Reflection EDLD 5364 Week 5

     The videos this week addressed the future trends in technology as related to education. James Gee and Sasha Barab stressed that children must be problem solvers, creators, producers, and collaborators in order to be successful in the 21st century job market. As educators we will need “to include a focus on the skills and abilities that students will need if the next generation is to remain competitive in a changing world” (Solomon and Schrum, 2007, p. 9). In my opinion, our educational system is not focusing on the future. In my school district, the focus is on the students’ performance on standardized tests. Our daily class instruction excludes everything but what is needed to teach the test. This is a narrow and distorted view of education. “If we limit children as vessels to be filled with things, we’re not creating futures for them” (Barab, n.d.).

     Online games and simulations are excellent tools for teaching problem solving. James Gee and Sasha Barab had some convincing arguments for using gaming as a valid tool for problem solving and for assessment. Sasha Barab made several statements that I found to be very thought provoking. "When I start a game, I'm immediately positioned with a purpose" (Barab, n.d.). "Failure is motivating. It's not something to be avoided" (Barab, n.d.). In the game, failure is the challenge to do better next time. Students will take time to learn the rules and procedures of the game in order to advance toward a winning goal. They are motivated and challenged to try again. In contrast, failing a test is defeat and does little to motivate repeat offenders to do better next time.

References:

Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, Or.: International Society for Technology in Education.

VideoAmy), A. E. (n.d.). Big Thinkers: Sasha Barab on New-Media Engagement
Edutopia. K-12 Education & Learning Innovations with Proven Strategies that Work
Edutopia. Retrieved March 29, 2012, from http://www.edutopia.org/digital-generation-sasha-barab-video

Jeanette King
EDLD 5364/ET 8038

EDLD 5364 Reflection Week 4

     This week’s readings and videos provided information on ways to integrate technology, advantages of project based learning, and effective professional development. I really enjoyed the video of Vicki Davis, the ‘teacherpreneur’. Her classroom was completely utilizing project based learning. She facilitated her students in learning how to learn. There are few teachers like Vicki. “A small percentage of teachers have the positive attitudes to try innovations and adopt new ways of teaching” (Pitler, 2005, A-9). As the videos plainly showed, it takes time and effort to integrate technology into the classroom. The entire face of learning changes when technology tools are utilized. This change is usually met with resistance. “A critical factor against technology is people’s innate dislike for change” (Pitler, 2005, A-9). Change is often born out of necessity. With inevitable budget cuts, free technology resources will become a viable alternative in order to meet curriculum needs.


     As I read the assigned readings for this week, I began to recall the professional development workshops that I have attended. The ‘new’ information was presented in a way that overwhelms and falls far short of motivating anyone to pursue the technique any further. I believe this is a major reason why “teachers are still viewed as resistant to integrating technology on a more frequent basis” (Solomon & Schrum, 2007, p. 103). Our educational system is still driven by standardized test scores. The scores are what matter. Every teacher knows that they must do what is necessary to keep the test scores passing. If using technology hinders or impedes the attainment of that goal, technology will not be integrated to its full potential.

References:

Pitler, H. (2005). McREL technology initiative: the development of a technology intervention program : final report. Denver, Colo.: McREL.

Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, Or.: International Society for Technology in Education.

VideoAmy), A. E. (n.d.). Harness Your Students' Digital Smarts
Edutopia. K-12 Education & Learning Innovations with Proven Strategies that Work
Edutopia. Retrieved March 25, 2012, from http://www.edutopia.org/digital-generation-teachers-vicki-davis-video

Jeanette King
EDLD 5364/ET 8038

EDLD 5364 Reflection Week 3

     This week’s readings and videos were very beneficial for me. Universal Design for Learning provided information that will allow me to become a better teacher. As I continued to read about the principles of UDL, the chapter gave numerous examples and practical applications for incorporating activities that involve recognition, strategic learning, and affective learning. I also discovered that many everyday teaching practices tend to hinder rather than promote learning. “Once you have an understanding of the barriers to learning posed by available materials, you can investigate the digital media and networks available to support differentiated teaching approaches” (Rose & Meyer, 2002, para. 2). The UDL site provides a Curriculum Barriers Tool, Template, and Tutorial for identifying the roadblocks in one-size-fits-all teaching methods. I explored the curriculum barrier resources and found them to be customizable. I was able to choose a scenario for a particular student and use the tools to develop a curriculum to maximize the student’s learning. It is very important to consider a student’s needs, interests, and strengths when analyzing barriers in their learning. As I worked through the barrier tools, it became apparent that digital media provides ultimate customization and personalization for diverse learners.

     Two of the most important aspects to consider is how the learner will demonstrate what has been learned and identifying the strategies that help the students acquire and integrate their learning. The best instructional strategies for evidence of learning are providing feedback and recognition. Technology is probably most powerful for incorporating the activities that will provide students with diverse and customizable experiences. The learning becomes personal and adaptive to each student’s learning style and unique interests. As a teacher, I realize that digital tools are an integral part of everyday life in today’s society. We have become consumers and producers. As I was walking through the Los Angeles airport yesterday, I noticed a hub station for charging iPods, iPads, and iPhones. The world has changed, and education must adapt and move forward with it.

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.

Rose, D. & Meyer, A. (2002). Education in the digital age. In Teaching every student in the digital age: universal design for learning (chapter 6). Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_3.cfm

Jeanette King
EDLD 5364/ET 8038

EDLD 5364 Reflection Week 2

     This week’s videos and readings discussed the subject of technology as an invaluable tool for diverse learning substantiated by research. Universal Design for Learning has a vast collection of resources that coincide with three basic principles of learning. Dr. Rose (n.d.) explains that “the way we learn is as different as our fingerprint or our DNA.” Providing children with multiple representations, multiple means of engagement, and multiple means of expression are basic learning principles that customize and personalize their learning.

     Digital technologies are the perfect tools for accommodating diverse learning. “Because of their inherent flexibility, digital technologies can adjust to learner differences” (Rose & Meyer, 2002, para. 3). I’ve seen the motivation and engagement that children display when they are using technology. I understand the benefits of technology as it addresses every learning style and meets individual needs of personal preference and personal expression. On my campus, the problem lies in the fact that the technology will not be utilized if it isn’t updated. Teachers are so consumed with STAAR testing and C-Scope curriculum requirements, myself included, that one day wasted because of outdated and problematic equipment is not an option.
     “Although the advantages of computers in modern society are quite evident, it may be that technology, if only in educational circles, has failed to fully prove itself. Education, unlike other industries of our world, has often failed to find a role for computer technology” (Page, 2002, page 389). The research proves that technology is an amazing, versatile, flexible, and accommodating tool for learning. Educating tax payers and helping set district budget goals will require us to go the extra mile. Attend the school board meetings. Talk to school board members. Join committees so that our voices are heard when creating campus improvement plans. Present district and campus technology information at parent/teacher meetings. I know I’m not doing enough to inform and educate the public.

References:

Page, M. (2002). Technology-enriched classrooms: effects on students of low socioeconomic status. Journal of research on technology in education, 34 (4). Retrieved from http://iste.org

Rose, D. & Meyer, A. (2002). Education in the digital age. In Teaching every student in the digital age: universal design for learning (chapter 1). Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/chapter1_3.cfm

The brain research. Universal Design for Learning. Video retrieved from http://lessonbuilder.cast.org/window.php?src=videos

Jeanette King
EDLD 5364/ET8038