Final Blog Entry - Reflection

Course Reflection – EDTECH 541

Throughout this course, I learned a great deal about many of the resources and tools available online for educators and students. The resource library I was able to start and build will be invaluable to me as an educator for years to come.  I will continue to find and add resources as often as possible.  My technology toolkit grew exponentially throughout the semester.  Not only was I able to find resources that I didn’t know existed on my own, but I also gained a wealth of resources from the Diigo, EDTECH at Boise State University Group, and from my classmates’ projects and blogs.

I am currently teaching lower level business courses and education courses as an adjunct professor.  While the Roblyer and Doering text was useful, interesting, and easy to read: I did not find many resources that fit into my grade level.  For some projects it was challenging to design new, interactive, engaging, meaningful lessons for college level students. I am usually creative in integrating technology, but sometimes I struggled, especially when attempting to integrate various subjects (like math and science) into Business Communications. However, the harder the task, the better the feeling of accomplishment each time I created something of value to add to my educator’s “tool kit”. 

I feel I have grown tremendously as a professional thanks to being challenged this semester. I’ve gotten more creative and am utilizing technology tools and resources. Some resources I was familiar with before, but was introduced to new ways of using as an educator.  For example, I now consider social media a valuable teaching tool. I also gained awareness on school networks and acceptable use policies, walled gardens, and assistive technology.  I feel like I am more aware of students’ needs and the importance of differentiating instruction to meet those needs.

Constructivism was the theoretical framework from which each project was based.  All lessons were designed by first taking previous knowledge into consideration. Lessons were designed to be experiential, interactive, and meaningful for the learners. There are no lectures. There are opportunities for teacher to guide students through activities designed to engage the student for optimal learning.  Lessons were designed to give the learner the opportunity to be creative and take charge of their own learning.

Much of the coursework completed in EdTech 541 could be used to demonstrate mastery of AECT Standard 1 (Content Knowledge), Standard 2 (Content Pedagogy), and Standard 3 (Learning Environments). I created an entire website which includes technology-rich lessons using a “variety of systems approaches” (Standard 1); and that “improve learning and performance outcomes” (Standard 2); and all based on “best practices” (Standard 3) .  These include: Hypermedia integration, Internet in Instruction, Social Networking lessons, and Content Learning areas Language Arts and Social Studies.  My Adaptive and Assistive Technologies project addresses the Diversity of Learners section of Standard 3.

Blog Self-Assessment

Content:  As I read through my blog posts for this course, I found some to be proud of, and some that could have been written better.  Therefore, I would give myself a Proficient in this category. They contain substantial information, thought, insight and analysis and are connected to current content.  I feel some posts have depth and detail, while others could have more. 60/70 points

Readings and Resources:  I would give myself an Outstanding under this category. I use a variety of resources to support blog posts. These resources were cited using APA format.  20/20 points

Timeliness:  All required postings were made, but the last couple (including this one) were not posted in time to give others the opportunity to post responses. I therefore give myself a Proficient under this category.  15/20 points

Responses to Other Students:  I would give myself a Proficient under this category.  Some blogs were restricted, which added a level of insecurity in leaving a response as I never knew if they were accepted or not.  I understand that blogging is all about sharing on the blog, but several times I opted to leave comments under the Moodle Blog forum instead.  However, I did feel my responses were satisfactory and detailed.  25/30 points

Assistive Technology

“Section 508 requires Federal agencies to ensure that individuals with disabilities who are members of the public of Federal employees have access to and use of electronic and information technology (EIT) that is comparable to that provided to individuals without disabilities, unless an undue burden would be imposed on the agency.” (Section508.gov)

I am currently using an HP laptop, so began my research with Hewlett Packard.  According to the HP Official website, in response to new technologies, “The U.S. Access Board is now updating the Section 508 Standards”. HP recently participated in the Telecommunications and Electronic and Information Technology Advisory Council to develop recommendations to the U.S. Access Board for changes to Section 508. (hp.com) 

There are numerous accessibility features on my HP including:  optimizing visual display, changing how the mouse works, changing how the keyboard works, replacing sounds with visual cues, and replacing keyboard and mouse with speech recognition.  What this means is that the computer is customizable for those users who might be visually or hearing impaired, or have other difficulties using the technology. 

To begin, there are quite a few settings to make the screen easier to see including high contrast themes, a Magnifier, Audio Descriptions, and a Narrator. The Magnifier can be used to zoom in anywhere on the screen. It can be set to follow the mouse, follow the keyboard focus, or follow the text insertion point. It can be fine-tuned to magnify more or less depending on the needs of the user.  I found this device very easy to use!  Audio Descriptions can be set to tell the user what is being shown on a video. I didn’t have the chance to test this setting.  The Narrator, when turned on, will read aloud all text that is on the screen.  Additionally, text and icon sizes can be increased; colors can be edited; the cursor can be customized; and there is also a warning signal that can be turned on to alert the user every time a setting is turned on or off.  The computer may even be set to be used without the display for those who may be completely blind.

Mouse pointers may be customized and made larger and bold.  The numeric keyboard may be set up to be used in place of the mouse.  Or, the mouse may be customized for a left-handed person.  When my daughter had shoulder surgery and could not use her right hand in computer class. She quickly fell behind in her work.  I sent an email asking her teacher to please set up the mouse for her to use with her left hand.  One begins to understand accessibility when they find themselves in a situation where technology is only set up for right-handed people.

The keyboard may be customized to allow certain shortcuts (CTRL+ALT+DEL) to be used one key at a time. This is normally a 2-handed skill. Additionally, Filter Keys and Repeat Keys may be set up as well as Bounce Keys.  This allows for the user to accidently hit keys or hold down keys without impact.  Or, the keyboard and mouse may be entirely replaced with speech recognition.  The user can then dictate commands to the computer.

For the hearing impaired, sounds may be replaced with visual cues.  This is done by turning on Visual Notifications, which can be set to flash the desktop, window or caption bar.

Resources

"Accessibility & Aging." Overview. Web. 22 Apr. 2015. <http://www8.hp.com/us/en/hp-information/accessibility-aging/index.html>.

"Section 508 Home." Section 508 Home. Web. 22 Apr. 2015. <http://www.section508.gov/>.

Obstacles and Solutions for Integrating Technology in the Classroom

In my experience as an education technologist, I have seen many obstacles and solutions for integrating technology in the classroom.  I believe the biggest obstacle is training and support for teachers.  Teachers will resist and be apprehensive about using technology if they are not comfortable using it.  Often times, educators are given new technologies and told to integrate them, but are not given proper training in order to do so.  Some educators will take to time to teach themselves, while others will not. 

The solution to this obstacle is time, training and support for educators.  Along with training, teachers must be given time to re-design lessons as well as time to practice using the new technology.  When I have surveyed teachers about utilizing new technology, the largest complaint was that they felt they needed additional time. They want time for online research (to search for resources), time for training, time for practice, time to collaborate and share ideas with their peers, and time to prepare new technology rich lessons. 

Additionally, ongoing support must be provided. Teachers will run into problems with the technology (because technology doesn't always behave as it is supposed to) and if timely support is not available, they will discontinue its use.  This solution may not be easy, but I believe it is necessary for technology integration to be successful. 

Relative Advantage of Using Technology to Enhance Content Area Learning

There are many relative advantages of using technology to enhance content area learning.  The most obvious advantage to me is the ability to utilize technology to motivate students and make learning meaningful.  By evolving away from lectures and textbooks, and providing more interactive learning environments, students can be more engaged in the subject they are learning. 

Additionally, online learning environments can make up for any weaknesses that an educator may have.  For example, Roblyer & Doering (2013) describe a teacher (Ms. Anderson) who has advanced technology integration skills, but she has a  weakness is in content knowledge.  Ms. Anderson finds technology that reinforces the content standards needed, addresses content she is not yet fluent in, and uses it to the students’ advantage.

More relative advantages of using technology to enhance content area learning are providing the opportunity to:

• ·         Promote collaboration
• ·         Promote creativity
• ·         Providing instant feedback.
• ·         Foster exploration through virtual environments.
• ·         Use 21^st Century Skills.

References

Roblyer, M., & Doering, A. (2013). Integration Educational Technology into Teaching (6th ed.). Upper Saddle River: Pearson Education.

Social Networking and Walled Gardens

My stance regarding walled gardens within schools may be viewed in the VoiceThread below.



References

Dawson, C. (2011, January 5). Google gives schools, organizations "walled garden" approach to email | eSchool News | eSchool News. Retrieved March 16, 2015, from http://www.eschoolnews.com/2011/01/06/google-gives-schools-organizations-walled-garden-approach-to-email/

Leach, J. (2014, November 19). Schools' walled garden approach to content means pupils don't learn necessary skills - Daily Genius. Retrieved March 16, 2015, from http://dailygenius.com/schools-walled-garden-approach-content-means-pupils-dont-learn-necessary-skills/

Roblyer, M., & Doering, A. (2013). Integration Educational Technology into Teaching (6th ed.). Upper Saddle River: Pearson Education.

Walled garden. (n.d.). Retrieved March 16, 2015, from http://www.webopedia.com/TERM/W/walled_garden.html

Safety on the Internet

Technology and the Internet has significantly changed the way that we interact with the world. Kids of all ages now have access to the Internet via tablets and smartphones. Even if they don’t have their own, it is almost certain that they have friends that do.  This means they can surf the web and access social media outside of school, in their homes or even at the park.  Furthermore, many children are more tech savvy than their parents and/or teachers, which can lead to dangerous activity on the Internet without appropriate supervision.  While the Internet is full of so much good information, and tools for collaboration, and tools to express creativity, and tools to enhance critical thinking skills; it has also become a potential danger zone for kids.

Cyberbullying and online predators are real life risks when using social media. Exposure to inappropriate material is especially worrisome for students accessing Internet without firewalls.  And, students who think they are behaving safely online can reveal too much personal information without realizing it.  I had to tell both of my teenage children to take their cell phone numbers off of Facebook.   Because of all of these reasons, it is my opinion that schools must take an active role in educating students of all ages about Internet Safety.  A couple of years ago our school district hosted a "Technology Fair" and invited students and their parents to attend.  One of the workshops was designed to teach parents about Internet Safety.  I believe it was a real eye-opener for many of them!

Several Great tips to share on Internet Safety:

*  Always keep computers in high traffic areas (not where kids may use alone).
*  Use difficult passwords and NEVER share your password.
*  Keep name, birthday, and address private.
*  Never respond to a bully. Copy and print the contents of messages to share with an adult.
*  Continually dialogue with children regarding Internet Safety.
*  Stay away from chat rooms and remember, don't believe everything you read!  People can easily misrepresent themselves online.

I highly recommend the following resources for educators to use in both teaching themselves and their students about Internet Safety.

·         Netsmartz – Basic Internet Safety (includes cell phone use, email, chat rooms, and identity theft)  http://www.netsmartz.org/InternetSafety

·         NSTeens – Sponsored by Netsmartz, this site offers videos, games, comics and quizzes on Cybersafety.  It also has instructions for educators on how to use the website.  http://www.nsteens.org/

·         iSafe – Contains curriculum to teach internet safety to teachers, students and parents. http://www.isafe.org/educators

·         National Crime Prevention Council – Contains lots of tips for Internet Safety, and downloadable resources. Also has tips designed for just girls, who are often the targets of cyberbullying and predators. http://www.ncpc.org/topics/internet-safety

  

·         ABCYa – This site is designed to help teach Internet safety to kinder through 5^th grade students.  It has a short, engaging video followed by an assessment. http://www.abcya.com/cyber_five_internet_safety.htm

Learn Free – This is an interactive tutorial on teaching Internet Safety to kids. http://www.gcflearnfree.org/internetsafetyforkids/1


References

Cyber-Five Internet Safety (2012). Retrieved March 10, 2015, from http://www.abcya.com/cyber_five_internet_safety.htm

Internet Safety (n.d.). Retrieved March 10, 2015, from http://www.netsmartz.org/InternetSafety

Relative Advantage of Spreadsheets / Databases

A spreadsheet is an electronic document in which data is arranged and organized in the rows and columns of a grid. Data can be manipulated and used in calculations. Spreadsheets are widely used in business, both big and small. 

In education, spreadsheets have long been used in science and math. Along with the ability to create and use formulas to perform calculations, spreadsheets also enable users to create all types of charts and graphs from data.  Additionally, spreadsheets are used in many other subjects as they are great tools for producing timelines, kickstarting discussions, Teachers also use spreadsheets as gradebooks for their classrooms. 

Spreadsheets are dynamic, and help students to visualize numerical concepts in math and science, as well as non-numerical concepts in social studies and language arts.  Because they are dynamic, they enhance and increase student motivation in learning (Roblyer and Doering, 2013).  They also work great for sorting and displaying information.  Lists can be quickly alphabetized in columns and/or rows.  Furthermore, they save time by allowing students (and teachers) to complete calculations quickly. Lastly, they support the important skill of critical thinking by allowing users to perform “what if” analysis.  “What if” questions can be posed and quickly answered or calculated utilizing spreadsheet functions.

Links to Excel resources for educators:

• http://www.alicechristie.org/edtech/ss/
• http://learntech.ties.k12.mn.us/Excel_Classroom_Projects

Resources:

Roblyer, M., & Doering, A. (2013). Integration Educational Technology into Teaching (6th ed.). Upper Saddle River: Pearson Education.

Relative Advantage of PowerPoint Presentations

PowerPoint Presentations can be dull, boring, monotonous or too busy, and a worthless tool in teaching.  Critics claim that students perceive use of PowerPoint-based lectures among the most boring they experience (Roblyer and Doering, 2013).  On the other hand, they can also be vibrant, interactive, and engaging. They can “promote critical thinking, active learning, deep understanding, and engaging discussion” (p. 130).

For every job there is a tool, and the same can be said for teaching.  PowerPoint is a tool, and when used correctly, a very powerful teaching tool.  Presentations can be linear, to demonstrate a process.  Linear presentations go from one slide to the next in order. Or, they can be non-linear, with many links allowing the presenter or viewer to jump around as needed.  Non-linear presentations allow for customizing the lesson to the learner(s).  Other relative advantages are all of the elements that can be included. Images, charts and graphs, audio, video, and hyperlinks to other resources can help engage and solidify ideas for students. Lastly, presentations may be shared online. Students can then access and review presentations at their own pace.

Perhaps the largest relative advantage for using presentation software, is in having students use it. Students can work alone, or collaborate in small groups in researching, creating, and giving presentations using PowerPoint or other presentation software. When students create a presentation to display results of research or to persuade, they are practicing many 21^st century skills. All of the following (ISTE) standards for students are practiced: 

• ·         Creativity and Innovation
• ·         Communication (& Collaboration if done with small groups)
• ·         Research and Information Literacy
• ·         Critical Thinking
• ·         Digital Citizenship
• ·         Technology Operations & Concepts

Resources

Roblyer, M., & Doering, A. (2013). Integration Educational Technology into Teaching (6th ed.). Upper Saddle River: Pearson Education.

ISTE Standards. (2015, January 1). Retrieved February 17, 2015, from http://www.iste.org/docs/pdfs/20-14_iste_standards-s_pdf.pdf

Relative Advantage of Instructional Software

I learned to type in Typing class at Gresham Union High School in 1984.  The classroom was filled with small desks and chairs, and on each desk sat a heavy, black electric typewriter without any letters or numbers on the keys.  Next to each typewriter sat a stack of white paper, which we used for typing on.  While we sat in our chairs in the proper position, the teacher would say loudly “F F F space J J J space…”.  We hit each key as she spoke.  That classroom and keyboard teaching method no longer exists. 

Typewriters have been replaced by computer keyboards, sometimes covered with a special cover so the numbers and letters cannot be seen.  Now teachers use Instructional Software designed to teach students as young as kindergarten to type by touch. There are several types of Instructional Software that can, when used appropriately, enhance learning for all students in all grade levels and subjects (Roblyer and Doering, 2013).   The following are Instructional Software types:

·         Tutorials provide very precise instruction on skills.  Tutorials come very close to replacing a teacher as the instructions are normally detailed and step-by-step. For example, keyboarding tutorials demonstrate proper posture and hand position for keyboarding.  However, teachers should not completely rely on the tutorial and continue to monitor and reinforce those skills.

·         Drill & Practice software helps teach students to keyboard (an important hard skill) through exercises which provide for drill and practice.

·         Games can also be used to help teach skills. Students have fun learning and practicing new skills in a fun environment which offers rewards for achieving new levels. Some games are designed to be played individually where students compete with themselves. Others provide competition with others, while some are designed to be played in teams.

·         Simulations provide virtual environments where students can learn skills through performance, experiment, dissection, and testing ideas. Simulation environments can vary in detail from somewhat realistic (dissecting a frog) to very realistic (as in a flight simulator). Simulations can also speed up or slow down time which is valuable in that things that normally couldn’t be seen by the naked eye, are now in plain sight.

·         Problem-Solving software offers an environment where students have the opportunity to create solutions for complicated problems.  In the process, students are learning valuable problem-solving skills which can cross over all school subjects.

The Relative Advantages to using Instructional Software include:

• ·         Motivating students to learn through providing interactive learning environments.
• ·         Providing instant feedback.
• ·         Students can advance at their own pace.
• ·         Fosters exploration.
• ·         Saving teacher time
• ·         Teaching cooperative group working skills (as in team games or simulations)

To see further examples of Instructional Software and their relative advantages, please view presentation above.

References

Roblyer, M., & Doering, A. (2013). Integration Educational Technology into Teaching (6th ed.). Upper Saddle River: Pearson Education.

Acceptable Use Policies in Schools

An acceptable use policy (AUP) is a written agreement which defines the intended use of a school district network; and “should define publicly what is deemed acceptable and unacceptable behavior from users of hardware and information systems such as the Internet and any applicable networks” (1-to-1 Essentials, 2015). An AUP routinely includes rules and restrictions for logins, use of email, Internet use and illegal activities.

In response to concerns about children’s access to obscene and harmful Internet content, Congress enacted the Children’s Internet Protection Act (CIPA) in 2000.  They provided updates to those rules in 2011.  The CIPA and Protecting Children in the 21^st Century Act amendment enforces requirements for schools that receive discounts for Internet access to institute Internet Safety policies (Federal Communication Commission, 2014).

The goal of an AUP is to prohibit certain behaviors such as:  plagiarism, inappropriate language, copyright infringement, online bullying, questionable influences, and pornography. However, , they can also define positive goals for incorporating technology into the school day (1-to1 Essentials, 2015). 

In my experience as an elementary educational technologist, I found that educators must find a balance between all of the pros and cons that come with connecting classrooms to the Internet.  I sometimes debated with administrators when they wanted to block certain websites (like YouTube) from teacher use because they were viewed as risky.  My argument to give them access was that our students have access to the internet through smartphones, iPads, and computers at home, or at a friend’s home.  Why not take the opportunity to teach them how to use the Internet safely and appropriately?  In other words, if they accidently happen upon inappropriate content, at least that becomes a teachable moment at school rather than on their own.

AUPs for school districts generally include rules regarding:

§  Responsible behavior at all times

§  Compliance with all applicable laws, regulations, and school policies

§  Truthfulness and honesty in network logins (not letting others log in to their account)

§  Respect for the rights and intellectual property rights of others

§  Email use

§  Social media

§  Handheld devices in the classroom

§  Downloading and or streaming content

§  Printing

Links to AUPs:

:

BCHS Board Policy #3612 file:///C:/Users/Administrator/Downloads/3000_Series_Board_Policies.pdf

Dillon School District
http://www.dillonschools.org/ourpages/

Fremont County School Dist #1
http://www.landerschools.org/wp-content/DistrictPolicies/Policy_IIBF-E.pdf

University of Montana Western Policy #500.1
http://www.umwestern.edu/policy-manual/500-information-technology/1937-500-1-acceptable-use.html

References

1-to-1 Essentials - Acceptable Use Policies. (2015, January 1). Retrieved February 1, 2015, from https://www.commonsensemedia.org/educators/1to1/aups

Children's Internet Protection Act Guide. (2014, December 31). Retrieved February 1, 2015, from http://www.fcc.gov/guides/childrens-internet-protection-act

Education World (2015). Developing an Acceptable Use Policy. Retrieved February 1, 2015, from http://www.educationworld.com/a_curr/curr093.shtml

Vision Statement

VISION STATEMENT

Brief History of Technology in Education:

In 1983, the federal report, A Nation at Risk, recommended that high school graduation requirements include coverage of the “Five New Basics”—English, mathematics, science, social studies, and computer science (Culp, Honey, & Mandiach, 2005). The role of the computer in education began to evolve and high school students began taking computer classes. Educators also began to see the benefits of using computer programs for word processing and organizing data.

Over the past 30 years, technology and computers have evolved into a major part of our lives, and have had an enormous impact on public education in the United States. Computers and the Internet are now used in virtually all aspects of education. They are used by teachers as tools to help deliver instruction, create lesson plans, communicate, manage student information, participate in professional development opportunities, and network with colleagues. Administrators and support staff use computers as tools for communication, organization, and data collection and management. Finally, they are used by kindergarten through 12th grade students as learning tools to create projects, complete research, word processing, and, most recently, to play educational games.

"Technology innovations are increasing the demand for reforms in teaching and learning approaches that, in turn, are having a significant impact on technology use expectations." (Valdez, McNabb, Foertsch, Anderson, Hawkes, & Raack, 2000) Furthermore, evidence demonstrates that computer-based technology has a positive impact on learning.

Technology Integration:

ISTE (International Society for Technology Integration) defines technology integration as:

            "Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions — as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."

Computer literacy has become a life skill and is as equally important for high school graduates as is Math, English, Social Studies and Science.  Additionally, when appropriate technology is used by the teacher in meaningful ways to help deliver instruction, it can be a valuable teaching strategy for reaching all types of learners. "Technology offers opportunities for learner-control, increased motivation, connections to the real world, and data-driven assessments tied to content standards that, when implemented systemically, enhance student achievement as measured in a variety of ways, including, but not limited to, standardized achievement tests." (Valdez, 2000)

Furthermore, when given the opportunity through technology, students shift from passive learners and take on a more active role in their own learning. (Vega, 2013)  So, in addition to all of the other benefits, technology helps create lifelong learners, an essential 21st Century skill.
  

References:

Culp, K. M., Honey, M., & Mandiach, E. (2005). A retrospective on 20 years of education technology policy. Journal of Educational Computing Research, 32(3), 279-307U.S. Department of Education.

Gilbert Valdez, M. M. (2000). Computer-Based Technology and Learning Evolving Uses and Expectations. Oak Brook: North Central Regional Educational Laboratory.

Valdez, G., McNabb, M., Foertsch, M., Anderson, M., Hawkes, M., & Raack, L. (2000). Computer-Based Technology and Learning Evolving Uses and Expectations. Oak Brooks: North Central Regional Educational Laboratory.

Vega, V. (2013, February 5). Technology Integration Research Review. Retrieved January 18, 2015, from http://www.edutopia.org/technology-integration-research-learning-outcomes