In ET 631, Distance Education, we explored and discussed many aspects of online class and hybrid classes. Both offer different modes of learning, however, just like with traditional courses, they have some things to consider. One assignment was to explore a particular issue with distance style learning. I explored the issue of timely feedback. I used a combination of the required textbook written by Simonson, Smaldino, Albright, and Zvacek and various articles by Bailey, Epstein, and Rendon to help get the full picture when it comes to distance learning and feedback.
My course in Teacher Research and Inquiry offered me the experience to choose a research topic relevant to my own best practice and explore it deeply. As a Kindergarten teacher, I find it interesting to look at the growth my students make throughout the year. I typically find that each student has a moment that they finally ‘click’ with his or her learning. Being that each student is a different age, I am curious how much age plays a role in each student’s learning stride. Research from the “Journal of Educational Research”, “Childhood Education”, and Michigan Department of Education, Office of Research and Improvement, helped to drive the my research topic.
During ET 640, we learned many ways to use technologies, software, and strategies to make learning accessible to all students, including students with special needs. We also took a current unit of study and created adaptations for the unit. The Kindergarten Unit- Maps and Me is an important Social Studies unit where students learn about different types of maps and the purpose for using maps. This unit has been adapted to integrate technology such as videos, Kidpiration software, and an electronic book in order to appeal to a variety of learners. The Symbols book is one part of the larger unit.
Part of being an effective technology leader is helping the school find funding and resources to help acquire new technologies for education. In ET 680, we explored many websites that contained grants for technology. I found several grants that would be appropriate and beneficial to my current school community. These grants would help our school to better support and engage students in the learning process.
When using technology in any educational setting it is important to have guidelines and policies in place in order to manage safe and appropriate use of the technology. This Acceptable Use Policy was created as part of the ET 680 Technology Leadership course. The policy is worded in a way to make it easily understood by younger students, but is also appropriate for older students and adults that would use technology in the school. All users will be responsible for using their own login information, treat equipment with respect, and use the technology for the intended purpose during each lesson.
In the fall of 2012, I had the pleasure of updating my school’s AUP to be student friendly. I worked with another teacher in my school to create a primary and intermediate AUP based on the current HCPSS policy. We decided to align the AUP to our school ‘ROAR’ behaviors (Respectful, Organized, Achieving, and Responsible). All students from Kindergarten through 5th grade are taught ‘ROAR’ behaviors. The teachers help student to define what it looks like in different places like the classroom, the hallway, and even the restrooms. It seemed logical to connect the AUP to the ‘ROAR’ behaviors in order to make it understandable for each teacher and student. The new AUP are now displayed in each classroom near student computers in order to help reinforce the expected behaviors.
I have taught and reviewed with my students what each section of the AUP in order for them to have an understanding of my expectations when using technology in my classroom and throughout the school. I was very pleased with how responsible they can be when it comes to using the computer and listening stations that I have set up in my room. My students were typically respectful when using the equipment and showed a lot of improvements with putting all of the materials back correctly. Rather than acting impulsively, my students were very good at asking for support when they encountered a problem with technology. I was very happy to see how well they responded to the AUP and saw technology as a privilege they earned when using it correctly.
When I use technology in my classroom, it is important to keep the equipment safe. Working with Kindergarten students, it can be challenging to keep track of the specific laptop or student response clicker that they have used. I use a numbered class list in order to distribute and collect laptops and student response clickers. If there is ever a problem with the equipment, I know which students used the particular device and can go back to that student to find out what may have happened.
In the winter of the 2010-2011 school year, our school learned that we would have access to an online math-learning program designed for the primary grades called Dreambox. My principal approached one teacher from me to be the Kindergarten representative, as well as a 1st grade teacher, and 2nd grade teacher. Since the program is self-paced, collects data, and adjusts difficulty based on the user, I saw this as a good opportunity to use it as an intervention with struggling math students. With a limited number of licenses, our team identified 10 students who could benefit from this intervention. Although only a few were students that I worked with, I found ways to take this group of students to the computer lab to work. One issue with Kindergarten students is remembering their personal computer login. I created this chart so we would have log-ins readily available. Upon beginning the Dreambox program, students had to select a ‘password’ image. I used the same chart to keep track of this for students who might forget their ‘password’.
When using technology in any educational setting it is important to have guidelines and policies in place in order to manage safe and appropriate use of the technology. This Acceptable Use Policy was created as part of the ET 680 Technology Leadership course. The policy is worded in a way to make it easily understood by younger students, but is also appropriate for older students and adults that would use technology in the school. All users will be responsible for using their own login information, treat equipment with respect, and use the technology for the intended purpose during each lesson.
When schools purchase software, it is important to keep track of who is using it and where the original copy is located. Software purchases typically have a set number of computers that it is allowed to be loaded onto, so this too must be tracked. This is a big undertaking for one person. This proposal was written for ET 680 as a possible way to manage software. Using a small team of people and a database would ensure that the school is in compliance with the terms of use for the software in the building.
A Tellacollborative project is a way to help students connect with students in other part of the world. This Tellacollborative project was part of the ET 630 course. I selected the tulip and daffodils project and created a plan on how my class would participate. With this project my students would be comparing weather and growth results of tulip and daffodil bulbs with students in other countries. This goal of the project would be for my students and the other classes involved to connect with other classrooms and gain an understanding about the effect that each different climate has on the growth of the bulbs.
During ET 640, we learned many ways to use technologies, software, and strategies to make learning accessible to all students, including students with special needs. We also took a current unit of study and created adaptations for the unit. The Kindergarten Unit- Maps and Me is an important Social Studies unit where students learn about different types of maps and the purpose for using maps. This unit has been adapted to integrate technology such as videos, Kidspiration software, and an electronic book in order to appeal to a variety of learners. The Symbols book is one part of the larger unit.
In ET 631, we learned about the different options for distance education. With a group we were to develop a plan for our own ideal distance education course. This plan, “Ready to Move” is designed for students who are in general education classes and would like to move into GT courses but might need to acquire a few more skills prior to moving into GT courses. The courses would be designed as a supplement to the curriculum with the goal of strengthening skills and building more to daily lessons. Using Moodle, students would navigate through lessons that would help them to make the move into GT courses.
Technology Integration and Effects on Student Learning
A. Research
PLEASE REVIEW THIS SECTION
In ET 631, Distance Education, we explored and discussed many aspects of online class and hybrid classes. Both offer different modes of learning, however, just like with traditional courses, they have some things to consider. One assignment was to explore a particular issue with distance style learning. I explored the issue of timely feedback. I used a combination of the required textbook written by Simonson, Smaldino, Albright, and Zvacek and various articles by Bailey, Epstein, and Rendon to help get the full picture when it comes to distance learning and feedback.
My course in Teacher Research and Inquiry offered me the experience to choose a research topic relevant to my own best practice and explore it deeply. As a Kindergarten teacher, I find it interesting to look at the growth my students make throughout the year. I typically find that each student has a moment that they finally ‘click’ with his or her learning. Being that each student is a different age, I am curious how much age plays a role in each student’s learning stride. Research from the “Journal of Educational Research”, “Childhood Education”, and Michigan Department of Education, Office of Research and Improvement, helped to drive the my research topic.
B. Integration of Technology into the Curriculum
Integrated Map Unit- KindergartenDuring ET 640, we learned many ways to use technologies, software, and strategies to make learning accessible to all students, including students with special needs. We also took a current unit of study and created adaptations for the unit. The Kindergarten Unit- Maps and Me is an important Social Studies unit where students learn about different types of maps and the purpose for using maps. This unit has been adapted to integrate technology such as videos, Kidpiration software, and an electronic book in order to appeal to a variety of learners. The Symbols book is one part of the larger unit.
C. Technology Resources
Part of being an effective technology leader is helping the school find funding and resources to help acquire new technologies for education. In ET 680, we explored many websites that contained grants for technology. I found several grants that would be appropriate and beneficial to my current school community. These grants would help our school to better support and engage students in the learning process.
D. Managing the Technology- Rich Classroom
When using technology in any educational setting it is important to have guidelines and policies in place in order to manage safe and appropriate use of the technology. This Acceptable Use Policy was created as part of the ET 680 Technology Leadership course. The policy is worded in a way to make it easily understood by younger students, but is also appropriate for older students and adults that would use technology in the school. All users will be responsible for using their own login information, treat equipment with respect, and use the technology for the intended purpose during each lesson.
In the fall of 2012, I had the pleasure of updating my school’s AUP to be student friendly. I worked with another teacher in my school to create a primary and intermediate AUP based on the current HCPSS policy. We decided to align the AUP to our school ‘ROAR’ behaviors (Respectful, Organized, Achieving, and Responsible). All students from Kindergarten through 5th grade are taught ‘ROAR’ behaviors. The teachers help student to define what it looks like in different places like the classroom, the hallway, and even the restrooms. It seemed logical to connect the AUP to the ‘ROAR’ behaviors in order to make it understandable for each teacher and student. The new AUP are now displayed in each classroom near student computers in order to help reinforce the expected behaviors.
I have taught and reviewed with my students what each section of the AUP in order for them to have an understanding of my expectations when using technology in my classroom and throughout the school. I was very pleased with how responsible they can be when it comes to using the computer and listening stations that I have set up in my room. My students were typically respectful when using the equipment and showed a lot of improvements with putting all of the materials back correctly. Rather than acting impulsively, my students were very good at asking for support when they encountered a problem with technology. I was very happy to see how well they responded to the AUP and saw technology as a privilege they earned when using it correctly.
When I use technology in my classroom, it is important to keep the equipment safe. Working with Kindergarten students, it can be challenging to keep track of the specific laptop or student response clicker that they have used. I use a numbered class list in order to distribute and collect laptops and student response clickers. If there is ever a problem with the equipment, I know which students used the particular device and can go back to that student to find out what may have happened.
In the winter of the 2010-2011 school year, our school learned that we would have access to an online math-learning program designed for the primary grades called Dreambox. My principal approached one teacher from me to be the Kindergarten representative, as well as a 1st grade teacher, and 2nd grade teacher. Since the program is self-paced, collects data, and adjusts difficulty based on the user, I saw this as a good opportunity to use it as an intervention with struggling math students. With a limited number of licenses, our team identified 10 students who could benefit from this intervention. Although only a few were students that I worked with, I found ways to take this group of students to the computer lab to work. One issue with Kindergarten students is remembering their personal computer login. I created this chart so we would have log-ins readily available. Upon beginning the Dreambox program, students had to select a ‘password’ image. I used the same chart to keep track of this for students who might forget their ‘password’.
E. Social, Legal, and Ethical Issues
When using technology in any educational setting it is important to have guidelines and policies in place in order to manage safe and appropriate use of the technology. This Acceptable Use Policy was created as part of the ET 680 Technology Leadership course. The policy is worded in a way to make it easily understood by younger students, but is also appropriate for older students and adults that would use technology in the school. All users will be responsible for using their own login information, treat equipment with respect, and use the technology for the intended purpose during each lesson.
When schools purchase software, it is important to keep track of who is using it and where the original copy is located. Software purchases typically have a set number of computers that it is allowed to be loaded onto, so this too must be tracked. This is a big undertaking for one person. This proposal was written for ET 680 as a possible way to manage software. Using a small team of people and a database would ensure that the school is in compliance with the terms of use for the software in the building.
F. Technology for Diversity
Tellacollaborative ProjectA Tellacollborative project is a way to help students connect with students in other part of the world. This Tellacollborative project was part of the ET 630 course. I selected the tulip and daffodils project and created a plan on how my class would participate. With this project my students would be comparing weather and growth results of tulip and daffodil bulbs with students in other countries. This goal of the project would be for my students and the other classes involved to connect with other classrooms and gain an understanding about the effect that each different climate has on the growth of the bulbs.
G. Technology for Diverse and Special Needs
Integrated Map Unit- KindergartenDuring ET 640, we learned many ways to use technologies, software, and strategies to make learning accessible to all students, including students with special needs. We also took a current unit of study and created adaptations for the unit. The Kindergarten Unit- Maps and Me is an important Social Studies unit where students learn about different types of maps and the purpose for using maps. This unit has been adapted to integrate technology such as videos, Kidspiration software, and an electronic book in order to appeal to a variety of learners. The Symbols book is one part of the larger unit.
H. Instructional Design
In ET 631, we learned about the different options for distance education. With a group we were to develop a plan for our own ideal distance education course. This plan, “Ready to Move” is designed for students who are in general education classes and would like to move into GT courses but might need to acquire a few more skills prior to moving into GT courses. The courses would be designed as a supplement to the curriculum with the goal of strengthening skills and building more to daily lessons. Using Moodle, students would navigate through lessons that would help them to make the move into GT courses.