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

EDLD 5366 - Week 5 Assignment

Self-Assessment

            There are two essential points that I gained. The first one no longer allows me to look at any published document, website, or visual media without being aware of and identifying the four basic design principles of contrast, repetition, alignment, and proximity.   These four principles not only guide you through competition of your media, it also serves as a method to double check your work. (Rundle, 2006)  Secondly, I find myself no longer being satisfied with the status quo. I realize that I must seek new technologically based instructional methods and opportunities on a consistent, almost daily basis.

Learn as a Learner

            My perspective was shifted from that of instructor to that of group member and co-learner. Our website was one of cooperative and collaborative learning. Each member brought a certain amount of responsibility and contribution to the project which forced a perspective of reliance that I normally don’t associate with. This was a positive and reminded me of the need for cooperation within the classroom. This also reinforced the value and importance of using web 2.0 tools when completing an assignment.

Lifelong Learning Skills

The very essence of being an educator is that we engage in a lifelong process of learning. (Day, 1999) If we as educators continually seek the most current technology based instructional methods, we will in fact, be simultaneously adhering to both lifelong learning skills and providing our students an opportunity to learn on a relatable plain.

 Implementation in the Classroom

            One of my concerns is that in hindsight, I may have become complacent in my instructional methods. Web 2.0 tools have been a part of my repertoire for some time now, but I find myself not seeking newer tools as they become available. I must address areas that I have regarded as non-learning such as social bookmarking sites. These sites allow storing, describing, and sharing bookmarks. (Alexander, 2006) My prior philosophy didn’t consider how such a concept could be utilized in the classroom. That must change.

           

Citations

Rundle, M. (2006, April 06). How c.r.a.p is your site design?. Retrieved from http://blog.teamtreehouse.com/how-crap-is-your-site-design

Day, C. (1999). Developing teachers: The challenges of lifelong learning. Routledge.

Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning?. Educause review, 41(2), 32.

EDLD 5366 Week 4

EDLD 5366 Week 3 Assignment!

An ancient manuscript

The title of my document is Gospels (‘Lindisfarne Gospels’), comprising prefaces (3r–9r) and canon tables (10r–17v); Matthew (18v–89v); Mark (89v–130r); Luke (130r–203r); John (203v–259r); and a colophon (259r) and can be found at http://www.bl.uk/manuscripts/FullDisplay.aspx?index=9&ref=Cotton_MS_Nero_D_IV .

Lindsfarne Gospels

My first impression was one of amazement and of awe. The fact that the document isn't written in English is of no consequence. There is the element of contrast due to the typeface and to the incredibly strong impression that it provides. The font is powerful regardless of the language. There is great consistency throughout the entire manuscript thereby creating the repetition that we seek. The alignment is primarily two columns that are left aligned with indentation. It is difficult for an accurate assessment of the proximity aspect due to the language barrier. My guess is there is proximity due to the organization and the grouping of the visual elements.