EdTech 541 - Final Reflection

EdTech 541 - Final Reflection

Final Project Website

Syllabus

This is one of the courses that I was looking most forward to when enrolling in the MET program. With the high school redesign (reform) and the ever-changing technology available for our students, technology integration is so important in 21st century education. The course did not disappoint. The only negative is that it was held in a seven week span in the summer. There was way too much to learn and too many resources to look at to fully benefit from everything this course had to offer.

What Have I Learned

Where do I begin. There is no doubt that the impact of technology has changed the way students learn and teachers teach. It is obvious from this course that technology must be integrated into the classroom. There are so many ways this can happen; mobile apps, spreadsheets, assistive technology, instructional software, video integration and cross-curricular classes. The different types of technology is astounding. I have learned where to find these technologies and now know the need for all of these in the classroom. I also learned about the importance of relative advantage. It is so important to have a reason to integrate the technology and not just do it to impress. Another thing I have learned in EdTech 514 is that you can locate just about any resources as long as you take the time to find it. The list of resources and software that is available for student learning is incredible.

How the course work demonstrates mastery of the AECT standards

I have a detailed listing of how the artifacts from this course demonstrated AECT standards in my website. A short version would be to say that the artifacts and readings mainly demonstrated the following:

Section 1 - Content Knowledge

1.1 Creating - creates instructional materials and learning environments.

1.2 Using - selects and uses of  technological resources to support student learning.

1.3 Assessing/Evaluatiing - demonstrates the ability to assess and evaluate the effective integration of technologies.

Section 2 - Content Pedagogy

2.1 Using - applies content pedagogy to create appropriate processes to improve learning.

2.2 Using - implements appropriate technologies based on content pedagogy.

Section 4 - Professional Knowledge and Skills

4.3 Reflection of Practice - analyses artifacts and reflects on the effectiveness of design, development and implementation of technology supported instruction.

Section 5 - Research

5.3 Assessing/Evaluating - applles formal strategies in assessing resources for learning.

5.4 Ethics - uses acceptable and professional guidelines in research.

How Have I Grown Professionally

As I stated earlier in this post, I am currently finishing up a professional improvement fellowship and will be starting at a new school in just two weeks. It is an exciting time to get back into the classroom. This course has given me an abundance of ideas for my upcoming classes. I want to be a leader in this reform. I will hopefully become a mentor in technology integration and continue on with my goal of becoming a school administrator or specialist in learning technology.

I have also learned some very important things about myself. I have become very disciplined at setting aside time to do my work and I am now able to reflect more about my learning. Through all of this I believe I have a deeper understanding of what it will take to be an exceptional educator and leader in the 21st century.

How my own teaching practice or thoughts about teaching have been impacted by what I have learned or accomplished in this course?

I teach in an area where I have always used technology as a support - or at least I thought I did. I have used computers, spreadsheets and the Internet to some degree. However, as a result of this course, I know I can do better. In the upcoming school year I will try to integrate more technology into the classroom to better engage my students. My goal is to have a highly personalized classroom with inquiry-based authentic tasks for the students to do. I have noticed a change in students over the last five to ten years and it is now time to try to catch up and be a better teacher. No more will I ban cell phones or the use of social media in the classroom. Instead, hopefully, the students will use these tools to engage and excel in the concepts in my courses.

How theory guided development of the projects and assignments I created?

Our school is expecting our teachers to use theories that will enhance student learning for today’s students. They are pushing constructivist views like personalized learning, inquiry-based learning, project-based learning, collaboration, reflection, cross-curricular teaching and authentic, lifelong learning. Even though some of these theories and strategies are new to me, I  tried to keep them in mind when developing the artifacts for this class. In the lessons I constructed, I made a point to use only a limited amount of teacher-directed instruction. These lessons were designed to give students the opportunity to discover the content for themselves and to assess through formative means.

Part II. Assessment of Performance

Criteria	Outstanding	Proficient	Basic	Below Expectations
Content 70 points 70 points	Rich in content, full of thought, insight and synthesis with clear connections to previous or current content and/or to real life situations made with depth and detail.	Substantial information, thought, insight and analysis has taken place with some connection to previous or current content and/or to real life situations but lack of depth and detail.	Generally competent in summarizing learning, but information is thin and commonplace with limited connections and vague generalities.	Rudimentary and superficial regurgitation of content with no connections and/or completely off topic.
Readings and Resources 20 points 20 points	Readings (from course text) and other resource materials are used to support blog comments. APA style is used to cite references.	There is some reference to readings and other resource material. No or limited use of APA style references.	Little if any reference is made to readings an other course materials.	Readings and resources are not mentioned.
Timeliness 20 points 20 points	All required postings are made early in the module to give others time to comment.	All required postings are made but not in time for others to read and respond.	Some or all of the required postings are made, but most are at the last minute without allowing for response time.	Some or all of the required postings are missing.
Responses to Other Students 30 Points 30 points	Two or more substantial posts with at least one detailed response made to address another students’ post.	One or more satisfactory posts with at least one satisfactory response made to address another students’ post.	One satisfactory post with a brief response to another students’ post.	One brief post or no post at all and no response to another students’ post.

Total - 140 points

Throughout the last several courses in the MET program, discussions and blogs have been an integral part of the  learning process. It has allowed for a chance to reflect on the concepts covered in a module or topic. Along with the original posts, the responses from my colleagues have been very helpful. Many times these responses have lead to great conversations, but at the very least, it has left me thinking about other points of view.

It is because of this learning and reflection that I have worked hard at these blogs and discussions. I believe I have met all of the requirements of a good post. As shown through the rubric, I believe I deserve an outstanding grade as I have met or exceeded all expectations. I have four more courses in the MET program and I hope that the learning log is a major part of each of the courses I have left.

EdTech 541 - Assistive Technology

Accessibility Features of the MacBook Pro

The amount of technology that is available today for the 21st century learner and teacher is remarkable. One of the most incredible features of technology is its ability to allow students with disabilities to take part in this learning process. No longer are these students segregated to separate classrooms. Today, students are integrated fully, and, with the use of assistive technologies, are able to learn equally of that of a mainstream student. Roblyer (2016) states, “Assistive technology devices and services enhance the performance of individuals with disabilities by enabling them to complete tasks more effectively, efficiently, and independently than otherwise possible” (p. 408).

In order to use this technology, the computer is essential. At the start of the MET program I made a decision to go with an Apple MacBook Pro. The operating system is the OS X Yosemite. It was completely new to me as I had never used a Mac product - except my iPhone. I am still learning its functions daily, but was shocked to discover the many accessibility tools it has built in directly to the computer. The following list outlines the accessibility features and support that comes standard on Apple’s Macbook Pro:

Visually Impaired or Blind

• VoiceOver - This is a screen reader that is a text-to-speech tool. It lets the user know exactly what is happening on the computer and is fully-interactive. It allows interaction through gestures, a keyboard or braille display.
• Zoom - This is a magnifier that allows the user to enlarge anything on the screen up to 20 times. It also has a picture-in-picture function that allows a zoomed in section and, at the same time, a normal sized section of the screen.
• Dictation - This function allows the user the ability to talk where they would normally type. Replying to an email, searching the web, or writing a report can be done with just the use of your voice. It also allows the user to ask the computer to bold, delete and even replace words.
• Contrast Options - The user can change the contrast on the screen and even invert colours. Once it is changed in preferences, it is system wide, meaning that it will be changed for all applications.
• Cursor Size - The user can magnify the cursor. This allows the user to see the cursor more easily.
• Braille Display - The Mac supports more than 40  braille displays that work with VoiceOver. Both Bluetooth and USB plugins work so no additional software is needed.

Hearing Impaired or Deaf

• FaceTime - Video calls let you see the person you are communicating with. This allows the user to see gestures and facial expressions - ideal for people who use sign language or read lips for communication.
• Closed Captioning - Watch movies, TV shows, videos and podcasts with text. The students in the class will be able to watch the same videos as the rest of the class.
• Messages with iMessage - iMessage lets you start conversations without needing to say or hear a word. The user can send unlimited messages to anyone or even group messaging on an iPhone, iPad or Mac. Even pictures can be shared.
• Screen Flash - This is like a visual beep - sounds are not needed as an alert. The Mac can flash its screen instead and indicate an alert on the screen.
• Mono Audio - This is great for hearing impairment in only one ear. Usually stereo recordings usually have distinct left-and right-channel audio tracks. Mono can help by playing both audio channels in both ears and even lets the user adjust the balance for greater volume in either ear.
• Purple Video Relay Services - Purple helps people who are deaf or hard of hearing communicate with the rest of the world by having certified interpreters translate between American Sign Language and spoken language.

Physical and Motor Skill Impairment

• Switch Control - This tool gives the user the ability to navigate onscreen keyboards, menus, and the Dock using a system called scanning. The user creates their own custom keyboard or even with adaptive devices such as a switch, joystick, keyboard spacebar, or on the Multi-Touch trackpad.
• Slow Keys - This functions allows the use to adjust the sensitivity of the keyboard. It can be set up to delay between the time a key is pressed and when it’s entered and also make a sound when a keystroke is entered.
• Sticky Keys - Allows the user to press keys one at a time, instead of simultaneously, to enter commands like copy, paste, print, etc.
• Dictation Commands - The operation system adds over 50 editing and formatting commands to Dictation. You voice can control functions like bold, replace and delete.
• Mouse Keys - Mouse keys allows you to control the cursor with the numeric keypad rather than the cursor itself.
• Onscreen Keyboard - For some users, it is easier to point than use a keyboard. This function creates a floating keyboard that is pictured on the screen allows you to use a pointing device to type.

Cognitive or Learning Disabilities

• Simple Finder - The Simple Finder function helps students locate items easier by reducing the Dock to just three folders. This will allow teachers, students and parents to  limit the apps a student can open at any one time to help maintain student focus.
• Dictionary - This functions can help students with spelling, grammar, and pronunciation issues. The function allows access to definitions and synonyms and allow students to concentrate more on the ideas of the writing itself.
• Text to Speech - The user can highlight text and the Alex Voice will read it outloud.
• Word Completion - To help with vocabulary and word-building skills, the Mac provides word completion in apps such as TextEdit and Pages.

Speech Impairments

• FaceTime - Users can use FaceTime to communicate visually, whether with the use of sign language, lip-reading, gestures or facial expressions.
• iMessage - Allows users to communicate without the use of speech.
• Text to Speech -  Allows users to hear words which can help lead to expressive speech development.

Resources

Apple Accessiblility - OS X (2015). Retrieved from http://www.apple.com/accessibility/osx/

Roblyer, M.D. (2016). Integrating educational technology into teaching. (7ed). Boston, MA: Pearson Education, Inc.

EdTech 504 - Final Reflection

EdTech 504 - Final Reflection

Full Circle - Theories of Education Technology

Semester:     Summer 2015

Instructor:    Dr. Yang

Textbook:     Theoretical Foundations of Learning Environments - David Jonassen and Susan Land

Assignments:

Synthesis Paper - Final Draft

Discussion on Theories of Educational Technology

   

Module 4 Reflection:

This course really surprised me. I was dreading the fact that there was going to be so much research and writing. In the end, I think I learned more about student learning than any course I have ever taken. I believe that this course belongs in any education masters program. It is valid for curriculum and supervision, leadership and, of course, educational technology.

Before I begin my final reflection, I want to reflect upon the last module of the course. We were to chose between two topics. The first topic was what new knowledge of learning theory will you take into the classroom with you, and how will that affect the implementation of technology in your instruction? The second topic was in your opinion, which theory seems to be difficult to be applied in a specific learning environment such as: K-12, Secondary, or Online, etc. in today’s information technology society? I chose topic one. Here is my response. I found this question very insightful. It made me think of a lot of the learning in the course and the different learning theories. It made me realize just how much I have to change my classroom approach in the coming school year.

Here is a review of the course reflections and course artifacts:

Syllabus

Module 1 Reflection

Learning Theories Paper

Module 2 Reflection

Annotated Bibliography

Module 3 Reflection

Synthesis Paper

Final Reflection:

This course really surprised me. I was dreading the fact that there was going to be so much research and writing. In the end, I think I learned more about student learning than any course I have ever taken. It has changed my view on learning and I feel I am ready to tackle the 21st century classroom and high school reform in our school district. l believe that this course belongs in any education masters program. It is valid for curriculum and supervision, leadership and, of course, educational technology.

What were the most important things I learned this semester?

I believe the most important thing I learned in this course was how students learn and how times are changing. I learned so much about different learning theories and how it affects student performance in the classroom. I have been teaching for over 20 years but have never studied how students actually learn. I used to cringe when our professional development dealt with this concept. I know now of the importance of learning theories to education. Fortunately, I have worked in the area of Career and Technology Studies so I have adopted many of the constructivist teaching strategies. It really is important to keep up with the emerging learning theories to keep on top of the ever-changing landscape in the classroom.

How was my teaching (or thoughts about teaching) impacted by what I learned or experienced this semester?

I really didn’t know what to expect from this course - except the fact that I knew it would involve the two things I hate most of graduate courses - research and the writing of papers. I am so glad I took this course. I think deep down inside, before taking the course, I had behaviouristic views about teaching. It is probably because I grew up in this era and took my undergrad degree in education when this concept was the norm. Even though - as mentioned in the last question - I teach in the area of Career and Technology Studies and have adopted many of the constructivist teaching strategies, I felt that behaviourism was still the best way to teach students. We teachers have heard constantly from our school administrators that we must change. Many of us felt, why change if it ain’t broke.

Reading so much about the learning theories and how students learn has really enhanced what I learned this summer. At first I read and kind of said “whatever” but as I read more and researched new and emerging theories like connectivism and communities of practice, I started to open my mind. It makes sense. I really can’t wait to get back into the classroom and try these new ideas.

Did I (or will I) use the projects, skills, or ideas from this course in my teaching, training, or professional practice? If so, how?

Definitely. The school I will be teaching at is at the forefront of high school reform (redesign) in our province. It is expected that teachers use constructivist methods such as personalized learning, inquiry and project-based learning, reflection, collaboration, authentic learning and cross-curricular to enhance learning and move students into 21st century learners. Without the knowledge from this course about new emerging learning theories I would say I would have been lost. I plan to use a combination of the behaviourist and constructivist views as well as parts of connectivism. I am so looking forward to the school year.

Select three of the projects/assignments you created/wrote in this class and read the description of the related AECT standard. Then answer this question: How do these projects/assignments demonstrate my mastery of the AECT standards?

Annotated Bibliography - This artifact falls under the AECT standards of 3 - Learning Environments and 5 - Research. The Annotated Bibliography made me select appropriate resources to my learning as well as demonstrate knowledge of learning theories, follow APA rules of citation and decide if the resources were credible.

3 - Learning Environments

3.2 - Using - Make professionally sound decisions in selecting appropriate resources to provide optimal conditions for learning.

5 - Research

5.1 - Theoretical Foundations - Demonstrates knowledge of past and current theories of educational technology.

5.3 - Assessing/Evaluating - Applies formal strategies in assessing and evaluating resources for learning.

5.4 - Ethics - Conducts research using accepted professional and institutional guidelines and procedures.

Learning Theories Paper - This artifact falls under the AECT standards of 3 - Learning Environments and 5 - Research. The Learning Theories Paper made me select appropriate resources to my learning and cite each credible resources as well as demonstrate knowledge of learning theories, follow APA rules of citation and decide if the resources were credible

3 - Learning Environments

3.2 - Using - Make professionally sound decisions in selecting appropriate resources to provide optimal conditions for learning.

3.5 - Ethics - Foster a learning environment ethics guides practice and respects copyright.

5 - Research

5.1 - Theoretical Foundations - Demonstrates knowledge of past and current theories of educational technology.

5.3 - Assessing/Evaluating - Applies formal strategies in assessing and evaluating resources for learning.

5.4 - Ethics - Conducts research using accepted professional and institutional guidelines and procedures.

Synthesis Paper - This artifact falls under the AECT standards of 3 - Learning Environments and 5 - Research. The Synthesis Paper made me select appropriate resources to my learning as well as demonstrate knowledge of learning theories, follow APA rules of citation and decide if the resources were credible

3 - Learning Environments

3.2 - Using - Make professionally sound decisions in selecting appropriate resources to provide optimal conditions for learning.

3.5 - Ethics - Foster a learning environment ethics guides practice and respects copyright.

5 - Research

5.1 - Theoretical Foundations - Demonstrates knowledge of past and current theories of educational technology.

5.3 - Assessing/Evaluating - Applies formal strategies in assessing and evaluating resources for learning. 

5.4 - Ethics - Conducts research using accepted professional and institutional guidelines and procedures.

EdTech 504 - Reflection 3 - Emerging Theories and Strategies

EdTech 504 - Reflection - Module 3

Emerging Theories and Strategies

Semester:   Summer 2015

Instructor:  Dr. Yang

Textbook:   Theoretical Foundations of Learning Environments - David Jonassen and Susan Land

Assignments:

Readings

1. Dede, C. (2008). A seismic shift in epistemology. EDUCAUSE Review, 43(3), 80-81. Retrieved from http://www.educause.edu/ero/article/seismic-shift-epistemology (normally EDUCAUSE would not be considered a credible research journal, but Chris Dede is a very well known scholar.)
2. Required Reading: Koetting, J. and Januszewski, A. (1991). Theory building and educational technology: Foundations for reconceptualization. Proceedings of Selected Research Presentations at the Annual Convention of the Association for Educational Communications and Technology. Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED334991&ERICExtSearch SearchType_0=no&accno=ED334991
3. Taylor, E. (2007). An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26(2), 173-191, doi:10.1080/02601370701219475 (located in the library guide)
4. Required Reading: Moore, M. G. (2004). Research worth publishing. The American Journal of Distance Learning, 18(3), 127-130. Retrieved from http://www.ajde.com/Documents/pp127-130.pdf (Once on the journal website, you need to for the right volume (18) and issue (3) to locate the article. Please try to find this article from the BSU library -http://library.boisestate.edu/ if you have to pay for downloading the article from the journal website.)
5. Cavanaugh, C., Barbour, M., & Clark, T. (2009). Research and practice in K-12 online learning: A review of open access literature. The International Review of Research in Open and Distance Learning, 10(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/607/1182
6. Gokool-Ramdoo, S. (2008). Beyond the Theoretical Impasse: Extending the applications of Transactional Distance Education Theory. The International Review of Research in Open and Distance Learning. 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/541/1151
7. What Connectivism Is? -http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html) George Siemens is well known for his work in developing the theory of Connectivism. George articulates the meaning of his theory, how the theory of Connectivism translates into actual classroom practice and how we view the world from the perspective of our educational systems.
8. Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance Learning, 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1137
9. Siemens, G. (2004). Connectivism: A theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
10. Angeli, C. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers and Education (0360-1315), 52 (1), 154-168. doi:10.1016/j.compedu.2008.07.006

Completed first draft - Synthesis Paper

Peer review of paper

AECT Standards:

3 - Learning Environments

3.2 - Using - Make professionally sound decisions in selecting appropriate resources to provide optimal conditions for learning.

3.5 - Ethics - Foster a learning environment ethics guides practice and respects copyright.

5 - Research

5.1 - Theoretical Foundations - Demonstrates knowledge of past and current theories of educational technology.

5.3 - Assessing/Evaluating - Applies formal strategies in assessing and evaluating resources for learning.

5.4 - Ethics - Conducts research using accepted professional and institutional guidelines and procedures.

   

Module 3 Reflection:

   

This was the week to write our Synthesis Paper. To my surprise - totally my fault - the first draft was to be completed by Friday, this left only three days to write the paper. Luckily I had read all of the readings on my topic, Connectivism. I read and wrote basically for three straight days - literally 12 hours a day (this was just after I completed the annotated bibliography as well). My greatest fears about writing papers was realized. In the end, it was not so bad. I was very happy with my first version of my paper and learned so much about the changing definition of educational technology and about a new emerging learning theory, connectivism. This paper is probably one of the most gratifying to research and write that I have ever completed as I learned so much more about how learning takes place in the classroom. I also found that when I start teaching in a couple of weeks that it is time to change some of my antiquated ways.

The second part of the module was to peer review a classmate’s paper. I found this very process very uncomfortable. Dr. Yang warned us about how this could be a difficult process and how it has its rewards in the end. She mentioned that classmates and colleagues provide a perfect "first step" for feedback and insight. In the end it was a very valuable experience.

My review was difficult in that the paper I was reviewing was not written with a high standard of word usage. I had to rewrite many of the paragraphs to meet a master’s level paper. The ideas of the paper were great but the style made is so hard to read. In the end, I only gave examples of areas to work on as I found there to be too many errors. I did not want to rewrite the whole paper. I hope it was beneficial for my colleague. On the other side of the equation, the review for my paper was very beneficial. There were not too many corrections. I did have to review some of my references. Also, my use of APA needed some work. Here is my final paper with the review at the end.