CEP 812 Reflection and Creating "Something" with "Something"

CEP 812

CEP 812, as well as my other CEP courses, have allowed me to instill passion and curiosity in my students through technology. The courses have not only shown me how and why to use these technologies, but required me to try all the tech I learned about. The hands-on experience made me more aware of the process and how I could use it in my classroom.

I believe passion and curiosity feed off each other. If you are passionate about something, you become curious about it. Both passion and curiosity are key components in education- a student has to be interested to retain knowledge. I have always tried to incorporate both into my teaching and technology has been a great resource. I foster passion and curiosity by creating an environment where it's okay not to know answers and to make mistakes. I also model how to ask questions and encourage questioning. Technology fosters passion by creating a place for students to share their work and connect with people who share their passion. It sparks curiosity by sharing endless information and providing a place to research their curiosities.

Although I am done with the MATC program, I know teaching and technology will constantly be evolving.... so my education has just begun!
 


Creating "Something" with "Something"-

I used Popplet to represent how I bring Passion and Curiosity to my work as an educator and show how I use technologies to instill passion and curiosity in my students.

Technology in the Classroom

CEP 812

Technology in the classroom- Every teacher is going to have their own opinion on the subject. Whatever your feelings are on tech in the classroom, you can't argue the fact that times are changing. We can either change with the times, or get left behind. Technology is a great resource if used correctly. So how can we make sure all teachers are using tech to its full potential? Well to start, we can look at we teachers are currently doing and examine our community technology integration. We can ask ourselves and fellow community members the following questions:

1) How would I describe our culture of technology integration?
2) How do we know what we know about technology integration? How do we believe knowledge about technology integration is created?
3) As a group, how do we change?

I created a simple technology survey and asked my colleagues and CEP classmates to complete it. I asked baseline questions like, "How long have you been teaching?" and "What do you currently teach?" to learn about my participants. I wondered if new teachers were more likely to add technology in their classroom. I also wondered if grade level had anything to do with technology integration. To my surprise, the 1-2 and 3-5 year teachers had similar responses to the 10 + year teachers. Unfortunately, I only had teachers who taught grades 1-3 respond, so I was unable to factor in grade level.

Once I learned about my participants, I wanted to know about their districts. I wondered if district opinion of tech influenced teacher opinion. I also wondered if teachers want more tech, but do not have the district resources. I posed the question, "Does your district support/supply you with technology?" Everyone said their district supported tech, but there was a split between "tech updated regularly" and "we do not have a lot of tech." I also posed the question, "How do most of your colleagues feel about technology?" All participants said some colleagues were scared or apprehensive about adding tech to the curriculum. 

Now down to business- 
"How often do you use tech in your classroom?"
"What types of technology do you use in your classroom?"
"Do you use the internet to find materials for your classroom?"
Everyone said they use tech daily and use the internet to find materials. Everyone also said they use computers, document cameras, and projectors in their classrooms. Only one other type of tech was used- ipods. 

The infograph shows the last question I posed on my survey: 

Making my Information Diet More Well-Rounded

CEP 812


An "Information Diet" refers to our consumption of information. It includes how we locate information, evaluate it as trustworthy, and how we use it. I am really excited about this week's lesson and assignment because it is relevant in today's society. What would life be like without the internet? Some of us can't remember a time there was no internet and some have never lived in a time with no internet. Whether you view it as a good or bad thing, it's there and up to use it appropriately and smartly. 

As with any wicked problem, there are multiple sides and few solutions. Gee warned us about the dangers of the internet and how it can lead to further polarization between viewpoints. He believes it can be a great tool if paired with a collaborative group to create a "Mind." It seems like Eli Pariser and Henry Jenkins have similar viewpoints. Pariser shared how information can be one-sided, but if people are aware, they can be exposed to a variety of viewpoints which leads to a more well-rounded info diet. Jenkins believes people on the internet can come together to solve problems and make a positive impact on society. Some people, like Nicholas Carr, focus more on the problems that can come along with technology and the internet.

When I first started exploring this week's lesson, I thought,"I got this! I have a good sense of how to evaluate information and I take in diverse information." However, upon further examination of my "info diet," I realized I my information processing skills were not as great as I thought. When looking at the sites I frequently visit on my personal time, most were social networking, games, news, entertainment, etc. I found I did not look at at anything that made me mad, sad, uncomfortable, or sites that had opinions I disagree with. If I didn't like it, I would close out as fast as I could. There was a hole in my info diet.

I preach all the time about how some parents try to make their kid's life too easy. They never want them to get hurt, be upset, or have to work for things. Really, kids need to experience all that stuff to learn how to cope with negative feelings. My info diet needed to reflect what I preached. So I started looking a twitter pages I would not normally look at. I searched "Rick Synder" and visited his page. Personally, I am not the biggest fan or supporter, but I felt it necessary to be connected with our local government. I need to know all the happens at the capital, good or bad, so I can be aware and make informed decisions. This also models what I teach my students in social studies about democracy and government. I followed "Politico" for similar reasons. 

I also started to follow Nicholas Carr. Although I do agree with some of his research and principles, I do not believe the internet is making us stupid. As Gee pointed out, people have been stupid for a long time and it has more to do with our thoughts and actions as individuals. The internet can make us very smart if used properly. I followed him because I would like more information on his work and keep some of his principles in mind when teaching my students about technology.

 

Using Technology to Help Students with ADHD

CEP 812

As an educator, you encounter many children with Attention Deficit Hyperactivity Disorder, commonly known as ADHD. Some of these students are easy to spot, some of them are not so easy. Whatever the case may be, these students have special behavioral and academic needs to succeed in the classroom. Technology, when used properly, can help achieve those needs and make students with ADHD successful.

ADHD is one of the most common child psychiatric disorders. Students with this disorder can have symptoms like hyperactivity, impulsivity, and inattention. It can be very difficult for these students to function in a general education classroom as most classrooms have students sitting for periods of time and listening quietly. This can not only affect their learning, but also distract peers as well as the teachers. Consciously or not, many teachers spend more time of students with ADHD. When researching the subject, I found an article called The impact of instructional context on classroom on-task behavior: A

matched comparison of children with ADHD and non-ADHD classmates. The article described an educational study focusing on students with ADHD and their experiences in the classroom. Although teachers often spend more time with ADHD students, the article states, "Findings suggest that despite receiving more overall teacher supervision, children with ADHD displayed lower levels of on-task behavior in settings that place high self-regulatory, information processing, and motivational demands on them." (Imeraj, 2013).

Each year, I have had one male with (diagnosed) ADHD. Their behaviors were quite similar, unable to sit in their seat, constantly talking, telling stories, going off on tangent, and unable to compete work to the best of their ability. After reading of the low impact of increased teacher supervision, I started to think about other ways teachers can help students. I believe incorporating technology can not only help the student learn, but foster independence as well. I found a couple of apps I would like to try in my classroom next year with ADHD students.

Due

Due allows students to keep track of all their assignments in one place. Since students with ADHD often have trouble staying focused and organized, I believe this is a way for students to take control of their learning.

Monsta Points 
Any behavior chart or rewards system would work, but I like this one because it has kids work toward a goal and presents information in a fun way. Often teachers have to remind students of expectations. With Monsta Points, teachers and parents can create tasks and goals and the student can monitor their behavior on their own. 

Imeraj, Lindita. (May 2013). The impact of instructional context on classroom on-task behavior: A matched comparison of children with ADHD and non-ADHD classmates. The Journal of School Psychology. Retrieved on July 27, 2013, from

http://ac.els-cdn.com.proxy2.cl.msu.edu/S0022440513000435/1-s2.0-S0022440513000435-main.pdf?_tid=7ac10d60-f7ca-11e2-8809-00000aab0f26&acdnat=1375046159_e30c5f2111261131fa94edfb13a88648

Why are People Stupid?

Why are People Stupid?
CEP 812

I am quite enjoying reading The Anti-Education Era: Creating Smarter Students through Digital Learning by James Paul Gee because his honesty and straightforward writing style is refreshing. We live in a world where so many subjects are taboo- Don't talk about it and it doesn't exist. This is not how Gee operates. He points out all of our flaws as humans and a society in a blunt fashion and poses the question, "Why are people stupid?"

This week, we were asked to think about the question:

“What limitations prevent us from solving big, complex problems smartly?”

As I began reading with this question in mind, a few of Gee’s ideas jumped out at me. I picked three limitations/problems I believe prevent us from solving wicked problems. 

- The ”Confirmation Bias”

- Problems in the education system

- Our hypocritical society

The “Confirmation Bias”

Gee defines the confirmation bias (or myside bias) as, “... a seemly built-in mental bias that makes humans favor information that confirms their beliefs.” (Gee, 2). Big, complex problems, or wicked problems, are impossible to solve and have many different parts. I believe these problems, particularly in education, are unsolvable because so many people are firm in their beliefs and refuse to budge. This creates divides with people and groups. Gee also states on page 2, “The confirmation bias, because it leads to biases in seeking, interpreting, and recalling information, also leads to polarization.” In short- You can never make everyone happy. Our big problems will continue to be debated and pushed around and around because everyone believes their belief is the right belief.

Problems in the Education System

According to Gee, our current educational system is not setup to provide students with the skills they need to solve complex problems. He believes that our schools have become skill-and-drill test prep academies and our colleges have become, “...social camps for credentials, beer, and warm bodies, not knowledge.” (Gee, XII). Unfortunately, leaders have become so caught up in competing with other countries to be the “best,” that they have lost sight of what education is really about: Preparing our children to be productive members of society. Policy makers and leaders need to keep in mind the question, “What sort of education could - what would it mean for an education to - make us humans smart enough to solve our problems and save ourselves from our own stupidity?” (Gee, XII).

Our Hypocritical Society

Another reason Gee believes humans are so stupid is the hypocrisy of our beliefs and actions. He shares several examples of this, “We call ourselves ‘pro-life’ because we oppose abortion and yet oppose universal health care and thus let thousands of children and adults die because they lack health insurance.” (Gee, 3). This makes us stupid. We don’t think about things all the way through; we just think about how it directly affects our lives at the moment.

Awareness of Limitations:

Honestly, after reading Gee, I do not think anything would change if people were aware of these limitations. He states over and over how people ignore evidence and have deep-rooted beliefs. “But the deeper problem is why humans care so little about evidence, truth, and the well-being of others even when, in the end, their actions undermine themselves, their societies, and their world.” (Gee, 4).

In a perfect world, people would see these limitations and self-reflect. In a perfect world, we would put our beliefs aside and come together for the common good.

Gee, James P. (2013) The Anti-Education Era: Creating Smarter Students through Digital Learning. New York, NY: Palgrave MacMillan.

CEP 812: Well-Structured and Ill-Structured Problems Solved with Technology

CEP 812
Week 1

"I can't think of anything to write! Ugh, I am so bad at this!" Unfortunately, I hear those statements every time Writer's Workshop occurs in my third grade class. No matter how well I teach the mini lesson or model examples with the class, as soon as I say, "Let's write," a handful of students sit there with a blank page the rest of Writer's Workshop. It does not seem to matter if we are doing personal narratives, realistic fiction, informational writing, etc, it will still happen. Even when I have an one-on-one conference and work through some brainstorming steps with them, it will still happen. I can see the blank look on their face... They really are stuck. 

Generating ideas for Writer's Workshop is a ill-structured, or complex, problem because there are many different ways to reach an answer and there is no "right" answer. Writing is subjective and there is no perfect formula to find ideas. 

This is where I would like to factor in technology. Technology is familiar to them, they know how to use it, and they enjoy it- This is why I think it will solve my problem better than pencil and paper. I believe it is a great way for students who have trouble expressing themselves on paper to express themselves through another medium. I started to do some research on what tech programs would work best for struggling writers. Now, of course, each student is different and I may need to find a new program that fits their needs, but I believe I found one that will get the creative juices flowing for most students.

When researching digital storytelling, I discovered Pic Collage. I wanted an app that I could bring to their desk and allow them to work out some ideas on their own. I did not want an app that would make them tell the whole story, just generate ideas for writing. With Pic Collage, students can insert pictures (with the camera and from the web), stickers, and words to make a collage, or a brainstorm board. For example, if we were writing personal narratives and they were having trouble picking a small moment in a special place, they could create a board with personal pictures from home, words about places they have been, stickers to remind them of something fun, etc. It is my hope this will spark an idea and map out a story. Then they can get writing! :)

Final Thoughts

CEP 811 not only allowed me to try new technologies, but it also showed me how to evaluate materials I find online or I create myself. This course introduced me to Universal Design for Learning (UDL) which has guidelines for multiple means of representation, for action and expression, and for engagement. These guidelines will help me evaluate my lessons and the curicculum to make sure each student's needs are met. 

By using web-based technologies and providing a rubric for evaluation of these technologies, I am now able to find the best resources to use in my classroom. I plan to use a class website or blog, go on webquests, and create StAIRs to supplement the curriculum this year. I feel like I have met my personal goals for learning about technology integration. Since I have younger students, I want to integrate technology slowly and with instruction so they get the most out of it.

I will continue to search for new technology to integrate into my classroom. I will continue my education and attend professional develop to stay up to date on new technologies. It is the way of the future!