tag:blogger.com,1999:blog-50583210913865069562024-03-13T08:33:27.109-07:00N E Lawson's ED TECH Learning LogAnonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-5058321091386506956.post-35261352996844585182015-09-15T18:16:00.002-07:002015-09-15T18:17:27.862-07:00Blended learning at the start of 2nd grade. <h3>
Blended learning at the start of 2nd grade. </h3>
<h3>
</h3>
This idea has been so much harder than I envisioned. Throughout my two
year leave of absence, I have heard over and over again the technology
saviness of our students; including our young students. I have not
found this to be the case.<br />
<br />
Yes, student can easily play games apps that are placed on the computer
(if it has been logged on) but it has been difficult to have students
log on the computer using a generic username and password. It has been
almost impossible to have students log onto a learning platform in the
first three weeks of school. This is a skill that they are just
beginning to learn. <br />
<br />
I spent a good 30-40 minutes having all the students log onto laptops in
our room, to have the learning platform's log in not available. This is
frustrating to both the students and myself. I understand that
scaffolding in necessary and it takes time. It has been such a
challenge without, at this time, visible learning outcomes. However, the
high point of today, was observing students helping students log on,
once they were logged on. <br />
<br />
Do my students want to learn to use technology - absolutely. The
scaffolding takes time, lots of time. At least, in the beginning of the
year. The issue, as I see it, is that so does reading and math
concepts. So this idea of blended learning in 2nd grade is a challenge
to both the learner and the teacher.<br />
<br />
The added challenge, for me, is that I have never taught 2nd grade
before. There is a learning curve for reading, math, as well as
scaffolding technology in the classroom for this teacher.<br />
<br />
So it makes sense to me, to better understand the curriculum first.
While I am accomplishing this, I will make enquiries to check how to
access the learning platform and other technologies with a generic log
in (this means all laptops are using the same login to start the
laptop). The students are working hard when they learn the technology, I
want the technology to be worth their effort. Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-63880501159575320022015-09-07T07:56:00.001-07:002015-09-07T07:56:35.031-07:00Thoughts and Quotes<h2>
EdTech 521</h2>
<h2>
Reflective Journal</h2>
<br />
<h3>
<span style="background-color: purple;"><span></span></span></h3>
<div dir="ltr" style="margin-left: 0pt;">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="275"></col><col width="351"></col></colgroup><tbody>
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<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 24px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Quotes from Readings and Class Tasks and Activities</span></div>
</td><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><br /><br /><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 21.333333333333332px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Thoughts/Learning/Questions</span></div>
</td></tr>
<tr style="height: 0px;"><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;">Learning online can be overwhelming and stressful for students who are not familiar with the tools of an online environment or the processes of constructivist approach. A transitional period which includes student supports, scaffolding, and guidance is essential to success.(Rice, K., p.35-38)</td><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;">As I start teaching 2nd graders, I recognize the need for explicit teaching of technology tools so that there can be, in a month or so, mostly learner centered activities. I am striving for that however, the 2nd graders are new to using technology in the classroom and I am new to the 2nd grade curriculum. </td></tr>
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</tbody></table>
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Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-49962876511659524022014-02-04T15:41:00.000-08:002014-02-05T08:37:02.896-08:00Different Types of GamesThere are four categories of games that I will explore in this blog:<br />
<ul>
<li> Action Games</li>
</ul>
Action games are fast paced, can be violent, and it takes a particular set of finger dexterity to play. Watching students play these kind of games - I have found that the students (especially boys) will play these types of games over and over again without losing engagement so that they become adept. Considering how bored some students get during some of the educational games it is interesting to see how focused the become with an action video game. <br />
<br />
Personally, I do not enjoy these games mainly because I am not that accomplished nor was I ever.<br />
<br />
I remember playing asteroids when I was a kid. I tend to be considered smart but would get frustrated by these games easily. It still happens at age 50. I played asteroids last night and again this morning. I got better but kept looking at the time to see if I had completed the amount I had allotted to that game. The- first few times playing, it was difficult to figure out what direction I was going as my hands and mind were not in sync; as I practiced that got better. A mistake made me realize the little spaceship could move. That made the game even harder at times until I practiced it. It still made the game hard. I was very happy that I made the incredible score of 5,450- I think that is a lifetime high for me.<br />
<br />
I also played Pac-Man again. It was not a pleasant experience. Again, it took me numerous times to learn how to handle the arrow keys effectively. My highest score was 4,940-woo hoo! Finally I tried Raft Wars and Mission Command on freearcade.com. I liked Raft Wars but I would not call that an action game - it is just an I shoot then you shoot game. The slower pace made me more comfortable. Once I got the hang of Mission Command, I enjoyed that too. I kept dying but it was fun to actually hit the targets (enemy fighters). This game was faster than Raft Wars but slower than Pac-Man and Asteroids.<br />
<br />
Actually, I am realizing that once I felt comfortable with the controls all the games slowed down for me- my heart rate did not go up and I felt I had more time to point at at target and shoot. As I write, I am trying to envision how action games can be incorporated into the classroom and teach a learning outcome. The idea of practice to get better at something is a subject, so is doing better when comfortable with a skill. These are good life lessons but how would one use a car chase, enemy fighting, space alien kind of theme to teach math or reading skills? Let me go shoot some enemy commandos while I think about that....<br />
<ul>
<li>Narrative Games</li>
<li>Simulation Games</li>
<li style="text-align: left;">Other Games </li>
</ul>
Stay tuned for reflection on these.Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-22857524217737242272013-12-08T18:27:00.000-08:002013-12-09T07:29:37.304-08:00School Evaluation Summary<h3>
MTI Elementary Technology Plan Summary</h3>
<br />
<br />
As many of you know, I have taken a leave of absence from MTI Elementary for graduate studies. I still felt that I could complete this project due to having been on the School Improvement Committee for a number of years, having been the technology resource teacher for a few years as well, and contacting a few friends that still work there to get some up to date data. A teacher that is currently on the school improvement plan and I reviewed MTI using the Maturity Benchmark Survey together and concurred on each section and sub-section.<br />
<br />
The were a few surprises on this survey. One surprise was, I did not realize that the district had posted their technology plan until I looked. It was very comprehensive. Another surprise, even with a yearly survey to the teachers, it surprised me how little input the teachers and staff that work with students have on what apps/technology equipment are chosen. <br />
<br />
I expected MTI Elementary to be either in the island or integrated stage. The survey showed that is is in the island stage. At the beginning of the semester I would have consider MTI more integrated; but, after studying the different technology plans and articles I realized most of the teachers at MTI use technology as lesson enhancers and not as an integral part of the curriculum. This is partly due to all decisions about technlolgy coming from the district staff. Also, the lack of in-depth training of new technologies, whether they be small
devices or applications, continues to strengthen many teachers dislike of
change.<br />
<br />
This survey confirms to me that the way public education is administered needs to change dramatically if we are going to assist students in learning 21st century skills. <br />
<br />
Below is MTI Elementary's Survey and Evaluation<br />
<a href="https://docs.google.com/a/u.boisestate.edu/spreadsheet/pub?key=0Ao2P1eoGIWsVdEFGX3ZmMXp6UW1fUmEtalVEaWhnRlE&single=true&gid=0&output=html" target="_blank">MTI Elementary Survey</a><br />
<br />
<a href="https://docs.google.com/a/u.boisestate.edu/document/d/1V8B8KLWgsQL8vNQ1C2j9Cn0q0Nez85Q8jVvWV_jQzDw/edit" target="_blank">MTI Elementary Evaluation</a><br />
<br />
<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-68325386764280489582013-12-02T18:59:00.000-08:002013-12-02T18:59:42.650-08:00Technology Use Planning Overview<h3>
<span style="font-family: Georgia,"Times New Roman",serif;">Effective Technology Planning- </span></h3>
<span style="font-family: Georgia,"Times New Roman",serif;">1. <b>A definition of technology use planning.</b></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;">
Technology use planning in a school or school system is a multi-part
process. A committee of interested, knowledgeable, and responsible
teachers, technology staff, and administrators would be needed to begin
the planning. The planning would involve reviewing current technology
practices in the school/school system. The review would include an
inventory of current equipment, if it is being used, how often, and in
what context is it used. The review would also include what
applications are being used regularly and if they are thought to be
effective by the teachers and students using them. </span><br />
<br />
<span style="font-family: Georgia,"Times New Roman",serif;">
Next, the committee would interview teachers and students for
subjective ideas of what types of technology would be useful to help
student learning. While the interviews are going on, committee members
would also be responsible for researching different areas of technology
(equipment and apps) that would be useful in the classroom. Each member
would then bring back to the committee their recommendations based on
interviews and research. </span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><br /></span>
<span style="font-family: Georgia,"Times New Roman",serif;"> Then the
committee could make a flexible 2-3 year plan. The plan would include
purchasing of new equipment and apps to be used with students and
teachers, and ongoing intensive professional development for teachers to
be introduced and immersed in the technologies that would benefit their
classrooms. Please notice that the equipment, apps, and professional
development would be flexible in that it would fit the needs of the
classroom/students. An example would be the third grade classrooms have
computer stations while the fourth grade has tablets, and the fifth
grade wing has a 3-D printer. </span><br />
<br />
<span style="font-family: Georgia,"Times New Roman",serif;">
Technology use planning should be ongoing and have an open
communication pattern between the committee members and all teachers.
This would increase the successful use of the technology in the
school/school system. </span><br />
<br />
<span style="font-family: Georgia,"Times New Roman",serif;">2. <b>The new National Education Technology Plan 2010 as an effective tool in planning.</b></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;">
The NET Plan 2010, if used in technology use planning, can be a very
effective tool. It covers learning, assessment, teaching,
infrastructure, and productivity. The scope of the plan is nationwide
and has some high aspirations for our nation's education- such as
reshaping our definition of a classroom, making sure that every student
and teacher has access to technology at school and home, and using
learning analytics during a student's education lifetime to help them be
successful.</span><br />
<br />
<span style="font-family: Georgia,"Times New Roman",serif;">
This overall plan has some wonderful concepts that could change
education to be more meaningful and student centered. So using this
plan as a reference in technology use planning makes sense. Each state
school system will have to look at its resources to decide when
implementation of different parts can be made. Common Core seems to
have made strides in many states, which begins to address the learning
section of the NET plan 2010. The assessment section, using learning
analytics plan, will be a complex challenge because, for it to be truly
effective, it needs to be nationwide while protecting each student's
information. The teaching section, one of the most important models,
should be a placed in technology plans immediately. The professional
development suggested in the plan would be instrumental in creating a
successful technology infused learning environment. Finally, the
infrastructure and productivity, models will be changing to incorporate
the 24/7 style of learning that is suggested in the NET plan 2010. </span><br />
<br />
<span style="font-family: Georgia,"Times New Roman",serif;">
One of the benefits of using this plan as a basis for
state/county/school wide technology use planning is that it should make
it easier to find grants and donations to fund these changes<b>. </b></span><br />
<b><br /></b>
<b>3. John See's Paper on Technology Plans</b><br />
John See
wrote a paper that covers what effective technology planning should do.
I found it to be full of common sense and practical. I agree with the
premise that technology planning should be short term, no longer than 2
years. His argument that technology is changing so fast that anything
longer than that may be obsolete within 2-5 years is practical.<br />
<br />
<b>4. & 5. Technology plans should focus more on apps than equipment.</b><br />
I agree with this statement. Mr. See's statement "It may be better to
go to your school board saying this is what we want our students to be
able to do-output. Then tell them what technology you need in order to
accomplish your goals ...", is right on. It is the output, what
students are learning, that is important. Having a I Pads in a
classroom with only games on it will not help a student who is
struggling in math and reading. It will not propel a high achieving
student to grasp higher concepts in those subjects. <br />
Technological equipment is changing at a fast rate, however with budget
constraints and age appropriate needs, older equipment can be used
effectively as long as the apps within that equipment are appropriate
and the equipment can handle the apps size and programming needs. As
students mature so can the equipment. It is really important to have
apps that enhance student learning and it makes sense to place more of a
budget in this ever-improving type of technology.<br />
<br />
<b>6. My experiences with technology planning.</b><br />
<br />
At one point in my career at my Title One Elementary School, I was the
co-chairperson for the school improvement committee and the technology
representative for our school. During that time, the committee made
technology equipment a priority. The school board made the decisions
for apps at that time, so we did not have much say about what was on the
computers. Our school went from having a just a teacher computer to
having 6 computers for student use in each classroom, several teachers
applied for and received technology kits that included interactive
equipment and Smartboards. Each teacher got LCD projectors and a
document camera. Each group of 3 teachers shared a printer to help with
quick copying or finally printing student work. The school got two sets
of laptops that could be used by a whole class at one time.<br />
<br />
Many of these improvements were helpful. They all came with
challenges. The committee had to actively budget for LCD projector
bulbs and printing cartridges. Teachers used the equipment like
overhead projectors. Some teachers used the printers to print whole
sets of worksheets (it was for lesson plans and example worksheets) so
they used their limit of ink before the year was out. Some teachers did
not let the students use the computers, or only used the computers for
games at recess. The teachers that got technology kits from the school
board had to deal with some jealousy issues. There was not enough wi-fi
strength for the laptops to work all at once.<br />
<br />
Even with these challenges, the improvements were successful. Many
teachers started to used the document camera, LCD projector, and
computer as a teaching tool- incorporating videos, board approve apps,
and websites to enhance learning. The students finally had
opportunities to use computers regularly in classrooms. The computer
lab was used by all grade levels so the whole class could create a
project or do research at the same time. A signal tower was built on
the school property to assist with wi-fi strength.<br />
<h2>
<span style="font-family: Georgia,"Times New Roman",serif;"> </span></h2>
Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-11086520405832700782013-11-30T16:40:00.000-08:002013-12-09T08:07:33.269-08:00Digital Divide/Digital Inequality<h2>
Digital Inequality</h2>
<br />
To review my Google presentation please click the following:<br />
<br />
<a href="https://docs.google.com/a/u.boisestate.edu/presentation/d/1imnEY_tq7ybao7u_O-L_65GOpzCnmeVnzrtg2uPiCoE/edit#slide=id.p" target="_blank">Digital Inequality in Title One Elementary Schools</a><br />
<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1imnEY_tq7ybao7u_O-L_65GOpzCnmeVnzrtg2uPiCoE/embed?start=false&loop=true&delayms=15000" webkitallowfullscreen="true" width="480"></iframe>
<br />
<br />
I was surprised to realize, after reading many articles and papers on this subject that, at least in the USA, digital inequality is more of an issue than digital divide. Digital divide, in my mind, is an equipment and access issue. In the US, even in socially depressed areas, there is access to computers and the internet. The access can be found in schools, libraries, if not in homes. Digital inequality, is what people do with the technology that is available to them. The research being done in the last couple of years has been in this area.<br />
<br />
It helped me better understand, as a teacher, that the focus of teaching technology may need to shift to teaching students effective internet skills. Effective means, teaching students how to discern what they find on the internet, using the internet for information, connecting with business and social media, how to present oneself on the internet, internet safety when banking, buying, or selling, etc...<br />
<br />
The survey above was more difficult than expected. The school system that I worked in for the last ten years has made several changes this year. The teachers are stressed. I sent the request out to friends and associates, believing that I would have a good response in a short amount of time. After two weeks, I finally had 4 responses. That was after a couple of requests to personal friends. Others stated they would respond and then did not. I understand that this happens, however, this is one of the skills we need to teach students. Having a survey published with only four responses is not truly relevant. Helping students discern who created the information, where it came from, and how many people it represents is an important life skill. <br />
<br />
This assignment definitely changed my perception on this subject. I originally thought that the biggest challenge for the students I taught was not having enough equipment. Today students learn, quickly, how to use laptops, computers, kindle, i pads, etc.. usually faster than myself and contemporaries. For students to succeed past elementary school, they need to learn how to use the equipment for more than gaming and "talking" to friends. As my survey shows, "many" teachers still think it is the digital divide that needs to shift. I believe this is a subject that teachers need more information on to better understand how to help our socially depressed students have a successful future.<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-12515116044091191402013-11-04T12:41:00.000-08:002013-11-06T04:08:56.589-08:00Tech Trends<h2>
Tech Trends- Learning Analytics </h2>
<br />
Of all the new trends in the K-12 Horizon Report, the one that has the ability to make the greatest change to education is learning analytics. This trend, which according to the Horizon Report, will be used by at least 20% of the education communities within 2-3 years. When there becomes an open source of data that follows students across a nation or the world, that is life-altering. Learning analytics is a trend that will have great influence over the next generation's style and type of education. There are many implications and applications for this trend. Here is a short analysis of what this trend is about and how it could be used in an elementary setting.<br />
<br />
<a href="https://docs.google.com/a/u.boisestate.edu/document/d/1AB8cfifWhu1ppuqydA2sl8K6O8_Bf-bvFSqhaSwTjcA/edit" target="_blank">Tech Trend- Learning Analytics Analysis</a><br />
<br />
<a href="https://docs.google.com/a/u.boisestate.edu/document/d/1AB8cfifWhu1ppuqydA2sl8K6O8_Bf-bvFSqhaSwTjcA/edit"></a>Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-65879872993743225462013-10-18T16:41:00.000-07:002013-10-18T16:56:32.463-07:00EDTECH Research<div dir="ltr" id="docs-internal-guid-37a0e393-cde4-6bbe-1c36-af60f9753b30" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">EDTECH Research Project </span><br />
<br />
<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Subject Area/Grade Level:</span><span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Reading/Elementary School</span></div>
<br />
<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Instructional Objective:</span><span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Increase Reading Fluency and Comprehension with Elementary Students</span></div>
<br />
<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Pre-Research Discussion:</span></div>
<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Teaching in a Title One school for ten years has proven, to me, that there is a correlation between reading well, understanding concepts, and a willingness to learn about new ideas. </span></div>
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">During the last three years of teaching third grade, 20-30% of the students were not reading at grade level by the end third grade and were not officially labeled as disabled reader. These are the students that have the highest risk of dropping out of high-school in later years. These students, who need more assistance and time to increase their reading fluency and comprehension, need these services when they are in 2nd, 3rd, and/or 4th grade.</span></div>
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The challenge is not assessing who needs the extra help. That is relatively easy. The challenges for a classroom teacher are getting proper professional development in this are, the ability to recognize each student’s challenges in reading, having access to successful strategies that can be incorporated into small group settings, and finding/using effective technology -websites and software- that can reinforce relevant reading lessons for those students.</span></div>
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I would like to research successful strategies that teach reading fluency and comprehsion to low-income students who are below grade level reading. I want to understand the correlation between family support and reading fluency. I hope to find techniques and skills that can be incorporated into small group settings, as well as, technology that will support these students learning the basics which will support their educational needs as they grow.</span></div>
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Post-Research Discussion: </span><span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The research led me to understand that technology can help struggling students with reading fluency. However, the technology must be consistent, individualized, times for around 20 minutes each session, and used as a supplement to teacher led strategies. The research seemed to correspond that small group instruction with researched strategies can also help reading fluency. The most effective way to help struggling students is using both. </span></div>
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Annotated Bibliography </span><span style="background-color: transparent; color: red; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Begeny, J.C., and Silber., J.M. An examination of group‐based treatment packages for increasing elementary‐aged students' reading fluency. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Psychology in the Schools</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 43.2 (2006): 183-195.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This examination was postulated to improve elementary age students reading fluency in a small group setting using a four research driven strategies. It incorporated: repeated readings, listening passage preview, word-list training, and phrase drill with error correction. It was a very small model of fou students over a six week course. The instruction happened for 7-12 minutes, three to four times a week. The examination showed that a combination of word-list training, repeated readings, and listening passage previews had positive effects on the group and the effects were retained two days after the lessons, which possibly showed that there was retention of strategies.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This article seemed useful for small group intervention;however, the examination is of such a small number that it’s usefulness is suspect. Also the model was done with distractions at a minimum which is not a typical classroom of third graders. I would continue to look for additional research to support this with a larger population.</span></div>
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Blok H., Oostdam R., Otter M.E., and Overmaat M., (2002). Computer-assisted instruction in support of beginning reading instruction: A review. </span><span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Review of Educational Research</span><span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, 72 (1), 101-130.</span></div>
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<span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This article reviews 42 studies on computer assisted instruction in the primary and elementary classroom. It broke down the studies into different reading sub-skills CAI’s. The review states that all studies showed a small improvement to reading skills which they defined as phonological awareness, letter identification and letter-sound correspondence, word identification and recognition skills, and text reading. The review stated that what the students made on the pre-test was a good predictor for the post-test. The language of instruction being English was also shown to be significant. The studies they reviewed were for a general population. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I found this useful with defining the needs of a good reader. The article began with an intial evaluation of a Stanford CAI program in initial reading ((Fletcher & Atkinson, 1972) which based computer instruction solely on the individual student’s performance and was supplemented with teacher instruction. This study had better post-scores for those students. Unfortunately, it was not financially feasible to continue, but this model may work in light of innovations in technology since that time. This article also brought up a new question- are CAI’s effective with ESL students? I believe that is another topic for another day. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Macaruso, Paul, Pamela E Hook, and Robert McCabe. The efficacy of computer‐based supplementary phonics programs for advancing reading skills in at‐risk elementary students. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Journal of Research in Reading</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 29.2 (2006): 162-172.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This article reported on a study done in ten Boston Title One first grade classrooms. There was a control group that received only teacher based lessons in reading instruction and the experimental groups that received both teacher based lessons and CAI lessons using Lexile software called Phonics Based Reading (PBR) and another software program called Strategies for Older Students (SOS). The study found significant gains for Title One students who received both teacher based lessons and the additional CAI lessons. In fact, Title One students in the experimental group caught up with non Title One students by the end of the year. The CAI was used 2-4 times a week for 20-30 minutes at a time. The program was individualized per student based on their performance and those students that completed the most sections made the most gains.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I found this useful because it reinforces the Stanford CAI evaluation from 1972. Teacher based reading instruction along with an appropriate CAI program in phonological awareness that is regularly done and individualized, will help at risk students in lower elementary grades read significantly better.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Morgan, P.l L, Sideridis, G., and Hua, Y. Initial and over-time effects of fluency interventions for students with or at risk for disabilities. </span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The Journal of Special Education</span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 46.2 (2012): 94-116.</span></div>
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<span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This meta-analysis modeling of 44 single participant studies sought to recognize which teacher led interventions had a positive outcome on students oral fluency. There were 4 categories: goal-setting, keywords, previewing, listening, and repeated reading; peer/pair tutoring, and phonological awareness. The study had 290 participants, mostly male and white, some Title One, spanning grade levels 1-11. Approximately half of this number were in first, second, and third grade. This found that goal-setting had the most significant and long-term positive effect on oral fluency in reading.</span></div>
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<span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This article will be useful with small group intervention strategies for reading fluency. Goal-setting can be used for all groups and the other interventions such as previewing and rereading can be used for those students that are struggling to read. According to this study phonological awareness was not significant in helping with oral fluency. This may not be used with teacher-led activities if other studies relay the same outcomes.</span></div>
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<span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Schwanenflugel et al., Becoming a fluent and automatic reader in the early elementary school years. </span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Reading Research Quarterly</span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> 41.4 (2006): 496-522.</span></div>
<span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
<span style="background-color: white; color: #222222; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This article is a study to determine two things; a model of factors that help 1st, 2nd, and 3rd graders become fluent readers and determine if text fluency corresponds to reading comprehension. It was conducted with Title 1 students in Georgia and New Jersey during 7th and 8th month of school. Students performed eight task; four traditional and 4 computerized . This study found that once students are considered fluent in reading then reading comprehension is based on other factors. It also showed that a simple reading fluency model where text reading fluency is just one factor in teaching reading comprehension is more successful in early elementary.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This article identifies tasks that can help a classroom teacher understand what is hampering students becoming fluent readers. It also points to creating a multi-dimensional reading instruction to increase fluency. Finally, it recommends that once a child is considered fluent than fluency strategies can be eliminated from instruction. This assists teachers in creating differentiated lessons for small groups. Those students that need help with fluency would be working on phonological awareness programs and other fluency teacher based lessons while more fluent readers could be working on other reading comprehension strategies.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><b>Reflection </b></span></h3>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><b> </b></span></h3>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I found myself very reluctant to start this project. I looked up research before and found it to be difficult to find appropriate texts and articles for the subject. Google Docs and Albertson Library helped immensely. I found that by changing the wording during the search I found many more articles than expected. I chose to not include any before 2001 and I felt this would be less relevant to present day technology strides. <b> </b></span></h3>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><b> </b></span></h3>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The research, once started, was fascinating in that individualized technology support can increase struggling student fluency, as long as it supplements teacher led reading instruction. I felt that after reading up on this subject, focusing on fluency was the important aspect when working with struggling third graders at the beginning of the year and that comprehension will get better with better fluency. The research gave me some tools to evaluate students and strategies that could be used in small group settings. I would like to do more research to find appropriate software and how to incorporate these teacher led strategies into 20 minute small group lessons.</span></h3>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span></h3>
Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-51726992527383583472013-10-03T16:46:00.002-07:002013-10-03T17:15:54.719-07:00RSS in Education<h3>
<span style="font-family: Georgia,"Times New Roman",serif;">RSS in Education</span></h3>
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-family: Verdana, sans-serif;">Real
Simple Syndication (RSS) has been around a long time. RSS searches the
websites and blogs that a person follows and then stores the posts from
those sites in one place, making it easier to find and read. For many
years it was not considered safe to use in K-12 education, but that is
changing.</span></span><br />
<br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-family: Verdana, sans-serif;">Below
is my RSS in Education tutorial. I decided, that when my school
district allows RSS and blogs in the classroom, they will need a set of
tutorials for the students. This would be the second in a series of
tutorials using RSS and blogs. My learner population would be 3rd-5th
graders being introduced to this concept. Each tutorial will be only
five minutes long, to keep students actively watching and listening.
After each tutorial the students would have opportunities to practice
the new skill. This tutorial is an overview of Feedly (an RSS
aggregator) and shows (very quickly) how to add content and create a
category. My goal is to have students become comfortable working with
Feedly and logging on every day or two to check the topics that interest
them. After they became comfortable with this, next we would add blogs
where the students would have writing activities that are shared with
the teacher and class. They would also be able to use their RSS feed,
later in the term or year, to conduct research on current events. </span> </span><br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/pn42-bvAt1A?feature=player_embedded' frameborder='0'></iframe></div>
<h3>
<span style="font-family: Georgia,"Times New Roman",serif;">What did I learn from this project?</span></h3>
<span style="font-family: Georgia,"Times New Roman",serif;">As
I was reading and thinking about this project, I had to picture if I
would use RSS with elementary students. It took me a day or two to
understand that RSS would be an effective tool in the classroom.
Students being allowed to find -appropriate- websites and blogs that
they are interested in. Allowing them time to check these feeds. Using
that as a base for writing activities and discussions. Hey, this would
be a learner directed classroom! During my research into RSS, I read
that blogs could be used for writing activities instead of pen and
paper. Hmm, the dog or a baby sister, could not eat the blog! Students
could also view this at home and so could the parents. Yes, there are
management issues with this tool, however this can be a powerful
motivator to learning. </span><br />
<span style="font-family: Georgia,"Times New Roman",serif;">I
also learned how to get around Feedly while making the video. I kept
thinking, "Oh I know how this will work" and would start Screenr (the
on-screen video recording service), only to have Feedly do something
different. So through this project, I feel more confident and comfortable using
Feedly. </span>Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-80998759807685293132013-09-12T08:54:00.000-07:002013-12-09T07:51:31.241-08:00Elements of Education Technology<h3>
<span style="font-family: Georgia,"Times New Roman",serif;">Elements of Education Technology</span></h3>
<span style="font-family: Georgia,"Times New Roman",serif;">On
June 1st, 2004, the Association for Educational Communications and
Technology posted the Definition of Education Technology. The definition
presented in this pre-draft is as follows:</span><br />
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<span style="font-family: Georgia,"Times New Roman",serif;"> "<b>Education
Technology is the study and ethical practice for facilitating learning
and improving performance by creating, using, and managing appropriate
technological processes and resources</b>."(2004, page 1) </span></blockquote>
<span style="font-family: Georgia,"Times New Roman",serif;">The
post included thirteen elements of this definition. THIRTEEN! Reading
this gave me more insight to our responsibility as educators. All
thirteen elements are important to this definition and the use of
technology in the classroom or on the web. Attached is a short
discussion on two of these elements that I felt were important on a
personal level. <a href="https://docs.google.com/document/d/1Ioo9n1b6w7r6yBX_Rz1uKBJeyS0Ak8DVfDqBPYHHMgw/pub" target="_blank">Click here</a> to see the below document in Google Docs</span><br />
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<iframe frameborder="1" height="450" scrolling="yes" src="https://docs.google.com/document/d/1Ioo9n1b6w7r6yBX_Rz1uKBJeyS0Ak8DVfDqBPYHHMgw/pub?embedded=true" width="600"></iframe>
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Reflection on The Definition of Education Technology:</h4>
I was awed by the depth of the definition. At first, I thought the writers had just drawn out the definition with 13 elements, and while some elements are very closely related, each one is justified as being separate. Though this is a specific definition for education technology, many of the elements make up good education policy. I was familiar with most of these elements and used many of them to create lessons such as study, appropriate, creating, improving, resources, facilitating, managing, and learning. The elements of ethical practice and appropriateness, their definitions from this document, have changed my teaching perspective. The considerations when creating lessons have become broader. It may make creating lessons and units more time consuming factoring in these elements but, I believe, it will make them more engaging and learner-oriented.<br />
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Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-56912110039201027302013-09-07T12:34:00.000-07:002013-09-12T08:50:04.268-07:00Welcome!<div class="separator" style="clear: both; text-align: center;">
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This learning blog log is a showcase of my learning experiences and
projects as I progress through my Master of Education Technology Degree
here at Boise State University. This will become a review of my journey
as a novice in technology education to an apprentice. I say apprentice
because technology grows so fast, there will always be more to learn.<br />
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My name is Nora Lawson. I live on the Eastern Shore of Maryland. I have
worked at a number of jobs over the years,but have had two careers. I
spent 10 years teaching at a Title One Elementary School and have been a
massage therapist/bodyworker for 19 years now.<br />
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Presently, I am taking a two year leave of absence from teaching to
pursue this degree. I took the leave of absence because I was feeling
burnt out -not from teaching. I love teaching young people. I needed a
break from a school district that cared more about state test scores
than helping young people become life-long learners.<br />
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Besides teaching and bodywork my interests are gardening, reading
science fiction, mysteries, and current events; gardening, spending time
with my husband and our 10 or so cats, and hanging out at the beach.<br />
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I am excited about all that I am going to learn in this program. This
will help me become a better teacher and help future struggling students
become more successful in their education.<br />
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Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0tag:blogger.com,1999:blog-5058321091386506956.post-46399610806357022382013-09-07T06:47:00.001-07:002013-09-07T06:47:52.924-07:00EDTECH 506-Personal Image<div class="separator" style="clear: both; text-align: center;">
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This image represents some of the important parts of my life. The
center photo is from a visit to Tennessee from a few years ago. It
represents the new journey that I have started this summer transitioning from a
full time teacher of ten years to a full time graduate student and
bodywork practitioner. My In Touch Bodyworks logo denotes my style
of bodywork- a good friend of mine designed that for my business. The
picture of "Max" in the herb box symbolizes my love of cats and
gardening. Although, I actually enjoy all types of animals - cats just
seem to have gathered around me over the years. The blueberry/peach
cobbler (yum by the way) was made over the summer and I love to cook. Then
there is Assateague Island- the place where I go to distress. Finally, the
Echinacea plant with butterfly represents the importance of good health and
love of nature. I took it in Asheville, NC. I
also really like to travel. <o:p></o:p><br />
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Thanks to reviewing other students' work I decided to practice
using Adobe Fireworks. I am really going to enjoy learning how to
use this software. I am also excited to be on this journey with my fellow
students. <o:p></o:p><br />
<br />Anonymoushttp://www.blogger.com/profile/08604655709667086581noreply@blogger.com0