Wednesday, July 8, 2015

Inductive Model

Inductive Model

5.G.B Classify two-dimensional figures into categories based on their properties. 
3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

For this lesson I would have a slideshow or put images up in the classroom of different quadrilaterals. The purpose of this lesson would be for students to see differences between quadrilaterals (sides and angles). I would have all of these in a slideshow that they could each download. In student groups, students would drag the images into categories of their choosing. We would then discuss the differences between quadrilaterals, parallelograms, and trapezoids. Students would apply that knowledge and find examples of those quadrilaterals in architecture 

2) Standard 1 
Students will understand that chemical and physical changes occur in matter.
Objective 2 
Evaluate evidence that indicates a physical change has occurred.
Objective 3 
Investigate evidence for changes in matter that occur during a chemical reaction.

In this lesson I would show different experiments (YouTube) to the class. Some of the experiments would demonstrate physical change and others would demonstrate chemical change. Students would be able to re-watch the videos as we begin the discussion within the convergent phase. Students would then find examples of physical and chemical changes that we utilize everyday and what we would do without them. Students would create commercials showing everyday examples of chemical/physical changes and what life would be without them.

3) Reading: Literature Standard 2 
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 


For this lesson I would give students different themed poems. As students analyze the examples and non-examples they would begin to observe patterns and differences. During the convergent phase the teacher would begin to ask questions that are specific to the theme being studied. Students would apply their knowledge by writing their own themed poetry online using the class website. Poetry would be posted for students to read and make comments.

Integrative Model

Integrative Model

Standard 2 

1) Students will understand the chronology and significance of key events leading to self-government.
Analyze arguments both for and against declaring independence using primary sources from Loyalist and patriot perspectives. 

The revolutionary war is a perfect springboard to utilize the integrative model. In this lesson, students would analyze different primary source documents from differing viewpoints about declaring independence. Technology for this lesson would include online sources to view the primary source documents. A concept mapping tool would be used to explain and similarities and differences between the different sources.

2) Reading: Literature Standard 3 
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Comparing characters in literature would be a great way to use this method. Students would read multiple books from the same author and then would compare main characters from those books. In 5th grade we read books from Jerry Spinelli. His books usually have short chapters that keep students engaged. Students could utilize the integrative model to compare not only characters, but different events in the stories to see if there are similarities in writing style and situations that characters face. I would have students blog about the differences and similarities of the main characters and participate in blogging as they read. 

3) Standard 4 
Students will understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth.
Contrast the impact of the war on individuals in various regions (e.g. North, South, West). 

In this lesson I would compile different diary entries between citizens of the North and the South during the Civil War. Students would see the differing points of view between people living in the same country. Students would utilize concept mapping online and would collaborate with each other as they make them. 


This would be a great way to compare our country today and how people are divided on a lot of different issues. I would help students conduct a search online to view different news websites to see how perspectives change depending on location… etc… (especially during Presidential elections)

Monday, July 6, 2015

Inquiry

I presented on this topic -

Project-Based Learning

Problem-Based Learning Model

1) 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 
5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

For this lesson I would pose the following problem: The school needs to ship books back to amazon.com. We have 300 math books to ship back. How many boxes do we need to purchase?

For this problem, students would be given one book and 3 different sources of box suppliers with different prices and sizes. Utilizing volume, students would have to develop a plan to solve the problem. Students would then vote to determine which group solved the problem the best. I would have students draw diagrams of their solution using educreations and they would also record their solution to present to the class 

2) 5.G.A Graph points on the coordinate plane to solve real-world and mathematical problems. 
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

For this lesson I would utilize the app “Sector 33”. Sector 33 is a flight simulator app where students use a tool that mimics air traffic control. As they plot points and adjust speed, students can see how graphing points are used in the real world. The graph paper lesson plan is here: http://www.uen.org/Lessonplan/preview?LPid=37302

This app shows the problems that arise when multiple airplanes are arriving at the same time. As students adjust flight paths and speed, planes can arrive at specific intervals. 


3) 5.NF.B Apply and extend previous understandings of multiplication and division to multiply and
6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. divide fractions. 


For this lesson I would pose the problem of making cookies for the entire school. There are three different types of cookies. Each cookie has its own recipes (which incorporate measurements with fractions). Students would need to come up with a plan to find out which how many cookies of each of the three kinds to make. Students would need to buy the ingredients from Wal-Mart.com and determine what brands of ingredients to buy from. (Would you buy generic chocolate chips because they are cheaper… etc). Students would need to figure out how to survey students in the school effectively and quickly. 

Wednesday, July 1, 2015

Socratic -

Presented on this model -

Cooperative Learning Model

Cooperative Learning Model

1) Standard 1 
Students will understand that chemical and physical changes occur in matter.
Objective 2 
Evaluate evidence that indicates a physical change has occurred.
Objective 3 
Investigate evidence for changes in matter that occur during a chemical reaction.

For this lesson I would utilize the general cooperative learning model to have students create infographics about physical and chemical changes. Students would have previous knowledge about these differences. Each person in the group will have a specific role to fulfill. Students will collaborate by creating the infographic together using “Gliffy” or “Creately”. To ensure group planning and management throughout the process, I would have students create a Google Spreadsheet with tasks outlined for each group member. That way, every student in the group is accountable for hi/her own work.

2) Objective 3 
Distinguish between the rights and responsibilities held by different groups of people during the colonial period.
a. Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people). 

For this lesson I would jigsaw the different groups of people during the colonial period. Students would first become experts on their particular group and then would go back and teach their home group. Students would reflect on members of their group and then complete an online presentation together. 

Students would create a Google Presentation. By using that tool students could be creating their presentations and communicating with each other through the "chat" feature. Incorporating the use of a "shared document" helps students work on collaborative projects and communicate every step of the way regardless of physical setting.


3) Standard 2 
Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.

For this lesson I would use the graffiti model. Students would be in different groups and would go around the classroom and would write down on posters their knowledge of fast and slow changes. I would have papers to cover each groups answers to be able to assess how much each groups knows. At the end of the rotation (each group would write on each poster), students would evaluate their starting poster with responses from the other groups to see commonalities and knowledge that the class has obtained. 

As a summative assessment, I would have students work on infographics to display their work. Groups would work together and then would post them online. Through an online discussion board, each group would be required to make comments about each infographic and would be able to ask clarifying questions to each group. Students would be able to interact with each other and based on feedback given, would be able to revise their work and repost as a group. 

Monday, June 22, 2015

Concept Development/ Concept Attainment

Concept Development Model

The concept development model helps students build on existing knowledge and help refine their understanding. 

1) Standard 1 
Students will understand how the exploration and colonization of North America transformed human history.

For this lesson I would begin by using answer garden and have students answer the question:

What characteristics do explorers have?

After creating the answer garden and having it displayed on the board; students would begin to group ideas that are similar using Padlet. While creating those groups, students would begin to find labels for their ideas. After creating one Padlet (and submitting it), students will create an alternative Padlet utilizing different labels and categories. At the end of the lesson students will synthesize the information by creating a definition for the word “explorer”.

2) b. 
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

I would use this lesson to help students see how they can classify words according to Greek and Latin affixes and roots. Students would be given a list of words with different roots and affixes. Students would then sort them and being to label. 

I would use PowerPoint to display the different affixes and roots. I could then create animations that showed where these affixes and roots are found in words we use everyday. Using Powerpoint would also allow me to move the words and annotate in front of the class.

3) 5.NBT.B 
Perform operations with multi-digit whole numbers and with decimals to hundredths.

For this lesson I would use the term “multiplication” to ask students in what circumstances would you utilize this skill. Students would use Padlet in pairs to think of all the instances they would use multiplication. Students would then label their ideas and categorize them. They would see how the math is relatable to them. This would be a Beginning lesson to introduce multiplication of decimals. 

Concept Attainment Model

1) Standard 2
The Earth’s surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of the Earth’s surface.

For this lesson I would utilize Keynote to make a presentation with pictures. I would have pictures of “slow” changes that happen to the earth and “fast” changes that happen to the earth. This would be a great way to introduce the concept of how the “Earth is constantly changing”.

Students would hypothesize what the pictures mean and how it relates to what we are studying. In the closure phase of the lesson, students would develop a definition based on the critical attributes. Students would then apply this knowledge by creating other examples and non-examples. 

2) Standard 2
The Earth’s surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of the Earth’s surface.

For this lesson I would start to make a list of examples of “erosion” versus examples of “weathering”.  Students would then begin to see the differences between the two science terms. They would hypothesize which attributes have to do with each term. Students would then be able to develop a definition of the two science terms which are some of the main themes of Standard 2.

Technology use for this lesson would incorporate the web tool "Gliffy".  I would use this concept mapping tool show examples of the two science terms. 

3) Objective 3 
Distinguish between the rights and responsibilities held by different groups of people during the colonial period.

For this lesson I would address the sub standard : 

Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people).

 I would take two groups of people and make lists of their individual rights and responsibilities. Students would then hypothesize from the list (American Indians, landowners, women, indentured servants, enslaved people) which group of people identify with attributes listed. They would then develop definitions for each group. 

Another way to do this would be to make a column for every group and have students hypothesize which group belonged to each column. 

I would then have students use an infographic tool like "easel.ly" to create infographics that students could print and display in the classroom.  

Wednesday, June 17, 2015

Direct Instruction and Vocabulary Acquisition

Direct Instruction Model

The Direct Instruction (DI) model is utilized most often when teaching procedural and conceptual knowledge. The DI model could be further enhanced with the integration of technology. Three lessons ideas that could use this model are the following:


1) Standard 2 
Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface

For this lesson I would show a slide show with different pictures that relate to the ideas and vocabulary of changes to the earth’s surface. For this lesson, students would be creating their own presentation. I would guide them through the process of researching pictures, definitions, and ideas. We would learn how to copy/paste, drag/drop, etc… inside the (PPT/ Keynote/ Google Slides) applications.

2) 5.NBT.B 
Perform operations with multi-digit whole numbers and with decimals to hundredths

For this lesson I would first teach/review how to multiply a 2-digit by 2-digit number on the board. After reviewing this concept, I would show students how to use Excel to multiply numbers. (I would use a modified technique to do this. Instead of putting the entire number in each cell, I would have the students put each numeral in its own cell (i.e. for the number 89, “8” would be in cell A1 and “9” would be in cell A2) I then have students multiply numbers in Excel with me. Students would gradually start working on their own problems using Excel.

3) Standard 2 
Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.

For this lesson I would incorporate the use of video to teach about Volcanoes. I would then open the iOS app “Earthquake” and show students how to track seismic activities around the world. We would then begin to graph and map earthquake activity around the world. This would teach students how to read and decipher seismograph data effectively. 


Vocabulary Acquisition Model

The Vocabulary Acquisition model is utilized to develop the learning of vocabulary for students. This helps students develop a deeper understanding of vocabulary that can be transferred among all curriculum areas. 

1) Standard 2 
Students will understand the chronology and significance of key events leading to self- government.

For this lesson I would pre-assess the students on the word “independence”:

: freedom from outside control or support : the state of being independent

: the time when a country or region gains political freedom from outside control

Students would create their own definitions and partner-share. I would then break apart the word “independence" with the class to determine individual meanings within the word.  As a class we would use “Popplet” to determine the class’ ideas in regards to what being independent means. We would then utilize the chapter book “Johnny Tremain” to identify the theme of independence as it is used in the text. A follow-up activity for this would be to compare and contrast the term “independence” as it pertains to us today and people in early America

2) Standard 5 
Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment.

For this lesson I would pre-assess the students on the word “inherit” and brainstorm with students what that word could mean in different contexts. 

: to receive (money, property, etc.) from someone when that person dies

biology : to have (a characteristic, disease, etc.) because of the genes that you get from your parents when you are born

: to get (a personal quality, interest, etc.) because of the influence or example of your parents or other relatives

Students will develop synonyms for the word “inherit” and will use “Answer Garden” to submit their ideas. The teacher will then show a video of traits that can be inherited to guide the students into the science lesson. 

3) 5.OA.A 
Write and interpret numerical expressions

For this lesson I would have students use iPads using the online Merriam-Webster dictionary to define the word “expression”

: the act of making your thoughts, feelings, etc., known by speech, writing, or some other method : the act of expressing something

: a word or phrase

: the way someone's face looks that shows emotions and feelings

Students would then draw the definition of the word “expression” and put them on the wall. I would then put up a mathematical expression on the wall with the other drawings and lead the class on a discussion with the alternative definition of the word expression. Students would then create their own mathematical expression to put on the wall. 



Monday, June 8, 2015

Metas para nuestra clase!!

Educational Technology Course Goals:

  • Increase my technological skills to enhance pedagogy in the classroom
  • Create worthwhile technological tasks for students in the classroom

Tuesday, April 28, 2015

Blog # 11

What does it mean to be a teacher-leader in the digital age?

As I reflect on thoughts and feelings I had when I started the semester I can see that I have grown quite a bit since the beginning. I have always felt the need to push myself to better my own classroom. Each year I have various goals I want to accomplish that include student indicators and learning objectives. My previous mentality was to push and change individually. I am not one to show others the things I am doing in my classroom. I look for different ways to teach and to help students gain worthwhile experiences but, most times was doing that in the confines of my classroom. 

This semester Dr. Cox encouraged us to present at UCET; this is something that I felt I needed to do. In the past, I have done different presentations on Professional Development days at my school. I felt like I needed to branch out (even though it was something I do not like doing). I don't want to come across as the “tech” person who “knows everything” (which I don’t). This at times brings forth negative connotations. 

UCET was a great experience for me. I finally realized what it means to be a teacher-leader. At that conference we were surrounded by other people trying to better education for students. Teachers that were there, were those who are trying to push and make a change towards digital classrooms where students learn through the creation process. I now feel comfortable to share what I am doing and share my work with others so they can use it in their own classrooms. 

Being a teacher-leader does not mean you have possess some special skill or knowledge. It means being a teacher who is willing to try new things and make a difference, someone who is willing to share and stir the pot of change. 

How will you use what you have learned in this class in your future course, unit, and lesson planning?


This semester (although a lot of work) has taught me a lot. It has bridged my previous education classes with a new view on instruction and ways students can learn in my classroom. Although I  have taken courses on backwards design and how to create units, I never felt like I was effectively creating lessons. Incorporating technology into my lessons has changed how I view assessments. I have always use technology in my lessons to deliver instruction. My failings as a teacher has been my inability to incorporate technology for students. I now see the total change I can make by delivering instruction that is engaging and relevant for my students. I will now go back and look at my curriculum map to see what changes I can make to create real-world, authentic classroom experiences for my students. 

Blog # 10

How will you acquire technology for your classroom?

Acquiring technology for my classroom has been a personal pursuit ever since I started teaching. I have always wanted technology in my classroom for my students to use. The last two years, I have made a big push for technology in my class and school. Last year I was in charge of creating the plan to get iPads and Apple TV’s for every teacher in my school. I personally made the budget and ensured that our schools’ wifi infrastructure would handle the load. This year I applied for numerous grants to get technology into my classroom. I received funding to purchase iPads for my classroom to be able to pilot and implement a flipped classroom for my students. This has opened a door of unlimited possibilities for my students. I now devise lesson plans that incorporate the use of technology for my students. I also received a STEM grant this year. With that money, I bought Sphero robotic balls where my students implement math strategies while learning to code. I constantly look for different ways to get more tools in my classroom (I have a long list) and will continue to do so as long as I teach. 

How does the use of technology impact your classroom management strategies?

After I received the technology I quickly realized that I needed to create strategies to manage my classroom when they were using the tech. Strategies for transitions, proper usage, and time management had to be implemented so my students knew exactly what I expected. One surprise that emerged as I integrated more technology in my classroom was the decline of classroom disruption that I experienced in other lessons. As student engagement went up, classroom disruptions and problems with management went down. An engaged classroom eliminates many problems that teachers experience today. My main focus is not to create management strategies as we use the tech and to manage our time effectively. 

Why use technology if you always need a backup plan?


Lessons that now use technology in my classroom are night and day different than lessons that used traditional indicator methods. I plan for engaging lessons that challenge students to create authentic real world experiences. Do my lessons go as planned? Not always. There have been many times were the technology did not work. My backup plans have now included a work around if the network is down. I have made sure that if I need to use my Apple TV to project my iPad, I no longer need the network to do it. I have also started to download locally all videos and internet content that I need. If the internet is not working, I can still access the content I need for my lessons. My new goal is to create backup plans that are as engaging without the technology.

Blog # 9

How does the combined backward design and technology-rich focus impact your unit design?

Planing my unit design was very eye opening. I feel like I have been blindly following the textbook without giving any thought to what I really want my students to know and do. When I purposefully put my textbook aside and looked at the core standard and what I want my students to accomplish, I was surprised at how much better I can teach my students. I feel like I have missed many opportunities to engage the students in my classroom. 

As I started my unit, I started to think about the end result, the lesson indicator. I then realized that I could create an authentic learning experience for my students while they were learning the content. I have now shifted my focus to utilizing technology towards the creation of projects that will engage my students. Designing these lessons have allowed me to see the freedom I have as a teacher to reach students in my classroom. 


This assignment has changed the way I view teaching. I now can see the way to effectively plan units that don’t follow the worn out model of teaching the content, completing a worksheet, finishing the homework, and taking a quiz. 

Saturday, March 21, 2015

Pedagogy and Engagement

What technologies are available to facilitate general pedagogy? What content-specific technologies are available to promote better understanding and engagement?


There are limitless technologies available to help teachers deliver content to students. There are many presentation tools that enhance student engagement and learning. Internet content and videos have also become a source of knowledge to better illustrate concepts taught in class. Researching different technologies, I stumbled across the “The Pedagogy Wheel” which incorporates he SAMR model:


Many of the applications outlined are perfect ways to incorporate technology into instruction. I think the biggest challenge to the integration of technology in the classroom is choosing the right tech for the right lesson. There are times when technology is used just for the sake of using it. Technology should be used to enhance learning and promote engagement. Looking at the following poster outlines the importance of utilizing technology to display parts of our instruction.


Searching some more led me to some ideas to keep students engaged. I then wondered how I could make this work in my classroom while integrating tech. What do you think?

Blog 7.......

How can technology be used for presentation of content and assessment of learning?

Technological tools use for presentation are many. Some examples of those are included on this list: http://www.educatorstechnology.com/2012/05/list-of-20-free-tools-for-teachers-to.html

With many advances in how technology can be used, many presentation tools have now become engagement tools where student participate. For example, Nearpod, is a presentation tool similar to a Powerpoint. Not only does the teacher present the material, students also participate on their own devices where they presentation is also on their screen. Students then can fill out surveys, complete quizzes, and draw pictures. The teacher controls what each student can see on the computer and is participating with the teacher every step of the way.

Other presentation tools to deliver content include video. There are now many video applications that can deliver content. Educators also have the ability to upload their own videos for student to watch and retrieve that information online. Some of these tools are Educreations and ExplainEverything App. Both of those applications give teachers an easy medium to create content related videos for students. 

Technology is now being used for assessment more than ever. Student results are now instantaneous and can be analyzed and compared easily. Of such tool our school uses is Mastery Connect. Mastery Connect is an assessment tool that also maps the entire curriculum. Each map breaks down into an easy to read format that teachers, parents, and students can read. Results can be analyzed against other classes to see trends among students and teachers. 

A quick assessment tool I have utilized in my classroom is the Plicker app. Plicker is a quick assessment tool where students hold up cards in response to questions. A tablet or phone can be used to quickly scan cards and results are immediate. This is a great way to survey students or to give a quick exit quiz on a topic. 

How can you implement project-based, authentic, technology-based assessment and still prepare students for standardized testing?


Project-based learning is a great way to assess students and also creates an authentic real world application of content. As we have developed our own scope and sequence, I have realized my lack of integrating project based learning in my teaching. All too often we are consumed with passing the standardized test and that is all we practice. I think careful planned projects will incorporate critical thinking and problem solving skills what will transfer over to standardized testing. As SAGE testing implements different DOK levels within assessment, project based learning will perfectly compliment and tie in with those questions. edutopia.org (http://www.edutopia.org/project-based-learning) Describes this perfectly, PBL requires students to dig deeper into the content beyond rote memorization. PBL learning makes learning relevant for students and ties to real world applications.

Tuesday, February 24, 2015

Digital ethics....

What state and national standards should be considered in your scope and sequence?

Developing the scope and sequence of a course is an essential precursor to a successful classroom. I personally think this is the most overlooked portion of planning of current educators. The majority of scope and sequence plans I have seen adhere to the layout of the current textbook being used. Instead of studying the state and national standards, some teachers look at the textbook as the guide to instruction. I am not proclaiming the use of textbooks to be bad or negative thing. There are times though, where we might fall back to the textbook as the easy way to teach a course.

As we consider specific standards within our scope and sequence it is vital that we incorporate and integrate different areas of curriculum into each lesson. As educators we must be fluent in all standards we are required to teach. 


How will you model digital ethics and responsibility, and how will those skills be incorporated into your score and sequence?

Last weeks class that covered digital ethics and responsibility was very helpful. The world we live in is one of continuing technological innovation. I often forget that many students in my classroom do not come prepared with the necessary knowledge of what it really means to be utilize technology in an ethical way. Lessons of digital citizenship should echo throughout a student’s educational career. I see the importance of implementing more digital responsibility into my curriculum. 

Standouts from class for me were materials from commonsensemedia.org. One of their values state: ……(It is) designed to empower students to think critically, behave safely, and participate responsibly in our digital world.


Just think for a second that you, I, and all of us have the opportunity to EMPOWER students to become digital citizens in an ethical and responsible way. What we say and do now could make a difference for them in the future. 

So I don't use powerpoint for every lesson?

How can technology be woven throughout the scope and sequence of a course?

Integrating technology into the scope and sequence of a course can not only be difficult, but also can cause distractions during the implementation of the content. Technology should never be an afterthought or a fast-finisher-filler. Technology integration should be relevant and a carefully planned part of the curriculum. I think one of the underlying factors to technology use should be whether it will enhance learning. Oft times we see technology merely thrown in which might cause distractions for student learning. Seamless learning should take place where technology becomes the tool and not the centerpiece of the lesson.


How can both general pedagogical and content-specific technologies be utilized effectively throughout a course?

As technology is utilized within the scope and sequence of each content area, general and specific tools should be evaluated before content integration. There are many technologies that will just work with most content areas. You want group interaction? Google docs and blogging could be used to help students interact with each other. Presentation tools such as Powerpoint, Prezi, Nearpod, and many others could enhance group assignments. 

I think that content-specific technologies should be utilized more in the classroom. This is one of the fallacies of my integration and teaching. I need to utilize simulations, tools, and other technologies that are specific to what we learn. Real world application is lacking in education. My job is to prepare students to leave school with the necessary tools and relevant skills to be able to participate and contribute to society. 


If we make the content relevant, students will engage and have the desire to learn. Problems such as classroom management fall into the background and real-world learning will become the forefront of our classroom.

Wednesday, February 4, 2015

Blog # 4

What is the difference between technology in education and educational technology?

Educational technology is utilizing technology effectively for student learning. Although there are many tools available to educators, how the tool is used determines its effectiveness. For example, the use of a computer could be drastically different from one classroom to the next. Trends in educational technology has shifted student learning from the classroom to online classes. Educational content can now be accessed anywhere and at anytime. Student progress can now be measured more effectively. If a student completes an assignment or quiz online, it is immediately handed in for credit. Students also have the opportunity to learn using alternative learning styles. Interactive learning has been developed such as coding applications that teach students different coding skills. The key to effective educational technology is to keep learning objectives in mind without pushing technology for technology sake.


What is TPACK and how does it help us better understand the role and impact of technology?


The TPACK cases we watched in class gave me a better idea of how I can implement technology in everyday lessons. According to the tpackcases.org, “TPACK involves an interaction among all three forms of knowledge—technological knowledge, pedagogical knowledge, and content knowledge”. After watching and discussing the TPACK cases I think educators have the responsibility to not only develop new ways to teach integrating technology but, to share that with others. That is something I sometimes struggle with. As teachers, we get so busy in our own classrooms, we forget that educational technologies we use could be implemented in other classrooms as well. The TPACK website states that it is looking for additional examples of TPACK teaching in K-12 classrooms. We are sometimes of the assumption that those examples can come from every classroom but, our own. Through this class I have seen the need to share and publish our ideas so others can see them. Through that collaboration, we can begin to create educational technologies that will benefit students. 

Blog # 3

How has technology been used in education?

     Technology has never been a stranger in the education world. As technology is developed, schools have tried to adapt the technology to fit a niche for student needs. As computers began to be a household mainstay, schools began to purchase computers. Many advocates of technology have proclaimed its implementation as a school changing experience. This has not been the case, however, computers are still viewed as assessment tools or game machines. 


How should it be used in the future?

     It is an exciting time to be an educator. There are so many new tools available to us. As teachers, we need to break free of the traditional teacher role. The e-learning market will reportedly reach $107 billion this year (http://www.inc.com/aaron-skonnard/5-top-trends-in-education-technology-2015.html). Technological tools have created a way to customize education for each individual learner. Imagine students working according to their own readiness levels. Technology also provides us with ways to measure student progress more effectively and efficiently. In my classroom, I can quickly analyze core concepts each of my students need to master using Mastery Connect. 
     When I think of technology use in my classroom I think I sometimes fall into the trap of using it as merely an assessment tool. Although I try to let my students create new things utilizing various applications, I don’t feel like I am doing enough. 


     I feel like it is our responsibility to show administrators and school leaders that technology in our schools is not being used like it could be. Slowly, as educators begin to integrate technological tools, school leaders will see how it benefits students. 

Wednesday, January 21, 2015

Teacher - Leaders

What does it mean to be a teacher-leader?

Although educators are responsible for the students in their class and grade level, they are also part of a community that should involve collaborative learning among peers. Developing into a “teacher-leader” can be hard sometimes. Reaching out to others makes us step outside our comfort zones. I think being a teacher-leader should reach well beyond the scope of our own grade level or even our school. If we have great ideas or new ways of delivering content, we should share that with others in whatever way we can. 

Leading others requires taking risks and putting your thoughts and ideas out there. By doing this you are subjecting yourself to criticism, new ideas, with the possible reward of changing how someone else teaches in his/her classroom. One idea could spark many other ideas to catch fire. 

Why is teacher-leadership so important with regard to educational technology?

Being a teacher-leader with regard to technology is very important. Technology is constantly changing and there are times educators move on to the “next big thing” without fully exploring the possibilities of the technology we currently have. Technology can be used in so many different ways. If educators we will share what they are doing in their classrooms, other teachers can branch off of that and do great things. If we want to redefine how we teach and get more funding for technology in our classrooms, we need to use it in a way that is not merely an assessment or gaming device. 


If I am the only one who uses tech in my classroom, my school will probably not allocate funding for more tech. But, if multiple teachers in my school integrate and push for technology within daily class process, budgets could be re-directed to fund more technology for our school.

Wednesday, January 14, 2015

Why Tech?

What are the benefits of technology use in education?

Like all other tools that have been developed, there is a time to and place to use them effectively. Technology use has many benefits when integrated correctly within pedagogy. I recently (two days ago) sent home a letter to the parents of my students concerning our increasing use of technology in our flipped classroom. Here is a list of benefits I listed:

1. Students can watch a video on their own. They can pause and rewind whenever they need to review what they heard.

2. Parents do not have to worry that they can’t help their child with the math homework.

3. It helps busy students. Many of our students are involved in activities outside of school and often have a hard time getting all their homework done. Students will be able to watch videos at home and then will complete the homework in the classroom.

4. If a student is absent, lessons missed can now be watched at home. 

5. In a traditional model, if a student had questions about problems they were doing at home, they had to ask for help the next day. With this method, students are doing the work in the classroom and are able to get their questions answered immediately.

6. Flipping the instruction helps struggling students. By doing the work in the classroom, I will be able to monitor students more closely. I will be able to identify students quicker that have some misunderstandings or need more individualized instruction.

7. Learning is student-centered, not teacher -centered.  Focus is not on the teacher teaching the content but on the student practicing and producing quality work.

8. There is more interaction between teacher-student and student-student. Since I won’t be spending the class time in instruction, there is more time for me to answer student questions, work with small groups, and guide the learning of each student individually. There will also be more emphasis on students working collaboratively with other students to facilitate the learning. They will be able to have more relevant math conversations and tutor each other.


9. This method provides individualized instruction for your student. Each student will have the ability to go through each lesson at his/her own pace. Students will be able to take control of the learning process. 


Why isn't technology used more effectively?

Although there are many barriers to technology use, the one outlining factor that instigates change comes from within. For example, you can push people to lead healthy lives that involve good diet habits and consistent exercise; everyone knows the many benefits that come with living a life like that. Why isn't everyone living a healthy lifestyle then? Any long-lasting change has to come from within. Desire, motivation, and the drive to be better is the baseline reason why people do not change. 

Those who want to use technology more effectively will use and study it and start building a momentum of change.

Secondary barriers are time, money, resources, etc... the list goes on. 

The key to changing how we view technology in the classroom is our responsibility. We have to lead, innovate, and push boundaries. As we lead, people will see the change and jump on board.