Technology Based Lesson Redesign-EDUC 7726 Week #2

At the beginning of Raj Dhingra’s TED talk he said, “When you change the thinking, you can change the rules, you can change the solution.”   What an interesting way to look at technology in education and education in general, it’s all about changing the way you think.  Sometimes the smallest adjustment can make the biggest difference. 

This week the assignment was to take an existing lesson plan and adjust it by selecting purposeful technology to support instructional standards.  I choose a lesson for first grade students using graphing with a technology piece embedded into the lesson.  After reading the lesson plan I didn’t think that technology was used as much as it could have been.  In the original lesson the teacher had students ask students at a local college to list their favorite things and students created a database based on the college students answers and then compare to see who in the first grade class had similar favorites in various categories.  Students then drew a picture of themselves with the college student they shared similar favorites with and wrote a sentence explaining their drawings. 

It’s a good lesson but very basic and doesn’t require much technology.  One suggestion I would have made is make it a year long project and the first grade class and college class could have had a pen pal program through out the year and used Skype as well as other technology to create a greater connection between the two groups.  I have found once students have a connection with their learning they become more motivated learners.  When I adjusted the lesson I removed the pen pal piece for my Kindergarten students because I wanted to focus on the graphing instead of comparing similarities and differences with a writing component.  I adjusted a workstation that I currently use and extended it into a graphing/math lesson.  The adjustments I made to the lesson allows my students to use the “technology candy” that Raj Dhingra talked about instead of having the technology sit on the shelf.

Graphing Favorites

As I adjusting the lesson plan for my students I kept the SAMR model in mind:

·      Substitution- Technology acts as direct tool substitute, with no functional change.

·      Augmentation- Technology acts as a direct tool substitute, with functional improvement.

·      Modification-Technology allows for significant task redesign.

·      Redefinition-Technology allows for the creation of new tasks, previously inconceivable.  (Puentedura, 2010)

I wanted students to be able to create something on their own using information that they had found.  I wanted students to use various parts of Bloom’s taxonomy to add value to there learning.  Sonja Delafosse’s video highlights many of things I want my students to do.  She shares what it means to be a 21^st century teacher.  No longer are we expected to have students sit in their desk and watch a teacher go on and on and write on the chalkboard instead students are participants in their learning instead of spectators.  “Students do not need to entertained, they need to be engaged” (Delafosse, 2011)

Image Courtesy: https://www.youtube.com/watch?v=075aWDdZUlM

Technology needs to be used a tool and not as a toy in classrooms.  The lesson that I created is almost like a treasure hunt for my students.  They need to look for certain information in the text and video they are learning from and then record that on their treasure map (recording sheet).  Like most of the learning in Kindergarten students don’t see learning as boring instead they want to complete the task and share what they have learned with their classmates.  Similar to what some of the stories shared in the Barbara Means article, such as the “software-based activity can influence a teacher’s core instruction” (Means et al., 2006).

Changing students thinking about learning is changing the solution as Dhingra suggests.  Sometimes it’s not the students thinking that needs to be changed instead it is the teacher’s way of teaching.  Learning doesn’t need to paper and pencil all of the time nor does it need to be technology off of the time instead the challenge for teachers should be how to find that happy balance of both.

Thank you to Cari for helping me add some new elements to my lesson!  It was new experience to work with someone in different concentration area and grade level but it gave me new insight into what I do and what my colleagues do on a daily basis.

References

Delafosse, S. (2011). Teaching in the 21st Century. Retrieved April 14, 2015, from https://youtu.be/075aWDdZUlM

Developing Lessons with Technology. (n.d.). Retrieved April 14, 2015, from http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0136101259.pdf

Dhingra, R. (2012). Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend. Retrieved April 14, 2015, from https://youtu.be/l0s_M6xKxNc

Means, B. (2010). Information Technology and Teacher Education: Focus on student learning or on teacher change? Journal of Research on Technology in Education, 42(3), 285-0307. Retrieved April 14, 2015, from http://files.eric.ed.gov/fulltext/EJ882507.pdf

Puentedura, R. (2010). SAMR: A Brief Introduction. Retrieved April 14, 2015, from http://www.hippasus.com/rrpweblog/archives/2011/10/28/SAMR_TPCK_In_Action.pdf

Teacher's Toolbox- EDUC 7726 Week #1

For years I have always wondered who is Dr. Robert Marzano and why does his findings affect my teaching practices.  Finally my questions have been answered!  Marzano is an educational researcher who studied various teaching practices that correspond with student achievement.  Through this study Marzano found that teachers matter and there are nine strategies that showed a higher likelihood of increasing student achievement. 

As teachers we are always looking for ways to increase student achievement, unfortunately receiving a book from your principal on your first day of professional development at the beginning of the school year telling you that you need to implement these nine strategies into your daily teaching on the first day of school which happens to be two days later isn’t what Marzano intended.  Marzano’s research suggests that teachers need to teach beyond the “right answer” and instead teach to give students a deeper understanding of their learning.

The Common Core is high set of standards/goals of what students should know and what they should be able to do at the end of a grade. The Common Core aligns with Marzano’s research, CCSS also wants students to go beyond the right answer and show their thinking and explain how they got their answer.  By explaining their thinking students are able to show that they deeply understand what they have learned instead of just giving an answer and moving on.  It also helps students who might have difficulty reaching that deeper thinking because instead of teaching with just one strategy there is nine to choose from that might help those students that need more.  The importance of this alignment is crucial for both students and educators. 

Marzano’s research also included technology because the students of this generation are using technology to enhance their thinking which then also enhances their learning, creating that deeper understanding that Marzano and the CCSS suggest.  Using technology needs to include deliberate planning and it must also add value to teaching and the learning process.  Placing a student in front of a computer or tablet and asking them to research a specific topic or idea doesn’t work.  Some students will become frustrated and instead of achieving a deeper understanding of a topic they will have the opposite reaction and not want to participate in their learning at all.  As teachers we need to show students how to use technology responsibly and give them the tools to go deeper with their thinking.  Using the I do, we do, you do model will show the students what they need to do, working with them together to make sure they understand what they need to do, and finally allowing them to explore and navigate on their own to help them deeper understand a topic.

Marzano’s strategies are great for educators to provide various ways to teach a concept or idea to students.  Students are given the chance to use these strategies to enhance their understanding and go deeper.  Using Marzano’s strategies as part of your everyday teaching is crucial to students and their learning.  What educators and administrators need to understand that Marzano’s strategies should be used to guide instruction not is the only form of instruction.  All nine strategies do not need to be a part of every lesson instead they should be used as tools and should be intentional when planning for various lessons.

This was my first introduction into John Hattie and his research about high yield research strategies what struck me the most was how much his research intertwined with Marzano and the Common Core.  Much like Marzano he suggests that teachers should provide students with different strategies rather than more strategies.  As adults this is true with completing various tasks in our lives.  We are given various tasks to complete in a given time period when more tasks are given to us we begin to drown in a sense.  We become overwhelmed by additions and sometimes just walk away rather than continue to drown and become frustrated.  Students don’t need more ways to complete something instead providing them with a choice helps motivate them and makes them feel as though they are in charge of their learning rather than the teacher.

That inner motivation is what helps to drive student achievement.  Hattie says that people shouldn’t say, “Do your best” because that allows the learner not to be challenged.  When the learner needs to be challenged to help them reach that deeper level of thinking.  Learners also need specific feedback so simply saying “Good job” doesn’t show what they did right or wrong.  Sharing with them specific feedback allows them to think about what they learned and how they can apply that learning to something else in the future.  “Good job” doesn’t allow for deeper thinking, it allows for learners to forget about what they learned because there is nothing specific about they did or didn’t do.  Deeper thinking allows students to be engaged in their learning and provide them the motivation to do better work not their best work.

Hattie’s strategies also allow educators a chance to align technology with the standards of the Common Core.  Allowing students to complete a task with options to complete it make students feel as though they are in charge of their learning.  The Wakefield article goes on to support Hattie’s strategies and thinking.  The idea of the “Flipped Classroom” is something that I know myself and many of my peers in this program have used with their students also found success.  As educators we need share these successes with parents because the idea of students being in charge of their learning can scare some parents.  We need to change their idea of thinking that the only teachers can teach, instead we can show them how students can teach each other and still learn which is the most important thing.

In terms of at intentional planning I looked at my peers ideas of using technology to support the deeper thinking that Marzano provides is something that should be used in an early elementary classroom setting like my own.  What Kara and Trish both did I also do in my classroom.  I work with students to summarize a story we have read and as a class we work together to figure out what was really important in understanding the story.  I also provide my students with multiple opportunities throughout the day to work in cooperative learning groups.  During literacy workstations I have students work together that have the same needs in homogenous groups but during math workstations students work in heterogeneous grouping.  In both ways of groupings students work together and help learn/teach each other.

Both Marzano and Hattie give various strategies that work in various classroom settings and grade levels, I cannot suggest just one that is a one size fits all.  Instead I suggest that teachers look at their student’s needs as well as the learning outcomes in the Common Core and use those to drive instruction.

References:

John Hattie, Visible Learning, Pt. 2, Effective Methods

Marzano's Nine Strategies for Effective Instruction

Technology in Schools: Future Changes in Classrooms

Personal Online Case Study

What elements of your teaching practice would be effective in an online learning environment, and what would need to be adjusted, or modified to allow you to successfully work with students within an online learning environment?  

I began looking into the IT&DML program in October 2013 because I was interested in being a technology “coach” in my school district and my Superintendent said I needed more experience.  I thought I had a lot of technology experience.  I was always the first in the building to volunteer for the latest technology pilot program.   I was the technology troubleshooter in the K-2 wing of my building as I thought I knew technology but thinking back to July 2014 when I had my first class I had no idea what I was going to learn and how I would gain about things that I thought were for “real technology” people.

My first blog post says it all!  I would love to read others blogs but I never once thought about starting my own.  As I looked back at my blog posts I “rediscovered” all of the ways I have integrated technology into my life first as a student and then as a teacher into my classroom.  I am first able to proudly show off my blog as well as my learning hub to other educators as well as the world.  I have used my YouTube page to share with various “How To” videos that I have created.  My YouTube page started with me struggling as I cooked with TPACK and then I began creating videos to share with other educators.  Using Geocaching and Easy Blogger Jr. allowed me to give step-by-step guides for people to incorporate into their everyday lives and classrooms.  I can tell you that the Anne Marie Lanning that began this program in July 2014 would have said there was no way I would learn how to do all of those things.  I’m still getting used it to creating videos but I’m learning how to be a confident learner which creates a confident teacher.

As a Kindergarten teacher in an urban school district I am lucky enough to receive a lot of technology support.  I was lucky enough to be chosen to pilot using an iPad in Kindergarten classroom two years ago.  I downloaded a few applications for my students to use but I didn’t realize what my students could really do with that piece of technology.  This past school year I was given a grade level set of ten iPads and because of what I learning in IT&DML program I able to give my students the chance to really use this amazing technology!  We began the year using the Easy Blogger Jr. application and my students have enjoyed this yearlong project!  It has given them the chance to be independent learners.  The application allows them to think and reflect on what they are learning and reading about. 

This past semester I became comfortable using Storify.  I was able provide a quick synopsis of what I had read and learned about each week as a story of sorts.  I have been thinking of incorporating a Storify for Kindergarten celebration this year.  It will be a fun way for students to show their families and friends what they have learned this year.  Luckily students have done a great job documenting the year themselves by using the iPads.   I am happy to have been given the chance to learn to use Storify because it has allowed me to become comfortable using it as a learner and now introducing it to my students as a teacher.

To be a better educator there needs to be constant adjustment and modification to allow for growth to happen.  By becoming a student again I have been constantly adjusting and modifying myself to successfully work with students within an online learning environment.  The IT&DML program has given me numerous resources that I have been lucky enough to share with my students.  Two weeks ago my school district rolled out Google Drive and Edmodo thanks to my experiences at UNH I have been able to help my colleagues discover the advantages of using these amazing resources.  This past semester I was able to work with Coursesites.  Thanks to my wonderful partners Tina and Lisa I was able to see the advantages of using this medium to present information to students. Tina created an amazing unit and Coursesites was a great way to highlight it. I wouldn’t be using it with my Kindergarten students but I would be able to use it for myself to keep assignments and share with their parents. 

As I am now half way completed with my IT&DML journey I am continuing to learn something new each day.  I would like to gain more confidence in using technology with students as well as myself being a learner.   Looking back to July 2014 when I officially started I have gained so much knowledge.  I certainly have learned more than I could have imagined and look forward to what is to come and I have to say my blog and Learning Hub have come a long way in what a positive way!  Who would have thought I would go from just reading blogs to now having a blog AND Learning Hub AND posting over 80 times! 

Week #12- Visions

Week Twelve Discussion

What do you think about iNACOL’s New Learning Models Vision? Are there limitations or disadvantages to such an approach? Is it feasible? Do you find that there are advantages for you as you create your own environments?

Personalization for every students learning is every teachers and parents ideal learning world.   Students need to be the center of learning instead of the test scores, which are becoming the most important part of teaching/learning.  iNACOL’s New Learning Models Vision provides that personalization for students while using technology to provide personalized instruction at their own pace.  I think that the New Learning Models Vision is unique, ideal, and flexible as we teach the next generation of learners.  Using the TPAC model that iNACOL has created for the New Learning Models Vision covers many of the areas of learning that can be challenging, 1:1 computing, teachers and administrators needing new skills to use with online education, personalization of instruction, and assessment including common core standards and curriculum to name a few.  Is this model feasible?  Only time will tell.

I think that there are lots of advantages of using iNACOL’s New Learning Models Vision but there are lots of disadvantages as well.   The optimist in me thinks that this is the new latest and greatest approach to teaching.  The pessimist in me thinks about possible funding cuts, constant repairing of technology and other equipment, and too much focus on technology and not enough on people and human interaction.  I do look forward to seeing this hopefully successful model empower students and educators alike.

As I read about NMC Horizon Project Preview I thought how over five years they planned to implement six new ideas into their teaching.  A lot of times as educators we feel as though we get everything thrown at us.  The Horizon Project plans to do pieces over time, which makes it easier for educators as well as students.  All of their ideas sound great I’m curious to see how the five-year plan turns out.

The Story of Us Week Nine #WalkMyWorld

In what ways are you establishing your digital identity as you document various elements of your life? In the #WalkMyWorld project, how are you making your private history public online? How does the use of digital texts and tools modify the history or identity that you share?

When I began the IT&DML  program at UNH I thought I knew so many things about technology and about my digital identity.  I had my Twitter account private, my Facebook account private, and I thought I was doing everything right.  Now I have a public Twitter account and my Facebook is still private but I'm still learning how to do everything right!

My digital identity is out there for the world to see.  I have my blog, my learning hub, my YouTube Channel, my Google+ information, and of course my trusty public Twitter.  I'm choosing to use these various tools to establish my digital identity for my teacher/student life.  I want my Facebook,etc. to continue to be "private" that is part of my life that I want for my family and "friends".

By being apart of the #WalkMyWorld project I have made bits and pieces of my private history public online.  The first part of the project was showing the front door of my house.  I have continue to allow the public into various private parts of my life.  The use of digital texts and tools has modified the history and the identity I share.  Without them I wouldn't be able to share half of the things that I have posted.  Actually all of them, thank you Twitter!

#WalkMyWorld has been an interesting project to be apart of.  I will continue to grow my digital identity one day at a time.  I'm not that interesting most of the time.  I doubt that the public will want the paparazzi outside my door.  But as with most things you never know!

Digital Badges

Week Ten Discussions

Please use the forum to post your thoughts this week on Digital badges. Remember to access the readings first and any external content that may help you with the development of understanding. Please feel free to be as critical as you like.

I love digital badges!  Maybe it’s the Girl Scout in me or that I like the idea of badges but they are so fun!!  Mozilla Open Badges project has opened a door for digital recognition for completion of a task or skill (Ferdig and Pytash).  They show off your learning in a way.  They are great for teachers who seems don’t always get the credit for working on professional development or project.  What makes them great is they are individualized.  As part of our MOOC last semester we were able to earn five digital badges, each of us was able to create something that was individual to our grade our content area.  As a Kindergarten teacher my lessons were different than the Middle School or High School teachers but we able to earn the badge based on what would work for our students.  It’s a way to differentiate for teachers and their learning not just students learning.  It’s fun assessment tool as well, knowing that you were able to complete specific tasks to earn a badge also rewarding.  I also proudly printed out my badges for my students to see.  They thought it was so cool that I could earn all of these badges for being a teacher.  During indoor recess making badges also became some of my students thing to do!

The Randall, et al. article goes on explain the history of digital badges.  Digital badges are the modern day form of physical badges.  Similar to physical badges the Digital Backpack allows a person to display their badges to colleagues, potential employers, and other members of the community.  What is also great about badges is learners are able to complete the work at their own pace and earn badges along the way.  It also gives the learner ownership of their learning because they have earned them.  When earning badges with Mozilla different concepts award different badge and then form their own constellation.  How cool is that?  It’s like a learner’s own personal set of stars!  Of course the digital badging system hasn’t been perfected but it’s still new.  Overtime I’m hoping that digital badges will create a life of their own and maybe I can be known as a digital badge trailblazer!

Digital Badge Constellation