Reflection on EDUC 6715

As this class crosses the finish line, I think back on some very interesting technology topics that will enhance learning in the classroom. Looking back on my application assignment for week 6 and 7, I developed a lesson that used an online game for weather forecasting. Also included in the assignment was a plan for influencing adoption. As a Science "Specials" teacher, I have seen many fourth grade students struggle with the topic of weather and forecasting. I felt that something was missing in the curriculum to help these students. The idea of an on-line "game" would not convince people at my school that this was a step in the right direction. I felt that the word "simulation" had a more convincing sound to it. Students could interact with these simulations and make predictions with immediate response. Plus, it was a lot of fun. The final part of the assignment was to create a grant proposal. This was slightly challenging because I have had no prior experience with this process. Basically, with so few options in using the computer labs and no mobile units available, I would focus the grant process on obtaining a mobile laptop unit for the classroom. From what I have heard from our technology specialists, the funding would be around $18,000. If this grant became available, students would have their own classroom laptop for interaction with science simulations.

One area of technology that I am watching closely is the advancement of mobile devices. As stated in the Horizon Report by Johnson, Levine, Smith and Smyth (2009), "Over the past few years, mobiles have undergone a continual transformation becoming more capable and flexible with each new release". I was fortunate to be with my nephew when he purchased a mobile device that had everything but the cellular phone. I was amazed at its size and capabilities. After reading the report on these devices, it became clear of what the future will be in the classrooms.
These devices, in time, will be able to assist a student in the classroom with scientific research and recording. They will be able to graph information and display it in ways that the ordinary calculator can not. The possibilities could continue into other subjects for students. Perhaps one day students will no longer carry textbooks back and forth to class. I hope that teachers and the education systems are aware of this and will take advantage of the possibilities. To keep up with the demands of the 21st Century, teachers will need to prepare students with more basic skills that involve technologies. As for myself, I am preparing to take charge to lead students and teachers in the right direction so that we can compete in the global job market of the future.

Reference

Johnson, L., Levine, A., Smith, R., & Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium.

Spotlight on Emerging Technology: Online Learning in K-12 Schools

In this week's application assignment we were asked to create a presentation on online learning for K-12 schools for our colleagues. We were also asked to illustrate how this application could help support student learning. Even though I have had only a few experiences with presentations, I think I am getting better and more creative. My presentation can be found at:
http://www.voicethread.com/share/1026251/

Reflection on Reaching and Engaging all Learners Through Technology

As I finish out the final week of the course, I look back at the path of some very interesting concepts. Concepts such as UDL, Universal Design for Learning and DI, Differentiated Instruction brought a new perspective to how my classroom could reach all learners. Communicating with my classmates on a weekly basis through our Differentiation Station Network helped tremendously with those new concepts. As I explored the websites that we shared, large amounts of information were gathered. As a Science "Specials" Teacher, I found an interesting article from The Access Center called Differentiated Instruction for Science, that can be found at http://www.k8accesscenter.org/training_resources/sciencedifferentation.asp. The article basically gave me a clear picture of how DI could work in my Science classroom.

Some immediate adjustments that I am making toward my instruction are what I refer to as the beginning phases of DI in my classroom. With the knowledge gained from the course and some assistance from a colleague next door, I am giving students more options to succeed in Science. I am starting with a 4th Grade class by creating groups based on their academic strength. The advanced students will have a choice board of activities to choose from. The middle range students will have their assignments and will work independently with some assistance. My lower students will have constant assistance to guide them along.

The integration of technology into the class has been a slow process. I do use my laptop computer to bring up various educational websites plus, powerpoint presentations. I was promised an interactive white board, which has not been delivered yet. Having one desktop computer for thirty students to use will be quite a challenge. I may be able to use other computers in neighboring classrooms and those in the media center. At least, we are heading in the right direction even though we are moving at a slower pace.

References
The Access Center. Differentiated Instruction for Science. Retrieved February 6, 2010 from http://www.k8accesscenter.org/training_resources/sciencedifferentation.asp