Reflection

As I reflect on the GAME plan I developed throughout my course at Walden University, I actually find that I am grateful that I was introduced to such a goal oriented strategy. I feel I am constantly trying to better myself as an educator. Creating goals for myself is never easy for me. I have no problem identifying what areas I may need improvement with, but when it comes to how I will develop a plan towards attaining my goals, I get a bit overwhelmed. I appreciate how the GAME plan organizes the process of learning into 4 main categories of setting goals, taking actions, monitoring, and evaluating/extending.

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences (ISTE (International Society for Technology in Education), 2008). When I developed my two goals using the GAME plan, I made sure the goals I set integrated technology. To do this, I evaluated the NETS•S standards and identified standards that I felt were attainable and relevant to my career as a kindergarten teacher and the students I taught. Here are my two game plan goals I set…

THE GAME PLAN #1

3b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation (ISTE (International Society for Technology in Education), 2008).

Set Goals- Learn more about how other Kindergarten teachers and classroom are using weblogs or blogs to communicate with others.

Take Action- Analyze and explore various blogs to decide what format will work best and prove most beneficial for the students, parents, and community I teach in.

Monitor- Make a list of the characteristics that would help to make the blog beneficial. Critically analyze other teacher’s blogs by listing and identifying negative and positive details of select blogs. Review how other teachers are using the technology by attending conferences, reading journal and magazine articles, or searching the web (Cennamo, Ross, & Ertmer, 2009).

Evaluate and Extend- Collaborate with cohorts and peers to decide which type of blog would be most useful. Identify what purposes it will serve. How will the blog be used in the classroom, community, and school, as well as, with students and parents?

THE GAME PLAN #2

5b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others (ISTE (International Society for Technology in Education), 2008).

Set Goals- Participate in and join committees that reinforce technology integration and 21st century learning while helping peers to integrate technology on a regular basis.

Take Action- Develop and share lesson plans that integrate technology through the use of specific software, internet, and devices that are most beneficial for students and teachers at the elementary level. Model and encourage technology infused lessons.

Monitor- List what software, internet sites, and devices are already available within the district and school. Identify how members of the committees I am on, my team, and teachers in my school are already integrating technology. Review and compile ways that technology is being used well and ways that it is not. List specific technologies that are not currently being used, but would probably serve as useful with enhancing learning.

Evaluate and Extend- Share lists with cohorts and peers of what technology is available to teachers and students and how often it is used. Collaborate to determine what lesson plans and policies should be put into place to encourage the development of leadership and technology skills.

The first goal I developed, GAME plan #1 became a difficult goal to meet. I was able to find plenty of blogs to serve as models for my own class blog but was told by technology leaders that I could not conduct a class blog. However, I decided that it would still be useful for to evaluate the blogs out there and find which type of blog would be best to create and use what I have learned regarding blogs in education as evidence to the “powers that be”. I decided from my research that the blog I created would be a combination of a personal journal of my teachings, as well as, a formal group discussion between parents, students, and myself regarding what we are learning. The blog would include photos, videos, and text that communicate and reinforce educational goals to parents and students. As indicated by colleagues, the blog would serve as a way for parents to feel more involved with their child’s school, classroom, teacher, and learning. It would make the parents feel as if they were physically there for some of the lessons. It would also lessen the gap of communication between myself as the teacher and the parents of the students I am teaching. In regards to GAME plan #1, I feel my evaluation of blogs and how a blog would be used by myself have been well established. I would like to alter my goal to include proving to technology leaders that this format of blogging would be beneficial in our schools and gain approval to use my own blog as such.

The second goal I developed using the GAME plan strategy involved participation with technology integration and 21st century learning committees that reinforce technology integration and technology use in education among peers. I have attained the goal of sharing what I already know about technology among peers by becoming part of the technology committees, as well as, sharing lesson ideas that integrate technology within my grade level team. I would like to make this more of a school-wide effort by extending my GAME plan to include encouraging the staff as a whole to share their lesson ideas that integrate technology. It would be beneficial to conduct sharing or study groups where teachers can meet and share knowledge and/or gain insight on the most innovative ways of integrating technology in the classroom. I would like to propose this idea to the committee I am currently serving on.

As a result of my learning from this course, I have gained even further proof as to why teachers must stay up to date and knowledgeable of the most innovative ways to teach. Educators must stay aware of the strategies that will be most applicable to properly preparing our students for future endeavors beyond the classroom. Over the last few decades, as technology has become more prevalent in our everyday lives, both educators and business and industry leaders have increasingly stressed the importance of developing students’ creative and critical thinking skills (Cennamo, Ross, & Ertmer, 2009). Therefore, it is essential that teachers understand these concepts as it will properly prepare and benefit our students with their future endeavors. As teachers, we really must work hard to create lessons that are more interesting and engaging for students. Technology can be used to spark that initial interest of the students and assist them with becoming more connected with content, as well. I plan to adjust how I plan lessons by including National Educational Technology Standards for Students (NETS•S) within the standards I address in daily lesson plans, even though it isn’t required by the school district I teach in at this point. Stating the NETS•S that lessons address will serve as a reminder to myself as an educator of the importance and value technology has on student learning. It will remind me to enhance lesson to excite the students. In addition, I plan to utilize the GAME plan strategy in my life to establish more organized goals for myself as a teacher and grow as a professional. By doing so, I will, in turn, positively influence the students I teach and the fellow educators I interact with.

Works Cited:

Education, L. (Director). (2009). Enriching Content Area Learning Part One [Motion Picture].

ISTE (International Society for Technology in Education). (2008). The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. Retrieved November 2, 2009, from International Society for Technology in Education: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Using the GAME Plan Process with Students

For my students to realize the relevance and importance of utilizing the GAME plan process and the NETS-S standards, I feel it would be beneficial for students to have the process explained to them continually. To do this, I will make sure that every lesson I utilize with the students involving technology integration will include specific components. I will offer a preview of the lesson we will learn by breaking it down into the Goals, Actions, Monitor, and Evaluation components. To explain the Goals portion of the plan I will explain the ISTE NETS-S standards and instructional objectives the lesson will address. Next, I will share what exactly we will be doing for the Action step of the plan. To address the Monitor portion of the plan I will explain how I will conduct ongoing assessments during the Action portion of the GAME plan. Finally, I will explain how we will conduct the Evaluation form of the lesson. As students are continually exposed to the GAME plan process before lessons, they will understand how the GAME plan process ties into learning and technology. If students experience this process enough it may become internalized to the point that they utilize this format of planning with learning independently. Utilizing the GAME plan will help students organize their thoughts when they are learning something new. It places importance on establishing goals and taking an active role in learning, especially when it involves technology.

My GAME Plan Update

I think my actions so far have helped me to move further towards completing my first goal of The GAME PLAN #1- 3b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation (ISTE (International Society for Technology in Education), 2008). However, I feel I am at a standstill due to district regulations. I am hoping I will get approval to run a class blog soon and am remaining optimistic. I have learned that before conducting specific lessons involving the internet, teachers should take care with making sure they are adhering to their school’s policies and rules. I still need to figure out how I can best present my intentions to the supervisor of technology. I would like to create an example, but am worried it would be too presumptuous of me.

My other portion of the plan The GAME Plan #2- 5b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others (ISTE (International Society for Technology in Education), 2008). By becoming a part of the technology committee, encouraging professional development for technology education, and sharing lessons that integrate technology with my peers, I feel I am well on my way to accomplishing this goal. So far, I have no plans of adjusting this goal until I feel it has been met, which I don’t think will ever happen. I believe this will be an ongoing goal for me as I am always evolving and learning when it comes to exhibiting leadership and demonstrating a vision of technology infusion.

On My Way...

THE GAME PLAN #1

3b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation(ISTE (International Society for Technology in Education), 2008).

Even though utilizing edline and beginning to create my own webpage on there does somewhat get me closer to meeting my first game plan goal of using technology to collaborate with students, peers, parents, and community members, I feel that this method does not allow for creativity. The goal of our district adopting this method of online communication is for the factor of the pages appearing more uniform. I really feel this is not a good reason to buy a website building program. In addition, I believe that education does not consist of constant uniformity such as theses webpages. There should be more creativity involved with webpage development, especially since we are dealing with the business of education. It needs to be exciting and appealing or the students, parents, and community members won’t use it.

I researched the possibility of utilizing a blog in my district and found many roadblocks. First of all, the technology director of our county is pushing the edline website method within all the schools so hard that we must get permission if we want a blog. She wants what we do to be uniform where I want to add more creativity and interactivity with parents and students using a blog. In addition, the speed of our internet, she feels is not fast enough to support students accessing the blog. However, I want to purpose that we access it as a class until the faster lines are installed in few months. The next problem I faced involved finding a blog provider that allows no one outside your class can view or participate without your permission and that is free. I know the point of blogging is that we share with the world. Yet, I would like to begin the process on a smaller more secure level at first.

I have learned that classpress offers secure blogs at a price of 29.95 per year, which isn’t half bad when you see the blog’s relevance. However, my goal was to go with a blog that was free, but secure. This is really a trial run that I prefer not to pay for. I think that when you add the privacy factor of the blog to protect students, you are looking at the blogging service that is no longer free. I searched and searched for the possibility of a trial blog through this company but my search proved unsuccessful. Maybe Santa will give the gift of a free and secure site for me this holiday season. One can hope!
I have also looked through the current blog provider I am using and found that I can adjust some privacy settings. I will embed a video below this post that seemed to enlighten me on bloggers privacy settings. Yet, I am still unsure of exactly which setting adjustments I should make. Should I make parents authors by adding their email addresses or should I set it to where I must approve each person that views it? I want this blog to be resourceful and easily accessible for students and parents, yet still remain secure and safe for my students allowing only the people I permit to view the blog. I would appreciate possible suggestions that any of you may offer me with this.



THE GAME PLAN #2
5b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others (ISTE (International Society for Technology in Education), 2008).

We just met for our second technology committee leadership meeting this week. There are a great deal of Promethean Boards getting installed within our school which is very exciting. I suggested that we offer Promethean Board training sessions for teacher assistants based on the fact that both of my morning and afternoon assistant showed interest in learning more about using the Promethean Boards so they can be utilized during their times in the classroom.

My plans to encourage the rest of the team with conducting more weekly computer lab time that integrates reading by coordinating lessons with the lab assistant and continuing to add lessons to the student share drive so students may access the programs is coming along well. The lab assistant and I have already met and worked together with finding time slots in the lab for our 5 kindergarten classes. Turns out, after 1:30 almost every day is available, although this is not the reading time in our day, administration approves us taking this additional time to integrate technology into reading. We have been warned that if the teachers and students do not begin to utilize the lab we may lose it so I find it very necessary that we try to make a lab like Sarah Anderson’s school labs where it is difficult to use it because so many are utilizing the resource. We have already met and everyone is on board.

Progress!!!

Here’s the progress I have made so far this week…

THE GAME PLAN #1

3b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation(ISTE (International Society for Technology in Education), 2008).

I have been able to view many other blogs for Kindergarten and have been getting great ideas. I plan to add a link on my Edline site to a class blog. The blog will really be a way to show parents what is going on in the classroom. I will provide videos and pictures illustrating what we are learning in the classroom. I still need to research what provider would provide the most privacy for my students.

THE GAME PLAN #2
5b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others (ISTE (International Society for Technology in Education), 2008).

This past week I made some headway with this goal in two ways. I have designed some kidspiration activities to match our reading and math curriculum. I have put these lessons on our student share drive so that we can conduct reading lab time with kindergarten. This year, kindergarten began using the computer lab for the math program successmaker. I thought we should extend our half hour a week lab time and utilize more technological resources by adding a reading lab time. I plan to encourage the rest of the team with conducting this lab time weekly by coordinating lessons with the lab assistant and continuing to add lessons to the student share drive so students may access the programs I create that are directly related to our curriculum. I am not having a problem finding resources as I am noticing we have a great deal of resources in our school that are not being used to their fullest potential. I am wondering if there are other ways I can motivate my peers. I am hoping some of you will offer suggestions. Another way I made some headway with this goal is with a new program that we have begun to utilize called Edline. Although I am not excited with the lack of creativity, it did give me the opportunity to share and learn about some really awesome sites to utilize with students and parents. It was a great opportunity to collaborate with other teachers regarding technology.

I do not have any questions so far. I have learned that this whole process of meeting these goals will be a lengthy one. It is a slower process than I thought it would be.

How Am I Doing So Far?

My first goal of learning more about how other Kindergarten teachers and classroom are using weblogs or blogs to communicate with others has not yet completed as our school is taking on a new program using edline to create our own website. I am learning how to create my own website yet it is very limited with the templates and format of the sites. I was wondering if this site might replace the idea of a class blog. Yet, now that I am learning more about this new program I am finding I need to move further with my plans of reviewing how other kindergarten teachers are using blogs. Our own class blog will allow me to be a bit more creative and do much more with videos and pictures.

So far, I am not having a problem finding the resources I need as there are a plethora of kindergarten websites out there which is quite inspiring to me. I have learned that blogs really provide a way to creatively express and communicate with parents. Many of the class blogs I have reviewed have embedded slide shows and video that either reinforce content or share what the students are doing as if you were actually peeking into the classroom. As a parent myself, I see the value of this. I do want to find out what blogs would be best to provide the most privacy protection for my class and I.

As for my second goal of participating in and joining committees that reinforce technology integration and 21st century learning while helping peers to integrate technology on a regular basis, I have already begun my action plan.
I have learned that I can model and encourage technology infused lessons various ways that are not very intrusive. I am communicating how I use specific technology with my class to others by posting pictures or sharing digital videos of lessons that are the utilizing the doc cam or the interactive whiteboard outside the classroom door, in newsletters, and on our closed circuit announcements. I have also begun to put all of my lessons in a folder on the share drive of our school so other teachers can access and view them. I wonder if there are other ways I can reinforce technology integration? I would appreciate any and all suggestions...

I need to look outside of our school for resources regarding 21st century learning groups. Initially, I was planning to get involved with the committees within my district but am finding that there are not as many opportunities as I had hoped for. Therefore, I have decided to become a bit more involved with Classroom 2.0 and plan to take part in a few of the Free Classroom 2.0 LIVE Workshops to broaden my horizons and attain my goal.

The GAME Plan

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences (ISTE (International Society for Technology in Education), 2008). I will formulate these two goals I plan to utilize by establishing a game plan. I look forward to hearing feedback and suggestions from my cohorts.

THE GAME PLAN #1
3b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation(ISTE (International Society for Technology in Education), 2008).

Set Goals- Learn more about how other Kindergarten teachers and classroom are using weblogs or blogs to communicate with others.

Take Action- Analyze and explore various blogs to decide what format will work best and prove most beneficial for the students, parents, and community I teach in.

Monitor- Make a list of the characteristics that would help to make the blog beneficial. Critically analyze other teacher’s blogs by listing and identifying negative and positive details of select blogs. Review how other teachers are using the technology by attending conferences, reading journal and magazine articles, or searching the web (Cennamo, Ross, & Ertmer, 2009).

Evaluate and Extend- Collaborate with cohorts and peers to decide which type of blog would be most useful. Identify what purposes it will serve. How will the blog be used in the classroom, community, and school, as well as, with students and parents?

THE GAME PLAN #2
5b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others (ISTE (International Society for Technology in Education), 2008).

Set Goals- Participate in and join committees that reinforce technology integration and 21st century learning while helping peers to integrate technology on a regular basis.

Take Action- Develop and share lesson plans that integrate technology through the use of specific software, internet, and devices that are most beneficial for students and teachers at the elementary level. Model and encourage technology infused lessons.

Monitor- List what software, internet sites, and devices are already available within the district and school. Identify how members of the committees I am on, my team, and teachers in my school are already integrating technology. Review and compile ways that technology is being used well and ways that it is not. List specific technologies that are not currently being used but would probably serve as useful with enhancing learning.

Evaluate and Extend- Share lists with cohorts and peers of what technology is available to teachers and students and how often it is used. Collaborate to determine what lesson plans and policies should be put into place to encourage the development of leadership and technology skills.

Works Cited
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. Mason: Cengage Learning.

ISTE (International Society for Technology in Education). (2008). The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. Retrieved November 2, 2009, from International Society for Technology in Education: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Reflective Essay for Supporting Information Literacy and Online Inquiry in the Classroom

The most striking revelation I came upon while teaching new literacy skills was that students as young as the kindergarten age can and will benefit from learning a majority of the new literacy skills. In the beginning of the course I believed that teaching inquiry-based projects and developing essential questions would serve as a challenge for those, like me, who teach such young students. I am currently teaching kindergarten and I believe due to their age, the students I teach need a great deal of guidance with staying on task and actually depend on modeling and guidance to conduct all or most of all of their academic activities. In addition, the less we know about a subject, the less likely our questions are to be well formed (Thornburg, 2004). This is especially true for the kindergartners that I teach. Many of the students in my class have trouble tying their shoelaces, let alone formulating an inquiry-based question. Because inquiry is not the norm in many classrooms, students need to be taught how to formulate interesting questions. From various resources in this course, I began to realize that 21st century methods of learning such as inquiry based projects and the development of essential questions is not an easy task for early elementary teachers, but it can be done.

It requires a tremendous amount of repetition, guidance and modeling to get the students started with inquiry based learning. The easiest way to do this is for the first few projects to be based on questions formulated by the teacher (Thornburg, 2004). During the modeling process I use plenty of think-alouds where I am formulating questions I have about the content out loud as if the students are actually hearing the thinking that is occurring in my brain. Using teacher think alouds is a fabulous method for helping make explicit the in-the-head processes that expert inquirers use (Engleton & Dobler, 2007). Once you have students do a few projects based on your own questions, shift the responsibility of asking questions to them (Thornburg, 2004). Many of the lessons I developed for this course unit plan involved a plethora of activities that engage use of student’s background knowledge, pictures, and student interests to build graphic organizer charts such as the extended KWL chart. These images will inspire students to think deeply about the content of the charts we are creating. Images allow you to stand back from an observation and reflect (Thornburg, 2004). Educators who use the KWL framework, like those using project-based learning, are well on their way to teaching through Guided Inquiry. They have their students ask, "What do I know?" (K); "What do I want to learn?" (W); and "What did I learn?" (L). These questions are the seeds of a constructivist approach (Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K., 2007).This method proved to excite and increase student awareness of the content to be learned. I have learned from this course how beneficial inquiry based learning can be for all students.

As I continue to develop lessons for all subjects in the kindergarten classroom, I realize how important it is for these 21st century skills to be integrated into the curriculum. It is difficult to get started and requires thoughtful planning, yet I find the lessons are so much more exciting. It seems the students learn more than ever when they are involved with tasks that interest them and engage them in developing their own questions and finding the answers. As a teacher, I feel much more accomplished with helping the students to “learn how to learn” instead of just teaching and spouting out all of the facts they need to know. By developing lessons that suggest the students discover and explore what interests them regarding the content while utilizing cooperative learning skills, I am finding that the students are taking more ownership and pride with what they are learning. As a teacher, I am able to adapt and integrate these skills to any subject.

In conclusion, based on my experiences with the course I am currently taking at Walden University entitled Supporting Information Literacy and Online Inquiry in the Classroom, I plan to pursue and develop my own information literacy and technology skills. By adding a professional goal directly correlated to the coursework, I plan to expand on the knowledge I have learned. I would like to stress the importance of developing lessons that help our students practice 21st Century learning skills that incorporate inquiry based learning and digital literacy in our school district. These lessons should impact all ages, even early elementary students, and facilitate students to learn how to conduct research and searches safely on the internet. To insure that my goal will be accomplished, I will join a 21st Century Learning committee that has been recently established within our district and express my views on the importance of integrating 21st century skills into the curriculum. I feel this committee will also assist me with learning new ways to integrate technology and 21st century skills from other colleagues. I would also like to become part of the team that develops the district’s internet use policy as I feel that we must be sure that there is a strong policy in place to protect both teachers and students and insure proper and appropriate use of the internet. Finally, another way I intend to accomplish this goal is by making sure that I am practicing technology and 21st century skill integration in my own classroom and encouraging this process in other classrooms. To do this, I will share the lessons I develop with my colleagues by showing them lessons or pictures and videos of the lessons in action. I might even ask teachers of other classes or grade levels to participate with my class. In addition, I plan to share the lessons on our school’s teacher share drive and post the pictures and videos of the lessons on our closed circuit TV announcements.

Works Cited

Engleton, M. B., & Dobler, E. (2007). Reading the Web. New York: The Guilford Press.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.

Thornburg, D. (2004). Inquiry: The art of helping students ask good questions. (Executive Briefing No. 402). Retrieved September 2, 2009, from http://www.tcpdpodcast.org/briefings/inquiry.pdf

Reflection

As a result of my learning in the current course I am taking through Walden University, I have modified some my personal theory of how students learn. I still believe that students will learn and remember the learning experiences if the teacher provides opportunities for students to discover while learning, offers choices that address various learning styles, makes portions of the learning collaborative, relates content to real life skills and problems so it is relevant and integrates technology that is appropriate and enhances what is taught. Additionally, the elaboration theory of cognitive learning and Paivio’s Dual Coding Theory have now become a part of my personal theory of learning. As a result of my learning in this course, immediate adjustments to my instructional practice regarding technology integration include the integration of VoiceThreads and concept mapping tools such as bubbl.us and Kidspiration.

The elaboration theory of cognitive learning implies that teachers must try to make as many connections to information to be learned. It builds numerous connections to stored information (Laureate Education, 2009). I plan to utilize more concept mapping opportunities and possibly linking these activities to technology through programs such as Kidspiration or an online concept mapping tool such as bubbl.us. Whether these organizers are used digitally with the students or printed out for them to complete by hand, organizing and brainstorming software allows learners to add and organize information as it is being introduced (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

A component of the cognitive learning is Paivio’s Dual Coding of Hypothesis which suggests that people can remember images more readily than text. To execute this theory, I plan to integrate images, podcasts, video streaming, and multi-media so students may connect various images to the concepts they are learning. For many students, multimedia is very effective because it helps them both activate prior knowledge and develop a mental model to help them understand new information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Voicethread is a great example of creating powerful learning experiences (Laureate Education, 2009). I particularly see the benefit of using VoiceThreads in the classroom as teachers can provide images for students to view on the computer. Along with those images, teachers and students can post text, audio, or video regarding the images to the VoiceThreads encouraging thought provoking discussion regarding educational content.

In conclusion, my current teaching practice is to facilitate learning in such a way that the students have more ownership and interest in the content they are learning. I think this method of teaching is reflective of the changing role of today’s teacher to better prepare our students for the 21st century. By using strategies that research indicates will be most beneficial to learners, I am making educated decisions about how I instruct students. By utilizing the elaboration theory of making connections through concept maps, students are given the opportunity to know and practice how to get to information through connections that have been learned through academic experiences. Images are really powerful tools to use in the classroom (Laureate Education, 2009). Technology such as VoiceThreads, multimedia, and concept mapping tool software and online programs will create more powerful and experiential learning by combining technology and the use of imagery.

Works Cited

Laureate Education. (2009). Cognitive Learning Theories.

Laureate Education, I. (2009). Spotlight on Technology: VoiceThread. Baltimore, MD.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Kidspiration 3 Math Audio Capabilities

Hey there folks. Here is a link to my first try with creating a voicethread. Please click here, view and make some comments. In this voicethread, I am discussing how to use Kidspiration Math activities with the sound recording mechanism it offers.

Social Learning Instructional Strategies

Social Constructivism is based on the premise that interactions occur as students are engaged in constructing something and students actively engage with others during this construction (Laureate Education, 2008). Through cooperative learning this theory can be utilized. By combining teamwork and individual accountability, students work toward acquiring both knowledge and social skills. It is a teaching strategy which allows students to work together in small groups with individuals of various talents, abilities and backgrounds to accomplish a common goal (Orey, 2001). While conducting cooperative learning it is important that teachers use a variety of grouping techniques, provide rubrics detailing expectations, as well as, offering organizers that detail and assign group roles and responsibilities.

Technology can also offer many opportunities to apply the social learning theory. Teen Second Life supports Vygotsky’s concept of constructivism that learning is really the constructing of knowledge by making meaning and sense of the world. This virtual tool offers powerful ways to instruct and excite learners. It supports the constructionist idea of building something as you interact with the world. By interacting with others and objects in the world through building your own part of the virtual world. One can also create and or interact with artifacts and people within other virtual worlds upon visiting them. Educators can even create their own island for students to go to and actually create activities that directly correlate to the curriculum and content they are teaching. To illustrate this concept further, a teacher used Second Life with her students to learn how to budget their money in order to attend a virtual beach bash. Students were given a certain amount of virtual money and specific items they had to buy. They had to shop appropriately with the money allotted to them while making sure they had 6 lindens (the monetary unit of Second Life) leftover to enter the beach party. There are so many other learning opportunities offered with this tool such a visiting the coral reef with the appropriate gear or going to Ancient Greece or Rome through a virtual world. Another component of Second Life that I feel is quite beneficial is its possibilities of how students and teachers appear in the virtual world and what they choose as their avatar. Interactions in an environment where appearances, gender, race, and species can be changed with just a few clicks provide an ideal setting to challenge social biases (Dembo, 2008). Would students respond differently to me if I was a male, of another race, or came from another socio-economic class?

Voice Threads are another tool I would like to implement within the classroom as I feel it supports the connectivism theory. Students can upload pictures, illustrations, and powerpoints onto a voice thread site for free and add audio or visual comments to narrate their learning or even re-teach a concept. It’s almost like an online powerpoint with global connectivity. After posting the completed thread online, students, parents, or the community can post and obtain feedback responses that reinforce the social learning theory. It also provides an opportunity for knowledgeable members of society to comment on student created artifacts. It is an alternative way other than using pen and paper or word documents that incorporates the social aspects of learning.

Works Cited

Dembo, S. (2008). Virtual Worlds for Educators. District Administration , 48-52.

Laureate Education. (2008). Social Learning Theories.

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Instructional Strategies and Constructivism in Practice

Problem-based inquiry is an effort to challenge students to address real world problems and resolve realistic dilemmas (Orey, 2001). An instructional strategy described in the resources was to how to use data collection tools to enhance learning and allow students to see the bigger picture while recognizing patterns. This strategy was detailed in a scenario where a teacher presented a problem to the students in science class which was a rumor that their community was getting acid rainfall. Such problems create opportunities for meaningful activities that engage students in problem solving and higher-ordered thinking in authentic settings (Orey, 2001). The students researched what “acid rain” is and then what constitutes “clean” rain. Based on the facts they came up with, the students decided to find out if their rain is more acidic than normal and focus on what this might mean for their local environment (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students make predictions, use digital data probes to check various water sources, and then collect data. The fantastic part of the lesson is when the students use a data collection tool to rapidly gather and graph their data. The data collection tool allows Mrs. Schwartz’s class to gather and graph data quickly and accurately, leaving more time for analysis and inquiry (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

A site called By Kids for Kids is a website that suggest wonderful ideas on inventing and creating projects. This site offers multiples choices of projects and tips on what format students may use to present their projects. This site really encourages project-based learning where projects focus on the creation of a product or performance, and generally call upon learners to choose and organize their activities, conduct research, and synthesize information (Orey, 2001). This type of learning gives students the chance to engage in self-directed learning. It also helps learners to connect with what they are learning and make it their own. Invention Web Resources is another useful site. This site is a vast collection of invention resources including WebQuests and various historical links about inventions (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This site offers various projects for student to get involved with, but also looks at the aspects of projects serving as inventions. The site provides a surplus of information on various inventors and inventions. This type of source can serve as motivation for student to embark on the project-based learning journey! Once they get started, there is great motivation from engaging with project-based learning. Learners build their projects to suit their own interests and abilities. These kinds of activities are highly motivating for learners (Orey, 2001).

Works Cited

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Virtual Field Trip Concept Map

Check out the concept map I made below. Don't be afraid to click and drag on it to view the full map. I created it using bubbl.us. This concept map will help students to organize their thoughts while on a virtual field trip regarding economics...

Integrating multiple senses in presentations improves learning (Laureate Education, 2009). The components of cognitive learning are based on four concepts about information processing, which are…

1. Limited short term memory
2. Elaboration
3. Dual coding hypothesis
4. Network model of memory

The concept of limited short term memory is the fact that short term memory can only process 7 +/- 2 pieces of information at one time. There’s a limit to how much information a learner can learn at 1 time (Laureate Education, 2009). By utilizing word processing programs to create advance organizers, students make sense of the content they learn. To incorporate this concept into the classroom, a teacher might simply create a two column note-taking template as a table in Word and at the start of the lesson put the key vocabulary and concepts on the left side of the chart. As the lesson progresses, the students can gradually fill in this skeleton with explanatory text, web links, and pictures (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I would even go so far as utilizing a wiki with each student’s name on a page and have them paste the note-taking template and their own notes to the wiki. Then as a class, you could view various notes and create a class advance organizer.

The elaboration theory of cognitive learning implies that teachers must try to make as many connections to information to be learned. It builds numerous connections to stored information (Laureate Education, 2009). This can be done well with concept mapping. Kidspiration and Inspiration is one of the best concept mapping tools that integrate technology. You can present a learning goal to students and as the lesson progresses the teacher and students present cues and questions that assist students with joining the content to their prior knowledge, therefore making connections. With these programs students can add pictures and wording that expand and connect to essential skills and high-order thinking. In addition, concept mapping basically allows you to graphically explain the networking model of cognitive learning (Laureate Education, 2009). This implies that our mind has the ability to know how to get to information through connections that have been learned through academic experiences.

Do you ever read a word that automatically produces a picture or sensory input? My most favorite component of the cognitive learning is Palvio’s Dual Coding of Hypothesis. This theory suggests that people can remember images more readily than text. I find this to be quite true for myself in certain aspects. In elementary school, I was taught my numbers with a system of dots. I still see those dots every time I see a number. My mind has made a connection to that visual image of dots and my reading the specific number that correlates. Images are really powerful tools to use in the classroom (Laureate Education, 2009). By using podcasts, video streaming, and multi-media, teachers and students can connect various images to the concepts they are learning.

Along with all of these concepts lies the component of quality teaching that I believe is the hardest to implement as a teacher, the most rewarding for the student, and the less likely to be used consistently in the classroom environment.
Experiential learning is a cyclical process that capitalizes on the experiences for acquisition of knowledge (Orey, 2001). So many teachers are at a loss for implementing this type of learning as there is not always time or the expenses of creating these experiences are too high. Now, with technology so readily available in schools, virtual field trips, video conferencing, and the web can take students anywhere they want to go. These types of experiences create memories for students to construct meaning and understanding.

Works Cited

Laureate Education. (2009). Cognitive Learning Theories.

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Behavioral change occurs for a reason; students work for things that bring them positive feelings, and for approval from people they admire (Standridge, 2002). This is why the instructional strategy of reinforcing effort works well in the classroom environment. The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). To teach this method of reinforcing effort, teachers must stress the importance of effort by having students track their effort and achievement. This can be done easily using spreadsheet software and data collection tools. A powerful way to convince students that effort is truly tied to achievement is to show them data (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Student success stories made apparent from online survey data can also be shared with students and serve as positive reinforcement. In addition to using applications of educational technology where data is created with software, educators can also collect, share, and post stories and examples of student achievements on a website instead of, or in addition to, bulletin boards. This type of recognition of effort and success evokes emotion which is a catalyst for learning (Laureate Education, 2008).

The behaviorist learning theory also suggests that, as with all teaching methods, success depends on each student's stimulus and response, and on associations made by each learner (Standridge, 2002). The prospect of allowing students to check out computers just as they check out books would be a great opportunity to those who do not have access to computers at home. If all students have access to computers, using and creating multimedia such as educational games and interactive simulations, as part of homework, seems so exciting to me as a teacher. Can you imagine how much stduents would enjoy this type of homework? This would provide opportunities for students to utilize more ways to practice and reinforce what they learn. The more times and ways you practice, the stronger the synapse and memory (Laureate Education, Inc., 2008). Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Works Cited:

Laureate Education. (2008). Brain Research and Learning. Baltimore, MD.

Laureate Education, Inc. (2008). Understanding the Brain. Baltimore, MD.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Standridge, M. (2002). Emerging perspectives on learning, teaching, and technology. Retrieved May 9, 2009, from Behaviorism. In M. Orey (Ed.): http://projects.coe.uga.edu/epltt/

Behavior Interventions

Application 7: Behavior Interventions

Upon recalling a particular student who displayed chronic behavior problems, I have been able to reflect and alter my own methods for behavior intervention. Rather than blaming the student, it is critical for educators to consider factors such as instructional strategies, content, classroom peer relationships, and teacher-student relationships (Jones & Jones, 2007). To utilize a scientific approach to changing a student’s problematic behavior, I would first focus on observable behavior, collect and analyze data on my own behavior in the classroom, as well as the student’s behavior, and make some hypotheseses regarding the function the behaviors serve the student both on my own and with a team. Next, I would create a positive behavior plan or contract that may incorporate the use of self-monitoring, role-playing, and self-instruction. By determining the changes that the student needs to make to engage in appropriate classroom behavior and providing social, activity and token reinforcement, new behavior skills are properly implemented and encouraged. Even though teachers are not responsible for developing a series of sophisticated behavior change interventions, there are a variety of effective, efficient methods teachers can implement that can dramatically influence student behavior (Jones & Jones, 2007).

During my first few years of teaching, a student with emotional disturbances and anger management issues entered my classroom, mid-year. I was told ahead of time about how this child would throw chairs and scream when he became angry in the classroom. I developed a “time out” area where the student could express his anger constructively and think out peaceful solutions to situations that were disturbing him or making him angry. Time-out provides an opportunity for children to calm down so they may benefit from some sort of problem solving or opportunity to practice behaviors to use when again confronted with a frustrating situation (Jones & Jones, 2007). I used to have the student fill out a Problem-Solving form at this point. I do think that this is still a useful method as I can use the form to support a more productive problem solving discussion with the student. A written form has the advantage of providing a record regarding the students’ assessments of their behaviors and a new plan of action (Jones & Jones, 2007). The form also gives the student, teacher, and other members of the class time to think out the problem and practice calming techniques such as taking deep breathes. I would use active listening skills to summarize what the student was saying and my understanding of the problem. To model self control in these situations I remained calm when the student became defiant. I was hoping that seeing me handling the student’s anger calmly would encourage the student to compose himself, as well. My plan had nothing to do with creating a more formalized intervention to dealing with chronic behavior problems such as this (Laureate Education, 2008).

I could have dealt with the situation I just described much differently given what I know now. Behavior management can be used to help teachers better understand students’ behaviors and improve them by applying consistent positive and logical consequences to students’ behaviors (Jones & Jones, 2007). I would begin the process of altering the student’s behavior by collecting data on observable behavior. It (collecting data) allows us to determine whether a problem exists, how serious the problem is, and whether the interventions being used are significantly affecting the behavior (Jones & Jones, 2007). Data collection and record of incidents and/or behaviors also serves as documentation for principals, parents, or the legal system (Laureate Education, 2008). I would utilize The Observation and Assessment in the Learning Environment Form, Figure 10.2, which helps teachers assess their interventions prior to seeking assistance from other teachers or specialists (Jones & Jones, 2007). In addition, the Functional Behavior Assessment Form from Figure 10.3(Jones & Jones, 2007) is quite useful as it assists the teacher with truly analyzing the student's behavior thoroughly. Collecting information to determine why the undesired behavior is occurring is the first step to conducting a functional assessment (Jones & Jones, 2007). During this process, I would be sure to truly analyze the data and make some hypotheses about the purpose of the student’s behavior. At this point, I would work collaboratively by sharing and brainstorming with the student’s parents, teachers, counselors, and those close to the student and gain feedback and ideas from them, as well. Some students present challenges that stretch the creativity and patience of even the most talented and gifted educator (Jones & Jones, 2007).

After that, I would develop a behavior improvement plan or contract with the student in a non-threatening way. I would ask the student, “If I had a video camera taping what happened, what would I have seen?” Students find this nonthreatening because while they describe their own behavior, they are allowed to describe the entire event as they perceived it (Jones & Jones, 2007). I will ask the student what rule they broke and how they will change and help the student to develop a plan for the change and put it into writing. Finally, I will ensure that the student and I clearly understand the plan and ask the student to make a commitment to the plan with a hand shake. I will also designate a time when we will meet to discuss how the plan is working. I will inform the parents of the plan that was made. It is imperative that families know when their children are having difficulty making responsible choices at school (Jones & Jones, 2007).

At this time, I would begin to teach the student ways to deal with their disruptive behavior. I would commence by implementing a method of self-monitoring through use of a countoon which would illustrate the acceptable and unacceptable form of the behavior and a space for the student to tally each form of the behavior. I would expand by role-playing both appropriate and inappropriate examples of the behavior and have the student role play them as well. The countoon would be placed on the student’s desk in order for them to easily tally each time the behaviors occur. After the student conducts two 10 minute periods of self-monitoring, I would meet with the student and discuss the results of their data collection. I would continue this process of the student self-monitoring and discussion of the results on a consistent basis. Another approach I will use includes self instruction where I will teach the student how to make positive, thoughtful internalized statements in place of the negative, unproductive statements they often make (Jones & Jones, 2007).

In addition to developing a plan for behavior management, I will reinforce appropriate behavior through implementing social, token, and activity reinforcement. By developing a plan where the student may receive words of encouragement and verbal praise from a teacher, administrator, mentor, or parent the student is provided with positive statements. I will incorporate the use of activity reinforcement by allowing the student to engage in preferred activities as a reward for desirable behaviors, as well. Finally, I will establish a “travel card” for the times when I am not present but still want to reward appropriate behavior in other settings, classes, or with other teachers (Jones & Jones, 2007). The desired behaviors from our plan will be written on a card which each teacher/adult must check off after spending time with that student. I will reward those checks they receive from the travel card with a ticket in the student can use to trade for preferred activities.

In conclusion, upon reflecting on a student with severe disruptive behaviors, I have found that a more detailed behavior change plan would have been more effective. Empowering students to develop new skills for managing their behaviors opens rather than closes doors for them (Jones & Jones, 2007). By using scientific approaches to change a student’s problematic behavior through the use of data collection, behavior plans or contracts, self-monitoring, role-playing, self-instruction, social, activity and token reinforcement, new behavior skills are properly put into practice and encouraged.

Works Cited

Jones, V., & Jones, L. (2007). Comprehensive Classroom Management. Boston: Allyn and Bacon.

Laureate Education. (2008). Interventions for Severe and Chronic Behavior Problems.

As the course I am taking on Understanding the Impact of Technology on Education, Work, and Society draws to a close, I am taking some time to reflect on what I have learned…

• In what ways has this course helped you to develop your own technology skills as a professional teacher?
  

The online course I am taking at Walden University has helped me to develop my own technology skills as a professional educator in several ways. One of the most important qualities of a successful educator is keeping abreast with the most recent technology trends and issues in education. Many of the articles, books, websites, and blogs I had the pleasure to view made me realize the issues facing education and teachers today across the country. I have never used an RSS feed or aggregator before. This technology really keeps the average busy teacher up to date with their favorite blogs or websites. It can take a great deal away from planning and teaching when you are surfing the net for the latest educational issues and news. Having an aggregator helped me to be able to keep tabs on issues that interested me.

As a requirement of the course I also had to make this blog and post comments on my team of classmates’ blog posts that interested me. I have viewed many blogs in the past but never made my own or really posted too frequently on other blogs. Making this blog helped me to reflect on current issues involving technology and education and how it directly related to me.
In what ways have you deepened your knowledge of the teaching and learning process?
I have deepened my knowledge of the teaching and learning process tremendously as it relates to technology integration. The technological changes occurring in society today are shaping the way we work and learn. Technology is really forcing educators to take a good, hard look at what and how we are teaching. I am amazed at how different the work world is becoming in comparison to most elementary schools. It seems the educational world, especially at the elementary level, is a bit behind. While most school meetings are still conducted in conference rooms, the “outside world” is utilizing global video conferencing, wikis, telepresences, and virtual worlds. Yes, the educational world has always been different than the outside world because we are dealing with children. Yet, the reasons why we must adapt and add these new technologies or brave, new world of learning to our educational systems are beginning to narrow the gap between the business world and school.

To become well informed of technological advancements as a teacher is quite difficult because technology is always advancing. However, as technology evolves it also becomes more “user friendly.” Blogs, wikis, and websites are becoming easier to create and update. With this, our students gain confidence with the simplicity of these technologies and therefore use it more often than not. It is imperative that we develop in them (students) a kind of network literacy to guide them in this process (Richardson, 2009). The technological interest and confidence of our students pushes us much like Toffler’s waves of society into a new era of teaching. It has always been the goal of educational system’s to properly prepare students to become capable members of society who effectively contribute to the working environment as lifelong learners. Technological innovation and advancements in our society have altered the working and social environment to include technology. Therefore, it would only be second nature for our educational curriculum to change and evolve to a curriculum of integrative technology to properly prepare students for the future.

As educators, we must tap into the potentials that these tools give us for learning (Richardson, 2009). Technology will affect our teaching practices by imploring us to venture to the technological advancements that appeal to us personally. Teachers will begin to gain comfort with the newest of technologies by honing in on what interests them or what they or passionate about as learners. This practice of becoming a bit selfish with what technological opportunities are utilized in the classroom is a step in the right direction and a great way to open the doors to this new wave in education.

• In what ways have you changed your perspective from being teacher-centered to learner-centered?

From this course I have been able to reflect on my own teaching and realize that I am doing a great deal of showing my students how to do things and my teaching is quite teacher-centered. My perspective has changed now and I see the value and relevance of having students work collaboratively on authentic learning tasks that involve the student making more choices and actually publishing their work with the most innovative of technology.

Technology and the use of learning objects can be used to transform learning. It involves moving away from whole-class instruction and mastering basic skills, and toward focusing on authentic instruction and assessment (Cramer, 2007). I plan to model lessons to teachers where the teachers and I serve as facilitators, guiding the students through authentic learning tasks. This will especially be useful for teachers who shudder at the thought of re-teaching a specific concept shown to be an area of weakness from data, yet it still serves the purpose of data driven instruction. Developing media with the intent of publishing it to peers as an audience makes the learning opportunity all the more powerful, motivating, and successful for students. If we want to remain relevant in the lives of the students, then we must use strategies and materials-such as global networking-that fit the learning styles of the digital natives. Classrooms in the 21st century need to be collaborative spaces where student-centered knowledge development and risk taking are accepted as the norm and where an ecology of learning develops and thrives (Naussman-Beach, 2008).

• In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

Long after this course has concluded, I still intend to utilize the blog I have made and aggregator I have set up. I find that these two components from this course help me to be more reflective with my effectiveness as a teacher and also keep me informed with how students learn best. I appreciate the networking that occurs with blogs and I feel it is extremely valuable to communicate with other teachers and professionals around the world.
Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

Upon reading the many resources from this course, I am astounded at the facts I read and how apparent it is for our curriculum to change to integrate current technology. The reasons why make perfect sense, yet I wonder how we could communicate this to the elementary schools in the county as well as the community I teach in. It may prove beneficial to spend some time sharing the facts I have learned with the schools I service. I will begin by adding what I have learned to the monthly newsletters I publish, sharing insight at faculty meetings, and create discussion on my blog. I will take it a step further by reaching out to the communities of the schools by sharing the facts with parents and the community by presenting to PTA and County assemblies. The most important fact I want to convey is that although digital natives may be tech savvy, they don’t use a lot of the information, or at least they don’t know how to think critically about the information they use. They need guidance on how to find the best information most efficiently (Miners & Pascopella, 2007).

As an Instructional Leader of Technology, the challenges I face are not necessarily with the students but with the teachers who are technically my students. I have been integrating the use of remote response devices for teachers in the classroom for the past two years and have found we are at the stage of the game where teachers should begin to utilize the equipment on their own without me asking them to. Yet, this is not happening. When I ask teachers why they are not utilizing the system, they mention that they just don’t have time to create relevant interactive powerpoints that they can use with the remote response devices. It is true they don’t have the time. However, this form of technology enhances assessment as teachers are able to get data on each student right away without the traditional paper/pencil assessments. It also enhances the normal powerpoint lesson as the show comes alive with clips, images, and questions to monitor student achievement. Initially, I was hoping that a blend of modeling the technology in every classroom and offering incentives such as jumpdrives and printers would entice teachers to utilize the devices. I even hoped that the sheer excitement and enjoyment to learn that the students expressed when remote response devices were used would motivate teachers to utilize the devices. Yet, I am still not seeing the progress with this device as I had hoped and it all goes back to teachers not having the time. So, I’ve decided to shift my technique drastically. Why not create the time for teachers to utilize the devices we offer in the county? Perhaps, it would be better to now to take the next step of offering work sessions for teachers to make and take their own interactive powerpoints that utilize remote response devices. Why not take the time to have each teacher bring a concept of study from the curriculum framework for each subject of the grade they teach? Before teachers ever come to the work session, let the teachers decide who will work on what subject and what content each subject will include. That way, in preparation for the work session, teachers will collect all the information they want to include in their show. At the work session, I will be there to facilitate the integration of technology by assisting teachers with embedding video clips, inserting images, and more importantly, mastering how to create interactive slides that utilize the remote response devices. Every teacher can bring a jumpdrive that they can load up with all of multi-media lessons that are created in the work session therefore walking away from the session with a way to assess and integrate technology in every subject for their grade. In addition, I will add these multi-media presentations made in the work sessions to our school’s website of teacher-made interactive resources.

As described in A Report and Mile Guide for 21st Century Skills, schools, like businesses, communities, and families must adapt to changing conditions to thrive. To continue professional growth with technology, I would like to begin assisting teachers, as well as Instructional Specialists, with getting to know and use blogs, wikis, and podcasts. I will lead by example with the creation and upkeep of my own blog, wiki, and podcasts available to the teachers and administration. I have already added this concept to the online class I am currently conducting. By the end of the online course, each teacher will have created a blog or wiki, a class website, and two podcasts. Their incentive for completing this coursework is college credits or recertification points. In addition, teachers get to utilize all of these tools in their classrooms as they will be required to create products that are relevant to the grade level and content they teach.

Another step I would like to add to professional development, is to try to encourage principals, and curriculum leaders to learn how to utilize podcasts, wikis, and blogs and publish them as well. I believe if I start out educating the leaders of the schools on 21st century skills, it will give teachers the motivation to begin learning and wanting to use these tools as well. I would like to make blogs, wikis, and podcasts a way for teachers to gain professional development ,as well as collaborate with other educators in the district and world. Once teachers begin utilizing these resources, I believe they will realize the need for students to master proper use of these available tools as well. We must work to restructure the state’s education system to integrate 21st century learning and implement online professional development tools (Miners & Pascopella, 2007).

One new technology I would like to implement in the classroom is the use of student-made wikis. I would like to begin modeling the use of utilizing wikis and podcasts with two 5th grade classes in the district I teach in. I want to initiate online collaboration through skype and wikis between two 5th grade classrooms from schools on opposite ends of the county I teach within. Students will work collaboratively to research and find information on concepts and standards of learning that interest them from a list compiled by their teacher and myself which has been shown to be areas of weakness on recent benchmark assessment data. Students will choose an area of interest and pose the question, “How can I make learning about this concept more exciting and fun for students?” Students will use the internet and online collaboration to create an informational wiki that includes relevant learning objects such as pictures, video clips, and their own podcast on assigned areas of interest.

Creation of these products I have mentioned will not only benefit the students publishing them. It will also serve to benefit 5th grade students in other schools in their district or perhaps state-wide. We want our students to learn to manage their own networks, and begin to understand the power of connectivity (Naussman-Beach, 2008). The teachers and I will serve as facilitators, guiding the students through this authentic learning task.

Cramer, S. R. (2007). Update Your Classroom with Learning Objects and Twenty-First-Century Skills. The Clearing House , 126-132.

Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.Used by permission.

Naussman-Beach, S. (2008, August 22). No Limits. Retrieved February 1, 2009, from Technology and Learning: http:www.techlearning.com/article/8466

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

Students Today

Click here to view a podcast of a teacher interviewing 5th grade students about their digital abilities and the implications it makes in the educational community.

21st Century Skills

http://www.21stcenturyskills.org/ is a great resource for learning where our country is at technology wise and what we should do in education to adjust to the ever changing times technological advances offer. The overview on the site clearly explains the meaning behind the initiative. I thought this site really offered terrific insight on how every member of society can contribute or raise awareness with bridging the gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces. I liked how the site offered steps that people can take at many levels in the private and public sectors. I appreciate how the site conveys that issues addressed should be resolved with collaborative efforts on local and state levels. I could not agree more with the fact that all students need qualified and effective teachers who are comfortable with using the most innovative technology available and that students need consistent and reliable access to the technologies.

I was surprised that the site mentioned several times that many school budgets are low but did not really address what to do if that was the case. It seems every time I try to address issues of technological advancement I am told there is no budget for it, so why discuss it.

I was motivated by the many state initiatives available for viewing on the site that address how schools will integrate technology and adjust the curriculum for the 21st century. This resource offered some great ideas that I could facilitate discussion on in my district as an instructor of technology. I would enjoy assisting with the implementation of aligning standards and assessments with 21st century skills. I would like to use some of the state initiatives linked on the site as a model for our county. I would share and utilize the six key elements for fostering 21st century learning with administrators and educators in my community.

Fostering 21st century learning would entail these key elements…

1. Expanding beyond the basic competency to understanding core academic content on higher levels
2. Incorporating learning skills that include information and communication, thinking and problem- solving, and interpersonal and self-directional, into classrooms deliberately
3. Proficient use of digital technology and communication tools essential to everyday life
4. Reaching out to the real world of the community, employers, community members, and parents
5. Infusing global awareness; financial, economic and business literacy; and civic literacy into the curriculum
6. Create a balance of assessments that are effective and utilize new information technologies to increase efficiency and timeliness

I feel our school district is already well on its way with the 6th step I have mentioned. We have begun testing online at the 5th grade level in elementary schools and are beginning to see its usefulness. Teachers are able to get feedback from benchmark testing immediately following the assessments.

Upon viewing this site and many other resources that reinforce the ideas expressed on this site, I am astounded at its relevance and how apparent it is for our curriculum to change to integrate current technology. The reasons why make perfect sense, yet I wonder how we could communicate this to the elementary schools in the county as well as the community I teach in. Perhaps it would be beneficial to utilize a professional development affiliate on the site to conduct professional development on the major issues for learning 21st century skills. It may prove beneficial to spend some time sharing the facts I have learned on my own with the schools I service, as well. I will begin by adding what I have learned to the monthly newsletters I publish, sharing insight at faculty meetings, and creating discussion on my blog. I will take it a step further by reaching out to the communities of the schools by sharing the facts with parents and the community by presenting to PTA and County assemblies.

Check out the site and tell me what you think!

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf

Blogging Anyone?

As an ITRT, I do not have students per say. I work to assist elementary teachers in my district ranging from Pre-K to Fifth grade with technology integration for all content areas. I personally visit all of my assigned elementary schools at least once a week providing professional development or model lessons that encourage technology integration. I create monthly newsletters to provide the newest information regarding how technology should be integrated in the elementary schools. I have established a website which has served as an area for me to share what's new in technology, what devices or software are available to enhance lessons, computer tips, model lessons and resources. I also provide informative e-mails to faculty and staff. Most recently, I began facilitating an online course for technology integration for elementary teachers in our county. A crucial part of the course required teachers to discuss and share ideas regarding their knowledge of technology integration in a discussion forum. This forum enabled teachers to share their views and concerns with other teachers throughout the district which provided an opportunity teachers rarely find time to do. It was obvious from their comments to me that the teachers truly enjoyed this type of interaction as they didn't have to stay after school to meet in a conference room to partake in the discussion forums. They could literally have a discussion with another teacher miles away from the comforts of their own classroom or even in their own home.

Since my students are teachers and my classroom is online or in a conference room, how I use a blog might differ slightly from a classroom teacher. I plan to require the teachers in my online course to interact via this blog to expand on educational issues regarding technology integration. The blog will serve as an area for the teachers to post and comment on their projects they have created in the class. There is (was) something really powerful about easily being able to share resources and ideas with a Web audience that is (was) willing to share back what they think(thought) about those ideas (Richardson, 2009).

On a broader scale, blogging could serve as a county wide initiative to increase teacher ideas across the county and the world. Why not use blogging as a form of professional development? Imagine how much more interactive blogging would be when compared to the good ol' faculty newsletters. Blogs engage readers with ideas and questions and links. They ask readers to think and to respond. They demand interaction (Richardson, 2009). It is my hope that through professional blogging among teachers, teachers will feel more comfortable and see the benefit of utilizing blogs in their own classrooms with students. In many ways it's important for teachers to consider the use of blogs in the classroom if only to model appropriate behavior of this powerful communication tool...(November, 2008)

November, A. (2008). Web literacy for Educators. Thousand Oaks, CA: Corwin Press.Copyright 2008 by Sage Publications, Inc. Used by permission of Sage Publications, Inc.

Richardson, W. (2009). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.