reflective post

Reflective writing is often viewed as an easy process because people just assume the only parameters regarding reflective writing center around spewing out information on what you believe and how you feel about a topic being covered. I totally disagree. In fact, American philosopher, psychologist, and educational reformer John Dewey expressed it best when he explained that “We do not learn from experience… we learn from reflecting on experience.”

    

As such, my reflection on this course, EME 2040 Introduction to Technology for Educators, focuses a little deeper than merely what I feel about three components: what I liked about the course, what I can take away from the course, and finally, how the course structure can be improved upon to make the experience better for another group of learners.

Firstly, I think this class was filled with a host of positive elements. The best being the actual book, Transforming Learning with New Technologies. It was a great resource. The format of the chapters were easy to understand and they linearly progressed in a method that made sense for a future teacher to follow in their new journey to becoming an experienced teacher. For example, chapter one starts out exploring what it means to becoming a twenty-first century teacher; whereas in juxtaposition, the last chapter, chapter twelve, takes all the knowledge gained throughout the book and explore how to use it in order to create change as a teacher who leads in integrating technology into the classroom. Also, within each chapter in the book there are tech tools and web resources that focus on the chapters’ concept. Chapter nine, was by far the most useful. I found many tools that I can use as a physical education teacher versus other tools outlined in other chapters that pertained mostly to other academic concentrations. I think the lightbulb finally went off in this chapter and I understood that “…there is an educational advantage to using multimedia…” (Malloy) Additionally, I liked the actual set up of the online component of the course. The consistent due dates, the assignment rubrics, and the tutorial videos all aided in making the class assignments easy to navigate. Knowing exactly what was expected and having the ability to self-assess my work as I progressed through it, left the guess work out of knowing what it took to be successful. The use of rubrics used to outline all of the course assignments and assigning a project where a rubric had to be made, placed student learners on both sides of the equation in experiencing just how beneficial rubrics are. Independently, I thumb nailed the site iRubric because it was one of the better sites that offered access to hundreds of pre-made and blank rubric templates.  Lastly, the aspect of the discussion board was great because it offered varying viewpoints on different subject matters. Specifically, I found solace in many of Richard’s responses as they often mimicked my own train of thought. However, even more gratifying was that I learned, if not even more, from discussion posts from group members like Jamie’s whose perspectives sometimes differed from what I initially thought. Being able to dive into the different viewpoints while experiencing an atmosphere of respect, was refreshing. All of these components contributed greatly to what I loved about the class.

Secondly, experiencing a multitude of different tools during this course has allowed me to walk away with a lot of different resources I can use in my future career as a teacher. First of all, I cannot say enough about how I feel far more comfortable navigating tech tools as opposed to when I first experienced them. By feeling more comfortable, I will be able to better share the benefits of these tech tools with my students in the future. I am no longer limited. Who knew that there were countless ways to access mastery of concepts beyond the use of paper and pencil? Moreover, I am definitely going to be able to walk away with a little bit more knowledge about the downsides to technology integration into the classroom. In actuality, chapter 5, Teaching Information Literacy and Digital Citizenship, provided powerful knowledge necessary to make technology a positive instrument to use because it should readers that even if teachers learn a million and one tools to integrate technology into their classrooms, if they are not aware of how to keep safety and relevance into learning concepts, the integration of technology becomes mute. As such, teachers must familiarize themselves with strategies of success. One such article I will keep pinned near me to reference was written in the Learning & Leading with Technology journal entitled Digital Citizenship: Addressing Appropriate Technology Behavior. This is a great reference article to help streamline success with the usage of technology in the classroom.

Finally, true reflection cannot fully happen if the reflection does not take a look at things that can be improved upon. For me, a point of frustration and minimal learning happened during the process of the Instructional Strategy Wiki group project. Having so many people responsible for so many different components of an assignment proved frustration and in that frustration my only goal was not to learn anything, but to get done as quickly as possible and rid myself of the headache. The lack of communication and the varied work ethics from different members only took away from the overall objective of the assignment. Additionally, not having check points for the teacher to stay abreast with the progression of all members, left participants who cared about their grades in an uncomfortable position where they had to either “tattle” to the instructor or pick up the slack. So, as I reflect on this problem, I must offer up a solution because for me, reflection is only successful when we can use it to make changes based upon what you’ve learned. Thus, without ironing out all the details, I believe that the Wiki project should be an individual assignment. In this process one or two students can be given a topic to construct. Then each individual construction can be pooled together into an overall class Wiki page. With that, students are able to practice the assignments goals, contribute to a larger assignment as a whole, and not be slated for the downfalls of others. Lastly, I think that the repetitious approach to the group discussion posts could be improved upon. Although I loved reading through varying ideas, sometimes it became automatic to find the person(s) you share ideologies with and respond to them. Too easy, I thought! My solution would be to look at implementing one of the two methods: assigned pairing or teacher lead response. With assigned pairing, the instructor could change up weekly mini groups of 3 or 4 people and have students reflect only on the discussions of the members within their mini group for that particular week. Similarly, the discussions can be changed up a little through the use of a teacher lead discussions. My train of though is that the professor could use one of the response requirements to post a thought, question, quote, situation, etc., regarding the required reading of that week and let everyone respond to that specific post. With this, participants would be able to see everyone’s thoughts on a particular concept as opposed to migrating to posts that closely mimic their own. When all is said in done, it is important for me to clarify that neither of these areas of dissension overpowered the benefits of the course. In the end, the class was well structured, the atmosphere was professional and the information was unbelievably beneficial.

Resources

ERIC - Digital Citizenship: Addressing Appropriate Technology Behavior, Learning & Leading with Technology, 2004-Sep. (n.d.). Retrieved December 8, 2016, from http://eric.ed.gov/?id=EJ695788

IRubric home. (n.d.). Retrieved December 8, 2016, from http://www.rcampus.com/indexrubric.cfm

Life-imprisonment Cartoons and Comics. (n.d.). Retrieved December 10, 2016, from https://www.cartoonstock.com/directory/l/life-imprisonment.asp

Maloy, Robert W. Transforming Learning with New Technologies. 2nd ed. N.p.: n.p., n.d. Print. 

Designing Lessons and Developing Curriculum with Technology is the focus of chapter four. Specifically, for me, three of the strongest focuses found in the chapter centered on how technology can help with lesson planning, the different applications available to help teachers, and the various assessment options available for teachers to use.

Firstly, lesson planning is an unavoidable part of teaching. The task, especially for new teachers, seems frightening. What is encouraging is knowing that when lesson plans are correctly drafted it produces a win-win situation for the students and the teacher. “Plans and assessments are indispensable road maps that chart the course and direct the learning for students and teachers.” For me, the time element seems the most positive aspect of lesson planning. I mean, most classes are only 45 minutes long and in that short time there are so many other things to do other than teach curriculum-based information. Teachers have to take attendance, collect work, distribute work, deal with late students, stop disruptive behavior, deal with outside interruptions, and so much more. If a teacher has a lesson plan available it helps to give time for such disturbances. To make this process easier, it’s nice to know that there are countless electronic resources available to help support, guide, and develop lesson plans. As such, some of the web resources offered in the chapter have a lot of good ideas for teachers to use to build lessons around; however, most of the mentioned websites centered on core courses: English, Math, Science, and the Social Studies. Out of all the sites I actually logged into, only one of them, PBS Teachers, offered guidance in the area of health and fitness, for physical education lesson planning. However, I am glad that I decided to extend my research beyond what the book offered. In fact, I think one of the websites I discovered, HotChalk Lesson Plans, offers better resources for lesson planning for secondary physical education majors than does the PBS web resource mentioned in the chapter. I think, using resources already available that other teachers have used and has proven works, will make the art of lesson planning much easier.

Moreover, it is not only important to plan lessons to maximize learning, but it is just as necessary to deliver those lessons in a way that will have a maximum impact on student learning. Technology helps that to happen. Within the chapter, I learned about many application available to teachers and students alike that can help improve the teaching and learning process. From iBooks to technology based reinforcement games like BrainPop Video and Children TV, lessons can move from the old school tradition of books, paper, and pencil to a more exciting way of technology integration. For example, I had a teacher in high school English who had been teaching for 28 years. Mrs. Pop, because no one knew how to spell her last name, was an amazing person; however, she was boring! Her lessons consisted of lecture, notes she wrote on a white board, we copied, and then distributed handouts to complete and turn in. Now, I’m not saying I didn’t learn anything, but I can truly say that Sophomore English with Mrs. Webster was far better. Instead of copying notes and missing half of what was being said because I was writing, she was able to use technology to generate PowerPoints, make side notes and comments generated during class discussions, and give them out as handouts. Also, having access to our COW, Computers On Wheels, gave everyone an opportunity to access information immediately versus having to wait to get home and running the risk of forgetting the information. What I think I will like to implement in my own classroom beyond the common tools available in most classrooms are the computer game based assessment applications. I don’t think tests have to be boring. I think, I want to be the kind of teacher who knows if my students got it or not by having them engage in practical assessments that take the pressure off of structured testing modes. For example, Brain Pop offers over 21 different game resources to teachers who teach health and fitness and they are only one of many application available. Kahoot, Zaption, Plickers, and Chatzy are a few others that are available to turn assessing into fun.

Lastly, with the mention of assessments, it is important to understand that students must and should be assessed. How can a teacher judge whether they were successful in delivering a concept if there is no assessment? What I gained from reading this chapter is that technology opens the doors with how assessing can be accomplished. With the state governing so much of student success and learning gains, teachers must drive curriculum so that students can stand a fighting chance of succeeding on state mandated tests. However, teachers can do this by not simply teaching to the test, but by making the information and the delivery of that information so memorable that the concepts are embedded and learned not memorized for a moment only to be forgotten under pressure. I think it is important to assess throughout lessons, making sure everyone has a grasp on one concept before moving on to another. How can I teach how to shoot a ball in basketball, if students haven’t learned what the rules are first? Learning is on-going and accessing should be also. It is important to remember that testing offers students a taste of the real world. In college and in the work field students will be accessed in various ways, so why not expose them early to that reality of differentiated assessments? Also important is the tools used to record assessments. I think any software that allows students to access their grades quickly and consistently is a great software program. Electronic grading systems, even in the moment electronic tools like Grade Pro, allow for students to know what is always going on with their grades and their individual degree of understanding of specific concepts.

In the end, computers and on-line resources can help in the three phases of the teaching/learning process. Technology can help with lesson design, delivery, and assessment. As soon to be new teachers, on-line resources are vital in making the transition into the career field easier.

Work Cited

"Find a Plan." HotChalk Lesson Plans Page. N.p., n.d. Web. 28 Oct. 2016.

"Kahoot." Kahoot. N.p., n.d. Web. 29 Oct. 2016.

Maloy, Robert W. Transforming Learning with New Technologies. 2nd ed. N.p.: n.p., n.d. Print. 

Chapter 12, Integrating Technology and Creating Change as Teacher Leaders was the best teacher centered chapter encountered as of yet throughout the book. The chapter’s focus addressed how education has changes, the roles technology has played in that change, and finally the things teachers need to do in order to make sure they are on par with the innovate changes that have come by way of technology. Three concepts that I found interesting in the chapter was the look into the different issues present in integrating technology into the classroom, the issues with digital inequalities and the participation gap, and finally a teachers’ role in becoming a technology-leading teacher.

Firstly, the concept that there are different issues present in integrating technology into the classroom is not a new concept. However, what I did find new and informative was the fact that most schools, whether serving affluent or lower income students, possess various technology tools, but they are not used as enhancement tools, but rather as side bars to lessons. I think the overview of the 6 issues was important, but the most powerful was the concept that teachers were either unwilling or unable to make changes that infused technology. Truthfully speaking, I can understand. I’m torn with this concept also. I personally, being the type of creature that feels like when something works why change it, tackles with the idea of fixing something that is not broken. So, when I look at the idea that experienced teachers who have found success in lessons aren’t too eager to change the lesson, I’m torn. I know that technology integration is best for maximum student learner, but I’ve touched on this before, some of the smartest people I know were not raised in the era of technology integration and they learned very well. Moreover, I understand “…teachers who resist change are not rejecting the need for change but are often expected to lead developments when they are given insufficient long-term opportunities to make sense of the new technologies for themselves.” (Mumtaz, 2000) Yet, although these issues and concepts are prevalent, I am equally aware that when used properly into everyday activities, lessons come to life. I guess that’s when I need to remember that students are different, learning is different, and what worked before doesn’t mean it won’t work now. Specifically, I think in order to get teachers to not be as torn as I am, they should be offered technology training and opportunities to shadow teachers that have infused technology into everyday lessons. I think if they see that they are not alone in their aversions and they receive guidance on learning how to make the shift, they may be less reluctant to change the ways of the old.

Secondly, the issue with digital inequalities and the participation gap isn’t something new either. There have been and will always be the ‘have’ and ‘have nots’. So, how, as teachers, do we minimize the impact of this divide? I say the answer lies in understanding it exists. When we, as teachers, understand that it exists we can employ different strategies to minimize its impact. For example, we can craft lessons where students are paired together with students who have more access to technology on a regular basis and make them student teachers for the day. The students who don’t have regular access can navigate the computer while teaching a lesson, yet they have someone who is able to help them when they fall into areas of difficulties with navigational skills. Also, there could be added time allotted for students who don’t have computer access outside of school to come before school, during an elective period, lunch, or after school. Additionally, students, both those that have and those that do not have, can still learn about technology use through seeing teachers use it seamlessly in their everyday teachings. Although this may not give them hands on usage, the continued observation will only help to acclimate them to the possible advantages technology does provide.

Finally, becoming a technology-leading teacher may not be easy, but it is necessary. I like the idea that the chapter outlined that leadership does not have to happen through years of teaching experience or by having a specifically defined role. What is nice to understand is that, even as a new and upcoming teacher, I have the power to lead. First, in my classroom by the choices I make with deciding what to teach my students and how to teach it. Then, secondly, by creating and joining communities that recognize the effectiveness of technology integration. Finally, teachers can become great leaders by joining professional organizations. This allows teachers the opportunity to share, learn, borrow, and access hundreds of ideas of technology integration.

In the end, I’m not saying that I am 100% vested in including technology in all aspects of education as of yet. What I can attest to is the fact that I am absolutely aware that my hesitation stems mainly from the fact that I have my own discomfort with understanding and using technology seamlessly. Throughout my continued education, I know that I am learning more and more ways of integrating technology into the classroom and more importantly, I know that “change starts with the individual teacher, who, upon catching the vision, is willing to take risks…” (Earle, 2002) As such, because study after study  has proven that “Technology offers opportunities for learner-control, increased motivation, connections to the real world, and data-driven assessments tied to content standards…” I know that I must not only learn to integrate technology, but also believe in its power so its maximum potential is delivered by me to my students. With continued education and continued practice with using technology, I believe I will get to a place where I feel very comfortable integrating it into my classroom lessons.  

References

Earle, R. S. (2002). The integration of instructional technology into public education: Promises     and challenges. EDUCATIONAL TECHNOLOGY-SADDLE BROOK THEN   ENGLEWOOD CLIFFS NJ-, 42(1), 5-13.

Mumtaz, S. (2000). Factors affecting teachers' use of information and communications      technology: A review of the literature. Journal of Information Techology for Teacher             Education, 9(3), 319-342. doi:10.1080/14759390000200096

Maloy, Robert W. Transforming Learning with New Technologies. Boston: Pearson/Allyn and Bacon, 2011. Print

https://storybird.com/books/the-heartache-of-technology/?token=dn7ydnmrzm


Chapter 12, Integrating Technology and Creating Change as Teacher Leaders was the best teacher centered chapter encountered as of yet throughout the book. The chapter’s focus addressed how education has changes, the roles technology has played in that change, and finally the things teachers need to do in order to make sure they are on par with the innovate changes that have come by way of technology. Three concepts that I found interesting in the chapter was the look into the different issues present in integrating technology into the classroom, the issues with digital inequalities and the participation gap, and finally a teachers’ role in becoming a technology-leading teacher. Firstly, the concept that there are different issues present in integrating technology into the classroom is not a new concept. However, what I did find new and informative was the fact that most schools, whether serving affluent or lower income students, possess various technology tools, but they are not used as enhancement tools, but rather as side bars to lessons. I think the overview of the 6 issues was important, but the most powerful was the concept that teachers were either unwilling or unable to make changes that infused technology. Truthfully speaking, I can understand. I’m torn with this concept also. I personally, being the type of creature that feels like when something works why change it, tackles with the idea of fixing something that is not broken. So, when I look at the idea that experienced teachers who have found success in lessons aren’t too eager to change the lesson, I’m torn. I know that technology integration is best for maximum student learner, but I’ve touched on this before, some of the smartest people I know were not raised in the era of technology integration and they learned very well. Moreover, I understand “…teachers who resist change are not rejecting the need for change but are often expected to lead developments when they are given insufficient long-term opportunities to make sense of the new technologies for themselves.” (Mumtaz, 2000) Yet, although these issues and concepts are prevalent, I am equally aware that when used properly into everyday activities, lessons come to life. I guess that’s when I need to remember that students are different, learning is different, and what worked before doesn’t mean it won’t work now. Specifically, I think in order to get teachers to not be as torn as I am, they should be offered technology training and opportunities to shadow teachers that have infused technology into everyday lessons. I think if they see that they are not alone in their aversions and they receive guidance on learning how to make the shift, they may be less reluctant to change the ways of the old. Secondly, the issue with digital inequalities and the participation gap isn’t something new either. There have been and will always be the ‘have’ and ‘have nots’. So, how, as teachers, do we minimize the impact of this divide? I say the answer lies in understanding it exists. When we, as teachers, understand that it exists we can employ different strategies to minimize its impact. For example, we can craft lessons where students are paired together with students who have more access to technology on a regular basis and make them student teachers for the day. The students who don’t have regular access can navigate the computer while teaching a lesson, yet they have someone who is able to help them when they fall into areas of difficulties with navigational skills. Also, there could be added time allotted for students who don’t have computer access outside of school to come before school, during an elective period, lunch, or after school. Additionally, students, both those that have and those that do not have, can still learn about technology use through seeing teachers use it seamlessly in their everyday teachings. Although this may not give them hands on usage, the continued observation will only help to acclimate them to the possible advantages technology does provide. Finally, becoming a technology-leading teacher may not be easy, but it is necessary. I like the idea that the chapter outlined that leadership does not have to happen through years of teaching experience or by having a specifically defined role. What is nice to understand is that, even as a new and upcoming teacher, I have the power to lead. First, in my classroom by the choices I make with deciding what to teach my students and how to teach it. Then, secondly, by creating and joining communities that recognize the effectiveness of technology integration. Finally, teachers can become great leaders by joining professional organizations. This allows teachers the opportunity to share, learn, borrow, and access hundreds of ideas of technology integration. In the end, I’m not saying that I am 100% vested in including technology in all aspects of education as of yet. What I can attest to is the fact that I am absolutely aware that my hesitation stems mainly from the fact that I have my own discomfort with understanding and using technology seamlessly. Throughout my continued education, I know that I am learning more and more ways of integrating technology into the classroom and more importantly, I know that “change starts with the individual teacher, who, upon catching the vision, is willing to take risks…” (Earle, 2002) As such, because study after study has proven that “Technology offers opportunities for learner-control, increased motivation, connections to the real world, and data-driven assessments tied to content standards…” I know that I must not only learn to integrate technology, but also believe in its power so its maximum potential is delivered by me to my students. With continued education and continued practice with using technology, I believe I will get to a place where I feel very comfortable integrating it into my classroom lessons.


 References Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. EDUCATIONAL TECHNOLOGY-SADDLE BROOK THEN ENGLEWOOD CLIFFS NJ-, 42(1), 5-13.

Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: A review of the literature. Journal of Information Techology for Teacher Education, 9(3), 319-342. doi:10.1080/14759390000200096

 Maloy, Robert W. Transforming Learning with New Technologies. Boston: Pearson/Allyn and Bacon, 2011. Print

A look into chapter 11, Engaging Students in Performance Assessments and Reflective Learning is all about how teachers and students can use technology to evaluate and access the process of their learning. Using technology allows for teachers to experience an ultimate teaching experience while offering students the ultimate learning experiences. Three main points that were outlined that I found interesting were the use of portfolios, student involvement in the educational process, and preparations for high-stakes testing.

Firstly, I have heard of portfolios before, but never in conjunction with using them to access student learning. The mere concept of creating a portfolio is a good one because they allow for an outsider to take a look inside of who you are and what you or your cause is about. What I didn’t think about with regards to portfolios is that they can act as alternate assessment methods. Not only would a student have to prepare what they learned and arrange it inside of the portfolio, but hey would have to reflect on how that particular object plays a role in what they learned. Additionally, it allows students some sense of ownership. They move from simply answering questions created by the teacher to becoming active authors of their own learning and assessment process. As a teacher, I would definitely use digital portfolios to record my work as a coach. Because it is my ultimate goal to coach at the collegiate level, documenting my path along the way can capture my growth, my accomplishments, and the areas I need to focus on to make it to that level in coaching. For my students, it can offer them that varied learning approach. It can take away the pen and paper testing component and open up their imaginations and creativity. I think a good idea would be for new teachers to propose to the school they start working at to have the technology class implement time and hands-on use of digital programs that allow students familiarity with digital portfolios. Can you imagine if a student started one in junior high school? What a full and rich outline they would have to use for the job market or college at the end of their educational rode.

Secondly, research shows that students who actively participate in organizing and developing their assignments and assessments, “…reinforce their grasp of the course content and strengthen their own skills at self-assessment.” My thought is, what harm can it do? If allowing students to have a voice in some of their educational practices helps them to get more engaged, why not do it. This sort of involvement labels schools as democratic classrooms. This concepts is achieved when students and teachers come together to make essential decisions about various aspects of the students’ learning process. It’s important to understanding that chapter 11 does not qualify this act as simply allowing student to decide whatever they want. For instance, what 13 year old would elect to have homework at all? However, the process allows for the 13 year olds to engage in an open discussion where they can offer reasonable input into different components of homework like: how many questions a night they are given, what days of the week are best to have homework, how will be accessed and so forth. I can only imagine how powerful this will feel for the students and the equal power it can give to teachers who can later address students who fall short on their own expectations.

  Thirdly, the chapter’s attention to high-stakes testing was necessary. Now more than ever in the field of education, no teacher can get around the necessity of preparing their students for high-stakes tests. Since the No Child Left Behind Act was put into effect in 2001, states are being required to assure students are assessed and pass a basic skills test at varying levels in order for their institution to receive federal funding. With no way around students having to take tests, teachers need to find ways that their students can be best prepared for such assessments. Using technology to load simulated questions into a bank that students can then practice from is ingenious. I like the fact that it offers the students the ability to practice very similar type questions as well as uncover other test taking strategies. When teachers use a technology based strategy to practice with the students it takes the pressure off of being wrong and it opens students up to being able to switch roles from simple learners to teachers. Many of the applications discovered in chapter 4 can be used to achieve this successfully. Testing isn’t going away, so as teachers, we must help our students be able to successfully navigate through them and technology helps make that happen.      

In the end, chapter 11’s focus only extends itself from previous chapters. Its focus centers on the assessment part of a student’s learning process as opposed to the previous chapters focuses on the learning portion of their academic journey. All in all, the chapter reinforces the concept that technology is beneficial from the beginning all the way through to the end of a lesson. Specifically, for the assessment portion of learning, technology can help by offering students a visual way to demonstrate an understanding of material learned, allowing them say so in their culminating assessments, and providing much needed practice to become efficient with high-stakes testing.            

Work Cited

            Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco, CA: Jossey-Bass, 1993. Print.

"Kahoot." Kahoot. N.p., n.d. Web. 03 Nov. 2016.

Maloy, Robert W. Transforming Learning with New Technologies. Boston: Pearson/Allyn and Bacon, 2011. Print.

"The Elementary and Secondary Education Act (ESEA)." Rss. N.p., n.d. Web. 02 Nov. 2016. 

optional digital blog #I chpt 4

Designing Lessons and Developing Curriculum with Technology is the focus of chapter four. Specifically, for me, three of the strongest focuses found in the chapter centered on how technology can help with lesson planning, the different applications available to help teachers, and the various assessment options available for teachers to use.

Firstly, lesson planning is an unavoidable part of teaching. The task, especially for new teachers, seems frightening. What is encouraging is knowing that when lesson plans are correctly drafted it produces a win-win situation for the students and the teacher. “Plans and assessments are indispensable road maps that chart the course and direct the learning for students and teachers.” For me, the time element seems the most positive aspect of lesson planning. I mean, most classes are only 45 minutes long and in that short time there are so many other things to do other than teach curriculum-based information. Teachers have to take attendance, collect work, distribute work, deal with late students, stop disruptive behavior, deal with outside interruptions, and so much more. If a teacher has a lesson plan available it helps to give time for such disturbances. To make this process easier, it’s nice to know that there are countless electronic resources available to help support, guide, and develop lesson plans. As such, some of the web resources offered in the chapter have a lot of good ideas for teachers to use to build lessons around; however, most of the mentioned websites centered on core courses: English, Math, Science, and the Social Studies. Out of all the sites I actually logged into, only one of them, PBS Teachers, offered guidance in the area of health and fitness, for physical education lesson planning. However, I am glad that I decided to extend my research beyond what the book offered. In fact, I think one of the websites I discovered, HotChalk Lesson Plans, offers better resources for lesson planning for secondary physical education majors than does the PBS web resource mentioned in the chapter. I think, using resources already available that other teachers have used and has proven works, will make the art of lesson planning much easier.

Moreover, it is not only important to plan lessons to maximize learning, but it is just as necessary to deliver those lessons in a way that will have a maximum impact on student learning. Technology helps that to happen. Within the chapter, I learned about many application available to teachers and students alike that can help improve the teaching and learning process. From iBooks to technology based reinforcement games like BrainPop Video and Children TV, lessons can move from the old school tradition of books, paper, and pencil to a more exciting way of technology integration. For example, I had a teacher in high school English who had been teaching for 28 years. Mrs. Pop, because no one knew how to spell her last name, was an amazing person; however, she was boring! Her lessons consisted of lecture, notes she wrote on a white board, we copied, and then distributed handouts to complete and turn in. Now, I’m not saying I didn’t learn anything, but I can truly say that Sophomore English with Mrs. Webster was far better. Instead of copying notes and missing half of what was being said because I was writing, she was able to use technology to generate PowerPoints, make side notes and comments generated during class discussions, and give them out as handouts. Also, having access to our COW, Computers On Wheels, gave everyone an opportunity to access information immediately versus having to wait to get home and running the risk of forgetting the information. What I think I will like to implement in my own classroom beyond the common tools available in most classrooms are the computer game based assessment applications. I don’t think tests have to be boring. I think, I want to be the kind of teacher who knows if my students got it or not by having them engage in practical assessments that take the pressure off of structured testing modes. For example, Brain Pop offers over 21 different game resources to teachers who teach health and fitness and they are only one of many application available. Kahoot, Zaption, Plickers, and Chatzy are a few others that are available to turn assessing into fun.

Lastly, with the mention of assessments, it is important to understand that students must and should be assessed. How can a teacher judge whether they were successful in delivering a concept if there is no assessment? What I gained from reading this chapter is that technology opens the doors with how assessing can be accomplished. With the state governing so much of student success and learning gains, teachers must drive curriculum so that students can stand a fighting chance of succeeding on state mandated tests. However, teachers can do this by not simply teaching to the test, but by making the information and the delivery of that information so memorable that the concepts are embedded and learned not memorized for a moment only to be forgotten under pressure. I think it is important to assess throughout lessons, making sure everyone has a grasp on one concept before moving on to another. How can I teach how to shoot a ball in basketball, if students haven’t learned what the rules are first? Learning is on-going and accessing should be also. It is important to remember that testing offers students a taste of the real world. In college and in the work field students will be accessed in various ways, so why not expose them early to that reality of differentiated assessments? Also important is the tools used to record assessments. I think any software that allows students to access their grades quickly and consistently is a great software program. Electronic grading systems, even in the moment electronic tools like Grade Pro, allow for students to know what is always going on with their grades and their individual degree of understanding of specific concepts.

In the end, computers and on-line resources can help in the three phases of the teaching/learning process. Technology can help with lesson design, delivery, and assessment. As soon to be new teachers, on-line resources are vital in making the transition into the career field easier.

Work Cited

"Find a Plan." HotChalk Lesson Plans Page. N.p., n.d. Web. 28 Oct. 2016.

"Kahoot." Kahoot. N.p., n.d. Web. 29 Oct. 2016.

Maloy, Robert W. Transforming Learning with New Technologies. 2nd ed. N.p.: n.p., n.d. Print

https://prezi.com/qqrmjepxa7f8/edit/#142_30863873

Chapter 9, Expressing Creativity with Multimedia Technologies, has probably been the most useful chapter for me so far. It has definitely made me question things about technology use in the classroom the most. Overall, in this chapter, I learned about the different functions, uses, and limitations of so many technology tools available for teachers and students alike. What was expressed very well was the fact that students learn best when they are presented with the various ways technology can be included in teaching. In fact, the chapter focused on explaining how multimedia technologies function under the idea that combining more than one mode of learning in teaching situations produce better learning results for most students. Specifically, the overwhelming research supports the fact that students that experience multimodal learning perform better than students who only experience single-mode learning. Interestingly, I don’t question those findings. I don’t even disagree with the evidence surrounding the claim. It makes sense logically. I know I personally even like a lesson better when my teachers add various technology components into a lesson versus a straight professor-based lecture. However, what has me deep in thought about the whole concept is how did the pre-21^st century produce well educated people when their learning was undoubtedly single-mode? What should we accredit the actual shift stemming from: how people actually learn or the actual learning devices they now have to learn with? Regardless of whether the chicken came before the egg or the egg came before the chicken, it’s no doubt the current generation fair better in their learning process when they are provided a multitude of technologies.

Another interesting thing I liked in this chapter was focused on outlining the use of PowerPoint. Although the software is common and has been in use for many years, I found a couple things very interesting as it relates to its use in education within the schooling system. The software allows information to move “beyond the basics.” The program allows for text-based information to be integrated into slides and then have visuals, videos, pictures, graphs, music, and still and moving images embedded into it. These additives, when added to substance, offer learners a memorable learning experience. However, the point I never thought of before is that the frills of the graphics can mask or even destroy the importance of the information needed to be delivered. Sometimes people can get caught up in how slides dance and move and not focus on the content or those creating the slides can have their creative vulnerability exposed when they don’t produce slides that help enhance their material? My understanding now is clear; the use of PowerPoint presentations should be used only as a means to bring content rich information to life so that it generates interactive discussions that help engage in the learning process. No matter how flashy the presentation is, if the information isn’t rich then the technology has failed at its job of enhancement.

Lastly, I fell in love with the tech tools listed within the chapter, specifically TeacherTube. I actually signed up for the resource just to check it out and see what it offers. Immediately, I was in love. It is easy to access and it is full of all kinds of resources on a million different topics. TeacherTube allows for you to plug in a topic and every video I think ever made on the topic is generated. I like that the search does not require you to be too specific. When I looked at different areas within my education field, physical education, I was happy to finally see a tool I could use to bring into my classroom as a non-core instructional teacher. From videos on healthy eating, nutrition, sports, injuries, drugs, sex education, and more, there are educational videos on every topic. I even wonder if I were to sign up as a teacher would I have even more access to even more resources?

Overall, chapter 9 was filled with a lot of beneficial information. There is no doubt that using multiple tools of technology will help students learn and remember information more. The only thing educators must remember is that even with technology at its fingertips, it’s not helpful if the material is not enriching. 

 Resources

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, IncBryce Nickels Prezi

                Bryce Nickels

Digital Blog #G

Chapter 10 was filled with a lot of great concepts, much, of which, was material that I didn’t have knowledge about before my studies.  While most of the material in this chapter was new to me, there were somethings I did already know. I was already familiar with the concept of implementing Universal Design for Learning (UDL) and how to Implement Differentiated Instruction (DI). As for UDL, the concept of creating a teaching and learning environment were a large majority of students get to learn and demonstrate their learning in the ways best for them, follows the goal of UDL. What is interesting to understand with this concept is that, although some of the flexible instructional situations that teachers use to help students who are at a disadvantage physically, socially, or economically, can actually help students who do not fall in these categories as well. Additionally, DI, which isn’t too different from UDL, helps students gain the maximum benefits from a topic being taught. Through this concept, teachers incorporate various learning modes in an effort to differentiate instruction and provide students with varying learning experiences. Although I was familiar with these terms, I did find a few things that seemed to pop out to me as interesting: the different types of student learners there are, how technology inspires learning for diverse children, and how technology promotes learning successes for young writers.

                To start off, I would like to point out the obvious; everyone in the world is different and everyone was raised differently from one another. So, teachers must understand that they have to talk to each student they teach differently and understand that they can’t expect every student to respond in the same way or a way they would have. Finding different ways to communicate with students is just as important as finding different ways to teach each student. Students can’t learn, even if they are taught using different learning methods, if those methods are not communicated in a way they understand. Knowing the different types of learners can help teachers communicate with each student as they need it. For example, learners who learn by routines, learn best by set structures and by always having a teacher around them while they work in case they mess up. When communicating with these types of learners, I think students would respond better when teachers are straight forward and to the point. The second student learner is one that would rather see an example done by the teacher first before doing their own work. This way, they won’t mess up and look like they don’t know what they’re doing in front of their peers. I think this type of student would like their teacher to communicate with them through scenarios or stories. Finally, the last student learner is one that learns best by writing after reading the materials. The communication with this type learner, I think, would probably be best if teachers allow the student think time to reflect and write down anything they need to in order to respond back properly. All of these learning approaches can be successful, but it’s important to realize no one student may use one specific method all the time for every encounter.  

                Another principle that I found interesting was how technology specifically helps diverse students. I didn’t realize how many technology based things that could be used to help students of a diverse background. Specifically, UDL is a great thing because it accommodates those students who need help and allows them to be more comfortable within a classroom setting where they would normally feel inadequate. Although there are lots of different technology out there for diverse student use, I found that the electronic speller and dictionary was a great resource to accommodations any student, but especially those that may have language barriers or are low readers. What a great tool to allow students to be more independent in their learning and accessing of information.

                The last principle I found interesting was how technology promotes learning for writers more immediately than teaching writing without the use of technology. In fact, technology allows teachers to be actively engaged in sharing the writing process with their students step by step. It offers teachers a chance to use a student’s work, as opposed to a mock writing, to help them enhance their own writing process and their specific areas of weakness. The countless applications out there can help a teacher guide a student through writing at all stages of the writing process. Also, it’s simply easier. Students are able to edit and transform their work with far less of a grueling process than if they had to turn in a piece, wait for corrections, and then, wait for a teacher/student feedback moment. Giving students this power actually reinforces that “they are writers right now” as opposed to when the teacher gets around to letting them see that.

In conclusion, when teachers look to even the learning field for all students, technology is the tool that can best make that happen. “Students of different backgrounds, cultures, and experiences need varied teaching approaches and multiple instructional methods to be successful learners in school and later in their careers.” As a future teacher, I can admit there seems like there are still a billion ways to learn how to be the best teacher, but without a doubt, I know that technology is a huge part in successfully completing that equation.

 Resources

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc

Bryce Nickels

                When it comes to teaching kids it can be a little difficult at times if you’re not well prepared.  One great way to come prepared as a teacher is to have a rubric. As someone who wants to be an educator in the field of Physical Education, at times it’s hard for me to see how to properly use technology within that particular field. Although there are many benefits to using a rubric. By providing kids with a rubric you’re allowing them to see what they have to do so they can visualize and implement when the time is right. For example if I were to give my class a rubric that says “run a mile in a certain amount of time” and on the paper I have what each times grade will come out to the children will be able to follow the instructions much easier and they will understand what they have to work towards.

                I found a rubric online that I believe could be of great value to a future educator like me going into the physical education field file:///C:/Users/Chiquita/Downloads/Cardiovascular_Exercise_Rubric.pdf. This rubric clearly states the amount of points you get toward your grade and what the actions the students have to take to achieve a good grade; maybe in the future I can model one of my lesson planes after this rubric to ensure the class understands exactly what must be done.

                In conclusion teaching is definitely a challenging thing to do especially in this day in age. Technology is a very useful tool to use when you’re in school; even as a college athlete we use televisions to show the amount of sets and reps that needs to be done. Even in an instance such as that a rubric can be extremely useful to help students further understand what it is and how it is that they’re supposed to do something.  Not only is a rubric something rather simple, it’s also extremely affective if used the correct way.

Work sited

Bryant, R. R. (2013, October/November). Health & Physical Education / Physical Education Rubrics. Retrieved September 25, 2016, from http://www.spboe.org/Page/6046

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc

chapter 3 optional post #C

Digital Blog #C/Chapter 3

Chapter 3, Transforming Learning with Unique, Powerful Technology, focuses readers on the point that technology in and of itself is not beneficial to student learning. Technology offers opportunities but those opportunities must be met with the proper guidance, and that is where the teachers’ roles come in at.  Three areas of interest made in this chapter worth further exploration as a future teacher are: the new role of a teacher when technology is included, various resources and applications available for critical thinking and problem solving, and the social aspect of technology and its role in education.

Firstly, the role of teachers has changed over the years. With the incorporation of technology, educating has moved from teacher-centered delivery of information to student-centered transmission of learning. Within this delivery of information, teachers tend to follow one or more of four dominate learning theories: behaviorism, cognitivism, constructivism, or constructionism. I think the point most important to understand is that technology cannot replace teachers and teachers cannot let technology work alone. Indeed, technology offers students a wider array of information almost instantly, but students still need to be guided on how to best compose, evaluate, and utilize that information. Can you imagine having your students look up healthy dieting plans and tips without guiding them? With an unlimited collection of ideas of what works best out there, students will be overwhelmed with finding reputable, reliable information. Technology and teachers must work hand in hand.

Secondly, the chapter outlined very well some of the various resources and applications available through technology that promotes critical thinking and problem solving skills for students. From educational games to interactive simulations students thinking and problem solving techniques can be explored. Of the resources presented, the one I found most interesting to explore the actual site of was the American Museum of Natural History Presents Ology. The resource contains many different disciplines and offers different things that can be done within the program. Teachers can use it to have students do things from explore to take tests and quizzes. I found ‘The Gene Scene’ to be the most applicable. I liked how it took a topic as complex as understanding genetics and simplified it so that every student can become their own detective of information. I could definitely see using this program to have students understand how and why their bodies, eating habits, medical aliments contribute to their overall health and fitness.

Finally, the social aspect of technology and its role in education cannot be overlooked as the chapter outlined. Social media is out there everywhere. From emails to blogging, immediate communication is there. So, why not use it to advance learning? What was neat to read was how teachers can take those social media technologies and use them in the classroom to provide immediate engagement and instantaneous feedback. Through social media technologies, students that are less likely to get involved in classroom discussions, can have a voice. As important as the use of social media has become for teens and pre-teens, it doesn’t have to always be met with opposition from educators. In fact, it can also offer opportunities to teach students how to become a digital citizens. It can be used as an opportunity to explore the proper do’s and don’ts, proper netiquettes, and user responsibilities. Education doesn’t have to be limited to just information contained in books.

In conclusion, technology allows students to connect to learning on a larger scale. It is up to teachers to guide students in that learning process.  Former U.S. Senator Nancy Kassebaum summarized the relationship between technology and teachers best through her quote “There can be infinite uses of the computer and of new age technology, but if teachers themselves are not able to bring it into the classroom and make it work, then it fails”.

Resources

OLogy for Kids. (n.d.). Retrieved September 18, 2016, from http://www.amnh.org/explore/ology

Rao, B. A. (2012). 10 Educational Technology Quotes. Retrieved September 18, 2016, from https://teachbytes.com/2012/03/01/10-educational-technology-quotes/

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog #B /Chapter 2

                         

The most relevant concept I encountered while reading was the discussion the future teachers explored about technology integration as new teachers (Maloy, et al, 2013, p. 22).  I saw myself in both Max and Ava. What I realized was that I wasn’t alone in my hesitations and fears. As a future physical education teacher, I wonder how can technology be integrated regularly into curriculum when the majority of my teaching will be done outside in a hands-on matter. Interestingly, I found myself fixated on one of the questions that was posed, “does every lesson benefit from the use of technology?”  I can say with satisfaction, I don’t think so, but some use I have come to realize, will offer varied and improved teaching. Therefore, I would definitely classify myself as a “see very little promise” type of teacher (p.26).

So, another interesting concept brings me to truly question my positioning of being the type of teacher who sees very little promise. Because of my awareness of the astounding studies that cite students who are not engaged by the use of differing instructional methods become more prone to not being successful in class, I have to find a way to integrate technology. Some of the more realistic methods mentioned that I can see myself using in my classroom would be to access the web for videos on health and fitness. I can even extend it beyond and see myself incorporating technologies that allow students to access programs like Fooducate to track their nutrition and fitness programs and devices like Fitbit to bring into in-class discussions.

Overall, I see a little clearer the fact that my actions cannot “extend the digital disconnect so many students perceive between themselves and their schools (p. 41).” 

Resources

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Designer. (n.d.). Retrieved September 10, 2016, from http://www.fitbit.com/

Lose weight & improve your health with a real food diet | Fooducate. (n.d.). Retrieved September 11, 2016, from http://www.fooducate.com/

B. (n.d.). You Can Do It by bknickels - ToonDoo - World's fastest way to create cartoons! Retrieved September 16, 2016, from http://www.toondoo.com/cartoon/10398025

Those Who Have, Will Prosper

Technology is not a part of the 21^st century, it is the 21^st century.  Everyone wasn’t as computer savvy before the late 1990’s as they are today. In fact, the number of pre-teens and teens that have access to and use of technological devices to date is astonishing.  In fact, what I found to be very interesting is the fact that according to the study of adolescent media use by the Henry J. Kaiser Family Foundation in 2010, over seven and a half hours are spent with adolescents using some sort of electronic equipment. It cites the range of devices being anything from cell phones used for social media purposes to music and video games used for entertainment purposes. What is unclear, to me, through the study is just how these specific technological devices help aid students, when used in those manners, to excel in their academics? Yes, I understand the point that the study is trying to make by referring to the importance that more technology is available to more people at an earlier age, but as an education major, I’d like to know just how those specific devices make a difference in the area of helping a student succeed in their academics.

Another point I found worthy to mention has to do with the digital divide and the gap in electronic device—most specifically, computers, accessibility to adolescents. Interestingly, the study notes the increase in technology usage in our society nowadays; yet, it only briefly exposes the detriment of damage possible to students who do not have the socioeconomic resources to have computer access in their homes. Accordingly, I remember a while ago stumbling across a teacher’s blog on the Teacher Network accessed at https://www.theguardian.com/teacher-network/teacher-blog/2013/jan/11/school-technology-learning-young-people which focused directly on the issue at hand. Author Chris Davies was able to explain the disadvantages students who don’t have internet access at home encounter. Through a four year case study, he was able to follow the progression of students that had internet access at home and of those who did not. One student in particular, 15-year-old Sharon, complained that she was “angry… because when … at school she had to do her work very fast” because the “…inclusion with the social world, and from the world of educational success…” ended when she left school. I am left torn because the concept then seems almost appropriate that we as educators not place so much stock in adolescents being able to use computers to help enhance their academics because it is not available to everyone. 

Lastly, technology and the teacher are puzzle pieces that just seem to fit together. Teachers are able to take a lesson and add dimension to it with far more ease than they could have in the past. Keeping up with grades, communicating with parents, and creating lessons that meet varying learning styles becomes far more obtainable without excessive work to do it. There are lots of examples of different ways technology can be used in the classroom. Here is just a glimpse how classrooms can be transformed with technology. 

In the end, technology is the way of the new generation. It is important for students to have access to it and learn by using it. The more teachers insert it into their lessons, the more students can gain academically. Technology is important, but it’s also important to remember that everyone should have the same advantages to academic success. I think the chapter did a great job giving an overview of how technology can be used, I only hope, through the book, it answers the questions of how to realistically make technology available for every teacher, every school, every student, every classroom, and every home.

Resources

Textbook - Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.