EDLD5364+Teaching+with+Technology

=Week 1= During my first week in the course Teaching with Technology I was able to learn about three new technology theories which were Constructivism, Connectivism, and Cyborg. All three of these theories were identified as ways to enhance instruction with technology. In the book, Web 2.0 by Gwen Solomon and Lynne Schrum states that, "Constructivism views learning as a process in which the learner actively constructs or generates new ideas or concepts based upon current and past knowledge." This theory allows students to be able to build upon their past experiences to construct new knowledge and personal understanding of the content. A new way of thinking is moving away from the traditional, lecture style-and-answer approach to a collaborative and student-centered approach. Constructivism provides opportunities for students to choose from a variety of learning experiences that enable them actively pursue their own information.

Connectivism, according to George Siemens' states that, "Including technology and connection making as learning activities begins to move learning theories into a digital age." Connectivism correlates with Constructivism in the sense that Connectictivism allows an individual to make meaningful connections to facilitate continual learning. I've learned through watching the video this week that Connectivism allows one to form connections with another individual to create other sources of information. Next, that knowledge exists external to an individual and is a function of a network itself. Last, that knowledge is rapidly evolving. An individual must find a way to stay current with current and ongoing new knowledge.

Cyborg theories allow the use of robotics and technology to enhance communication by communicating by thought as opposed to speech. It is an interesting theory by Professor Kevin Warwick that believes in part human, and the partly enhanced human by implantation of a small chip in one's body. Warwick believes that cyborgs will be intellectually superior to regular humans and be able to communicate on various dimensions in the future. = = =Week 2= This week I was able to learn about the effects that technology had on students with diverse learning styles and needs. I gained insight about (CAST) Center for Applied Special Technology and the impact the organization contributes to Technology Education. Students have different learning styles and should be exposed to alternative methods for teaching. Universal Design for Learning (UDL) is a philosophy that helps teachers rethink goals, materials, methods, and assessment for teaching. It was interesting to find out that the way people learn is as different as our fingerprints of our DNA. The Brain Research video discussed the three brain networks and the role they play in learning: recognition network (what), strategic network (how), and affective network (why).

An eye opening personal revelation was learning that technology and self-esteem are complementary to one another. Research shows that computer-assisted learning shows significant improvement in students of all backgrounds including low achieving, at risk, low socioeconomic status, and Special Education. In the book, "Using Technology with Classroom Instruction that Works" it mentioned that, //"Research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals."// Technology allows students to establish their own personal goals more effectively when they are able to take an active part in their learning.

=Week 3= Week 3 was a challenging week as I was able to investigate the planning process for developing student-centered learning activities for technology. One of the quotes that really inspired me this week was about providing feedback to students. In the book, Using Technology with Classroom Instruction that Works, //"According to Harvard researcher John Hattie, who analyzed almost 8,000 studies on learning and instruction, feedback is "the most powerful single innovation that enhances achievement."// Students benefit most when feedback is corrective in nature, timely, specific to a criterion, and can effectively provide some of their own feedback. Another quote came from the Chapter 2 **//Which Strategies Will Help Students Acquire and Integrate Learning?//** //"Also note that it is during this phase in the planning process that the power of using technology to differentiate instruction is most evident."// When teachers plan effectively, they have the ability to choose various learning methods and activities to foster student achievement. Technology allows a student's needs to be met at a variety of skill levels. When students are engaged with technology it allows them to choose the best method of product creation to demonstrate their knowledge of the material.

Building my book in UDL book builder was a rewarding experience. It provides many tools that would benefit ALL learners. Our students today come from a variety of backgrounds, cultures, and special needs. Educators have to find a way to reach students in a way they learn best to meet their needs. The experience of building my own book to tailor it to fit the accomodations of students is quite a joy. Sometimes the frustration of teaching is knowing what your students needs are and not being able to find the adequate resources to meet those needs. Some of the great features that UDL provides accomodations for are the text-to-speech software, incorporating templates for various types of content, the glossary, and closed-caption options.

=Week 4= This week was about designing student-centered learning experiences with technology. In the book Using Technology with Classroom Instruction with Works Chapter 7 focuses on cooperative learning. The book states that, //"The instructional strategy of 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."// Certain multimedia projects work best for cooperative learning and "require attention to detail in the planning process." Rubrics are important as they guide students in the learning process and assigns responsibilities to each group member.

In Chapter 7: Using UDL to Accurately Assess Student Progress from the CAST website I learned how to use UDL to increase the accuracy and fairness of classroom assessment. The quotes of interest come from Factor 4: Lack of Integration with Curriculum, "As teachers, we want to know how a student's knowledge and skills are changing during instruction and what is facilitating or hindering the change. We want to measure not only students' knowledge but also students' learning processes. The way to gain insight into learning processes is not by giving an end-of-unit test, but by examining the interaction between a student and curriculum over time." To me, measuring a student's mastery of a unit is not just the score that a child receives on on end-of-unit test alone. Teachers should develop alternative means of assessment as well as breaking the unit down into smaller parts that could adequately show a student's understanding of a given concept. Besides the pen and paper, fill-n-the blank, and multiple choice how could teacher's develop meaningful activities and assessments that would engage students and provide for a more meaningful learning experience. //"Two excellent ways to learn what is working and what is not are to observe and talk to students. Alternative assessment such as portfolio assessment and self-assessment journals are also effective ways to learn from students over time, thereby gaining a much more comprehensive picture of a student's status."// The fourth-grade team at my school uses self-assessment journals for all of our core subjects. Subjects are provided with different learning activities to show growth and mastery on a particular objective being taught. They love to be in charge of their learning as well as monitor there own progress. = = =Week 5= The last week in this course has been very rewarding. I had a chance to reflect upon a variety of aspects of teaching with technology. I had a chance to view various technology video clips about what the "big thinkers" had to say about K-12 education for 21st century learning. It was very interesting to hear what the professors had to say about the possibilities of what could be in the near future for our students when technology is used as a tool to enhance learning. The most common theme I found when viewing the video clips was how technology could be used as a tool for collaboration, creativity, and problem-solving. Using technology for gaming or a simulation helps students to be in charge of their own learning and they feel empowered when they explore independently.

In the book Using Technology with Classroom Instruction that Works states, //"The instructional strategy of reinforcing efforts enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning."// I believe that effort is an important concept that all students need to be educated about. How student's view themselves determines their personal work ethic as well as their positive/negative success in schools. The book stated that, //"Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement."// I think it's powerful that students strive to reach to their highest potential and put forth the effort to learn. Students need to be shown that there is a clear connection between effort and student achievement.