EDLD+5364+Weekly+Reflections

__**Week 1 Reflection**__
This week I was introduced to various theories of learning constructivism, connectivism, and cyborg. They were all very interesting. Constructivism is a theory of learning is built upon the foundation that learners construct meaning for themselves building upon what they already know. Technology is used as a means to allow students to work at their own pace, use multimedia to enrich their work, and build on thier own understanding by using computers to research a topic, complete learning activities, and communicate/collaborate with others (Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on October 4, 2009 from []). Connectivism, on the other hand, is a learning theory based on learners making relevant connections to facilitate ongoing learning. Knowing where to find information when it is needed, according to George Seimens's theory, becomes just as important as knowing what or knowing how. The Cyborg learning theory presented by Kevin Warwick involving the use of implanted computer chips in humans to enhance or upgrade mental abilites was also very interesting. Students implanted with computer technology would significantly change the way they learn and what they would need to learn. Enhanced memory, senses, and mental abilities could be possible with these implants. This theory actually didn't sit well with me because of it's nature and the fusion of humans with technology.

Out of all of the articles this week, I believe that I adhere mostly to the constructivist theory of learning. One that really stood out to me was the article by Sprague and Dede (1999) entitled "If I Teach This Way, Am I Doing My Job: Constructivism in the Classroom." It was while reading this article that I realized my classroom looked more and more like this model in the past. The authors relate that traditional teachers and some principals view learning as teacher-driven and occurring in a quiet, orderly classroom arranged in rows. However, where learning really takes place is in the busy, often noisy, classrooms full of students collaborating together to solve problems and aid each other in learning with the learner as the central focus and the teacher acting as facilitator of the learning. In this type of classroom, the use of Web 2.0 tools is essential. Solomon and Schrum profess that these tools can have a significant effect on schools and learning as they facilitate a change in thinking due to these tools promoting creativity, collaboration, and communication (Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, p. 21). For a constructivist teacher, preparing students for life in the 21st century, the use of technology as a tool to learn in a collaborative environment is crucial. I am looking forward to learning more in the coming weeks about effectively teaching with technology and continuing to improve as an educator.

=**__Week 2 Reflection__**=

This week’s readings focused on research conducted that focused on technology integration in classroom instruction and its effects on student learning and achievement. UDL, or Universal Design for Learning was also covered as a method for reaching all learners while integrating technology. Research results in multiple studies showed many positive student outcomes.

In the study conducted by Page, significant improvements were seen in the Math achievement test scores of those students whose learning was infused with technology versus those students in the same school who were in the control group and not supplemented with technology. The same study also found that self-esteem increased in low socio-economic elementary students who were in the experimental group with technology enriched learning as compared to those who were not (Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. //Journal of Research on Technology in Education, 34//(4), 402.). In the technology enriched classrooms a more learner-centered environment was evident along with not only instruction led by the teacher but also by students within computer station work groups (Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. //Journal of Research on Technology in Education, 34//(4), 403 . ) Overall, this study demonstrated many positive outcomes as a result of technology integration in the classroom.

Other studies also showed the same type of results. John Schacter examined all of the current research related to this topic and found that in over 700 studies conducted on the use of technology in the classroom, students were positively impacted, especially in their performance on student achievement tests, when they had access to computer aided instruction, integrated learning systems technology, higher-order thinking simulations/software, collaborative networks, or programming/design technologies (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, p. 9. Retrieved on October 5, 2009, from [].) Obviously, much research supports the use of technology as a productive and positive means for increasing the achievement and learning of our students.

Universal Design for Learning was also addressed this week. I learned from Chapter 1 of Rose and Meyer’s book, //Teaching Every Student in the Digital Age: Universal Design for Learning//, that UDL promotes facing the challenges presented in reaching diverse learners as well as upholding high learner expectations. The authors go on to relate how Special Education Director and Technology Specialist, Donna Palley, of Concord, New Hampshire schools describes UDL. She says that UDL is the point where cross-curricular units, multi-sensory teaching, differentiated instruction, multiple intelligences, technology use, assessments based on performance, as well as other learning aspects intersect and come together(Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning//. Alexandria, VA: Association for Supervision and Curriculum Development, Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved on October 5, 2009, from []. ) Basically, I learned that UDL is a means for planning instruction infused with technology by which all students may be reached and learn regardless of the disabilities or obstacles they face.

Week 3 Reflection
Much was learned about UDL, Universal Design for through readings and the assignments this week. Universal Design for Learning provides students with instructional supports and challenging activities as well as meets the needs of diverse learners by addressing the three brain networks: recognition, strategic, and affective. Recognition, which is the "what" of learning, strategic, which is the "how" of learning, and affective, which is the "why" of learning along with the flexible methods and materials are at the center of the framework of UDL lesson planning.

UDL is a powerful tool in instructional design of a lesson. Rose and Meyers teach us that no matter which network teachers are addressing the best support that can be given is an individualized path to learning ((Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning //. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from [] .) UDL is the means by which that can happen for a student. The UDL Book Builder website says that UDL calls for multiple means of representation (recognition network), action and expression (strategic network), and engagement (affective network.) Learning activities such as electronic books and WebQuests contain within them activities that can reach students in all three of the brain network areas. I gained a valuable insight into greater learning opportunities by building an electronic book this week and was impressed with all of the embedded helps available for all different types of learners to take advantage of while learning. Technology opens many doors for diverse and flexible learning for many children today.

In fact, technology allows students at all levels to receive immediate feedback during the learning process. Research by Kulik and Kulik (1988) has shown that the more quickly students receive feedback, the more beneficial it is. Technology through activities such as learning games makes this possible and allows for immediate correction and redirection or reteaching rather than a student waiting until the end of a unit or lesson to receive remediation. (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works. // Alexandria, VA: Association for Supervision and Curriculum Development, 42.) In addition, 21st Century technological tools and resources available for educators and students today are numerous. Solomon and Schrum in their book, //Web 2.0: New Tools, New Schools //, describe many of the Web 2.0 tools available. Tools such as blogs, wikis, podcasting, and Flickr are mentioned as well as ways to use these collaborative tools in various subject areas to reach diverse learners. Collaborative tools provide real time feedback from peers as they work together to solve problems.

In conclusion, reaching diverse learners through careful planning using a UDL format and integrating technology into these lessons as a means by which the three brain networks can be tapped into provide the supports needed to ensure the success of all students regardless of their academic level or physical disabilities. ​

Collaboration among students and educators in cooperative learning groups using technology was strongly emphasized this week in our readings. The authors of //Using Technology With Classroom Instruction That Works // convey that technology plays an important role in facilitating collaboration in cooperative learning groups as it aids in providing an organizational framework for group tasks and makes it possible for group members to meet together from wherever their location is as long as they have Internet access. They explain even further that the use of technology in this way helps students grow into life-long learners (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works. // Alexandria, VA: Association for Supervision and Curriculum Development, 143.) As such, educators need to take advantage of integrating collaborative Web 2.0 technologies into their instructional activities. However, while our students have grown up in an environment full of technology and are extremely comfortable with it, many educators are not and lag behind. This is why educators must "use the technology to learn how to use the technology" as Solomon and Schrum suggest (Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, New schools. // Eugene, OR: International Society for Technology in Education, 111.)
 * __Week 4 Reflection__**

<span style="color: black; font-family: Calibri; font-size: 13pt; line-height: 115%; margin: 0in 0in 10pt;">Solomon and Schrum go on to state that with Web 2.0 tools, educators can create "learning communities" as they get more and more comfortable using blogs, wikis, podcasting, and social bookmarking (Solomon, G., & Schrum, L. (2007). //<span style="font-family: 'Calibri','sans-serif';">Web 2.0: New tools, New schools. // Eugene, OR: International Society for Technology in Education, 111.) These Web 2.0 tools are beneficial for teachers to use in professional development to work together, communicating more effectively, as well as to learn from each other, and in doing so discover ways to apply these collaborative tools as a means to promote meaningful and authentic learning experiences in their classrooms for their students.

<span style="color: black; font-family: Calibri; font-size: 13pt; line-height: 115%; margin: 0in 0in 10pt;">The readings this week also touched on the subject of using authentic means of assessing students rather than taking a standardized test or other cookie cutter, "one size fits all" assessment to determine academic success. Rose and Meyer (2002) discuss in their book, //<span style="font-family: 'Calibri','sans-serif';">Teaching Every Student in the Digital Age: Universal Design for Learning //, how all three of the brain networks: recognition, strategic, and engagement must be addressed in terms of assessment. Individual differences that students have in each of these areas need to be addressed to achieve realistic and reliable assessment results. Just as UDL is used in lesson planning, it should also be used in planning for individual assessment with appropriate technologies in place to provide embedded supports for disabled or different learners. Planning and assessment should be done in such a way that all learners are reached through all tools available, integrating technology as appropriate, and leaving no students out, which is the basic philosophy of UDL.

__**Week 5 Reflection**__ <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;">The future of education in light of technology was the focus of this week's videos and readings. Gaming was an interesting topic that was brought up. James Paul Gee conveyed in an Edutopia video that gaming was in a sense just a type of assessment (Edutopia.org (nd). //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;">Big thinkers: James Paul Gee on grading with games. //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;"> Retrieved on Oct. 5, 2009 from [] .) I had always heard there was value in playing games but I had never heard it put quite like that before and it made sense. Our students play games that test their skills at solving problems both individually and collaboratively, give immediate feedback, redirect, as well as give supports "just in time" along the way. Students learn a lot from playing games online, on the computer, and using video game consoles and they just keep getting more and more graphically realistic and engaging. Wouldn't it be wonderful for schools to tap into that well of motivation for students to learn? Why don't we use gaming more in schools? Some of the videos dared educators to dream of schools that used technology to teach kids in the way that they desire to learn - collaboratively and authentically instead of a "drill and kill" factory model of learning. The last video, sponsored by Microsoft, showed a variety of technologies used in the "dream" school such as students with tablet PCs, students using Web 2.0 tools at home to learn and prepare for lessons, a robotics presentation, students actively engaged in learning using digital tools, and a table top touch screen PC used for collaborative learning in the classroom as well as set up to show student portfolios and grades at a parent/teacher conference (Youtube.com (nd). //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;">Vision for 21st Century Learning. //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;"> Retrieved on Oct. 5, 2009 from [] .) All of the tools shown are available now, and the only drawback to fulfilling the dream seems to be funding. Technology costs money and when another "Sputnik" happens, as one of the videos described, a shift in the way we educate our children will begin to occur.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;">Reinforcing effort in students and showing them the correlation between effort and their academic performance through the use of technology tools such as spreadsheet software, like Excel, and data collection tools, like Survey Monkey is extremely beneficial to them according to research. According to Pitler, research shows that many students do not see the importance of effort and that many give credit for their successes and failures to outside factors, such as patterns in the academic ability of their parents. He goes on to say that using tools such as Excel to create rubrics to clearly define what effort is, as well as tables showing the correllation between effort and grades helps students begin to change their way of thinking (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;">Using technology with classroom instruction that works. //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;"> Alexandria, VA: Association for Supervision and Curriculum Development, 156-157.) Effort and attitude surveys using tools such as Survey Monkey can also be conducted to make connections in this way as well. I found Survey Monkey easy to use and something that I will be using myself and sharing with my colleagues as a quick and easy resource for student feedback.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;">In addition to educational gaming being used to assess, other authentic means of assessment using Web 2.0 tools were shared by Solomon and Schrum in their book, //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;">Web 2.0: New Tools, New Schools //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;">. Many examples were given of alternative means of assessment through the use of such tools as podcasts, videoconferencing, social bookmarking, wikis, blogs, and the creation of electronic portfolios. The use of these tools in the past have been limited, but as we move into the future of education, these tools will begin to be used more and more. It is exciting to be an educator on the cutting edge of a shift in thinking about our educational system. I have grown during the course and am eager to continue to apply much of what I have learned in the classroom.