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.