Module 6

During my first year teaching, my mentor gave me a quote from an unknown author and it stated “All students can learn but not in the same way or on the same day”.  This quote has been the focal point of my teaching career.  When I get to a point of frustration, I remind myself that all my students are capable of learning the information that I present to them, I might need to change the way that I am delivering it.    

Technology is continuously changing the way that teachers deliver instruction and students learn information.  However, technology is not just making an impact in education it has changed the way that we function in our everyday living.  For example, now a person can bank online, self check out in the grocery stores, and keep in contact with family and friends through social networks and Skype.  Our students are growing up in a technology centered generation.  With that being said, what is critical and non-negotiable is preparation for the world beyond elementary school.  As an educator, I have to stay abreast of these constant changes in order to better prepare my students for the world outside of school.  My role as an educator is important.  I would like to take more of an of a constructivist approach to learning.    Anderson (2008, p. 20) writes that according to Ertmer and Newby (1993).  Constructivist strategies can be used to teach higher-level thinking that promotes personal meaning.  I have to make sure I’m providing opportunities for my students to engage in technology.  This can occur as an integral piece to my lessons/ activities or as student created activity.  In addition, I have to become comfortable with letting my students take the lead in the classroom and incorporate their knowledge and experiences into the learning environment.  But the bottom line is that the technology tools and skills learned need to be applicable to real world experiences.  Students need to understand how the skills they are learning will help them be successful in the world outside of school. 

Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Module 5 Postings

I posted to Lauren Dart's and Bradley Gogan's blogs.

Module 5

Like all school districts mine is very data driven.  We have a set of benchmark assessments that we administer to students every nine weeks to assess their knowledge on the content.   Previously our students recorded their responses to the assessments on scantron answer sheets, which would be graded by a machine.  After the machine graded the answer documents, the teachers would sit and compile the data and send it in to the county office. This process would take hours to complete.  To rectify this tedious process, the school district rolled out iRespond.  iRespond is a handheld students response system that has been presented to the schools as a way to collect data on the county benchmarks quicker and in real time.  With iRespond we are able to immediately identify and track specific questions students missed on the assessments.  In addition, the results from the assessments are immediately sent to the county office for review. 

iRespond also is equipped with other features to assist with technology integration.  It can also be used as a teaching tool.  One of its features is that it has the capability to upload previous created PowerPoint presentations.  Once the presentations have been loaded comprehension questions can be added to the end of the PowerPoint for the students to answer using the iRespond system.  I upload all my previous PowerPoint presentations into iRespond and added comprehension questions to the end of the slides.  I shared with administration how easy this process was and the data that I would be able to collect.  Excited about the news, administration allowed me to do a demonstration at a staff meeting and they encouraged the faculty to utilize the features that iRespond had to offer. 

Some time had passed and I followed up with the faculty via email to see if anyone needed any help with iRespond and to my finding only three other staff members had attempted to use this feature in iRespond.  The teachers felt that it was something extra for them to do and only used iRespond to administer the benchmark test because it was required. 

According to Keller’s ARCS model (Driscoll, 2005) I needed to grab their attention first and could have accomplished this through arousing their curiosity. The next thing I needed to do was to relate the technology’s to personal goals (enhancing relevance) (Driscoll, 2005). For example, by uploading the PowerPoints into iRespond and then adding comprehension questions teachers are saving time of creating assessments, they are able to share among colleagues who again would be saving time because they could pull from a multitude of presentations stored, and they would be able to save time grading and receive instant results for future planning.  Third I needed to inform the teachers the pieces of data that could be generated from iRespond and how this could be useful to show how each student did in mastering specific content areas (building confidence) (Driscoll, 2005).  Finally, share with the teachers that by uploading their presentations into iRespond they are able to do file sharing which in return will save them time and reduce their workload (generating satisfaction) (Driscoll, 2005). 


Reference:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson

Module 4 Postings

I responded to Christine Rand and Aisha Chadwick's blog.

Module 4

My network has made learning convenient.  I remember when I was working on my bachelor’s degree in the 90’s, I would have to go to the local or university library in order to conduct research or use a computer.  I remember spending endless hours sitting at a cubicle in the back corner of the library reading.  In addition, when it was time to collaborate, that consisted on my assigned group meeting in a public place in order to have discussions.  Now I am able to acquire knowledge at any given time or place with the help of my Smartphone or mobile hotspot.  Both of these tools allow me the ability to connect to the internet and retrieve whatever information I need instantaneously.

One digital tool that facilitates my learning is a blog.  Prior to becoming a student at Walden University, I had very little experience using blogs.  I like how my program not only discusses the usefulness of the blogs but provides numerous assignments that require me to utilize the tool.  I access blogs related to my course at least four times out of the week.  Blogging allows me to share my ideas and thoughts and gain perspectives and ideas from others around the world.  In addition to viewing blogs related to my courses at Walden, I also frequent teacher education blogs.  These blogs have been very resourceful.    

When I have a question, I usually go directly to the internet.  It is a quick way to look for answers.  Once I am on the internet I typically go to Google.com and do a search.  Google provides me with multiple options to answer my question.  By using the internet, I am able to receive an array of answers and perspectives.  I usually end up with more than enough information. 

Module 3 Postings

I responded to Wanda- Ardoin Bailey’s Blog and Bianca Lochner's blog

Module 3

Rheingold (2005) states that we can succeed through collaborative efforts and when we all work together as one. I agree with his statement, however I do not think that people have a basic instinct to work together as one or as a group.  In reflecting on my own personal work habits, I am what they call a “loner” or you can say I have a shy personality.  I like working alone because I am able to work at my own pace and work without any interruptions during my thinking.   Do not get me wrong, I can also work well in collaborative environments.   To sum up my thoughts, my first instinct is not to rally together a group to complete a task but to see if I can successfully complete the task independently.   Another point I would like to make is that as humans we also have a competitive nature.  When competition is involved then everything becomes a solo effort.  In my opinion, Rheingolds’ theory is pertinent when survival is at stake, then a person’s basic instinct thrust into interacting and working as a group. 

One technology tool that facilitates collaboration among learners based on the constructivist principles is a blog. Blogs allows students to provide reflections and allow students to make comments to their peers (Palloff, 2005). During third quarter, a fifth grade class I work with was finishing a unit on the Civil War.  My contribution to the unit was to create work stations for the students to engage in as a method to review the content before taking their bench mark.  One of the work stations that I created was labeled the Blogger in U.  The students had to answer the following question: Dear students you have been studying the Civil War over the last 8 weeks.  Reflecting on all of the information that you have learned answer the following question on Mrs. Simmons’ blog. How have the events that occurred before and after the Civil War impacted the way that you live today?  This question promoted higher order thinking because the students had to take all the information that they learned about the Civil War (prior knowledge) and apply it to their life as it is today.

Distance Education supports collaboration as an effective tool for learning. George Seiman, stated that more people are accepting the idea of participating in distance education (Laureate, 2008).  As distance education continues to flourish, new methods of collaboration are being developed and experienced in order to effectively communicate with one another.  In a face to face environment, you are only able to communicate with the participants that are in the room with you.  Collaborating in distance education allows participants to communicate outside of their normal parameters.  Participants are able to communicate with people around the world synchronously (Laureate, 2008).

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Rheingold, H. (2005, February). New-way collaboration. Retrieved April 10, 2011, from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html.