Teaching with Technology #1

EDLD 5364 Teaching with Technology Week One After finishing week one’s readings, lecture slides, and videos, I can already tell this class will be teaching me about various ways I can authentically integrate technology in my lessons. The overall theme for me was learning about constructivism and connectivism, I incorporate a little of both theories as a teacher. “George Siemens speaks of how a learner has the ability to create connections between various sources of information.” (Week one slides--3) It is how you connect your learning internally and externally. I do believe that is our experiences that enable us to connect prior learning to new learning. I could also to relate to Vygotski when he stated that, “the concept that as a learner gains new information from instruction, through reading, hearing, or collaborating about the new information, the learner adds to his or her personal baseline knowledge and creates new knowledge.” (Week one slides—3) Students come to the classroom with an array of prior knowledge and experiences; this develops learning for students. When students come into the classroom without many real world experiences, this can hinder their learning because they don’t have the prior knowledge to pull from. “Every learner has experiences that influence his or her understanding of the world.” (SEDL, 1999) Over the past thirteen years I have taught in two areas of town, which are completely opposites, for the most part: one is very low socio-economic and the other school is middle class. The biggest eye opener for me has been what a big role life experiences play in our educational world. My students from the poorer side of town no matter what they do, will never have the life experience many of the students from the middle class. This is where we as teachers have to as best we can level out the playing field and bring those experiences to our students. We can begin by doing hands on activities and bringing the outside world in to the class through technology. The internet, smart boards, videos, and other multimedia, can provide our students with valuable experiences. References: Lamar University, lecture slides week one, slide one Lamar University, lecture slides week one, slide two Southwest Educational Development Laboratory, (1999). Learning as a Potential event: A Brief Introduction to Constructivism. Retrieved from http://www.sedl.org/pubs/tec26/intro2c.html

Digital Graphics

https://sites.google.com/site/thetrekkers2013/

This course, Digital Graphics, presented many challenges for me since I am not to computer savvy. Every week presented yet one more creation, which I had never been exposed to. I have truly improved my knowledge and capabilities in my technology skills, digital graphics and web design. I know feel very empowered and have the knowledge to be able to implement digital graphics not only for my learning but as well for forever implement throughout all content areas for my students’ learning. When I developed my web site I knew, I had a tool that I could forever implement in all content areas. In this week’s reading I learned that integration of multimedia into instruction can help to reduce curriculum barriers and improve learning for all students.

I have been thinking about were my technology level was before this class to where I am now: there is no comparison I have learned so much about digital graphics. I am now able to bring an interactive world to my students in which I am able to incorporate personal logos, custom animations, and the 4 basic design principals or CRAP. The 4 basic design principals or Contrast, Repetition, Alignment and Proximity were aspects of technology that I had never heard of before but now feel really knowledgeable. The Non-Designer’s Design Book (Williams). I not only learned a tremendous amount from my readings but also from the free interactive software programs, where I created my personal logo. My students have already created their personal animations through STYKZ, same program I used in creating my animation.

I have also been doing much personal reflection of my own learning and the learning of my students. I also, I learned so much from my team members while collaboratively creating our group web site. The weekly readings and slide shows provided much assistance to me throughout the course, since I was a novice in the technology world. I now reflect on upcoming and previous week’s lesson plans, I make it a point to incorporate the higher order thinking skills from blooms taxonomy. (Churches)

This Digital Graphics course has taught me how to not only provide more engaging lessons for my students but also assist other teachers on my campus with digital design. My students and I have already created personal animations and are in the process of creating a class web site. I am excited about continuing to implement my newly found knowledge of technology skills which will allow me to be more effective in the classroom.

The Trekkers 2013

Creating this group web page was a very positive experience. All members of the group contributed their part and helped each other. I can't believe I know how to create a webpage. Our website provides an array of technology information. You can find links for parents, children and teachers, that provides technology, academic, and interactive learning as well as fun games.

Though this program, Stykz was difficult for me to figure out, it was well worth it. This will be a great tool for my students.

Digital Graphics 5366

I created this animation with STYKZ, it was challenging  but the final result was very rewarding and will be a great tool for my students.

Action Research Plan--Thinking Through Math

Goal:  How will incorporating the online program, Thinking Through Math, on a weekly basis increase student achievement? Will six week tests, Common Formative Assessments, previously known as benchmarks, and STAAR scores show an increase for the students who are participating in the program, when compared to the students who are not participating in the program?

Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
My 5th grade students will complete a pre-test on Thinking Through Math	Mary Lou Stout & Barbara Massey Tech. Chairperson & 5th grade teacher	November 12, 2012- November 23, 2012	Computer Lab & Internet access	Analyze completed testing data for each of the students
Analyze all testing data- Six weeks, Common Formative Assessments (benchmarks) and Thinking Through Math	Mary Lou Stout & Barbara Massey Tech. Chairperson & 5th grade teacher	December  10, 2012- January 11, 2013	Six weeks analysis report, CFA report, Thinking Through Math pre-test student report and Excel	After carefully analyzing of compiled data, we will re-group students from present grouping for more effective small group instruction; pull out tutoring, and after school tutoring programs.
Students will be taken to the technology lab twice a week for 40 minute session to complete Thinking Through Math. Continually analyzing data reports from the program to better provide authentic lessons & hands on activities to meet the individual needs of students	Mary Lou Stout	January 3, 2013— May 2013	Computer Lab, internet access, Thinking Through Math student  data reports and math resources	Reviewing student data reports for Thinking Through Math
Parent Meeting— I will communicate to parents their key role in their child’s success. I will ask them to actively monitor their child on Thinking Through Math, once a week for 45 minutes.	Mary Lou Stout	January 16, 2013	Computer Lab & internet access	Weekly monitor of student data report to view students accessing online program.
Analyze 2nd six weeks assessment & C.F.A	Mary Lou Stout & Barbara Massey Tech. Chairperson & 5th grade teacher	March 5, 2013	Six weeks analysis report, C.F.A & Thinking Through Math student progress reports & Excel	Analyze all data; regroup student learning groups (if needed): small group instruction, pull out tutoring, and after school tutoring programs.
Analyze data: 1st administration of Math STAAR, Thinking Through Math & all C.F.A’s	Mary Lou Stout & Barbara Massey Tech. Chairperson & 5th grade teacher	May 2013	Math STAAR data, Thinking Through Math yearly progress data & All C.F.A.	Reviews STAAR, Thinking Through Math & C.F.A.’s data—compare to determine areas of growth & weakness. Use data to continue to provide additional interventions for students who did not meet yearly requirements & will be re-testing for STAAR on May 14, 2013. ***All data will be compared to the other two classes who chose not to incorporate Thinking Through Math and are utilizing other resources.

Researching: Utilizing Thinking Through Math and test scores

I have several ideas to research but think I have narrowed it down to either: The effectiveness of utilizing Thinking Through Math and test scores (STAAR) or The effectiveness of grade level lesson plans and test scores. I am still not sure which topic would provide me with more data. I teach and plan math and this year we started a new computer program called Thinking Through Math. This program provides a pretest and then generates individualized lessons depending on the pretest. I have last years scores and grades on specific skills and want to compare by skill to see if the grades and end of year scores go up or down.

Please Advise