Spotlight on Emerging Technology: Online learning in K-12 Schools

Online learning is provided through learning management systems. An overview of LMS with a highlight on Moodle.org through their presentation is linked below:

eLearning presentation

Assessing for Learning - Reflection

The Differentiated Station social network was all new to me. We set up a Google Group..or I should say Sam did. It was a unique way to post our presentations on UDL & DI. Not only this presentation, but our resources that we discovered throughout our journey in this class will be easily accessible to all of the group members. I will be able to refer to the different survey each of us designed, the presentation methods we used for our UDL & DI sharing resource assignment, and resources for differentiating instruction in the classroom. I learned about WIMBA as an online chat tool. Not only can it be used in text version, but vocally. Through this online chat prezi and glogster were two new resources that I learned about that I did know much or about or even heard of before.

During this class, I have changed districts. I am teaching a subject I have not taught before in my previous position. While I was very comfortable with teaching Algebra 2 and Statistics in Philly, I am feeling a little hesitant with teaching Geometry. I would have easily been able to integrate technology in my prior classes...and have done so with some success. I was able to vary my instruction, and differentiate assignments. I used the Promethean board on a daily basis. I began to know my students and what each one needed varied in order for them to be successful. Currently, I feel like I have started over....from the beginning. I have a Smartboard which uses a different platform than a Promethean board. I am teaching Geometry which I am not familiar with the technology that I can use with the students or have the students use to complete projects. I have used Notebook to use for instruction, but I still have to learn where I can find videos. I have to also learn about GeoGebra. I do not know these students which those surveys would be something that would help me get to know their interests. I am hoping to give a survey after this first quarter to see what the students needs are educationally...to make learning more interesting.

Final Blog Post

Creating a GAME Plan forced me to focus on the NETS, standards for technology education. I have learned the importance of responsibility in the use of information and technology. This will have an immediate impact on my teaching practices. I will model proper resource references in my lessons. Another immediate change I am making as a result of my GAME Plan is a Google site to be used as a means of communicating information to students and parents. This will enable students and parents to see what the class is doing, what absent students have missed, where sources for extra help can be centrally located and where students and parents can contact me.

As a result of learning ways to integrate technology in the content area, I would like to have my students use problem-based learning such as the matrix webquest. I would like to see my students use blogs as a way to reflect on their learning and as a way to use collaboration between classes. Using technology for some units may increase learning and retention. I know that this process will take time as I explore how and when technology should be integrated in the mathematics curriculum. Setting goals, assessing, monitoring and evaluating them will help me with this process.

Using the GAME Plan Process with Students

The NETS-S "helps students prepare to work, live, and contribute to the social and civic fabric of their communities" (ISTE, 2007). The students standards align with the NETS-T. When looking directly at my GAME plan:

3c communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats, and
4a advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

with the comparable student standards

2b communicate information and ideas effectively to multiple audiences using a variety of media and formats, and
5a advocate and practice safe, legal, and responsible use of information and technology

It is my responsibility to model the practice and provide the opportunity through creative lessons. Creating a GAME plan can provide the direction.

After giving my students an overview of their class and the tools that I would like to implement, I would like my students to create a GAME plan for what the expect in their class. I expect my students to set a goal for the class (maybe each marking period), what actions they will take to complete their goals, how they will monitor their own progress, and evaluate and extend. I want my students to go beyond just getting a grade, but to reflect on their practices. The GAME plan could be used for individual projects.




National Education Standards for teachers (NETS-T) located at http://www.iste.org/Content/Navigationmenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

National Education Standards for students (NETS-S) located at http://iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Revising Your GAME Plan

Creating NETS-T goals has focused my attention on technology and its integration into the educational environment. I have learned about the importance of digital citizenship. Not only do I need to teach the process, but model the behavior. I have not taken the time to modify my "notes", but I am being very conscientious about referencing current work. As far as teaching the process, I have sample lessons from Reading the Web. I also like the idea of showing students what the consequences are of copyright infringement.

Feedback from my classmates has introduced me to new technologies such as wix and Ning. I have been re-acquainted with Google and its many uses such as Sites and Docs. I am still in the process of creating a website from Google and wix for communication purposes to my students and parents. Technology is an on-going learning endeavor. It is impossible for me to learn every technology, or even know of every technology available.

While the two goals I have (Model Digital-Age Work and Learning and Promote and Model Digital Citizenship and Responsibility) will be time consuming, I would like to also include facilitate and inspire student learning and creativity. Once the integration of the website is implemented I feel that including online collaboration will be the next step.


Reference:
ISTE NETS for Teachers 2008. (2008). Retrieved 4 August 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

Evaluating Your GAME Plan Progress

I am finding it difficult to focus my attention on my GAME plan during the summer months. I have created an unpublished wix.com site that originally wanted to use as a class site. I liked the comment page from the templates that would enable parents to contact me relatively easily. I have read Diane Young's Blog Week Four Game Plan Update and she mentioned Google sites. I completely forgot about this option. I have even used it to create a site for SPHS Class of 2010 to try help the seniors keep up-to-date about important information and events. I decided to create a Google site also. I am not sure which option I will implement between the wikispace, wix, and Google sites. When I review my plan, a goal of mine is to communicate with parents. I have to evaluate each of these to decide which will be the best method for communicating with parents...and the easiest.

Once we have access to our laptop carts, I can include the lessons about validating websites, search engines and citing sources. I can use a wiki, wix, or Google site for informing students and parents about our class. BUT...A question that has arisen now is how will I include these lessons while still covering content so I do not get behind in the curriculum before I even get started?

I am not going to adjust my plan...just need to figure out when and where to implement it?

Monitoring Your GAME Plan

Stage 3 of the Plan: MONITOR

One of my goals was to communicate with my students and parents by creating a website or re-creating my wikispace. I have looked at wix.com as suggested by Lyndsay Paisley. I just started to create a website that will enable my students to look for important class information. I would like to link the wikispace if possible so that students will have the resources for self-directed learning or assistance. The wix also enables a contact page where parents could send me a message. Again I am in the inital phase of creating this website and plan to reference Lyndsay's website for ideas and use the wix tutorials. I will also look at my wikispace and change a few things. I would like my students to be able to find altenate assignments when they miss class and access their grades.

The other goal I had set for myself was to model and teach ethical use of resources. I have several flipcharts that I utilized Discovery Education videos. I still have to cite the resources on my "pages". Also, I would like to use the lessons for the QUEST Model of inquiry referenced in "Reading the Web". These lessons would involve analyzing URLs, evaluating websites, and citing resources.

I have learned that I need to have a plan.....what do I want my students to learn and what will be the best way to get there. The latter thought...is there technology to support me to help my students get there in another way.

The question is always there....how do we find the time to get everything done? It almost seems overwhelming to think of all my prior "notes" that I need to go through to make sure references are cited...but can be done as I am ready to re-use this flipcharts.
The wix website is going to take time to create since I do not know much about wix. So, I question if I will be able to create the website I have pictured in my mind?

Carrying Out Your GAME Plan

As I stated in my previous blog, the two NETS criteria I based my GAME plan on were:

3c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats, and

4a. advocate, model, and teach safe, legal, and ethical use of digital information and technology of sources including respect for copyright, intellectual property, and the appropriate documentation.

To carry out my GAME plan for the first criteria, I will need to modify or re-create my wikispace. It was also suggested from a classmate (Lyndsay Paisley) to use wix.com to create a website. After investigating Lyndsay's website, I can see the usefulness that the website would have to achieve the goal of parents communicating with me. There is a comment box that is sent to my email. I will also need to take the time necessary to keep the wiki or website up-to-date so that the students may use it as a resource to find missing assignmnets or notes from class. If I want the students to be able to help maintain "their" class wiki, I will need to have the proper permissions for the students to submit work online. I have not started working on this since we are on summer break.

The second criteria will force me to look at all of my "notes" for my lessons. I use flipcharts for my chapters which involve downloaded videos from Discovery Education and worksheets. I will have to try to re-locate these sources to cite them properly. I have to advocate and model the proper use of resources. When I teach citing sources properly, I plan to use activities from one of my Walden courses (text material). The activities will involve the students validating websites and properly citing sources. The only information I need is the sources of my videos and worksheets already embedded in my flipcharts....and TIME. Once again I have not started any of this since I am enjoying a much needed summer break.

Reference:
Wood, T. (2010, July 8). Becoming Tech Savvy. Mesage posted to Developing Your GAME Plan archived at http://tiwood12.blospot.com

Developing Your Personal GAME Plan

The NETS (National Educational Technology Standards) define the "concepts, skills, and attitudes for applying technology in educational settings" (ISTE, 2010). The NETS-T sets the framework for teachers to use as they "design, implement, and assess learning experiences to engage students and improve learning" (ISTE, 2008). The five standards include 1. Facilitate and Inspire Student Learning and Creativity, 2. Design and develop Digital-Age Learning experiences and Assessments, 3. Model Digital-Age Work and Learning, 4. Promote and Model Digital Citizenship and responsibility, and 5. Engage in Professional Growth and Leadership.

I do not have confidence that I follow any of the standards as I am still learning technology myself. I am slowly adding inquiry-based learning. Of all of the standards the two I feel the least confident or proficient is Model Digital-Age Work and Learning and Promote and Model Digital Citizenship and Responsibility.

The GAME Plan is an approach to self-directed learning. there are four steps: set Goals, take Action to meet those goals, Monitor the progress, and Evaluate whether the goals were achieved and Extend the learning to new situations (Cennamo, 2009). My GAME Plan follows:

3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
GOAL:
I would like to model digital-age work and learning by being more pro-active in utilizing a wiki to communicate information to my students and parents. I have a teacher wiki space with areas for both Algebra II and Statistics, but used it to post resources for content.
ACTION:
I want to take the time to use the wiki as a way for students to find out what they have missed in class or for parents to see what is happening in class. I need to post files for make-up work or alternative assignments. I can also use the wiki to have students and parents access their grades using a password.
MONITOR:
I will know that I am making progress by keeping the wiki up to date. I can also obtain feedback from parents and students.
EVALUATE or EXTEND:
I can extend this by utilizing the wiki to post student work or having the students join the wiki. The students could help keep the wiki up to date by posting their class notes.

4. Promote and Model Citizenship and Responsibility
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
GOAL:
I would like to advocate the proper use of information by respecting copyrights and document all resources.
ACTION:
I use a lot of videos, pictures, and worksheets downloaded from the internet without citing the sources. I have to model the proper behavior by referencing my sources. I can include activities about using resources and how to reference them.
MONITOR:
I can monitor the progress by reviewing the work I present to make sure the sources are referenced. I can include proper referencing as part of an assignment's rubric.
EVALUATE:
I can evaluate that the goal has been met by assessing student work. If my students are referencing sources then I have accomplished my goal.

References:
Cennamo, K., Ross, J., and Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standrds-Based Approach. Mason, OH: Cengage Learning.

National Education Standards for teachers (NETS-T) located at http://www.its.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

The International Society for technology in education (ISTE) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/Nets_for_Teachers.htm

Transitioning Knowledge to Synthesis - Reflection

"When we approach Internet inquiry as both teachers and learners, we join our students on the journey of inquiry..."(Eagleton, 2007). The model of Internet inquiry in the text Reading the Web strategies for Internet inquiry describes five (Questioning, Understanding resources, Evaluating, Synthesizing, Transforming) phase and strategies required in each phase. Having each phase described helped me realize the literacy skills students must acquire to be successful using the Internet.
One of the most enlightening applications from the course Supporting Information Literacy and Online Inquiry was evaluating search engines and websites. I have always used Google to do searches and took for granite that the sites I used were valid. I realize that my students may have had the same experience, only using what is familiar and not knowing how to evaluate a website for validity. Another insightful application was citing resources. While writing I have used the practice of citing sources, I did not realize anything being reproduced should be cited. I will definitely make sure in my future practices to cite worksheets, pictures, or content from sources I use in my classroom.
Moving forward I would like to share my new knowledge with my students. I would like to try the Internet inquiry based lesson created in this course. My students will learn the QUEST model, complete activities reinforcing literacy skills and produce a culminating project.


Reference:
Eagleton, M.B., & Dobler, E. (2007). Reading the web:Strategies for internet inquiry. New York: The Guilford Press.

Evaluating a Website

As part of a graduate class, we were to evaluate a website. I never really thought about websites and if they were valid or not. This process made me more aware of the resources I use and that I need to make my students more aware.
I used a process from Web Literacy for Educators written by Alan November called Get Real.

R - read the url...looking for the extensions as a means to determine if the information is reliable
E - examine the content...what other resources or links are on the site...is it updated...is the information correct
A - ask about the author
L - links...look at the forwarded links...do the domain names change

Below is a link to a screencast of my evaluation of the website Save The Pacific Northwest Tree Octopus on Screen Toaster.

Evaluating a Website

Effective Bridging of Technology and Instruction Reflection

At the start of my teaching career, I was a basic lecture-type instructor. Each year I would try to improve on my teaching applying my own learning to my classroom. I would find cooperative learning activities to include in the lessons. Each course I have taken, I have learned something to try to apply in my classroom. Before this course, I had just started learning about the Promethean board and complimenting iMac. I would try to find appropriate video shorts from Discovery Education to have visual demonstrations.

The technology that I have been exposed to has dramatically increased. I have learned about concept maps which I am having my students create in my statistics class. This has turned into a project that both myself and my students are learning from. I have also have had my students explore Comic Life to create a comic strip about their understanding of categorical data. In my Algebra 2 classes, we are currently preparing for the PSSAs and are using a web-based program Study Island as a remediation and practice program. I have also tried the behaviorist approach of tracking proper behaviors within the classroom.

In the future I would like our school to have access to VoiceThreads and utilize it to comment either on graphics or student projects. Students take pride in their work especially if they know their classmates will be commenting on their work. I would like to continue exploring concept maps. I am hoping that the students will see the benefit of organizing their notes and thoughts. I want to further investigate the tracker sheet and have students keep track of their own progress by keeping their scores in an Excel spreadsheet. I feel that students will continue to improve if they can see what progress they have made.

Connectivism and Social Learning in Practice

Social learning is learning that occurs within a social context. We learn from one another through observations, imitations or modeling. An instructional strategy that enables students to interact with each other is cooperative learning. Students work in small groups to enhance their learning.

As mentioned in the text, Using Technology with Classroom Instruction, technology can play a big role in cooperative learning. Some examples of cooperative learning activities using technology include WebQuests, creating web sites, blogs and wikispaces. There are several communication resources such as blogs, wikispaces, and skype. There are also share sites such as Google docs that allow students to collaborate on a project.

Voice Thread

I created a voice thread. I do not sound the greatest. My son was irritating me as I was trying to record my comments.

VOICETHREAD

Constructivism in Practice

Constructivism as explained by Dr. Orey is the unique meaning that is constructed by each individual based on their prior knowledge. He makes reference to the meaning of the word "chair". Each person could construct something different as to their meaning. This brings me to an assignment I had to do in another graduate school class. We were asked to have our students draw a picture of a swing. their were no other instruction other than to draw a picture of what they saw when they visualized a swing. I had pictures of of swing sets, park swings, baby swings and porch swings.

Constructionism, on the other hand, requires that an external artifact be built that can be shared with others. "Using Technology with Classroom Instruction that Works" discusses the use of spreadsheets. Dr. Orey mentions the use of PowerPoint. Some other programs useful in constructing projects are Garage Band, Inspiration, and Comic Life. Students can use these technological programs to create their interpretions of concepts. I specifically used Comic Life to have my students create a comic strip showing that they understand what categorical data meant. I had one student that took snapshots of her classmates sucking on different flavors of lollipops. She illustrated that flavors of lollipops were data that could be categorized.

These hands-on approaches are ways for students to expand their meaning.

Cognitivism in Practice

With cognitive learning theory, a student makes an effort to organize, store and find relationships between old and new information, scripts and schema. Basically it is how information is processed by the mind.

Two instructional strategies that help students organize information are "Cues, Questions, and Advance Organizers", and "Summarizing and Note Taking"

Cues, Questions and Advance Organizers focuses on the students' ability to retrieve, use, and organize information. Technology tools can be used to create well-organized, visually appealing organizers. Some example technology tools are word processing applications, spreadsheet applications, organizing and brainstorming software, and multimedia applications.

Word processing programs can be used to create brochures, rubrics, stories, articles, artistic works, tables, and charts. Rubrics can also be created in spreadsheet software. Inspiration is an ideal tool for creating advance and graphic organizers. It allows learners to add and organize information as it is being introduced. Multimedia is a way for students to activate prior knowledge and develop a mental model to process new information.

Summarizing and Note Taking focuses on synthesizing information. Students take new information and place it into their own words. Some of the same technology tools can be used with the addition of communication software. Wikis and blogs allow groups to share resources.

All of these tools help students take information that is stored in their short term memory, link it to an experience to embed it in their long term memory. One tool we investigating was concept mapping. and virtual field trips. While I see the usefulness of virtual field trips in science and history, I found it difficult to find a virtual tool linked to mathematics. Concept mapping is an ideal way for students to link concepts together. I tried to create a concept map for Statistic. this could be used an introduction to the subject and what topics will be covered in the class. It can also be used as a review sheet. Since I allow open notebooks for the final, students could fill in the formulas and definitions as we cover the material. My Statistics concept map is shown above. This is just the beginning.

Behaviorism in Practice

Using Technology with Classroom Instruction that Works discusses two strategies that will help students acquire and integrate learning. These two strategies are reinforcing effort and homework and practice. Reinforcing effort focuses on teaching the students the importance of effort and having students keep track of their effort. Homework and practice should deepen a student's understanding and help him become proficient with skills.

Dr. Orey explains behaviorist theory as operant conditioning. It involves two parts: reinforcement and punishment. Reinforcement is more powerful. At one time programmed instruction was a method used to reinforce, but has morphed into the online tutorial. Using tutorials conditions students by presenting small amounts of information, guiding questions, and rewarding the correct answer.

One such tutorial or remediation program I have used is the web-based program Study Island for Algebra 2. The students take a pretest then have each of the PA State Standards in mathemtics they must complete a certain proficiency level. They are rewarded based on their percent proficiency with white or blue ribbons and "labeled" with BB, B, P, or A (Below Basic, Basic, Proficient, Advanced). The students have the opportunity to look at hints to their questions and to review a lesson. The students must continue the standard until they have earned the white or blue ribbon. A similar skills resource for English I reviewed was the English Grammar 101. Students practice basic grammar skills such as verbs, adjectives, adverbs, and prepositions. If the question is answered correctly the highlight area changes to blue. If it is incorrect, a red "X" appears. A score appears at the top of the page.

Tracking effort is another method for reinforcing proper behaviors in the classroom. I plan to use a track sheet that the students will keep on a weekly basis. Each day the students have an opportunity to earn points for the behaviors that are suppose to be exhibited such as coming to class on time, completing the warm-up, participating by answering questions and actively engaged in the classwork. Each week this sheets will be collected and points tallied. As the text described an effort rubric and recording the effort in an Excell spreadsheet, I could do something similar and have students keep track of their progress.

These instructional strategies are still very useful in the classroom, but not as the only instructional strategies. Students still need to know the purpose of learning the material and will have to apply these new skills to the real-world.

Bridging Learning Theory, Instruction, and Technology

Looking forward to some more technology uses in my classroom through this class from Walden University....bring it on!