EDUC-6715I-5 Week 4 application

Here's the podcast I did for this week's application on Emerging Technologies and 21st Century Learning. Spotlight on Emerging Technology: Online Learning in K-12 Schools

You can listen to my podcast here. Any feedback or comments are welcomed!

Reference:
Cavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.

Gautreau, C. (2011). Motivational Factors Affecting the Integration of a Learning Management System by Faculty. Journal of Educators Online, 8(1), Retrieved from EBSCOhost.

Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93.

Hatziapostolou, T., & Paraskakis, I. (2010). Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System. Electronic Journal of e-Learning, 8(2), 111-122. Retrieved from EBSCOhost.

Johnston, S. (2007). CHAPTER 2: Developing Quality Virtual Courses: Selecting Instructional Models. In , What Works in K-12 Online Learning (pp. 21-31). International Society for Technology in Education. Retrieved from EBSCOhost.

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.

Momani, A. M. (2010). Comparison between Two Learning Management Systems: Moodle and Blackboard. Online Submission, Retrieved from EBSCOhost.

Young, J., Birtolo, P., & McElman, R. (2009). Virtual Success. Learning & Leading with Technology, 36(5), 12-17. Retrieved from EBSCOhost.

Reflection: EDUC-6714I-3 Reaching and Engaging All Learners Through Technology

Technology-enhanced learning environments allow teachers to efficiently and effectively practice differentiated instruction (DI) from which students’ diversities are celebrated and accommodated throughout the learning process. Classroom diversity is more and more prevalent today than in the past because of the technology-infused environment our students are living in. The learning needs and learning styles as well as learning profiles are significantly different compared to twenty years ago; “learner diversities are paramount” (Lam, 2008). Traditional instruction approaches are no longer efficient and effective for our tech-savvy students. Implementing Universal Design for Learning (UDL), DI and educational technologies is a means to respond to our current teaching and learning circumstances. In order to maximize the use of educational resources in schools, proper planning is required.

For teachers wanting to integrate technology into the classroom as well as practicing UDL in their DI, there are several modifications they can do straightaway to their current classroom instructions. First of all, it is essential to inform the school and the students about the rationale behind integrating technology into their learning. The Information Technology department should be informed to see how much IT infrastructure is available to teachers and students for teaching and learning purposes. If there is suitable infrastructure, then subject or panel meetings should follow to discuss how to best utilize the available resources. On the contrary, should there be limited resources, teaching staff will have to discuss how to ration the resources among teaching staff. Suggestions should also be made to the school if there are no technological resources available for teaching. It is the responsibility of teaching staff to offer opinions and suggestions to the school board should there be any ideas to better the teaching and learning environment. Moreover, students should also be informed of the importance of technology integration in their learning. “Intrinsic motivation” (Flaherty & Hackler, 2010) can only be reached if students can relate what and why they are learning to their own lives.

After the school and students understand the importance of integrating technology into the classroom, the next step will be to realize it in classrooms. Teachers can start off by setting up a routine in the classroom, so that students know what to expect when it comes to learning. To achieve that, teachers need to acts as a model in class by also using technology. For instance, in a whole class instructional setting, teachers can discuss with the students how best to use technology to enhance teaching and learning. Discussion can be on the delivery of content areas and how teachers can present the subject matter in multiple ways for easy access. How should the learning process be conducted? Should there be any off campus learning? If so, how can it be done? What technologies should be included to facilitate this? How should students be assessed? What type of assignments should be allowed? Relevant brainstorming sessions like these that involve the whole class, helps to stimulate ideas as well as bringing students into the decision making process. This in turn makes it more likely that they will take ownership of their learning. Once a routine is set up in the classroom, teachers can demonstrate more effectively in front of their students so as to serve as a guide and a role model for using technology. The more a teacher can walk the talk, the more likely their students will follow suit.

Educational technologies offer teachers various ways to do things differently and creatively. The next step teachers can take is to integrate more learning tasks that include technology in daily practice. Instead of using paper and pen, learning tasks should and can address students’ multiple intelligences and learning profiles. Learning processes thus become more interactive and experiential. Brain research affirmed that our brain “is keenly responsive to experience” (Hinton, Miyamoto & Della-Chiesa, 2008); this provides teachers the insight into creating more hands-on activities. Technology “help educators create learning environments that respect the individual needs to students, foster collaboration, and promote deeper, sustained levels of engagement with the course content” (Boettcher, 2007).

For any instructional approach, rubrics are essential items in evaluating and assessing students’ learning progress. Since technology offers ample ways for students to demonstrate their understanding of the subject, it is thus more important to have clear rubrics as a guideline so that students will not be “frustrated or burdened with feelings of overload” (Kushnir, 2009). Teachers should conduct panel meetings when drafting the assessment rubrics to take into account their learning expectations and standards appropriate for their particular grade level; at the same time discussing to what extent and how we should assess technological elements in their assignments or projects.

As a teacher, it is our responsibility to provide “a more dynamic learning experience for all involved” (Morra & Reynolds, 2010). Having said that, before we let our students loose to experience the subject, it is only fair that we provide them input before we let them go and explore on their own. I suggest teachers give a brief introduction of possible educational technologies that students can use in the classroom. This practice saves teachers the hassle of having to teach each piece of technology first before students start their hands-on activities. Moreover students would be able to make informed decisions as to what technology to use for which learning tasks as well as assignments. Educational technologies like PowerPoint, Voice Thread, Virtual Field Trip or digital story, etc. are all simple and yet powerful tools to present and demonstrate information. To economize time, it is likewise advised that teachers use these tools in their instructions not only to demonstrate, but also to role model the use of the technology.

Another noticeable benefit of a technology-enhanced classroom is that it “is often more motivating than its traditional counterpart” (Li, Hung & Chang, 2010) and is truly a student-centered learning environment where teachers are the facilitators of learning. In order to motivate and engage students, the best way is to involve them in their learning process. Our students are born into nowadays’ technological world, their knowledge of technology is something we should not underestimate. Teachers can easily activate their prior knowledge and involve their students by having brainstorming sessions with the whole class to discuss what types of technology to integrate and how. It is important that teachers take students’ ideas into consideration when formulating their lesson plans. In addition to that, teachers can also set student role models in class as IT ambassadors to promote the use of technology, these ambassadors can serve as IT assistants to other less well-versed students as well as to introduce more educational technologies to teachers.

To conclude, different teachers will have different ways to integrate technology into their classroom. As long as technology is used to the benefit of teaching and learning instead of using it for the sake of using it; DI will be properly implemented with the support of technology. Teachers and students both play a significant role in the integration of technology; proper planning is what it takes to make the migration from the traditional instructional approach to technology-enhanced differentiated instructions smooth and seamless.

Reference:

Boettcher, J. V. (2007). Ten Core Principles for Designing Effective Learning
Environments: Insights from Brain Research and Pedagogical Theory. Innovate: Journal of Online Education, 3(3), Retrieved from EBSCOhost.

Center for Applied Special Technology. (2009). UDL and Technology. Retrieved
from http://www.udlcenter.org/aboutudl/udltechnology

Delaware State Dept. of Education, D. r. (2004). Universal Design for Learning (UDL): Reaching All, Teaching All. Delaware State Department of Education,
Retrieved from EBSCOhost.

Flaherty, S., & Hackler, R. (2010, May 1). Exploring the Effects of Differentiated
Instruction and Cooperative Learning on the Intrinsic Motivational Behaviors of
Elementary Reading Students. Online Submission, Retrieved from EBSCOhost.

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

Hinton, C., Miyamoto, K., & Della-Chiesa, B. (2008). Brain Research, Learning and
Emotions: Implications for Education Research, Policy and Practice. European Journal of Education, 43(1), 87-103. Retrieved from EBSCOhost.

Kushnir, L. (2009). When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e-Learning and e-Learning Outcomes. Electronic Journal of e-Learning, 7(3), 289-300. Retrieved from EBSCOhost.

Lam, B. (2008). The Issue of Diversity in the Hong Kong School Curriculum: Student
Communities in a Mainstream School. Schools: Studies in Education, 5(1-2), 118-140. Retrieved from EBSCOhost.

Li, N., Hung, K., & Chang, C. (2010). A Cognitive-Situative Approach to Understand Motivation: Implications to Technology-Supported Education. Online Submission, Retrieved from EBSCOhost.

Morra, T., & Reynolds, J. (2010). Universal Design for Learning: Application for
Technology-Enhanced Learning. Inquiry, 15(1), 43-51. Retrieved from EBSCOhost.

Universal Design for Learning Presentation (EDUC 6714I-3 )

Hello everyone, here's the presentation I did for Universal Design for Learning.



Please feel free to leave comments and feedback. Thank you very much!

Resources for Universal Design for Learning

I have found some really useful resources for Universal Design for Learning (UDL). I am looking forward to sharing more resources with other professional teachers. Please kindly contribute your resources so that more teachers can benefit from the sharing of resources among the learning community!

Sabia, R. (2008) Univeral design for learning and meaningful access to the curriculum. TASH Connections. 14-21
http://www.advocacyinstitute.org/UDL/UDL_TASH_Connections.pdf

Johnstone, C. J., Altman, J., & Thurlow, M. (2006). A state guide to the development of universally designed assessments. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
http://www.cehd.umn.edu/nceo/OnlinePubs/StateGuideUD/default.htm

Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students (The IRIS Center)
http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm

National Universal Design for Learning Task Force Fact Sheet
http://www.advocacyinstitute.org/UDL/faqs.shtml

UDL concept map
http://2.bp.blogspot.com/-FBBF9xTW9bA/TVr89i9Y_bI/AAAAAAAAAB4/n9PDZU2vsOQ/s1600/UDL+reading+mapping.jpg from http://joanne-bloginfairfield.blogspot.com/

The role of technology in UDL
http://www.udlcenter.org/sites/udlcenter.org/files/notech_final2.pdf

Reflection: EDUC-6713I-3 Integrating Technology Across the Content Areas

We have learned various useful technological tools in this module. I found all of them useful to different extent and to different students. It allows me to vary my instructional strategies likewise my assessment methods. All the tools we are introduced here aim at developing our students to be self-directed learners. I find the concept of GAME plan is a simple and yet powerful tool that not only students but teachers to use to self-direct, self-monitor, self-evaluate and self-reflect. Real learning would not take place unless the learners take the initiative to regulate their inquiry process.

Reflecting on the GAME plan I developed for myself, I focus on my strengths as well as my weaknesses. I know improvement would not come without effort and it certainly would not come overnight. With the GAME plan, it systematically breaks things into smaller manageable parts that teachers can work and focus on. The process of following through the GAME plan in this module taught me a lot of valuable lessons which in terms help modify my instructional strategies. With consistent reflection as we go along, we can change and tweak things specifically to our lesson or students’ needs. For instance, all technological tools available out there are useful in itself, but they might not be useful to our students or to our lessons in particular. Teachers need to evaluate and assess the plausibility of applying certain technological tools. Many times I learned lessons from my students who gave feedback which otherwise I might have missed.

The GAME plan encourages me to use different technological tools in my lesson. The first thing that impresses myself was there are actually many occasion that I could have used technology for assistance. What I reflect from this experience is that teachers in a particular school might be under the influence of the school culture or learning atmosphere. If there are certain ways of doing things, teachers and students tend to follow suit instead of doing things differently. There are times I might be one of those teachers that follow what the majority are doing. I guess this is what we called our comfort zone. With the GAME plan in place, it encourages me to try new things and that it monitors myself to regulate and modify wherever necessary. This not only helps create a new culture and positive atmosphere, but also stimulates other colleagues to do the same. The washback is positive so far.

To conclude, I am glad that I stick to the GAME plan I developed for my teaching and I am happy that I introduce the GAME plan strategy to my students who successfully found their direction of taking responsibility of their own learning. I am also grateful that I step outside my comfort zone and set a positive example in my team for integrating technology into our classroom. From this course, I experience how a teacher should think outside the box, not only for themselves but also for their students, it’s critical that we keep up to date with technology because at the end of the day, we are equipping our students to be 21st century learners.

Week 7 Using the GAME Plan Process with Students

The process of coming up a GAME plan, developing it, carrying it out, monitoring and reflecting is truly a valuable learning journey for me. It’s a good opportunity to make things clear and out in the open. As teachers, we have lots of ideas and opinion, however sometimes if we don’t write it down or plan things properly, lot of great ideas tend to be missed or forgotten.

To develop my students’ proficiency of technology standard indicating on the National Education Standard, students need to be in charge of their own learning process. My role is to guide them and pass them the learning skill which is learning how to learn. With the use of the Internet, learning is no longer a process of acquiring facts and knowledge; students can do that with their tips of finger and ask the Internet, all the answers one needs will appear on the screen automatically. What our students need in the 21st century is skills. Skills like creativity, innovation, collaboration, communication, critical thinking, problem solving, decision making and the ability to use technology. All these skills cannot be taught in one lesson or any lessons that named after it. Skill-based lessons require the students to make sure of the skill they learn through doing, through creating and making products using that skill. For example, teaching students how to research online. We need to have them actually perform a research themselves by giving them a problem to handle. The process of students using the Internet, looking for, investigating, and gathering relevant information for the problem they need to solve. That is the only way to truly learn ‘how to research’. This is just an example to illustrate my point of getting the students hands on work in order to learn a skill.

Practice makes perfect, we wouldn’t expect students to be able to acquire skills instantly once we introduce to them. It takes time to develop, to learn and eventually become their second nature. The key point here is teachers will have to provide lots of learning opportunities for students to make sure of the skills learned. That is the only way, to me personally, to help my students attain proficiency in technology standards.

With regard to the GAME plan process, I’ll have my students to develop their own GAME plan for the academic year. Identify their strengths and weaknesses in terms of technology standards. Figure out what they want to improve and what they want to learn in this area. Then we’ll come up with practical and measureable steps to achieve these goals. Teachers in classroom should help students to maximize their learning opportunity by introducing them to various means of using technology to learn. For example, using online tools wikis, blogs, for communication purposes likewise for collaborations with others. By having students create artifacts for what they learn, we are exercising their creativity and innovation because they need to be original and most importantly they need to think creatively and critically.

I think using GAME plan allows students to do things step by step with a very clear direction. The implementation process using GAME plan is more focused and precise from what I’ve learned in my experience. Students can modify or change any area in the GAME plan as they go along. The plan itself will always be your own personalized version of learning plan. When students monitor their own process of learning, they are also exercising their decision making, problem solving skill along the way. Similar to reflection stage, students are required to think critically what went wrong and how can it be done better next time.

Week 6 Revising My GAME Plan

This week we’ve learned how to integrate online collaboration tool into our practice, it sounds exciting! Actually, I have been using blogging and online forum with my students for a few years already. For that, I didn’t have much trouble about. However I haven’t done twitter with my students. They are very much into facebook, I am actually thinking how I can integrate facebook into our content learning too. I’ve sort of started when we are doing our PBL with my 8the graders. They are doing a survey and instead of doing it on pen and paper, they created a group on facebook and invite their classmates, teachers, families and relatives to complete the survey. I thought it’s creative and a good way to gather data for their project.
For my next goal is to include twitter into my instructions, I hope it’s less distracting in a way since sometimes I found it difficult to engage my students on task when they are on facebook. I wonder if any of your have similar problems. Do share!
There are also something I’ve discovered this week that is I told my students to type their response and feedback using their online blog or forum. However sometimes they leave only point forms with no elaboration, after awhile, they tend to forget what they really meant to say. I think of a solution for this, which is to keep an audio or a video log just like the character in Avator did. Frankly, sometimes we might come up with different ideas when we talk than when we type. Hopefully this way we’ll be able to archive everything and be able to go back to it later and still comprehensible.
Throughout these weeks, we are at the stage where we are fine-tuning our instructional strategies on how to best carry out our GAME plan, I greatly look forward to hearing from your ideas and suggestions that you might have for me. Thanks a million!