EDLD+5364

__**Week 1 Reflection **__ The first week of EDLD 5364 has been both interesting and challenging. During this week's readings and lecture vidoes I have been exposed to three learning theories. While I have heard of the constructivist theory previously, I was unfamiliar with both the connectivism and cyborg theories. Constructivist classrooms allow students to be more involved and in control of their own education. "In a constructivist classroom, students are more actively involved than in a traditional classroom. They are sharing ideas, asking questions, discussing concepts, and revising their ideas and misconseptions." (Sprauge, D. & Dede, C.,1999) To bring eduction to the best possible experience that is enriching and relevant to students, George Siemens' points out that technology must be used. "Including technology and connection making as learning activities begins to move leanring theories into a digital age." (Siemens, G., 2004) with both constructivist and connectivism theories combined students will gain important skills they will be required to hold in their future endeavors. "Combining connectivism with constructivist methods in the classroom offers an opportunity to gain 21st century skills." (Solomon, G. & Schrum, L., 2007)

Siemens, G (2004, December 12). Connectivism: A learning theory for the digital age. Retrieved December 10, 2006, from [|www.elearnspace.org/Articles/connectivism.htm]

Solomon, G. & Schrum, L. (2009) Web 2.0: New tools, New schools, Eugene, OR: International Society for Technology in Education, 40.

Sprague, D. & Dede, C., (1999). If i teach this way, am I doing my job: Constructivism in the Classroom. Leading and Learning, 27(1). Retrieved Oct 4, 2009 from the International Society for Technology in Education at []

__**Week 2 Reflection **__ This week in EDLD 5346 Teaching with Technology we have explored through our reading and videos the impact of technology on student achievement and its’ impact on students of low socioeconomic status. We have also explored the concept of Universal Design for Learning or UDL. UDL is a “research-based set of principles that forms a practical framework for using technology to maximize learning opportunities for every student.” (Rose, D., & Meyer, 2002) Through our reading this week we have also discussed the importance of setting learning objectives both by the teacher and student. Technology tools such as word processing applications, organizing and brainstorming software, data collection tools such as online surveys, and web resources can aide teachers and students in setting learning objectives.

Rose, D., & Meyer, A. (2002).Teaching every student in the digital age:Universal design for learning.Alexandria, VA: Association for Supervision and Curriculum Development.Available online at the Center for Applied Special Technology Web site.Chapter 1.Retrieved on October 5, 2009, from []

**__Week 3 Reflection__** This week in EDLD 5364 we have examined the three brain networks and how they function in regards to learning. We have explored many teaching methods that support diverse learners in the recognition network, strategic network, and affective network.

To support diverse learners in the recognition networks we must be able to provide multiple examples, highlight critical features, provide multiple media and formats and support background context. Support learners with offering them different examples of patterns supports their learning need. "Exposure to multiple examples supports bottom-up recognition processes." (Rose, D., & Meyer, A., 2002) Highlighting critical features helps the student to learn the recognition process quicker than by simply trying to learn every aspect of pattern recognition. "Good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students' learning." (Rose, D., & Meyer, A., 2002) Providing multiple media and formats allows each student to connect with the learning on a personal level. "It also enables students to find the format or medium that appeals to and works best for them, increasing their access to learning." (Rose, D., & Meyer, A., 2002) Teachers must also support students' background knowledge. "What the brain already knows can influence what it will learn from a new example or experience." (Rose, D., & Meyer, A., 2002)

"Different learners aiming for the same goal generate different plans and steps for getting there." (Rose, D., & Meyer, A., 2002) Teachers must plan to help all students reach the same goal and in that process must differentiate instruction accordingly. To support strategic learning teachers must provide flexible models of skilled performance, opportunities to practice with support, multiple media and formats, and offer flexible opportunities for demonstrating skill.

Affective learning can be supported by offering learners choices of content and tools, providing adjustable levels of challenge, offer a choice of rewards, and choices of learning context. "Giving students choices on content and tools can increase their enthusiasm for learning particular processes." (Rose, D., & Meyer, A., 2002)

Rose. D., & Meyer, A. (2002).//Teaching every student in the digital age: Universal design for learning.// Alexandra, VA: Association for Supervision and Curriculum Development. Available online at the center for applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from Http://www.cast.org/teachingeeverystudent/ideas/tes/

<span style="font-family: Tahoma,Geneva,sans-serif;">**__<span style="font-family: Tahoma,Geneva,sans-serif;">Week 4 Reflection __**

Week four of EDLD 5364 has been a very busy week. This week’s readings focused on collaborative learning groups. Both students and teachers can benefit from new Web 2.0 resources. Collaborative learning groups help students learn as well as supports the learners needs. Technology integration into cooperative learning groups supports the learning process. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, H., Hubbell, E., Kuhn, M,, & Malenoski, K., 2007, P 140). Creating multimedia resources such as videos, collaborating online, and conducting WebQuest are all ways in which technology can be used in collaborative learning groups. Teachers can also benefit from many of the Web 2.0 resources and offers new and effective ways of accessing professional development. Many attempts at professional development have failed, but new Web 2.0 tools can be used to provide new professional development support. For example the use of blogs can be a very effective professional development tool. “Visiting a blog gives educators access to conference sessions or meetings that they may not be able to attend” (Solomon, G., & Schrum, L., 2007, p 112). Other tools such as podcast and wiki’s offer additional sources for professional development. <span style="font-family: 'Palatino Linotype','serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 10pt;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development. Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education.

<span style="font-family: Tahoma,Geneva,sans-serif;">**__<span style="font-family: Tahoma,Geneva,sans-serif;">Week 5 Reflection __** This week in EDLD 5364 we have finished our group project by writing and submitting a collaborative reflection. Through our reading and videos we have explored ways in which technology can be used to reinforce student learning through supporting student effort, providing authentic assessment using Web 2.0 technology, and technology in the future of education. I found our reading on reinforcing effort the most valuable this week. Each student we encounter in our classroom comes from a different background and with them brings a different meaning of the term success. “People attribute success to different sources: to their own innate abilities, to the assistance of others, to luck, and to effort” ((Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, p 155). Allowing our students to discover through the use of technology the correlation between effort and success is important in preparing them for their future. “Technology makes It easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, p 156).I found the idea of allowing students to use spreadsheets in the classroom to track their own progress exciting. What better way to integrate technology and applying it to data relevant to students. “One easy way to help students make the connection between effort and achievement is by using a spreadsheet like Microsoft Excel” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, p 156). <span style="font-family: 'Palatino Linotype','serif'; font-size: 9pt;"> <span style="font-family: 'Palatino Linotype','serif'; font-size: 9pt;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.

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