A Leap Out of My Comfort Zone

A Leap Out of my Comfort Zone

      What does it mean to be an effective teacher in today’s digital classrooms?  I thought I knew.  Yet as I reflect on what I have learned over the past eight weeks, I realize what limited knowledge I actually had.  Microsoft Word and Power Point certainly help us to do the same things more efficiently, but these tools don’t truly reflect what 21^st century learning skills encompass.  Classrooms are a very different place than 20 years ago (Thornburg, 2004). The right time, right now 2.0 Web provides anytime, anywhere instant information that students are already proficient at using.  Research has shown that in both the general education population and among students with learning disabilities, when engaged in a technology rich environment, there is a positive correlation to student achievement (Keengwe, J., & Onchwari, G., 2008).  Acknowledging this changing landscape in my classroom, I must transform my educational practices to prepare my students for the workforce of tomorrow.  This means to take a giant leap out of my comfort zone and reface my instructional practices to enhance student learning (Premsky 2005). 

     Toward this endeavor and resulting from my recent research, I have come to better understand the nuances of the 21^st century digital native as well as my own digital immigrant status. (Premsky, 2005).  I recognize the importance of maintaining high expectations and goals that cover the required standards while simultaneously using my students ‘most preferred learning tools, those of technology,  to motivate and engage them. Students are no longer the people our educational system was designed to teach.  They have spent their entire lives using digital tools.  They like to multi-takes and parallel process and do so much differently than their predecessors (Premsky, 2001).   Getting to know my students better will be instrumental in the refacing of my instructional practices.  Through surveys, student profiles, and class discussions I can tap into their learning preferences, styles and knowledge to plan meaningful and motivational lessons. Additionally, collaboration will be a key element to my new approach to delivering 21^st century skills.  No longer will instruction be from a hierarchal model, but rather a collaborative one in which teachers are facilitators and decisions are made with students about curriculum development , teaching methods, school organization, discipline and assignments (Premsky, 2005). Writing projects must become a conversation beyond classroom walls, rather than a finite process submitted to one person for a grade. 

      My participation in Technology 6710 has provided me with a model to emulate when integrating digital learning tools into my teaching.  The research I have done supports the urgency of making this transition to 21^st century learning.  However, as a digital immigrant, relinquishing control from a teacher centered to a learner centered classroom will continue to be a struggle.  I experienced this anxiety first hand during our Wiki assignment.   I was concerned over sharing the responsibility of a group assignment and the possible outcome.  This fear was not alleviated until the activity was graded and completed.  Additionally, I was astonished at how my inexperience in creating a Wiki forced me to act as digital natives do.  They rely on their interconnectedness with their peers for support and their ability to instantly access information through the World Wide Web to ensure their success.  We were required to take a risk, use the technology tools available to us, and come to a consensus to the satisfaction of our group members; and it worked.  My blog and podcast experiences were similar eye openers.   I kept wondering where the manual is.  To my surprise it was more exciting, more engaging, and empowering to discover the power of these Web 2.0 Read/Write tools through research and investigation.  The most important component of these learning tools is that they are constructivist in nature; a part of a much larger body of knowledge that is represented by the internet. The potential for collaborative, relevant, meaningful projects integrating these tools into the curriculum is unbounded (Richardson, 2010).    Although I have not yet developed the experience and competence in using the blog, wiki, and podcast that I desire, I recognize the empowerment generated by using them regularly in my professional practice.  Toward this goal, my students have already begun to contribute to their own blog that they have just started posting to called, “See It My Way” http://seeitmyway1.blogspot.com/  As the students complete their postings, we will set up a conversation with another classroom across country to engage in our discussions.

     In order to fully integrate technology into my curriculum, I have to maintain my willingness to take a risk, to learn from my students and alongside them.   I have to do what I will ask my students to do; commit to a lifetime of learning.  The best possible way to do so is to actively participate in collaborative technology groups at my school, in my district and through online educational organizations such as the International Society for Technology in Education.  Following educational journals, wikis, blogs, and podcasts, will also be instrumental in my quest to become proficient in providing my students with 21^st century skills that will be required by tomorrows workforce.

     When considering long term goals for my own classroom, I will establish a collaborative plan with another teacher to team “facilitate” the initiation of a school wiki.  Interviews, podcasts, reviews and blogs, will be strategically planned and integrated into the course curriculum and created by collaborative student groups.  My second goal will be to investigate and follow through with a way to provide regular better computer/web access to my special education students.  I plan to research other district special education classes, identify the resources they have available, and engage my PTA, community advisory board, and administration to assist me in obtaining the resources I need to provide 21^st century skills to my students.  I will also investigate grant money to fill this void. 

     Reflecting back onto the checklist for technology integration practices, my pedagogy has already dramatically changed.  There isn’t a lesson that I create without considering whether a collaborative product with real world significance could be developed to meet the goal.  Due to my students’ limited access to technology (we have one computer) progress is slow.  However, my first endeavor to create our persuasive blogs is already generating an engagement level not present in my classroom before.  Prior to this class, I delivered content to my students.  I now share in their research and investigative practice to find truth on the Read Write Web. Together we evaluate the credibility of the evidence we find by using a variety of resources and comparing the evidence.  Additionally, my students are now encouraged to display their learning in a variety of ways utilizing a variety of technology tools to demonstrate their understanding.  My most valuable learning from this class is that technology doesn’t mean just doing old things differently but doing new things.  My leap out of my comfort zone and into using 21^st century learning tools will be not only the beginning of a technology rich environment for my students, but a model for the rest of my staff in how to use these tools effectively.

References

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=1&did=1074252411&SrchMode=2&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1296434139&clientId=70192eferences

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

 Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf
 

Student Technology Survey-Demographic Profile

The purpose of this podcast is to report the findings of a student survey I conducted January 31, 201.  I sought to determine the digital learning styles and digital abilities of my students and the implications it has on my instructional practice. Those that participated in my survey had very diverse technology backgrounds and preferences. Although Marc Prensky’s (2001) theory of digital natives and their affinity for learning through technology pertains too many of my students, the digital immigrant profile also is present among them.  The results of this survey have specific implications for my instructional practice. It is my responsibility to fully engage my students in this new digital language while still supporting those students that have not yet acquired those skills.  Using my technology savvy students as guides, I must find ways to infuse technology into the curriculum in order to prepare my students for the global economy within which they will have to compete. 

Reference
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=1&did=1074252411&SrchMode=2&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1296434139&clientId=70192eferences

Partnership for 21st Centruy Skills Website Review

             My initial reaction to the Partnership for 21^st Century Skills was one of relief that there really was a written comprehensive plan to address the essential skills students will have to be able to understand do for the 21^st century.  In a collaborative effort, this partnership of educators, business, community, and government leaders proactively seek to close the gap between what students learn at school and what they need to know to meet the needs of the globally competitive workforce. 

            The organization of this website was comprehensive but sometimes difficult to navigate.   The tabs were explicit and content specific.  The route 21 page provided resources related to 21^st century skills.  The reader is able to browse by support system, by skill or by knowledge.  Detailed information relating to standards, assessment, professional development, curriculum and instruction is easily accessible.  Links were available in all areas on all pages.  The website was comprehensive including a mission statement and explanation, desired learning outcomes, assessment tools, individual state reports on progress toward their goals, and professional development   Navigating from one page to another was challenging at times.  I was also disappointed that when trying to access the videos some did not work.

The symbolic rainbow framework on the overview tab appropriately interconnects all of the outcomes and support systems necessary to ensure 21century readiness for today’s students.  Required outcomes include the core subjects of 21^st century themes, learning and innovation skills, information, media and technology skills and life and career skills.  In the article Learning for the 21^st Century ⁽nd., p4), essential learning skills were similarly listed, but on this website under the overview tab I was able to gain a better understanding of the meaning of Life and Career Skills

(http://www.p21.org/index.php?option=com_content&task=view&id=266&Itemid=120).

According to the website, the essential interpersonal attributes required by today’s work and life environments include adaptability and flexibility, initiative and self-direction, social and cross-cultural skills, productivity and accountability and leadership and responsibility.  These skills represent the personal attributes that allow individuals to navigate the life and work environments in the competitive information age.  Reflecting on my teaching practices, I now recognize the necessity to directly teach life and career skills.  It will be up to me to research and create lessons that will foster this learning.

            When investigating the state initiatives, on the website, I noticed the absence of California.  My biggest disappointment is that the site does not address states that ignore the need to teach 21^st century skills.  In my district, although we have recently received some smart boards, there is no initiative to revamp our teaching.  Teachers have received minimal instruction on how to use the new equipment, and as a result do not use it to develop 21^st century learning skills.  Professional development to teach the new literacies, as described by Miners and Pacopella (2007), does not appear to be on the horizon at my school.  Instead foundational literacy continues to be the standard.  As a result of my districts failure to embrace 21^st century learning skills, it is my responsibility to independently make the transition.  I will self-initiate changes in my assessment practices, instructional delivery, and my use of technology to foster 21^st century learning (Partnership for 21^st Century Skills, n.d., p4).  Utilizing real world contexts and infusing them into classroom learning will demonstrate respect for students’ intellect as well as prepare them to be successful contributors to the workplace of tomorrow.

References

Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf

Partnership for 21st Century Skills. (2007). 21st century curriculum and instruction. Washington DC: Author. Retrieved from http://www.p21.org/route21/index.php?option=com_content&view=category&layout=blog&id=13&Itemid=228&limitstart=1

Blogging to Persuade

      California State writing standard 2.3 requires sixth grade students to write a persuasive composition.  They are to support their position with organized and relevant evidence, and anticipate and address reader concerns and counterarguments (California State Teaching Standards).  Having struggled to teach this standard to my special education students in the past, I am excited about the prospect of using a Weblog to teach this standard and simultaneously practice my own blogging skills.  In my recent research about blogs, I learned that that the best way to understand the impact of the Read/Write web and become proficient at using it, is to become a blogger and blog consistently (Richardson, 2010).

      Students with learning disabilities have processing challenges that impede their ability to make sense of what they learn.  Whether it is visual, auditory, or the integration and organization of information, their road blocks often contribute to their inattentiveness, poor self image and frustration.  Special education teachers are constantly looking for ways to keep them engaged with learning despite their struggles.

      I would use a class blog, “See It My Way”, to have students demonstrate their understanding of how to write a persuasive essay.  While introducing the blog and teaching content appropriateness, students will respond to self generated prompts of personal interest.  As they refine their skills, prompts will be grade level cross curricular topics and students will be required to use the websites and blogs to provide research based content. 

      The purpose of this blog is dual fold:   to showcase their understanding of persuasive writing and to allow them to mirror the business model in which construction of content and collaboration are the norm.   In addition, having students write to an audience much larger than their classroom enhances the relevance of what they write.  The knowledge that a worldwide audience will read and respond to what they write provides them the motivation to put forth their best efforts (Richardson, 2010).  Furthermore, special education students are notorious for having preferred learning styles, that when used, contribute to their success.  Students reticent to make oral presentations, blossom in the blog environment where everyone shares their ideas in writing.  Inherent in authoring and posting to blogs is the requirement to think deeply and critically about what is written.  

     Although my students struggle to write a persuasive essay through the traditional reading/writing programs, research has shown that students who engage in Weblogs show more interest in the work and their ability to locate and reflect on their work.  This new understanding serves as a catalyst for me along with my students to step into the blogging world to prepare for the literacies required to be successful in the information society of tomorrow (Richardson, 2010).

References

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Technology: Teaching unique learners to learn differently

Welcome to tech talk, a place where we can engage in conversation about how to best serve our special education students using technology.  As special educators we know our students don’t learn in the conventional way.  We are forever looking for ways to do different things and to do things differently to inspire our students and make them want to learn. I am excited about having the opportunity to share ideas on how to use technology to reach those students who have processing, attention, and behavior issues that impede their learning.   My experience (albeit limited) in using technology with my students has been one of wonderment.  The interactive programs that incorporate a multi-modality approach engage even the most distractible and oppositional learners.  I look forward to sharing ideas with my readers on how to use all forms of technology to help us in our quest to meet grade level standards and prepare our students for the 21^st century.