On-Line Learning in K-12 Schools

This week I researched Learning Management Systems to learn more about using on-line programs at my school. I created accounts in both Moodle and RCampus. I discovered that my school district has Moodle available on the district website and have placed a request to add my school. Some teachers at the middle and high school level are using it, but none at elementary at this time. I like elements of both RCampus and Moodle, but I decided to focus on RCampus for this assignment. I spent many hours trying to decide what type of project to do that would give me an opportunity to explore. When I logged onto my blog and saw Julie Winner's glog, I was inspired to try and create one as well. I have tried twice in the past to complete a glog and was determined to see it through. My assignment is glog-6470.

Debbie

Reflection

Reflection
This course introduced me to the principles of Universal Design for Learning and using technology for Differentiated Instruction to meet the needs of diverse learners. Visit the CAST (Center for Applied Special Technology) to learn more about the latest brain research and resources for teachers and parents. I can immediately adjust the instructional practice in my classroom using this knowledge. First, pre-assessment of readiness levels is always done at the beginning of the year in reading and math. UDL/DI takes this to the next level by using technology to assess learning styles/profiles and discover students’ interests through surveys. I created a two part Zoomerang survey for my classroom. Part 1
Part 2

This data is used to differentiate the content through the principles of UDL. Multiple means of representation provides opportunities for all students to acquire the content depending upon their learning style/profile. Multiple means of action and expression provides diverse learners options for the actions and tasks they are asked to do in the learning environment. Students demonstrate what they have learned by oral speech, written text, and drawing pictures. Multiple means of engagement increases motivation, challenges and increases interest in learning by including different activities to engage students. Some students prefer routine while others are motivated by spontaneity. During the Differentiating Station, our group found resources to allow students to access the content, assessment strategies, practice skills, and techniques for classroom management. I bookmarked many in my delicious account. Here are some of my favorites.
Kathy Shrock's Guide for Educators (assessment rubrics)
Many Things (EL resources)
Houghton Mifflin Reading
Houghton Mifflin Math
Metagifted (enrichment resource list)
Differentiating Instruction
The Apple (using technology to differentiate instruction)

The applications in this course provided me with opportunities to develop projects and lessons that can be used immediately in my classroom and school. I created a Power Point presentation on Universal Design for Learning (see my last post) and a Voice Thread about combining UDL and DI that I can share with my staff, parents, and administrators. The lesson plan and classroom management design gave me an opportunity to prove that I can utilize these principles in my classroom.

Next year I move to fifth grade. I have already begun thinking how I can create a DI classroom and have started to assemble resources for several unit plans.

I could not have completed this course without the support of my team members. The resources they posted will help my lessons immensely.

universal design for learning

More PowerPoint presentations from Deborah Rosa

GAME PLAN...Looking Back and Looking Ahead

Looking back upon my GAME Plan and the NET-s standards, I find that I have found a way for myself and (sadly) my classroom to get out of the rut we have been in the last few years. I used to do more project-based lessons earlier in my career before the emphasis on standardized tests became the goal. This goal of teaching students to be able to pass tests instead of teaching them how to learn has gone by the wayside. This course and learning about the components of the GAME Plan have showed me how I can do both at the same time. Using the GAME Plan to set goals for myself reinforced how important it is for my students to set goals for themselves. I had fun creating my content unit plan and I want to create more in the months ahead. Instead of sitting back and whining about the lack of technology (no Smart board or classroom clickers), I should integrate the available technology and become better at teaching it to my students.

Looking ahead, I have a new GAME Plan to develop. Goal #1 - to incorporate the existing technology into one lesson per week. Goal #2 - start finding/developing lessons for that Smart board I will have one day...

The GAME Plan and My Students

During this course, I have worked on a GAME Plan to set goals to increase my knowledge and use of technology through the NET-S Standards.

My first goal is to Model Digital-Age Work and Learning and I will use my GAME Plan as the model with my students. I will take them through the NET-S Standards and the components of my GAME Plan. We will set a classroom goal, then move on to individual goals. As part of the anti-drug curriculum, I teach "Too Good For Drugs". In the first lesson we learn the steps to set a goal. I can incorporate this into my lesson on NET-S Standards. It is important for students to see that I am a person who sets goals. I speak openly about the assignments and homework I have to do for my Walden classes.

My second goal is to Promote and Model Digital Citizenship and Responsibility. This also goes hand in hand with the NET-S Standards because students cannot access the technology unless they have been taught responsible behavior first.

I plan to have students use the GAME Plan model in Science to research animals for our Zooland unit in the Spring.

Debbie

The GAME Plan Continues...

My GAME Plan is progressing well, but I need to set some new goals to incorporate the lessons from this weeks resources.

Goal #1 Model Digital-Age Work and Learning

I need to explore the Social network and blog function on Gaggle so that I can begin using it with my students. I watched the training video on blogs and found it informative.
Goal#2 Promote and Model Digital Citizenship and Responsibility

This goal becomes extremely important when paired with online collaboration and social networking. These trypes of technology require a system of rules/guidelines that students must be taught before they begin working.

As we wind down before Winter break, I am running out of time to get all of my students started on Gaggle much less start blogging. Also, "not playing nice with others" has been an issue on the playground for several of my students. My question this week is - How can teach students to be nice and respectful to each other online when they cannot be nice and respectful face to face. Technology creates "a distance" that allows students a way to bully or be mean in new ways. I teach third grade, but I am still worried.

GAME Plan or Big Game?

This Saturday is the most important Saturday of the year in my house. UCLA hosts USC at the Rose Bowl. I live with three Bruin fans who have season tickets. In preparing my post this week I cannot help thinking about how my goals for my GAME Plan are very similar to a coach preparing a team for a Big game.

•How effective were your actions in helping you meet your goals?
Last week, our team lost even though they led for the first half. I have not had a chance to see if Netsmartz works at school because I have been trying to get Gaggle working again. I feel like the coach who finds himself going to the third string quarterback. How can I expect to get to the next step, when I take two steps backward for each step forward.

•What have you learned so far that you can apply in your instructional practice?
I have learned patience with myself and my students. I have learned to adapt to problems and look for new solutions. After halftime, a coach will change the plays to adapt to the other team's strengths.

•What do you still have to learn? What new questions have arisen?
I need to learn to budget time to review my GAME Plan more often. I need to set small goals and a deadline to keep myself disciplined. I need to practice self-evaluation and monitor myself because if I cannot do this, I cannot teach this to my students. Coaches have set times to view game footage, meet with their team to evaluate the last game, and plan for the next one. My question is-how can I incorporate this GAME Plan into my problem-based unit plan so that I am working smarter not harder?

•How will you adjust your plan to fit your current needs?

Goal #1 Model Digital-Age Work and Learning

Last week, I planned to investigate online assessments. I still need to accomplish this goal so I will add it to this week's plan. This week's resources mentioned spreadsheets as a tool for math as well as science lessons, and I am going to add it to my plan.

Goal#2 Promote and Model Digital Citizenship and Responsibility

I will try to access Netsmartz and begin teaching internet safety to my students. Hopefully, Gaggle will be up and running.

Go Bruins! Beat SC!

Debbie

GAME Plan 2.0

This week's resources were about using technology for assessment. My GAME plan needs this component.

Goal #1 Model Digital-Age Work and Learning

Concept maps, wikis, blogs, podcasts, and Voice Threads are excellent types of assessments that I can model for my students. Students can demonstrate their knowledge of the content area. I have already started using them with my lessons. Next, I plan to research online assessment sites. I wonder if anyone has a site to recommend.

Goal#2 Promote and Model Digital Citizenship and Responsibility

Preparing students to become responsible digital citizen and using technology for assessments fit together well. Gaggle has online safety assignments I can use. I found a site for educators, parents, and students to use called Netsmartz. It has resources and lessons available. Next week, when I am back at school I plan to access it and hope it crosses over the firewall.

I will continue to build my list of resources bookmarking them on delicious.

Debbie

Let the GAME begin!

I have started a GAME plan to incorporate (NET.S) standards into my classroom. This week I will research resources I can use to facilitate my plan.

Goal #1 Model Digital-Age Work and Learning

In order to model technology, I have to be comfortable using it myself. I have used this blog in several of my Walden classes and like participating in the Discussion boards. I have started a discussion board with my students using Gaggle. I need to find resources on the internet from other teachers and how they use blogs and/or discussion boards in their classrooms.

Goal #2 Promote and Model Digital Citizenship and Responsibility

In my last Walden class, I devloped a unit to teach students how to research on the internet. I will use this unit to accomplish this goal. I want to add to this unit by adding lessons on internet safety. I have started looking for resources. I started with the Gaggle web site to find safety lessons. They have several lessons that can be accessed online or with worksheets that can printed.

(NET.S) and my GAME Plan

This week I reviewed the National Educational Technology Standards for Students web site. The first standard I want to incorporate into my classroom through a GAME Plan is Model Digital-Age Work and Learning. A GAME Plan guides students in self-directed learning(Cennamo,K., Ross,J., & Ertmer,P., 2009, pgs. 3-5.)
(G): I want to be able to increase my knowledge of technology available for elementary school classrooms. I currently know how to use a blog, wiki, pod cast, amd other technologies as a student at Walden, but I want to transfer that knowledge to my students. I will know I am successful when my students can demonstrate their ability to use technology in my classroom.
(A): I need to research to find other third grade classrooms that utilize technology. I need to search for content lessons that already incorporate technology and try them in my classroom. I need to collaborate with other teachers on technology projects.
(M): I need to set a goal to self-monitor my progress at the end of each trimester. I will evaluate my progress and modify my plan if necessary. I will check with my students and peers and get their feedback regarding my progress and lessons.
(E): At the end of the year I will evaluate the entire process to see if I met my goal or it needs to be extended.

The second (NET.S) GAME Plan is for the topic Promote and Model Digital Citizenship and Responsibility.

(G): I want to model and teach my students to show respect for copyright and other digital property.
(A): I will teach proper copyright and digital property etiquitte in my classroom.
(M): I will monitor the student's progress in learning this skill and make necessary adjustments in my plan.
(E): I will evaluate whether my students are able to cite sources appropriately and extend this into independent projects.

I look forward to your comments about my plan.

References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate
Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf

Technology Integration for Meaningful Classroom Use

I am looking forward to this class because it seems as if it will allow me to take the standards I have to teach and infuse it with the wonderful pieces of technology I am learning. I am excited to learn from my colleagues as I go...

Building My Bridge

As I reflect on the course Building Learning Theory, Instruction, and Technology, I discover that I have built a stronger bridge to connect me with my students. I am one side with learning theories, curriculum, and technology. They are on the other side, eager to learn, digital learners.

The students in my classroom come from varied socio-economic, cultural, and religious backgrounds; therefore I must create a learning environment that meets each student’s individual needs. Lever-Duffy and McDonald (2008, p.18) state “To do that, you need a working knowledge of learning theory. Then once this knowledge base is in place, it is wise for you to develop your own, possible eclectic view of various learning theories.” At the beginning of this course I stated that my personal theory is an eclectic model of different theories. Students learn in the many different ways described by Howard Gardner’s theory of multiple intelligences, community plays a role in learning developed by Lev Vygotsky, students learn by being active participants in an immersive experience constructed by Jerome Bruner, and students learn by stimulus-response described by B.F. Skinner. (Laureate Education, Inc., 2008d).

Which additional learning theories am I?

Behaviorist? Definitely, homework and practice are important in my classroom. "As an extension of the classroom, homework provides an opportunity for students to deepen their understanding of the content and to gain profiency with their skills (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2207, page 187.) Web resources allow students to practice the skills needed online at school and home. They provide instant feedback to students and allow teachers and parents to monitor mastery (Pitler, et. al, 2007, page 185.)

Cognitivism? Certainly, connecting previous knowledge with new information is what teachers do best. Concept mapping and virtual field trips are two new resources I found that strengthen my lessons. Concept maps are different because they allow the student to construct the meaning or connections between the concepts and "help students focus their learning (Pitler, et., al, 2007, page 73.) In the DVD, Dr. Michael Orey states that "concept maps are a graphical way of explaining the network model of memory" and because they are "a visual representation they tie into Paivio's Dual Coding of Information" (Laureate, 2008b.) One concept that is hard for my students to learn is to make connections between the levels of specificity from our California State standards for Language arts. (e.g., poodle/dog/mammal/animal/living thing (California Department of Education, 2010.)I will use concept maps with images and text to make these connections. Afterwards, I will have my students create their own. Dr. Orey states that "images are powerful tools" and reinforce Paivio's Dual Coding model (Laureate, 2008b.) Virtual field trips take students to places around the world to enhance the learning taking place in the classroom, add to the "episodic memory" and help students make connections (Laureate, 2008b.) I plan to add virtual field trips to my language arts lessons to enhance the stories. We live in Southern California, yet many of my students have not been to the beach, desert, or mountains. Not only can I take them to visit places in our home state but to the places around the world where the characters and people from our stories are from.

Constructivism?Constructionist? Actually, I have always had project based learning in my classroom. It is important for students to create an artifact that explains and demonstrates their new knowledge. There are many examples of technology that can be used by the student to accomplish this goal, Microsoft Word, spreadsheets, power points, voice threads, podcasts, wikis, and blogs, to name a few.

Technology used by the teacher as an instructional tool and by the student as a learning tool are supported by research based instructional strategies. Dr. Debra Pickering states that “Strategies are effective only if students become proficient at using them” (Laureate Education, Inc., 2008a.) I have two long term goal changes to make regarding instructional practice and technology integration to reinforce the bridge for next year. First, I need to get technology my students. Dr. Orey states that we should "not be afraid to give technology to the kids" (Laureate, 2008c.) Too many times, I get caught up in getting the lessons done to get ready for the test, or saying, "we do not have enough computers, or time." I plan to start the year teaching blogs and charts with the first theme of our reading series. I spent last week developing the blog questions and charts that I outlined in application 7. I already made up the blogs for themes two through five. Second, I want to add concept mapping to my lessons. Next week, I plan to go back to the first theme and add concept maps to the stories. By the time summer ends, I will have blog questions, concept maps, and virtual field trips for each story in my reading book. Finally, I will tie these technology tools to the standards for the benchmarks and standardized tests.

References

California Department of Education. (2010). California academic standards for english language arts. Sacramento, CA: Author. Retrieved June 17,2009, from http://www.cde.ca.gov/be/st/ss/

Laureate Education, Inc. (Producer). (2008a). Program eleven. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008b). Program four. Instructional Strategies, Part One [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008c). Program thirteen. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008d). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.

Connectivism and Social Learning in Practice

Social Constructivism is a learning theory in which students are actively engaged in their learning and produce a product to demonstrate their learning. The most important component of this theory is the interactions amongst the learners while they work together in collaborative or cooperative groups to accomplish the goal. Connectivism extends this theory by embedding technology into the lessons or products. George Siemens states that "Learning is the act of forming networks and navigating networks of knowledge"(Laureate Education, Inc., 2008.)Information is global and not static, therefore by utilizing technology in the classroom,the most up to date information is available for students to use in their projects.

Cooperative learning can be supported in a technology rich classroom through multimedia, web resources, and communication software. Creating a video is an excellent artifact to demonstrate a cooperative multimedia project. Improved technology at schools allows students to collaborate not only in their classrooms but globally as well. An example is the JASON Project. It is geared for students in grades 4-9, but I can adapt it for my third graders. Electronic pen pals or Keypals are another way for students to communicate or collaborate with students in another school, city, state, or even country. This is an idea I would like to research and use in my classroom next year. WebQuests are both interactive and cooperative. The activities focus on higher level thinking skills such as inquiry, analysis, synthesis, and evaluation. Another way to engage students is to have them create a web page as their project. Students will think it is fun to share their knowledge with the world. Book reviews, social studies, and science are three content areas where a student created web page would work in my classroom. Communication gets easier everyday by using shared calendars, bookmarking, wikis and blogs.

I also learned how to create a Voice Thread this week. My voice thread is based upon the first story we read, The Lost and Found, by Mark Teague. In the story, Mona, Wendell, and Floyd go on an adventure into the lost and found bin. In my voice thread, Hats!, I ask my students to imagine what kind of hat they could be. I will use this to spark a writing and art assignment that could be published as a class voice thread.

Resources

Laureate Education, Inc. (Producer). (2008). Program nine. Connectivism as a Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

V vs N: Constructivism and Constructionism in the Classroom

Dr. Michael Orey explained the difference between constructivism and constructionism in the dvd this week. Constructionist learning theories are important in the classroom because they help students make connections between the lesson and the real world. I like to use project-based learning and Interact simulations in my classroom. Students have fun while learning and produce a product to demonstrate their knowledge. I have bookmarked all of the resources this week and plan to explore them fully during the summer. Creating power point presentations and using Microsoft Word to make books and papers are examples of technology based projects.

I have taught students how to test a hypothesis to create a Science Fair Project, but never realized that the simulations I have used are similar. I plan to incorporate the Plimoth Plantation web site into my Pilgrim simulation next year.



Resources
Laureate Education, Inc. (Producer). (2008). Program four. Behaviorist Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author

Cognitism in Practice

This week I explored two chapters in the book Using Technology with Classroom Instruction that Works.(Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007)to learn about instructional strategies that embed technology. In the first chapter cues, questions and advance organizers are discussed. I already use cues and questions before and during my lessons to help students retain information. I especially liked the advance organizers because they help students focus during the lesson. There are three types of advance organizers, Expository, Narrative, and Graphic. All three can be produced using word processing programs. "Expository advance organizers include brochures, definitions, rubrics, and programs. Narrative advance organizers are usually stories, articles, or artistic works. Graphic advance organizers are usually tables, charts, or artistic works. (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, p. 75.)
These materials can be used to introduce a unit to front-load the vocabulary and main concepts. This will help both low and EL students. Spreadsheets can be used to organize information or create rubrics. Software, such as Kidspiration and Inspiration can be used to create concept maps to provide a visualization of the concept which helps deepen the understanding. Multimedia can be used to extend expository, narrative, and graphic organizers. My school district has purchased United Streaming and I began using it this year to introduce math concepts. My students were engaged watching the video and I could refer back to the video during the lesson. I found the ideas in this chapter to be beneficial and I plan to utilize them next year in my classroom.

The second chapter was about summarizing and note taking. My third graders do not take many notes during the year but summarizing is a skill they need to learn in order to write research reports. Microsoft Word can be used to teach summarizing by using the Track Changes feature. This would be an excellent lesson I could demonstrate to my students with my lap top and projector. Summary frames can be developed using Inspiration software to teach note taking. Summary frames are useful because they allow students to visualize the information in a chart. Visual images or pictures can be added to increase comprehension. Teachers can create combination note power point presentations to show students how to organize information for a specific unit. The slide links important concepts on one side with the multimedia images on the other side. They are connected by a summarizing statement at the bottom. Students today need to be able to work collaboratively. There are many web resources available such as NoteStar and ThinkTank. Both sites allow groups to work together and are organized with frames and questions to assist students. Wikis and blogs are communication software that allows students to work together as a group to complete one project. Both allow users to work from different locations.

Overall, I found the resources and ideas from these chapters to be phenomenal. Many times, I get an idea but find it hard to incorporate easily into my classroom. The ideas presented in this book augment what I am already doing. I look forward to incorporating them into my lessons. I plan to create concept maps and advance organizers for language arts for next year. Our current textbook is outdated and does not contain all of the standards. I can take the standards and use these cognitive tools to develop better lessons for my students.
References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. om

Behaviorism in Practice

Behaviorism still has a place in today's classrooms. We may be working with digital learners or millenium students towards the skills needed for the 21st century, but without a solid base of knowledge, students cannot move to the higher levels of thinking. The principles of behaviorist learning theory utilize reinforcement of skills through practice. Addition and multiplication facts need to be memorized before a student can apply knowledge to word problems. Students need to practice decoding skills before they can read for comprehension.

This week I read about "Reinforcing Effort" in the book Using Technology with Classroom Instruction that Works.(Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Getting my students to equate effort with achievement has always been hard because I have not had a concrete example to show them. I teach third grade and feel that my students would benefit from gathering data about their effort and achievement. We use rubrics for writing so it would be easy to create a rubric for effort. Creating graphs is a standard for third grade math so I could combine them together into one lesson.

The second chapter I read this week was about "Homework and Practice." "Having students practice a skill or concept enhances their ability to reach the expected level of profiency" (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Students need to practice the skills learned at school. They should be able to complete the assignment with minimal help from their parents and the assignment should center on a specific skill. The resources discussed in the chapter fit within the behaviorist theory for several reasons. First, the word processing application gives feedback for spelling, grammar, and word level so the student can change the document before it is printed. Second, spreadsheets also give feedback because the data is turned into a chart or graph for analyzation. Third, multimedia and web resources provide reinforcement/practice/tutorials to assist students in learning.Overall, I believe the behaviorism still plays a role with homework assignments in the classroom.

Below are a list of sites researched by the third grade team at my school.

The game TimezAttack is terrific. It is one students love because it is basically a video game where you type math facts to get through the levels and destroy the ogre.

AAA Math: Hundreds of pages of basic math skills, interactive practice on every page, an explanation of the math topic on each page, and several challenge games on every page.

Kids Bank: Guided by Penny, Dollar Bill, Interest Ray, and Checks, students will learn about money, savings, interest, checking, and electronic banking in this very interactive site. There are quizzes and games that help students review what they learn during the tours.

Math Baseball: This game provides students with a fun way to practice basic facts.

Multiplication: On-line flash card games.

Cool Math: Great math games, puzzles, and homework help. This site makes
math fun!)


Resources

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. om

From Fractions to Bird Blogs!

Tonight I went looking for fraction flag templates to use with my students and our buddies on Friday. I have the book, Math Art Projects and Activities, by Carolyn Ford Brunetto and published by Scholastic. It has a great activity to draw fraction flags. Since we are working with our 2nd and 3rd grade LH buddies and I do not know whether they have a clear concept of fractions, I thought I would look for templates to print out for students to color instead of using rulers and drawing them. We only meet for thirty minutes so we have a time constraint as well.
During my search, I discovered many interactive fraction sites, flags of the world sites, math worksheet sites, but sadly no fraction flag templates. On Education World I discovered a great site for teachers. The site has links to lesson planning, professional development, administration, tech integration, early childhood, school issues, and lifestyle/marketplace. I searched for the fraction flags templates and found a lesson plan called, This Bird Can Blog. The lesson plan is about teaching a class to write blog posts for a classroom pet or school mascot. I thought this idea went with the class pet activity from Chapter 4, Creating Positive Peer Relationships from Comprehension Classroom Management by Vern and Louise Jones. The students write a classroom blog from the point of view of the class pet. This lesson incorporates language arts standards with 21st century skills in a fun activity. I cannot wait to try this in my classroom.

Eight Weeks

Eight weeks ago I opened by box of books from Walden and took out my new textbook for this class,Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. I had heard of blogs, they were ways for people to talk about a topic. I asked myself, "What was a Wiki?" I had used Wikipedia with my students and wondered if this was connected. In my last Walden class another teacher had talked about podcasting with her students but I was still unclear what it meant. I looked at the syllabus and my anxiety grew. I had to create a blog, a wiki, and a podcast, not just read about them in a textbook. I remembered my time in college when I took computer programming classes. The first two were easy, but the third one was hard to understand. Was this how my Walden experience was going to be? The first two classes went along smoothly. Now I was in my third class and would I hit the wall again?

Eight weeks later, I did not hit the wall? I jumped over the wall and plunged into a new world that opened my eyes to new technology out there for me to utilize in my classroom. This course helped me develop my own technology skills in many ways. First, the textbook was informative and easy to use as a guide. Second, the instructor, Professor Smith, was helpful during the course. I liked reading his posts on the discussions because he always added to the discussion and made me think more about the subject. Third, my classmates were supportive in their posts. I enjoyed reading their posts, blogs, and working together on the wiki. Fourth, learning about the 21st century skills was eye-opening and frustrating. It is time to stop focusing upon testing our students and return to teaching our students to learn.

The next step on my journey will be to continue adding Web 2.0 and 21st century skills into my classroom. For the next two years, I plan to focus on blogs, wikis, and podcasts. This year I plan to expand my Zooland interact simulation with a wiki and podcasting. I am in the process of getting gaggle accounts for my students so they can email me and other classmates. I also want to set up a weekly blog that ties to the story in our reading book. My students have low comprehension skills and I want to use the blog to increase their understanding of the story as well as learn from each other. By starting with two subjects, science and reading, and taking small steps to incorporate new ideas into my classroom, room 16 will become a 21st century classroom.

The Teacher and the Big Bad Firewalls

This has been a long week and my learning curve went up anyway. My school district has a tight firewall surrounding our internet usage. Blogspot, Podcast Machine, Podbean, and Audacity are all blocked. The school laptop I used to record my students would not open the files at home either. But, I persevered and was able to complete my assignments despite them. This week we discussed the differences between the digital natives and digital immigrants and their mind sets towards technology. I have a new name for my school district - digital caveman. A digital caveman does not understand that today's students are digital and are connected globally. We need to tap into that interest and develop the skills they need for the 21st century.

How Tech Savvy is Room 16?

This week Room 16 took part in a Technology survey. They were asked about different types of technology that they might use at home or school such as TV, computers, cell phones, i pods/mp3 players, and video games. Please check out our podcast to hear the results of the survey.