Teaching with Technology Week Three Update

My team chose social studies as the subject for our UDL lessons. I was intrigued to find reference to teaching social studies within the reading of Web 2.0 tools. In the section on social studies, I learned that I was on the right track with my lesson planning. The use of wikis, podcasts, and blogs was illustrated. These can be utilized in all subjects. One additional instructional technique I learned was the use of "studycasts" being posted as a guide for review before tests. This technique really ties in with what my team is using in our lessons. We will use note-taking tools and test study tools that are accessed online.

Of the resources mentioned, there was one entitled Teaching Matters. They have the philosophy regarding assessment that “What gets measured gets done. If we only measure basic skills, we are unlikely to teach the creativity, problem solving or critical thinking skills required for success in the 21st Century.” Construction of scoring rubrics will help focus what gets measured. They also believe testing should include “a combination of standardized and performance-based assessments to measure results and adjust instruction.” (Teaching Matters, 2012) The standardized testing is in place. I will use the generation of a product to serve as my performance-based assessment.

References:

Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 77 – 98.

Teaching Matters, Inc. (2012). The Partnership for School Innovation. Retrieved on March 14, 2012 from http://www.teachingmatters.org/partnerships/home.

Web Conference Reflection March 11, 2012

The most profound memory from the week's web conference is that I thought it one of the most beneficial I had ever attended. I managed to get my questions answered (all but one) without asking. The attendees were lively, shared ideas, and information about the week's readings that I had not gotten to. There was lots of excitement and willingness to share. They made the assignment appear as if it would be fun and easy. The fun would be there for me if I had not had to play catch up. All in all, I learned that since my group only has three members, we need only address three of the student groups. I have to make an eBook. Must confess, I tried it and did not get "fun" out of it. Perhaps it was because of my high expectations. I will attempt it again with a more reasonable goal.

Teaching with Technology Update Week 2

Reading about using technology in the classroom this week has taught me how easily it can be implemented.  Making and using KWHL charts, using shared websites with students, and utilizing the effectiveness of parent communication were all illustrated. The book Using Technology with Classroom Instruction that Works by Howard Pitler, (et al.) may become my bible for completing the technology research project I have planned.

Teachers set learning goals for students because of mandated standards and benchmarks, but allowing students to set their own goals and learning objectives increases their achievement in the classroom. A KWHL chart generated via technology allows students to generate, edit, and modify goals. This week’s reading in the above-mentioned text offered tips on how to use ‘Kidspiration’ and ‘Inspiration’ to set goals. Setting goals gives students ownership in their learning leading to increased motivation and participation.  

 “Specific, criterion-referenced rubrics let students know exactly what is expected of them. However, rubrics like these are not always easy to design and can eat up precious lesson planning time…” (Pitler, et al.) There are “free” online templates for rubrics that can be used as is or modified; readily available for student and teacher use. They cover a wide range of subjects and topics.

Another idea I found useful was data collection via the use of surveys for pre-assessment and post assessment of student knowledge. Survey’s can help identify learning misconceptions and narrow down objectives needing the most attention. Students may be able to choose from the identified objectives to set their goals for learning.

Reference:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Teaching with Technology

It appears that the advent of teaching with technology is firmly in place and will do nothing less than become the norm. Since 1968, it has been steadily growing as a means to educating students. My learning this week included the three types of learning theories that are Constructivism, Connectivism, and Cyborg. Of the three, there was one in which I had no inkling. That was the Cyborg theory. Cyborg theory is based upon the notion that computer chips can be implanted into the body to enhance learning. Hmmm. Probably won't be widespread in my lifetime. The other two, constructivism and connectivism are in daily use, sometimes without instructors even knowing it.

Constructivism is based on the theory that knowledge is acquired through building upon what is already known. "Learners combine experience (action) and thought (reflection) to build meaning." (SEDL, 1999) Connectivism is based upon the notion that people connect new information to what is already known and the connections foster understanding. In this way people take what fits into their scheme of things and reject what does not fit. These two theories though different are somewhat the same.

According to Pitler, Hubbell, Kuhn, and Malenoski, using technology in the classroom allows the teacher to meet all students’ needs through differentiation and it also enhances the learning experience. The pairing of effective teaching strategies and technology, along with using the book’s guide as to when to use these components should prove fruitful. The book promises to cite examples of research-based lessons which has me looking forward to completing the reading.

References:

Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, Va. Denver, Co: Association for Supervision and Curriculum Development Mid-continent Research for Education and Learning.

Southwest Educational Development Laboratory. (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on February 29, 2012 from http://www.sedl.org/pubs/tec26/intro2c.html  

Warwick, K. (nd). Cyborg Life. Youtube.com. Retrieved on March 1, 2012 from http://www.youtube.com/watch?v=RB_l7SY_ngI

5366 Course Assignment Reflections

Building a web site was on my agenda for years but only now realized. I am not entirely pleased with the outcome of that collaboration.

That aside, I have learned how to produce logos and web pages using good design principles. Previously I would go with whatever struck me as good not really concentrating on whether it had the principles of good design or not. Since learning of C.R.A.P. (You Tube video), I was determined to make sure that it would be used in constructing the web site.

A logo design was decided upon and everyone had an opportunity to provide input and edit as needed.   From there we divided the pages among us.  Following the basic page design (collaboratively agreed upon), we each added our information to the site and provided feedback and suggestions to each other.

I read, listen, do, and observe to acquire knowledge. I critique myself by trying to objectively view what I have done and then comparing my productions and accomplishments to those of others’. Reading the blogs, web conferences, and discussions helped me put my accomplishments into perspective. I felt challenged, validated, and reassured. The ability to see and read how other students responded to the same information as me has been a tremendous help.  

 I apply newly acquired knowledge to future endeavors with my students and faculty members. There is no end to the learning process (Answers.com). As long as you continue to amass knowledge, you learn. I don’t foresee any challenges to the continuation of my lifelong learning. As long as I can amass new information that can be channeled into workable situations, I will always be a lifelong learner.

PK-12 classrooms need a way to correspond with parents and other interested individuals, and I believe a web site provides the perfect venue in which to do this. Parents and guardians are able to see what is currently being taught in the classroom. Students can get reinforcement in lessons taught. Parents can check student’s homework assignments and progress toward academic goals. The home and school connection would be greatly improved.

References:

You Tube Video. C.R.A.P.- Basic layout and design principles for webpages.  Retrieved February 22, 2012 from http://www.youtube.com/watch?v=mF_mWi6r-9I .

Answers.com. Lifelong learning. Retrieved February 22, 2012  from http://www.answers.com/topic/lifelong-learning

Dang, Glen. (No date). Benefits of having school websites. Retrieved February 20, 2012 from http://ezinearticles.com/?Benefits-of-Having-School-Websites&id=5826342

EDLD 5366 Week 3 Animation

I approached this assignment with the attitude that it couldn't be that difficult. Well let me tell you. It was. After I tried it the old-fashioned way with stop motion using cut paper frames and then trying to draw in Windows Paint, I realised I needed to keep it simple. Thus you are looking at my last ditch effort to produce an animation that played smoothly. I will also post the two previous attempts to at least walk away with a passing grade.

Below are the other attempts I made. I was not able to make them run faster.

My all-time first attempt:

Principles of Design Used in Early Manuscripts

Upon first encountering the sites with early transcripts, I was amazed at the presence of the same components being touted as the basics of good design.

I found excellent examples in the classic design posters. Two in particular that stood out were the Strand and Empire Theater posters. Both exhibited great contrast with color that was not overbearing. The repetition was achieved through spatial relationship. In the Empire poster repetition appeared in the lettering and the first letter of the theater’s name incorporated into show time information. The Strand's repetition is in the irregular shapes appearing behind the lone figure of a woman. The Empire gives a much better example of alignment with its slanted and curved lettering which is not conventional but strategically placed. The Strand used simple centering of the main object atop two circular discs with lettering centered above. It works because there is not much lettering. Proximity of the objects on the Empire's poster has like objects grouped around a sphere. The lone figure standing on the two discs on the Strand's poster are the only tangible objects; everything else is shadowy and behind the figure – still good proximity.

We have the current ideals about design because of what has been tried and put into practice for eons. Back then as now, a graphic designer's goal was and is to get a message across. They would naturally work toward making the work as appealing as possible. I believe these two posters achieved that goal.