Reflección

"Todo lo que comienza, tiene un final"

Everything that starts, has an ending. Luckily, today's ending is a happy one. In fact, I could also call it a happy "new beginning." Because today, I can walk away with all that I've learned and continue applying it in my classroom. The difference is that I will do it, not because it is an assignment, but because I want to.

Teaching with Technology has exposed me to the great variety of tools and software available to include technology in my classroom. I have learned to see technology as an ally, not as another thing to do. I have been pushed to risk my fears of the unknown, only to look back and see that "it wasn't that bad!" I have also learned to differentiate according to my students' needs using computers, Ipads, podcasts and oral presentations on PowerPoint!

When I started the class, I was most nervous about the Tech skills assignments. However, looking back, they were the most useful assignments. I had to opportunity to set up my class website, which I will continue using. I also created a fun podcast, which my students love (another one to keep!). And I enjoyed learning how to upload a presentation online. I already have ideas for the future!

I must say that I also discovered that I prefer face to face class discussions. Maybe that is because of my personality, but I had a hard time feeling connected to my classmates. I enjoyed reading everyone's posts, blogs and even watching  and/or listening to podcasts and presentation. However, I feel that the dynamics were a little awkward for me. Still, I realize that the educational world is moving towards more hybrid and online courses. Because of that, I appreciated learning about the collaborative tools. I would hate to see our society become a cybernetic, cold one.

The textbook Educational Technology into Teaching (Roblyer & Doering, 2010), gave me a great foundation into the history of how technology has changed through out the years. I liked how the authors were able to explain complex terms into words that were easy to comprehend (at least for me!). I also liked the great myriad of examples (all grade levels and subjects!) to put into practice the TIP project. Best of all, I liked the chapters that went into specific details on how to implement technology into my area. I got tons of ideas and websites that I will continue to use and share with my colleagues!


Overall, I think this course has a great setup: 4 face to face classes, weekly discussion questions and/or blog postings, 6 tech skills assignments, 2 big projects, a midterm and a final test. I wouldn't change much of it. It fulfills its purpose: to give students a thorough introduction to technology incorporated into education.

The future of education technology

The Horizon Report for 2012 K-12 Educational Technology Trends identifies six technological tendencies that will be emerging in the next 2-5yrs in the school realm. It is not hard to imagine that their predictions are accurate given that in the last five years that I've been teaching, I've witnessed a fast growth in technology.
 
The six technologies mentioned in this report are the following:

1. mobile devices/apps
2. tablet computing
3. game-based learning
4. personal learning environments
5. augmented reality
6. natural user interfaces

I haven't had any experience at school with these technologies yet. However, I am starting to see that mobile devices/apps will soon be part of the classroom environment. Students and teachers use such devices for personal use already that their inclusion in the classroom seems very natural. I am also interested in game-based learning. My students are already so engrossed in video games at home. I have to daily compete with such games!  I would like to see students using video games for learning as well!
 
Today, I was talking to one of my teacher friend about what I read in the report and she said that even though these trends can become very common in some districts, our rural district will probably take longer to be up to date with technology. Unfortunately, some of the challenges we face is the financial support to incorporate the latest technology.  Another challenge is teachers being willing to try new things. Some teachers might be intimidated by technology, especially when they haven't had much exposure to it. It is a challenge to stay up to date with all the fast growing technology!

The future of assistive technology

The article The future is in the margins:The role of technology and disability in education reform (Rose & Meyer)  speaks about the future of teaching and learning using new methods of instruction, such as the Universal Design for Learning, especially when it comes to students with disabilities. Rose and Meyer (2005) argued that this reform will take place when we view education as a tool for learning to learn instead of solely acquiring knowledge.

I agree with the authors in that there must be a reform in our society's thinking when it comes to the concept of learning. I am always fascinated by the current brain research regarding learning. Definitely, such information should guide teachers' instruction. After all.. teachers work with students' brains, aren't we supposed to be brain experts?

When I worked with students with disabilities, assistive technology was always a relief.(I am familiar with Alpha Smart, special calculators, visual aids)Such tools are used to enable the student with special needs to access his/her grade level curriculum. Assistive technology definitely aleviates some of the pressure such students receive when being compared with his/her grade level peers (especially after NCLB!). Rose & Meyer (2005) argue that the future of assistive technology will benefit students with special needs more because teachers will view such tools as a way to differentiate learning, particularly for special populations.

When I think of Universal Design of Learning, I immediately think of a beautiful ramp built-in as part of the architecture of a big and fancy building. Such visual reminds me that students with special needs can and should be part of our classroom without making their disability so obvious. Their "ramp" can be built-in as part of the architecture and structure of our classroom. Therefore, if a teacher implements the components of Universal Design of Learning, everyone in his/her classroom will have access to such tools. After all, who says people without a wheelchair cannot use the ramp?

Because I teach a dual language classroom, I already have a special population of English language learners (ELLs). Therefore, I already implement elements of the Universal Design of Learning such as "providing multiple forms of representation." So when I deliver a lesson, I make sure that all of the stduents' senses are activated for learning. I would like to work more on the concept of "providing multiple means of action and expression" when it comes to assessment. I am aware that each student will be more successful expressing themselves in another form than the one asked for (such as written), however I am still exploring ways in how I could implement such differentiation in an orderly fashion.

Differentiated Instruction

Last summer I finally took the Differentiated Instruction class (Edu 6305). I was really eager to learn how to effectively reach all of my students by differentiating to their unique needs. After reading Tomlinson's plethora of articles, book and commentaries, I felt that I "got it." I was now ready to differentiate by content, process and/or product. I could also provide a new "dimension" of learning by allowing my students to choose by interest, learning style and/or readiness. I felt empowered, all geared up and ready to impact.

Well, now that I am in the classroom... it is a different story. I have 19 second graders who are the very first class of the new dual language program at my district. Great program, but unfortunately these 19 kiddos have been the guinea pigs of what will eventually be a very successful program. After several teachers who were not fully trained (not their fault!), I received them on August 25th with false expectations. Out of my 19 kids... none of them are at grade level. Nine of them cannot read at all. Three of them are still at the scribbling stage of writing... weird looking letters that no one (not even them) can decode. As far as Math... the diagnostic test showed that half of them are at the "intervention stage, one grade level behind" and the other half are at the "extreme intervention stage, two or more levels behind." I also have 3 highly emotional kids- crying, yelling for attention, baby talk. Ohh and one of them refuses to talk... at all. Wonderful.

So, back to differentiated instruction. Yes, it is possible to differentiate even with such a diverse class as mine. However, I need help! All of my kids need personalized instruction. I can't just focus on a few here and there. I can't sacrifice any of them! And because I am a bilingual teacher in a newly implemented program in a rural district... there is no bilingual help. The support staff is "scared" of working with bilingual kids. I guess they think they do not speak English... although they are "BI- lingual."

So... here is where technology becomes my help. In a perfect world, I would invite my bilingual "clones" to come help me... but that would be for another year. Today, I can use the three computers available in my classroom, my Smart board and the COW (computer on wheels) laptops available at my school.  While I work with a small group of kiddos, the rest are either listening to a book being read to them, learning with a tutorial software, interacting with letter sounds on my Smart board or simply practicing skills using I-station. 

The greatest opportunitinies of using technology to differentiate instruction is that it frees me up to teach other students while the rest are engaged in an activity I trust. Also, many softwares are now available to personalized according to the student's needs- differentiation! Additionally, I can get a report of the work done and ideas for intervention (using I-station). Students love using the computers and laptops, so their level of motivation is pretty high.

Some of the challenges are that even though the softwares my students would use are fairly easy to manage, sometimes the troubleshooting can be time-consuming. Also, technology is not a magic wand, and it could always fail. So, I need to ALWAYS have a back-up plan in case one of the laptops do not work, or the program is down. Another challenge is that my little youngsters have a short attention span. I've noticed that the longest they can sit in a computer is no more than 15 minutes. If I've planned to give them an electronic assessment, it has to be done in increments of 10-15 minutes. This issue will be resolved once they feel more successful and build stamina.

So... as far as technology being used right now- I just started I-station (yaaay! It is now available in Spanish!). It promises to give me "measurable results on reading." I like that it starts with an assessment and then places each student in the level they need to start on. The program itself is dynamic and playful. The little "worm" that guides the students through their learning is funny and the kids love it. Also, the program keeps track of students "idle-ness" and also if they clicked too fast.
Finally, it gives me a report for intervention. So, if it works like it promises... this can can be a wonderful help for me.

I have also looked into Study Island for Math. I have not started using it (I have to create my students' profiles),  but have plans to do it next week. I will update you of how this goes.

Bueno, in conclusion- technology is my friend. I just need to get to know my "friend" better. I feel somewhat lacking in confidence when it comes to technology. I know it is probably a matter of time to feel comfortable. I wish I was more adventurous like other more tech-savvy teachers. Maybe some day... Since like with anything- "practice makes perfect." And.. believe me, I am practicing.

Expanding discussions

Ruday, S. (2011). Expanding the possibilities of discussion: A strategic approach to using online discussion boards in the middle and high school english classroom. Contemporary Issues in Technology and Teacher Education, 11(4). Retrieved from http://www.citejournal.org/vol11/iss4/languagearts/article2.cfm

Even though I do not teach middle and high school, I enjoyed reading and imagining the possibilities of using online discussion boards to increase discussion participation in school. Technology is such an integral part of our youth today, I believe it should be incorporated into their academic learning as well. I am enjoying using the internet to learn and communicate through this class.

1. What are the greatest opportunities and challenges for using online discussion boards in your area?

I teach a dual language second grade class. My current students are still learning how to write in two languages, read and have little exposure to typing. Unfortunately, I believe that at this point in time, online discussion boards would not be appropriate for my grade level for instructional purposes.

 

 However, I think discussion boards could be used as an online tool to communicate with parents. I can see the possibilities of having online parent-teacher conferences in which we can communicate without needing a face to face meeting. This would be a more convenient way for me to respond to individual parent's questions and also post comments/announcements for all to see.

 

Some of the challenges would be two of the same ones Ruday (2011) listed: communication and access issues, especially because of the population I serve.

 

Still, some parents might still prefer the traditional face to face parent-teacher conference.

2. In what ways could/do your students benefit from the use of online discussion boards? Do or would certain technologies work better for your students than others?

 

If I were to use online discussion boards with my ELL 2nd graders, I would have to do it in the classroom and as part of an extension of an activity. Students would be allowed to type their responses without worrying about the grammatical structure and/or spelling. Also, it will have to be a very simple format and within specific guidelines for them to follow.

Also, I would probably go with Ruday's (2011) third recommendation, "Use discussion boards as opportunities to use Web 2.0 technologies" because students would be more motivated to write just for the fact that they would be able to use a computer and read each other's comments.

On the other hand, I think that older students would really benefit from participating in online discussion boards. I can actually already imagine foreign language classes using it as a way for students to practice their language skills with a native speaker in another country. Or simply to practice while responding to a specific assignment.

 

3. What are the implications of this strategic approach for our use of Discussion Board questions in class this semester?

 

I believe that by using discussion boards for the purpose of our class, we have gained greater engagement from every one in the class, thus having more authentic participation. I think the discussion boards have facilitated an open discussion that otherwise would be time consuming and probably not as efficient face to face.

 

This is the first time I use discussion boards, and honestly at first I was confused with all the threads and responses. I would have liked to see a more fluid way of seeing the conversation in order to follow it easier.