Session 6 Reflection

I knew that I wanted to incorporate technology into my classroom, but wasn't sure of how to effectively do so. Before I started this class, I was imagining that I would create SMART Notebook lessons, play movie clips, and have students blog instead of using a writing journal. My horizons have certainly expanded since taking this course. I am familiar with many more Web 2.0 tools and content-relevant websites that will not only deepen students' learning, but will also engage and motivate students.  

Most of the things I learned this semester will help me help students' develop their 21st century skills. I had never heard of Internet Workshop, Internet Inquiry projects, or a wiki before I started this class. Now, I am confident that I can use these concepts and tools to enhance student learning. I now have the tools and knowledge to make an introductory movie to a unit or create a SMART Board lesson. While I have the knowledge to use all of this great technology, I will not introduce it all to students right away. For example, I probably won't have students create a 5 minute film using iMovie, but I could have them create a movie using Animoto or Digital Storyteller. Storytelling using technology is a fun activity for students, and also deepens their understanding of the content. The one thing I probably won't use in class is the Voki. While it is fun, I'm not sure it is something I would have my students create or something that I would put on my class wiki.

I've had a fairly easy time using most of the technology we worked on in class with the exceptions being SMART Notebook, Garage Band, and iMovie. I was a little terrified of those applications when I started working on my projects. However, I learned by trial-and-error and was able to pick up the basics. I feel much more comfortable using the technology that we worked on this semester. In fact, I've already started teaching my husband how to create and edit a film in iMovie!

Insights From My Peers

Well, it is certainly easier to use Google Reader to check out my peers' blogs than to click through each individual link. Google Reader is a user-friendly tool as it consolidates all of your favorite blogs and RSS feeds in one place. I also like how you can click on the link in Google Reader to be brought into the person's actual blog should you choose to do so. 

My peers have great ideas about using Web 2.0 tools in the classroom. Reading their blogs not only gave me insight as to how they will use technology in the classroom, but it also illustrated their enthusiasm for helping students develop 21st century skills. There were many commonalities amongst my peers. Wikis, Google Docs, and Google Earth were common tools mentioned on my peers' blogs. However, it is important to note that people are using Wikis and Google tools in very unique ways.

For example, Dave envisions his class wiki having a "workspace" where students can access information for class, including: assignments, lessons, and reading materials (2011). Whereas, Sue likes the idea of using a wiki to improve communications and transparency between students, parents, and the teacher. By posting assignments and assessments online, parents are also kept informed of due dates and what is being learned (2011). 

Mike will use Google Earth to illustrate the effects of deforestation in the Amazon. His ag-ed students will use Google Earth for images for research projects (2011). Nida, on the other hand, will be using Google Earth to supplement a geography lesson.  Google Earth will provide detailed visuals for students to understand key concepts, including: historical regions, major cities, and environmental elements (2011). 

Lastly, I wanted to comment on Melissa's post. Melissa did a Google search for secondary agriculture education only to discover that there was nothing listed on the Wikipedia link. Her idea was that she would work with her students to create content (2011). While I agree that it would be a weighty endeavor, I admire her positive attitude and willingness to give it a try. Hopefully we can check back in a year or two to see that Melissa's class populated that page!

References:

Capozzi, D. (2011). Web resources for teachers. I Have To Get To Class Now. Retrieved from http://ihavetogettoclassnow.blogspot.com/2011/06/web-resources-for-teachers.html. 

Cunningham, M. (2011). Web resources. Falling Star's Blog. Retrieved from http://fallingstar44.blogspot.com/2011/06/web-resources.html. 

Kazmi, N. (2011). Web resources for classroom - EDCI 5825. History's Mysteries. Retrieved from http://nik05001-studentofhistory.blogspot.com/2011/06/web-resources-for-classroom-edci-5825.html. 

Kingsbury, M. (2011). Web resources week 5. Caution: Man with a brain in use. Retrieved from http://mike-intro.blogspot.com/2011/06/web-resources-week-5.html.

Prihar, S. (2011). Technology in the classroom week 5. Science Rules. Retrieved from http://sciencerules42.blogspot.com/2011/06/technology-in-classroom-week-5.html.

Web Resources for Teachers: Wikis and Google Docs and Blogs - Oh my!

My high school English teacher had her AP students create an individual blog as opposed to a more traditional writing journal. I distinctly remember using my blog as a medium to post reading responses, write stream of consciousness ideas, and respond to classmates' work. I took pride in my blog and used it to express myself creatively. Using technology in this class made a big impact on me as a student and learner. Listed below are two resources that I believe will motivate my students to learn just as I was inspired by my high school teacher:

Teaching History wth Technology - Wiki

I previously discussed how I want to have a Wiki to post a class calendar, project guidelines, and class materials. I will also use the Wiki to ask students to reflect on a "Quote of the Week" or post their vocabulary words. I like the collaborative aspect of a Wiki, but also like how it is a great central repository of information. What I hadn't really thought about what having students own a Wiki on particular unit that we are covering. For example, I'm currently creating a unit plan on The Crucible. Using a Wiki is an awesome way to engage students and give them a sense of ownership in their learning. Students will contribute to and edit their site:

• A page entitled "Character Study" is a place where students can post a picture of the Venn diagrams they create that relate to a particular historical figure in The Crucible. As students observe and learn more about their character, they can edit the Wiki accordingly.
• "Contemporary References" is also be a nice page to have. Students can post videos that they liked from The Crucible movie starring Winona Ryder and Daniel Day-Lewis or share the movie that they are creating as their final project.

While the Teaching History with Technology website has a lot of great ideas for using Wikis, I see that they have similar videos and resources for a wide variety of technologies. I definitely "Diigo-ed" this website!

The Literacy Web @ UCONN

The website lives up to its description of classroom resources at just a click away. One aspect of this website that teachers will find extraordinarily helpful is that it is somewhat grade-specific. Recommended resources for grades 7-8 and Grades 9-12 are spiked out separately. Often times it is difficult to discern on if a web resource is grade-appropriate or not. One of the resources that I found on this site that will be useful for helping students' understand the historical context of the literature they are reading is the American Memory site sponsored by the Library of Congress.  This would be a good example of a website to use on an Internet Workshop. Lastly, I like how the Literacy Web was compiled by an authority on the use of Internet technologies, Dr. Donald J. Leu, and a doctoral student focused on the integration of technology and literacy. I feel much more confident using resources that have been vetted by experts.

References

The Library of Congress. (2011). American memory. Retrieved from http://memory.loc.gov/ammem/index.html.

Literacy Web at UCONN - Neag School of Education at the University of Connecticut. (2007). Literacy web for classroom teachers. Retrieved from http://www.literacy.uconn.edu/teachers.htm. 

Teaching History with Technology. (2011). Wikis. Retrieved from http://thwt.org/wikis.html. 

Good Teacher

A good teacher cares about her students' success both inside and out of the classroom. A good teacher wants to see her students be intrinsically motivated to learn because doing so will empower students to continue learning throughout their lives. A good teacher knows that is is important to connect to her students and care about what experiences and thoughts they bring to the classroom every day. A good teacher then applies what she has learned from her students to help create learning objectives and make instructional choices that motivate students and encourage lifelong learning.

Week 3 T2P

It is not necessary for the educator to change the learning process to meet the learning styles of each individual student, rather it is important for the educator to use complementing learning theories in the classroom to challenge students' to become well-rounded learners. Kruse believes that effectively using complimentary learning theories in the classroom recognizes each student's different needs and experiences (e.g. background, experience, and development) and challenges them to be well-rounded learners. Kruse's theory informs us that when students are encouraged to reflect on their prior experience and exchange understandings with each other, they are able to deepen their understanding of the content and each other.  

Week 3 T2P + Morals/Ethics

It is not necessary for the educator to change the learning process to meet the learning styles of each individual student, rather it is important for the educator to use complementary learning theories in the classroom. Kruse believes that using complimentary learning theories in the classroom recognizes each student's different needs and experiences, but also challenges students to become well-rounded learners. When a teacher invests the time into understanding their students' background, experiences, and biological development, then the teacher is able to create a learning environment where students feel supported to share understandings and experiences with their peers and the teacher. Classroom dialogue is critical for deepening students' understanding of the content, but is also important for preparing students to practice discourse in a democracy. 

Week 5 T2P

If students are emotionally connected to what they are learning, then they are more likely to understand the content. Instructional activities that provoke an emotional response, both positive and negative, have a direct and cyclical impact on student motivation. The human brain is a network of connections. Neuroscience informs us that there is a chemical reaction that happens when synapses in the brain fire that is directly tied to our emotions. Daniel Goleman, an education psychologist, believes that students who have the tools to recognize and manage their emotions are better equip to learn. His research illustrates that students who develop emotional intelligence are more motivated and better able to resolve conflicts, pay attention, and participate in teams. When teachers implicitly model how to express and manage their emotions, then students are able to learn from their example and apply those skills to their own lives. As previously mentioned, motivation to learn and emotional responses are cyclical; therefore, it is important for educators to reflect on their instructional activities to ensure that their students will be emotionally involved in the content. When students are emotionally connected to the material, then the material is relevant to them and they are likely motivated to learn more.

Putting Assistive Technology to Use

While there is more technology available in schools now than there was several years ago, it is critical that this technology is actually used to help all students in their learning. One example of technology that is being harnessed more in schools is Assistive Technology. Assistive technology employs numerous tools  in an effort to improve the learning process for a variety of disabled students. As described in WikiBooks (2010a), "Assistive technology, or AT, is a field that is changing as fast or faster than the rest of technology used in teaching and learning." 

1.  Students with hearing impairments often have difficulty in classes that are primarily lecture or discussion-based. Speech recognition technology could be used to record and convert the audio input of the teacher or a classmate to text that they can read. For students with severe hearing impairments, an FM system may be a good form of assistive technology to use. An FM system is a wireless, portable device that uses radio transmissions to send auditory signals. As the teacher, I would wear a small microphone. The student with the hearing impairment wears a receiver that is either clipped to their clothing or connected to their hearing aid (Adaptive Technology Center for New Jersey Colleges, 2010). I would also be sure to include a lot of visual aids in my class that would also assist not only the hearing impaired students, but also any visual learners in the class.

2. Low vision is a severe visual impairment, but usually does not mean blindness. An example of a person with low vision is someone who is unable to read a book or newspaper at a normal viewing distance, even with the assistance of eyeglasses or contact lenses (National Dissemination Center for Children with Disabilities, 2004). Low vision individuals benefit from adaptations in lighting and/or print size. This is where the e-reader can be useful. For students with low vision, e-readers offer a variety of text sizes as well as several levels of gray. There are several other features of many e-readers that can be considered assistive technology (e.g. convert text-to-speech and read aloud newspaper and books); however, it is important to note that often times the menu choices for such options are difficult to read and the keyboards on e-readers are very small making it difficult for students lacking dexterity (WikiBooks, 2010b). 

Another option for students with low vision is DAISY (Digital Accessible Information System). DAISY was designed to be an accessible audio format that could be used by individuals who are unable to read print as easily and efficiently as a person who has full use of their sight. Some of the features of the DAISY system are image files, video playback, and support for standard files such as .wav and .jpeg. Essentially, DAISY is a "talking book" that functions much more effectively and dynamically than books on tape (WikiBooks, 2009).

3. Students with physical limitations, whether it be temporary or permanent, can benefit from assistive technology as well. Speech recognition software allows students with limited or no motor skill in their arms and hands to produce typed documents, manage software, and perform research with a computer, just like other non-disabled students (WikiBook, 2011b). 

There are two different kinds of speech recognition. Speech recognition converts spoken words to text. Broadly speaking, speech recognition means it can recognize almost anybody's speech and convert it to text. On the other hand, voice recognition refers to speech recognition that is trained to work for a particular speaker. This technology works by recognizing speech based on the individual's unique vocal sound. 

4. Students with non-communicative Autism can benefit from the use of assistive technologies as well. Traditionally, students with non-communicative Autism used a picture board, which was essentially a laminated sheet of paper with pictures that have Velcro glued to the back. As you can imagine, there are a limited number of pictures that can be used, thus limiting what the student is able to "say." This is where AT comes in. More traditional assistive technology is software that turns a computer into a talking picture board. This software often includes capabilities for the user to write text and the computer will translate it to spoken word (text-to-speech).

However, recent advances have harnessed this technology into smaller, portable devices. Students with non-communicative autism no longer have to stay at a desk computer or carry around a special device, thus reducing the stigma that these students often feel. The invention of iPods and iPhones have revolutionized speech generating devices (SGD). The iPod touch or iPhone have many applications that benefit non-communicative Autistic children. For example, many times non-communicative Austisic students are engaged through the use of symbols (e.g. photographs, line drawings and written words). iConverse, Look2Learn, Voice4U, MyTalk, and Proloquo2Go are all iPhone apps that come with pre-installed symbols with messages that allow the user to add pictures and messages. Some use text-to-speech and others use recorded audio. This is just one example of using the power of iPhones to assist students with non-communicative Autism (WikiBooks, 2011a). Another advantage to iPhones and iPods is that they are much more affordable for schools than traditional portable devices. 

iPod/iPhone Apps for AAC and Autism 

App Name	Characteristics
TapSpeak Button & TapSpeak Picture	Simple switch activation. Allows recorded messages associated with a button. Picture version can be customized with pictures for buttons.
iConverse, Look2Learn, Voice4U, MyTalk, and Proloquo2Go	These AAC apps come with pre-installed symbols with messages and allow the user to add pictures and messages. Some use text to speech and others use recorded audio. The amount of preinstalled symbols varies from 6 to 7000. The customization options vary greatly between apps as do the fees charged for the app.
NeoPaul, NeoKate and NeoJulie	Male and female voice text to speech programs
iCommunicate	A storyboard program that allows the user to create picture storyboards with audio accompaniment
Behavior Tracker Pro	Enables behavioral patterns in those with autism to be tracked and graphed
Autism newsreader	Grabs top stories from various autism health news and information sites allowing you to keep up with autism issues and developments in one place.

(WikiBooks, 2011a)

References

Adaptive Technology Center for New Jersey Colleges. (2010). Assistive technology for college students who are deaf or hard of hearing. Retrieved from http://adaptivetech.tcnj.edu/resheet/deaf.htm. 

 National Dissemination Center for Children with Disabilities. (2004). Blindness/visual impairment. Retrieved from http://nichcy.org/idisability/specific/visualimpairment. 

WikiBooks. (2010a). Assistive technology in the classroom. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education. 

WikiBooks. (2011a). Assistive technology in the classroom/autism. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Autistic. 

WikiBooks. (2009). Assistive technology in education/DAISY. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/DAISY.

WikiBooks. (2010b). Assistive technology in education/eBook. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/eBook.

WikiBooks. (2011b). Assistive technology in education/speech recognition software. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software.

Week 4 T2P

Reinvigorating Week 3 T2P

It is not necessary for the educator to change the learning process to meet the learning styles of each individual student, rather it is important for the educator to use complementing learning theories in the classroom to challenge students' to become well-rounded learners. Kruse believes that effectively using complimentary learning theories in the classroom recognizes each student's different needs and experiences (e.g. background, experience, and development) and challenges them to be well-rounded learners. Kruse's theory informs us that when students are encouraged to reflect on their prior experience and exchange understandings with each other, they are able to deepen their understanding of the content and each other.  

Vicki Davis -- "Harness Your Students' Digital Smarts"

If your pedagogy empowers students to be competent, confident learners who are excited to share and exchange knowledge with others, then those students will be intrinsically motivated to be lifelong learners.  Students who are supported in this way demonstrate the following outcomes: persistence, creativity, and enhanced performance, which leads to their motivation to learn for the sake of learning. Davis supports this framework through her pedagogical practices and instructional events. For example, Davis believes that the teacher does not need to be center stage, in front of students all of the time. She empowers the students to be autonomous and teach the entire classroom of learners what they feel are the most important concepts. Davis admits to not always being the most knowledgeable person in the class, and therefore, supports mutual enhancement in her classroom. Davis's instructional event, Flat Classroom Project, not only helps students study the trends in information technology, but also connects students to other people and cultures around the world, therefore demonstrating both competency and relatedness. Intrinsic motivation is fostered when teachers allow students to discover new understandings independently, and encourage students to be confident sharing that knowledge with others. 

KEY:

If

Then

Because / Why

Evidence / Theory / Terms

Moral / Ethical

Week 4 T2P

If your pedagogy helps students develop their critically conscious voices, then students will feel empowered to affect change in their community. When teachers facilitate instructional events that help students articulate their experiences, reflect on the experiences of others, and critically assess their experiences as it relates to their community, they are helping students develop their critical voices. Friere suggests that conscientization, meaning teachers and students bringing political and socio-economic experiences to the classroom, is a pedagogy that elevates the consciousness of both the students and the teacher. For students to refine their critically conscious voices, it is imperative that both the teacher and students are collaborating as mutually enhancing learners. When students are confident being critically conscious of the personal, political, social experiences that they share within their learning environment, then students are more likely to be empowered to affect change that they wish to see in their communities.   

Learning Theory Rules!

Voki Attempt

Collaborative Projects 2.0

"The results of the meta-analyses suggest that, on average, students who use computers when learning to write are not only more engaged and motivated in their writing, but they produce written work that is of greater length and higher quality" (Goldberg, Russell, & Cook, 2003, p.1).

This quote from the Schrum and Levin reading really struck me. It hit home that it truly is a requirement to use technology in the classroom. However, I'm also curious to know how this research has evolved in the last 10 years as this research was collected from 1992-2002. Does the introduction of Web 2.0 technology (like wikis, jings, Google Docs, and podcasts) change the results? Are students even more engaged and motivated when they use Web 2.0 technology in collaborative and independent assignments? 

Below are a few examples of how I would use technology in collaborative projects in my future classroom: 

Digital Storyteller

Digital storytelling is an excellent way to promote collaborative writing. A digital story combines text and images with narration in the student’s own voice to form a short digital movie (Digital Storyteller, 2006). Animoto is an example of a digital storytelling web tool. Digital storytelling could easily be integrated into the classroom. Historical contexts are a critical concept for students to grasp in many texts covered in secondary education English classes. For example, the racially-charged environment in the South during the time period of To Kill a Mockingbird is critical for students to understand. In order to hit this point home, I would have students form small groups of (3-4 students) to work on a digital story together that explains the historical, cultural, and social contexts of this time period using images from the time period, video, sound clips, and voice. In addition, collaborative writing is required as students would need to work together to plan and write their script. Students will also really enjoy watching their classmates' productions! 

Peer Review using Google Docs

I referenced this collaborative learning activity in my Learning Theories blog post, but I really dig this idea and I think it is worth mentioning again. The link above describes how Google doc technology can be used to engage students in the writing process. This activity is engaging and collaborative from two perspectives:

• The instructor has an introductory lesson for the entire class on revising an essay in Google docs. After a brief explanation and demonstration, the class participates in this activity by coming up to the Smart Board to make revisions to the sample essay. 
• In the computer lab, two students will share their essay with their partners by uploading their essays to Google docs. They will then review and edit each other's work in Google docs using the techniques they learned during the previous class. 

Check out this post for detailed instructions on how to complete this activity: 

Resources for Facilitating Learning

Wild about Wikis

As the Wikis in Education link suggests, the possibilities are really endless with using wikis to facilitate learning. We use our class wiki frequently for Learning Theories and I'm surprised by how easy it is to navigate, find material, and add content. Given my experience as a learner thus far, I definitely think that I will create a wiki in my future classroom. 

• Create a Jing that outlines instructions for an upcoming project. Share the Jing with students in class, but then also post the Jing to the wiki for future reference. 
• Post a "Quote of the Week" to one of the pages and ask students to share their thoughts with the rest of the class by editing and saving their comments to the wiki. (This got me thinking...can you archive pages or content in a wiki? I could see this getting lengthy.)
• Encourage students to use the Discussion board to share feedback on lessons. Did they find their time in class meaningful? If they were the teacher, what would they do differently? Students can also use the Discussion board to ask their peers questions on assignments or readings.
• Create a vocabulary page. Each student is responsible for editing the wiki to update the definition of their assigned word and will need to include a sentence using the vocabulary word. This list will continue to grow throughout the year and will give students a good list of vocabulary words to use in their papers. 

References 

Goldberg, A., Russell, M., Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology, Learning and Assessment, 2(1), 1-47.

Jarc, J. (2010). Using google docs for peer review. Retrieved from http://trendingeducation.com/?p=483.

Schrum, L. & Levin, B. (2009). Leading 21st century schools: harnessing technology for engagement and achievement. California: Corwin.  

University of Virginia Curry School of Education. (2006). Digital Storyteller. Retrieved from http://www.digitalstoryteller.org/.   

Wikis in Education. (2011). How we use wikis in class. Retrieved from http://wikisineducation.wetpaint.com/page/How+we+use+wikis+in+class?t=anon.  

Week 3 T2P

Kruse's example of applying Vygotsky's theory demonstrates how social interaction extends the student's range of understanding. In the role of active facilitator, the teacher challenges students who grasp the concept to connect the concept to previous concepts or ideas. This engages the students who already grasp the concept (who are now acting as the more knowledgeable person) and helps the students who do not quite grasp the concept understand as they benefit from having their peers explain it to them in a language that is more familiar to them. 

However, this same exercise also brings the Constructivist Learning Theory into the mix by asking students to fit new information to previous knowledge. The students who already grasp the new concept are challenged to make these connections to their existing conceptual framework. The students who do not yet grasp the concept benefit from hearing the connections articulated by their peers in a way that is likely to make sense to them. Making these connections also moves the students into a higher level of reasoning based on Bloom's Taxonomy. Connecting former knowledge with new knowledge moves the learner well past basic knowledge acquisition. 

If your goal as an educator is to create a student-centered learning environment, then the educator must be in tune with the students' behaviors, background, and experiences that affect the students' learning. It is not necessary for the educator to change the learning process to meet the learning styles of each individual student, rather it is important for the educator to use complementing learning theories in the classroom to challenge students' to become well-rounded learners. 

Learning Theory Remix - Week 3

Q1: Compare and contrast assimilation and accommodation.

a. The verbs "compare" and "contrast" are typically part of the Analysis level of Bloom's Taxonomy. Students are required to go beyond application to find patterns and think about how the two concepts are similar and different.

b.  Assimilation and accommodation are similar in the sense that they are both reflect how learners gather and process new information and experiences. However, assimilation and accommodation differ in the way that the learner makes sense of the new information that he or she encounters. New information is either connected to (accommodation) or within existing frameworks (assimilation) for learning to occur. When learners assimilate information or experiences, they make sense of that new material within their existing understandings. When learners accommodate information, they make sense of incoming information by connecting the information to existing conceptual frameworks.

Q2: Create a real life example of a child who has not grasped object permanence yet and explore the implications of that. 

a. The question asks the student to use the given facts to create an example that demonstrates the student's understanding of the concept. Given this, I believe this question is part of the Synthesis level of Bloom's Taxonomy.

b. Object permanence is a child's understanding that objects continue to exist even though they cannot be seen or heard. This key concept is part of the Sensorimotor Stage of Development, which occurs roughly from birth - 2 years old. For example, a child who does not grasp object permanence believes that their toy is gone if a parent hides the toy from the child's view.

Q3: Kruse provides an example of BLT when he moved to stand near two students who were having a side conversation during class. Show what kind of reinforcement or punishment. 

a. This question provides the student with an example of Behavioral Learning Theory and asks the student the apply the knowledge he or she previously learned to answer the question. Based on this analysis, I believe this question would fall under the Application level of Bloom's Taxonomy. 

b. The two students having a side conversation in class were demonstrating behavior that Kruse wanted to see decreased. When an educator wants to decrease a behavior, the educator should implement punishment. Punishment refers to adding something aversive in order to decrease a behavior. In Kruse's example, his presence was aversive to the students. The students responded to the stimulus of his presence and stopped their conversation. 

Welcome to the 21st Century

Teaching and learning in the 21st century has extended past the traditional literacy skills of reading, writing, and arithmetic. The invasion of the Internet, media, and other means of information and communication technologies (ICT) are changing the nature of literacy. As a result, new literacies have emerged that are critical success factors for excelling in the 21st century. These new literacies include: information literacy, media literacy, and ICT literacy (Schrum & Levin, 2009). Dr. Donald J. Leu argues that it is essential for educators to prepare their students for the future by helping students to "identify important problems, gather and critically evaluate relevant information from information networks, use this information to resolve central issues, and then clearly communicate the solution to others" (2002b). These skills can be developed by incorporating technology into the classroom. 

 

Leu describes and provides examples of several instructional frameworks to integrate new literacies and 21st century skills into the classroom. The four instructional models of Internet use, include: Internet Workshop, Internet Project, Internet Inquiry, and WebQuest. Internet Workshop and WebQuest are easy models to start with if you are new to incorporating technology into the classroom. Both models do not require a lot of advance planning and easily relate to the curriculum. A word of caution: WebQuests are complete lesson experiences, it is important to review a WebQuest to ensure that it meets your learning objectives and requires students to think critically (Leu, 2000). 

Internet Project and Internet Workshop prepare the student for a collaborative workplace. Internet Workshop requires students to independently research the same topic as their teammates, and then share and exchange their findings. Similarly, Internet Project requires students to utilize collaboration skills. However, in this case, students are collaborating with a classroom in another part of the country or world. Internet Projects requires a lot of up front planning and cooperation between participating schools, so it is not recommended that this be an educator's first application of technology in the classroom. Internet Projects connect your students to another culture and prepare your students for real world collaboration with the global community that they will likely encounter as adults (Leu, 2000a). 

Lastly, Internet Inquiry is similar to Internet Projects in that it is an exercise that typically takes longer to complete. Internet Inquiry is an instructional model where students pursue a topic or idea that interests them. Because students' select their own inquiry question, they are more invested in the research and excited to share their findings with their classmates (Leu, 2000a). Internet Inquiry requires students to utilize a variety of new literacy skills and is an excellent way to end a unit or school year. 

One example of incorporating technology into the classroom is to use Internet Workshop to introduce a new unit. If I were doing a unit on The Crucible, I would have students look at a few websites about life in Salem Village in 1692 and complete a KWL chart. The students would then join their groups and share their findings. This exercise would provide students with a little bit of historical and cultural context before beginning the play.

While I am not student teaching this fall, I look forward to trying out at least one of these instructional models once I do finally get into the classroom.  

Reference List 

Leu, D.J. (2000). Instructional workshop and webquests: two instructional models. Retrieved from http://www.sp.uconn.edu/~djleu/cue/thu_handout2.pdf.

Leu, D.J. (2002a). Canter video website. Retrieved from http://ctell.uconn.edu/canter/canter_video.cfm

Leu, D.J., Jr. (2002b). Internet Workshop: Making time for literacy [Exploring Literacy on the Internet department]. The Reading Teacher, 55(5). Retrieved from http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/2-02_Column/index.html

Schrum, L. & Levin, B. (2009). Leading 21st century schools: harnessing technology for engagement and achievement. California: Corwin. 

Week 2 T2P

Today's class asked the question, "How does what I bring to the mix impact teaching and learning?" What I bring to the mix certainly impacts my teaching and students' learning; however, there are other influences that also impact the mix such as context and development of students' identities.

Today, we looked at how the educator is the moral agent as well as the more expert learner in the classroom. The educator's beliefs on how students' learn is based on the conscious and unconscious behaviors, thoughts, and beliefs that embody the individual teacher. We bring these beliefs and morals with us to the classroom every day. Therefore, it is important for us, as pre-service teachers, to challenge ourselves to reflect on our behaviors and beliefs and think about how these are affecting the "mix" either positively or negatively.

One significant takeaway from today's discussion was that there is a lot that I cannot control in student learning (which is unnerving). For example, I can't control the context (e.g. environment, standards), especially when teaching middle and high school students. I need to exist within the context of my school community and district. As I develop my stance on education and learning, I can challenge and question the context that I am teaching in. But, at the end of the day, I do not control the context.
However, the one thing that I can control is myself and what I bring to the learning environment. We discussed today a lot of different ideas of what makes "good teaching" and how that affects our students' ability to develop competency in our disciplines.  Here are a few examples of some of the ideas that I gleaned from this analysis. I want to be prepared for the day with the understanding that it may not go as planned; because of this I will have to be flexible and in tune with my students' needs. As a "guide on the side," I want to ensure that my goal as a guide is to focus on the students' learning and know that they come to the mix with experiences, beliefs, and knowledge just as I do.

T2P Statement: If a teacher is well-prepared, focused on her students' learning, and confident in the value of the students' understanding the content, then the learners will feel supported and encouraged that the work they are doing is meaningful and relevant because their guide has demonstrated her to commitment to her students' learning.

Reflections on Week 1 T2P / Fill in the T2P:
If ..., then both the teacher and learners will experience a high-level of energy and motivation throughout the day because...

If the teacher is passionate about the content and learning, then both the teachers and learners will experience a high-level of energy and motivation throughout the day because both parties are excited about what they will discover as a class and as individuals. 

A good example of this "If, then" statement is the Dead Poet's Society case study. In this example, the teacher was passionate about poetry. As the teacher walked around the room with the waste basket, he exuded energy and excitement when telling the class about what they would soon discover about themselves and the world as they read and interpreted poetry. When a teacher is excited about the content, then that excitement often positively affects the students and intrinsically motivates them to learn more about the subject area.

Week 1 T2P

Even before GNA mentioned assessments when discussing today's T2P, I immediately thought that assessment was the most eye-opening experience that I had today as a student - soon to be educator. As soon as we began today's class, I could tell that our instructor was sizing up our abilities as future teachers by asking questions to make sure we understood the directions and cold calling on students to determine our level of engagement.

Most, and probably the most telling, assessments we experienced today were not formal (e.g. tests, quizzes, essays). The assessments consisted of how well we worked in groups, followed instructions, listened to our peers and professor, and connected the out of class work to class discussions.

Today's class taught me a lot about how powerful non-traditional, informal assessments can be. I found today's class much more challenging and engaging than any unit test of 3-5 page paper. My experience as a student in GNA's class has given me a lot of good ideas on how to use assessments to continually track the progress of my students and ensure that they are understanding and connected to the content.

"Science is Messy" (/Confusing/Complicated) Reflection

My reflection on Jerrid Kruse's "Science is Messy" lesson analyzes Kruse's beliefs about how people learn as well as how teachers develop competency. It is apparent within the first minute of the video that Kruse has created a structure in his classroom. Evidence indicating this structure is that students are in class, seated, and prepared to begin on time. Hand-raising is also a part of the structure as Kruse points to the students before they begin speaking. One of the ideas that GNA discussed this morning was that creating a structure and establishing social norms builds students' trust and fosters freedom of thought. Structure makes the students feel safe and enables them to feel comfortable taking risks. As we've read and discussed in class, people learn when they feel comfortable asking questions and are engaged in classroom discussions.

Kruse begins the class with the an open-ended, big idea question, "How does science work?" He then asks students to brainstorm. Students immediately have a few ideas, which Kruse scribes on the board. When the class falls silent, he doesn't always follow up with a prompt. In some cases, he lets the group ruminate in the silence, think about their response, and waits briefly for someone to add something. This brainstorming exercise demonstrates that learning is focused on soliciting the students' ideas (student-centered learning) with a few prompts from the teacher.

I also found that Kruse was flexible in his approach and the direction that the class took. When the class brought up different ideas, he didn't shut them down; instead, he asked them to expand upon it or clarify by asking additional questions. Even though the discussion was fluid, Kruse highlighted key points and guided the conversation.

Given Kruse's beliefs on how people learn as demonstrated in his video, I would argue that Kruse develops competency in this lesson. He expects his students to participate in the discussion, and with that begin to trust their thoughts and contributions. Kruse also challenges the students to think independently and know that there isn't always a "right" answer. For example, through the conversation between the teacher and class, they uncover that there are many different pathways when looking into how science works. This discovery questions the scientific method. Kruse's students are engaged, feel comfortable contributing, and question their previous ideas of science education.

Kruse's lessons as well as the other cases studied we have examined today have led me to the following "if, then...because" statement. If teachers believe that students learn in a student-centered environment that encourages risk-taking and dialogue, then successful learning can occur because the students trust the teacher, their classmates and the journey that they are all taking together.