EDLD+5364+Teaching+with+Technology

=
Google Site: [] ﻿** Week One Reflection: EDLD 5364 Teaching With Technolo﻿gy **  ======

=
In Week One of the course Teaching with Technology, an overview of three learning theories with technology with presented: constructivism, connectivisim, and cyborg theories. ======

=
As I have learned previous in my undergraduate program, the constructivist theory is based on Vygotsky’s thoughts that each individual uses their prior knowledge in order to create new knowledge. Everything is seen subjectively, because each learner has a different set of information than the other. ======

=
The connectivism theory states that learning occurs in a variety of ways internally and externally. Learning not only happens inside the mind, but also from others. The external network allows learners to connect with other sources, in turn, helps the learner stay current with today’s knowledge. ======

=
The Cyborg theory is interesting and innovative. Kevin Warwick has learned that by allowing humans to interact with machines that human abilities can be enhanced. By placing computer chips and linking a nervous system to a computer, additional senses could be felt by humans. Warwick mentions the ability to have extra memory, sonar, telegraphy, etc. The cyborg theory would lead to change in education through the use of “downloading information.” Likewise, the medical field would change by using electric signals to relieve and cure illnesses. ======

** Week Two Reflection: EDLD 5364 Teaching with Technology **
In Week 2 of EDLD 5364, Teaching with Technology we viewed several videos from the Center for Applied Technology regarding technology strategies that positively impact student learning. Diverse learners are a priority in education, and diverse learners deserve diverse teaching methods. Learning disabled students are often at a disadvantage because of “old teaching methods.” Also, brain research has indicated that everyone process information differently. The three brain networks that should be catered to include: recognition network, strategic network, and affective network, introducing the what, how, and why, respectively. Also, CAST uses a Universal Design for Learning, UDL, which accommodates a wide variety of students and uses the power and flexibility of technology to cater to all students. In order to customize lesson goals, materials, methods, and assessments, teachers must use multiple means of representation, expression, and engagement. The readings this week also provided an interesting perspective to teaching diverse classes. Pitler suggested to set objectives that are specific, personalized, and flexible, allowing students to retain a sense of accountability. Using technology in the classroom has proved to be a positive affect on students of low socio-economic status from Page’s article. Also, current research has shown that a student-centered classroom, collaboration, creativity, self esteem, and higher order thinking skills are increased when technology is used in the classroom.

**﻿ Week Three Reflection: EDLD 5364 Teaching with Technology **  Week 3 of Teaching with Technology focuses on planning for student-centered learning with technology. While planning a solution for our group scenario, we are encouraged to think of the following 4 questions: · What will students learn? · What strategies will provide evidence of student learning? · Which strategies will help students acquire and integrate learning? · Which strategies will help students practice, review, and apply learning? <span style="font-family: Georgia,serif;">A few tips that I have learned this far have been to clearly state and technology standards, provide continuous feedback using rubrics, provide instruction with virtual manipulatives, and allow students many opportunities to practice the skill. The readings this week focused on using the Universal Design for Learning template as a basis for creating a lesson. Some suggestions were to provide multiple media and formats for student learning. In this case, I was able to expand upon that idea by creating an eBook using BookBuilders. Through the videos this week, I learned that many students are “tech wizards.” Afterschool programs are offered to enhance their interest in technology. Students are attracted to the clubs and classes that are tech savvy. Once students are hooked, their mind can explode with ideas of their own.

<span style="color: #800000; font-family: Georgia,serif; font-size: 120%;">**The Declaration of Independence: Cry for Freedom by David White, www.socialstudiesforkids.com**
 * <span style="color: #800000; font-family: Georgia,serif;">Example of ﻿eBook using BookBuilder.cast.org: **

<span style="color: #800000; font-family: Georgia,serif;">﻿**Week 3 Example of UDL Lesson Plan**

<span style="color: #800000; font-family: Georgia,serif;">** <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; margin: 5pt 0in;">By using the UDL lesson format, I was able to fully complete a lesson that met the needs of several different learner. Visually or hearing impaired, gifted or slower learners have choices. I felt the three principles displayed through my lesson target the needs of all students, not just special populations. The recognition network is essential, allowing students to gather facts and recognizing prior knowledge. I dispalyed this network by using a KWL chart, and triggering responses from the whole class. The strategic network was display in my lesson by previewing resources for the students to use-- the "how" of learning. Finally, the affective network was shown throughout the Three Branches of Government lesson by giving students options. The heterogeneous group of students are to be engaged by having assigned roles and responsibilities. Finally, the students will be more motivated by taking ownership in a project in which they find interest. || <span style="color: #c0504d; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">**Week 5 Reflection EDLD 5364** <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; margin: 5pt 0in;">In week 5, our readings focused on creating authentic assessment with Web 2.0 tools while simultaneously preparing students for standardized testing. Solomon & Schrum stated that students can share what they have learned through a wide variety of media through Web 2.0 tools. Through podcasts, videoconferencing, electronic portfolios, virtual walk-throughs, wikis, and blogs, students and educators can work together to evaluate a specific skill. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; margin: 5pt 0in;">During week 5, we viewed videos on technology “big thinkers.” James Paul Gee insisted gaming could be a certain way not to separate learning and assessment, but to collaboratively solve problems. Howard Gardner is focusing on giving youth an ethical sense while using technology. We were also able to view a short clip about 21st century learning, interaction with a teacher and classmates—virtually! The future of technology and education is vast, but reorganizing and opening our minds should be first on the list.
 * <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; margin: 5pt 0in;">[]

__<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">Reference: __ <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; margin: 5pt 0in;">Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education