Success!
I finally have been a member of a web conference that went smoothly. The Saturday, February 26, afternoon conference started on time with very few people having problems. No one made the presenter focus the discussion on there personal problems or their route in the program. There were a few who had questions that were specific to themselves but Dr. Mason answered them quickly and redirected them to the appropriate person to answer their question.
I appreciated that the attendees came with questions to be answered. I came away from this particular conference with a new opinion of the web conferences for this masters program
Thank you Dr. Mason. I am now a believer!
My previous reflection was not so positive: http://knightl.blogspot.com/2010_08_01_archive.html
Sunday, February 27, 2011
EDLD 5364 Reflections from Week 1
Readings Reflection:
I have always been a constructivist teacher. When I first started out I was a one without even knowing what constructivist theory curtailed. I always had students working in different center/station arrangements working through their own topics to increase their knowledge and keep them involved in the decisions of the classroom. I tried to make each section of the curriculum there idea by molding my questioning to drive them to the next topic to be learned. The readings of Sprague and SEDL supported my educational theories.
While in the area of professional development and technology integration, I would often come across teachers who thought technology should be a class and not “another thing” teachers should have to teach. I appreciated the article from Sprague and Dede that stated, “Technical literacy should not be taught as an isolated subject, nor should activities with technology be isolated from other activities in the classroom.” We need to integrate the technology into what the students are doing in their classrooms with their curriculum. Otherwise, the knowledge will not transfer. To me, having technology as a separate course is like having a spelling test once a week. They may know the information for the test, but a week later they will have forgotten most of what they learned.
As Solomon and Schrum remarked, Web 2.0 is allowing collaboration to be a fundamental tool for our 21st century students. Teachers can now use a more flexible model for our students to represent their learning. We do not need our students to stand and deliver a report where only one classroom can hear the information. Now with Web 2.0, our students have a global audience.
Bradford, Brown, and Cocking researched how the brain allows us to learn. I appreciated this piece since it went into detail about specifics that some teachers take for granted. We often wonder why some students spend days on a project and never finish. We must facilitate their learning with technology. They many be “Digital Natives” but they are still children and need to be given the tools to manage their time and to utilize the technology in an appropriate manner.
As McPheeters reminds us in the article Social Networking Technologies in Education, social networks have been rife with controversy especially in the field of education. We need to embrace this form of technology since our children are of a social nature. We can communicate with parents in a manner that most are already engaged.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School (Expanded edition). Washington, D.C.: National Academy Press. Online at http://books.nap.edu/openbook.php?record_id=6160&page=194
McPheeters, D. (2009, March). Social Networking Technologies in Education, Tech and Learning. Retrieved Feb. 24, 2011 from http://www.techlearning.com/article/16250
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved Feb. 25, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.
Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. http://www.sedl.org/pubs/tec26/intro2c.html
Video Reflection
With Constructivist theory you never lean anything from scratch as stated by Abbot. You construct bigger framework from previous knowledge and you embed new ideas with old ideas. The constructivist theorists believe everything is subjective. A good teacher takes kids where they are now and expands upon that knowledge. For me this theory is the most relative and adaptable to the 21st century classroom. I find that as an educator I utilize the constructivist theories.
The Connectivism theory as stated by Siemens centers around a network model of learning where connections people make with are with databases and other forms of knowledge are through the network of learners that a learner creates. Today due to complex environment, connectivism does not occur completely within the mind. This theory of knowledge is about distribution that happens across a network. Two types of networks are the internal neural and the external. The internal neural network is how our mind creates leaning itself in a network matter; neural networks. We can't control our neural. The external network of learning we do when we form connections with other individual learner control. There is a strong emphasis on the manner in which knowledge is evolving. We must stay current. What I learn today that knowledge may be obsolete. Connectivism is reflective. In other words, we must stay current as knowledge changes through lifetime. The social element is prominent connections with individual is what helps us to stay current.
The third theory we learned about is the cyborg learning theory. Kevin Warwick discussed how people will go from humans to cyborg: part human part electronic/robotic. This theory dedicates that within decade people will implant chips to help improve communication. When Warwick had his first implant, they place it in arm with radio frequency to identify him to his computers. He had main part in nervous system (wrist) which filed into nervous system. Electrodes he could plug into computer, in other words: plug nervous system to computer. He moved hand through nervous system to control computer. He stated we supposedly only notice 5% of stimuli. He believes we could have implants that took ultrasonic signals to stimulate which could give us an extra sense similar to the sonar in bats. Kevin Warwick connected his nervous system to his wife's nervous system. They were electrically linked through the nervous system; when his wife moved her hand, his brain got the pulses.
Cyborg theory believes in linking the human brain with technology in order to upgrade the human species. Simplistically stated, computers will do good where humans do poorly. Kevin Warwick discussed that if technology needs more memory we just go out and get more memory. He wondered why people can just go out and get extra memory when needed. This theory involves how we will evolve with education. If we can just upload knowledge, then we won't need universities and schools. We would never need to physically go on vacation. He discussed how this will have a matrix style of download/uploading knowledge and vacations. He also discussed how medical would change. We would go from chemical to electronic stimulation.
Finally discussed were the thoughts of the destiny of humans without chips. He knows there are critics since cyborg theory will change life as we know it. He sees the cyborg to be intellectually superior and able to think in more dimensions.
With Constructivist theory you never lean anything from scratch as stated by Abbot. You construct bigger framework from previous knowledge and you embed new ideas with old ideas. The constructivist theorists believe everything is subjective. A good teacher takes kids where they are now and expands upon that knowledge. For me this theory is the most relative and adaptable to the 21st century classroom. I find that as an educator I utilize the constructivist theories.
The Connectivism theory as stated by Siemens centers around a network model of learning where connections people make with are with databases and other forms of knowledge are through the network of learners that a learner creates. Today due to complex environment, connectivism does not occur completely within the mind. This theory of knowledge is about distribution that happens across a network. Two types of networks are the internal neural and the external. The internal neural network is how our mind creates leaning itself in a network matter; neural networks. We can't control our neural. The external network of learning we do when we form connections with other individual learner control. There is a strong emphasis on the manner in which knowledge is evolving. We must stay current. What I learn today that knowledge may be obsolete. Connectivism is reflective. In other words, we must stay current as knowledge changes through lifetime. The social element is prominent connections with individual is what helps us to stay current.
The third theory we learned about is the cyborg learning theory. Kevin Warwick discussed how people will go from humans to cyborg: part human part electronic/robotic. This theory dedicates that within decade people will implant chips to help improve communication. When Warwick had his first implant, they place it in arm with radio frequency to identify him to his computers. He had main part in nervous system (wrist) which filed into nervous system. Electrodes he could plug into computer, in other words: plug nervous system to computer. He moved hand through nervous system to control computer. He stated we supposedly only notice 5% of stimuli. He believes we could have implants that took ultrasonic signals to stimulate which could give us an extra sense similar to the sonar in bats. Kevin Warwick connected his nervous system to his wife's nervous system. They were electrically linked through the nervous system; when his wife moved her hand, his brain got the pulses.
Cyborg theory believes in linking the human brain with technology in order to upgrade the human species. Simplistically stated, computers will do good where humans do poorly. Kevin Warwick discussed that if technology needs more memory we just go out and get more memory. He wondered why people can just go out and get extra memory when needed. This theory involves how we will evolve with education. If we can just upload knowledge, then we won't need universities and schools. We would never need to physically go on vacation. He discussed how this will have a matrix style of download/uploading knowledge and vacations. He also discussed how medical would change. We would go from chemical to electronic stimulation.
Finally discussed were the thoughts of the destiny of humans without chips. He knows there are critics since cyborg theory will change life as we know it. He sees the cyborg to be intellectually superior and able to think in more dimensions.
Abbott, J. (nd). Building Knowledge: Constructivism in Learning. Youtube.com Retrieved Feb. 23, 2011, from http://www.youtube.com/watch?v=F00R3pOXzuk
Siemens, G. (nd). The Changing Nature of Knowledge. Youtube.com. Retrieved on Feb. 23, 2011, from http://www.youtube.com/watch?v=YMcTHndpzYg
Warwik, K. (nd). Cyborg Life. Yourube.com Retrieved on Feb. 23, 2011 from http://www.youtube.com/watch?v=RB_l7SY_ngI
Monday, February 14, 2011
Curriculum EDLD 5335 Reflection 2 ELCC Standard 5
Collaboration is a wonderful way to find solutions as problems occur. Collaborating takes the power away from one person and allows new ideas to be considered. When we work only by ourselves, we sometimes get lost in our own ideas and need others to show us different ways. I find if I don’t collaborate then my training becomes redundant. When working with different personalities, results can only be different.
Living in the 21st century has created many different ways to collaborate. We no longer only have the option of meeting face to face. I have used Wikispaces and Moodle forums to collaborate with colleagues in a written environment. Personally, I have utilized Tok Box, Skype, Adobe Connect, and Webex to work “face to face.” I recently collaborated with a teacher in India to train her on Moodle where I shared my desktop so she could understand the Moodle software easier. This helped us to share ideas concerning our lesson on how life in India is similar and different to the way of life of children in the US. Collaboration is limited only to our imaginations.
My philosophy of curriculum is based on a learner centered approach. We must differentiate our instruction to benefit every child. Using data based decision making helps create an atmosphere where the teacher understands the areas that the students need more focus. It is important to use many different types of assessments. TAKS cannot be the only deciding factor. Teachers must use quantitative and qualitative assessments to make qualified data decisions. Teachers need to use the district assessments in a manner that helps make decisions.
We must use data based decisions to help create a successful curriculum. I have known teachers who have a curriculum but must deliver the same lessons on the same day for years. As an educational leader, I will work with all teachers but specifically those teachers who need alter their own philosophy to incorporate the importance of data based decision making into their classrooms to ensure curriculum is being delivered successfully.
Living in the 21st century has created many different ways to collaborate. We no longer only have the option of meeting face to face. I have used Wikispaces and Moodle forums to collaborate with colleagues in a written environment. Personally, I have utilized Tok Box, Skype, Adobe Connect, and Webex to work “face to face.” I recently collaborated with a teacher in India to train her on Moodle where I shared my desktop so she could understand the Moodle software easier. This helped us to share ideas concerning our lesson on how life in India is similar and different to the way of life of children in the US. Collaboration is limited only to our imaginations.
My philosophy of curriculum is based on a learner centered approach. We must differentiate our instruction to benefit every child. Using data based decision making helps create an atmosphere where the teacher understands the areas that the students need more focus. It is important to use many different types of assessments. TAKS cannot be the only deciding factor. Teachers must use quantitative and qualitative assessments to make qualified data decisions. Teachers need to use the district assessments in a manner that helps make decisions.
We must use data based decisions to help create a successful curriculum. I have known teachers who have a curriculum but must deliver the same lessons on the same day for years. As an educational leader, I will work with all teachers but specifically those teachers who need alter their own philosophy to incorporate the importance of data based decision making into their classrooms to ensure curriculum is being delivered successfully.
Curriculum EDLD 5335 Reflection 1 ELCC Standard 2
As a technology specialist, I am a firm believer that instruction drives technology. In this course I investigated curriculum. I work at a school that has very high expectations for their students. We do not just want our children to pass tests but to truly succeed on assessments.
Curriculum should be driven by data. During week 1 assignment 1, I reviewed AIES data from 2010. I realized that our students do very well on the TAKS test. In almost all areas and populations, more than 99% of students passed with at least 75% of students being commended in all areas. The only part that showed an area of need was in writing. 77% were commended in 2010 whereas 92% were commended in 2009. The Campus Improvement Plan indicates that by 2011, 90% of students will score commended on the TAKS.
With that data in hand, I decided to work with fourth grade teachers in increasing writing fluency with the use of online forums. I ensured that the professional development session I created worked through the areas indicated in the APA learner centered psychological principals (1997). The teachers will use a “hands on” approach to learning forums. During their training they will utilize the forum themselves whiles brainstorming ideas to utilize forums with their students.
Using data to help drive instruction is important in the classroom as well as during professional development. We must use these data based decision making skills to successfully implement curriculum objectives.
Learner-centered psychological principles: a framework for school reform and redesign. (1997). American Psychological Association., Retrieved from http://www.alamo.edu/sac/murguia/docs/resources/14%20LCPsdoc.pdf
Curriculum should be driven by data. During week 1 assignment 1, I reviewed AIES data from 2010. I realized that our students do very well on the TAKS test. In almost all areas and populations, more than 99% of students passed with at least 75% of students being commended in all areas. The only part that showed an area of need was in writing. 77% were commended in 2010 whereas 92% were commended in 2009. The Campus Improvement Plan indicates that by 2011, 90% of students will score commended on the TAKS.
With that data in hand, I decided to work with fourth grade teachers in increasing writing fluency with the use of online forums. I ensured that the professional development session I created worked through the areas indicated in the APA learner centered psychological principals (1997). The teachers will use a “hands on” approach to learning forums. During their training they will utilize the forum themselves whiles brainstorming ideas to utilize forums with their students.
Using data to help drive instruction is important in the classroom as well as during professional development. We must use these data based decision making skills to successfully implement curriculum objectives.
Learner-centered psychological principles: a framework for school reform and redesign. (1997). American Psychological Association., Retrieved from http://www.alamo.edu/sac/murguia/docs/resources/14%20LCPsdoc.pdf
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