Technology and the Future

Looking backwards at the work I have accomplished, I am able to take a glance at where I will be headed in the future. It is in these moments of reflection I can truly see all that I have accomplished, and those that I have plans to do. The learning activity I created uses a simple application of the Ipad, yet I am intrigued at the many other applications in the classroom. With one tool, many things can be done; it is like the Swiss army knife of computing. In thinking about emerging technologies, handheld technologies are the newest tool to be implemented in our district. In the last year, I have focused on their uses in the classroom and their future within our student’s lives. The lesson that I created was a stepping-stone into the next phase of technology use within my school.

Reflecting upon my previous work provides a needed look at what works and what can be improved upon. I find that I do not spend enough time reflecting on lessons, or my own learning. As I look back at all that I have done in the last couple of years with Walden, it seems as if a lifetime of work has happened. I feel as if I have transformed my lessons and classroom environment into one that is more receptive to the use of technology, as well as how students will use that technology.

It is not just about the gadgets. While I still feel a draw to the newest gadget, or tool, it is their use and the applications that may align themselves with that tool that now hold my attention. One adjustment to identifying emerging technologies is to keep an eye on my blog reader. Following several new authors with similar interests allows me to stay connected to the educational technology world. There is many times, that I feel as if I am speaking a different language when I talk to fellow professionals within my district about technology in the classroom. I seem to be the person that others seek out for advice about a new technology, or helpful hints in ways to use existing technology. Opening the walls of my classroom and school to others in different states and countries has helped me to feel as if there are other people like me, wanting to learn more but never having had enough resources. Since the first day of embarking on my adventure with Walden, I began looking for other professionals that could enhance my personal learning network. With an eye on who is included in my blog reader, “it’s critical for our students and teachers to create, nurture, and include varied viewpoints in our PLNs” (Fisch, C., 2008). I no longer feel alone.

Supporting 21st century learners has become a priority within my classroom. As education has changed in the way it is delivered, as well as received, it is becoming more critical to grow with my students. Another adjustment to be made is to continue learning about the technology available as well as what drives my students. Following the trends in technology and finding those that are meaningful and beneficial to my classroom will help me to stay current with what drives my students. I plan to utilize many of the resources I have been introduced to within Walden as well as within my personal learning networks. Using more tools for collaboration and creation will be skills that I plan to develop for my classroom. “[Young people] expect to interact with and have a voice in everything they do” (Lemke, C., Coughlin, E., 2009, p.56) After realizing that the internet is more than a tool for searching but as a way of connecting, I look forward to bringing the world to my students. My students will receive more than just a basic technology experience, but one that is enriched with their questions and interests. I have learned that “technology can make a significant positive impact on the quality of teaching and learning, the level of student motivation and engagement, and the intensity of career preparation” (Gillard, S., Bailey, D., 2007). I have discovered how to find technology that will drive my students to be more engaged in the material, as well as create more learning opportunities. I look forward to learning from the digital citizens sitting in our classrooms.

References
Fisch, K. (2008). My Personal Learning Network. Learning & Leading with Technology, 35(6), 17. Retrieved from EBSCOhost.

Fullan, M. (2002). The Change Leader. Educational Leadership, 59(8), 16. Retrieved from EBSCOhost.

Gillard, S., & Bailey, D. (2007). Technology in the Classroom: Overcoming Obstacles, Reaping Rewards. International Journal of Learning, 14(1), 87-93. Retrieved from EBSCOhost.

Lemke, C., Coughlin, E., (2009) The Change Agents: Technology is empowering 21st century students in four key ways. Educational Leadership. California.

Online Learning environments...Classroom without walls!

Using a course management system (CMS) or a learning management system (LMS) to structure and organize a classroom outside the constrains of a physical classroom is not a new idea.  It is one that recently has been in the background of information I have been sifting through.  Many different educational bloggers have been proclaiming the usefulness as well as the benefits for the untraditional student.  I have begun to realize several benefits for the student as well as the teacher. This could be used as a virtual extension of my classroom.  I would essentially be teaching 24/7/365.

Educational Technology and our future....

Our influence becomes ever so important....

GAME Plan

   In reviewing the standards addressed in the National Education Standards for Teacher (NETS-T) I am finding that there are many standards that I am currently working on, and many more that I am unsure of and how to effectively apply them. One of the standards that I would like to work on is focused on students collaborating to share their learning. The importance of learning to work together and how to seek others that can contribute on problems is becoming emphasized in the future workplace for students, as well as an important skill for educators in the changing educational climate. Another standard that I would like to focus on is teaching digital etiquette and how to use social medias thoughtfully and safely. I believe that my third grade students will be using social medias in ways that the creators never predicted. I am becoming more concerned for student’s online safety as the access to private information continues to be more accessible. To work on my goals, I have developed a GAME plan utilized from Katherine Cennamo, John Ross, and Peggy Ertmer (2009).

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

Teachers: promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

Goal--To use technology tools to further enhance my students’ collaboration and sharing of their learning. To utilize blogs, wikis, and other collaborative tools to demonstrate their process of exploration and develop more meaningful learning opportunities.

Action--Using blogs, wikis, and other collaborative tools will allow for more communication among student’s peers, as well as professional resources. By using blogs, wikis, and other collaborative tools I hope to provide multiple opportunities for students to respond in multiple ways to further encourage their learning.   Students will be able to respond to essay questions, explore different visuals, as well as communicate and work collaboratively with other students on projects.

Monitor--To monitor or supervise student’s efforts in the process, I will continually evaluate the effectiveness and appropriateness of the students and their material. Collaborative activities provide for “both the processes and the products of learning.” (Cennamo, K., & Ertmer, P., 2009, p.39).

Evaluate--At the end of the project, or unit I will be able to evaluate student’s progress, as well as the effectiveness of the collaboration tool that was used. By having a log of the changes made within the wiki, and the blog postings and commenting occurring I will be able to identify student learning, and observe their growth within specific content areas.

I have become increasingly concerned about social medias and the influence they have on students. I am also concerned about how students use social medias, and their online safety. My second goal is based on social medias and how to stay safe and appropriate online.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

Teachers:

Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Goal--To provide a safe environment to communicate respectfully with their peers online. To learn and use other social medias to positively promote appropriate social interactions. I would further my goal to include finding professional communities to foster my own growth, and use the social medias to model appropriate digital etiquette.

Action--By using kerpoof.com and other websites that offer a closed chat room option, my goal is to teach students how to communicate appropriately with each other. Students will have a safe environment to share, be heard, and be safely monitored. I will seek other social medias, as well as other classrooms that provide opportunities for my classroom to interact. I will seek other professional communities to encourage my professional growth and for finding opportunities to work collaboratively.

Monitor--Through observation of the conversations in the chat rooms, I will determine if students are being respectful and being thoughtful of student’s safety. I will provide prompts for students to discuss to guide their conversations. By following the discussions, I can identify whether modifications should be made.

Evaluate--I will use a checklist to identify specific goals that students have mastered. I will also identify goals that I have accomplished and use the social medias and collaborating with other educators as a means to document my professional growth. According to Cennamo, Ross, and Ertmer “self-monitoring and self-evaluation are considered essential components of self-directed learning.” (2009, p.11). The evaluation step is important to readjust and reflect on my growth, as well as the effectiveness of my goals.

References:

International Society for Technology in Education. (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Cooperative Learning, Conectivism, and Social Learning

http://annejohnsrud.blogspot.com/2009/02/cooperative-learning-and-short-stories.html

Cooperative learning is one of my preferred methods of learning. I enjoy working with others, discussing the information, and problem solving as a team. Some students have a hard time working collaboratively, I believe that many of the issues stem from other behavior or social issues. Many of the trainings I have attended discussed ways of implementing cooperative learning effectively in the classroom. Now the focus is on implementing technology to work collaboratively with others. There are numerous multimedia tools available to help “students interact with each other in groups in ways that enhance their learning” (Pittler, p.139). When students are interacting academically, they are continuing to build their network of knowledge.

Dr. Orey discussed the zone of proximal development as being what a student is able to learn at this time. A student is ready for the information, it is not already known, or too challenging that they need a “more knowledgeable other” (Laureate, 2009). The social learning theories would describe the place where students and technology can act as the “more knowledgeable other”. According to George Siemens, students are able to access an abundant amount of information, and have a rich network of technology in the way they connect with other people and data (Laureate, 2009). It is this ability to instantly access information and connect with others that is the basis for the social learning theories.

Students are able to work cooperatively and construct their own knowledge by utilizing the amazing array of resources listed in our text. By connecting the constructivist and social constructivism learning theories, students can solve a problem by gathering data relying on other people or information available. Many of the resources listed in the text were things I had not heard of, yet I plan to find ways to thoughtfully implement in my future classes. One of my goals is to build a classroom that is more globally aware; by using keypals, students could connect in a timelier manner with other kids around the world. Through communicating and building a network outside of our locality, students can begin to understand the similarities and difference in the world around them. One strategy that I am already using is having a webpage with a shared calendar to communicate events with students and their families. It has been very effective for families as a window into the activities in our classroom. Even though I still write a weekly newsletter, I find that updating a webpage with events and other happenings is an easier method to inform families. The challenge is to support my families who do not have access to a computer or the Internet. I also use the webpage as a resource to collect bookmarks for our different units; students are able to access these links quickly and easily. By opening our classroom to a more global community, but being mindful of student safety and online responsibilities, my students will find new ways of constructing knowledge and creating their networks of learning.

References

Laureate Education, Inc. (Producer). (2009a). Connectivism as a Learning Theory [DVD]. Baltimore, MD: Siemens, G.

Laureate Education, Inc. (Producer). (2009b). Social Learning Theories [DVD]. Baltimore, MD: Orey, M.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Educational Technology.....Goals.....Future....

In looking back to the last few months in my master's program I have found many interesting things.  The latest course has really helped me to try new things, and to allow others to help show me new things also.  I may know alot of things about the latest technologies, but there is still lots to learn!  To increase student acievement with technology I am going to utilize the 21st century skills within the classroom.  By having projects that students have to collaborate on, and work together on, students will gain more experience and knowledge of the skills necessary for the future work environment.  Even if we are not using technology, I can still prepare my students for the skills and attitudes necessary for the future.  I am laying the ground work for future teachers to add in the other components that students will need.

One goal I am looking to accomplish in the next couple of years is to have mp3 players for students to listen to reading.  I believe that students need to hear good readers and follow along in their books.  I am writing a proposal in DonorsChoose.org to ask for the materials, as well as from families for the players, books, and supplies to continue having the mp3 players available.  Another goal that I would like to attain is to utilize more web 2.0 tools within the classroom.  By having a class website, wiki, and blogs that students contribute to, students can take more ownership and responsibility for their learning.

I have really enjoyed a class that I was able to try out the technology, but also to hear the pedagogy behind them!

Digital native or Digital immigrant?

This week we focused on the debate over digital natives and digital immigrants. Dr. David Thornburg and Hall Davidson discuss the differences and what characteristics each have. Digital natives would be people who grew up with technology all around them, they have been immersed in technology from the beginning. Digital immigrants would be older generations who are not as accustomed to technology and it is still very new to them. I also watched a video about millennial and neomillennial learning styles from Dr. Chris Dede. I was very interested in his thoughts about how these types of learners are developing.

Here is my discussion post with my opinion about the debate.......
Before watching the debate between Dr. David Thornburg and Hall Davidson, I felt that students were born with many different learning styles. Listening to Dr. Chris Dede speaking about the millennial and neomillennial learning styles had me thinking more about how our brain is originally wired and how learning styles develop.

In the debate over digital natives and digital immigrants, I agree with Thornburg in his point about how age should not determine whether someone is a digital native or a digital immigrant. I believe it depends on a person’s experiences with technology and where their interests lay. I am one of the younger teachers who had an Apple IIe in my classroom, and a few years later a computer in the home. I grew up with TV’s and games available with many restrictions. I am in the under 40 club of teachers. Many of my coworkers who are the same age, are not interested in technology. Technology is a challenge to them and they are not interested in using it unless they see ways that it can easily fit into their teaching style. It is always a debate with them about new technology available and how it can be used. Often times, they will let me show them things and how I’ve used it, and even the successes of my students, and yet they are still hesitant about bringing it into their classroom. They are curious about it, but not comfortable enough to utilize it. There are also staff members who are above the 40 mark who have absolutely no interest in technology, yet try it, and those who go above and beyond to input technology into their classroom. The technology coordinator for our building is over 40 years old and she is enthusiastic about technology and how it can benefit students. She is always the cheerleader for trying new things in the classroom.

When Dr. Thornburg began discussing how “education is still frozen in a precomputer world” and how methodology is still a paper-based mindset, I wanted to scream. This has been a frustration of mine in the last few years. To move out of this paper-based classroom is incredibly frustrating with limitations from administration and parents. There are so many things I would like to try to work on with my students, but I do not know how much I will be able to accomplish because of these limitations. I will continue to encourage and challenge all of my students and their various learning styles, whether it is digitally, paper based or (hopefully) both.

21st Century Skills website pondering....

The website for 21st Century skills is an amazing resource!  The front page was difficult to follow and reads like a textbook (ick!).  However, it can guide a reader through the the information about what 21st Century Skills are and how business are working with classrooms to fund the tools necessary.  The most helpful resource on the site that I found was the online tools.  I was able to research different lessons at Route 21 to help infuse my classroom with technology rich activities.  I was able to find a curriculum map for each content area.  It lists many different activities and projects to foster the skills for the 21st Century.  I plan on printing it out and using it as a guide to focus the project based tasks for my students.

I was disapointed, but not surprised, to see that Alaska was not on the list of states with the 21st Century Skills initiative.  No matter how much technology our state puts into the hands of our rural students, our state is still behind the curve.

The implications for my students, and myself are education.  I will look to the online tools to broaden my base of ideas for implementing technology in the classroom.  This site will also be a resource to use to remind myself of the type of students that are in my classroom.  For my students, we will look to the projects to get ideas of ways that we can implement more technology in the classroom.

21st Century Skills for Students......Fisherpeople

This week, I listened to Dr. Chris Dede speak in the program "Technology Interfaces" from Laurete Education, Inc.  I was really interested in the idea of how teacher's roles have changed.  The workplace has changed and so must the learning environment that these future employees come from.

In this week’s resources, I was intrigued with the message of teaching students not just a program’s menus and tools to tweak things, but on the rhetoric of those programs. When should students use wikis, blogs, and videoconferences? I see this as being my challenge as a teacher. I am not teaching students the information as much as I am teaching them how to find information to answer their questions, and what is the proper platform to present their information. The 21st century skills for students require them to be more responsible for their learning. Are students ready for this?

In my classroom, I plan to change my role as the answer book, to the informational guide. By using blogs, wikis, and my webpage, I hope to collect valuable resources for students to utilize. Having more opportunities for project based learning and more team oriented assignments, I hope to instill the collaboration and communication skills that are necessary in the future work environment. By creating a classroom that fosters teamwork, communication, and problem solving, I hope to address many of the needs of my 21st century learners.

I am using the courses at Walden to improve my flexibility with technology. I will never know as much as my students do about technology, but we can all learn about it together. These courses are reminding me that it is about trying new things without a teacher’s guide. Thinking like my students, just pushing a button and learning from the mistakes and celebrations of others is extremely valuable learning.

Image from WWF   http://www.panda.org/about_our_earth/teacher_resources/own_goals/overfishing/