Teaching+With+Technology

= ﻿ Week One Reflection =

//“To an outsider, the classroom may appear to be in chaos. This does not mean students are not learning. Such activities are often more motivating and interesting to students because they are learner-focused and authentic, encourage critical thinking, and create knowledge that is lasting, transferable, and useful” // (Sprague, 1999).

//“Teachers worry that this type of classroom environment may be misinterpreted by others who see a constructivist teacher as not in control or not working hard.” // ( Sprague & Dede, 1999)

Both of these quotes made me chuckle a bit. I am one of the younger instructors in my department, and let’s just say I teach in a different way. I like to get lots of discussion going, whether it be controversial topics or general “how would you do it” conversations. I am not much of a lecture and read teacher and have had many students keep coming back semester to semester asking me for help because I am approachable and willing to listen and teach on a student’s level, no matter how different it might be. Even though I am a believer that we have gotten away from teaching some of the most important principles for fundamental learning, we have also come a long way in teaching to a new generation of learners.

Sprague, D. & Dede, C. (1999). If I teach this way, Am I doing my job: Constructivism in the classroom. //Leading and Learning, 27//(1). Retrieved February 21, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivism.pdf

//Students come to school knowledgeable about the Web and its potential, are comfortable using it, and expect learning in school to be more like learning on their own // (Solomon & Schrum, 2007).

t the community college level, I have quite a mix of students. I have the returning student (nontraditional) who is extremely technology-challenged, and the recent high school graduate who is very well-versed in Web 2.0. My job is to make all feel comfortable, teach them something useful, and make sure I do not drop anyone’s interest during the semester. What I have found with technology that is being taught in workforce courses is this – no matter how far ahead a student is when it comes to technology, they all want to know what will get them the job and keep them in the job. Everyone has strengths and weaknesses; the nontraditional students have better communication and composition skills, in which younger students lack but breeze through new technology tasks which frustrate the nontraditional student.

Solomon, G., & Schrum, L. (2007). //Web 2.0 New Tools, New Schools.// OR: International Society for Technology in Education.


 * Week Two Blog – Teaching with Technology **

I am thrilled to say I have learned a great deal about several new websites (new to me) dealing with creating rubrics and composing and gathering information through surveys. Just a few websites mentioned in __Using Technology with Classroom Instruction that Works__ are:

· www.rubistar.4teachers.org · www.teach-nology.com/web_tools/rubrics · www.surveymonkey.com · www. pollcat.com

I deal with the constant challenge of keeping technology new and fresh in all my online courses. This is quite a challenge, but none so much as keeping up with the grading. I still need to figure out better ways to have technology work for me too, so I can be more productive and free up some time to collaborate more with my students. Very interesting information comes from our __Web 2.-0, new tools, new schools book__. Even though there was not a reading assigned from this text this week, I found myself thumbing through to see what I can could use in my assignment.

<span style="font-family: 'Arial Narrow','sans-serif'; margin: 0in 0in 0pt;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

<span style="font-family: 'Arial Narrow','sans-serif'; margin: 0in 0in 0pt;">Solomon, G., & Schrum, L. (2007). //Web 2.0 new tools, news schools.// OR: International Society for Technology in Education.

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Week Three Reflection – Teaching with Technology **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">This week’s lessons and videos were interesting, but the largest part of the work this week is not relevant to my current position. Learning how to create an eBook was very interesting and I will put this new knowledge to good use in the future. On another positive note, the readings out of our Web 2.0 book and Using Technology in the Classroom book have sparked my interest on several occasions. I have been interested in providing feedback to my students by using audio snipits, and the section on podcasting gave me the idea of allowing them to ask questions of me using an audio method. While reading, it was interesting realizing how many public schools are technologically advanced. I have not started adding using phones in the classroom, but it is on the horizon. We have classrooms of networked computers that we can incorporate many strategies for group collaboration. The UDL information this week, unfortunately will not be put to good use in the future, it just does not pertain to me now.

<span style="font-family: 'Arial Narrow','sans-serif'; margin: 0in 0in 0pt;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

<span style="font-family: 'Arial Narrow','sans-serif'; margin: 0in 0in 0pt;">Solomon, G., & Schrum, L. (2007). //Web 2.0 new tools, news schools.// OR: International Society for Technology in Education.

** UDL Reflection **

Using the UDL was very different for me especially since I do not use lesson plans in my job. It was a bit confusing to make sure I had all my TEKS listed correctly and I addressed each in an activity. I can see the importance of having lesson plans and making sure you are teaching the necessary components. Adding technology to the degree was fun and challenging. Since our lesson is based on 7th Grade Science, teaching the respiratory and circulatory system, I had to do quite a bit of research on good ways of adding technology to the lesson. I found a website so students can make their own electronic flash cards and some other interactive puzzle websites that will help with anatomy. Another website I will use in the daily activity will be to draw the respiratory system using their choice of free drawing software. The students will also blog on the class blog with comparison work. I wish I used lessons plans, but I do not so this activity has little relevance for me.

** Creating an eBook Reflection ** ** Amy McAnally **

Creating an eBook was very interesting and will be useful in the future. I am in the process of rewriting a course now and using an eBook would be a nice resource. The process was very simple, and I liked having the opportunity to add your sources so easily. I can really see the mascots being a success for younger students. I am even going to use a mascot for adult learners; we all need a bit of humor in the learning process and the voices that come out of the mascots can be hilarious. When I have minute, I am going to work with creating a more extensive book to share with my colleagues dealing with a topic relevant to our department. I would like to start having students create eBooks to share with fellow students. Many times a student can get information across to another student more easily than a teacher. They can showcase their own perspective in their own eBook. Overall, I enjoyed this assignment. The link to my book is: []

**WEEK FOUR REFLECTION**

I have to admit that this week the videos were interesting and I did learn about some new websites that are interesting for the classroom. In the video featuring Vicki Davis, an instructor and IT Director from rural Georgia, I was amazed at all the technology she packed into a classroom. Even in a short video production you could see the vast amount of information she discussed with her students relating to new technology. The concept of the Flat Classroom Project is so creative. This method of instruction is a great way to have students interact with each other from all over the world. The Digiteen Wiki was another interesting website for students to interact in the classroom.

The professional development chapter from our Web 2.0 book was fairly dry reading. The encouraging participation section of the chapter had some good tips that I will share with my department and our distance learning staff for future professional development offerings.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt; margin: 0in 0in 0pt;">Edutopia.org. (nd). //Harness your students’ digital smarts//. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/digital-generation-teachers-vicki-davis

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt; margin: 0in 0in 0pt;">Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, New Schools//. Eugene, OR: International Society for Technology in Education, 99-116.

**  WEEK FIVE REFLECTION   ** I decided this week to concentrate my reflection on the videos provided. I was thoroughly engaged in the Big Thinks video featureing James Paul Gee. Almost everything he said was interesting and convincing of what needs to happen in education today. Since I am not a public school teacher, and teach at the junior college level, the statement that related to me the most was his reference e to collaboration and groups – “The group needs to be smarter than the smartest person in the group.” (2008) I love this line. I have just introduced collaborative wiki pages into one of my introductory online courses, and I think this quote will make the groups think more about the group support needed for the assignment. One other thing that James Paul Gee mentioned briefly was the comment that colleges are profoundly out of whack with public school and technology. I have to agree at this point. The next video that appealed to me was Big Thinker featureing Sasha Barab. His perspective of putting students in the game and having them role model situations is fantastic. He mentioned a scenario that had a student figuring out why fish were dying in a village and the student needing to research what should be done. This is a great way for someone to learn how to critically think and problem solve with trial and error and real world outcomes. One of his last comments that holds true is that “Teachers need to start advocating for themselves. (2009)” I believe teachers do this to a certain point, but with government cutbacks now, I am not sure what can be done at this time to increase teacher resources so they can teach using 21st century tools. <span style="font-family: 'Palatino Linotype','serif'; font-size: 9pt; line-height: 115%;">Edutopia.org(nd). //Big thinker:// James Paul Gee on grading with games. Retrieved on March 18, 2011 from <span style="color: black; font-family: 'Palatino Linotype','serif'; font-size: 9pt; line-height: 115%; text-decoration: none; text-underline: none;">@http://www.edutopia.org/digital-generation-james-gee-video <span style="font-family: 'Palatino Linotype','serif'; font-size: 9pt; line-height: 115%;"> <span style="font-family: 'Palatino Linotype','serif'; font-size: 9pt; line-height: 115%;">Edutopia.org(nd). //Big thinker:// Sasha Barab on new-media engagement. Retrieved on October 5, 2009 from <span style="color: black; font-family: 'Palatino Linotype','serif'; font-size: 9pt; line-height: 115%; text-decoration: none; text-underline: none;">http://www.edutopia.org/digital-generation- <span style="font-family: 'Palatino Linotype','serif'; font-size: 9pt; line-height: 115%;">sasha-barab-video.