What benefits do you see in educators knowing how to design and implement online learning?
Online classes are here to stay and a benefit for teachers and students as well. Needless to say, this means all educators should learn how to design these classes to help their students advance. There are so many applications and situations in which students could receive specialized education for their specific needs. Gifted and talented students can be challenged with all types of activities and projects to further their education, challenge their intellect and keep them motivated and interested in learning. Special needs students who need their curriculum adjusted to concentrate on specific areas in their education can have their assignment tailored to meet their need. With all the technology available to educate students, all teachers need to learn how to develop online courses, to help students be academically successful. Educators must continue to find new ways to engage students, and keep up with technology to teach 21st century students.
How will you professionally use your course that you designed?
I do not think I will use the exact course I designed for this class, however, I do feel that I learned a lot, and also still have much to learn before I venture out to teaching online classes. I do hope that in the following year I will be able to create a new course for my GT students to add to their curriculum all the extra material they must learn in order to skip 8th grade math and jump into algebra 1. In previous years, al my GT students were combined in one class period, which made it easy for me to teach them all the 7th grade material, and also the 8th grade material they needed. This is the first year, the school decided to split these kids up and integrate them among the rest of the students. Teaching them additional material is defiantly more difficult. Schoology is an interesting program, and I will learn more while I create this course and work on making appropriate assignments. I believe my GT kids will love it and it will keep them motivated and engaged.
Will you integrate online learning in your role as a teacher/staff developer?
Students need to learn how to participate and learn in online classes, and teachers need to be able to teach these types of classes I believe as early as middle school, to prepare students for college and the ever growing trend of distant learning. As a teacher I will try to incorporate this type of education in to my curriculum, starting out with my GT kids. It takes a different type of discipline to schedule time when dealing with assignment in the online class environment compared to actually participating in class. This is not the time to procrastinate and wait to the last minute to do assigned work. Students need to become familiar with this type of learning. As an educational technology leader I would try to create a professional staff development to educate all the teachers about online courses, to get them involved and familiar with the possibilities of new learning ideas. I know many of our teachers like technology and using new teaching ideas, they just do not have the knowledge and technical support they need to implement these ideas.
What questions do you still have about online learning?
When reflecting back on our Schoology assignment, and creating the online course for my math students, I am still slightly confused about students turning in their assignments online. I do realize everything is submitted through the drop box, however, being a math teacher, I generally do not accept assignments, unless I see the work show. How can I achieve this with an online class? In 7th grade we do not allow students use to calculators, how I know they truly worked out the problems. What about academic honesty, how do I know these kids do not cheat from each other? They try to do this now with me looking at everything they do, what would stop them from just submitting someone else’s answers? I guess I want proof that the work done is their own. I need to learn more about this part of online teaching. In addition, I could not figure out how to create an expandable textbox, or anything similar to this for students to enter their answers.
What will you do with this new learning?
Although we initially had many problems and issues with Schoology, I found it exiting to be on the other side of online classes for a change and be the teacher assigning the materials and giving the instructions and leading the discussion board. I know I have much to learn, yet the more I looked and thought about my assignments, the more ideas came to my mind on how these courses could be used. I will try to create on online course for my GT students next year and see how this works out. I would like to go to a workshop and get some instruction on “Moodle”, which I heard many positive things about. I think my student would really enjoy learning online. There are still many issues that need to be worked out, like making sure students have computer access at home and also how can I separate these students from my regular students to allow them computer access at school. I know eventually it will all work out.
Thursday, May 13, 2010
Tuesday, May 4, 2010
Field-based Activity Reflections
Campus Technology Information and Data Analysis:
I feel that I needed to start at this point to do extensive research at the campus level by collecting information from a variety of different sources to see strength and weaknesses’ of our campus, and to get a general feel about how comfortable teachers and students feel about and around technology. The knowledge I gained from this data allowed me to collaborate with my principal (mentor) to address areas of concerns the teachers, and the rest of the staff have concerning technology needs. I was also worried about how students feel about the use of technology, their knowledge in this area, and the type of instruction (teacher-based, or learner-centered) they feel is more valuable to their education. I was upset to also see a distinct pattern for concern after evaluating the responses from the student survey, showing me that the students in our school are not informed about safe internet practices, cyber bullying and social, ethical, legal and human issues. I was glad I had chosen to use this anonymous type of survey to receive true answers and responses from the students. The standards addressed in this activity include: TF/TL 1 through 8.
Professional Learning-Center Staff Development:
The objective of this professional staff development was to help teachers with ongoing professional technology development, and needs which were identified through the Campus Technology Needs Assessment and the teacher survey which I interpreted in the prior activity. Except for standard 3, all of the other TF/TL standards were part of this activity. After having read much information on professional development and learning-centered activities, I tried to develop a meeting which would involve all staff members, give everyone a chance to participate and voice their opinion and also at the same time be very productive. To ensure a conflict free meeting in which members reach consensus, all ideas very written down in individual groups, respected, and discussed. I felt it was important as a technology leader to ensure all teachers’ needs were addressed first, to ensure they can use technology to be more productive and also include it into the curriculum. In addition, I feel a lot more comfortable about designing professional staff development meeting after having put this particular one together.
Teacher Education to gain Knowledge on Implementing Technology Resources:
After conducting the professional staff development, and looking at the areas in which teachers felt they needed the most help, I talked to my principal (mentor) about a variety of specific, teacher directed lessons we could conduct twice a week in the LRC (computer room) to make sure teachers could participate during their conference periods if they needed help in certain areas of technology, or technology incorporation into the classroom. The decision for the choice of participation was left up to the principal, who had data available to decide on if he felt lessons should be voluntary or mandatory. In addition, since we are a small campus, groups were small, which allowed for more one-on-one teaching and interactions with teachers who are generally quiet and would not ask questions otherwise. The standards which were addresses in this activity include TF/TL 1, 2, 3, 5, 6 and 7. Several lessons were addresses:
• The first one was to design a learner-centered lesson for teachers to incorporate technology communication tools, media tools, and web based research. I felt good about this activity, knowing many teachers have no idea technology tools like these exist, and I know many teachers can think of several good ideas on how to incorporate internet tools into their curriculum to enhance student leaning and motivation.
• The second lesson showed teachers how to design a short learner-centered model lesson to manage student activity in technology-enhanced environment, demonstrate higher-skills and creativity, use research to built content standard lessons, apply these standards in assessing students learning using a variety of assessment techniques, use and analyze collected data, and ensure that all learners needs are meet, including GT and at-risk students. After introducing a variety of internet tools my mentor and I decided to create this model lesson to give teachers an idea on how to incorporate technology into the curriculum. The challenge with this activity I felt is to make sure all student needs are meat, especially those who are struggling. I still debate on how to group students so each child has the best opportunity to learn. I feel students would really learn from this lesson, since it is learning-centered and based on group work and collaboration.
• In the third teacher lesson I created, I designed a PowerPoint about “Online Safety”, “Laws and Ethics”, “Copyrights” and additional resources, to ensure teachers are familiar with all these areas. In addition, a modified version of this PowerPoint can be given to each teacher to present to their students, prior to allowing them to have access to the internet. I really enjoyed doing this activity and also gained a lot of knowledge from doing this. Looking at the statistics and research I was shocked to see how many children and teenagers are uneducated in the areas of online safety and cyber bullying, especially since this is such a growing issue in America today. After talking to my mentor, I found out, that we do not teach this in our school, which concerns me, I am not sure how many parents are aware of the dangers, and ensure they watch and monitor their children’s online activities.
Research on Online Assessment Systems:
With the always present pressure of ensuring our campus has acceptable TAKS scores, my mentor asked me to do some extensive research into Online Assessment Systems. There were several requirements we decided a program we would like needed to possess, which includes the following: analyze data, design individual learning plans for students, track student’s progress at grade and school level, and identify student’s needs. I was amazed about the hours of research I spend online without truly finding anything I was looking for. I did finally list four sources that do look acceptable
to me, however, my concern is that I still would need to look much deeper into the programs and software, to see if they truly are what our campus could use to advance our students in learning. I was looking for a program which would help struggling students as well as gifted students, and help teachers at the same time teaching both. This activity helped me to get a lot closer to mastering the standard and get a much better idea on how to look at research by deciding what to look for and how to quickly go through websites which have no value. I do have to say after many hours of searching and finding only four sources the search did become somewhat frustrating. Standards addressed in this activity were TF/TL 3, 5, 7 and 8.
Professional Learning Communities and Technology:
To improve student learning and achievement, I decided to look at Professional Learning Communities at our campus to see if I could convince our principal about all the positive aspects of these meetings. Unfortunately, our math department only met two times this year, and these meeting were not well organized, and much time was wasted. I would like to use PLC’s to look at different areas of the curriculum, data analysis, technology etc. to analyze, interpret, and plan for strategies. Teacher’s need to collaborate, discuss ideas, implement proper RTI procedures and monitor, evaluate best practices and most of all learn from each other. I realize it is difficult to schedule these meetings, yet after seeing all the benefits PLC’s could have on student achievement and also on teacher morale I was hoping next school year our principal would be able to manipulate the school schedule to allow for the needed time. In addition I started to create a school wiki for teachers and staff to also collaborate and communicate at any time from any location. The standards I addresses with these activities included TF/TL 1, 2, 3, 4, 5, 6, 7.
Additional Professional Development Opportunity:
I was very excited to see this workshop, since it gives me an opportunity to see how Region 7 will show teaching in the 21st century classroom with integrating technology. As the explanation for the professional development states, “topics include becoming a techno-traditional teacher, specialized searches, project based learning, choosing good websites and ignoring bad ones, digital storytelling, one computer classrooms, utilizing electronic portfolios, social networking safely and intelligently, using screen recorder software to create tutorials and training, copyright law, and fun uses of technology for students.” After everything we learned during this master’s degree program I am interested to see what I learn from this class. What specifically caught my attention in the class description is the part about “choosing good and bad websites.” The term “techno-traditional teacher did also surprise me, having never heard it before, it will be interesting to see what exactly is meant by this. Since technology continuously changes and improves, I do think it is critical as facilitators and leaders to continuously participate in ongoing professional development. Technology standards which will be covered include TF/TL 1, 2, 3, 5, 6.
I feel that I needed to start at this point to do extensive research at the campus level by collecting information from a variety of different sources to see strength and weaknesses’ of our campus, and to get a general feel about how comfortable teachers and students feel about and around technology. The knowledge I gained from this data allowed me to collaborate with my principal (mentor) to address areas of concerns the teachers, and the rest of the staff have concerning technology needs. I was also worried about how students feel about the use of technology, their knowledge in this area, and the type of instruction (teacher-based, or learner-centered) they feel is more valuable to their education. I was upset to also see a distinct pattern for concern after evaluating the responses from the student survey, showing me that the students in our school are not informed about safe internet practices, cyber bullying and social, ethical, legal and human issues. I was glad I had chosen to use this anonymous type of survey to receive true answers and responses from the students. The standards addressed in this activity include: TF/TL 1 through 8.
Professional Learning-Center Staff Development:
The objective of this professional staff development was to help teachers with ongoing professional technology development, and needs which were identified through the Campus Technology Needs Assessment and the teacher survey which I interpreted in the prior activity. Except for standard 3, all of the other TF/TL standards were part of this activity. After having read much information on professional development and learning-centered activities, I tried to develop a meeting which would involve all staff members, give everyone a chance to participate and voice their opinion and also at the same time be very productive. To ensure a conflict free meeting in which members reach consensus, all ideas very written down in individual groups, respected, and discussed. I felt it was important as a technology leader to ensure all teachers’ needs were addressed first, to ensure they can use technology to be more productive and also include it into the curriculum. In addition, I feel a lot more comfortable about designing professional staff development meeting after having put this particular one together.
Teacher Education to gain Knowledge on Implementing Technology Resources:
After conducting the professional staff development, and looking at the areas in which teachers felt they needed the most help, I talked to my principal (mentor) about a variety of specific, teacher directed lessons we could conduct twice a week in the LRC (computer room) to make sure teachers could participate during their conference periods if they needed help in certain areas of technology, or technology incorporation into the classroom. The decision for the choice of participation was left up to the principal, who had data available to decide on if he felt lessons should be voluntary or mandatory. In addition, since we are a small campus, groups were small, which allowed for more one-on-one teaching and interactions with teachers who are generally quiet and would not ask questions otherwise. The standards which were addresses in this activity include TF/TL 1, 2, 3, 5, 6 and 7. Several lessons were addresses:
• The first one was to design a learner-centered lesson for teachers to incorporate technology communication tools, media tools, and web based research. I felt good about this activity, knowing many teachers have no idea technology tools like these exist, and I know many teachers can think of several good ideas on how to incorporate internet tools into their curriculum to enhance student leaning and motivation.
• The second lesson showed teachers how to design a short learner-centered model lesson to manage student activity in technology-enhanced environment, demonstrate higher-skills and creativity, use research to built content standard lessons, apply these standards in assessing students learning using a variety of assessment techniques, use and analyze collected data, and ensure that all learners needs are meet, including GT and at-risk students. After introducing a variety of internet tools my mentor and I decided to create this model lesson to give teachers an idea on how to incorporate technology into the curriculum. The challenge with this activity I felt is to make sure all student needs are meat, especially those who are struggling. I still debate on how to group students so each child has the best opportunity to learn. I feel students would really learn from this lesson, since it is learning-centered and based on group work and collaboration.
• In the third teacher lesson I created, I designed a PowerPoint about “Online Safety”, “Laws and Ethics”, “Copyrights” and additional resources, to ensure teachers are familiar with all these areas. In addition, a modified version of this PowerPoint can be given to each teacher to present to their students, prior to allowing them to have access to the internet. I really enjoyed doing this activity and also gained a lot of knowledge from doing this. Looking at the statistics and research I was shocked to see how many children and teenagers are uneducated in the areas of online safety and cyber bullying, especially since this is such a growing issue in America today. After talking to my mentor, I found out, that we do not teach this in our school, which concerns me, I am not sure how many parents are aware of the dangers, and ensure they watch and monitor their children’s online activities.
Research on Online Assessment Systems:
With the always present pressure of ensuring our campus has acceptable TAKS scores, my mentor asked me to do some extensive research into Online Assessment Systems. There were several requirements we decided a program we would like needed to possess, which includes the following: analyze data, design individual learning plans for students, track student’s progress at grade and school level, and identify student’s needs. I was amazed about the hours of research I spend online without truly finding anything I was looking for. I did finally list four sources that do look acceptable
to me, however, my concern is that I still would need to look much deeper into the programs and software, to see if they truly are what our campus could use to advance our students in learning. I was looking for a program which would help struggling students as well as gifted students, and help teachers at the same time teaching both. This activity helped me to get a lot closer to mastering the standard and get a much better idea on how to look at research by deciding what to look for and how to quickly go through websites which have no value. I do have to say after many hours of searching and finding only four sources the search did become somewhat frustrating. Standards addressed in this activity were TF/TL 3, 5, 7 and 8.
Professional Learning Communities and Technology:
To improve student learning and achievement, I decided to look at Professional Learning Communities at our campus to see if I could convince our principal about all the positive aspects of these meetings. Unfortunately, our math department only met two times this year, and these meeting were not well organized, and much time was wasted. I would like to use PLC’s to look at different areas of the curriculum, data analysis, technology etc. to analyze, interpret, and plan for strategies. Teacher’s need to collaborate, discuss ideas, implement proper RTI procedures and monitor, evaluate best practices and most of all learn from each other. I realize it is difficult to schedule these meetings, yet after seeing all the benefits PLC’s could have on student achievement and also on teacher morale I was hoping next school year our principal would be able to manipulate the school schedule to allow for the needed time. In addition I started to create a school wiki for teachers and staff to also collaborate and communicate at any time from any location. The standards I addresses with these activities included TF/TL 1, 2, 3, 4, 5, 6, 7.
Additional Professional Development Opportunity:
I was very excited to see this workshop, since it gives me an opportunity to see how Region 7 will show teaching in the 21st century classroom with integrating technology. As the explanation for the professional development states, “topics include becoming a techno-traditional teacher, specialized searches, project based learning, choosing good websites and ignoring bad ones, digital storytelling, one computer classrooms, utilizing electronic portfolios, social networking safely and intelligently, using screen recorder software to create tutorials and training, copyright law, and fun uses of technology for students.” After everything we learned during this master’s degree program I am interested to see what I learn from this class. What specifically caught my attention in the class description is the part about “choosing good and bad websites.” The term “techno-traditional teacher did also surprise me, having never heard it before, it will be interesting to see what exactly is meant by this. Since technology continuously changes and improves, I do think it is critical as facilitators and leaders to continuously participate in ongoing professional development. Technology standards which will be covered include TF/TL 1, 2, 3, 5, 6.
Monday, December 7, 2009
Experiment with UDL Book Builder
I loved creating a little book through the UDL Book Builder. I felt slightly challenged since like normally I do not like to read directions. I like to just jump in and start messing around, which is not always the best way. After a couple of pages and looking at the page reviews I figures it out. I could see so many positive ways to use this tool in a classroom for the students, possibly even in mathematics (especially with the use of the little animated coaches which can provide hints). I imagine this project could work in two ways, being student or teacher created. I believe students could do a great research projects with the Book Builder with incorporating pictures, text, speech, etc. Of course this would again be time consuming, and would have to be balanced out with the rest of the curriculum to ensure all the required TEKS are covered. I would love to have time in my math classes to do something like this. I am thinking may be after the dreaded TAKS test is over I can take the time to experiment and see how these activities will work in my class.
Sunday, December 6, 2009
Creating a Learning Unit
I found it to be very interesting to create the learning unit for the week 3 assignment. I can see how students can learn by becoming themselves involved with the learning process when teachers create fun flexible group oriented projects that involves all students and allows them to be creative and use technology to research and present digital media oriented projects. Instead of the typical, boring teacher oriented lecture, students are involved in their learning process and take ownership over what they are learning, how they are learning and how they can present what they have learned. The flexibility of this universal design allows for multiple means of expressions and exploration to help struggling students and students with disabilities finding ways to learn and express themselves, which traditional teaching does not offer.
However, I do believe schools in Texas still have a long way to go until they reach the point of being able to truly modernize schools and allow student to learn how they need to be able to keep up with the demands of this 21st century economy.
However, I do believe schools in Texas still have a long way to go until they reach the point of being able to truly modernize schools and allow student to learn how they need to be able to keep up with the demands of this 21st century economy.
Wednesday, July 1, 2009
PSA Production Process
The PSA production was a group process among four students in different parts of Texas as a online activity, which was conducted with the use of modern technology to communicate, such as a wiki, emails, and phone texting. As group we did try to collaborate and interact with each other, and also assign specific tasks to each person, yet I do feel that with the next group project we may be able to do a better job with sharing the workload amongst each other from the beginning. We all learned and it was a good experience to see how group activities work. Copyright information should always be a part of any production, small or large to give the original creator due credit for the work.
In this post I will include a few of the communication ideas from three wiki pages which were used to create this PSA. To see the full creation process please refer to this wiki, and the following pages:
http://petra77.wikispaces.com/
1. PSA Group
2. PSA Project
3. PSA Workspace
In this post I will include a few of the communication ideas from three wiki pages which were used to create this PSA. To see the full creation process please refer to this wiki, and the following pages:
http://petra77.wikispaces.com/
1. PSA Group
2. PSA Project
3. PSA Workspace
Ok, here we go again: Let's find a topic!!!!
1. (
2. (Christy) I am open to any topic....we can do something with money. What age group are we going after? And, we need to decide who does what job? Has anyone email our Academic Coach to let her know who is all in the group? I will be leaving out of town for a few days, but I will have access to email. I will check the wiki Friday evening when I get home. Please email me if there is anything I can do. I haven't had a vacation in many, many years. I need this badly!
7. (Darlene) I like the pirating movies or songs. We have had so much emphasis on copyright law and giving proper credit. Plus, I think it could be "cute" as well as informative. However, I'm good with whatever the group wants to do.
Here is our topic:
1. Pirating movies or songs: (Meredith) I like this one because it is what I know, there are a lot of videos on you tube about this. I just need to know for sure IF we are videoing or if we are just using existing video and doing voiceovers.
2. Christy emailed and thought we could show a jail at the end of the video. (What about handcuffs lol)
3. (
4. (Darlene) I LOVE our topic! I will be happy to do the voiceover or whatever needs to be done except adding the music. I can't seem to figure out how to import songs from my iTunes account...
8. (Christy) Darlene, I have been trying to add music from iTunes to Movie Maker, but when I go to the iTunes folder it just shows the titles and no music. What is your issue with iTunes? I would like to figure it out.
(
(
Pirating, Don't Do IT!, or
21st Century Pirates, or
Free may not be Cheap,
(Christy)*I love "21st Century Pirates"....maybe we can have a pirate head as the opening scene, with the title running across it.
(Darlene) I like "21st Century Pirates" also.
(Meredith) I love the 21st Century Pirates...and the Pirate at the opening scene...
(
PSA Outline: PLEASE REFER TO MY WIKI TO SEE THE ACTUAL OUTLINE.
TIMELINE: Do you think this part could be done by Wednesday or Thursday so we can try to finish a little earlier. I know Meredith is going out of town again and I would like to go to
Christy: Can you still take some of the scene shots of a pirate, your son and the other teenagers or whatever shots or stillpics you can.
Darlene: Can you take the other shots since you also have a camera like you offered? I can not find my firewire to transfer the videos to the computer.
Yes
Meredith/Petra; Meredith,you had said Movie Maker is now easy for you, maybe after they sent us all the clips you and I can try to put it together. I downloaded Ulead, so I can try with that too.
(Meredith) here is a link to some pirates of the caribbean music or
Bad boys from cops????hahaha
(
(Darlene) I am taking shots at Best Buy or Walmart today (Thur). I took 3 great shots today, but now my camera won't work!
(Christy) Here is the narration, its still too long, but I wanted everyone to hear my voice and see if its ok. If we have the video set up we can re-word everything to fit the video. I have tried it a view different ways, but until its put to the video its hard to tell.
Messed up on a few words......
(
(
(
(
(Christy) I have worked on the narration some more. I have it down to about 56 seconds, but I will be able to adjust even more once we have the video set up. Does anyone know of anything else that needs to be done. Don't forget about blog posts, and I am going to put this link on my paper where it asks for urls, for communication purposes. Petra, I think the part of the narration about not stealing from a store is where we could include the shots at best buy....they were clear, maybe show the best buy sign, then a shot of the rows of movies and cds. I liked the way that looked. I keep forgetting how short 60 seconds is.....I keep thinking of things we could do, but really its very short. Let me know what needs to be done.
(
Friday, June 12, 2009
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