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