Teaching+with+Technology+Reflections

= Teachning with Technology EDLD 5364 Course Reflection = = Teaching with Technology Course Reflection = = = = = = = = Teaching with Technology- Week 5 Reflection =

This week was mainly about student effort and how that effort affects student outcomes. Pitler highlighted the importance of student effort on student achievement. I found it interesting that students can “learn to operate from a belief that effort pays off even if they so not initially have this belief” (Pg. 155). Many students in the school system these days simply lack motivation which means that there is also a lack of effort. Many teachers complain about this saying such things as “He just won’t turn in his homework” or “She refuses to complete writing assignments.” Pitler provides excellent suggestions for monitoring and thus reinforcing student effort using technology. Spreadsheet software and data collection tools such as Survey Monkey can be utilized to provide immediate feedback to students regarding their amount of effort and achievement on various tasks. Like Pitler suggests, if teachers continue to reinforce effort, the students will eventually begin to believe in its importance.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

= Teaching with Technology- Week 4 Reflection =

This week we looked into conducting assessments using UDL and we were able to view videos of real students using technology to learn. I found the videos very interesting, but was saddened by the fact that public education is still very far away from being able to teach all students in this manner. Unfortunately, many teachers are used to the paper/pencil method of teaching. When these teachers do use technology, it is simply to check their e-mail. I know that as a whole, educators are getting away from that mentality; however, even for the ones who want to integrate technology, the resources are limited.

When considering UDL to conduct accurate and "fair" assessments, I feel that UDL can become more of a crutch for students than anything else. If we as educators continue to accommodate students for everything, they will get used to being able to perform at their level with no higher expectations. Maybe I misunderstood the message that Rose and Meyer were attempting to covey, but I feel that sometimes students should be expected to perform using what is put in front of them rather than always being given an ideal situation.

= Teaching with Technology- Week 3 Reflection = = __ General Reflection: __ = I found the readings this week to be very helpful and informative. I really appreciate the way Pitler provides instructions of how to use the suggested materials. For example, when he suggests using the comments tool, he provides instructions on how to do that in Microsoft Word (p. 42). Rose and Meyer provide excellent descriptions and examples of how to implement UDL in everyday classrooms. Once I read more about UDL, I found that it is an easier way to differentiate learning and address the needs of all students. A very interesting comment by Rose and Meyer was that research shows that teaching in multiple modalities increases access for students with difficulties as well as improves learning among all students. As educators, we easily get caught up in what our students cannot do. Using UDL, we can now focus on what they can do while introducing what they still have trouble with and improve the learning of the other students at the same time.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, 41-58, 217-225.

Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning//. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from [] =__ UDL Lesson Reflection: __=

The CAST website is a fantastic resource for all teachers. The website provides model lessons for teachers of any content area and grade level to reference. The wealth of information on the site is very helpful when trying to figure out how to reach students who are having difficulty as well as how to make learning fun for students who learn fast. I liked the way the lesson template listed all of the areas to be addressed. That makes it difficult for teacher to overlook areas. I found this lesson template to be very helpful in creating a lesson that will address the various needs of all the students that can and usually are in one classroom. It opens the teacher’s eyes to what can and should be done in lessons every day. The UDL lesson builder website makes it easy for new and veteran teachers to use differentiated learning. = __ Book Builder: __ = Before I started to create my book, I thought that making an electronic book would be difficult. When actually working in the site, I found it to be easy but slow. I really like that the books can be created to allow for student responses per page and can contain helpers (coaches). These books will be beneficial for all students, especially those having difficulty grasping a certain concept. = [] = = ** Teaching with Technology- Week 2 Reflection ** =

This week we read and learned about how technology can impact student performance in the classroom. Knowing now how important technology is to the overall achievement of our students, I found it very interesting how researchers early on thought technology expenditures in schools were “unjustified” (Page, 2002). Our students as well as educators would not be able to function effectively in a classroom without technology.

Twenty-first century learners and educators require technology to teach and learn effectively. The principles of Universal Design for Learning are an excellent way to teach all types of students ranging from special education to gifted and talented. Teachers present material in many different ways using technology and students are allowed to demonstrate knowledge in many different ways using technology. Universal Design for Learning attempts to ensure students are given many different paths for absorption and demonstration of knowledge.

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. //Journal of Research on Technology in Education, 34//(4), 389–409. Retrieved October 5, 2009 from the International Society of Education at []

Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning//. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved on October 5, 2009, from [] =** Teaching with Technology- Week 1 **= The information presented this week addresses learning theories and integrating technology. The learning theory I found to be the most interesting is the constructivist theory. This theory states that one learns based on what he/she already knows. Sprague and Dede (1999) stated that constructivist theory requires that students synthesize new information into what they already know. This makes the most sense when considering higher order thinking and problem solving. Twenty-first century learners are expected to apply information to what they already know to increase relevance.

Connectivism also plays into twenty-first century learning in the age of technology. Students are connected to others through the use of technology practically 24 hours a day. Connectivism and interacting with others shape one’s knowledge almost instantly. Teachers can use connectivism in the classroom through use of blogs, wikis, or other appropriate networking outlets.