Reflection New and Emerging Technology

Change is not something that comes easily for me. I struggle with moving away from what feels comfortable to something that is initially awkward and difficult. However, increasing the use of technology in my classroom is a transition that I am eager to make. This change is energizing because I know that technology is something my students are comfortable with and excited to use. Technology has great potential to impact education and I am eager to take advantage of it. I believe firmly in the Lemke and Coughlin’s (2009) comment that “instead of requiring our students to check their Web 2.0 technologies at the schoolhouse door, we should teach them how to use these tools for learning” (p. 54). The learning that I have gained throughout EDUC 6715: New and Emerging Technologies, has exposed me to tools that could change the face of education. It has also taught me about the change process and the influence I could have in the adoption of new and emerging technologies in my school.

My learning in this course is best demonstrated through the work that I did in the creation of an online learning module that makes use of the Course Management System (CMS) Blackboard. This lesson on cells provides my students with many benefits over how it would traditionally be taught. Some of these benefits include: working at your own pace, accessing materials as needed, providing information digitally, and allowing students to collaborate and communicate in new ways. I then created a report to share with my colleagues about the implementation of such an activity. This could be shared with the entire staff or in my professional learning community to serve as a model of best practice, a critical component in teaching educators (Reeves, 2009). Like many teachers, I am highly motivated by hearing about innovative learning experiences other teachers are using in the classroom. Sharing my experience could motivate others to increase their use of technology with students. This activity also exposed me to sources of grants that could serve as funding for technology related projects. I took an initial step in the grant process by preparing a rationale statement that could be used for this project.

It is vital for educators to stay informed on emerging technologies with the potential to transform education and to promote their adoption in the classroom. One of the ways that I can do this is by developing my own Personal Learning Network. This could involve setting up an RSS Aggregator and subscribing to blogs, articles, or other digital information related to emerging technology and education. I appreciate hearing what other teachers are doing and value the advice they have to offer. The Horizon Report is another great tool to learn about emerging technology. In order to lead the adoption of technology at my school, I need to be willing to try new tools and share the results with other teachers. It will be important to carefully research the technology, identify the standards to be met with the lesson, and consider issues that could limit success so that my students will have a positive experience. Multi-User Virtual Environments (MUVE’s), digital games, and online learning have great potential to impact teaching and learning in the 21^st century. It is important for me to remember that I don’t have to be an expert with the technology before I use it but I do need to be willing to try it out and seek support as needed.

Jenny

References

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59. Reproduced with permission of Association for Supervision & Curriculum Development in the format electronic usage via Copyright Clearance Center.

Reeves, D. (2009). Model teachers. Educational Leadership, 66(5), 85-86. Retrieved from the Academic Search Premier database.

Online Learning in K-12 Schools

The way students prefer to learn today has drastically changed from that of former years. This is due in part to their interest and use of technology. Teachers and students alike can reap the benefits of this interest when technology is incorporated into meaningful learning experiences. A Learning Management System or LMS, like Moodle or Rcampus, can even be used to offer classes entirely online or in the form of a hybrid. I have created a PowerPoint presentation that can be viewed in Google Documents. This presentation is meant to be shared with my staff so that they can learn about LMS and the potential they could have in our school. I have tried to address questions I forsee our faculty having. Please take a look at my presentation on Online Learning in K-12 Schools and share your comments, questions, or concerns.

Jenny

Reflection of UDL, DI, and Technology

Throughout a recent Master’s course, “Reaching and Engaging All Learners Through Technology,” I have been exposed to the concepts of Differentiated Instruction (DI) and Universal Design for Learning (UDL). Prior to this course, I would have described differentiated instruction as providing different lessons to some of the students. This is not the case at all. Differentiation is really a mindset an educator has about teaching and learning (Laureate Education, Inc., 2009c). For me it means providing each student with the best education that I can, a concept supported by Carol Tomlinson (Laureate Education, Inc., 2009c). A teacher who believes in DI and UDL values diversity and takes these differences into account so that each child can be successful. A great deal of flexibility has to be built into the curriculum so that every student’s educational needs are met (Laureate Education, Inc., 2009b). Technology can be the key to building in this flexibility.

I was fortunate to be a member of a social network, Engaging Students with Technology, where resources, strategies and tools were shared that would support or enhance differentiation in the classroom. Using multiple representations to present the course material is an important component of UDL and DI (Laureate Education, Inc., 2009a). The internet is extremely valuable in making this possible as it provides a variety of resources that enhance the standards I am striving for in my content area. Many of the websites that have been shared with me contain streamed videos, images, or audio clips that could reach more of my learners. The network also exposed me to a variety of tools that would support my diverse learners including online translators (Word2Word Language) and speech to text programs (ViaVoice and Read Please). These technologies will be implemented to support English Language Learners or students who have difficulty reading, writing or keyboarding. UDL and DI also propose that students should be allowed multiple means to express their learning (Laureate Education, Inc., 2009a). One member of my group shared a tic-tac-toe board which allows the students to choose how the form of expression. Other members shared ideas for expression including VoiceThread, Publisher, and Digital Storytelling. These tools allow the students demonstrate what they know and understand in a manner that is most comfortable to them.

The use of technology is embraced in my classroom. However, this course has exposed me to many other ways technology could be use. The first is in the use of surveys. In order to effectively differentiate my lessons, I need to really understand my students’ interests, readiness, and learning profiles. There are some great online surveys that would work well for my high school students. I will even use a survey I created with survey monkey to learn more about learning profiles and interest. Formative assessment needs to be enhanced in my classroom. One of the ways I can do this is to use my clickers, or student response system, to have students answer questions that gauge their understanding of the material. Blogs are another tool that I will use with my students so that they can be reflective of their learning. These are just a few of the immediate changes that I will implement with technology to support UDL and DI in my classroom.

Choosing not to implement technology in today’s classrooms is simply not an option. Not only will technology aid in the flexibility required to support UDL and DI but the skills students gain with it will better prepare them for the workplace of the 21st century. Flexibility is a key to effectively implementing technology, UDL, and DI. The role of both teacher and student will change with the teacher becoming more of a collaborator and the students becoming responsible for their own learning. Implementing DI, UDL, and technology can appear overwhelming. It becomes much more manageable as I remember that it is ok to smart small and continue to work for change. The impact on my students could be great.

Jenny

Laureate Education, Inc. (Executive Producer). (2009a). Program thirteen. Brain Research and Universal Design for Learning [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Program twelve. Universal Design for Learning [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009c). Program twenty. Putting It All Together [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.