Category Archives: AECT Standard 2 (Content Pedagogy)

Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

EdTech 543: Personal Learning Environments

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Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore personal learning environments (PLE’s) by:

  • Creating a PLE diagram of our online communities
  • Representing at least 10 different online communities in our graphic and explicitly showing connections between the communities.
  • Post a link and screenshot of our PLE so our classmates could view it on Facebook & Tweet our diagram out using the #EdTechSN hashtag
  • Complete a Reflection via a blog post addressing the following:
    • What did you learn about yourself when looking at your PLE?
    • Visit your classmates’ (min. 6) PLE posts.  How does your PLE compare to other peers in class?
    • Write a self-reflection and a comparative analysis that discusses similarities and differences between yours and your classmates’ diagrams.

Artifact #1: PLE 

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Artifact #2: Reflection

Connie Malamed describes Personal Learning Environments as “A self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests” (Malamed, 2014) I thought of a Christmas tree because just like we collect ornaments over time to enhance our Christmas trees our PLE’s get enhanced over time with various tools. The tools are not in a hierarchical order just like our ornaments are not on our tree, but they are organized by type of tool (as seen by the labels). I purposefully put the collaborating tools outside the tree because collaboration happens regularly and with many of the same tools, when communicating, collecting, and creating.

When creating my PLE I learned just how many tools are a part of my PLE, I truly had no idea & that’s that I didn’t even include all of them! I also learned how many of the tools serve many different purposes for me. For example, I learned that the way I use FaceBook & Twitter has evolved from not only communicating but collaborating & this has only occurred recently. I also learned which tools I am more comfortable using as those are the tools that came to me immediately and which I am not as comfortable with, as those came later or didn’t come at all.

When I looked over my classmates’ (Mary, Ally, Kristen, Jana, Patricia, & Katie) PLE’s I found many similarities and differences.  Many of the tools that we included in our PLE’s were similar but there were many that I was not familiar with especially on Jana’s PLE (but this may be because she included a lot of tools). Many of us placed the same tools in different “categories” of our PLE. For example, Ally placed WordPress in collaborating & sharing while I placed it under communicating & creating. I think this is because we use the same tool for different purposes. This is great to see because it may inspire me to use WordPress as more of a collaborative tool as well. Overall, I found it interesting that we used so many different models with various “categories” to describe our PLE. Mary & I used the “4 C’s Model” of collecting, connecting, creating, and collaborating yet even though we used the same model our PLE’s were different. I think this can be connected to how everyone learns things differently. I love the we didn’t have to follow a particular model as it is apparent that we all felt different models better explained our PLE.

References: 

Reflection of Learning/Standard Connection:

  • AECT Standard 2.2 Using:  Collaborative Practice: – My PLE diagram, I demonstrated how I implement appropriate educational technologies and processes based on appropriate content pedagogy and distinguished the various categories I use to do so.
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PBL Reflective Blog: Let’s Debrief!

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Post Introduction:

During our final week in Technology-Supported Project-Based Learning, we were to make final changes on our site based on our peer-evaluation feedback.  Finally, we had the opportunity complete a self-evaluation using the BIE rubric on our final project. To debrief our experience in the class we were to answer the following questions:

  • What do you know understand best about Project Based Learning? What do you understand least?
  • What did you expect to learn in this course? What did you actually learn? More, less, and why?
  • What will you do with what you have learned?

PBL Blog:

Project Based Learning-Understanding:

Prior to this class, I had no understanding of what Project-Based Learning really way. I feel that now, after going through the process of creating my own project that I can use in my classroom, I feel like I’ve learned all the parts of the planning process and all of the required elements. In the beginning, I thought a lot of the “steps” were repetitive but after creating my own project, I have come to appreciate why each of the individual parts is essential. I feel like actually teaching a Project-Based Learning unit is what I understand least because I’ve never done it. For example, actually balancing the teaching and student inquiry will be a challenge but I feel that going through this extensive planning process will definitely help!

Project Based Learning-Learning:

I expected to learn about project-based learning and why it was an important method of teaching. However, I learned that and more, I feel that I actually understand and believe why it is an important teaching method because I created my own unit based upon it. I also learned how meeting the standards and accomplishing a lot of outcomes is possible and enriched with projects such as these.

Project Based Learning-Application:

I am very excited to implement my project-based learning unit of Choose Your Own Adventure in my classroom with my fourth-graders this coming school year. I plan on teaching the unit as I prescribed it in my detailed plans, adding materials and resources, and then modifying it as I see fit for the future. I also plan on creating many more units using Project-Based Learning as a guide once I have taught this first one to really get the full picture of what it looks like in action. I am very excited because I feel that my students are going to be immediately engaged and hooked to this new style of teaching/learning.

Reflection of Learning:  This assignment required me to delve into the rubric to assess my own Project-Based Learning project and that of a peer.  I got the experience to analyze another project and see how another person took the same instructions and guidelines and made them their own. This rubric helped me to conduct an in-depth analysis of my own project and the things I needed to change to make it easier to understaNnd and implement. Finally, I synthesized the information I learned to perfect my PBL project.

  • AECT Standard 1 Content Knowledge: Upon creating my Project Based Learning unit site I demonstrated that I have the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
  • AECT Standard 2 Content Pedagogy: Upon creating my Project Based Learning unit site I develop as a reflective practitioner that was able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
  • AECT Standard 4 Professional Knowledge and Skills: While creating my Project Based Learning unit site I designed, developed, implemented, and evaluated sources to create a technology-rich learning environment (unit) within a supportive community of practice.

References: N/A

Final Reflection-EdTech 541

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Artifact Introduction: During our twelfth & final week in Integrating Technology into the Classroom Curriculum, we were to reflect on the entire course including our learning, professional growth, project creation, and connection to the AECT standards. The coursework that I completed is in a portfolio site created specifically for this course, found here. We also were asked to provide a self-assessment on our blogging throughout the course therefore, there are two artifacts for this blog post.

Artifact #1 Reflection: 

This course has taught me how to integrate technology into my classroom curriculum not only with ease but how to do so in effective and innovative manners. Perhaps one of the biggest takeaways from this course is that integrating technology isn’t as simple as is often interpreted, it is not simply putting a child in front of the computer playing a game (although it can be!), there is much more and it requires a lot of thought and planning. As Robyler says, “It requires a complex combination of what teachers know about the content they teach and how they decide to teach that content.” (Robyler, 2016) It requires that educators combine our content knowledge, pedagogical knowledge and technological knowledge or the  “TPACK” as Roblyer calls this combination, to integrate technology to create an enhanced learning experience for our students. I have also learned how to navigate and utilize many different sites and tools to enhance my own classroom curriculum. One of my favorite projects was the instructional software lesson because the journey to create it was so enjoyable. I was fascinated by the various types of instructional software and the various advantages for each of them-I refer back to this information regularly.

This awareness of various types of tools and technologies and how they have a direct impact on my teaching and student learning is where I have most grown as a professional throughout the semester in this course. I find myself always evaluating my lessons and ensuring that they are integrating technology whenever possible to help my students be prepared for the 21st century but also that I am integrating technology in the most effective manner to reach the goals I have for my students. This has been one of the biggest changes in my thoughts about my pedagogy, I have always had a drive to help my students reach their goals and the ones I have set for them but now I see the immense role that technology plays in this process. Not only is using technology effectively a goal I have for the students, but technology is a key component in these goals because it allows for differentiation. Students can use technology to learn and to grow as learners and creators. Before taking this course, I knew that technology in the classroom, was important but I was still hesitant to employ it regularly in my classroom because I was afraid of the outcomes, this course has changed my perspective to now thinking that the good will always outweigh the bad in effective technology integration. In each project I created in this course and continue to create to use in the classroom, the theory I learned in this class, as mentioned above, has guided me. It is the theory and concepts behind technology integration that helps to create an effective lesson with technology incorporated. In this course the AECT standards were a guiding light, ensuring that I became demonstrated mastery of various standards in my research, practice, and project creation. The specific AECT standards that were met are referenced below.

References:

Roblyer, M.D., (2016). Integrating Educational Technology into Teaching. (7th ed.). Boston: Pearson.

Artifact #2 Self-Assessment: 

As per the blog grading rubric, I would grade myself as follows:

Content: 70/70
The content on my blog is insightful with rich detail and full of thought and synthesis. There are many connections to real-life situations in my classroom and experience in education.
Reading/Resources: 20/20
My blog entries included references to the course text and regularly to other outside sources provided in the references or that I found on my own to support my blog content.  APA format was always used to reference my sources.
Timeliness: 20/20
Most of my blog posts were done early to allow for others to comment, and all were completed and posted by the due date.
Responses to other students: 30/30
I always responded to at least two other student blogs, at times more, referencing this on each modules blog discussion. My responses were detailed and spoke directly about the content of the students post or contained questions to encourage and enhance the dialogue.
Overall Grade:  140/140

 

AECT Standard Connection:  The coursework I completed in this course can be found on my Weebly site here. What you will find demonstrates mastery of the following standards:

  • AECT Standard 1-Content Knowledge:
    • 1.2 Using: Throughout this course, I demonstrated the ability to select and use technological resources and processes to support student learning and to enhance my pedagogy. I had to select the appropriate resources and tools when creating the various lesson plans I created in such a way that would enhance student learning and help further develop my pedagogy.
    • 1.3 Assessing/Evaluating: Throughout this course, I demonstrated the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. Selecting and evaluating technologies was a great part of my blog reflections when I focused on relative advantages of different support tools as well as a lot of the readings I conducted to prepare for my lesson/project creation.
  • AECT Standard 2-Content Pedagogy:
    • 2.1 Creating: Throughout this course, I applied content pedagogy to create appropriate applications of processes and technologies to improve my student’s learning and performance outcomes.I developed as a reflective practitioner by reading the course text, reflecting via writing, engaging in dialogue with my classmates, and applying what I learned in my projects.
    • 2.2 Using: Throughout this course, I implemented appropriate educational technologies in my projects and lesson plans and processes that I use in my classroom based on my appropriate content pedagogy that was enhanced in this course.
  • AECT Standard 5-Research:
    • 5.2 Method: Throughout this course, I applied research methodologies to solve problems with technology that I encountered in the classroom or that I encountered when creating lessons/projects and this enhanced my learning and teaching practice.
    • 5.3 Assessing/Evaluating: Throughout this course, I applied  formal inquiry strategies to assess and evaluate various processes and resources when creating the projects/lessons. This helped me to explore, evaluate, synthesize, and apply methods of inquiry to enhance my learning and improve my performance.

Assistive Technology

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Artifact Introduction: During our eleventh week in Integrating Technology into the Classroom Curriculum, we were to review a serious of resources including the textbook Integrating Educational Technology into Teaching & identify the accessibility features on our computer. We were then to identify the types of disabilities that might be accommodated with these features & how specific disabilities would benefit from using the device.

Artifact: 

“…The rapid development and application of computer-based technology, however, has created a sea change in available options for disabled students, ending the isolation and limited opportunities disabled students have long faced. Computer programs have been designed to make it easier for disabled students to access material, communicate their ideas and work, and participate in educational experiences.” (The Role of Assistive Technologies in Supporting Disabled Learners, 2012) This is assistive technology.

In this post, I’m going to be reflecting upon the assistive features for various disabilities found on the Windows 10 Home Edition, of my HP ENVY TouchSmart Sleekbook 4 laptop.

Hearing Disability:

For hearing disabilities, the features already included on the computer were scarce, but the following were available. The “Narrator” feature reads more than just the text on the screen but all the elements including text and buttons and by adjusting the volume, this may be a helpful tool. “Sound Sentry”is another feature that provide(s) visual notifications for sounds. So for instance, when an error sound plays, there will also be a visual alert displayed if you have this setting enabled. (Ability Net, 2013). There are also text captions for spoken dialogue that is provided “as available”.

Vision Disability:

There is a “Narrator” feature which reads more than just the text on the screen but all the elements including text and buttons. You can also change the volume, speed, tone of voice, and even the voice in the Narrator settings. You can also choose what kinds of things you’ll hear like audio cues and characters that you’re typing. This feature would be extremely helpful to someone with a vision disability as it narrates what you’re toggling on, what screen you’re currently on, and what you opened/closed. The “Magnifier” feature magnifies the screen and also has the option to invert the coloring of the screen. There are various options such as changing what is being magnified and following the keyboard or mouse. This would help someone with a vision disability as it would provide a much larger magnification of the material on the screen. Additionally, you can control the thickness of the blinking cursor and change the color and size of the mouse cursor.

Physical Disability:

“Sticky Keys” is a feature that could help someone with a physical disability by allowing them to press keyboard shortcuts, such as CTRL+C for copy one-at-a-time. “Filter keys” allows users to ignore or slow down brief or repeated keystrokes and adjust keyboard repeat rates.  The “toggle keys” feature plays a tone when CAPS LOCK, NUM LOCK, or SCROLL LOCK are enabled, as these keys are often pressed unintentionally and I imagine even more so if you have a physical disability in your fingers/hands.

Learning Disability:

Some of the same features listed above, “narrator”, “sticky keys” “toggle keys” and “filter keys” are available for those with a learning disability. There is also the “mouse keys” features that allows the user to move the mouse with the keyboard keys. Additionally, you can control the thickness of the blinking cursor, change the color and size of the mouse cursor, turn off all unnecessary animations, and remove background images.

What impressed me the most, was that in the “ease of access” center you can complete a short questionnaire that recommends settings based on the answers to your questions. The questions range from “I have difficulty hearing” to “I have a hard time focusing”. I used the questionnaire to discover the features and explore their application and applicability. The Ease of Access Center also provides a direct link to the Assistive Technology Products for Windows online page to learn about additional features with demos and tutorials on how to use them.

 

References:

Microsoft. (2015). Microsoft Accessibility Assistive Technology Products for Windows. Retrieved from: http://www.microsoft.com/enable/at/vista/default.aspx

MyComputerMyWay. Ability Net. Sound Alerts in Windows 7. Retrieved from: https://mcmw.abilitynet.org.uk/sound-alerts-in-windows-7-sound-sentry/

Roblyer, M.D., (2016). Integrating Educational Technology into Teaching. (7th ed.). Boston: Pearson.

Teachthought. (2012). The Role of Assistive Technology in Supporting Disabled Learners. retrieved from: http://www.teachthought.com/uncategorized/the-role-of-assitive-technology-in-supporting-disabled-learners/

Reflection of Learning/Standard Connection:  This assignment required me to take an in-depth look, to analyze the assistive technologies available on my laptop to help those with disabilities.  I got the experience to get a look at technology from diverse perspectives and that, in turn, helped me reflect on my teaching practices.

  • AECT Standard 2.3 Assessing/Evaluating: I demonstrated an inquiry process that assessed the adequacy of assistive technologies in my laptop, grounded in reflective practice while reflecting upon assistive technologies and the applications in the fourth-grade classroom setting.

Obstacles & Solutions:Integrating Technology into ELA

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Artifact Introduction: During our eleventh week in Integrating Technology into the Classroom Curriculum, we were to review a serious of resources including the textbook Integrating Educational Technology into Teaching reflect on the obstacles of integrating technology into the classroom. We were then to apply this information to our own classroom and chosen content area (ELA) and reflect on the solutions to these obstacles.

Artifact: 

“The definition of literacy has changed dramatically in the United States over the course of its history, from being able to sign your name, to being familiar with certain canonical texts, to begin able to read and write and make meaning from the written word, to being proficient in 21st-century literacies.” (Roblyer p. 261) With this constant change in the definition of literacy comes the constant evolution of teaching and the responsibility of the teacher to evolve with the times. The Common Core State Standards clearly address the importance of technology implementation in English Language Arts by stating that students need to: “…employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use…” (Common Core 2010) As Robyler states, this is because Educational policy has begun to recognize how the internet is changing how people learn.

As noted above, integrating technology into ELA is important. However, obstacles to do so  effectively are often encountered, some of these obstacles are listed below:

Problem: Adequacy of Professional Development for Teachers

Teachers are regularly being asked to change and modify their strategies in teaching and many are happy to do so if they have proper training, time to implement, and evidence that demonstrates the benefits for the students. The problem that is often found and that I see with teachers at the school where I work is that those things were not given to them. GAFE (Google Apps for Educators) was adopted by the entire district and all of these wonderful tools were displayed and then the training ended. These teachers needed more and Roblyer states  four ways that professional development about technology integration could be improved that could have been used in this situation and these are:

  1. “Time to learn, explore and develop literacy lessons
  2. Access to the technologies
  3. Access to more knowledge and knowledgeable others
  4. Continued, direct support”

Solution: Personal Learning Communities & Self-developed Professional Development

Roblyer points out that when teachers do not have the support they need in order to find their own professional development. “By developing themselves into a connected educator who interacts with professional educators around the world in order to construct new knowledge and deepen understanding.” He also suggests “teachers assume personal responsibility for professional learning through organized professional communities, teacher-selected personal learning communities and interest-based communities of practice.” All of these are valid solutions to enhance teacher education but I think there needs to be an improvement of support systems by districts to provide for time for teachers to do such things and even resources to get them started.

Problem: Access to appropriate tools/resources

While developing many of the lessons and projects for this class and integrating them into my content area I found that there are a plethora of resources for teaching ELA concepts to students. I also found that within this wealth of information there were a lot of tools and resources that did not live up to their full potential. There were also a lot of resources that did not have correct information or were not user-friendly. Since the internet is a place for everyone and everything, this is a problem that was bound to arise.

Solution: Sharing of Resources in Teacher Learning Communities

As Robyler mentioned above teachers can become members in organized professional communities like the NCTE’s Connected Community website and/or personal learning communities such as Twitter, blogs, digital portfolios and using RSS feeds. These technologies can “help educators identify new trends, connect with educators, share and receive ideas, build relationships, and ultimately become connected educators that know the affordances and challenges of using digital tools and support the development of new literacies”. Being a part of a connected learning community and sharing resources is the best way for teachers to ensure that they are using the most up-to-date resources that will give them the most “bang for their buck.“The definition of

So as the definition of literacy has changed over time so will teaching and to do so we need to pull together as educators and collaborate to grow together as a community of learners teaching the future.

References:

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

Roblyer, M.D., (2016). Integrating Educational Technology into Teaching     (7th ed.). Boston: Pearson.

Reflection of Learning/Standard Connection:  This assignment required me to really delve into the ELA curriculum and textbook to analyze the obstacles teachers face when integrating technology in the ELA content on a regular basis and how those obstacles can be lessened or solved.  I got the experience to analyze various situations and synthesize the information I’ve learned to solve these problems.

  • AECT Standard 2.1 Creating: To write about the relative advantage of technology in the ELA classroom, I needed to apply content pedagogy to reflect upon appropriate applications of processes and technologies to improve learning and performance outcomes.
  • AECT Standard 2.2 Using: To write about the obstacles and solutions of integrating technology in the ELA classroom, I thought of ways to implement appropriate educational technologies and processes based on appropriate content pedagogy and what problems one might encounter along the way.
  • AECT Standard 2.3 Assessing/Evaluating: I demonstrated an inquiry process that assessed the adequacy of learning and evaluated the instruction and implementation of educational technologies and processes grounded in reflective practice while reflecting upon the problems and solutions of integrating technology in the ELA classroom setting.

Relative Advantage of Technology in ELA

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Artifact Introduction: During our tenth week in Integrating Technology into the Classroom Curriculum, we were to review a serious of resources including the textbook Integrating Educational Technology into Teaching reflect on the advantages of utilizing technology in the classroom. We were then to apply this information to our own classroom and chosen content area (ELA) and reflect on the relative advantage of utilizing technology.

Artifact: 

“The National Council of Teachers of English (NCTE) and International Reading Association (IRA) Standards for the English and Langauge Arts emphasize the importance of students having opportunities and resources to use technology to develop their language skills…” (Roblyer p. 263)

The Common Core State Standards clearly address the importance of technology implementation in English Language Arts.

“Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.” (Common Core 2010)

As Robyler states this is because Educational policy has begun to recognize how the internet is changing how people learn. Learning doesn’t merely refer to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught but it extends to how their brains are processing and organizing inforamation. A reason to use technology is because it increases student motivation, when you tell a student to go online and read an article it immediately become a more exciting task than opening up an encyclopedia. However, teaching students to be literate in language arts requires teaching students to be literate in technology. This is because “many readers are now doing the majority of their reading online.” (Serafini 2012) This is in reference to adults who did not grow up with the internet, the children whom we are educating will not know a world without it. Serafini goes on to say that teachers should teach readers to not only be literate of written text bt of multimodal text as navigators, interpreters, desginers, and interrogators. (Roblyer p. 263)

That being said, technology integration into the English Language Arts classroom supports many differerent areas. For word fluency and vocabulary development integrating technology offers increased motivation and engageing strategies. In reference to comprehension and literacy development it allows for more flexibility and increased interaction with text (as was noted above as necessary). It also allows for scaffolding that is often difficult to accomplish because of increased class sizes and/or lack of time or resources. Technology also helps support writng instruction by helping students organize their thoughts prior to beginning a writing task, providing models of good writing, and offering more flexibility to edit and revise while writing. The flexibility technology allows when writing is a great advantage over pencil/paper writing. Another benefit of technology in writing is that there is instant feedback for revision and editing purposes while writing that students do not receive when writing on paper. Technology allows for our students to share their learning to authentic audiences and gives them added purpose to grow and succeed.

According to the Office of Educational Research and Improvement using technology as a  tool for communicating with others allows students to take “an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast” (“Technology and Education Reform,” n.d.). This is what we want of twenty first century students, we want them to be active creators of their knowledge. Using technology in the English Language Arts classroom allows for students to take the drivers seat in their learning and interact in ways that will help them be continuous learners and drivers of their own education.

 

References:

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

Roblyer, M.D., (2016). Integrating Educational Technology into Teaching     (7th ed.). Boston: Pearson.

Technology and Education Reform. (n.d.). Retrieved April 04, 2016, fromhttps://www2.ed.gov/pubs/EdReformStudies/EdTech/index.html

Reflection of Learning/Standard Connection:  This assignment required me to really delve into the ELA curriculum and textbook to analyze the relative advantage of using technology in the ELA content on a regular basis.  I got the experience to really become familiar with the benefits and various uses of various tools in various areas.

  • AECT Standard 2.1 Creating: To write about the relative advantage of technology in the ELA classroom, I needed to apply content pedagogy to create and reflect upon appropriate applications of processes and technologies to improve learning and performance outcomes.
  • AECT Standard 2.2 Using: To write about the relative advantage of technology in the ELA classroom, I thought of ways to implement appropriate educational technologies and processes based on appropriate content pedagogy.
  • AECT Standard 2.3 Assessing/Evaluating: I demonstrated an inquiry process that assessed the adequacy of learning and evaluated the instruction and implementation of educational technologies and processes grounded in reflective practice while reflecting upon the relative advantage of technology in the fourth-grade ELA classroom setting.
  • AECT Standard 3.2 Using: In order to effectively reflect on the relative advantage of using technology in the fourth-grade ELA classroom, I needed to make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

Social Networking & Walled Gardens

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Artifact Introduction: During our seventh week in Integrating Technology into the Classroom Curriculum, we were to read chapter six in Integrating Educational Technology into Teaching & reflect on the advantages of utilizing social networking in the classroom. We were then to apply this information to our own classroom and chosen content area and reflect on the relative advantage of utilizing social media utilizing the social networking tool Voice Thread.

I invite you to join the conversation by adding a comment on my VoiceThread by clicking on the link below.

Artifact: 

VoiceThread on Social Networking & Walled Gardens

Reflection of Learning/Standard Connection:  This assignment required me to really delve into my curriculum and analyze the relative advantage of using social networking in my classroom on a regular basis.  I got the experience to really become familiar with the various types of social networking and the benefits of utilizing it in the classroom. Some ways that I was already familiar with and others I had never heard of before. I learned so much about how social media can truly enhance learning for students of all ages and that the benefits far outweigh the drawbacks.

  • AECT Standard 2.1 Creating: To reflect upon the relative advantage of social networking in the classroom, I needed to apply content pedagogy to create and reflect upon appropriate applications of processes and technologies to improve learning and performance outcomes.
  • AECT Standard 2.2 Using: To reflect upon the relative advantage of social networking in the classroom, I thought of ways to implement appropriate educational technologies and processes based on appropriate content pedagogy.
  • AECT Standard 2.3 Assessing/Evaluating: I demonstrated an inquiry process that assessed the adequacy of learning and evaluated the instruction and implementation of educational technologies and processes grounded in reflective practice while reflecting upon the relative advantage of utilizing social networking in the fourth-grade classroom setting.
  • AECT Standard 3.2 Using: In order to effectively reflect on the relative advantage of using social networking in the fourth-grade ELA classroom, I needed to make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

Relative Advantage of Multimedia

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Artifact Introduction: During our fifth week in Integrating Technology into the Classroom Curriculum, we were to read chapter seven in Integrating Educational Technology into Teaching & reflect on the advantages of utilizing multimedia in the classroom. We were then to apply this information to our own classroom and chosen content area and reflect on the relative advantage of utilizing multimedia in a Vlog (Video Blog) format.

Artifact: 

Reflection of Learning/Standard Connection:  This assignment required me to really delve into my curriculum and analyze the relative advantage of using multimedia in my classroom on a regular basis.  I got the experience to really become familiar with the benefits and various applications of multimedia, some ways that I was already familiar and others in novel ways that I had never heard of before but want to implement.

  • AECT Standard 2.1 Creating: To write about the relative advantage of multimedia, I needed to apply content pedagogy to create and reflect upon appropriate applications of processes and technologies to improve learning and performance outcomes.
  • AECT Standard 2.2 Using: To write about the relative advantage of multimedia, I thought of ways to implement appropriate educational technologies and processes based on appropriate content pedagogy.
  • AECT Standard 2.3 Assessing/Evaluating: I demonstrated an inquiry process that assessed the adequacy of learning and evaluated the instruction and implementation of educational technologies and processes grounded in reflective practice while reflecting upon the relative advantage of utilizing multimedia in the fourth-grade classroom setting.
  • AECT Standard 3.2 Using: In order to effectively reflect on the relative advantage of using multimedia in the fourth-grade ELA classroom, I needed to make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

Relative Advantage of the Basic Suite

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Artifact Introduction: During our third week in Integrating Technology into the Classroom Curriculum, we were to read chapter four in Integrating Educational Technology into Teaching & reflect on the advantages of utilizing the basic suite in the classroom. We were then to apply this information to our own classroom and chosen content area and reflect on the relative advantage of utilizing the basic suite.

Artifact: By definition a suite is “a set of programs with a uniform design and the ability to share data” while adding basic, modifies that definition to say that this suite is one that “(forms) an essential foundation or starting point; (one that is) fundamental.” Therefore, a basic suite is a fundamental set of programs with uniform design. The basic suite is comprised of three types of software tools: word processing, spreadsheets, and presentation software (Roblyer, 2016). These software tools have numerous advantages as they help increase productivity, accuracy, and appearance of presentations/documents in the business world and consequently the educational world. (Roblyer, 2016). As technology has developed so has the basic suite, it has moved from programs that need to be downloaded (Microsoft) to web-based software such as Google (for all three), Prezi (presentation), and Open Office (word processing). We’re going to focus on basic suite in the educational world, specifically in the fourth-grade classroom in and its use in the ELA curriculum.

  • Word Processing:

Some examples of word processing software tools are Google Docs, Microsoft Word, and Open Office among others (Roblyer, 2016). These tools facilitate the process of typing text to create a document and then formatting and editing this text. Google Docs goes further and allows for collaboration between multiple users on a single document at one time, automatic saving, commenting and tracking of changes. The relative advantage of using word processing tools in the fourth-grade classroom is that students can work collaboratively to create research, narratives, and/or expository papers all done in a quick and efficient manner. The Common Core State Standards clearly state that fourth grade students must: “With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting” (National Governors Association Center for Best Practices & Council of Chief State School Officers).Word processing software is the key to ensuring students are meeting this standard. In my fourth grade classroom my students regularly work projects using word processing software; currently, they are working on writing a persuasive paper utilizing Google Docs where they present a persuasive piece encouraging others to donate money to their charity of choice. Word processing software and in this case, Google Docs, helps my students write an organized paper, collaborate with others to edit and revise it by allowing the document to be “shared”, tracking changes and allowing comments. Using word processing software and therefore, participating in the drafting editing, revising, and publishing process is an invaluable skill they will have mastered.

  • Spreadsheet:

Some examples of spreadsheet software tools are Google Sheets and Microsoft Excel (Roblyer, 2016). These tools facilitate the process of gathering and organizing data, and then creating graphs and charts to easily comprehend this information. Google Sheets goes further and allows for collaboration between multiple users on a single document at one time, automatic saving, commenting and tracking of changes. Google Sheets can also be paired with Google Forms (which is a Google Survey tool) which further facilitates the process of interpreting data. The relative advantage of using spreadsheet tools in the fourth-grade classroom is that students can work collaboratively to gather research and then in a quick and efficient manner translate that research into a graph/chart to ease comprehension of information. The Common Core State Standards clearly state that fourth grade students must be able to: “Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources” (National Governors Association Center for Best Practices & Council of Chief State School Officers). Spreadsheet software enables students to take information that they gather and organize it in an efficient and logical manner. In my fourth grade classroom, my students work on many projects using spreadsheet software, in the spring my students work on a Science Fair project utilizing Google Sheets to create a chart to demonstrate the findings of their research of their chosen Science Fair project. Spreadsheet software and in this case, Google Sheets helps my students create an organized graph where they show growth or compare items and learn at a young age how information can be displayed in effective manners, a skill needed in the 20th century.

  • Presentation:

Some examples of presentation software tools are Google Slides, Microsoft PowerPoint, and Prezi among others (Roblyer, 2016). These tools facilitate the process of presenting information in a visually appealing manner. Google Slides goes further and allows for collaboration between multiple users on a single presentation at one time, automatic saving, commenting and tracking of changes. The relative advantage of using presentation tools in the fourth-grade classroom is that students can work collaboratively following best practice in presentations to create individual or collaborative presentations to teach others and/or demonstrate their mastery of a subject (Roblyer, 127). Students can gather research and then in a quick and efficient manner translate that research into a presentation to ensure their audience is immediately captivated with the information they are providing. The Common Core State Standards clearly state that fourth grade students must be able to: “Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes” and “Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace” (National Governors Association Center for Best Practices & Council of Chief State School Officers). Presentation software facilitates the process for students to report on topics, texts and/or tell stories in an organized manner and add audio recording and visual displays while doing so. In my fourth grade classroom, my students work on many projects using presentation software, currently they are working on a presentation utilizing Google Slides where they present an informative piece stating their process in the engineering process of creating Valentine Box that uses a Simple Machine in a creative manner. Presentation software and in this case, Google Slides, helps my students create a presentation where they explain step by step their process and learn at a young age how to create visually appealing presentations, this is no doubt, a skill they will utilize in the future.

The basic suite is a fundamental set of programs with uniform design, therefore; once a student is familiar with one program their intuition serves as a guide to work with the others. The basic suite software tools of word processing, spreadsheets, and presentation software have forever changed the way information is created, organized and presented; providing our students the ability to receive and share information like it has never been done before. The numerous advantages these software tools provide in the fourth grade ELA classroom and beyond of increased productivity, accuracy, and appearance of presentations/documents and much more make it vital for students to utilize and master these tools in the classroom.

References:

Basic [Def.1]. (n.d.). In Oxford Dictionary Online, Retrieved February 3, 2016, from http://www.oxforddictionaries.com/us/definition/american_english/basic

Suite[Def.3]. (n.d.). In Oxford Dictionary Online, Retrieved February 3, 2016, from http://www.oxforddictionaries.com/us/definition/american_english/suite

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved fromwww.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Roblyer, M.D. (2016). Integrating educational technology into teaching (7th Ed.) Upper Saddle River, New Jersey: Pearson Education Inc.

Reflection of Learning/Standard Connection:  This assignment required me to really delve into my curriculum and analyze the relative advantage of using the basic suite in my classroom on a regular basis.  I got the experience to really become familiar with the benefits and various uses of the basic suite, some ways that I was already familiar and others in novel ways that I had never heard of before but want to implement.

  • AECT Standard 2.1 Creating: To write about the relative advantage of the basic suite, I needed to apply content pedagogy to create and reflect upon appropriate applications of processes and technologies to improve learning and performance outcomes.
  • AECT Standard 2.2 Using: To write about the relative advantage of the basic suite, I thought of ways to implement appropriate educational technologies and processes based on appropriate content pedagogy.
  • AECT Standard 2.3 Assessing/Evaluating: I demonstrated an inquiry process that assessed the adequacy of learning and evaluated the instruction and implementation of educational technologies and processes grounded in reflective practice while reflecting upon the relative advantage of utilizing the basic suite in the fourth-grade classroom setting.
  • AECT Standard 3.2 Using: In order to effectively reflect on the relative advantage of using the basic suite in the fourth-grade ELA classroom, I needed to make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

Relative Advantage Chart

Standard

Artifact Introduction: During our first week in Integrating Technology into the Classroom Curriculum, we were to read the first two chapters in  Integrating Educational Technology into Teaching & reflect on the learning problems that technology can help solve. We were then to synthesize this information to create a relative advantage chart that showed ten learning problems (connected to our chosen content area & grade level) with related technologies, relative advantage, and expected outcomes.

Artifact:  

Reflection of Learning/Standard Connection:  This assignment required me to really delve into my curriculum and analyze how technology could help solve a lot of the problems I (or my students) encounter daily. I got the experience to research a lot of available technologies or apply tools that I was already familiar with in innovative ways.

  • AECT Standard 2.1 Creating: To create this relative advantage chart, I needed to apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
  • AECT Standard 2.2 Using: To create this relative advantage chart, I implemented appropriate educational technologies and processes based on appropriate content pedagogy.
  • AECT Standard 2.3 Assessing/Evaluating: I demonstrated an inquiry process that assessed the adequacy of learning and evaluated the instruction and implementation of educational technologies and processes grounded in reflective practice to create this relative advantage chart.
  • AECT Standard 3.2 Using: In order to create this relative advantage chart I needed to make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.