DONE.

I am currently in my last class 5398- Principal Internship!  I've completed my action research paper, my course embedded and campus supervised logs.  I've participated in all 3 web conferences with my field supervisor, and passed my LCE!  I'm taking the ILD with a few other classmates at Region 10.  We have 2 more days of class, and I'm ready for it to be over.
My principal just finished submitting the ETLISE survey, and I'm happy to announce that I've already uploaded everything in TK20 and Blackboard.  The only things I have left to do for 5398 is to take part in the weekly discussion board topics.
I applied for August graduation a couple days ago.  I've decided not to attend since it's the week before school actually starts.
I hope to be cleared to take the TExES 068 by the fall.  I'm ready to have everything completed.

I have all my assignments and logs on my Google Site.  Feel free to take a look!

Hannah Maness - Lamar E Portfolio

Educational Technology Leadership Program - Update!

I am currently about to begin my second to last course in the Masters of Education in Educational Technology program. My reflections for the course embedded and campus supervised logs are up to date.  All of my hours (413 so far) for my internship plan have been completed.  In regards to my action research project, it is complete. All my data has been collected and I am ready to include it into my report. My next steps in completing the program are to complete the final 2 course requirements, and pass my LCE so that I can get approval to take the TeXes Exam for Principal Certification. I plan to take the ILD course during the second week of June through Region 10 which is located in Dallas, Texas. If all goes well, after I complete my ILD, I plan to apply for my Principal Certifcate and obtain my certification by August of 2014.

Looking forward for everything to be completed!

EDLD 5364 - Week 5 Course Embedded Reflection

                   I had never used the UDL Book Builder before this class: Teaching with Technology.  I thought that the site was not very user friendly, and it took so many clicks to complete just 1 page for the eBook.  The little characters that I made speak at the bottom of the screen were cute and funny!  I know that elementary school students would love to create e-books, but I don't think they would be able to utilize this site without a lot of teacher direction.  It does not have high def graphics, and it is not very visually appealing to the eye.  I really like the idea of the students being engaged  through reading, pictures, and audio.

I passed this site along to a few of our teachers in the building.  They created their own eBook to go along with a lesson last week.  After conferencing with them, I learned that they agreed that the Book Builder was not as practical for classroom use as they had hoped.  They noted that compared to the video game technology that they were already using in their classrooms, the Book Builder was not up to speed with graphics and interactivity.  
                 

All in all, I love the idea of creating your own eBooks to utilize in the classroom, and allowing for the student to use their creativity to create their own eBooks as well.  However, due to the lack of engaging graphics, and the amount of time it takes to create one eBook, I don't see myself using this in the classroom at my school.  
                 

The best part about this experience by far has been working with my team using the scenario to create a website that focused on using differentiation and modifications to create UDLs and technology activities that would meet the needs of all the students in the scenario.  Our team worked so well together again.  We each have different backgrounds, as well as, a strong work ethic.  This made for a positive and high engaging work experience throughout this course.  

Click below to view my eBook created using the UDL Book Builder:UDL Book Builder eBook Link

Week 5 Group Reflection

Group Reflection- Week 5

As a group we planned and unit for 3^rd grade Social Studies.  Our UDL centered around citizenship traits and how students can give back to their communities through non-profit organizations.  Below you will find more detailed information about the activities we chose, why we chose them and professional development for staff.

The Rationale for Technology Activities and Samples as a Solution for the Scenario

The given scenario involved a classroom of students who were all at different instructional levels, as well as, students with special needs and individual education plans.  Coming up with differentiated lesson plans, and related technology activities that meet the specific needs of the students can be challenging, but a necessary process for teaching 21^st century learners.  Technology affects how students live and communicate and when, where, and how they learn.  Having digital technology at their fingertips all the time means that students think, work, and play differently from previous generations (Solomon, 2007).  Our team decided to focus our unit on 3^rd grade social studies TEKS that concentrated on citizenship, and the historical figures who portrayed positive citizenship traits.  Our three UDL lessons (“Good Citizenship”, “Non-Profit Organization”, and “Am American Hero: Helen Keller”) were filled with higher level learning opportunities, differentiated technology activities, appropriate modifications for the special needs student and gifted  learners, while also embedding the affective, strategic, and recognition networks.  We wanted to create UDL lessons that were engaging for the students, as well as, differentiated and modified to meet the specific learning needs of the students in our scenario.  

Project-based learning allows for alternative approaches that address students’ individual differences, variations in learning styles, intelligences, and abilities and disabilities (Solomon, 2007).  The web based tools and activities that we created gave the students the ability to communicate and collaborate in a new and exciting way.  Our team chose to create nine different technology activities that all engaged the learners, and allowed for them to take ownership of their own learning.  Some examples of these activities were webquest challenges, creating eBooks, an 8 box picture game, creating digital presentations, class blogging, and utilizing online graphic organizers.  As mentioned earlier, all of these activities were designed around the TEKS, IEPs, and were differentiated and modified for all learners in the scenario.  The students in our scenario would have been successful in the classroom as a result of our differentiated UDL lessons and technology activities.  

The Rationale for Recommended Professional Development for Teachers

In workplaces, professional development refers to the attainment of skills and knowledge both for personal development and for career advancement. Professional development incorporates all types of facilitated learning opportunities. There are a variety of approaches to professional development, including consultation, coaching, and communities of practice, lesson study, mentoring, reflective supervision, and technical assistance. In “Teaching with Technology” our group feel that we have a moral obligation to our colleagues and other educators to pass on the various technologies we encounter daily and in this course. In Using Technology with Classroom Instruction that Works, it talks about Planning for Technology. “Using technology for technology’s sake isn’t a good application of instructional time or funding, and it is unlikely to improve student achievement. It is essential that teachers design a quality lesson plan first and then select the most appropriate technologies to support that lesson (p. 217).” But how can our teachers and colleagues plan and present what they haven’t learned themselves?

            Professional development is the key to incorporating technology into the classroom. To successfully and continuously integrate technology in the classroom, teachers have to be comfortable with the technology used. Therefore, professional development, ongoing support, training and mentoring to aid our teachers in becoming familiar with technology and embracing the effectiveness it brings to the classroom, is a necessity. Being able to share the UDL and creating an eBook, amongst other technologies; blogs, google sites, PowerPoint presentations and various learning websites, was very enlightening. In sharing this information with one teacher, she embraced it well. She said she had just come from her first ever “teaching with technology” conference. She knew about technologies that could be used to correspond with teachings in the class, but never really knew how to get started or incorporate them into her lessons. She was truly excited about increasing her professional development and bringing what she learned to the classroom. Our group has learned that with ongoing professional development and if applied effectively, technology implementation not only increases student learning, understanding, and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills (Schacter & Fagnano, 1999). It’s a Win-Win!

Team Collaboration

            As a team we worked very well together.  Each of us brought a different set of skills to the table and we found a way to utilize each of them to the maximum.  For this reflection, Hannah wrote the section over activities, Wendy wrote about professional development and Nikki formatted and tied everything together into one paper.  Additional documentation of collaboration can be found on the Google Drive at: https://drive.google.com/folderview?id=0B3MgUP6y0zg1Rk5KdVczV3J0OGM&usp=sharing

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Introduction, 1 – 14, Chapters 1, 15-38.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

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

Group Google Doc. Link: Week 5 Team Reflection

Group Google Site Link: Week 5 Reflection

Week 5: Video and Reading Reflection

This week’s video and readings were filled with great details about how to engage students in 21^st century learning with technology.  I feel like my district already does a good job of utilizing many interactive software programs in the district curriculum.  We integrate software like Big Brainz, Think Through Math, iStation, and Destination Success.  Many of these programs the students can even log in from home on, and continue their learning experience.  Technology affects how students live and communicate and when, where, and how they learn.  Having digital technology at their fingertips all the time means that students think, work, and play differently from previous generations (Solomon, 2007). 

            Video games and technologies put you into situations where you are forced to solve problems.  “If you think about it, a video game is just a big assessment” (Gee, 2008).  You are constantly having to problem solve.  In a game type scenario, assessment is considered fun.  However, in a typical classroom assessment is the worst part of the day.  Games don’t separate learning and assessment.  They are constantly providing feedback so that you can continue to problem solve.  I have always thought that many video games provide the type of engagement that students of the 21^st century require and need in order to be successful in the classroom.  Then again, there’s always the looming question that it’s a little unfair that we would provide all these differentiated technology related forms of assessment in the classroom, and then expect them take a paper based state assessment at the end of the school year which will ultimately tell them if they have mastered the grade level standards. 

            “A good education is going to be more and more difficult, and I see teachers more as coaches and role models because in today’s digital age, the information is so easily accessible” (Gardner, 2009).  The goal of new digital media is to provide information to a wide population.  This idea that teachers should slide into a more facilitator like role is important when designing student centered instruction with a project based learning feel.  Giving students the resources and tools to problem solve, but also providing them the space and time to collaborate together is vital to their learning process.

            The new media that Sasha Barab spoke about is a highly engaging way of presenting the content in a video game where they student is an active member of the learning process.  They are presented with challenges, and given the role as a “scientist” or “doctor”.  They take on this new persona in problem solving experience.  “Media has no longer become a place where we can sit back on the couch, and watch someone else’s stories” (Barab, 2009).  Barab mentioned that print based literacy and textbooks as they were traditionally framed and used were really powerful for a long time.  But, we’re in a different time now.  It’s not so much about getting the information; it’s about using information to accomplish tasks.  What’s interesting is that when failure is experienced in a game setting, it is usually handled in a more motivating fashion than when experienced in a non-game method.   This video was extremely interesting, and was full of information about how new digital media can be used in the classroom.

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

Edutopia.org. (nd). Big Thinkers: Sasha Barab on New-Media Engagement. Retrieved from http://www.edutopia.org/digital-generation-sasha-barab-vide

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

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

Week 4: Video and Reading Reflection & Technology Activities

           

           This week’s readings and videos focused a great deal on the need for collaboration inside the classroom.  Collaboration plays a key role in reaching students at varying instructional levels, and keeping students engaged and focused on the lessons.  The interview with Linda Darling-Hammond was quite interesting.  It mentioned that students must have the opportunity to engage with each other.  It’s also important that social and emotional skills are taught inside the classrooms as well.  At our school, we teach “R Time” lessons on a weekly basis.  This allows the teachers to integrated social and emotional skills in their daily lesson plans.  Designing schools so that they are healthy places to learn, and strong relationships can form is imperative.  Creating smaller, more personal environments is important when designing a learning environment.  21^st Century Learning is often project based, and centered around collaboration.  This type of learning will prepare our students for the types of real world problems that they will face in the future.  When a group of students come together to solve a real world problem in a collaborative manner, they have to do a lot of socially intelligent work.  They must know what to do when challenges arise, and this helps those students learn how to work with different personalities.

            One way to implement collaboration is to lead project-based learning in the classroom.  Project-based learning is collaborative way for a team of students to creatively problem solve.  Project based learning creates energetic, hands on, and challenging learning environment for the students that is fun.  The students are engaged and focused, and look forward to this type of learning.  At my school, our teachers utilize a program called, “Mind Missions”.  This program is integrated into the science and social studies curriculum.  They students form mind mission groups at the beginning of the school year, and engage in team building exercises.  They spend the first few lessons on building a team motto, and collaborate on what it should look like and sound like while working in their mind mission group.  During a typical Mind Mission lesson, the team is presented with a challenge, or mission.  They also have a set time limit, a set materials list that they have to work with in order to accomplish their mission.  This type of learning is powerful, and can engage even the most unfocused child. 

            The Pitler text spoke a great deal about the importance of using collaboration and group tasks.  “Providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn, & Malenoski, 2001).  Many times as teachers, it’s hard to pass the reins over to the students, and trust that they know what to do.  However, if you let go of that control, your students will surprise you with what they can create while working in a collaborative group.  Larry Rosenstock said it best, “You’re taking the methodology of technology (group preformed and team taught), and integrating that methodology to the content of academics (literacy and numeracy), the things that kids “need to know”.  Using this type of formula when planning instruction will give your students the freedom to engage, create, and take the lesson to a whole new level.  A level where the student’s are in control of their own learning, and the teacher is the facilitator guiding them down the road. 

References

Edutopia.org (nd). High Tech High Taking the Lead: An Interview with Larry Rosenstock. Retrieved on Oct. 5, 2009 from http://www.edutopia.org/collaboration-age-technology-larry-rosenstock-video

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

Edutopia.org (December 10, 2007). The Collaborative Classroom: An Interview with Linda Darling-Hammond. Filmed at the CASEL forum in New York City. Retrieved from http://www.edutopia.org/linda-darling-hammond-sel-video

Pitler, Hubbell, Kuhn, & Malenoski (2001). Using Technology with Classroom Instruction that Works. Denver Colorado: Mcrel.

Technology Activities

This week we added technology activities to our group website that went along with our group action plan and UDL lessons.  We only had to create 5-8 activities, but we decided to complete 9.  Below is a link to our Team Google Site where you can view all the technology activities.  

Team Google Site: Technology Activities

Listed below is a more detailed look at part 2 of assignment 4.  

Hannah Maness

Assignment Week 4 - Part 2

1.Provide evidence each team member contributed to the solution and learning activities. 
(5 pts.)

See Group Collaboration Google Doc.

https://docs.google.com/document/d/1ACNEuTznvn_ewFQJMC6GVGedRIUWlMN-VrhTn5vz2XE/edit?usp=sharing

2.Team Google site/doc  link sent to the instructional associate, shared with team members, and professor(s).
( 5 pts.)

Google Site:

https://sites.google.com/a/bisdmail.net/nikki-looper/edld-5364--teaching-with-technology/week-4

Google Doc:

https://docs.google.com/document/d/1ACNEuTznvn_ewFQJMC6GVGedRIUWlMN-VrhTn5vz2XE/edit?usp=sharing

Google Drive:

https://drive.google.com/folderview?id=0B3MgUP6y0zg1Rk5KdVczV3J0OGM&usp=sharing

3. Learning Activities mirror the team action plan and include evidence of the following components.
(5 pts.)

See Previous UDL to see that my activities on Google site.

-Helen Keller Web Quest Technology Activity

-Helen Keller Digital Presentation Activity

-Helen Keller eBook Activity

Components:
-Design of the integration/
intervention program:

What grade level and content
area(s) will you address to meet the unique needs of 30 students?
(5 pts.)

3^rd Grade Social Studies

TEKS:

The student is expected to:

SS3.11 (3.11) Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures. The student is expected to:

(B) identify historical figures such as Helen Keller.

-Implementation of the integration/
intervention program:
Examples of learning activities/units to address each unique set of needs in the scenario.

Evidence of a way to address the professional development needs of the teacher in the scenario.

Evidence of the use of 21^st Century technology trends.
(10 pts.)

Web Quest Technology, Digital Presentations, eBook, Group Collaboration, Internet, Online Tutorials, and Trainings, and Google Drive

Evidence of ways to meet individual differences of:

Gifted and talented, online users, disabled, blind, hearing impaired, and multiple achievement levels.
(10 pts.)

The evidence of meeting individual differences are listed on each activity sheet on group Google site:  https://sites.google.com/site/edld5364groupwebsite/learning-activities

-Helen Keller Web Quest Technology Activity

-Helen Keller Digital Presentation Activity

-Helen Keller eBook Activity

GT- extended learning by having them go the extra mile with each assignment.  There are extensions

Online- Make all pieces of assignment digital and have them present online through Skype or other video conferencing method.

Disabled- modify assignment according to IEP, options may be reduced assignment, extended time, etc.  Since every special education student has a different and specific IEP, these modifications will obviously be tailored to each individual child. 

Blind- Enlarge print or create audio recording of lesson.  Braille keyboards will also be provided as necessary. 

Hearing Impaired- allow student to use headphones for audio to increase volume, and limit outside noise.  We will also provide typed instructions as needed.

Multiple Achievement Levels- group accordingly.  Since these activities provide choices of how the students want to gather information, the students will be able to guide their own learning.  If there are extreme cases where a lower achieving student needs other accommodations like (extra time on tests or assignments, reteaching, repeating directions, preferential seating (close proximity to teacher), short 1-2 step directions with picture cues, or even small group learning, these types of accommodations can be arranged and documented through a Campus Monitoring and Intervention Team. 

-Assessment of the integration/
intervention program:
Evidence of assessment for each learning activity.

Evidence for some type of assessment which might include observations/reflections regarding how you might determine whether the teacher has an understanding of how to teach with technology to benefit student learning.
(10 pts.)

The evidence of teacher and student assessment is listed on the activity sheet on group Google site:  https://sites.google.com/site/edld5364groupwebsite/learning-activities

-Helen Keller Web Quest Technology Activity

-Helen Keller Digital Presentation Activity

-Helen Keller eBook Activity

Students are assessed using rubrics either attached to the activities themselves or the activity sheet.  Follow up with teacher to see if additional instruction or training needs to occur, modifications to assignments, etc.  In the real world, reflection needs to occur with every teacher after every lesson taught to think about what worked, and what needs some changing.  The technology expert will remain in close communication with all the teachers implementing the technology activities to assess how the lessons went.

Total =50 pts.)