EDLD+5364+Weekly+Reflections

=**Week 1 Reflection:**= = I have looked forward to this course for several months. After completing the readings and videos, participating in the discussion board, and working with my online teammates this week, my expectations remain high about the knowledge I hope to gain during the next five weeks. Although I still have not received the course textbook, //Using Technology with Classroom Instruction That Works,// I expect it to be delivered any day. I do wish we had been given a week or two advanced notice that this textbook was required. = = Through other classes in this master’s program, I learned about constructivism and connectivism learning theories. The learning theory I did not know about before this week was cyborg theory. Dallas McPheeters’ article was informative and interesting. I particularly liked his quote by Phillip Rosedale regarding the 3D environment, //“Mr. Rosedale further describes how the 3D interactive environment will be the next wave to sweep over the internet community of social networkers.”// After attending the TCEA convention in Austin last month, I discovered an educational site for avatars and recently created and placed one on my library webpage. After reading about all three learning theories this week, I gained insight into the way I teach and that is mainly through the constructivism theory of learning. I think a library is one big learner-centered classroom. = = McPheeters, D. (2009, March 8). //Social networking technologies in education//. Retrieved from [] =

=Week 2 Reflection: = =I received the course textbook, //Using Technology with Classroom Instruction that Works,// this week and have been catching up on the readings. As a librarian, I rarely use formal lesson plans, so that is a skill I have lost since moving from the classroom to the library. This book is helping as I navigate my way through the requirements of a good technology lesson plan that is required in Week Three. In particular, the chapter assigned for this week shows how to use current technologies in order to set objectives. =

=The assigned articles this week were engaging and useful. I am in the process of writing a Department of Education grant with our district librarians. My role is to provide research to support the need for this grant, especially in the areas of technology and low socioeconomic populations. The timing of reading these articles and writing the grant was wonderful as they provided me with the answers I needed to write the narrative portion I was assigned. //“Computer technology, when integrated into the classroom for significant periods of time, may also have more significant effects among students classified as low socioeconomic status.”// (//Page, 2002)// = = Page, M. (2002). Technology-enriched classrooms: effects on students of low socioeconomic status. //Journal of Research on Technology in Education//, Retrieved from [|www.iste.org] = =**Week 3 Reflection:**= ** After posting on the discussion board and viewing the videos and readings this week, I came to the surprising conclusion that, except for UDL, I knew about and had used a lot of the techniques and technology discussed this week. I have to preface that, though, with the statement that before beginning the masters in Ed Tech program a year ago in February, I knew practically nothing. It is refreshing and inspiring to realize how much I have learned about technology in the last almost year and half of classes. This week in particular, I learned about technology that can be used in the library and classroom setting. I spent time with two teachers this week asking them if I could implement some of the ideas I have learned in their classes next year. One teacher I talked with was in the library with her class, who were working on a group history project. I showed her how easy it was to use google docs and how it would be so much more efficient than what she was doing. We are now planning to use this technology for next year’s history fair project. Solomon and Schrum state, //“…tools that offer new opportunities for students to learn, explore, and present their knowledge; these models are often termed “social software”, a phrase often attributed to Clay Shirky (2003) to describe technologies that faciliate group communication.”// ** Solomon, G, & Schrum, L. (2007). //Web 2.0: new tools, new schools//. Intl Society for Technology in educ.

This week I had to take my UDL learning activity and make an example to show students and teachers. I am glad this was a part of our assignment this week as it was real experience in what it takes to be a leader in technology in our schools. After reading the chapter on cooperative learning in our Pitler text, I realized I could enhance my lesson for GT students by placing them in cooperative groups. In my learning activity, students will create a multimedia slideshow using [|www.prezi.com]. As Pitler states, “Student-created multimedia is a natural environment for cooperative learning.” Our students are and will be working in a global, 21st century environment where they will be expected to work together collaboratively to solve problems. As a technology leader on my campus, I need to help teachers use technology as a tool to ensure our students growth into lifelong learners.
 * ﻿Week 4 Reflection: **

Pitler, H. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: ASCD. 

**  Week 5 Reflection:   ** The most important knowledge I learned this week was the process of creating an effort rubric. As Pitler states, // “The research tells us that not all students realize the importance of effort.” //Right now, most students hear about effort through teacher comments and examples and I am sure they are tired of hearing the same comments over and over again, especially as we get nearer to TAKS testing. Using technology to create an effort and achievement rubric is a great idea and one I will bring to the attention of my campus technologist and teachers. I also like the proposed idea of showing students data in order to help their effort goals. // “A powerful way to convince students that effort is truly tied to achievement is to show them data.” //(Pitler, 2007) Seeing that other students struggle in the same areas may have an effect on their effort in the classroom. Pitler, H. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: ASCD.