Final Reflection of CEP811

What are some things that you have learned about effective teaching strategies when integrating technology?
I have learned quite a few new terms, ticks and programs this semester.  have learned a lot of how to integrate technology and that I need to integrate varied technologies for students with different creative abilities.  I will need to teach my students how to use these technologies so that I can allow them their choice in creating assignments. In order to meet varied student needs, and addressing how students learn in many unique ways, allowing students to choose how to complete an online assignment (when applicable) provides students with ways to showcase their abilities in a manner best suited to them.

I also have to vary the ways in which I teach using technology.  At times lessons call for lecture and showing students via a video or PowerPoint presentation.  But I also have to give students to chance to play, explore and share what they have learned with peers.  This feedback from others is important to them.  They need guidance and teacher feedback as well, but often as an encouragement while they learn independently.

How did integrating web-based technologies help you think about and evaluate uses of technology?

 I have learned (although I knew some before) that not all childrens' websites are created equal and many sites are not easily accessible for your learners (like first graders).  I have to carefully preview and often modify my expectations for my students based on the site or WebQuest I am using.  While there are lots of great resources for young learners, many of the resources are geared for higher elementary. I have to pick carefully what I choose to use.

By finding new technologies to use I had to evaluate and critique which ones would best suite student needs and incorporate all I had to teach.  Narrowing down the field to the best choices is important.

I also need to use the UDL principles in evaluating and using technology into the classroom.  This guide helps me know which topics, ideas and technologies will help challenge (but not frustrate) my students.

How have you met your own personal goals for learning about technology integration?

I did learn some new Web 2.0 technology and strategies in this class.  I have learned how to incorporate them more successfully for each student using the UDL principles.  I was good at using technology to show and teach to students before; but now I feel I am more effective in letting students learn with technology and learn from technology.

I am also learning more about how to use these technologies, which is a goal as well.  I wanted to learn more, but I need to be proficient with several and master a few to better integrate them in my classroom.  I feel I am well on my way in learning some new technologies.  Mission accomplished!

Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?

I find that the more I learn, the more I need to keep learning.  I have learned more Web2.0 to include in my classroom.  Integrating technology is more that using computers in the classroom, I was good at that before.  Great integration is teaching students how to use it, be comfortable with it, and allowing them to choose which mode is the best for them.  We are all creative in different ways.

I plan to continue taking classes towards MAET.  I also plan on "playing" with technology in the meantime and becoming more proficient with the skills I have learned.  I would like to be able to incorporate what I have learned into the classroom as well as share what I have learned with my fellow teachers.  The other first grade teachers loved the Nouns and Verbs PowerPoint I created and used in their classrooms as review.

Use of online Technology Tools

After reading and pursuing several online technologies for students, there were a few that would work well for young students, especially a first grade learner.  I really liked the WebQuest format.  This could easily be adapted into classroom use, or have groups of students collaborate in a computer lab, for follow-up to an in-class lesson.  WebQuests would be simple enough for elementary learners to follow on their own, but offer valuable practice in collaboration, assessment of material as well technology skills.  Students could be given a block of time (for a simple WebQuest), or several afternoons for a more complex WebQuest.
Using a WebQust would be the most useful in science, social studies, or even learning about somputer technology.  Students would be able to follow an experiment online for science, or follow an animal through its habitat and learn more about the animal's life cycle.  In social studies/geography students might follow a timeline through a certain period in history.  They could learn about an event from a famous "historical" person's point of view. (Example: following Paul Revere through the events leading up to and into the American Revolution.)  Having a reason to study history through a WebQuest helps students connect, and examine the real meaning.

Strategies such as this would help students in scaffolding information from class lessons.  Students would explore their world through a safe environment, using a tool that was built for their age-group.  Students would be familiar with the content, but still be able to learn new material in an exciting way.

Another online tool that would be nice for young classroom learners would be a wiki.  Although I don't believe that first graders would be able to fully use the wiki in all its intended purposes, they could learn and explore resources set up by the teacher.  (I think it would be hard for students to individually create, add to, or maintain a wiki, students would benefit from resources added by a teacher.)  Here, a teacher could also add additional pages to the wiki for home use.  Students could have games to play for reinforcement and practice.  Parents could have access to home-connect websites and resource materials to help students review at home.  Keeping parents current with educational practices and safe materials for helping their child.

While a wiki may be more for student use as a resource, the teacher could have a class wiki in which the teacher shows students how to properly use and maintain.  The teacher could demonstrate in a while class setting how to use a wiki, and students could explore in a lab with teacher help, or even at home with parental guidance.

With a wiki, students could learn any content possibility.  Resources for math practice, or language arts writing prompts and parts of speech resources for parents to review at home are all wonderful uses.
students could learn from inductive reasoning through material laid out for students to follow.  But, deductive reasoning could also be used when ideas are shared and students are expected to explain their own reasoning for what they believe.


Many of the available tools for teaching and utilizing online methods were wonderful resources, but for older and more skilled student users.  A few like online projects, simulations online field trips seemed quite impressive.  However, many of the resources or skills needed to incorporate these tools would be beyond that of a six year old student.  Also, many of the ideas shared in these resources would not be on a cognitive level of a six-year-old, nor in their ability to think through the process needed to complete the required tasks.  Many of the resources shared did not have adequate material for very young learners.  The online field trips has great potential to be very useful for young learners; however, most of the resources shared were not for students younger than the second grade.  If there were more available topics, this would be extremely beneficial!  I may have to do more digging to find online field trips for young learners, this would open a world of possibilities!

Wiki Posts

I have enjoyed learning more about wikis during this lesson.  I've not used them before, nor had I ever edited a wiki.  I added several links to my former school's website: Whitefield Academy, Louisville, Kentucky.

I added before and after shots of my additions.

Before:

I then added two links about associations we are accredited by.  I also corrected a misspelling and added the robotics club under the activities.

After:

I also created my own wiki page here:  (although it's a private education one)

My Wiki Page

UDL Principles

I have learned more about Universal Design for Learning (UDL) Principles.  I have created a lesson and then applied the guidelines to that plan.  Here is a copy of the UDL guidelines with my notes about my plan: the checkpoints and the barriers.
UDL Guidelines for my Lesson Plan

Review of MERLOT Resource

I had to search for a few minutes to find a really nice lower elementary resources, many seemed for higher grades.  I then went to the advanced search features to help me find what I was looking for, it worked great.

I found a great StAIR project from an MSU student last year. (I could tell it was MSU because when I went to open the files the source was the msu.edu link.)

Addition and Subtraction Fun!

Quality of Content
This StAIR project is wonderful for younger elementary education!  It has 4-5 great examples of addition and then 4-5 examples of subtraction.  If a student answers correctly, applause is given and a praise.  If an incorrect answer is given, it gives them a quick review of how to try again. This resource is a nice example of reviewing addition and subtraction concepts for students to complete individually.

Potential Effectiveness as a Teaching Tool
1. What stages in the learning process/cycle would the material be used?
It is intended as a practice of the concept taught in class.  This is a drill of the adding/subtracting skills.

2. What are the learning objectives?  What should students be able to do after successfully learning with the materials?
Students should be able to correctly add a number sentence and recognize addition.  Students should also be able to correctly identify and answer a subtraction sentence.  Each time the student should have a correct answer.

3. What are the characteristics of the target learner?
The type of learner using this material would be a young student, probably first grade.  Students at this age would be able to identify numbers and understand that they have a value.  Students would have completed several lessons on adding and subtracting before getting to this review module.  Students would also have basic computer skills of using a mouse and keyboard.

4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
It's a great review module for young elementary students. While it may not be advanced, it is enticing to the first grade students who would be using this material.  It does help to review concepts that had been previously taught.

5. Can the use of software be readily integrated into curent curriculum and pedagogy within the discipline?
Most schools should have access to PowerPoint.  It is packaged with Microsoft Office Software and generally schools have this bundle.  It would be easy to use this media for beginner or advanced users.  The material being reviewed is a basic concept any elementary teacher would present in their classroom.

6. Can the software be used in a variety of ways to achieve teaching and learning goals?
This media is meant for review, it could possible be used in a later part of teaching the concept, but best for review.  It has one purpose, and really can't be used in too many other ways.

7. Are the teaching-learning goals easy to identify?
Yes.  At the beginning of the StAIR the creator states that this is a review lesson.

8. Can good learning assignments for using the software application be written easily?
Teachers could have students write their own math problems, teachers could assign students math problems, or students could write math problems and then swap with classmates to solve each others equations.  There are several review/follow-up assignments that could stem from this project.

Ease of Use:
There are large buttons that show you exactly where to click.  At the beginning the creator also instructs you on how to click the buttons.  However, the clicking is not locked out in this media.  You are able to click other places on the slide and it advances you, effectively skipping ahead parts of the show.  This would not be helpful for students answering an equation incorrectly and skipping ahead.  While you can skip ahead, you do not get trapped in material.  The content is very easy to follow: great colors, easy to read words and questions.  It has large buttons and pictures great for elementary students.  If a student answers correctly, they are applauded and given a praise (although the same one is use the entire show).  If a student answers incorrectly, they are given a "little pat on the back" for trying and then shown how to find the correct answer.  Students are given the same slides to complete, no matter skill level.  This is a very user-friendly creation.  Students of any skill level would be able to use this.  It would not need much instruction on how to use this presentation.  Students are told which arrows to click at the beginning.  Students would be familiar with these number sentences from being taught in class.

Personal Learning Reflection

What are some things that you have learned about effective teaching strategies when integrating technology?

• While searching for a graduate school to call home, I found MSU’s all online format, and was hooked.  That’s what I needed.  In researching MAET I found out about something called TPACK.  Although I looked into it just briefly to be acquainted, I did not fully understand the implications of this model.  I learned so many things from TPACK about integrating technology into the classroom.  I thought I knew how to use technology before; I used computers and mobile devices, but never really scratched the surface of integration in education.  While many people can use technology and resources, integrating them requires personal understanding, pedagogy, and even a little finesse.  I am coming to understand that in order to be successful with technology in the classroom, I had to lay some groundwork with students, and even myself.  I need to know what I am teaching, what great technology or web 2.0 applications will work best, and I also need to know how to use them to be able to share my with students.   

How did integrating the Internet help you think about and evaluate uses of technology?

• Using the Internet to find valuable resources has been amazing (and a bit overwhelming)!  I had no idea that so many free resources were available to use.  By using the Internet, I found how easy it is to research topics, ideas and find web 2.0 technologies to use in my classroom.  I also found that by having to create a PLN I could also have contacts with a wealth of knowledge beyond what I might know.  By using all these resources via the Internet I am able to incorporate technology with lessons and use them as a tool to enhance what is being taught.  I can use the technology to allow students to learn responsibility for their digital lives as well as watching out for peers.  By allowing students to use technology, starting at a young age, they are able to foster creativity and build valuable skills for future use. 

   

Which of the assignments that you turned in do you feel really exemplifies good teaching with technology and why?

• Although it took me some time to think and find my words, I really liked the Personal Technology Plan.  By having to think about what I learned, how to use it, and setting goals, I can see what I’ve accomplished and what more I want to learn and attain.  By putting into writing what I feel is important for the future of technology in education, I have a mission for what I want to learn.  Doing research for this assignment lead me to even more wonderful resources.  I had to think about ways I wanted to fix education, and not just complain about what’s broken.  Finding solutions to areas of weakness personally and professionally spurred excitement for getting back into education. 

How have you met your goals established in your Personal Growth Plan?

• I aimed to learn about just a few free web 2.0 resources, and I have come away with an abundance.  While I learned how to use several programs, I found websites listing hundred of resources that I have saved in my social bookmarking site.  (Social bookmarking was new to me as well, but I love it!  I have saved many links during this class for future use.  I’m not sure how I did it before without a safe place to store websites.)  Finding these free resources was something I needed to get a kick-start into integrating technology.  Even if my school does not have the latest hardware, I still have great resources to draw from.

Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?

• I plan to continue to take classes towards my MAET degree and would like to graduate within the six-year time limit.  Since I am not currently teaching, I do not want to go “full speed ahead” so as to not limit myself on getting a job before my degree is finished.
• I also plan to take time to learn more about free resources and spend time using these technologies.

    Thank you for a wonderful class! 

Learning Styles Post

In the past, during undergraduate degree, some of my personal learning styles and tendencies.  I revisited some of these by retaking these tests online.  I received the same results.  Yeah for consistency! :)  Revisiting my strengths and weaknesses was good.  Results showed me that I am, indeed, a VERY verbal and social learner (and person, just ask my husband who is very much the opposite!!!).  I need to talk things out, and share experiences with others to learn the best.  Even if I don't need your help to figure it out, I need to process the information aloud and talk about it to figure it out.  I don't always want an answer from you, but just need a sounding board.

In the classroom, I didn't actually do this group learning as much as I should have, in hindsight.  Even though I learned his way, I didn't use this learning style to help my students learn nearly as much.  I know that many students enjoy talking through a problem to solve it (although at first grade level, this is not a well developed trait and talking about lunch or playing tag at recess was much more of a "hot" topic).

I am also a very visual learner.  I have to see it with pictures, graphs, demonstrated and anything I can watch.  If you can show me how to do it, I will succeed.  Written directions? Bah, not if I can watch you do it!!  This is at top of my learning style, just a point under verbal... (long post, anyone?). 

The top three(well four actually... three and four were tied in score):

• verbal
• visual
• social/physical (tied for third)

I find physical learning amusing in the sense that I'm not always moving around when I learn, but I find that if I do something with my hands when I learn I can tie it to something (touch nose to remember point one, touch head to remember point two.. etc) I can remember things.  I am also tactile in the sense that I love texture.  I find myself absentmindedly touching the tv remote's buttons, clicking a pen, rubbing my hands over a textured surface.  (My favorite is to just push remote control buttons).

I found that in the classroom I would use these learning styles.  I was very visual in class.  I would teach writing with 5 different marker colors.  I would solve math problems with my magnetic frogs.  I would show a youtube video to the class.

I would also have the kids stand up and do motions with me to songs or little rhymes to remember a topic.  (when I taught Shurley English we had to learn about the five parts of a complete sentence). I would do the following little chant with motions:
1. had to have a subject noun (point to self)
2. had to have a verb (action-run in place)
3. had to make sense (point to brain/head)
4. had to have a capitol letter (stretch arms way up in the air)
5. had to have an end mark/punctuation (point finger in the air and make a dot with a pffft sound... think Victor Borge reading a book)

I would definitely use these top learning styles of mine in the classroom.  I guess I never thought about it that I learned the best this way, it was always just the way I taught.  It makes sense.

The last on my list is solitary and mathematical/logical.  I guess I just don't make sense by myself... :)  just kidding.  Although I do not like math problems or thinking about ways to solve a problem using a mathematical equation.  Again, i would talk it to death and figure it out.  My hubby tells me all the time that there was a better way to solve my problem than the one I talked to myself to figure out.

With all these different learning styles (and even multiple intelligences) there are many ways to go about teaching in the classroom.  As teachers, we need to look outside the box at times, or beyond what is comfortable to help students understand.  With this being said, not every style can be taught/learned all the time.  We need to focus on different styles for different times.  Even trying different styles throughout the day to catch or refocus attention of students.  If there are times that something can be taught while playing music, or letting students talk out math problems together, then we can accomplish several styles at one time.  Ultimately, we need to incorporate many different ideas at short intervals to help all students.

P.S. In college I took the Myer-Briggs Personality Test.  It showed that I was an ENFP.  Apparently a very rare personality! :)  My mom always said I was "one in a million."