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Week 5 - Effort and Gaming in the "new classroom" (12/16/09)
As I was watching the videos I realized that gaming balanced with other forms of pedegogy would not be a bad thing. As students go through our educational system as it is now many kids think learning comes from teachers. There are many students that think they can not learn without an adult there to give them the information. In other words they sit and the information is given to them. The students belief is that they do not have to put any effort into the process of leaning. They attend school and the learning happens. I have had 5th grade students, when asked why they did not do their homework the night before, they say because my mom or dad was not home. They feel there has to be an adult there that "knows" more than they do so that they can do the work. Again, the least amount of effort; but isn't that true in nature. Water travels down a path of least resistance, the same with electricity.

The key here is //reinforcing// the effort the kids put forth. If there is motivation behind the effort then the effort will continue on and the kids will learn, without an adult standing watch pouring the information in their heads. I was watching the videos this week about gaming. It does make sense, the immediate feedback that games provide. There are down sides also. Gaming is very quick with the immediate feed-backs and reinforcements. Life is not as quick, and I am not refering to teachers grading papers. Life in general is not quick to reinforce. We as educators need to be very careful that we don't flop all to one side again. There needs to be a balance between quick immediate reinforcement and the reinforcement you have to wait patiently for. Yes, kids need too learn patients to and some adults also.

We do need to have students who can put forth the effort and NOT GIVE UP. I am currently trying my best to teach this to my daughters. If is does not go their way right away they give up. UGH. that is so frustrating.

I have also never thought about our educational system as factory style education where kids advance onto each level after the information is poured into them. I do agree that we need to shoot for our kids to think differently and not just think to the standards we have placed in front of them. I also agree with the statement made by Larry Rosenstock when he said in one vieo that we need to mix the **pedegogy** of technology with the **content** of what kids need to know. It would be interesting to see how that would look on a bigger scale in public education.

Week 4 - Cooperative Leaning Through Technology (12/13/09)
Cooperative learning has been done for years. It seems it has come and gone and come again over the years. It has pretty much been abolished at some schools because of TAKS some teachers say. I know in my district is alive and well and that we refused to let it go even though we had to "teach to the test". Teachers got together to figure out ways to use cooperative grouping and TAKS together.

With all the new Web 2.0 tools to use cooperative grouping is even more exciting. Businesses use cooperative work skills all the time. They do video conferencing and telephone conferencing and expect people to work together from across the world. Why not teach our kids how to work together online. Google, in my opinion, is one of the best sites to collaborate within. It has calendars, documents, wikis, blogs, sites that can all be shared with who you want. It is a one stoop shop. Also, within Google mail you can chat, audio chat, and or video chat.

There are also many websites geared towards certain kid populations with certain activities to engage them with other kids that share those interests. Then there are online course applications to provide a place for teachers to post classes online and allow students to comment, reflect and turn in their assignments all in one place.

The Internet's potentials are limitless. As the world wide web grows and changes the sky is the limit, it seems. I can't wait to see what will happen next.

Week 3 - Constructing a UDL, a book with Book Builder and finalizing our Action Plan (12/6/09)
This week was rough. Between the Action Plan, UDL and sample book plus reading, discussions and updating this wiki I have had little time for family and my real job.

I did like and learn from many aspects fo this week. The book builder was a nice online application and I can see many uses for it. Unfortunately it does take a while to create them. Teachers will not want to spend this amount of time making books. A saving grace would be the copy past feature for text. Unfortunately that is not available for pictures. I love that it read the word to the reader and that you can understand the computer when it was reading. The UDL was easy to understand once I knew what was expected. I did feel overwhelmed working with others on a lesson. I have not had to do this much and it can be very hard to communicate an idea across the group and have it come out the way it was imagined.

The action plan was a mess to start off with and very unorganized. As we worked and refined it, it came together. We had many chats to work out all the kinks. I hope we have them all worked about for what the intent was meant to be.

All in all I learned a lot this week about different ways to adapt my lessons for all learners. I had not thought to use tools such as podcast for disabled learners such as the blind. This week also reassured some of the ideas I have had.

Week 2 - Setting Objectives (11/29/09)
This week’s focus was on objectives linked to technology. Unfortunately teachers get caught in the trap of trying to squeeze another thing in and at the last minute, at least in my district it is. Technology is an afterthought. Teachers know that they have to start with the objectives, TEKS, then work their lessons off of that, they know that “setting objectives focuses on establishing a direction for learning” (Hubbell,Kuhn, et al. 2007).

There was an emphasis on setting student objectives and also allowing students to set their own objectives. It is important to allow students to study what was interesting to them also. This seems to be much like the constructivist theory which states that “Students learn by taking in information from the world and constructing their own meaning from experience as opposed to someone telling them bits of information” (Sparugh, Dede. 1999). By setting their own objectives students get some of their own meaning out of the world of information. Also by setting their own objectives learners learn to find their own knowledge similar to the Connectivism theory that states “learning is considered to be a continual process and more about knowing where to find knowledge needed within various networks” (Mason, 2009).

In the textbook Using Technology with Classroom Instruction that Works, several computer programs were mentioned to assist in the objective making process. Word processing applications were used by making templates that students filled in with their learning goals along with the teachers guidance to create a Learning Goal Contract that can be shared on line with parents. Another method was using a survey to understand what students know already and to get them thinking about what they want to learn. The teacher guided them with a teaser to introduce them to the topic then asked them questions about what they thought and about what they wanted to learn. The survey allowed for instant results and that all students could have the ability to see what others had to say. For the visual learner brainstorming software (graphic organizers) can be used to identify the objectives of a topic and allow for student objectives to be added. This too can be shared and or posted on line for parents to see.

Rubrics were then discussed to use in communicating the final objectives to the students. It is always wise to inform students what is expected of them in a course of study.

I feel the real star in the 21st Century will be collaborative web 2.0 applications. Through wikis, blogs, and discussion boards students will see how the world thinks and be able to share experiences. Students from across the world will be able to work on projects and experiments.

The unfortunate side to all of this advancement with web 2.0 and technology in general is that our teachers are given no time to grasp these new tools and learn them. This results in last minute planning and shoving technology into their curriculum wherever they think it fits. They are expected to get technology information on their own. Our district is very serious about improving the pedagogy of its teachers but they cant see that technology is integral to this and that it all can be tied to together. The district currently is keeping the two separated when searching for presenters and trainers. The two cannot be kept apart if technology is going to be truly integrated.

Week 1 - Constructivist Theory (11/22/09)
The constructivist theory is not a new theory. It is the way teaching has happened for years. First student attitudes and experiences are surveyed and understood. After realizing their experiences the teacher then plans the new experiences so that the students knowledge can be built upon. The theory is based upon students having choice in their learning. Students are encouraged to direct their own learning. When students take control they realize all the benefits education can bring them. "Students learn by taking in information from the world and constructing their own meaning from the experience as opposed to someone telling them bits of information." (D. Spargue, C. Dede; ISTE L&L; 1999).

Technology can play a great role in the information acquisition of these 21st century learners. It makes it so easy to acquire the information they need from all over the world. It enables them to easily construct information and manipulate the information in such a way that learning can happen. Students can learn that real world ideas can easily be simulated in the safety of their classroom. Communication becomes more than paper pencil and a long wait, it becomes instant, and interactive with video and audio. It brings information off the page. While technology can provide all the above it is also a great equalizer. Students who are low performing can find way to perform better through te use of technology. Technology integration lends itself well with differentiation and the constructivist theory.