Reflection of Course 6710

The course, Understanding the Impact of Technology on Education, Work and Society, has helped introduce me to Read and Write Web tools that I can implement into my classroom. Before taking this course I knew how to use a wiki, but did not know how to use blogs or podcasts. I have learned how to use these tools to move my students into more collaboration, communication and problem solving skills to help meet their needs as well as society’s future demand needs. In the article, Technology and Education: Expectations, Not Options, Dr. David Thornburg stated, “We live in a world where it is commonplace for technology to be used to do different things, not just do old tasks differently” (2004, p. 3). I want to engage my students by doing different things through the use of digital tools.

To expand my knowledge of technology integration with the aim of increasing student achievement, I must stay current with the emergence of new digital tools. I will read literature to stay up-to-date on emerging technologies. Furthermore, I will connect with other educators through the use of a RSS Feed Catcher that I already have set up that will allow me to gain additional insights and ways to use new technologies.

Although my classroom is already technology rich, I have two goals that I would like to accomplish within two years. First, I would like to implement blogs as a means for students to post reflections about their learning in my courses. Second, I would like to implement wikis to increase more collaboration and problem solving among my students. I will accomplish these goals by examining my curriculum to find ways to slowly integrate these tools until my students and I feel comfortable using them. I will also have to spend adequate time planning and preparing for the implementation of these tools for them to be successful used in my curriculum.


Thornburg, D. (2204) Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf

My Classroom Technology Demographics

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Evaluating 21st Century Skills

My exploration of the Web site, Partnership for 21st Century Skills , enlightened me about the mission of this organization which is to build collaborative partnerships between education, business, community, and government leaders to promote 21 century skills. The framework that has been developed clearly states student outcomes that will help them achieve 21st century skills to become productive workers in a global economy. I was surprised to see the vast numbers of businesses coming together to help usher in this movement. It just shows the seriousness of how these businesses want students who are capable to work in a changing society.

I was surprised at all of the resource links that are provided to help teachers meet the challenge of preparing students. There is a link addressed to Bloom’s taxonomy to help teachers develop higher order thinking skills. In addition, the Route 21 link allows the user to browse resources and also provides a synopsis of websites. The resources include core subjects, learning and innovation skills, technology skills, life and career skills and several others.

I believe the Partnership for 21st Century Skills is moving in the right direction for our society’s welfare. With the continued drive for 21st Century Skills, my students will be better prepared to enter a workforce with the necessary critical thinking, problem solving, technological and collaboration skills. My role as an educator is going to change. I will have to incorporate more project-based learning activities and collaboration activities using technology. It is my responsibility to ensure my students success as a citizen and worker in the 21st century.

Wikis

Wikis can be a great collaboration tool to use in education that helps build critical thinking and problem solving skills. However, there are several things to consider before using this technology in your classroom. First, slowly introduce the concept of a wiki and give students a small assignment that will lead them into writing and using the tools on the wiki. Second, assign each student a task in order to ensure that all students participate in the wiki experience. Third, set guidelines and discuss appropriate things that students should post to a wiki. Stress to students that anyone, anywhere will be able to see what is posted on a wiki, especially if the wiki is made availabe to the public. Last, set a time frame on when the wiki assignment should be finished to keep students on track.

Visit the following link to set up your free wiki today!

Wikispaces

New Technology from Microsoft

I found this Youtube video discussing new technology that is emerging known as surface computing. It is hands on technology without a keyboard or mouse. It is awesome seeing what is being developed and mind boggling to think how society is changing. Will we see this type of technology in our classrooms in the future?

Blogs in the Classroom

Blogs in the classroom is a great way for students to enhance their writing skills in a content area. Students can communicate their ideas in a blog and receive feedback from teachers and peers. Peers can ask the blogger questions to help them take their learning to a new level. By responding to questions students can develop critical thinking skills by reflecting on the questions asked.

I teach 9-12 computer classes. In Keyboarding and Desktop Publishing classes my students could post their work on a blog. By posting their work, students can receive feedback on the design and layout of their documents. In Desktop Publishing we focus on creating documents using appropriate design concepts such as focus, balance, consistency, contrast, proportion, directional flow and color. Instead of  receiving feedback only from the teacher, students can see each others work and provide feedback. In addition, topics related to standards covered during the week could be posted and students could discuss those topics in depth to increase their learning. Sometimes the best learning comes not from the teacher, but from a student's peers.

The Interwrite DualBoard and Me

I am still learning how to use the new technology in my classroom, the Interwrite DualBoard, at a snail's pace. There is just not enough time in my day to learn this technology as I would like too. I am the type of person that has to "do it" before I can feel comfortable using it. After three months I am still not fully comfortable using the Interwrite DualBoard. Yes, my students use this technology quite often to complete projects, and they are very comfortable with it. It amazes me the things they can show me that they can do with it, and they make it look so easy. I know the very basics of this technology, but I want to know so much more about it. I know if I could find the time to "play" with it, I would reach my comfort zone. I keep asking myself the same question. When am I going to be able to find the time to learn the in's and out's of this technology so I can fully integrate it into my classroom?

Technology and Change

Technology is constantly changing how we do things in our lives. When I was attending college in 1984 most of my essays were typed using a typewriter. When I had to make corrections, I used that awful correction tape that always alerted the reader that a mistake was made and fixed. Since that time computers have gradually crept into my life and through the use of word processors has made writing papers much easier. I can spell check, edit, and format all with the click of a button. Computers have become a necessary and welcoming tool. Not only do I use online banking and bill pay, but I teach using technology on a daily basis. Although students are growing up knowing how to turn on a computer and how to play games, most students do not know how to use the software programs (Excel, Access, Microsoft Word, PowerPoint, and Publisher) that I teach until they enroll in my classes.

My classroom would be considered to be a technology rich classroom with twenty-five computers, three printers, a scanner, camera, Interwrite Board, and an Elmo at students disposal. Everytime a new technology enters into my classroom I am excited, but at the same time overwhelmed. With the duties of creating lesson plans, teaching, and adminstrative tasks that must be addressed, it is hard to find time to learn how to use all of this technology. A one-day inservice is not enough to fully comprehend the inner workings of these different devices.

Cooperative Learning

After viewing the video that accompanied our course text 50 Strategies for Teaching English Language Learners, I was impressed with the Cooperative Learning strategy. I use Cooperative Learning whenever possible, and was pleased to see it presented by another teacher. It gave me the idea of using silence at the beginning of a group activity and then progressing to allow verbal communication. I believe this could show students the importance of collaboration. I also gained the idea of using job cards during our class discussion. When using job cards each student is given a job such as explaining the task, speaker, recorder, and etc.

CREDE Standards For Effective Teaching

1. Students and teachers working together.
2. Developing literacy and language skills across the curriculum.
3. Connecting schools to students lives.
4. Engaging students with challenging lessons.
5. Emphasizing dialogue over lecture.

Dr. Roland Tharp, from The Center for Research on Education, Diversity, and Excellence (CREDE), presented five researched based standards shown above that teachers should implement into their classroom instruction to meet the needs of English Language Learners.

I read an article entitled Delicate Balance by Jon Nordmeyer earlier this week. Nordmeyer (2008) stated, “ESL teachers are essential in helping ELLs to face the twin challenges of achieving in content areas and developing academic English proficiency. Teachers, administrators, and policy makers are beginning to realize, however, that ESL specialists cannot do this job alone and that everyone's roles and responsibilities must shift.” As teachers, our goal should be to provide engaging and challenging educational opportunities for all students. CREDE strategies can help us become effective educators to meet the diverse needs of our students.

CREDE Standards Implemented

CREDE standards help teachers meet the culturally responsive needs of their students. They are guidelines for effective teaching. In the course text by Herrell and Jordan (2008), 50 Strategies for Teaching English Language Learners, there are several CREDE standards that I normally strive to implement on a daily basis. These standards are: Predictable Routines and Signals, Language Framework Planning, Peer Tutoring, and Multimedia Presentations. When special projects are assigned such as newsletters and brochures; I use the CREDE standards Cooperative Learning and Integrated Curriculum Projects. All of the above strategies meet one or all five of the CREDE standards that help improve student learning and achievement.

Cultural Responsiveness

As I viewed the DVD program Culturally Responsive Teaching, I noticed that Dr. Eugene Garcia stated that all teachers have a theory about how they approach education, and this theory plays a role in how they teach. I believe that all students can learn regardless of their cultural and linguistic backgrounds. These diverse students need someone to believe in them, to challenge them, and to hold them to high expectations. I have been thinking about how culturally responsive my teaching is in relation to Dr. Garcia’s 5 Rs. I believe that I effectively practice the following culturally responsive approaches: respect, responsible, and reasonable. However, I could improve on learning to become more responsive and resourceful. Dr. Garcia stated in the DVD segment, Culturally Responsive Teaching, that diversity should be perceived as a resource and to let kids use their native language to communicate (Laureate Education, Inc., 2007). I never thought about how important it is for kids to use their native languages until Dr. Garcia emphasized the importance of it. The next time I have ELLs in my classes, I will strive to implement all of Dr. Garcia’s 5Rs.

Adjustments Using CREDE Standards

This week I taught a lesson in Desktop Publishing focusing on learning how to use mail merge in Microsoft Word to create address labels. We discussed vocabulary terms relating to mail merge and I demonstrated the process using my Interactive Board and projector. After the lesson demonstration, students were assigned to create their own address label. Peer tutoring was used to help students who were struggling with the process. After assessing this lesson, I scanned through our course text, 50 Strategies for Teaching English Language Learners, to find a strategy that would have made this lesson more effective for my students. I found the Reporting Back approach. It would have been an excellent follow up activity to reinforce the lesson. In this approach students would use vocabulary and explain the mail merge steps they used to create address labels.

Dr. Eugene Garcia's "5Rs and 1T"

Five R's

Respect--Children see themselves as others see them.
Responsive--Understanding the roots of children.
Responsible--Assessing how students are engaged.
Resourceful--Diversity perceived as a resource.
Reasonable--Doing what is right even if you don't know what to do.

T

Theory--the way teachers approach education of children and their notations about how to educate them.