Reflection of the Integration of Technology

Final Thoughts

Part 1

Learning how many different ways there are to integrate technology into the classroom has and will improve how I plan my lessons and teach my class.  This semester I have had a wonderful experience finding and creating ways to use technology to enhance student learning.  Understanding the rationale of the many uses of technology has helped me learn to implement technology more effectively in the classroom. 

This course has allowed me hands on application of the AECT Standards in areas of design and development.  Standard 2 relating to development of instructional materials in the areas of print, audiovisual, computer-based, and integrated technologies was thoroughly explored and practiced throughout the semester.  Having a focus on math at a 5^th grade level allowed me to implement many of the materials shortly after creating them. 

The two assignments that taught me the most professionally were the presentation and hypermedia activities.  Moving beyond a power point to creating a tool that enhances a lesson and works as a visual connection for students improved my lesson design.  Finding new ways to integrate technology within one lesson presents quite a challenge, but with positive results.

The most challenging part of the course was having a focus area that all assignments would be based upon.  I chose math quickly thinking that since it was my favorite subject to teach, it would the best option.  I have always favored teaching math throughout the curriculum, but having to create each activity based solely on one subject was harder than I had expected.  Maybe I would find it different if I didn’t come from an elementary school background, I’m not sure.  I found the completion of this course very rewarding.  Staying focused on one subject challenged me to dig deeper to find new ways of technology integration.  For that, I am thankful.

Part 2

Reflections on my blog this semester

For content, I feel that I took time to provide thoughtful posts, analyzing content and making connections to the content.  67/70

When writing my comments, I used resource material and the course text to support my responses. 20/20

Although I completed all required blog assignments, I feel that posting my comments earlier in the week would have allowed more time for others to read and respond.  15/20

I enjoyed reading and responding to other students’ posts.  My responses were always detailed, however, I could have responded more during some weeks.  23/30

My final grade would be 125/140.

Accessibility Options on My Computer

When researching available resources for students with disabilities, I began by looking for apps and programs that offer support.  However, I failed to look at my own computer.  As I took a closer look, there are quite a few built in accessibility options and I was only familiar with a few.

Narrator 

By turning on the Narrator option, I was able to choose the voice, pitch, and speed of the Narrator.  Choosing which sounds would be spoken and how the cursor and keyboard would function were also options.  As I continued typing with the Narrator enabled, each keystroke was read aloud as I typed and words were read after the space bar was used.  When toggling back and forth between documents, each document was introduced as I began to work.  As I clicked on other icons on my desktop, they were also read aloud.  The Narrator function would be beneficial for learners with visual impairment.

Magnifier 

After selecting the Magnifier a box appeared allowing me to adjust the magnification of my screen.  When working, this box minimized to a small magnifying glass icon on my screen.  At this point another available option was to invert the colors on my screen and allow the magnification to follow the cursor.  Once again, this feature would benefit a learner with low vision.

High Contrast 

Four options of contrasting colors were available, each with different color options.  These options also included changing the hyperlink color as well as background and text.  Learners with low vision or color blindness would benefit from this feature.

Keyboard 

For learners with lack of dexterity or movement, Keyboard offered four options.  First, the keyboard could be projected on the screen.  This would allow users to use a mouse or joystick to access the keyboard.  Second, sticky keys could be enabled for use with keyboard short cuts, allowing users to push one button at a time rather than simultaneously.   The third option is to enable a tone when toggle keys like shift, cap lock, and number lock are used.  Finally, the filter option would ignore when keys were stroked lightly or if keys were repeated.

Mouse 

Both the size and the color of the pointer could be controlled with this function.  I was surprised to find another feature.  The numeric keypad could be designated to control the mouse.  To turn this function on and off, the number lock could be used and the speed of the control could also be adjusted.

Other 

This final option allowed for four other various functions to be enabled.  The background can be turned off, turning it completely black.  Animations can also be turned off.  The thickness of the cursor can be adjusted here to improve visibility.  On screen notifications can be set to appear from 5 seconds to 5 minutes.

Before taking the time to explore the options on my computer, I knew they existed, but not in any depth.  I now have a much better understanding of each function and how it could support a student in my class.  This has encouraged me to take the time to find all the features of accessibility that our students have available on the Chromebooks we use at school.  Robler and Doering (2013) point out, “As technology continues to evolve, it holds great potential for the flexible instructional support necessary for meeting the evolving learning needs of students with disabilities.”  However, we must be aware of the technology that exists.

Resources

Roblyer, M.D., & Doering, Aaron H. (2013) Integrating educational technology into teaching (6th edition). Upper Saddle River, NJ: Pearson Education, Inc.

Obstacles and Challenges of Technology in Math

Throughout the past few weeks, I have enjoyed the opportunity to focus on integrating technology into my 5th grade math class.  Although I have found many resources to use to enhance and transform my math instruction through the use of technology, I also realized there are some obstacles involved as well.  Three obstacles in integrating technology in math class were apparent in my own experience.

Overwhelming amount of math sites available-

When searching for resources to teach multiplication, an abundance of resources are available.  Not a bad problem to have, right?  However, not all resources are created equally.  I am constantly looking for the best resource to improve my lessons and teach my students.   I don’t always have the time needed to research each option.  That’s where social media and education are my best solution.  Thanks to educational blogs I have access to research that other educators have reviewed.  The more educators share, the more we all (teachers and students) benefit.

Lack of resources for common core methods of math-

Many of the resources online are in game format.  While this is great for practicing rote skills and engaging less interested students in math, it doesn’t mirror the format of math testing for common core.  As common core materials are adopted for state curriculum, more online content is becoming available.  I believe this is a naturally occurring problem anytime new methods are adopted.  In time, resources will become more abundant.  Meanwhile, it is important for those who have the capabilities to help fill the gap. 

Lack of available technology -

Overcoming a lack of technology (devices) in the classroom is a big obstacle if nothing is available.  However, many times technology is available, but limited.  As the push for technology use in the classroom increases the more importance districts are placing on the funding of technology.  I think it’s important to be creative, use what is available to the best of our ability.  Meanwhile, definitely prepare for tomorrow.  In one study of preservice teachers, their expectations for technology in the classroom brought disappointment.  “They expected a fast, high-quality technology and were surprised when the technology in their field placement was not what they expected (Herron, 2010).  There are two schools of thought with technology.  On one side, there is a belief that there should be training for teachers in technology to ensure they are prepared to use the devices when they are purchased.  The other side believes if the devices are placed in the classroom, teachers will increase their use as they are trained relieving the frustration of knowing how to use technology but not having it available.  I believe there are positive and negatives to both sides and sometimes it just comes down to how and when funding is available.

There will always be obstacles with technology in the classroom.  Curriculum changes, technology changes.  Overcoming the barriers in education is part of our ever changing world.

Resources

Herron, J. (2010).  Implementation of technology in an elementary mathematics lesson: The experience of pre-service teachers at one university.  SRATE Journal, 19(1), 22.  Retrieved from: http://apbrwww5.apsu.edu/SRATE/JournalEditions/191/Herron.pdf

Roblyer, M.D., & Doering, Aaron H. (2013) Integrating educational technology into teaching (6th edition). Upper Saddle River, NJ: Pearson Education, Inc.

Integrating Technology Across Content Areas

I remember a time when teaching a cross-curricular lesson/unit meant sitting at a table with a book or two from each subject area looking for ways to tie them together into one theme.  Times have changed!  Today, a simple Google search brings information to us quickly and easily all on one screen.  The teacher still plays an important role of managing the information, choosing the best and adapting to make the good material better.  Same process, just better tools and easier access to more information.

As I began working on integrating math into other subject areas, I realized that with the integration of technology, I often also integrated other subjects.  Music is a great example of this automatic integration.  Without technology, I would have to admit the times I would integrate music into my math time would be very limited.  However, with technology, I realize most of the videos I use in my math class are songs, often parodies, which use music and lyrics to teach concepts students struggle to learn or remember.  Even further, as I looked for music videos to reinforce times tables, I found the same concepts taught with different musical genres.  One video in particular, The Little Caesars Fraction Song, teaches kids about fractions with a rap song, classical version, and one from the 50’s.  Integrating math and music is a fun way to teach students about music while focused on the areas of math.  Addressing all music standards for my grade level would take additional research and planning, but the use of technology makes this process easier.

With the introduction of 21st century standards, teachers are presented with the challenge of incorporating multiple subjects into a single lesson.  Technology is expected to be incorporated into our lessons as well.  For music, technology tools have always had an important role in our lives.  From the tools to create the music to the devices that record and play the music we enjoy, music is influenced by technology.  According to Roblyer and Doering (2014), technology use in art and music education has the potential to transform the learners’ experience, but teachers may need support in teaching the content area.  Professional development for teachers in both the use of technology and the content areas are important.  Teachers need to be supported and given the time to implement technology and gain content knowledge.  

Resources

Kassner, K. (2010). Using music technology in the classroom. Retrieved from https://education.fcps.org/trt/sites/default/files/karen/musictech.pdf

Roblyer, M.D., & Doering, Aaron H. (2013) Integrating educational technology into teaching (6th edition). Upper Saddle River, NJ: Pearson Education, Inc

Walled Gardens

Staying Safe While You Surf

YOLO!  Yes, you only live once.  However, that photo you posted yesterday?  That photo lives on and on and on...online.  You must always stop and think before you post pictures online.  This video from Flocabulary will help decide to post or not to post with their 10 helpful rules.

BULLY- BEHIND THE SCREEN  Cyberbullying or saying mean things to people online is just as bad as saying them in person.

DELETE CYBERBULLYING is a website that provides advice to those who are being bullied online.  If you are a victim of cyberbullying try these steps or visit deletecyberbullying.org:

• Ignore- don’t respond
• Record- keep a diary and a hard copy
• Reach Out- tell someone who can help
• Cut Off the Bully- stop communication or block the number/email
• Go High-tech- report online bullying to the website

PASSWORD123- Make sure you protect your information online.  This includes using strong passwords, not using your full name, using safety features that control your privacy, and not sharing private or secure information online.  The Protection Connection at OnGuardOnline.gov shows you how to protect your personal information online.

FREE IPOD If it’s too good to be true…  You’ve heard it before, but it’s good to be reminded.  If it seems too good to be true- it’s probably not true.  Everything on the internet isn’t true.  Check the source before you believe anything you read.  

For more information online visit the following websites.
http://www.netsmartz.org/ for kids, tweens, teens, and adults
https://www.commonsensemedia.org/ for parents and educators

Video Use in the Classroom

This week my blog features a video of educators sharing how they use video in their classrooms.

Using Spreadsheets in the Classroom

The ease of using Google forms to collect information has created an easy introduction to spreadsheets for those who might not use them otherwise.  Knowing how to manipulate the data after it has been collected into a spreadsheet is just as useful.  At the beginning of the year, I begin by sending out a Google form to gather information from my students.  Throughout the year, I use that information (that Google has so nicely converted to a spreadsheet) in many different ways.  The email addresses are all collected and added to a group contact for a class mailing list.  The names, first and/or last, are often used for websites that have a built in class management system or allow bulk sign up as a classroom.  I also create a separate sheet of student names and numbers to use as grading sheets, check off lists, and other daily tasks.  This same spreadsheet can be used for seating charts and student grouping without a lot of extra work.

If you are new to Google spreadsheets, there are many tutorials available to assist you. Educational Technology and Mobile Learning has a great tutorial lessons for using Google sheets.  The tutorial lessons provide instruction in areas like getting started, formatting, and formulas from simple to complex.

There are endless possibilities for using spreadsheets in the classroom, and many of them support math.  Driar (2001) states, “Interactive spreadsheets can be designed by a teacher to provide students with a laboratory-like environment to investigate a mathematical problem.” In her article, she elaborates giving many examples for teachers of middle and secondary school to use in their classrooms.  Besides manipulating data and formulas, spreadsheets can be used for graphing, flashcards, and probability.  Using spreadsheets gives students a better understanding of how technology can enhance their learning.

Educational Technology and Mobile Learning. (2011-2014). Retrieved from http://www.educatorstechnology.com/2013/05/everything-teachers-need-to-know-about.html

Drier, H.S. (2001) Teaching and Learning Math with Interactive Spreadsheets. School Science and Mathematics. Retrieved from  http://mathed.byu.edu/kleatham/Classes/Fall2008/MthEd308/Drier2001TeachingAndLearningMathematicsWithInteractiveSpreadsheets.pdf

PowerPoint: The Past, The Present, and The Future

The Past

PowerPoint.  Funny how one word can evoke so many memories.  Memories of boredom while following along as the presenter reads directly from each slide.  Only to be made worse by the handout in front of you with each slide copied, eight slides per page, for future reference.  Let’s face it.  How often do you honestly say, “YES!  We get to watch a PowerPoint!”? Does this look familiar?

PowerPoint is not all bad.  It has been overused and mistreated.  But, there is hope!  With just a few changes in thinking, PowerPoint can become good once more.

The Present

Presentation tools like PowerPoint or Google Slides can lead to great presentations when used

carefully.  The presentation should be simple and provide visuals to help the audience connect to and remember your key points.  Less is more.  Resources like Garr Reynolds’ Top Ten Slide Tips will lead you in the right direction to creating powerful presentations.

The Future

It’s not just enough to change the way we use PowerPoint.  We must change the ways of future generations.  We must pass these rules on to our students.

Just as it is important for teachers to modify our use of PowerPoint in the classroom, it is important to give students the same structure.  Power points are often created by students as an option instead of writing a report.  Those same power points often look just like reports with picture added in here and there.  However, there are positive ways students can use presentation slides, including PowerPoint.  Presentation tools offer an effective way to address the new 21st century standards of communication.  Just as we learn that PowerPoint is just a tool to present key information, students can learn to identify key points to use in their presentation.  One advantage to using Google slides as a presentation tool is that students can work collaboratively on a shared presentation.  Students can jigsaw presentations as experts in one area, while other group members can share their expert knowledge on other slides.  Everyone is given a voice, everyone has a slide to share,  and shy students will have a way to refocus the attention of their audience.

PowerPoint and other presentation tools are not bad, they just need to be used properly and they can be amazing!



Resources

Reynolds, G. (2014). Top Ten Slide Tips. Retrieved from http://www.garrreynolds.com/preso-tips/design/

Overview of Google Docs, Sheets, and Slides. Retrieved from https://support.google.com/docs/answer/49008?rd=1

Instructional Software

Instructional software can play many roles in the classroom.  Used as a tool for remediation, extra practice or even to simulate activities that would not be possible in most classrooms, this software can be very valuable.  I have focused my search on software that would be appropriate for 5th grade math.  With the transition to common core, I have found that LearnZillion provides videos that can be used as visuals for whole group or individual to explain new methods in math.  Using software tutorials when curriculum is changing can benefit both the teacher and the students.  Front Row is another site that offers support for common core practice by offering differentiated practice of common core math skills.  Students can be assigned specific practice or adaptive practice that will find the appropriate skill level for practice at various grade levels.  Software like Front Row offer classroom management systems that allow teachers to monitor student progress and quickly intervene when necessary.  One of my favorite software tools is online manipulatives.  The National Library of Virtual Manipulatives offers online manipulatives organized by grade level and math strand. Online manipulatives are a great resource for classrooms with limited budgets.  As we move to online testing, students are often expected to use online manipulatives to solve problems.  It is important that they have had experience using these manipulatives prior to testing.  With such a wide variety of software available it is important to choose the software that fits students’ needs best.

Instructional software may be used as a differentiation tool to practice skills or review for students who struggle with math.  Both math tutorials and games give students an opportunity to practice skills in specific areas.  When choosing software for struggling students, it is important to find software both valuable and effective. Beatrice C. Babbit has created a 10 step checklist for identifying appropriate math software for students with learning disabilities.  Although not all students who struggle have learning disabilities, I believe her check list is still valuable for struggling students as well.  Tip #10 is a key to choosing software for all users.  Babbitt points out that software is not the complete solution to instruction, but instead should be used as a tool (2011).  This reminds us that we must focus on using instructional software as a tool and not to replace the teacher.

Resources

Babbitt, Beatrice C. (2011). 10 Tips for Software Selection for Math Instruction - LD Online. Retrieved from http://www.ldonline.org/article/6243/.

Front Row Education Inc. (2014).  Retrieved from https://www.frontrowed.com/.

LearnZillion. (2014). Retrieved from https://learnzillion.com/.

Utah State University. (1999-2014). The National Library of Virtual Manipulatives. Retrieved from http://nlvm.usu.edu/en/nav/vlibrary.html

Acceptable Use Policy

An AUP, Acceptable Use Policy, communicates the guidelines for acceptable use of technology and the internet for a school or district.  This agreement often signed by staff, students, and parents identifies what is appropriate and sometimes even specifies inappropriate behavior with technology.  With the constantly changing world of technology, AUPs should be updated regularly.

AUP’s are written in many different forms and use different approaches to the language used to guide students’ use.   Common Sense Media offers a step by step guide to creating an AUP and suggests that topics such as use of network, internet safety, filtering and monitoring, copyright, network security and privacy, disciplinary action, digital citizenship, and social media usage may be included. (2014).  

Recently, guidelines for BYOD, Bring Your Own Device, have been added to AUP policies in districts that allow students to use their own devices in classrooms using the school internet service.  The Ballico-Cressey School District has included guidelines for their students who bring their own technology.  The policy gives examples of types of technology included in BYOD and specifies they are allowed its use “provided such technology is used for instructional purposes” (2014).

In my district teachers were sent an email with a new AUP attached.  There is a dramatic difference in the two policies both in content and length.  I find the language to be written in a very negative tone which I feel discourages students from using technology.  My district would benefit from having shareholders involved in the process of creating their AUP.  Most districts have policies already in place for bullying and cheating.  By making sure these policies address behavior in regards to technology, it does not need to be included in the user agreement.  This allows agreements to be simplified and written in a more positive manner (McLeod, 2012).  An example of a policy written in positive language encouraging students to be responsible on line can be found in Merced City School District’s Network Acceptable Use Contract (2014).  This policy is written in student friendly language encouraging appropriate behavior, internet safety, respect for other students and simply states if these rules are not followed they will no longer be able to use the computer.

It is important however, that the policies we put in place to protect our district and our students, does not prevent the teacher from using technology to facilitate learning.

Resources

Atwater Elementary School District. (2014). Student acceptable use agreement. Retrieved from http://www.aesd.edu/file/1346926764334/1356607079087/1982454554300140074.pdf

Ballico Cressey School District. (2014). Acceptable use policy for student of technology resources. Retrieved from http://media.wix.com/ugd/1b90b4_1544e98d35ed43d1ad88ab9330c65822.pdf

Central Unified School District (n.d.) Student electronic resources acceptable use contract. Retrieved from http://www.centralunified.org/userpolicy

Common Sense Media. (2014). 1-1 essentials- acceptable use policies. Retrieved from

https://www.commonsensemedia.org/educators/1to1/aups

Merced City School District. (2014). Network acceptable use contract. Retrieved from http://mcsd-ca.schoolloop.com/file/1342580292157/1332657279277/2930663846535066927.pdf

McLeod, S. (2014).  Instead of an AUP, how about an EUP.  Retrieved from http://dangerouslyirrelevant.org/2014/03/instead-of-an-aup-how-about-an-eup-empowered-use-policy.html

Vision Statement

Technology is not just the computer in the corner or a laptop on every desk.  Technology can make a difference.

It engages that student in the back of the room who could care less about fractions.

It transforms written words, bringing them to life in speech and video.

It is the equalizer for many students who need to see it, hear it, manipulate it, watch it again, do it over, recreate it, making it their own.

It gives voice to quiet students, allows for collaboration without spoken word, it brings together many opinions, backgrounds, teaching students to work together and be a part of the process.

Technology doesn’t replace the fundamental skills needed in education.  Technology does however facilitate learning and increase the application of knowledge.

By combining the use of technology to increase student motivation, support learners’ needs and prepare students for learning in the future together creates a greater difference in student education (Roblyer and Doering, 2013).

Technology can motivate students.

Students today live in a world of 21st century technology.  We need to teach them with real world situations, solving real world problems, using the technology that is part of their daily life.

Technology can support the learning needs of students.

Everyone is different.  Everyone learns in their own way.  

Technology can prepare students for future learning.

Our world is continuously changing, faster than we can keep up with it.  How do we teach our students to use technology that hasn’t even been invented?  We must teach them the skills they need to learn.  Our world is changing.  We need make sure our students are prepared to learn to change with it.

Resources

Learning for the 21st Century: A report and mile guide for 21st century skills. (n.d.) Partnership for 21st Century Skills. Retrieved from: http://www.p21.org/storage/documents/P21_Report.pdf

Nesbitt, B. (2007). A vision of K-12 students today.  Retrieved from https://www.youtube.com/watch?v=_A-ZVCjfWf8.

Roblyer, M.D., & Doering, Aaron H. (2013) Integrating educational technology into teaching (6th edition). Upper Saddle River, NJ: Pearson Education, Inc.

PBL 6

Teacher as Facilitator

Beginning PBL in the classroom changes the role of the teacher dramatically when compared to the traditional sage on the stage guide we have known for many years.  The teacher becomes a facilitator of learning, not the deliverer of instruction.  

An effective facilitator is able to motivate students and has strong communication and questioning skills.  These skills will benefit both the teacher and students.  The facilitator is responsible for moving students through the process of learning.  It may be tempting to point students toward the correct answer, but instead the facilitator should support students to find the correct answer for themselves.  

In my own classroom I can see some very big changes taking place as I implement PBL.  Guiding students through the project will be somewhat familiar to me.  Last year I began genius hour in my classroom which is based on the Google 20% time.  During this time, students were free to create their own project reflecting their own interests.  It was a difficult transition supporting the students while letting them explore and make their own mistakes.  The change that will be the biggest challenge for me this year will be developing questioning skills that will guide students but not directly to the answers.  

I believe the way the PBL lesson is created will influence how I teach this year.  Using activities that guide students through the process is important.  I believe it will change how I teach for every lesson, not just PBL units.  Setting students up for success by giving them appropriate activities that allow them to learn through their own discovery allows the teacher to transition to a facilitator role much more easily.  I am looking forward to the PBL transition.

PBL into Week 5

Scaffolding in PBL
As an elementary teacher, I am very familiar with the concept of scaffolding.  It is a very important aspect of delivering instruction and a popular topic at many staff development workshops I've attended.  For those of you not familiar with scaffolding, it's breaking up learning into little lessons, creating little steps of acquired skills and understanding, each one building upon the next to ensure the success of the learner.  But how does this apply to project based learning?
Scaffolding is a necessity in PBL.  It's key in creating a successful project.  As I began with my driving question and performances in my project, planning how students would accomplish the performance without wasted time along the way required scaffolding, or supporting the students from one step to the next.  As I began to add in support for my students I realized these steps not only helped my students, but the process became easier for myself as well.
Scaffolding in my unit was applied in several areas.  By using rubrics to define the clear expectations of students, the guesswork is taken out of the task.  Students know what is expected and can see a clear path for getting there.  Research is streamlined by previewing articles and offering a collection that will lead students to quality, on topic information.  The area in which I have had the most revision is the area which the students will need the most guidance.  Scaffolding the activities and challenges that students will create for the teams really brought my project together, allowing students to make choices but with limits that make them successful.  With every lesson building on the next, students are more focused and more productive.

Week 4...PBL

As a teacher who has been in the classroom for quite a while, sometimes it's hard to change your habits, or create new ones.  I have struggled with stating my objective for a while now.  It's not natural for me.  I can do it consistently for a short period of time but then I drop off again.  That's not to say that I don't believe in it, or don't see it as important, I just forget.  I jump right in to the lesson and get going.  I have even tried a contest between the students and myself to see who can remember to say the objective first.  That's not to say students don't know the objective, there are other ways I get that point across, it's just not always first.  For the students, stating the objective is important.  It clues them in to important information and tells them the expectation at the end of the lesson.
I hadn't really looked at assessment in the same light, until now.
If students know the expectations of the assessments in PBL, they have a clear sense of what is needed to be successful.
Four key principles in assessment used by an organization called What Kids Can Do are:

• Assessment is for students.
• Assessment is faithful to the work students actually do.
• Assessment is public.
• Assessment promotes ongoing self-reflection and critical inquiry.

These principles of assessment describe many of the important factors in PBL as well.  Project based learning is for the students.  The assessments given to them should be for them.  Knowing the expectations and working towards them for success is important.  If students are graded on what they actually do, learn, accomplish, create then the assessment has meaning.  The assessments are not meaningful when they do not apply to what and how the students have learned.  Public assessment brings the real to the assignment.  Real world projects need real world assessment.  Assessment by peers inside the classroom and people outside the classroom give projects purpose.   Self reflection and critical thinking can allow for change and growth whether it be for the project or the students themselves. 

See Key Principles of Assessment at work in PBL lessons on the What Kids Can Do (WKCD) website.

PBL, Week 3

It's amazing how quickly I can move from working at warp speed to speed bump!  I'm finding that more and more, PBL really encompasses my teaching style.  With that said, I hit a SPEED BUMP!  Or really, more like gridlock!
In response to my project in which I have the students creating an activity, a classmate asked what I had in mind for the activity.  Great question!  In my head, the student groups would each be responsible for their own activity.  Using what they have learned about relationships and communication, to build their own activity that would be presented to students at our school.  After using 20% time in my classroom, I've witnessed first hand what students can create when boundaries are removed.  The open ended activity is what I wanted for my product of my PBL project as well.  I was bound and determined to make it work!
Fast forward days later, I realized I was getting in my own way.  The activity needed to really show what the students had learned from their project and the project didn't need to span over months.  White flag, I surrender!
Back to the drawing board.  What did I really have in mind for students to present for activities?  After bouncing ideas off of others and making a list, I could really narrow activities down to a couple of areas.  Also, I realized that mentors or peer leaders had to use the skills needed to build relationships and effective communication.  Combining the two together, I was able to create a product that fit my needs.
I have to say, in the beginning I was pretty adamant that giving the students a specific task for my project would limit their creativity.  Now, I feel like my project will use their creativity along with their personal strengths.  A great combination!  Students will be allowed the choice of their outcome, but with some limits, I feel like they will be more successful within a smaller time frame.  Win-Win!
My personal learning lesson for the week:  Don't let yourself sit in gridlock, while the carpool lane is wide open.  Ask for help, reevaluate your ideas, focus on your needs, and remember the design process requires revisiting and revision to be successful.

PBL-Week 2

This week was quite a learning adventure in project based learning.  From the beginning I have been excited about PBL. I really like the approach and it fits my teaching style very well.  What I didn’t expect was the amount of research and resources that are already available online.  Even better than that, was the relevance of the learning activities that are already online. There are many lessons already created that can be used as is, or to build upon with resources specific to my classroom. Most of the activities online are all projects that I would use in my class, so I am excited to get started.  

As I look at the PBL projects, I find myself with more questions.  I wonder how using PBL will look in my own classroom?  Is it possible to have more than one PBL lesson running at once?  Or do you design projects that address ELA and math subjects simultaneously to hit more than one standard?  As I continue my research on PBL this week I will focus on answers to these questions.

Project Based Learning- Edtech 542

After just a week of introduction to project based learning, I feel like I have a much better understanding of what project based learning includes and what makes it successful.  Rigor, relevance, and relationship are all tied to PBL.  Success can't be obtained until students feel that the project has meaning (relevance) and they have a need to know reaction toward the driving question.  Rigor is created as students develop deeper knowledge driven by their own questions and research.  Students, teachers, and community all play a part in the relationships that are built.  Communication skills are developed and strengthened through these relationships.

I have mixed emotions about using PBL in my classroom.  Don't get me wrong, I am excited about creating a project that will help my students reach a deeper understanding than a traditional instructional approach would allow. Also, I am comfortable with the role of facilitator after implementing a genius hour in my class this year.  My concerns however, center around narrowing down a meaningful driving question, choosing the appropriate subject, and having appropriate resources available for the students.  I know that choosing the right project will be a challenge for me.  Maybe knowing my weakness will allow me to strengthen it as this class continues, just as it might in PBL.

Reflection of Learning

Completing my first semester towards my master's degree is a wonderful feeling.  I'm glad to take a moment to look back at where I started just a few months ago, but seems like forever.  My first exposure to 501, capturing my thoughts about educational technology on video...that was a challenge.  Recording and deleting and starting again, a vicious cycle to which finally, although not completely satisfied, I did submit the assignment.  Terribly painful, extremely rewarding!  Then came the first graduate level writing assignment.  What a challenge!  Needless to say, I was very sympathetic to my fifth grade students lack of enthusiasm when I assigned the next writing assignment.  However, just like the video, I made it through.
Now at the end of the course, I take a look back at how I have changed the way I approach an assignment today, compared to the first few modules.

1. Read the WHOLE module before beginning and then read it again several times during the week.  Knowing what the expectation was at the end of the week, changed how I approached the beginning of the week.
2. If there are several assigned readings, start with the easiest read, not vice versa.  I usually attack the tough stuff first and reward myself with an easy finish, not the best strategy here.  Getting through the easier text first gave me a foundation for understanding the tough reading.
3. Apply it to the real world. Making assignments applicable to the classroom or new technology gave them meaning.
4. You must take time for family and play.  Balance is everything.

My favorite assignment to complete was the RSS feed because I learned about screencasting (which I had been planning to learn for months) and uploading video with captions (I can now tell you the easy way).  My most thought provoking assignment was digital divide and digital inequality.  Looking at the same things I see every day with a different viewpoint, made all the difference.  I look at things very differently now, than before this assignment.

After taking this course, I am working to increase teacher training on our campus.  I am beginning by asking what teachers need and want to learn.  Also, I continue to share every new thing I learn with at least one person on campus.  As I said in my first video, this is an area where I am passionate.  Introducing students and teachers to the world of technology is exciting!  I will take the excitement created by our amazing little group of Edtech 501 Spring 2014 and carry it with me as I continue my Edtech journey.  I appreciate all I have learned from everyone.

School Evaluation Summary

This assignment has given me an opportunity to evaluate our school after implementing a 4:1 ratio throughout the district.  This implementation has created an equal opportunity for students who are in classrooms with teachers who have been hesitant about requesting technology for classroom use.  Although having the device in the classroom does not guarantee the use of technology, there is a feeling of excitement mixed with the trepidation of implementing technology for those teachers less experienced with technology integration. The evaluation led me to question the process of technology acquisitions and integration in schools.  Which method is more effective?  Placing devices in classrooms, then provide teacher training or training teachers in basic technology integration followed by delivering devices to classrooms?  I believe there are pros and cons to both.  In our school we have teachers at varied levels of technology experience.  For those ready to jump in to further integration, not having to wait to be trained on devices allowed for instant access to technology and promoting its use in the classroom.  Does that outweigh the opposite effect of teachers with little experience who now feel pressure to use the devices given to them without training?  At this time, I feel either of the ways to implement computer use in the classrooms would have created discomfort for some of the teachers.  At our site, I believe we chose the best of two imperfect situations.  Teachers who had experience quickly increased their technology in the classroom.  For those who were hesitant, having the computers available with the promise of future training allowed them to access them at their own pace, trying new lessons as they felt comfortable.

I am excited by our district and site commitment to technology use in our classrooms.  As the newly created technology committee moves forward, I believe we will improve the amount of training and support provided to teachers.  Moving 1:1 in the district will allow classes to move towards paperless, cloud-based assignments while integrating new common core curriculum.  I believe we are headed in the right direction and although new problems may surface along the way, with strategic goals and procedures in place, both students and teachers will improve their technology integration in the classroom.

School Evaluation Summary

School Evaluation Survey

Digital Inequality

As I began this assignment, I learned more about the access to technology around the globe than I had ever thought about before.  Taking classes at Boise State has opened my eyes to education around the world.  I have such a small town experience in life that it has really been an amazing learning opportunity.  Learning about the digital divide has taught me more about places that are much more advance in technology than in the United States.

Although there are differences all across the world, those differences occur all around me as well.  This week as we begin implementing the new Smarter Balance testing, a district just down the road has opted to take this test with pencil and paper.  They just didn't have the computer access needed to take the test.  I feel very fortunate that our district has provided us with the access we need.  But are we ready?

Visiting different classes as a technology mentor has shown me how digital inequality is so quickly created when teachers are not given the training they need to use the technology given.  While some teachers have embraced the new technology and are experimenting with implementation, others are apprehensive to begin.  Although there are many different reasons for their lack of computer use, the problem still needs to be addressed.  I realize that as a site mentor, I need to do my own research.  Person by person.  What are the needs?  Where can I help?  What needs to be done to create a more equal use of computers in the classrooms?  In this situation, I don't think one answer fits all.  

I am grateful for this assignment.  It has created a new outlook for me as a professional who is passionate about getting technology into the classrooms. One room at a time.

Digital Inequality Presentation