EDLD+5364+Wiki+Update

EDLD 5364 is my 5th class in my Master's in education/ technology leadership. We have almost complete week one and we are off to a good start. I am in a group of 5, all of whom seem to be good, knowledgeable folks, eager to learn and participate. The readings this first week dealt with the topics of constructivism, connectivism, cyborg theory and other psychological topics regarding to how people learn, especially with recent technology tools in the classroom, such as Web 2.0. I look forward to further developing our group project and posting to our shared Google Docs web page at: []#
 * Wk 1 **

The videos and readings from week 2 covered a variety of fascinating topics. A primary focus was on teaching theory, and the utilization of technology tools to organize and focus on realizing objectives. We learned that it is hugely important to allow some flexibility for the creativity of the students to brainstorm and to demonstrate their achievements of the objectives in their own ways. We learned that there are a lot of free software resources to assist teachers and students with objectives planning and brainstorming, such as Kidspiration and Inspiration, as well as Rubric creation. A great graphical organizational template to get kids thinking in an organized manner about their goals is a KWHL chart, easily created in Microsoft Word. There are also wonderful data-collection resources on-line which allow a teacher to collect pre-assessment data to know where every student is. Once the data is in the system, it can be manipulated and presented in a useful way. Technology can be a tremendous help in motivating, empowering and inspiring students, especially those who struggle with conventional teaching/learning methods. Technology can assist greatly in “individualized learning” and helping students at different achievement levels catch up. This fits into the ideal “universal design for learning” model, which states that teaching should always be designed to benefit all students positively, drawing on each student’s strength, and providing them with a variety of resources.
 * Wk 2 **

The readings and videos this week further developed the concepts of differentiated learning through technology, and more specifically how to design lessons, incorporating technology tools to address the diversity of student needs. Pitler lists the 4 core tenets of universal design which are the questions: 1) what will the students learn? 2) which strategies will provide evidence of learning? 3) which strategies will help students acquired and integrate learning? and 4) which strategies will help students practice, review, and apply learning? Some of the online tools available to individualize the learning to the student are Web 2.0 tools, some which allow composition of media, organizing content, and moving media from one format to another. Of course, students must be educated on what media can be re-used, staying within copyright laws and always including attribution. The focus should really be on creating original content using the technology tools. When designing lessons, the goal should be to align them to complement technology standards such as those developed by ISTE (International Society for Technology in Education ). Any type of student work requested should have an accompanying rubric. Teachers can use a variety of templates, rubric-designers, and other videos and web resources to allow differentiated learning. Online resources can be utilized by the students to practice, review, and apply their learning. The teacher should keep in mind that technology-based strategies should address three brain-networks: recognition, strategic, and affective.
 * Wk 3 **

Pitler, H.(2005). //McRel technology initiative: The development of a technology intervention program final report// (Contact Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved March 14, 2011, from @http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_O=ED486685&ERICExtSearch_SearchType_O=no&accno=ED486685
 * Wk 4 **
 * The readings and videos this week further developed and revealed real-life experiences regarding what is takes to successfully integrate project-based, collaborative learning into the classroom, including research-based examples of what works and what doesn't, as well as the required professional development to be successful. We read about the McRel Technology Intervention (MIT) Program, and the associated McRel Technology Solutions (MTS) professional development program (Pitler, 2005). The McRel system was developed from an extensive literature and research review, and was further updated after field testing and conducting a 2 year pilot program. Regarding the professional development, the conclusion was that teachers must see the relevance between technology and the curriculum, and that school leaders must be engaged in obtaining "buy-in" and supporting the integration efforts. **
 * The videos, especially the one with Linda Darling-Hammond (Edutopia.org) espoused the many benefits to students of cooperative learning activities, such as developing their social skills, emotional intelligence, team-building skills, etc., while learning the material. These skills will be essential for their futures in the working world. The tools for collaboration, most of them free, are easily available with anyone with a computer and Internet connection and are Google sites, Wikis, Blogs, Skype, to name just a few. **
 * Interestingly, these very same tools can and should be used by teachers and Administrators, to collaborate, mentor, share experiences and resources, and so on. These collaborations of Professional Learning Communities (PLCs) can occur both online and face-to-face, preferably a combination of the two. **

Edutopia.org. (Producer). (2007, December 10). //The collaborative classroom: An interview with Linda Darling-Hammond.// [Video Webcast]. Retrieved from @http://www.edutopia.org/linda-darling-hammond-social-emotional-video

Solomon, G., & Schrum, L. (2007). //Web 2.0 New tools, New schools.// Eugene, OR: International Society for Technology in Education, 103-105.

 **Wk 5 Reflection** **In the videos, readings, and discussion board postings this week, I was most struck (as a non-classroom-teacher) about the amount of preparation is required, and generally, psychology an effective teacher is expected to utilize in order to reach the students. I don’t believe that I can fully relate to what a teacher goes through, but I am beginning to appreciate the challenge. In our group project scenario, the other members are all teachers, and I was very impressed by the technology-based lessons they were able to create and post. I can see how these would motivate and by relatable to by students with different needs and strengths. One of the technology products found by our group is a game to match various foods to the food groups. It can be found here: (http://www.sheppardsoftware.com/nutritionforkids/games/foodgroupsgame.html)**

**I agree with some of the videos we viewed this week such as that by James Paul Gee (Edutopia.org, nd.) that games are going to be some of the most adopted and effective pieces of technology application very soon, once we are rid of the stigma of using them.**

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved on Mar. 25, 2011 from http://www.edutopia.org/digital-generation-james-gee-video