Response #8: Free write about your final project/ portfolio.

How are you doing? Do you have any specific questions about either project? Please give me an update on your project.

I am happy to say I have almost completed the instructional design project. I've completed my two lessons that both are content focused with technology integrated. I've included assessments in both lessons and one assessment is a rubric. The two lessons I created would fit into a unit on the underground railroad and I feel that they are engaging and would support learning of all styles. The only thing I have left to complete this final project is my overview (which I'll hopefully complete today.)

On my portfolio I've added most of the documents and attachments that I want to use to show how I met the standards. However I need to work on describing each of my projects and how they individually meet each standard. --I would like it if we had time in class to work on these a little, I believe everyone would benefit from it....I think this is an important project that is labor intensive and class time would help ease this task....
My only question for this project would be do we have to have a document/project for every standard?

Thanks,
TG

Response #7: How will you handle the reluctant learner?

You are the teacher of an 8th grade English class. Your class is reading the novel "Huck Finn" by Mark Twain. You have a student named Renee in your class that has some significant challenges. She is living in her 3rd foster family in the past 4 years having been removed from her birth family because of severe neglect. She has been diagnosed with Attention Deficit Disorder and is receiving speech and language services for a speech/language disorder where she has a difficult time processing what you are saying to her (receptive language). You do note that she has a significant strength in math. You have assigned the class the task of creating a keynote presentation that highlights the main events from each chapter. You have broken the class into groups of 3. Each group has 4 chapters they need to present. Their task is to find a picture online that could possibly illustrate an event or character in that chapter and to note the most important events of the chapter. When this project is complete, your hope is that you can put all of the chapters together and have a keynote summary of the text. Renee is working with a girl named Liz who is a straight A student and a boy name Josh who is the class clown. Renee is refusing to engage with the other members of the group. She says that the activity is "stupid" and she doesn't like the other two members of her group. What do you do? What action do you take to try to get Renee to engage?

Well I'd begin by explaining to Renee the importance of cooperative learning (working in groups). Cooperative learning allows students to learn from one another, students that have a hard time with one thing may be great at another and another student in the group may be just the opposite and therefore they can help one another succeed at both task. Cooperative learning can help each student in different ways. I would also let her know that students need to learn to cooperate and complete a task together because once your out of school you will work with people you don't like on things you don't particularly like either. I will tell her that it's an important skill that students must learn; to forget the differences and the dislikes and to work together collaboratively to complete a specific task. I will tell Renee that once we can overcome these first initial reactions to the assignment we can discover that working together can create something really great because everyone will be able to contribute their unique, individual part.

After this discussion I will act as a mediator in this particular group until I can get the group rolling and working collaboratively on this keynote project. I will work with this group to teach them that despite differences, working together can really be a great opportunity to learn something new and discover one another. Because this group does consist of a reluctant student and despite my attempts probably still won't want to work with these other students I will sit down with this group and get each of them including Renee to understand that just because we are collaboratively completing this project doesn't mean that each individual can't do their part which can all be combined to colabortively complete the keynote presentation. I will guide the group to success in breaking up the assignment...How do you guys think we could break up this project so that everyone has to complete an equal task that can ultimately be combined to satisfy the requires of the project? Hopefully they will come up with splitting up the chapter so that each member has one chapter that they need to illustrate. This way Renee can work on her part of the group project individually and if I'm still have difficulties getting her engaged I can give her an alternative options for illustrating her chapter.

To get Renee to see the bigger picture I may sit with her and discuss what will happen if she doesn't complete her part of the project. The class will be missing a chapter of their visual representation of "Huck Finn", therefore the the keynote summary will be less effective if there is suddenly a chapter missing. Perhaps the rest of the keynote presentation will be obsolete if we miss the essential, most important event of that specific chapter. Plus now her group and the class will be affected if she doesn't complete her part, her group is depending on her to do her part and the class is depending on her group to illustrate their assigned chapters.

The way I would get Renee engaged in illustrating her chapters is by asking her what she think would not be a stupid way to share with the class the important events of the chapter and what would be a better way to respond to this book. If she couldn't come up with an educational activity that would be as informative and helpful to the class I would have her either draw pictures of the most important event or character of the chapter and then teach her how we can scan it her drawing on to the computer and into her groups keynote presentation. She could also create her illustration by collage, paint, pen or she could even re-tell it using text on her keynote slide. By giving Renee alternative ways of presenting what she knows we may be able to tap into something she enjoys doing and that will be more effective for her to learn if she's doing something she cares about and is engaged in doing. Perhaps the choice of how she wants to illustrate it will help her feel like she is in charge of choosing what she does as she probably feels like she's always being told what to do and where to go from constantly being tossed from home to home. When a child doesn't want to do something there is probably a reason and a cause for that reluctant behavior and we as educators need to discover the cause and alter what we're teaching so it doesn't add to the reasons for that behavior.

Response #6: Educational Games

"Are online games helpful or harmful to education? Why do you feel this way? Find an article online about educational games that supports your argument. Provide a link for it in your blog and a response to the article."

I think like all things; educational games in small doses that directly relate to a topic being taught can be helpful. Alternative ways of learning concepts and new information can all be helpful if they are used appropriately. First all games need to be thoroughly research by educators to decide if they have educational value and if teachers can use them effectively. Are they going to teach students something or provide practice of a new concept? Do they provide a challenge? Can they effectively learn something from this games? If these factors are discussed and discovered that is when educational games can be helpful to students, otherwise if the games students are playing are not providing one of these qualities they may indeed be harmful. If a game does have educational substance they can be a great way to teach something in an alternative way that may be useful and helpful for exceptional populations that may understand something better if it's presented in a different way. Educational games can also be engaging for reluctant students. I believe educational games can also be a helpful way to tier your lesson to meet the needs of certain individuals or to provide an accommodation for specific students, such as a hearing impaired child. They can also be helpful because often they help teach a specific concept and provide extra practice with that concept.

I had trouble accessing any of the articles that had my same point of view( as they were for purchase only), but I got the abstract of two articles that were pretty similar to my beliefs.

http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED058715&ERICExtSearch_SearchType_0=no&accno=ED058715

This article discusses several positive reasons for incorporating educational games when they're appropriate and if they are introduce along with the right teaching methods they can prove to be very effective. When using educational games the teacher's role is very important in the success of the learning through a game. This article emphasized on the teacher's role in educational games and the idea that games should be used to practice process skills rather than facts. Both of which I discussed in my opinions of educational games.

http://portal.acm.org/citation.cfm?id=1109548

This article goes deeper than I had thought of about the creation of educational games. I had mentioned that these games need to be effective in teaching a certain concept or idea, but I didn't think of the idea that creators need to be integrating curriculum into them in order for these games to be effective teaching tools. I also think this article made a very important point, that "education has to be at the heart of the game". Without these educational concepts and topics being integrated these games can be harmful because they lack the educational value they need.

Response # 5: Free Write, How are you doing?

Please let me know how you feel you are doing in the class so far. Is there anything that you are struggling with? Is there anything you would like to learn about that we haven't learned yet? What are some things that you have learned from this class? How are you planning to put these things to use in your teaching? Is there anything I can do as a teacher to better support your learning?

I feel that I am doing great in ED 210 because I'm being an engaged learner. I love working consistently with a new operating system and learning things I didn't know before, like specific programs, IMovie or Garage band. I've know a lot that we've covered and been comfortable completing various tasks, but what I am really taking from this class is how to appropriately integrate technology across all content areas. I feel that I'm successfully learning this knowledge through class and homework assignments.
I'm currently not struggling with anything, I did however struggle with the Garage Band project. Not because I was uncomfortable or wasn't understanding the program or assignment it was that I don't have a musical ear. I can't hear the difference in notes or keys, but I thought this program was neat because it told you what note the loop was in. (very helpful for me as an individual) Overall I tried my best with the project and learned tons about how to musically depict words.
I've enjoyed learning all the programs, and I can't think of anything specifically I want to learn in addition. With learning each program we've discussed how we could use it in the classroom, which has been helpful in taking what I want from the class. In this class I have learned so much, not only how to use most of the programs (pages, keynote, garage band, imovie, etc.) that come standard on a MAC, but I've also learned how to effectively use them in a classroom.
Now that I've learned what these programs do and how to use them, I will continually keep them in mind when doing various lessons in my classroom. I now know how to appropriately integrate these programs into the classroom so student's creativity can flourish and their learning style can be authentic.
I look forward to completing this course, and to start applying EVERYTHING I've learned to my very own classroom.
Thank you.
T.L.G

Response # 4: Five-year-olds Pilot their own Project Learning

First, give your overall impressions of this model of learning. Be observant of how the technology is used as a tool in this kindergarten classroom. What different applications or devices were utilized? What were some ways you saw the teachers using technology with their students? How did this support learning?

After watching this video on how students at Auburn Early Education Center are learning, I was stunned that this isn't how more students are learning and that technology isn't being integrated like this in more classrooms. These five-year-olds were learning writing conventions that I see seven-year-olds in the field learning.

The things that they were learning and the projects that they were engaged in were authentic so students were truly interested and involved in their learning. In the projects they were doing they were using computers and the internet to research about planes and Brazil. The teachers at this center used smart boards in all their classrooms that allowed them to look up anything the children might question with a few taps on a giant board that all students could see. The whiteboards were also used for writing and reading which allowed it to be manipulated by the students so that they were engaged in their learning.

The teachers were making technology available for their students so they could use their curiosity to be the conductor of their own learning by looking up internet resources. Technology allows teachers to let students be responsible for their learning, which makes it more meaningful and a student's retention of new things last longer when they learn through experience, like looking up what controls are needed to make a plane run. With the use of technology teachers are teaching students to be problem solvers rather than running to an adult for an answer. They learn how to discovered the right answer from the teachers. The use of technology in these classroom also made it possible for the teacher to incorporate all content areas into an event that occurred in their classroom, the death of their class pet. Before the use of technology in classroom something like this would not have been possible.

The use of technology in these classroom supported learning because students learned how to discover answers. With technology the teacher was able to show students where and how they can find lots of information they might need. By integrating technology into writing, reading, science and math these teachers were making these students life-long learners because they were learning skills that will continue to support learning. Technology also supported learning through hands-on learning for those learners, the smart-board allowed for students to manipulate their writing for these types of learners too. The smart-board supported those diverse learners that may have visual issues. The use of technology in these classrooms supported learning in many more ways than the average classrooms for
every type of learner.

Response # 3: Are schools killing creativity?

Do you agree or disagree with Sir Robinson? In the video, he makes some pretty serious statements such as "I feel creativity should be as important as literacy in today's schools." Do you agree or disagree with this statement. Why or why not? What have your experience with creativity been in the past? How do you express yourself?

Sir Robinson brings up a great theory in this short, twenty minute video. It is that every child is talented and creative, but these two things are often smothered in schools by all the other things on the curriculum, math, science, reading, writing and history. I completely agree with Sir Robinson that schools are not providing time for students to be creative or to do things creatively. I know from practicum experiences and from conversing with current educators that they are struggling to fit the normal content areas into their schedules. Because of the pressures of national testing for funding, areas like reading and math are overrunning our classrooms.Subjects such as science and history are being sacrificed to being taught only once a week, never-mind trying to fit art and music into the mix. I also agree that "creativity should be as important as literacy in today's schools." Being able to be creative is a life long skill that will be essential to students' futures. Creativity should be as important as all the other subjects because young and older minds need time to express the creativity that is innate in them. It is also important for students to learn how to be creative in all aspects of their work because one day that creativity that they learned is what will set them apart from the rest when it comes down to the career world. When time and schedules don't permit for creative learning, creativity must be integrated into other content areas.

My experiences with creativity have been in all different subjects throughout my educational career. In various projects their have been options that inspire creativity such as requiring visuals in a research project such as things like a power point, handout (brochure, pamphlet), or a poster board. In Geometry we used art creativity, we had to draw some monument or building on poster board to scale. In my Asian studies class in high school we had to create a movie where we (the students) did the acting about a time in Asian history. And as an educator I have also incorporated creativity, I have created lesson plans that promoted creativity through creative writing that required drawn pictures.
I express myself through originality. No matter the project I always try to make it original by adding some touch of creativity, whether that's adding some picture to an essay, or creating a colorful power point to spice up a presentation. I know from experience I feel more willing to do school work and proud of the work I did when I know that it is creative.
Creativity gives student work a sense of 'their own' and that brings pride. I believe that creativity adds 'voice' and personality to everything students do. Creativity should be and needs to be encouraged in everything that students do.

Response # 2: Reflect on your own experiences using technology

"Reflect on your own experiences using technology for learning. What technologies were used when you were a student and how were they used? How were technology-related skills taught to you as a student? What was emphasized? What skills and knowledge to you already possess to help you meet the challenges of effectively integrating technology into instruction. How did you learn those skills?"

Coming from a small school with just over 300 students total, k-12 that is, funding for everything including technology based learning and using technology to learn was extremely limited.

In Algebra in 9th grade we were introduced to graphing calculators, although there was only one set for the entire math department, we did get to use them on occasion. The school had one computer lab with old, gateway computers and there were about seven macs in our library that were loaded with a much older operating system. The were those colored imac, perhaps they weren't even imac yet. The school used a lot of overhead projectors for various lessons and this is definitely the most technological thing we used frequently. I don't think that it really enhanced out learning in any way. In about tenth grade I had the option to take the one and only computer class in which I learned how to use Microsoft Front Page to create a website, excel to make spreadsheets, publisher to make pamphlets and business cards, powerpoint to make presentations and we used Word for various other things too. Things that were emphazied in my technology in education were the basics. They taught us the basics so that we were weren't completely from the dark age, and most of us that graduated were computer literate.Technology was rarely integrated in to other content areas unfortunately.

Because I haven't learned much about technology in my high school career, especially using it in other content areas ,and my interest in it, I have taken it upon myself to learn as much about the newest things and technologies. I will be depending on this course to open my eyes to technology in education and I will learn these skill by being involved and engaged in and out of class.
Another way I will learn about technology in education is by my field experience in my Practicum 1. The skills I learn in class can be directly applied to actuality of a classroom and in addition I will have the opportunity to actually SEE how technology is being used in classrooms today.