Assessing Meaningful Learning

It's the last week of the Summer Semester! To celebrate, let's talk a little about assessing meaningful learning. For this class, we were assessed not by tests or quizzes, but by the production of an e-portfolio, which showcases our individual understanding of the course objective, which was the integration of technology into the curriculum. Now, I'm going to be honest, as a student I like tests. A lot. Not necessarily because I learn a lot from taking tests, but for kind of the opposite reason. I know how to take tests. I do well on them and I don't generally have to exert much effort to do so. But as a teacher and as student I know that this sort of assessment doesn't have much real-world application. I take the test, I pass the test, I forget the content, I carry on to the next task. This is not really the sort of learning we want to impart on our students, no matter how good it may make us feel as teachers to have a class of A's on our multiple choice exam. The type of assessment required in this technology class was challenging and engaging. I felt motivated to excel and I put a lot of work into my eportfolio.

Partly I did for the grade and partly I did it because I can foresee using this portfolio as a tool to showcase my talent to potential employers. That is real world application. That is student engagement and motivation and motivation in action. That is a true assessment of ability isn't it?

Another important topic this week had to do with the use of rubrics for grading. I love having a rubric to guide my learning. I like to know exactly what is expected and how to get there in my assignments. There is no arguing over whether a grade is fairly distributed when a clear rubric is implemented. I will definitely be using rubrics with my students in the future.

Have I mentioned that I loved this class? I loved this class. I learned so much about Web2.0 and other awesome tools. I know that technology can be scary, and I sometimes feel like kids today get too much of it, but this class opened my eyes to the ways in which technology can be used as a resource (not a replacement) to access meaningful learning. I think every new teacher should be required to take ETEC424 as an introduction to educational Technology. My goal is stay abreast of new teaching resources and to seek out creative ways to enhance core curriculum and make it relevant to our students. Staying current with Web2.0 tools is an excellent way to do just that.

Techy TEKS

As I prepare to graduate and pursue a career teaching Middle School English-Language Arts, I recognize more and more the importance of ensuring that my lessons are interactive and engaging for 21st century learners. The Texas Education Agency (TEA) recognizes this importance as well and requires all teachers to integrate technology into their lessons regardless of subject.

Below is information I have pasted from the TEKS (Texas Essential Knowlege and Skills) chapter for 6th Grade English Language Arts and Reading. The entire TEKS for this grade and subjest is extremely detailed and comprehensive. It can be accessed here

§110.18. English Language Arts and Reading, Grade 6, Beginning with School Year 2009-2010.

(a)  Introduction.

(1)  The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In sixth grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(b)  Knowledge and skills

 (6)  Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 
(B)  recognize dialect and conversational voice and explain how authors use dialect to convey character; and
(C)  describe different forms of point-of-view, including first- and third-person.

(13)  Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. 

(15)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

The TEKS are important in helping teachers have a better understanding of where students are academically and developmentally. It gives us an idea of what students are supposed to already know when they arrive in our class and what they should leave our classes knowing in order to be better prepared for the next level. I plan on utilizing Web2.0 tools to meet the TEKS standards. One way to do this is through the creation of a student Blog in which students learn the elements of a successful blog and then use those skills to create a blog in the voice of a fictional character from books we have read in class. Another way is to implement the use of a classroom Wiki in which students can write collaboratively to create a story. They can then use this writing to create a digital storyboard or a Glog, or utilize comic creator to transform a story into a comic-book form.

It's hard to determine which of the TEKS are most important to student learning, but I do think that there are some standards that need to be taught continually and on a daily basis. These are writing processes and conventions, vocabulary and reading comprehension. These are skills that are needed in order to be successful in every avenue in life. Competent writers are better prepared for college and for employment. Writing also compliments reading in that it helps students to better comprehend  and appreciate what they have read. Integrating appropriate web2.0 tools into the curriculum supports and enhances these skills and standards in a modern and relevant forum. It is no longer enough to teach reading and writing alone. We live in a society in which technology is prolific, if we do not integrate 21st century resources into our lesson plans we will fail to prepare our students for success in this world. So I say hold students to high expectations, teach the standards, teach the three Rs, and teach them using relevant, meaningful and creative technology from which students will glean the skills necessary for a successful future.

Visualizing with Technology, or the Latest in Classroom Visual Aids

Teachers have been using visual aides to enhance the curriculum for decades  centuries  for ever. Imagine a 19th century teacher trying to teach geography without the use of a map! Or a student of any era trying to understand the concept of fractions without the help of a visual explanation.  Even medieval biblical learning was mostly pictorial. In 1823 education was revolutionized with the invention of  (...wait for it...) the blackboard.  Teachers were able to reach more students by utilizing the chalk board to enhance learning through visualization. Humans need visualization tools to help us explain and /or comprehend complex ideas. Generations of educators have long understood that adding a visual to the lesson adds interest, deepens understanding and helps with retention.

More than any other generation, today's 21st century learners are growing up in an increasingly visual world and are more visually stimulated than ever before. Research shows that 65% of the population are visual learners. It stands to reason then, that in order to reach the great potential of these learners, educators need to embrace visual technology and themselves become visual teachers. This week I learned a lot about tech tools that help  learners interpret and express ideas through visual media. From GoogleEarth to tinkerplots, digital storytelling and student produced videos, these visualizing technologies are all exceptional tools to aid in creativity, collaboration, problem solving, and critical thinking skills. 

Resources:

http://www.inspiration.com/blog/2010/09/visual-learning-in-the-21st-century/http://www.visualteachingalliance.com/ABOUT/ABOUTWhoTea.html

http://www.purduecal.edu/cie/fliers/Oct.8.2008.pdf

http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/Files%20Management/Ch%209%20Visualizing%20w%20Technologies.pdf

Podcasting

This week we discussed pod-casting in education. I actually knew very little about this very versatile web tool prior to reading up on it  for this week's blog posting. The term podcast is derived from a combination of iPod and broadcast. Podcasting is a unique way for educators to sort of meet students where they live. Today's students are attached to their devices (and so are many of us adults!), so why not use that technology to our advantage? I can't see a better way to reach students than straight through their iPods and phones. Similar to a flipped classroom model, when teachers utilize podcasting to broadcast online lectures, students are able to access iTunes and re-visit lessons as often as necessary at any location. Imagine the impact of today's busy learners being able to access lessons through their headphones while on the way to school or soccer practice or even--my favorite--while doing their chores!

A podcast is somewhat comparable to a blog. While a blog is a written self-publication, a podcast serves as an online broadcast; it is sort of like a personal radio station. One of the big differences that I noticed in this tool, is that it less interactive than many of the other Web 2.0 applications we have discussed. Blogs and webpages allow for commentary and embedded links for further exploration of the subject. I think if pod-casts are used as a supplement to classroom learning, it could be beneficial, but educators need to ensure that their podcast lectures are concise and engaging enough to keep students interest. I think that a more modern application of podcasting is the incorporation of video into the podcast.

I have an iphone4 and, like most people who have a smart phone, I use it for just about everything. In the past, I was an avid reader, but my current life as a busy working mom and full time student doesn't allow much time to read for enjoyment. Lately, though, I have been using Audible to listen to books on my phone as I drive to work, cook dinner or walk the dog. As I learned more about podcasting, I found myself relating the Audible format to podcasting and recalling an old wish that my college courses weren't just online, but were accessible in an audio format so that I could pop in my headphones and study auditorily while multitasking my everyday duties. I imagine that many of today's students feel the same way. And despite my initial feeling that podcasting may already be a "dated" technology, I think that in many aspects it can still be a viable resource for today's classroom. As a 21st century teacher, I might use podcasts to help students review vocabulary and spelling words or other areas that require repetition. Podcasting would be invaluable in the ESL and second language classroom as well as a wonderful resource for special needs and VI students.  I certainly do not think that podcasts or any technology can replace quality teacher interaction, but I can see how this technology like so many others can enhance student learning and accessibility.

Resources:
http://www.smithsonianeducation.org/educators/lesson_plans/podcast/intheclassroom.html
http://www.apple.com/education/podcasting/

Web 2.0 Tools

Oh my goodness-- There's a big, wide, World Web out there! After exploring Web2.0 tools in our latest ETEC 424 lesson, I feel like I just returned from an adventure in OZ. There are endless learning and teaching opportunities within these applications.

Although I have seen the use of many Google docs as a collaborative writing tool, I had not seen a true wiki in action before. I think the use of wikis in the classroom is a wonderful tool that allows for creative collaboration and teacher tracking of progress as well as peer and teacher editing. I must admit though, that I think I still prefer the ease and simplicity of Google Apps for this process.

I am already a die hard fan of social bookmarking, as I have been known to while away many an hour "pinning" on the highly addictive bookmarking site known as Pinterest. I was actually unaware of all the other social bookmarking sites available on the web. I think that whichever site is favored, social bookmarking enables one of the most time tested secrets of great teachers-- the sharing of great ideas!

VoiceThread was a concept completely new to me and I found it very interesting. I think this type of collaboration could be new and exciting for students. We so often see students interacting online through text, but VoiceThread brings back the auditory interaction that is often missing in online collaborations. I like this this idea because it brings differentiated instruction to the technology based classroom. I also like that students have to speak in a clear and cohesive manner in order to be understood. This could be an invaluable tool for dual and foreign language learners.

I truly enjoyed learning about Web 2.0, and I even did further searches and found so many interesting learning tools that I never imagined. One site that I will definitely be using as a resource for tech tools and innovative teaching is www.edudemic.com/. I can see that perusing this site is going to be cutting into my pinterest time. Is it geeky to be this excited about educational technology? Oh well! I'm going for a ride on the geekwagon!

Copyright, Fair use, and Online Safety

As technology continues to grow in popularity as well as accessibility, the internet is frequently the preferred means of finding and sharing information for both students and teachers. And why shouldn't it be? Almost everything can be quickly and easily found  and shared online now a days; from music to video clips to lesson plans, today's students and teachers have access to a wealth of digital enrichments unlike ever before. It is important to remember that although the internet enables easy sharing, we must act ethically when incorporating copyrighted materials into our lesson plans. It is also extremely important to educate students about copyright and fair use guidelines both for ethical reasons and to protect them from potential lawsuits. It is just as important to hold our students accountable for this information as it is to teach them about plagiarism. I found this link to be very useful in helping to simplify copyright guidelines for students. I feel that this would be a good link to include on a school library or class website. 

Almost every parent and/or educator I know is aware of the potential dangers involved in children's use online media. Without appropriate protections, children can accidentally access inappropriate, harmful or disturbing media. In addition to the need to monitor internet use, students are now accessing social media and chat rooms which can leave them open to potential cyber bullying and child predators. Teachers and School Districts are requiring more and more use of technology in education and, while this use is necessary, exciting, and beneficial, it also comes with a new set of problems and a high level of responsibility. If we utilize the internet and other technology in our teaching (and we should), then we must teach our students to use these resources appropriately and safely. I think that every school should hold parent workshops each year to inform families of the latest trends and potential risks their children face when using the internet and social media. I also feel that it is easy and important to incorporate cyber safety lessons into everyday technology use in the classroom. 

MAPping Information

When I decided to register for a class on integrating Technology into the curriculum, I thought to myself, "This will be a nice summer walk in the park for my last semester of college".  Of course I expected to learn things, but I also thought that I would already know much of the information presented, I mean, I am a Library and Technology Aide at a middle school, for goodness sake!-- It's my job to help students with finding information through technology and the internet. Needless to say, when I took the Web Literacy Quiz I was startled by how many questions I just didn't have answers to. 

  I consider myself pretty savvy when it comes to finding information; I don't always rely on Google (although admittedly, I probably do more often than I should). I like to use Ebsco and other library search engines as well as Google and Yahoo and Bing to find information. It's just that Google is so easy and fast, and honestly, after years and years of using it, Google is familiar. But after being reminded that the placement of websites on a Google search list has little to do with the relevance of the search, but the amount of traffic, I will be much more careful in future searching.  I also had a n "ah-ha!" moment when I realized that I use Boolean phrasing all the time in my Ebsco searches, but I have never utilized that very helpful approach in other search engines. I also am excited to utilize the search technique of limiting results to educational sites only. What a wonderful way to help weed out all the nonsense that comes up in a search!

After completing this assignment, I realize that I do need to alter the way I search for information on the internet, and equally importantly that as an educator, one of my new goals will be to ensure that my students become information literate. Children are using the web to find information at home and at school at younger and younger ages. It is important to introduce proper search techniques right away. As they advance through the grades, students can and will access more and more information at a faster rate. It is for this reason that students must be taught to be savvy in their research methodologies at every stage of their education.  21^st century learners must and should utilize the web to access the wealth of information available to them, but they (and their teachers) must also be competent at discerning valid and appropriate content when seeking information. My hope is that I can obtain and impart that knowledge to the students that I teach.