5364+Course+Reflections

 ** Week 1 Reflection  ** Laying the foundations for the entire course was what this assignment way all about. New knowledge was combined with existing awareness regarding three main learning theories. Also, a group was formed for a scenario based project using a great collaboration technology. Finally, lifelong skills were sharpened with the creation, updating, organizing of Web 2.0 tools. This course was very effectively and rewarding for many reasons. Three different learning theories were discussed including beginning the week. Constructivism theory and “Zone of Proximal Development”, which argues that you never learn anything from scratch, rather you create larger frameworks from prior knowledge. Connectivism, which says that knowledge, does not develop exclusively in one’s head. Rather knowledge is the distribution that occurs as both connections in our brains and external connections are made with outside networks. Finally, cyber theory which analyzes and predicts the way humans and machines interact. In this theory, Warwick explains how human senses and capabilities could be enhanced and improved by technology. I had heard about these in lectures and as far back as college. However, thinking about these theories with technology in mind was inspiring and expanded my thinking. “Information is changing from product like a book or DVD into a raw material that our students can manipulate and use” (Warlick 2007). My next task was to form our group in beginning a scenario based project ending in week 5. This was the first time I have used Google Documents to interact with other colleagues and it was amazing. Creating a space where people can come together and work together online was a smart way to interact. Comparing this collaborative technology to traditional email was truly impressive and a great strategy. The third part of this week’s assignment centered on organizing and updating my class blogs and wikis. The sharpening of these skills give me the confidence to not only use them in learning, but I am know able to teach others also. In the future these tools will certainly affect the way I meet, communicate, collaborate, and think about social networks. My new knowledge was combined with existing awareness regarding three main learning theories. A group was formed for a scenario based project using a great collaboration technology. And lifelong skills were sharpened with the creation, updating, organizing of Web 2.0 tools. This was a very eye opening week.  **Week 2 Reflection**  This week’s activities included two assignments that were designed quite well. I was able to gain interesting and new knowledge regarding technology’s impact on learning. Additionally, a brainstorming activity with colleagues for a group project was a success. Finally, a great theory and tool based on Universal Design for Learning (UDL) that will impact my future experiences as an educator was introduced and used. One important idea learned in this week’s activity certainly affected my beliefs regarding technology integration. It described how technology integration strategies impact student learners. In articles by Michael Page and John Schacter student success both traditional areas, such as test scores and skill mastery and non tradition areas, such as self esteem and grasping higher concepts are examined. In the first article by Schacter, The Impact of Education Technology on Student Achievement (1999) he makes some profound positive and negative findings which were truly eye opening. Positively, students using computer-based instruction scored higher on achievement tests, learned in less time, and liked their classes more. Other findings were found and surprisingly indicated that not all areas were affected positively by computer based instruction. Page communicates in Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status (2002) little or no effect was observed in technology enriched learning on achievement, self-esteem, and nontraditional learners. The overall ideas learned are technology integration is important and must be combined with proper educator development and content. Another activity that continued to enrich my understanding of the benefits of technology in collaboration was the brainstorming section of the group project. Again the Google Document tool worked fabulously with my team’s inspiration. Being able to have access to not only the document, but my team’s comments, suggestions, and opinions 24/7 is such a luxury. Fortunately this luxury is becoming the norm for collaboration between team members. Email is great for sending out messages to vast amounts of people or individuals, but lacks the collaborative effectiveness of document sharing technologies. Finally, I was extremely impressed by the theories and tools explored based on the UDL model ( [] ). The entire concept was compared to crosswalk designed for everyone’s use. The sidewalk is ramped, lines are cut for grip, signs are strategically placed to indicate procedure in universal symbols, and audio for commands are included. Any person including disabled, visually impaired, hearing impaired, and all can use the crosswalk. This analogy was good and will be integrated into my future teaching / training curriculum designs. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">The two assignments successfully completed in week’s activities were of great benefit. I was able to gain interesting and new knowledge regarding technology’s impact on leaning, brainstorm with colleagues for a group project, and learn great theory and tools based on Universal Design for Learning (UDL) that will impact my future experience as an educator. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;"> <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">**Week Three Reflection** <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">Week 3 activities continued to expand my knowledge, sharpen my strategies and approaches for learning, and using tools and techniques are worthy of future research and use. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;"> Again the expanding of my knowledge during this course cannot be emphasized enough. Viewing the Digital Youth Portraits from Edutopia’s site of Luis ( <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">[] <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">) and Cameron ( <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">[] <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">) allowed me to compare previous technology ideas and experiences with new ones introduced. The boy featured, Luis is a great inspiration to all learners, most of all first and second generation immigrants to the United States and its public school systems. Luis is a shining example of how technology helps level the educational playing field. Luis used technology as he puts it, “I enjoy using technology because it is a better way to connect with family, friends, improve studies, find out information and use that information to help others.” Cameron is also a great inspiration to all learners, most of all students who have the technology available and want to use it to its full potential. Cameron cuts right to it by saying “I love technology”. He is creating movies and teaching adults technology while in the sixth grade. He is a very impressive young man that many of our students can use technology as a role model. These two individuals come from very different backgrounds yet by using the tools of technology they are both becoming expert and lifelong learners. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">Entering the third phase of our group project I began to take on a facilitator / leadership role. I was impressed with my performance as a learner and team member. These practice group projects have allowed me to look inward and meet the challenges that often seem large with renewed confidence and determination. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">Finally, another good experience that will impact future learning was the creation of a product (ebook) using the UDL model and tool Bookbuilder ( <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">[] <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">). At first the UDL is difficult to grasp. However, after completing the CAST UDL lesson and book builder assignments the implications and usefulness of the tool made sense. In particular the book builder program captured my attention. I thought of all the applications, possibilities, and learning interests it could stimulate. The project itself is a wonderful task that incorporates many technology standards and uses including, research, digital graphics, reading comprehension, main idea, and several more. I do think the most exciting element in the creation of electronic books, is the publishing and sharing aspect that will most appeal to students. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;"> <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">**Week 4 Reflections** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The purpose of the assignment this week was to design student-centered learning experiences with technology. Taking the role of a technology leader I was challenged to devise technology-enhanced learning plans and interventions to meet the needs of diverse learners. Also, I was expected to learn and understand the types of professional development that best supports teachers for the implementation of various technologies in the instructional process. Finally, I was to collaborate with my learning team in the Google Docs, Google site, and CAST areas in the creation of learning activities, based on the plan my team created in Week 3. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">The theory of teaching with technology is becoming clearer. Student centered cooperative learning improved with technology is a key and needs to be communicated effectively. Through quality continuing and supportive professional development I can provide positive intervention to educators. Using multimedia and web resources to create a project will make students “prepared for the fast paced, virtual workplace that they will inherit, today’s students need to be able to learn and work collaboratively (Friedman, //The World is Flat// 2005). The web is more than an electronic reference book, and our educators need this insight. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">As my campus technologist I have a bit of flexibility to choose the content of some professional development trainings. Two week s ago I decided to prepare a training simply entitled, Teaching with Technology. The content was based on the UDL model. The project was the completion of an electronic book from the CAST website ( <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">[] <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">). The training design was based on principals from Web 2.0 (Solomon & Schrum 2007). I out emails with preservice information, presented goals, had a cooperative learning project, and provided a wiki for project presentations and follow up. The 45 minute training with additional credit for wiki participation was completed during Week 4 to mixed reviews. I will look forward for final project participation in Week 5. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;"> <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">**Week 5 Reflections** <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">This final week in the course Teaching with Technology did an excellent job of connecting all the learning, interaction / collaboration, and future learning possibilities together. Video editing tools and multimedia learning are powerful concept that needs to be instilled in our current educational thinking. The shift to Web 2.0 tools can have a profound effect on schools and learning, causing a transformation in thinking. This will happen because the tools promote creativity, collaboration, and communication, and they dovetail with learning methods in which these skills play a part (Solomon & Schrum 2007  <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">My “instructional technology awakening” did not occur until my fourth year of teaching. My previous year had been challenging, student motivation was the major challenge. In my fourth year I was offered the position of campus technologist and I eagerly accepted. Not only would I be helping teachers with technology issues but the professional development I could now attend would technology based. Knowing this knowledge would transfer to my classroom I was encouraged by possibilities for improving student motivation   <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">ISTE Technology Facilitation Standard VIII supports leadership and vision. I understand this standard to encourage a vision of technology integration for the entire campus culture. If we are truly intent modeling lifelong learning with the goal of our students becoming inspired, Web 2.0 tools must be accepted used and taught. As mentioned above, they promote creativity, collaboration, and communication for our educators and students alike. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Assignment Reflections for EDLD 5364 – Teaching with Technology **

<span style="margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Solomon, G., & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Eugene,OR: International Society for Technology in Education. <span style="margin: 10pt 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Universal Design for Learning: Providing Educational Support (2009) Retrieved from- <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> ) October 15, 2010. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Warlick, David 2007. David Warlick at 2007 AASB Conference in Alaska. Retrieved fron Utube on October 14, 2010. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[]