This week I have been asked to give a description of the resources and information that I need to carry out my action plan.To continue my GAME plan, I still need to do more research on how to get a blog started on our school website. After collaborating with a technology coach, it was suggested that I use Shutterfly, which has a component that serves the same service as blogging, and glogster. Both of which I know very little about. So, that is my next step that I will be taking. I plan to meet with the coach within the next few days.
The other goal that I have been working on is for my students to have a better understanding of technology and be able to use it correctly and effectively. I took the step in the right direction this week.
I just learned that I will be getting a new model classroom with a projector, document reader, document camera, surround sound system with microphone for both the teacher and one for student use and in addition to this a DVD/VHS player for classroom use. Up until now I have been using an overhead projector and transparencies. This has put some limits on what I can do. I attended an in-service training last night on how to use all of the components. Some of which I had some knowledge, but some I had no knowledge of. So, in order to teach my students how to operate and use the equipment I needed to be trained. Probably the best part of the whole training, at least for me, was the fact that I will also be getting an Interwrite board because our technology coach received a grant. One of the requirements for getting one is that I will have to attend two training sessions and develop a lesson plan utilizing it in the classroom. I can say that I am very excited about learning how to use the new technology tools that I will be getting by the end of the year or right after our Christmas break. If anyone has any great plans for using the Interwrite, they would greatly appreciated.
Gayla
Wednesday, November 18, 2009
Thursday, November 12, 2009
GAME PLAN
As I looked over the NETS standards, there are two standards that I want to be able to use in the classroom. The first one is standard 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Goal – For my students to have a better understanding of technology and be able to use it correctly and effectively.
Action – I will evaluate my lessons and incorporate real world problems that my students can relate to using their own experiences. Using webquest and virtual field trips are activities I will use to engage my students and to improve the lesson.
Monitoring –I will consider how the process is going and then determine where improvements are needed and decide what needs to change in the plan.
Evaluate – I will look at the ways technology was utilized and develop strategies to improve my lessons. I will ask co-workers for input and advice.
The second area is 3b: collaborate with students, peers, parents, and community members using digital tools and resources to support student success.
Goal – To implement a way to communicate with parents, students and peers, I will utilize a variety of ways to communicate more effectively. I would like to create a class blog, so that parents and students can check to see what has been taught. It can also be used to help parents stay informed on what is happening in the classroom.
Action – I will post a blog onto my school website, so the student’s can access it easily to get information on missed work or upcoming events.
Monitor - I will consider how the process is going and then determine where improvement needs to take place and decide what needs to change in the plan.
Evaluate – In order to check my progress, I need to survey my students, parents and peers to see how effective the blog has been. If it needs to be improvement
References:
Laureate Education, Inc. (2009). "Enriching Content Area Learning Experiences with Technology, Part 1." Baltimore, MD: Laureate Education Inc.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Gayla
Goal – For my students to have a better understanding of technology and be able to use it correctly and effectively.
Action – I will evaluate my lessons and incorporate real world problems that my students can relate to using their own experiences. Using webquest and virtual field trips are activities I will use to engage my students and to improve the lesson.
Monitoring –I will consider how the process is going and then determine where improvements are needed and decide what needs to change in the plan.
Evaluate – I will look at the ways technology was utilized and develop strategies to improve my lessons. I will ask co-workers for input and advice.
The second area is 3b: collaborate with students, peers, parents, and community members using digital tools and resources to support student success.
Goal – To implement a way to communicate with parents, students and peers, I will utilize a variety of ways to communicate more effectively. I would like to create a class blog, so that parents and students can check to see what has been taught. It can also be used to help parents stay informed on what is happening in the classroom.
Action – I will post a blog onto my school website, so the student’s can access it easily to get information on missed work or upcoming events.
Monitor - I will consider how the process is going and then determine where improvement needs to take place and decide what needs to change in the plan.
Evaluate – In order to check my progress, I need to survey my students, parents and peers to see how effective the blog has been. If it needs to be improvement
References:
Laureate Education, Inc. (2009). "Enriching Content Area Learning Experiences with Technology, Part 1." Baltimore, MD: Laureate Education Inc.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Gayla
Sunday, November 1, 2009
Reflection-- Supporting Information Literacy and Online Inquiry in the Classroom
As I reflect on Supporting Information Literacy and Online Inquiry 6712, the most striking revelation I had about teaching new literacy skill to my students was the importance of teaching my students how to effectively search for and gather information using the internet. I didn’t realize how many students go to Google and choose the first link available and think that it’s an accurate site and they don’t need to look any further. Up until now I have always just given my students the site I wanted them to get information from so that time would not be wasted during class time. Now I am able to teach them how to find reliable sources the correct way and teach them what the information in the URL’s mean (November, 2008). Not only do students need to know which search engines to use for certain types of searches, but they need to be able to interpret the results of the search (Eagleton & Dobler, 2007). That’s why it is important to teach our student’s 21st century literacy skills so they will be successful throughout their learning.
The knowledge and experience that I gained in this course will help me in my teaching practices because it has given me a stronger base in 21 century skills that will allow me to integrate those skills into projects that I assign my students. Using the QUEST model (Eagleton & Dobler, 2007) will engage my students and support them as they tackle the complexities of reading on the Web. With the internet being one of the most popular and easiest ways to research information it is highly important for them to know how to use it properly so that time is not wasted searching through millions of different sites.
One professional development goal that I would like to pursue that would build upon my learning from this course to develop my information literacy skill is collaborate with my colleagues to help them integrate technology into their lessons. My school district is actively involved in getting teachers highly qualified in technology so that all teachers will know how to integrate technology across the content. I want to be in on the ground floor of this by teaching others how to teach their students the correct way to conduct research using the QUEST model and incorporating technology into classroom projects. In order to do this I will need to work with our technology department and others who have already been implementing technology. I will also need to continue to improve my technology skills. In addition, I will present my colleagues with information that I have learned throughout this course and about literacy skills. I have already been sharing different ideas with my colleagues as this course has progressed, but now that it has come to a close I am excited to show them what I have learned. I am hopeful that they will be as excited about learning new literacy skills and understand the importance of them.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.
The knowledge and experience that I gained in this course will help me in my teaching practices because it has given me a stronger base in 21 century skills that will allow me to integrate those skills into projects that I assign my students. Using the QUEST model (Eagleton & Dobler, 2007) will engage my students and support them as they tackle the complexities of reading on the Web. With the internet being one of the most popular and easiest ways to research information it is highly important for them to know how to use it properly so that time is not wasted searching through millions of different sites.
One professional development goal that I would like to pursue that would build upon my learning from this course to develop my information literacy skill is collaborate with my colleagues to help them integrate technology into their lessons. My school district is actively involved in getting teachers highly qualified in technology so that all teachers will know how to integrate technology across the content. I want to be in on the ground floor of this by teaching others how to teach their students the correct way to conduct research using the QUEST model and incorporating technology into classroom projects. In order to do this I will need to work with our technology department and others who have already been implementing technology. I will also need to continue to improve my technology skills. In addition, I will present my colleagues with information that I have learned throughout this course and about literacy skills. I have already been sharing different ideas with my colleagues as this course has progressed, but now that it has come to a close I am excited to show them what I have learned. I am hopeful that they will be as excited about learning new literacy skills and understand the importance of them.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.
Sunday, August 16, 2009
Evalulating Research Methods EDUC 6653
Some of the things I have learned from this course while doing educational research has amazed me. I have done some research in previous classes, but never to the extent. I can say I enjoyed doing the research but it was a little overwhelming at times. I thought I was on the right track and finding what I needed and then I would start to second guess what I was looking for.
For this week’s assignment, I have four scenarios to identify the type of research method and a rational for each method.
Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.
The method that would be most suitable for this scenario would be qualitative. This type of research consists of interviews and lived experience, which makes is a phenomenology.
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
For this scenario, I think the quantitative method would be the best for this scenario. McMilan & Schumacher, 2008, stated that “In an experimental design, the researcher manipulates what the subject will experience.” In this case the classes were divided in two groups of 15 students each. One group received training on peer mediation.
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
The research for this method is done in a natural environment which is quantitative. The other thing that is looked at is the number of referrals which is qualitative. Based on the used of two methods, I believe this scenario fits into the mixed method of research.
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known-either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
This scenario also fits into the mixed method. The researchers continually look at data on a bi-monthly basis through face to face interviews. The pre and post tests fit into the quantitative design.
When doing educational research it is important to use the best method possible in order to get the valid results. Whether research is conducted with quantitative, qualitative, or mixed, we need to make sure it is done correctly so that our results are not invalid. When doing research we need to make sure it is done in a way that does not harm our students in anyway and that their privacy is kept.
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson
For this week’s assignment, I have four scenarios to identify the type of research method and a rational for each method.
Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.
The method that would be most suitable for this scenario would be qualitative. This type of research consists of interviews and lived experience, which makes is a phenomenology.
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
For this scenario, I think the quantitative method would be the best for this scenario. McMilan & Schumacher, 2008, stated that “In an experimental design, the researcher manipulates what the subject will experience.” In this case the classes were divided in two groups of 15 students each. One group received training on peer mediation.
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
The research for this method is done in a natural environment which is quantitative. The other thing that is looked at is the number of referrals which is qualitative. Based on the used of two methods, I believe this scenario fits into the mixed method of research.
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known-either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
This scenario also fits into the mixed method. The researchers continually look at data on a bi-monthly basis through face to face interviews. The pre and post tests fit into the quantitative design.
When doing educational research it is important to use the best method possible in order to get the valid results. Whether research is conducted with quantitative, qualitative, or mixed, we need to make sure it is done correctly so that our results are not invalid. When doing research we need to make sure it is done in a way that does not harm our students in anyway and that their privacy is kept.
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson
Sunday, July 19, 2009
EDUC 6653: APP 3: Writing Research Questions
After further review of my problem statement, I have decided not to change my problem statement, but rather add or modify my questions for doing the literature review. As Dr. Canipe explained in this week’s video, I needed to dissect my problem statement (Laureate Education, Inc., 2008). I was troubled by this at first and after really thinking about it I found that I was able to evaluate each question and make them more researchable. So, with that being said, the questions that I plan to use are as follows:
1. What types of technology will be used in the classroom? (qualitative)
2. What effect does not using a textbook have on teaching a lesson? (qualitative)
3. Does the use of technology help students remember information longer? (quantitative)
4. What teaching strategies are used in the classroom to teach the required standard to ensure student mastery? Technology as a teaching tool or traditional teaching through lecture and note taking? (qualitative)
5. How are standardized test scores affected? (quantitative)
I would appreciate any suggestions or comments to help me with this assignment.
Reference:
Laureate Education, Inc. (Producer). (2008). Program three. Research Questions [Motion picture]. Introduction to educational research. Baltimore: Author.
1. What types of technology will be used in the classroom? (qualitative)
2. What effect does not using a textbook have on teaching a lesson? (qualitative)
3. Does the use of technology help students remember information longer? (quantitative)
4. What teaching strategies are used in the classroom to teach the required standard to ensure student mastery? Technology as a teaching tool or traditional teaching through lecture and note taking? (qualitative)
5. How are standardized test scores affected? (quantitative)
I would appreciate any suggestions or comments to help me with this assignment.
Reference:
Laureate Education, Inc. (Producer). (2008). Program three. Research Questions [Motion picture]. Introduction to educational research. Baltimore: Author.
Sunday, July 12, 2009
Problem Statement
Week 2: Purpose/Problem Statements
EDUC-6653I-2 Introduction to Educational Research
Instructor: Kathryn Arnold
I plan to determine if teachers who use technology as learning tools improves elementary students standardized test scores versus teachers who teach using traditional methods.
Who: elementary students
What: use of technology as learning tools
Why: have higher standardized test scores
EDUC-6653I-2 Introduction to Educational Research
Instructor: Kathryn Arnold
I plan to determine if teachers who use technology as learning tools improves elementary students standardized test scores versus teachers who teach using traditional methods.
Who: elementary students
What: use of technology as learning tools
Why: have higher standardized test scores
Sunday, June 28, 2009
Reflection for course 6711
As I reflect upon this course as it comes to an end, I looked back on the theory I mentioned in application one. I talked about how I believe students learn by using what they have experienced and then use that information to expand their knowledge. I mentioned using graphic organizers, visual aids and hands on activities as a way to help my students make connections to their learning and also to be responsible for their work. I will continue to use visual aids, graphic organizers, and model activities in my classroom. I also plan to use the new technology tools learned from this class.
One thing that I plan to change is, to make better use of Concept maps, and VoiceThreads. I haven’t used either of these as instructional tools in the classroom but, I certainly am excited about getting started. I plan to utilize the new technology tools as learning tools with my students. “Learning tools are what the child can do with technology” (Laureate Education, Inc., 2009).
I have two long-term goals that I plan to incorporate in my classroom. The first is to teach my students how to use Voice Thread. I really like this assignment during this course. I found it to be very easy to use and I’m sure my students will like it too. I loved the idea of my students being able to interact with other students across the globe.
My second goal is to use virtual field trips. When I was exploring all of the virtual field trips that the internet has to offer, I was amazed at was offered. Shortly before this school year was over I explored a virtual field trip with my students. I was so excited about showing them what I had found that I basically just went to the site and explored it with them. So, I can only imagine how much better it will be when I actually plan a VT and the have the students create a concept map from what they have learned. Using virtual field trips is an awesome way to let student experience the world without ever leaving the classroom or having to ask parents for money or worrying about getting permission slips returned.
This course has provided me with so many resources to pack into my learning suitcase that I can not wait to start unpacking when school starts in the August. I am excited about sharing the strategies and technology tools that I have learned about with my colleagues. I don’t want to just share them I want to teach them how to use them effectively in their classrooms.
Reference:
Laureate Education, Inc., (Producer). (2009). Program thirteen. Technology: Instructional Tool vs. Learning Tool. [Motion Picture]. Bridging Learning Theory, Instruction and Technology. Baltimore: Author
One thing that I plan to change is, to make better use of Concept maps, and VoiceThreads. I haven’t used either of these as instructional tools in the classroom but, I certainly am excited about getting started. I plan to utilize the new technology tools as learning tools with my students. “Learning tools are what the child can do with technology” (Laureate Education, Inc., 2009).
I have two long-term goals that I plan to incorporate in my classroom. The first is to teach my students how to use Voice Thread. I really like this assignment during this course. I found it to be very easy to use and I’m sure my students will like it too. I loved the idea of my students being able to interact with other students across the globe.
My second goal is to use virtual field trips. When I was exploring all of the virtual field trips that the internet has to offer, I was amazed at was offered. Shortly before this school year was over I explored a virtual field trip with my students. I was so excited about showing them what I had found that I basically just went to the site and explored it with them. So, I can only imagine how much better it will be when I actually plan a VT and the have the students create a concept map from what they have learned. Using virtual field trips is an awesome way to let student experience the world without ever leaving the classroom or having to ask parents for money or worrying about getting permission slips returned.
This course has provided me with so many resources to pack into my learning suitcase that I can not wait to start unpacking when school starts in the August. I am excited about sharing the strategies and technology tools that I have learned about with my colleagues. I don’t want to just share them I want to teach them how to use them effectively in their classrooms.
Reference:
Laureate Education, Inc., (Producer). (2009). Program thirteen. Technology: Instructional Tool vs. Learning Tool. [Motion Picture]. Bridging Learning Theory, Instruction and Technology. Baltimore: Author
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