Posted by Hope Scott on Sunday, June 5, 2011 Under: Internship
EDLD 5364 - Teaching with Technology
Teaching with Technology was one of my favorite classes because I teach Web Mastering. The class allowed me to collaborate and create a solution to a scenario-based group project. This involved creating a Universal Design for Learning (UDL) lesson using the CAST Lesson Builder. I created an e-book as part of our design (Scott, 2011). I learned many practical applications to help me challenge my students. This includes looking at constructivism, connectivism, and cyborg theories. I liked the cyborg theory, I grew up loving Star Trek; but, I lean more toward constructivism which purports that students learn in various ways. As teachers, we need to understand that we must adjust our assignments to accommodate the learning styles of our students. This is difficult to accomplish with technology, but I have learned to allow my students who cannot understand what we are doing to do as much as they can with projects. I now grade their efforts because their finished projects are an accomplishment for them. Many are excited about some of the things they have learned in my class. I have a few who complain and go into shut-down mode because it is not easy. For those few, I continue to encourage them to do the best they can do and not worry about what their peers are doing. I need to work on having student work more cooperatively. According to the author of Learning as a Personal Event, A brief introduction to Constructivism (Southwest Educational Development Lab), the teacher launches student exploration. I connected with this article. I feel that in my classroom learning is a personal event. I feel that I am the facilitator of learning in my classroom. I show students what I expect and give direction. This article helped me to ember that learning is not passive, but is active and reflective (Southwest Educational Development Lab, 1999, para. 6).
I have had to ask myself, as an educator, "Do I meet the needs of all of my students?" That question plagues educators, whether we admit it or not. "The challenge posed by greater diversity and greater accountability is to enable students with widely divergent needs, skills, and interests to attain the same high standards"(Rose and Myer, 2002, The Challenge: Learner Diversity and High Standards, para. 3). As I reflect upon the diversity of our campus, I feel that sometimes I forget that all kids have high standards to attain. The needs of our students are as divergent or different as our student body. Students on our campus come from all walks of life and many ethnic backgrounds. We have many students with handicapping conditions. We have many students with special needs, including language barriers. All of these students must have access to the same high standards that the State expects for all students we serve. I feel that technology is a way to help and empower all students. I learned that, according to Michael S. Page in the article Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status, "Computers appear to be especially productive with children designated as nontraditional" (Page, 2002, Computers and Self Esteem, para. 1). He went on to define nontraditional as including "those who have been labeled as being low achieving, at risk, learning disabled, of low socioeconomic status, educationally disadvantaged, language minority, or reading instruction with English as a second language" (Page, 2002, Computers and Self Esteem, para. 1). Again, this defines our Camus environment. Knowing this helps me, as an educator, challenge our students to be the best despite the odds. I also learned from Larry Rosenstock that, secondary and post-secondary education needs to go hand in hand. In other words, students who ultimately will not go to college are better served if they are not segregated from programs that expect that they will be going to college. Or, stated another way, serve all students as if they are going to college. I must admit, I am from the school of thought that non-college bound students need just the basics which does not include technical classes. But, this does not allow all students to attain high standards.
Learn as a Learner
Working collaborative with peers to create a lesson was challenging. Our group consisted of four people, two on each campus. This was ideal because we could work closely with a partner that was in the same proximity. The draw-back was always time. Trying to find time that was convenient for all was difficult. All-in-all, we made it work. We created a third grade lesson that incorporated technology, including voki, PowerPoint, Photo Story, and media in our lesson (Team 5364, 2011). I think that working with peers made the project more palatable. It also gave me more perspectives on how to create a lesson that is designed for all students. The assignments were challenging, especially the creation of the e-book. But, it was equally rewarding. I had my students use CAST Bookbuilder to create and save vocabulary. They grumbled, just as I did, but the finished products were awesome!
Lifelong Learning Skills
I know that what I have learned will impact how I teach the diverse student population on our campus. I have learned to not stick so much to the book and what it says needs to be accomplished. I have learned that I must allow students to learn in ways that is best for that individual student. I will continue to work with collegues when I have projects that need different perspectives. I will continue to wonder if I am reaching all of my students. And, along with the wonder, I will continue to search for ways to adjust or accomodate students so that everyone is successful on some level.
Edutopia.org (nd). High Tech High Taking the Lead: An Interview with Larry Rosenstock. Retrieved from http://www.edutopia.org/collaboration-age-technology-larry-rosenstock-video
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&Conte
Scott, H. (2011). Character stories for how coyote stole fire. CAST bookbuilder. Retrieved from http://bookbuilder.cast.org/view.php?op=share&book=aaa908dc5802716580b9930e946f8bcd&sid=4089
Southwest Educational Development Lab. (1999) Learning as a personal event: A brief introduction to constructivism. Retrieved from http://www.sedl.org/pubs/tec26/intro2c.html
Team 5364. (2011). Teaching with Technology. Retrieved from https://sites.google.com/site/team5364/home
In : Internship
Tags: edld5364 "teaching with technology"
"Hatimaye, katika wiki ya 5 ya mwaka wa 2011 nilipata nafasi ya kuwa ""Mwalimu wa Teknolojia"" na ""Mwalimu wa Teknolojia"" na nilipata nafasi ya kuwa ""Mwalimu wa Teknolojia"" na ""Mwalimu wa Teknolojia"" na ""Mwalimu wa Teknolojia.""" Darasa liliniruhusu kushirikiana na kuunda suluhisho kwa mradi wa kikundi unaotegemea hali. Hii ilihusisha kuunda Universal Design for Learning (UDL) somo kwa kutumia CAST Lesson Builder. """Nilikuwa na kitabu cha e-kitabu cha kuvutia, na niliamua kuunda kitabu hiki kwa sababu ya kuvutia kwa watu wengi, na kwa sababu ya kuvutia kwa watu wengi." Nilijifunza matumizi mengi ya vitendo ili kunisaidia kuwajaribu wanafunzi wangu. Hii inajumuisha kuangalia constructivism, connectivism, na nadharia cyborg. Nilipenda nadharia ya cyborg, nililelewa nikipenda Star Trek; lakini, mimi huelekea zaidi kwa constructivism ambayo inadai kwamba wanafunzi hujifunza kwa njia mbalimbali. Kama walimu, tunahitaji kuelewa kwamba ni lazima tufanye marekebisho katika kazi zetu ili tupate kupatana na mtindo wa kujifunza wa wanafunzi wetu. Hii ni vigumu kufanya na teknolojia, lakini nimejifunza kuruhusu wanafunzi wangu ambao hawawezi kuelewa tunachofanya kufanya kama wao wanaweza na miradi. Sasa mimi hupima jitihada zao kwa sababu miradi yao iliyokamilika ni mafanikio kwao. Wengi wamefurahi sana na mambo ambayo wamejifunza katika darasa langu. Kuna watu ambao wanalalamika na kujiuzulu kwa sababu ni vigumu. Kwa wale wachache, ninaendelea kuwatia moyo wafanye bora wanavyoweza na wasijali juu ya kile wenzao wanachofanya. Ninahitaji kufanya kazi ili wanafunzi wafanye kazi kwa ushirikiano zaidi. "Kulingana na mwandishi wa ""Kujifunza kama Tukio la Kibinafsi: Utangulizi mfupi wa Constructivism"" (Southwest Educational Development Lab), mwalimu huanzisha uchunguzi wa mwanafunzi." Nilikutana na makala hii. Ninaona kwamba katika darasa langu kujifunza ni tukio la kibinafsi. Ninahisi kwamba mimi ndiye msaidizi wa kujifunza katika darasa langu. Ninawaonyesha wanafunzi kile ninachotarajia na kuwapa mwelekeo. "Hii ni kwa sababu ya kuwa na uzoefu wa kujifunza na kujifunza kwa njia ya ""kufanya kazi"" na ""kufanya kazi"" (Southwest Educational Development Lab, 1999)." 6) "Nilikuwa na kujiuliza, kama mwalimu, ""Je, ninakidhi mahitaji ya wanafunzi wangu wote?""" Swali hili linawaogopesha walimu, iwe tunakubali au la. "Kuchanganya kwa utofauti mkubwa na uwajibikaji mkubwa ni kuwezesha wanafunzi wenye mahitaji, ujuzi, na maslahi tofauti kufikia viwango sawa vya juu "" (Rose na Myer, 2002: Changamoto: Utofauti wa Mtaalamu na Viwango vya Juu, Par." 3) Ninapofikiria juu ya utofauti wa chuo chetu, nahisi kwamba wakati mwingine ninasahau kwamba watoto wote wana viwango vya juu vya kufikia. Mahitaji ya wanafunzi wetu ni tofauti au tofauti kama mwili wetu wa mwanafunzi. Wanafunzi katika chuo chetu hutoka katika tabaka zote za maisha na asili nyingi za kikabila. Tuna wanafunzi wengi wenye ulemavu. Tuna wanafunzi wengi wenye mahitaji ya pekee, kutia ndani vizuizi vya lugha. """Wanafunzi wote wanapaswa kuwa na upatikanaji wa viwango sawa vya juu ambavyo Serikali inatarajia kwa wanafunzi wote tunaowahudumia." Nadhani teknolojia ni njia ya kuwasaidia na kuwawezesha wanafunzi wote. "Mwanzoni mwa mwaka wa 2002, Michael S. Page aliandika makala ya ""Technology Enriched Classrooms: Effects on Students of Low Socioeconomic Status"" (Kula kwa Kompyuta: Athari kwa Wanafunzi wa Hali ya Chini ya Kiuchumi) na alitoa maoni ya kwamba kompyuta ni muhimu sana kwa watoto wasio na elimu ya kawaida." 1) "Kama ilivyoelezwa hapo juu, ""wasomi wasio wa kawaida"" ni wale ambao wamechaguliwa kuwa na mafanikio ya chini, hatari, walemavu wa kujifunza, wa hali ya chini ya kijamii na kiuchumi, wenye udhaifu wa kielimu, wachache wa lugha, au mafunzo ya kusoma na Kiingereza kama lugha ya pili." 1) Kwa mara nyingine tena, hii inafafanua mazingira yetu ya Camus. Kujua hili kunisaidia, kama mwalimu, kuwapigia changamoto wanafunzi wetu kuwa bora licha ya hali mbaya. Pia nilijifunza kutoka kwa Larry Rosenstock kwamba, elimu ya sekondari na baada ya sekondari inahitaji kwenda mkono kwa mkono. Kwa maneno mengine, wanafunzi ambao hatimaye hawatakwenda chuo kikuu watahudumiwa vizuri zaidi ikiwa hawatatengwa kutoka kwa programu ambazo zinatarajia kwamba watakwenda chuo kikuu. Au, kwa njia nyingine, kuwatumikia wanafunzi wote kana kwamba wanaenda chuo kikuu. Ni lazima nikiri, mimi ni kutoka shule ya mawazo kwamba wanafunzi wasio na chuo kikuu wanahitaji tu misingi ambayo haijumuishi madarasa ya kiufundi. Lakini, hilo haliruhusu wanafunzi wote kufikia viwango vya juu. Jifunze kama Mjuzi Kufanya kazi kwa kushirikiana na wenzao kuunda somo kulikuwa changamoto. Kikundi chetu kilikuwa na watu wanne, wawili katika kila chuo. Hii ilikuwa bora kwa sababu tunaweza kufanya kazi kwa karibu na mpenzi ambaye alikuwa katika ukaribu sawa. Kosa lilikuwa wakati. Ilikuwa vigumu kujaribu kupata wakati uliofaa kwa wote. Kwa ujumla, tulifanya jambo hilo lifanye kazi. "Kama ilivyoelezwa hapo juu, ""Mafunzo ya darasa la tatu"" ni pamoja na voki, PowerPoint, hadithi ya picha, na vyombo vya habari katika somo letu (Team 5364, 2011)." Nadhani kwamba kufanya kazi na wenzao kulifanya mradi huo uwe wenye kupendeza zaidi. Pia ilinipa mtazamo zaidi juu ya jinsi ya kuunda somo ambalo limekusudiwa wanafunzi wote. Kazi zilikuwa ngumu, hasa kutengeneza kitabu hicho cha kielektroniki. Lakini, ilikuwa yenye kuthawabisha vilevile. Wanafunzi wangu walitumia programu ya CAST Bookbuilder kuunda na kuhifadhi msamiati. Walikosoma, kama vile nilivyofanya, lakini bidhaa zilizomalizika zilikuwa zenye kustaajabisha! Ujuzi wa maisha yote: Ninajua kwamba kile nilichojifunza kitakuwa na athari kwa jinsi ninavyofundisha idadi tofauti ya wanafunzi katika chuo chetu. Nimejifunza kutoshikamana sana na kitabu na kile kinachosema kinahitaji kutimizwa. Nimejifunza kwamba ni lazima niwaruhusu wanafunzi kujifunza kwa njia ambayo ni bora kwa mwanafunzi huyo binafsi. Nitaendelea kufanya kazi na wenzangu ninapokuwa na miradi inayohitaji mitazamo tofauti. Nitaendelea kujiuliza ikiwa ninawafikia wanafunzi wangu wote. Pamoja na kusisimua, nitaendelea kutafuta njia za kurekebisha au kukaribisha wanafunzi ili kila mtu afanikiwe katika kiwango fulani. Edutopia.org (nd). High Tech High Kuchukua Uongozi: Mahojiano na Larry Rosenstock. Retrieved kutoka http: www.edutopia.org/collaboration-age-technology-larry-rosenstock-video Rose, D., & Meyer, A. (2002). Kufundisha kila mwanafunzi katika enzi ya dijiti: Ubunifu wa Ulimwenguni kwa ajili ya kujifunza. Alexandria, VA: Chama cha Usimamizi na Maendeleo ya Programu ya Mafunzo. Inapatikana mtandaoni katika Kituo cha Applied Special Technology tovuti. Sura ya 1. "Kama ilivyoelezwa katika makala ya ""Mafunzo ya Kihistoria"" ya TESAS (http: www.tesas.org) na ""Mafunzo ya Kihistoria"" ya TESAS (http: www.tesas.org), ""Mafunzo ya Kihistoria"" ni sehemu ya kitabu cha ""Mafunzo ya Kihistoria"" cha TESAS (http: www.tesas.org)." Madarasa yaliyotajwa na teknolojia: Athari kwa wanafunzi wa hali ya chini ya kijamii na kiuchumi. Jarida la Utafiti wa Teknolojia katika Elimu, 34 (4), 389-409. "Kama ilivyoelezwa katika makala ya ""Mashirika ya Kimataifa ya Elimu"" (International Society of Education) katika ukurasa wa ""Mashirika ya Kimataifa ya Elimu"" (International Society of Education) katika ukurasa wa ""Mashirika ya Kimataifa ya Elimu"" (International Society of Education) katika ukurasa wa ""Mashirika ya Kimataifa ya Elimu"" (International Society of Education) katika ukurasa wa ""Mashirika ya Kimataifa ya Elimu"" (International Society of Education) katika ukurasa wa ""Mashirika ya Elimu"" (International Society of Education)." "Hii ni hadithi ya ""kuiba moto kwa coyote""" CAST bookbuilder. "Kama ilivyoelezwa katika makala ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza"" ya ""Kuchunguza na Kujifunza.""" (1999) Kujifunza kama tukio la kibinafsi: Utangulizi mfupi kwa constructivism. "Kama ilivyoelezwa katika ukurasa wa ""Sehemu ya 5"" wa tovuti ya ""Sehemu ya 5"" ya tovuti ya ""Sehemu ya 5"" ya tovuti ya ""Sehemu ya 5"" ya tovuti ya ""Sehemu ya 5"" ya tovuti ya ""Sehemu ya 5"" ya tovuti ya ""Sehemu ya 5"" ya tovuti ya ""Sehemu ya 5"" ya tovuti ya ""Sehemu ya 5""" (2011). Kufundisha kwa Teknolojia. "Kutoka kwa ""Tumekubaliana"" na ""Tumekubaliana"" na ""Tumekubaliana"" na ""Tumekubaliana"" na ""Tumekubaliana"" na ""Tumekubaliana"" na ""Tumekubaliana"" na ""Tumekubaliana"" na ""Tumekubaliana"" na ""Tumekubaliana"" na ""Tumekubali"" na ""Tumekubali"" na ""Tumekeleza"" na ""Tumekeleza"" na ""Tumekeleza"" na ""Tumekeleza"""