Final Blog Reflection

Part 1

I came into this course with a strong familiarity with various forms of educational technology and how they can be integrated into the classroom setting. In fact, many of the module topics, such as instructional software presentations, video integration, and social networking, that we were introduced to during the course of this semester were not new to me. However, the concept that has influenced my learning the most is the discussion of relative advantage. As someone who likes the bells and whistles of new technology and quickly dreams up ways that it can be used with students, I often fail to slow down and identify whether such technology tools are needed. In other words, I overlook the importance of identifying a relative advantage. So, while I did not learn much about the devices and software themselves, my experience in this class drove me to reflect on where and when each technology tool could be appropriately used to enhance both teaching and learning in the classroom.

I am confident that the work that I have produced for this class demonstrates a comprehensive mastery of the AECT standards. For example, almost every learning artifact that I created this semester meets Standard 2: Development. Many, if not all, of my learning products demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences. Likewise, each artifact demonstrates the knowledge, skills, and dispositions to use processes and resources for learning as outlined by Standard 3: Utilization. Referring again to my focus on identifying whether or not a relative advantage exists in the learning process, the work that I have produced for this course was not arbitrary but instead applied principles of problem analysis and formative and summative evaluation to render quality products as outlined by Standard 5: Evaluation.

Through the direct and tangential learning experienced in this course, I have grown in my ability to be mindful of existing or perceived learning and teaching needs. As such, I have also developed an understanding for a systematic approach to pairing technology tools with a classroom need. Contrary to stopping there, I have also come to appreciate the need to continued evaluation of the effectiveness of integrated solutions and the importance of recognizing when an initiative is not working and should be substituted with something else.

Such professional growth has infused my own teaching practices and thinking by making me a more reflective practitioner. Again, as a result of my newfound understanding and appreciation of relative advantage, I now integrate technology into my work not because it is fun but because it adds genuine authentic value to teaching and learning. For some, it makes learning more engaging. For others, it makes it more possible.

My understanding of theory along with educational psychology has driven such efforts along with the development of the projects and assignments I created in this classroom. With each subsequent project, evidence of a deeper understanding of appropriate educational technology integration became more apparent and played a larger role in the design of such projects themselves. Consideration of the SAMR model influenced everything I created as a student in this course and the instructional strategies that I leveraged as a teacher during this timeframe. As I continued to develop and grow this semester, I noticed a more critical and evaluative practitioner’s mindset to develop within me. I believe that such transformation in approaching technology integration will serve me well in my professional practice and continued program study.

Part 2

Though I erred in minding some of the project details in the work that I produced in this course, my blogging did not suffer. Rather, I was very cognizant of the importance of synthesizing my new learning with my existing content area knowledge in each individual blog post. As you have seen, each blog post was rich in content supported by thought and genuine insight. Naturally, each blog post bridged the gap between theory and real life applications, demonstrating a depth of understanding and attention to detail. Additionally, each blog post incorporated resources from course texts and self-discovered readings to support my thoughts and findings. While my consistency with APA style was inconsistent, that does not reflect an inadequate understanding of course content, but a lack of consideration for the formalities of academic writing. And finally, in addition to publishing well-thought out blog content, I also offered insightful commentary on my classmates’ work as well. It is my hope that such support led them to develop their understanding of technology integration in the same way that my cohorts’ comments did for me. Of the 140 points possible for the final blogging grade, I believe that I deserve 130 of them.

Assistive Technology

As we further strive to differentiate and personalize instruction and learning experiences for our students, it is only natural that we include assistive technology in the process. Such tools make possible for students facing physical or cognitive challenges what others without such challenges take for granted. As educators and technology specialists, it is essential that we use our knowledge and understanding of assistive technology to provide equal access to information and learning experiences as well as additional support to enable learning, achievement, and growth.

In a TeachThought blog post, we learn that, “Computer programs have been designed to make it easier for disabled students to access material, communicate their ideas and work, and participate in educational experiences (TeachThoughtStaff, 2012).”

Such programs range in design and function. From virtual reality devices such as the Oculus that enable people with mobility issues to once again experience the wonder of walking around to screen readers and magnifiers to enhance the readability of digital content, assistive technology is “ending the isolation and limited opportunities disabled students have long faced (TeachThoughtStaff, 2012).”

The accessibility features on the Windows-supported computer that I use for this course provide an incredible opportunity to enhance the computer-based learning experience for all learners. While some may require the help of a family member or friend to set up, once this is done, they largely provide the ability to use the computer independently.

As mentioned before, magnifier tools can be used to increase the size of fonts and on-screen digital media. This tool enhances the visibility of digital content for students with visual impairments.

For those who are unable to see on-screen materials with the help of a magnifier, there is also a narrator setting (or screen reader) that reads text and the alternate text for links and images in a systematic fashion. This setting allows students to not only access and comprehend text but to also get a sense of how the on-screen content is formatted and connected.

My computer’s accessibility features also meets the needs of students with specific physical and cognitive needs as well. For students prone to epileptic seizures, moving animations and graphics can be disabled. This helps these learners to engage in computer use without the fear of having an epileptic episode, which greatly lessens the cognitive and emotional strain of performing such a task.

Additionally, settings can be enabled to allow students to type and move across the computer screen without actually needing to use a physical keyboard or mouse. As a substitute for using the mouse or other pointing devices, the Ease of Access Center provides a setting for using the number pad on the keyboard to navigate across the computer screen. Similarly, for those who are not able to type on a traditional keyboard, an onscreen keyboard display can be used with the help of a mouse.

Some students have auditory disabilities. To meet their needs while using a computer, text or visual alternatives for sound can be enabled. These include Sound Sentry which is an activation of visual notifications for sound. Likewise, text captions for spoken dialog can be used when available.

While assistive technology is not limited to the features on a desktop computer alone. These serve as an enhancement to the learning experience that is readily accessible. They also provide for the opportunity to participate in regular classroom activities and routines while simultaneously building social relationships with peers. “This endless opportunity is truly what education should be all about, for everyone (TeachThoughtStaff, 2012).”

References

The Role Of Assistive Technology In Supporting Disabled Learners. (n.d.). Retrieved April 21, 2014, from http://www.teachthought.com/technology/the-role-of-assitive-technology-in-supporting-disabled-learners/

Obstacles of Integrating Tech into Content Area

Though we often view technology integration as a solution to a problem, occasionally, there are problems that crop up as the result of incorporating technology into our classrooms. From policy issues to paradigm shifts, choosing to integrate technology into the curriculum of any content area can create its own set of problems requiring a unique set of solutions.

In the math classroom, technology causes students to adapt to new ways of thinking. Additionally, it has the same effect on teachers' instructional practices. While students traditionally move from a concrete to an abstract way of understanding numbers, mathematics, and problem solving, technology can support this development once various obstacles, including new learning curves, are removed or overcome.

As an example, students can leverage virtual manipulatives and simulations to scaffold higher order levels of thinking but only once functional technology literacies are taught and developed for accessing such digital tools. In other words, before a middle school math student can begin analyzing geometric structures in Geoboard, he or she will need to be able to download the app, access it, and appropriately interact with its user interface.

Similarly, obstacles to teachers' professional development in the math classroom, regarding allotted time and access to mentored instruction, prevents increased adoption and integration of technology tools. According to the Cited Research Center, "While teachers know the Internet could provide them with a vast database of free resources, they do not have time to search for them and feel overwhelmed by the amount of information available (2014)."

Additionally, "Time constraints and rigid scheduling also limit a class's access to a school's computer lab. Predetermined schedules and the high ratio of students to computers make it difficult for teachers to integrate their lab time into content area instruction in a meaningful way (2014)."

Solutions to both of these problems exist in the form of new professional development models and 1:1 and BYOD initiatives. Many educators are turning to social networks such as Twitter and Google+ to learn more about how to integrate technology into their specific classrooms and content areas. To do so, these connected educators rely on their online professional learning networks which are made up of educators around the world with whom a connection has been made.

1:1 and BYOD initiatives can alleviate the stress of sharing a computer lab or cart of laptops. By enabling students to bring their own personal computing device from home, teachers and students become empowered by access to digital tools, apps, and online content that can enhance and transform the math curriculum.

Though such initiatives are not yet the reality of all classrooms, Technology Director Paul Barrett, in an article for TeachThought says that, "Teachers [need] to become involved with their school boards in advocating for upgraded tech infrastructure." Barrett continues, "Policies must be updated. Infrastructure must be updated, and teachers must receive support (2014)."

When technology is welcomed and supported in the mathematics classroom, relevancy and authenticity are produced as byproducts. That is because appropriate technology use in the curriculum takes content learning from rote memorization of algorithms and definitions and contextualizes it in project and problem-based learning strategies.

Within this framework, students no longer lament that they are never going to learn what is being taught. That's because they are using it to learn and problem solve as students in the classroom. An Edutopia articles suggests that, "Math teachers should feel affirmed in their commitment to pursuing a high quality PBL curriculum as a vehicle to developing and promoting 21st century knowledge and skills . . .[Because] those who use PBL are much better able than more traditional teachers to teach and develop those skills (2014)."

That problems arise when technology is integrated into a content are is obvious and should be expected. No integration effort will succeed without those involved incurring bumps in the road and occasional setbacks. However, whether the obstacle is due to policy or paradigm shifts, when a concerted effort to integrate technology into the classroom is done with vision, just as many, if not more, unique solutions will become evident as well. It's all about perspective.

References

Dissolving Barriers To Adopting Technology In The Classroom. (n.d.). Retrieved April 14, 2014, from http://www.teachthought.com/technology/dissolving-barriers-to-adopting-technology-in-the-classroom/

Identifying Challenges to Technology Integration in Math Instruction. (n.d.). Retrieved April 14, 2014, from http://www.cited.org/index.aspx?page_id=117

Math, PBL and 21st Century Learning for All Students. (n.d.). Retrieved April 14, 2014, from http://www.edutopia.org/blog/math-PBL-21st-century-learning-jason-ravitz

Integrating Technology into Content Area

Technology doesn’t make kids smarter. It also doesn’t make teachers better. Rather, how technology is used can lead to greater engagement with content and wider access to information. Similarly, when used appropriately by educators, integrating technology into the content areas can enhance and even transform instructional delivery.

Effective implementation follows a linear pattern: identify a problem and then pair it with an appropriate tool. This is often referred to as identifying the relative advantage. Rather than incorporating an online simulation into your lesson because it is popular or because others are using it, savvy educators must select the digital tools that offer the best relative advantage.

Once relative advantage has been identified, a support structure for implementation, called the SAMR model, can help to support technology use with a primary goal towards learning. Dr. Kathy Schrock says, “Teachers need to both create tasks that target the higher-order cognitive skills as well as design tasks that have a significant impact on student outcomes (Schrock, n.d.).”

How tasks can be designed to do this varies with each content area. What higher-order cognitive skills are required in a math classroom might be different from those required in a literature classroom. However, a sound understanding of effective implementation practices will scaffold such design practices.

As Eric Sheninger attests, “An easy way to ensure this is to incorporate the four Cs--creativity, communication, critical thinking, and collaboration--into curriculum and lesson design (Sheninger, n.d.).”

In other words, the relative advantage of integrating technology into content areas isn’t in the tools themselves. It is in the broader context within which the digital tools play a part. Do they increase engagement? Do they open access to relevant information? Do they help students process and critically think about information? Do they grant the opportunity to observe or interact with an otherwise unobservable phenomenon?

Notice that the supporting questions above all refer to whether or not technology tools benefit our students. According to George Couros, “If we are to truly empower our learners, we have to ensure we help them figure out what works for them, not us (Couros, n.d.).”

References

The Principal of Change. (n.d.). Retrieved April 11, 2014, from http://georgecouros.ca/blog/archives/4521

SAMR - Kathy Schrock's Guide to Everything. (n.d.). Retrieved April 11, 2014, from http://www.schrockguide.net/samr.html

Sheninger, E. C. (n.d.). Digital leadership: Changing paradigms for changing times.

Walled Gardens in Education

You can directly access my VoiceThread discussion by clicking here.

Internet Safety Guidelines

Digital citizenship and Internet safety are two topics gaining widespread attention inside and outside of the classroom. With our current generation of students being the first to grow up with the Internet, ensuring that they know how to safely interact online is imperative to supporting their socialization and overall well-being. As educators, we share this responsibility with parents due to the ubiquity and mobility of Internet-based technologies. This responsibility is intensified as classroom pedagogy continues to include accessing various Web 2.0 tools on both school and student-owned computing devices. So, how do we as educators support computer-mediated classroom learning while ensuring that our students remain safe online?

Teaching self-regulation is imperative. According to Common Sense Media, “Young teens don’t yet have an ‘off’ switch in their brains. That means that they often act impulsively. This lack of impulse control combined with online anonymity could lead [students] toward dangerous behaviors: cyberbullying, inappropriate photo or video uploads, illegal downloads, meeting strangers -- even cheating.”

While parents have primary responsibility for supporting this cognitive development at home, teachers still play an integral role in doing the same at school. One way to begin this process in the classroom is helping students to set personal boundaries for online use. In an article titled, “The Teacher’s Guide to Keeping Students Safe Online” published on Edudemic, Jeff Dunn suggests that teachers, “Walk your students through hypothetical situations and ask them to set their boundaries and tolerance levels.” Dunn goes on to rationalize this instructional approach saying, “They can’t defend their boundaries unless they know where they stand.”

To help adolescents and teens develop a conceptual understanding of boundaries in the context of appropriate Internet use, maintaining a relationship of open discourse is key. iSafe.org encourages parents to  communicate with their children about their online experiences, stating, “There is no better tool to bridge the Digital Divide.” Additionally, the e-Safety organization recommends that parents “Talk to your child about online dangers. Let them know you are there to help them get out of a bad situation.” Though directed at home use, these practices can easily be transferred to classroom expectations as well.

Nevertheless, we must understand that digital citizenship and Internet safety education aren’t solely the results of adult-intervention. Though this constant support is critical in helping our children and students to safely navigate the digital landscape, many teens are effectively doing this themselves. As a report created by the Family Online Safety Institute reveals, “Teens are taking many steps to protect their privacy and information online, particularly when it comes to the use of social networking sites.” The report titled, “The Online Generation Gap: Contrasting attitudes and behaviors of parents and teens” points out that that “Large proportions of teens say they have set privacy settings on their social networking account (81%), placed limits on who they share their posts with (65%), removed a tagged photo (54%), blocked someone from seeing posts (52%), unfriended someone due to an offensive post (50%), or marked a comment as ‘private (49%) .”

As the Internet and mobile technologies continue to pervade the classroom and all areas of students’ lives, it is crucial that the adults around them create a support system for safe Internet use. In the classroom, this begins by establishing an environment where students feel safe talking openly about their online lives with their interests, questions, and concerns. Once students realize that their teachers see their digital existences not as a waste of time, but as an extension of their identities and relationships with the world, then a positive relationship can be leveraged to further enhance the positive decisions regarding online interactions that students are already making.


Resources:

Dunn, J. (2011, October 24). The teacher’s guide to keeping students safe online. Edudemic. Retrieved from: http://www.edudemic.com/student-online-safety-guide/.

Heart Research Associates. (2012, November 14). The online generation gap: contrasting attitudes and behaviors of parents and teens. Family Online Safety Institute. Retrieved from: http://www.fosi.org/images/stories/research/hart-report-executive-summary-online.pdf.

Knorr, C. (2012, March 19). Internet safety tips for middle school kids. CommonSenseMedia. Retrieved from: http://www.commonsensemedia.org/blog/internet-safety-tips-for-middle-school-kids.

(n.d.) Internet safety tips for students and parents. iSafe. Retrieved from: http://www.isafe.org/outreach/media/media_tips.

Relative Advantage of Multimedia in the Classroom