5364+Teaching+with+Technology

Week 1 Reflections


 * This weeks readings and videos have introduced me to the theories of constructivism, connectivism, and cyborg learning. At the heart of each of these theories for learning is the concept that education is transmitted in a variety of different ways and that the learner will be more successful when one or more of the three are applied to education. **


 * Constructivism theory focuses on allowing students to be the main contributors to their endeavor of learning and that teachers should serve as motivated facilitators who guide and assist learners in attaining and synthesizing new information. Cyborg learning theory puts forth the idea of creating an amalgam in which technology is not just an outside component to aid in learning but rather that technology becomes the main impetus that new information is obtained and implemented. The theory aligns humans and technology in a parallel sequence that creates a more capable and functional student learner because of their close connection to electronics and technology based devices. Connectivism centers on the proximity of learners to the material that they will eventually take in to become a part of their knowledge base. The learning that takes places is based on the learners ability to quickly and efficiently acquire new information through the use of networks that bring the new material closer to them so that they can make the best use of new advances and discoveries in the field in which they are studying.**

This week’s readings and assignments focused on creating an environment in which all students will have appropriate access to school curriculum regardless of what their individual group classification may be. More specifically teachers should be more focused on meeting the diverse needs of classroom members who may be at several different steps in the learning continuum. Some student’s maybe gifted and talented, while others may have learning disabilities which necessitate varied teaching methodologies to meet the unique needs of each student. The classroom environment should utilize as many technology based solutions as possible to help meet the needs of these students. According to Pitler, some of these mediums may include word processing applications, Kidspiration software, surveys, and web resources (p.29). Teachers can steer the types of technology mediums that will be used in the setting objectives portion of lesson creation to establish a direction for student learning (Pitler, H. Hubbell, E., Kuhn, M., & Malenoski, K, 2007, p. 17). Several studies have concluded that students who are given access to technological tools within their classroom environment experience a greater level of success in the classroom and also on standardized test in a number of academic areas. The data that is currently available concludes that students are able to benefit more from an environment that is infused with technology rather than in a classroom that is devoid of these resources. In addition, technology based activities that are presented to students should include a component in which students can self-direct a portion of their learning so that they can feel truly involved in the process which will most likely result in the pupil becoming an active participant in the learning experience versus a passive unmotivated detractor.
 * Week 2 Reflections**

Week 3 Reflections

This week’s materials have continued to focus on the importance of utilizing the UDL lessons for the transmission of achievement based student learning also included was the integration of various Web 2.0 technologies to facilitate student success. The idea of targeting learning to the specific needs of individual student has been revisited, revised, and reemphasized to include appropriate steps for lesson planning that address curriculum competencies based on state standards as well as integrating national technology standards as well. The goals of these strategies are learner/student centered and serve to ensure that educators keep students in the forefront of the lesson planning process to safeguard against ineffective lessons that do not reach pupils. The New Tech High model was presented and the individual elements that comprise the model highlight the importance of striking a balance between pedagogy and technology for educational technology reform to be successful (Solomon, G., & Schrum, L., 2007, p. 78). The learning styles of students are more varied now than they have been at any other time in the past and youths today have a myriad of new technologies that are in direct competition for their limited attention spans as seen in the video “Digital Youth Portrait – Luis” (Edutopia.org {nd}. //Digital Youth Portrait – Luis).// Thus, teachers must be increasingly diligent in keeping these student focus on inclass instruction by using comparable technologies and strategies within the classroom to draw these students into the lessons. Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New Schools. Eugene, OR: International Society for Technology in Education, 77-98. Edutopia.org (nd). //Digital Youth Portrait – Luis.// Retrived on Oct. 5, 2009 from http://www.edutopia.org/digital-generation-profile-luis-video

Week 4 Reflections

This weeks course materials have touched on student centered ideas like cooperative learning while also addressing the need for educators to have positive experiences for learning and growing through well thought out and planned professional development opportunities. I took particular interest in some of the ideas that were outlined in the McREL technology research data because it puts the technology education of educators at the forefront of professional development through the implementation and use of the McRel Technology Initiative. Far too often districts and administrators haphazardly attempt to piece together professional development in-services that focus on technology with little or no real benchmarks to gauge teacher mastery of the information presented. Furthermore, if new technology is acquired and given to teachers to use in the classroom there is usually infrequent or non-existent progress reports or updates that highlight how the technology is being integrated into the classroom. Pitler (2005) asserts that “Teachers need a reliable technical infrastructure and ongoing support to be able to integrate technology in their classrooms” (p. A-9). I wholeheartedly agree with this manner of integrating technology into campuses and I wish more administrators and other decision making personnel would take this type of planning into account when charting a course for technology changes on a campus. Pitler (2005) provides an instructional framework in the form of the MTS Lesson Planning Guide (p. I-1), that if followed, would ease the burden of integrating new technologies while also ensuring the success of every individual involved in the technology integration process. In addition, the MTS field test site data also highlights strategies and process that make the goal of educating educators in technology usage a far more productive endeavor. After reading this information I want to share this information with the ITS teacher on my campus to see if she has reviewed it and if she thinks the information would help our school with technology integration.

Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-02-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED4486685) Retrieved on March 12, 2011 from http://eric.ed.gov/ERICWebPortal/detail?accno=ED486685

Week 5 Reflection

 While reviewing this week’s course materials I have found myself drawn to the idea of utilizing technology in a “Big Thinker” kind of way. The implications for technology are far reaching and the methods in which technology can be integrated into the classroom is also wholly encompassing. From making learning fun with the implementation of games and group activities like James Paul Gee suggested during his video to the integration of web 2.0 technologies like online surveys (Pitler et al., 2007, p. 162 – 164) the educational landscape is ripe for teachers to use technology in the classroom. According to James Paul Gee (2009) student’s role in the classroom has shifted from the mere consumption of knowledge to the shared role of creating new knowledge alongside peers and teachers. In a similar fashion educators do not just lecture and deliver material they are also responsible for creating new and informative ways to “teach students about the importance of effort” (Pitler et al, 2007, p. 156). The undervalued role of student as facilitator for new learning is often overlooked but during this week’s analysis students have taken a more central role.  Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved on Oct. 5, 2009 from @http://www.edutopia.org/digital-generation-james-gee-video. 

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155- 164.