EDLD 5370 Final Internship
Week One Assignment, Part 1.4
Self-Assessment
The course Leadership for Accountability covered a large portion of the educational topics discussed today. Although I had read AEIS results on our schools, I did not understand the scope of the information held within it. As well as how much it played into the campus improvement plan and the school ratings. I also had never created a personal vision of leadership. I believe this new information received will be very useful to me. I now understand all those charts and understand how some do not understand them and criticize schools as a result.
Learn as a Learner
To learn this material, I analyzed the data and research the information given to me. Interviewing members of the campus improvement plan helped me gain insight in the workings of this committee. It is much more than planning how to spend the PTO fundraising money. I did well in this course in my grades and enjoyed what I learned. It was very helpful in understanding how the federal government is influencing the functioning of schools today. Learning about the Eduphoria product Aware helped me understand the need for data disaggregation software that is user friendly. The Aware program promises to be technology that “supports data disaggregation, provides data access, and generates useful data displays” (Ronka, Lachat, Slaughter, & Meltzer, January 2009, p. 18)
Lifelong Learning Skills
The many interviews conducted concerning the Campus Improvement Plan helped me forge some new friendships. I also took much advice from the members of my Skype group who all participate in some way on this committee. I do hope someday to participate as a member of a CIP, quite possible as the parent representative. Planning a professional development day was also a fun and productive activity. I wish I had an educational product to market at one of the big conventions.
Works Cited
Ronka, D., Lachat, M., Slaughter, R., & Meltzer, J. ( 2009). Answering the questions that count. Educational Leadership, 66(4) 18-24.
Showing posts with label internet. Show all posts
Showing posts with label internet. Show all posts
Friday, October 7, 2011
Sunday, May 8, 2011
Week Four 5362 - Prototype Classroom Design
Prototype Classroom Design
Janet K Kelly
Cohort 13/ET 8027
Lamar University
The prototype classroom of the 21st century is one that encompasses the full use of technology to prepare students for their future careers. Our superintendent says, “We are not educating these kids to get a job in 1960; we are educating them to go to college or get a job in 2020” (J. Kelly, personal communication, May 7, 2011). The 2010 Horizon Report: K-12 Edition discusses the technology that has the most impact right now and will advance quickly in education. This report covers cloud computing, collaborative environments, game based learning, mobiles, augmented reality and flexible displays (Johnson, Smith, Levine, & Haywood, 2010). These technologies are meeting expectations from parents and educators as the value of creativity is increasing as a means for our nation to stay ahead of India and China in our economy (Pink, 2006). In addition, as the cost of education rises, these technologies provide ways to meet individual learning needs, which include independent study, distance learning, and mentoring relationships (Johnson, Smith, Levine, & Haywood, 2010).
Cloud computing has been incorporated into our district with the addition of Google Apps this school year. This application allows for each student and teacher to have an in district email account. It also allows for the development of classroom wikis and blogs. Students can contribute and edit group documents on the Google sites feature. Moreover, teachers can create their own website where students can download podcasts, PowerPoint notes, worksheets, tests, and other handouts all with the goal of becoming paperless. The paperless classroom is both a cost savings for the district but also a time saver for the teacher. The teacher can direct the students to the website and they print their own copies of assignments when needed. Students would not have an excuse for a lost assignment.
Collaborative environments are a necessary next step in Texas public schools. “The value placed on collaboration in the workplace is high, and professionals of all kinds are expected to work across geographic and cultural boundaries more and more frequently” (Johnson, Smith, Levine, & Haywood, 2010, p. 14). The desire to prepare student to be work force ready and college-ready necessitates the need to develop collaborative environments in both elementary and secondary schoolrooms. Collaboration is important to students. The 2009 Project Tomorrow survey results, as reported by Laura Devaney, point to students who “increasingly take learning into their own hands and use technology to create personalized learning experiences” (Devaney, 2010). These independent learners are known as free-agent learners. These students seek outside-of-school sources, through the Internet to enhance their learning. In our district, we have a series of wikis where administrators and teachers work on developing goals and expectations for the district. Each technology topic has three parts to it – a blog, our current plan and our future plan. The topics covered include teacher and learning, educator preparation, infrastructure and technology, and leadership, administration and instructional support.
Games have been part of the education experience for many years. The classroom quiz bowl or jeopardy review game is fun and competitive. With technology, games that are digital that are individual games and collaborative have made their way into the American home. Game based learning has been discussed for many years but has not yet truly captured the attention of students with the same pull as Call of Duty. Studies of consumer games have shown that there are five elements to successful games. These features are an interesting story, socialization and collaboration, possibility of reaching great achievement, needed problem-solving skills, and quantifiable goals (Johnson, Smith, Levine, & Haywood, 2010). The hardest part of creating a game for learning is making it unnoticeable that students actually are learning during the game. One example of game based learning in our schools is the Stock Market Game. Students receive a set amount of money and the chance to invest in the stock market and watch their investments gain or lose over time.
Being that many students have a cell phone with Internet capabilities on them, mobiles are something that schools will soon embrace. Actually, in January of this year, our high schools began to allow the use of cell phones for research during class time. The schools opened up the Wi-Fi to all devices within range and the use of mobiles will now expand. “…the reality that schools do not have to buy or maintain them” is the driving force behind the push for the use of mobiles in schools (Johnson, Smith, Levine, & Haywood, 2010, p. 23). The idea of using mobiles as a personal response system for the Smart boards already installed in the schools is intriguing. Obviously, teachers would need more professional development training for how the response system (clicker or mobile) can be used for accessing student knowledge and increasing student class participation.
Augmented Reality is the “concept of blending(augmenting) virtual data – information, rich media, and even live action – with what we see in the real world, for the purpose of enhancing the information we can perceive with our senses” (Johnson, Smith, Levine, & Haywood, 2010, p. 26). This is often seen used in commercials or televised sports games, but its full use in education is undeveloped. The advantage of this technology tool is the enhancement of student’s environment by knowledge of his surroundings. For example, there is an Ipad application that allows you see lift the tablet to the sky and view the stars and their identifications.
Flexible displays have many possibilities in education because of their portability and inexpensive cost. The manufacturing materials used allow flexible displays the ability to stretch, bend, and roll. All these features make flexible displays sensible for use with children. They are hard to destroy. The use of these displays will soon be seen inside of textbooks, flashcards, and other printed materials. Although, these displays are still in the development stage, educators can see the use of these in the classroom (Johnson, Smith, Levine, & Haywood, 2010). This display paper stretched out across a wall or made to cover a table creates endless uses in the classroom. One use could be to show the steps of a process, for example, how to use a microscope. The display could go through the process of bringing an object into focus. A student could visualize the process and watch it repeatedly to solidify the steps in his long-term memory. This would be advantageous to students who suffer from auditory processing disorder and have great difficulty using the strategic networks of their brains (Rose & Meyer, 2002).
The six technology advances that will be part of the future model classroom challenge students through a variety of ways. Cloud computing allows students to participate in research based inquiry through global learning communities and by collecting data for university professors conducting actual studies. Flexible displays will be useful for pacing in that a struggling student can repeatedly view the information on the display until it has passed from short term to long-term memory. Collaborative environments support opportunities to use higher order thinking skills. In the book Using Technology with Classroom Instruction that Works, the authors state, “today, students use complex multimedia products and advanced networking technologies to learn interactively and work collaboratively on projects; to gather, organize, and analyze information; to solve problems; and to communicate information” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 4). Students also can collaborate through online learning communities, shared calendars, and shared web links. In our district, our AFJROTC unit uses an online-shared calendar to keep track of their activities and service projects. They have a full calendar, since the Air Force ranks their unit in the top one percent of the nation.
Game based learning is a prime example of scaffolding in education. Programs such as Ticket to Read in our district help students build on prior knowledge to advance in the game. Mobiles are effective in the use of augmented reality - especially on the various iPad applications available. In social studies, students can use the Wikitude World Browser to view landmarks through their camera and see “historical information, nearby landmarks, and points of interest” (Johnson, Smith, Levine, & Haywood, 2010). When the fourth grade makes their trip to the Alamo, they will have to try it out.
The ability of these advanced technologies operating on our local network and complying with our Internet safety and security policies is varied. Cloud computing, collaborative environments and flexible displays are all open for use with any operating software. Our Acceptable Use Policy (AUP) would require that the collaborative environments be ones that are age appropriate and safe for students to participate. There would definitely be some issues with using mobiles in the classrooms as so many different models of phones and tablets exist. Our district has invested in creating a mobile learning lab with iPods. Students use them to listen to lessons and help them with learning English.
In conclusion, it is exciting to see the emerging technologies and the ways in which they can enhance the education experience for kindergarten through grade twelve. The future is promising to bring forth new ways to enhance teaching and learning.
References
Devaney, L. (2010, March 16). Digital access: Collaboration a must for students. Retrieved May 7, 2011, from eSchoolNews.com: http://www.eschoolnews.com/2010/03/16/digital-access-collaboration-a-must-for-students
Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). 2010 Horizon report: k-12 edition. Austin, Texas: The New Media Consortium.
Kelly, J. P. (2011, May 7). Superintendent. (J. Kelly, Interviewer)
Pink, D. (2006). A whole new mind: Why rightbrainers will rule the world. New York, NY: Riverhead Trade (Paperbacks).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved February 28, 2011, from CAST: http://www.cast.org/teaching everystudent/ideas/tes/
Janet K Kelly
Cohort 13/ET 8027
Lamar University
The prototype classroom of the 21st century is one that encompasses the full use of technology to prepare students for their future careers. Our superintendent says, “We are not educating these kids to get a job in 1960; we are educating them to go to college or get a job in 2020” (J. Kelly, personal communication, May 7, 2011). The 2010 Horizon Report: K-12 Edition discusses the technology that has the most impact right now and will advance quickly in education. This report covers cloud computing, collaborative environments, game based learning, mobiles, augmented reality and flexible displays (Johnson, Smith, Levine, & Haywood, 2010). These technologies are meeting expectations from parents and educators as the value of creativity is increasing as a means for our nation to stay ahead of India and China in our economy (Pink, 2006). In addition, as the cost of education rises, these technologies provide ways to meet individual learning needs, which include independent study, distance learning, and mentoring relationships (Johnson, Smith, Levine, & Haywood, 2010).
Cloud computing has been incorporated into our district with the addition of Google Apps this school year. This application allows for each student and teacher to have an in district email account. It also allows for the development of classroom wikis and blogs. Students can contribute and edit group documents on the Google sites feature. Moreover, teachers can create their own website where students can download podcasts, PowerPoint notes, worksheets, tests, and other handouts all with the goal of becoming paperless. The paperless classroom is both a cost savings for the district but also a time saver for the teacher. The teacher can direct the students to the website and they print their own copies of assignments when needed. Students would not have an excuse for a lost assignment.
Collaborative environments are a necessary next step in Texas public schools. “The value placed on collaboration in the workplace is high, and professionals of all kinds are expected to work across geographic and cultural boundaries more and more frequently” (Johnson, Smith, Levine, & Haywood, 2010, p. 14). The desire to prepare student to be work force ready and college-ready necessitates the need to develop collaborative environments in both elementary and secondary schoolrooms. Collaboration is important to students. The 2009 Project Tomorrow survey results, as reported by Laura Devaney, point to students who “increasingly take learning into their own hands and use technology to create personalized learning experiences” (Devaney, 2010). These independent learners are known as free-agent learners. These students seek outside-of-school sources, through the Internet to enhance their learning. In our district, we have a series of wikis where administrators and teachers work on developing goals and expectations for the district. Each technology topic has three parts to it – a blog, our current plan and our future plan. The topics covered include teacher and learning, educator preparation, infrastructure and technology, and leadership, administration and instructional support.
Games have been part of the education experience for many years. The classroom quiz bowl or jeopardy review game is fun and competitive. With technology, games that are digital that are individual games and collaborative have made their way into the American home. Game based learning has been discussed for many years but has not yet truly captured the attention of students with the same pull as Call of Duty. Studies of consumer games have shown that there are five elements to successful games. These features are an interesting story, socialization and collaboration, possibility of reaching great achievement, needed problem-solving skills, and quantifiable goals (Johnson, Smith, Levine, & Haywood, 2010). The hardest part of creating a game for learning is making it unnoticeable that students actually are learning during the game. One example of game based learning in our schools is the Stock Market Game. Students receive a set amount of money and the chance to invest in the stock market and watch their investments gain or lose over time.
Being that many students have a cell phone with Internet capabilities on them, mobiles are something that schools will soon embrace. Actually, in January of this year, our high schools began to allow the use of cell phones for research during class time. The schools opened up the Wi-Fi to all devices within range and the use of mobiles will now expand. “…the reality that schools do not have to buy or maintain them” is the driving force behind the push for the use of mobiles in schools (Johnson, Smith, Levine, & Haywood, 2010, p. 23). The idea of using mobiles as a personal response system for the Smart boards already installed in the schools is intriguing. Obviously, teachers would need more professional development training for how the response system (clicker or mobile) can be used for accessing student knowledge and increasing student class participation.
Augmented Reality is the “concept of blending(augmenting) virtual data – information, rich media, and even live action – with what we see in the real world, for the purpose of enhancing the information we can perceive with our senses” (Johnson, Smith, Levine, & Haywood, 2010, p. 26). This is often seen used in commercials or televised sports games, but its full use in education is undeveloped. The advantage of this technology tool is the enhancement of student’s environment by knowledge of his surroundings. For example, there is an Ipad application that allows you see lift the tablet to the sky and view the stars and their identifications.
Flexible displays have many possibilities in education because of their portability and inexpensive cost. The manufacturing materials used allow flexible displays the ability to stretch, bend, and roll. All these features make flexible displays sensible for use with children. They are hard to destroy. The use of these displays will soon be seen inside of textbooks, flashcards, and other printed materials. Although, these displays are still in the development stage, educators can see the use of these in the classroom (Johnson, Smith, Levine, & Haywood, 2010). This display paper stretched out across a wall or made to cover a table creates endless uses in the classroom. One use could be to show the steps of a process, for example, how to use a microscope. The display could go through the process of bringing an object into focus. A student could visualize the process and watch it repeatedly to solidify the steps in his long-term memory. This would be advantageous to students who suffer from auditory processing disorder and have great difficulty using the strategic networks of their brains (Rose & Meyer, 2002).
The six technology advances that will be part of the future model classroom challenge students through a variety of ways. Cloud computing allows students to participate in research based inquiry through global learning communities and by collecting data for university professors conducting actual studies. Flexible displays will be useful for pacing in that a struggling student can repeatedly view the information on the display until it has passed from short term to long-term memory. Collaborative environments support opportunities to use higher order thinking skills. In the book Using Technology with Classroom Instruction that Works, the authors state, “today, students use complex multimedia products and advanced networking technologies to learn interactively and work collaboratively on projects; to gather, organize, and analyze information; to solve problems; and to communicate information” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 4). Students also can collaborate through online learning communities, shared calendars, and shared web links. In our district, our AFJROTC unit uses an online-shared calendar to keep track of their activities and service projects. They have a full calendar, since the Air Force ranks their unit in the top one percent of the nation.
Game based learning is a prime example of scaffolding in education. Programs such as Ticket to Read in our district help students build on prior knowledge to advance in the game. Mobiles are effective in the use of augmented reality - especially on the various iPad applications available. In social studies, students can use the Wikitude World Browser to view landmarks through their camera and see “historical information, nearby landmarks, and points of interest” (Johnson, Smith, Levine, & Haywood, 2010). When the fourth grade makes their trip to the Alamo, they will have to try it out.
The ability of these advanced technologies operating on our local network and complying with our Internet safety and security policies is varied. Cloud computing, collaborative environments and flexible displays are all open for use with any operating software. Our Acceptable Use Policy (AUP) would require that the collaborative environments be ones that are age appropriate and safe for students to participate. There would definitely be some issues with using mobiles in the classrooms as so many different models of phones and tablets exist. Our district has invested in creating a mobile learning lab with iPods. Students use them to listen to lessons and help them with learning English.
In conclusion, it is exciting to see the emerging technologies and the ways in which they can enhance the education experience for kindergarten through grade twelve. The future is promising to bring forth new ways to enhance teaching and learning.
References
Devaney, L. (2010, March 16). Digital access: Collaboration a must for students. Retrieved May 7, 2011, from eSchoolNews.com: http://www.eschoolnews.com/2010/03/16/digital-access-collaboration-a-must-for-students
Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). 2010 Horizon report: k-12 edition. Austin, Texas: The New Media Consortium.
Kelly, J. P. (2011, May 7). Superintendent. (J. Kelly, Interviewer)
Pink, D. (2006). A whole new mind: Why rightbrainers will rule the world. New York, NY: Riverhead Trade (Paperbacks).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved February 28, 2011, from CAST: http://www.cast.org/teaching everystudent/ideas/tes/
Wednesday, April 20, 2011
The Influence of the Internet on Teaching Practices
The field of teaching has experienced many changes over the last two decades. Much of these changes have occurred because of our newfound knowledge on brain-based research and the influx of technology and the internet into schools. Combining what we now know about learning and the employment of technology in the classroom helps us to better prepare students for their future careers (Bransford, Brown, & Cocking, 2000).
When interviewing Max Stumberg, a veteran teacher who is now a full-time mentor, she recalled even the first telephones installed in every classroom. When teachers received computers for their use, they first used them for communication with their peers. As the internet became easier to navigate, Max used the internet for research to enrich her classroom lessons (M. Stumberg, personal communication, April 15, 2011). In another interview with veteran teacher and counselor, Kathy Alvarez, she stated her earliest Internet experiences in the mid-1990s were with “tenet” through the University of Texas Dana System. Kathy says, “Back then it was so new that there was not much out there and email was not as readily available as it is now. I used it mostly to search for information” (K. Alvarez, personal communication, April 16, 2011).
Kathy states today “there are some teachers who utilize the Internet for all kinds of research, virtual tours, skyping, blogs, homework drop boxes, communication and the list goes on. However, the majority uses it for some research and communication via email” (K. Alvarez, personal communication, April 16, 2011).
Max’s favorite part of all the internet has to offer is the vast quantity of videos and pictures available to download. Before the internet, Max says a lesson would be a “talk” about a topic with a few pictures found in books or magazine. This type of teaching was good for auditory learners, but not as well received by the visual learners. “For example if you were studying whales. You have pictures in your textbook and maybe a few you found in magazines to pass around. Now you can show the class videos off the Internet about everything to do with whales” (M. Stumberg, personal communication, April 15, 2011). Max believes that video accommodates visual learners. The concept of UDL or the Universal Design for Learning supports this idea. UDL supports differentiated instruction where students’ learning styles are met through a variety of instructional presentations (Rose & Meyer, 2002).
Kathy believes the Internet has changed teaching by “allowing the world to come to my rural community. My students and I have access to information in seconds. They can communicate with people on the other side of the earth. They can get a tour of the Smithsonian without ever leaving Texas” (K. Alvarez, personal communication, April 16, 2011). This pairing of communication software with websites that make possible user –created content and information sharing bring students into the 21st century. This sharing of ideas “facilitates powerful collaboration at any time of day and from any geographical location” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Max also believes students “are so comfortable with the internet that the research they can do is wide open” to them (M. Stumberg, personal communication, April 15, 2011). This is an important point as the world for future high school graduates is changing. On international markets, competition is changing as are the skills needed for employment. The wide-open Internet makes it possible for students to meet content mastery in areas such as global awareness and financial literacy – both of which will be needed skills in the 21st Century (Solomon & Schrum, 2007, p. 18).
References
Alvarez, K. (2011, April 16). School Counselor. (J. Kelly, Interviewer)
Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, D.C.: National Academy Press.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved February 28, 2011, from CAST: http://www.cast.org/teaching everystudent/ideas/tes/
Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.
Stumberg, M. (2011, April 14). Lead Mentor Teacher. (J. Kelly, Interviewer)
When interviewing Max Stumberg, a veteran teacher who is now a full-time mentor, she recalled even the first telephones installed in every classroom. When teachers received computers for their use, they first used them for communication with their peers. As the internet became easier to navigate, Max used the internet for research to enrich her classroom lessons (M. Stumberg, personal communication, April 15, 2011). In another interview with veteran teacher and counselor, Kathy Alvarez, she stated her earliest Internet experiences in the mid-1990s were with “tenet” through the University of Texas Dana System. Kathy says, “Back then it was so new that there was not much out there and email was not as readily available as it is now. I used it mostly to search for information” (K. Alvarez, personal communication, April 16, 2011).
Kathy states today “there are some teachers who utilize the Internet for all kinds of research, virtual tours, skyping, blogs, homework drop boxes, communication and the list goes on. However, the majority uses it for some research and communication via email” (K. Alvarez, personal communication, April 16, 2011).
Max’s favorite part of all the internet has to offer is the vast quantity of videos and pictures available to download. Before the internet, Max says a lesson would be a “talk” about a topic with a few pictures found in books or magazine. This type of teaching was good for auditory learners, but not as well received by the visual learners. “For example if you were studying whales. You have pictures in your textbook and maybe a few you found in magazines to pass around. Now you can show the class videos off the Internet about everything to do with whales” (M. Stumberg, personal communication, April 15, 2011). Max believes that video accommodates visual learners. The concept of UDL or the Universal Design for Learning supports this idea. UDL supports differentiated instruction where students’ learning styles are met through a variety of instructional presentations (Rose & Meyer, 2002).
Kathy believes the Internet has changed teaching by “allowing the world to come to my rural community. My students and I have access to information in seconds. They can communicate with people on the other side of the earth. They can get a tour of the Smithsonian without ever leaving Texas” (K. Alvarez, personal communication, April 16, 2011). This pairing of communication software with websites that make possible user –created content and information sharing bring students into the 21st century. This sharing of ideas “facilitates powerful collaboration at any time of day and from any geographical location” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Max also believes students “are so comfortable with the internet that the research they can do is wide open” to them (M. Stumberg, personal communication, April 15, 2011). This is an important point as the world for future high school graduates is changing. On international markets, competition is changing as are the skills needed for employment. The wide-open Internet makes it possible for students to meet content mastery in areas such as global awareness and financial literacy – both of which will be needed skills in the 21st Century (Solomon & Schrum, 2007, p. 18).
References
Alvarez, K. (2011, April 16). School Counselor. (J. Kelly, Interviewer)
Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, D.C.: National Academy Press.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved February 28, 2011, from CAST: http://www.cast.org/teaching everystudent/ideas/tes/
Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.
Stumberg, M. (2011, April 14). Lead Mentor Teacher. (J. Kelly, Interviewer)
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