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EDLD 5364 What I Learned in Week 3

Rose and Meyer (2002) says, “Today’s typical classroom might include students whose first language is not English; students who are not reading on grade level; students with behavioral, attention and motivational problems; students from varied cultural backgrounds and students classified as gifted. In addition there are students with particular needs such as limited vision, motor disabilities, emotional difficulties, speech and language difficulties and learning disabilities.” With the differing levels of abilities both physical and mental, teachers must work harder for each student to succeed in the classroom. This week’s readings were centered on creating lessons with activities that are flexible with presentation, acquiring knowledge and assessment.  Rose and Meyer (2002) recommend creating lessons that have students access the three learning networks in the brain: recognition, strategic and affective.  The recognition network connects patterns in information.  The strategic network is the problem solving part of the brain, and the affective network is the portion of the brain that relates to enthusiasm and interest.  “Giving students choices of content and tools can increase their enthusiasm for learning particular processes.” ( Rose & Meyer 2002)   When a teacher increases the enthusiasm for a subject the students are more likely to be successful because the affective network of the brain is being utilized.

A UDL lesson has multiple strategies, presentations, and assessments.  Technology can help a teacher succeed at creating this type of learning environment.  Teachers need to focus on what information they are trying to convey and use the technology to meet each child’s needs.  Teachers that understand the purpose of a lesson and then add the technology will have more success than one that focuses on the technology and tries to mold the lesson to fit the technology available.

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/

EDLD 5364 What I Learned in Week 2

According to Rose and Meyer (2002) “The materials and methods teachers use can either present students with barriers to understanding or enhance their opportunities to learn.”  Most teachers would never want to present students with a barrier to their understanding, but they might be doing just that due to ignorance of brain research and Universal Design Learning.  The video The Brain Research talked about the three networks in the brain and their function.  The first one was the recognition network that is used for gathering facts and word recognition.  The strategic network was the second network in the brain that organizes and expresses ideas.  We are using this part of our brain when we write an essay or solve a math word problem.  The last network of the brain is the affective network.  This is the “why” network that deals with engagement in learning, challenge, and motivation.  A teacher who is aware of these networks in the brain will make sure that their lessons cross each network in order to enhance a child’s opportunity to learn. 

The video and article on Universal Design Learning gave us ideas to customize lessons for all learners in our classroom. According to the video Universal Design and Universal Design for Learning, a UDL lesson has “multiple means of representation to give learners various ways of acquiring information and knowledge”.   It will also have multiple ways for students to gain knowledge on a subject and different ways for a student to show what they have learned.  I am excited to start building my lessons around UDL and see the differences it will make in student achievement and motivation.

Lessonbuilder.cast.org (nd). The Brain Research. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

Lessonbuilder.cast.org. (nd). Universal Design and Universal Design for Learning. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

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 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

EDLD 5364 Post Conference

The best information to come out of this week's meeting was the reasoning behind the Saturday web conferences.  It has been a sore spot for me because I have been saving up my questions and stressing throughout the week.  Dr. Abernathy explained that the conferences were scheduled at that time to prepare for the upcoming week and avoid congestion on Adobe connect.  She also reiterated that we should contact her during the week with questions.  By the end of the conference I felt less stressed and empowered to ask questions.

Post conference reflection

This week could not have been much more hectic for me.  It was our first week with students and we have a new principal and assistant principal on my campus.  To top things off I had a hard time convincing myself that everything would be okay if we didn’t meet with our professor until Saturday morning.  I am not used to waiting this late to do my homework and needed some clarification on items before I could submit my work.  When we did have our conference, August 31, 2013 at 10:00am, many of my questions were answered and I was able to finish the assignment after completing my duties as a mother and wife.  Learning to juggle these responsibilities is actually good preparation for life as an administrator. 

EDLD 5364 What I Learned in Week One

This week I learned about different theories on education.  I found the constructivist theory to be the most interesting and one that I will immediately apply in my classroom.  Constructivism in a classroom setting is when students come with a set of knowledge which will impact what and how they learn the new information presented to them (Southwest Educational Development Laboratory, 1999). According to Norton & Wilburg (1998), “The teacher no longer has to be in charge every minute, but can give some of the control over to the students and the technology.  If approached in a constructivist manner, the teacher’s job becomes one of facilitator or architect.” (as stated in Sprague & Dede, 1999)  I truly believe that this manner of teaching will prepare our students for the future.  The days of memorizing facts for the purpose of direct knowledge tests is no longer necessary.  In this day and age students have facts, figures, and statistics at the touch of a button.  We need to teach them to use the facts to create and collaborate with groups of people.  Project based learning is an initiative that our district has implemented in order to prepare our students for the future, and I believe integrating technology into PBLs will have an even greater impact.  

One concern I have regarding the constructivist classroom was stated by Sprague and Dede (1999), “we are taught to believe that learning takes place in and orderly setting”. (p. 8) I have a new principal and I am not sure if he believes in a learner-centered environment.  This year I have a digital classroom with 1:1 iPads.  According to the district, I need to have project based, technology rich lessons.  I hope my principal recognizes enthusiasm for learning and takes the time to observe a constructivist classroom in action.

The next theory that we were introduced to was connectivism.  Siemens states in his video on connectivism “learning isn’t something that happens in someone’s head”. External connections that students make and assimilate into their ideas have an impact on their learning. 

Both theories include technology as an important learning tool.  However, teachers today need to help students learn to use technology appropriately.  According to Bransford, Brown, & Cocking (2009) “Inappropriate uses of technology can hinder learning— for example, if students spend most of their time picking fonts and colors for multimedia reports instead of planning, writing, and revising their ideas.”  Lessons need to be well planned and thought out so students can understand the importance of the information. “Our students must learn not only how to use current technologies, but also how to evaluate which ones work best for particular tasks or projects.” (Pitler, Hubbell, & Kuhn, 2013)  Technology can be a great motivator for today’s students and we need to allow them to work with these various types of technologies in order to prepare them for the future.  I think this was stated eloquently by Solomon & Schrum (2007), “The tools students use may change where and how they get the information, but only educators can make sure that students learn how to process and use that information wisely.” (p. 42)

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Ch. 9, pp. 194-218. Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?record_id=9853&page=206
Pitler, H., Hubbell, E., Kuhn, M. (2013). Using technology with classroom instruction that works 2^nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1 – 14.
Siemens, G.. (nd). The Changing Nature of Knowledge  [Video file]. Retrieved from http://www.youtube.com/watch?v=YMcTHndpzYg
Solomon, G., & Schrum, L.(2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 7 – 44
Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on October 4, 2009 from http://www.sedl.org/pubs/tec26/intro2c.html

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 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

Action Planning Template

Each classroom on my campus is equipped with 5 computers, ceiling mounted multi-media projectors, USB enabled document cameras, eInstruction interactive mobile whiteboards, and a wireless overhead classroom audio and microphone system that disperses sound evenly throughout the room.  Each teacher is given a laptop and there are laptop carts and SmartBoards available.  Even with all this technology available there are faculty members who only use the required programs such as email, online attendance, and grading.  We are spending money on technology on our campus, but lots of the available hardware remains in classroom closets.   I feel the main reason for this disconnect is training.  Teachers are given new equipment and maybe a quick, large group staff development on how to use it, but there is not a support system for continued growth. 

Action Planning Template
Goal: Increase the use of available technologies for instructional purpose on my elementary campus.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Survey the teachers to research attitudes toward the Mobi devices	Carrie Allen	September 2013	Teacher Survey, Survey Monkey account	Number of teacher responses to survey
Compile the data from the surveys to create a list of teacher needs for Mobi use	Carrie Allen	September 2013	Survey results	Survey results
Research online journals and websites that relate to teacher use of technology	Carrie Allen	September 2013 – November 2013	Internet, District personnel	Interpret the data relative to campus needs
Submit work orders for classrooms that do not have the hardware and software installed	Carrie Allen Ted Vega-Campus Technologist	September 2013	Campus Technologist	Completion of work orders
Conduct mini technology workshops for differing levels of abilities	Carrie Allen	October 2013 – Early December 2103	Location for workshop	Number of participants
Survey the teachers regarding Mobi use and needs	Carrie Allen	December 2013	Survey Monkey	Survey results
Conduct mini technology workshops based on results of 2nd survey	Carrie Allen	January 2014 – April 2014	Location for workshop	Number of Participants
Final survey to research attitude changes and the use of Mobi devices	Carrie Allen	May 2014	Survey Monkey	Survey Results
Share the results with others including site supervisor and district technology director for HCISD	Carrie Allen	June 2014 – August 2014	Results of action research plan	Final action research plan and feedback from teachers