EDLD 5363 Final Video

It's a Twister!

EDLD 5363 Final Reflection

I think our team project was a success! It has definitely been a new experience. I am not used to working online only to create in depth projects with classmates. BUT, thanks to how awesome technology is, we were able to meet online to discuss what we would do with our project. Overall, it went very well and our team worked very well together! I was able to learn a lot through the strengths of all of my teammates. This was a great experience for me! While I think working with a group is usually difficult, I thought working with a group only through the internet would be an undertaking! But thankfully, I had a group of amazing classmates that worked very well together. Jennifer created a google document where we could all come to communicate for our pre-production phase. Once we could all discuss our ideas of how the video would work, each person set out and worked on their part and put all of our work into our group google drive, which was created by Robert. We all corresponded through email to keep track of how our project was going. Robert took all of our individual findings and put it all together to create our final video project. It turned out GREAT!! This project was hard for me because I felt like I needed to do more and help more, but it’s easy to feel that way when you are used to doing an entire project all by yourself. Splitting a project up into parts, puts a lot less pressure on each person. It is exciting to see the final project of two weeks of hard work!

EDLD 5363 Week One

This weeks project was quite difficult for me. You would think writing a personal story and creating a video to go along with it would be easy. But I struggled with what to write. I really wanted to convey something meaningful instead of where I was born, where I went to school, and what I like to do. After reading other people's scripts, especially the one about "Redefining Perfection," I knew I wanted to write something with meaning. I sat and thought deeply about myself and what was most important to me. Success came to mind. Then, I reevaluated my views and realized I was completely wrong. It was very helpful to really think about my life. I discovered that the most important thing and the key to my success was following my dreams. My dream is to inspire people and change the world. By teaching, I am able to do that. My true success is being able to make an impact on my students lives in the most positive way. I really enjoyed this project because it allowed me to really think about myself.

National Technology Plan vs. District Technology Plan

Click below to view my video comparing the National Technology Plan 

to my District's Technology Plan.

The Time for Technology (EDLD 5362 Week One)

Although it feels as if we cannot live without technology, it was not that long ago that computers were rare and technology was limited. Not only was technology rare at home, but within the education field as well. Instruction was completely different than how it is now due to the different theories. But how students need to be taught is even more different because of technology. Teaching and instructional strategies have changed tremendously from 20 years ago to today. When interviewing a teacher who taught 20 years ago, she discussed the huge differences. For instance, teaching reading has changed a lot. She informed me that when she first began teaching 27 years ago, teaching reading was very scripted. It was very step by step. Students were taught to read certain words in specific stories. They were not taught to expand their knowledge to other disciplines or to the real world. She believes that if they had the Internet we do now, back then, that there would not have been much use for it because there was a scripted system you used and you did not do much else. Whereas now, teaching reading is geared toward real life situations. Students are taught to sound out any word they can see. They are taught to expand their knowledge across the curriculum because learning is not isolated within its subject. When interviewing a veteran teacher, she believes there is now a huge different in how students used to be taught and how they need to be taught now. Back then, she discussed that students were much easier to entertain. Students interests were not the main concern when teaching, but she feels now that they must be number one because it seems that if a student is not interested, they will not learn. Students are now exposed to so many exciting and cool things, that their interest levels are more challenging to adapt to in order to keep focus. Before, students could work with the same activity and be entertained for many hours, but now you must change things over and over or have plenty of options for students to choose from or else they will lose focus. Learning theories today are more developed than they used to be. My interview with a veteran teacher recalled the biggest learning theory being that of Piaget and developmentally appropriate learning. Bloom’s Taxonomy was also a theory which is now in practice. Today, we have a lot more theories on instructional strategies, like cooperative learning. Technology back then would not have been useful because of the way things were taught. The scripted learning did not allow for the use of learning games via the computer or Internet. The students were not necessarily taught to transfer the learning towards the real world so reading on the Internet would not have been used. Technology today is the most beneficial resource used. According to Pew Internet & American Life Project, students use the Internet for writing papers, completing assignments, correspondence with classmates about upcoming projects, online tutors and study groups, as well as online classes. Students have to opportunity to expand their knowledge farther than what the teacher provides in the classroom. In fact, it is encouraged by the use of research projects and online activities within classes. Pew Internet & American Life Project also expresses how “most teenagers say the Internet’s ability to help them with their schoolwork and to help them learn new things is one of its best features.” Students can research tips, tools, and tutoring information to help them when homework may be difficult. Students can also access information posted on a teachers website from home to help them when not in the classroom. The USDLA Journal stated that “The miracle of the Internet was supposed to let great teachers reach any student, any subject, any time, and anywhere,” which is the biggest positive for technology in our educational world. This allows students to learn anywhere and anytime. This encourages life-long learning rather than just learning when at school. Technology is the best thing to happen to our educational system. We may have some difficulties to face when it comes to how it affects students focus. But the possibilities and opportunities are endless. Our goal as teachers is to instill a love of learning in each and every student that crosses our path. Technology does just that by offering the ability to learn at the touch of a button. References Arsham, H. (2002, March). Impact of the internet on learning and teaching. USDLA Journal, 16.3. Retrieved on November 17, 2009, from http://www.usdla.org/html/journal/MAR02_Issue/article01.html Graziano, M., Lenhart, A., & Simon, M. (2001, September 1). The internet and education: Findings of the pew internet and American life project. Pew Internet and American Life Project. Retrieved on November 17, 2009, from http://pewinternet.org/~/media/Files/Reports/2001/PIP_Schools_Report.pdf.pdf Levin, D., & Arafeh, S. (2002). The digital disconnect: The widening gap between internet-savvy students and their schools. Pew Internet and American Life Project. Retrieved on November 17, 2009, from http://pewinternet.org/~/media/Files/Reports/2002/PIP_Schools_Internet_Report.pdf.pdf

Wrap Up....Teaching With Technology EDLD 5364

This class proved to be very informational. Not only did I learn new information useful for teaching, but I learned a lot of about myself as a student. Through the weekly readings and videos I was able to gain new information that is beneficial to my teaching. I have always been a huge proponent of technology, but I didn't always know how to incorporate it. The book Using Technology With Classroom Instruction That Works was very helpful for me. Pitler provided me with lots of examples of technology that can be incorporated in the classroom. I will definitely keep this book handy due to its examples for diverse learning with technology.
This group assignment taught me a lot. I learned how to use a UDL lesson plan to create a diverse lesson. Prior to the class, I had never hear of or even used a UDL lesson plan. Working with this group assignment taught me quite a bit. Before this assignment, I thought that it would be easy to adapt my lessons for diverse learners or students with impairments. But having to adapt an actual lesson, I had to think through all of the different steps that would need to be taken to successfully create an adapted lesson. This new information transferred my old thinking of how simple it would be to adapt a lesson for students with impairments and made me realize how in depth I have to think when adapting a lesson.
I learned quite a bit about myself as a learner within this course due to having to complete a group assignment via the internet. It was a lot different trying to cooperate with three people all from different places. Technology is such an awesome thing! It was a challenge trying to work with three different people through the internet because there was not the instant feedback there to help get answers when there were questions. This class proved to be a challenge, but it helped me become more decisive and independent. I tend to need approval and want to make sure I am correct (especially in a group project) but not meeting face to face made me be decisive and confident in my decisions. I think the help from my colleagues is what got me through the course. At times the directions and expectations were unclear, so four heads together to figure out what we had to do worked out in our favor.
This course challenged me as an individual learner and as a group member, but I have grown as a learner and educator. I will be able to take the information I have learned from the readings and videos and apply them to my future as an educator.  Teaching Every Student in the Digital Age said "Successful learning experiences challenge and support each learner appropriately and adjust as the learner changes over time" (Rose).  How true for my learning experience in this masters program! My successful learning experiences within this course will allow me to continue to my journey as a life-long learner. 

• 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

• 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). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Last but not Least...Week Five

This week's readings about assessment was very helpful to me. I tend to forget that assessments are not only used to assess a students learning, but it is used to my teaching. Therefore, assessments are extremely important in order to make sure I am doing a good job. But if we have the traditional type of assessment, such as a test at the end of a unit, how would we as a teacher adjust our teaching if the unit is over? “It makes more sense to have ongoing assessment – the way evaluators do that is known as formative evaluation”  (Solomon & Schrum, 2007, p.168). Ongoing Assessment will provide the chance to assess your students learning and your teaching at multiple parts during a unit.
In this weeks videos, there was information about using a variety of assessments to assess students learning. I think various assessments will be extremely beneficial for both my learning and my students. I like the idea of video games as assessments. Students will respond better to assessments if they are geared towards their interests. 

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176.

Week Four

This week had a lot of information. I really enjoyed reading from Teaching Every Student in the Digital Age: Universal Design for Learning. This reading help me a lot with assessments. The chapter talked about how assessments should be "embedded, ongoing, [and] flexible"and that is what I really need to focus on. We've been on the standardized testing kick for so long, that it important to remember that standardized testing is not the only way to assess a students learning. I have never been a huge fan of standardized testing, but I do realize the usefulness of it. But through my readings I have also realized the usefulness of other types of assessments. Students learn differently, therefore, students will portray their knowledge differently. We need to give students the opportunity to express what they have learned in a way they are comfortable. That is why assessments should be flexible. We need to assess continually as well, whether it is a simple check for understanding during group practice, or an exit ticket at the end of a lesson.

Week Three Lesson Plan

CAST’s UDL LESSON BUILDER

Lesson Overview

Title:	Compare and Contrast Multiple Versions
Author:	Merideth Seiler
Subject:	English Language Arts
Grade Level(s):	Third Grade
Duration:	One-Two Days
Subject Area:	Reading Literature
Unit Description:	Compare and contrast two or more versions of the same story.
Lesson Description for Day:	Student will read two versions of the same story, The Three Little Pigs and The True Story of the Three Little Pigs by John Scieszka. In small groups, students will discuss how these stories are similar and how they are different. Students will use a venn diagram graphic organizer to organize their notes. Students will then create a venn diagram using the Kidspiration/Inspiration software. Students will then create a group venn diagram by combining their individual venn diagrams. Students will share group venn diagrams. Students will post a summary of what they have learned on the class blog.
State Standards:	RL 2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. W. 3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion NETS Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4) Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)

Goals

Unit Goals:

The student will compare and contrast multiple versions of a genre by different authors. The students will be asked to identify similarities  and differences between the two texts.

Methods

Anticipatory Set:	-Read aloud the original version of Three Little Pigs. (The book will be placed on document camera for view. The students will read along. If possible, the hearing impaired student will have own copy for better viewing.) -Have volunteers retell the story with puppets. -Explain to students that they will read another version of the story called The True Story of the Three Little Pigs. -Give students a copy of the new book. -Allow students to preview the book and make predictions.
Introduce and Model New Knowledge:	-Read aloud The True Story of the Three Little Pigs.  (The book will be placed on the document camera for view. The students will read along.) -Model how to use a Venn diagram to compare and contrast the two versions of the story. (Post vocabulary on the board for students to view.) -Using a visual Venn Diagram pocket chart explain that a Venn diagram is used to show similarities and differences.  -Using a Venn diagram pocket chart and sentence strips, write down students’ responses for differences and similarities.  Place the cards in the correct place on the chart.
Provide Guided Practice:	Place students with a partner or in larger groups. Venn Diagram Pocket Chart  Students finish the Venn diagram pocket chart started by the teacher. Each student gets a set of cards with prewritten similarities. Students take turns reading their cards and placing them in the appropriate place on the chart. Printed Version Students will use their venn diagram created with the Kidspiration/Inspiration software to create a group venn diagram on a poster. Have students compare and contrast the endings of the two tales, starting with what they have in common. Then, have students contrast the endings.  Students will create a poster of the Venn Diagram.
Provide Independent Practice:	Computer:  Venn Diagram All students can compare and contrast the two versions of the tale using the Kidspiration/Inspiration software.  Students must use words and can add pictures as well. Student may add new thoughts to their diagrams as they work. Print created venn diagrams for use during Group Work. Blogging Students will write a short summary about comparing and contrasting the two stories and post it on the class blog.

 

Assessment

Formative/Ongoing Assessment:	Venn diagrams graphic organizers ·      Electronic version with use of Kidspiration/Inspiration ·      Group posters of venn diagrams (2)
Summative/End Of Lesson Assessment:	Online Blog

Materials

Text version of The Three Little Pigs (original version) Audio version of The Three Little Pigs (original version)

Text version of The True Story of the Three Little Pigs by John Scieszka Audio Version of The True Story of the Three Little Pigs by John Scieszka

Graphic Organizers:  Venn Diagram

Cards with prewritten characteristics of both stories Venn Diagram Pocket Chart

Journals

Technology: Kidspiration/Inspiration Document Camera Online Venn Diagrams https://www.lucidchart.com/pages/examples/venn_diagram_maker Website:  AudioFarm:  Audio Version of The True Story of the Three Little Pigs by John Scieszka http://audiofarm.org/audiofiles/9012 Website: CandleLight Stories:  Audio version of The Three Little Pigs (original version) http://www.candlelightstories.com/2009/03/26/audio-story-the-three-little-pigs/ Edublogger:  http://edublogs.org/

Before this course I had never heard of UDL, now I think I may use it a lot more! This week was challenging for me because I had to adapt a lesson for a hearing impaired student. This was completely new to me because I do not have much experience with special education. I learned quite a bit this week about how you can adapt a "normal" classroom for a hearing impaired student. To my surprise, your classroom wouldn't be much different. A lot of teachers are frightened by the thought of a special education student being included in your class. But most of the time you do not have to completely rework the way you teach. Mainly you just have to put more emphasis on things that you already do! I think that is very important for teachers to know so that the stigma that comes along with special education can disappear. 

EDLD 5364 Week 3 Reflection!

Can't believe we are halfway through this course! As I was working this week, quite a few things caught my eye. When reading Using Technology with Classroom Instruction that Works, I read a lot more about the student response systems. I used clickers in college and I knew that was a handy tool for the teachers to know right away what students were not understanding. I never thought about using clickers in an elementary setting until I learned about Mouse Mischief. Each one of my students has their own mouse and they get to answer the questions on the screen. Then, after everyone answers the question, it will show me how many clicked which answer. It is very useful to determine right away if a student understands the content. Mouse Mischief is much more user friendly for elementary!
I also read in Using Technology with Classroom Instruction that Works about the hard task school leaders have when trying to implement new technology across the district. In my district, they introduced document cameras, Mobis, and projectors all at the beginning of one school year. Some of the teachers could barely handle two of the three new technologies, let alone all three. I believe it would have been extremely beneficial for the district to have an audit (like described in the books) to figure out which technology the teachers would be most comfortable with first, then provide training prior to implementing the third technology. They are all EXTREMELY useful, but due to the overload, some of the technology gets overlooked.

Citation: Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 41-58, 217-225.