Wow, it is hard to believe I have reached the end of my master’s studies with Walden University. My choice of concentration, Adolescent Literacy and Technology, in the Master of Science program has been an excellent choice. Literacy and technology are two important areas of education. Students must be literate to read and comprehend new ideas found in text to further learning. Use of technology is a necessary skill for students to enter the work force or higher education prepared with 21st Century Skills. One important part of 21st Century skills is for students to be able to use collaborative technology, such as social networking sites, Wiki spaces, blogging, and other technology that is relevant to our students everyday lives (Partnership for 21st Century, 2004). Use of these technologies can also motivate students to work harder in the classroom, by enabling them to engage in projects and learning that interest them, which is also part of Universal Design for Learning (Cast.org, 2010)and 21st Century Skills (Partnership for 21st Century Skills, org., 2004). Universal Design for Learning suggests an educational approach using three key principles: multiple means of representation, multiple means of expression, and multiple means of engagement (Cast.org, 2010). Technology can help a teacher use the UDL approach by providing students with a variety of learning methods which connect to their everyday lives. Students are use the computer to download songs, make their own videos or upload photos with music on to their social network sites, and social networking. Why not engage students in multi-media projects, social networking sites for educational purposes, and other technological resources they find interesting?
In my most recent studies in EDUC-6714-D2 (Walden University, 2010), I realized the value of incorporating a differentiation stations using social network sites, such as Ning (Ning, Inc., 2010) into the classroom learning and assessment. Using these sites enables a teacher to engage students in collaborative work with other students. Photos can be uploaded by members of the site, making for a more personable experience, much like what students would use with social networking sites they use outside of school. A teacher can assign activities and projects, requiring updates to be posted by students. The teacher can use the social networking site as an assessment tool, such as for individual assignments, and as a collective portfolio of the student's work. This is also a great way to differentiate instruction and assessment. Bray, Brown, and Green, suggest that "differentiation of instruction involves individualized instruction" and provides a "range of learning options to meet the needs of a variety of learners while ensuring the classroom workload is manageable" (2004, p. 54). Each student can have the same goals, but each can achieve these goals through different steps, such as using supports, peer partners, small group assignments or collaborative projects, or assistive technology to help special needs students type their papers and then enter the work into the site. Technology is a great way to enhance or expand on differentiated instruction and assessment in the classroom.
Learning style profiles, learner interest inventories, and other preassessments can be created using technology and students can take either a paper based assessment, if printed, or take the assessment on the computer. My favorite part of using the computer based assessments is that the documents results can be placed in a data base or spreadsheet for further examination. A teacher may want to compare results among students, get a class average, or find out the percentage of his or her students that have interest in a certain area or may have pre-existing knowledge about a particular concept or idea that will be approached in the classroom. The results can be stored and shared with parents during conferences. They can become part of a student's electronic portfolio that is updated by the teacher and the students. These are just some of the benefits of using technology for assessment. There are many resources on the Web for teachers to create assessments. Some require membership, others do not. My favorite part is engaging students in completing assessments, by making the questions and technology relevant to their lives, thereby, motivating them to engage thoroughly and thoughtfully when responding to the questions. Technology is an excellent tool for creating assessments.
In closing, this has been an excellent course of study. I am looking forward to continuing to transfer my knowledge and experience of using technology for learning and assessment in the classroom, and combining technology into literacy instruction. With my willingness to integrate technology and better literacy instructional and assessment practices into the classroom, my students can become better prepared for their future educational and career opportunities. Continued studies and professional development is critical to continuing to stay abreast of current technological trends in education, as technology is continually changing. It is my goal to stay committed to teaching lessons that engage and challenge my students with technology that they enjoy using and can build upon learning.
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press
Cast.org (2010) Cast for Universal Design for Learning. www.cast.org, accessed, August 21, 2010.
Ning, Inc., (2010).
Partnership for 21st Century Skills.org (2004). www.p21.org, accessed August 20, 2010
Walden University (2010). On-line Learning. Adolscent Literacy and Technology (Graduate Level Program of Study). www.waldenu.edu
Thursday, August 19, 2010
Monday, April 26, 2010
Throughout recent studies in my Walden University Course, EDUC-6713D-2 Integrating Technology Across the Content Areas, I have learned the importance of using a game plan to implement my course of action for teaching lessons that integrate technology and content area learning.
Cennamo, Ross, and Ertmer's GAME Plan, calls for goal setting, action that involves content area learning, monitoring of the students’ progress toward meeting the goals for the lesson, and opportunities for students to extend learning and for the teacher to further evaluate the learning that has taken place. (Cennamo, Ross, and Ertmer, 2009, p. 31). I want to continue to follow the GAME Plan to further empower my students’ as digital age learners and to engage them in meaningful lessons that foster creativity.
My classmates have helped me to see the different ways that some of the technologies can be used, such as with Digital Storytelling. I like the idea of having students create voice overs for their own digital stories, or add music, and photos to their multi-media presentations.
By the end of this course, I realize that continuous efforts must be made to follow the GAME Plan and a teacher will most importantly want to monitor her students' progress toward meeting the goals. My experience in this course has been enlighntening and will serve as a guide for planning lessons that can engage my students through creative projects involving technology for learninng in the content area.
References:
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.
Cennamo, Ross, and Ertmer's GAME Plan, calls for goal setting, action that involves content area learning, monitoring of the students’ progress toward meeting the goals for the lesson, and opportunities for students to extend learning and for the teacher to further evaluate the learning that has taken place. (Cennamo, Ross, and Ertmer, 2009, p. 31). I want to continue to follow the GAME Plan to further empower my students’ as digital age learners and to engage them in meaningful lessons that foster creativity.
My classmates have helped me to see the different ways that some of the technologies can be used, such as with Digital Storytelling. I like the idea of having students create voice overs for their own digital stories, or add music, and photos to their multi-media presentations.
By the end of this course, I realize that continuous efforts must be made to follow the GAME Plan and a teacher will most importantly want to monitor her students' progress toward meeting the goals. My experience in this course has been enlighntening and will serve as a guide for planning lessons that can engage my students through creative projects involving technology for learninng in the content area.
References:
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.
Monday, April 12, 2010
As I reflect on the course teachings and what I have learned through interacting with my colleagues through the on-line course discussion board, I am thinking about the importance of teaching lessons that build social and collaborative skills among students. “Collaboration is a social structure in which two or more people interact with each other and, in some circumstances, some type of interaction occur that have a positive effect” (Hargis, & Wilcox, 2008, p. 10). Hargis and Wilcox suggest that social interaction on the web, such as in on-line learning, can increase a student's learning. As I update my GAME Plan and plan for lessons using technology, I will consider the importance of social interaction and collaboration among students.
As teachers work through the challenges of using technology and facilitating lessons where students are required to use technology, we must remember the ultimate benefits of working through these challenges. Cennamo, Ross, and Ertmer, suggest that technology is "more than showing videos or conducting on-line research," it is rather a way to promote "creative and critical thinking skills" (2009, p. 271). Reflection is an important part of learning, as learning can occur through realizing what works and doesn't work, using creative or critical thinking skiills to plan the next steps. This is what I will do in my own GAME plan.
References:
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.
Hargis, J., & Wilcox, S. M. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9–17.
As teachers work through the challenges of using technology and facilitating lessons where students are required to use technology, we must remember the ultimate benefits of working through these challenges. Cennamo, Ross, and Ertmer, suggest that technology is "more than showing videos or conducting on-line research," it is rather a way to promote "creative and critical thinking skills" (2009, p. 271). Reflection is an important part of learning, as learning can occur through realizing what works and doesn't work, using creative or critical thinking skiills to plan the next steps. This is what I will do in my own GAME plan.
References:
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.
Hargis, J., & Wilcox, S. M. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9–17.
Wednesday, March 31, 2010
Update On My GAME Plan and Project Based Learning
Alisha Cochran's Initial Post
After careful reflection of Peggy Ertmer's ideas on PBL, taken from this week's course video, I am excited about implement such teaching and learning strategies in my classroom (Laureate Education, Inc.2009) My concern is that the lessons seem more geared toward math and science, involving real world applications and connections, and 21st Century Skills. Since I teach langauge arts and social studies, I could tie a novel studiy to social studies and then try ot find something science related that my students can pull into their exploratory projects. I also like the idea of a tracker system to track and load the web pages students visit for their research. For example, in response to another colleagues post, I suggested that for the novel Out of the Dust by Karen Hesse, that students could present a small group project from a choice board, which tiers the difficulty of task and desired learning method (auditor, kinisthetic, etc.). Students could connect the historical fictioal novel to social studies. They could study the effects of lack of rain or extended droughts, on people and the enivornment. This would be more of an exploratory project connecting learning already taking place in the content area, to learning in other subject areas. To incorporate 21st century skills as Ertmer suggested, students could create a multi-media project, a Wiki, or use technology to put together a Power Point presentation. The goal is to get students thinking and egaging in PBL activities that will foster collaboration among students, encourage 21st Century Skills. I will be challenged in my game plan to create such a lesson that is relevant to my student's world, allows for exploratory research, use of technology in ways that students will most likely use later in life when they have a job, career, or attending a higher educaiton institution.
Alisha Cochran
References:
aureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author
After careful reflection of Peggy Ertmer's ideas on PBL, taken from this week's course video, I am excited about implement such teaching and learning strategies in my classroom (Laureate Education, Inc.2009) My concern is that the lessons seem more geared toward math and science, involving real world applications and connections, and 21st Century Skills. Since I teach langauge arts and social studies, I could tie a novel studiy to social studies and then try ot find something science related that my students can pull into their exploratory projects. I also like the idea of a tracker system to track and load the web pages students visit for their research. For example, in response to another colleagues post, I suggested that for the novel Out of the Dust by Karen Hesse, that students could present a small group project from a choice board, which tiers the difficulty of task and desired learning method (auditor, kinisthetic, etc.). Students could connect the historical fictioal novel to social studies. They could study the effects of lack of rain or extended droughts, on people and the enivornment. This would be more of an exploratory project connecting learning already taking place in the content area, to learning in other subject areas. To incorporate 21st century skills as Ertmer suggested, students could create a multi-media project, a Wiki, or use technology to put together a Power Point presentation. The goal is to get students thinking and egaging in PBL activities that will foster collaboration among students, encourage 21st Century Skills. I will be challenged in my game plan to create such a lesson that is relevant to my student's world, allows for exploratory research, use of technology in ways that students will most likely use later in life when they have a job, career, or attending a higher educaiton institution.
Alisha Cochran
References:
aureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author
Sunday, March 28, 2010
First, in planning for technology, a teacher must consider the “technology proficiency” of her students (Cenamo, Ross, and Ertmer, 2009, p. 160). Moving along in my GAME plan, I realize in order to effectively plan lessons using technology I must consider the abilities of each one of my students. For example, in preparing an assignment using a Wiki, a some of my students will require scaffolding. One way to accomplish this, is to place students in buddy pairs. Each pair has a defined role in meeting the goal for the lesson. Part of teaching 21st Century Skills, is creating projects that enable learners to engage in collaborative work using technology that will be relative to the jobs or careers students will have available to them when they are grown.
A Wiki is a great technology tool that allows students to work collaboratively to build a presentation or piece of work that is made up of many parts. One way to scaffold struggling learners is to incorporate a “simulated environment” using “software” that mimics the real steps of creating, updating, and saving documents (Cenamo, 2009, p.162). Because this is required in creating a Wiki, the success of the project depends on each team member being able to successfully move through these steps. Implementing buddy pairs is one form of scaffolding, where use of the simulated environment is a way to use technology to scaffold students. Another great feature of this is that a teacher can assess a student’s performance through the use of a simulated environment, or computer software that provides feedback about a student’s activities. Most importantly, assessment should be blended throughout the instruction.
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.
A Wiki is a great technology tool that allows students to work collaboratively to build a presentation or piece of work that is made up of many parts. One way to scaffold struggling learners is to incorporate a “simulated environment” using “software” that mimics the real steps of creating, updating, and saving documents (Cenamo, 2009, p.162). Because this is required in creating a Wiki, the success of the project depends on each team member being able to successfully move through these steps. Implementing buddy pairs is one form of scaffolding, where use of the simulated environment is a way to use technology to scaffold students. Another great feature of this is that a teacher can assess a student’s performance through the use of a simulated environment, or computer software that provides feedback about a student’s activities. Most importantly, assessment should be blended throughout the instruction.
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.
Tuesday, March 23, 2010
Apply to Practice: Meeting the Needs of Diverse Learners
Until now, I had little knowledge of Cennamo, Ross, and Ertmer’s, GAME Plan (2009). The GAME plan involves setting goals, monitoring, and evaluation (Cennamo, 2009, p.134). Learning how to incorporate the ideas into my classroom has helped me to gain a new perspective on reaching goals that involve meeting the needs of various learners. In turn, this has boosted my confidence as a teacher. It is exciting to plan lessons using technology that will serve as an aide in customizing activities and assessment for various learner needs. In my language arts classroom, a few students require assistive technology in order to prepare their writing assignments. These students have an Individual Education Plan (IEP) that states that assistive technology must be made available to the student for writing assignments. The lesson I have prepared involves writing an informational essay. My students will use assistive technology in preparing their papers. At least three of my students struggle with writing for a variety of reasons, such as processing skills, decoding of words, and letter formation. According to Cennemo, the Universal Design for Learning (UDL) involves customizing and personalizing learning activities to meet the needs of individual learners (2009, p. 116). The technology that will be used provides a spell check system that is enhanced with audio sound to tell the student any words being misspelled. It also will make the words bigger and bolder and even suggest appropriate spelling. Using this technology helps to build a student’s confidence. In order to follow the GAME Plan, a teacher will want to monitor a student’s progress in using the technology (Cennamo, p. 134). In monitoring my students’ progress, I will want to ensure that the technology is being used in a way that best helps the student. If the student has visual impairments, then it is especially important that the technology’s audio is properly working and switched on. For students who struggle with hearing, it is important that the spell check and suggested correct spellings are displayed where the student can easily capture the important details. Designing learning and assessment that is tailored to meet the needs of individual learners is important to helping all students meet success. The GAME Plan is an excellent way for a teacher to plan, monitor, and evaluate the lessons and activities being used in the classroom. I plan to use the GAME Plan to help me better meet the individual learning needs of all my students. Using technology for assistive devices to aide struggling learners is a great way to engage students in the learning and providing them with greater opportunities to meet the goal for the lessons.
References
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.
Referen
References
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.
Referen
Thursday, March 11, 2010
Making a GAME Plan to use Technology in the Classroom
EDUC-6713D-2 Integrating Technology Across the Content Areas
The GAME plan is important to planning for use of technology in the classroom. "Setting goals" is the "first step" and is a must in planning for use of technology (Cennamom, Ross, and Ertmer, 2009, p. 7).
After visitig the web site for the International Society for Technology in Education (ISTE) and after examining the National Education Standards for Teacher (NETS-T, 2009), I have developed a GAME Plan. First, I have identified two areas that need to be strengthened. The first area is to design and develop digital age learning experiences and assessments. My students can use Wiki spaces to build collaborative projects that engage them in team work and using technology. The second area is to engage in professional growth and leadership. While I enjoy learning, more classes are needed to egnage in technology that is relevant to education. To achieve these goals, my next course of action will be to collaborate with teachers who use technology, such as a Wiki speace, in the classroom. Secondly, I will make it a top priority to seek out professional development and learning opportunities that afford me advancement in knowledge and skills related to teaching using technology in the classroom. To monitor my students' progress on the Wiki Space, the teacher would be the administrator for the Wiki. Reports can be pulled to monitor the progress and partipation of my students working on their Wiki spaces.
In the article, "Turning on the Lights," Prenskey, points out that teachers should move away from being the focus of instruction, and move toward use of technology that enables students to manipulate and create products. This can certainly engage students in the learning process. In this week's video, Diana Laufenberg, explains that technology can be used as a means of engaging students, such as with collaborative technology. A Wiki space is a perfect way to set up a collaborative project where students can apply what they having learned and even put together a group project.
References:
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.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
National Educational Technology Standaards for (NETS*T) for Performance Indicators for Teachers (2010), http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
The GAME plan is important to planning for use of technology in the classroom. "Setting goals" is the "first step" and is a must in planning for use of technology (Cennamom, Ross, and Ertmer, 2009, p. 7).
After visitig the web site for the International Society for Technology in Education (ISTE) and after examining the National Education Standards for Teacher (NETS-T, 2009), I have developed a GAME Plan. First, I have identified two areas that need to be strengthened. The first area is to design and develop digital age learning experiences and assessments. My students can use Wiki spaces to build collaborative projects that engage them in team work and using technology. The second area is to engage in professional growth and leadership. While I enjoy learning, more classes are needed to egnage in technology that is relevant to education. To achieve these goals, my next course of action will be to collaborate with teachers who use technology, such as a Wiki speace, in the classroom. Secondly, I will make it a top priority to seek out professional development and learning opportunities that afford me advancement in knowledge and skills related to teaching using technology in the classroom. To monitor my students' progress on the Wiki Space, the teacher would be the administrator for the Wiki. Reports can be pulled to monitor the progress and partipation of my students working on their Wiki spaces.
In the article, "Turning on the Lights," Prenskey, points out that teachers should move away from being the focus of instruction, and move toward use of technology that enables students to manipulate and create products. This can certainly engage students in the learning process. In this week's video, Diana Laufenberg, explains that technology can be used as a means of engaging students, such as with collaborative technology. A Wiki space is a perfect way to set up a collaborative project where students can apply what they having learned and even put together a group project.
References:
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.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
National Educational Technology Standaards for (NETS*T) for Performance Indicators for Teachers (2010), http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
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