Reflective Essay 6715

Throughout this course I was able to explore some wonderful new and emerging technologies that I never know existed. I was able to understand how important these tools can enhance learning and prepare our students for the future with 21st century skills. For example, I am experimenting with a new technology that will allow me to have a virtual classroom environment. This tool is very crucial for me to use because the only reason why most of my students fail is because of missing work or low test scores. Moodle will allow me to have better communication with my students and their parents. It will also allow me to be able to give practice quizzes or drill and skill lessons online. This tool has so much to offer and when I found out that it is free, I knew it was a tool that I had to utilize in my classroom right away

I am also very excited to share Moodle with my colleagues, who are more familiar with BlackBoard, because that is what some of the other teachers in our building have used. When I tell them that is free and show them all the features it has to offer, I cannot imagine them being excited to use it too. I also am going to share Second Life with the Science teachers and all the many other digital games that I was introduced to. I hope that this is the beginning to some great changes in my school building and for our students who I believe will enjoy learning with the new and emerging technology.

Moodle

Here is my VoiceThread.

http://www.voicethread.com/share/1259507

Reflective Essay EDUC 6714

Throughout this course I was introduced to a wealth of resources that I had no idea existed. These resources have opened many doors for me to help me implement Differentiated Instruction (DI) and Universal Design for Learning (UDL) into my classroom. I have taken many of the sites and placed them in my favorites tool box, so they are always available and a constant reminder for me to remember to use them for future planning. Many of these sites contain excellent lesson plans, teaching methods, and new research on how the brain works so I can use DI and UDL in my classroom. By using these sites that were shared in our Differentiation Stations I will also have many sources that will help with implementing technology into my classroom that support DI and UDL. I will also make CAST part of my curriculum and its devised three sets of broad teaching methods that support each of the three UDL principles: recognition, strategic, and affective learning.

As a teacher, making adjustments and changing lessons plans is something I am very good at. Therefore, I will make sure that the beginning of my school year I have given all my students "Getting to Know You" assessments to help me figure out my students learning styles, interests, multiple intelligences, and learning profile. This will be the vehicle that will help guide me to constantly differentiate and break barriers that usually frustrate students who are very bright. I will assess my students throughout the year for readiness. Offer them to learn the content in different ways, and produce what they have learned in a variety of ways too. Technology will be a factor when creating my lesson plans and I will commit myself to be a life long learner and continue to research, ask my colleagues, and take courses in technology so I can always offer my students the best 21s t century education that is available to them.

Reflective Essay 6713

Every lesson needs a well thought out "game" plan in order for it to be effective. There are so many angles a teacher must look at when creating a lesson. To name a few a teacher must look at meeting content standards, meeting all learning styles, modifying, and to add to our long list we must meet the NETS-T standards in order to give our students the 21st century education that is required for today's future.
After reviewing the GAME plan that I developed I realize that the GAME plan needs to be implemented into many of my daily lesson plans. The impact that the GAME plan will have on my teaching instruction will go further then just the blogging that I have documented in this course. I see how imperative it is for teacher and students to have a GAME plan when applying any sort of knowledge that needs to have a clear final product. In reality you cannot really teach or learn without setting learning goals, taking action to meet those goals, monitoring progress, and evaluate or extend the lesson (Cennamo, Ross, Ertmer, 2009).
Because I will be integrating more technology into my classroom I will incorporate the GAME plan into more of those lessons that require the use of technology. The new techniques that I have learned such as digital storytelling, blogging, wiki pages, and VoiceThread will take time and energy to impose on my lessons, but I believe that with the use of the GAME plan strategy I will be successful and so will my students.
Furthermore, I also learned the importance for allowing students to work individually, in small groups, and in whole-group settings. The importance of preparing the computers, and preparing the students for computer use is not to be undermined either. The GAME plan strategy and template will not be left to collect dust once this course is over. I will graciously take this one with me and enforce it on other teachers to try and implement it in their daily teaching.

Reference:Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

GAME Plan Used By Students

The GAME plan strategy can easily be incorporated into lessons for my students to use in their assignemnts. I will first need to introduce them to the NETS-T standards and have them become familiar with them. I can then use the GAME plan strategy every time I introduce them to a new technology tool. For example, with The Outsiders WebQuest lesson I can have them set goals to explore other Webquests and then take action to find another one that they can use in my classroom or even another classroom like science or social studies. They can then monitor their WebQuests and actually make a lesson of their own to offer to bring into the classroom and share. They can then evaluate and share their lesson and WebQuest with that of other classmates. During this time they can take notes and compare their plan to others. This GAME plan can really turn into something bigger than just a lesson I taught; they will discover the world of WebQuests, how to create a lesson, and how fun it is to learn in this manner. I can do this with blogging and digital story telling too. Allowing students to be part of their own GAME plan can create some amazing lessons created by students. I can see how this will clearly allow for students to think critically and creatively. I feel that when we allow them to create their own lessons and take action for it they will rise to the bar and become the "teachers." If we allow them to evaluate their own creations of lessons I believe they will become life long learners and more succsessful in life as well.

Revising My GAME Plan

After sitting down and actually completing The Outsiders WebQuest lesson myself, I realized that I needed to make changes with the handout that I created for my students. The handout had too much busy work that it took away from being able to browse and enjoy the WebQuest. I feel that if a lesson involves teaching students a new tool to use they need time to be able to browse, become familiar with it, and enjoy it. I went back and created a completely different handout with the same objective of allowing them to be able to become familiar with the time era of when The Outsiders takes place. I allow them more choice with guidance now. I also added classtime for them to reflect and discuss and share what they discovered and what they liked or did not like about the activity. I realized that this project will take two days to complete, something I was not sure of yet. Overall I feel pretty good about carrying out this activity and cannot wait to use it next year with my students.
Furthermore there is so much more that I still need to learn when it comes to WebQuests. One goal that I have is to actually create my own with the help of our applied technology teacher (NETS-T standard 1). I have very limited time and realize that this may take a while, but learning how to actually create one can have a huge impact when teaching. I also would like to find more teachers that have used this type of activity in their lessons and become familiar with how they used them as a learning experience. I will research this by asking teachers within my own building and research the Internet (NETS-T standard 5). Based on the NETS-T, I still have many goals for incorporating technology into my classroom by adding more NETS- T standards into my teaching. For example, I plan on creating a digital story telling lesson for next year too (NETS-T standard 2).
There is so much that technology has to offer for the classroom, and since it is constantly changing, I will learn and teach new technology to my students as often as possible. I will provide many different forms of formative and summative assessments that are aligned with content and technology standards and use resulting data to inform learning and teaching. I will also commit myself to evaluate and reflect on current research and professional practice on a regular basis. By committing to doing all of the above this will help improve my learning and contribute to completing some of my goals for integrating technology into my classroom.

Reference:

Evaluating My GAME Plan

I am very sorry for getting to this blog so late in the week. I have been packing and moving all week and weekend on top of everything else that goes with our busy teacher lives. Anyway as far as my GAME plan goes I have created a handout that will guide my students through The Outsiders WebQuest. The handout is designed to allow them to browse through the site independently that way I can facilitate. I still need to create a modified version for my ELA and Special Ed. students. I also need to create a rubric, which I know is something I should have created first. However, the rubric was in mind while I created the handout. I have yet to figure out how much time needs to be allotted for this project. Therefore I will sit down this week and do the assignment myself, this will also allow me to make any changes necessary to the assignment if need be. I have decided to take 30 minutes of classroom time to go over the handout and rubric with my students and also model for them on my computer and projector how to find the site and show them how to navigate through the site. Once we have done that I will have some practice skills for them to work on before actually heading down to the computer lab, I know this may take longer if there are lots of questions, but I do not anticipate too many questions because of my instructions. I am also still working on what would be the best way to evaluate their experience of what they learned. I will ask my colleagues what they think would be a good idea for self-reflection. I will also ask them of any WebQuests they have used in the past and how did they use them for ideas.

Following up on my GAME Plan

Being that my GAME plan includes an all time favorite novel that I had read in seventh grade, The Outsiders, I was able to quickly find many WebQuests that were created for the novel. My focus though is to give my students some background knowledge for the time era of the novel. After previewing many WebQuests I found one that will work perfectly for what I want my students to learn, http://slms.leesummit.k12.mo.us/egriffin/Outsiders.htm. This WebQuest covers above and beyond what I was looking for. Now that I have found the site my next goal is to create a handout and rubirc that will help my students utilize the site and be able to benefit from it. I realize that this site can be a little intimidating, especially for my special ed. and ELA students so I will definitely modify their handouts. My biggest goal is that all my students walk away with a clear idea of what the late sixties was like. My students do not comprehend "back in the day" comments. Their little lives are so consumed with the now. I really believe this activity will help them understand the novel better and enjoy who each character is because of the time era that the novel was based around.
The WebQuest that I chose taught me some new and interesting facts about the late sixties, I also found it to be seventh grade friendly, and fun to browse through.

Carrying Out My Game Plan

To carry out my game plan I will need computers and the Internet to research WebQuests. Once I find the best Webquest I will then determine what the criteria will be and what exactly it is that I want them to be able to walk away with and learn. I will need to have an estimation of time needed for the task, and decide what should be done before, during , and after the instruction.Action: During this stage I will have to create student guidelines, including instructions, handouts, and rubrics.a. I will have to create instructional demonstrations and handouts.b. I will need to identify the WebQuest.c. I will need to be sure computers are working and available for the time that I need them.e. I will develop evaluation rubrics, and a checklist.Monitor: During this time will group students and let them know what they should do before, during, and after computer time. I will demonstrate the tasks that need to be done. Provide any and all handouts. I will let students know what they need to bring to the computer lab. They will be given a specific time to work in the lab and in the classroom. As students work I will facilitate and keep interruptions to a minimum so they can work independently with their partner. I will remind them of the time as it gets closer to the end. I will monitor student understanding: engage students in self-assessment. These are some of the steps I will need to take to be sure this assignment is successful.

GAME Plan: EDUC 6713

This GAME plan will be created for seventh grade language arts classes. My goals will be to design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community with the incorporation of technology. I will begin by using the ISTE standard 1:Facilitate and Inspire Student Learning and Creativity, I will also use standard 5: Engage in Professional Growth and Leadership.
Standard 1 will be used along with a novel unit that I teach every year. I would like to incorporate a WebQuest into my unit.
Goals: I will begin by researching and becoming familiar with WebQuests that have already been created for The Outsiders. I will evaluate which one works best for my purpose, which is to find a WebQuest that introduces and informs my students about the time era that the novel takes place. Once I find the best Webquest I will then determine what the criteria will be and what exactly it is that I want them to be able to walk away with and learn. I will need to have an estimation of time needed for the task, and decide what should be done before, during , and after the instruction.
Action: During this stage I will have to create student guidelines, including instructions, handouts, and rubrics.
a. I will have to create instructional demonstrations and handouts.
b. I will need to identify the WebQuest.
c. I will need to be sure computers are working and available for the time that I need them.
e. I will develop evaluation rubrics, and a checklist.
Monitor: During this time will group students and let them know what they should do before, during, and after computer time. I will demonstrate the tasks that need to be done. Provide any and all handouts. I will let students know what they need to bring to the computer lab. They will be given a specific time to work in the lab and in the classroom. As students work I will facilitate and keep interruptions to a minimum so they can work independently with their partner. I will remind them of the time as it gets closer to the end. I will monitor student understanding: engage students in self-assessment.
Evaluate: I will take notes during the lesson from beginning to end to remember what went well and what did not work or needs tweaking. I will also allow for my students to reflect and offer any suggestions for the lesson. I will analyze the data an d plan for reteaching and improving the WebQuest lesson by always searching for new and better WebQuests (standard 5). I must remember to record student progress from the following year. This will most likely occur during the Socratic Seminar, through their discussions.

Reference: Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

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

Transitioning from Knowledge to Synthesis Reflection EDUC-6712

How we educate our students for the 21st century and meet and keep up with the high demands for technological practice is a question that may never be answered. However, we can teach our students strategies that can prepare them for this ever changing, fast paced world. One strategy that can contribute to preparing our students for the future is through inquiry learning.
With the vast amount of information that students are given access to, it is very clear that they need to be taught the ability to locate, evalute, and use appropriate information for learning, living, and working with new technologies. Inquiy learning allows for all of that while learning. I found it striking how this one project offers motivation, reading comprehension, language development, writing ability, cooperative learning, and social skills. All of which are skills that are essential for life long learning.
This class allowed me to realize the importance of inquiry learning. With careful planning, close supervision, and ongoing assessments I will continue to teach inquiry learning throughout my teaching career. My ulitmate goal will be to develop independent learners who know how to expand their knowledge and expertise through skilled use of a variety of information sources employed inside and outside of school.
One professional goal that I have is to continue to be a life long learner and research inquiry learning before I teach it. This will help refresh my memory and add any new ideas or strategies to the project. In order to prepare them and get them excited I must become an expert on inquiry learning so they are guided and coached more and lectured less. I really want my students to be motivated and want to learn more and create ways to share what they have learned. Therefore, if I dedicate myself to polishing up my inquiry learning projects both student and teacher will have a good experience and success.
Schools are faced with the challenge of preparing students to be successful, productive citizens in a fast changing world with huge amounts of information. Students need to be taught how to properly exercise the new literacy skills for future success. Inquiry learning will be a strategy that will prepare them to use the new literacy skills and become life long learners.

Course Reflection on Learning Theories and Strategies

When I went back and read my paper “Personal Theory of Learning” from the first week of this course, I noticed that I mentioned I tend to focus more on the cognitive-constructivist theory. As this still is true, I realize that I have touched upon many of the learning theories that were discussed in our readings and viewings throughout this course during my nine years of teaching. Throughout the course I felt that every time I learned about one learning theory I was nodding my head and agreeing to what it supports and connecting to how I have definitely incorporated each one into many my lessons. There is no doubt that humans learn in many different ways. “The world is different. Kids are different…learning is different…and teaching must be different too”(Lever-Duffy & McDonald, 2009, p.6). Therefore, teachers must become experts at understanding and knowing the different learning theories and be prepared to provide the supported learning opportunities for their students.

As I see it lessons need to connect to the students’ lives, and an explanation of the connection needs to happen at the beginning of the lesson. Lessons also need to be framed around all the different learning styles that our classrooms consist of. It is our job to prepare our students for the future and the REAL world that they are going to have to face. Furthermore, because of the fast growing pace of technology I feel that it is imperative that I make many adjustments in my career. I feel that because of what I have learned about learning theories and teaching strategies, I must incorporate technology into my lessons at school and also in my personal life. Lever-Duffy and McDonald say it best in their text, 2008.
“Understanding learning is even more critical when a teacher
integrates technology into an instructional event. Technology
is best viewed as a robust set of instructional tools that help you
accomplish the objectives of the teaching-learning process. Tech-
nology is a means to an instructional end, not an end itself. To
use technology effectively, the teacher must have a clear under-
standing of learning and the teaching strategies that will result in
the intended knowledge transfer"( p.11).
Knowing what I know now about learning theories and teaching strategies I will definitely incorporate Weblogs and VoiceThread tools into my teachings. Both of these technology tools, on many accounts, will enhance and engage in students’ learning. I chose the technology tools of blogging and VoiceThread because I feel comfortable and confident enough to teach my students how to use them, “when a teacher believes in what she’s doing and is confident in her tools, well, it rubs off on even the most resistant of students”(Richardson, 2009). I also realize that blogging and VoiceThread have a lot to offer to students such as discussions, writing, cooperative and collabortative learning, and also images to create artifacts that they can share. All of these support constructionism learning theory, a theory of learning that states people learn best when they build something they can share with others (Laureate, Inc., 2008).

Being that technology has been invisible in my classroom; I have two long term goals to make sure it will be existent in my classroom from here on out. I plan to become an expert on one or two technology tools a quarter by experimenting with them on my own and then bringing them slowly into my classroom. The second long term goal is to incorporate these technologies into my lesson that focus on learning strategies that work best for students. I will keep similarities and differences along with non-linguistic representations learning strategies in mind when designing lesson plans. I will also focus on the learning theory that works best for my students right now, and being that I am bringing technology into the classroom, that would be the constructionism learning theory.

References:

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc. custom ed.). Boston, MA: Pearson Education, Inc.

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms ( 2nd ed.) Corwin Press

VoiceThread

Here is my voicethread with my concern in our school building.
Enjoy!

http://www.voicethread.com/share/660039

Cooperative and Social Learning Strategies Through Technology

The instructional strategies described in the resources I explored this week correlate with the principles of social learning theories in many ways. To begin, let's take a glance at what social learning theories consist of. Dr. Orey in his video Social Learning Theories describes it as collaborative and cooperative learning, in which children work together to build something. It is a work in progress where children are actively engaged in learning and able to discuss, bounce ideas off of each other, question, and come to conclusions (Laureate Inc, 2008). Next let's look at what cooperative learning consist of and how some of the social networking and collaboration tools mentioned in Using Technology with Classroom Instruction that Work support the two. "The instructional strategy cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning. When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others"(Pitler, 2007, pg. 139). After defining the two it is very obvious that social and cooperative learning correlate. Therefore, when exploring the networking and collaboration tools in our assigned readings for this week it is easy to recognize the impact these types of resources can have on learning.

We cannot escape the fact that we must prepare our children for the fast paced, virtual workplace that they will inherit, today's students need to learn and produce cooperatively (Pitler, 2007). Luckily technology has provided us with the means for students to learn collaboratively and cooperatively through social networking tools. I was inundated with the many resources that are available and so easily accessible for teaching and learning such as multimedia, web resources, and keypals to name a few. I found each and everyone of these tools to support cooperative and social learning theories, because they support the ideas of working in groups to create an artifact based on all students being actively engaged. By using these resources individuals can create meaning through their interactions with each other and with the environment they live in and as we know meaningful learning occurs when individuals are engaged.

References: Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with classroom instruction that works. Alexandria, VA

Generating and Testing Hypothesis with Technology

Constructivist based on Lev Vygotsy believes that learning occurs when a meditating influence provides the “spark” to push the learner to the next level of knowledge. Constructionism defined by Seymor Paper believes that learning occurs as a result of building artifacts that can be evaluated by others. An artifact that allows for collaboration and problem solving for critical thinking. When understanding constructivist/constructionism based on the work of Piaget learning comes with active construction of knowledge. Fortunately for educators technology has made it possible for constructivist/constructionism learning to be made possible in the classroom (Laureate Inc., 2008).

There are numerous programs available that allow for constructivist/constructionist learning such as PowerPoint, wikis, blogs, webquests, and virtual tours. Two other programs mentioned in this weeks reading that can be incorporated to support constructivist/constructionism learning theories in the classroom are spreadsheet software and data collecting tools. Spreadsheet software can be used interactively by students for generating and testing hypothesis by creating graphs and charts for collected data or research. With this program students can make informed predictions, collect data, analyze the data, revise, and receive quick feedback on multiple scenarios (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The scenarios being used with this program allows for choice and generating their own thoughts and ideas with real life or made-up scenarios. When students are able to use real life scenarios they tend to become more involved and dig deeper into the research. An entire class can be involved in creating these spreadsheets which also enhances learning and engage students.

Furthermore, once all the research is complete and data is collected students can then use data collection tools to confirm, deny, or revise their last hypothesis. By using data collection tools students can see the bigger picture and recognize patterns (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Based on the facts researched they can compare the data to their predictions. Students can also compare and share their data online through collaborative project Web sites. Sharing and comparing data from other localities gives students enough information to generate and test hypothesis concerning the nation and other parts of the world (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Because these applications allow for creating, generating, problem- solving, images, critical-thinking, and collaboration, both spreadsheet software and data collecting tools perfectly illustrate how technology correlates with constructivist/constructionism learning theories. These applications aforementioned help teachers combine the instructional strategies that affect student achievemen, perhaps gain higher tests scores, but more important, students will be enthusiastic while learning the material.


References:Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom practice that works. Alexandria, VA: ASCD

Cognitivism in Practice

Being more clear on cognitive learning theories and how they base their long term memory learning on the network model of memory: types of information, dual coding, and elaboration, clearly allow me to see the correlation with technology. In the text book Using Technology with Classroom Instruction that Works I found there are many strategies I use in my daily lessons such as: KWL charts, advanced organizers, graphic organizers, charts, and rubrics. However, I have yet to utilize Inspiration on a projected computerized screen for class lessons with ques and questions as mentioned in the text. It is very obvious that students can build background knowledge through these types of visual organizers along with multimedia such as: ExploreLearning, BrainPop, or UnitedStreaming which allows for further understanding and exploring. In adddition, Dr. Orey mentions, that by adding images to some of the graphic organizers in as many ways as possible, to make connections for students about the concept being taught, is a primary mechanism for storing information. Furthermore, when creating ques and questions technology can be a great tool to help students with the information processing and store it as long-term memory.

Another strategy that was discussed in this weeks reading was Virtual Tours. I was mesmerized when watching the example displayed for our assigned viewing. It is very apparent how this type of teaching and learning exposes in depth cognitive learning. Virtual Tours incorporate so much learning in one experience and for all leaning styles they create episodic memory. The engagement involved with this type of teaching can lead to numerous connections and clearly proves Paivio's hypothesis on the power of images leading to long-term memory.

References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom practice that works. Alexandria, VA: ASCD

Beahviorism in Correlation to Instructional Strategies

When looking at the behaviorist learning theory and the correlation with technology, I find that technology can supplement and enhance learning in the classroom. The resources prove that teacher and student can benefit from quick feedback after completing a skill or task. In a given environment, technology can help students become more receptive which in turn can lead to students becoming more efficient.
In the assigned readings for Using Technology with Classroom Instruction that Works, there are two learning strategies that the authors discuss. The first is reinforcing effort. This strategy is based on the research that students can change their beliefs and make connections between effort and achievement by using a spreadsheet like Microsoft Excel. How a teacher and student can utilize this spreadsheet for their own benefit is by showing exactly what effort looks and have a student track their effort on a daily basis. Realistically I feel that this type of rubric can work, but is not necessary for every child at the middle school level. However, allowing for a student and teacher to see hands on the the relation between effort and grades they earned on a test can be huge for progress in a child's choices of effort.
The other strategy mentioned in the assigned reading for this week was homework and practice. This strategy is based on the simple fact that technology can offer multiple exposures to practice skills and concepts being taught in the classroom. Therefore, allowing for quick feedback and a rewarding form of studying. The use of technology not only offers a wealth of resources outside the classroom, but it also makes it easy for students to work and study.
The educational system and the designers of the technology platform need to be mindful of the end user to create a user friendly system that provides comfortability and enhances learning efficiency in order for the behaviorist learning theory to survive in the classroom.

End of Course Reflection

As this course nears its end, I’m enamored by all I’ve learned and absorbed. Here are a handful of reflections on what I’ve learned and how they will affect my growing technological abilities and my knowledge of integrating technology as a whole.

This course has specifically introduced me to 21^st century skills, including blogs, wikis,  and podcasts. Before this course I didn’t know what any of them were and just simply knowing the basics of each has brought my abilities as a professional to another level. 

I’ve learned that the learning process in students has changed over time and will continue to do so. Our brains are stimulated in different ways throughout life and we, as teachers, must evolve continuously in our lifetime, as those who follow us must for as long as there are subjects to be taught.

My perspective was certainly teacher-centered prior to my masters program and this course in particular has opened a door for me to see more clearly from a student’s perspective.  My concepts will prove to be more learner-centered as a result. When we are aware of how students are receiving and absorbing that which we are putting out there for them, it makes the delivery easier to design and they become more motivated to learn more.

It is clear to me that in order to maintain and increase student achievement, students must keep up with technology and utilize it as their most helpful tool. I must continue to expand my knowledge of learning, teaching, and leading with technology by subscribing to a number of useful blogs, RSS Feeds from technical web pages, and attend classes or seminars offered in my region that will help ME stay affluent. I will also practice and assign development of blogs, wikis, and podcasts to use in my classroom so they become second nature as my other tools of teaching have in past years.

My first goal even as I am still enrolled in my masters program is to integrate technology in my classroom more so than it was as this school year ended. I am going to press the school district through the right channels to try and get computers at every desk. If at first I don’t succeed I will figure the most efficient way to use blogs, wikis and podcasts so that when students are on their computers at home it will be like I am right there with them, still teaching and supporting them on their desks at home. This could spring interest with the students’ parents and word will get back to other teachers in the school with hopes it will urge them to follow suit and also integrate more technology. Therefore, my second goal is to take all that I’ve learned and will continue to learn and share it with my fellow educators so that these powerful tools aren’t limited to my usage alone but stretch to all those I associate with.

Hi Everyone! Please click the link below to go to my Podcast. I asked a few of my students questions regarding the time they spend each day using technology.  

Joy Espinoza's Podcast

Evaluating 21st Century Skills

The 21st Century skills site is an inviting site with its colorful pictures, easy to follow table of contents, and many focused topics that cover the reasons our education system needs to emerge technology into the core classes of today's society. This website hooked me right at the beginning from the "Letter to America's Education Leaders" to the many ways we can support the Partnerships for 21st Century. Although I enjoyed reading the entire website, what surprised me the most is that there is actually a program that recognizes the fact that there is "a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and work places" (Learning for the 21st Century, 2008) and want to come together to make changes. The fact that this website is very aware of the impact that technology has in the real world, and the transformation that is required for schools to adapt to the accelerating changes that it brings is refreshing. I really enjoyed the many insights and best practices about 21st century knowledge and skills, the idea of it complementing No Child Left Behind by including technology skills to be assessed, and creating the six key elements of 21st century learning. I couldn't agree more with the fact that 21st century technology make better connections for students engagement, motivation, and attitudes about learning.
Therefore making everyday learning relevant to life by teachers using examples, applications and settings from students' lives and their communities through technology will be an obstacle that I will have to conquer. Knowing that today's technology allows educators to pursue a topics in depth and allows for advanced communication is an advantage for all. I hope that when I complete this course the dynamics in my classroom have changed drastically along with that of technology. I will remain to be a life long learner as I will teach my students the same, because of the fast pace of today's technology.