Final Reflection - Leadership

The course, "New and Emerging Technologies", has taught me a lot about leadership and technology. I walk away with three quotes that have stuck with me since the first week:

• Leadership is "making happen what you believe in"
• "All teachers have the capacity and responsibility to be leaders"
• "Leadership is a set of functions rather than a role"

When I look at these quotes, I realize that I have some work to do in my school as far as technology goes. I believe in integrating technology more than ever now that my master's program is done. I can see the benefits for the students as far as learning and expressing that learning, and the benefits for the teachers in the way that they can present information to the students. Technology can help with differentiation of content and process and can help teachers to assess learning in creative and meaningful ways.

Technology also allows learning to occur outside of the classroom. On-line learning modules can allow students to collaborate with their peers or with their teachers from the comfort of their home. Technology expands the walls of the classroom and allows students to visit places that they may not be able to do otherwise, speak to people that they may never meet in person, and create artifacts that will tap into their own strengths.

My goal to increase the use of technology into my classroom will take time and money. I will work closely with my administration to see if I can apply for grants or if there are other ways to gain new computers for my classroom. In the meantime, I will work with the four old computers that were given to me to start my "mini lab" and create stations in the room for students to learn how to use these digital tools to develop new and exciting artifacts to demonstrate the learning that is occurring in the classroom.

Reference: Laureate Education, Inc. (Executive Producer). (2009). Introduction to Teacher Leadership. Baltimore: Author.

Final Reflection

The course, "Reaching and Engaging All Learners Through Technology," has taught me so much about the endless possibilities that I have inside of my classroom with the help of technology. More than that, however, it changed the way that I think about differentiated instruction. I always knew that we needed to stop "focusing on changing the child or fixing the child to changing or fixing the broader educational environment to help all children maximize their access and opportunities to learn" (Educational Laureate, 2009), but I was not sure how to do it, and was overwhelmed by the sheer thought of it. By learning about Universal Design for Learning and how technology can help teachers enhance their classrooms for all learners, the idea of differentiating in the classroom seems less daunting.


Now that I better understand how the three brain networks and movement of information work together, it makes sense that no two students are alike. In order to reach each student's recognition, strategic and affective network, teachers will need to think about how they present information, give students multiple ways to express themselves and allow students to engage in their work in a way that is most productive. I look forward to building my classroom this year to be more differentiated for my students. Although I have always done a good job of presenting information in a varied way, according to the survey that was done, I need to do a better job with assessment and varied student expression of work.

One adjustment that has already been made, is that I now have four additional computers in my classroom for student use. Although they are old, they will be able to connect to the internet, and be able to be used for programs such as Jing, Inspiration, Audacity, and PowerPoint. I hope to have student stations where they can choose how they express what they know, or can work in small groups to learn together. I know that this is a work in progress, but we have been told that "many teachers successfully start differentiating instruction with small, well-organized changes” (Tomlinson, 1999, p. 96).

References:
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision & Curriculum Development.

Great Sites for Differentiation.

As I was doing some perusing of the internet, I came across some more sites that would benefit teachers with the implementation of differentiation of instruction:

http://mindmeister.com/ - this was an interactive mind mapping site.  One map could be made and many students could comment on the map.  I thought that it would be a great way to continue the "discussion" or the "reflection" that was started in class, while they were at home.  It is free and seems to be user friendly.  I think that it could be used for all grades, since the map would depend on what grade level built it.

http://www.zoeysroom.com/ - this was a site especially for middle school girls.  They could interact with female "scientists" and "mathematicians" to see what it was like.  So many young girls get turned off on math and science at that age and it seems that this might be a great way to encourage them.

On a side note, have either of you tried to download moodle?  I am having trouble.  I really want to learn more about it and use it next year in my classroom, but I need to get it on my computer first.  Any imput would be great.  Thanks and good luck with your last two weeks of class.
Kim

Moodle is the Way to Go!

http://www.screencast.com/users/kimberley.myers/folders/Jing/media/1ea9d0db-8f54-4a1c-8f54-06c98b9b3cdc


Enjoy my screencast about Moodle.  I think that Moodle would be a wonderful tool for me in my classroom.

On Reflection - My GAME Plan

Looking back at my progress during this course, I am very pleased with the amount that I have learned and the amount of technology that I have incorporated into my classroom. 

My initial goals were to work on two NETS standard areas. First to "participate in local and global learning communities to explore creative applications of technology to improve student learning" (Standard 5a) and second, to "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity" (Standard 2a). 

I did not work a lot on the first goal, since I have set things in motion to go to a great workshop this summer and will work on collaboration with fellow teachers over the summer break as well.  However, I did spend a lot of time during this course working on the second goal.  Creating a unit plan that including using problem-based learning, internet-based collaboration, and digital storytelling, allowed me to learn about Geometer's Sketchpad, Mathalicious, Ning and other wonderful sites.  I actually used sketchpad and Jing with my students and was able to see that technology helped my students learn math and review for finals. 

Using the GAME plan, having a goal, setting an action plan, monitoring my progress and then evaluating and extending my success, has been helpful and I can see now that this will be a great tool for me to use as I continue to be a life-long learner.

Helping My Students Form a GAME Plan

As this course draws to a close, I realize that I have learned a lot about technology and how to use it in my classroom.  More than that, however, I have realized that I need to be a life-long learner and continue to put my GAME plan to use as I learn even more.  Now it is time for me to help my students become self directed learners themselves.

There are a few standards that I feel my students could spend some time working on and using the GAME plan would help them a lot.  For example, I have noticed that many of my students do not really have a good understanding of how the computer can help them do better in school.  They know how to use it socially, but when I ask them to use it for group projects, many tools that I mention, they have not used before. 

Therefore, when my new classes come in next September, I will start by sharing the NETS-S with them and talking about why these standards are important.  Then I will ask each of them to set up a goal for the year.  For some, this may be as simple as learning how to use a wiki page, and for others, it may mean putting together and editing a video with a computer.  As individuals, I will ask them to come up with an action plan as to how they see themselves achieving this goal. 

As the year progresses, and I incorporate technology and problem-based learning into my classroom, I will have the students pull out their goal and action statement from time to time, so that they can monitor their progress.  If they have achieved their goal, then they can set a new one.  If not, then maybe they will need some guidance as to how to work toward achieving that goal. 

At the end of the school year, and after several opportunities for them to reach their goal, we as a group will evaluate the success of the individuals and the class.  Within this process, I will follow the steps as well, so that I can model the importance of working through the GAME plan.

I am really excited for next year, and for trying out some of these great ideas that we have been learning about in our courses.  Have a wonderful summer, all of you, and good luck with your GAME plan!

Week 6 with my GAME plan.

This has been a great week for learning more about technology for the classroom.  Since we have to work on putting together a lesson plan with social networking tools, I have done a lot of reading and trying out of new programs.  For example, I went on Ning and Wiggio last night and found them both to be amazing concepts.  I can really see myself using them with my classes and having each of my students be a part of my "team."  I will need to spend some time working on both sites to really be comfortable using it next year as a part of my classroom. 

I also found a great site called Mathalicious that had a variety of math related problem-based learning opportunities.  I already sent the link to my math colleagues at work and they will also be spending some time working on the site this summer.  Overall, I am really excited to start getting some great problem-based learning activities into my classroom that incorporates technology and then begin to collaborate with other teachers and classrooms.

These new discoveries are helping me to continue to work on standard 2a, "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity."


*An update on my screencast activity...  They went great!  The kids were really into the activity and in general the results were good.  Some students had trouble with the activity since they did not have microphones on their computers, and had to come in at lunch to use mine.  However, many took advantage of the extra credit opportunity, and the entire class had a fun time viewing them.  Some were really cute, and the students reported that having to explain how to do the problem verbally, and not just in written form, really helped them understand the process better.  This review activity is a keeper!

Continuing with my GAME Plan

I am on my way!  I assigned the screencast activity today to my Algebra II students.  They were really excited.  Not only did I show them how to use Microsoft Equation, which is part of Word, so that they could write out the math problems, I then showed them how to use Jing.  Some of the students who had their lap tops in class, immediately downloaded Jing, and started on the process.  It is really exciting for me to be able to show my class how to use new technology. 

My monitoring will occur as they work on this project.  It will be due next Tuesday, so I want to check with each of them to see how it is going.  Then I will evaluate the project by using a quick survey. 

Another area where I need to use my GAME plan is with my Smart Board.  I have been using it now, for a little over a year.  I know that there is so much more that I could be doing with it.  So...

My Goal:  Get some quality time with my colleague who is a Smart Board Pro!  I think that I will offer her lunch out, or something, if she will spend a couple of hours with me.  I want to know how to get the kids up there and what other cool things that I can do.

Action:  Spend some time on line at the Smart Board site to look at some sample lessons and ideas

Monitor:  I will go into my classroom once every two weeks this summer to try at least one new thing with my Smart Board

Evaluate:  Hopefully the students will notice the changes. 

By the way - does anyone have any suggestions as to how I can get better?  Any good sites that you know have worked?  Please share.

I Have an Idea!

As I continue to work on my GAME plan, and as final exams approach for my students, I wonder if I can try another new approach to help with NETS-T standard 2a, "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity."  I  have anywhere from 15 to 19 students in each of my classes.  There are about 20 or so questions that need to be covered as review.  So... I will ask each student to take a question, download Jing, and create a screencast.  The screencasts can then be viewed by the other members of the class as they prepare for their final exam.  What will I need?

Action:  Teach students how to use Jing. 
              Get time in computer lab or have this be an at-home project
              See if screencasts can be accessible via internet

Monitor:  Meet with individual students to make sure that the problem is done correctly before they start.   Have the student talk through the process before they record.
               
Evaluate:  Ask students how they enjoyed creating the screencast, and if it helped them learn

I'll let you know how it goes.

Working on my GAME Plan!

I need to continue to work on NETS-T standard 2a, "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity" while incorporating my GAME plan.  This week my goal was to incorporate technology into the teaching of my ellipse lesson.  In the past, I would just teach the formulas and try to explain how the foci, the directrix and the ellipse all worked together.  Yesterday, my first class went to the computer lab and created their own ellipse using the Geometers Sketchpad (GSP).  I typed up a list of directions and just let them at it.  It was fun to watch.  As partners, they needed to follow directions, one reading while the other was manipulating the computer, both watching the creation unfold.  There were a variety of creations formed.

All groups felt successful, however.  Not all created an ellipse, but were able to look at another group's.  A couple of groups moved along quickly and I could ask enrichment questions and keep them delving deeper.  By the time the entire class went back to the classroom, all felt that they knew what an ellipse was, felt that they had created something, and that they had a good time.  They were now ready for the formulas and math that came along with the shapes.

I felt that I took action by using technology in an area that was new to me. I spent time with a fellow math teacher who had used this program often, and worked together to come up with plan for my class.  I monitored their interaction with the program as they were using it.  But the real evaluation will come when I am working through the formulas with them tomorrow and whether or not the working on the computer really helped them to visualize ellipses, or not.  It was a big step and an exciting one though, and I am glad that I tried it.

My G.A.M.E. Plan

Throughout this Masters Program, I have done a lot of self-directed learning, which according to Cennamo, Ross and Ertmer, is "any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstance at any time" (2009, p 2). The authors continue to lay out a GAME plan through which a self-directed learner can break their learning into four main steps:

1. Set Goals
2. Take Action to meet those goals
3. Monitor progress toward achieving goals and
4. Evaluate whether the goals were achieved and Extend your learning to new situations.

When reviewing the NETS-T (National Education Technology Standards for Teachers), I was really excited to know that I had been working hard on so many of the standards. However, a couple still stick out as ones to work on and I realize that I will encorporate the GAME plan to improve in these areas.

I have known for a while now, that I needed to work on the standard "participate in local and global learning communities to explore creative applications of technology to improve student learning" (Standard 5a).  In order to prepare my students for a global environment, I too have to extend myself beyond the boundaries of my own school.  My first goal was to go back to school for a masters in this area, which I have done.  Now, I want to incorporate collaboration between classrooms, whether inside of my school or around the country and world.  I will be going to a conference this summer at the Center for Innovative Teachers, in San Francisco, called the Integrated Technology Symposium 2009 for School Leaders: Digital Tools & Practices to Enhance Learning Across the Curriculum.  I am hoping to network with other teachers and build some contacts with which to collaborate during the next school year.  I definitely see this as a great additional resource for me within my action portion of  my game plan.  I have been monitoring my progress within my classroom.  I can already see growth in my ability to incorporate technology into my classroom.  With my new found confidence, I will be ready to go to this conference this summer and be able to communicate well and build working relationships. Then once I try "global collaboration" I will be able to evaluate how it went and decide if I need to continue or do things differently in the future.

My second goal and area with which to improve, would be standard 2a, "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity."  Although I have already been working to this goal and have been monitoring my progress, my evaluation of my progress tells me that I need to extend myself in this area.  I know that I can do more in this area.  As part of the technology committee at my school, I have helped get projectors in every classroom and a variety of other things.  I am lucky to be only one of three teachers with a Smart Board.  My goal will now be to figure out a way to get all of the "old" computers on campus when they start to upgrade this summer.  This way I will be able to have small groups using computers at any time within my class period, rather than relying on scheduling time for the computer lab.  We only have one lab, and getting in there is difficult.  I want to start using Excel for data manipulation, Webspiration for concept mapping at the beginning or the end of a chapter, continue to do a better job with blogging and do more than one Wiki page per year.  Having more computers in the classroom will help me organize and plan my lessons so that I can incorporate technology to support content learning.  As Cennamo, Ross and Ertmer tell us, "technology can be used to support each step of the process: to gather information, to collect and analyze data, to synthesize results, and to present findings to interested stakeholders" (2009, p 30). 


Next year, I think that my students will help me to set goals, to take action, to monitor progress and then to evaluate how things are going.  I look forward to continuing on my path of self-directed learning and integrating technology into my classroom to support content learning.


References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/


2008Standards/NETS_T_Standards_Final.pdf

Reflection - Inquiry Based Learning

After completing the course, Supporting Information Literacy and Online Inquiry in the Classroom, I have a better understanding of how important it is to integrate technology into the content areas of my classroom. To prepare our children for a twenty-first century workplace, new literacy skills must be taught, discussed and emphasized. Inquiry based learning is an excellent way to not only teach our students collaboration and critical thinking skills, but to teach them how to read and use the on-line web appropriately. As authors Eagleton and Dobler tell us, "since we believe that there is no single method of teaching that will reach all learners at all times in all places, it is imperative that we help children learn how to learn so that they can adapt and extend their knowledge and strategies when they encounter new tasks in new contexts" (2007, p 8). Incorporating technology use within content learning will give our students the skills necessary to be prepared for any type of experience that comes about.

The biggest thing that I realized, throughout this course, was how little I know about copyright laws and how important it was that I model proper use of material from the internet. The fact that young children are so willing to try anything on the internet without thinking through the ramifications of their actions, and the fact that adults, in general, always seem to be a step behind in their technological savvy, means that teachers need to be ready to teach their students about the rights and wrongs of internet use. And as author Ribble tells us, "kids should have the opportunity to analyze and explore why they should use technologies in a certain way" (2008, p 17). This seems, to me, to be a large additional role for teachers, on top of their current responsibilities. However, it clearly needs to be done.

Therefore, one of my major goals for next year will be to incorporate at least one large scale inquiry project for each of my math classes. Within this inquiry project, I will make it a point to teach the new literacy skills, model proper use of the internet, and require that students learn and use all appropriate copyright rules while preparing their project. For example, the inquiry project that I put together for this course will be used this year with my class and I will use it as a learning tool to prepare for next year. Each time that I incorporate a new technique or tool that I learn about, I find that there are things that go well and things that I would do differently the next time. However, without trying, no learning will occur and then my students would not learn the new literacy skills and would not be prepared for the twenty-first century.

References:

Eagleton, M.B., & Dobler, E. (2007). Reading the Web: Strategies for Internet Inquiry. New York: The Guilford Press.
Ribble, M. (2008, December). Passport to digital citizenship. Learning & Leading with Technology, 36(4), 14-17.