Teching with Technology: Module 2 Blog Post

 

EDTC6433 Reflection on Module 2 Triggering Event Question

Each student comes into the classroom with their own unique qualities and different learning preferences. The learners that I focus on are the auditory, visual, and kinesthetic learners. University of Massachusetts stated that auditory learners are people who need the transfer of learning through listening, visual learners need to be able to be shown information, and kinesthetic learners need a more hands-on approach for learning (How to Accommodate Different Learning Styles - umassd.edu, n.d.). They all bring both new ideas and frustrations as I, being a teacher, have to construct differentiated learning activities and assessments to meet their educational needs. A classmate in my learning circle, Michaela Clark found an article on technology enhanced formative assessments that reaffirms my need to focus on formative assessments.  Beatty & Gerace stated, “Formative Assessments is particularly beneficial for traditionally ‘low achieving’ students, with potential to help narrow the achievement gap between students from different socioeconomic strata” (p.147). Working in a Title One school where the free and reduced lunch rate is above fifty percent, I want to make sure that all my students, no matter who they are can receive a proper education. With the rise of technology, it has come to be extremely helpful with providing the necessary materials needed to the students’ unique learning qualities. As I reflect on this I asked the question, How can I incorporate more types of assessments that reach multiple types of learners, in order to keep students interested in math?

The use of technology has grown since the time when I was in school with the basic Macintosh during the WEB 1.0 years. Students now have an opportunity for a vast variety of information in front of them with only a few short searches. One study found that sixty-seven percent of the teachers believe that digital resources will help differentiate learning for individual learning (Lang and Vockley, 2010). Teachers are not the only people who want to utilize technology for lessons and assessments. Surprisingly students want technology in their learning. The use of Integrated Communications Technology Learning (ICTL) for information seeking, sharing, and classroom learning can improve teaching and learning by creating a stronger understanding for student learning based off of their preference (Mills, L. A., Angnakoon, & Putthachat, n.d.). As a teacher I strive to meet the needs of all my students and find ways to formally and informally assess my students with all their different educational needs.

After looking through some searches, I found a website that will assist in my goal of reaching my students. Learningpath.org created a list of thirty multimedia tools to use for my main types of learners. For the visual learners I found ways for students to visualize what they are doing with the use of Mindmeister.com. The website allows students to map out what they are learning. This would help with my students who want to visualize proofs or take a concept and branch out on what it means, the steps involved, and its real world applications. For my Kinesthetic learners I found websites that would get them a more hands-on approach. There are websites like Quizlet where students can create flashcards for themselves and Classmarker which students can assess themselves on any topic they choose. Finally, my auditory learners are able to use Podomatic.com, a free program where students can create their own podcasts. That can be beneficial when students want to discuss problems with each other through audio.

Even though there are a plethora of multimedia tools available to differentiate assessment, some of the most sought after ones come with a catch. Many of the tools have a paid subscription. This is becoming a problem for districts who cannot afford the programs for every student. One study found that twenty-five percent of the teachers use their own money to have adequate technology instructional resources (Lang and Vockley, 2010). Another issue is with  having the increased use of wireless connections. The strain can reduce the bandwidth to a trickle leaving students and teachers frustrated that they cannot use basic internet features on crucial days. With all the resources found, I have quite a bit of work to do to organize all the materials. The hardest part will be not using these resources to differentiate my assessments to accommodate toward all my students’ learning preferences, but time to create them. I look forward to utilizing some of the resources during my future instructions.

Works Cited

Beatty, I. D., & Gerace, W. J. (2009). Technology-Enhanced Formative Assessment: A                     Research-Based Pedagogy for Teaching Science with Classroom Response Technology. Journal of Science Education and Technology, 18(2), 146-162. doi:10.1007/s10956-008-9140-4

How to Accommodate Different Learning Styles - umassd.edu. (n.d.). Retrieved October 19, 2016, from http://www.umassd.edu/dss/resources/facultystaff/howtoteachandaccommodate/howtoaccommodatedifferentlearningstyles/

Lang, & Vockley. (2010, August). Deepening Connections: Teachers Increasingly Rely on Media and Technology. PBS and Grunwald National Research, 1-12.

Mills, L. A., Angnakoon, & Putthachat. (n.d.). How Do High School Students Prefer to Learn?   (pp. 133-139, Rep.). (ERIC Document Reproduction Service No. ED562121)

EDTC6433 Module 1 Blog Post(Exploration in Math)

Module 1 Blog Post: Exploration in Mathematics

While being at Spanaway Lake High School (SLHS) I found the technology in our school is rapidly increasing and to be a proficient educator I must push myself further with influencing more of it into my classroom. Mathematics tends to be considered a boring subject. You learn about equations, write notes, do homework, go over it the next day and repeat. During my four years of being a teacher my school district has taken the initiative to incorporate iPads for each student to use. My ultimate goal, based from Bloom's Taxonomy, is reaching the highest potential possible of student learning. As I focus on the ISTE Standard One: Facilitate and Inspire Student Learning and Creativity, I was able to reflect on how much technology I was using and how to increase the amount of technology used by asking myself, “How can I easily create engaging exploration activities for my algebra and geometry students?”

            After completing a bit of research I found ways to solve my query. I looked at the article, “Innovative Schools in Michigan Connect: Making Learning Personal” for their version of a “flipped” classroom. The teachers cited in the story use a program known as “20-Time”. It is a system that allows students to use twenty percent of class time each day to explore a topic of their choice that pertains to the subject, then present on it at a later date (20-Time, n.d.). The website includes strategies for teachers as well as blogs from others who have been committed to “20-Time”. For the classrooms mentioned in the Michigan Schools article they use technology for their exploration. One teacher starts the research project at the beginning of the year by students choosing a topic, then they spend the year pursuing their research or goal with the occasional reflective blog posts about their project (Page, 2015).

            Another article that peaked my interest was “50 Alternatives to Lecture” written by Alexandra Pickett. In the reading Pickett described other engaging activities that are great to use instead of direct instruction. One was using online student-led discussions. The goal would be to challenge student thinking and let others propose their alternatives to the class. Pickett (n.d.) stated, “Teaching by online discussion can be an extremely effective means of helping students apply abstract ideas and think critically about what they are learning and how to use and evaluate online and other resources to support their position” (p.1). As a geometry teacher, I teach abstract concepts that students have to think carefully about in order to produce a solution. By creating that style of instruction I can have an open space for students to research solutions then discuss it with the others online by responding with alternatives. Using SLHS’s Learning Management System, “Canvas” I can create those discussions in my online classroom for students explore major concepts then come back and report their findings.

Similar to the alternative of lecturing was the use of “Buzz Groups”. The students are placed into small sub-groups with each student working on a problem or concept, then a representative presents their finding to the entire class (Pickett, n.d.). This method would work great for topics I teach in algebra on real-world applications on a certain formula or geometry with its vast amounts of different proofs that can be solved. These collaborative discussions have major benefits. A fellow classmate, Vanessa Ho found an article as she was researching her question that affirmed my reasoning to want to use online discussions in my classroom. It has been found there is improved academic performance when there is collaboration in short-term, problem-solving projects (Kim & Hannafin, 2011). After looking through the readings I found more strategies to expand my classes and create more exploration activities for my students to discover.

While I want to be inclusive of modern technology in an urban school I find that there can be problems. The school has a vast range in the socioeconomic climate. Some students cannot afford internet at home which can cause issues if I strive to create online discussions for students to complete outside the classroom time. Also there are students whose parents cannot afford the coverage plan so they refuse to sign the proper paperwork for the student to receive the iPad. Even if they choose to decline the insurance they do not want the risk of being charged with replacing an iPad in the event it might get damaged. If those are put aside, there are problems with pushing for more technology use in the classroom. Another classmate Cleo Hagan, found an autobiographical article by Kate E. O’Hara (2014) that explains about technology in an urban school environment during her time teaching in New York. “However, despite the positive potential of technology use, technology itself is not the panacea for the ills plaguing urban schools… It can be used to perpetuate the status quo; an aid in scripted and narrowed curriculum, and the deskilling of teachers” (p.14). After looking at the difficulties that might arise, I still believe that creating those online discussions and research projects will still benefit my students’ level of understanding. As I continue with creating an online classroom I must make sure I am looking toward making a positive impact on my students.

           

Works Cited

20-Time In Education Inspire. Create. Innovate. (n.d.). Retrieved October 05, 2016, from http://www.20timeineducation.com/

Kim, M. C., Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments  (TELEs): Bridging research and theory with practice. Computers & Education 56, 403–417.

O'Hara, K. E. (2014). Traveling the Road of Research : Stories of Teaching and Technology. Brock Education, 24(1), 12-14.

Page, S. F., Ed.( 2015). Innovative Schools in Michigan. Connect: Making Learning  Personal. Center on Innovations in Learning, Temple University, 2-4.

Pickett, A. M. (n.d.). 50 Alternatives to Lecture. SUNY Learning Network, 1-2.

SPU: Initial Reflection

Initial Reflection

          During my time as a teacher I have benefited from personal and collaborative practice. After each lesson I always have an internal self-assessment on how I taught each lesson, such as how the students perceived the concepts, any issues that arose, and what I perceived from the formative assessments I have given. The next day I validate my thoughts of the lesson by the homework questions asked by students. I then use the reflection as a guide to how I want to continue following lessons. I want to create more variety of formative assessments with technology that are more efficient for me to assess the current pacing of each class.

          My school fosters collaborative teachers for the purpose of providing a strong education for our students. Being a math teacher of two different subjects, I have had to collaborate with others at Spanaway Lake High School in designing thorough curriculums. With my geometry and intensified algebra departments we meet formally once a week to go over planning and reflect on our instruction. Even though we strive to create a better education I always want to make the departments better as well. One goal I intend to achieve is making our departments more organized. In past years we always forget about analyzing our summative assessments as a group. If we do the assessments, then the issues our students had this year will be focused and improved upon the following year.

          As I have reflected on my teaching I have noticed my strengths and weaknesses. As I begin my fourth year of teaching I found I have an ability to connect with countless students. This has been beneficial because there have been moments when students who were not comfortable talking with others but would speak with me about personal issues at school or home. I also have an uncanny ability to simplify complex topics so the struggling math students can comprehend the material. Even being a quality teacher I always strive to improve. The school I work at is ethnically as well as culturally diverse.  This brings a struggle to my lesson as I do my best to differentiate in meeting all of their cultural norms and learning preferences. My goal is to meet all their individual styles based on their cultural backgrounds in order for all my students to understand the mathematical concepts.

          As an educator in the Bethel School District I have become fluent in the teaching rubric at my school. I have been through every criterion in each cluster every year for the past three years. Over that time, I have an extensive knowledge of what each section represents and how to be a proficient teacher under each category. Each year I have moved towards or achieved level four on each criterion. My ultimate goal is to become overall level four under the Danielson framework which is considered “Distinguished”. It is a goal I might never reach due to ambiguities in some of the criterions, but it is a goal none the less. With all the skills I have and intend to achieve, I hope to become a high quality educator.