Category Archives: 5.2 Method

Candidates apply research methodologies to solve problems and enhance practice.

Ed-Tech 543:

Standard

Artifact Introduction:

During our sixth week in our Social Networking class, we were asked to explore ways schools are using Social Networking by:

  • Finding 10-15 educational projects that successfully using social networking & social media as teaching and learning strategies for our content/grade level. Ensuring that social networking was a central component.
  • Curate the located projects via one of the curation tools.
  • Write a brief description for each project that describes its connection to our content area interest.
  • Write a blog post about the key learning/ideas/applications about using social media in our teaching/learning environment we discovered through our research.

Artifact #1: Curation of Social Networking Projects

Artifact #2: Reflection

While finding educational projects that used social networking to enhance learning in the fourth-grade dual language classroom I was pleasantly surprised at the wealth of resources out there. I started by searching Skype in the classroom, which has it’s own page where there are lessons, virtual field trips, ideas, and a whole bunch of other information on how teachers have and are using Skype in their classrooms. It really made me appreciate how much teachers are ensuring that their classrooms are truly connected and preparing students to be active participants in the 21st century. There is a wealth of information out there on the reasons to use a blogging platform such as EduBlogs in the classroom to have students develop a passion for writing and to share their writing with an authentic audience, I explored some of these suggestions during my curation. I also explored Twitter, which I have started to feel more comfortable with because our classroom has our own Twitter account and we use it for reflection on a daily basis. Last year we also did started a #KidsPoetweet hashtag (& are hoping to expand it this year) where students wrote short poems and shared them to an authentic audience and even got to read others poetry! Instagram provided a wealth of ideas for the “dual language” portion of our classroom and using this network to develop vocabulary since images are such a great way to do so. It was so interesting to see how there are so many people out there sharing ideas & all we have to do is connect with others, share ideas & go off on our way to using social networking in the classroom as a tool to enhance student learning.

Reflection of Learning/Standard Connection:

AECT Standard 5.2  Method: In this assignment I had to apply research methodologies to find resources using social networking in the fourth grade classroom, solve problems and in this way enhance my practice.

Resources:

 

 

 

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Final Reflection-EdTech 541

Standard

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.

Project #1: Static Multimedia Instruction

Standard

Artifact Introduction: For our first project in my multimedia class, we were to create a static multimedia tutorial. This project is a tutorial that uses various medias, in this case, graphics and texts that are static or immobile. I decided to create a Google Drive Tutorial for my fourth-grade students to use at the beginning of the school year.

Learning Objective: After viewing the tutorial, students will be able to access Google Drive and create folders within it.

Design Notes: First, I decided to create a Google Drive tutorial because this is something that students introduced to in fourth grade at my school and have struggled with in the past. Having a tutorial will guide them whenever they need it, even if I am not available to help. To create this tutorial I used the program Clarify-it. This program is very user-friendly, allowing users to insert screenshots, images, text, and an assortment of other shapes & then manipulate all of these, to create a valuable, personalized, document. I then went through the process of accessing and creating folders in Google Drive myself taking screenshots after each step. This experience was very eye-opening because I realized that there were so many steps that students have to follow, and when unfamiliar with these steps, a lot of guidance is needed. After ordering the screenshots and cropping the ones that did not require a full screen, I organized the document by numbering and titling each screenshot. I wrote text to go along with the screen shots ensuring that it was short, concise, yet clear enough for fourth graders to follow. I placed the text in green boxes that are easy to see, with red arrows to clearly point to what the text is referring to. Finally, I went through the tutorial several times making minor changes to ensure that it followed the multimedia and contingency principles we have learned.

Principles: This project demonstrates the multimedia and contiguity principles. The multimedia principle asks graphics to be relevant to the instructional purpose. This principle also states that “visuals, as well as words [need to be] planned together” (Clark and Mayer, 2011, p.71). This ensures that learners are leveraging dual channels to engage in active learning by connecting new information to prior knowledge. The contiguity principle goes further to ask for both the graphics and text to be organized in such a way that they are within close to one another, which eliminates the need for the learner to waste cognitive processing. In this project, both principles are demonstrated with graphics and text planned together and nearby one another. Overall, this was a well-designed tutorial on how to access and create folders within Google Drive demonstrating the multimedia & contiguity principles.

Project: Google Drive Tutorial