Please view my presentation and leave applicable feedback

Assessing for Learning: Reflection

As we became engaged in our EDUC 6714 resources, with our colleagues, and into the discovery of UDL; I found a solid philosophy for instruction that I feel I can stand behind and communicate to others. Over the years, many trends or buzz words have been identified in the field of education, some stay, most don’t. Universal Design for Learning is an approach that, in my opinion, is timeless and can be an asset to students in any classroom. Since UDL is an instructional approach that opens learning opportunities for all students, (Laureate Education, Inc., 2009c), all educators can find benefit in differentiating student learning according to readiness, interest, or learning profiles. Each teacher who reflects on their instructional lessons and is open to improvement can see that there are ways within their own classroom to modify curriculum for their specific students in either the product, process, or content that they are teaching. I, for example plan to look at my current and upcoming lessons and take more time to focus on what student interest and readiness is for the topic. I often begin the year pre-assessing my students and then, as the year continues, have moved on to the thought that they must have acquired the building blocks of knowledge they need for the next lab, from engaging in the previous labs. This idea is not only untrue but also very narrow minded for me to not address multiple style learners, and to access the prior background knowledge or lack of knowledge that my students actually have.

One of the resources from my Differentiation Station Group that I will be using in my classroom is www.surveymonkey.com. This tool is a quick way for which I can tailor my pre-assessments, interest surveys, or lesson reflections. In using this tool to create more open communication between my students and myself, I hope to be able to know them better and therefore make better decisions regarding their instruction. I also have high hopes of setting up an investigative or focus group of students in my Lion Time period so that I can gain real feedback for some of the tools such as http://www.word2word.com/, www.naturalreaders.com, http://www.techsmith.com/, that I would like to integrate into classroom lessons. Planning to include technology in my classroom and instructional process and to differentiate within each lesson, will allow me to engage my students in respectful and meaningful tasks, flexible grouping, a sense of community, and a consistent system of assessment (Laureate Education, Inc., 2009a). I hope to make learning through technology fun, and to create opportunities where students actively produce and contribute to their classroom, reaching a level of personal experience with the content, and a level of connection with the real-world on a more global level, (Laureate Education, Inc., 2009b).

References

Laureate Education, Inc. (Producer). (2009a). Program Fourteen: Reaching and Engaging All Learners Through Technology [DVD]. Introduction to differentiated instruction. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2009b). Program One: Reaching and Engaging All Learners Through Technology [DVD]. Introduction: Reaching and engaging all learners through technology. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2009c). Program Twelve: Reaching and Engaging All Learners Through Technology [DVD]. Universal design for learning. Baltimore, MD: Author.

Calling all Liberty Middle School Teachers...You need to know about Universal Design Learning

Please view my presentation. Feedback is appreciated so that we can begin dialogue!

Final Reflection for Course 6713

It is true that by setting goals, having a plan, monitoring progress, and engaging in reflection; we can create a technology rich environment and help to prepare our students for future tasks, jobs, and life situations, (Cennamo, Ross, & Ertmer, 2010). As we began the process of our GAME plan, I found it to be a great tool for organization, goal setting, and accountability. I still believe that we must place careful thought into how we approach and document these tasks; but after having monitored my GAME plan throughout the duration of this course, I realize that this can be done in a number of specific ways. Originally, to achieve my first goal, to become more “proficient and confident in promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information,” (NETS-T, 2008); I had stated that I would engage in proper training for technology tools, increase the number of opportunities that my students had to utilize technology, and to model and scaffold the idea of proper etiquette and responsible social interactions related to technology use. I even had the idea of developing class guidelines for use with each individual class that I engaged. While this is a great starting point; creating lesson plans that helped to clarify what proper use is and isn’t, using teacher think-alouds, and helping my students focus on my own thoughts of how to use technology responsibly becomes a piece of that support. Ideas continued to develop and lead my vision to be further detailed with pedagogy and specificity. The idea of incorporating Problem Based Learning Lessons that promote in-depth understanding of subject-area content while simultaneously developing student’s higher-order thinking skills (Ertmer & Simons, 2006), became a reality. Anticipating my students becoming self-directed learners, learning to collaborate with others in an effective and productive manner, and to have confidence in my students and the technology that I have taught them to use to solve problems which may not have a concrete solution became a larger part of my focused approach. Online collaboration is a piece of my plan that allows for social group work and improves the amount or frequency of feedback that a student receives. Assessing students and providing feedback using a checklist or rubric allows for me to facilitate learning and to record when students shared data, analyzed data, and completed writing tasks to communicate their findings.

The second goal that I aspired to of being able to “exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008) is one that did not necessarily change throughout my GAME Plan revision, but one that became a goal that I could see more clearly as the course and our knowledge evolved. Now, a few weeks before the new school year, I am again reminded that no matter what subject we teach or how much experience we have, that there are people out there in the same position, trying to take risks, increase rigor, and infuse technology in their classrooms. This fact drives me to keep open lines of communication with neighboring middle schools and to share resources and knowledge that we develop. Even more so, it invests me in the idea of supporting the new teachers we have at our middle school. With my dissemination of information relating to the NSTE-S and NSTE-T, and the inspiring help of my colleagues; we can and will develop activities, assessments, rubrics, and guidelines for strengthening reading, writing, literacy, and technology skills.


References

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.

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

Using the GAME Plan Process with Students

The NETS-S and the NETS-T are inter-related in such a way that the focus or objectives for technology use, literacy skills, global networking, and digital citizenship overlap with each other; the student standards simply require an active role of participation in the activity, whereas the teacher standards employ a creative and developmental nature of how we can help students achieve these goals and be successful in the activities. My goal of becoming more “proficient and confident in promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information,” (NETS-T, 2008); fits directly with the goals that are set for students themselves. By analyzing practices already in place and then engaging with appropriate resources, I can create experiences where students work responsibly and creatively to solve problems, interact with others around the world, and regardless of content area, can learn more, and retain it because they are satisfied with the experience, (Hargis, & Wilcox, 2008). Instructional practices such as PBL, online collaboration, and digital storytelling, for example, provide a forum for both teacher and student standards to be addressed. In a different forum, I can engage my students in using computer based assessment tools and work towards furthering goals such as, “students demonstrating a sound understanding of technology concepts, systems, and operations,” (NETS-S, 2008). The use of probeware to collect data in science experiments, having students blog about their lab reflections rather then just writing the report in their lab book, and enlisting administration to support our progress; all works towards the ideals for which the NSTE Standards were created. I honestly, look forward to my students becoming more comfortable with new standards and processes; to them becoming self-directed learners. I see nothing wrong with having them develop their own GAME plan for certain tasks or goals. With my dissemination of information relating to the NSTE-S and NSTE-T, and the help of my colleagues to develop activities, assessments, rubrics, and guidelines for strengthening reading, writing, literacy, and technology skills; the sky will truly be our limit.



References:

Hargis, J., & Wilcox, S. M. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9–17.

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

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

Revising Your GAME Plan for NETS-T

My first goal is still to become more “proficient and confident in promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information,” (NETS-T, 2008). After engaging in the resources throughout this Walden class I have learned that I will not only need to become proficient in how to use these tools, but also in how to creatively incorporate them into my already existing curriculum. I am convinced that by doing so I can create experiences where regardless of the content or subject area being taught in a classroom, my students can work collaboratively in small groups, learn more, and retain it because they are satisfied with the experience, (Hargis, & Wilcox, 2008). Online collaboration allows for this social group work and improves the amount or frequency of feedback that a student receives. I plan to incorporate a number of Problem Based Learning Lessons that reflect the use on online collaboration and promote in-depth understanding of subject-area content while simultaneously developing student’s higher-order thinking skills (Ertmer & Simons, 2006). I am looking forward to my students becoming more comfortable with this process and therefore being self-directed learners.


Additionally, I have learned that student participation can easily be assessed using a checklist to record when students shared data, analyzed data, and completed writing tasks, (Trundle, Willmore, & Smith, 2006); and plan to enlist the help of my colleagues to develop such checklists and assessments for the projects that we create. I really do believe that, together we can overcome some of the challenges we face when deviating from traditional instruction and standards for which students are tested at the end of the year. A new goal that I am now working towards is to “use my knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments,” (NETS-T, 2008). When engaged in online learning, the primary means of communication is to read and write to interact with others on the same network. This, in itself, promotes the strengthening of reading and writing skills, the participation in authentic experiences with others, and the idea that we can learn from one another,” (Laureate Education, Inc., 2008). Creativity and asynchronous teamwork will need to be a large part of achieving this goal, as well as the continued revision of already created lessons.


References:

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.

Hargis, J., & Wilcox, S. M. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9–17.

Laureate Education, Inc. (Producer). (2008). Program Ten. Spotlight on Technology: Social Networking and Online Collaboration , Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author.

Trundle, K. C., Willmore, S., & Smith, W. S. (2006, March). The MOON project. Science and Children, 43(6), 52–55.

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

Evaluating Your GAME Plan Progress for NETS-T

While it is difficult to assess the effectiveness of my GAME plan, while on summer break in Fairfax County; I have found that by engaging with each week’s resources, I have gained insight into what I would like to apply in my classroom during the 2010-2011 school year, as well as how I may have to modify this plan once put into practice. I had said that to achieve my first goal, of becoming more “proficient and confident in promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information,” (NETS-T, 2008); I would need to secure the Netbooks for each student in my classroom during the 2010-2011 school year. While the application has been completed and reviewed, it seems that the technology will be placed in a colleagues’ classroom, rather than my own. Certainly, this decision is a bit disappointing and a tad discouraging, but having this new knowledge now has simply challenged me to create different opportunities for my students to use technology and the information that it provides.

I am most recently motivated to incorporate Problem Based Learning Lessons that promote in-depth understanding of subject-area content while simultaneously developing student’s higher-order thinking skills (Ertmer & Simons, 2006). This concept is one for which I most certainly can promote and gain confidence in. The student benefit for such activities is inspiring and exciting. I am now anticipating my students becoming self-directed learners, learning to collaborate with others in an effective and productive manner, to solve problems which may not have a certain answer, and to apply their learning to new and authentic situations, (Laureate Education, Inc., 2008). Additionally, to “exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008); I plan to involve my fellow PLC members in the idea that honestly, I believe they would buy into or see benefit in. Together we can overcome some of the challenges we face when deviating from traditional instruction and standards for which students are tested at the end of each year.

My GAME plan will still include students becoming familiar with blogging, the use of a wiki, to know the difference in how to utilize the variety of technology tools that are available, and to be able to communicate with their peers about technology on an academic level; though most of this will now need to be accomplished during scheduled time in the computer lab or by securing the mobile laptop carts that my school has available. I still plan monitor the proper use of technology and insure that students are using the tools responsibly, by logging into Black Board on a weekly basis and verifying that students have posted appropriate responses to the blog assignments; as well as to provide formative and summative assessments in electronic formats, taking the data back to PLC to analyze and further drive instruction. Newly created rubrics and assessments for the PBL Lessons that we develop will aide in this portion of my GAME plan, and though I will not have each student with access to a computer in my daily classroom, we can focus on collaborative discussion and think-alouds to involve everyone in our new experiences. Through this group reflection, and the reflection that my colleagues and I engage in during PLC; I hope that we will be able to develop our own strategies for managing problems within our school and even more so, within our classrooms.

References:

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.

Laureate Education, Inc. (Producer). (2008). Program Eight. Spotlight on Technology: Problem-Based Learning, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author.

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

Monitoring Your GAME Plan Progress

We have discussed setting goals, having a plan, monitoring progress, and engaging in reflection; now we need to look at additional pieces of the plan and consider resources that will engage students and create proficiency and confidence, (Cennamo, Ross, & Ertmer, 2010). In order to do so, students will need to become used to the idea that technology resources can extend their learning and that they can, and should have an active part in creating this learning process. I still plan to incorporate staff development opportunities, collaboration time, and to develop class guidelines and lessons with each individual class that I engage; although more of a focus on Monitoring and Evaluating, by linking objectives to technology assisted assessments, will be incorporated. As a formative assessment I would like to continue to develop lessons where I utilize the Turning-Point interactive clickers to facilitate a variety of learning experiences. Consistent project-based assessments can be utilized in daily instruction to target material that is real-world applicable, demonstrates a wide range of skills, and requires judgment and innovation, (Cennamo, Ross, & Ertmer, 2010). The task of importing summative assessments from word processing documents, into the county-based computer assessment software is now an idea that will be a focus for my PLC in the upcoming school year. The data collected from these CBA, will then be used to drive instruction and provide differentiation where needed. Students should still become familiar with blogging, the use of a wiki, and to know the difference in how to utilize the two for peer communication, assessment, and reflection. Ideas and “new finds”, such as the popular Rubistar website to create, customize, and save rubrics will be shared and can support my goal of demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008).



References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

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

Integrating Resources for the GAME Plan for NETS-T

We have discussed that by setting goals, having a plan, monitoring progress, and engaging in reflection; we can create a technology rich environment and help to prepare our students for future tasks, jobs, and life situations, (Cennamo, Ross, & Ertmer, 2010). In order to do so, careful thought of what resources and information to include, is necessary. To achieve my first goal, to become more “proficient and confident in promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information,” (NETS-T, 2008); I will need to secure the Netbooks for each student in my classroom during the 2010-2011 school year. While the application has been completed, I will need to follow up with administration and resource personnel so that this luxury is in place when school doors open to students. Proper training and staff development will need to be part of this plan as well. To increase the opportunities that my students have to use technology in school, I will need to carve out planning time to collaborate with my colleagues and revise old projects to infuse technology such as when using it as a mindtool, an assisted technology tool, and to encompass the UDL approach to differentiation. I will need to model and scaffold the idea of proper etiquette and responsible social interactions related to technology use, and would like to develop class guidelines with each individual class that I engage. Lesson plans that help to clarify what proper use is and isn’t should be presented; while a teacher think-aloud, focusing on my own thoughts of how to use technology responsibly will support such lessons. My plans include students becoming familiar with blogging, the use of a wiki, to know the difference in how to utilize the variety of technology tools that are available, and to be able to communicate with their peers about technology on an academic level.

I had stated that I would monitor the proper use of technology and insure that students are using the tools responsibly, by logging into Black Board on a weekly basis and verifying that students have posted appropriate responses to the blog assignments. This will require that I have access to my own laptop as well as to the grading software that Fairfax County utilizes. I will provide formative and summative assessments in electronic format and analyze the data to drive further instruction. To clearly “exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008), I will encourage our group to take advantage of collaboration and to know that for every subject we teach, there are people out there in the same position (Laureate Education, Inc., 2008). I will encourage us to keep open lines of communication with neighboring middle schools and to share resources and knowledge that we develop. By revisiting PLC topics each week, I can insure that the level of technology infusion is increasing and to approach administration if further resources are needed to do so.


References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2008a). Program four. Enriching Content Area Learning Experiences with Technology, Part Two [Motion picture]. Integrating technology across the content areas. Baltimore: Author.

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

Establishing a GAME Plan for NETS-T

Common knowledge today is that, “once we let students (particularly in groups) take the lead on technology projects, that teachers tend to see more engagement and better results,” (Prensky, 2008). Certainly the same must be true of adults in the field of education. To enrich professional practice, the National Educational Technology Standards (NETS•T) has established a set of performance indicators for teachers to aspire to. The standards provide opportunities for teachers to become active participants in learning how to use technology, and more importantly, how to use technology within their classroom to engage students. By setting goals, having a plan, monitoring progress, and engaging in reflection; we can create a technology rich environment and help to prepare our students for future tasks, jobs, and life situations, (Cennamo, Ross, & Ertmer, 2010).

My first goal will be to become more “proficient and confident in promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information,” (NETS-T, 2008). Indicator 4c can be accomplished by simply increasing the opportunities that my students have to use technology in school, and moving away from the idea that we must focus on mastering each skill, (Prensky, 2008). Simple willingness can increase confidence and allow for authentic and responsible learning to occur more frequently. I will need to model and scaffold the idea of proper etiquette and responsible social interactions related to technology use, and would like to develop class guidelines with each individual class that I engage. Lesson plans that help to clarify what proper use is and isn’t should be presented; while a teacher think-aloud, focusing on my own thoughts of how to use technology responsibly will support such lessons. To monitor the proper use of technology and insure that students are using the tools responsibly, I will log into Black Board on a weekly basis and verify that students have posted appropriate responses to the blog assignments that I will give and that they are conducting themselves in a respectful manner when responding to their classmates. Students who are not following our class guidelines will not only be deducted points for the assignment, but will also need to spend additional time with me to clarify what proper use is. As for the evaluation piece of this plan, I will provide formative assessments where students will have to identify proper use of technology and those situations that are not, as well as routine warm-ups exercises where students will have to create a response to my prompt and then share with the class what they might post. I will also require my students to engage in a classroom discussion that assesses how someone on the receiving end of misuse may be made to feel and evaluate their participation and responses. With each of these components in place, I have confidence that my students will become more comfortable with the use of technology as a classroom tool and that they will learn to conduct themselves in a scholarly manner while doing so.

Second, I am making a plan to focus on Indicator 5b and to “exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008). As the Planned Learning Community Leader of 8th grade science I will promote the idea that our group, take advantage of collaboration and know that for every subject we teach, there are people out there in the same position (Laureate Education, Inc., 2008). I will encourage us to keep open lines of communication with neighboring middle schools and that we share our successes and failures so that we can all learn from them. Since I am fortunate enough to work with a Department Chair in Science who shares my view of technology infusion and is motivated to encourage and help develop such practices; we will apply for and attempt to furnish each student that we teach, with their own laptop for classroom use. Our focus and philosophy of the integration of technology will continue to be communicated to our administration and further supported by resource teachers in the school and parents within the community. A scaffolded approach to helping other teachers in our PLC can be used incorporating the idea that I or my Department Chair can come to teach a class period in their room and that by observing our process/lesson, that they can develop their own confidence and repertoire of technology skills. By revisiting the focus topic or lesson that we are addressing each week in our PLC meetings, I can monitor the level of technology infusion and share in the decision making process of what we should modify and what we found success with. By working as a group and evaluating ourselves, we will be able to take risks and clearly see the motivation and engagement that we all desire for all students in our classroom.


References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2008). Program three. Enriching Content Area Learning Experiences with Technology, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author.

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

Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.

Final Reflection for Course 6712

The use of technology in the classroom enables connections to be made across the curriculum, the school, the county, and further, across the world. This striking revelation, as well as the idea that in effective classrooms the integration should appear seamless, motivates me to continue to engage my students in meaningful lessons about new information literacy skills and to reflect and revise projects and assignments as necessary, (Laureate Education, Inc., 2008). Simply using Power Points Presentations or asking students to type out projects, then print and paste on poster board is not enough. Multimedia projects that require thought and inquiry should be driving our instruction. Lessons where students are actively using their minds and creating their own process, as they go are what we should focus on. I had previously and mistakenly assumed since my students were so familiar with personal technology and have grown up, digital natives, that they would already know how to proceed with such tasks. Now, I accept and look forward to my role in helping them to correctly explore the new skills.

This particular Walden University course, has given me insight on how to breakdown each part of the inquiry process using the QUEST model suggested by Eagleton & Dobler, 2007. This process includes developing good questions, locating valuable resources, evaluating websites, and finally creating a product of some sort that helps to synthesize and communicate information to others (November, . Surprisingly, I have already used the idea of which search engines can be used for which purpose in my own life and will certainly adapt my teaching to reflect this shift of knowledge. My students deserve a teacher who will prepare them for a 21st Century world where job skills encompasses information literacy and the ability to be able to use such skills. Next year, I plan to incorporate small inquiry projects that use technology such as blogs into my classroom on a bi-weekly basis. While this is only a starting point, I am excited to teach the correct way to write on a blog and the etiquette of its use. I will select a blog topic that is open ended enough to require some inquiry and minimal research, and will require all communications be posted by a specific deadline, creating meaning and promoting learning through connectivism (Laureate Education, Inc., 2008). I will require that my students reflect on other responses and then reply to a minimum of 2 students, finally submitting a one paragraph personal reflection of the experience to me through the digital dropbox tool on BlackBoard. In addition, I would also like to use the lesson plan that I have developed for this course, later modifying and improving it for increased student benefit.

References

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

Laureate Education, Inc. (Producer). (2008). Program thirteen. It’s not about the technology [Motion picture]. Supporting information literacy and online inquiry in the classroom. Baltimore: Author.

Evaluating Research Methods

As we conclude our study of research design and a complete analysis of literature; the world of research seems larger and significantly more understandable. The following scenarios are for application purposes, and can be described using the knowledge that we have gained from our current Walden University course.

Scenario 1:

Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

Response:

Since, qualitative studies are important for the improvement of educational theory, it is clear that this approach to research is completed in a qualitative manner (McMillan, J., & Schumacher, S., 2008). The study focuses on observation and uses a face to face method of collecting research, such as interviews and observation (Laureate Education, Inc., 2008b). There does not seem to be a statistical gathering of data for this scenario, nor does the research warrant numerical analysis. In my opinion, this study could lend itself to an ethnographic approach, though I see it more clearly through the case study lens.


Scenario 2:

Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

Response:

Quantitative research designs “maximize objectivity by using numbers, statistics, structure and control” (McMillan, J., & Schumacher, S., 2008, p. 23). In this scenario, the target population being controlled and observed is each group of 15 students, all of whom have similar demographics. The sampling appears to be done in a random manner, meaning that each student had the same probability of being chosen for the study. The researcher could be looking for a correlation or possible taking the quasi-experimental approach to finding and analyzing data ((McMillan, J., & Schumacher, S., 2008). In either case, the objective is to see which group of students will have the fewest office referrals.


Scenario 3:

A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

Response:

Since by definition, “action research is the process of using research principles to provide information that educational professionals use to improve aspects of day to day practice,” (McMillan, J., & Schumacher, S., 2008, p. 174); we find that these parameters encompass the third scenario. Here, a school counselor attempts to investigate student attitudes affecting the value of peer mediation. The inference is made that the school counselor will analyze the data collected in order to decrease the number of office referrals. This immediate application to such a specific problem again, qualifies this approach as action research (Laureate Education, Inc., 2008a).


Scenario 4:

Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

Response:

Finally, the last scenario can be defined using a mixed method approach to research. The study begins with a quantitative survey, collecting numerical data and then focuses more on qualitative interviews to provide meaning to the information gathered. The bi-monthly follow-up occurs after the quantitative portion of the investigation, allowing us to classify the study even further, in that it uses the explanatory method of the mixed method design. Here, we “get the best of both methods”, (Laureate Education, Inc., 2008a) and can apply each in a successful manner.


References:

Laureate Education, Inc. (Producer). (2008b). Program six. Qualitative Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008a). Program seven. Additional Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.


McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry Laureate custom edition). Boston: Pearson.

Application Number 3: EDUC-6653 Introduction to Educational Research

After writing my research problem statement last week, telling the reader what my focus will be, describing the educational context of the topic, and why my problem is significant enough to research; the next step was to clarify the variables that might impact my problem. One or two questions allowing me insight into my topic of study and to further develop a good research report, were the goal. Good research questions should help to focus the topic and to allow the researcher a more manageable study. The following information provides a review of last week’s task as well as the additional research questions and methodology that I have developed.


General Problem Statement (Revised)I plan to determine if middle students who take teacher-created on-line assessments in the classroom have higher scores on the end of the year state assessments than those students who do not take on-line classroom assessments.

Who: middle school students
What: taking teacher-created on-line assessments that effect end of the year state assessments
Why: impact on achievement and for how it can be applied to county initiatives and within my local school

Further Research Questions
What is the current achievement level of middle school students on Standardized Tests? (Descriptive Question)
How often are on-line assessments, created by teachers, being used in the classroom? (Descriptive Question)
Will using teacher-created on-line assessments in the classroom improve Standardized Test scores? (Relationship Question)
Is there a difference between Standardized Test scores for students who participated in on-line classroom assessments and those who did not?
(Difference Question)

Research Design and Methodology
“The purpose of a research design is to specify a plan for generating empirical evidence that will be used to answer the research questions. The intent is to use a design that will result in drawing the most valid, credible conclusions from the answers to the research questions,” (McMillan, J., & Schumacher, S., 2008, p. 24). A Quantitative, non-experimental design describes things that have occurred such as the performance on Standardized tests, with or without the use of teacher created on-line assessments as practice. This design does not directly manipulate the conditions experienced, but more so assesses the relationship between the two phenomena. To clarify my research design even further, I will be using the correlational subclassification design method and will study statistical data to help further answer my research questions and make a statement about the degree of association between students who had practice with teacher created, on-line assessments and their Standardized test scores and then those students who did not have the on-line classroom practice.


References
McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Application Number 2: EDUC-6653I Introduction to Educational Research

As we are introduced to the various designs and procedures for research, I aim to gain a deeper understanding and appreciation of the work, process, and commitment that is involved. The first step in conducting a research study is to write a problem statement. This statement should tell the reader what the focus will be, describe the educational context of the topic, and to explain why the problem is significant. Below is the statement that I have developed after continual and engaging thought of current, valid, and meaningful issues in Education.

General Problem Statement
I plan to determine if middle students who take teacher-created on-line assessments in the classroom have higher scores on the end of the year state assessments than those students who do not take on-line classroom assessments.

Who: middle school students
What: taking teacher-created on-line assessments that effect end of the year state assessments
Why: impact on achievement and for how it can be applied to county initiatives

Course and Personal Reflection

When first beginning work for this course, I had stated that it isn’t often we consciously classify daily instructional decisions, or found them in learning theory. Since, “teachers make up to 3,000 different decisions per day,” how could we possibly (Laureate Education, Inc., 2008a)? Now, after eight weeks of interacting with a variety of learning resources and knowledgeable professionals, I have been able to take practical application into my classroom. I am conscious and deliberate in my lesson planning, and for how I can adapt the levels of engagement, using theory or educational technology. I am convinced that each lesson I have taught can be modified, in some way to incorporate a more student-centered approach to learning. I do plan to continue this new practice long-term, as the benefits to my students are innumerable.

Doctor Michael Orey states that “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner,” (Orey, 2001). To facilitate this construction of knowledge, I plan to immediately try and incorporate the use of Voice Thread into a number of lessons with my Science curriculum. By varying the approach or use of the Voice Thread tool, I can increase student interest, academic engagement; as well as their access and knowledge to the Voice Thread tool itself. In addition, I have further plans to utilize the Black Board tool, provided by our county school system, for more than just a homework board. It is a hope and short term goal to investigate the embedded Wiki application and its future use for meaningful lessons. Ideally, I plan to incorporate this investigation and discussion of its application, with others to whom I have shared the idea with, in my PLC.

Finally, by providing more frequent and purposeful integration of theory and the tools for instructional and learning applications, Albert Bandura’s idea of learning as, “a result of the collaboration of a group of learners, in effort to construct a common core of knowledge,” can become a reality in my classroom (Lever-Duffy & McDonald, 2008, p. 18). I have already found that, even more frequently than before; I facilitate experiences where students will want or need to model a certain practice or idea, or one where they are engaged in the group activity and will collaboratively complete the science lab that we are focusing on. The use of our nine instructional strategies has been helpful in these experiences and each has had their own benefit for the diverse intelligences that I encounter. I have made small changes to my behavior management and its effect on instruction, where I combine the attempt of modeling correct behaviors, with a behaviorist approach of positive reinforcement, and allow the social-constructivists in the room to imitate the desired, reinforced behavior; leading to a group desire, where they are all attempting to aim for, or model success. After nine years of teaching and my recent engagement in this course, I do believe that I am founded in my approach to instruction and that I utilize teaching practices more purposefully. Based on the composition of classes I receive each year, the academic level of my students, as well as the personal maturity that each of my students possess; I can now select which theories, tools, and strategies will work best for particular students. I believe that, “as teachers, we truly can shape our student’s brains, for life”, and I aim to do so in the best way I now can (Laureate Education, Inc., 2008b).

References:

Laureate Education, Inc. (Producer). (2008a). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008b). Program two. Brain Research and Learning [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. (3rd ed. pp 2-35).

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Voice Thread Assignment

Please copy and paste my Voice Thread Link into your browser so that you can view images and information about the universal problem of "Tardiness to Class."

http://voicethread.com/share/889526/

Connectivism and Social Learning in Practice

As the use of technology increases and improves, so does our global learning picture. Collaboration with others, who are on the opposite side of the world, is now possible as well as practical in a school and work setting; while working with a team of professionals to accomplish a common goal, is a task that students and employees may participate in. This practice, these ideas, and the movement towards such collaboration can be enhanced by using a strategy called Cooperative Learning. Cooperative Learning is founded in the Social Learning Theory and is a strategy that “allows students to work together in small groups with individuals of various talents, abilities and backgrounds,” (Orey, 2001). It is a process that requires knowledge to be “discovered” and elaborated on, by interacting with others who can relate; as opposed to simply being presented, and assimilated through other learning theories.

Activities in the classroom that can help to prepare our students for such a rich, collaborative work experience include Web quests, Multimedia presentations, utilizing Web 2.0 resources, and Communication software such as blogs or wikis (Hubbell, Kuhn, Malenoski, & Pitler, 2007). Additionally, Project Based Learning can also be used to drive collaborative instruction. My belief in our role as educators to facilitate conversation amongst group members, to support the “big picture” of knowledge, and to model the networking process so that all people and resources involved can be engaged meaningfully, is immeasurable. Because Cooperative Learning, does “create a situation in which students must explain and discuss various perspectives, a greater understanding of the material is obtained,” (Orey, 2001, p.4). Ideally, isn’t this always our goal?

References:

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice

The overall principle of the Constructivist Theory is that, “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner,” (Orey, 2001). Utilizing this Constructivist point of view, learners should have a variety of resources to help construct their own learning, as well as a classroom teacher who will act as a balanced, non-biased facilitator of learning. Learning by Design, Problem Based Instruction, and Project Based Learning are three approaches that incorporate Constructivism into an open and rich classroom. Each approach has their merit and each, asks a learner to create and design products or solutions within a real and meaningful context.

Specifically from this week’s resources, Spreadsheet Software, Data Collection Tools, and Web Resources support the open-ended learning of Constructivism. Each tool allows students to work through a process, be it scientific or not, and to generate and test their various hypothesis. This strategy encourages students to “engage in a complex mental process, apply content knowledge like facts and vocabulary, and to enhance their own overall understanding of the content,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007, p.202). Technology plays an important role in this quest for knowledge and encourages students to apply what they already know and to interpret factual knowledge and information; as opposed to spending the majority of their time simply researching and collecting data for the same process.

The above mentioned educational tools present opportunities where students can construct meaning at an exact moment in the classroom, and manipulate the software to receive feedback on multiple scenarios, (Hubbell, Kuhn, Malenoski, and Pitler, 2007). “Using data collection tools enables students to see the bigger picture and recognize patterns,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), more easily. Often their findings will lead them to other hypothesis, hereby continuing the idea of constructing and testing more knowledge. Ultimately, all students aim to comprise a solution and a series of facts that will support and explain their solution. This approach and the various technologies tools discussed, give real-world meaning to otherwise rote study, and allow for exploration and learning to be interactive and quite useful.


References:

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

Those who study the Cognitive Theory, “focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used,” (Lever-Duffy & McDonald, 2008, p.16). Theorists invested in this approach often encourage elaboration as a strategy for learning. Elaboration helps to clarify and create connections among knowledge so that memory can be stored and later retrieved from the long-term portion of the brain (Laureate Education, Inc., 2008). Tools such as Web Resources, Communication Software, and Word Processing Applications support this idea of elaboration, as well as facilitate the organization of ideas and knowledge. For example, when summarizing, one might use educational technology within a summary frame to highlight critical information or facts. Or, multi-media tools can be integrated to enhance the episodic memory that a student will have about a particular subject (Kuhn, Hubbell, Malenoski, & Pitler, 2007). Virtual Field Trips are one way to elicit this response. Advance organizers can engage students as an introductory activity, while helping to “make sense of the content they’ll encounter,” (Kuhn, Hubbell, Malenoski, & Pitler, 2007, p.73). In either case, the tools have motivated and engaged learners through realistic learning. Technology tools can and should, enhance the learning that occurs and are designed to promote the critical thinking process. Overall, “cognitive tools impact students learning by causing them to think about information instead of reproducing and/or recalling information,” (Orey, 2001, p.8). As educators, shouldn't this always be our intent?


References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

Upon reflection of this week’s learning resources, I found that both strategies mentioned in the text, Using Technology with Classroom Instruction that Works, have connections to the theory of Behaviorism. In their simplest form, both Reinforcing Effort and Homework and Practice, relate to the idea that reinforcement is necessary, promotes change, and that both activities are within an individual’s control, (Hubbell, Kuhn, Malenoski, and Pitler, 2007). “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement,” (Schunk, 2003). By communicating and emphasizing a student’s understanding of their efforts and how they play a role in their success; we can strive to lead them in a direction where this realization becomes applicable. To eliminate previous self-concepts or beliefs, an educator may use Behaviorism strategies to reinforce, eliminate, or punish a behavior or thought. The idea of an Effort Rubric supports reinforcement of the effort-success relationship, while it also aids in identifying particular areas of strengths and weaknesses to focus on. Utilizing this spreadsheet software, students can track the amount of effort that they give towards certain tasks and then correlate that effort to the grade received; ultimately utilizing the principles of the Behaviorism Theory. The reward of the grade will then prompt a student to either continue certain behaviors or to extinguish them. Even further then self-assessment; the ideas of Behaviorism can be applied when presenting data that an educator may use to support the idea of the effort-success relationship. By identifying and displaying research of other behaviors that have or have not worked, students can then make their own decisions as to what desired result or behavior they would like to exhibit.

When speaking of Homework and Practice, I also see ideas from the Behaviorism Theory being applied. Since, “homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), we again support the idea that by displaying great effort, we will achieve great success. It is necessary, at times to assign rote and traditional practice for homework assignments. The idea that if the student gives a right answer, using certain educational tools, such as http://scienceview.berkeley.edu/showcase/flash/juicebar.html, and receives their appropriate reward or encouragement, makes sense when they are home, completing the assignment on their own. Often the purpose of homework is to give students a chance to practice certain skills or to apply what they have learned, not necessarily to engage and teach new material. “Mastering a certain skill or process does require a fair amount of focused practice,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), and can be attained through Word Processing Applications, Spreadsheet Software, and learning with Multi-media or Web resources.

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Schunk, D.H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self evaluation, Reading & Writing Quarterly, 19, 159-172.