Final Project Reflection: E Portfolio

Click here to access my Electronic Portfolio before reading my personal reflection related to my overall experience of creating it.

With the completion of course R503 Instructional Media Applications (Indiana University South Bend), I feel as if I have gained a significant amount of knowledge in regards to technology. I was unaware of the course material and content prior to my enrollment. I have not had any course work in technology since 2000. So, for me, this course has been valuable, forcing me to reflect on my own teaching and question whether or not I am meeting the needs of my students, especially in reference to acknowledging skills of the
21st century. I had such a negative view about technology and instruction, mostly because of my own frustrations within the building I teach. Computer labs are limited as well as the amount of time we are given to teach required curriculum throughout units within each semester. It does not help that I took on the challenge of this class as the school year ended and I was exhausted from the chaos of end of the year activities. Once I was able to immerse myself into the course-reading assigned articles, viewing videos, and blogging my reflections, my attitude and willingness to accept new ideas suddenly changed. Although I am still opposed to concepts related to student motivation and differentiated instruction, I do believe that other theories discussed in this course have encouraged me to consider new strategies to implementing student-centered learning through technology. As a learner myself, I still need to motivate myself to maintain my awareness and knowledge of the daily changes happening in the world of technology. I fear that after this course concludes, I myself will lose the connection to technology that I have gained unless I continue to utilize the resources and ideas presented through this course.

My strengths as a teacher is the fact that I am willing to change. I have been teaching for ten years-it would be very easy for me to refuse or ignore the demanding needs of technology education and experience in the classroom. But for me, I understand from the perspective of both a professional, a graduate student, and a parent that it would be ridiculous not to acknowledge the need for change. I know that our students today have so many other issues they are coping with and that there must be alternative methods to inspire and motivate, especially with technology. As a result of this course, I have gained first-hand experience with open course software and programs that will enable me to be a stronger teacher in the classroom due to my open-mindedness and flexibility.

Within my portfolio, I noticed that I created the theme of a "personal journey". I wanted my pages to appear simple and easy to read. My introduction page currently contains 2 sub pages that summarize my biography and graduate work completed thus far. I would also like to add a page that profiles my soccer accolades and coaching experience as well. As time progresses, it is easy to lose track of all the additional accomplishments one has achieved. I think these achievements are just as important because they reflect one's true character.

Overall, this course has challenged me in a variety of ways. I was not very excited to "blog" my ideas with every class reading or video reflection. As I started to create this portfolio I realized how important my Blog really is to my reflection and understanding of material within this course. I was able to review each blog and recall important concepts. I believe as an educator this would serve as an excellent way for students to reflect over their own individual performance at the end of a semester. It is clear just how much effort and time a student puts into the class through their blog reflections-this truly encourages me to try and integrate blogging into my own classroom instruction. I feel more knowledgeable about the tools and resources available to me as a student and an educator. I think about the remaining courses I have left in the Masters program and hope to implement what I've learned at some point in future projects. Pod casts will definitely be valuable to me within my own classroom instruction-especially when integrating current events into class discussions or even assigning them for homework or extra credit. I have always wanted to utilize technology and the Internet more efficiently. At this point, I believe with the help of this course, I have the ability to begin this process as an educator.

Project #4 iMovie

Click to view project 4 through YouTube.

Click on any of the following links to review our group's planning and development of movie.
Google Doc Project 4 Research
Google Doc Project 4 Script
Google Doc Project 4 References


General Overview of Group Project
Project 4 is the final group assignment for course R503 Instructional Media Applications through Indiana University South Bend. This final assignment required us as a group to create an iMovie incorporating images, music, and dialog. Similar to our podcast assignment, we were provided a topic to research. The overall objective of an iMovie is to inform an audience on both audio and visual format. As a group it was essential for us to repeat the same pre-planning process that we adhered to for our podcast assignment. In order to familiarize ourselves with our assigned topic, we all agreed that we would research information and post our findings onto a shared Google doc. In order to produce this movie, we needed to find pictures and images that directly related to our topic. Each group member was responsibile for locating and posting five images with proper references as to where the image was located. This pre-planning also included the development of a Mindmap for brainstorming and collaboration. We also created an FATP proposal and defined the following components: Focus of project, intended audience, clear identification of assigned topic, and the purpose of the project. All research and information was recorded through a shared Google Doc.

Abstract of Movie Project

The focus and topic of this assignment is to create a movie that provides educators with an understanding of two educational theories: Blended Learning and Community of Inquiry. Information is delivered in the format of a narrated script that provides understanding and definition to the learning theory Blended Learning. The narration provides methods and strategies that teachers can use to integrate Blended Learning within the classroom. Along with the narrated script educators will also see a number of images that accompany the narration. The visual purpose and meaning within each image allows viewers to reflect over the impact Blended Learning has within the classroom. The background music creates a mood to persuade viewers to understand the emphasis of our movie's purposes. The purpose of this movie is to encourage educators to embrace methods of instruction that incorporate differentiated instruction, technology, and skills of the 21st century.

Personal Reflection

Our group did a tremendous job with this project. Each group member provided necessary research and preparation, creating efficiency and organization. We repeated the process we followed for project 3 podcast. We created a Mindmap, an FATP proposal, and a Google Doc to share and record research. Each group member was required to research and review our topic, Blended Learning and Community of Inquiry. This provided each member with the ncessary background knowledge needed to collaborate during studio work time. Each member also located images that supported the concepts and ideas associated both educational theories. The first day of studio work time was successful. All necessary research and individual work was completed. We split into tow groups. Emily and I created a script that incorporated our groups research for our topic. We then narrated and recorded the scrit into GarageBand. We also located a song to enhance the overall mood of our movie's purpose. Nick and Jeanine organized all of the images into a slide show. Once our script was posted into Google Docs, they were able to align each image with the narration of our movie. We also met outside of class to complete some additional tasks. These tasks included slides for our image references, works cited, and personal credits. Nick worked diligently on editing the images for our movie. Jeanine worked to complete references for images and Emily created the additional slides. We each also needed to find additional images (5 per person) to meet the time/length of movie narration. The following class period we were able to put everything together-we inserted the voice narration/music from GarageBand onto the movie maker where our images were created and organized. The final product was created and we uploaded the assignment to both Oncourse and YouTube. Our group worked really hard which proved to be successful. A tremendous group effort!

Reflection as an Educator

I truly enjoyed creating this movie with my group. I feel that we were able to understand each person's strengths a little better this time and utilize them more efficiently. As a secondary educator, I believe that in order for groups to work successfully together, students need to be familiar with one another and recognize the indidivual talents and strengths each person possesses. Once the first group project is assigned, students can work through the most difficult task-getting to know one another. Once these strengths are recognized, tasks and roles can be delegated. THere are so many roles that can be created from making a movie: researcher, writer, narrator, music collaborator, software producer/technician, etc. Every student has the opportunity to offer and participate in a way that becomes self-fullfilling. This as a result creates a community of learning that is valuable and necessary in today's classroom.


Resources for Blended Learning:



"A 2008 Follow-up of the Survey of U.S. School District Administrators." K-12 Online Learning.

“Blended Learning: Where Online and Face-to-Face Instruction Intersect for 21st Century Teaching and Learning” (Date Published November 2009)

Project #3 Creating a Podcast

Reference This Link to Review Group's Google Doc
Access to Podcast


I am currently enrolled in a course titled R503 Instructional Media through the campus of Indiana University South Bend. This course focuses on the various tools, resources, and learning theories that are significant to understanding the use of technology and the Internet professionally as a student and an educator. Within our class, we were assigned to create and develop a podcast. This project required a series of steps for pre-planning, brainstorming, and organizing a plan to create an effective and informative podcast for others to review. The objective of a podcast is to publish information in the format of either an online audio or video that can be downloaded for others to review. The key to creating a podcast is the initial planning and organizing. Once an author's ideas are outlined and prepared, as well as the script, the developer can begin to produce his/her podcast. Once the podcast is recorded, careful editing takes place to create the podcast. The editing includes inserting music, sound clips, and removing unnecessary information. Once the editing is complete, the author can then burn and publish the finalized podcast. Within my assigned group, we were provided a topic by our instructor. Our assigned topic was to discuss 21st Century Skills and the concepts associated with the theory The Flat World, developed by Thomas Friedman.

Abstract of Podcast

The objective of our group's podcast is to discuss and share ideas and concepts that directly define the concepts associated with 21st Century Skills and the theory The Flat World, developed by Thomas Friedman. Our intended audience includes educators, administrators, and concerned parents. The podcast is delivered in the form of a radio talk show, with a main talk show host, a guest commentator/educator, and callers from various backgrounds (parents and teachers). The main objective is for the audience to understand how today's classroom can implement skills with technology to prepare students for their future place in society and the workplace. This podcast also discusses the concept of how the world is united through the use of technology and the Internet.

Personal Reflection
As a group, we were able to quickly get started with a general idea of how we wanted to deliver the podcast. Everyone was willing to take a role in researching and preparing information for the following class period. For me, I try my best to collaborate, share ideas, and respect ideas generated from others. Each member possesses different strengths that allowed us to quickly generate our FATP Proposal Analysis (form, audience,topic, purpose) and mindmap. Our progress was delayed on the second day of the project. Not all of the necessary research and preparation was completed, even with the assistance of mindmapping and Google Docs. Overall, we were able to organize our script and complete our recording into GarageBand by the end of the session which was the intended goal. Because our podcast was excessive in length, we needed to cut and remove a significant part of our recorded work. We did need to work outside of class to make sure we were meeting the requirements of the project. I feel that creating a podcast is a fairly simple process that I can easily develop on my own. Creating a FATP was simple and necessary in guiding our group. I enjoyed creating the MindMap because it allowed us as a group to brainstorm ideas with one another and develop a comfort level as we began to work together. The use of Google Docs was a convenient way of sharing and collaborating our individual work when developing the podcast. I believe it is simple enough for middle and high school students to easily use when completing group projects-definitely something I can consider using in the classroom. GarageBand is simple to use and not at all intimidating for first time users. I enjoy the edit features and capabilities offered through the software and am curious to see how it compares to Audacity. This is a tool that so many of my students, especially male students, would enjoy using when required to submit a final project for a unit in my English courses. Instead of relying on the traditional projects such as a timeline, poem, or summary of significant events within a novel, a student can create a podcast that will engage them while learning required content.

Bibliography of Hyperlink Resources

Friedman, Tom L. "Win in the Flat World."

http://www.infosys.com/flat-world/business/perspectives/documents/friedman perspective.pdf


"The World Is Flat - Book Summary & Resources." EdVibes.

http://edvibes.blogspot.com/2009/05/world-is-flat.html


Felder, Richard M. "A Whole New Mind For a Flat World."

http://74.125.155.132/scholar?q=cache:LpphyLd0U1wJ:scholar.google.com/+flat+world&hl=en&as_sdt=8000

Video Reflection: Richard Baraniuk on Open-Source Learning

The video titled "Richard Baraniuk on Open-Source Learning" is a general overview of the content we have been learning and discussing in R503 Instructional Media through Indiana University. Mr. Baraniuk introduces the concept of open-source software in the field of music, textbook publishing, and education. He clearly breaks down the four stages of the process when using open-source software (create, rip, mix, and burn). One key point addressed is the concept of how content and instructional materials can now become a community of authors and experts verses the concept of a single author. This is significant because there are so many scholars and professionals throughout the world that can contribute both knowledge and experiences to one particular area of study; one particular subject that allows for a variety of perspectives. As an educator I find this inspiring. Baraniuk mentions the open source software Connexions from an article previously read for this course. He explains what the software is and how anyone from around the world can create and share information as a tool for the classroom. As a language arts teacher, I realized how powerful of a resource this can be for me. I can explore lessons and materials from all over the world and see what objectives or areas teachers are choosing to focus on when they teach a piece of classical literature. I had mentioned in a previous blog that open source software will allow teachers to personalize their instruction-take ownership of what they feel is important to a unit or subject. Baraniuk mentions this as well in his presentation. But I also thought that the use of open source software might make it easier for gen ed teachers to create lessons that implement differentiated instruction as well as modifications for students who possess IEP's due to learning disabilities.

The mention of Creative Commons provides reassurance that although one is sharing personal ideas and content, these solely belong to the individual. As an educator this is reassuring. I feel that if I am willing to share activities, lessons, and materials that I have developed over time, I want to take ownership of this material.

Toss the Traditional Textbook

The online article, "Toss the Traditional Textbook" does raise curiosity to most of us educators. Based on the article and some of the posted remarks after, it appears that Texas is not the only state experimenting with the idea of teachers posting resources and texts online through open source software programming. I clicked on the link to one of these sources, titled Connexions, and spent some time browsing through different modules that had been posted by educators. It is interesting to see the variety of lessons, materials, and activities that teachers have taken the time to publish for their students to access. I think this is a wonderful mode of instruction, however, I worry about my students who do not have regular access to a computer and the Internet. If students do not have daily and regular access to both computer and Internet, there will be little motivation to access course assignments. As a result, students will not complete the work and become frustrated. I'm just wondering how much accessibility students have to computers and the Internet at schools that are implementing use of open source software. How are students able to equally and consistently access the content needed in order to be an active participant?

What I do like about the concept of open source software, such as Connexions, is that teachers are able to individualize their instruction. I know in my own department, we have some very creative and innovative teachers. We love to share and collaborate our ideas for units. This type of instruction would easily allow us to access one anothers' lessons, activities, and content.

One important point that is mentioned in the article is that most change from textbooks to online material will not take place unless state officials and private investors become involved. This is very true and necessary for education to ever see change that implements more technology into today's classroom.

Minds on Fire

The online article "Minds on Fire: Open Education, the Long Tail, and Learning 2.0" definitely supports the concept of social learning through the use of open source software. There are several statements in the article which are critical in persuading an audience to believe that learning needs to be acquired in a way that meets the demanding needs of our changing world. It is stated that in order for a society to be and stay competitive in a global market, there must be an educated workforce with competitive requisite skills; that "global ecosystems must supply the workforce for continuous learning and for the ongoing creation of new ideas and skills". As I am learning more about the significance of technology in our community as educators, I do believe that it is important that individuals learn, possess, and become a technological participant of the 21st century work force. If we are trying to pursue a career that requires us to constantly learn, then we need to constantly stay updated with the resources and tools that will allow us to prosper within a particular field. Especially with today's economy and work industry, possessing such knowledge and skills among technology and the use of the Internet only allows one to be a stronger candidate for employment--especially if moving from one career area to another.
As an educator, this article reinforces the idea that even though I will not possess different careers throughout my professional experience, I still need to understand the various resources available for instruction through technology and media. At one point in the article, there is mention of the concept that numerous professional studies support the research that learning best takes place when a group of individuals work together verses an individual working and studying alone. This is one argument that I truly support as an educator. I do believe that students of all ages and abilities can learn more effectively when working together in a community. This concept of the Demand-Pull theory encourages students to become active learners; learners who become fully immersed into an activity, research project, or discussion that allows each person to better understand material and concepts.
The examples provided regarding how students at colleges and universities connect through open source software and other online software programs is very extensive. I can see how this type of learning is manageable at the college level but for k-12 educators this can become overwhelming and intimidating. It is interesting that as we try to raise our standardized test scores in reading and writing, our corporation hires and implements literacy coaches to assist teachers in methods and strategies that enhance our instruction, in hopes of raising our students' abilities. So why not do the same for technology? If technology is becoming such a crucial part of the future for our students and how well prepared or equipped they are with life skills-why not begin implementing experts into the classroom as well-Someone who can assist teachers in using technology as a form of instruction?

In addition to reading the article, I also wanted to refresh my understanding of open source software. I was curious at discovering what is available for myself as a secondary ed teacher. The following link was very helpful in reviewing descriptions about Moodle, FreeMind (concept mapping), many more.

Ken Robinson Says Schools Kill Creativity

After watching the video "Ken Robinson Says Schools Kill Creativity", I am reminded of how much I myself forget to reach outside the normal curriculum and be creative. Looking back and reflecting on my own educational experience, I feel as if my own creativity was crushed once I was reminded and told what would be lucrative in the job force and what would be useless. I still remember taking art classes in high school and how much I loved to paint and draw-how my skills were just developing. Then I recall how often I heard statements like "You won't make any money going to school for art". After two years of art classes, I then had to tighten up the study load and replace my art electives with courses such as AP History and Economics. High School became a competition--who could take the most challenging courses based on the traditional hierarchy of subjects and successfully receive A's to add to one's transcript for college admissions. This was my educational experience once I reached high school. Memorizing, writing, tests-this is what I recall from my high school experience. Nothing that encouraged us as students to be creative. The closest I came to connecting to my own creativity developed from my involvement with our school's journal publication--and even this seemed to be a half attempt at doing something that I truly loved.

This video triggered not only a reflection of my own educational experience, but a reflection of my own role as a teacher. I thought to myself, "What am I doing in the classroom that in any way helps to keep the creativity alive?" I almost feel as if I have failed my students because I have become so consumed by teaching the required standards and curriculum. I do try to incorporate a variety of activities for my students but it is not consistent enough to keep them engaged. Mr. Robinson's lecture is a reminder to educators to keep in mind that human creativity is just as important as one's academic ability.

Now that summer vacation is here and we have time to breathe, think, and reflect, I truly want to find more ways to help my students discover their own talents. I teach a short story unit that focuses on understanding the term epiphany. Mr. Robinson stated that he is working on a book that researches how one discovers his/her own talent. I want to follow up on this book and try to consider some of his ideas so that I help promote not only student learning but also encourage students to go after their dreams and where they believe their passion and talents exist within their own lives.

After researching Mr. Robinson's work with his mentioned researched, I came across a brief paragraph that explains the basic structure of his new book titled "Element". Click here to read the brief description.

Project #2 Information Communicatin Website and Mindmap

For our second course assignment, we were challenged to create, design, and implement a website that was both functional and informational for us as educators. The intended goal of the assignment was to create a resource that was a realistic tool for not only ourselves as teachers, but also for students and parents.

The task was very challenging for me. I can be very creative when it comes to implementing class assignments and projects, but because this was web based and because I am so inexperienced with creating a website, I definitely felt overwhelmed-not because of the requirements but because I would like to have more personal time to freely explore my options and choices while designing my website. Once I began the process of designing and shaping my site, I started to think of additional ideas and possibilities that I would like to try with more time.

The mindmap was a useful way to brainstorm and outline ideas that I wanted to integrate into my website but once I got started, I realized that some of the ideas generated on my mind map were not as important as I had thought or that they were ideas that could be implemented at a later time when I had the foundation laid for my website.

I do feel that we have gained a strong knowledge base of resources and tools that we can use within our sites. For example, I would love to create a survey through Google Docs and upload as an attachment under my section titled "Student Announcements" just to receive weekly feedback from students in reference to coursework, activities, and class discussions. I also believe that the the use of images through Google is a valuable tool for creating this website, especially a beginner like myself.

Overall, I feel that this has been a very productive and useful project that I hope to use this fall for my students and parents--that is with more time and development.

Project Website http://sites.google.com/site/leader10thgradehonors/home

Bloom's Taxonomy Blooms Digitally

In response to the online article Bloom's Taxonomy Blooms Digitally it is an interesting incorporation of today's objectives with technology. After reviewing both models of Bloom's taxonomy(click here)it is clear that even the most popular and well known models that guide learning in the classroom have recognized the need for change due to technology. I was very interested to see the number of terms (verbs) associated with each level of thinking skills found on today's model of Bloom's taxonomy-many of the terms are somewhat unfamiliar to me due to my own lack of knowledge in the field of technology. I suppose, as educators, that this becomes one more aspect of teaching that we must adjust and learn to become efffective in organizing learning objectives in the classroom when using technology. I am assuming at the college level, students have the opportunity to better explore the field of technology through electives and possible required undergrad courses. I find it somewhat difficult to envision this type of scaffolding and terminology to be used consistently in the primary and secondary schools though. Until curriculum begins to shift more toward technology, I feel that in a way educators will more than likely stick to the old order of thinking with Bloom's taxonomy.

Copyright 101 For Educators

Copyright education is very critical for today's educational system. High school students can be told over and over the general guidelines and the majortiy of students will still in some way demonstrate a violation that they are not even aware they have done. As a language arts teacher, reviewing the basic copyright policies are always important when students are completing research projects, individually or within a group. Especially with the use of power point, students need to be careful when downloading graphics, videos, or music. This becomes an additional step in the writing and research process but as a language arts teacher I am in complete support of trying to educate my students to follow procedures that respect the policies that lie within today's copyright laws. Although I am only familiar with the basic procedures and policies as outlined in the article, at least my students are receiving the proper instruction that will carry with them in the years to come.

Trackstar Lesson: Analysis of Character in Lord of the Flies

My Trackstar Number is: #409076
My Google Published Form Link:

http://spreadsheets.google.com/viewform?formkey=dDFhbFViaVZkbW9aczlPVHA2T2hKWFE6MQ


The topic and target student age group is:
•Analyzing Character Interaction and How it Affects Plot Development
•Tenth Grade Language Arts

The state standard(s)this lesson will address are:
10.3.3
Analysis of Grade-Level-Appropriate Literary Text:
Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot. (Core Standard)

10.3.4
Analyze characters' traits by what the characters say about themselves in narration, dialogue, and soliloquy (when they speak out loud to themselves). (Core Standard)

My learning objectives are:
•Define the literary terms protagonist, antagonist, characterization, and point of view
•Examine specific character traits such as actions and speech to illustrate character differences
•Classify character traits that define the protagonist and antagonist of a novel
•Critique quotations and describe how each statement defines a particular character
•Debate and judge a mock trial and formulate an argument in defense of character’s actions and motives

Websites:
I. McGraw Hill Online Learning Center
A. http://highered.mcgraw-hill.com/sites/0072405228/student_view0/drama_glossary.html
B. Glossary of Literature Terms
1.Task: Define the protagonist, antagonist, characterization, point of view
2.Purpose:To identify the roles and impact characters have within a story
3.Assessment:
Define each literary term and provide one example from the novel
Lord of the Flies that illustrates your understanding of each term.
4. Answer: Answers will vary.


II. SparkNotes: Lord of the Flies
A. http://www.sparknotes.com/lit/flies/canalysis.html
nalysis.html
B. Analysis of Major Characters
1. Task: Analyze and identify individual traits for the characters Ralph and Jack
2. Purpose: Compare and Contrast the stark differences between each boy
3. Assessment: Recall three character traits for each boy, Ralph and Jack.
4. Answer: Ralph is athletic, responsible, and civilized.
Jack is manipulative, strong-willed, and forceful.

III. 123 Helpme
A. http://www.123helpme.com/assets/9703.html
B. Leadership of Ralph and Jack in Lord of the Flies
1. Task: Read the essay and examine the actions of Ralph and Jack
2. Purpose: Compare and contrast the major reasons why most boys support Jack
3. Assessment: Assess how Jack has gained more power.
4. Answer:
Jack has gained more power because he convinces the boys that Ralph is a weak leader. He is one of the older boys who refuses to respect and listen to Piggy. The boys enjoy the fact that Jack’s group hunts and has fun as opposed to following rules and working under Ralph’s group.


IV. Think Exist
A.http://thinkexist.com/quotations/struggle/2.html
B. Quotes about Struggle
1. Task: Select one quote that you can connect with either Ralph or Jack
2. Purpose: Apply knowledge gained from novel to outside resources
3. Assessment:
Critique the quote you selected and assess how it applies to Ralph or Jack.
4. Answer: Answers will vary.

V. Lessons From Literature
A. http://www.lessonsfromliterature.org/docs/manual/Lord_of_the_Flies.pdf
B. Deepening Our Understanding of Power and Control Through Literature
1.Task:
Scroll to page 4 of website. Students will be divided into three groups. Each
Group will be assigned a role. The roles include a group looking at facts from Jack’s point of view, a group looking at facts from Ralph’s point of view, and an audience who will judge which group’s presentation.
2.Purpose:
Prepare a presentation that convinces an audience to understand and
support the actions of Ralph verses Jack.
3.Assessment:
Investigate and judge how each boy, Ralph and Jack, respond to conflict on the
island?
4.Answer:
Ralph responds to conflict with positive encouragement and motivation among the boys. He tries to be firm and restates what the rules and goals are: fire, respect, and teamwork. Jack, on the other hand, responds to conflict with insults, shouting, and violence. He intimidates the other boys and gets them to side with him through intimidation and fear.

Access Through Technology

It is reassuring to learn of the various ways technology can assist individuals with disabilities. This technology allows not only students but adults who are not in the classroom, the ability to read and discover knowledge without the assistant of others. This technology gives individuals the power to learn on their own at their own pace. I feel that when an individual has the power to take learning into their hands, it becomes more meaningful and they become more driven to discover books, news stories, or participate in programs that allow them to connect with others through chat rooms, blogging, and other internet websites.

Engage Me or Enrage Me

Why should educators now suddenly become magicians and performers for our students? I think at some point, students need to learn that some things are required because that is what an education system demands. I try my best to be a creative teacher that hooks students while trying to incorporate state standards and district curriculum. I guess to some extent I begin to feel exhausted and defeated when even the most creative assignments receive very little reaction from students. At the high school level, as teachers we cannot always implement activities that incorporate the make-believe, pretend, or technology driven assignments. Until administrators, state superintendents, and principals support these learning theories, teachers are limited. There is only so much I can try to implement before my own resources are exhausted. I just believe that at some point, as a high school teacher, teenagers need to learn how to adjust and understand that there are some forms of teaching (as outdated as it may seem) that cannot be avoided or eliminated.

Differentiated Instruction

I know many will probably question my initial response to the concept of Differentiated Instruction. I hear the phrase and absolutely cringe. In the ten years I have been teaching, this is one concept that I just cannot get excited about. When I first started teaching (before NCLB was truly integrated) I worked with students who were placed in what was titled a "Basic" English class. These students were juniors who had not passed ISTEP and possessed a reading level equivalent of a third or fourth grader. I established a curriculum and pace that worked for these students. Right when I felt like I was making an impact with these students and their skill levels, the law forced all school districts to adhere to NCLB. These struggling readers and writers would no longer have the opportunity to move at one pace with the guidance of both a teacher and paraprofessional. The following semester meant that students were integrated into an academic setting with students who were stronger academically. I felt as if these students would become lost in the day to day activities and there would be little growth or academic success.

I was accurate with my prediction. Over the last seven years of my own teaching, students who need to move at a slower pace and need constant assistance are losing motivation. My problem with differentiated instruction, although it can be successful, is that students already feel defeated at the point I eventually have them in class. In high school they become content sitting in the background, avoiding interaction with other peers who are academically more advanced. Struggling students will feel inferior to those who are understanding the content and completing homewwork. When I have implemented differentiated instruction, I usually have to fight tooth and nail for my struggling students to work in groups and get them motivated to attempt to complete the work on their own. Struggling learners often need the most of my time, especially since paras have been taken out of the classroom and placed in a resource room. Once this hurdle is accomplished and the system becomes repetitive and familiar, then I think differentiated instruction starts to become a positive aspect of the classroom.

The guidelines provided in the article state objectives that make differentiation possible. I support the concept that we as teachers must emphasize critical and creative thinking as a goal in lesson design. This is one factor that I truly want my students to be able to develop so they can function as an individual that is able to think, predict, and make intelligent choices in life. I do support the concept that students should be given multiple resources and various forms of assessments-I do this consistently with my own academic classes. My major problem with differentiated instruction lies within the amount of time it takes for a teacher to prepare in order to meet the needs of every learner. I have created several units that had good intentions of using differentiated instruction and it ended up a wash-usually due to lack of planning time available or due to attendance issues with my students. This made it impossible to stay consistent with grouping.

I am not opposed to differentiated instruction--I just believe that in order for it to successfully work, teachers need to collaborate and work together which would help save time. Thankfully, within our department, we do have a literacy coach who has assisted all of us throughout the school year with tackling the concept of differentiated instruction. Although it has not been a flop, it also has not truly benefitted every student. It is a beginning though to meeting the needs of every student within the classroom.

Partnership for 21st Century Skills

This is a very engaging website that provides numerous and extensive links that are useful. As I navigated my way through this website, I found several concepts that I believe are necessary for educators to recognize and integrate into the content curriculum. It is important to keep the curriculum and content we teach current to help maintain student interest. Creating a balance between classic studies and contemporary studies creates a well-balanced student. In addition to teaching content area, teachers also need to consider building on subjects that incorporate the following: Global Awareness, Financial, Economic, Business,Entrepreneurial, Civic, Health, and Environmental literacy.

One component of education that I feel needs to be emphasized more is communication and collaboration. This category is found under the section "learning and innovation skills". There is a link that takes you to a survey that assesses your communication skills through the use of technology. The survey calculates your score then gives you feedback in reference to your communication skills. This is such an important skill that students need in order to succeed in society. I support the idea that this is included as part of the framework for learning.

It is also interesting to see all of the states that are currently participating in this project for change. The site provides a link to each participating state. when redirected to the state link, the states objectives are clearly listed showing how they are trying to integrate a framework for learning that does incorporate skills that are necessary in today's society beyond core content. This site also provides a list of founding organizations which indicates the strong support for change in education among major companies such as Apple, Dell, and Microsoft.

What Would Socrates Say?

This article references the term "Electronic Revolution", explaining how technology in education is both significant and necessary. The problem associated with the use of online research, however, is that individuals may not necessarily "learn" or "further their understanding" but rather accumulate knowledge that is temporary. In reference to education and how our students are impacted by the Internet, is this random accumulation of information even benefiting these students? As we try to blend the old with the new, are we denying students the opportunity to hold onto classic/traditional teachings and subjects? As teachers, how do we mentally adjust our own conditioned views to meet the needs of students in the 21st century?

The portion of the article titled "Technology Meets Socratic Inquiry" does provide reassuring suggestions and ideas for implementing technology. The statement, "...they suggest that in the future we will incorporate a whole array of technological options into how, when, and where we learn. We will cease to think of technology as something that has its own identity, but rather as an extension of our minds...". I believe this is how technology will gradually become a natural and consistent part of education. In order for this to gradually become part of the education process, I think that students at the middle school and high school levels need to take courses that prepare them for using today's technology. Required courses would decrease the lack of knowledge some students possess due to socioeconomic status.

Although this article seems to promote an immediate need for technology integration, I do not feel this is a goal that administrators and superintendents find important or significant enough. It seems that everyone is still focusing on standardized testing and closing the achievement gap with little thought to "how" teachers can be more effective with instruction.

Connectivism

The general idea expressed about connectivism seems to focus on the concept that as a society and as educators, we must transition from past, outdated models and theories of education to new approaches and theories that incorporate not only the advancements of technology but also the concept of a quickly changing world. It is hard for me to envision the concept of connectivism because it seems to lack any true order or system to the learning process. It is just given that as individuals, we all possess unique learning styles that can sometimes prevent one from reaching their potential if they are having difficulty learning or understanding a concept due to the method of instruction. The article references the concept of chaos and how chaos alone helps individuals to create patterns within a learning task and form meaning "from random initial conditions". Although this type of atmosphere will work for some, I believe it will leave others overwhelmed because they may not possess a higher level of reasoning skills needed to balance the intake of not only different information but also the ability to solve and multi-task.

After reading this article, I immediately thought of the commercials for the search engine Bing. There are 4-5 commericals that create the concept of user overload and express the idea that sometimes technology and the use of the internet can be both overwhelming and exhausting to the individual. I beleive that connectivism is a theory that helps define a professional community as opposed to a theory I would ever try to reference as a high school teacher. Connectivism gives the individual the freedom to gather data and information, deliever to others, receive feedback from others, than develop even further beliefs or ideas based on both the output and input. The principles of connectivism seem realistic, especially in one's professional experience. I previously worked for a company that sold software to both hospitals and physician offices. The content of the software ranged from scheduling appts, billing formats, to overall maintenance of the technology software. As the company began to introduce the concept of digitalizing patient files, more and more physicians were becoming interested in wanting to rid themselves of traditional paper charts and move to a system where files would be stored electronically. When offices and hospitals became interested, as part of the sales team, it was our job to map out and understand the movement of charts from one destination to another throughout the patient's office visit. This concept of information flow was significant for us as a sales staff in convincing the client that paper charts were messy, time consuming, and took up excessive storage space.

I like the statement, "The pipe is more important than the content within the pipe." This statement helps to clarify the main concept of connectivism for me. Connectivisim becomes a mode of learning that indivuals can internalize.

E Portfolios

Every time I hear the word portfolio I think of the filing cabinets in our language arts office. For the past ten years portfolios have been required for all of our students, 9th through 12th grade. The concept is to collect and store all of the written work students complete through their four years at our school. Unfortunately, these portfolios become meaningless unless teachers take the time to review student work or even reference the portfolios as a tool for instruction. Sometimes we are so concerened about completing our own curriculum and instruction that we often push the concept of these portfolios to the side. Although we do file away student work, it is very rare that we actually use these portfolios for anything meaningful other than storage. At the conclusion of a student's 12th grade year, the portfolios are returned to students. I believe the concept of Electronic Portfolios is engaging for student learning and self reflection. I was unaware of the fact that an electronic portfolio contains various forms of media other than microsoft word documents. The concept that students can be linking sites/articles of personal interest to a given assignment or topic does make meaning more personalized for the students. I have two honors classes that I teach and during classroom discussions, these students always incorporate or reference books or articles that have themselves encountered out of their own interest. They like to share these examples and tie the topics or events into our class discussions. An electronic portfolio would allow these students to connect their current knowledge by providing links to teacher generated assignments. Electronic portfolios seem like they are time concuming to organize and generate as part of a curriculum which in turn seems why so many schools have not made the change from paper portfolios to electronic portfolios. Connecting to the previous reading on constructivism, however, it is almost necessary that schools need to consider the change in order to meet today's expectations and use of technology.

Constructivism

The article "Connecting Student Learning" is both informative and reassuring to educators that technology integration can be successfully managed within the classroom. The discussion noting differences between a learner centered classroom and a traditional classroom captured my interest. At this point in the reading I was skeptical about the possibility and integrating the concept of constructivism and technology into the classroom. I teach in a school where the majority of students have difficulty navigating the internet for online research as well as properly utilizing specific software. Low self motivation is also an issue I have witnessed among my students as well. All three of these factors, in turn, affect the success and response students will have have to an activity or unit that I try to integrate that includes not only technology but the concept of constructivism verses teacher led discussions and instruction. As the article progresses, I found the concepts discussed to be realisitic-that it will take time and is labor intensive for a teacher to implement this type of learning and instruction. This is encouraging as an educator. Some of the activities mentioned within the article are similar activities that most educators are already implementing to help genereate student interest and motivation. But in order for this to become more consistent,a teacher can review every unit taught and analyze how and where activities can be implemented that focus on a learner centered classroom. I support the concept that students learn more effectively when they themselves are the "detectives" or "problem-solvers" however I believe that it is a lot of work and preparation on the part of the teacher. The unit must be effectively planned and organized and there should always be a backup plan in the event that something fails or students are not responding in the manner expected to promote self-motivation. The more students begin to expereince a classroom that is structured in this manner, the more they will begin to respond and share discussion comfortably with their peers. This is a positive change within the classroom but I do agree with the article that it is a gradual change and that technology needs to be a natural fit within the context of the lesson and content area.

I am a Digital Immigrant...

The article “Digital Natives, Digital Immigrants” defines today’s generation of students as superior in their knowledge and experience with technology. The concept that “today’s students are no longer the people our educational system was designed to teach” is a very accurate statement. The experience that today’s students possess with technology almost always overpowers a teacher’s own familiarity or skill level with varied forms of technology; especially veteran teachers who do not have the time or desire to keep up with the constant changes and latest developments that are made in the world of technology. As an educator of ten years, I have not given much thought to the various modes of learning that can take place through technology mostly because our school is very limited with technology and resources. I do support the concept that as educators we need to make adjustments that will engage today’s learners and meet their needs through varied forms of instruction through technology. The barrier, however, that exists and prevents educators from reaching this goal is the lack of time and ability. Teachers are mandated by administrators to follow state standards for each content area taught. In addition, teachers must also follow a rigid timeline that incorporates a school’s required curriculum. At this point it can become overwhelming due to time constraints to fit in activities that would incorporate technology into the classroom. Until state standards and corporation curriculum is revised, it becomes very difficult for a teacher to find time to implement instruction through the use of media and technology, not to mention having the necessary resources available. I do believe it is time for change and support the concept that students will be more successful if we can deliver instruction in a more meaningful way.

In response to the article “Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues”, I believe there are some valid points discussed regarding the impact of community and social presence on one’s learning. This past spring I completed my first online course through IUSB. This was my first experience with posting, downloading, and submitting all coursework through Oncourse. Part of the course required that students posted weekly in a forum to topics facilitated by the instructor. I found it very interesting and amusing at times to read the various comments posted from each individual. It was through these forums that we were able to witness and understand each person’s background, personality, and overall awareness of different social issues they were experiencing within their own lives. These forums allowed us as a group to connect and build an online community. But once the course progressed and the major assignments and projects approached, I began to feel disconnected from the concept of a group. Our projects were to be shared so that others could see how we implemented Powerpoint, Microsoft Word, and Excel into the classroom. I felt that some individuals lacked the understanding of what was appropriate as they commented other work submitted by students. I felt that comments and feedback should be positive and encouraging rather different than the instructor would comment. On my power point project, another classmate commented that I had included too many sound clips and he proceeded to discuss this in response to my unit project. Not only do I believe he confused my project with another classmate but I thought that this was overstepping his role as a member of our online community. I feel that sometimes, negative experiences can prevent an individual from engaging in a project or discussion if they feel inferior to others-no different than face-to-face interaction in a traditional setting. The article states, “…it is essential that the group feels secure to communicate openly and coalesces around a common goal or purpose for a community to sustain itself.” This, however, cannot happen when there are 1 or 2 members that do not comply and work toward a mutual goal through an online community.


The main concept that I focused upon in reference to Ian Jukes’ video relates to my role as a parent. My daughter is 2 ½ years old and I realize that she is considered part of this digital generation. Already at her age she knows how to insert and load her movies onto my laptop. She understands how to use the cell phone and how to power on the video recorder and watch our home movies. My best friend’s little boy is the same age and is able to play video games on her cell phone with no difficulty. My nieces who are 12 and under in age, are experienced with Facebook and You Tube, regularly sending texts out to family members through their phones or uploading their latest musical performances on You Tube. I have never heard this concept before but it is the reality of today’s generation and I feel that as a parent it is almost my duty to stay current and educated so that I am aware of what my daughter does as she gets older and her experience level with technology continues to increase.

Hello World

Simple! Loss for words it's that simple. I look forward to building and creating this blog throughout the next five weeks. It always feels like such an accomplishment when I can look back and reflect upon my own work from my courses. The use of blogging will definitely provide motivation for myself as an educator to brainstorm the possible ways to use this form of communication in the classroom.