Teaching+with+Technology+Course+Reflections

Teaching with Technology Week 1 Reflections There is no doubt that a trend on technology use is everywhere in education. It is clear that every school has the need for it. The inevitable change is here. However, I believe that it is a task to be undertaken by the school and district leaders. The scenarios presented in this article are very common. The classic traditional teacher is considered as better teacher because he promotes the expected student behavior vs. the modern teacher using the constructivism with technology. It probably comes from the lack of understanding of today’s students learning methods or perhaps the change in teaching of today’s methods. The change is more likely to happen on the new teacher generations. Not giving up on veteran teachers is a challenge but finding teachers that are willing to experiment with constructivism theories may not be hard. Personally, I have not seen this type of instruction like the constructivism scenario presented in this article. Teachers are confronting daily challenges to attract student’s attention and interest to the curricula. Teaching methods using technology are not quite clear for teachers yet. The “How to” is overlooked on the technology workshops. Therefore, adding technology in the classroom is not only using computers and software but changing the views and beliefs of teachers towards the learning process of the new generations. Blocking, banning and monitoring is what we are doing and is not going to work anymore. Students are blogging, chatting and using 3D social networks such as Second Life and we are trying to ban all that fun? I believe we must play their games with our rules. Yes, using these environments in an educated and proper way is beneficial for educators and students. Consider the personalities conflicts that they may face when using multiple avatars or the "unproductive wasted time while investigating or researching" are some aspects we as teachers could spend more time monitoring at. How we find information is what is important in today's world. Connectivism Theory tells us that. Computers like pencils are tools, long before the pencils the ideas and the need to learn existed. The computers do not teach students, rather students learn how to use computers to learn about a topic. In addition, using social networking sites enable others to collaborate and create interest groups: nothing more exciting as having a big group that has the same interests!

Week 2 Reflections

I found very interesting to know that upon research computers have been effective with low-achieving students. As computer software can vary and be designed to achieve logical thinking tasks and problem-solving activities. Students who were likely to dropout found increased interest by using computer technologies. In 1995, in a study was found that worked as well with students with special needs.

Universal Design Lesson is made when several aspects of the 5 dimensions of the learning environment are involved plus the use of computers and performance based assessment. This means that teachers need to consider the multiple intelligences of the students and tech with multi-sensory teaching. it is reveled that achievement was more obvious in Mathematics than non-technology users, in addition, students in the technology-enriched classrooms interacted more among themselves when collaborating in groups. Higher levels of Self-Esteem were shown by low-level and socio-economic children. Even though computer and other technology use cause a positive impact is still not known the value added of other variables involved such as program design, techer involvement and technology accessibility.

It is know that for our children technology is second nature. They are digital natives whereas we are digital immigrants. There fore their expression styles may differ much from ours as adults. It is true that the role has been changing over the years. The level of effectiveness of educational technology is influenced by the specific population, the software design, the educator’s role, and the level of student access to the technology. Therefore, technology is useless without the proper facilitator.

New technologies including web2.0 are owned by our students. We are afraid to use them but this is a clear example of what you are saying. We do not need to attract students to different software but instead use a software that is familiar to them and adapt it to the learning environment.

Week 3 Reflections

 The making of the digital book made me think of the many ways we can present information to kids. A manual to create something, directions for a scavenger hunt, a self intructed lesson with resources or links and including links to other books. The capabilities of this books are unlimited. The format is not the ideal but it is the best creating tool by far that i have used...and it is free and available for all. I can integrate this tool in the UDL lesson plan. We as teachers must learn to recognize different in the recognition, strategic and affective network. Students should be able to reach the goal by following their own pathway. The core of the Universal Design of Learning is the flexibility of methods and materials. Each student should perform and be accountable of his/her own progress. Recognition (the What), Strategic (the how) and the Affective (the why) network represent the many challenges that a teacher face to design a lesson.

Week 4 Reflections

When considering the different assessements that can reflect the true knowledge that a sutdent has, one must be determined to create a student-center leaning envrionment while ensuring that the activities are technolgically meaningful and aligned with​ the TEKS and the NET-S. Written tests are easy to administer but do not reflect the learning. As well as oral tests, products and other means of evaluations used by teachers they represent a very common ways to evaluate learning. The standard practice to determine a grade is a written test or a rubric. Sometimes the rubric is given and observed in one opportunity. During this time student may not show as much as he/she knows. Therefore, there is a sense of unfairness on this evaluation. Take for example a writing lesson. As part of the assessment, the teacher uses a rubric on some of the required skills. Teacher gives 45 minutes to finish a paper and pencil task. Those who like writing using paper and pencil will likely score high. Those how long for the use of a processor or a video camera would be challenged. But instead, they will show a better piece if asked to write a script or a piece of writing on an electronic document. When affective network is addressed then students is more likely to obtain a better performance on a test.

Week 5

. It is certainly true that technology offers that immediate feedback and the means to collect data to produce results. An effort rubric. Recording their efforts on a spreadsheet is even more genius. Some students will pick up this habit and will make it a life long learned experience. Back in my school years, I was introduced to brainmaps or mind maping and my whole learning experience changed. In this case, I could see this same thing happening to many of my students. As adults, we hope to set goals and evaluate them at the end of the year. But, this focus on seeing the correlation on effort and grades and may be an eye opening experience for many. Student look and see by themselves what has been known for millenniums in such sayings as: "Hard work pays off" "Rome was not made in one day" and, "no pain no gain".