Online Learning in the K-12 School/EDUC 6715I-2

Using the following link, you can view my PowerPoint presentation addressing the use on online learning mangament tools in the K-12 setting.

http://www.screencast.com/t/DBGhP8uHq

Final Reflection on EDUC 6714I-1

As I reflect on the learning from this course, two concepts especially stand out to me. They are the concepts of differentiated instruction and the universal design for learning. As the lens of learning has narrowed in on these two concepts with a focus on how they relate to technology implementation, I firmly believe that these concepts are pivotal in designing content, product, and process around the needs of the learner. Due to the fact that the needs, learning styles, and preferences of the learners vary, it is of paramount importance that I know, understand, and implement the principles of these two theories of learning.
The immediate adjustments I will make to my instructional practice regarding the use of technology integration to customize instruction will fall along the lines of the assignments that I have explored in this class. In the past, I never used surveys to understand my student’s interests before beginning lessons. Now I realize that it is important to understand students’ preferences so that my students will be engaged in the lesson. Another part of differentiated instruction that I never fully addressed was in differing the product. As (Tomlinson, 2001) points out, differentiated instruction is important to ensure that student needs are being met. I have learned strategies to use with my students such as the tic-tac-toe board and others that will give my learners options when addressing the product portion of an assignment.
Having a degree specializing in interior/environmental design, I completely understand the idea of universal design as it relates to the architectural world. Learning about the universal design for learning and it relationship to learning became perfectly clear throughout this course. As defined by (Cast transforming education, 2011), the three brain networks involved in learning demonstrate the importance of making sure that the approach to learning is not cookie-cutter, but flexible in meeting the differences and unique characteristics of the learners. Technology allows me to differentiate in so many ways. I will be sure to include visuals using the Smart board, audio using podcasts, computer keyboards for writer’s who struggle with the legibility of handwriting, and so much more. By working collaboratively with the administration and the technology integration specialist at my school, I will advocate and gain the technology tools necessary to better support the needs of my learners.

References

Cast transforming education through universal design for learning. (2011). Retrieved from www.cast.org

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Final Reflection on the GAME plan

Creating a GAME plan insured that a new technology tool was implemented into my classroom learning environment. The original technology tool I planned on using changed as I hit some snags in the implementation of the tool. As part of the learning of different ways to implement technology, I came across a new blog tool that I wanted to try out with my students. It was easy to implement and use. The blog allowed for individual students to use it throughout the day. The part I liked best was that the students could create their own posts. They were required to respond to mine, but they could also create their own. They were very engaged and eager to use the blog site.

As part of the learning from this course, I am, past, present, and future using new tools in learning. Currently, my students are creating digital stories. It is exciting to see the creativity the students are exhibiting. It has been eye-opening to see students cautious about being creative. When I encourage them to use their creativity, they showcase such beautiful concepts and unique qualities to their work. I will continue to implement technological tools that will embrace and support student creativity leading to greater learning.

Using the GAME plan with students

After reviewing the NETS-S for students and comparing them to NETS-T, there are many overlaps. They both support creativity, using technology to build 21st century skills, and awareness of ethics involved with technology usage. Providing the students with the tools and opportunities to use the NETS-S standards will allow for growth in this area. By using the GAME plan approach, I will give my students new tools and encourage them to use their creativity with the opportunities they have been given. I will provide them with direction to make a goal, have an action plan, monitor their progress, and evaluate. The students have data notebooks, this tool would be a great resource to add to their notebooks to track progress.

Revising the GAME plan

As I mentioned in the last post, my GAME plan took a twist. I began to use kidblog to allow my students to use a new type of blog site that would allow them to not only respond to posts I created, but to create their own posts. The students love sharing their thoughts and ideas as well as creating their own threads. The only downside is that they are not using the blog at home like I would like. Several of my students lack internet connection, but for the others, I think they are just not used to communicating like this. They see homework as paperwork. I would like to build in some type of incentive to help them develop a habit of communicating outside of school.

Evaluating GAME plan progress

My plan has taken a twist! A TIS at another school introduced me to kidblog.org. I love it! None of the students need individual emails, which is always time consuming because I have to create individual email accounts for each student. So what I have done is to create a classroom account at kidblog.org. All of my students have usernames and passwords. The students have all had a chance to respond to their first post, and some students have created their own posts. I also created a Google blogger account for my co-teacher (math & science) and uploaded pictures that I had taken of her class and used Smilebox. She struggles with technology and I am helping her do something new. After I set it up and showed the class, one of the students came back the next day with a picture she had printed off of the post. This blog allows students and parents to respond to what is happening at school. They can use their own email addresses that they created.

Monitoring GAME Plan

As part of the road to progress regarding the GAME plan, I have talked with my Technology Integration Specialist at my school sharing what I would like to do with my students. She told me she had used Storybird last year with several students. She gave me several "tips" to use. I have gained a few new students since the original technology/privacy/release forms were issued. I was reminded of the importance of having these in place before beginning this online collaborative storytelling project. In fact, I just received news that another student will be added to my class tomorrow. I had wanted to start this week, but with this new addition, and the importance of having forms for each students, I will wait until next week when all of that should be secure.

Carrying out the GAME plan:

In order to begin the action steps necessary to carry out my GAME plan, I have decided to address the area identified in my plan. My goal is to implement technology in order to increase student creativity and reach the desired outcomes. My colleagues have suggested the use of Storybird to address ELA content along with incorporating a NETS-T standard. I would like to use Storybird with my students within the next week. First, I will model it for my students, and then I will have my students work collaboratively with a partner. I hope to increase their creative potential while addressing a state and academic standard.

GAME plan

Using NETS-T for developing a GAME plan, I have chosen standard 1 for facilitating and inspiring student learning and creativity. Under that standard, I have chosen indicator 3 for promoting, supporting, and modeling creative and innovative thinking and inventiveness. To build with that standard, I selected standard 3 which includes: modeling digital-age work and learning. Under that standard, indicator b supports collaboration with students, peers, parents, and communtiy members using digital tools and resources to support student success and innovation.

First, my GAME plan for these standards begins with my goals which are defined in my selected NETS-T standards. As part of my action steps, I will identify a digital tool(s) that I would like to learn and use with my students to support creative thinking. To monitor my implemenation and learning, I will select a targeted digital tool and create a time-line for learning and use. Finally, for evaluation and extension of learning, I will use a self-reflective journal and follow RSS feeds to technology blogs that I can use to choose other digital tools for use with my students.