Tag Archives: Ed Tech 541

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


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


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Posted by on December 9, 2012 in Uncategorized



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



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


Microsoft Corp. (2009). Accessibility in Windows 7. Retrieved from


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


Posted by on December 3, 2012 in Uncategorized



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.


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

Saddle River, NJ: Pearson.


Posted by on November 18, 2012 in Uncategorized



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


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


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

Dynamics Project. Retrieved from


Focus on effectiveness researched-based strategies. (2005). Retrieved from


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

The teacher’s guide. (2012, March 22). Retrieved from

The teacher’s ultimate destination for virtual field trips. (2012). Retrieved from


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Posted by on November 11, 2012 in Uncategorized



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

Resources for more information:


Safe Teens


Copyright Infringement


Dowshen, S. (2011, June). Safe surfing tips for teens. Retrieved from


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

Klintworth, P. (2008). Online safety [Image]. Retrieved from


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

MsStarlile (2011, April 30). Top 10 netiquette rules [Video]. Retrieved from


Netsmartz. (2012). Retrieved from

Ross, S. (2012, January 18). Albion. Retrieved from is

plagiarism?. (2009, July 05). Retrieved from



Social Networking & Walled Gardens

Walled Garden Voice Thread

Bliss, R. (2008). Filoli Gardens [Image]. Retrieved from


Robertson, G. (2004). Fall in the high country –Marble mountains [Image]. Retrieved from


Szalwinski, B (2011). Square foot gardening [Image]. Retrieved from


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Posted by on October 21, 2012 in Uncategorized



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.


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


Hippocampus [image]. Retrieved from


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

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


Posted by on October 14, 2012 in Uncategorized