Final Reflection

Part 1

In EDTECH541 I have learned a variety of ways to integrate technology into an elementary classroom. I learned to get out of my comfort zone with using different tools to create activities for my classroom. I also learned the importance of peer collaboration and how people can bring about new ideas or ways of thinking to the same type of activity.

            I really liked researching the different types of tools we were given access to this semester. It has broadened my list of tools and given me a chance to play with tools I never would have known existed. It was important to me to find research relevant when creating my projects and assignments because I am new to the technology world. I wanted to ensure my students would have the best ideas based on research not just what I wanted to put together.

             While creating my relative advantage chart and assistive/adaptive activity, I felt like I had mastered AECT Standard 1 Content Knowledge Assessing/Evaluating. I was able to decide what type of adaptive technology I could use for certain disabilities and which ones I didn’t feel were as useful. In doing my research for the relative advantage of using technology in class and what specifically I would be targeting, helped me evaluate the effectiveness of what I’ve been using already and find new tools to use. In creating my interactive presentation of multiplication, I feel that I mastered the AECT Standard 2 Content Pedagogy Creating. I was able to create a presentation that my third graders would be engaged in participating and provide a fun way of learning multiplication.  When writing blog posts on my learning log, I was able to master AECT Standard 5 Research Method. I conducted research to support my opinion along with solve problems while I was creating activities.

            While taking this course I feel like I have grown tremendously professionally and can’t wait to use what I have learned. I was able to create various projects that I never thought was possible. I began my commitment to obtaining my Masters degree and worked very hard on every assignment. I was able to provide constructive criticism to peers during evaluation. And accept suggestions from peers regarding projects or blog posts. I feel this course has opened up my eyes to working independently but asking for help when necessary.

            When I return to my classroom this coming fall, I plan to use some tools that I had access to during this course. I would like to actively start using Google slides for presentations I give my students. I also plan on teaching my students how to use VoiceThread and let them create their own VT during the year. I want to take a step back and let my students explore technology under the safety of my digital citizenship rules. I hope to use social media more professionally as well as open up a dialogue with my students about using social media for learning.

            As an educator I will have more of an open mind about technology integration. Before this course, I wanted to use technology for students to be busy while working independently. It became a crutch for me because I knew the students would be engaged if they were using technology. I want to use technology more for learning and discovering than just keeping students busy.

Part 2

Contributing to my learning log was usually my first order of business with schoolwork during the week. I wanted to have my post done early so that I could receive commentary from peers all throughout the week. I also feel that I put forth a strong amount of effort in providing posts complete with my thoughts on the subject, while also having a substantial amount of research involved as well. I was sensitive to using various types of research and it turn it made it difficult at times to correctly cite my sources. Many websites would have missing pieces and when putting together my citation some parts were incomplete. And lastly, I felt it was very important to give my peers substantial and useful responses to their posts. At times I found it hard to comment on posts that were issued later in the week but usually commented on as many as I could. I also tried to respond to peers commenting on my own blog posts. Below I have listed what I feel my final grade for blogging should be.

Content: 70/70

Readings and Resources: 15/20 (some of my citations were incorrect/incomplete)

Timeliness: 20/20

Responses to Other Students: 30/30

Blog Final: 135/140

Vision Statement

Vision Statement

Being an educator in the 21^st century has brought forth amazing opportunities that previous educators never thought possible. Laptops, interactive whiteboards, and tablets are just a small list of tools that my colleagues and I have access to everyday. In the “Pre-Microcomputer Era,” teachers used multimedia-learning stations that were only able to show animations and video (Roblyer, 2016). Currently I am able to interact with my students through Google Apps, engage students by using the interactive whiteboard, and communicate with parents efficiently with my laptop or iPhone at all hours. I foresee the use of technology in my classroom to enhance my lessons and also provide my students with various ways of enhancing their knowledge of the subject.

In the process of using technology in the classroom, educators need to have a goal for the continuous use. Technology needs to be seen as part of daily learning. Technology should not be taught as a separate class, but integrated into the classroom (Mary Beth Hertz, 2011). As a college student working towards becoming an elementary teacher, a math professor made a statement that has lived with me ever since. “Do not divorce math from real life, relate math to everyday life and your students will never fear it again.” I believe this idea rings true to technology and education as well. If we integrate technology into our students’ everyday lives, the fear of the unknown lessens each time they gain access. As educators, we must make a conscious effort to increase our comfort ability to technology in order to help our students gain the confidence to use it on their own. Instead of having students use technology tools for assessment purposes only. Students should be able to use technology to learn content and show their understanding as well (Mary Beth Hertz, 2011). Practice makes darn near perfect.

Integrating technology into our classrooms doesn’t come without a few hiccups along the way. Software malfunction, slow Internet access, and blocked access because of firewalls are just a few examples students who are fluent with technology may encounter. Now if we back up and look at the challenges of putting a student on a tech device like a tablet or laptop, when they have never had experience with the tool, the challenges start at ground zero. The fear of the unknown is scary to adults and children, especially in the technical world. The motivation has to begin with the educator wanting to learn about technology himself or herself and then integrating it into their classroom. Children trust educators and trust that if they can do it, so can the children. An issue that was brought to my schools’ attention last year was the access students may have to inappropriate images or content. We would like to put our trust in the firewall to protect our students, but there seems to be a way around that sometimes. We must instill in our students digital citizenship and how to be safe and respectful on the World Wide Web.

Technology integration is based on many theories. These theories fall into two different integration models: directed and constructivist (Roblyer, 2016). Directed models include theories such as the behaviorist and cognitive-behavioral. These theories state instruction must provide the right stimuli to get students to provide the desired behavior. The drill and practice games are designed around this theory. When correct responses are given, the user receives praise or awards (Roblyer, 2016). Constructivist models include theories such as social activism, social learning, scaffolding and discovery learning. These theories state cooperative learning and learning through discovery are effective in integrating technology (Roblyer, 2016).  Many times students will provide evaluation through showing their problem solving skills with a model or video, rather than a multiple choice answer assessment. As educators we need to know and understand our students as individuals and help them use integrated technology with a model that fits them best.

References

Hertz, M. (2011, March 16). What Does Technology Integration Mean? Retrieved June 29, 2015.

Roblyer, M. (2016). Integrating Educational Technology into Teaching (Seventh ed.). Pearson.

Accessibility Features on iOS Devices

According to McLeskey, Rosenberg and Westling, one of the core principals of inclusion with individuals having a disability is they should be included as active participants in mainstream classrooms. It's important as educators that we allow students with impairments or disabilities to experience as much mainstream classroom as possible. Using technology to help these students in critical in making their learning fun and accessible.

iPads are taking over homes, businesses and schools. "What sets iPads apart from other devices is the simple and virtually robust user interface that can be used by almost anyone. It's also a highly customizable device that can be set up with applications and assistive features to support a variety of special needs" (Palmer). In New Jersey, at the Children's Institute, teachers review applications and rated them based on appropriateness for children use. These are a few of my favorites from their top 10.
-Time Timer: allows students who have a difficult time with the concept of time to see visual representation of things that take time without the use of clocks.
-iReward: a reward chart that is private to the student and teacher. Allows teachers to ditch the five by five charts and stickers. Perfect for elementary students.
-Proloquo2go: gives students who are unable to speak an easy to use voice. Perfect for communication between student and teacher, along with student to student interaction.

For students with cognitive impairments, they will learn many daily life activities by using technology.  "For example, the Time, Money, & Fractions On-Track iPad app (School Zone Publishing) allows learners to acquire skills for managing money and time" (Roblyer, 2016). The instructions are read to the student and given the option of having the sentence re-read to them. They are given immediate feedback with checkmarks or stars. The instructions are explicit and easy for the student to follow. The icons for them to click on are identifiable and seen in their daily lives. Here is an example of the app: On Track Time, Money, & Fractions.

Using Guided Access gives the teacher the ability to limit the device to stay on one app or even resist the screen to be activated in certain areas. This tool is used for students with autism or other sensory challenges (Apple, Special Education).

iBooks are a great resource for any student, but the additional tools give students with disabilities much richer content. They can provide 3D images and videos, and highlighting tools. It also supports VoiceOver for students to use if necessary. The vivid pictures are enough to get a student excited and engaged.

There are so many resources available to special education teachers and students, there leaves little excuse for student inclusion. Even for just a small part of the day, using this technology can make students with disabilities an included part of the classroom.




Apple - Education - Special Education - iOS. (n.d.). Retrieved August 10, 2015, from http://www.apple.com/education/special-education/ios/

McLesky, J., Rosenberg M., & Westling, D. (2013). Inclusion: Effective practices for all students (2nd ed.). Boston: Pearson Education. 

Palmer, R. (2013). The Top 10 iPad Apps for Special Education.The Journal. Retrieved August 10, 2015, from http://thejournal.com/Articles/2013/06/30/The-Top-10-iPad-Apps-for-Special-Education.aspx?Page=1

Roblyer, M. (2016). Integrating Educational Technology into Teaching (Seventh ed.). Pearson. 

Obstacles and Solutions to using Technology in Math

Integrating technology is something educators all try to do. Some more successful than others, and some more motivated than others. But no matter how savvy or uncoordinated you are in the tech world, somewhere along the line you will run into an obstacle or two. More specifically I will be discussing the obstacles and solutions for integrating technology into elementary math education.

Technology is difficult to control some days, especially when the technology you want to use doesn’t work! “Dealing with 32 students' error messages was alternately amusing and hair-raising “(David). It’s a teachers’ worst nightmare to have technology built into the lesson and it fail quickly with error messages. The solution to this obstacle would be planning for the error message in your plans. Have an alternate plan. To solve the issue of the error message altogether, gather a couple of students to try and trouble shoot while the other students are completing the assignment. The students troubleshooting should be students that can be trusted and will be able to catch up on the assignment.

Another obstacle relating to technology in the math classroom is getting everyone on board; students, parents, teachers and administration. “…working with a large group of students whose computer and calculator literacy skills ranged from beginner to expert—as did their parents' skills” (David). If students don’t have access to the technology at home, it will make their learning curve different than students with technology experience. If a parent is not comfortable using technology, usually they are more open to their child learning because they see the void it creates in their lives. Keeping communication open with parents about what tools their students are using and allowing them to see finished products will help the parent buy in.

“Integrating technology into mathematics is not without controversy. Many educators fear that calculators and other technology will eliminate opportunities for students to strengthen their computational abilities” (Technology in Mathematics).  Allowing students to use technology is also trusting them to make smart and logical decisions. Some students may use a calculator to multiply 2 by 0 and then remember they have the ability to compute it on their own. We need to model how we would use technology before handing it over to our students. If we model appropriate and smart choices, our students will most likely follow suit. Taking time to walk through a problem and show what you would compute in your head, and what you would use the tool for is a great way for students to understand your expectations.

With any change, there comes a learning curve. In my opinion, mathematics is one of the easiest and most effective content areas to implement technology. It can save educators time and money, and give students the tools they will use later in life.

David, S. (n.d.). Educational Leadership (Vol. 55, pp. 49-51).

Technology in Mathematics. (n.d.). Retrieved August 6, 2015.

Blog 2 Social Media and Walled Gardens VoiceThread

Carpenter, J. (2015, January 28). Teachers, technology and a 'walled garden' for students to grow. Chicago Tribune. Retrieved July 30, 2015, from http://www.chicagotribune.com/bluesky/originals/chi-mashplant-jason-brett-bsi-20150127-story.html

Westaway, L. (2014, July 4). Popjam is 'walled-garden' Instagram for kids, from Moshi Monsters maker. CNET.

Walled garden (What is ? A Webopedia Definition)

http://www.webopedia.com/TERM/W/walled_garden.html

Safety on the Internet

The Internet can be a scary place for kids just beginning to gain independence on the computer. Knowing how to stay safe and protect themselves must be the first lesson taught to children using the Internet.  According to the Pew Internet & American Life Project, 95% of teens are online. There are many great things about using the Internet, but letting our students blindly trust isn’t a good idea.

Here are four ways to keep your students safe:

1.     Muthler suggests having students commit to rules that the school has developed. Keep a signed copy of the student agreeing to abide by these rules.

2.     Keep the computer/laptop/tablet out in the open while in use. Teachers should be able to see the screen while students are using the device.

3.     Have classroom conversations about technology and it’s dangers. Let students know they can come to you if they come across something inappropriate. Let the students trust you won’t immediately get angry with them, but will help figure out what happened.

4.     Use password protected services so students must log in to contribute. This will give teachers access to who is saying what.

Making sure students use the Internet to research accurate facts is another task for teachers using technology. Many students think using Wikipedia will give them all of their answers for their upcoming paper. Here are some ways to ensure students are researching correctly suggested by O'Hanlon. 

1.     Use key words that are specific to the search. Add quotation marks to ensure the search engine is using exact wording.

2.     Use credible search engines such as Google Scholar, or online databases provided by the school district.

3.     Evaluating what type of website they are using. Websites ending in .gov, .com, .edu and .org are generally reputable. If it’s from a government ran agency or a library, chances are the information is accurate.

4.     When in doubt, ask for help. Let students know if they really aren’t sure they need to ask for clarification.

Below I have listed some resources for teachers to use in making sure their students are safe online.

Teachers Guide to Keeping Students safe Online

Super Digital Citizen

Teaching Digital Citizenship

BrainPop Digital Citizenship

Resources: 

Lenhart A, et al. Teens, kindness and cruelty on social network sites. Pew Internet & American Life Project, 2010.

Muthler,S. (2015, April4). Online Safety: A Teacher’s Guide to Dealing with Cyberbullying, Sexting, and Student Privacy. Retrieved July 28, 2015.

O’Hanlon, L. (2013, May 20). Teaching Students Better Online Research Skills. Retrieved July 28, 2015.