Reflective PostEDUC-6714I-3 Reaching and Engaging All Learners Through Technology

In reviewing class over the past eight weeks, I realize that there are many ways to run a classroom.  I

believe I have done a pretty good job over the past 11 years, but there is always room for improvement.  I have utilized differentiated instruction (DI) in a few ways but have found that my colleagues and classmates are my best asset.   DI is a way of teaching that allows the educator to assess the students instructional needs, creates and/or uses instructional techniques that meet those needs, then reassesses the student’s needs to inform the next round of instruction (Bray, Brown, Green, 2004.) DI is utilized in my classroom through the use of variety of formats such as power point presentations, screen casts through Jing (www.jing.com,) podcasts, and/or questioning techniques.   These techniques and methodologies will continue as well as new ones will be added such as gaming and Skyping.  It is important for educators to recognize that there is a considerable overlap between the strategies within DI.  As teachers become comfortable with these strategies several may be very effectively employed simultaneously (Enhancing Learning With Technology, 2004.)

   Utilization of the group wiki has been a big help with our assignments.  Many of the ideas for my lesson plans were from some of resources that my classmates shared.  I hope that I have helped them with my discussion answers and postings.

There is not really any changes that I will be making in regards to my technology usage.  However, I will be implementing Skype and digital storytelling tools this year.  I am trying to differentiate my assessment techniques more as well.  There is only one other teacher in the building that uses these methods so I will believe it will excite the students and get their creative juices flowing. Not only are the students sick of Power Point presentations, so am I.  I also hope to allow the students to try taking their quizzes for the different chapter sections online.  This way they try a new online tool and they get marked for me, what a perk!

Resources

Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.

Enhancing Learning Through Technology. (2004).  Retrieved August 10, 2010 from, http://www.members.shaw.ca/priscillatheroux/differentiatingstrategies.html

EDUC-6715I-6 New and Emerging Technologies-Reflection

As I look back on the past eight weeks, I find that some of the ideas about technology I had previously were askew.  Technology is not something that educators need to utilize just to keep their students on task.  It is a growing and living thing that touches all aspects of our lives. Whether the technology is emerged or emerging doesn’t matter in the long run.  What matters is its impact on our students by how we utilize it in the classroom.

My assignment from weeks 6 &7 utilizes the ideas from this class since it allows me to become a technology leader within my school & department, it give me a way to collaborate with my colleges to gain better understanding of the technologies they use within their classrooms and share ideas.  I also believe that a project like this allows me to be an advocate for technology within my school, an agent of change.

As a leader, I feel as if I exhibit the qualities of an “achiever”. I try to manage, support, and create a positive team atmosphere (Rooke & Torbert, 2005.) I try to always compromise and create a pleasant working atmosphere for all involved. There have only been a few times where I have been able to exercise my leadership abilities.  I would love to have a chance to show the rest of my department how this project would be an asset to their classrooms.

I believe that sharing our ideas and knowledge makes us better teachers. It allows us to take a leadership role but also relive what it is like to be a student and ask questions. Formulating these relationships with colleagues allows exposure to many different technologies and topics rather than discovering them at an in service during the school year. Bouncing ideas off of one another and debating methodologies increases proficiencies of Web 2.0 tools allowing for a more seamless integration into the classroom.

Just as stated in Lemke and Coughlin’s article more than 30 years of research on collaboration indicates, that it contributes significantly to academic learning and is more powerful than competitive learning or learning individually (pg.56.) Once the collaboration took over rather then competing against the technology and each other, true learning occurs. I think this is true for our students and the teachers as well. Once you become comfortable then you gain confidence, and are able to take the technology/information/change agent, and become one yourself.

            I really don’t think that I would change any of my efforts for learning about new technologies in regards to this class.  I am privileged enough to be part of the Technology cohort for my school as well as for the Archdiocese of Philadelphia.  I get to not only implement but also learn and collaborate with many teachers around the country, which has made me very open to new ideas and technologies.  I hope to assist others within my school to accept these changes and implementing them in the classroom.

References:

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.

Rooke, D., & Torbert, W. (2005, April). Seven transformations of leadership. Harvard Business School Publishing Corporation. Located at http://www.newperspectives.com.au/downloads/
seven%20transformations%20of%20leadership.pdf