Week 5 - What I Learned...

The following quote from Howard Gardner reemphasizes one of my long held contentions.  “But no medium itself is benevolent or malevolent in itself. You can use a pencil to write sonnets, or poke people's eyes out, and so the fact that we have the new digital media does not at all mean that they're going to be used in benign ways.“  (Gardner, 2009) I have always believed that the medium is not cause of conflict or harmony; instead it is the manner and design of implementation. If we are to assign levels of acceptability, and we do, then why is social media on so many occasions the recipient of the scarlet letter? The negative aspects of traditionally accepted media are for the large part ignored because we believe that we can manage the product in a manner that will be classroom tolerable. The archaic thought processes of many administrators and teachers can’t, or won’t, allow for the discussion of an open sim environment or almost any type of social media. I have yet to arrive at a definitive conclusion as to why this atmosphere of mistrust exists in a world where widespread internet access has been commonplace for almost twenty five years.  Many people have an embedded trait of mistrust and doubt directed toward many perspectives, yet none seem so honed in as to this facet of classroom technology.

  

Reference:

Garner, H. (2009, May 9). Big thinkers: Howard gardner on digital youth. Retrieved from http://www.edutopia.org/digital-generation-howard-gardner-video

EDLD Week 5 - Course Embedded Reflection

This project has been a challenge in many aspects; however it has resulted in a rewarding, enriching experience. Our group’s basic challenge was to create grade appropriate lesson plans using web 2.0 tools such as ZeeMap, Wordle, Prezi, and Google Docs. Our strategies facilitated and meet the requirements of our UDL lesson plans that were created on the CAST website. It was our task to create a week’s lesson plan for a teacher possessing only basic computer skills. These same plans were designed to meet the needs of a very diverse class. My lesson plans were geared specifically to GT students. This was an exciting and challenging opportunity for me due to my background in technology. Our entire team addressed the needs of these previously identified groups such as Special Ed and GT students using strategies that implemented technology in what we believe to be a very effective and resourceful manner. Our intent and lesson plan design was not merely the use of technology and Web 2.0 tools, but the optimal and effective use of these tools. Personally, this project forced me to reevaluate my perspective in terms of meeting the needs and demands of a diverse student body.

What became abundantly clear is that it is not the tools we use, it is how we effective we are in the use of these tools. My team members were quick to assist any time that I needed their help, and I firmly believe that we all gained tremendous professional growth from this experience.

EDL 5364 - Week 4 Reflection

If there were only one philosophical truth that I will derive from my time at Lamar, it will be one of reinforcement and solidifying of my preexisting beliefs. In the video, "Harness Your Students' Digital Smarts" the teacher Vicki Davis makes the comment that children have trouble when you have only paper and pencil, only certain students will succeed. (davis, 2009) How long will it take before we, as educators, truly understand that concept and embrace it whole heartily? 

 

Davis goes on to add, " I believe this whole idea of sorta turning school upside down and empowering students to share with one another. If you can empower them, you're just going to have a better classroom."  (davis, 2009) This may be the genesis for the latent resistance that still pervades those educators that are still dug in for the long haul. Empowering the students does not mean loss of power, control, or authority that some still fear.

Trust yourself, trust your students, maybe, just maybe a positive learning experience awaits you both.

davis, V. (2009, May 29). Harness your students. Retrieved from http://www.edutopia.org/digital-generation-teachers-vicki-davis-video 

EDLD 5364 Week 3 - UDL Lesson Plan

Lesson Overview

Title:	The Explorations of Rene Robert Cavalier de la Salle
Author:	Tony Dodson
Subject:	Social Studies - Texas History
Grade Level:	4
Duration:	1 days, 60 minutes
Subject Area:	Early Explorers of Texas
Unit Description:	The Early Explorers of Texas unit will be presented in such a manner that my students will comprehend the real life struggles that both the native Americans and explorers faced on a daily basis. This will be achieved via both auditory and visual methods using analog and digitized strategies. My students will have the opportunity to choose several avenues of learning based on their individual academic strengths and proclivities. There will be a pre-unit assessment of their existing notions and knowledge which will be contrasted at the end of the unit with gained knowledge.
Lesson Description for the Day:	The students will grow to understand Rene Robert Cavalier de la Salle's contribution and impact upon the founding of our country and to Texas. This will be accomplished using small group and half class interaction.
State Standards:	TEKS 113.6.b.2.B / SS 4.2.B The student identifies the accomplishments of significant explorers such as Cabeza de Vaca; Christopher Columbus; Francisco Coronado; René Robert Cavelier, Sieur de la Salle and explain their impact on the settlement of Texas. A: The student understands the causes and effects of European exploration and colonization of Texas and North America. B: Summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion. C: Identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas.

Goals

Unit Goals:

The students will learn that the New World's western land areas have become increasingly valuable. The students will learn of the strategies used by the early explorers to accomplish their goals. Social Studies 113.6 (11A), identify the economic motivations for European exploration and settlement in Texas Social Studies 113.6 (23D) create written and visual material such as journal entries Social Studies 113.6 (2A), summarize reasons for European exploration and settlement of Texas and the Western Hemisphere

Lesson Goals:

The students will gain knowledge of La Salle's motivation to explore this area and summarize the major events and causes that led to his eventual death. The students will use both printed and digital methods of research while having the opportunity to accomplish their research individually or within a small group of three. (variability)

Methods

Anticipatory Set:	(recognition network) As the class begin, the students will document five things they believe about the early explorers and five things they believe about the native Americans. These two lists will be saved for later use during the lesson. Students will be given the opportunity to either write the list with pencil and paper or to use a computer to print the list.
Introduce and Model New Knowledge:	(strategic network) The students will be shown a short video providing the background of La Salle and the basic facts for his explorations of Texas. The teacher will provide a written fact sheet for the students to read verbally and to discuss informally the information. The students will then be instructed to write a journal in one of four areas. The choices will include the following. • French settlers of Fort St. Louis, • French explorers accompanying La Salle on his journeys, • Karankawas whose land was taken when Fort St. Louis was built, or • Spanish explorers who discovered the remnants of Fort St. Louis
Provide Guided Practice:	(affective network) There will be an informal classroom discussion regarding the major events of La Salle's time in Texas. The students will be asked to create a visual picture of the interactions between the various groups involved. The students will be asked to offer what they believe their own personal reactions would have been.
Provide Independent Practice:	Students will be allotted an appropriate amount of time to use their research notes and to visit the websites associated with the project. Students will then be asked to create an illustration that depicts a major aspect of their journal. The students will then asked to display and comment on their illustration.

Assessment

Formative/Ongoing Assessment	The lesson's Formative/Ongoing assessment will include their original list of ten beliefs that will be challenged by the teacher and the peers of the student.
Summative/End of Lesson Assessment:	The summative assessment will be the French Settlement in Texas quiz. This ten question quiz would be administered during the last portion of the class.

Materials

Will's Texanna Channel http://www.youtube.com/user/willstexana

French Settlement in Texas http://www.texasbeyondhistory.net/belle/images/french_test.pdf

French Settlement in Texas Questions http://www.texasbeyondhistory.net/belle/images/french_questions.pdf

La Salle and Fort Saint Louis Research and Writing Directions http://www.texasbeyondhistory.net/belle/images/french_directions.pdf

The French in Texas---Researching Notes http://www.texasbeyondhistory.net/belle/images/french_notes.pdf

Texas Beyond History http://www.texasbeyondhistory.net/belle/lesson.html

EDLD 5364 Week 3 Reflection

One of the most important things that I have learned as an educator is that no two students learn in the same manner. As stated in the UDL Youtube video, there is no such thing as a "one size fits all" curriculum, therefore our diverse learners needs must be addressed and met. One of the ways we can meet those needs can be via the Book Builder from UDL. As Cindy states above, creativity can be a very powerful tool, and yet sometimes we fail to address that area of potential learning. Personally, the greatest challenge I faced while creating the eBook was to find appropriate levels and methods of delivering the information on the fourth grade level.  My years as a secondary educator have embedded a certain standard that is not appropriate for this grade. I found myself reinventing the "wheel" on a number of occasions, and not feeling a level of confidence until I had hashed and rehashed a few more times. The main aspect of the Book Builder that I find the most appealing is the audio interactivity and the potential for  an increased level of student learning due directly to that interactivity. As educators, we must meet those ever evolving technological cravings of our students, no matter the grade level. Hopefully, my UDL Ebook addresses those technological needs.

My UDL eBook

EDLD 5364 Week 2 Assignment

Being an enormous proponent of classroom technology, I found the Schacter reading to be conflicted in a number of ways.  As an example, Kulik’s Meta-Analysis Study's "negative" suggested that computers did not have positive effects in every area in which they were studied. (Schacter 1999) I find this remark to be incredulous in that the suggestion infers that anything less than a 100% rate of effectiveness could be construed somehow to be a negative. Does a student with a 98 average warrant academic remediation? Could it be that there may actually be areas of study in which we are yet to find effective applications to that specific  realm? 

In addition, Harold Wenglinsky’s National Study of Technology’s Impact on Mathematics Achievement found that Fourth-grade students who used technology to play learning games and develop higher order thinking performed only 3 to 5 weeks ahead of students who did not use technology. (Schacter 1999) Once again, are we to dismiss any academic gain based in technology regardless of volume? It seems to me that a positive gain is, without prejudice, a positive gain and not to the negative. 

It seems apparent that human nature can, and sometimes does, dictates and perverts our "diverse" thinking into an illogical set of data. Never I have I felt as though technology in an form is the magical bullet and cures all ills, but my perception is that some must manufacture and create a crack in the wall to prove a "point".



Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf

EDLD 5364 Week 1 Assignment

There were a number of issues or positions that were either reinforced or challenged from my perspective. The issue that I found to be the most challenging is incorporation of social media into the educational process. My experiences, regarding initial negative perceptions, mirror the findings of one of our readings. As I find myself defending, and attempting to implement some very basic and non-evasive social network aspects, I find constant reminders that social networks, despite their performance, promise, and potential – are not without controversy. (McPheeters, 2009) Many of those who oppose implementing a cutting edge technology can only focus on the possibility of negative outcomes. This article provided additional support for the use of social networks in the educational process and provided some personal level of comfort. The results are that students have become oblivious to social networks such that it is no longer viewed as forbidden fruit from their perspective. I think it is time we, as educators should share that perspective.

McPheeters, D. (2009, 03 08). Social networking technologies in education. Retrieved from http://www.techlearning.com/elearning/0030/social-networking-technologies-in-education-by-dallas-mcpheeters/45734