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.

Thanks for the Words of Encouragement and Advice

It is always nice to hear words of encouragement and support. Thanks to those that have commented on my blog. Matt's suggestion that I look to the blog and social networking sites for teacher support is something I have not done to date. Only recently have I come to understand that the social networking sites are being used by mature adults to support each others' learning. They say we are never too old to learn. Since new learning helps ward off Alzheimer's disease, I will consider learning social networking as a mental health activity. Since I am over 50 years old, anything I can do to keep my mind healthy is a good thing. Thanks for the help!

If at First You Don't Succeed . . .

This has been both a productive and frustrating week regarding my game plan. I am making progress in the classroom. In my accounting class, students are now posting to a discussion board for the first time. It was very helpful for me to see which concepts from the last few days are still confusing for them. It will definitely help me in terms of remediation. Likewise the students saw that what they are struggling to understand is the same as some fellow classmates. It is also improving the teamwork in class. We also continued with concept mapping today. All on their own they discovered how to work collaboratively on one, and how to invite other students to view theirs. They asked me to do another map in the future where they work collaboratively with someone on the other side of the classroom. The concept mapping has increased their motivation and understanding of the content. A number have said they plan to use it in other courses.

My frustration comes in trying to find other teachers to observe and model when it comes to teaching concept mapping and wikis. Since I have found none in my building, I decided to try and create my own teacher Web 2.0 support group. I asked the principal for time during the next staff meeting to show the concept maps my students created and our Walden wiki. I will be inviting staff to meet briefly with me after the meeting and then, one day a month after school to learn about these tools. After a few meetings I hope to get a teacher wiki up and running to help us learn from each other. Between now and then, I will continue to hone my Web 2.0 skills and introduce them to my students. Once I have accomplished that, I am on to learning I Google and all the tools available through Google. I am pleased with the progress I have made on my GAME plan so far. I am learning that by trying out the Web 2.0 tools myself and becoming comfortable with them, I am more confident teaching them to my students.

To Infinity and Beyond

This is the new buzz phrase in my classes this week-"To Infinity and Beyond". We are forging forward with 21st Century skills. The experience with Webspiration and my accounting students was invigorating. I did face one challenge. I had paired up the students and one was out absent. I filled in for that student and was concerned how the others would learn the new software. They stepped up to the plate and helped each other out. I think it was a better learning experience for them than if they had me at their beck and call.

Based on one of the comments I received here on my blog, I have an idea on how to encourage teachers at my school to embrace concept mapping and wikis. We have a teacher's meeting after school. I will go down a bit early and open up my wiki and the concept maps my students created. The meeting is in the library, so the teachers will need to walk past the computers to get to the tables. I will have the principal announce that I will be available after the meeting for all that want to see the wikis and maps and have any questions. Hopefully that will spark their interest.

The Sweet Taste of Success

This week has been very productive in terms of my GAME plan. I decided to take the plunge and introduce concept mapping to my accounting students. We began by watching several short videos that I found using the AltaVista search engine using the host:edu feature. The videos explained the purpose, value and main elements of a concept map.We went on to creating one on the white board, as a class using the main concept of ‘sports’. From there I had students create a paper and post-it-note concept map in teams of 4 on the topic of ‘food’. After viewing each other’s maps and discussing their similarities, differences, strengths and weaknesses; we went on to learning how to use concept mapping software at www.mywebspiration.com. The students are thrilled with the program.

Today students worked with a partner to create a concept map using Webspiration and their basic accounting concepts learned to-date. Every student was engaged in thoughtful learning as they planned, implemented and revised their maps. Tomorrow we will finish them and each student will go on to create a base map for the new unit on payroll we are about to begin. As we progress through the unit, I will have students add to their map. Their end product map will be part of their summative evaluation. The most important thing I learned is how easily my students learn technology and how engaged they are with concept mapping. I learned that I must throw away my fears and perfectionist tendencies and just dive in. This not only invigorated my students, it did the same for me.

I have made some progress on learning more about teaching students about wikis. Although none of the teachers in my school use them; there is a student group which does for an extracurricular club. Several students came to my room and shared their wiki experience with me. They likened a wiki to MySpace or Facebook without the pictures. They found the wiki easy to learn and use and very helpful. They have given me the courage to try one soon with my students. I plan on using a teaching approach similar to that used above for the concept map; to introduce wikis to my students. Luckily I will also be able to show them the two I will have created through this program at Walden U.

My biggest challenge now is finding the time to prepare my classroom wiki and corresponding lessons. We have an in-service day coming up. I plan on asking the principal if part of that time can be used for me to show other teachers how to set up a wiki. By teaching other teachers I will be learning how to teach others about wikis.

When we first began this GAME plan I was dubious as to how successful it would be. Now I see that even small steps can result in huge gains in the teaching arena. Now all I need to do is continue my baby steps and find some extra time somewhere. Does anyone out there have some extra time you can email me?

Thanks for the Helping Hand

All of the last 3 comments gave me some great food for thought. Today I did the concept map assignment with another student and now better understand the challenges a student would face. Yes, becoming the student and completing the assignment prior to giving it to my students is a great route to take.

I also like the idea of giving students a completed concept map and have them explain it via a blog. I will use that idea in the future.

This third idea is to have a group of teachers use a wiki. In the past the assistant principal and I tried to do that and got very little teacher 'buy-in'. I think we need to use some time during the next teacher's meeting to show the teachers how a wiki can benefit them. I have spoken with our technology support staff and given that suggestion. They are the ones given time during the teacher's meeting.

Thanks everyone for the great suggestions.

I just read an article on using gaming in the classroom. It discusses strategies for successfully using gaming in the classroom. The article was very interesting so I thought I would share the link.

http://www.siia.net/index.php?option=com_docman&task=doc_view&gid=610&tmpl=component&format=raw&Itemid=59

Monitoring My GAME Plan

This week for our class assignment I am monitoring my GAME plan. I have made some progress, but need to modify my plans. I did email every teacher in my building asking those that use wikis and concept mapping to respond. I have only found one teacher that uses a paper/pencil concept map on a rare occasion. He was not aware they could be done on the computer via www.mywebspiration.com. I have learned our school is not on the forefront of incorporating 21st century technology skills in the classroom.

My plan had included "(1) finding teachers in my building that currently have that confidence/proficiency with teaching students how to use wikis and computer-generated concept maps and enlist their support in mastering the two tools and the instructional techniques and (2) observe those teachers as they use concept mapping and wikis with their students. It appears there are no teachers in my building I can rely upon. Thus I must expand my search to include our middle school and also business teachers at neighboring schools. I will also search the Internet for videos of teachers using wikis and concept maps with their high school students.

I have found very good instructional videos that introduce concept mapping and wikis. It has been quite a while since I used a wiki and a concept map. I think it would be helpful for me to create a classroom wiki and another concept map.

The question I am pondering now is "how do I learn the techniques/teaching methods to teach my students how to use wikis and concept maps?" I have polled my students and they have no clue what wikis and concept maps are. I want to be confident when I teach my students. Right now I am not.

Does anyone have any suggestions for me? I appreciate your input.

This week I am reflecting upon my GAME plan and determining the resources I will need to carry out my plan. In order to become confident in wikis and concept mapping I will need to locate videos about creating them and find teachers or members of the community who use them. I would prefer to observe a teacher instructing their students on using wikis and concept maps.

I have taken several steps so far to reach my goal. I have asked students if they use wikis and/or concept maps in other classes at my high school. I only had one student reply affirmatively on concept mapping. I was able to locate free concept mapping software. I have spoken with the one teacher that was mentioned as having students create concept maps. This teacher only uses them rarely and was unaware that free software is available for students via www.mywebspiration.com. He was happy to hear about it. I was also able to locate an excellent video that explains the concept mapping in a thorough and easy-to-understand manner. It is available at http://teachertube.com/viewVideo.php?video_id=84247&title=Webspiration_Tutorial. I have viewed the video and will show it to my students when we begin learning how to create concept maps using software. My next step is to email the staff at the high school and see if any other teachers are using concept maps and wikis. Hopefully I will find some that are and are available for me to observe their classes using them.

This week in class we learned about UDL (Universal Design for Learning) and assistive technologies. I see wikis and concept mapping to have a great future in my classroom, allowing me to differentiate instruction, provide organizational tools for my students, and ensure all students are challenged yet not frustrated.

Tutorial Tip

I just read Michelle's comment and like the idea of viewing tutorials on the wikis and concept mapping. Thanks for the great idea! I am a visual learner and being able to use the online tutorial more than once would be good for me. Once I do it I will feel comfortable having my students use the tutorials.

The GAME Plan

This week in the course I am taking (Integrating Technology Across the Content Areas), I read and will reflect here upon the National Education Standards for Teaching as presented by the International Society for Technology in Education. The five standards are: Teachers will (1) Facilitate and Inspire Student Learning and Creativity, (2) Design and Develop Digital-Age Learning Experiences and Assessments, (3) Model Digital-Age Work and Learning, (4) Promote and Model Digital Citizenship and Responsibility and (5) Engage in Professional Growth and Leadership.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf


In reading the objectives for each standard, I see my deficiencies in all five areas. To me the standards can be viewed as a pyramid. Teachers will begin with Standard 5, providing a strong base to their pyramid by learning about, demonstrating and promoting the use of digital tools and technology. I see myself actively working on this standard via my Master's in Education at Walden University. It is Standards 4 and 5 that I feel most comfortable. With both there is still much room for improvement though.

According to Dr. Peggy Ertmer there are four important variables that influence a teacher's ability to enrich the content area learning experiences of students using technology. Teachers must have the technology skills including understanding how technology enables students to learn content and what technology tools are best for the situation. Teachers must be confident in showing students how to use the tools or have the confidence to have students help each other. Teachers must believe that technology can assist in improving teaching and learning. Finally teachers need a supportive culture via colleagues who will support and take risks with you (Laureate, 2009).

In order to improve my knowledge, confidence and support network, I am developing a GAME plan. With it I will set goals, plan actions to reach my goals, monitor the results of those actions and evaluate my results (Cennamo, Ross & Ertmer, 2009, pg. 3-5). This plan will help me gain the confidence and proficiency I need in order to move upward on the ladder of success (NETS-T Standards).

I see concept mapping and wikis as two technology tools that can be of great benefit to my students. I lack the confidence and support network to successfully integrate them into my classroom at this time. In my GAME plan, my goals are to become confident and proficient in both concept mapping and wikis. In order to achieve those goals, I will find teachers in my building that currently have that confidence/proficiency and (1) enlist their support in mastering the two tools and (2) observe those teachers as they use concept mapping and wikis with their students. In order to monitor my progress, I will reflect weekly on my progress and evaluate if my actions are netting the results I want. As needed, I will modify my actions until I have reached the point that I not only have mastered creating concept maps and wikis, but I have the confidence and use them with my students.

References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA:
Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the Content areas. Baltimore: Author.