Program Outcome Essay

The Master of Science of Education Program experience at Walden has enhanced my teaching strategies and stretched my capacity and expectations as a learner. It has equipped me with the technological tools to experience learning in various modes, develop my personal voice and understanding, and draw from the experiences of my peers. It allowed me to collaborate with educators of all grades, content and geographical locations and gleam from their expertise and utilize their ideas. This course challenged me to research, document in APA format and utilize technology tools that I did not know existed a year ago. In the beginning, I struggled with online resources and printed off every document or resource that I needed. During the third class, I discovered that I was able to utilize technology to store, read and write more proficiently through blogs, wikis, and document files and save work through Google docs and digital portfolios. This is evident from my use of the Taskstream Portfolio and professional blog Lewis Tech Quest (http://lewistechquest.blogspot.com/ ). My blog shows how I have expanded my understanding to not what technology I implement in my class, but what I have empowered my students to develop and implement for their own technological journey. My class web site now displays what my students have created and request to empower their own educational quest. My portfolio has expanded to include VoiceThreads, Wikis (http://waldenu6713.wikispaces.com/ ), peer reviewed research, 2 grant writing projects through Donors choose- a classroom library and flip camera project http://www.donorschoose.org/donors/proposal.html?id=563613 and finally a teacher made digital game -Space Decoder and a learning module through Edmodo. I was so excited to implement the many new ideas and technologies that I developed an after school computer club to experiment with and soon discovered learn from their journey of technology discovery. We are now exploring virtual worlds with Whyville.com.

The most important thing I have discovered is that this journey must be a learning and developing experience for both teacher and students. In order to engage all learning styles and personalities, I must provide them with the tools to create, express themselves and communicate in various modalities and experiences. The students do not want to be entertained by the teacher or awed at their expert made PowerPoints and Smart Board activities but they want to the opportunity to create and discover hands on first hand. I have also learned that technology can be used to assess, diagnose, remediate and enrich each child’s learning experience regardless of age, ability and background knowledge. My students love when they are able to show me how to utilize the program, software or tool more efficiently. This revelation has freed me to experiment, implement and utilize collaborative projects through Skype and ePals without fear of failure.

This course has enhanced my ability to communicate more effectively with my students and colleagues. I have implemented a computer club, more collaborative technology projects and research with my students through Skype, Voicethreads, learning modules and Sketchcast. My principal has asked me to provide professional development for my peers on grant writing for technology tools and implementing blogs and wikis in the elementary classrooms. He was impressed how my students have excelled in their writing and research skills due to our many projects and implementation of communication tools. Last week, the students showed him how to create a narrated Photo Story 3 project and upload to our website. Their willing to take risk and self discover new ways to display and implement what they know shows my growth and enhancement in the field. If my second project with Donorschoose is funded, we will have five Flip cameras for the students to document their creations of discovery and expressions through various medias. I am also writing a grant to Ning to add netbooks to our third grade team for collaborative global projects and communication.
My future goals include implementing learning modules for our districts Home Bound program through Skype and other collaborative projects and tools. I would like to create and implement more expert connections through the use of virtual field trips and experiences for my students. I want to pursue more technology courses to enhance my reading program through eBooks, podcasting and other media tools. I would like to pursue my media and technology certification in order to work as our school media specialist.

The greatest challenge I plan to pursue is the implementation of mobile tools for my students to create and express themselves in various media modes. I am looking forward to our new mobile labs that will have iPod production studios for our students to create Vodcast and Podcasts media. We have also received a gift of a class set of iPads for our next school year. I am looking forward to learning how to incorporate their use in our new core standards and curriculum to provide more authentic learning artifacts and experiences. These tools will allow me to “enrich, enhance and expand” our learning in and out of the classroom walls (Johnson, Levine, Smith, Smythe, 2009).

References:
Johnson, L., Levine, A., Smith, R., & Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium.

Online Learning in K-12 Schools App 4

Reflection Week 8 EDUC 6714

Reflection of Practice

Dr. Tomlinson defines differentiated instruction as having one clear set of goals with different support systems or different avenues to meet the variances of students needs (Laureate, 2009). Tracy Hall explains that differentiated instruction encourages the teacher to be flexible and sensitive to the needs and learning preferences of the student and adjust curriculum and presentations more effectively for the student (Hall, T., Strangman, N., & Meyer, A. , 2003). The three key elements to pursue in differentiated instruction is student readiness, learning profiles and interest. Technology allows us to differentiate our instruction, practice and assist in discovering the needs or learning styles of our students in a more efficient manner.

Customizing a classroom to meet the needs of the diverse learners that we encounter each day is a difficult task. One adjustment that can be made is the task to know your students interest, learning styles and readiness skills. Technology tools such as Survey Monkey allows us the flexibility to receive input from our students and parents on how they learn and what their interest are in order to develop meaningful and engaging lessons. Next school year I plan to utilize the surveys that were created in this course Interest Survey,Learning Styles Survey, Multiple Intelligences Survey,Learning Profile) to motivate, engage and clarify learning targets early in the year and build flexible learning groups.
Dr. Tomlinson makes the statement that as we differentiate instruction we need to “teach up” begin with our mass academic level and work up (Laureate, 2009). This was very enlightening. I have been consumed and overwhelmed with catching- up the students and filling learning gaps and I have missed the opportunity to challenge my students to reach for the stars. I plan to implement more challenging technology opportunities such as assimilation, interest centers, and collaborating learning communities outside my classroom walls. We have received permission to join ThinkQuest http://www.thinkquest.org/en/ and ePals http://www.epals.com/ . Allowing my students to work with other students outside our community will provide enrichment and global communication skills to become a 21st century learner and employee.

I will also provide projects that vary from scaffold PowerPoint templates to Photostory to podcasts written, directed and produced by students. Last week, a group of boys requested to rewrite the “rock cycle song” into a rap. They practiced and performed for their peers and they made a real world connection to and the science content. Allowing students to work in their strengths music, verbal and kinesthetic intelligences enhances their motivation. We are working on posting the song video to our webpage for review by others. We are developing a digital team to capture our learning moments and post on our web site. I also plan to utilize a team of “Peer Tech Experts” that assist in the use of technology so that I can be free to teach the content not just delivery of technology. Changing the mindset of delivery and execution of materials and process will allow my students take ownership of the material, concept, and content.

Another adjustment I have made is to develop my skills in the Smart technology we have in our classroom. I am learning to use the Smart Recorder and Smart Video Player components in Smart Notebook. I can record lessons so that students can review material that they missed due to absence or need remediation. I can show the steps to division, multiplication or build a timeline. The SmartBoard allows me to address the visual, auditory, and kinesthetic learners all in one lesson or resource. Technology such as SmartBoard allow me to incorporate videostreaming, Brainpop and specific activities to build the individual, small group or whole group needs with instant reinforcement, feedback and targeted goals. Technology allows us to open our classrooms to the world and personalize for our class and individual students.

Reference:
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html

Laureate Education, Inc. (Executive Producer). (2009). What is Differentiated Instruction?(DVD). Assessing Students. Baltimore, MD: Author.

Surveys:
Interest http://www.surveymonkey.com/s/WXR77SK
Learning Styles Survey http://www.surveymonkey.com/s/WN8C87C
Multiple Intelligences Survey http://www.surveymonkey.com/s/SNWZYQ7
Learning Profile http://www.surveymonkey.com/s/WX8HGPG

Learning Profile Survey

Please complete
Learning Profile Survey Click here to take survey

Interest Survey Click here to take survey

Learning Styles Survey Click here to take survey
Multiple Intelligence Survey Click here to take survey

Week 8 Reflection

My GAME Plan has been a life document throughout this fast paced and demanding course. It has changed and progressed to meet the needs of my students. My plan focused on ITSE NETS-T Standards -1 Facilitate and Inspire Student Learning and Creativity; Standard 2 Design and Develop Digital-Age Learning Experiences and Assessments; and Standard 5 Engage in Professional Growth and Leadership. This experience has taught me to look beyond South Carolina Standards and focus on the learning styles and engaging means of delivery for my lessons.

The GAME Plan has taught me to evaluate the positive and negative results of each lesson. It also shifts the focus from just evaluating the students’ outcomes, but to evaluate my role as the instructor. It also reminded me that evaluations and assessments should not be reserved for the final grade, but be an ongoing hands-on involvement. The plan encouraged me to engage and seek out technology enrichment professional development opportunities for myself. I need to surround myself with other professionals who are using technology, social networking and other collaborative projects in their classrooms. Their encouragement and advice will help me to stay focused and not lose heart when the district, parents or technology does not cooperate. I need to seek out classes and opportunities that will enhance my learning experiences for my students and productivity.

My game plan encouraged me to fight for collaborative projects and problem based learning experiences for my class. Our district policy states that elementary school students cannot have email addresses. I presented  Think Quest and  ePals to my principal. I shared how these types of projects will add creativity, engage students and develop higher thinking and problem solving skills. He was so impressed that he proposed a plan for the district to allow our third grade to serve as a pilot program for elementary students to collaborate globally. Peggy Etmer defines problem-based learning as student learning that aligns with content and correlates problem- solving skills (Laureate, 2009). The teacher serves as a facilitator or guide by providing an atmosphere of inquiry and the tools to create and develop new ideas or discovery. The students can use technology throughout the learning process to research, organize, communicate, analyze, collaborate and present the problem-based learning product (Laureate, 2009). Learning comes alive and authentic when we give the students permission to use and share the technology tools that they know and use everyday.

A change that I have incorporated is bringing the students into the goal setting process of our units. “Learning goals should allow students to understand outcomes, be achievable through diverse media and communicate the importance or why of the goals” (Cennamo, K., Ross, J., & Ertmer, P., 2009). One change is that students have input in the rubric and guidelines created for problem based learning and project products. This gives them ownership and clarifies their understanding of the final results. Our journals also reflect student feelings, difficulties, successes and checklist. The students’ reflections help to develop new assignment, follow- ups or future projects.

One of the most important themes throughout the videos and text is that the technology should be a tool to enhance the learning, not the purpose of the lesson. Technology should be used to enhance diverse learning styles, experiences and background knowledge. As a technology school, we are constant pressure to use podcast, SmartBoard and diverse technology tools. This year we do not have a computer teacher or support staff to teach how to use the technology tools and programs. This has placed pressure to teach the technology as well as the standards. It can be overwhelming. I have learned to review the lesson plans and curriculum to look for obvious ways to incorporate technology. This has made me become more flexible and creative with my time and plans. I have started a volunteer computer club after school. This allows me time to teach and focus on technology skills, software and programs. These students served as “computer experts” in class. They help provide the training and assistance in their assigned groups. We have been able to add more technology and thus exciting lessons for our class.

Finally, I have learned to integrate several content areas in my plans. Our writing is focusing on science, social studies and math. Math and science are easily integrated. In my unit plan, I was able to integrate math, science and language arts. The writing incorporated storyboard, investigation inquiries, and communication with experts. The math included measurement skills in height, weight and time. The science content included motion, gravity, friction, experimentation and scientific notation. It was also fun. As we reviewed our process, we realized that we had immediate areas that needed improvement or that would improve the process the next time. This reflection merged into our next and final project. The students created a digital story to show how to measure, practice safety and improve research inquiry using PhotoStory 3 for Windows.

Let the race of inquiry and technology begins with my third grade class.

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. (pp.121)

Laureate Education, Inc. (Producer). Integrating Technology Across the Content Areas (DVD).  Spotlight on Technology: Problem-Based Learning, Part 1 and 2. Baltimore, MD: Author

Week 7 Using the GAME Plan Process with Students

My GAME plan throughout this course has focused on the ITSE-NET-T Standards. Initially my plan was to focus on standard one Facilitate and Inspire Student Learning and Creativity and standard two Design and Develop Digital-Age Learning Experiences and Assessments. My goal was to expose my students to creative, engaging and collaborative lessons in order to improve and develop their problem solving and critical thinking skills. I quickly discovered that in order to achieve these standards efficiently that I needed to add standard NETS-T 5 Engage in Professional Growth and Leadership.
I have implemented many of the resources that I have read about or discussed with my Walden colleagues. My classroom blog has been activated, after a long nagging pursuit of the administration, so that my students could begin their first collaborative project with another classroom. They are excited and engaged to write and share their thoughts and suggestions to one another on subjects throughout the content areas. They have submitted several ideas of how they can improve our blog and class web site to be more “real” and interesting to other classes. This correlates with the NETS-S standard one Creativity and Innovation- apply existing knowledge to generate new ideas, products, or processes. The students are developing skills in standard three, Research and Information Fluency by applying digital tools to gather, evaluate, and use information. This standard was evident in a recent science problem based learning assignment. Students were to research musical instruments and recreate one using recyclable items that would produce a sound. The process was documented in writing and digital photography. NETS-S standard 4 Critical Thinking, Problem Solving, and Decision Making was also evident in this project. Students were able to plan and manage activities to develop a solution or complete a product -instrument (NETS-S 4b). We were able to integrate science units-sound, recycle, and inquiry, as well as writing, reading and researching skills. Although final product was completed on an individual basis, like instrument groups met to discuss and support what was working and not working in order to achieve their goal.

My principal has approved our class application to work with ThinkQuest. My students will be able to expand their collaboration skills to work with students around the world. As stated in standard NETS-S 2a I plan to expand my students cultural awareness and critical thinking skills by providing opportunities to “interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media” with programs such as ThinkQuest.and ePals. Although our district does not allow elementary students to use email outside their class, I have received a trial period to use ePals with my class.

As a long time learner and pursuing NETS-T 5 Engage in Professional Growth and Leadership, I discovered that my “teachable moments” might come from the most unlikely places or people. While researching social networking and collaborative tools, I discovered Sketchcast.  I worked for over an hour to use the program and save my work. The following day, I introduced the program to my computer club. In fifteen minutes, one of my students quickly executed the mouse, sketched a picture, saved it and posted it to our class web page. I was able to participate in local (computer club) and global learning communities to explore creative applications of technology to improve student learning, as well as my own learning (NETS-T 5a). She was excited and stated it was as easy to use as our SmartBoard and next week she wanted to produce one with a recording. She went home, shared it with her mother, and even posted a comment on the page. This is a great example of NETS-S 4 -Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Our future projects include digital storytelling projects in math and social studies. In math, we will create a story that not only shows mileage from home to school and the landmarks within that journey. In history, we will create a narrative of the life of a slave. I review my lesson plans to look for opportunities to enhance student learning through a variety of technology tools and diverse assessments to better meet the multiple learning styles of my students. My game plan will prepare me to better serve my students and assist them in their own personal journey to become 21st century learners and achievers. 

References:
National Education Standards for Students (NETS-S) located at http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.