Course Reflection- UDL and BookBuilder

     The UDL Lesson Template does not seem practical for real world application.  It is important for us to know how to implement technology, how to modify using technology and practical uses of it in the classroom, but using this template is not real world.  One problem that I find with higher education in regards to education is that they often do not practice real world applicable techniques.  Yes, absolutely it is important to be aware of how technology can modify a classroom and it is important to consider diverse learners, but it is not practical for teachers to use the UDL model for each lesson that they complete.  Below you will find my reflection over using UDL Book Builder and there is an attached file with my reflection over my learnings for the week.

     Using the UDL Book Builder site was tedious and time consuming.  The site seems like it not fully developed and limits you in creativity, placement of images and text and design functions.  You are limited to one image per page and the process of having to go to each individual section in a separate window before you can type in it is extremely time consuming.  It is difficult and/or impossible to align and move pieces on the page because you must follow their default template.  I can say that I could understand the usefulness of the book by engaging students through reading, pictures and audio, but the cumbersome, tedious and time consuming process of creating the book would be a roadblock from me actually using this product in the classroom.

UDL Book Building eBook Link

http://bookbuilder.cast.org/view.php?op=share&book=f8d6aef34977be300bca1d9557bf3809&sid=13735

     Event though I didn’t find the UDL BookBuilder very efficient, I can say that there are other eBook builders online that are useful and while I don’t forsee using the UDL lesson template all of the time in a real world situation, I can see where it would be beneficial to have a check list where you consider all of the things in the UDL template when creating a lesson.  Using UDL and the Bookbuilder are things that are great in theory, but in the reality of a classroom with limited time and resources, it is difficult for me to envision them being used on a daily basis.  Teachers are stretched for time as it is.  Asking them to use a UDL template that takes more time would meet resistance from the teachers. 

Week 5 Reflection of Learning

Reflection of Learning- Week 5

Gaming, digital literacy and social media are becoming more and more prevalent in the world around us. The idea that gaming can be a part of learning is something that we need to become more familiar with. As students play games they are constantly assessing the situation and making on the spot decisions about how to proceed.  As they do this, they are also learning.  Gaming is a huge part of kids lives in today’s world.  If teachers could get over the idea that games are just for fun and see that it is a way of learning and a way of assessing learning then it could become a valuable tool in education.

            Society is changing in the way that we incorporate technology into learning and the way we demonstrate that knowledge.  Knowledge is displayed in the products you develop and the result of collaboration.  Seamlessly incorporating technology and collaboration are important.

            With the increase in technology and digital presence, we must teach and model good online ethical behavior.  The ability to create multiple online identities, hide behind usernames and ethical online challenges are all new emerging issues that students need to be taught how to deal with.  As educators, we need to take a more active role in helping students understand the consequences and permanent nature of their online presence.

References

Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. Retrieved from http://www.edutopia.org/digital-generation-howard-gardner-video

Edutopia.org (nd). Big thinkers: James Paul Gee on grading with games. Retrieved from http://www.edutopia.org/digital-generation-james-gee-video

Youtube.com (nd). Vision for Technology in K-12 Education. Retrieved from http://www.youtube.com/watch?v=AhoOG5Kf1w4

EDLD 5364 Week 4 Reflection of Learning

This week’s readings and videos centered around the idea of collaboration.  This extends not only into the classroom, but should also be the model that we use with teachers for professional development, training and planning. 

Students need exposure to collaboration so that they are prepared to deal with real world situations.  Teachers can help students do this through collaborative groups, project based learning and social media.  Collaborative groups should be used so allow students to work with peers to allow for role playing, peer to peer teaching, peer to peer evaluation, and social skills.  Until students are allowed to function in group settings they will never fully understand how to manage group dynamics.  Project based learning is a great way to incorporate learning into real-world based projects for students to get hands-on experience and work with other students in realistic settings.  Exposing students to social media allows teachers to promote good social etiquette, develop social skills and social responsibility.  Students now are submerged in a social media rich world, they need to be equipped with the proper skills to communicate effectively and ethically online.

Teachers need to become the model for collaboration in the classroom and through professional development, training and planning.  For students to truly become effective collaborators, we must model what that looks like for them as teachers.  We can do that by becoming collaborative learners and modeling groups, project based learning and social responsibility.  When participating in professional development we can engage in online learning through blogs, wikis and other types of social media.  We can plan collaboratively in groups with grade level and subject teachers.  We can also plan collaboratively with cross curricular teachers. 

The world we live in is no longer a factory based environment. We need to continue to move away from desks in rows and rote memorization into a collaborative, technology rich world.  To be completely effective in teaching this, we need to model it in our own learning so that students not only hear us, but see us doing it.

Resources

Edutopia.org (nd). Project Learning: An Overview. Retrieved from http://www.edutopia.org/project-based-learning-overview

Edutopia (nd). Team Teaching: Two Teachers, Three Subjects, One Project. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/collaboration-age-technology-blood-bank-video

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.

 Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 99 – 116.

UDL Book Builder

Link to eBook:

http://bookbuilder.cast.org/view.php?op=share&book=f8d6aef34977be300bca1d9557bf3809&sid=13735

EDLD 5364 Teaching with Technology Week 3 Reflection

We live and work in a digital world and the kids around us are submerged in technology.  Often times students know more than adults do about the technology around them.  Students have grown up only knowing this technology rich world and are accustom to learning by doing.  As teachers, we need to embrace this and use it as the foundation of our teaching. 

We can use technology in ways to increase timely feedback, student engagement and learning.  We can do this by using blogs, wikis, classroom response systems, grading software, online resources and communication software.   If students are engaged from the get go then they are more likely to be involved in their own learning and help set their own goals.  Teachers need to work to use technology seamlessly and make it a part of the routine in the classroom.  Teachers also need to set standards and expectations for how the technology is used to maximize it’s effectiveness. 

Teacher need to become familiarized with the UDL(Universal Design for Learning).   The method operates under the idea that not everyone learns in the same way. UDL breaks learning down into three brain networks: Recognition Network, Strategic Network and Affective Network.    This translates into: How we gather facts and categorize; planning and performing tasks; and how learners are engaged and motivated.  Diversifying our teaching for different styles of learning using a diverse set of technology enhances the learning experience for all students. 

Reference

"CAST: About UDL." CAST: Center for Applied Special Technology. N.p., n.d. Web. 8 Sept. 2013. <http://www.cast.org/udl/index.html>.

Pitler, Howard, and Elizabeth Ross Hubbell. Using technology with classroom instruction that works. 2nd ed. Alexandria, Va.: Association for Supervision and Curriculum Development, 2012. Print.

EDLD 5364 Teaching with Technology Week 2 Reflection

Our world is a changing world and requires that we change with it.  This means not only the way we teach, but also what we teach.  Learners are diverse and our teaching should be diverse.  The technology available in the real world is diverse and the technology we use in our classrooms should be diverse. 

Students are not only diverse in their socioeconomic status, but in learning styles as well.  Socioeconomic diversity affects what exposure and experience students have coming into your classroom.  Students with diverse learning styles need different interaction to be successful: text, hands-on, project based, oral, visual, etc.  All of these need to be considered when planning so that the needs of all students are met. 

Teachers need to let go in the classroom and allow students to drive their own learning and in a way mimic the real world.  In the real world students drive their own work ethic, their own learning and development.  They need to be allowed to do this in the classroom as well.  They need to be able to have input into setting their own goals and learning objectives.  If students are allowed ownership in their learning then they become more invested and more motivated. 

Reference

Pitler, Howard, and Elizabeth Ross Hubbell. Using technology with classroom instruction that works. 2nd ed. Alexandria, Va.: Association for Supervision and Curriculum Development, 2012. Print.

M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education,  34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830

EDLD 5364 Teaching with Technology Week 1 Reflection

This week’s readings focused on three areas: Constructivism, Connectivism and Cyborg, and how we use these in learning.

Constructivism is when the current learning makes connections with prior knowledge and exerience.  These connections are made through project based, hands on, collaborative, experimental learning. Connectivism rests in the idea that knowledge is out there in the world already you only need expereiences to make connections to that knowledge.  Cyborg takes things a step further and enhances the existing human.  Cyborg enhances human senses and links the human brain to technology. Cyborg is part human and part technology.

Constructivism and Connectivism are similar in that they make connections between information for learning to take place.  For students to maximize learning they must connect new knowledge to prior or exisiting knowledge to make those connections.  Once connections are make, more long lasting learning takes place.  Cyborg enhanced learning is more sci-fi sounding but on small terms realistic in today’s environment.  We already use hand held devices, computer prorams and technology to help students learn.  Although these are not implanted in the body like what Cyborg talks about, these devices do modify and enhance the learning environment.  Moving to an environment where the learning is not about the technology and the technology is seamlessly integrated is where leaning is maximized.

Works Cited

"Building knowledge: constructivism in learning - YouTube." YouTube. N.p., n.d. Web. 2 Sept. 2013. <http://www.youtube.com/watch?v=F00R3pOXzuk>.

"How People Learn:  Brain, Mind, Experience, and School: Expanded Edition." The National Academies Press. N.p., n.d. Web. 2 Sept. 2013. <http://www.nap.edu/openbook.php?record_id=9853&page=206>.

"Kevin Warwick: Cyborg Life - YouTube." YouTube. N.p., n.d. Web. 2 Sept. 2013. <http://www.youtube.com/watch?v=RB_l7SY_ngI>.

"The Changing Nature of Knowledge - YouTube." YouTube. N.p., n.d. Web. 2 Sept. 2013. <http://www.youtube.com/watch?v=YMcTHndpzYg>.