roblyer and Doering point out in Chapter 11, regardless of your teacher education program, it is a teacher’s professional obligation to learn the tools through ongoing education and professional development.

Resources:

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6 ed., pp. 264-393). Upper

Saddle River, NJ: Pearson.

 

Relative Advantages of Using Technology in Language Arts and Social Studies

The Common Core, high stakes testing, and AYP, these terms may make many a teacher shiver. With the push to deliver more content, and increase depth of knowledge why add on technology? The students sitting in our classrooms are digital natives – meaning technology has always been a part of their lives. These students are used to using interactive media in their personal lives. Traditional stand and deliver instruction will not get the students to where they need to be.  Lets take a look at the advantages of incorporating technology into the just two of core content areas, and how Internet and communications technology can help teachers:

Content Area	Advantage	Technology
English/ Language Arts	Increased literacy skills; digital, information, and in reading and writing skills. Motivating students to read and write more Word fluency and vocabulary development Comprehension development Feedback loop Realia (definition: objects or activities used to relate classroom teaching to the real life)	Literacy: Blogs, Wikis, Podcast, e-mail, e-readers, and digital storytellingMotivation: word processors, blogsFluency: Online word matching and vocabulary buildersComprehension: Ebooks, interactive stories, digital storytellingFeedback: word processors, drill & practice, simulations, or educational gamesRealia: Digital publishing, podcast, ebooks, images, etc.
Social Studies	Primary sources – artifacts, eye-witness accounts, journals, pictures, videos, etc. Virtual field trips – take field trips without leaving the classroom Mapping Simulations	Primary sources: National Archivesdatabase access to images of documents, artifacts, and recordings. Other sites such as the BBC, museums, and state historical sites have many primary sources to interest students.Virtual field trips: Tours and Trips using the internet or Skype conversationsMapping: Google earth, Google maps, Esri Mapping applicationSimulations: Oregon Trail or Argument Wars

For more information check out these resources:

Types of Feedback and Their Purpose

Education through Exploration – The JASON Project

Education Database Online – Virtual Field Trips

The Connected Classroom – a list of simulations for a variety of content areas

Social Studies Freeware

Credits:

Dunkel Chilcott, M. J. (n.d.). Effective use of simulations in the classroom. Catalina Foothills School District System

Dynamics Project. Retrieved from http://clexchange.org/ftp/documents/Implementation/IM1996-01Effective

UseOfSims.pdf

Focus on effectiveness researched-based strategies. (2005). Retrieved from http://www.netc.org/focus/strategies/

prov.php

Roblyer, M. D., & Doering, A. H. (2013). Teaching and learning with technology in English and language arts instruction.

In Integrating educational technology into teaching. (6 ed., pp. 264-283). Upper Saddle River, NJ: Pearson.

Roblyer, M. D., & Doering, A. H. (2013). Teaching and learning with technology in social studies instruction. In Integrating

educational technology into teaching. (6 ed., pp. 330-349). Upper Saddle River, NJ: Pearson.

The JASON project. (2012). Retrieved from http://www.jasonproject.org/

The teacher’s guide. (2012, March 22). Retrieved from http://www.theteachersguide.com/virtualtours.html

The teacher’s ultimate destination for virtual field trips. (2012). Retrieved from http://www.onlineeducation.net/resources/

virtual-field-trips

 

Using the Internet Safely

These days just about everyone is using the Internet, however, it is important to remember some basics whilst surfing!  Over the years these are the rules I came up with for my classroom…

Netiquette– the basic rules of online etiquette

Stop Piracy!

• Maintain a positive online presence:

  • Be polite in posts and e-mails
  • No shouting – writing in all CAPS=shouting
  • No bullying or spreading rumors
  • Maintain your integrity

• Follow all school/corporate polices & Laws

  • No illegal activity
  • No uploading/downloading of:

    • inappropriate content
    • viruses
    • copyrighted materials without permission

  • Do not claim someone’s work as your own

• Maintain your privacy!

  • Do not post personal information
  • Don’t meet with someone you met online
  • Use secure sites for all transactions
  • Clear browsing history and cookies

• Be aware of where you are. Read the description and note the site extension before clicking

Resources for more information:

Netiquette

Safe Teens

Plagiarism

Copyright Infringement

Credits:

Dowshen, S. (2011, June). Safe surfing tips for teens. Retrieved from http://kidshealth.org/teen/safety/safebasics

/internet_safety.html

Edwards, C (2010). Lydi_pirate [Image]. From personal photo library

Klintworth, P. (2008). Online safety [Image]. Retrieved from http://www.flickr.com/photos/27340884@N07/

2550811617

MCCCD legal services department – what students should know about copyright. (2008). Retrieved from http://

http://www.maricopa.edu/legal/ip/students.htm

MsStarlile (2011, April 30). Top 10 netiquette rules [Video]. Retrieved from http://www.youtube.com/watch?v=

FJncZc-80GQ&feature=youtu.be

Netsmartz. (2012). Retrieved from http://www.netsmartz.org/Teens

Ross, S. (2012, January 18). Albion. Retrieved from http://www.albion.com/netiquette/corerules.htmlWhat is

plagiarism?. (2009, July 05). Retrieved from http://www.plagiarism.org/

 

Social Networking & Walled Gardens

Walled Garden Voice Thread
Images:

Bliss, R. (2008). Filoli Gardens [Image]. Retrieved from http://www.flickr.com/photos/bliss1955/2439544161/sizes

/o/in/photostream/

Robertson, G. (2004). Fall in the high country –Marble mountains [Image]. Retrieved from http://www.flickr.com/

photos/garytrinity/2364482396/sizes/o/in/photostream/

Szalwinski, B (2011). Square foot gardening [Image]. Retrieved from http://www.flickr.com/photos/bruceandsusan/

5598941954/sizes/o/in/photostream/

 

Multimedia in the Classroom

This was a challenging project, namely because everything was very glitchy this week. After having several screencast apps crash, I ended up using Debut Video Capture. This program is very simple to use, and comes with a video editor that will allow a direct upload to YouTube.

References:

Antonenko, P. (2010). Using Electroencephalography to Measure Cognitive Load. Educational Psychology Review,

22(4), 425-438.

Beal, J. A. (2009). Human brain lateral view – Lobes [Image]. Retrieved October 13, 2012 from

Database Center for Life Science (2010). Four Lobes animation small [Image]. Retrieved October 13, 2012 from

Gerlic, I., & Jausovec, N. (1999). Multimedia: Differences in cognitive processes observed with EEG – ProQuest.

Educational Technology, Research and Development, 47(3), 5–14.

Information Processing Model [Image]. (2011). Retrieved October 13, 2012 from http://digitalsandbox.edublogs.org/

files/2007/11/information-processing-model.jpg

Hippocampus [image]. Retrieved from http://morphonix.com/software/education/science/brain/game/specimens/

hippocampus.html

McLaughlin, J. S., & Munsell, D. S. (2012). Evolving On-Line Pedagogy: Developing Research-Based Multimedia

Learning Tools for the High School and Undergraduate Biology “Classroom”. International Journal of Online

Pedagogy and Course Design (IJOPCD), 2(1), 1-20. doi:10.4018/ijopcd.2012010101

Neo, T. K., Neo, M., & Kwok, W. J. (2009). Engaging students in a multimedia cooperative learning environment:

A Malaysian experience. Same places, different spaces. Proceedings ascilite Auckland 2009. Retrieved from

Click to access neo.pdf

Word cloud of student responses to “How did social networking tools contribute to learning?”. Retrieved from

http://www.educause.edu/ero/article/social-networking-tools-facilitate-cross-program-collaboration

 

Instructional Software

This week we were to read Chapters 3-5 in Integrating Educational Technology into Teaching. The topic was technology tools in the 21st Century. These chapters provided an insight into just what Instructional Software is, the difference between instructional and software (productivity) suites, and how to integrate applications into lessons. The authors highlighted how these tools can enhance learning when embedded into lessons. Throughout the chapters there were tables of free open source options, relative advantage charts, and suggestions on how best integrate a specific tool. Our focus for the weeks project was the Instructional Software aspect.

So, just what is  Instructional Software? It is computer software designed for the primary purpose of teaching or self-learning. There are five basic categories of instructional software:

• Drill & Practice – designed to help users remember facts or concepts quickly, while providing feedback as to whether the answer is correct or not. Its purpose is to increase automaticity of recall skills
• Tutorial – provides a complete cycle of instruction on a specific topic.It can be used as independent study or in a small group setting for remediation or enrichment.
• Simulation – computerized model to allow user to learn how something works. Provides a glimpse into the “real-world” and allows users to experiment without risk.
• Instructional Games – educational concepts applied in a game setting. The primary purpose is to increase student motivation.
• Problem-Solving – teaches specific steps to solve a particular type problem or general problem-solving and higher order thinking skills.

There are many advantages to using instructional software, the two main reasons that may get your attention are time and motivation! Let’s look at the first reason, time.

At the middle school I work in, classes are only 57 minutes. In that time the teacher has to go through the entire cycle of instruction,  while providing differentiated instruction.  It is like running a race while doing juggling act. That is where instructional software comes in to play.  A teacher can be multi-tasking through the use of technology with the ability to monitor students actual progress, instead of using dreaded worksheets and flash cards. Students who are still struggling with basic concepts or need to continue practicing skills can be using drill and practice applications. Meanwhile, you may have a student or two who were absent and missed a lesson. A tutorial such as those at Khan Academy may be just the answer.  Do you remember back in kindergarten when you planted a seed in a Styrofoam cup, and anxiously checked it everyday to see if it was growing? A simulation can take a slow process and speed it up (watch that plant go from a seed to a plant in a minute or two) or take a fast process and slow it down. You can also use simulations as alternatives to live experiments and dissections. There is a time and place, even in 57 minutes, for a game or two. Do you ever have students who grasp the concept, get their work done, and then use the rest of the time to see how many other students they can distract? Maybe a creative redirect in the form of an educational game, that unbeknownst to them reinforces the concept, or a problem-solving program that requires students to use high-order thinking skills may be a more appropriate activity for these students.

Now, let’s go back to the second reason – motivation. The students sitting in our classrooms today are much more tech savvy than their predecessors. Many of these students literally cut their teeth on a cellphone! It is quite common for a pre-school student to be able to operate a computer or tablet with ease. Students are used to using technology. They enjoy it. The same task that is a drudge on paper is generally better accepted and completed when getting to use technology. Thus, to be able to use technology to replace tedious assignments or repetitive  tasks creates a higher level of motivation.

Are you ready to take the instructional software plunge? Let’s start by exploring “How to” articles from Education World and TechKnowLogia to develop an understanding of how to evaluate instructional software.

Now that you have a better understanding on how to evaluate an application, explore the chart below and figure out just how your students could benefit from using instructional software to enhance to your instruction.

Category	Relative Advantages	Reading	Math
Drill and Practice	Automaticity Immediate feedback Self-paced Supplement/replace worksheets Differentiated instruction Motivation Time saver	Internet 4 Classrooms Skill Wise AAA Spell	Math Playground AAA Math Adapted Mind ixl Internet 4 Classrooms
Tutorials	Immediate feedback Self-paced Differentiated instruction Motivation Time saver Instruction that stands alone Individual or small group	Brain Pop Learner Interactives	Math Tutor Math Media Interact Math Purple Math Math.com
Simulations	Involves students Makes experimenting safe! Allows manipulations not feasible in real life Saves money and resources Does not require killing or harming test subjects Observe complex processes Manipulate time – compress or expand time elapsed Manipulate variables Avoids potential ethical issues	Social Studies Central	Mathworks STEM Real Life Math Gizmos
Instructional Games	Motivation Time on task Reinforcement of academic skill	GameUp Reading Brain Sheppard Software	Reflex Math Sheppard Software Gamequarium
Problem-Solving Software	Motivation High-order thinking skills Applied academic skills Challenging activities	Read Write Think	Maven Math by Design Sketchpad

Well, what is your next step going to be?

Resources:

Roblyer, M.D., & Doering, A. H. (2013). Technology Tools for 21st Century Teaching. Integrating Educational

Technology Into Teaching, Sixth Edition (pp. 72-169). Upper Saddle River, NJ: Pearson

 

Wi-Fi for Mobile Networks

This was an interesting project. The best thing about it – I found the answers to questions we had about being able to do online testing. With the Common Core coming next year, we had better start beefing up our wireless network now. By my estimates we will need at least double the number of access points to meet the needs of your students. Fortunately we have more than enough bandwidth, it is just a matter of boosting the number of access points. That at least is an easy fix.

This is my revised presentation:

 

Educational Technology Vision Statement

Education is defined as “the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.” Education cannot be confined in a traditional classroom setting and still meet the needs of students.  The world is developing and incorporating technology in all aspects of life.  The education system must accept this and embed technological literacy not as an “add-on”, but as a means to acquire and demonstrate knowledge.

Technology is everywhere.  Students must develop the requisite skills that will allow them to embed a variety of technology tools seamlessly into their academic, personal, and professional lives. Educational technology develops students’ skills in all facets of their lives: as students, educators, parents, and contributing members of the global workforce.  As access to technology becomes ubiquitous, educators need to assist students to become wise consumers of technology.  According to the definition from the Research Center for Educational Technology (2006), true ubiquitous computing overcomes the digital divide and creates a culture where students and educators work together and “critically analyze information, create new knowledge in a variety of ways (both collaboratively and individually), communicate what they have learned , and choose which tools are appropriate for a particular task.”

Today’s youth spend more time, on the average, using entertainment technology than an adult does working.  Teens are technological multi-taskers, spending approximately 21 hours a week, outside of school, using computers (Kaiser Family Foundation 2010). Investing this time in developing and honing relevant technology skills to assist students in academics and prepare them for their future professional lives would have a phenomenal impact on society. Students need to be  college and career ready upon graduation, possessing “The New Basic Skills” (Murnane and Levy, 1996). These new basic skills overlap  the essential 21 century skills,  which are learning to collaborate with others and connecting through technology in a knowledge-based economy (Blinkley et al., 2012). Such skills are a must for all, not just for “techies.”

Technology must be an enhancement to education, not a substitute for tasks previously done with pen and paper (Bowman 2004). We need to move beyond having students simply use  word processing and presentation software, along with the Internet to create reports. Effective use of technology in content areas, while adhering to required standards, creates micro-worlds that foster collaboration and communication, with transference of these skills to the work-place. To make the intertwining of technology and task completion truly seamless, the hours spent in the home using technology in a informal manner need to be an extension of the formal learning in the classroom and workplace (Fitzpatrick and Stringer, 2007).

The classrooms of today and tomorrow need more than just pen and paper. The world is ever changing, and the educational system needs to keep up with the growing demands of a technology-infused global economy. Students must graduate with not only the academic skills to be college or career ready, but possess technology skills that are demanded by higher education and employers. Educators need to take advantage of the students’ use of technology outside of the classroom and channel their enthusiasm into developing technology literacy with a deeper understanding of academic concepts.

References:

Daily Media Use Among Children and Teens Up Dramatically From Five Years Ago – Kaiser Family Foundation. (n.d.). Retrieved September 9, 2012, from http://www.kff.org/entmedia/entmedia012010nr.cfm

Murnane, R. and Levy, F. (1996). Teaching the New Basic Skills: Principles for Educating Children to Thrive in a Changing Economy. New York, NY: The Free Press

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. Assessment and Teaching of 21st Century Skills, 17–66.

Integrating. (n.d.). Retrieved September 9, 2012, from http://www.fno.org/oct04/integrating.html

Fitzpatrick, G., & Stringer, M. (2007). Exploring technology influences between home, work, school: implications for managing ubiquitous technologies in the home. Home Informatics and Telematics: ICT for The Next Billion, 235–249.