Reflection: Ideas Taken from this Class

There are a number of things this course has taught me that I will employ as a teacher.  One of the methods I will use is collaborative learning.  Students need to know how to work in groups for when they enter the work world.  Also, collaborative learning helps students teach themselves and their peers how to problem solve and seek answers to questions they may not know.  I will still employ the traditional Cartesian model because students need to know how to learn in both systems as they will encounter both styles in higher education and the work world.

Another idea I will employ is having students make meaning of what they are learning.  One of my frustrations in school was asking why certain subjects or subject matter were relevant.  If an answer was provided, it was either the teacher saying because he or she said so or that it was a requirement for graduation.  Providing relevance to subject matter makes it more meaningful and likely that the students will learn it.

An idea that I always had but this course reinforced was the need for students to develop deeper and more critical thinking, reaching the highest levels of Bloom’s Taxonomy.  My opinion is that regurgitating facts and information the teacher has stated is not teaching or learning.  I do not like vomit so why should I like vomit on a test.  In history class, I think an excellent project would be to divide students into groups, advise them that each group is a newly formed country and task them with developing their own government.  The students can easily relate this to the real world as what Iraq had to do with the overthrow of Saddam Hussein.

Related to deeper and more critical thinking is problem solving.  It is good that students know facts and definitions and have the ability to state them.  However, without knowing how to use this information, what have the students profited or learned?  Students need to learn how to approach a problem, view it from different angles, how and where to seek out assistance, and to solve the problem.  In the classroom, students can be divided into groups and presented with a problem or challenge to solve.  This type of lesson teaches students how to work collaboratively and to problem solve.

Reflection: Video Technology in the Classroom

Video technology can be an excellent tool for teaching students to work collaboratively.  Students can be given a task to create a movie for class.  An important parameter is that each student must be both an actor and director.  This will better ensure that students work collaboratively and not have them organize into a hierarchy.  With each student invested in both the acting and directing, the students will realize that no one person is more important than the others for the finished product.

However, working video technology into the present curriculum can be a challenge.  First, there must be enough digital cameras and computers for each group to work.  Otherwise, groups will have to work at different times on their projects which will split the classroom, instruction, and time of the teacher.  Second, with state content standards and the tremendous emphasis placed on standardized tests, many schools may not feel that a teacher has time to commit at least two to three days or more to a video project.  Video technology can be an extremely creative learning experience for students but challenging to implement in the classroom.

Smartboards are an emerging technology that combines a computer touchscreen with a whiteboard.  They are very useful in the classroom because class materials such as videos, powerpoints, concept maps, etc., can be presented to the class and saved on the computer.  The interactive nature of the smartboard allows for more hands on learning by the students.  Another emerging technology is an application for the ipad that allows a person with autism or other learning disability, who does not speak, to communicate with the people around them.  There is also text to speak software that reads texts for students who have learning disabilities such as Kurzweil 3000.

Reflection: Assistive Technology and Technology Standards

A class website is an excellent example of an assistive technology that can be used in the classroom.  The website allows both the students and their parents access to the same information concerning the class.  The website can have a calendar that lists the due dates of projects; rubrics related to the projects may be posted; lectures and powerpoint presentations can be uploaded to it; and a discussion forum can be maintained.  While the class website benefits all students, students with learning disabilities will be especially benefitted.  For example, if a student has ADHD and is prone to forgetting assignments, the student can access the class website to find out what the assignment is.  Students with attention span, auditory or visual problems can review the class material as much as needed.  The discussion forum allows students with learning disabilities sufficient time to formulate an appropriate response which may be difficult for them to formulate during class.  However, a website may be challenging or time consuming to set up and maintain.

A blog, on the other hand, can accomplish the same things as a class website.  There are a number of free blog websites and they are easy to setup and maintain.  Class materials may be posted or linked to them to provide easy access to the reader.  Teachers can establish meaningful discussions by blogging questions to the class.  The same benefits for students and students who are learning disabled as discussed above apply to blogs.  An excellent benefit to either a class website or blogging is that parents can easily involve themselves in activities of the class without having to find time to meet with the teacher or try to discover the information from their suddenly less than talkative teenagers.

The technology standards set out for teachers and students by the International Society for Technology in Education are obviously based on Constructivist principles rather than Cartesian principles.  Additionally, they are also forward looking in that they seek to prepare students to join a rapidly changing workplace. 

The traditional workplace has been very hierarchical and many sectors still are.  However, the growth of the technology industry is changing this model to a collaborative environment.  This is evident as discussed in videos viewed during class where executives of IDEO and Pixar describe their collaborative work environment.  Also, Web 2.0 allows anyone to add or modify content online.  Web 2.0 not only allows students to communicate with students globally but also allows students to collaborate on projects leading these students to view themselves as part of the global community.

The content standards are also designed for students to reach the top levels of Bloom’s Taxonomy; application, analysis, synthesis, and evaluation.  To reach these levels, students will guide themselves and their peers in obtaining the requisite knowledge and understanding for completing their projects.  Teacher content standards are connected to the student’s standards in essence by having the teacher become the facilitator and modeler of student learning.

However, as revolutionary as these standards may become for the education system, there still possess a couple of issues.  First, schools are not created equal in their access to technology.  Some schools are fortunate enough to have sophisticated computer labs, smartboards, and the ratio of computers to students is much smaller than other schools which may only have one computer in the classroom if they are lucky.  Also, some schools are able to connect to the internet at higher speeds than others.  For these standards to really enact change in the education system, the country must find a way to narrow the technology gap among schools.

Second, schools and students are currently being evaluated based on test performance.  Test performance is just one snapshot of what a student has learned throughout the school year.  The technology standards advocate for more of a project/portfolio system for assessing what students have learned.  This creates conflict when teachers shift to a portfolio system of assessment implied by the technology standards when the students are currently assessed by standardized tests.  This conflict will remain until there is a uniform decision on which method the country wants to choose.

Bloom's Taxonomy - Caitlin, Raleigh, Naomi, Nasa

Caitlin Raleigh Naomi Nasa

Knowledge: True or False:  How we view our roles as teachers influences how we teach with technology.

Understanding: In your own words what is the Constructivist Theory?

Application: Working in a group how would you apply a Constructivist theory to the classroom.

Analysis: How does Constructivist Theory differ from the traditional Cartesian Theory.

Synthesis: What are two things that Professor Edmund’s could do differently in the classroom using the Constructivist Theory?

Evaluation: Working in groups one group represents the Constructivist Theory while the other represents the Cartesian Way. Name the Pros and Cons to each of the theories. Be able to support your arguments.

Computers in the Classroom - Raleigh, Elizabeth, Caitlin

What would be interesting…ways to integrate technology into your class when you have 1 computer, 3, 6, 15, or for every student.  Pro’s and con’s….with ELLS or special needs

1 computer- project a screen for the entire class. You can use it to demonstrate concept maps that kids can help fill out. Desk top Tower Defense- Is a game of strategy and using graph paper students can plan out strategies, before demonstrating their strategy by playing the game. Class vocab games/ trivial pursuit are also interactive ways to check for comprehension when you only have one computer. There are many Interactive websites that can be explored as a class that discuss topics anywhere from geography to global issues like pollution.

One computer with multiple smaller devices can also be useful. Students can take quizzes on the hand held devices that can transmit data instantly to the computer. These devices can also be used for trivia games and class questions.

3 computers-  You can make students computer specialists for a week or a few days. Anytime they or their classmates need to access a computer these are the students who would do so. If you only have a limited number of computers they could also be a class resource that is always available, and teachers can make photos or other digital media part of the requirement for longer class projects.  ELLS can access dictionaries and translators so that they can better communicate in English. Students with Special needs can also have access to these resources.

6- Power point projects, video projects, podcasts, anything that can be done in small groups.

15-all of the above suggestions plus indepth projects that include multimedia elements.  skype- between classes or around the world   Kurzweil 3000 allows Ells and Special access to a program that will read and help you write papers, they help with grammar, vocab, and reading so students with learning disabilities and ELLS get the help that they need.

All- constant access, email with people around the world, blogging, wikis, twitters, collaborative projects between students with separate works, like a web page. Research projects, college essays. ELLS and Special Needs students can work at their own pace and don’t have to be rushed.

Don’t always have to use all the computers even when doing projects!

Pros- Wider access to information and programs. They feel a sense of responsibility. They have a chance to go beyond the classroom when looking for resources.

Cons- Kids don’t use the technology appropriately or responsibly. If they break it or loose it. They spend so much time on the technology aspect that the content becomes secondary or none existent.

Literacy Concept Map - Raleigh, Nasa, Sarah

Minds of Fire Concept Map - Raleigh & Sarah