THE END

That's all Folks.........it was a good run!

https://sites.google.com/site/mswendyhickman/home

Update! Update!

After this class I have two more classes left until graduation! All my hours for my internship plan have been completed. There are a few more activities that I would like to touch up on and provide a little more information about. I have collected enough data to complete my research report but also in the next two weeks I will conduct one last survey to conclude my findings. For almost a year and a half now, I have been fulfilling internship hours, and working on my research project continuously. It has been a ride for sure! Juggling work, school, family, and just life, has been a task, but all worth it. The many different roles that I have been prone to by my site supervisor and the many meetings I have been a part of, has given me insight on a lot of different job duties and what it takes to make them work. My research project, has had its ups and downs. Mainly ups though. I seriously think this project has lured me far more than I thought it would, since it wasn’t one I picked but one my site supervisor picked for me. All in all, the experience and learning has been great! I plan to pass my last two classes (ha-ha, I better!) and for my last course, I have obtained a study guide to practice for my LCE and will be ready for graduation!

EDLD 5364 Team Reflection

Group Reflection- Week 5

Wendy, Hickman, Hannah Maness, Nikki Looper

5364 Teaching With Technology

Lamar University

September 28, 2013

Group Reflection- Week 5

As a group we planned and unit for 3^rd grade Social Studies.  Our UDL centered around citizenship traits and how students can give back to their communities through non-profit organizations.  Below you will find more detailed information about the activities we chose, why we chose them and professional development for staff.

The Rationale for Technology Activities and Samples as a Solution for the Scenario

The given scenario involved a classroom of students who were all at different instructional levels, as well as, students with special needs and individual education plans.  Coming up with differentiated lesson plans, and related technology activities that meet the specific needs of the students can be challenging, but a necessary process for teaching 21^st century learners.  Technology affects how students live and communicate and when, where, and how they learn.  Having digital technology at their fingertips all the time means that students think, work, and play differently from previous generations (Solomon, 2007).  Our team decided to focus our unit on 3^rd grade social studies TEKS that concentrated on citizenship, and the historical figures who portrayed positive citizenship traits.  Our three UDL lessons (“Good Citizenship”, “Non-Profit Organization”, and “Am American Hero: Helen Keller”) were filled with higher level learning opportunities, differentiated technology activities, appropriate modifications for the special needs student and gifted  learners, while also embedding the affective, strategic, and recognition networks.  We wanted to create UDL lessons that were engaging for the students, as well as, differentiated and modified to meet the specific learning needs of the students in our scenario.  

Project-based learning allows for alternative approaches that address students’ individual differences, variations in learning styles, intelligences, and abilities and disabilities (Solomon, 2007).  The web based tools and activities that we created gave the students the ability to communicate and collaborate in a new and exciting way.  Our team chose to create nine different technology activities that all engaged the learners, and allowed for them to take ownership of their own learning.  Some examples of these activities were webquest challenges, creating eBooks, an 8 box picture game, creating digital presentations, class blogging, and utilizing online graphic organizers.  As mentioned earlier, all of these activities were designed around the TEKS, IEPs, and were differentiated and modified for all learners in the scenario.  The students in our scenario would have been successful in the classroom as a result of our differentiated UDL lessons and technology activities.  

The Rationale for Recommended Professional Development for Teachers

In workplaces, professional development refers to the attainment of skills and knowledge both for personal development and for career advancement. Professional development incorporates all types of facilitated learning opportunities. There are a variety of approaches to professional development, including consultation, coaching, and communities of practice, lesson study, mentoring, reflective supervision, and technical assistance. In “Teaching with Technology” our group feel that we have a moral obligation to our colleagues and other educators to pass on the various technologies we encounter daily and in this course. In Using Technology with Classroom Instruction that Works, it talks about Planning for Technology. “Using technology for technology’s sake isn’t a good application of instructional time or funding, and it is unlikely to improve student achievement. It is essential that teachers design a quality lesson plan first and then select the most appropriate technologies to support that lesson (p. 217).” But how can our teachers and colleagues plan and present what they haven’t learned themselves?

            Professional development is the key to incorporating technology into the classroom. To successfully and continuously integrate technology in the classroom, teachers have to be comfortable with the technology used. Therefore, professional development, ongoing support, training and mentoring to aid our teachers in becoming familiar with technology and embracing the effectiveness it brings to the classroom, is a necessity. Being able to share the UDL and creating an eBook, amongst other technologies; blogs, google sites, PowerPoint presentations and various learning websites, was very enlightening. In sharing this information with one teacher, she embraced it well. She said she had just come from her first ever “teaching with technology” conference. She knew about technologies that could be used to correspond with teachings in the class, but never really knew how to get started or incorporate them into her lessons. She was truly excited about increasing her professional development and bringing what she learned to the classroom. Our group has learned that with ongoing professional development and if applied effectively, technology implementation not only increases student learning, understanding, and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills (Schacter & Fagnano, 1999). It’s a Win-Win!

Team Collaboration

            As a team we worked very well together.  Each of us brought a different set of skills to the table and we found a way to utilize each of them to the maximum.  For this reflection, Hannah wrote the section over activities, Wendy wrote about professional development and Nikki formatted and tied everything together into one paper.  Additional documentation of collaboration can be found on the Google Drive at: https://drive.google.com/folderview?id=0B3MgUP6y0zg1Rk5KdVczV3J0OGM&usp=sharing

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1 – 14, Chapters 1, 15-38.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

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

EDLD 5364 Week 5 Reading & Video Reflection

This week’s readings and videos deal with identifying learning theories and explains the implications for teaching with technology to improve learning. The readings and video also design, develop, model, and evaluate products created using technology resources to improve and enhance productivity and professional practices. The readings focused on the importance of helping the educator apply, analyze, and evaluate technology strategies and best practices that impact student achievement.

I really liked the video, Big Thinkers: James Paul Gee on Grading with Games. This video was great and I think students would agree! To actually learn playing video games, that’s awesome! So much more can be done with technology and education, why not take advantage of it. All of the readings and videos dealt with ways to improve learning with technology and getting students motivated. In Using Technology with Classroom Instruction that Works, “research shows that the level of self-efficacy plays a strong role in motivation for learning and achievement” (Schunk, 2003).

This is so true because not all students realize the importance of believing in effort. The instructional strategy of reinforcing effort and achievement enhances students understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning. As educators we need to assist our students in monitoring their progress. We have to have rubrics that give a clear picture of what effort looks like and a visual like a spreadsheet for the students to log their grades to see areas of improvement.

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved from http://www.edutopia.org/digital-generation-james-gee-video

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.

Youtube.com (nd). Vision for Technology in K-12 Education. Retrieved from http://www.youtube.com/watch?v=AhoOG5Kf1w4

EDLD 5364 Teaching with Technology Reflection

EDLD 5364 Week 5 UDL and eBook Reflection

Self-Assessment

The knowledge I have gained from this course is a considerable amount. I have been introduced into new technologies and designs for learning. I have found that a lot of the time you know the resources are out there, it’s just a matter of knowing where to go to get them, develop the technology in your lesson plan and then implementing it successfully in a learning environment. In this course we really focused a lot on teaching with technology using it with everyday curriculum and then motivating the students in the classroom. I’ve found for sure that one way motivate students is to use technology. “Using technology for technology’s sake isn’t a good application of instructional time or funding, and it is unlikely to improve student achievement. It is essential that teachers design a quality lesson plan first and then select the most appropriate technologies to support that lesson (p. 217).”

The new information I gained and old information I knew coincided well. I already know the importance of teaching with technology and to watch the many videos and readings, you see that it really is a reality, it is taking place. It may not be all over and in every school, but soon it will be because people are catching on!

The relationship between the old and new information I learned just grew together. I know the technology is out there to teach in the classrooms, it’s just a matter of really finding a way to bring it on board and support it continually. I like the fact that in many places this is a reality and the more it is made known and the progress is shown by student’s participation and motivation the more educators will try to push for it.

Learn as a Learner

The approach and strategies I used to complete my assignments always stayed within the rubric and guidelines of my instructions. I made sure I thoroughly understood the assignment and always collaborated with my classmates. I also participated in web conferences with our teacher to make sure there were no discrepancies in what we were supposed to be doing.

I try my best to make sure I can soak up as much information as I possibly can going into an assignment. The videos and readings are a big help also classmate collaboration! The more we know and learn the more we can help each other. I assess my own performance by the rubric, but I ask myself questions to see if every aspect of the assignment is being completed. I try to stay ahead with my assignments so I go over them multiple times before I turn them in. Also according to the grade I receive, I use that as a measure of how I should continue or improve my assignments.

The results of my performance were affected greatly by my learning and interaction with colleagues. We exchange each other’s blog addresses and google site address. We are constantly on our class’ Facebook page and we discuss our assignments daily. Interacting with my colleagues is a big part of the learning process. We gain information from each other by sharing what we discuss, research, and have experienced in our classes and while doing our assignments.

Lifelong Learning Skills

Collaboration is a big part of lifelong learning skills. You have to know how to network, how to get yourself in a position where you make connections with those that are like-minded. As we learn, it is important to reflect on what is important. We should always be able to walk away with something that stands out from each lesson. When we learn we should pass on information to others to not only help others but to help ourselves retain what we have learn. When we practice what we have learned and speak of it, it becomes a part of who we are, we utilize it in classrooms, with colleagues and sometimes family and friends. The whole process of learning is to gain useful information and pass it on so that not only myself but that others too can benefit from it. Like this class, I never knew about the UDL or creating an eBook.

Universal Design for Learning or UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone—not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. "Research has shown that teaching in multiple modalities (a technique sometimes called transmediation) not only increases access for students with difficulties but also improves learning generally among all students (Siegil, 1995)." Not all students learn the same and absorb the lessons the same. To modify the lessons to the students learning abilities is what it's all about. I know sometimes you have teachers that think however they "want" to teach is what will always work for each student, but plainly not so.

Now the UDL Book Builder I think would be a great learning tool to use in the class and I think students would embrace it well. We just have to find one that’s not so obsolete. The book builder we used, is definitely not something I would introduce to kids in the class……and then maybe again I would, depending on the age. Younger kids may be excited about making the little people talk and adding images, all with supervision of course, but if you go anywhere past little kids, I think this would be an insult. This site is under developed and limits you to what you could really share in an e-book. I was able to get through the long, and tedious process, but it was difficult! I do like the idea though, of what an e-book can do and present. Like Hannah and Nikki, in my group, I do like the notion of kids being motivated through the readings, images, and audio that an e-book can provide. To me its lessons like these, where we gain insight on certain technologies and pass the information on.

Past interactions and collaborations with colleagues will influence my future learning experiences greatly. I will never forget the importance of collaboration. It is so important to network and draw from each other’s expertise and knowledge. In the future, I will become more open about things I learn; I will share and extend the invitation for other co-works and colleagues to do the same. In working with my classmates from all over, you never know how any person will perceive you. We do not see each other in a lecture class, or on campus in passing, but we do collaborate through chat often and have web conferences and all this matters! The more positive and professional the attitude the more networking you can do; which in return gives you future resources and references.

As a lifelong learner I want to make sure, I am able to get through to people. I guess for me the questions or issues that will challenge me the most and that are worthy of future research or investigation, would be techniques to get the class attention. It is one thing to teach but to actually have the class pay attention and learn and retain, is another thing. I do not want to be a boring teacher, just reading from text. I want to know the lesson, study it so that it will be presented with full meaning and sustenance. Being able to really teach and the students actually participate and learn will be the challenge.

Describe how you would implement the use of web sites into a PK-12 classroom

As a part of a lesson plan, I think it would be great to start as young as possible to have students create blogs and websites. Student’s homework could be uploaded and saved to their site and reflections of the assignment posted to their blog. There are so many different free types of educational tools that can be used for assignments. Students can learn how to create eBooks to express what they’ve learned from a lesson taught. Students will soon learn that all of their information can be posted to their sites and blog and can always refer back to them for references. The Center for Implementing Technology in Education states, “Integration of multimedia into instruction can help to reduce curriculum barriers and improve learning for all students”. If technology can be implemented in the youngest students this will prepare them for the future; college, internships, employment, etc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 41-58, 217-225.

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 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_4.cfm

Understanding Multimedia Learning: Integrating Multimedia in the K-12 Classroom. (2008, September). Retrieved from http://www.brainpop.com/new_common_images/files/76/76426_BrainPOP_White_Paper-20090426.pdf

EDLD 5364 Web Conference Reflection

I was unable to attend the web conferences this week. From what I understand though, they were not very motivating. There was a lot of confusion about week 5 assignment and more clarification was needed. I do see though that Dr. Abernathy posted a review of week 5 in the announcements. She said that she would not post the conference from Saturday, Sept. 21, 2013, so there was really no way of me “officially” hearing that conference.

EDLD 5364 Week 4 Reflection

Video/Reading Reflection

This week’s readings and videos dealt with effective learning environments surrounded by technology. One video, The Collaborative Classroom, taught that social and emotional learning is a crucial part of teaching the “whole child”, because in order to make learning contact with students and know how to reach them, we have to know about them and understand them. I really liked the Project Learning video. This really breaks down the four walls of the class and takes learning to a new and different level. One of the girls in the interview expressed how the everyday routing of the textbook and classroom was boring and you can only learn so much, but with her research assignments, she’s able to break the “classroom” barrier and go out and dive in the lake and take water samples and specimens and study outside. To her that brought learning to a whole new level, exciting and invigorating!

In reading, Teaching Every Student in the Digital Age: Universal Design for Learning, Chapter 7, the concept of Flexibility in Presentation, really stood out to me. “Technology enables teachers to provide multiple representations of content in the context of ongoing assessment. Varying the media within the representation is one of the most useful options”.

This is statement is so true. The more we use varied media within our presentations the more students we can reach and accommodate. TTS (text to speech) is great so that visual recognition deficits will not confuse assessment results. Different representations can incorporate different supports, such as links to important background information, context-sensitive vocabulary supports, or glossary items. Varied representations and supports help to create accurate, ongoing assessment by:

1.      Ensuring that every student’s assessment is accessible to him or her.

2.      They permit a teacher to select an assessment that provides the supports a student normally uses.

The result will be the truest picture of students' progress, based on what is being evaluated, the supports these students normally use, and the format that is most accessible to each.

Edutopia.org (December 10, 2007). The Collaborative Classroom: An Interview with Linda Darling-Hammond. Filmed at the CASEL forum in New York City. Retrieved from http://www.edutopia.org/linda-darling-hammond-sel-video

Edutopia.org (nd). Project Learning: An Overview. Retrieved from http://www.edutopia.org/project-based-learning-overview

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Wendy R Hickman

Assignment Week 4 – Part 2

1. Provide evidence each team member contributed to the solution and learning activities. 
(5 pts.)

See Group Collaboration Google Doc.

https://docs.google.com/document/d/1ACNEuTznvn_ewFQJMC6GVGedRIUWlMN-VrhTn5vz2XE/edit?usp=sharing

2. Team Google site/doc link sent to the instructional associate, shared with team members, and professor(s).
( 5 pts.)

Google Site:

https://sites.google.com/site/edld5364groupwebsite/

Google Doc:

https://docs.google.com/document/d/1ACNEuTznvn_ewFQJMC6GVGedRIUWlMN-VrhTn5vz2XE/edit?usp=sharing

Google Drive:

https://drive.google.com/folderview?id=0B3MgUP6y0zg1Rk5KdVczV3J0OGM&usp=sharing

3. Learning Activities mirror the team action plan and include evidence of the following components.
(5 pts.)

See Previous UDL to see that my activities are listed there. https://sites.google.com/site/edld5364groupwebsite/udl-lessons

https://sites.google.com/site/edld5364groupwebsite/learning-activities

Components:
-Design of the integration/
intervention program:

What grade level and content
area(s) will you address to meet the unique needs of 30 students?
(5 pts.)

3^rd Grade Social Studies

SS3.11 (3.11) Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures.

SS3.12 (3.12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic.

-Implementation of the integration/
intervention program:
Examples of learning activities/units to address each unique set of needs in the scenario.

Evidence of a way to address the professional development needs of the teacher in the scenario.

Evidence of the use of 21^st Century technology trends.
(10 pts.)

Digital Presentation, Internet, Group Collaboration, Google Drive, PowerPoint, Wix Website to help students identified Historical Figures and Good Citizenship and another PowerPoint (game form)

Evidence of ways to meet individual differences of:

Gifted and talented, online users, disabled, blind, hearing impaired, and multiple achievement levels.
(10 pts.)

GT- extend learning by having them design an 8box picture game in PowerPoint to reveal historical figures they learn about and have 5-8 clues for each figure

Online- I will make a website for historical figures and good citizenship and a PowerPoint for students to go to for online assistance

Disabled- modify assignment according to IEP, options may be reduced assignment, extended time, etc.

Blind- enlarge print or create audio recording – I can use the JAWS program, and braille Keyboards

Hearing Impaired- allow to use headphones for audio to increase volume, provide typed instructions

Multiple Achievement Levels- group accordingly, reduce of extend assignments depending on level, simplify lesson as much as possible while still achieving proper learning of the leason

-Assessment of the integration/
intervention program:
Evidence of assessment for each learning activity.

Evidence for some type of assessment which might include observations/reflections regarding how you might determine whether the teacher has an understanding of how to teach with technology to benefit student learning.
(10 pts.)

Student assessed using rubric included on assignment sheet. Follow up with teacher to see if additional instruction or training needs to occur, modifications to assignments, etc.

Historical Figures and Good Citizenship = eBook Activity

Historical Figures and Good Citizenship = Wix Website http://wendyhickma0.wix.com/good-citizenship-

Historical Figures and Good Citizenship = PowerPoint Examples

Historical Figures and Good Citizenship = 8Box PowerPoint Game

All listed on our Group Team Google site learning activities: https://sites.google.com/site/edld5364groupwebsite/learning-activities

(Total =50 pts.)