Final Blog Post - Reflections and Changes

Reflecting upon the words by Fullan, Cuttress, Kilcher in “ 8 Forces for Leaders of Change”, one of the most powerful drivers of change involves learning from peers, especially those who are further along in implementing new ideas” (Fullan, Cuttress,Kilcher, 2005). Heeding these authors’ words of wisdom means placing myself in a leadership position to act as a change agent that brings awareness and willingness to my colleagues to try new technologies, evaluate them and then adopt them.

Our assignment for this final course called, New and Emerging Technologies was to develop a learning activity using an online learning module, MUVE, or digital game. Its purpose was to teach us how to select on-line opportunities such as games, MUVES, and mini-modules to incorporate into our teaching. I chose a mini module called, Architect Studio 3D for this assignment called, “Changing the Game at My School”. I explored this site and found that it supported my visual art outcomes and facilitated an enriching learning experience. It includes information about architect and the famous architect named, Frank Lloyd Wright. It consists of experiences that are virtual. Creating my lesson around the digital module highlights the advantages that the Internet brings. Many games, modules, and learning activities on the Internet permit students to mimic and experience what real professionals practice in a just -in-time sense. Students get the knowledge when they need it. It allows students to adjust their choices so no one feels like they failed. It also levels out the learning field and differsifies for all students. The Internet allows teachers to customize teaching and support their lessons. It expands learning and meets students learning styles for this century.

The whole experience of searching for a game or digital module is motivating and cleared any misconceptions about utilizing emerging technologies. I must make the effort to make my peers aware of the advantages and effectiveness that technology offers. Technology adoption is what Everett Rogers calls, “diffusion”. In his article called, “Diffusion of Innovations” (Sahin,2006, p.3), Rogers says the adoption of new ideas arrives when teachers become aware, are willing to evaluate and try out a new technology. It will take persuasion on my part to promote the use and adoptions of available digital educational opportunities. My role is to create the awareness, offer my peers several online sites that align with their subject’s standards so that they may begin their integration of technology. If I place myself in a leadership position and create the need to know for others, and myself, change will come.

“Changing the Game at My School” also required us to identify several grant resources. Multiple corporations offer funding for non-profit organizations. Sharing my level of commitment to transform my school into a 21st, century learning environment will be even more effective if I can gather a team of teachers and write a grant proposal.

I understand that our students are growing up in a digital culture. Perhaps promoting the grant proposal to my peers and asking them to do the same will motivate their efforts for further adoption of changing the game at our school and transform learning for 21st century learners.

References

Lemke, C., & Coughlin, E. (2009). The Change Agents. Educational Leadership, 54-59. doi: Waldenulibrary

Sahin, I. (2006, April 2006). Detailed Review of Roger’s Diffusion of Innovations Theory and Educational Technology-Related Studies Based on Rogers’ Theory. The Turkish Online Journal of Educational Technology-, 5(2). doi: Waldenulibrary

Persuading my Peers to Adopt Online Learning Support Systems APP4

https://voicethread.com/#u844923

Colleagues, I put together an eight page slide presentation with comments for my 4th week application of my final course with Walden University. This URL address will take you directly to voice thread, a wonderful online application that opens up fun opportunities. Click on the first slide with the puzzle pieces and do comment either by hooking up a mic and recording, or texting. 

Afterthoughts. The first time I loaded the power point, only one page went on. The second time was the charm.  I was unable to listen to my own voice recordings because as I wrap this up, it seems to take time for it to load on. I hope with the new sunrise, I can listen to my voice and edit if necessary.  As I worked on this I had my Acer computer notebook in front of my  Dell desktop. I am ankle deep in technology and it's great. I hope many of you will join forces with me at school and assist in planning modules or activities for your students. Please utilize my new found knowledge and practices for your benefit.  I hope you will adopt Voicethread for your own personal use.

Reflection Post for Reaching and Engaging all Learners Through Technology

Summarizing the How on using Resources in the Differentiation Station Social Network
For Teacher Bloggers who are reading this, I want you to know that you can all provide resources for your fellow teachers by sharing and posting on a common teacher site.

The resources that my fellow Walden students have offered me will provide useful information and links for Differentiation and Universal Design Learning. As a connection teacher, I believe it is necessary for me to have an array of resources that branch out into all subjects. Additionally, my GAME plan includes becoming a leader in technology for learning, and the gathered resources from my differentiation station provide me with an advantage because that they come from teachers. Several resources my Ning members provided are as follows: Enhancing learning with education - http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html This site assists in discovering what a useful tool technology can be in the classroom. It contains areas that each have subcategories that fulfill every teachers searching desire to learn more and apply solid advice for technology usage and differentiating in education. It provides useful links. To make an analogy, this site is like one huge concept map for technology and education geared towards DI.
 
What this lesson has taught me is that every school in America should allow teachers to post sites with short descriptions in a Teacher drive for the faculty to utilize. Additionally, weekly notices should go out to remind teachers to check out. Here are a more sites offered by teachers:
 
The web site http://www.readinga-z.com/videos/index.php could be a Godsend for Reading teachers. Another good site is http://teachers.net/lessons/. Over where there are 400 lessons for teachers to search. This site, http://www.classroom20.com/forum has a long list of articles. The forum is active with teachers looking to collaborate or share with you.

I checked out http://education.jlab.org/reading/index.html and I am immediately passing it on to all science teachers at my school. Jefferson Lab is about Science Education and has teacher recourses, student zone, games and puzzles, and programs and events. Teachers, for the same reason we want our students to have greater access to information, we too need to for the same reasons share with each other.

Adjustments to Make in my Classroom because of this Course
I believe that technology does foster literacy skills necessary for students. Web 2.0 tools allow my students to connect with culture. However, I need to maintain a balance and apply hands on projects. This course has taught me that I can keep harmony in my teaching with technology. Differentiating lessons to meet the needs of my learners becomes customized (UDL) with technology. Adjustments I can make regarding technology use and integration is allowing students to gather more content on the Web 2.0 in preparing for a lesson. If I cannot get them to research all together at school, I must immediately assign research homework and encourage students to send in their opinions, information, or answers on my teacher site. Differentiation means knowing not all students have the Internet at home. I need to allow a week for these students to access information from a library. I must expeditiously prepare links on a page for students to use and allow information to come to them with more ease. Their readiness to learn will be greater if they are more prepared with content.

Reaching and Engaging All Learners Through Technology has taught me that students become my “partners in learning how to work with participatory media tools in the classroom to achieve the best results” (Roland, 2009). Additionally I have learned to allow my students to take on management roles. As they become experts, it allows them to learn more authentically. This will benefit them in the end. Differentiation means also to show respect and lift students up during the learning process.

One of my favorite authors and art education experts is Elliot W. Eisner. Here is something he has to say about diversity and art education. “Among all the fields of study in our schools, the arts are at the forefront in celebration of diversity, individuality, and surprise” (Eisner, 2002). I realize that I diversify probably more then any other teacher in my school. This course has assisted me in improving my methods and practices.

Eisner,E.(2002). The Arts and the Creation of Mind. Harrisonburg, Virginia, Yale University Press.

Roland,C. (2009). Art Education 2.0. Digital Practices in the Classroom. Retrieved April 19,

http://arted20.ning.com/forum/topics/the-art-education-20-manifesto?commentId=670107%3AComment%3A85566

Power Point presentation posted on Slideboom.com

This slide presentation about Universal Design for Learning is completed. I have loaded it onto the Slideboom site. The URL address is;

http://ww.slideboom.com/presentations/151745/App4PerezV

HOWEVER, you just have to click on the Title of this post and the link will appear.

There is music that plays throughout the show, however that costs an upgrade of $19 dollars a month.

V. Perez
Walden Student

Draft of Week 4 Power Point for Universal Design Learning

They say learning is about the process, not necessarily the outcome. Well, this week I have learned tons of power point applications for creating a multimedia presentation for my 4th week of class 9 for Walden's online, Masters Degree in Technology for Education. My obstacles have been about choosing a conservative approach to the project, versus a more exciting presentation. I believe that by choosing a more conservative approach, I was able to be self-directed in learning about Universal Design and hit on all the requirements. I hope to work out the kinks with the audio and resend.  Thanks for your patience.

http://www.slideboom.com/presentations/15149/App4PerezV

Final Posting

The knowledge acquired from Integrating Technology Across the Content has energized me to go beyond my original GAME plan. I think going beyond means locating a blog site, practicing, and setting up a collaboration opportunity for my students. I think going beyond means doing a left turn on a lesson I thought I was going to implement, and instead setting up a digital story 101 project for my students to experience. My GAME plan has not changed. I am just simplifying the lesson and going about it differently. These immediate adjustments are my way of self-directing and self-regulating to meet personal GAME challenges. Technology is always changing and I want to assist others in realizing that as educators it is our responsibility to stay on top of the technology trend. Vicki Davis, founder of 'Flat Classrooms', transforms herself by continually exploring new technology. As I stay a little later at school to practice on my blog site, I too am transforming myself by continual research and development of my classroom teaching. This is part of the GAME plan. The goal is to gain confidence with technology and become a leader in my school community.
This class has helped me recognize that I have been using Performance Based Learning in teaching. My classroom lessons will improve with the use of technology, as long as I know where I am going and how I will get there with it. This course gave me the opportunity to create a GAME plan. It began with my thoughts about planning an in-service for my colleagues. After realizing there would be roadblocks in the form of time constraints and unpaid duty days, I am looking into the possibility of presenting technology tidbits during faculty meetings. I would like to collaborate ways to apply tech applications that involve inquiry, collaboration, and reflection for student learning with my colleagues. This will improve our technical knowledge and bring our school in line with 21st century education standards.

This GAME is worth the effort. I am a self-directed learner, and I can self-regulate. The GAME plan will assist me in going forward with encouraging others to develop a “supportive culture” (Inc, 2009). Colleagues and students alike will benefit from these endeavors.



Laureate Education, Inc. (Producer). (2009). Integrating Technology Across the Content Areas (Motion picture). Baltimore:Author

Using the GAME Plan Process with Students

Revaluating my original GAME plan caused me to think about the skiers I watched this week that skied down the short steep slope with lots of moguls in Vancouver, Canada. When I began my GAME plan, I wanted to lead my colleagues into the 21st century teaching skills. Pursuing that idea and realizing that I can still lead, but beginning in tinier increments was a positive personal evaluation.


 My GOAL is to start a collaborative project between classes at my school, or within confides of my own students. The success will quickly spread and I will be glad to share the plans and pass it on.




My goals for my diverse students are to have them participate in a successful collaborative lesson that will teach creativity, as well as citizenship. By applying my knowledge, “Model Digital-Age Work and Learning” (NETS, 2008) and allowing students to build upon their existing technologies, together, collaboration projects can emerge. Considering the short time my art students attend my class, a meaningful and inspiring project that advances “student learning, creativity, and innovation” will be the ACTION to pursue.


Meeting the NETS-S and Performance Indicators for students will require me to design the lesson so that students “interact, collaborate, and publish with peers, experts, or others” (ISTE). Any authentic, collaborate lesson that my students participate in will allow them to MONITOR their progress. As I practice weaving the ISTE standards into a few lessons, I evaluate my time management and the effectiveness of the technology used to foster learning. I learned these past few weeks of blogging, wiki sharing, and planning units that include collaboration and digital stories, that there will have to be a time allowance to practice “understand and use technology systems” (NETS-S). There are challenges due to technology limits, but if I take each mogul individually instead of all at once, Mrs. Perez’s students will develop several proficiencies in the NETS-S.



We all like the gold medal winners in the Olympics. They make it look easy, whatever their sport. However, we know that work and perseverance got them to where they are today.


Do you think creating a KISS lesson for Internet research and collaboration is the way to begin meeting the Technology Standards? I was thinking of having the student’s first practice working on a blog site for one class period before beginning the lesson. Alternatively, have my students use objectives to research blog sites and use to complete several operating tasks. I would appreciate your feedback.




(International Society for Technology in Education [ISTE], 2008)



The ISTE website provides national educational technology standards for students and teachers to meet (http//www.iste.org/).

http://www.iste.org/

Revising the GAME Plan

I believe I will be a starter for the games of the 21st century literacy skills. The applications I have practiced through the Walden University’s assignments will assist me in reaching my original goal of becoming a leader for others. How I will alter my GAME plan so that I do not become a bench warmer is to put into play simple technology applications that relate to my content area. One way will be to collaborate in small ways with another teacher at my school. Gaining confidence will move me forward into community and global collaborative projects. I look forward to the time where I can sign up for social collaborative projects like virtual classroom, and epals.

I have learned how to use wikis and blogs. Therefore, I will use these areas of comfort to start a class blog and individual group wikis. Communication and collaboration are  areas that I will use to alter my goal strategies. I would like my students to record their scripts, and write to experts. These NETS-S will work with the nine-week quarters. Next year I may have a small club that would involve students who want to collaborate globally.  This is an idea to contemplate and plan for putting into action.
 
Several ideas have come to me about how I could share collaboration in other content areas. English-art collaboration may ensue by having my students draw cartoons and then allowing the English class to add sentences with compound subject and compound verbs. My students could post pictures that English students would have to write preposition poems. In science, my students could draw based on scientific studies and observations of nature. After posting their images and thoughts the science students could add terms and definitions to complete several objectives. I would need to work with that science teacher to plan the lesson. I can see growth within the school and perhaps showing interested teachers how to set up their own collaborations. This will lend itself to me returning to my original GAME plan.

GAME Plan Progression

To continue onward with my GAME plan I must use the following week's course work as an opportunity to gather great samples to show the faculty.  I would like to send a mass e-mail to my staff with the site references that will jump start them with 21st century literacies.  Presently, I found a wonderful Web Quest site called http://www.kn.pacbell.com/wired/21stcent/brain.html.  I need to show specifically for areas such as English, Math, and Science the Internet's frontier of organizational tools such as http://rubistar.4teachers.org/ and sites like above to persuade non-technical believers to believe.  The following information relates to my pursuits of increasing my teaching technology applications and gaining leadership qualities to guide a staff development course one day.

I just responded yes to my principal to attend and possibly even present at a Georgia Middle School Association "Road Show". Presently, I am a bit in the dark about it. The theme is called, "Teaming".  My principal has related to me that any presentation to include differentiation, assessment for learning, technology, best practices and so forth would deem fit.  Walden collegues I call you to offer your advice to me.  If this opportunity were to pass me by, I will look for something local that would push me in a direction of becoming a leader in applying technology in education.  This is part of my GAME plan.  I found something to share with you.    http:www.kn.pacbell.com/wired/21stcent/index.html

This site offers you lessons, as listed from the above site that assists us in the early stages of developing a PBL plan with our students.  I was stumped today thinking about how to generate questions and this site has helped.  This site breaks up the 21st literacy skills into 4 categories.  They are information, multicultural, media, and visual.  I think this site offers practical instructional strategies.  I particularly like the Visual category.  It has taught me that I can teach students to use cirtical thinking skills when choosing the right image.  You are welcome.

I fell into this today: http://images.google.com/imgres?imgurl+://4bp.blogspot.com/    This is a blog site from an education student who lists teacher student related items.  She has a video about a baby squirrel that has to follow her mother , but cannot jump the concrete wall. Often we all feel this way. The students who had been watching the scenario of the squirrells offer their backpacks and bags to help the squirrel along. It parallels my self concept of how I might look at I move along in increasing my pedagogical skills for using technology with 21st century literacy skills.

AT&T sponsors the pacbell site listed above.  It will offer you many opportunities for Webinar courses to take free online.  They are self-paced and we would not feel that Wednesday, Sunday due date pressure.  There are great warm up exercises to ease us into the PBL plan. 

As I move along with this GAME plan, it is imperative that I play and not sit back and watch. I will know in a week's time about this mini seminar that I may attend as a presenter or attendee.

Weekend GAME update

I believe there is so much information out there for teachers to use and learn from, that I will be searching this weekend to find other educators who have tackled, dribbled, or thrown this professional development idea around. Obviously I will be modifying big plans to a smaller one. I have learned that it still can be done despite poor school budgets. People make it happen. I could fold up and remove myself from the game, or stay in. I chose to stay.

I like that West Ed site. It has substantial information to share with colleagues. The rubistar is another supportive site for educators. Language arts teachers would like this site. Our tech geek at school who works one planning period to fill in for a technology person they took away sent me information about Google Squared: http://www.google.com/squared. This is a new and quick way to search by typing in key terms and having relevant searches pop up that are a bit more managed. I tried it. I typed in the words, color activities for education and one of the sites that arrived was the National Gallery of Art. It took me to the exact page. Try it. My tech friend said they are still trying to work kinks out, but I thought it was great. This would provide me with some fast links for professional development ideas, specifically in technology for educators. Let me go plan that play.

I'll keep you posted on what I find. Thanks for reading.

Halftime

During half time, the team and the coach regroup and figure out a new strategy to play against the team that is beating them. For my GAME plan, it is time to take half time and reflect on what I know now and the limits placed on the situation. Lynn and I will have to choose the most relevant information and strategies to share with our faculty during faculty meetings. Our county instructional technologist expert told me to give snippets of information about technology in the classroom to the faculty. The outlook is grim when it comes to money. Presently our update for technology will come in two rounds. Round one will take 3 days and include updating the computers in each class. Additionally projection systems with audio and voice amplifications will go along with the set up.

Protest continued the delay of the 21st century updating for our county. The vendors that were not chosen felt neglected and filed a complaint. This delayed progress and it took time and lawyers to fix it. Off the cuff, this technology installment will employ twenty people for 3 years.

I acquired this information by attending a quarterly SAC meeting this week. With my interest in technology on the rise, my principal invited me. Our assistant superintendent spoke brilliantly about lack of funding. A parent asked about maintenance for these new tech tools, and the cost of bulbs and upkeep of technology was an issue discussed. These are issues. I personally know of a teacher at our local high school that does not allow her team to use the LCD. She does not want to burn the bulb out. I burned my first bulb out after a year and a half of constant use.

I will be excluded from round one as the only art teacher at the school. Although, I may get an updated LCD projector in my ceiling to alleviate the messy cords and too short a cart to properly align with the screen that exists in my no closet classroom. The second installment will arrive less then a year later with the hope that the previous teachers will have perfected the use of the E instructional Mobis with pads and will be able to share their knowledge.

Modifying my GAME plan will include a teacher survey to find out specifically what teachers desire to learn. Questions proposed to teachers in my survey for pre-faculty sharing would be: Would you like to learn about the differences in search engines? Would you like to apply various applications to your content areas such as graphs for math? Would you like to use blogs and wikkis for collaborate lessons? Would you like to know about free software for concept maps and data gathering. If you have any suggestions about creating this survey I am open to suggestions.
Perhaps this new strategy will bring me success and satisfaction. Presently, I feel like I have been benched.

Playing GAMES are not Always Fun

This is the short version of my progress for my GAME plan. The plan has been shortened. I learned tonight through a SACs meeting that when our school's system has been updated, we will only meet tech standards equal to that of the year,1998. Due to stretched budgets, stretched staff, and realities that will follow in my next blog journal, the GAME plan may become snippets of shared knowledge at faculty meetings. I originally wanted to plan an in-service. After talking with Mrs. Miller, the lead technology person from our county, faculty meetings are the only outlet to take. I could volunteer hours of free structural advice and planned activities. No. Perhaps I could stay on track with my GAME by mailing instructions to the staff after presenting at a faculty meeting. Doing something is better then nothing.

Field GAME Strategies

Friday I found a niche of time to speak with my tech partner. We concluded that our next step is for me to write a short letter to the lead technology teacher in the county. I plan to implement that letter Sunday. Including this woman's expertise prevents me from waisting precious time. It is necessary to analyze the entire project I have my eyes set upon.

Also, she may even offer us the lab up at the main school board building. I hope some good advice and more comes from this. I read Walden's resource site, http://www.wested.org/cs/tdl/view/tdl_tip/25 and will use several of their ideas when this workshop begins. One idea is to encourage staff to share any technology tips they may have. The other is to locate specialists in our school system that may be already using technology successfully to come share.

There is enough substantial support to plan this inservice. Let me get to that letter.

Finding the GAME Field

My GAME plan began last week as I casually spoke to colleagues about their interest in attending an inservice that would offer strategies and tools for teaching students' web searching skills, new literacies, and how to utilize technology for their content area. The feedback is not exciting from the few I spoke to. Morals are down and technology is minimal here at the middle school.

My partner and I were hoping to have a duty day where the teachers stop by on their planning. This would be a required class. Our Principal's mindset is to have this inservice early in the morning or immediately after school. My assistant principal wants to attend this inservice and learn the new literacies. I found this motivating. Understand, that connection teachers have one planning period, which is shorter then the normal planning times. I am trying to figure this out logistically.

To make this inservice meaningful, I have to teach teachers what they want to learn. Before creating permanent objectives, I believe a survey needs to be completed by teachers so that I may rate their competence in technology classroom usage. This survey would also ask them if they are willing to learn.

Another sequential action to take is to contact the head technology person for the county. I would like her thoughts about this idea for Lynn and I to give an inservice on supportive technologies for the classroom and web searching strategies. Perhaps we need to plan it for the local school system and not just my school. Creating a mini-inservice and using it as a dry run would behoove my partner and I to work out the kinks for a greater attended inservice. I am getting ahead of myself but I am a step closer to finding the playing field for my GAME.

Developing A GAME Plan

Developing a Game Plan - V.Perez

Developing my own personal game plan with technology usage in the classroom leads me to believe I need to strengthen a few chosen areas that if practiced, could lead me to become a greater resource for my peers. For week two of our Walden course, we are exploring greater uses for integrating technology across the content areas. An area that I would like to create a GAME plan for is found on the National Education Standards for Teachers (NETS-T) located at:
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_StandardsFinal.pdf

Standard 3, Model Digital-Age Work and Learning where teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

The first performance indicator I would like to strengthen myself in is B-Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. This collaboration will come if I first offer teachers who lack tech skills the opportunity to learn what I know. This is found in Performance Indicator D-model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

My game plan is to set a goal of planning a proposal to my principal for an in-service or workshop for my colleagues. This workshop would allow them to experience applications on the computer as well as related websites that can assist them in integrating technology with their content area. Additionally I believe it is important to teach teachers how to guide students in the new literacies.

The action plan begins by sending out a questionnaire to my colleagues to find out what they want to accomplish. It is important to have participants too. Projecting to a date that allows time to plan is also necessary. Working with another teacher who is experiences and has similar interest in transforming the school is included in this action. Planning will include organizing interactive lessons to accommodate several content areas. Researching how each content area can increase learning is also worth the effort. Preparing resources for the teachers to take with them and leaving with a desire to try technology out is also vital.

To monitor my progress, I would double-check my lesson choices for their value for this in service. I would question a colleague at another school, such as a technology teacher. If necessary, modification can occur. Creating this workshop at my own school will offer me information about what teachers are thinking related to technology and what they would want for their classes. I would also like to research other related workshops and look to see what they include.

During the workshop, evaluations develop while the teachers practice technology applications. They would be encouraged to speak their mind about technologies usefulness and any fears they have had. Effectiveness of the workshop, and how it applies to them would be available. Suggestions are taken to improve designing the workshop for future classes.

To my Walden Colleagues-I would be grateful for any advice you can lend me about setting up teacher workshops. Is it advantageous to do them after school, or in the summer? Have you had teachers sign up and then drop out or not show? Were the teachers willing to work? Did you find your peers critical of your workshop or pleased with the results? What new literacy skill do you think I should put at the top of my to do list for this workshop?