EDLD+5364+Course+Embedded+Assignment

In EDLD 5364, Teaching with Technology, I was able to focus on the process of using technology tools to help students and educators in the classroom. Through the readings, lectures, videos, and collaboration with my peers, I found that technology is feasible and effective in brainstorming, communicating, and learning. McPheeters quotes Shirkey in his article, "Social Networking Technologies in Education," in reference to the use of social networking in a general sense: "Communications tools don't get socially interesting until they get technologically boring... It's when technology becomes normal, then ubiquitous, and finally so pervasive as to be invisible, that the really profound changes happen" (2009). Applying the same principles Shirkey reveals to the education field, I find that this statement holds truth. I believe today's society thrives on innovation, technology, and convenience. When these tools no longer offer the best of the best, the technology becomes boring and almost uselesss to the beholder. Just as cell phones were once rage, smart phones have taken over with internet and networking capabilities. In schools, the interactive white boards have become a useful tool for teachers and students alike. This tool has aided in assessment, discipline, and participation. The white boards are seemelessly implemented into today's classrooms. The students may even expect these technologies. As the quote mentions, at the point when the technology is part of daily life... changes start happening. Many districts have implemented these new technologies, creating a widespread adoption. When the standard for learning with technology is created, then profound changes, regarding social technology, begin. Schacter mentions in his article //"The Impact of Education Technology on Student Achievement"// the importance and positive effects that technology has in a classroom. Studies prove it, however, there is still a lag in the system. Title schools are receiving additional funding for technology, teachers are writing grants to receive technology, while others are still struggling to get the resources in their classrooms. However, there is still a negative effect regarding technology. A set of laptops, iPad, flip cameras, etc will do nothing if they simply collect dust in the classroom, or do not get used properly. As mentioned in the reading by Pitler, "setting objectives establishes a direction for learning" (2009). The same principle should be applied with technology. If the teacher is using technology aimlessly, without purpose, the students will not be able to get everything they need out of the lesson. As technology-interested educators, we are aware of the possibilities that technology offers in the classroom. As we aspire to gain students' interest and increase student achievement, technology is our resource. In our readings, Solomon and Schrum mention that students "can use Web 2.0 tools to come to their own unique understanding of complex topics and share this understanding with others." (2007) Teachers can attend professional developments on how to use these new tools in their classrooms, however, students should be the ones involved with the technology. Lives are based around screens and communication; education should follow suit. Student should be "doing the action." They can come up with their own understanding, if given an opportunity. They can teach others through podcasting, blogs, digital storytelling, if given an opportunity. As a 5th grade teacher, I need to become more comfortable with relinquishing the "technology control" in my own room. The last 5 minutes of each of my classes, I ask for a "sum-up" from a student-- a way to see if the students understood new and past information that was given to them. Each day I assess for learning, however is assessment successfully woven into my lessons? Probably not. This past semester, assessment has been an "end of lesson" quiz, test, or project. As Solomon & Schrum state, "unfortunately, teachers may frequently fall back to the traditional ways of figuring out how well students have learned" (2007). Although, I am aware of certain technologies to use in the classroom, I read the research, I see the positive impact.. I am still struggling to break free of traditional ways. When the rest of the school is "traditional," my job is to simply follow suit, especially as a first year teacher. The quote from Solomon & Schrum struck me as I feel it is closely related to my job. Using Web 2.0 tools to allow assessment throughout the unit or lesson is necessary in order to get students excited about learning. Through this course, having the opportunity to collaborate with our team members has enhanced our understanding of course material, flexibility, and most of all, each other! We are able to brainstorm and edit with one another using Google Docs. This tool is efficient and will be very useful through this course. We were also given the opportunity to make an eBook. Not only do students learn differently, but adults have various learning styles as well. In this digital age, students are more adept in using a combination of learning styles, rather than solely relying on one. Visual and auditory learners are catered to when using BookBuilder. BookBuilder highlights the words, while a computerized voice reads them aloud. Students with visual or hearing impairments would benefit from this tool as well. Combined with the “book on tape” and textbook premise, an eBook can give the best of both worlds. A few drawbacks that I noticed while using BookBuilder are that animation is not supported, simply images. Also, the computerized voice does not convey tone or always use adequate phrasing. When completing a teacher-made product, the tool can be quite useful because we can tailor the book to read just as we wish; however, copyright can become a problem if not appropriately cited. Our group is most definitely made progress. I am learned so much from the team members, from using certain technologies to getting the logistics of our action plan. With everyone's vast amount of knowledge and expertise, I believe we all contributed to a well-thought solution. Although this particular scenario is somewhat vague, our group is tackled it with ease. Each of the group members produced their own technology product in order to show the teachers “student examples.” __Reference__: McPheeters, D. (2009, March). Social newtworking technologies in education. //Tech and Learning.// Retrieved February 25, 2011 from @http://www.techlearning.com/article/16250 Pitler, H., Hubbell, E. Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38. Schacter, J. (1999). //The impact of education technology on student achievement: What the most current research has to say.// Santa Monica, CA: Milken Exchange on Education Technology. Retrieved on March 2, 2011, from http://www.mff.org/pubs/ME161.pdf Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education.