This page will be used to update information about my class EDLD 5364, Teaching with Technology. Week 2 EDLD 5364 Reflection:
This week the videos and lessons were on alignment between technology, curriculum and the experience the two have on a student’s success. Without a doubt tools used to increase equilibrium for the instructor side would be the Universal Design for Learning (UDL) format. It is not a one size fits all model but a comprehensive format to build a platform for gifted and talented to the lowest level of learners while maintaining a balance so that students’ self-esteem and motivation are intact for all level of learners. It is no wonder that technology plays a significant role in making this possible and has given me insight in to the hectic day a teacher must have in the classroom since I do not teach in the K-12 arena. Curriculum and technology must be aligned so that success and accountability are measureable from many different aspects as research has showed that technology increases scores for students from disadvantaged backgrounds (Page, 2002).
Another revelation that should be obvious but is subtle was that classroom diversity could easily be managed through the implementation of technology. "Cultural, educational, and legal changes have significantly altered the mix of students in regular education classrooms" (Meyer, 2002). At first I thought, “Well sure” then realized that not all districts have technology and the support that goes with it, however they expect the same results as those with technology. That would be hard to accomplish given that the rubric for assessing would be the same.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1.Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Repost of Discussion Post for Week 1 comes from the book: How People Learn: Brain, Mind, Experience, and School (p.194). “Technologies do not guarantee effective learning. Inappropriate uses of technology can hinder learning – for example, if students spend most of their time picking fonts and colors for multimedia reports instead of planning, writing, and revising their ideas.” This sentence stuck a cord with me as I have said in my classroom numerous time, technology cannot make you smart any more than putting a car in a garage makes you a car. They are both a means of getting somewhere. One is the information highway the other is a destination of choice. The students’ need to learn to pick the road that will take him higher and higher. Our job as technologist and teachers is to train a student in the best methods, time management and resource allocation. The word discernment and ethics comes to mind as I look at my own classes on campus and think of how I expound upon not believing everything you read as students delve to a world they are so familiar with but have no idea what really lies ahead.
Bransford, J., Brown, and Cocking, R., How People Learn: Brain, Mind, Experience, and School. Washington, D.C. National Academy Press. 1999
Reflections - Week 1:
One of the readings this week pointed out that “…districts and schools face administrative challenges that demand new forms of leadership.” (Web 2.0, p. 4) and I could not agree more. We as educators can delve into the creative learning styles of students such as Constructivism, Connectivism and Cyborg Learning but until we train leaders to open the doors so that these theories can be applied, used, fine-tuned and tested or re-tested we will continue to languish. It is my belief that constructivism is very relevant to students learning today. We honestly do build upon that which we already know and identify with and we construct new ideas and form new theories the more we are educated. I remember a wise person once told me “do not try to change a person’s mind, simply give them new information to make a new decision.” This to me is constructivism and what should be taking place in the classroom today. Unlike days of old we do not and/or should not be expecting our students to write notes on 3x5 cards and regurgitate the same information back and call this “learning.” Leaders who foster the “I can’t let the students surf the Web or play on the computer. That is like having 20 minutes free on Friday and telling the students to do whatever they want. If I do that, I am not doing my job.”(Sprague, Learning & Leading, 1999). Instead we must be a guide or facilitator in the world of technology and help students gather information that is available, process and learn from that information and construct meaningful information and results. This theory can be accomplished because educators are flocking back to schools to learn how to best serve their students such as the Lamar courses being taught here. They too are learning, thinking and tweaking their skills to better serve their class. However, we must have leaders who will open the gateway to the cloud, unleash the bandwidth and trust the educator to know and explore together with students the limitless boundaries of our ever expanding knowledge base. Sprague, D., Dede, C.; Learning & Leading with Technology, Volume 27 Number 1, 1999 Solomon, G., Schrum, L.; Web 2.0 new tools, new schools; International Society of Technology in Education, 2007
Week 2 EDLD 5364 Reflection:
This week the videos and lessons were on alignment between technology, curriculum and the experience the two have on a student’s success. Without a doubt tools used to increase equilibrium for the instructor side would be the Universal Design for Learning (UDL) format. It is not a one size fits all model but a comprehensive format to build a platform for gifted and talented to the lowest level of learners while maintaining a balance so that students’ self-esteem and motivation are intact for all level of learners. It is no wonder that technology plays a significant role in making this possible and has given me insight in to the hectic day a teacher must have in the classroom since I do not teach in the K-12 arena. Curriculum and technology must be aligned so that success and accountability are measureable from many different aspects as research has showed that technology increases scores for students from disadvantaged backgrounds (Page, 2002).
Another revelation that should be obvious but is subtle was that classroom diversity could easily be managed through the implementation of technology. "Cultural, educational, and legal changes have significantly altered the mix of students in regular education classrooms" (Meyer, 2002). At first I thought, “Well sure” then realized that not all districts have technology and the support that goes with it, however they expect the same results as those with technology. That would be hard to accomplish given that the rubric for assessing would be the same.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1.Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved March 5, 2011 from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830http://www.udlcenter.org/aboutudl/udlguidelines
Repost of Discussion Post for Week 1 comes from the book:
How People Learn: Brain, Mind, Experience, and School (p.194). “Technologies do not guarantee effective learning. Inappropriate uses of technology can hinder learning – for example, if students spend most of their time picking fonts and colors for multimedia reports instead of planning, writing, and revising their ideas.”
This sentence stuck a cord with me as I have said in my classroom numerous time, technology cannot make you smart any more than putting a car in a garage makes you a car. They are both a means of getting somewhere. One is the information highway the other is a destination of choice. The students’ need to learn to pick the road that will take him higher and higher.
Our job as technologist and teachers is to train a student in the best methods, time management and resource allocation. The word discernment and ethics comes to mind as I look at my own classes on campus and think of how I expound upon not believing everything you read as students delve to a world they are so familiar with but have no idea what really lies ahead.
Bransford, J., Brown, and Cocking, R., How People Learn: Brain, Mind, Experience, and School. Washington, D.C. National Academy Press. 1999
Reflections - Week 1:
One of the readings this week pointed out that “…districts and schools face administrative challenges that demand new forms of leadership.” (Web 2.0, p. 4) and I could not agree more. We as educators can delve into the creative learning styles of students such as Constructivism, Connectivism and Cyborg Learning but until we train leaders to open the doors so that these theories can be applied, used, fine-tuned and tested or re-tested we will continue to languish.It is my belief that constructivism is very relevant to students learning today. We honestly do build upon that which we already know and identify with and we construct new ideas and form new theories the more we are educated. I remember a wise person once told me “do not try to change a person’s mind, simply give them new information to make a new decision.” This to me is constructivism and what should be taking place in the classroom today. Unlike days of old we do not and/or should not be expecting our students to write notes on 3x5 cards and regurgitate the same information back and call this “learning.” Leaders who foster the “I can’t let the students surf the Web or play on the computer. That is like having 20 minutes free on Friday and telling the students to do whatever they want. If I do that, I am not doing my job.”(Sprague, Learning & Leading, 1999). Instead we must be a guide or facilitator in the world of technology and help students gather information that is available, process and learn from that information and construct meaningful information and results.
This theory can be accomplished because educators are flocking back to schools to learn how to best serve their students such as the Lamar courses being taught here. They too are learning, thinking and tweaking their skills to better serve their class. However, we must have leaders who will open the gateway to the cloud, unleash the bandwidth and trust the educator to know and explore together with students the limitless boundaries of our ever expanding knowledge base.
Sprague, D., Dede, C.; Learning & Leading with Technology, Volume 27 Number 1, 1999
Solomon, G., Schrum, L.; Web 2.0 new tools, new schools; International Society of Technology in Education, 2007