This is a
project for a professional development course I have been taking... I'm
thinking about taking my traditional classroom and flipping it! By doing
this, the students would view "lectures" and supporting media during
their "homework" time (on their own) and use class time for projects
and interactive activities. I think this would be a major change for
students who are so very used to the traditional setting, but I also think that
if they will give it an honest attempt they would see a huge difference in
their understanding.
Brown's Bag
My journey as I navigate my way through learning new technologies and incorporating them into my classrooms.
Tuesday, June 3, 2014
Thursday, June 6, 2013
Still learning... 2nd Attempt at Scratch
Sometime ago, in a course for my Masters, I had an assignment to create an animation. Two programs were recommended; those being Scratch from MIT and Stykz. I attempted both and found them difficult to use and felt that I didn't have the time I needed to learn them. So I set off on a task to find another animation tool that was Web 2.0 friendly. I made the animation and completed the assignment and never looked back. Until recently...
The curriculum director came to me a few weeks ago and asked if I was interested in taking a two workshop on Scratch and whether I would teach a game design class for the coming school year. Not being one to turn something like this down I jumped at the chance! We will see where this journey takes me.
I attended the workshop over the last two days and this is my attempt to embed a finished product that I created during the training. I hope to find additional ways to share the animations and games that are produced.
Link to the Scratch project click here.
The curriculum director came to me a few weeks ago and asked if I was interested in taking a two workshop on Scratch and whether I would teach a game design class for the coming school year. Not being one to turn something like this down I jumped at the chance! We will see where this journey takes me.
I attended the workshop over the last two days and this is my attempt to embed a finished product that I created during the training. I hope to find additional ways to share the animations and games that are produced.
Link to the Scratch project click here.
Sunday, September 30, 2012
Applied Technology... in Student Effort and Assessment
This week’s videos and
readings discussed how we can use the technology tools to not only actively
engage our students, but also how we might have them understand and reflect using
their own knowledge gained by using these tools.
Student effort was a topic
that was of great interest to me. I
find it a challenge to motivate my students to provide more than just the
effort needed to pass, but maximize their potential. Future success can be determined by effort today. When students learn to provide maximum
effort they will gain maximum results. “The instructional strategy of
reinforcing effort enhances students’ understanding of the relationship between
effort and achievement by addressing their attitudes and beliefs about learning”
(Pitler, Hubbell, Kuhn, & Malenoski, 2007). This is very true, yet is difficult for a teacher to address.
However, it is necessary that
teachers work to correlate student effort to achievement in order for the
student to realize future possibilities. By using technology to develop
strategies for involvement, teachers can reinforce students’ input and
self-assessment to assist them in taking charge of their learning. “Technology
makes it easier for students and teachers to track the effects of effort and
facilitates more immediate feedback” (Pitler, Hubbell, Kuhn, & Malenoski,
2007).
In terms of assessment,
Solomon & Schrum also address the importance of involving students in their
own assessment process. Technology
can provide not only tools for students’ to assess their own learning, but can
also be used for authentic assessment. “Perhaps the most obvious use of Web 2.0 tools for assessment
would be for students to be able to show what they know in a wide variety of
media” (Solomon & Schrum, 2007). The using technology tools such as
electronic portfolios including word processing, spreadsheet and database
programs in assessment is an engaging tool “in which students must use
knowledge to fashion performances effectively and creatively” (Solomon &
Schrum, 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, 155-164.
Solomon, G., & Schrum,
L. (2007). Web 2.0: New tools, new
schools. Eugene, OR: International Society for Technology in Education,
168-176.
Sunday, September 23, 2012
Technology, Professional Development and Learning Communities
This week our video and
reading focus was on several topics, including technology intervention, cooperative
learning and professional development. One of the statements in the readings that really interested
me was “We often provide “just in case” training rather than “just in time”
training” (Solomon & Schrum, 2007). As I read this I began to think about my own recent summer
professional development trainings. Many times as teacher we are presented with
professional development just as we need to begin to implement it. This does not give use much time toTe “chew
on it a bit” and “digest it”. I
personally need time to reflect on the usage and how to implement it into my
curriculum. I think this leads to frustration, mistakes in how it is put into
practice and presentation, and a lack of willingness, on some teachers’ part,
to use the technology. Teachers need the same opportunities as students to
discover the benefits of new technology tools, especially if they are expected
to use them immediately in the classroom.
Another issue that was
discussed was professional development and emergence of professional learning
communities, which in a sense is like the Personal Learning Communities learned
about in a previous course. Another statement from a reading, “a strong feeling
of community increases the willingness to share information, the passion to
support each other, and the collaborative efforts to complete joint activities.”
(Solomon & Schrum, 2007) Reading this made me think about how it might be
useful in my school. We do not
really have formal professional learning communities. In fact, I feel just the opposite. I see a specific committee group of teachers who are
involved with the implementing of a grant-funded program as almost a
clique. I feel that I use
technology as much as or more than others do, yet when I try to share my activities
and “new” technology a teacher from this group the response is less
enthusiastic than I expect. I feel
that, as teachers we are not unified in our endeavors in the implementation of
technology and this will not be helpful to the success of the program.
Solomon, G. & Schrum, L.
(2007). Web 2.0: New tools, New schools.
Eugene, OR: International Society for Technology in Education, 99-116.
Image retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpx8uu-SwnpIHB2vrAC8K1GmPMtCBocjyQn_X-_ZNrY83FxbRBah9n6sHIrlhoOj1QBYW8rRiIzhD87vwq4TrEWNjFBpCcIVzLiB2CStvunEo5DYqjQ3uL4vPDMFr3IetZusgOW0MVr-s/s1600/Wordle+-+Now+New+2.jpg
Sunday, September 16, 2012
CAST BookBuilder eBook
I found the eBook interesting to make. It is a little difficult to maneuver the
program, but with a little time I think I can manage to make it easier to
navigate. I like the idea of using
the eBook to share information with my students. It is often difficult to find to find material for students
what would be a good source for vocabulary, basic or detailed information,
however I am a little concerned about the juvenile appearance of the book. I am not sure how high school students
will receive this, but I also believe that with more practice and time to
include more up to date images the tool could provide to be both beneficial to
students and interesting enough to capture their attention.
This is the link to an eBook constructed on CAST's UDL BookBuilder
http://bookbuilder.cast.org/view.php?op=view&book=65265&page=1
UDL... Creating a Blueprint for Learning That is Not One Size Fits All
This week the assignments and lessons provided some new
topics, specifically the Universal Design for Learning (UDL) and eBooks from the Center for Applied Special Technology (CAST). Both of
these topics are something that I was unfamiliar with, but after completing the
videos and readings this week I feel like the ideas presented are what teachers want to do for their students. As teachers we want to reach all
students, so we plan for this in the preparation and implementation of daily instruction. The UDL model is a means to producing lessons in which all students are successful, regardless of ability or learning style. This just seems like common sense and I believe that teachers would
naturally and automatically want to embrace this for the success of their
students. I believe that most teachers try to focus our efforts in an informal
way by using the UDL model, but the structure of the format allows for teachers
to incorporate many methods into the curriculum. This ensures that all
students’ needs are met. Also a topic I found interesting in the UDL model, was
the three brain networks – recognition, strategic and affective - the “what”,
“how”, and “why” of learning (udlcenter.org, 2012). By dividing these concepts into categories,
the development of curriculum is in an easier format to ensure all students’
needs are reached.
The eBook assignment was fun to create, and I can see many
opportunities for me to use this in my class. I teach a content area that is ever evolving and the adopted
“textbooks” currently in use can be and usually are outdated. The discipline has many subjects under
one umbrella so to speak and this hinders adoption. I am not currently teaching it but I teach an educator exploratory
class and I think my kids in the future could benefit from the knowledge of the
CAST website, UDL lesson creation and eBook uses to ensure differentiation in
instructional practices and that all students’ benefit from instruction. I may even include this at the end of
the year as part of my Child Development class in preparing them for Child Guidance classes.
National center on universal design for learning. (2012, 02 28). Retrieved On September 16, 2012) from http://www.udlcenter.org/aboutudl/whatisudl
Sunday, September 9, 2012
Technology... and Student Diversity
This week the focus on our readings and videos are on the
impact of technology to students and the classroom. In the student-centered
learning environment it is important that all students be allowed to
learn. This includes all students in
diverse learning levels. I currently teach classes in the Career and Technology
(CTE) area of Family and Consumer Sciences, where students from all levels,
Gifted and Talented (GT) to Special Education (Sped) are included.
The readings that addressed the need
for differentiated instruction to meet the needs of these varying levels of
students were the most interesting to me. Pitler focuses on the objectives
teachers and students need to concentrate on to accomplish the goals of
learning. In this he addresses the use of technology, such as e-mail, blogs and
communication software, to set and communicate goals and objectives (Pitler,
Hubbell, Kuhn, & Malenoski, 2007). He and his colleagues also state that
“this is not only a great tool for setting student objectives, it also is a
wonderful way to differentiate student learning” (Pitler, Hubbell, Kuhn, &
Malenoski, 2007) . Schacter also
concludes in his piece on current research, “there is, however, evidence in
some of these studies that learning technology is less effective or ineffective
when the learning objectives are unclear and the focus of the technology is
diffuse” (Schacter 1999). I find this true in my classroom, as all students
seem to enjoy and learn from using various types of technology. I use
technology not only in delivery of instruction, but to manage assignments and
homework, through the use of a learning management system. I use this LMS to communicate the goals
and objectives of daily learning. I
have found that when the students have a clear understanding of the goals and
objectives of learning, they can easily go to work on the assignment, project,
or activity, and they are more in tuned to what they should be learning. When
objectives are not clearly stated, the students are lost and confused, often questioning
and seeking more guidance.
I found one statement in Page’s writings on using technology
for differentiated students to be interesting. “At-risk students who had
obviously been alienated from their peers have, after computers were introduced
to the learning environment, been consistently observed interacting closely
with other students in computer-aided assignments (Diggs, 1997)” (Page 2002).
Once again I find this true in my classroom.Students from all learning abilities and socioeconomic
backgrounds begin working together to complete the assignments successfully. I am
surprised at how they all help one another. Some students will have a better understanding
of the material more than others. Another statement I found interesting was, “Computer
technology, when integrated into the classroom for significant periods of time,
may also have more significant effects among students classified as low
socioeconomic status” (Page 2002). My school is currently at the end of a three-year
grant program in which technology and computers were immersed into the
classroom. We are currently
waiting to view the results of student achievement from the past two years to
see if the technology has indeed improved overall student achievement, and
where, if needed, we can make improvements.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with classroom
instruction that works. Alexandria, VA: Association for Supervision and
Curriculum Development, Chapters 1, 15-38.
Schacter, J. (1999). The
impact of education technology on student achievement: What the most current
research has to say. Santa Monica, CA: Milken Exchange on Education
Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.
Page, M. S. (2002). Technology-enriched classrooms: Effects
on students of low socioeconomic status. Journal
of Research on Technology in Education, 34(4), 389–409. Retrieved from the
International Society of Education at
http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Sunday, September 2, 2012
One Perspective... in Constructivism
During the first week of readings, several new learning
theories were introduced to me. The one I that I seemed to connect with the
most was constructivism. I really enjoyed reading about this theory, as it is
based in the principles that learners “consider learning to be an individual
and personal event.” (SEDL, 1999) I feel that this is so true that “learners
bring unique prior knowledge, experience, and beliefs to a learning situation.”
(SEDL, 1999). The theory acknowledges that learners bring their own unique
prior knowledge, experience and beliefs, that learning is controlled internally
and considered, knowledge is constructed in many ways, learning is a process of
accommodation and assimilation or rejection, learning is both active and
reflective and social interaction provides multiple perspectives.
I often see my students respond to the information I present
to them. Their responses are
varied. Some seem to accept and
retain the information easily, while others need time to process it and find
some connection to it. I believe many of my students come to my class with some
basic knowledge of the content they will be learning and can immediately see
the connection to their own experiences.
I am learning that I need to continue to work toward a more learner-centered
classroom and shed the teacher-centered, traditional idea of instruction. Although
this is a little scary, because it requires me to give up some control in my
classroom; but it is necessary to adapt to the method in which my students can involve
themselves in their own learning process. Group projects, student teamwork,
field trips and guest speakers and collaborators must all become a part of my
daily lesson planning to create an environment that is student-centered and
student-influenced.
Southwest Educational Development Laboratory, (1999).
Learning as a personal event: A brief introduction to constructivism. Retrieved
on September 2, 2012 from http://www.sedl.org/pubs/tec26/intro2c.html
Adams, S., & Burns, M. (1999). Connecting student
learning and technology. Retrieved on September 2, 2012 from http://www.sedl.org/pubs/tec26/flash.html
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