FINAL ASSESSMENT: REFLECTION EDLD 5364

RESPONSE 1:
The outcomes I envisioned for this course did not meet my personal expectations or the realities of the classroom. I had envisioned using and utilizing web 2.0 technology tools to create a fascinating and mesmerizing experience in and out of the classroom. The topics of interest I had in mind before the course were internet standards, educational video games, internet impact on student achievement, and school infrastructure. In particular I wanted to learn more about computer hardware,software, Twitter, Facebook, IM, Yahoo, Google, IPods, Windows, Mac, cell phones, digital cameras, and internet searches….and how they can be used in the classroom. True, the required books and videos touched on these subjects, but on a generic level with very little directions on how to get started. In order to know more, the website addresses were given to learn more information. I envisioned learning new practical skills using web 2.0 tools to help my students in my classroom immediately. Unfortunately, I learned that the task of integrating technology in the classroom, school, and district is a daunting task. The stakeholders, like me, will have to help make the necessary changes.

RESPONSE 2:
The positive benefits from the web 2.0 tools have made me an efficient, productive teacher. The new skills I have learned are relevant and transferrable to new lessons. I have a firm grasp on the practice of cooperative learning and technology, and the benefits they produce on the students. The technology activities I had a chance to practice on were specific enough to help one get started, but flexible to adapt to unique circumstances. The stating of objectives cannot be understated, for it forms the foundation of the lesson or activity. The objectives are to relate to the content of the state’s student expectations (SEs). The technology activities provide an alternative approach to learning new material in a new, up-to-date format. In conjunction with cooperative learning, the technology activities give students an opportunity to play group roles, and to serve as a support mechanism to the rest of the group. Our school curriculum mandates cooperative learning, so the technology activities (web 2.0 tools) will go a long way in addressing student learning.

RESPONSE 3:
One outcome I did not achieve was learning how to take advantage of IM (instant messaging). The students of today enjoy using IM on their cell phones, handhelds, and computers, for it provides immediate feedback. The immediate feedback from instant messaging is crucial to an activity or project. It would be great if teachers could provide real time, real world feedback using IM. In a cooperative learning project, IM would be instrumental in explaining the task by making sure students understand the activity. When using IM, the learning objectives could be restated and group roles identified. In addition, since IM is real time, the group objective or goals could change and thus the need for the new criteria/rubric must be communicated. In the classroom, cooperative learning needs to be monitored for behavior in order to have a structured environment conducive to good learning practices. The use of IM would help in the main aspects of cooperative learning, mainly interdependence and individual responsibility.

RESPONSE 4:
The group project was overwhelming in many respects. The time allotted for the formulation of the learning activities, plan, scenario, team reflection, and technology products was not enough. The group project was technology based, meaning that it had to have components meeting the needs of the diverse learners using web 2.0 tools. In a differentiated setting, the stating of objectives, the forming of groups, the constant monitoring, and summative assessment are arduous components when it comes to lesson alignment. The technology activities need answer keys, blackline masters, enrichment, and remedial components to accompany the assigned activities/lessons. The activities need to be checked for accuracy, reasonableness, and subject context. It is no surprise that lack of time was the main reason for not completing the project in a timely manner. The creation of timely, effective lessons requires time and resources aligned with school curriculum. In a school, the time factor needs to be taken into account as the curriculum, and scope and sequence are prepped for the next school year.

RESPONSE 5:
I learned the importance of lesson flexibility and thinking outside the box when it comes to technology web 2.0 tools. I learned that technology is an emerging field that is ever-changing and powerful when it comes to communicating within the school and out in the community. I learned that technology is an all-encompassing field. One will find bloggers, web editors, multimedia producers, and graphic designers all playing a vital role in the education field. One needs flexibility to adjust, change, and help steer education in the right direction. I have learned that technology in the classroom can inspire, empower, and create enthusiastic future learners and producers. The digital natives of today have their interest, and they need the guidance of a competent, tech savvy teacher to help them achieve their potential. My goal is to become a technology leader/teacher to help bring about meaningful, productive change. My mission, through technology, is to bring about a common endeavor of success for all students.

5th WEEK: TEACHING WITH TECHNOLOGY

Assessing effort in a cooperative group setting is now easier than ever thanks to web 2.0 tools to help create the right rubrics. It is important to first state the lesson objective and form the groups (make sure to assign roles: encourager, recorder, summarizer, reporter, etc). Next, you the teacher must explain the task in clear, easy to understand directions. During the monitoring of group work, it is time to assess using the rubric. It is important that members are actually performing the roles assigned to them in order to assess correctly. At the end, groups should be given a chance to discuss their experiences working together as a group. This should take some time because the students need to discuss and verbalize their experiences in order to learn from them.

4TH WEEK: TEACHING WITH TECHNOLOGY

REFLECTION: Cooperative learning and technology go hand in hand in high school math courses. In my Geometry class and Algebra One class we (students and I) have explored real world math problems using data collection tools like excel and graphing calculator software, probes, and CBL units. The group work allows for individual differences, responsibilites and roles; but all within the framework of the group goals . A student can be in charge implementing the right program (either tradional or open sources) and another can be in charge of the probes or adaptors used for the mini-labs, and a third student can set up the CBL units. It takes skill, but students are more proficient than we think. I have seen students transfer data from one graphing calculator from other with ease. In another case, a student altered and created a new program that complemented the day's main activity. The students feel right at home doing experiments, all they need is the right lesson and teacher to guide them. In summary, the explorations are best left to cooperative learning because of the nature of different skill levels and competencies. The students are up to the challenge to explore and make sense of new data in the math world. For teachers, the use of technology allows for real-world applications and lesson extensions.

Lesson Preparation:
Teachers need planning time built into the school day in order to manage the diverse, differentiated activities that are for the most part are the norm in the classroom. An effective lesson requires the right objectives, setting up the room, selecting the materials/manipulatives, and prepping the technology and software if needed. Teachers are professionals in every respect, and they wish to present a relevant, effective lesson. If the planning time is not there, the lesson might not be fully engaged or appreciated. I have petitioned my school for years on this matters but have been met with resistance. The school districts I have worked for are not in tune with the web 2.0 tools or integrating technology in the classroom. As a future leader, I hope to help make this change happen.

reflection: UDL LESSON BUILDER

The webstite http://lessonbuilder.cast.org/ is visitor friendly and easy to navigate. The three main networks of UDL (universal design lessons) are recognition, strategic, and affective. The one that stands out and needs monitoring is the affective part. The dictionary defines affective as relating to an external expression of emotion associated with an idea or action. This is aligned with the differentiated curriculum movement, where every students deserves and needs their plan of action (curr.) to address his/her needs best. I find that my lessons have shifted toward the emotional (affective nature) through the years. The goal seems to be to meet individual learning needs to the greatest extent possible. This is done with a good understanding of the TEKS and state standards, local resources (technology), and a support mechanisim that addresses the emotional aspect of the student. The CAST LESSON BUILDER site helps in setting up the right lessons and activities for the students.

third week: EDLD 5364 TEACHING WITH TECHNOLOGY

Final Word: passage from WEB 2.0 New Tools, New Schools (pg. 93).

" When students reflect upon not only their own thinking, but also the writing of fellow classmates, the results can be even more powerful. Technology, specifically a blog, can be used to make this process more interactive for the students."

The very act of writing or journaling by students stirs up prior knowledge and generalizations. Students, like adults, will try to make sense of their learning environment. In order to do this, students will place more emphasis on comprehending new skills, responding accurately and critically to new concepts, and will attempt to transfer learning from one situation to another. The writing/journal/blog is an extension of the student and how they are perceived. This extension prods students to be selective in their use of vocabulary and sentence structure, as well as fluent in selective in their ideas and expressions


School districts are being cautions about funding technology web 2.0 tools in schools. Entrenched district bureaucracies are not allowing districts to flourish. The funding component is always a sticking point. I was thinking the other day about a not-to-distant future in which student do not have to attend the brick and mortar school anymore. If it can be done at the workforce (where employees work at home), then surely it can be done with the schools and students. The students will be given district passwords or usernames to log on to district servers and download their assignments. The assignments will allow for collaboration with their peers within predetermined blocks of time (example: math from 12 noon to 2 pm). All the students will need (as of now) is just a high quality laptop and internet access. This set up of students working from home would save a district a lot of money in the long run. Of course teachers will still be needed to monitor and grade the online assignments (distance learning). One thing I have learned in the last two years is that it is mandatory to think outside the box in order to maximize productivity.

week two: 5364 TEACHING WITH TECHNOLOGY

This Thanksgiving Week has given me a chance to reflect on my computer/cellphone usage. I use technology to help with tedious tasks (income forms), shop online (amazon, etc.), bank online, and basically stay in touch with others via email, voice mail, webcam (video link). In my reflection, I concluded that the use of technology could be a blessing or a curse. A blessing in the sense that it could save us so much time and energy so that we could spend more face to face contact time with those we care about the most. It could be curse if we allow technology to turn us into addicts by mindlessly playing computer games and always staying connected to the internet for the latest news flash.

week one: 5364 TEACHING WITH TECHNOLOGY

THE EDLD 5364 COURSE BOOKS WE ARE READING ARE THE MOST INSIGHTFUL AND INFORMATIVE TECHNOLOGY BOOKS I HAVE READ IN A LONG TIME. THE BOOKS ARE TITLED "WEB 2.0 NEW TOOLS, NEW SCHOOLS" AND "USING TECHNOLOGY WITH CLASSROOM INSTRUCTION THAT WORKS." IN THE PAST, I HAVE WONDERED WHAT WERE THE CATEGORIES OF SKILLS THAT STUDENTS MUST KNOW, AND WHAT WERE THE BEST CHOICES OF PROGRAMS AND APPLICATIONS THAT TEACHERS COULD USE IN THE CLASSROOM. LO AND BEHOLD, ON PAGE 7, (BOOK: USING TECHNOLOGY WITH CLASSROOM INSTRUCTION THAT WORKS) THERE IS A MATRIX THAT DESCRIBES THE APPLICATIONS THAT STUDENTS SHOULD BE USING IN THE CLASSROOM. THE WHOLE CHAPTER FOCUSES ON PLANNING QUESTIONS, INSTRUCTIONAL STRATEGIES, AND THE SEVEN CATEGORIES OF TECHNOLOGY THAT ARE ESSENTIAL FOR TODAY. I WAS AMAZED THAT THE MATRIX SUMMARIZED 21ST CENTURY TECHNOLOGY SKILLS IN A EASY TO UNDERSTAND FORMAT.