EDLD+5364+Teaching+with+Technology

=EDLD 5364 Course Embedded Hours Reflection:= ==

= Week 1 : =

__**Reflection:**__
Many years ago, education was very much teacher-centered and there were not many resources available for student use. Now, it is the complete opposite. Education is learner-centered and there are numerous resources available for not only teachers, but students as well. With all of the teachers that are practicing today come many different theories of learning. Upon exploring more in-depth the different theories that exist, I have come to the conclusion that I practice the constructivism theory of learning.

I enjoy teaching my students, but most of all, I love for my students to learn through their own experiences both inside and outside of the classroom. This is what the constructivism theory is all about. The constructivism theory focuses on having students learn through personal experience and collaboration. In my classroom, I like for my students to engage in discussion by asking them questions that spark their interest. I allow them to do research on the answers to these questions while they are in the computer. I do not consider this to be a waste of time because though they are guiding their own teaching, they are still learning.

Many may believe that this constructivist style of teaching is not very efficient. However, these persons need to understand that constructivism is student-centered and it engages students in a way that will ensure that they remember what they learned in the classroom for years to come.

My post:
The quote that stood out to me the most came from the article "If I Teach This Way, Am I Doing My Job: Constructivism in the Classroom" by Debra Sprague and Christopher Dede: "In a constructivist classroom, students are more actively involved than in a traditional classroom. They are sharing ideas, asking questions, discussing concepts, and revising their ideas and misconceptions. Such activity involves collaboration, with occasional competition, among students. Collaborative environments can encourage the knowledge construction needed for more lasting learning" (1999).

In one of the classrooms in which I work, the teacher and I got together after school one day to think of a way to organize the desks so that it would encourage constructivism. After rearranging several times, we finally set all of the desks together, forming a decagon shape along with two more desks in the middle. When the children came in, they absolutely loved it! They thought it looked “cool.” We as the teachers loved it even more because we noticed an immediate change in the learning environment. Since the children were all now facing each other, we noticed that they engaged in conversations more and were collaborating better. We now have more open discussions whenever a new topic is introduced and all of the children (even the former shy ones) participate. I love this “constructivist” setup because I feel that the students are taking learning into their own hands by guiding instruction, thus resulting in independent learners.

As far as teaching with technology goes, I follow a constructivist model here as well. After I teach my lessons for the day, I allow my students some "free time" on the computers. When this occurs, the noise level does go up and things may look a bit chaotic, but my students are learning from numerous sites that interest them. They key to having success with this method of teaching is to make "appropriate use of teaching technologies" (Sprague, et. al, 1999). I inform my students of different websites that are available to them, and what they can do in each site. Based on this, my students can make a decision as to which sites they like the most. Though they are making their own choices, they are all educational and provide for higher-level thinking.

Reference:

Sprague, D. & Dede, C. (1999). If I Teach this way, Am I doing my Job: Constructivism in the classroom. Leading Learning, 27(1). Retrieved February 27, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

**Response to others:**

**Lyndon Wang**

“Instead of telling students the answer, the teacher asks questions to help them discover the answer themselves. For this type of teaching to be successful, teachers need to give students time to explore the material and construct meaning from the experience.”

This quote related to me from a recent experience I had with my Small Ensemble Orchestra class. I had spent the past week allowing them to go to the computer lab to choose their own music. My goal was to make them more autonomous musicians as small ensembles typically have a chamber music coach for guidance and direction bu t the group is usually left to their own devices. I did not receive this experience until I was in college and I thought the opportunity to give it the my middle school students would be invaluable. I gave them some general instructions on how to direct their search as well as a couple of sites they could use. The results were less then spectacular as the music they chose for themselves were too long, beyond their technical level, or badly arranged. The only redeeming result of the experience is that they were able to come the conclusion that choosing music was more difficult than they realized and they had a better understanding of what I did when I chose their repertoire.

Having read this article, this quote especially, my students’ reaction to our project though predictable left me feeling sort of let down. I have decided now to continue the project. We will discuss the results of findings and find solutions. I will create a more detailed plan that they can follow and experience to lead them to more feasible music. In the end, I want them to be able to find music that they can recognize as performance worthy for their levels.

Sprague, D. & Dede, C. (1999). If I teach this way, Am I Doing My Job: Constructivism in the classroom. Leading and Learning,27(1). Retreived October 4, 2009 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_contructivism.pdf

**My response:** Lyndon, I really like the quote you brought up. If students are just handed new information, they will not take the time to analyze it and appreciate it. What you did with your students did just that; they took learning into their own hands, and though they did not successfully complete the assigned task, they had a new level of respect for the work that you do for them. When students participate in hands-on learning activities like the one you provided for your students, they are more likely to remember the information that when they are just asked to memorize something. Had you asked you students to apply what they had learned from the information you had given them weeks later, they most likely would have been unable to do so (Sprague, et. al, 1999). However, since they went to the computer lab for a week, spent time looking for information on their own, and spent time analyzing it, they are now more likely to apply it in the future. Do not feel discouraged; your students are still learning.

Reference: Sprague, D. & Dede, C. (1999). If I Teach this way, Am I doing my Job: Constructivism in the classroom. Leading Learning, 27(1). Retrieved February 27, 2011 from the International Society for Technology in Education at [|__http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf__]

**Gina Kenner** "The teacher no longer has to be in charge every minute, but can give some of the control over to the students and the technology. If approached in a constructivist manner, the teacher’s job becomes one of facilitator or architect (Norton & Wiburg, 1998). Instead of telling students the answer, the teacher asks questions to help them discover the answer themselves. For this type of teaching to be successful, teachers need to give students time to explore the material and construct meaning from the experience."

I really liked this quote from Constructivism In The Classroom If I Teach This Way, Am I Doing My Job. I think students do learn more if they have to figure out the answer. I teach Computer Applications in 7th grade. It is a real task to get the students to be independent from the teacher. Some students are use to someone doing it for them. Other students want me to approve one step before they proceed to another. They basically want me to walk through each step with them. Usually these students are the ones who "get it" but are scared to move on by themselves. One year I had a student who is now a valedictorian, who wanted me by her side to approve every step she made. Stressing and reinforcing that she can be successful without my approval every step of the way was hard for her to get use to. Students are use to being walked through learning. Once she saw what she could do on her own, she was a completely different student in my room. She started going beyond my expectation.

I also like to use students to teach students. They learn from each other so much more than they do the teacher. Plus if the student can teach another student the task, that student has truly learned the task at hand. One of my strategies for this, is I will show a couple of students how to do the objective. That student then has to teach his/her neighbor. As I monitor the student's teaching, every student has perform the task and taught it to another student. This really works in my classroom. Peer influence is a huge impact. The students want to be able to teach to other students. This is also a good opportunity for me to initiate troubleshooting and enrichment.

Sprague, D, & Dede, C. (1999). Constructivism in the classroom: if i teach this way, am i doing my job?. Learning & Leading with Technology, 27(1), Retrieved from [|__http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf__]

**My response:** Gina,

I completely agree with your post. Children must be allowed to “explore the material and construct meaning from the experience[s]” we present them with in the classroom (Sprague, et. al, 1999). That is the best way for them to be able to retain the new information that is presented to them every day. I work with the elementary grade levels, so like you, I was constantly asked by my students what to do next. Though at first I would help them, I began to gradually help them less and less so that they would become independent learners. Many did not want to continue onto the next step of an activity unless I gave them specific instructions. To help out with this, I assigned “Bilingual Pairs” in my classroom. Each student is now paired with another student and they work together. Anytime a student comes to me with a question, I tell them to ask their partner. At the beginning I sounded like a broken record, but now they do it on their own. This allows them to direct their learning, ask higher-level thinking questions, and “discover the answer[s] themselves” (1999).

Reference: Sprague, D. & Dede, C. (1999). If I Teach this way, Am I doing my Job: Constructivism in the classroom. Leading Learning, 27(1). Retrieved February 27, 2011 from the International Society for Technology in Education at [|__http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf__]

= = = Week 2: =

__ **Reflection:** __
This week’s readings and videos all provided a significant amount of information on the importance of recognizing that today’s learners are diverse, and how technology tools can be used to educate them. The most important knowledge that I gained this week is that in order for technology to be successfully implemented in a classroom, it must be used with a clear set of objectives. When students are handed technology tools with no instruction as to what the learning objectives and the purpose are, the effectiveness of these tools will be lost. For example, a computer is a very powerful tool that provides endless opportunities for the acquisition of new information. However, when handed over to a student with no direction on what to use it for, it loses its value. When students are given a set of objectives, they can use these as a guide to tell them what they need to learn. Based on this, they can determine how they can learn this. Not only does having a clear set of objectives allow students to control their own learning, but it also motivates them to keep from getting off track. As educators, we must become trained in the use of all these new technology tools so that when we have them in our classrooms, we can use them to their highest instructional potential.

__Discussion:__
The most significant quote from this week’s reading came from”Teaching Every Student in the Digital Age: Universal Design for Learning” by Rose, David, and Anne Meyer: "Today's typical classroom might include students whose first language is not English; students who are not reading on grade level; students with behavioral, attentional, and motivational problems; students from varied cultural backgrounds; and students classified as gifted. In addition, there are students with particular needs, such as limited vision, motor disabilities, emotional difficulties, speech and language difficulties, and learning disabilities" (2002). Being a Bilingual elementary teacher, I can definitely relate to this post. All of my students’ native language is Spanish. They are all on different levels and some have special needs. When planning, I have to make sure that I have a lesson that has accommodations for my dyslexia student while also providing challenges to my GT student. Technology provides a way for me to accommodate all of these students’ needs because I can adjust a lesson on a computer to make it more challenging or easier for a student. Today’s classrooms are constantly changing, and as educators, we need to make sure that we are providing a well-rounded education to all students. As Rose and Meyer state, “To transform the pressures of diversity into opportunities for all learners, we apply insights about learners who don't ‘fit the mold’ to help us create flexible curricula and tools that will work more effectively for everyone" (2002). As educators, we need to look at each one of our students’ needs to ensure that the curriculum that we create is a fair one for all.

Reference: Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved March 2, 2011, from the Center for Applied Special Technology, [|__http://www.cast.org/teachingeverystudent/ideas/tes/__]

**Jack Robertson**
Who are the best teachers? I would say teachers who love teaching. Who are the best students? I would say the students who love learning. I have always said, " do what you enjoy doing and you will become good at it". When I read, "Students like their classes more and develop more positive attitudes when their classes include computer-based instruction." (Kulik 1994) We are currently in the beginning stages of implementing a 1:1 initiative at my school. There are many good reasons to implement a 1:1 initiative, but I have contended that we must make school more fun for students. We all hear students say how much they hate school. If we can make school more fun for students we have accomplished a great deal. If students enjoy what they are doing, they will become better at it, and that includes learning. I recently visited a school who are in a 1:1 initiative and I visited with a student who said, "I look forward to coming to school now. It is so much more fun now." We are in a constant battle to engage students in learning. Proper use of technology can definitely help.

Schacter, John (1994). The Impact of Education Technology on Student Achievement. p. 4, retrieved February 26, 2011 from [|__http://www.mff.org/pubs/ME161.pdf__]

** My response: ** Jack, I wholeheartedly agree with your post. I have always been one to say that if something interests students, it should somehow be incorporated into the classrooms. I am sure that is how some educational video games got started. If kids are far more interested in video games than school, why not make some fun video games about what they learn in school? Same with computers. Students love spending time on computers. If teachers incorporate computer usage into their lessons, chances are that their students will be far more excited about the lesson than if they were to only use the provided textbook. Successful educators are those that love what they do and create a love for learning in their students. If more teachers were to incorporate the successful use of technology in their lessons, a greater number of successful teachers and students would exist.

**Adelina Rucker** A quote from this week's readings that gave me an "aha" moment was from Pitler, Hubbell, Kuhn, & Malenoski (2007), which stated, "Allowing students to personalize their learning goals is one step toward ensuring that they understand what they are learning and why. It has the added motivating benefit of allowing students some control and voice in their learning" (p. 20-21). My principle told our staff this year that during walk-throughs and PDAS observations, she wanted to see us tell or post the learning objective for the students so that they would have a better idea of what they were learning and why. After reading the quote I was able to better develop the reasoning and idea behind why my principle wanted us to do that. Though I frequently use KWL charts with my students, I had never thought of it as a way of personalizing student learning goals. By including the "H" for "How do I want to learn," my first graders can personalize their learning goals and have some control and voice in their own learning. Wow, how powerful and motivating is that!

Pitler, H., Hubbell, E.R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, Colorado: McREL.

Adelina, The quote that you chose is so powerful! It really changes your perspective on learning. The most important thing that a person can ever “possess” is a voice. Why not encourage students to use it? Instead of giving students step-by-step instructions everyday on how to learn something, we should give them choices every once in a while. When this occurs in the classroom, students can see just how much they know and how they go about learning more. In a way, this is a method for them to discover more about themselves as individuals. Also, I absolutely love the idea of adding the “H” to the KWL chart. By having the students share how they wish to learn something would provide them with the means to take control of their learning.
 * My response: **

= = = ** Week 3: ** =

UDL Lesson on Hurricanes and Oceans
[|CAST UDL eBook on Hurricanes and Oceans]

**Reflection:**  This week’s assignment involved creating a lesson using the UDL principles. I had never used the UDL lesson format before. I must say I was impressed by how simple yet detailed it was. It was simple in the sense that the lesson format was very easy to fill out. However, it was detailed by providing room for activities that ensured equal learning opportunities for students with different needs. I created an 8th grade Science lesson on "Hurricanes and Oceans." This was really stepping out of the box for me because I work with the elementary levels. Even though this was new to me, I really enjoyed creating my lesson and learning as I did so. I found many amazinfg tools such as interactive labs and online simulators for students to use. This makes learning hands-on and fun for all. This week’s assignment also involved creating a book through the use of the CAST UDL Book Builder. I had never heard of this tool before taking this class. I loved the fact that it can be used to meet the needs of lower learners. For example, a student with visual impairments can have the audio read to him/her. Also, interactive coaches that talk to the students can be added to ask the students higher-level questions or just to provide them with side notes. Also, I really enjoyed the integrated glossary tool. The fact that you can highlight a word and have it direct you to its entry on the glossary is an excellent tool for ELLs that may come across a word they may not know. Another excellent aspect of the CAST UDL Book Builder is that it easily allows user to provide source information when using images. This will really lower the incidence of wrongful copyright use. Overall, I think the CAST UDL Book Builder is a wonderful learning tool that provides opportunities for equal learning in the classroom. I cannot wait to use it with my own students!


 * Discussion:**

The quote from this week’s readings that stuck out to me the most came from the book __Teaching Every Student in the Digital Age__, by David Rose and Anne Meyer: “Albert Einstein's spatial genius, George Lucas's skill in creating narratives, and Mel Torme's musical talent were all completely missed by their teachers, primarily because materials, media and methods in the classroom did not support the use of graphics, video, and music. Without knowing it, we often throw roadblocks in the way of student learning, simply by using traditional, one-size-fits-all media and methods in our teaching” (2002). I completely stand behind this quote. Unfortunately, there are still many teachers who do not make use of the different technology tools that are available out there for instruction simply because they are not familiar with them. They go year after year teaching with the same one-size-fits-all techniques that are not enough for today’s diverse learners. This is unfortunate for us because many possible future leaders are not getting the education they deserve and need to excel. Rose and Meyer bring up another valid point by stating “But individualizing these techniques so that each learner finds suitable presentations and supports is nearly impossible without digital content and flexible learning tools. With such resources, teachers can provide diverse pathways to recognition learning and meet the diverse needs of their students” (2002). This quote just goes to show that instructional technology is a must when trying to support the needs of individual learners. Technology and education must be merged in order to provide an equal learning opportunity for all students.

Reference: Rose, D., & Meyer, A. (2002) Teaching every student in the digital age:Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on March 10, 2011, from http://www.cast.org/teachingeverystudent/ideas/tes/

**Allison Robertson:** I have chosen a quote this week that fits my experience with technology. According to authors Gwen Solomon and Lynne Schrum (2007), “As any teacher of technology has experienced, as soon as you learn a new tool and feel comfortable enough to begin teaching it in your classroom, that technology is old and you are moving on!” It seems that as soon as something new comes out in the technology world, it is not long before the newer version arrives, or the new update is required. In the rapidly changing world of technology, there is no time to get comfortable using today’s software or tools, because tomorrow will bring newer ideas and programs to be learned. The good news is that the knowledge and experience gained in older technology can usually be applied to the new technology learning experience. The whole concept of learning new technology requires the ability to be flexible and adapt to changes. That concept mirrors the concept of being an educator too…always be flexible, and willing and ready to accept changes.

Solomon, G., Schrum, L. (2007).//Web 2.0 New Tools, New Schools.// Washington, D.C. International Society for Technology in Education. (p. 82).

My response: Allison, The quote that you chose is so true and so representative of all technology tools available today. Just this week I was having a similar conversation with a colleague about how the moment something comes out, it is like a ticking time bomb before the next big thing is released. For example, the iPad. Just less than a year ago it was released as the most advanced tablet computer available. Now, with the release of the iPad 2, the first generation iPad is obsolete. All of this occurred within months. It won’t be long until the same thing occurs with the iPad 2. However, regardless of knowing this, many people will go and purchase this new technology because it is what is happening now, and when the changes occur, they will just accept them and move on. This is how educators have to feel about technology; do not get stuck on just one. Explore the different options, learn how to use them to the best of your ability, and move on when the next best thing rolls around. It is all a growing process that will not stop. As Solomon and Schrum state, you have to make the decision to go with it and “move on!” (2007).

Reference: Solomon, G., Schrum, L. (2007).//Web 2.0 New Tools, New Schools.// Washington, D.C. International Society for Technology in Education. (p. 82).

**Jack Robertson:** When I was in the classroom, many teachers did not understand how some of their worst performing students were some of my best performing students. I always wanted to think that it was because I worked harder on those students, and took a special interest in them. That egotistical stance didn't fly for very long. It was simply because they were using more engaging technology in my classes. It was something they found interest in. They enjoyed my class.

"I had a student who made an iMovie for a science class that clearly demonstrated that he understood the material, and his project was just wonderful. Several other teachers wondered why he'd put in so much effort, as he isn't doing much in any of his other classes. I told everyone, "This is what students can do when they're excited about learning!" Using tools like iMovie and the Mac mini computers, our students' level of engagement is just amazing."(Solomon 2007)

I could so relate to this statement for I had experienced the same thing in my classes. Every student can succeed, it is just a matter of putting the right tools in their hands. The proper use of technology could be the best tool available.

Solomon, G., Schrum, L. (2007).Web 2.0 New Tools, New Schools. Washington, D.C. International Society for Technology in Education. p. 96.

My response: Jack, I could not agree with you more. I have always said that when students do something that interests and engages them, they are more likely to learn and put forth an effort. In the past, whenever I have dealt with a student with discipline problems and/or low grades, I have always taken time to analyze what is it that interests him/or her. After taking this into consideration, I try to implement the student’s likes somewhat into my lessons. This always results in the student being more interested in what he/she is being taught. If more technology were to be implemented in today’s classrooms, I am positive that behavior issues would decrease and student success would increase.

= = = = = ** Week 4: ** =

__** Reflection: **__
This week’s readings and videos focused on collaboration amongst students and teachers as well. With the many online tools that are available today, such as Skype or any typer of instant messenger, collaboration is possible anywhere you go. Before, students could only collaborate inside the classroom because they had no means of communication once outside of it. Now, students can meet online and discuss any projects they may be working on or any topics they may be discussing in class. This weeks assignment involved a great deal of collaboration. My group and I completed our technology project even though we never once met face-to-face. How was this possible? Through the use of online tools. This goes on to show that technology can bring people together no matter how far apart they may be. As long as people are willing to meet or collaborate somehow, technology will surely provide a way to make this happen.

__**Discussion:**__

 * My response:**

The quote that stood out to me the most this week came from Gwen Solomon and Lynne Schrum’s book, __Web 2.0: New Tools, New Schools__: “Web 2.0 should be used authentically to enable educators to understand and become comfortable with the tools and their potential as preparation for using them in their classrooms” (2007). As I finished this week’s assignment which involved the creation of a professional development session, this quote definitely proved to be true. When planning professional developments, opportunities for hands-on learning are essential for the learning of new technology tools. This is the best way for educators who are new to technology tools to learn not only how to use them, but what benefits they provide. Having professional development sessions is a way to “promote a learning community that fosters interaction, collaboration, and improved practice” (Schrum & Solomon, 2007). When educators come together to learn about new web 2.0 tools, they can offer each other support that they may not have had otherwise. It is through learning communities such as these that educators can understand and become comfortable with new tools, and eventually, implement them in their teachings.

Reference:

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.


 * Response to others:**

**Julio Gomez**
“Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face. It can help us realize the hope of schools as places that serve students anytime, anywhere and facilitate their growth into lifelong learners.”

In my opinion, it is very important for students to engage in cooperative learning activities because this allows them to “make sense of, or construct meaning for, new knowledge by interacting with others.” When students work together they can help each other in solving problems, listen to others points of view and at the same time learn to respect the opinions of others. Now with different types of collaborative technologies, it makes it easier for students to work together and be able to communicate even when not present in school. Therefore, I believe that teachers need to be well trained to introduce these new collaborative technologies for students to engage and learn how to use. This can be the perfect opportunity to engage students in learning and motivate them to see our school as a place where they can find these tools and understand that learning is an on-going process. Students need to understand that information is both updated, and generated at very fast pace that they will need build those skills in order to find that information and understand it immediately before new information is generated or old one becomes obsolete.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.

My response:

Julio, I completely agree with your post. Technology can indeed “play a unique and vital role in cooperative learning” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). Technology provides so many opportunities for students to meet online that collaboration can occur both inside and outside of the classroom. When students work together, they learn social skills that allow them to succeed when they enter the workforce. By allowing them to practice these social skills through online collaboration, teachers would be providing students with the tools necessary to become promising candidates for highly-demanding 21st century job positions that require not only the ability to work with others, but also the ability to do so through the use of technology tools.

Reference: Hubbell, E., Kuhn, M., Malenoski, K., & Pitler, H. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

** Leigh Moore **
Assessments are in important part of teaching and learning. In chapter 7 of Teaching Every Student, they say, "Ongoing assessment allows us to measure not only a student's performance at one point in time, but also the evolution of that learning and the contributing factors"(Rose, Meyer 2002). From a teaching aspect, ongoing assessments allow you to catch any misconceptions or wrong thinking by your students. You then have the opportunity to correct it before the final assessment. It also gives the students more opportunities to show their strengths.

Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Chapter 7, [|__http://www.cast.org/teachingeverystudent/ideas/tes/chapter7_1.cfm__].

My response: Leigh, The quote that you chose is definitely one that I believe all educators can agree with. Assessments definitely play an important part in teaching. It is through assessments that an educator has the opportunity to see what concepts his students understood, and what concepts they are struggling with. Personally, that is how I use my assessments. Whenever I see that my students struggled with a specific portion of my assessments, I go back and reflect on what I could have done to make my teaching of this concept better. After reflecting on what I could have done differently and what I can do to improve, I reteach. After doing this, my students understand the concept. Determining whether reteaching is necessary or not is not possible without the conducting of an assessment. To me, this is when they are most valuable.

= = = = = ** Week 5: ** =

__** Reflection: **__
This week was the last week of the course. We were assigned to create a collaborative group reflection on the project as a whole. This assignment seemed to be very fitting since the week’s readings and videos placed a lot of emphasis on “effort.” It is because of the team’s effort that all of the weekly activities were successfully completed. Through collaboration and guidance from all team members, all aspects of the project were completed. As I look back at all of the work that my team and I have done over the past 5 weeks, I must say that I am impressed. To experience collaboration by using online tools is proof of how far technology has come along. Though my team members and I never once saw each other, we all put an equal amount of effort on everything that we did until we completed the task that was assigned. Thanks to this class and the amazing group of people I got to work with, I now see group work in a more positive way.

__** Discussion: **__
The quote from this week’s readings that stood out to me the most came from Gwen Solomon and Lynne Schrum’s book, __Web 2.0: New Tools, New Schools__: “Perhaps the most obvious use of Web 2.0 tools for assessment would be for students to be able to show what they know in a wide variety of media” (2007). I could not agree more with this statement. Many teachers today still focus on only providing paper-and-pencil assessments. These are so far from where our students’ interests lie today that it is no wonder that many do not perform well in these. Students learn in many different ways. Why not test them differently, too? Through Web 2.0 tools, educators can choose many different types of assessments that can showcase their students’ many different abilities through different technology mediums.

Reference: Schrum, L., & Solomon, G. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.

**Response to others:**

**Treena Bell:**

Students are so complex that educators have spent several hours in lesson planning to prompt student achievement. Pilter, Hubbell, Kuhn, and Malenoski suggestion that having students keep a track of their effort and achievement is a good classroom practice for teacher could contain some truth (2007). I have learned that students will work harder if they have an understanding of the effort they need to succeed. I see this as another way of adding a puzzle to the picture with missing parts.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

Treena, I completely agree with you. Many students today fail to realize that how they perform is mostly reflective of how much effort they put forth. Instead, students like to spend a lot of time placing the blame on outside factors. Like you said, if students focus on how much effort they need to place in order to succeed, higher are the chances that they will take responsibility for their actions.

**Leigh Moore:**

In the chapter on reinforcing effort in __Using Technology with Classroom Instruction that Works__, the authors suggest to "have students keep tract of their effort and achievement"(Pitler, et al. p. 156). In the past our principal has had us do this with benchmarks through the year. The students would compare their scores from the benchmarks they have had through out the year and make a graph so they could see their improvement from one test to the next. I think it really helped to give some kids confidence that they were improving. The ideas of using a program like excel to make these charts and tables is a great way to incorporate the technology into this idea.

Pitler, H., Hubbell, R., Kuhn, M., Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA. Association for Supervision and Curriculum Development.

**My response:**

Leigh,

I absolutely love the idea of having students do graphs showing their scores! Many times, just telling students what grades they made is not enough for them to realize just by how much they improved. By having them create their own data charts and/or graphs, the students can take the time to analyze the date, and think about what they can do to improve their scores. This would allow students to take responsibility for how well they perform and how much effort they put forth in their studies.