Final Post

What have I learned?

I've grown personally and professionally this semester. I've moved my family to another state in order to meet a new professional challenge. I'm pursuing this new opportunity, in part, because of the learning I've been doing in this program. Moving into a new district has steepened my learning curve. Many of the issues in need of a solution are similar, but the resources the new district has are limited. I have been energized by the people and their willingness to openly discuss new ideas. I think the recent scarcity of resources they've seen creates more open mindset.

The focus this class brings to bare on relative advantage is a good one. Society at large is enamored with new technology. I often find myself and respected colleagues getting carried away with what the tool can do. I am capable of defeating my best efforts if I'm building systems that only entrench traditional models of learning. Therefore, continuing to think deeply about learning theory is among the most important work I'm doing in the program. I look forward to seeing how my practice evolves from the conversations generated by our discussion of UDL.

I've gained more perspective on lesson planning around standards. As someone without teaching background I find this very valuable. Pretending to be a teacher comes at a cost, however. I did not feel as connected to some of the projects if I thought the project would not ever be used in the real world. I do think the projects connected to the standards.

My Blogging Performance

I am pleased with my effort on my blog. When I am doing it, it feels forced. When I look back on it, I can see how it can develop into a resource. Writing for me is very deliberate and a bit painful, however, being forced to do regularly has given me a new perspective. I've started a new blog that I intend to use as an informal communications tool with staff in my new district.

Responses to classmate blogs were not as strong as they could have been and my resources are good, but not extensive. 

Content: 70/70, Resources: 10/20, Timeliness: 15/20, Responses 15/30

Can We Afford Assistive Technology When Budgets Are Tight?

Many school districts are still financially reeling from the economic downturn of 2008. I have recently started working for a district that has had limited support for new curriculum and technology in the recent past. The future is certainly brighter than it has been, but there many basic needs that have been overlooked and need tending. In an environment such as this, why might I consider using limited resources on assistive technology?

I might because I believe innovation happens at the edges. Assistive technology is typically associated with programs that serve learners with special needs. However, there is a lot that general education can learn from successes achieved in special education. Assistive technology can be an opportunity for those looking to build individualized connections.

Universal Design for Learning (UDL) is "one approach to making general education curriculum more accessible to diverse learners regardless of ability, learning style, or culture" (Jimenez, Graf, & Rose, 2007). UDL uses variety in representation, expression and engagement that allows students to find the best tools that work for their learning style. "Successful learning experiences challenge and support each learner appropriately and adjust as the learner changes over time" (Rose, Meyer, Strangeman, & Rappolt, (2002). Providing students choice will make learning personal.

References

Jimenez, T., Graf, V., & Rose, E. (2007). Gaining access to general education: The promise of universal design for learning. Issues in Teacher Education. 16(2), 42.

Rose, D., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every student in the digital age: Universal design for learning. ASCD. Retrieved from: http://www.ascd.org/publications/books/101042/chapters/Using-UDL-to-Support-Every-Student%27s-Learning.aspx

Challenges and Solutions for Technology Integration into Middle School Health and PE

Health and PE are often topics considered best separated from technology. As an adult, exercise is often an opportunity to escape the constant chatter of emails, updates and pings. Last summer I began to carry a phone on mountain bike rides in order to track time, distance, speed and elevation change. At times I found this to be a distraction. I found that it changed the way that I rode. For example, I didn't want to take breaks because it would impact the numbers I was looking at after the ride. Just the idea of being tracked really brought home a feeling of lost privacy during that time. In the end I decided to only carry the phone sometimes. It would be good to track the data and to know details about certain rides, but I don't need all the details all the time. Other times I would still take the phone, but it would be muted and without tracking. Sometimes when you stop to take that break and enjoy the view it's nice to be able to take a picture.

I recently completed a unit plan that included the use of technology for health and PE that was focused on global warming through a technology lens. My reflections on this led me to realize how great technology can be to personalize issues that you may otherwise not connect with. Working to understand how global warming might impact people living in your region before the end of your time on this planet can be deeply personal. If you're living in a ski town you might already be coming to grips with the impact rising temperatures is having on the way you choose to exercise and take care of yourself. If you live in California you know that you can't get a glass of water in a restaurant without asking for it.

Educators need to take care, however, and use technology wisely. Just like with my mountain bike rides, personalizing technology can become invasive, too personal. We need to strive for balance and teachable moments. Without these considerations technology will drive fear and learners away from a mindset that seeks understanding.

The Relative Advantage of Technology in Science Content

The relative advantage of technology in the science classroom is profound. Technology affords modern students the opportunity to participate as active members of the scientific community as they develop understanding of concepts. Roy Pea, Professor of Education and Learning Sciences at Stanford University, contends "Cyber-learning gives us bridging technologies we've never had before to connect the informal learning that goes on outside of school to the learning of a classroom" (Barseghian, 2011, :19).

Participation in real world problem solving is a powerful lever that can activate engagement and provide relevance in an authentic way, particularly when students are given the freedom to choose topics that impact their community. To accomplish this, teachers need to be willing to accept that they are not an expert in all areas, but they can provide students guidance as they collectively search out resources that provide understanding. This is the approach taken by TJ Fletcher in his honors chemistry class in Minnesota. "By using your resources wisely and filling in the areas in which you lack expertise, the project becomes very doable. Plus, it's a great way to get the community involved" (Bernard, 2009).

References:

Barseghian, T. (2011, November 2). Technology adds spark to science education. Retrieved from: http://ww2.kqed.org/mindshift/2011/11/02/technology-adds-spark-to-science-education/

Bernard, S. (2009, May 27). How to teach with technology: Science and math. Retrieved from: http://www.edutopia.org/digital-generation-science-math-lessons

Social Networking and Walled Gardens

VoiceThread garden image by Karen Roe

Teacher Tips for Using the Web Safely

The Internet is a wonderful resource for learning. The vast amount of content available for any topic at any time make it something that can not be ignored in classrooms. And as this resource continues to exponentially grow there will be a need for teachers who understand the benefits and pitfalls associated with using the Internet.

Common Sense Media is a tool educators can use to guide them through a number of digital literacy and citizenship topics appropriate for the classroom. Their collection of lessons cover topics such as Internet safety, privacy and security, relationships and communication, cyberbullying, digital footprint and reputation, self-image and identity, information literacy, and creative credit and copyright. What follows here is a compilation of tips generated from their Internet safety lessons.

K-2
At this young age students need to have a frame of reference for Internet safety. Teachers can draw parallels between their online environment and the real world students already know. For example, when visiting new places they should travel with an adult, only talk to people they know and try to stay in places that are kid friendly. Teachers can help students by identifying queues that help children understand what websites have content that is or is not child friendly.

3-5
Slightly older student will begin to use the Internet as a communication tool. As such, they'll need to develop an understanding of cyberbullying and strategies for dealing with it. They will need to be thinking about what it feels like to receive hurtful messages and how they should handle harmful messages sent to them. Students will need to be taught to be cautious with online-only friends and that they should not reveal personal information. Someone online may not be who they claim to be.

6-8
Middle school students will continue developing relationships online as they begin using social networking and messaging applications. They will need to think more deeply about the connections they make and who to trust. They need to be given permission to trust their instincts when interactions become inappropriate and know what to rely on trusted adults when that happens. Never agree to meet an online-only friend in person.

9-12
High school students continue to evolve their understanding of risky behavior on the web. They'll need clarity about the most likely types of connections that may lead to trouble. For example, teens are most likely to receive requests to engage in discussion on sexual topics from other teens or young adults that they may have already met face-to-face. Teens should be advised to avoid flirting online and interactions that make them feel uncomfortable should be stopped.

References

Scope and sequence. (n.d.). In Common sense media. Retrieved from https://www.commonsensemedia.org/educators/scope-and-sequence

The Benefits of Using Multimedia in Class

References

Guernsey, L. (2013, April 15). The smart way to use ipads in the classroom: It's not about the games or educational apps. Retrieved from: http://www.slate.com/articles/technology/future_tense/2013/04/ipads_in_the_classroom_the_right_way_to_use_them_demonstrated_by_a_swiss.html

Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into teaching. Upper River Saddle, NJ: Pearson Education, Inc.

The Relative Advantage for Using Spreadsheets and Databases in the Classroom

Roblyer and Doering (2013) cite relative advantages for spreadsheet use in the classroom because they support productivity and teaching strategies. Their list of supports include making possible visual teaching demonstrations, supporting student products, supporting mathematical problem solving, storing and allowing analysis of data, and projecting grades (pp. 125-126). All of these supports can be beneficial in a middle school science classroom, however, the opportunity to store and analyze data can be particularly useful in this discipline.

As technology affords students access to more content than ever before, the ability to independently analyze data is a skill that will be necessary in the world they will inherit. A middle school science classroom is an environment that lends itself well to the application of concepts students have learned in their math classes. They can be given the chance to connect that learning to real world use in science.

When students have developed data analysis skills they are empowered to probe questions on a deeper level. Boss (2014) recommends starting with curiosity, leveraging tools and techniques (such as publicly available data sets), and connecting data to student interests. By connecting students to problems that impact them and by giving them tools to better understand those problems teachers can provide students with a rich learning experience and skills they can leverage into the future.

References

Boss, S. (2014, May 20). How to help your students develop data literacy. Retrieved from: http://www.edutopia.org/blog/helping-students-develop-digital-literacy-suzie-boss

Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into teaching. Upper River Saddle, NJ: Pearson Education, Inc.

The Relative Advantage for Using Slide Presentations in the Classroom

Slide presentation software has a much-maligned reputation in some education circles. Roblyer and Doering (2013) cite research on the impact of presentation software on teaching style that indicates it may dominate a presentation, rather than supplement it. This can create a boring learning experience that may not reinforce higher-order thinking skills (p. 130).

Presenters reading the content of their presentations off of the slides is not the fault of the software, however. A simple Internet search can yield various advice that can help improve presentations. Here is a list of additional resources to consider when using presentation software in the classroom:

• 10 Tips for More Effective PowerPoint Presentations
• PowerPoint Tips, Techniques and Tutorials
• 7 Tips for Designing and Delivering PowerPoint Presentations
• 5 Rules for More Effective Presentations
• 11 Design Tips for Beautiful Presentations

A bit more attention towards use of presentation software as a means to augment content being delivered can help lectures become more impactful, rather than dreaded.

References

Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into teaching. Upper River Saddle, NJ: Pearson Education, Inc.

Relative Advantage of Instructional Software in the Middle School Science Classroom

Middle school science classes are loaded with complex topics that are new to students. Fortunately for teachers, an array of instructional software tools are becoming available to suit different pedagogical needs and learning styles. Armed with an understanding of when and how to use them, teachers can leverage these tools to promote higher-order thinking skills with greater engagement in a way that better meets the needs of all students. These advantages, relative to traditional instructional models, should warrant consideration by those tasked with delivering this content.

The breadth of options available to a teacher without an already full quiver of tools may be daunting, however. To help with that there are a number of good options for building a collection. The National Science Teachers Association has a searchable collection of recommended resources. This resource is useful as it provides a review tool strengths from educators who have actually used it. Additionally, you can sort searches by grade level as well as by formats, such as software, app and web.

Another great resource is the National Science Digital Library's collection of open educational resources. This collection is also searchable and can be sorted by education level, resource type, subject and standard. Reviews are not provided but there are an abundance of resources to peruse. For a narrowed and recommended list, look at the National Science Foundation's classroom resources which is primarily culled from NSDL's collection.

From Acceptable to Responsible

In 2013 I was fortunate enough to get to go to the FETC. I came back with lots of new ideas and problems to work out. The 1:1 computing conversation was entering mainstream discussions and the first round of inexpensive Chromebooks had just come out. This climate generated a lot of thinking about refinement of policy, rental agreements, insurance plans and acceptable use agreements. Something that caught my ear a number of times was talk of shifting language in policy to stress responsibility. Acceptable use agreements were often just lists of things you cannot use school district technology for. Smart devices were really starting to proliferate and our schools were also providing greater individualized access. Banning and policing did not seem to be the answer. Moving the language to responsible use agreement put emphasis on personal accountability.

The network policy and acceptable use agreement in my district had not had a real revision since 1999, the year the first BlackBerry mobile device came out. The time was ripe. I researched and stole (with permission) liberally. Here are the three best examples I was able to find at the time:

• Forest Green School - Technology Innovation Plan
• Mooresville Graded School District - Technology Responsible Use Agreement
• Portsmouth School Department - Responsible Computer, Network and Internet Policy

With these examples I wrote a new policy. The responsible use agreement that goes with the policy is a simple reflection of that policy. Borrowing heavily from the Portsmouth work I added language to address social networking and use of students' personal devices. If you look at the draft I've shared you can see old policy lined out and additions in red for comparison's sake. The new policy moved quickly through committee with small changes and was passed by the board.

Over the course of this process I held fear that this work was done in too much of a vacuum. I didn't get overwhelming feedback from peers. I'm particularly sensitive to the passage about social networking:

• The District respects the right of employees and students to use social media and networking sites, message boards and forums, as well as personal websites and blogs. Personal use of these sites should not damage the reputation of the BCSD, its employees, students or their families and should be consistent with the School District’s educational objectives, mission and curriculum.

In the two years since it was written this language may have become antiquated. I would be keen to hear your suggestions for improving it.

Vision Statement

Technological advancements have changed many fundamental aspects at the core of our society, including education. Learning is being transformed by the availability of content to anyone with an internet connected device. There is enormous potential for change in learning as we leverage technology to connect. Schools continue to be important parts of our communities, however, they have yet to successfully transition teaching and learning to a model that utilizes available content and communications tools (Richardson, 4:46). Learning outside the classroom does not look like learning inside the classroom. Technology use in my district is critical because the ability to access tools, connect with other learners and to synthesize content will change the nature of our educational system.

According to the NMC Horizon Report: 2014 K-12 Edition, "the integration of technology into everyday life is causing many educational thought leaders to argue that schools should be providing ways for students to continue to engage in learning activities, formal and informal, beyond the traditional school day" (p. 6). This argument is made as education reflects change in society, change driven by economics. Author Daniel Pink contends that simple, routine, algorithmic work is becoming automated in the 21st Century and is now a commodity (Pink, 7:03). Skills that will be valued in the future will be centered around complex, creative and conceptual work machines are incapable of. As author Ken Robinson puts it, "creativity now is as important in education as literacy" (Robinson, 2:24).

Those responsible for maintenance of technology within a school district's organization are poised to play a greater role in classrooms by making tools useful for instruction and modeling its use for continued learning. Individuals with skill in technology understand the importance of a mindset that includes lifelong learning. With a deeper understanding of the needs of education they can act as a catalyst for change within the system.

References:

(Co)lab Summit. (2014, March 29). Transforming education: Will Richardson at (co)lab summit 2013 [Video file]. Retrieved from https://www.youtube.com/watch?v=7TZfWqao6uA

New Media Consortium (2014). Horizon report: 2014 higher education edition. Austin, TX: Johnson, L., Adams Becker, S., Estrada, V. & Freeman, A.

TED 2006. (2006, February). Ken Robinson: How schools kill creativity [Video file]. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en

TED Global 2009. (2009, July). Dan Pink: The puzzle of motivation [Video file]. Retrieved from http://www.ted.com/talks/dan_pink_on_motivation/transcript?language=en