#5: Final Reflection

Key Learnings

The most influential information that I learned from this semester working with technology is the benefits of Google applications and the variety of programs for collaboration.  I loved the variety of tools Google has created.  I started a Google website this semester and I have continued to use it to post information, announcements, a calendar, and videos.  In addition, I used Google docs to collaborate with classmates, and used Google form to create survey for the final project.  I will use Google forms in the classroom to gather student information at the beginning of the year, and perhaps for future assessments.  I also enjoyed testing all the programs available for collaboration, such as Twiddla.com.   These will be great to incorporate in the classroom so small groups can complete projects and share ideas. 

Most and least useful activities

I really enjoyed learning how to upload the PP and learning about all the tools that helped this process.  If students miss a lesson, I can make a PP to cover all the objects, upload it with my voice, and then post it on the class website so absent students never have to miss a beat.

The least useful activity was the TIP project because I didn't understand most of the objectives.  I liked the basic premise of the assignment: forming an argument for why a certain technology would benefit teachers, the classroom, or a student, but the TIP model was convoluted, especially the beginning.   

Textbook

The textbook provided a wealth of information and was easy to read, but I find the notion of an actual textbook for a technology class odd.  Most of the information in the textbook was outdated and it always will be because technology is ever-changing and print is not.  Overall the textbook did a nice job explaining basic concepts, like what is a blog or a wiki, but the examples it provided were not helpful because they were not relevant.

Improvements

Overall I thought this course was well done and assignments were applicable teachers.  I really liked the structure of the class and how it met four times a semester.  I thought the assignments during the time between classes were meaningful, so even when we were not meeting every week, I still felt like something was accomplished.  One improvement that could be made is the addition of a presentation to the class.  Perhaps the TIP model could become a collaboration assignment and at the end students present their product.  I liked reading through some of the class’s models during a discussion questions, but I would have liked to see everyone’s ideas and got a quick demonstration if possible.

Post #4: Emerging Educational Technologies

              The trends outlined in the New Media Consortium Horizon Report signify the direction of technology in the classroom.  My experience with these six trends varies, depending on the opportunities my school district and education have provided me.  My only true experience with online or hybrid learning is taking this technology class. The second trend is not simply for the classroom, but for anyone using technology.  Due to the abundance of online resources educators must assist students in determining credible sources and material, and what to avoid.  It is a new dimension for preparing students for the real-world, or current world.  Irving ISD currently has a Bring Your Own Device (BYOD) policy established, but I do not notice it as much because we are already a 1-to-1 district.  The fourth trend, students learning whenever and wherever, has caused some of the teachers in my school to create a “flipped” classroom.  Students watch videos over the lesson and spend class time elaborating and collaborating about the material.  The fifth trend, technology intelligence, is a constant objective in Irving ISD because we try to prepare our students for a world with technology by teaching simple professional skills such as proper emailing protocol.  And finally, the sixth trend focuses on providing more challenge-based and active learning in the classroom.  I realize that connecting lessons to the real-world is critical for student learning, but I find it difficult in the math classroom while trying to stay on track with the curriculum.

            One trend that is affecting my teaching and learning the greatest right now is the online/hybrid classroom because of my participation in this class.  Every week an assignment is due and about every five weeks there is a class meeting to summarize the past and explain the future projects.  I have really enjoyed this experience.  I particularly like the fact that the class still meets and is not 100% online.  I wonder how effective this would be in a high school setting because it takes dedication and self-motivation to complete assignments when not in the classroom.  Most the high school students that I teach not do possess these qualities yet.  The fifth trend also has a large impact upon my teaching and learning.  The Horizon report discussed the importance of technology and its impact upon our success.  This is a message that all the teachers at our school struggle to convey.  We emphasize the importance of professional communication through email but, I constantly receive emails without a heading or closing, that lack courtesy and proper introductions.  This is worrisome because students do not realize how critical these skills are to opening opportunities and making the right impression.

            One challenge that is a constant battle in the classroom is the need to personalize and differential instruction.  This is particularly relevant in my classroom this year because I am implementing an online Algebra 1 course called APEX.  Students are in my classroom everyday using this online program, but this course is completed at their own pace.  It differentiates their strengths and weaknesses at the beginning of the program when the students take a diagnostic test.  Students can simply take quizzes and continue until they pass, or they can complete the study guide to gain more information in weaker areas.  I am constantly there to keep on task and answer questions.  These students all failed Algebra 1 last year, so they all require some sort of differentiation.  Whether it is having to constantly monitor to keep on task, or individual tutoring; APEX provides an opportunity for students to earn credit for Algebra 1 in a more personalized fashion.  Another challenge is the lack of real-world connections in the classroom.  This proves difficult when a specific curriculum must be followed and completed and a certain schedule must me maintained.  Many times real-world connections involve projects and tangents that consume more time.  

Blog #3: Assistive Technology and UDL

         Rose and Meyer discuss Universal Designs for Learning (UDL) and the role it will play in the future of education.  One notion I found enlightening that Rose and Meyer mentioned is the belief that every student has some learning deficiency and strengths and it is the teacher’s role to identify them and teach to the strengths.  We classify the students with ADHD or who have audio or visual impairments as disabled, but really instructors just need to find their strengths and use these to help students learn.  This belief limits the need for labeling students “normal” or “disabled” because every student has a unique learning style that needs to be recognized. 

        Another reason that identifying these learning strengths and weaknesses is important is because we need to foster students who know how to learn and are not only concerned with mastering the content.  In order to be successful, students need to understand their own limitations and strengths so they can use them throughout their life.  Education should move beyond the TEKS and develop young adults who will be productive citizens no matter their differences or struggles in the classroom.

         The principal behind UDL is to use representation, expression, and engagement to meet the learning needs of every student and encourage success outside the classroom as a learner, instead of simply a student.  I agree with the philosophy of UDL and the sentiments that Rose and Meyer discussed, but I also think it is a nice thought, but perhaps not a reality.  It will be difficult for districts and states to move away from standardized testing in favor of just learning to learn.  Too many states put a heavy weight on district performance through these tests and they will not be easily eliminated. 

           Reviewing the UDL website I came across a few standards that were very applicable to the math classroom.  The majority of the websites and information I found helpful were under the category of “Providing Multiple Means of Representation.”  Under section 2.3, there were two sites that provided definitions and examples of mathematical vocabulary and notation.  Section 3.2 listed programs for manipulatives and investigative software.  Overall the website provides great resources because it suggests multiple sites to use at each part of the UDL process.  Not only it is suggesting various websites to try, it states an explanation of it features, why it fits into the UDL program, and most of them are free.

Blog Post #2: Differentiating with Technology

Technology brings a plethora of options and opportunities into the classroom, but at the same time many challenges oppose these opportunities.  Irving Independent School District is a one-to-one campus, so every student is assigned a laptop at the beginning of the year and turns it in at the end of the year.  The laptops make differentiating through technology easier, but the teachers also see the obstacles it creates as well. 

One opportunity that technology provides in the classroom is it appeals to many students.  It adds another sophisticated dimension to the lesson that some students buy into and enjoy.  This differentiates using technology through student interest.  Technology is constantly in the lives of our students outside the classroom, so when it is incorporated inside the classroom that is one way to make the lesson more relevant.  The article by the CITEd agreed with this notion because they mention how students use technology to communicate and manage their social lives outside of school (2008).

Along with the multitude of opportunities for differentiating, technology also poses challenges.  The main concern is the distraction that technology can provide.  Teachers cannot constantly monitor every student computer simultaneously; so many students will find sites that are not appropriate, such as Facebook, to spend their time.  These sites cause students to spend too much time off task and can be such a big distraction that it out weighs any opportunities.  It is a constant battle that teachers fight with technology implementation. 

This year Irving Independent School District is introducing a web-based program called APEX.  It can be considered an online class because students read through modules and take quizzes to proceed to the next section.  Within my classroom, APEX is used as more of a supplementary tool.  Some sections students read through the modules, others I teach directly, and sometimes cooperative activities are incorporated.  This allows lessons to be engaging and diverse, but it also allows the class to be differentiated by process.  Students who understand the material within the modules can continue to take quizzes and move on.  APEX is an example of how  according to the CITEd, “new media can engage learners at varying levels of readiness and in multiple ways, offering students options for demonstrating their understanding and mastery of material” (CITEd Staff, 2008, p.21).  This technology also provides information to the instructor because through the quizzes the teacher can evaluate student understanding and use small groups to re-teach when necessary. 

Reference

CITEd Staff (2008). Differentiating instruction using technology: Meeting the diverse needs of students. Special Education Technology Practice, 21 – 26. 

Blog #1: Discussion Expansion

Ruday (2011) discussed many great opportunities that online discussion forums provided, such as increased student ownership of ideas and additional time for processing thoughts and writing responses. Not only do online discussion boards provide these benefits, but they can also have significant affects upon the ESL population.  This is important because Irving ISD has a high population of ESL students, so their response to new strategies needs to be investigated and considered.  One strategy that is emphasized to assist English Language Learners (ELLs) in the classroom is to provide wait time.  This is time that the teacher gives for the students to respond.  For ELLs this time is extended so they can process the question or statement and then respond appropriately.  Online discussion boards provide this necessary wait time.  It allows the ELLs to read the comments, process the information, and then form a response on an individual basis.  Using this online discussion forum also eliminates the pressure that many ELLs can perceive during classroom discussions.  Without the pressure, the discussions and response have a greater educational impact upon the student.  On the other hand, online discussions minimize the verbal communication for ELLs.  English language learners many not have the opportunity to practice English at home, especially academic English.  Since online discussion boards do not foster oral communication, this is a missed opportunity for ELLs.   All of the opportunities and challenges of ELLs using online discussion boards need to be considered in a district with a large population.

Students would benefit from the online discussion board through the anonymity it provides.  Ruday (2011) highlighted the fact that some students prefer to participate when not in front of the entire class.  The online aspect provides a more comfortable and sometimes liberating environment, where many students feel more open to make comments, state their opinion, or ask questions.  Another benefit for the students in an online discussion is that multiple perspectives can easily be shared.  In a math online discussion board a student could ask a question about a problem and many students can respond with their personal response.  These responses incorporate appropriate vocabulary and terminology because they were provided by peers, and there are many explanations the student can read and use which ever makes the most sense.  Interactive whiteboard discussion forums would be the most beneficial in a math classroom because problems and solutions can easily be expressed.  Mathematical problems are difficult to solve by just using a keyboard.  The whiteboard allows symbols to be easily made and notes incorporated in a more non-linear fashion.

The implications for our use in the online hybrid class are similar to those of the students we teach.  The discussion board on Blackboard provides the opportunity to synthesize everyone’s comments and create my own.  In addition, many new ideas are easily shared with enlightening perspectives.  One major difference between using discussion boards at a university level versus high school or middle school is the preparation that is required for younger students.  Ruday mentioned how communication skills needed to be emphasized and reviewed because certain pieces would be undetectable in the comments, such as tone of voice or body language (2011).  Using an online forum eliminates these features and can make it difficult to translate the meaning of the statement.  Younger students need to be taught how to write comments that minimize miscommunications. 

Online discussion boards can draw more students into the learning process for multiple reasons, but they also have disadvantages to consider.  It is important to relate these forums to a specific grade or subject, and identify how its use can benefit those students and then employ it strategically.

                                                 Reference

Ruday, S. (2011). Expanding the possibilities of discussion: A strategic approach to using online discussion boards in the middle and high school English classroom. Contemporary Issues in Technology and teacher Education, 11(4).