Inst 509 Final Reflections 12 08-11
Upcoming SlideShare
Loading in...5
×
 

Inst 509 Final Reflections 12 08-11

on

  • 561 views

Final requirement for INST 509, Foundations of Instructional Technology, Bridgewater State University Fall 2011

Final requirement for INST 509, Foundations of Instructional Technology, Bridgewater State University Fall 2011

Statistics

Views

Total Views
561
Views on SlideShare
561
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Inst 509 Final Reflections 12 08-11 Inst 509 Final Reflections 12 08-11 Presentation Transcript

  • End of Course ReflectionsFinal Thoughts Ideas Generated Selected Contributions Leslie Pirtle Foundations of Instructional Technology INST 509 Bridgewater State University Professor Thanh Nguyen December 6, 2011
  • Preface Taken as a whole, this class has been of tremendous value to me. It has opened my eyes to new ways of viewing things, validated what I’ve already learned and put into practice, and afforded me many opportunities to “fill in the gaps” where practical application or theoretical study was needed. For this final reflection upon my INST 509 journey, I have chosen to revisit each week’s learning experience with a brief reflection on the assignment and the material as well as a acknowledge a fellow learner’s contribution. The “Selected Contributions,” were chosen for their relevance to my personal situation as a grades 4-8 technology teacher and are not intended as a judgment on my part of their overall merits as compared to the class as a whole. 12/6/2011 2
  • Introductory Module Blackboard Netiquette and Academic Integrity Introduction and Home Page Collaborative Learning Agreement Checklist12/6/2011 3
  • Blackboard Reflections • Given the minimal changes in BB since the late 90’s I would like to see it: – Update the look and feel – Add the ability to sort posts by student, date and number of listings – Allow for embedded media in posts – Add a built-in html generator – Include emoticons in its toolbar – Remove the “Go” button next to “Select All” – because it doesn’t “go” anywhere!12/6/2011 4
  • Netiquette Reflections • The most helpful “take away” from this material for me was the reminder to use a more pointed subject line rather than simply saying “help!” or “hello” – I have been making this effort and striving to use a subject that would be easily searchable as well • Netiquette has not been a problem with my online University of Phoenix (U of Px) students, but it is a very important topic for my primary students12/6/2011 5
  • Academic Integrity Reflections • Academic Integrity, Student Tutorial is an excellent resource that I will return to frequently – The “You write…” “Is it plagiarism?” format is an outstanding way of helping learners to sort through the thorny issues and gray areas of what and when to cite (Colorado Community Colleges Online, n.d.)12/6/2011 6
  • Academic Integrity Selected Contribution• This idea is would be an inspired addition to my research unit for grades 6, 7, and 8! I really enjoyed reading Mary’s contributions “What I do in my class is I simply have them go out to a website and construct a couple of paragraphs about what they have learned. I then put a few up on the smartboard - items that they believe are their own thoughts and ideas... I then highlight what I as a teacher am suspicious of and google their exact words. Often times I am lead to directly the website were on and to the very sentence that they have "borrowed"... it really drives the point home to them that I dont even have to do that much work to check their writing. It sends them a pretty clear message, when they watch how easy it is for me to question their credibilty. I tell them as quickly as they were able to borrow or cut and paste that item into their paper, I can just as easily catch them doing it! It makes for an interesting day in the classroom. Lots of arguments, but a good learning experience.!” --Mary Ryan, September 29, 2011 (Ryan, 2011)12/6/2011 7
  • Introduction and Home Page Reflections • Our cohort is comprised of a rich tapestry of learners • Yet, our shared similarities made me feel very much at home. Commonalities for me included being a: – South Shore resident – Silver Lake HS alum – Bridgewater alum – Classroom teacher – Technology teacher – Former college administrator12/6/2011 8
  • Collaborative Learning Agreement Checklist Reflections • I didn’t like this system at the beginning but tried to approach it with an open mind. After long and careful consideration, I concluded that as a matter of teaching style, I would be unlikely to use this with my online classes • I prefer the tracking of posts to be automated. I think learners’ time is better spent working with the subject matter rather than these “housekeeping” functions • I worry that this system could actually serve to limit conversation—if the student is only required to interact with four people in a given week, where is the incentive to read all of the posts? • I appreciate that the underlying rationale is to ensure that no student is ignored. I just prefer to do this on a case-by-case basis through my facilitation. (Perhaps this makes me a control freak?)12/6/2011 9
  • Module 1: Foundations of Instructional Technology12/6/2011 10
  • Assigned Videos Reflections • The videos – Offered definitions of instructional technology – Portrayed where we are, where we come from and where we are going in terms of the use of technology in learning – While it is hard to fathom a setting in which the teachers I work with would find time to sit through a one plus hour long video, I have exposed them to powerful yet much briefer, “Did You Know?” (McLeod, Fisch & Brenman, 2008) – The Myers (2009) video caused me to consider that while we are putting a lot of effort into understanding the digital natives, perhaps we should help them appreciate where we are coming from as well For example, I think it would be enriching to have students create a footnote on an old manual typewriter or get out of the chair to change the television channel.12/6/2011 11
  • Learning Theories in Education, Reflections • I was pleased to learn that we will be examining educational theories in greater depth next semester. Because I was not an education major, all of what I know has been acquired from reading and attending workshops. • Behaviorism – As a dog training competitor, I have attended seminars by some top animal behaviorists who ascribe to this theory. Interestingly, much of what they teach can be applied in the human classroom. I find behaviorism to be straightforward although limited when compared to subsequently introduced theories. • Cognitivism – To me this theory is an enhancement, as it acknowledges a more active role of the learner, by suggesting that knowledge is generated both externally and internally • Constructivism – I believe this theory to also be a further enhancement, as it sets the learner in an even more active role in which he or she is actually “building” knowledge in a unique way based upon existing knowledge and personal experiences—framework provided by instructor • Zone of Proximal Development – Introduced on the final night of class, theory helps to explain how we benefit from learning in collaborative groups.12/6/2011 12
  • Digital Natives, Digital Immigrants, Reflections • I first encountered these terms in graduate school when our professor determined that ours would be her first “digital” cohort • I feel that this line will blur as technology becomes a way of life for some Digital Immigrants. Just as there are differences between those newly arrived to a country and those well established in the ex-pat community, we already have some people in the older generations who have had far more exposure to technology than their younger counterparts.12/6/2011 13
  • Connectivism • I feel this theory is ideal for describing today’s Digital Native learner • The best definition of Connectivism, in my opinion is the original one, cited in Jonassen (p. 186): Papert, (1990) coined the term to describe ‘the theory that knowledge is built by the learner, not supplied by the teacher,’ and that ‘this happens especially felicitously when the learner is engaged in the construction of something external or atleast sharable…a sand castle, a machine, a computer program, a book.’(p3)12/6/2011 14
  • Module 1 Selected ContributionThis student, in relating his own recent secondary schoolexperience, articulates the pervasive attitude that many ofus, as technology coordinators are faced with whenconfronting typical “digital immigrant” teachers: Getting Digital Immigrants to fully accept online material will obviously not be easy. I used to have some teachers in high school who did not trust internet sources. One of them even went as far as to say you can only use one online source in your paper, and the rest had to be books. Her only reason for this was that "books are more reliable." Yes, there is a great deal of junk on the internet, but I think she took that mindset too far.teachers to all at least feel comfortable with technology?” --Christian Paris, October 6, 2011 (Paris, 2011)12/6/2011 15
  • Module 2: Spreadsheets as a Mindtool12/6/2011 16
  • Module 2-1: Spreadsheets as a Mindtool Assignment• Create a Spreadsheet for Grades or a Poster OR• Create a hyperlinked game using a spreadsheet OR• Create a spreadsheet that promotes higher order thinking with the If then Else statement12/6/2011 17
  • Module 2-1 Reflections • This module demonstrated how spreadsheets can be used to promote higher order thinking by enabling students to: – Graphically represent their learning – Quantify and manipulate their discoveries – Apply and extrapolate what they learn • After going through this material, it became evident to me that I need to a much stronger proficiency with spreadsheets • I was able to apply what I learned the next week at school when a teacher asked me to make a banner to hang in the hall. It was fun being able to use Excel creatively.12/6/2011 18
  • Module 2-1 Selected Contribution“ I was amazed at how many different possibilities there are for aspreadsheet. In my role, the count and average functions workedamazingly well. In a job where we have to constantly be checking forunderstanding and seeing what else needs to be worked on, creatingthis spreadsheet has allowed me the opportunity to see what specifictopics individuals need work on as well as what the class as a wholecould use a little bit more time with.” Shawn Avery, October 9, 2011 (Avery, 2011)12/6/2011 19
  • Module 2-2: Spreadsheets as Mindtool Assignment1. How spreadsheets can be used as : a) Computation, Analysis, and Reasoning, b) Mathematic comprehension c) Visualization d) Simulation modeling.2. "Coaching Construction of Spreadsheets“ (Jonassen, 2006) a) Example of a 6 Step Lesson Plan with Spreadsheets3. Develop Lesson Plan a) Use Lesson Plan Generator b) Create Rubric12/6/2011 20
  • Module 2-2 Selected Contribution• Grocery Shopping Spreadsheet – Students create a family food budget – Students use netgrocer.com to deduct purchases – Students collaborate to organize a party with their budgets – Students compare each family’s list Cheryl Gleason October 16, 2011• I would use this lesson in my own lab. I like that is has real world application and incrementally moves its way up Bloom’s pyramid12/6/2011 21
  • Module 2-2 Reflections • The introduction of Jonassen’s (2006) 6 steps, the Web Lesson Plan Generator and the required rubric added structure and consistency to my classroom planning • This template ensures that the teacher will cover all important aspects of planning a lesson. In my case, it brought to light my shortcomings in addressing differentiation. It seemed to me that most of my classmates seemed to gloss over this topic as well. I am looking forward to addressing this issue in my Spring semester studies.12/6/2011 22
  • Module 3: Concept Mapping as a Mindtool12/6/2011 23
  • Module 3-1 Assignment • Create a Concept Map Using Kidspiration Grades K-5 OR • Create a Concept Map Using Inspiration Grades 6-Adult12/6/2011 24
  • Module 3-1 Reflections • The introduction to Kidspiration was very useful as this is a resource our school has paid for, so I plan too find ways in which to incorporate it. • After exploring both Kidspiration and Inspiration, if the purchase decision were to have been mine, I would have opted for Inspiration instead12/6/2011 25
  • Module 3-1 Selected Contribution• This concept map using Inspiration is an excellent depiction of the various uses of the world wide web. It would be very useful for teaching internet basics to digital natives or immigrants. 12/6/2011 Christian Paris, October 22, 2011 (Paris, 2011) 26
  • Module 3-2 Assignment1. "Semantic networking engages learners in an analysis of content domains that helps them organize their knowledge for better comprehension and retention." (Jonassen, 2006) – Do you agree or disagree with this statement?2. Coaching Construction of Concept Maps“ (Jonassen, p. 106-110) a) Example of a 6 Step Lesson Plan with Spreadsheets3. Develop Lesson Plan a) Use Lesson Plan Generator b) Create Rubric12/6/2011 27
  • Module 3-2 Selected Contribution• Halloween Sounds – Dan Chase’s concept mapping exercise addressed the Mass Science Framework, “Recognize that sound is produced by vibrating objects and requires a medium through which to travel. Relate the rate of vibration to the pitch of the sound”• This project was conceived to creatively engage students to learn somewhat dry science topic by having them brainstorm a list of Halloween noises and then evaluate them for pitch, volume and source.• This project would utilize the multi media capabilities of Kidspiration12/6/2011 28
  • Module 3-2 Reflections • I often use concept mapping for my own thoughts and plans. I do not know why it had never occurred to me to ask my students to employ it. I can see concept mapping helping my students to: – Make connections between concepts – Planning, organizing and constructing knowledge • I really found this suggestion helpful: “…scaffolding concept mapping by providing blank nodes and links resulted in higher scores on a post test Than providing feedback during concept mapping.” (Jonassen, p. 107) • A new requirement at U of Px teachers is that we are to assign a team project for each week. I can require teams to map their research strategies using http://mind42.com/ (IRIAN Solutions Software, 2008)12/6/2011 29
  • Module 4: Hypermedia as a Mindtool12/6/2011 30
  • Module 4-1 Assignment • Option 1 Interactive Presentation OR • Option 2 Jeopardy PowerPoint12/6/2011 31
  • Module 4-1 Reflections • I chose to investigate hypermedia applications that were new to me • The number and quality of hypermedia teaching applications is astounding • These tools can be used not only engage learners but to allow them more choice in the how, what and when then learn. • Later in the week, when I attended a training meeting at my Town’s Emergency Operations Center, I was able to assist the trainer who had attempted to create a PowerPoint jeopardy on radiation—a very dull topic that we are forced to review on an annual basis12/6/2011 32
  • Module 4-1 Selected Contribution• I was highly impressed with Slides, Flips, and Turns – A Winter Story, on Mr. Avery’s Classroom Blog. (Avery, 2010)• This Prezi presentation fuses a traditional low-tech drawing assignment with high tech application, it recognizes student’s contributions and allows each student to go through and review concepts at his or her own pace. Outstanding use of hypermedia to engage the learner.12/6/2011 33
  • Module 4-2 Assignment1. Discuss advantages and disadvantages of hypermedia2. Example of a 6 Step Lesson Plan with Hypermedia3. Develop Lesson Plan a) Use Lesson Plan Generator b) Create Rubric12/6/2011 34
  • Module 4-2 Reflections • “Building multimedia and hypermedia presentations orients teachers and students away from the notions that knowledge is information and that the teacher’s role is transmitter of it.” (Jonassen, p. 191) – In facilitating adult education, I’ve been trained to be the “guide on the side’ rather than “the sage on the stage,” so I’m very comfortable wit this concept. Yet, I hadn’t contemplated the implications for the role of technology in this. • While both the text and discussion board threads have pointed out the notion that students may become distracted by the decorative aspects of hypermedia projects, I have discovered that with proper planning, this is easily managed by chunking the project into progressively more creative stages.12/6/2011 35
  • Module 4-2 Selected Contribution• “Class will collaborate to create a multimedia PowerPoint presentation aimed at presenting Spanish vocabulary (numbers, colors, words, phrases, food) to 2nd graders in the school.” Lisa Norton, November 13, 2011 (Norton, 2011)• This lesson could be easily adapted to my school’s 4th or 5th grade Portuguese class.• I like how Lisa has included a concept mapping exercise using Kidspiration as a lead in to the core assignment12/6/2011 36
  • Module 5AssignmentNETS for Teachers & Students1. Review Standards For Global Learning In The Digital Age and then discuss the four points listed in the Education Must Change section as well as explain why educators need to transform learning environments with technology.2. For each standard of NETS-Teachers and NETS-Students, provide an example and then explain how teachers can demonstrate their competencies of NETS standards for teachers and what they should do to help their students meet NETS standards for students. Also give a description of why you feel/think these examples/standards are important.12/6/2011 37
  • Module 5 Reflections • When I worked for multiple schools, I mapped every standard to every activity I developed for grades K-8 in each school posted here: http://gnbces-2011.wikispaces.com/ • While the teachers I trained are repeating those tech projects this year, they make no effort to learn new technologies or apply what they’ve learned to different activities! • The NETS standards are ideals that we should be striving for, but classroom teachers must be willing to embrace them and this will only happen when they are offered time and compensation to do so12/6/2011 38
  • Module 5 Selected Contribution• The contribution below resonated with me because while, science and technology should go hand in hand, in my experience, its been the science teachers who have been the most resistant to using technology. “I think I can present to teachers how to acquire benefits from the internet in science, where they can find a lot of good resources and which can help to maximize the content of learning in that subject.” Gaby Velasco-Hurtado November 27, 201112/6/2011 39
  • Last Night of Class Reflections • The final night of class was so beneficial! I gained some great ideas for class activities, but the most sage advice came from the professor: “Speak to their hearts,” when working with teachers resistant to technology. • I thought and thought about how I could apply this advice and came up with a plan for the next day. I approached our oldest most curmudgeonly teacher and offered to give his class a presentation on my overseas teaching experience. I was so surprised to see how excited he became! Now have a toe in the door….12/6/2011 40
  • Instructional technology requires a melding of studied theory and thoughtful practice. This quote states it beautifully:“There are two kinds of truth; the truth that lights the way and the truththat warms the heart. The first of these is science, and the second is art....Without art science would be as useless as a pair of high forceps in thehands of a plumber. Without science art would become a crude mess offolklore and emotional quackery.” (Chandler, 1976) 12/6/2011 41
  • ClosureIn closing, INST 509 helped to identify two specific “gaps” in my professionalknowledge and practice: 1) learning how to work with differentiation and 2) creatingand interpreting assessments. I realize that these were not the focus of this surveycourse, and I look forward to tackling them in the upcoming semesters. Afterfun, stressful, whirlwind 12 weeks, I leave this class a better organized, better preparedteaching professional. While many of the applications reviewed were not new to me, Igained wealth of new ways to use them from the selected readings and videos as wellas from my classmates. I am excited to apply and expand upon all that I havelearned! 12/6/2011 42
  • SourcesAvery, S. (2011, October 9). Module 2 -1 - spreadsheets practice [Online forum comment]. Retrieved from http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1Avery, S. (2010, December 29). Slides, flips, and turns – a winter story. Retrieved from http://mravery.edublogs.org/2010/12/29/awinterstory/)Chase, D. (2011, October 29) Module 3-2 Concept maps as mindtool [Online forum comment]. Retrieved from http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1Colorado Community Colleges Online. (n.d.). Academic integrity student tutorial. Retrieved from http://www.ctdlc.org/Members/Hot_Topics/AcademicIntegrity/Students/CaseD.htmlGleason, C. (2011, October 16). Module 2-2 Spreadsheet as a Mindtool [Online forum comment]. Retrieved from http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1IRIAN Solutions Software. (2008). Collaborative mind mapping in your browser. Retrieved from http://mind42.com/Jonassen, D. H. (2006). Modeling with technology, mindtools for conceptual change. Upper Saddle River, NJ: Prentice Hall.McLeod, S. (Writer), Fisch, K. (Writer), & Brenman, J. (2008). Did you know? shift happens [DVD]. Available from http://www.youtube.com/watch?v=cL9Wu2kWwSY 12/6/2011 43
  • Meditation PowerPoint template. (2011). [Web Graphic]. Retrieved from http://www.templateswise.com/detail/link- 183.htmlMyers, G. (2009). Instructional Technology - A Glimpse at History [Video file]. Retrieved from Vimio website: http://vimeo.com/9991922Norton, L. (2011, November 14). Module 4-2 – Hypermedia as mindtools [Online forum comment]. Retrieved from http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1Paris, C. (2011, October 6). Module 1 - foundation of instructional [Online forum comment]. Retrieved from http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1Pirtle, L. (2011, June). Technology showcase. Retrieved from http://gnbces-2011.wikispaces.com/Roos,ASCAP, E. & Schreer, S. (Composers). (n.d.). My tears. [Song]. Retrieved from http://freeplaymusic.com/search/keyword_search.phpRyan, M. (2011, September 29). Int (b) netiquette & academic integrity [Online forum comment]. Retrieved from http://plato.bridgew.edu/bin/common/course.pl?course_id=_7642_1There_are_two_kinds_of_truth_the_truth. (n.d.). Columbia World of Quotations. Retrieved December 08, 2011, from Dictionary.com website: http://quotes.dictionary.com/There_are_two_kinds_of_truth_the_truth 12/6/2011 44