EDUC 6714: Reflection

In a high quality curriculum teachers are encouraged to promote understanding, engage students, and clarify learning targets (Laureate Education Inc., 2010a). Throughout this course I have found that technology is a great was to provide deeper and richer content in the classroom beyond the content, as well as be a vessel for differentiating instruction (Laureate Education Inc., 2010a). Technology meets the needs of a high quality curriculum while assisting teachers in differentiating instruction. In my classroom I plan to make some immediate changes in order to integrate technology in my instructional practices.

Dr. Smith (2010d) states that students are digital natives whereas some teachers are digital immigrants. In my classroom I want to have technology “experts” who can help their peers when I am unable to step in and help other students immediately (Laureate Education Inc., 2010c). There are often times when I have students working in differentiated stations and one is almost always a computer station. Students might complete online assessments, be working on a tutoring website, completing projects, or other assignments. In general I provide instructions for the students but they sometimes have questions. If I have “experts” in the classroom they can help their peers when problems arise. I will also be creating a technology portfolio in physical form and virtual form where students can access information about certain technology and software. The goal of this product is to provide resources for students who may be implementing or learning about a new technology.

“Technology allows students to work on essential reading and writing skills and to express themselves in ways beyond writing” (Bray et al., 2004 p. 67). Using technology in the classroom requires trial and error but can be a successful tool for students to create artifacts to demonstrate their learning (Laureate Education Inc., 2010b). I want to have students using technology in more ways to work cooperatively. My goal is to set-up a blog or wiki space where students can have discussions and share information online. I have not found an exact tool that can be accessed around our school Internet filters just yet, but I am hoping to set-up some collaborative area for students to work together. Our school website may have a space for this that I am exploring.

Lastly, I really want to integrate e-books into my classroom. The underclassmen in our high school are getting iPads this month and I am going to try to get our school librarian to order some e-books for students to check out on their iPads so that they can read books of interest from them. I also want to integrate the iPads with student note-taking, and artifact creation. The iPads also provide technology that will read aloud texts to students which can help a variety of learners (Bray et al., 2004). I think that if we can get the software to be compatible with other programs this will be an excellent tool for students to use in the classroom and at home for learning purposes.

High School is about preparing our students for after they graduate, “By providing all students with access to technology in the regular classroom, you are also providing them with opportunities to gain skills that will serve them well after they leave school” (Bray et al., 2004, p. 2). I have learned that in this course students learn in many different ways, have different interests, but often need to learn the same material. Providing technology as an avenue for differentiated instruction helps narrow the “digital divide” while providing academic support Bray et al., 2004).

Resources

Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.

Laureate Education, Inc. (Producer). (2010a). Program number nine: high quality curriculum. [DVD]. Reaching and engaging all learners through technology, Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010b). Program number ten: differentiating instructional elements. [DVD]. Reaching and engaging all learners through technology, Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010c). Program number eleven: managing the differentiated classroom. [DVD]. Reaching and engaging all learners through technology, Baltimore, MD: Author.

Education, Inc. (Producer). (2010d). Program number twelve: putting it all together. [DVD]. Reaching and engaging all learners through technology, Baltimore, MD: Author.

UDL Video

Reflection

The GAME plan that I put into action at the beginning of this course was a progress-monitor system in which I could learn a new technology, creating a WebQuest, and assess my own project. The GAME plan is a simple way to outline a plan for implementing new technology into the classroom. Not only did the GAME plan drive me forward to complete the learning of a WebQuest, it reminded me how important it is to continue learning about new technology.

I feel confident that I can now create and implement the use of WebQuests in my room. Although there were difficulties with Internet access at the schools, and my initial plan included too many different ideas that I had to separate and focus on one at a time. My students felt more engaged in their learning when they were able to work through a WebQuest on their own. They enjoyed the freedom, and experience of using technology to complete a project that might otherwise appear boring.

I will be having the students in my classroom implement their own GAME plans to learn about new technologies to share with the class. I am also going to make it a personal goal to try to implement a new GAME plan each month so I can keep current with technology and integrating them into my classroom.

The GAME plan allows one to set-up a clear plan of action for learning a new piece of technology. The GAME model could very directly be used by students to become familiar and proficient with the NETS-S. Students could work individually or in small groups to implement their own GAME plan for learning a new technology. They could use the new technology as a way to redeliver the information to their classmates At the start of the next school year I will have students complete a GAME plan to learn a new technology. They will then use that technology to teach the class how to use what they learned about. Students will then be expected to implement new technology into their class projects/assignments.

Revisiting my GAME Plan

What have you learned so far that you can apply in your instructional practice?

So far I have begun the process of creating a WebQuest for my students to access. This practice has allowed me to become more familiar with using my school website and putting together a site that my students can use in the class. Since this was my first WebQuest, I made it more about working on a final project I had in place with my Sophomore students In the future, I would make a WebQuest that does more teaching than working on a end of unit project.

What goals are you still working towards?

My students who will be accessing the WebQuest are currently preparing for state exams, so I have yet to complete the WebQuest since we put our To Kill A Mockingbird unit on hold for the time being. That is my main goal; to complete my WebQuest.

Based on the NETS-T, what learning goals will you set for yourself?

Based on the NETS-S standards, I want to “design and develop digital-age learning experiences and assessments” and “facilitate and inspire student learning and creativity.”

If you are not ready to set new learning goals, how will you extend that you have learned so far?

I want to set the above learning goals because students will become more motivated and engaged in learning if they can integrate technology into their education.

What learning approaches will you try next time to improve your learning?

I think that I will use WebQuests in the future, but I will want a more developed plan before implementing my WebQuest. I think that I might want to try using a WebQuest with my other classes as a tool more focused before and during the novel, instead of towards the end and after the novel unit. I also think this would be great to implement in my elective courses (Careers & Drama). There are lots of resources on the internet so I have been spending more time looking at WebQuests already on the web to see how I might make modifications in the future.

Evaluating my GAME Plan

My goal: Learn how to create and implement using a WebQuest in Sophomore English for To Kill a Mockingbird

How effective were your actions in helping you meet your goals?

I have been working hard on developing my WebQuest, and need to add the websites that students will use to complete the WebQuest. Once I add these additional sites I will be ready to launch the WebQuest with my class.

What have you learned so far that you can apply in your instructional practices?

Trial and error is definitely a skill that I tell my students it acceptable. I have added more technology elements to the task I am having students work on, which I had not tried to incorporate before in this type of final unit project. I would still like to have students learn how to create their own websites, and I am hoping that I can have some advanced students tackle web design so that they can help other students in years to come.

What do you still have to learn? What new questions have arisen?

I think that I am comfortable with the adaptations I have made for my WebQuest, but I am going to try making another one using a site my students cannot access, just to try to see if it is easier using a template and if I can put better information into the WebQuest. I sometimes wonder if my WebQuest is challenging enough for my students and utilizes the internet enough.

How will you adjust your plan to fit your current needs?

I have already adjusted my plans by eliminating the podcasting element, because I feel that was a separate entity I was trying to make connect. I think that I will try to implement that next year with test taking strategies that I will post on my school website. I also decided that despite comments from my colleages about perhaps using an easier site to navigate, I will still use my school website to be the server for my WebQuest. I had a few lower level students test the ease of the site and they were comfortable with what had been developed because they were use to the format. I may try to convince my technology department within the district to open websites next year that would allow more outside web development for teachers and students to access.

Setting up a WebQuest

Are you finding the information and resources you need?

I had a hard time finding resources that I could use to create podcasts and a WebQuest where my students could access the work at school. It has been difficult to stay motivated with completing something great for the students when work is continually filtered out. I decided to focus on just the WebQuest for now and put podcasting on hold for this project. Mainly because podcasting was not going to be necessary for the task I created for my students, and also because applications are limited at school. I decided to use my school webpage to create my WebQuest. Using my school webpage will easily allow my Sophomore students to find the information I want them to have, but it is different to navigate from a typical WebQuest.

Do you need to modify your action plan?

After class discussions while reading the novel, I decided to change the direction of my task so that instead of focusing on just one area of the novel, Tom Robison’s trail, my students will have options for their final projects. I also adapted some of the visuals to include technology sources and have included an online tool for one of the essay choices.

What have you learned so far?

I have learned that sometimes you cannot always complete a project in the exact way that you imagine it, but you can adapt and still make it work.

What new questions have arisen?

Do you think that my WebQuest can be easily navigated? (see link below)

Will my students think that this assignment is more interesting because they are experiencing it via the web?

Colleagues:

Please check out my WebQuest so far and provide any feedback. Keep in mind it is not complete yet.

https://shs-dps-la.schoolloop.com/tokillamockingbird?no_controls=t

Go Teachers!

http://front.moveon.org/the-most-aggressive-defense-of-teachers-youll-hear-this-year/?sms_ss=facebook&at_xt=4d85068a0d726b29%2C0

My GAME Plan-Resources and Materials

For my GAME Plan I will be creating a WebQuest with integrated podcasts for Sophomore students reading To Kill a Mockingbird(Lee, 1960).

Resources Needed:

-Copies of To Kill a Mockingbird by Harper Lee for each student

-Computers for students to access WebQuests

-Audacity software for creating Podcasts

-Headphones with Microphones for creating podcasts

-Collaboration from Co-English Teacher

-Content Materials and Activities

Steps Taken at this Point:

-I have located software to record various podcasts (Audacity); however, I am talking to tech personnel in my district to see if there are other options that would not be blocked at school so students could make podcasts as well. I may switch to video broadcasting so that students can create those at school and I can play them on my school webpage.

-I have gathered content that I want to include in my WebQuest and have scripted what I want to say in Podcasts

-I have written the introduction for my WebQuest.

Additional Steps to Continue Forward:

-I need to find web links with specific content related to the WebQuest

-I have to create rubrics to go with the culminating assessment

-I will be making an outline with what needs to be in each section of the WebQuest

Questions:

-Has anyone used other software besides Audacity to create WebQuests?

-Does GarageBand work with PCs?

-Any suggestions for creating podcasts from the teacher standpoint or student standpoint will be helpful