Technology & Education

New and Emerging Technologies

2010-06-20T20:35:00.000-07:00

Reflection: Blog Posting

With the conclusion of this course and my masters program, the time is here to reflect on what I have learned. I must also consider how these tools will shape how I deliver, manage, and present instruction in my classroom. Not only will I reap the rewards of these new found tools, but I can encourage and motivate my peers to lead technology change within my school and district.

One new and emerging technology explored in this course was digital gaming. Digital game can be a valuable, efficient, and engaging learning experience. Good sound gaming products present real-world problem solving situations for students to demonstrate critical thinking skills. These benefits align with the goals of the 21st century skills.

Technology is always changing. One immediate adjustment I will make in my efforts to stay a face of these changes will be that I will follow blogs and join chats with other educators. One site I can preview new and emerging technologies is http://www.emergingedtech.com/ .

These changes have the potential to transform teaching in my classroom. Being flexible and willing to try new technologies I will lead by example resulting in the potential to transform and influence technology adaptation in my school. Thus, leading the adoption of new and emerging technologies and incorporating the educational technology to promote the 21st century learning skills school wide.

Spotlight on Emerging Technology: Online Learning in K-12 Schools

2010-05-30T16:42:00.000-07:00

Spotlight On Emerging Technology

View more presentations from mdtrafton.

Reflection: Blog Post

2010-04-25T19:35:00.000-07:00

EDUC-6714I-3 Reaching and Engaging All Learners Through Technology

“As a classroom teacher, you are faced with a tremendous challenge when trying to meet the needs of all your students, especially those with diverse needs,” (Bray M., Brown A., Green T. 2004). With this conclusion of the course it is time to reflect on what we have learned to equip ourselves, as professionals, to meet these challenges. Technology can be a powerful tool when combined with principals from the Universal Design for Learning and Differentiated Instruction. After acquiring knowledge an important step in professional development is reflection. For reflection, I will focus on the following points:

• How I will use the resources in the Differentiation Station social network to help implement the principles of Universal Design for Learning and Differentiated Instruction.
• Any immediate adjustments I will make to my instructional practice regarding the use of technology integration to customize instruction as a result of my learning from this course.

While using the Differentiation Station social network I learned it had many benefits. The main advantage was how easy it was to connect with other educators. We used ning.com to create a network to share and evaluate ideas. Here we collected ideas and brainstormed together how to implement the Universal Design for Learning principals. The varied group brought diverse perspectives and drew on varying levels of experience. One specific example I will use will implement will be the surveys the group gathered. Being able to utilize the surveys to determine learning needs and interests of my students will help me determine the specific goals for my differentiation. I could also make utilize a site like ning to post varying assignments for students. Here they could easily view and choose which variation of an assignment they wanted to do that would showcase their strengths all meeting the assignment outcomes. This could be an immediate change I could make organizing how I could offer differentiation in the process and products. The ning could host groups who could work together to complete assignments. I could monitor the varying assignments from here also and monitor progress. These are just a few of the ideas generated from the course and our social networking station. I look forward to continuing to make adjustments and improve my efficiency as an educator trying to meet the needs of all my students.

References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.

Reflection:Final Blog Post

2010-02-28T15:23:00.000-08:00

With the conclusion of this course reflection begins, on what was learned and how I will effectively and appropriately integrate technology in my own content area. During the course we created a GAME plan to guide our goals for technology. The game plan provides an outline for setting and tracking personal goals that incorporate technology. As we have found through the duration of this course, this can be an effective way to set goals for yourself and your students. The goals I was working towards were to “design or adapt relevant learning experiences” and “engage students in exploring real-world issues” (ISTE 2008).

The new learning that resulted after this course, was that it is fairly easy to try new technology integration when you make a plan, similar to a GAME plan. With the examples given in the course DVDs I had to pick and choose because there was so many good ideas. One that I found particularly helpful has been digital storytelling. The options for integration for this project are endless, and many technology tools are user friendly that work with this project. I can think of ways to implement digital storytelling with language arts, science, social studies, and mathematics content!

I have started planning some immediate units for integration regarding technology in my class because of ideas from this course. One plan I started will be a project based learning idea for Earth Day. Students decide on a problem they see with how people treat our earth, they will decide a solution, make a plan, then write a story to teach their idea using digital storytelling. We will share our ideas with one another to learn about how to help the earth.

The overall lesson learned in this course for me was that with your own dedication you can use technology to help meet goals in your classroom. “As you set goals, take action, monitor your learning, and evaluate your progress, you take control of your own learning process (Cennamo K, Ross J., Ertmer P. 2009.)

GAME PLAN PROCESS WITH STUDENTS

2010-02-21T21:21:00.000-08:00

Blog Post: Using the GAME Plan Process with Students

Over the last several weeks we have made a GAME plan, followed it, and reflected on the process in order to meet goals for our own NETS-T standards. Due to the high level of interdependence between NETS-T and NETS-S, a GAME plan can also be utilized by teachers to not only become proficient themselves but to help their students as well. By creating goals centered around the NETS-T you are also helping your students become proficient in NETS-S. You can even teach your students how to create their own game plans!

To view the NETS-S:
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

To view the NETS-T:
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

I will share my GAME plan with my students, modeling how to make goals and stick to a plan. I will then have my students pick one goal for themselves for the 9 weeks. I will work with them to carry out that goal in order to become proficient in the NETS-S. We can use online collaborating to monitor these goals much like we did in this course. If I start this process with my students in second grade, I believe they will be more adapt to learn new technologies when they are older. By learning the steps of the GAME, they will also learn the importance of goal setting and carrying out the goals they set!

Week 6 GAME PLAN

2010-02-10T13:51:00.000-08:00

Blog Post: Revising My GAME Plan

This week I will continue developing, implementing, monitoring, and evaluating my game plan. During this phase, it is important to continue self-questioning. Our course suggestions asking yourself the following questions:

• What have you learned so far that you can apply in your instructional practice?
• What goals are you still working toward?
• Based on the NETS-T, what new learning goals will you set for yourself?
• If you are not ready to set new learning goals, how will you extend what you have learned so far?
• What learning approaches will you try next time to improve your learning?

As I work through my GAME plan, evaluating and extending my understanding is a key step towards meeting the NETS-T for learning about technology and its resources. During this phase I might consider revisions to my plan or how I would tweak the projects for amble success.

What have I learned so far that I can apply in my instructional practice?
What goals am I still working toward?

The goals I am working towards are to “design or adapt relevant learning experiences” and “engage students in exploring real-world issues” (ISTE 2008).

Based on the NETS-T, what new learning goals will I set for myself?
If I am not ready to set new learning goals, how will I extend what you have learned so far?
At this point I am not ready to set new goals. For the rest of the year I want to continue to create lessons that meet the needs of this game plan.

What learning approaches will I try next time to improve my learning?

Now I will be more confident knowing that I can apply the skills learned in this course. I can also utilize the technology coach in my building for help trying new ideas such as wikis, blogs, or podcasts. These tools will help me continue to support the goals of my game plan. Next year I will select some additional goals to implement. Each semester I will add a new goal from NETS-T.

Week 5 EVALUATE

2010-02-04T18:29:00.001-08:00

Blog Post: Evaluating Your GAME Plan Progress

My GAME plan is running along smoothly at this point. I have worked through some timing concerns. I feel proficient with the technology needed to complete the plan. It is during this phase that our course text suggests noting what went with the project and what you would consider tweaking. The following questions will help me make those notes accurately.

• How effective were my actions in helping meet my goals?
• What I have learned so far that I can apply in my instructional practice?
• What do I still have to learn? What new questions have arisen?
• How will I adjust my plan to fit your current needs?

How effective were my actions in helping meet my goals?

My actions thus far have been helpful in meeting my goals for my game plan. The areas I set goals for are to “design or adapt relevant learning experiences” and “engage students in exploring real-world issues” (ISTE 2008). In order to really meet this goal though I will need to continue to design lessons similar to the ones for this project.

What I have learned so far that I can apply in my instructional practice?

The most important lesson I have learned is that in order to meets the needs of my students I need to set specific goals. The GAME plan learned in this course is one way to monitor these goals.

What do I still have to learn? What new questions have arisen?

I need to continue to search for age and ability appropriate ways to create experiences with real-world issues that utilize technology is ways that are user friendly for 8 year olds.

How will I adjust my plan to fit your current needs?

Right now I do not need to make any adjustments to meet my current needs. This will be something I will continue to ask myself though and in other projects.

Week 4 Application

2010-01-27T18:27:00.000-08:00

Blog Post: Monitoring Your GAME Plan Progress

The areas I set goals for are to “design or adapt relevant learning experiences” and “engage students in exploring real-world issues” (ISTE 2008). Integrating technology into the classroom takes strategic planning before, during, and after instruction. In order to meet the goals outlined previously in my GAME plan I will need to take these steps and continue reflection for success. I will take a moment and answer the following questions assigned for this application:

• Am I finding the information and resources I need?
• Do I need to modify my action plan?
• What have I learned so far?
• What new questions have arisen?

Am I finding the information and resources I need?

This is an area I made gains in since last reflection. I found some interesting ideas for projects. I zeroed in on a specific idea for a Social Studies unit that utilizes a project-based format assessment. We are studying daily life now and then. Students will choose a person either a grandparent, aunt, uncle, or family friend to interview. They will select questions to ask that person to gain insight into their life while growing up. Then the student will compare their finding to their own ideas. I will use technology as a tool for this project. Students will create voice threads to present the information the gathered. I feel this project will be a relevant experience and engage students in real world issues therefore following my personal GAME plan.

Do I need to modify my action plan?

At this point I do not need to alter my GAME plan. I do though need to ensure that I am taking steps during instruction to maintain success. I need to consider the points outlined on the tools for use table on page 105 of our course text. One area I want to monitor is supporting students who are less familiar with technology. I have several students who excel in technology applications so this will be a time they can shine and support their peers.

What have I learned so far?

The main lesson I have learned so far is that technology truly engages students. I mentioned to the class that we would be using the interviews to create a fun project on the computer. The students had 2 weeks to plan questions and complete the interview at home. I had 2 kids turn it in after one day! They were so excited and wanted to begin the project.

What new questions have arisen?

The question that I having now is, how am I going to manage the students as they complete the steps of the project since they work at such varying paces.
I think this will be a entertaining and engaging way for my students to learn about daily life and compare and contrast life then to life now! I look forward to using technology to integrate UDL principals and carrying out my GAME plan.

Let’s Take a Moment to Review My GAME plan.

2010-01-21T13:57:00.000-08:00

In order to solidify the effectiveness of my GAME plan I will need to plan, prepare, and reflect throughout the process. While doing that, asking myself key questions will be important.

This week I will ask myself the following questions:

• What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
• What additional information do you need?
• What steps have you been able to take so far?

I have found that the biggest resource I need to carry out this plan is time. If I do not set aside a specific time slot I will end up cheating myself of potential growth. The other resource I need is to find more ideas on how to create real world problem solving on the second grade level. I have taken steps towards collecting ideas online, but I am finding the bulk is geared towards older students. I have taken some steps looking for information but I will continue to search for valuable resources this week. Another step I have already taken is contacting my building’s Technology Coach for support and ideas. She is in the process of looking for ways she can help me in our next upcoming team teaching opportunity. While diving through information I have found myself using a self questioning learning strategy (http://www.ku-crl.org/sim/strategies/selfquest.shtml) since the motivation for learning is based heavily on my own desire to create a meaningful lesson. I will continue the quest for a fun project that incorporates technology and solving real world problems that is appropriate for the age and interest level of my second graders!

Application 2

2010-01-14T19:07:00.000-08:00

Technology G.A.M.E Plan

The educational process is complex and strategies are consistently changes, therefore a dedication to becoming a life-long learner is very important. One way to ensure that is to be self-directed in the process and develop a GAME Plan. With a game plan you set a clear goal, take action towards the goal, keep monitoring progress towards it, and evaluate during reflection (Cennamo, K, Ross, J, & Ertmer, P, 2009). With the changing masks of technology, teachers should set goals dealing with The National Education Technology Standards( ISTE, 2008). I have selected two areas that I would like to focus on with a GAME plan.

G: Set Goals
The areas I set goals for are to “design or adapt relevant learning experiences” and “engage students in exploring real-world issues” (ISTE 2008). These are areas which I feel will make an impact on student learning in my classroom.

A: Take action
I will search for information about these learning goals by using the internet, networking with colleges, and reading materials.

M: Monitor Your Learning
As I collect information I will self-check and monitor if that information is meeting the needs of my personal goals.

E: Evaluate and Extend Your Learning
This step is one of the most critical in the goal setting process. During this step I will reflect and examine the strategies and information I have gained.

Through this process of self monitoring and establishing goals I hope to discover some techniques to help me support the needs of the students in my classroom. I will also be keeping myself more update with technology in the process.

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.

International Society for Technology in Education (ISTE) (2008). The ISTE National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

EDUC 6712: Supporting Information Literacy and Online Inquiry in the Classroom Reflection

2009-12-27T15:41:00.000-08:00

When you hear the word literacy what comes to mind? Prior to this course I thought the term was limited to reading and writing in concrete forms. Today's technology is broadening our preconceived notions of literacy beyond the strictly the traditional forms of reading and writing. With the changes occurring in technology new forms of literacy are evolving. Students will need to be able to interpret the words and images in our increasingly technology drive work force. They will need to be able to communicate in various multimedia formats in order to be successful. Keeping these shifts in mind, educators will need to design lesson plans and activities that prepare students with these new sets of skills. As an educator I will be focused on teaching students how to be critical thinkers who can communicate effectively to strive in this changing form of literacy. By keeping this in mind, I will be growing as a professional. One professional development goal I would like to pursue would be to continue to teach my students to ask question and search for answers. I can teach them, but in an increasingly changing world of information I want my students to know how to take control of their own knowledge. I want to show them how to be good consumers of knowledge on the Internet. This will be a goal that spans from the beginning of the year all the way until the end. I will start by modeling how to find information and asking questions with lots of think alouds. Then I will design activities in small groups that allow students to apply the skills with their peers. Towards the end of the year students will have the chance to try inquiry based projects alone. This gradual progression will give my students the skills they need to find information successfully without being overwhelmed in the vast amount of information available.

DVD

Laureate Education, Inc. (Executive Producer). (2009). Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.

Text

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.

Final Course Reflection

2009-08-23T20:11:00.000-07:00

Throughout the course Bridging Theory, Instruction, and Technology I have learned a plethora of ways to effectively and appropriately integrate technology in my classroom. We have learned that varying educational theories support the use of technology in education. My personal theory centers around student centered discovery and construction of knowledge. This personal belief is rooted in theories aligned with the constructionist approach to learning.
The immediate adjustment I will make is shifting my focus from using technology as an instructional tool into utilizing it as a learning tool. I will use many of the tools suggested in order to fulfill this goal. I will take technology beyond simply using it to organize my instruction and for presentation. Students will have access to the tools and be encouraged to use them. I plan on using Voice Threads with projects that enrage cooperative learning. Another tool I will use is Kidspiration. Students use this tool to demonstrate their understandings of concepts individually or with a partner.
These tools will help me achieve some long term goals about my personal practice of using technology in the classroom. My first goal is to plan and construct lessons that encourage students to explore knowledge with technology. The second is to use the products of these lessons for alternative assessments in my classroom. In order to reach these long term goals I will take certain steps. I will first implement ideas acquired throughout this course to get started. Then I will continue to research and design my own ideas spun from them. I will make small goals like implementing one lesson that I designed per four and a half week grading period. Then after trying these I can begin to use more and more approaches to meet the goals.
With these changes I foresee positive growth for my students.
Technology fits in education in many facets. My personal theory is that technology can support the growth of students in many positive ways. Many tools are available to educators today. By making small change I plan to yield large growths.

Voice Thread

2009-08-02T16:50:00.001-07:00

Here is a look at my first voice thread:

http://voicethread.com/share/573519/

Week 5

2009-08-02T15:56:00.000-07:00

This week’s resources presented some exciting ways to use technology that correlated with the principals of social learning theories. Social learning occurs when students are “actively engaged in constructing artifacts and conversing with others,” (Orey 2009. Technology opens the doors beyond your classroom for collaboration. Voice threads, wikis, blogs, and keypal are just a few ways you can promote communication with others in order to strengthen learning.
Keypal can be used to teach and practice friendly letter writing skills with students from around the world. This can be used as an alternative to pen pals. This project takes planning and special consideration from the teacher. Various sites are available for use. The teacher should check and ensure that they have selected an appropriate source. With these precautions in mind though, this can be a fun unique way for students to converse with others from varying backgrounds. Your responses come quicker than with traditional mail; and you save the stamp! Once communication has been established you can use this source to have students work together on specific projects therefore social learning occurs.
I was very excited to be introduced to voice threads in this weeks resources. By following the link http://voicethread.com/#home you can see the many possibilities for this tool. Your students can create, upload, or work with documents created by the teacher at this site. Students can then record video or voice comments interacting with one another for assignments. I was particularly interested in the digital story telling option. The creativity is endless! Most definitely here is a fun example of nontraditional social learning! Try the site and share your ideas for use in your classroom.
Schools are embracing technology in classroom more and more everyday. It is up to us as educators to then tie together technology with researched educational theories such as the social learning theory. The value of using technology to have cooperative learning with others who have varying experiences is very exciting! I think that students learn a great deal from what they experience and share with one another.
References:

Laureate Education, Inc. (Producer). (2008a). Social learning theories [Motion picture]. Bridging learning theory, instruction, and technology . Baltimore : Orey.

Week 4

2009-07-26T20:55:00.000-07:00

This week in class, in Using Technology with Classroom Instruction that Works, we explored an instructional strategy: “Generating and Testing Hypotheses,” that utilizes technology in the classroom. This strategy is a way to have your students be “active and engaged in the construction of artifacts” within your classroom (Orey 2009). Therefore, it relates to the constructivist/constructionist learning theories. This theory states that the learner is the active constructor while finding meaning (Orey 2009). I will share with you some ideas that follow the underlying principals of this theory.

Dr. Orey sighted some tools that are readily available in classrooms today to incorporate technology to meet the goals of the constructionist learning theories. Programs such as word, excel, and power point can be used to allow students freedom to construct projects and solve problems. You can use these programs in ways to facilitate complex mental processing skills. Your students will be very engaged creating their own documents on the computer to share with their peers.
Think of ways to use these programs beyond typing and printing. For example, after reading a novel have your students retell the important events using a power point. They can add graphics that support vocabulary building for their peers. Allow them to creatively construct their own projects. Another idea is to do projects with programs such as excel that take out the work and allow students to focus more on problem solving and testing hypotheses. Encourage learners to use word programs to create individual or group projects.

These resources presented are a good starting base for using technology and the constructionist learning theories. Please share your ideas here on additional ways to meet this goal.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Week 3

2009-07-19T20:07:00.001-07:00

This week’s resources are very applicable in the classroom. Graphic organizers, concept mapping, and virtual field trips are very valuable tools that you can easily utilize technology with. Concepts maps and graphic organizers help organize information for your students. This organization supports the necessary connections that a student needs to make with a concept in order to retrieve the information. Virtual field trips are a fun way to explore outside of the classroom even with limited resources. Take a peak inside a museum or explore habitats just by getting online! These resources are also a way to implement instructional strategies with cognitive learning theories. Students need to experience learning and make connections with information to be successful information processors. They need to see, touch, and experiences concepts to make long lasting connections for success. If you have used any great online resources for these tools please share!

Week 2 Application

2009-07-12T20:29:00.000-07:00

This week’s learning resources correlate to the principle’s of the behaviorist learning theory in a few ways. Many instructional strategies used in classrooms are supported through modeling of desirable behavior (Orey 2001). Teachers use modeling to teach children appropriate behaviors and desired skills. Technology can be tied into these strategies with applications such as word processing, spread sheets, and multimedia.

Word Processing can be used for more than just typing. Teachers can model how to utilize the research function of the program to encourage self discovery of concepts and vocabulary. Students then try to reproduce the behavior through practice. This tool is user friendly and appropriate for younger researchers. (Pitler 2007)

Spreadsheet Software is a technology that teachers and students can use to track behavior in the classroom and performance. By using a rubric as shown in the text Using Technology with Classroom Instruction That Works, teacher can explicitly model and outline behaviors for their students (Pitler 2007). Data is then collected and inputted into spreadsheets. Students can read the spreadsheets and make connections to performance and desired behaviors as promoted by behaviorist theories (Orey 2001).

Mulitimedia can be used effectively in and out of your classroom. This resource can be used when access is not a problem for homework. Skills taught in class can be practiced at home. Certain software gives teachers the chance to select specific objectives to assign students for practice. Other software includes tutorials which are individualized and reteach concepts when mastery is not met. These tutorials reinforce positive outcomes as suggested by behaviorist theories (Orey 2001).

In the majority of classrooms behaviorist theories such as modeling, cueing, and shaping are used daily. These practices are used within many instructional strategies. Think about your own classroom. How are you using these theories?

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

My Personal Theories

2009-07-05T18:02:00.000-07:00

My personal theory is that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are elements of a few theories discussed my Dr. Orey that I believe are conducive for achieving this goal. I will describe them below.
The first model I draw on for my personal theory is Social Constructivism. Learning in itself is a social process. Students learn through cooperation and collaboration. Peer dialogue is encouraged while learning and while solving behavior problems. These interactions support individual learning and are a necessary component for success in my classroom.
Another model I portray elements in my classroom is the Constructivism. The teacher’s role is to guide, providing access to information rather than acting as the primary source of information, the students’ search for knowledge is met as they learn to find answers to their questions. For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations. This type of learning encourages students to be their own motivation for knowledge and learning.
My personal learning theory is reflected in my instructional practice and my current level of technology integration. Teaching provides the opportunity for my own personal continual learning. I try new technologies to continue to challenge myself and engage my students. I use technology to give my students individualized practice, support skills, and encourage self-discovery.

References
“Instructional Theory vs. Learning Theory” Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Final Course Post

2009-04-26T15:37:00.000-07:00

This semester I took a course Understanding the Impact of Technology on Education, Work, and Society. Throughout this course I have learned new ideas and sparked my personal interest into integrating technology. I feel like the role of the teacher has been changing over the last ten years already. Change is inevitable in growth. The role of a 21st Century teacher is different than that of many years ago. Dedicated and enthusiastic teachers though will make this shift to help all students. After deepening my knowledge of technology and the teaching process I know there are several changes that need to occur. First I see a need for change in relationships in classrooms today. The teacher must set up an environment that fosters positive relationships between students. They encourage collaborative relationships with students and model that with their peers. We must teach students how to problem solve with others. They need to be taught acceptable roles, dialogue, and interactions with peers. Next, I think teachers must establish a relevant learning environment. This means that curriculum is connected to real world projects. This provides students and teachers access to technology. Teachers must involve students in realistic decision making. The third role change is a rigorous learning environment. While teaching quality lessons teachers can integrate 21st century themes. They must provide students with engaging and challenging learning opportunities. Students who know their teachers have high expectations for them usually work harder. I think a rigorous learning environment empowers students to be responsible of their own success.The biggest change I see is the role of the teacher to produce reflective and responsive learners. Teachers release some control and empower students to make choices, design plans, and analyze the possibilities. Students need to be able to identify their strengths and areas for improvement. Even those who excel need to become critical thinkers who can examine and improve strategies. This type of environment will create students who can be effective leaders in our communities. Teachers have to embrace and empower innovation and creativity. We need to shift focus from product to process keying in on the varying interests, learning styles, aptitudes, and creativity of our students. These changes are now personal goals of mine. I will continue to learn about teaching strategies that will facilitate these goals throughout upcoming courses. In addition, I plan on utilizing information from professional blog communities. Sharing and exchanging ideas with teachers around the country is so resourceful. This dedication to learn and grow as an educator will be seen in the achievements of my pupils.

Podcasting Assignment: Profiling the Students of Today

2009-04-03T05:52:00.000-07:00

My class took a technology survey, here is a look at the results.

http://www.teachertube.com/view_video.php?viewkey=dd877e21dff7ccd92053

21st Century Skills

2009-03-29T16:27:00.000-07:00

Checkout this site :
http://www.21stcenturyskills.org/
On the right side there is a video with Ken Kay. I agree with Mr. Kay’s idea that core content and 21st century skills can be intertwined. People criticize that teaching these skills will take away from teaching content. He points out that the separate is false. One major goal for educators is creating life-long learners who will be successful in the real world. We must teach our students 21st Century Skills in order to reach that goal.
The Kansas Department of Education is working to develop a plan that meets the needs of students and 21st Century Skills. You can read more about it at the link below.
http://www.ksde.org/Default.aspx?alias=www.ksde.org/learn21
Also, a very unique statewide contest shows how educators are working towards this goal. The winners of the Real World Design Challenge and a brief description are currently on the main page of KSDE.
http://www.ksde.org/
To be an effective teacher I believe I have to redesign instruction utilizing technology. I must teach my students how to be problem solvers, to use technology, and to work together effectively. This is a vision we should share.

First Blog

2009-03-08T17:33:00.000-07:00

This is my first ever blog! I am a second grade teacher who is very interested in learning new ways to utilize technology in my classroom. I am looking forward to collaborating with educators outside of my own district. I am also glad to share my ideas. Some of the best ideas I use I beg, borrowed, or stole from my fellow educators.