success

Thanks to the motivation by my Walden profs, I submitted and was approved for the grant I spoke of in my prior post. I was able to use it at the end of last school year for several weeks. It was inspiring to see how involved the students were with it. I am looking forward to use it for the basis of the curriculum in a course I am teaching next year. Onwards and upwards. To infinity and beyond!

The Rest is Still Unwritten

On my desk is a picture of a young girl, dressed in old-fashioned clothing, climbing over a stone wall. The words on the picture say ‘She tiptoed to the edge of what she knew and crossed over into the wilderness of what she wanted’. I feel that I am that girl and I have just climbed over the wall. It seems surreal that this is the final blog post for my master’s degree program at Walden University. It is a bitter-sweet conclusion to an awesome experience. This last course, though, has given me the insights that will enable me to continue on my quest to successfully integrate technology into my classroom.

The learning activity I completed for this course and my portfolio involves the use of a personal financial game simulation. I have researched the game, tried the demo and laid the groundwork for my future grant application. I am hopeful on receiving a grant and look forward to encouraging my colleagues at school to incorporate gaming into their lessons. I can’t wait to use the simulation with my students. For me there is no turning back to my old ‘pre-Walden’ ways of teaching (lecturing). I now have the tools and skills to take that leap of faith and become the outstanding teacher I long to be. It’s all up to me now.

One thing I had not anticipated when beginning this program, is becoming a technology leader in my school. That was definitely outside of my realm of comfort. Yet last month I found myself volunteering to provide two workshops to 40 fellow teachers. The workshops were on wikis and concept mapping. The experience went well and I am looking forward to providing future professional development opportunities to my fellow teachers. Although I am one of the oldest teachers at my school, my technology age is one of the youngest.

I plan a two-pronged approach to keeping abreast of new and emerging technologies. I now have the research skills to locate journal articles, blog posts and wikis on upcoming technologies. I also plan to tap my students and much younger nieces and nephews to learn what they are using outside of the classroom. I can then research and brainstorm ways to use those emerging technologies to improve my teaching. Just last week I purchased a Droid cell phone and have unlimited Internet access on it. Several days ago I sent my first text message. The decision to purchase that phone with the Internet access was strongly influenced by this course I am finishing. I love the constant access to the Internet and all the free applications and widgets. I am like a kid in a candy store.

I began this master’s program being technologically extinct and end it being technologically emergent. The following song lyrics sum up my future-my book is still unwritten. The sun is shining, and my pen is poised to create the inspiring teacher I will become.
Instead of saying ‘so long’ to my Walden colleagues, instead I will say ‘see you in cyberspace.’

As Spock said, “Live well and prosper!”

Natasha Bedingfield - Unwritten
I am unwritten,
Can't read my mind
I'm undefined
I'm just beginning
The pen's in my hand
Ending unplanned

Staring at the blank page before you
Open up the dirty window
Let the sun illuminate the words
That you could not find
Reaching for something in the distance
So close you can almost taste it
Release your inhibitions
Feel the rain on your skin
No one else can feel it for you
Only you can let it in
No one else, no one else
Can speak the words on your lips
Drench yourself in words unspoken
Live your life with arms wide open
Today is where your book begins
The rest is still unwritten, yeah

Oh, oh
I break tradition
Sometimes my tries
Are outside the lines,
oh yeah yeah
We've been conditioned
To not make mistakes
But I can't live that way

Moodle for Modules

In the course I am taking, New and Emerging Technologies, we are currently learning about online learning modules. Moodle (http://www.moodle.org/) offers a free online site where teachers can host their courses, including providing online learning modules for their students. According to Lemke and Coughlin, multimodal learning (text/sounds and visuals) can significantly increase levels of learning. In addition they state that authentic learning increases student engagement as well as the depth of learning. Online learning is one more valuable learning tool that helps to foster 21st Century learning skills.

Prior to this course I had heard the name, Moodle, but had no idea what it was. Now I understand its value and plan on implementing a Moodle site for next school year. This course I am taking marks the final course in my master's degree. It will be a bitter sweet ending. When I first began my master's I had never completed a PowerPoint presentation. Until yesterday I still had not. What better time to learn how to than now. So, below, is my first PowerPoint presentation. The topic is 'Online Learning Modules'. I hope you enjoy it. I now understand why the students enjoy using this digital learning tool.

Here is the link to my first PowerPoint. It was created with PowerPoint 2007 and coverted in Google Docs.
https://docs.google.com/leaf?id=0B9VDGbkVG6YWYWMyNGQ3ZGYtMjkwMC00NjUzLWIzN2MtZWE2MDlkNmY5Zjg3&hl=en

Reference:
Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.

What if?

What if Annie Sullivan, the teacher of Helen Keller, had not differentiated instruction?

I recently received two wonderful gifts. One is a book titled "Words to Warm a Teacher’s Heart" with a quote from Helen Keller. It goes as follows. “Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding line, and no way of knowing how near the harbor was. ‘Light! Give me light!’ was the wordless cry of my soul, and the light of love shone on me in that very hour . . . . I have always thought it would be a blessing if each person could be blind and deaf for a few days during their early adult life. Darkness would make them appreciate sight; silence would teach them the joys of sound” (2009).

What if Helen had never learned to speak? What if Annie had given up? What a great loss that would have been for our world. How many other children struggle to learn because of various challenges? What else do we, as a world, risk losing if we don’t nurture each student in the manner that is best suited for them? That is the value of differentiated instruction as I have come to see it.

The second valuable gift I received (through the Walden University course EDUC 6714) is an understanding and appreciation of the relationship between UDL, technology and differentiated instruction. I was like a ship afloat in a misty fog. I had no idea what DI was, how important it was, and how to accomplish DI in my classroom. I was not familiar with UDL nor did I appreciate how technology could open the door to differentiated instruction. Thanks to Dr. David Rose’s explanation of the recognition, strategic and affective networks of the brain, I understand why differentiated instruction is vital to a student’s learning (Laureate, 2009). In this course I came to ‘recognize’ the components of DI and UDL, I planned DI lessons (strategic) and I am now engaging the affective network. This reflection is placing meaning and purpose onto my plan to differentiate instruction in my classroom. I am experiencing DI.

All of this would not have been possible without the help of my fellow classmates. They provided, through our Ning site and discussion posts, valuable websites and words of suggestion and support. I have learned so much from them. I have visited many of the websites they provided. I have also copied them to a MS Word document. This document will reside on the desktop of my computer. Each week I will concentrate on exploring one of their suggested websites. I predict this will be a busy summer of web surfing. I have already fallen in love with the Discover Education website http://www.discoveryeducation.com/ and http://www.unitedstreaming.com/.

There are some things I will be incorporating immediately into my planning. I have a chart of the elements of differentiated instruction provided via www.lhup.edu/jyoho. That DI model will ‘live’ on my desk at school. Each week as I plan my lessons I will refer to it as a reminder to differentiate the content, product and process according to my student’s learning profiles, interests and readiness. In addition I will use the chart on network-appropriate teaching methods when planning instruction to be sure I support the recognition, strategic and affective networks of my students (Hall, Strangman, & Meyer, 2003, p. 9).

According to Dr. Grace Smith, “Technology empowers the learning environment” (Laureate, 2009). The 28 computers in my classroom will provide the technology to make differentiated instruction a reality. Two years ago when I received the computers I was asked if I wanted headsets/microphones to go with them. I said “What for? The students will never use them!” That was before I began my master’s program at Walden U. Last month, when I prepared the budget requests for next year, I requested headsets and microphones. There is a good chance that request will be filled. I can’t wait to use them to help differentiate instruction.

In closing, let me quote John F. Kennedy who said “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation” (Garborg & Bethke, 2009). Through this course and the help of my fellow students, the fog has lifted and I can see the shore. Now, slowly but surely, I will find my way to shore; embracing and encouraging the differences in my students.

References

Garborg, J., & Bethke, J. (2009) Words to warm a teacher’s heart. China: Summerside.

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html.

Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

www.lhup.edu/jyoho.

Swimming in the Sea of Technology

As I reflect upon the course I am completing, Integrating Technology in the Content Areas, I feel I have jumped in and learned how to do the ‘doggie paddle’. Prior to this course I had learned much about technology and teaching; but had not truly integrated it into my classroom. I have begun the integration, due in part to the GAME plan I followed.

In the past I had created goals and taken some action; but the GAME plan added the elements of monitoring and evaluating the process and progress. I found those pieces to be instrumental in motivating me. As a result of my GAME plan and the support of my colleagues in this course, I have been using discussion boards, collaborative learning and concept-mapping regularly in my classes. Later this spring my students will be using wikis. In addition, I have spoken at our latest teacher’s meeting; encouraging other staff members to try out concept mapping and wikis. In addition, I have spoken with my principal and hope to present a hands-on training session to staff on concept mapping and wikis before this school year is over.

As a result of my learning in this class, I find myself always considering how I can include technology and the NETS (National Educational Technology Standards) into my lessons. I will be using the unit lesson plans just created for my portfolio, with my students this spring.

Many years ago, at the age of 34, I spent several years turning my fear of water into a love for swimming. That was due in large part to consistent baby steps and the encouragement of a wonderful swim instructor. With this course I feel that I have jumped into the pool of technology and love it. With the help of my Walden colleagues and fellow teachers/students, I will continue to refine my skills until I am accomplished. Until that time, I will enjoy the learning experience, continue to try new things, and thrill at the excitement I find in my students’ eyes as I teach them how to incorporate technology as a life-long learning tool.

It's All in the NETS

The purpose of this blog is to reflect on the value of using the GAME plan process and how it can be used to help students achieve the National Education Standards for Students (NETS-S). In order for students to achieve the NETS-S, teachers need to achieve their corresponding NETS-T. Below is a list of the teacher’s standards and the corresponding student standard. It is apparent how one supports the other.

1.Teacher-Facilitate and Inspire Student Learning and Creativity
Student- Demonstrates Creativity and Innovation

2. Teacher- Design and Develop Digital-Age Learning Experiences and Assessments
Student-Use Digital Media and Environments for Communication and Collaboration

3. Teacher-. Model Digital-Age Work and Learning
Students- Demonstrate Research and Information Fluency, Critical Thinking, Problem Solving, and Decision Making

4.Teacher- Promote and Model Digital Citizenship and Responsibility
Student- Practice Digital Citizenship

I have found the GAME plan to be very effective in having me accomplish my goals. I have, by taking small, consistent steps, accomplished much in these last seven weeks. I am much more comfortable with concept maps and wikis. I have incorporated both in my classroom. At our monthly teacher’s meeting tomorrow I will be encouraging other teachers to learn about them. I believe by teaching my students how to create their own GAME plan, I can help them learn how to achieve their NETS-S standards. In the process they will be developing life-long 21st Century skills.