Week 9:  Being a Reflective Practitioner

Reflection of Technology Integration & Practices

PART 1

Know—Admittedly, I knew that it had been some time since I had become familiar with the technological advances that bring us to our present day digital age.  Having graduated with a Bachelors Degree in Communications and having worked in an Advertising Agency, I was familiar with graphic programs such as:  Photoshop.  From the beginning of semester I was familiar with PowerPoint, Excel, Numbers, PageMaker, and limited resources on the Internet.  I understood that social media has become a powerful tool in our society.  However, I was not a aware to what extent it has influenced our world and the cultures around the world.  The breadth of my knowledge has increased exponentially.

Want—I was very enthusiastic and eager to experience this course.  I wanted to become familiar with the resources available and gain confidence in utilizing various tools to integrate technology into my classroom.  I envisioned a classroom bustling with creative projects that utilize technological resources and allow my students to achieve the skills and knowledge necessary to progress in a digital age.

Learn—Ok, hold onto your seats ladies and gentleman!  The list of what I learned is long yet distinguished!  I have discovered breakthroughs in technological resources that have been sweeping the nation and have gone global.  I have conducted extensive research and have become educating on the blessings and burdens that are synonymous with technology.   I am now familiar with the terminology associated with technology.  For instance, I am confident in my ability to provide others with a well-versed dissertation on our “digital dossier.”  That is, interestingly enough, since we began to have a life on the Web, data has been accruing about the habits and interests of your online life.

I learned how to create an online blog (…and I learned the difference between a “blog post” and an actual “website”) discussing the readings and research we delved into, linking sites to supporting our findings, displaying videos, and sharing information with others in a creative and meaningful (I’m giving myself the benefit of the doubt hereJ) way. 

We explored a convenient online resource, Webinar, which allows us to connect with educators and learn how to effectively integrate technology into our classrooms.  The instructors and presentations on Webinars demonstrate cutting edge resources available to educators.  I evaluated and learned how to utilize this resource to help my students achieve the knowledge and skills focusing on my core area of certification—Elementary Education, Kindergarten-8^th Grade.  It is an effective tool that can be utilized to keep current and up-to-date with how to infuse our classroom with creative projects utilizing technology.  Moreover, I learned how I could conveniently and cost-effectively stay abreast with shifting and progressing trends in technology.  Moreover, our in class demonstrations and Webinar exploration exercises assisted me in having a solid understanding of the tools available (such ABCya.com, Animoto, and Audioboo, to name just a few) that will leverage our lessons to higher knowledge of concepts.

I learned how to use digital storytelling to create a dynamic creative storyline to express ones research, knowledge, and insight on a particular subject.  Creating a digital story surrounding the lesson Heroes was one of my favorite assignments.  I love linking visual aids and meaningful information together to provide individual interpretation and expression.  Animoto is a tool I will most definitely utilize in the classroom to support my lesson plans.

Podcasting, using a website called Adioboo.fm enhanced my blog post.  I learned how to record my reflections regarding technology objectives and then embed it into my blog.  I also, researched and found out practical hands on activities that my students can utilize with this particular resource.  For instance, some suggestions for classroom activities are the following:  book reviews, a direction guided scavenger/treasure hunt, solving math problems, so on and so forth! 

My Developmental Capture and Field Experience assignments really allowed me to investigate what exactly it means to effectively integrate technology into the classroom.  I now have a solid understanding of technology integration and how I will build awareness around Digital Citizenship.  Moreover, I feel confident in sharing my knowledge with students and creating a technologically rich environment that encourages students to share ideas collectively, and achieve creative collaboration through projects.  These assignments helped me to realize that learning extends far beyond the confines of the classroom walls.  Together we may share ideas and expand our knowledge and skills by tapping into a world of students and educators ready to make meaningful connections! 

I learned how to create a hot list, which can span multiple subject ares.  The tool list created in my Diigo Account was a database created through peer collaboration of pre-screened tools.  This tool enhances my learning capabilities.  I learned how to create a social bookmarking account to share my hot list with my peers.  I bookmarked websites that have helped me support my research and allowed me to organize resources that I can assess and use in the future. 

Last but certainly not least, I learned how to create a Webquest for my Critical Task Assignment.  I learned how to create an online self-contained learning activity where individuals or small groups of students complete a task by going to websites gather and analyze information and create a final product.  I learned how to create an assessment to evaluate student learning through a connection of standards.  My creation of Webquest featured a task requesting the assistance of students that would act as special agents to help famous Archeologist, Indiana Jones, recover the stolen amulet containing unimaginable powers said the bring its wearer eternal life.  This quest guides students through discovering the treasure of Ancient Egypt.  Students work on completing a task that involves researching the following areas of Ancient Egypt:  Pyramids, Mummification, Beliefs and Religion, and Jewelry Worn.  Once students acquire the skills and knowledge pertaining to these areas of interest they demonstrate their skills by creating a technological based final project.   I found this assignment to be a fun hands on exercise that allowed me to demonstrate my knowledge of effective technology integration.

Course Objectives Met

Source

4.  Illustrate through application how state and national standards are implemented within the curriculum.

My Digital Storytelling trough Animoto has met the following standards:

Common Core Standards:

2)  Clear, understandable, and consistent

4)  Based on rigorous content and the application of knowledge through higher-order thinking skills

NETS Standards:

1. Facilitate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

3. Model digital age work and learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative 

professional in a global and digital society.

a.     Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

My Webquest has met the following Course Objectives:

The Common Core Standards are:

1.     Research and evidence based

2.     Clear, understandable, and consistent

3.     Based on rigorous content and the application of knowledge through higher-order thinking skills

The NET Student Standards:

1. Creativity and innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.b. Create original works as a means of personal or group expression

Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of

sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. Process data and report results

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

d. Contribute to project teams to produce original works or solve problems

New Hampshire Curriculum Framework--Social Studies

Theme E: World History: System of beliefs, knowledge, values & traditions; adaptation; monotheis; diffusion; acculturation

5.  Demonstrate an understanding of the use of assistive technology and other digital resources to personalize and differentiate learning activities for every student.

Assistive Technology Integration

Assistive learning technology integration are tools that can help a child or an adult work around his or her difficulties in organization, reading, writing, spelling, math and memory.  As such, many learners on varying ability levels can benefit immensely from using tools (technology aids) to assist with daily educational activities.  Assistive technology tools can range form complex, high-tech as well as low-tech devises.  The main objective of these teaching and learning tools are assistive tech deficits.  Assistive technology tools promote learners to reach their fullest potential, providing them greater freedom and independence along the way.  According to National Center for Learning Disabilities,  “Tools for people with learning disabilities can be as simple highlighters, color coding files or drawers, books on tape, take recorders, calculators or a different paper color or background color on a computer screen.”  Computer or high-tech, assistive technology devises include:

• ·      Computer with print-recognition software that “read” text aloud
• ·      Speech recognition system that turn oral language into written text
• ·      Talking calculators that assist people with math difficulties
• Software that predicts and edits words for people who are prone to spelling difficulties

Assistive technology can:

• ·      Enable students to be more independent learners
• ·      Improve speed and accuracy of work
• ·      Reinforce effective classroom instruction and strengthen skill development.
• ·      Help students to fit in with classroom learning and routines

6.  Evaluate and reflect on emerging tools and trends by reviewing current research and professional literature. 

According to online site:

http://www.onlinecolleges.net/10-amazing-emerging-tech-trends-in-elementary-education/

author, Mariana Ashley reports in her blog “10 Amazing, Emerging  Tech Trends in Elementary Education,” the following top trends:

• 1     iPads: Have proven to be effective learning devices that allow students to interact with their lessons and teachers to constantly stream and direct students toward constantly updated information.
• 2.     Ebooks: Textbooks will be easily updated in electronic form, which is much cheaper for school districts, and some ebooks and digital texts can be accessed as apps for iPhones and other devices.
• 3.     Innovative funding program:  As the trend continues, schools will be less reliant on governments and public funds, and can benefit from other sources of technology “income.”
• 4.     Training teachers to become online educators: High schoolers are experimenting with online learning, and the trend is becoming so popular, it’s starting to filter down to elementary and middle schools, too. As a result, teachers need training in online education so that they can transfer their classroom management skills to online environments.
• 5.     Interactive whiteboards: Teachers with projection screens (or just a clean whiteboard) can connect their computer so that their desktop is displayed in front of the classroom, like a chalkboard.
• 6.     Virtual reality:  Second Life and other VR sites and platforms offer immense learning opportunities in real-life skills, and can even introduce students to other classrooms who “play” in the same space.
• 7.     Blackboard and online communities: These communities allow for connection between teachers, parents and students, during the school day and after hours. Grades, assignments, supplemental readings, games, chats and all types of resources can be shared easily this way, fueling multi-way communication and collaboration.
• 8.     Mobile technology: These days, iPods, cell phones and smart phones, iPads, and other mobile devices are quickly becoming sought-after educational tools, even in elementary classrooms.
• 9.     Podcasting: Podcasts are great tools for elementary teachers, because they’re free and give students instant access to multimedia learning experiences from all over the world.
• 10.  Moodle: Moodle is gaining traction in classrooms at all levels for its streamlined organization features. Teachers and administrators can easily communicate and design courses, and students can manage their own e-mail accounts, assignments, and more.

Educator Peter McIntosh helps his students to take ownership of their learning by using interactive subject-mastery tools like Khan Academy. For more articles and videos about integrating technology in the classroom, visit Tech2Learn resource page.

http://www.edutopia.org/tech-to-learn-blended-learning-video

7.  Turn theory into practice by completing 5 hours field experience.
I had the opportunity to interview Ms. Jennifer Wagner, educator with over 40 years experience in the field of technology and education.  This assignment allowed me to take an in depth look into the practices of an expert in the field that has been creatively integrating technology into classrooms for years.   Throughout the semester I had the pleasure of becoming familiar with Ms. Wagner's work and experiences.  Her suggestion allowed me to reflect upon how exactly technology integration works most effectively within the classroom.  This was really a great experience for me to evaluate my own teaching practices, and strategize ways that I may successful integrate various tools into the classroom.  Ms. Wagner proved to be a fantastic resource, as I gained valuable insight into the strategies used to support teaching and technology integration.  

PART 2

Why is it important for all teachers to integrate technology into the lessons they teach, regardless of the age of the students or genre that they teach?  Or is it?

Teachers Integrating Technology

Technology continues to shape the environment we live in.  It lures us into a realm of intrigue, excitement, and insight all within a moment of inhalation.  It is a powerful tool that has undeniably shaped the way that we connect with one another and exchange information. According to Edutopia online article—Why Do We Need Technology Integration?, “Technology, when integrated into the curriculum, revolutionizes the way we think, work, and play.  Technology when integrated into curriculum, revolutionizes the learning process and outcomes.  Teachers who recognize computers as problem-solving tools change the way we teach.”  Keeping in mind the clear impact that technology has made in our society and the undeniable statistics staring us straight in the face, my vision is to harness its power and embrace all that technology has to offer.  It is my vision that technology be woven seamlessly into the curriculum and in my classroom.  I envision invigorating my classroom with 21^st century learning tools that engage, inspire, and create an environment bustling with curiosity, joy, and creativity! (All things made possible by a little ingenuity & technology!)
Technology is a powerful resource that can invigorate the classroom whilst engaging students on all ability levels and varying ages.  The role of a teacher in today’s classroom is multifaceted. Today’s classrooms are infused with a broad spectrum of learners, including students that are gifted, students who are culturally diverse, and students with disabilities.  Years ago teachers were not expected to teach across such a broad spectrum of abilities.  Indeed, today’s teachers are faced with the exciting opportunity to tackle educational challenges within the classroom, and ultimately shape young minds to be creative thinkers ready to solve complex problems and find viable solutions. Technology can help!

Using what you have learned throughout the course please provide examples and support your answer.

Simple yet powerful methods of technology integration can be implemented with ease and genuine excitement. This can be achieved specifically by creating interactive lesson plans (e.g. Webquest) that engage students.  Hence, I will take an ordinary lesson plan and infuse it with fun content rich activities that utilize web searches and resources.  I will have my young learners utilize digital storytelling (e.g. Animoto) to create meaningful works that express their voice, their interpretation, their knowledge and insight.   As new technologies have emerged we have an exciting opportunity to create a learning environment that embraces our new age of learning.  Nussbaum-Beach & Lani, authors of The Connected Educator Learning and Leading in a Digital Age, and experts in scaffolding share their expertise in the pedagogy of teaching by explaining, “A connected learner’s vision of teaching moves from ‘I am the teacher’ to helping students chase their passions, empowering them to find their voices online and off, creating classroom free from thereat and stress, and forming a school environment that not only extends beyond the classroom walls but encourages risk taking, creativity, and innovation.” (p. 141) My teaching philosophy is one that encourages students to share their research, knowledge, and perspectives with their peers, me, their family and the world around them! Assignments utilizing powerful yet easy to use resources such as Popplet and Animoto will allow students to achieve the common core learning objective goals.  Students will learn how to research and delve into subject matter extracting the most relevant and meaningful information; then, creating a project that demonstrates their knowledge and skills.  The following is a link that explores Web 2.0 tools that would exist with technology integration.

PART 3

My PLN

From the reading throughout the book, how have you created or started to create your own Personal Learning Network (PLN)? 

According to The Connected Educator Learning and Leading in a Digital Age, “Personal learning networks are a reciprocal learning system in which educators participate by sharing and then learning from others who share with them.  Personal learning networks are personal in the sense that each of us selects our won set of connections as we pursue self-directed, independent learning experiences.  Educators have always added to their storehouse of knowledge and skills through personal networks of colleagues who share particular interests.”  I have started to create my own Personal Learning Network by becoming a member of Twitter.  PLN has allowed me to openly and transparently share ideas and artifacts, along with collaboratively constructing new knowledge, and allowing me the opportunity to make connections and form relationships.  I am a follower on Twitter of the following:

TED Talks ‪@TEDTalks 51m

"The world is richer, vaster than it too often seems to be." http://t.co/J4juVXDLwn

Sheryl NussbaumBeach ‪@snbeach 5h

WOW! ISTE is searching for a Community Engagement Manager. Link to the job posting http://t.co/8nNIe6maSh #plpnetwork #ce14 @isteconnects

Lani Ritter Hall ‪@lanihall 17 Aug

RT @ajollygal: eCourse on STEM/STEAM! Learn abt developing lessons, implementing programs & more. http://t.co/DGWwxZ8jnt #plpnetwork

Jen Wagner ‪@jenwagner 5h

One would think -- after 33 years of teaching -- that 1st day jitters WOULD not be present -- but, yep, they are. :) See kids in 90 min.

Moreover, I have created my PLN by connecting with others on Diigo.  This has allowed me to join 3 Groups and network with my peers in EDU—533, as well as others.