Week One Assignment Part 1.6 corrected
Self-Assessment
As I reflect upon the knowledge gained under Standard II, I believe this standard contains the most practical use for me. Although I have been out of the classroom for many years, I have seven children. Each is unique in personality and learning style. I now have one college graduate, two in college at Texas A&M, and four in public schools. The need to differentiate learning in the classroom is huge, just based on my own children. This is a daunting task for teachers, and technology is the most cost effective way to accomplish this task. For my internship, for this standard I took a lesson on rocketry for sixth graders and added components of technology for the lesson. I also attended the annual TASB/TASA conference where many vendors market technology resources. This a great place to identify resources and evaluate them for appropriateness in our school.
Learn as a Learner
Standard II, “Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology” (Redish & Williamson, 2009, p. 6) is practical to me. In addition, I love all things practical! I do have to say that the assignments in this area, such as creating a goggle site on earth science and video stories were very time consuming at first. I spent about ten hours on my first attempt and then half as much time on my next try. I gained many gray hairs, but these were all good skills to have and use in the future.
Lifelong Learning Skills
This standard and all that I learned about it in my coursework would definitely help me as a lifelong learner. I especially appreciated all that Dr. Abernathy taught concerning open source software. Before her teaching, I would have been too chicken to use it. I do believe these software opportunities will continue to be developed. In the future, I will know to look for these sources to accomplish the tasks before me. Learning about how to manage technology resources will be an important skill in my future work. Whether I teach at the community college level or just work in a school office, managing student learning through technology and identifying instructional design principals within the realm of technology are important skills.
Works Cited
Redish, T., & Williamson, J. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
Showing posts with label portfolio. Show all posts
Showing posts with label portfolio. Show all posts
Thursday, October 13, 2011
Friday, October 7, 2011
Week One Assignment, Part 1.4
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.
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.
Week One Assignment, Part 1.6
EDLD 5370
Week One Assignment Part 1.6
Self-Assessment
As I reflect upon the knowledge gained under Standard II, I believe this standard contains the most practical use for me. Although I have been out of the classroom for many years, I have seven children. Each is unique in personality and learning style. I now have one college graduate, two in college at Texas A&M, and four in public schools. The need to differentiate learning in the classroom is huge, just based on my own children. This is a daunting task for teachers, and technology is the most cost effective way to accomplish this task.
Learn as a Learner
Standard II, “Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology” (Redish & Williamson, 2009, p. 6) is practical to me. In addition, I love all things practical! I do have to say that the assignments in this area, such as creating a goggle site on earth science and video stories were very time consuming at first. I spent about ten hours on my first attempt and then half as much time on my next try. I gained many gray hairs, but these were all good skills to have and use in the future.
Lifelong Learning Skills
This standard and all that I learned about it in my coursework, would definitely help me as a lifelong learner. I especially appreciated all that Dr. Abernathy taught concerning open source software. Before her teaching, I would have been too chicken to use it. I do believe these software opportunities will continue to be developed. In the future, I will know to look for these sources to accomplish the tasks before me.
Works Cited
Redish, T., & Williamson, J. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
Week One Assignment Part 1.6
Self-Assessment
As I reflect upon the knowledge gained under Standard II, I believe this standard contains the most practical use for me. Although I have been out of the classroom for many years, I have seven children. Each is unique in personality and learning style. I now have one college graduate, two in college at Texas A&M, and four in public schools. The need to differentiate learning in the classroom is huge, just based on my own children. This is a daunting task for teachers, and technology is the most cost effective way to accomplish this task.
Learn as a Learner
Standard II, “Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology” (Redish & Williamson, 2009, p. 6) is practical to me. In addition, I love all things practical! I do have to say that the assignments in this area, such as creating a goggle site on earth science and video stories were very time consuming at first. I spent about ten hours on my first attempt and then half as much time on my next try. I gained many gray hairs, but these were all good skills to have and use in the future.
Lifelong Learning Skills
This standard and all that I learned about it in my coursework, would definitely help me as a lifelong learner. I especially appreciated all that Dr. Abernathy taught concerning open source software. Before her teaching, I would have been too chicken to use it. I do believe these software opportunities will continue to be developed. In the future, I will know to look for these sources to accomplish the tasks before me.
Works Cited
Redish, T., & Williamson, J. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene: International Society for Technology in Education.
Thursday, October 6, 2011
Week One Assignment, Part 1.3
Self–Assessment
During EDLD 5306, each student took several self assessments including the Kersey Temperament sorter, the Multiple Intelligence Inventory, a leadership skills assessment and a technology literacy self assessment. I found that my temperament is a guardian – someone who is service oriented and is characteristically loyal. In the book the Five Love Languages of Children, a guardian would be a person who showed love through “acts of service” (Chapman, 1997, p. 94)
Prior to taking this test, I would have thought my personality was more of a problem solver as in trying to repair items mechanically. I am inclined to do many of these tasks alone, but I am not strong willed in my desire to achieve. If I were, it would not have taken me twenty-four years to finish this degree.
I enjoyed the tests because I had not thought about my aptitudes or skills in many years. When I think of being a stay-at-home, I realize that I do naturally use my aptitudes in my day. I can recognize also when I am misunderstood and why.
EDLD 5306 also required that I look into the STaR chart for one of our schools and several data documents that are used for databased decisions in schools. I learned that schools data fills schools and the most important skill is figuring out what data is important. “As we become increasingly overwhelmed by information, we must work hard to decide which information we are going to ignore” (Warlick, 2007, p. 21).
Learn as a Learner
To complete the assignment, I answered all of the needed questions for the assessments. I then analyzed the results and compared them to the given results and measures. This course allowed me to critically analyze my current knowledge of the subject matter and identify areas of strength and target weaknesses. I have always been a visual learner. I remember where I see things and recall their placement later. These assessments helped me to reflect on how I learn and have learned over the years.
One thing that I have learned throughout the courseware is the valuable insight I can receive from my cohort friends. We communicate on Skype frequently and will meet at graduation. Creating an Animoto video in this course was a great way to introduce ourselves to our colleagues and it was fun too. I had never put pictures to video before.
Lifelong Learning Skills
During this course, the knowledge I received from reviewing the way that I learn helped me throughout the courseware. For example, my strength in visual learning reminded me that I would do better remember lecture material if I first printed off the lecture script and then read along with the speaker. Underlining important facts and marking on the script helped me find and remember when taking midterms and finals.
The cohort 13 Skype group was an essential part of my masters experience. Not only have they become my friends, they were greatly helpful in course content that I was not familiar. They quickly knew the website I needed to look at to find information and could tell me if I misunderstood the assignment, which saved me hundreds of hours. I also enjoyed the discussion board strategy on throwing ideas out there and seeing where they landed. Obviously, anyone working in education cares about students, but often our opinions of how education and technology go together is different. This educational activity was informative. The articles by Mark Prensky were thought provoking, not because I agreed with what he said, but because I often did not, and thus needed to effectively articulate my disagreement on the discussion board. But I did agree with this Prensky quote, “Today’s students are no longer the people our educational system was designed to teach.” (Prensky, 2001, p. 2)
Works Cited
Chapman, G. & Campbell, R. (1997). The five love languages of children. Chicago: Moody.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon , 2-6.
Warlick, D. (2007). Literacy in the new information landscape. Library Media Connection , pp. 20-21.
During EDLD 5306, each student took several self assessments including the Kersey Temperament sorter, the Multiple Intelligence Inventory, a leadership skills assessment and a technology literacy self assessment. I found that my temperament is a guardian – someone who is service oriented and is characteristically loyal. In the book the Five Love Languages of Children, a guardian would be a person who showed love through “acts of service” (Chapman, 1997, p. 94)
Prior to taking this test, I would have thought my personality was more of a problem solver as in trying to repair items mechanically. I am inclined to do many of these tasks alone, but I am not strong willed in my desire to achieve. If I were, it would not have taken me twenty-four years to finish this degree.
I enjoyed the tests because I had not thought about my aptitudes or skills in many years. When I think of being a stay-at-home, I realize that I do naturally use my aptitudes in my day. I can recognize also when I am misunderstood and why.
EDLD 5306 also required that I look into the STaR chart for one of our schools and several data documents that are used for databased decisions in schools. I learned that schools data fills schools and the most important skill is figuring out what data is important. “As we become increasingly overwhelmed by information, we must work hard to decide which information we are going to ignore” (Warlick, 2007, p. 21).
Learn as a Learner
To complete the assignment, I answered all of the needed questions for the assessments. I then analyzed the results and compared them to the given results and measures. This course allowed me to critically analyze my current knowledge of the subject matter and identify areas of strength and target weaknesses. I have always been a visual learner. I remember where I see things and recall their placement later. These assessments helped me to reflect on how I learn and have learned over the years.
One thing that I have learned throughout the courseware is the valuable insight I can receive from my cohort friends. We communicate on Skype frequently and will meet at graduation. Creating an Animoto video in this course was a great way to introduce ourselves to our colleagues and it was fun too. I had never put pictures to video before.
Lifelong Learning Skills
During this course, the knowledge I received from reviewing the way that I learn helped me throughout the courseware. For example, my strength in visual learning reminded me that I would do better remember lecture material if I first printed off the lecture script and then read along with the speaker. Underlining important facts and marking on the script helped me find and remember when taking midterms and finals.
The cohort 13 Skype group was an essential part of my masters experience. Not only have they become my friends, they were greatly helpful in course content that I was not familiar. They quickly knew the website I needed to look at to find information and could tell me if I misunderstood the assignment, which saved me hundreds of hours. I also enjoyed the discussion board strategy on throwing ideas out there and seeing where they landed. Obviously, anyone working in education cares about students, but often our opinions of how education and technology go together is different. This educational activity was informative. The articles by Mark Prensky were thought provoking, not because I agreed with what he said, but because I often did not, and thus needed to effectively articulate my disagreement on the discussion board. But I did agree with this Prensky quote, “Today’s students are no longer the people our educational system was designed to teach.” (Prensky, 2001, p. 2)
Works Cited
Chapman, G. & Campbell, R. (1997). The five love languages of children. Chicago: Moody.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon , 2-6.
Warlick, D. (2007). Literacy in the new information landscape. Library Media Connection , pp. 20-21.
Tuesday, October 4, 2011
October 4, 2011, Web Conference
The October 4th web conference was led by Dr. Abernathy. Students had questions about graduation and ordering the cap, gown, hood, and tassel. Our master of education degree gives us a hood with blue for education and red for Lamar University. Dr. Abernathy stated in regards to tk20 that the e-portfolio goes in as a link, and the comprehensive exam goes in as a file.
Robyn had a cute baby in her lap named Harlee. Dr. Abernathy told a story about how people in her family were called “monkey cheeks” because they had big cheeks.
We were encouraged to watch the discussion board and ask many questions so we do not get confused about our assignments.
Robyn had a cute baby in her lap named Harlee. Dr. Abernathy told a story about how people in her family were called “monkey cheeks” because they had big cheeks.
We were encouraged to watch the discussion board and ask many questions so we do not get confused about our assignments.
Monday, September 26, 2011
July 2011 Monthly Reflection
Field based Activities
This month we went on vacation and my husband got a new job 4 hours away. Lots of change is our house. I began the book Motivation by Daniel Pink. Now I just need to get motivated to finish it!
I also listened to a professional development webinar on the Tx VSN. This website provides support to Texas educators as they become involved in online learning. The professional development center has seven sections that include webinars, online tutorials, collaborations, readiness considerations, media/links resources, online teaching eligibility and requirements, and finally, how to get CPE credit for attending live events.
I also continued to participate in the summer mentoring program.
This month we went on vacation and my husband got a new job 4 hours away. Lots of change is our house. I began the book Motivation by Daniel Pink. Now I just need to get motivated to finish it!
I also listened to a professional development webinar on the Tx VSN. This website provides support to Texas educators as they become involved in online learning. The professional development center has seven sections that include webinars, online tutorials, collaborations, readiness considerations, media/links resources, online teaching eligibility and requirements, and finally, how to get CPE credit for attending live events.
I also continued to participate in the summer mentoring program.
Sunday, September 25, 2011
I-002 Communication and Collaboration log 2
To establish this partnership, I would point out the increase in economically disadvantaged students that have joined the district in the last five years. I would restate the district mission statement that clarifies the desire to provide a full education to all students. Also mentioned would be the need for money and mentors to make the program work. This program would create great ways to benefit children. Our community wants to see seen as a community that takes care of its children and that the neediest are falling through the cracks. The presentation would discuss the importance of music education to the economically disadvantaged student and the loss of members to important school programs such as orchestra because parents cannot afford the instruments. It would also discuss breaking the cycle of poverty through mentoring partnerships with students that lack academic support at home.
Proposed Activities
Mentoring of priority students
Provision of musical instruments to economically disadvantaged students
Tutoring provided on location for economically disadvantaged students
The program will provide for the provision of glasses and braces for those in need.
Provision of graduation caps and gowns
How you can help
Time – Become a Mentor
Support – Speak about the program to others, help identify needy students
Money – it cannot be accomplished without financial funding
Proposed Activities
Mentoring of priority students
Provision of musical instruments to economically disadvantaged students
Tutoring provided on location for economically disadvantaged students
The program will provide for the provision of glasses and braces for those in need.
Provision of graduation caps and gowns
How you can help
Time – Become a Mentor
Support – Speak about the program to others, help identify needy students
Money – it cannot be accomplished without financial funding
I-002 Communication and Collaboration log 1
Course embedded log for 5326 School Community Relations
In the article Building Bridges Toward Excellence: Community Involvement in High Schools, the authors write “School family and community partnerships in High schools have been associated with increased learning opportunities for students and community development (Durkin, 1998); more positive parent attitudes toward school (Sanders, Epstein, Connors-Tadros, 1999); the academic success of language-minority students (Lucas, Henze, Donato, 1990); and the reduction of student maladaptive behaviors (Nettles, 1991). (Sanders & Lewis, 2005). These outcomes are all possible through the creation of a foundation focusing on student equity. Increased learning opportunities are found in the tutoring lessons. Parents attitudes toward the schools will improve as they see the concern and care provided to their children through the provisions of musical instruments. Poor student behaviors will be addressed through the mentoring program and on-site tutoring will be beneficial to the minority students. Reflecting on this organization, many students would be grateful for opportunities provided to them that they otherwise would not afford. Also, businesses and business leaders have a charitable organization in which they can invest that directly benefits their community. Adult mentors also have a worthwhile organization to invest in the lives of children.
Sanders, M., & Lewis, K. (2005). Building bridges toward excellence: Community involvement in high schools. The High School Journal, 88(3) , 1.
In the article Building Bridges Toward Excellence: Community Involvement in High Schools, the authors write “School family and community partnerships in High schools have been associated with increased learning opportunities for students and community development (Durkin, 1998); more positive parent attitudes toward school (Sanders, Epstein, Connors-Tadros, 1999); the academic success of language-minority students (Lucas, Henze, Donato, 1990); and the reduction of student maladaptive behaviors (Nettles, 1991). (Sanders & Lewis, 2005). These outcomes are all possible through the creation of a foundation focusing on student equity. Increased learning opportunities are found in the tutoring lessons. Parents attitudes toward the schools will improve as they see the concern and care provided to their children through the provisions of musical instruments. Poor student behaviors will be addressed through the mentoring program and on-site tutoring will be beneficial to the minority students. Reflecting on this organization, many students would be grateful for opportunities provided to them that they otherwise would not afford. Also, businesses and business leaders have a charitable organization in which they can invest that directly benefits their community. Adult mentors also have a worthwhile organization to invest in the lives of children.
Sanders, M., & Lewis, K. (2005). Building bridges toward excellence: Community involvement in high schools. The High School Journal, 88(3) , 1.
Monday, September 19, 2011
Wednesday, August 3, 2011
Web conference - August 2, 2011
Web Conference reflection:
August 2, 2011
The web conference began ten minutes early and questions about the assignment were the first asked. Dr. Mason clarified the upload requirements for tk20 for this class. In week five, students need to update the curriculum vitae, their ETLISE results with a reflection, update their professional development plan, career and goal plans and our updated internship plan. Wow, that is a huge job – the updated internship plan. The most difficult part for me is the formatting of the plan. It is difficult to navigate and not lose data. The draft of the action research will also need to be uploaded. Lamar now offers this class to students in their seventh course of those in the cohorts before thirteen. The information about APA in an earlier class would have been extremely helpful.
Other web conference questions were about the part of the assignment that asks for key words and when and how to submit the PISE and ETLISE. I have a hard time hearing Dr. Martin in these conferences, but I can hear Dr, Mason well.
August 2, 2011
The web conference began ten minutes early and questions about the assignment were the first asked. Dr. Mason clarified the upload requirements for tk20 for this class. In week five, students need to update the curriculum vitae, their ETLISE results with a reflection, update their professional development plan, career and goal plans and our updated internship plan. Wow, that is a huge job – the updated internship plan. The most difficult part for me is the formatting of the plan. It is difficult to navigate and not lose data. The draft of the action research will also need to be uploaded. Lamar now offers this class to students in their seventh course of those in the cohorts before thirteen. The information about APA in an earlier class would have been extremely helpful.
Other web conference questions were about the part of the assignment that asks for key words and when and how to submit the PISE and ETLISE. I have a hard time hearing Dr. Martin in these conferences, but I can hear Dr, Mason well.
Saturday, July 30, 2011
EDLD 5397 Week Three
Web Conference
July 27, 2011
This web conference focused mainly on questions related to our action research project and the discussion post requirement for learning about our district’s IRB policy. It was stated that the past master’s student really enjoyed their research projects. Action research is best received when it contains quantitative data. It is also informative when it contains detailed descriptions of impressions, feelings and opinions of those involved. Since most action research projects are campus based, this information is very beneficial and helpful to the campus administrator. The campus administrator wants to know the morale and culture of the staff and school climate. Action Research projects are one way for them to derive this information.
Students asked questions about the literature review part of the paper. This includes sources that have previously researched your topic. It does not need to be long if you find adequate sources. Our research data is to be mostly our data.
Students discussed the IRB policies in their districts. Schools created these policies to protect those in schools who are vulnerable to misrepresentation.
Dr. Mason also discussed a project that Lamar University is doing to study the use of technology by district administrators. Are administrators modeling technology use well? The administration program has added technology courses to address this issue.
July 27, 2011
This web conference focused mainly on questions related to our action research project and the discussion post requirement for learning about our district’s IRB policy. It was stated that the past master’s student really enjoyed their research projects. Action research is best received when it contains quantitative data. It is also informative when it contains detailed descriptions of impressions, feelings and opinions of those involved. Since most action research projects are campus based, this information is very beneficial and helpful to the campus administrator. The campus administrator wants to know the morale and culture of the staff and school climate. Action Research projects are one way for them to derive this information.
Students asked questions about the literature review part of the paper. This includes sources that have previously researched your topic. It does not need to be long if you find adequate sources. Our research data is to be mostly our data.
Students discussed the IRB policies in their districts. Schools created these policies to protect those in schools who are vulnerable to misrepresentation.
Dr. Mason also discussed a project that Lamar University is doing to study the use of technology by district administrators. Are administrators modeling technology use well? The administration program has added technology courses to address this issue.
Sunday, July 24, 2011
Web Conference July 19th
The July 19th web conference was lead by Dr. Mason and then also attended by Dr. Martin who gave many thoughts on different topics. The first questions were about the discussion board topics for this week. Dr. Mason asked us to discuss the best leadership activity we have done in our internship. Many of the attendees commented on their action research projects. They had questions about the review needed by their site mentor and changes in their site mentor. The topics of the actions research project varied. Some included discipline referrals, scheduling, block scheduling, RTI, communications, and leadership experiences. Much of the discussion focused on administrators’ relationships with staff and teachers, professional practice and the surprises of administration. Many commented on the practices of administrators that they did not want to emulate if they became a leader.
Thursday, June 2, 2011
Web Conference - June 1, 2011
EDLD 5333 - Leadership for Accountability
This web conference had 71 attendees at one point. Dr. Jason Mixon led it. There was a mixture of both Educational Administration and Educational Technology students in attendance. The students asked several questions about expectations for the Instructional Associates. Dr. Mixon said that IAs should give answers to questions within 24 hours. This is a large class with over 1700 taking this class. Lamar’s program is the largest in the world. Several students asked about an email containing the seven steps for using TK20. I have not received that email this week, but it may not be necessary since I have already used TK20. Some in this class had not. The ED AD students were to attend three web conferences during their courseware and upload their notes to the TK20. The Ed Tech students did not have to do that since we all have blogs and wikis.
This web conference had 71 attendees at one point. Dr. Jason Mixon led it. There was a mixture of both Educational Administration and Educational Technology students in attendance. The students asked several questions about expectations for the Instructional Associates. Dr. Mixon said that IAs should give answers to questions within 24 hours. This is a large class with over 1700 taking this class. Lamar’s program is the largest in the world. Several students asked about an email containing the seven steps for using TK20. I have not received that email this week, but it may not be necessary since I have already used TK20. Some in this class had not. The ED AD students were to attend three web conferences during their courseware and upload their notes to the TK20. The Ed Tech students did not have to do that since we all have blogs and wikis.
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/
Saturday, April 30, 2011
February 2011 Monthly Reflection Internship Activities
This was a fun month for my internship. Many activities were available in which to participate.
First, I was able to discuss technology use in the district with the Human Resources Director. I was able to create some Facebook tips for teachers and submit them to the district technology blog. The Campus Instructional Technologist emails these to all the elementary teachers. I also was able to interview the superintendent concerning his experiences with teachers – wisdom learned over the years and experiences that have influenced him. I met with the sixth grade science teacher and determined that I would research Internet sites for her to use on a space lesson she had coming up. I shared simulation sites for rockets with her and a great Brain-Pop video.
I was able to meet with all the Campus Instructional Technologists and discuss the upcoming bond election and the wish list that they were developing. I also spent time developing a PowerPoint presentation that I would give to groups of sixth graders about cyber safety, cyber bullying, creating a positive online presence, manners and using social networking sites.
VI.A., VI.B., VI.C., VI.D.,VI.B., VII.A., VII.B., VII.C.,VIII.B., VIII.D.
VI.A., VI.B., VI.C., VI.D.,
First, I was able to discuss technology use in the district with the Human Resources Director. I was able to create some Facebook tips for teachers and submit them to the district technology blog. The Campus Instructional Technologist emails these to all the elementary teachers. I also was able to interview the superintendent concerning his experiences with teachers – wisdom learned over the years and experiences that have influenced him. I met with the sixth grade science teacher and determined that I would research Internet sites for her to use on a space lesson she had coming up. I shared simulation sites for rockets with her and a great Brain-Pop video.
I was able to meet with all the Campus Instructional Technologists and discuss the upcoming bond election and the wish list that they were developing. I also spent time developing a PowerPoint presentation that I would give to groups of sixth graders about cyber safety, cyber bullying, creating a positive online presence, manners and using social networking sites.
VI.A., VI.B., VI.C., VI.D.,VI.B., VII.A., VII.B., VII.C.,VIII.B., VIII.D.
VI.A., VI.B., VI.C., VI.D.,
Friday, April 1, 2011
March 2011 Field Based Report
This month I had the pleasure of presenting a lesson on both cyber safety and netiquette to over fifty sixth graders. I first spoke to them about the necessity of realizing that whenever they are online, they are in public, even if they are alone in the bedroom. The students learned how to make sure they were using websites inside secure settings and how to seek proactively to make their settings private in all situations.
The talk also included manners for posting online. Posting past tense statements about activities, refraining from criticizing others and not using Facebook as a diary were all emphasized with the students. The students learned about how to avoid being hacked, and all the exposures they would have if they used the apps. We discussed the wisdom students needed when choosing or accepting friends. Students were encouraged to use social media in positive ways knowing that this internet history would follow them for a lifetime. I also talked to them about ways social media can help them achieve their academic goals such forming study groups online. The students were very attentive and each received a “Posting Online Takeaway Card” to keep by their computer to remind them of basic netiquette rules.
NETS Standards
I.A., I.B., II.B., III.A., IV.C.,V.A.,V.B., V.D.,VI.A.,VI.B., VI.C., VI.D., & VIII.A
The talk also included manners for posting online. Posting past tense statements about activities, refraining from criticizing others and not using Facebook as a diary were all emphasized with the students. The students learned about how to avoid being hacked, and all the exposures they would have if they used the apps. We discussed the wisdom students needed when choosing or accepting friends. Students were encouraged to use social media in positive ways knowing that this internet history would follow them for a lifetime. I also talked to them about ways social media can help them achieve their academic goals such forming study groups online. The students were very attentive and each received a “Posting Online Takeaway Card” to keep by their computer to remind them of basic netiquette rules.
NETS Standards
I.A., I.B., II.B., III.A., IV.C.,V.A.,V.B., V.D.,VI.A.,VI.B., VI.C., VI.D., & VIII.A
Tuesday, March 22, 2011
5364 Week Five Literature Review
In Chapter 8 of Pitler et.al.’s (2007) Using Technology with Classroom Instruction that Works, the authors write, “the instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). How necessary it is for students to understand this basic principal of life. So often, we spend our time labeling students by their deficiencies and meeting their weaknesses with accommodations. We forget to remind them that their goal is to overcome their learning deficiencies as best they can and if possible, turn their weakness into strength.
Pitler et.al. (2007) go on to say that countless students believe that their achievements or failures are a result of their heritage, genetics or economic status (Pitler, Hubbell, Kuhn, & Malenoski, 2007). However, students need to know the power of their thinking and effort can have over their circumstances. The doctors at the Mayo Clinic website state, “Practicing positive self-talk will improve your outlook. When your state of mind is generally optimistic, you’re able to handle everyday stress in a more constructive way” (Staff, 2009). When we spend time teaching kids the value of effort, we are also giving them lifelong skills for tackling the problems they will face in the years to come.
In the book Web 2.0: New tools, New Schools, the Solomon and Schrum (2007) state “can assessment be authentic and simultaneously prepare students to succeed in the standardized testing that they will face? Absolutely!” (Solomon & Schrum, 2007, p. 168). Yes, authentic assessment will determine whether students learn the standard based materials required by the state. But the question remains, is the standardized testing in its paper and pen mold – the best option for assessing the most students? In addition, I have to wonder about standardized testing in this way – why such a huge focus on minimum knowledge needed.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.
Staff, M. C. (2009, May 30). Stress Management. Retrieved March 22, 2011, from Mayo Clinic: http://www.mayoclinic.com/health/positive-thinking/SR00009/NSECTIONGROUP=2
ISTE Standards: II.A., II.B., II.E., III.C., V.B., VI.B., VIII.A.
ELCC: 2.1, 2.2, 2.3, 5.1, 5.2, 5.3, 6.1, 6.2, & 6.3
TExES: Competency 2, 5 & 6
Pitler et.al. (2007) go on to say that countless students believe that their achievements or failures are a result of their heritage, genetics or economic status (Pitler, Hubbell, Kuhn, & Malenoski, 2007). However, students need to know the power of their thinking and effort can have over their circumstances. The doctors at the Mayo Clinic website state, “Practicing positive self-talk will improve your outlook. When your state of mind is generally optimistic, you’re able to handle everyday stress in a more constructive way” (Staff, 2009). When we spend time teaching kids the value of effort, we are also giving them lifelong skills for tackling the problems they will face in the years to come.
In the book Web 2.0: New tools, New Schools, the Solomon and Schrum (2007) state “can assessment be authentic and simultaneously prepare students to succeed in the standardized testing that they will face? Absolutely!” (Solomon & Schrum, 2007, p. 168). Yes, authentic assessment will determine whether students learn the standard based materials required by the state. But the question remains, is the standardized testing in its paper and pen mold – the best option for assessing the most students? In addition, I have to wonder about standardized testing in this way – why such a huge focus on minimum knowledge needed.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Solomon, G., & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.
Staff, M. C. (2009, May 30). Stress Management. Retrieved March 22, 2011, from Mayo Clinic: http://www.mayoclinic.com/health/positive-thinking/SR00009/NSECTIONGROUP=2
ISTE Standards: II.A., II.B., II.E., III.C., V.B., VI.B., VIII.A.
ELCC: 2.1, 2.2, 2.3, 5.1, 5.2, 5.3, 6.1, 6.2, & 6.3
TExES: Competency 2, 5 & 6
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
Monday, January 31, 2011
EDLD 5345 - “Domain I, Competency 3” Course-Embedded Internship Activity Log 2. The Review of Chapter 247 of the Texas Administrative Code
Through recent changes in the law, the State Board for Educator Certification not longer accepts complaints against professional educators. The Texas Education Agency handles the complaints made at the state level. In all cases, the TEA expects individuals to follow the chain of command established through the local school policy. They also do not accept complaints on areas that have not been established through the legislature.
The TEA website states “If after completing the complaint process at the district level, a person believes he or she is aggrieved by the actions or decisions of the district's board of trustees that violate the school laws, the person may appeal the board of trustees’ written decision to the commissioner of education. The process for requesting TEA Hearings and Appeals under §7.057 of the Texas Education Code is described in §157.1073 of the Texas Administrative Code.” (Retrieved January 30, 2011 from http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.7.htm#7.05)
An individual who does not accept the decision of the local school board may request to appeal the decision to TEA. This mostly includes contract decisions, but may include other issues as well. Anyone who is an adult and has interacted with a certified or certify-seeking individual in such a negative way as to consider them to be unfit for the profession can file a complaint. If they have followed all the local chain of command procedures and the local school board policies, and they are unhappy about the school board decision at the appeal process there; then an individual may request an appeal to TEA.
In the Texas Administrative Code, a principal is expected to have high moral character in all areas of their lives. One area that principals are expected to always be truthful is in regards to school monies. Principals may “not submit fraudulent requests for reimbursements, expenses or pay.” (Standard 1.3) This would mean that a principal could not sign up to go to a conference that happens to be in Miami, Florida, and then spend the entire time on the beach. The expectation would be that the principal is attending the conference for most of the day. So if another administrator from the district notices their absence and sees a picture of them on the beach, the beach-loving principal may have an ethics complaint against him.
Another situation where a principal or educator may face an ethics complaint would be in the acceptance of a large gift that may be seen as giving a special advantage. If a principal was offered floor seats for the Spurs basketball season from a parent, and he accepted them; he may face an ethics complaint when he fails to discipline the child of the parent who gave him the tickets. (Standard 1.5)
Another area where an educator may violate the ethics code against a colleague is when the educator makes false statements, lies and twists information to place the victim in a bad light for the purpose of causing them harm in their career. (Standard 2.2) Standard 3.7 states “the educator shall not furnish alcohol or illegal/unauthorized drugs to a student”. An educator would violate this standard if they invited students to their home for a post game party and supplied a keg of beer for their consumption.
An educator would also find themselves faced with ethics complaint if they choose to send inappropriate text messages to a student so as to begin or imply a desire for a romantic relationship. (Standard 3.6) Possible consequences of an ethics complaint could include a criminal investigation by law enforcement officials if any laws are broken, a reprimand letter may be placed in the individual’s permanent file, restitution may be sought for money lost by the district, and a poor evaluation may be received by the educator and quite possibly nonrenewal of their contract.
My example
Standard 3.7 states “the educator shall not furnish alcohol or illegal/unauthorized drugs to a student”. An educator would violate this standard if they invited students to their home for a post game party and supplied a keg of beer for their consumption.
As a principal in this situation, I would gather all the facts regarding the incident and present them to the educator with my decision. If I also knew that this educator had deficits in their teaching skills and classroom achievement, I would feel more empowered. But either way, I would terminate the employee. It is illegal to serve alcohol to minors. The educator has broken the law, and will also probably face legal ramifications for their act of stupidity.
The TEA website states “If after completing the complaint process at the district level, a person believes he or she is aggrieved by the actions or decisions of the district's board of trustees that violate the school laws, the person may appeal the board of trustees’ written decision to the commissioner of education. The process for requesting TEA Hearings and Appeals under §7.057 of the Texas Education Code is described in §157.1073 of the Texas Administrative Code.” (Retrieved January 30, 2011 from http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.7.htm#7.05)
An individual who does not accept the decision of the local school board may request to appeal the decision to TEA. This mostly includes contract decisions, but may include other issues as well. Anyone who is an adult and has interacted with a certified or certify-seeking individual in such a negative way as to consider them to be unfit for the profession can file a complaint. If they have followed all the local chain of command procedures and the local school board policies, and they are unhappy about the school board decision at the appeal process there; then an individual may request an appeal to TEA.
In the Texas Administrative Code, a principal is expected to have high moral character in all areas of their lives. One area that principals are expected to always be truthful is in regards to school monies. Principals may “not submit fraudulent requests for reimbursements, expenses or pay.” (Standard 1.3) This would mean that a principal could not sign up to go to a conference that happens to be in Miami, Florida, and then spend the entire time on the beach. The expectation would be that the principal is attending the conference for most of the day. So if another administrator from the district notices their absence and sees a picture of them on the beach, the beach-loving principal may have an ethics complaint against him.
Another situation where a principal or educator may face an ethics complaint would be in the acceptance of a large gift that may be seen as giving a special advantage. If a principal was offered floor seats for the Spurs basketball season from a parent, and he accepted them; he may face an ethics complaint when he fails to discipline the child of the parent who gave him the tickets. (Standard 1.5)
Another area where an educator may violate the ethics code against a colleague is when the educator makes false statements, lies and twists information to place the victim in a bad light for the purpose of causing them harm in their career. (Standard 2.2) Standard 3.7 states “the educator shall not furnish alcohol or illegal/unauthorized drugs to a student”. An educator would violate this standard if they invited students to their home for a post game party and supplied a keg of beer for their consumption.
An educator would also find themselves faced with ethics complaint if they choose to send inappropriate text messages to a student so as to begin or imply a desire for a romantic relationship. (Standard 3.6) Possible consequences of an ethics complaint could include a criminal investigation by law enforcement officials if any laws are broken, a reprimand letter may be placed in the individual’s permanent file, restitution may be sought for money lost by the district, and a poor evaluation may be received by the educator and quite possibly nonrenewal of their contract.
My example
Standard 3.7 states “the educator shall not furnish alcohol or illegal/unauthorized drugs to a student”. An educator would violate this standard if they invited students to their home for a post game party and supplied a keg of beer for their consumption.
As a principal in this situation, I would gather all the facts regarding the incident and present them to the educator with my decision. If I also knew that this educator had deficits in their teaching skills and classroom achievement, I would feel more empowered. But either way, I would terminate the employee. It is illegal to serve alcohol to minors. The educator has broken the law, and will also probably face legal ramifications for their act of stupidity.
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