EPSY556 Thoughts

Universal Design - Equal Access

2006-11-14T17:18:00.000-08:00

The Concept of Universal Design for Learning (UDL) makes perfect sense to me as the Simmon and Kame’enui ideology presented on page 4 of Universal Design: A Strategy to Support Students’ Access to the General Education Curriculum meshes neatly with strategies for teaching English Language Learners. Likewise, our district is currently working on Power Standards, identification of needed skills and knowledge, that frees the instructor to teach deeply, cross-curricularly, in a manner that is comprehensible to ALL students.

Similarly our school’s and district’s focus on differentiated learning, in all subject areas but with particular emphasis on reading and math, philosophically parallels the UDL. However, the actual use of technological means to advance those principles in our schools does not meet the classroom examples listed. Our elementary school has a few computers per classroom, a 5-year-old lap top cart with approximately 18 usable units, and a mini-lab of 12 desktops in the library. We have one tech facilitator who spends three quarters of her time teaching technology skills – and theme integrated technology based projects – to the students. Therefore, using technology to facilitate learning for special needs students is a pipe dream.

Additionally, as the computers in use throughout the school are of differing types – all from Apple but different styles – universal software for student use is not practical except in the mini-lab. Even in my own classroom, where we have 2 E Macs, 1 I Mac, and 2 old Apples, it is difficult to equitably provide access to my small groups of students. Only the E Macs are fully functional, the I Mac has limited connectivity, and the Apples are so slow (and not connected to the printer network) that using them for much beyond old software is not practical. It is difficult to try to be forward thinking without the tools to do so. While our teachers are flexible in lesson design and implementation, always keeping in mind student ability levels, there is virtually no option when it comes to implementing technology aided UDL, which the authors insist is paramount to success.

Personally, I have begun to use my personal laptop – PC – to help kids get moving in that direction. For example I use it to make voice recordings that I can burn on a CD. Now that I am hoping to begin the process of digital stories I have decided that I am going to use my own laptop to facilitate this process, and have the kids do their work exclusively on the school’s laptops. Even though the laptops will not provide the newest operating system, and some of our production may be hindered, this seems to be the only way to make technology equally accessible to all my students. Keep your fingers crossed!

Worldview Affects Technology Teaching and Learning

2006-11-11T10:40:00.000-08:00

Last week I attended an open house at the Technology High School my son attends for half of each school day. This campus offers everything from cosmetology and culinary training, to T.V. production and fire fighting. I couldn’t resist exploring the computer lab and talking with the instructors in the computer technology program. As we discussed the program ideology and curriculum it became clear that their focus was function first, then some application. As I read the articles this week that conversation made more sense to me.

The instructor’s worldview was about how machines had changed the world. He was interested in teaching the kids how the machines worked, showing them how parts and pieces made technology possible. When I briefly mentioned some of the software I had been working with recently, he said quite simply, there is a place in technology for people like him and a place for people like me.

I was glad to learn that the technology program at this campus did move on to networking and using various digital media and software in conjunction with understanding hardware. Guess that reflects my worldview about technology. As Bruce and Levin note, “Some choose to emphasize hardware differences: others software. Some might focus on the content or grade level of application. Many choose focus on function.”

Also, I’ll admit to a little difficulty in communicating with the computer teacher at the campus. I wasn’t really able to put my finger on a reason why that may have been until reading was Bruce and Levin had to say about the term “media”.

“We chose the term ‘media,’ rather than ‘tool,’ ‘program,’ or ‘application,’ for several
reasons. We wanted to shift the focus from the features of hardware or software per
se to the user or learner.”

Looking back, I think both that teacher and I were expressing our own view of technology and not really thinking about student usability; natural , I suppose, in that we were not talking about students but rather curriculum in general. Additionally, as I reviewed the Taxonomy presented, I see that my focus certainly is on use within an elementary school, and how learning can be enhanced, whereas the computer teacher’s job was to prepare students for employment or further education in the computer field. Certainly his is a different purpose for which different means and standards must be employed.

Technology Standards

2006-11-11T10:38:00.000-08:00

Through conscious effort we can and we are meeting the technology standards.

As we’ve noted through this course, students today learn differently than students in the past. Information is readily available and teachers must facilitate student access to that information to scaffold learning.

However, in order for teachers to engage students through technology, they themselves must be proficient and knowledgeable about the use of digital media in their classrooms. Leaving the task to the technology teacher is not enough.

Therefore, I almost feel that the technology standards are a checklist of musts that teachers need to accomplish. In other words, educators need to first “demonstrate a sound understanding of technology operations an concepts.” (http://www.iste.org/inhouse/nets/cnets/teachers/t_stands.html) Without that solid foundation teachers cannot progress to planning and designing effective experiences supported by technology, embedding technology use within the curriculum, or developing assessment and evaluation strategies via technology. Therefore, requiring the use of technological means for professional development and personal and professional productivity can be a springboard to increasing that comfort level in reluctant teachers. Of course, using technology for social and ethical education is vital – children and teachers alike need to learn how to safely and responsibly navigate in our on-line society.

These standards mesh neatly with the 20 skills every education should know. They follow the same organizational concept. Begin with building the educator’s own knowledge and comfort level with technology, which lead the educator to share that knowledge, scaffold learning for both parties through ongoing use and exploration of digital media, and expand technology’s use for personal and professional endeavors.

Digital Story Telling as a Meaningful Tool

2006-10-27T11:23:00.000-07:00

Over the last two week I’ve been contemplating Marc Prensky’s article almost constantly. The idea – more so than any other – that I am a digital immigrant teaching digital natives has really led me to totally question my teaching practice. Therefore, I feel that using digital story telling in my ELL classroom will be a meaningful tool and an effective means to measure learning.

Using the readings, especially Jason Ohler’s piece, wherein he emphasizes the need for effective story telling prior to the introduction of media tools, has given me direction. My primary function as an ELL teacher is to assist my students in developing the four language domains of listening, speaking, reading, and writing in their second language. What better way to have them advance these skills than through the art of digital story telling? We can work on writing skills and vocabulary as they form their story, oration as they begin the recording process, listening as they review their own work and that of their peers, and of course reading as we read about how to develop such a project or research any information they may want to include.

As I’ve been exploring how to use MovieMaker, I can absolutely envision my students making storyboards, writing scripts, editing their scripts, etc. I think I may even “borrow” Tom Banaszewski’s idea of asking the kids to tell a story about a safe or happy place. I’m quite excited to think my 2nd through 5th grade digital natives will see this activity as a meaningful way to find value in developing their English language skills.

Digital Literacy

2006-10-21T12:29:00.000-07:00

Marc Prensky (Digital Natives, Digital Immigrants 2001) articulates what so many teachers I know have been trying to say for quite some time. How do we teach kids who are fundamentally different than we were at their age? We have long recognized that their learning style is at odds with our teaching style and we have employed hands-on learning, multiple intelligence approaches, differentiation, theme based instruction, etc. to try to reach them. Of course we’ve noticed how easily they tune in to video and computer activities. Certainly we’ve witnessed their ability to quote T.V. shows and commercials, as well as memorize game characters. The question my colleagues and I have asked is how does that affect us?

Pensky seems to answer that as he suggests that our Digital Native students are wired differently than we are. His discussion of this really hit home with me as I related it to the second language learners I teach. Constantly I stress their need to have a strong first language foundation prior to moving on to learning a second language. Is that what I should be doing for my students with regard to teaching? Should I be relying on their strong proclivity with digital media before asking them to translate that to pencil and paper tasks? Hmmm…..

While I am an auditory learner, with a dominant linguistic learning style, I know I need to present lessons for strongly visual learners. More and more students are plugged into this style of learning. Is their exposure to digital media since infancy the reason? Regardless of how it happened, that is the way it is and I must adjust my style of teaching to reach my students. As Roblyer and Bennett (page 8) note, “our cultural dependence on visual media … makes it so imperative that teachers and students acquire visual literacy skills.”

Again, a key strategy with ELL (English Language Learner) instruction involves using pictures to aid comprehension. As we show students how to discern meaning from visual references are we actually teaching them visual literacy? Why then are they not more successful in the classroom? Could the answer be related to the assertion (Roblyer and Bennet, page 9) that our assessment vehicles do not address this skill?

When I look at the standardized tests for second language learners there are more visual representations to aid in comprehension. I wonder how other students would score on these tests? Maybe their visual literacy needs work too?

Finally, it seems that if we tout preparing productive members of society as education’s fundamental value, then we need to enhance the digital literacy of our students through proper instructional technique and a change in educator mindset and training.

Blended Learning

2006-09-30T09:26:00.000-07:00

There is such a difference between kindergarten students and seniors in high school that it seems almost inappropriate to group them together when discussing blended learning. Primary elementary students do not possess the knowledge or skills to utilize technology enhance blended learning. However, they do experience the basic ideals of blended learning on a daily basis.

Elementary students participate in coordinated educational activities across the curriculum, centered on a theme, in the building in which I teach. The art, tech, music, PE, library, special services, and classroom teachers all collaborate to integrate their instruction. In that sense blended learning, as described by Elliot Masie, as the “use of two or more distinct methods of training” (An EpicWhite Paper http://www.epic.co.uk/content/resources/white_papers/Epic_Whtp_blended.pdf) is a standard. Likewise, as the WikiBooks entry notes with regard to blended learning,(http://en.wikibooks.org/wiki/Blended_Learning_in_K-12/Definition) the various instructors employ different pedogogical approaches, thereby meeting the basic definition of a blended learning experience.

High school students, on the other hand, are much more savvy, experienced computer/internet users. They have the experience and knowledge to navigate a technology blended learning course. Likewise, at that age, with the distractions that exist in the classroom, a forum to do assignments outside of the school environment may be a welcome relief. Similarly parents, as they have become more involved in their children’s educational experience, will find a blended learning course more accessible and understandable.

The challenge, as always, is to make the technological piece of the course meaningful, advantageous, and engaging for all parties. The White Papers (as mentioned above) also note the need to consider how to incorporate various skills, consider time management and division (in conjunction with face to face assignments and sessions) issues, as well as content. Careful planning of the expected use and outcomes is required for successful implementation of blended learning involving technology. The basic lesson-planning question regarding what and how the teacher wishes to accomplish an objective must still be the first priority. The use of blended learning, for the sake of using technology, should not be a driving factor.

Value of WebQuest

2006-09-23T15:07:00.000-07:00

As consideration and construction melded with my WebQuest's concepts I began to see that my goals were too broad. This quest, designed for 2nd and 3rd graders, must allow the students to gain knowledge yet explore within a narrow range. Therefore, my critical question has been scaled back to "What would it be like to travel during the Westward Expansion?"

Looking at objectives and assessments were the main catalysts for this change. One goal of this quest is their consideration and production of a realistic list of items to be taken on the journey. This authentic task relates to packing for a trip in today's world, however they must also consider speciality items that are important to a move across country in that era.
Additionally the students will be asked to do a few measurement and calculation activities, bringing in math skills, read some maps, bringing in geography/social studies skills, think about weather and climates, touching on science curriculum, and of course reading and writing about their experiences taping lanaguage arts skills. All of these skills are part of the 2nd and 3rd grade curriculum, but the main benefit is that they are using all of these skills within the thematic unit of Westward Movement.

Our school centers on units - 2 per quarter - and focuses all instruction around those themes, as much as possible. These themes rotate every two years and good resources are often used for several years. Therefore, I do feel that this WebQuest will create a beneficial learning experience for our students and, hopefully, for students to come.

Westward Movement WebQuest

2006-09-09T08:58:00.000-07:00

The school at which I now teach focuses its curriculum around units of study. The intermediate and elementary grade levels each teach 8 units per year (2 per quarter). The school also has a strong commitment to using technology and teaching with the multiple intelligences in mind. Given these guiding principals, I’ve decided to create a WebQuest on WESTWARD MOVEMENT to be used with the elementary classrooms – grades 2 and 3 – at the beginning of the 3rd quarter.

As I explored various WebQuests, I found myself drawn to those that followed a story line. I also believe that elementary age children will find this style more intriguing as well. Therefore, I plan to create a fictional family in which there are a mother, a father, and two children, a boy age 7, and a girl age 9. The family will be leaving the East Coast on a journey to the West Coast. (I’ve not yet decided on the exact beginning and ending points.)

To do the WebQuest students will be divided into groups of four, with each group member representing one family member. The goal will be for each student to put together a travel log, of sorts, from his or her character’s point of view that will include:

trip preparations (i.e. why the family is going west, what to take from home, lists of supplies, a timeline for their journey, a map, a budget, etc.)
trip experiences (i.e. what they’ve seen, where they’ve been, what the weather and climates are like and how they vary from other regions, who they’ve encountered, etc.)
reflections on the journey (were the original plans realized or what happened to change the plans, did supplies last, was the budget accurate, etc.)

Of course, as these students will be 2nd and 3rd graders, a travel log template will be created for each character and exact resources for their travel log entries will be provided. However, I do want to be sure to include artifacts that represent each intelligence and provides each group enough choices to make their family’s journey unique. At the end of the WebQuest, my hope is that each group would be able to share their “family’s” experience with their classmates via an oral presentation or fair.

20 Technology Skills Every Educator Should Know

2006-09-02T09:51:00.000-07:00

Wow! 20 technology skills! That sounds like an amazing amount to know and incorporate as teachers do their jobs!

That was my first reaction as I read the title and began the readings. However, through the literature and some analysis of colleagues' and my own tech use, it actually seems quite realistic.

I found myself mentally rating these skills by importance – Musts! Important! and Very Helpful.

One-half of the list fits into the “Musts!” category - word processing, spreadsheets, database use, electronic presentation, Web navigation, file management & Windows Explorer, computer-related storage devices, educational copyright, & computer security.

These skills represent virtually daily technology experiences for me because I must,

proficiently and professionally send and respond to email to communicate with colleagues, administration, parents, and students
create or open and interpret documents using word processing or spreadsheet software, as well as instruct students in their use
navigate databases as part of school or district requirements, as well as for instructional purposes
appreciate, use, and teach electronic presentation skills that are used throughout schools to disseminate information or knowledge
take into account copyright and security concerns when electronically communicating, sharing, or using commercial or confidential information
efficiently manage, organize, share, and store files and information at school and at home

Examples:

I was summoned to a colleague’s classroom last fall to help her with a “situation”. She was having trouble sending an attachment to her email. When I looked at her monitor, every document, spreadsheet, or file she had ever created had been saved to her desktop. Icons partially hid other icons. Part of the problem was that she was unable to find what she wanted to send. We first set about creating folders for her documents and files to organize her information. Once that was done she was quickly able to find the file and attach it. Organization is key to effective tech use and instruction; without it students and teachers flounder while instruction suffers.
Computer related storage devices are something in which all teachers should develop an aptitude. Critical storage space is taken up with data or files that teachers no longer use. If teachers manage storage systems more effectively their technology tasks and sharing of these resources would be more easily navigable.

This next group of skills is labeled “Important!”. They are not quite as critical as the skills listed above, yet they are still highly valuable; I would suggest they are only ever so slightly less crucial than “Musts”. I categorize “Important” skills as web site design, computer network knowledge, downloading and installing computer software either from the web or from CD, and WebCT or Blackboard Teaching Skills. These are skills I use quite often, but not necessarily daily, as I

created a web site to develop more consistent communication with parents and teachers as well as learned how to more effectively evaluate web sites
encounter bugs, viruses, or error messages; by understanding the school’s network configuration I can understand, correct, or circumvent problems
use necessary programs for recording and retrieving data, textbook and instructional support, or organizational purposes; as well as avoid “hogging” bandwidth while streaming
have used Blackboard and Moodle and recognize this teaching skill is almost expected at the college level. It helps students stay organized, set expectations, allows interaction, and 24/7 availability. In the event of a worldwide crisis (i.e., pandemic, war, heightened alert levels, etc), this may become the medium by which most instruction is delivered, therefore basic knowledge of these systems is important.

My third category is “Very Helpful”. To explain my thinking, I’ll use the analogy of salad dressing; the salad is perfectly good without dressing, but its so much better with it! Digital cameras, videoconferencing, PDAs, and deep Web knowledge all fit here – you can certainly manage without them, but they can really enhance your technology use. My experience with these skills include

taking pictures and processing them – either by printing or posting to an electronic file or site – it was much easier, timelier, and less expensive (after initial hardware and software costs) than traditional photos.
the ability to interact and collaborate via video. As we move toward a more global educational community and heightened travel concerns, this may become a necessary skill in the future; therefore basic knowledge of the possibilities videoconferencing presents is quite valuable.
bringing in exact text or graphics that were necessary to capture a particular point or moment, as well as manage documents otherwise electronically undeliverable.
knowledge of PDAs used in schools and business to effectively manage communications as well as assignments and tasks.
learning how to search and navigate in non-conventional search engines when searching more abstract or specific subject matter.

A number of these skills, from deep web use to web site design (obviously), were important to the process of developing my ePortfolio. Photos, images, file management and storage, etc. were critical components. Certainly this list of 20 skills should be consulted by education concerns throughout the technologically enhanced world.

Reflections for Analysis of Advanced Instructional Technologies

2006-08-31T17:57:00.000-07:00

This blog was created to house reflections in the above named course. During the Fall '06 semester this forum will be used to solidify my thought processes regarding our readings, tech adventures, etc.