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=media type="custom" key="8669558" align="right"= = = =EDLD 5364 Teaching with Technology=
 * **ISTE/CATE Performance Standards**

II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.

III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.

IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. || I am currently enrolled in EDLD 5364 //Teaching with Technology// and I will be using my wiki to document my learning experiences in this course. First, I would like to provide the basic course information including the //Course Description// and //Course Outcomes//.

__**Course Description**__ This course begins with learning theories and the implications for using technology to promote learning and to enhance teaching. Then the course moves to the technology strategies and best practices that impact student achievement. Students will demonstrate knowledge of ways to model, design, and use technology tools to solve problems, evaluate results, and communicate information in a variety of formats for diverse audiences.

Learning Outcomes: 1. Identify learning theories and explain the implications for teaching with technology to improve learning. 2. Apply, analyze, and evaluate technology strategies and best practices that impact student achievement. 3. Plan, design, and create effective learning environments and experiences supported by technology. 4. Design, develop, model, and evaluate products created using technology resources to improve and enhance productivity and professional practice. 5. Make decisions about what technology tools can best solve a problem, then evaluate results, and communicate the results in a variety of formats for diverse audiences.
 * __ Course Outcomes __**

__**Week 1 Reflections:**__



|| Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works. // Alexandria, VA: Association for Supervision and Curriculum Development. ||

I think I would begin any support or assistance initiative with colleagues or teachers by reading and discussing the book //Using Technology with Classroom Instruction that Works// (Pitler, Hubbell, & Kuhn 2007). This touchstone text can provide a bridge between effective classroom instructional strategies and effective technology integration. //Using Technology with Classroom Instruction that Works// connects all nine categories of Marzano’s effective instructional strategies and the seven categories of technology. This book would be a great resource to use with educators who are interested in integrating technology into their classrooms.

**__Week 2 Reflection:__**



In John Schacter's, //The Impact of Education Technology on Student Achievement //, he makes reference to a very interesting negative finding from the National Study of Technology's Impact on Mathematics Achievement: "Both fourth- and eighth-grade students who used drill and practice technologies performed worse on NAEP [National Assessment of Educational Progress] than students who did not use drill and practice technology." This research finding provides further evidence that integrating technology for the sake of technology has no significant impact on student achievement. Actually, the use of technology without the premeditated and purposeful planning to enhance or support student learning can actually have a negative effect on student achievement. Classroom teachers must be aware and understand that the effective integration of technology into the teaching and learning practice can be much more meaningful and ultimately increase student achievement. The use of technology can support and enhance learning by adding the dynamics of differentiation to the delivery of the content. Students can truly participate in problem-based learning in a learner-centered environment.

Schacter, J. (1999). //The impact of education technology on student achievement: What the most current research has to say.// Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from []

**__ Week 3 Week 3 Reflection: __**

**__ UDL Reflections __** The primary goal is to create a curriculum that minimizes barriers and maximizes learning opportunities for all learners. A paradigm shift in necessary in curriculum development (the goals, methods, materials, and assessments) from what has been traditionally acceptable to what is now critically needed to meet the needs of a diverse group of pupils.
 * 1) provide multiple representations
 * 2) have multiple ways in which they can express themselves
 * 3) have individual differences in the way in which students are engaged

Students in today's classrooms present a wide mix of abilities and learning needs, e.g. differing degrees of readiness and background knowledge, varied educational and cultural experiences, differing rates of skill acquisition (either gifted or special needs), and broad diversity in the ability to maximize learning through traditional educational methods and materials. UDL is a framework for designing curriculum that addresses the diverse needs, strengths, backgrounds, and interests of students in today's classrooms. UDL principles - Provide Multiple Means of Representation, Provide Multiple Means of Action and Expression, Provide Multiple Means of Engagement - support the recognition, strategic and affective networks of learners, three principles of UDL and the relationship of the UDL principles to the three primary neural networks that are essential for learning. <span style="font-family: 'Times New Roman',Times,serif;">The UDL Guidelines are based on three overarching principles. Each of the principles is associated with one of the three brain networks. Refer to the table below for more detail. The three overarching principles guide educators in the development of lessons by making sure that all three brain networks are being supported. <span style="font-family: 'Times New Roman',Times,serif;">David Rose has identified three brain networks that support learning; they are
 * 1) <span style="font-family: 'Times New Roman',Times,serif;">the recognition networks
 * 2) <span style="font-family: 'Times New Roman',Times,serif;">the strategic networks
 * 3) <span style="font-family: 'Times New Roman',Times,serif;">the affective networks

__<span style="font-family: 'Times New Roman',Times,serif;">Recognition Networks (Supported by Principle I: Provide Multiple Means of Representation) __

 * <span style="font-family: 'Times New Roman',Times,serif;">“what of learning,”
 * <span style="font-family: 'Times New Roman',Times,serif;">identify and interpret patterns of sound, light, taste, smell, and touch
 * <span style="font-family: 'Times New Roman',Times,serif;">recognition (enabling individuals to identify and understand information, ideas, and concepts)
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; margin: 0in 0in 0pt;">Ensuring our curriculum is represented in multiple ways
 * Providing options is important to ensure that all learners have access to the materials
 * Ex: students may read the text on paper or in [|digital format], or they may watch a [|video]
 * Another example of the way we support the recognition networks is to provide or activate background knowledge. This is especially necessary in today's highly diverse classrooms where students have varied experiences and understandings.
 * Ex: a teacher might brainstorm what students already know about Edgar Allen Poe, using graphic organizers or word walls of important facts about Edgar Allen Poe

**__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Strategic Networks (Supported by Principle II: Provide Multiple Means of Action and Expression) __**
 * “the how of learning,”
 * plan, execute, and monitor actions and skills
 * strategic (enabling individuals to plan, execute, and monitor actions and skills)
 * Ex: planning the steps necessary to complete a project, knowing how to respond to questions on a test, taking notes (understanding what’s important), listening to a lecture (understanding what are the key elements of the lecture)
 * educators need to provide options that allow students to demonstrate their understanding in a variety of ways (e.g. oral report, essay, multimedia presentation)
 * Some students have difficulty organizing and managing information and resources. Graphic organizers provide a visual structure for managing and organizing information. Using Inspiration software, educators can design a graphic organizer that provides varying levels of support and scaffolds to increase learning for all students
 * educators can provide scaffolds that can be gradually released as students become increasingly independent and gain skills (Ex: Examples of scaffolding in a learning context are embedded prompts and hints that are included in digital reading and writing software. These are another way to support strategic networks)

**__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Affective Networks (Supported by Principle III: Provide Multiple Means of Engagement) __** <span style="font-family: 'Times New Roman',Times,serif;">1. Provide students with choices in such things as the type of rewards or recognition available or the tools used for information gathering or production <span style="font-family: 'Times New Roman',Times,serif;">2. Provide students with choices in such things as the type of tools used for information gathering or production (using computers, cameras and camcorders, paper and pencil, etc.). <span style="font-family: 'Times New Roman',Times,serif;">3. Design activities so that outcomes are authentic, communicate to real audiences and are purposeful
 * “the why of learning,”
 * evaluate and set priorities (have to do with emotion)
 * affective (enabling individuals to engage with tasks and learning and with the world).
 * located at the core of the brain and enable us to engage with tasks and influence our motivation to learn
 * responsible for developing preferences and establishing priorities and interests
 * Its function is not to recognize patterns or to generate patterns of activity, but to evaluate patterns
 * As educators, we support the affective networks by ensuring that our curriculum will engage a wide variety of learners
 * <span style="font-family: 'Times New Roman',Times,serif;">Examples:

<span style="font-family: 'Times New Roman',Times,serif;">**__Week 4 Reflections:__**



<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">According to Solomon and Schrum (2007), “To be literate today involves acquiring new skills, including those of using technology, understanding science, having global awareness, and most important, having the ability to keep learning.” (Solomon, G., & Schrum, L., 2007, p. 123) Similarly, Pitler states, “now more than ever, technology allows students to collaborate on projects without the constraints of time or geography” (Pitler 2007, p.153). <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">In Week 4 of EDLD 5364, I truly began to understand the meaning of Solomon and Schrum’s definition of literacy in the 21st century. I worked in a collaborative group with three other educators to solve a problem. Through our Problem-Based Learning challenge, I was able to continue to learn as a learner as I had my first experience with Google Docs and Google Sites. We used this platform to create an action plan for technology integration specifically designed to assist a classroom content area teacher address the needs of their diverse learners. By using Google Docs, my team was able to communicate and collaborate effectively to produce a touchstone resource and model for successful technology integration.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools.// Eugene, OR: International Society for Technology in Education.

__**Week 5 Reflection**__: “Literature shows that greater rates of successful technology integration take place when teachers have ample time to acquire technology skills, when they have opportunities to share technology related work with their colleagues, and when their technology based activities are adequately planned” (Means, 1997).

I wanted to begin my final reflection of this course with this quote from Means (1997) because, in essence, this quote identifies the most critical component in effective integration of technology in classroom instruction which is building teachers’ knowledge, skills, and efficacy in linking content to meaningful technology applications. As a future leader in educational technology, this course, above all others, provided me with a clear connection between effective instructional strategies and purposeful technology integration. The design of the course itself is a model of “learning as a learner” as I was able to learn a new Web 2.0 tool, Google Sites, while at the same time, learning about effective technology integration and asynchronous collaborative communication. I was truly “learning as a learner” as I practiced several critical 21st century skill: (1) critical thinking, (2) problem-solving, (3) communication, and (4) collaboration.

References

Means, B., (1997). //Using technology to enhance engaged learning for at-risk students.// Retrieved December 13, 2009, from []

__** Course-Embedded Reflection **__

// Directions: // In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix H of the Internship Handbook, you are required to reflect on the assignments by completing a reflection in your course wiki/e-portfolio that should contain a minimum of 300 words. These logs will be used to assist you in completing your EDLD 5388/5370 *Please note that course number changes in Fall 2010* Internship comprehensive exam final report. Students should use and cite their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).

Reflection at a critical level means writing text that reveals your opinion of the reading or experience, why you hold that opinion, how the experience/assignment/reading could be improved, how you see the reading or experience as consistent or inconsistent with what you have learned so far, implications for the future, etc. Reflection should include more content than just a recitation of facts and you should document your writing with a minimum of 3 references.


 * // Course Number: // || // Course Name: // || // Course-based Embedded Hours // // (see Appendix I) // ||
 * **<span style="font-family: 'Calibri','sans-serif';">5364 ** ||  **<span style="font-family: 'Calibri','sans-serif';">Teaching with Technology **  ||  **<span style="font-family: 'Calibri','sans-serif';">12 hrs **  ||

1. Critically reflect upon the knowledge you gained from the assignment. (3 Points)
 * // Description of the // // Assignment/Performance Tasks // // (see Appendix I) // || As a campus professional development activity, create a wiki-based study group with 3-5 teachers, leading and supporting, who analyze data related to student learning, create a lesson using Universal Design for Learning at the CAST Lesson Builder [|http://lessonbuilder.cast.org], create a sample electronic book to share with your learning team members.  ||
 * __Self –Assessment__

2. Critically reflect upon the relationship between any new information you gained from the assignment with old information you previously held to be true. (2 Points)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">3. How did the relationship between the old and new information you learned affect your personal experience with the assignment? (2 Points)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">__Learn as a Learner__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">1. Critically reflect upon your approach and strategies used in completing the assignment. (3 Points)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">2. Critically reflect upon how you learn as a learner and how you assess your own performance in completing the assignment(s). (2 Points)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">3. How did your learning and interaction with colleagues (such as discussion forum, web conferences, wiki and blog participation, etc.) affect the results of your performance? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">(2 Points)

__Lifelong Learning Skills__ 1. Critically reflect (see note above; not just recitation of facts) upon what you gained about learning and how you learn that will impact your future learning. (3 Points) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">2. How will your past interactions and collaborations with colleagues impact your future learning experiences? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">(2 Points)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">3. As a lifelong learner, what questions or issues challenge you and are worthy of future research or investigation? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">(2 Points)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">__Additional Criteria__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">1. Content posted to e-Portfolio wiki/blog/Google site <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">(1 Point) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">2. Mechanics <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">(1 Point) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">3. APA Format <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">(1 Point) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">4.Minimum of 3 References <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 5pt 0.1in 5pt 0in;">(1 Point) (max. 25 pts.) || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">According to Bransford and Cockring (2000), “the romanticized view of technology is that its mere presence in schools will enhance student learning and achievement” (pg.194). I believe that many classroom teachers, which can be characterized as digital immigrants, do have this distorted view of effective integration of technology in classroom instruction. Teachers must understand that technology should not be taught in isolation to course content. They must understand that technology should be seen as an integrated and integral part of effective classroom instruction however, this is difficult for some teachers who have this disconnect in functionality and effective integration. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">EDLD 5364, Teaching with Technology, has helped me to understand that teaching technology in isolation is not effective. I have learned that the most effective approach to assist and support teachers in changing this “romanticized view of technology” is by providing intense and sustained professional development that is designed to show the connection between Marzano’s nine effective instructional strategies and seven categories of technology. I think I would begin any support or assistance initiative with colleagues or teachers by reading and discussing the book //Using Technology with Classroom Instruction that Works// (Pitler, Hubbell, & Kuhn 2007). This touchstone text can provide a bridge between effective classroom instructional strategies and effective technology integration. //Using Technology with Classroom Instruction that Works// connects all nine categories of Marzano’s effective instructional strategies and the seven categories of technology. This book would be a great resource to use with educators who are interested in integrating technology into their classrooms.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">By a “learning as a learner” methodology, I was able to gain firsthand experience of a very powerful collaborative Web 2.0 tool, Google Docs, and, at the same time, build and gain confidence on effectively integrating technology into a content area. I was able to see how the integrity of the meaningfulness of the technology application can enhance the understanding of the content to be learned. Technology for the sake of technology does not translate into effective teaching and learning. There must exist a comprehensive connection between the content knowledge to be acquired and the technology resource to be used.

Solomon and Schrum (2007) state, “To be literate today involves acquiring new skills, including those of using technology, understanding science, having global awareness, and most important, having the ability to keep learning.” (Solomon, G., & Schrum, L., 2007, p. 123) Similarly, Pitler states, “now more than ever, technology allows students to collaborate on projects without the constraints of time or geography” (Pitler 2007, p.153).

In this course, I truly began to understand the meaning of Solomon and Schrum’s definition of literacy in the 21st century. I worked in a collaborative group with three other educators to solve a problem. Through our Problem-Based Learning challenge, I was able to continue to learn as a learner as I had my first experience with Google Docs and Google Sites. We used this platform to create an action plan for technology integration specifically designed to assist a classroom content area teacher address the needs of their diverse learners. By using Google Docs, my team was able to communicate and collaborate effectively to produce a touchstone resource and model for successful technology integration.

The integration of technology in education is a methodology of teaching that specifically addresses the needs of today’s digital native learners. Educators must begin to incorporate Web 2.0 applications in classroom instruction to engage students with meaningful and relevant technological experiences. Will Richardson (2009) provides a touchstone text for educators to begin assimilating into this new culture of teaching and learning. In his book //Blogs, Wikis, Podcasts, and Other Powerful Web Tools for the Classroom//, Richardson recognizes the need for a transformational change and scaffolds implementation of technology in education for teachers.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

Richardson, W. (2010). //Blogs, wikis, podcasts, and other powerful web tools for classrooms// (3rd ed.). Thousand Oaks, CA: Corwin.

<span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 6pt;">Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools.// Eugene, OR: International Society for Technology in Education. || media type="custom" key="9315694"