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.

$100 Laptop

I remember hearing about this new $100 laptop in my last class, MD 433 (critical viewing of television). Although the previous article I read, Laptop v. Learning, raises concerns about the proliferation of this technology, I think that the OLPC program could be a great help to society.

The One Laptop Per Child non-profit agency strives to make available $100 laptops for impoverished communities. Although the monitor only views in green and white, the computer can run windows and connect (with built in wireless ) to the Internet. Since electricity may be hard to come by in some of these South American communities, the laptop comes with a built in hand crank for generated power!

This technology can be of great advantage for children in becoming technologically literate. Computer literacy is almost as important as traditional literacy in this information age. Knowing how to use computers for researching and writing can further their education and open up job opportunities for many of these children.

Laptop v. Learning

Professor Cole of Georgetown law raised some interesting questions when he banned the use of laptops from his classroom. At first, I did not agree with his decision. Although Cole argues that note-taking via the computer asks the student to be more of a stenographer than a note-taker, I find that this may be a generational gap. As a student who grew up with word processors, I find that I can take notes on the computer, and still manage to prioritize and process the information.

While I did disagree with Cole's assessment concerning note taking, I do agree that the availability of internet in the classroom can be detrimental. Cole found through a survey that 95% of his students used their laptops for purposes other than note taking. So far in this class, I have felt the temptation of Internet use, and can understand the decision that Cole made.

Inquiry Based Learning

In my job interview for Wilton, the Superintendent asked me about the use of inquiry-based learning in my classroom. At the time I honestly did not have much to say, however, after a year of teaching, I have become much more aware of this practice in the classroom.

In this new information age, schools should be moving away from the memorization of raw facts. Rather, we should be guiding the students to ask questions about our subjects. As a social studies teacher, I use inquiry based learning in my classroom. Instead of memorizing 'facts' about history, the students are required to ask questions about historical events. Through a complex process of synthesizing data and evaluating sources, the students use the information at hand to answer their questions in an informed and thoughtful manner.

With so much information over the Internet, it becomes essential that we teach our students these skills. Inquiry based learning helps students become critical viewers of media, as they are taught to evaluate various sources of information. In this process, students become active learners who can use these skills for life-long learning.

The Implications of copyright issues for educators

As a Social Studies teacher, who often incorporates visual media into his course, I am particularly interested in copyright laws for educators. According to the 1976 Copyright Act, I must be aware of the laws considering the "fair use" of copyrighted material.

By fair use, I must make sure that my purpose of use is educational. In addition, I must judge the effect on the market, and assess that it will not negatively impact the sales of the product. Furthermore, I cannot use the full amount of the media (for instance, if I'm playing a song, it can only be a 30 second clip or 10% of the entire song). Lastly, I must make sure that the nature of work is not creative.

In all honesty, this is a quite hard for a teacher to assess considering their time and financial restraints. After reading this article, I have become aware that I have violated some laws from time to time. However, now that I am aware of this, I will make a greater effort to avoid violating these laws.

My Content Area Standard of Focus

Content Standard #5: United States Constitution and Government
Students will apply knowledge of the U S Constitution, how the U S system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.

For this semester in MD 400, I will be focusing on Content Standard 5 of the Connecticut Curriculum for Social Studies. I chose this standard, as the Constitution and Government comprises one of the first units of my thematic-based 8th grade Social Studies class. In addition, this unit lends itself perfectly to the use of visual based technology in the classroom.

This standard links well with visual learning and digital imagery, as programs such as inspiration serve as helpful tools in studying the organization of the government and three branches. I look forward to creating a non-linear PowerPoint that explains the break up of the three branches, and the roles of checks and balances. Inspiration created visual charts will be incorporated as well to explain the division of powers within the government.

Tablaux Vivant

I had a lot of fun with this assignment. I hope to incorporate something like this into a lesson, as it appeals to various learning styles. Visual learners can help set the scene, and take the photo. Auditory learners can help the students communicate and come up with a plan. Tactile learners will love the ability to walk around set poses for this scene. All in all, it helps the students further understand a text, all the while appealing to various learning styles.

Learning Styles Reflection

I wasn't surprised to find that I am a tactile learner, as I've taken similar tests before as an undergrad. I was surprised, however, by how accurately the description for tactile learners fit my persona. The study habits it gave were very similar to those I have learned to use while growing up.I find it important for all students to know their unique learning styles, so that they can incorporate the necessary strategies for reaching their full potential. For example, in my study skills unit (the first unit of the year) I had my students take a similar test in the computer lab. As an educator, I strive to make my lessons accessible for students of all learning styles as well.That being said, I hope the recent fascination with learning styles does lead us to forfeit our own accountability. If a particular lesson in school does not match our unique style, I believe we should use our knowledge of multiple intelligences to help ourselves adapt, and use our own strategies. My fear is that some day, we may simply concede when faced with an academic problem because it does not match our style.

MP3 Resonse

Although, as a former Spanish minor in undergrad, I would have loved the opportunity to listen to the language through my iPod, I am concerned by this article in general. The article states that this technology allows students to "practice their Spanish conversations anywhere". The question that concerns me is, how is listening to an iPod considered a "conversation"? I understand that one can speak along as they listen, however, I'm not sure this is as effective as an actual discussion in Spanish. In general, it is much more difficult to have to create spontaneous sentences in conversation, than to speak out loud to a recording. $11,000 just seems like a lot of money to spend on a technology that won't be as effective as meeting up with your Spanish classmates in the cafeteria for a discussion. If students truly want to incorporate technology into this equation, I would suggest calling classmates on a cell phone, and carry a conversation in the language. My skepticisms extend beyond the use of the iPod in Spanish class. In an era where more and more of the written word is replaced by the image, we should be focusing on strengthening reading skills. Although the article claims that "contrary to parents' concerns, listening to books encourages reading", I'm just not sure I see the connection.While I see the importance of this technology for students with impairments, I just remain a bit skeptical over something that might decrease actual discussion and discourse.