Final Reflection

1. What are some things that you have learned about effective teaching strategies when integrating technology?  * some of these questions are addressed throughout the post
 
While the integration of technology into our current curriculum may seem overwhelming to some, I think that we have learned through our coursework that it is not as intimidating, challenging, or as costly as some might assume.  This was shown in our projects, lab work, and readings.  In my current reflection, some might say  instead that there is an overwhelming amount of resources, avenues, and possiblities of effectively integrating technology into the curriculum. This was shown in our online learning tools that we reflected on in the Michigan Merit Curriculum and in the Face to Face labwork.   Even with this said, I think the key word is "effectively" integrating technology into the curriculum.  With this said, we have learned that advance planning, testing and re-testing the technology to make sure it works on a technical level, as well as teacher evaluation prior to and after implementation  is essential to the success of the technology integration.  This was shown in our Goal -directed Instructional Design Plan, UDL guidelines and checklist which included the application of new research in neuroscience, TPACK WebQuest and our STAIR design and experience. In addition, we reviewed the Michigan Merit Curriculum wherein we learned about the 6 essential characteristics of quality online learning experiences as well as examples of quality online learning.  In conclusion, I was introduced to new technologies and re-examined new uses for older technologies.  Most importantly, with all the hats teachers wear we were introduced to MERLOT wherein we can access materials and save the time of "re-inventing" the wheel so to speak as well as truly collaborate by sharing resources. 

 Finally,  I think technologies should enhance the curriculum and empower our students.  To be most effective, we must address multiple representations, multiple means of engagement, and multiple means of expression as outlined in the UDL principles to reach all students from the onset.  I further believe that it is most effectively integrated when we achieve the TPACK "sweet spot." In other words,   I think that technology implementation into a lesson plan should increase a students profiency in the technology, and/or introduce new technology skills as well as  increase content mastery.  I think that we have found that UDL principles and technology can work together as shown in the labwork of students' learning about the iris's response to light and how this learning is enhanced by technology's application of UDL principles.   In the past, we have focused on content experts and content mastery as our goal.  In the future, we will attempt to achieve mastery of learning which again I believe will result in greater mastery of content.



2. How did integrating web-based technologies help you think about and evaluate uses of technology? * some of these questions are answered throughout the post.

To begin with, blogging about online learning experiences helped me think about quality online learning experiences and characteristics such as Wiki's. At the same time, creating my own Wiki allowed me to fully realize its potential and limitations such as discovering I could embed a poll.    While participating in and reviewing WebQuest allowed me to integrate a quality experience into my own learning and fully realize the value of quality well planned WebQuest's and their potential for student use.  In addition, adding MERLOT to my RSS feed page caused me to reflect on how this custom online resource had become one of my most efficient and effective tools for staying connected and current as a professional. Still, the creation of my Webpage allowed me to reach my goal of starting a new portfolio online. This allowed me to reflect on the multiple uses for web pages and the potential for helping my students develop online portfolios. Still, MSU's Angel system allowed me to share, learn and collaborate online with other students in class and my instructor.  Finally, learning the File Transfer Protocal taught me how to take a STAIR project I created using my computer's powerpoint program and make it available on the internet to others as an online resource. 


3. How have you met your own personal goals for learning about technology integration?

In the past, I think I have always been confident (meaning I'd try it out) in integrating new technologies or resources into the curriculum.   As I have said previously, I have always had a computer in the classroom and I have always used every tool possibly to help my students learn.  I feel that I see technology beyond a tool for remediation or enrichment at this point. However, in the past I now realize that I have used technology as more as an "add on" as opposed to seamlessly integrating it into the lesson as a whole. I now see technology as a tool to solve and address educational needs and issues.  In the future, I will assess the use of technology for a lesson just as I would assess the need to use manipulatives in a math lesson. In this way, I will try to integrate technology in a way that I am able to achieve the "sweet spot."  My old Madeline Hunter lesson plan template will be incorporated into the Goal-directed Instructional Design Plan and I will be able to self-assess my own lesson plans prior to implementation with the UDL checklist in hand. 

Another area wherein I have exceeded my learning goals is in my learning more about WebQuests.  I did not realize I would take away the skills to evaluate a WebQuest as well as be a participant in a WebQuest.  I feel that both of these experiences exceeded what I thought I might learn about WebQuests.  I further feel that I will be able to create more effective WebQuests as a result.  Also, I have taken away a deeper understanding of TPACK through my participation in my TPACK WebQuest.

Likewise, through my instructors modeling of dealing with technology issues, I have also increased my ability "to work around" technical problems just as I work around old injuries.  While I have always done this with everything else in life, I had yet to apply this to technology.  In this way,  I think the ability to modify and think outside the box also applies to technology.  After working with my instructor with a newer  version (yet older) of an older technology, I ran into a technical issue with my audio as I was trying to apply the UDL principles through the use of audio, animation, and visual access.  I decided that I needed "to work around" and success followed. 

Finally,  I have also met my goal of starting a new portfolio which in turn will help me assist my students in creating or revisting their own portfolios. 

4. Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?

In terms of new goals and reaching them, I plan to continue my education in technology and earn my badge (must be the Girl Scout in me).  I also would like to develop a cross-curricular WebQuest.  While there are an overwhelming amount of technologies that are free, I have found in my recent evaluation of the new  "Sushi Monster" app  that not all technologies are effective in meeting standards or  have appropriate educational value in different contexts as we learned in our TPACK evaluation and in implementing the UDL principles and checklist.  With this said,  I was starting to surmise that Powerpoint was an old and outdated technology  easily replaced by Prezi.  However,  I am excited to have found a new purpose for this older technology through our STAIR project.  In fact, I look forward to creating new STAIRS to individualize instruction and create centers.  While I included "experienced astronauts" in my STAIR , I would also like to take the idea of UDL coaches to create a more seamless integration of my "experienced astronauts"  and allow students more self efficacy and control of support needed which in turn will create a "cleaner" STAIR.  Also,   while I have explored Scratch for educational game building, I will begin exploring GameMaker which I already have bookmarked.  I also look forward to using Moodle in the near future.  I further look forward to developing my new portfolio in future coursework.  I may even create a mini- Pecha Kucha project in the future for my students.

 As always, who new you could learn so much in this time frame?   While at times challenging for a gobal thinker, I recognize that learning is a process which is now being supported through the new learning in neuroscience.  Once again,  thanks to new technologies and repurposing of older ones!  Still on my mind, what do our students really know about technology?  Also on my mind, what will "education" look like in the future?  Will it be a blended version of old and new?   Will more schools collaborate with museums to teach curriculum or will more schools follow the model of educational gaming? 

Online Teaching Experiences

In addressing my role as a "creator of learning," I will rely on my teaching experiences, my own online learning experiences and education in educational technology . In terms of creating or facilitating online learning experiences for my students, I chose blogs, Wikis, WebQuests, and electronic portfolios. These were chosen based on my own experience and ability to facilitate a quality online experience and an evaluation of the quality characteristics outlined for each experience in the Michigan Merit Curriculum Online Experience Guideline Companion Document.

Since Wikis included the greatest number of quality characteristics, I chose this as my technology to discuss. This included collaboration, integration, life-long skills, and teacher involvement which could be used to model appropriate ethics. I also chose Wikis because it allows integration into an existing curriculum which enhances learning as described in the guidelines. I see a Wiki as a quality technology for teaching reading or science ( in this scenario at the primary level).

In the past, I have had students partner up to read the same book and carry out a "Siskel and Ebert at the Movies" scenario. I see a Wiki as a place for students to debate their thumbs up or thumbs down review of their shared book. This could be modeled by the teacher and would allow for other students to comment on all the reviews when and if they choose to read that book at a later time. I also like that a real "poll" can be embedded into the Wiki. Additionally, I like that a Wiki can be embedded with hyperlinks and blog posts. In the end, the students would be left with an online resource to find their next "great" read. Wikis in general seem to be a good resource for online reading discussions.

I would also use a Wiki as a place for students to collaborate and document observations during a science experiment or discuss different methods or variables that could change the outcome. The choice of choosing a Wiki as an online experience influences pedagogical decisions that would allow teacher led but more student centered interaction. This online experience would further allow divergent learning, allow long term development of Wiki, and create an authentic and relevant online learning experience based on their individual responses in a collaborative format.

I think a Wiki also has the potential to use the jigsaw technique with student groups. I also like the idea of using a Wiki for in time teaching. In this way, I can post information in advance and assess student knowledge or provide background information to support future learning.

I wanted to know more about how I might use Wikis in the classroom. So I did some online research to see how other teachers were using Wikis and found the following informational sites (including one that is a Wiki!) : http://www.teachersfirst.com/content/wiki/wikiideas2.cfm

http://educationalwikis.wikispaces.com/Articles+and+Resources

I think challenges on using some online experiences would be influenced by my own proficiency in using the technology as well as age, and ability level of students. For example, I have experience with WebQuests, Wikis, Educational Blogs, RSS Feeds, PodCasts, Learning Management Systems, Online Research, Electronic Portfolios, Online Simulations, and Test Preparation Tools. Keeping in mind that the guidelines have been established for use with students in grades 6-12 , and based on working with primary students, I feel Career Planning Tools may be challenging due to their more "live in the moment" thinking. Also, RSS feeds could be utilized but would probably need to be very guided particularly at the early primary level. I also feel Learning Management Systems, Online Research, and Online Resource Validation would be challenging. In terms of Interactive Discussions with Experts and between Students, learners might need advanced planning, participation guides, and modeling. Online field trips, simulations, and educational gaming may be less challenging. In all these examples, it is obvious that there would need to be more teacher involvement, scaffolding and modeling at the primary level.

In ending, I feel first assessing my students online abilities each term or year might be apporpriate based on last week's reading Internet Literacy: Young People's Negotiation of New Online Opportunites by Sonia Livingstone. This article discussed evaluating what young people know, what they need to know, and who is responsible for designing and providing instruction. In terms of student challenges with online experiences this would be determined by assessing students ability to "search for information, navigate, sort, assess relevance, evaluate sources, judge reliability, and identify bias." In my reference librarian experiences, many undergraduate and graduate students struggle with all of these tasks. For this reason, I feel that while we want to lay the groundwork at the elementary level that the Companion Document is appropriately outlined for grades 6-12.

REMC Association of Michigan. (2006) Michigan Merit Curriculum Online Experience Guideline: Companion Document. Online:http://www.michigan.gov/documents/mde/OE_Companion_Doc_12-06_184084_7.pdf

The Wonders of Wiki's

While most of us have heard of a Wiki, created a Wiki, or used a Wiki to access content, I have often wondered what a "Wiki" really is? To begin with, the word "Wiki" is the Hawaiian word for "quick." In terms of the Web, a Wiki is a quick Web page. Wikis allow us flexible collaborative communication on content specific information. Like blogging, Wikis allow students the "pride of authorship." However, the downside of a Wiki is easy access by others to create what I would term Web "graffiti" such as spam and inappropriate content. My university group just participated in a TPaCK WebQuest on mini Pecha Kucha's. After completion of this project, I was left wondering what has been the use of Pecha Kucha's in terms of educational application in the classroom thus far. If you have or are interested in finding out more about what a Pecha Kucha is please visit my Wiki at the following address: ( no Web graffiti please).

http://minipechakucha.wikispaces.com/

Another Wiki I contributed to this week was the MSU Idea Exchange Wiki. I edited the current page to include information about edmodo. I included a section on the possible educational applications for students and teachers. I also added to another wiki member's post. I decided to add to the QR code post because I had recently come across a great livebinder about QR codes in education.

Universal Design for Learning

In this blog, I revisit a lesson I previously posted to MERLOT. In my review, I assess my lesson based on the UDL (Universal Design for Learning) Guidelines - Educator Checklist. My evalution found both features of UDL guidelines and barriers. While the expectation of the UDL principle is not unrealistic in finding features at every check point, instead the design is to guide us in incorporating features in each major area of emphasis i.e. I. Provide Multiple Means of Representation, II. Provide Multiple Means of Action and Expression III. Provide Multiple Means of Engagement. Keeping this in mind, it was still valuable to analyze my ability to incorporate features in the original design which allows access to students "at the margins" which in turn benefits all student learning. With this said, I will be returning to the original design to "break down" found barriers. In ending, the principle behind UDL is to promote access initially as opposed to attempts at modifications to a fixed lesson and/or curriculum. This design principle is based on new learning in neuroscience and that the current curriculum is "disabled."

See link for UDL Guidelines- Educator Checklist.

https://docs.google.com/document/d/1LzIs027qg38dGDY-xNTLojyVRSTpOoFfedmP0u8VLB0/edit

Share: Evaluation of MERLOT learning material

Today I am going to review a wiki which I located on the Multimedia Educational Research for Learning and Online Teaching (MERLOT) website. I will be reviewing this resource for its potential effectiveness as a teaching and learning tool. I will also evaluate the quality of content and ease of use. My evaluation will be based on the evaluation criteria for peer reviews as outlined by the MERLOT community. The direct link to this resource follows:

http://storyelements.wetpaint.com A full MLA citation can be found at the end of this blog post.

This is a wiki for instruction on Story Elements directed at second and third grade levels. I chose this resource because it encompasses foundation skills that are necessary for understanding higher level literacy applications. I also chose this resource for its potential as a re-teaching tool.

Overall, this is a good wiki. However, there are multiple broken links throughout the wiki. This reminds us that we must check and re-test the available technology before using it with our students. In this case, the authors allow you to contact them with any questions or concerns on their "conclusion/question page." This is one good solution for maintaining an active wiki.

Quality of Content:

The software presents valid models and skills that are educationally significant. Story elements are appropriately aligned to the second and third grade levels and standards. The authors thoroughly address all story elements including setting, plot, characters, main idea, and order of events.Montana Standards for Literature: "Content Standard 2- Students recognize and evaluate how language, literary devices, and elements contribute to the meaning and impact of literary works."The content further addresses standards outlined in NETS for Students 2007 and NETS for Teachers 2008. This wiki is a good example of the authors addressing NETS for Teachers 2008 standard 2: Design and Develop Digital-Age Learning Experiences and Assessments.

Potential Effectiveness as a Teaching-Learning Tool

The materials presented in this wiki could be used at any stage of the learning process. This would include explanation, demonstration, practice, and applying. Each section has a direct teaching component (explanation). Each section also gives examples and visual examples (demonstration). Also, individual elements include practice of each concept. Students are also asked to apply this knowledge either through quizzes or completion of a task (Applying).

Students will be able to identify and apply story elements to literature they read and stories they write. This wiki is designed with appropriate tasks and graphics for second and third grade students. The authors do a very good job of including videos and graphics. The students learning is aided by visually rich explanation and demonstration. The students also engage in interactive practice activities that provide immediate feedback to the learner. This wiki can be easily integrated into the current curriculum which addresses already established standards and uses instructionally sound elements of pedagogy. This wiki could be used for teacher led instruction, independent student learning, re-teaching, or even for students who have been absent from school. The learning goals are clearly outlined as each story element is individually tabbed and provides thorough explanation, demonstration, practice and application. The learning goal is clearly to identify story elements which are broken down on the introduction page. It is my opinion that you could use this wiki to teach each element individually or together as a whole. Each area is individually addressed and so the task of learning individual story elements can be scaffolded for learning.

Ease of Use:

There are buttons initially on the introduction page and then a sidebar/menu on the left of the wiki which allows you to jump ahead, go back and explore concepts at random. The user does not get trapped or lost in the material due to the aforementioned sidebar/menu on the left of each element page. Practice activities are included for each story element with immediate appropriate feedback. However, there is no direction or explanation given for wrong answers at times. There is great flexibility in the design of the wiki as it allows the user to independently navigate and go back for review or better understanding as needed. This is only about the third wiki I have navigated through and found it to be easy to follow. I feel most second and third graders would indicate the same. I felt all graphics were age appropriate and inviting to students. Many examples were included to access students prior knowledge and relevancy to real world experiences. Character examples included but were not limited to Shrek, Cinderella, and Flat Stanley. I did not care for the streaming ad flow on the introduction page which showed a woman smoking.

Review broken down by section:

Introduction Page:

The learning objective was not directly stated at the beginning of the wiki. Tabs were included for each element.

Setting Page:

This page included a you tube video.

Plot Page:

There was a broken link on this page. The page gave both a written explanation as well as a visual representation of plot.

Character Page:

There is a written explanation and visual representation on this page. However, the link to the character map is broken.

Main Idea Page:

There are five links on this page which provide input, practice, and application. One of the links to a practice page is broken.

Order of Events:

This page includes links to practice with immediate feedback and a worksheet to apply the skill.

Tintor, Michelle and Josepph, Jennifer. "Story Elements (2nd and 3rd grade)."

http://www.merlot.org/merlot/viewMaterial.htm?id=330976.

Wiki website:

Tintor, Michelle and Joseph, Jennifer. "Story Elements (2nd and 3rd grade)."

http://storyelements.wetpaint.com/