February 26, 2011
This Saturday’s web conference was very full with many participants. About six students ventured out to put on their cameras. Some students asked about the TK20 purchase. Many in my cohort have avoided buying it. If your district is paying for your masters, they might not also pay for the service. Plus, since we all have everything out on the web in our wikis and blogs, it does seem redundant.
There were some questions about when to do the internship if you were close to graduation. It was interesting to hear the answers since I did not realize there were time constraints with the end of the internship.
But mostly the questions were about the project and assignment. Dr. Mason spoke about the different options we had about fulfilling the project which helped our group to come up with a skeleton plan of what we would like to do. After the web conference, we had a Skype conference to discuss our plans and make assignments.
Saturday, February 26, 2011
Friday, February 25, 2011
EDLD 5364 Teaching with Technology Week One
The first week EDLD 5364 has been very informative to me. Having been out of the classroom for many years, the new theories of instruction discussed this week are new to me. In Dr. Mason’s introductory videos, she discusses the three theories – constructivism, connectivism and cyborg theory. Each of these theories is introduced in the week one video segments.
Basically, constructivism is the belief that learners start out with personal experiences and knowledge to which new information gained is tied to in the brain, thus forming new knowledge. Authors Sprague and Dede (1999) state “constructivist theory posits that students make sense of the world by synthesizing new experiences into what they have previously understood“(p. 7). This theory makes sense to me as brain research shows that, “the complexity of the human body requires that we automate many behaviors. The more we automate, the less we are aware of them. Most of our behaviors have come from either ‘undisputed downloads’ from our environment or repeated behaviors that have become automatic. This suggests potential problems and opportunities in learning.” (Jensen, n.d.) We understand that the brain creates neural pathways to retrieve information and knowledge. When we are asked to recall previously learned information, we use these pathways to find the memory. Constructivists believe that new knowledge gained is stored near related memories so that the information has relevance to the student’s current understanding and memory. In the article, Learning as a Personal Event (Southwest Educational Development Laboratory, 1999), learning is viewed as a “process of accommodation, assimilation, or rejection to construct new conceptual structures, meaningful representation or new mental models” (para.5). This theory translates into a classroom that allows multiple forms of information attainment which may include videos, reading, listening tools, and collaboration with fellow students, internet searches and projects. Technology is well suited to meet the needs of a diversified constructivist classroom.
The connectivism theory, developed by George Siemens, believes learning occurs in a variety of ways and is done through connections in the brain that allow students to find the information stored. This theory is similar to constructivism but it more closely adheres to the belief that the neural pathways to the information stored are key to finding a place for a new memory to go. Connectivism builds on the idea that if a student has a previous path to a set of knowledge developed in their brain then new information will be more easily and quickly attained if the student stores similar information along that same pathway. Connectivism combined with constructivism leads to trends in education that propose that technology is changing the way we thinking and that learning is a life-time process as many students will change careers multiple times during their lifetimes. (Solomon & Schrum, 2007)
Cyborg theory is a “way-out-there” theory that believes that somehow humans will be perfected by computers and memory chips. I feel sorry for a guy who writes, “Perhaps society’s evolution is at a pre-adolescent state as evidenced by our inability to comes to terms with our identity; not certain of who we are or what we are becoming and all the while uncomfortable with not knowing” (McPheeters, 2009, para. 6) What hopelessness is expressed in not knowing the purpose of your existence and thinking that you have to come up with a new device to perfect yourself. It is very interesting to study the brain and how it functions, and I am sure that many brain injuries will be overcome through technological advancements in brain research, but I do not think you can perfect upon what a perfect God has already made and called “very good” (Genesis 1:31, New International Version Bible 2010).
Sprague, D., & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved January 28, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf
Jensen, E. (n.d.). Principles of Brain-Based Learning. Retrieved February 25, 2011, from http://www.jensenlearning.com/principles.php
Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. http://www.sedl.org/pubs/tec26/intro2c.html
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.
McPheeters, D. (2009, March). Social Networking Technologies in Education, Tech and Learning. Retrieved August 8, 2009 from http://www.techlearning.com/article/16250
Basically, constructivism is the belief that learners start out with personal experiences and knowledge to which new information gained is tied to in the brain, thus forming new knowledge. Authors Sprague and Dede (1999) state “constructivist theory posits that students make sense of the world by synthesizing new experiences into what they have previously understood“(p. 7). This theory makes sense to me as brain research shows that, “the complexity of the human body requires that we automate many behaviors. The more we automate, the less we are aware of them. Most of our behaviors have come from either ‘undisputed downloads’ from our environment or repeated behaviors that have become automatic. This suggests potential problems and opportunities in learning.” (Jensen, n.d.) We understand that the brain creates neural pathways to retrieve information and knowledge. When we are asked to recall previously learned information, we use these pathways to find the memory. Constructivists believe that new knowledge gained is stored near related memories so that the information has relevance to the student’s current understanding and memory. In the article, Learning as a Personal Event (Southwest Educational Development Laboratory, 1999), learning is viewed as a “process of accommodation, assimilation, or rejection to construct new conceptual structures, meaningful representation or new mental models” (para.5). This theory translates into a classroom that allows multiple forms of information attainment which may include videos, reading, listening tools, and collaboration with fellow students, internet searches and projects. Technology is well suited to meet the needs of a diversified constructivist classroom.
The connectivism theory, developed by George Siemens, believes learning occurs in a variety of ways and is done through connections in the brain that allow students to find the information stored. This theory is similar to constructivism but it more closely adheres to the belief that the neural pathways to the information stored are key to finding a place for a new memory to go. Connectivism builds on the idea that if a student has a previous path to a set of knowledge developed in their brain then new information will be more easily and quickly attained if the student stores similar information along that same pathway. Connectivism combined with constructivism leads to trends in education that propose that technology is changing the way we thinking and that learning is a life-time process as many students will change careers multiple times during their lifetimes. (Solomon & Schrum, 2007)
Cyborg theory is a “way-out-there” theory that believes that somehow humans will be perfected by computers and memory chips. I feel sorry for a guy who writes, “Perhaps society’s evolution is at a pre-adolescent state as evidenced by our inability to comes to terms with our identity; not certain of who we are or what we are becoming and all the while uncomfortable with not knowing” (McPheeters, 2009, para. 6) What hopelessness is expressed in not knowing the purpose of your existence and thinking that you have to come up with a new device to perfect yourself. It is very interesting to study the brain and how it functions, and I am sure that many brain injuries will be overcome through technological advancements in brain research, but I do not think you can perfect upon what a perfect God has already made and called “very good” (Genesis 1:31, New International Version Bible 2010).
Sprague, D., & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved January 28, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf
Jensen, E. (n.d.). Principles of Brain-Based Learning. Retrieved February 25, 2011, from http://www.jensenlearning.com/principles.php
Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. http://www.sedl.org/pubs/tec26/intro2c.html
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.
McPheeters, D. (2009, March). Social Networking Technologies in Education, Tech and Learning. Retrieved August 8, 2009 from http://www.techlearning.com/article/16250
Saturday, February 12, 2011
“Domain II, Competency 6” EDLD 5345 Course-Embedded Internship Activity Log 4.
I feel that my experiences living in culturally different areas in Texas, will serve me well if I choose to aspire to be a principal. I have lived in a community where racism was rampant. It was such a part of the culture and blamed for all bad consequences received. This community lived in both culture destructiveness and cultural incapacity. Not only did they try to put people out-of-business for being the wrong race, they taught it to their children as a way of life. The sad truth was that this inability to look beyond skin color or affiliation was what kept their community from thriving. The graduates could not wait to get out of all the negativity. Although the schools worked hard to create a climate that embraced the culture, the community mentality that all their problems were caused by their oppressors (who they really could not identify) led me to believe that it could only be fixed by spiritual revival.
Although I believe communication and understanding are keys to reaching cultural proficiency in a school, I am not sure I agree with the idea that all of our differences should be spotlighted. I do not believe this has always been thought of as what is best for our nation. For example, while in college, I did extensive research on LULAC, the League of Latin American Citizens. This organization was founded by Frank Tijerina after returning from war service. He returned home to find many Hispanics had moved to the United States but had not acclimated enough to the culture to fully participate and take hold of the “American Dream”. He formed this group to promote the learning of English, achieving the requirements for citizenship, and learning how the constitution and government worked. (Retrieved from http://www.lulac.net/about/history.html. Jan 26, 2011)
I do believe that all students are benefitted from an environment that is accepting and loving toward who they are as an individual. Schools should strive to meet students where they are academically, socially, emotionally and physically. Using this knowledge, schools can create climates that build on the students’ strengths and help them overcome their weaknesses.
Although I believe communication and understanding are keys to reaching cultural proficiency in a school, I am not sure I agree with the idea that all of our differences should be spotlighted. I do not believe this has always been thought of as what is best for our nation. For example, while in college, I did extensive research on LULAC, the League of Latin American Citizens. This organization was founded by Frank Tijerina after returning from war service. He returned home to find many Hispanics had moved to the United States but had not acclimated enough to the culture to fully participate and take hold of the “American Dream”. He formed this group to promote the learning of English, achieving the requirements for citizenship, and learning how the constitution and government worked. (Retrieved from http://www.lulac.net/about/history.html. Jan 26, 2011)
I do believe that all students are benefitted from an environment that is accepting and loving toward who they are as an individual. Schools should strive to meet students where they are academically, socially, emotionally and physically. Using this knowledge, schools can create climates that build on the students’ strengths and help them overcome their weaknesses.
Monday, February 7, 2011
Field-based Activities January 2011
This month was the fullest in terms of activities for my internship. I finally finished a volunteer treasurer job that required me to file ethics reports that were quite detailed and time consuming. Wow, what a burden lifted off my back. Now, I feel I have time to plan the fun stuff of the internship.
In the beginning of the month I spent some time reorganizing my internship plan. This has been a tedious job and I finally finished it. At least this is, before I decide I need to change it again!
I also met with the CIT for the high school, Laurien, who gave me some good ideas of what I could do. There are some future meetings I can attend and professional development. She also showed me two new websites – Tagxedo and WordSift. She also told me I could contribute Facebook tips for a blog that the technology department maintains for teachers.
A professional development day for technology was planned for our “livestock show” holiday and I attended. The first half of the day we learned to use the website www.universalstreaming.com. During the second half of the day we learned about a new available service – Google Apps. This is provided on the school website and is monitored by the technology department. It allows for student use of wikis, email, chat, and documents all in one spot.
I met with a sixth grade science teacher, Tina, who I will work with to get some instructional technology hours toward my internship. So far, we have planned a day for me to come in and teach about the use and misuse of Facebook. Also, I will help develop a science lesson on creating a spaceship, which ought to be fun.
Lastly, I attended the TASA Midwinter Conference in Austin, Texas. During this time, I attended several sessions on school technology and leadership. First, I heard Dr. Susan from Grand Prairie ISD talk about her improvement plan for that district and the success they have had. Her program was modeled after Coach Lombardi’s 5 running plays. Her five plays were vertical/horizontal alignment; 5E model from NASA – engage, explore, explain, extend, and evaluate; data driven decisions; relational capacity; and intentional leadership. I heard other speakers talk on topics such as: the legal framework of Texas Public Schools, TASB plan for school finance, RTI Implementation, Cloud teaching and the Texas Accountability in terms of finances by Lynn Moak. The final speaker of the day was Chip Heath, the author of the book Switch. Heath spoke about change and the need to look for the “bright spots” in any difficult situation to guide us in our actions looking for what works.
Hours Earned for January 2011 -- 18.
Total Hours to Date -- 53
In the beginning of the month I spent some time reorganizing my internship plan. This has been a tedious job and I finally finished it. At least this is, before I decide I need to change it again!
I also met with the CIT for the high school, Laurien, who gave me some good ideas of what I could do. There are some future meetings I can attend and professional development. She also showed me two new websites – Tagxedo and WordSift. She also told me I could contribute Facebook tips for a blog that the technology department maintains for teachers.
A professional development day for technology was planned for our “livestock show” holiday and I attended. The first half of the day we learned to use the website www.universalstreaming.com. During the second half of the day we learned about a new available service – Google Apps. This is provided on the school website and is monitored by the technology department. It allows for student use of wikis, email, chat, and documents all in one spot.
I met with a sixth grade science teacher, Tina, who I will work with to get some instructional technology hours toward my internship. So far, we have planned a day for me to come in and teach about the use and misuse of Facebook. Also, I will help develop a science lesson on creating a spaceship, which ought to be fun.
Lastly, I attended the TASA Midwinter Conference in Austin, Texas. During this time, I attended several sessions on school technology and leadership. First, I heard Dr. Susan from Grand Prairie ISD talk about her improvement plan for that district and the success they have had. Her program was modeled after Coach Lombardi’s 5 running plays. Her five plays were vertical/horizontal alignment; 5E model from NASA – engage, explore, explain, extend, and evaluate; data driven decisions; relational capacity; and intentional leadership. I heard other speakers talk on topics such as: the legal framework of Texas Public Schools, TASB plan for school finance, RTI Implementation, Cloud teaching and the Texas Accountability in terms of finances by Lynn Moak. The final speaker of the day was Chip Heath, the author of the book Switch. Heath spoke about change and the need to look for the “bright spots” in any difficult situation to guide us in our actions looking for what works.
Hours Earned for January 2011 -- 18.
Total Hours to Date -- 53
Subscribe to:
Posts (Atom)
