Integrating On-Line Modules to Enhance Learning

Power Point Presentation

REFLECTION

The Walden University course Reaching and Engaging All Learners Through Technology has given me a better understanding of Universal Design for Learning and an appreciation for Differentiated Instruction. I have a better understanding of my strengths and weaknesses as a teacher and how to reach students at multiple levels of learning.

As a teacher at a diversified high school in Metro Atlanta, GA, my goal is to reach out to all students regardless of their level of achievement or background. With an understanding of UDL and DI, I am looking forward to incorporating more technology into my lessons, such as allowing students to use their cell phones for a project. I am a strong believer in giving every student a quality education. Although technology is not the saving grace of America’s problems in education, it can help to bridge learning gaps that are created among students. Differentiated Instruction has rekindle an understanding that students are like finger prints, they are all different and learn in different ways. By changing my lessons and presenting them from multiple perspectives, I will help those students that need to actively involve themselves in an activity.

Many teachers complain about a lack of access to technology and fail to realize their students are walking around with mini-computers all day. I was lucky enough to be one of four social studies teachers awarded a Promethean Board in my classroom and I have already started creating assignments and projects that are keeping my students actively engaged in class. Technology will continue to advance and put a world of knowledge at our students’ finger tips, will teachers embrace it and move forward or resist it and continue to complain about the current state of education?

The Evolution of 21st Century Writing

As I progress through my research, my problem statement is evolving and I will use a mixed-method research design to determine the outcome. Explanatory design seems to be a useful approach because it will allow me use qualitative findings (students' level of writing) to back up the quantitative data (the amount students' technology use).

I plan to determine the impact of technology usage on writing quality of middle and high school students and which forms has the greatest impact - negative or positive.

Who: Grades 6 - 12

What: The impact of technology by middle and high school students.

Why: Although, the different forms of technology are great tools for education, are they creating generations of students with poor writing skills?

Descriptive: What are the writing levels of general education students in middle and high school students?

Relationship: Do the scores of students drop on standard writing tests for students that accumulate more than 1000 texts per month?

Difference: Is there a difference between the writing skills of students that are dependent on technology and the students that only use technology as a supplement?

With the help of my classmates and instructor here are some questions that I will use in my research:

1. What type of technologies are being used to increase writing quality? (word processing, software programs, internet sites/tutorials, blogging, etc?). Is one seen to be more effective than another?

2. Home much time does the student spend texting, using word processors, etc. at home?

3. Does the teacher allow "texting" language and symbols in classroom assignments?

4. What are teacher expectations for writing and grammar skills in the classroom?

Does technology make our students lazy?

As a world history teacher, my students must be able to communicate to me in writing. As we continue to introduce technology to our classrooms, our students benefit from the accessibility and ease of putting together their assignments. Some forms of technologies, which are not common to the classroom, have also contributed to the decline of our students' writing skills. Many students have the ability to communicate in writing, however the short messages used in text messages, emails, and other forms of electronic communication have led to improper writing habits in the classroom.

Problem Statement: I plan to research the over use of technology by today's students to determine if it has led to poor writing habits in the classroom.

Who: Grades 6 - 12

What: The over use of technology by pre-teens and teenagers.

Why: Although the different forms of technology are great tools for education, are they creating generations of students with poor writing skills?

A Reflection of Technology in the Classroom

• Reflect on the “Personal Theory of Learning” you developed in Week 1. Summarize any modifications to your personal theory of learning you have made as a result of your learning in this course.

As we started this course my personal learning theory was the concept that students learn from doing and applying. This line of thought holds sway for me today as I reflect on the different strategies I studied in the course Bridging Learning Theory, Instruction, and Technology. As I learned the importance of theories such as constructionism and dual coding, my belief is that the 21st century classroom should be student centered and involved.

• Describe any immediate adjustments you will make to your instructional practice regarding technology integration as a result of your learning in this course. Identify two technology tools you would like to use with your students and how the tools will support or enhance your students’ learning.

I will integrate several forms of technology into my curriculum next year. I am preparing assignments that will use programs such as Inspiration and Webspiration to develop concept maps, powerpoints, videos, and VoiceThreads. My goal is to have my students actively involved in the exploration of history. These programs will promote collaborative groups and allow my students to discuss the themes and concepts we are studying.

• List two long-term goal changes you would like to make to your instructional practice regarding technology integration and outline a strategy for achieving them.

Connectivism and Social Learning in Practice

According to George Seimens, connectivism is the ability to make decisions based on rapidly altering foundations. The components of connectivism seem to operate as small parts of a machine working in unison to power the entire production. The majority of the instructional strategies used in this week’s resources dealt with students interacting with a single goal. The vignette used of Mrs. Smith's class and her introduction of Shakespeare is a great example of social constructivism. Mrs. Smith’s assignment promotes collaboration between a diverse group of students and generates a level of exciting over a topic that she previously struggled to make a connection with her students. All of the students were able to contribute to the project and gain an understanding of the subject.

Dr. Michael Orey discussed the importance of social learning and connecting the gap between the Zone of Proximal Development and the More Knowledge Other. There are when we reach our learning potential and need someone or something to help bridge the gap. Modern technology provides tools that can assist to make these connections. Students can gain this information directly, through various programs, or through the various methods of communication from various forms of technology. Social learning came come from avenues other than technology. Jigsaw excercises allow students to obtain and share knowledge.

The link to my personal vociethread is below.
http://voicethread.com/share/1192090/

Fred

Constructionism in Instructional Practices

As I read through this week's reading one assignment really caught my attention. Dave McDivitt of Oak Hill High School in Converse, IN used a multiplayer strategy game to teach the causes of World War II (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Dr. Michael Orey describes constructionism as a theory of learning that states people learn when they build an external artifact or something they can share with others (Laureate, 2008). The World War II strategy game is constructionism in practice. This type of activity creates a hands on experience for the student and allows them to use the mechanisms for learning: assimilation, accommodation, equilibration, and schema. Although, I have many students tell me they love history and enjoy my class, most students openly admit they are only taking a history class because it is a graduation requirement. My priority motivation for getting a degree in technology is to bring my curriculum into the 21st century. Video games are strong motivational tools for modern teenagers and I am sure they could generate interest in education if used properly. Using the World War II strategy game, students could be required to keep a journal of their tactics and chart the results of their action. A teacher could then have their students wrap up the activity by writing an essay analyzing the actual causes of World War II and comparing it to their experience in the game.

Problem Based Instruction gave me the thought of creating open ended research paper for my students to write. I always tell my students, "History is in the eye of the beholder." Everyone interprets history differently according to their perspective. Through Problem Based Instruction the student can look at the Crusades through the eyes of a Christian and a Muslim. Each will have vastly different interpretations of the causes and outcome of the wars. The development of technology and the continued acceptance of technology in the classroom is creating new ways for constructionism to create and share their educational experiences. As a history teacher the hands on opportunities offered in constructionist activities help to maintain an actively engaged community of students.