EDUC-6714-D2 Reflection

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