Teaching+With+Technology+Weekly+Reflections

Week 1 Reflection As I reflect on the three theories introduced, constructivism, connectivism and cyborg, it is difficult to agree with just one because all three have valid points. John Abbott in //Building knowledge: constructivism in learning// made some very important statements. First, it is impossible to be subjective when introduced to new knowledge because there are experiences or prior knowledge within one's brain to which one relates the new information. People are not blank slates. Individuals fit new knowledge into their personal worlds and no two people have the same personal experiences. I tend to agree with constructivism, that as individuals, we create new knowledge by relating it to old knowledge. As teachers, we should be aware of our student's interest so that we can relate lesson to their knowledge base and motivate. Our technical world plays right into the second theory, connectivism. Connectivism suggests that learning occurs not just within individuals, but also through connections with either other humans or data. As George Siemens suggested in //The Impact of Social Software on Learning//, individuals need to network, to be able to find databases and to connect with other people to create new knowledge. This is how social networking originated. This is also correct, we do collaborate and connect to problem solve. This is primarily the direction of the 21st century and as a teacher we need to access these embedded student resources. Finally, there is the cyborg theory. Here humans are connected with technological devices that enhance human learning and abilities. The experiments conducted and outlined by Kevin Warrick in //Cyborg Life: Kevin Warwick// with the implanting of electrical "chips" inside the human body were a little scary, but feasible. Implanting devices to connect human nervous systems, enhance learning, and initiate new senses is something the average individual cannot fathom. But if we look at the advances we have made in technology since the introduction of the World Wide Web in 1991, we realize it is feasible and as teachers we have to be open-minded and allow our students to experience future possibilities.

Week 2 Reflection

Much of what I learned this week solidified my commitment to using technology in the classroom. Three major reasons for the use of technology in education came from the readings and videos. First, according to Michael Page's research, integrated technology produces higher scores in mathematics, raises self-esteem in low socioeconomic students, creates life-long learning habits, lowers the dropout rate, generates more student led instruction, and initiates more collaboration and problem solving. If you take a look at what employers, state legislatures, and district boards are demanding, including problem solvers, collaborators, low drop-out rates, No Child Left Behind, and higher science and math scores, integrating technology meets all these request. Second, Universal Design for Learning (UDL) research shows that children learn differently and need diversified strategies. To make a difference, teachers must adopt various learning strategies to meet the needs of all students. This in develops self-esteem and allows for productive inclusion. Diversity in the classroom is a must if we are to succeed with the No Child Left Behind legislation. Finally, UDL research shows that the traditional method has always been a problem for some students and most important, more students are currently failing under this teaching method than in the past. Because children use technology at a very early age, their brains are networked differently. Their needs are different and teachers need captivate on students' interest in technology. Doesn't all business research their buyers to find out their needs and interest before they sell a product. We as educators are trying to sell life-long learning, therefore use what kids love, technology.

Week 3 Reflection This week generated an abundance of knowledge, therefore I will address the three most important facts that impacted me as a teacher. First, after viewing the videos, I felt somewhat insufficient. Cameron and Luis are epitomizes of how technology can transform lives and motivate students. How many students, without pressure, would get up at 5:00 in the morning get up to learn in the write a paper, practice flashcards or engage in other traditional learning strategies? Not many. This is how technology engages and motivates. Cameron and Luis both did this in order to use and learn with technology. As teachers, we can motivate by integrating technology in education. As Cameron's dad mentioned in regards to technology, "Just get out of their way, let them learn, give them the tools and then let them go. Because, rather we like it or not, they already have thinking skills, problem solving skills, and the know how to collaborate." As technology leaders, we help eliminate teachers' fear of using technology because of a lack of knowledge by sharing this quote and Luis and Cameron's stories. Secondly, I would like to reflect on knowledge gained at Cast. The examples provided by this site to help reach all children will stay with me. Teachers need to address each of the sections of the brain through affective, reflective, and strategic by providing flexible media and tools, multiple examples, critical feature highlights, correlation to background knowledge, and various media and format. Last of all, Marzano examples on integrating technology including gaming, writing software, and communication software were very helpful. My favorite is gaming. Teachers and parents often relate gaming instruction to playing. They are wrong. As Marzano mentioned, the armed service, pilots, doctors, customer service agents all use simulations and games to learn. The most critical aspect of gaming is that it gives immediate feedback. In other words it does not reinforce the incorrect answer with delayed feedback as in traditional grading. I use games extensively to teach in my classroom and use paper & pencil to see if they students can transfer knowledge. Thus far, this has been very successful and motivating for my students.

Week 4 Reflection As I read and listened this week, I noticed similar threads, one being that technology equals the field for different social-economic groups and intellectual groups. Also, technology motivates and makes learning meaningful. Technology promotes healthy emotional and social development. Effective assessments include traditional as well as technological strategies. And finally, time, planning, infrastructure, mentors, and effective professional development are all important to develop a school wide technology-based program. Linda Darling-Harmond strongly encouraged technology-rich, project-based, and integrated instruction to develop emotionally and socially healthy students. According to her, in this environment, learning has meaning, students develop leadership skills, bonding takes place between students and teachers, students feel successful and intrinsically motivated and life long learning skills develops. Rosenstock provided additional reasons for high tech instruction, relating components of a memorable learning experience to integrated technology instruction. “It was a project, it involved community, it had fear of failure, it had recognition of success, it had a mentor, and it had a public display of work, all of the things high tech proposes”. Why are these components critical? I believe that they encourage creativity, promote pride, eliminate inadequacies, provide guidance, build leadership, develop presentation and most important are meaningful. According to ULD, it is unfair and inaccurate to test students using one traditional tool. Technology should be included to equalize disabilities and to get a true picture of knowledge. These are all good reasons to move to a technology-based school, but how? Guidance was provided McRel Technology Initiative Report. The findings indicated that it takes time and can be more successful if the critical elements which include pre and post evaluations, planning and goals, infrastructure development, mentors, administrative support and effective professional development are considered. My school district is following similar plan. May of the issues they encountered, we have or will be addressing.

Week 5 Reflection Week five provided some very interesting predictions on the future of technology in education. Several of the videos delved deeply into gaming, which I endorse whole-heartedly. All the points made by James Gee solidifies that gaming targets how students learn and what employers are demanding. He pointed out that gaming treats learning and assessment as one entity, feedback is immediate, kids learn production of information, not facts and gaming provides a collaborative setting with real world problem solving similar to what adults face in their everyday lives. Sasha Barab’s video examined the need for gaming in general, especially 3-D gaming. He suggested, instead of treating kids as “ignorant vessels to be filled with knowledge”, allow kids to become doctors, scientist, accountants, and producers by immersing them in relevant problem solving through virtual gaming. He pointed out that one could get more facts than they want within 5 seconds from the web. This is so true. It is second nature for students to search the web for informational needs, even things as simple as locating a phone number for pizza. In my opinion, searching the web for good, quality games takes a lot of time, a limited commodity of educators. Also, virtual games for primary education need to be created. As professionals, we need to address this with legislators and educational businesses. More products need to be built at a lower cost than currently available. The readings of this week focused mostly on assessments and effort. Pitler’s comment, "People attribute success to different sources...innate abilities, assistance of others, luck, and effort. Of all possible attributions, effort is the wisest choice for someone who intends to achieve success or maintain it, as it is the only one within an individual's control" is so true. His idea of tracking effort versus grades in a form of a spreadsheet can be powerful and a suggestion that I will share with other professionals. Along, the same line, use of technology can make effort easy and fun in education. When a task is enjoyed, one doesn’t even know time is passing. In regards to assessment, I disagree with their assumption that kids can be tested technologically and will be able to transition all this to the traditional TAKS method. Students need to practice what is expected of them. I do believe that students would benefit from Web 2.0 collaborative assessments by peers and experts through blogs, wikis and uploads, but it cannot be the only means.