Reflection

Reflection

Reflecting on this course I cannot but wonder why I had believed that engaging all learners despite their diversity was possible. In this class, I learned that the UDL principle is a strategy that can be used to differentiate instruction that every student can have access to, demonstrate learning and be successful (Laureate Educ. Inc., 2009). Several strategies, technology tools and materials were learned that makes differentiating instruction easier than I thought. The wealth of resources, tools and collaboration that is available online and several of them are free makes engaging all learners despite their diversity a task that is achievable. I learned that the first step to engaging all learners is to know them, identify the differences and formulate goals that will engage them in learning content at their learning style, interest and readiness (Hall, Strangman and Meyer, 2008). Technology tools and resources offer a way that content, process and product of instruction can be made flexible and differentiated to address the various diversities in the classroom (Meo, 2008). I had an opportunity to plan this type of engaging lesson through one of the assignment in which I made a lesson plan that used the UDL principles to make a differentiated instruction that addressed the diversity in the classroom. I actually used the plan in real life situation in one of my lesson. One rewarding outcome was the change in one student that always spends most of the day in the office. I observed that he works better independently and in a quiet environment. His learning environment was differentiated and to the amazement of everyone including the boy himself, he had the best grade in the assignment. The principal observed my classroom and noted that I had not sent the boy to the office. I was proud to share my class experience with the principal and my colleagues because differentiating instruction is a strategy that worked.

I agree with Tomlinson that differentiating instruction is a way of thinking about how we do what we do in the classroom (Laureate Educ. Inc., 2009). The way I think of engaging all students in my classroom has changed. Each student is unique and do not have to learn the same way. I am never going to expect them to do that again. Differentiating instruction using technology is going to be norm in my classroom hence forth. Differentiating instruction makes students learn and be more successful as they take ownership of their learning and it improves teacher’s self -efficacy. I feel confident about differentiating instruction with technology, this is because the online collaboration we had during the class allowed us a practice of how this can be done and I have discovered it does not have to be expensive or time consuming. The resources pooled together in the social networking group have provided an immeasurable resource bank that can be used to differentiate instruction now and in the future. I know the collaboration group formed will outlive this class as we plan to continue to share experiences and resources.

Reference

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html

Laureate Education, Inc. (Producer). (2009). Tomlinson, C. A. (Speaker). Program One. Skills for the Future [Motion Picture]. Introduction to Differentiated Instruction. Baltimore: Author.

Laureate Education, Inc. (Producer). (2009). Tomlinson, C. A. (Speaker). Program Two. Skills for the Future [Motion Picture]. What is Differentiated Instruction. Baltimore: Author.

Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21–30.

Reflection

There has been a push by administrators recently that teachers include technology as a means of helping students learn content area and practice 21^st century skills as designated by ISTE-NETS (ISTE, 2008). This class provided me with the skills of how to incorporate technology into content enriching, motivating and giving meaningful context for learning (Laureate Educational Inc., 2009).

The fast pace at which new technology tools and software are introduced into the workplace demand that students as well as teachers need to be self-directed learner. As a self-directed learner, a deliberate plan to actualize learning with technology has to be made. Using a GAME plan to facilitate this self-directed learning by both teachers and learners ensures that learning goal and action is continually going on, being monitored and evaluated (Cennamo, Ross & Ertmer, 2009). I had an opportunity to use this GAME plan to set goals, take action, monitor and evaluate the process of my learning technology tools that I will use to enrich and engage students in instruction in my classroom. While doing this, I learned the use of Google Docs, Gaggle, and Web Quest among others. I practice using technology as blogs and wikis. Several

I also learned and practiced strategies that can be used to help diverse learner, promote critical and creative thinking as well as provide authentic learning in students. Such strategies include the use of problem based learning, digital storytelling, educative networking, online community, formative and evaluative assessment, and use of rubric. I practiced the use of these strategies in the various assignments that was done in the class.

Reflecting now, I know that the GAME plan will engage me in lifelong learning. I feel more comfortable to incorporate technology in my instructional process. I have already started making lesson plan that incorporates technology in planning, learning, communicating and evaluating student learning. I am going to give my students more autonomy in the learning process so that a positive environment for developing creativity and learning from one another can be created. I am going to take more often the role of a facilitator and guide in the learning process as well as creating multiple learning experiences so that learning can be differentiated to address diverse learners need. I am going to continually design and monitor the effectiveness of the learning process. The data I obtained from this will be used to inform future instruction and modify ongoing instruction.

In conclusion I believe from my experiences in this class that incorporating technology that ties to content learning can be done to engage students in active participation of content learning. I believe that I know have requisite skill to design this lessons that will not only incorporate appropriate technology into instructional process now but also to keep abreast of new technology tools and software through lifelong self-directed learning.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National educational technology standards and performance indicators for students. Retrieved from: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Laureate Education, Inc. (Executive Producer). (2009). “Promoting Self-Directed Learning with Technology”. Baltimore: Author

Using the GAME Plan Process with Students

The past 6 weeks has offered me a lot of learning about several technology tools that can be used to access for learning, process and share information. The goal of all these learning is to facilitate my ability to help students engage in authentic learning using technology in line with the NETS-S and NETS-T standard. Students use critical and creative thinking skills to solve authentic real world problems (Cennamo, Ross & Ertmer, 2009).

To effectively do this, require a game plan that will enable me plan, monitor and evaluate how much I am able to meet my goal and make modification when necessary (Cennamo, Ross & Ertmer, 2009). This will require my incorporating technology into instructional process in a way that students can use it to attain the NETS-S as well as meet the requirement of NETS-T (ISTE, 2008).

To this end, my goal is to develop technology rich environment that will maximize knowledge of content and will be transferrable to solving real life problem. The action I will take is to develop and design technology rich instructional process that will engage students in collaboration, self-directed learning of curriculum within groups and with community of learners (Cennamo, Ross & Ertmer, 2009).Tools like wiki and blogs could enhance collaboration. Strategy like digital storytelling and problem based learning will be used to enhance students learning experiences. Also, tools like gaggle, word processing, spreadsheet, and Google doc. The students learning will be monitored by helping them to reflect on learning, teacher modeling, questioning and journal keeping. Teacher also reflects on effectiveness of learning process and makes modification as necessary. Assessment of instructional process will be both formative and evaluative. Content knowledge and technology skills will be assessed.

I believe that going through all these processes described above will enrich my student learning experiences, make them a self-directed learner that is actively participating in the learning and being prepared and practicing the 21st century skills while acquiring authentic education.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National educational technology standards and performance indicators for students. Retrieved from:http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

International Society for Technology in Education. (2008). National educational technology standards and performance indicators for Teachers. Retrieved from:http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Rochelle, J. (2010, April 12). A New Google docs. Retrieved from http://googledocs.blogspot.com/2010/04/new-google-docs.html

Moving On With the Game Plan

Moving On With the Game Plan

I believe that problem based learning is very appropriate strategy to use in incorporating technology in to the instructional process (Laureate Educational Inc., 2009). This is because it can be supported by multiple technological resources that offer students practice in multiple skills like collaborating using digital tools, and developing knowledge and attitude (NETS, 2008).

This is because it engages and promotes creativity and problem solving skills in students (Cennamo, Ross & Ertmer, 2009). This week I self-directed myself in learning an online tool called gaggle. I found out that this is an online technological tool that can support students in collaboration using blog, message boards. It also has a digital locker where student products can be stored as well as in homework drop boxes. It also has SMS texting and YouTube access. The texting not only supports extending class time but can also support my goal of communicating with parent about student work and support the learning.

Technology as stated in one of my goals is lifelong learning so I approach each week with the desire to learn more. So far I am progressing along the goal and I know there is still so much to learn.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for
Meaningful Classroom Use: A Standards-Based Approach. (Laureate
Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National
educational technology standards and performance indicators for
students. Retrieved from: http://www.iste.org/Content/NavigationMenu/
NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: Problem-Based Learning, Part 1. Baltimore: Author.

Game Plan Progress

Game Plan Progress

This week introduced the use of Problem Based Learning as an instructional tool. This tool promotes higher thinking order as it engages students in authentic learning by challenging them to solve real problems as they learn content (Laureate Educational Inc., 2009).

This is yet another tool that will improve my integration of technology into content learning in the classroom in line with the goal of lifelong learning, I self-directed the use of skills in designing Problem Based Learning. One technological resource that is promising in this respect is the Web Quest (Cennamo, Ross & Ertmer, 2009) which I took time to explore.

Strategies to make the use of problem based learning successful include engaging students in reflective thinking, modeling the learning process, giving feedback, and guiding effective collaboration (Ertmer & Simons, 2006). I will continue to learn more of the technological tools that are available so that I will be able to give students choice in the use of technology and instructional process to learn content. This will help in addressing learner’s diversity (Cennamo, Ross & Ertmer, 2009).

I am confident that with more ongoing exploration, I am going to be more confident and comfortable with helping and meaningful instructional activities using technology (King-Sears, 2007).

H. S. Science

Florence

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Chapter 5, “Customizing Student Learning Activities” & Chapter 6, “Assessment and Evaluation” (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.

King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.

Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: Problem-Based Learning, Part 1. Baltimore: Author.

Monitoring Game Plan

Monitoring Game Plan

The action plan to meet my game plan includes lifelong learning, self-directed learning of technology tools and incorporation of learning through those into my lesson.

Lifelong learning goal is met in continuing my course in the Walden. I used self-directed learning myself in learning the use of Google Docs this week (Rochelle, 2010). This is a tool that allows creation and sharing of work online as well as edit, upload and import existing documents, spreadsheets and presentations. It is a free online tool I have heard about but did not get to use. I also had the opportunity in my last week’s application assignment to practice the design of a lesson following the universal design for learning format and incorporating technology tools and software (Cennamo, Ross & Ertmer, 2009). The assignment I created was a formative assessment that requires the student to demonstrate different skills to set the goal and interact with content. Several technology skills will be used in the learning which provides students opportunity to demonstrate knowledge I also learned the importance of assessment to set goals, collect data that can be used to inform instruction, to monitor student progress.

One thing that I have found missing in my game plan but necessary is the creation of a web page that parents can also visit to get information on students’ progress and hopefully have them be supportive of student learning (Cennamo, Ross & Ertmer, 2009).

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Chapter 5, “Customizing Student Learning Activities” & Chapter 6, “Assessment and Evaluation” (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Rochelle, J. (2010, April 12). A New Google docs. Retrieved from http://googledocs.blogspot.com/2010/04/new-google-docs.html

Action Plan

ACTION PLAN

My goal of strengthen confidence and proficiency in enriching content area learning experience is to engage in professional growth and leadership and use the gains in this to facilitate and inspire student’s learning and creativity. The plan of action that I will follow includes continuing lifelong learning, self-directed learning of technology tools, participation in workshop and seminars, collaborating with other teachers and online learning communities (Laureate Educational Inc. 2009). Each new tool and skill acquired will be integrated into classroom based on its alignment with curriculum standard, meeting instructional need of students, aiding student blend with peers and is cost efficient as well as coast effective (King-Sears & Evmenova, 2007). Another action that I will take is to start modeling appropriate use of technology with my students by communicating and passing information as well as reminders using technology tools like the blog. I will monitor the progress of my plan by comparing data of student performance in the past with what obtains now that I am using technology. This data will be used to inform changes in instruction (Cennamo, Ross & Ertmer, 2009). Informal assessment of the level of engagement of students in class and improvement in problem solving skill of students will be used to inform decision on improvement of instructional process.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Chapter 5, “Customizing Student Learning Activities”

Laureate Education, Inc. (Producer). (2009). Promoting Creative Thinking With Technology. [Motion picture]. Introduction to Educational Research; Baltimore:

King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.

Enriching Content Area Learning Experiences "The GAME PLAN"

Enriching Content Area Learning Experiences

There is so much talk about falling standard of education and high school dropout rate. Things have to be done differently to make a change in this unhealthy situation in schools. Technology offers a very potent means of increasing efficiency in the classroom (King-Sears & Evmenova, 2007). Technology engages student in active learning, offers lot of resources in different mode of presentations to meet student learning stylesand diversity (Laureate Educational Inc., 2009). It also helps student to become an autonomous learner as he takes more responsibility in his own learning. However teachers that were not educated in the technological times will find it difficult if not impossible to help students learn using technology despite the opportunity it holds for enduring learning in class. The National Educational Technology Standards (NETS-T) has outlined some performance indicators for teachers (NEST, 2008). Two of the performance indicators from NETS that I will like to strengthen my confidence and proficiency in is to engage in professional growth and leadership and use the gains in this to facilitate and inspire student learning and creativity (NEST, 2008).

In other to satisfy these performance indicators, I will need to have the knowledge of technical skills and how to help the student use technology to learn content (Laureate Educational Inc., 2009). The GAME PLAN (Cennamo, Ross & Etner, 2009) will provide a frame work of setting my technology goals, plan of action to achieve the goals, a plan of monitoring and a means of evaluating the progress and efficiency of the plan thereby improve my technology skills and its use in helping my students to be an authentic learner by being self directed and creative. My goal as stated earlier will be to improve my knowledge and use of technology to help my students learn more efficiently. Several actions that I will take include changing my belief that technology is difficult to use and a waste time. Instead, I have learned in this class that technology has expanded the tools and resources that can be use to expand students learning and I need to be confident that failing in the use of one technology tools should not be a discouragement. To strengthen my confidence, I am going collaborative with teachers in my district who teach same subject with me. Already, we share teaching strategies I am going to be more willing to ask questions and support others. I am also going to join a learner’s community online to keep abreast of recent happenings in education. Lifelong learning is going to be my rule. In the classroom, I am going to design and model more ‘of technology supporting content learning experiences to address student’s individual learning styles and diversity by incorporating technology skills and software appropriate for content learning. I am going to give students more autonomy as they make a choice of how to learn content using technology resources and tools in the way they find comfortable and engaging so that they can be critical and creative learner. Monitoring and evaluation of the progress in achieving the goals will be done both formally and informally as I watch the students collaborate and grow in their problem solving skills and the state standards, open myself to learn from others and ready to change when necessary. Modification of the plan will be made to improve proficiency, avoid boredom and produce effective learners.

Technology in conclusion has a great potential on the hand of students and teachers to change our teachers, student and the world when it is relevant, appropriate and real to life.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Chapter 1, “Digital Tools That Support Learning” (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.

Laureate Education, Inc. (Executive Producer). (2009a). Program One. “Enriching Content Area Learning Experiences with Technology”. Integrating Technology Across the Content Areas. Baltimore: Author.

National Education Standards for Teachers (NETS-T) (2008) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf

Transitioning from Knowledge to Synthesis - Reflection

Transitioning from Knowledge to Synthesis
Reflecting on this course, it is easy and sobering to realize what wrong assumption I have held that students are well versed in the use of technology but are just not willing to learn with it. It can be readily seen that technology has defined a new meaning of literacy in the 21st century much different from what it was in the last century. It is relatively easy to access and communicate information by just a click of the mouse. Students apart from traditional literacy skill of read and write, need skills to navigate through the myriad of available digital based resources so that they can interact with information (Laureate Educ. Inc. 2009). They also need skills to questions, evaluate and synthesize the information, collaborate with peers and expert and communicate information (Eagleton & Dobler, 2007).
Four strategies which include modeling, scaffolding, practice and feedback were identified techniques that can be used to teach literacy skills (Eagleton & Dobler, 2007). This strategy can be carried out with guided inquiry project assignment. This project will offer student practice in various types of literacy skills and technology under the guidance of team of experts like content teacher, librarians, IT specialists (Kuhlthau, Maniotes & Caspari, 2007). The use of instructional team affords students guidance, close supervision, ongoing assessment and target intervention (Laureate Educ. Inc. 2009). The students are better for it as they gain practice and competence in use of tools and resources for learning in content area, increased motivation, improved writing, evaluate and communicate skills critical for lifelong learning and knowledge expansion for the 21st century.
Guided inquiry relies heavily on information obtained from the web. However many information on the web are not factual, not educative in intent, and some are simply distractions and diversions. The implication of this is that students need to learn how to evaluate, validate and identify resources that will be valid, authentic and useful. Students will need to learn skills and practice to search, evaluate and validate information. Again, teachers will need to teach and model these skills to students. It is instructive to learn that teachers need to teach and model the skills to help synthesize information and enhance presentation.
This will help students to process the facts and information they found on the web with a higher level of thought and presentation form that reveals students best (Jansen, 2005). Guided inquiry when properly designed and planned by a team of experts will foster the 21st century literacy skills like problem solving, communicative skills, and collaborative skills. However teaching students to learn using the web has to be cautious so that students will use the web safely and ethically. These also has to be a deliberate teaching of students to respect the right of others by plagiarizing and use the power of technology to expand self knowledge, collaborate safely , identify and avoid inappropriate relationships and information.
This course has offered a rich source of opportunity for me to learn how to help student learn and practice the use of the literacy skills of planning, locating, evaluating, synthesizing and communicating. Several tools that I learned from the first time include the use of Google doc and screen casting. It is my desire now to make the use of guided inquiry as a regular part of my instructional process. I believe when it is well taught, it can foster the spirit of independence in learner as learning become student centered rather than teacher centered.
Several web 2.0 tools made the teaching of guided inquiry learning easy. My own professional development goal is to keep abreast of these tools as more gain entry into the internet at a fast pace. This will help me to help students keep current and engaged in learning that is fun and equipping for the work force of the future. To achieve this aim, I am going to continue to attend workshops that can increase my fluency in use of technology in the class room I am also thinking of subscribing to journal and join a community of learners group.
In conclusion it is very necessary for teachers to teach new literacy skills and not assume that the wide use of technology by students outside of the classroom will be automatically transferable for content learning. Student need to learn a safe and ethical use of the internet. It is the only hope that student will use the internet safely and ethically while becoming fluent in the skills of the future today.
















References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Jansen, B. (2005, October). Meaningful products: Making the whole greater than the sum of the parts. Library Media Connection, 24(2), 27–28.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century Chapter 1, "Introduction to Guided Inquiry" (pp. 1–4). Westport: Libraries Unlimited.
Laureate Education, Inc. (Executive Producer). (2009). “Inquiry based projects.” Supporting information literacy and online inquiry in the classroom. Baltimore: Author.