6.2 Technology Reflection

Technology Configurations

Many of the integration ideas for technology have to do with creating, a presentation, an excel spreadsheet, a recording, the students are expected to make something. The important part of when we are using technology is that usually prior knowledge needs to come first, so that they can create. Although some technological tasks will be about analysis as well, looking at pictures or information and coming to a conclusion based on what they have seen or read.  By giving the independence for the students to create, analyze, evaluate, understand, remember and apply in their own way, they can show their personal strengths through what they accomplish.

Out of the configurations that I created there are some pros and cons to the assignments and expectations of the students. One of the cons that I predict is that some programs can be rather challenging if the student is unaware of how to use a computer or the program involved. Although you hope that each student has some previous knowledge some do not, so that can be a challenging task. Another con could be the cost of the equipment needed; some school districts can afford it while others cannot. A pro I think is that the configurations will excite and interest the students participating. Another pro would be that students would be learning on programs that they could apply to future tasks in other classes or in a career.

There are a lot of potential issues that can occur but if you are prepared for them they can be easily solved. For example, parental concerns if this is something that occurs than you should inform your principal of what you are doing and send information home. That way the issues are arising before, not during or after. Technology problems will unexpectedly occur no matter what but having a backup plan is always good just in case. I have found that as you go through new activities and lessons overtime you will be aware and can predict the issues that may occur. So as you continue to use the assignment you will feel more comfortable and confident in how to properly complete the tasks at hand.

When completing the budget portion of the matrix for technology integration in classroom activities I realized how expensive the computers and equipment actually are. Many times educators and now students just expect to have these tools used, but the cost can take a lot of the school’s budget very easily. This assignment also made me realize that having students Bring Your Own Device (BYOD) is a valid option and very cost efficient, if students have the devices. I have worked in a few different school districts and no matter where you are there will always be students who don’t have these types of items.  What would you do for them? 

5.3 Blog Tools

5-3 Blog Tools

Organized Data

Based on the data from the Math classroom what I discovered is that most of the students struggled on problem six. As an educator since only one student got it correct the class would benefit from another lesson on the topic (solves problems involving single or multiple operations). Problem seven had a high success level showing that whatever the method or way the teacher taught that topic was mostly successful for this class. I think that it would be beneficial to look at how the lesson was taught so the teacher could implement some of those strategies into the classroom.

Looking at the overall information I could definitely see some successful groupings that could occur. The groupings would depend on the way in which the teacher would want. Would the teacher want similar struggling students together in a group or students who could help one another? I found through my years of learning, especially with Math, that peers can sometimes explain how to do something in a more at the student level learning type of way. Many of the strategies from this data would depend on how the teacher would like to roll out the plan.

Which tool did you use?

I used Google Sheets to organize the data from the Math classroom. I was able to layout the information in a more visually accessible way. I also added color to some portions of the data to emphasize areas of needed improvement. I found the tool to be very similar to the way that Microsoft Excel works which I am familiar with. In addition, you can make a variety of graphs, charts and diagrams that can further explain and show the data.

What do you see as its strengths and weaknesses?

Some strengths of this program are that it is easily accessible, free to through your Google account and can be accessed from any computer with internet. Also if you are familiar with Microsoft Excel much of the functionality of the program is similar. There are a variety of videos, articles and blogs that can assist you in the use of this program (Such as https://support.google.com/docs/answer/49008?hl=en and http://www.gcflearnfree.org/googlespreadsheets )

Some weaknesses are that you need to have a Google account, so if you do not have one you would be signing up for another program. In addition, the way in which you can use Sheets or Excel can be complicated with the equations or information that you need to enter.

Did adding color to the tool help identify any potential problem areas?

Adding color to the chart really made it clearer as to where the problem areas are. It made it clearer not just to see how the students did across the board, but also how the class did overall on certain problems.

How could you apply Web 2.0 tool functionality to authentic classroom or school-wide scenarios?

I think that by looking at data that is provided through a survey, an assignment, or observation anyone can make charts or graphs to show conclusions from the data.  This could apply to behavior; standards based learning, results of a survey on training, and much more. There is variety of web 2.0 tools that could be used and displayed for others to learn such as Google Sheets, Infographics, Excel, Survey Monkey and much more.

4-2 Google Form (Survey)

https://docs.google.com/forms/d/1PS0ZlOCo8ibDQUBbzpAwHWaf7Yk1jXVEbBpHjzeVQlE/viewform?usp=send_form

Above is the link to go to my Google Form needs assessment about teacher's needs with technology, specifically Google Classroom. This survey would be given prior to a planned training on the topic.

Resources:

Google. (2014). Classroom. Retrieved from https://classroom.google.com/

Meltzer, S. (2012). Step-by-Step Professional Development in Technology. New York: Eye on Education.

3-1 Blog: TPACK

“Technological Pedagogical Content Knowledge (TPACK) is a framework for the integration of technology within teaching,” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2009). This is something that I think that a lot of teachers are probably already doing, but maybe haven’t read about this framework. You are trying to have a perfect collaboration of three types of knowledge, “technological knowledge, content knowledge, and pedagogical knowledge,“ (Koehler, Mishra, Akcaoglu, & Rosenberg, 2009). By doing this it helps to raise the effectiveness of the classroom and the knowledge they are receiving. There are a variety of ways that people have tried to accomplish this task, differentiation, activity based curriculum, and many others. The difficulty is which works best, and I think that depend on the teacher.

Each teacher will face many obstacles when trying to incorporate the TPACK framework in the classroom. Students can be an obstacle, certain students may have specifications about what technology they can and cannot use, based on ability or responsibility. Technology can be an obstacle depending on what the school has available for access and if tools are malfunctioning. Time can be an obstacle depending on the amount of time you are given the technology for use, the amount of time that you have with the students. There are many obstacles for teachers when implementing technology into the classroom and this makes veteran teachers nervous to do so.

“The type of teacher knowledge required to teach effectively with technology is essential,” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2009). Teachers need to feel confident and comfortable with technology to teach effectively and this takes time and training. “Good teaching, with technology, requires a shift in existing pedagogical and content domains,” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2009). Technology and pedagogy work together to make the unit and the lessons what they need to be. The “How” is the most important point, “how teachers integrate technology in their practice is more important than the emphasis upon what teachers integrate in their practice,” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2009). But “How” do we do this?

The method that I found to be most effective in my mind was to have “teachers first formulate goals for student learning,” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2009). What do they expect the outcome of student knowledge to be? “Then, they choose activity types appropriate for the specified goals,” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2009). What activities lead to the accomplishment of these understandings? Figuring out activities or assessments that work well in the classroom and actually accomplish what you want take years to adjust and develop to what you need. The activity chart that is displayed in the paper by Harris and Hofer, give you a variety of activities that are already being used and then show how you could adjust to include technology. This is a helpful chart, but some of the activities would not be an option depending on the technology available. “Finally, they select specific technologies based upon their choice of activity types,” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2009). Incorporating the technology is the last step and it needs to apply to what the students are doing in the classroom. For example, if they are painting in an Art class, technology would not be effective, but if in History they are researching dictators there is much more need for technology.

As I stated earlier many teachers are already doing this they may just not be aware of the TPACK framework, but they are living it. “Teachers’ ‘planning’ could be characterized as decision making about the selection, organization, and sequencing,” (Harris & Hofer, 2009). which are directly related to pedagogy, technology and content knowledge. Teachers need to feel comfortable and confident in the activity and technology they choose to do. “The development should begin with relatively familiar technologies and to gradually progress to those that are more advanced,” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2009) as their comforts grows.

Levels of Technology Integration

1.      Sparse:  rarely used or available.

2.      Basic:  used or available occasionally/often in a lab rather than the classroom.

3.      Comfortable: used in the classroom on a fairly regular basis.

4.      Seamless: employ technology daily in the classroom using a variety of tools to complete assignments and create projects that show a deep understanding of content.

Source: (Edutopia, 2007).

“Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching,” (TPACK Org. & Koehler, 2014). Therefore TPACK is something that each individual teacher will need to figure out for their individual needs in the classroom.

Works cited:

Edutopia. (2007). What Is Successful Technology Integration?

Retrieved from http://www.edutopia.org/technology-integration-guide-description

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based 

TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in

Teacher Education (SITE). Retrieved from http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf

Koehler, M.,  Mishra, P., Akcaoglu, M. & Rosenberg, J. (2009). The Technological Pedagogical

Content Knowledge Framework for Teachers and Teacher Educators. Retrieved from http://cemca.org.in/ckfinder/userfiles/files/ICT%20teacher%20education%20Module%201%20Final_May%2020.pdf

TPACK Org. & Koehler, M. (2014).What is TPACK. Retrieved from http://www.tpack.org/

1-2 Blog: Hats of the Technology Integration Specialist

Professional development is an essential part of education in today's society, especially with technology. Researchers are finding and creating new and improved programs, methods, pedagogy and much more every year. What I learned in my undergraduate program 2 years ago has already been updated to a completely different strategy of teaching that is seen today. Professional development allows for all educators to review and refresh on the most current information that is out there and how it could apply to their classroom or content. "Transforming schools into exciting and motivating arenas for student learning does not happen overnight,"(Meltzer, 2012) but a step in the right direction is by learning, and that happens through professional development. 

Pedagogy and technology integration can work together to make a successful classroom. The way in which the teacher is able to teach in his or her classroom while using technology can enhance the learning experience, but can also complicate it for students. Depending on how familiar and comfortable the educator is can have a big impact on the effect technology has in the classroom. I have seen through many observations that teachers will use technology just because they have it, and that should not be the case. Teachers need to differentiate instruction so that students are learning the objective in multiple ways. By differentiating with technology students will have “digital age literacy, inventive thinking, effective communications, and high productivity,” (Smith & Throne, 2007). Those are all great outcomes, but how can we expect our teachers to do this without any training.

A huge piece of technology today is communication with colleagues, parents, administration and students. The technology integrator plays an important role in this essential practice. Offering professional development, especially to new teachers, to show how the grading system and what the parent sees are so important. Also showing the students how they can access their own grades, can demonstrate their responsibility and independence. Technology allows for “parents to stay informed and participate in their child’s education,” (Edutopia, 2010).

In addition, there can be many limitations which can also effect a teachers use, such as "developing learning objectives, selecting methods of instruction, feedback, and evaluation and assessment strategies including follow-up activities," (Okojie, Olinzock, & Okojie-Boulder, 2014). Although there are difficulties and limitations students and tecahers are still eager to involve technology to improve and update their practice. “In order to meet modern expectations, teachers need to improve and adapt their skills and knowledge. This can only be done through sustainable and effective professional development," (Meltzer, 2012).  

Works cited:

Edutopia. (2010). Technollogy provides parents a window on the classroom by linkin home to school. Retrieved 

from http://www.edutopia.org/stw-differentiated-instruction-home-school-parent-connection-video

Meltzer, S. (2012). Step-by-Step Professional Development in Technology. New York:

Eye on Education.

Okojie, M., Olinzock, A., & Okojie-Boulder, T. (2014). The Pedagogy of Technology

Integration. Retrieved from 

http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html

Smith, G. & Throne, S. (2007). Differentiating Instruction with Technology in K–5

Classrooms. Retrieved from http://www.iste.org/docs/excerpts/DIFFK5-excerpt.pdf