MD 452 Election Podcast

Podcast Interview

Value Added?

"Think back to Dexter's eTIPS article and the reading on UDL. What is the "value added" for the uses of technology we have been discussing in class this semester? How do they (or don't they) fit with UDL?"

When Dexter wrote of "value added" he meant that in order for technology to add meaning to a class, the teacher "must act as an instructional designer, planning the use of the technology so it will support student learning." Technology should not be used for the sake of adding bells and whistles, but should be thoughtfully incorporated to enhance student learning.

This relates to UDL, in that Universal Design Learning also seeks to enhance student learning through technology. UDL refers primarily to differentiating a classroom through ed tech. For example, by incorporating PowerPoint, a teacher can better reach visual learners in their classroom. Programs such as windows movie maker can appeal to both visual and auditory learners as a means for assessment through a digital essay. Furthermore, non-linear PowerPoints serve as an interactive medium to aid kinesthetic learners. Just as in "value added", technology can be utilized to help reach all learning styles and enhance learning and achievement.

I have been pleased with the technology we've studied in this class, as they can easily by incorporated into a classroom to help reach students of all learning styles. However, as an educator, I must thoughtful in my planning of technology use, and be sure to add it to enhance student learning, and not just for the sake of using technology.

Why Should we Teach Problem Solving Skills?

As a social studies teacher, I revolve my history units around essential questions. For example, in my immigration unit, I ask students to answer essential questions such as "what was the immigrants experience in this time period". Students pose questions concerning a persons' experience, and research through text and online databases to answer their questions. This relates to the Big Six, in that "Students engage in task definition and information-seeking strategies to formulating a plan in order to complete an assignment or solve a problem."

Many people unfortunately believe that social studies is simply memorizing facts and dates. In reality, its about asking questions concerning history, finding data to answer those questions, and coming to your own supported opinion on the subject. Teaching problem solving skills remains one of the most essential aspects of the social studies. It is my hope that my students will use the skills they learn in my classroom, and apply their critical eyes to the world around them. In this sense, they can be aware of and question their own society, and not just those of the past.

Reflection on The Computer Delusion

Todd Oppenheimer expresses concern over what he sees as unfounded enthusiasm for computers and technology in the classroom. According to the article, a poll showed that U.S. teachers "ranked computer skills and media technology as more "essential" than the study of European history, biology, chemistry, and physics; than dealing with social problems such as drugs and family breakdown..." and many more essential subjects. While I would not agree with these polled teachers, I have a harder time agreeing with Oppenheimer.

Oppenheimer places funding cuts for the arts on money invested towards computers. In this scenario, I do not see computers as the villain, but rather the school district as victim to underfunding in general. As a history teacher, I utilize computers on a daily basis for student research through scholarly articles bases, primary source databases and online encyclopedias. Computers also allow other forms of expression for the students to be assessed on. They are not a waste of money in the classroom.

However, I do agree with Oppenheimer that we should not be cutting the arts in schools. We should be directing our focus away from blaming technology, and look deeper into the effects of No Child Left Behind and other State Legislation on our schools' budgets.

Universal Design for Learning

This is a concept map for a reading on Universal Design for Learning. A concept map is a visual representation of an outline. I created this map using the software Inspiration. One can create a concept map by entering the information in an outline form and having the program create a web out of it. The program also gives the user the ability to create the web first, and have the program create an outline out of it. Take a look at this concept map to find out about how UDL helps students of various learning styles meet their goals.

Reflections on the course thus far

We are about half way through the course, and the "semester" is flying by. So far, I have learned a great deal about new technologies that I can use in the classroom. In the beginning of the course, I was a bit worried that we would spend our time on PowerPoint, reviewing very user-friendly and simple technology. I was pleased to find that we would have the opportunity to use Photoshop and NVU. Although these programs are not overly complicated, they are tools that I have never used before, and hope to incorporate into my teaching down the road.

The frustrations that members of this class have, including myself, are of no surprise. This is an intensive summer course, so clearly we feel overwhelmed by the work at times. It's not that the work is too demanding, it's that in general, our lives are. As a full time teacher, planning lessons, grading papers, attending meetings, I rarely have time for anything outside of my job. Thankfully, today was the last day of school for me (with the exception of more curriculum planning days this week). This will free up a lot more time, so hopefully I'll be able to better keep up with the EDU 400 classwork at hand.

In summation, I'm enjoying the class thus far. Despite the stress of trying to finish all the work on time, I've had fun using new technologies. I often teach with an LCD and PowerPoint, and am always looking for more helpful technology in the classroom.