EDLD+5364+Teaching+with+Technology+-+Posting+for+Week+2

===** In week two we have explored a variety of topics regarding learning and teaching with technology. Various readings and videos were presented to help us understand why technology can be so beneficial to our learners. For instance, Pitler describes a process for planning lessons. Overall, a “teacher should encourage students to personalize the learning goals the teacher has identified for them” and “instructional goals should not be too specific” (Pitler). Many times we as educators are reminded that we must use teachable moments. I may have a particular lesson or concept in mind, but many times I must see how the students are reacting and monitor quickly how they are learning. Currently, my students are working on a PowerPoint presentation that incorporates many of the skills and features we have covered this school year. I have added a few new features with this lesson, such as video clips that they will create as well as Flamingtext.com. I was so excited when a student asked about a feature from last semester, [|www.wordle.net], and if they should include it as well. I was so pleased that he had remembered and reminded me to include this feature as it will allow them to “personalize” their presentations (Pitler). So, this is a “way to be flexible” when planning and presenting a lesson (Pitler). Being flexible, helps teachers and students learn in so many ways, especially as topic content and relevance changes be it day to day, or school year to school year. **=== ===** Ways to help students learn with student contracts, brainstorming, and organizing with technology is also discussed in Pitler’s text. For instance, Inspiration software was mentioned in his book and has been used in my district as well. This software allows students to use graphics and descriptions to organize their thoughts and ideas, which can be very helpful. Another benefit to Inspiration that I have found is that students with varying skills and learning levels can use this software easily. Using rubrics is also discussed in Pitler’s book, and I find these very helpful in my classroom. Not only are students able to use these to create and complete assignments effectively, rubrics are easy to use when grading, and students can see quickly what areas may need improvement. Next, blogs and emails were discussed in this text. I have used blogs in my class, and I can see how students enjoy using this form of technology. We also use epals.com as a way to email students around the world; and I have also required them to email me. They look closely at my responses it seems, and reply in such a way that it appears they are showing their understanding of changes or improvements that need to be made. **=== ===** Our lectures this week talked about the Center for Applied Special Technology Web site, also known as CAST. This nonprofit research development organization strives to expand learning opportunities for all individuals (Mason). There are numerous resources from supporting teaching with technology to addressing individual differences (Mason). This particular site can help when preparing lessons for various learners. Other videos that were included in the lecture section discussed ways that students learn, and how brain activity relates to learning (Lessonbuilder). **=== ===** The last article I would like to mention that I found interesting this week was written by John Schacter, and it discussed student achievement levels by students that are enrolled in technology classes. He gives results pertaining to a variety of types of research that has been conducted in regards to students that are able to score higher on tests such as standardized tests and national tests. He adds that because they are taking technology classes, their results are higher (Schacter). He goes on to show how computer simulation also adds to the learning experience in a positive and rewarding way. “Positive attitudes” and “higher self-esteem” was also mentioned (Schacter). I found it very interesting that Schacter talked about how social networks and surfing the net also improved these characteristics. I have found in my classroom that students that are monitored on the Internet do tend to explore, read, and learn about a variety of topics. Students are influenced by their peers, but with supervision and guided practice, there are numerous opportunities for learning that they may not have experienced outside of the classroom. **===

**Mason, Diane PhD. (2011, February). EDLD 5364 Teaching with Technology Week 2: Overview. Lamar University.**
===**Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction That Works.// Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.**=== ===**Schacter, J. (1999). //The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say//. Santa Monica, CA: Miken Exchange on Education Technology. Retrieved on October 5, 2009, from http://www.mff.org/pubs/ME161.pdf.**===