Internship Web Conference - Week 1

The web conference held on Wed., April 13, 2011 was concise and answered questions that I didn't know I had about the week's assignment and in particular the Comprehensive Exam. Dr. Mason led the conference. We had no major problems connecting to Adobe Connect and since it was held at 10:00 a.m., most of us were connecting from work. Unfortunately, I had forgotten to take my school papers so I did not ask too many questions but soaked up what she was sharing and took lots of notes. One of the things that I like most about Dr. Mason is her availability. Several times she mentioned that our questions would be answered fairly quickly if we would just email her. I am sure that as we progress through the Internship, there will be a lot more questions to ask. Fortunately, Dr. Mason has set up web conferences every week. These virtual meetings are extremely helpful and clarify the Syllabus and our assignments.

EDLD 5364 Teaching with Technology - Week 2 Reflection

There is no doubt that technology, when used with clear, well-planned learning objectives, yields successful results with students for several reasons. First, technology assists in accommodating the needs of students with different learning styles. Our student population is culturally diverse and our classrooms contain students at different educational levels. Technology provides a diversity of tools to meet their needs. For example, at-risk students or those with learning disabilities feel safe using technology because it provides immediate feedback, is motivational, and is non-threatening. Furthermore, because technology includes multimedia--sound and images--it provides a multisensory environment for students who are hearing and/or visually impaired.

Secondly, technology promotes learner-centered practices. Students feel in control of their learning. They work collaboratively using wikis, blogs, and Web 2.0 sites. When students work cooperatively, they engage with other students and learn from each other. They share responsibility for their learning and are challenged to produce at a higher level than if working alone.

Finally, digital media provides access and tools so that educators can manipulate the curriculum. By manipulating data, teachers provide the instructional material in creative ways to reach all students. Educational software exists for every subject and the development of open source software further contributes to its accessibility. Podcasting, storytelling, multimedia, video production, word processing applications, graphic design software, and other applications offer students a myriad of options to learning, working collaboratively and producing great products.

Jackson, R. & Harper, K. (n. d.) Teacher Planning and the Universal Design for Learning Environments. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/teacher_planning on March 2, 2011.

Pitler, H., Hubbell E., Kuhn, M., Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria: VA. Mid-continent Research for Education and Learning (McRel)

Rose, D & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision and Curriculum Development. Retrieved on March 1, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/

Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene: OR. International Society of Technology in Education.

EDLD 5364 Teaching with Technology - Week 1 Reflection

The world is flat says author Thomas Friedman. Technology, along with new ways of working and doing business are 'flattening' the world. Corporations are spreading out globally to reach new markets and technology is providing them this edge. Many jobs can be done at any time of the day with simply a computer and an Internet connection.

Emerging web-based tools, i.e. Web 2.0, is furthering the flattening of education. Creative educators that hold to the Constructivist theory know that technology allows them to build connections outside the confines of their classrooms. These educators also hold to the belief that learning occurs when students are allowed to direct and manage their own learning. They modify their instructional methods and cater more directly to the learning needs of their students. They create a learner-centered classroom that encourages higher level thinking in students because it supports independent work and collaboration.

Studies done on the use of technology with at-risk students show promising results primarily because technology provides a safe environment for students to learn and students can learn at their own pace. Furthermore, interactivity, multimedia, sound, and large print accessible books engage students with learning disabilities and make them feel less isolated from other students.

Constructivism is a learning theory that considers learning a personal event. Educators that embrace constructivism demonstrate different teaching methodologies compared to 'traditional' teaching. Students are given the freedom to self-direct their learning by engaging in collaboration and small group discussion/reflection. Teaching the student how to learn now becomes the crux.

References

Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene: OR. International Society of Technology in Education.

Pitler, H., Hubbell E., Kuhn, M., Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria: VA. Mid-continent Research for Education and Learning (McRel)

Southwest Educational Development Laboratory. (1999). Learning as a Personal Event: A Brief Introduction to Constructivism. Retrieved on February 20, 2001 from http://www.sedl.org/pubs/tec26/intro2c.html

Sprague, D. & Dede C., (September 1999). Constructivism in the Classroom: If I Teach This Way, Am I Doing My Job?. Learning & Leading with Technology, Volume 27, Number 1. Retrieved on February 20, 2011 from http://www.iste.org.