EDTECH 541: Final Course Reflection

Part One: Reflection on Course

What you have learned?

Throughout this course I have learned a variety of ways that technology can be used to enhance my lesson plans.  This is my first time creating a website on Weebly, so it was fun to work on my site each week, but I also found some aspect frustrating based on the design template I chose.  The most beneficial part of this course for me personally, was the cross-curricular lesson plans  and the assistive technology lesson.  

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

As I continue to work on courses to complete my degree, I have focused on a combination of cognitive and constructive theories.  This constructivist view allows students to create their own understanding through various experiences (Roblyer, 2016).  Another view of learning that connects to educational technology is the cognitive approach of information-processing.  As a social studies teacher, inquiry-based learning is important along with activities that engage the learners.  This is where technology can impact a lesson and bring about new meaning.  My middle school students need experiences and personal connections to grasp the importance of historical events or topics.  There is a lot of information and memorization in social studies, but with the integration of technology students can connect the information in new ways.  The projects that were created in this course accomplish the learning goals for a variety of topics I cover in my classes.  The standards are met, but the use of technology with purpose allows the students to have more control over their learning in hopes that they will gain greater knowledge.

How the course work demonstrates mastery of the AECT standards?

Overall, most of the project follow the same pattern of AECT standards met, leading to a mastery in this area.  I created appropriate applications of learning and demonstrated the ability to use technology in an effective and meaningful way in my class.  It was used to evaluate or assess my students knowledge and allowed for differentiated learning to help students of various learning styles.  I feel that my knowledge of theoretical foundations was developed in this course.  I have built upon this with each course I have taken, but with the textbook and additional readings, I gained a greater understand of the the purpose and effectiveness of certain theories.  Lastly, with this blog and comments on my peers' posts, I was able to analyze and interpret data and reflect upon technology-supported instruction and learning successfully.

How you have grown professionally?

This is my second year back teaching after taking time off to be a mom.  My transition from a high school teacher to a mom and now a middle school teacher has been much smoother this year.  This course has helped me evaluate the teaching practices I was using and determine how to integrate technology more into my classroom to deepen my students understanding of the content.  Since I am only part-time, I share a room with the middle school science teacher.  After creating three cross-curricular lesson plans, I have been motivated to reach out to my fellow teachers and collaborate on a lesson.  With the knowledge I gained in this course I am able to be a more effective member on the technology committee at my school and am helping other teachers use software and other technologies in their classroom.  My desire with each class I take is that I am able to understand the options of educational technology and that I am able to clearly share those with my fellow teachers.  I am becoming more comfortable and feel that I can be a role model for others at my school.

How your own teaching practice or thoughts about teaching have been impacted by what you have learned or accomplished in this course?  What will you do differently as an educator as a result of this course?

My teaching has been impacted, especially since I am now a middle school teacher.  My students need to move and have hands on experiences.  Social studies can be dominated with lecture and notes because of the expectations of what content needs to be covered within the year.  Our current standards are in the process of changing, which will allow me to reevaluate how I teach.  I use technology each day in my class with the SmartBoard, multimedia, video clips, ActivInspire, and presentation software.  As a result of this course I would like to integrate the iPads and Google Classroom into my class.  I am hoping to figure out ways to add new projects into my curriculum that allow students to work in groups and take more ownership in their learning.  Overall, this course has allowed me to create various lessons with different technologies.  The resources on my website will be wonderful to use and share with other teachers.

Part Two: Assess Your Performance
Throughout this course I feel that I have written well-researched content while adding a personal element to the discussion.  My real-life situations added to the conversation and provided insight to the integration of technology in schools.  As a teacher at a private K-8 school, my goal was to give perspective of what is available and whether or not it is effectively being used.  I always get nervous with doing properly formatted citations, but I followed APA-style throughout my blog and brought in outside research to add to my write-ups.

As for timeliness, I feel this was one of my strongest areas.  Most of my blogs were posted early in the week to allow my peers time to read and respond to my posts.  My weakest area would be my replies to others responses.  I commented on at least two peers posts each week, taking time to give a thoughtful answer with as much detail as I could.  Due to the fact that my blog was setup in Blogger, I did not always notice all the relies to respond to them in a timely manner.  Some weeks I was better than others.  Also, depending on the peer comment, sometimes I felt there was not a lot to add in response.

Overall, I feel that I did well with my blog posts for this class.  I am a tough critic of myself, so I am not sure I could ever give myself a 70/70.  I do feel that I completed the criteria that was expected and made sure that content was detailed.  I would possibly give myself a 65/70.

EDTECH 541: Assistive Technology

At the school I teach at the students have access to the iPad cart to use in class to complete assignments or activities.  Richie (2016) defines accessibility as the ability make the technology work for a wide range of people as possible.  There are various features to make technology more accessible for students who need accommodations.  Accessibility features in the iOS operating system include:

Vision

• VoiceOver
• Zoom
• Invert Colors
• Grayscale
• Speech: Speak Selection, Speak Screen, Speak Auto-text
• Larger Text
• Bold Text
• Button Shapes
• Increase Contrast
• Reduce Motion
• On/Off Labels

Hearing

• Hearing Aids
• LED Flash for Alerts (iPhone only)
• Mono Audio
• Phone Noise Cancellation

Media

• Subtitles & Captioning
• Video Subscriptions

Learning

• Guided Access

Interaction

• Switch Control
• AssistiveTouch
• Call Audio Routing
• Home-click Speed
• Reachability (iPhone 6 and later)

Teachers or students have the ability to manage these features with the iTunes shortcuts.  Step-by-step instructions for managing these features on any Apple device is available in the Apple Support link on their website.  Apple also provides more information in the Accessibility section of the user guide on each iOS device.

The vision features are specifically designed to accommodate for users that have visual impairments that include blindness, color blindness, and low vision.  Apple provides options to increase the size and boldness of font to enhance clarity for low vision users.  This feature, once changed, will work across the device and in the apps as long as they include the dynamic type framework (Ritchie, 2016).  Users can change the contrast to make the screen more clear.  VoiceOver is a gesture-based screen reader that allows students with visual impairments to hear the device explain what is happening on the screen.

The auditory features are specially designed to accommodates users that may have deafness in one or both ear.  Apple allows users with hearing aids to connect their aids Some general features include both help for the visual and auditory impaired, like Siri and Facetime.

Other features available are for users with physical or motor skill impairments, which include limited coordination or range of motion (Ritchie, 2016).  Assistive Touch is a feature the user can enable on their iPhone or iPad.  Touch accommodations makes it easier for users with motor control, coordination, or other forms of physical impairment to make the touch screen easier to use and less frustrating.  Overall, any of these features could be used in a variety of ways in the classroom to help students with various accommodations.  AssistiveTouch gives students with limited motor abilities full control of their device and can be adapted for students with wheelchairs and is customizable with joysticks (Devaney, 2013).

Lastly, features can help reach users who have learning challenges that may include autism or dyslexia.  Bookshare provides textbooks with text-to-speech option to help readers who struggle with dyslexia.  Apple also has iBook with interactive features for readers including media, video, 3D images, etc.  Guided Access is a feature that helps students with autism by disabling the Home button and limiting access to multiple apps.  This helps the students stay focus on the task at hand, avoiding intentional or accidental, screen taps that could take the student to another app (Devaney, 2013).

For more detail on specific resources Apple has a website with apps and services specifically for special education.  Apple Education: Special Education

Resources

Devaney, L. (2013). 10 special-ed iOS features for students. Retrieved November 14, 2016, from http://www.eschoolnews.com/2013/08/30/special-ed-ios/

Ritchie, R. (2016). Accessibility for iPhone and iPad: Ultimate guide. Retrieved November 14, 2016, from http://www.imore.com/how-to-accessibility-iphone-ipad

Use Accessibility features in iOS. (2016). Retrieved November 14, 2016, from https://support.apple.com/en-us/HT204390

EDTECH 541: Obstacles and Solutions for Integrating Technology in a Selected Content Area

Ideally most teachers would love to create a classroom that embraces technology and enhances their students learning across curriculum.  Unfortunately there are many obstacles that come up that teachers and administration need to face, but there are solutions to help overcome them.  According to David Nagel (2013) there are six technology challenges that educators have to face:

1. Professional Development

Obstacle: As part of my school's technology committee, the number one reason that teacher's do not integrate more technology into their curriculum is lack of training and understanding of what the particular technology can do to help their students.  There is a overall lack of professional development for teachers across the U.S. to encourage the use of technology and help teachers become more comfortable using it.  Schools that offer various technologies are often underutilized or not used at all.

Solution: Our technology committee has decided to use its members to teach the staff a particular technology, whether it is at a staff meeting or via video lesson, to help other teachers understand the technology and how to use it.  Also, to help on a daily basis, each tech member was assigned a group of teachers who could come and ask questions about integrating technology into their classroom.  This small group setting was established to encourage team building and give teachers access to help when needed.

2. Resistance to Change

Obstacle: Many teachers who are used to teaching the same way they always have are resistant to change.  They don't want to go out of their comfort zone and don't know how to use the technology.

Solution: Our technology committee sent out a survey to the entire staff about what they are comfortable with, uncomfortable with, and what they would like to learn about.  Again, like the first solution the goal is to provide proper training and a staff contact to help teachers who are unfamiliar with the newer technologies.  

3. MOOCs and other new models for schooling

Obstacle: MOOCs (massive open online course) which encourages online courses with unlimited participation and open access on the web.  More K-12 new model school are challenging the traditional model of schooling.

Solution: This is a choice that the learner must make on what is the best type of education for that person.  For K-12 there should be limits to ensure that there is a personal aspect to the learning and it is not just another user name on the web.  Online courses are good options for various students, but there needs to be standards to ensure that those students are getting an education that is based on standards and have a connection with classmates and the instructor.

4. Delivering informal learning

Obstacle: There is a failure to challenge students in a rigid lecture-and-test model style of learning.  Students need to be engaged and challenged in the educational setting.

Solution: Flipped classroom, which blend formal and informal learning engage students and challenge them in the non-traditional classrooms.

5. Failures of personalized learning

Obstacle: Teachers are not being given the tools to personalize the learning in their classrooms and provide differentiated instruction.

Solution: There are many technologies that allow this to be possible and with proper training by the school teachers will be able to solve this problem.  Teachers can deliver instruction through multiple forms of media, one example is using an interactive whiteboard (Rubenstein, 2010).  Using response clicks to get immediate feedback from students and giving students options of how they want to present (PowerPoint or a comic strip) allows students to use their creativity and do their best on the assignment.  

6. Failure to use technology to deliver effective formative assessments

Obstacle: The assessment gap in curricula and new skill demands needs to be addressed.  As technology changes, schools don't always make the proper changes in assessments.

Solution: Some technologies that can be used are Socrative, Kahoot, Zaption, Backchannel Chat Tools like Chatzy or Google Docs. 

In a social studies classroom each of these obstacles are seen and can be addressed.  As a teacher who has tried to integrate technology into my daily lesson plans, it is sometimes difficult to use it as much as I would like based on the standards and information that I need to cover in a school year.  Because of the overall information that my students need to learn there is little room to add in a project-based learning activity, which I think would be beneficial to my students.  Each year I am trying to add in a new technology.  Currently I use media the most - CNN Student News is presented in part or whole each day depending on the news stories that are addressed.  My middle school students are engaged and it helps spark discussion in class.  My students then sign-up for a day to present a current event.  They are given options to how they will present their information - poster board, PowerPoint, Prezi, etc.

My lecture notes are presented in a PowerPoint, but I add in multimedia to engage my learners and maps to build upon their geographically knowledge (Google Maps and Google Earth).  I am working on using Google Classroom to connect with my students and their parents - as of right now I use a school program called SchoolSpeak.  I have learned new technologies in this course I hope to use to solve some of the problems with the integration of technology into the everyday classroom.

Resources

      Davis,  V.. (2015). 5 Fantastic, Fast, Formative Assessment Tools. Retrieved November 10, 2016, from https://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis 

      Nagel, B. D. (June 4, 2013). 6 Technology Challenges Facing Education -- THE Journal. Retrieved November 10, 2016, from https://thejournal.com/articles/2013/06/04/6-technology-challenges-facing-education.aspx 

      Rubenstein, G. (2010). Ten Tips for Personalized Learning via Technology. Retrieved November 10, 2016, from https://www.edutopia.org/stw-differentiated-instruction-ten-key-lessons 

EDTECH 541: Integrating Technology into the Content Areas

When planning to integrate technology into any content area there are a few things a teacher must consider.  First, the relative advantage of using the technology - does this technology truly enhance the learning.  Also, what objectives are to be met during the lesson and lastly the analysis of the instruction.  Meeting the social studies standards at various levels, for example, my husband teaches history at a public school that follows Michigan state standards, whereas my school follows the standards put in place by the Archdioceses of Detroit.  The themes seem to be the same and the integration of technology can help achieve meaningful learning (Roblyer, 2016).

To fully engage students in social studies we need to make them active learners.  Blogs can be beneficial to learning in a social studies classroom by having students answer historical questions, write opinion pieces, and participate in discussions on specific topics.  The relative advantage to this is give students ownership in the discussion and encourage overall participation in class.  Blogs could be shared globally with another classroom and help make global connections.  There are primary source websites and videos can help make a connection between a student and the person who experienced a particular historical event first hand.

The overall goal of social studies in the middle school and high school is to help develop responsible citizens who understand the world around them and the impact of the past.  Using project-based learning with the integration of technology - videos, blogs, graphic organizers, Google doc - help students reach specific objectives for a particular time period (Integrating Technology).  The incorporation of current events - possibly with video clip - or having students create a digital newspaper or use various apps to record their own newscast.  

Lastly, a simple way to use technology is to have a online textbook.  For school to provide updated textbooks at a more effective cost, online textbooks for students to access at home or if the school is a 1:1 school.  Students are comfortable using electronic devices to read books or news, so by provided an e-book students have access to many multimedia tools to enhance their reading experience.  Options may be available for ELL learners or students with learning disabilities (option to have text read out loud).

Resources

     Bernard, S. (2009, May 27). How to Teach with Technology: Social Studies. Retrieved November 2, 2016, from https://www.edutopia.org/digital-generation-social-studies-lessons 

     Integrating Technology into the Classroom. (n.d.). Retrieved November 02, 2016, from http://teachinghistory.org/teaching-materials/ask-a-master-teacher/23634 

     Roblyer, M. D. (2016). Integrating Educational Technology into Teaching (7th ed.). Pearson.

EDTECH 541: Relative Advantage of Using Digital Games for Content Area Learning

I currently teach 7th grade World History and have learned that the more active my students are in their learning the more information they retain.  The use of digital games in history can help students make connections to the content in a way simply reading the textbook cannot.  By using computers or video games, teachers can promote learning in a constructivist approach.  The relative advantage of using digital games is the fact they the games engage and motivate the learners (Coffey).  According to Heather Coffey, games can reach across various demographic backgrounds and if used effectively can increase the students vocabulary and mental quickness.

Some aspects of the games that teachers need to take into consideration are:

• Student's age
• Previous gaming/technology experience
• Can all students participate (do you have students with as disabilities?)
• Number of players
• Learning objectives
• Technology requirements

Some benefits of gaming in the classroom is the hope that the student has a better understanding of a new concept or idea.  It also allows for repeated practice to help students learn vocabulary or other terms.  According to Rebekah Stathakis, playing games help student form positive memories of learning and keeps their attention (2013).  As a history teacher my goal is to find interactive games that can work well in my content.  I remember when I was a kid playing Oregon Trail and how excited I was to learn more about that time period.  This past year I used a online version of Diplomacy in my 7th grade history class to teach my students about nationalism, imperialism and what the world was like before World War I.  My students enjoyed the strategy and learned geography and problem-solving skills.  The hope is that students will develop critical thinking skills and they are able to come up with well-thought out decisions.  A website I found helpful to start researching possible games for history is http://playinghistory.org/

Resources

6 Basic Benefits Of Game-Based Learning. (2013, March 15). Retrieved October 19, 2016, from http://www.teachthought.com/the-future-of-learning/technology/6-basic-benefits-of-game-based-learning/

Coffey, H. (n.d.). Digital game-based learning. Retrieved October 20, 2016, from http://www.learnnc.org/lp/pages/4970 

Stathakis, R. (2013). Why Use Games in Your Classroom? Retrieved October 19, 2016, from http://www.educationworld.com/a_curr/reasons-to-play-games-in-the-classroom.shtml 

EDTECH 541: Social Networking and Walled Gardens

Below is my VoiceThread discussion Social Networking.

EDTECH 541: Acceptable Use Policy

What is an Acceptable Use Policy (AUP)?
An Acceptable Use Policy is developed by a school or a school district, outlining the expectations teachers and students will agree to when using the technology.  This policy should be available to the public in written form and lays out the acceptable behaviors when using the technology, Internet, and networks in that particular school or district (1-to-1 Essentials).  

What should be included in an AUP?

• Use of technology - computers, iPads, networks, printers, e-mail
• Internet Safety
• Copyright
• Digital Citizenship
• Use of Social Media
• Disciplinary Action

I am currently on the technology committee for my school, which allows me some prior knowledge of Acceptable Use Policies.  I teach at a private K-8 school with a detailed technology vision and use policy, which each student and parent is required to sign at the beginning of each school year.  In the technology plan of Our Lady of Sorrows (OLS) the school acknowledges the importance of technology in the world and the constant change.  The vision lists that the school is to incorporate technology for the purpose of fostering lifelong learning and enrich technology skills.  The skills listed are the following: communicate, solve problems, manage, integrate, create and access information.  Objectives and goals are also listed in detail, including the implementation of technology in the curriculum.  OLS define the policy and school systems in which students are to sign and abide.
Defines

• PEDS - portable electronic devices
• School Confidential Information
• School Electronic Information
• School Equipment
• School Networks
• School Systems
• Users
• User Equipment

In the AUP there is a section on School Responsibility that acknowledges the system administrator and the responsibility of the school to ensure filters - to a certain extent.  In the Privileges and Responsibilities of Users section it covers in detail what users can do and the rules they must follow when using technology at the school.  There is a list of prohibited behaviors and student and parent must sign the declaration of use.  The consequences for improper use are laid out in the Student Handbook.


Links to AUP Examples
Our Lady of Sorrows Catholic School
After comparing Our Lady of Sorrows to two other K-8 Catholic schools, I noticed that OLS outlined in more detail the policy and plan.  The other two plans available online were limited in access to the public user and St. Michael's talked primarily about Digital Citizenship.  Our Lady of Victory talks about the AUP in the Handbook, but did not have a easy way to access their policy online.  I was impressed in my comparison to Farmington Public School's AUP, which is the city my school is in.  There was a clear and detailed policy explaining the technology and included network etiquette.  Again, like OLS the disciplinary action was referenced to the district's "Student Code of Conduct".  The differences between the private K-8 and the districts plan is that fact that OLS does not allow any personal devices at school or to be used on campus before or after school.  Most of the elementary schools follow the no personal technology at school, but the public middle and high schools all students to bring devices and some allow use in the classroom.  Due to the differing policies, more detail could be needed to ensure proper use is understood.

St. Michael Catholic School
Another area Catholic School I found that there was no public access, at least easy to search, AUP for users to view online.  I added this to my list to have reference to a common school to the school I teach at - Our Lady of Sorrows.  Although Digital Citizenship was explained, there was no set list of expectations when it came to the use of the school's technology.

Our Lady of Victory Catholic School
Our Lady Lady of Victory (OLV) is another example of a K-8 school that is similar to OLS.  Again, there is reference to the plan in the handbook, but there is not a easy link to retrieve the document for public viewing.  Again, I added this to my list to show that some schools do not provide a detailed plan, or if they do it is not easily accessed online.

Farmington Public Schools
Farmington Public Schools (FPS) has a district wide AUP that is very detailed in the definition of what the technologies are and the proper use expected of all its users.  The information on this documents makes it very clear to the user what is allowed and the prohibited behaviors.

Southfield Christian School
Southfield Christian School (SCS) gives the user a definition of technology along with general information section.  SCS is a 1:1 iPad school where technology is used daily.  It is clearly explained that unless it is designed and approved by the instructor, students are not to use social media and chat sites during school hours.  Other areas covered are Internet use and web postings.  The school's media center has its own AUP listed in the handbook.

Livonia Public Schools (Middle School)
This two page document outlines the LivNet user agreement that includes the use of technology, media and network in the middle school.  Compared to the other AUP the information is limited to communication and copyright.

Resources1-to-1 Essentials - Acceptable Use Policies | Common Sense Media. (n.d.). Retrieved 
     October 04, 2016, from https://www.commonsensemedia.org/educators/1to1/aups Education World: Getting Started on the Internet: Acceptable Use Policies. Retrieved       
     October 04, 2016, from http://www.educationworld.com/a_curr/curr093.shtml Roblyer, M.D. (2016).  Integrating Educational Technology into Teaching (7th Ed.).  Allyn & 
     Bacon.

EDTECH 541: Video Blog - Multimedia in the Classroom

Below is my video blog on the use of multimedia in the classroom.  If you have trouble viewing the video, click on the enlarge screen in the lower corner to view.

EDTECH 541: Relative Advantage of Using the Basic Suite for Learning

The relative advantage of using the basic software tool suite is the ability to give students experience with 21st-century tools that will promote real-life skills.  The basic suite for the classroom includes a word processing, spreadsheet, and presentation software.  These separate tools are packaged together and are designed to work together.

According to Robyler, some reasons to incorporate basic suite into the classroom are to improved productivity, improved appearance, improved accuracy and offer more support for interaction and collaboration (2016).  Word processing like Microsoft Word, helps the user create work documents that include text and graphics.  This is a useful tool in a social studies classroom to create newsletters, research papers, or complete typed assignments.  The relative advantage in a classroom setting it allows the teacher to save time because no direct instruction is needed.  Students also create a professional looking document, which gives them practice towards real-life skills they can use in the future.  Student who may struggle with writing or language benefit from using a word processing tool with voice recognition feature or adaptive keyboards.

Spreadsheets, like Microsoft Excel, creates a sheet to organize numerical information in row-column format.  The user can complete quick calculations with formulas.  This is a useful tool in a social studies classroom to create grade books and compare economic values.  The relative advantage of using spreadsheets in a classroom again focuses around time saving strategies that produce professional looking results.  Students are able to create charts that organize data and calculate various mathematical information.  Ideally spreadsheets work best in a mathematics classroom, but a great example Robyler gives in Example 4.3 shows a visual representation of the electoral college in a 9th grade civics class (2016).  Teachers can collect data (votes) in mock election this year with the presidential election and show how a candidate can win the popular vote, but lose the electoral college.

Presentation tools, like Microsoft PowerPoint, creates a slide show that can include text, graphics, and audio.  This is a useful tool in a social studies classroom with teacher created lecture presentations, student projects, and tutorials.  The relative advantage of presentation tools is helping students organize their thoughts and present key points.  The presentation supplements what the presenter says with the use of text, graphics, and other media.  Students are able to collaborate on a variety of projects and divide up the tasks.  It is important that the teacher review the proper ways to create a professional looking presentation.  Teachers and students can follow the guidelines in Figure 4.4 for designing presentations (Robyler, 2016).

In the last few years the basic suite I have found most helpful is the web-based Google Docs.  This is a great educational toolbox that allows the user access to word documents, spreadsheets, slides, sites, and other features that sync to work together.  The other feature that is helpful is the ability to allow access to share - view or edit - with others.  Students can collaborate on papers or projects using this share option.  Overall, I think that the basic suite tools are a great addition to any classroom if used properly.

Roblyer, M.D. (2016).  Integrating Educational Technology into Teaching (7th Ed.).  Allyn & Bacon

EDTECH 541: Instructional Software

My content is World History for 7th Grade. Below are various instructional software available and the relative advantage of using such tools in a social studies classroom.

Drill and Practice: Allows students to participate in exercises to help learn particular facts and give quick feedback for understanding.  There are a variety of software available that include, but are not limited to flash card activities, fill-in charts, advance questioning drills, and extensive feedback activities.  The use of technology in this form of learning will hopefully encourage and engage students at a higher level then traditional pen and paper.
Software: http://www.sheppardsoftware.com/European_Geography.htm
Geography concepts - European Geography (option to chose other continents). A tutorial guides students through the information needed to practice their geography skills. This free practice site allows students to chose different levels of difficulty to practice their knowledge of the countries and capitals of the world.
Relative Advantage: Computer-based drills will motivate learners to practices skills they might otherwise refuse to practice. There is immediate feedback for students to learn and practice.

Tutorials: This form of software use is similar to a teacher's instruction or lecture.  There is a sequence that is followed.  This will allow students to learn a certain amount of information based on a particular topic.  Students should be able to learn that topic without additional resources.  For the software to be successful it needs to include practice and feedback.
Software: https://www.khanacademy.org/humanities/world-history
Students will refresh or learn new knowledge about various world history topics.  The teacher can chose specific tutorials or allow students to browse based on content currently learned.
Relative Advantage: Students will have direct instruction and guidance in a specific topic.
Issue: It was difficult to find a world history tutorial that included drills and practice.  It was simply a well presented, student controlled presentation of information.

Simulations: Simulations are used to give students understand how something "real" works.  There are physical and iterative simulations, which vary in processes and speed.  This type of software would work best in a science classroom where students are able to access and participate in a dissection that they might not have available in real-life.  In a social studies classrooms this type of software might be used to understand a certain period of time or event to give students personal meaning or connection to the past.
Software: http://www.playdiplomacy.com/ (other software available for this simulation)
Diplomacy is a board game for seven players that promotes strategy - both cooperation and conflict.  Online versions allow players to send orders in online to move their country's military  toward victory.  This simulation game helps students understand the world leading up to World War I.
Relative Advantage: Students are able to move their military and make decisions alone or in groups to reach a certain goal.  This will promote critical thinking and allow students to be active learners.

Instructional Games: This type of software connects the world of gaming to the classroom.  This fun style of learning can be effective at all grade levels.  The instructional games take a certain topic and add a gaming aspect to encourage students to stay engaged.  A simple software available across content and grade levels is Jeopardy.  Super Teacher Tools gives a template and it is to use for a review game.
Software: https://www.cia.gov/kids-page/games/world-exploration/index.html
World Exploration is a CIA created game that challenges students to learn different facts about countries.
Relative Advantage: Students will be active learners and engaged.  Students will want to play the fun game and learn the facts to complete their mission.

Problem-Solving Software: This type of software is designed to help students develop problem-solving skills.  The focus can be on a particular content or can help students work on basic skills - fast facts or predictioning outcomes.  This type of software would work best in a math classroom, but could be used in other content areas.
Software: http://www.superkids.com/aweb/pages/reviews/socstud2/code/merge.shtml
Breaking Code is an Egyptian hieroglyphics problem-solving software.  Students will learn about the Rosetta Stone and Bankes Obelisk.
Relative Advantage: Students will understand Egyptian religion and writing system. Students will improve their overall typing skills.

Roblyer, M.D. (2016).  Integrating Educational Technology into Teaching (7th Ed.).  Allyn & Bacon

EDTECH 541: Vision Statement

Today’s educational technology is in a constant state of change and it is expected that teachers integrate it into the curriculum.   One of the connecting elements across content areas is the integration of technology.  Educational technology is not simply a “computer” course in which students learn to use the rudimentary forms of technology.  As teachers, we are to incorporate technology into each level and subject as a tool to extend students’ learning on a daily basis (Star, 2011). With the digital shift in learning educators are inspiring their students to become dynamic learners.

Teachers must incorporate various styles of technology into their standards-based lesson plans.  The overall goal of Educational Technology in a teaching-learning environment is to engage students in an active-style of learning that will enhance their learning of the content and expand their technological knowledge.  Students should work towards mastering the technological skills and have a better understanding of the materials (How to Integrate Technology, 2007). Technology has been used as a form of communication in various forms throughout history.  It is important to engage learners and educate them in appropriate methods of communication using a variety of technological devices.  This authentic approach to learning can cross over into future professional skills needed in the workforce.

In an educational setting, technology has allowed students to gain useful knowledge through inquiry-based learning.  This constructivist view allows students to create their own understanding through various experiences (Roblyer, 2016).  Another view of learning that connects to educational technology is the cognitive approach of information-processing.  The integration of technology helps students understand new information and use it in appropriate ways.  Students need access and understanding of how to effectively use technology to obtain the 21st Century skills and knowledge to reach their academic and professional goals.  This includes forms of communication, how to use the Internet effectively, and other basic multimedia principles that will assist in learning.

Schools need to provide technology to students in the classroom due to the fact that the "digital divide" may put their students at a disadvantage at home.  Teachers need to be willing to become students of technology, so they understand the proper ways to integrate effective technology into their lessons.  As a learning community, we should encourage the students and their family to understand the importance of this life skill.


How to Integrate Technology. (2007). Retrieved August 30, 2016, from http://www.edutopia.org/technology-integration-guide-implementation

Roblyer, M. (2016). Integrating Educational Technology into Teaching (7th ed.). Massachusetts: Pearson.

Star, L. (2011). Integrating Tech: More Than Just Having Computers. (n.d.). Retrieved August 29, 2016, from http://www.educationworld.com/a_tech/tech/tech146.shtml 

EDTECH 513 Project #5: Worked Example Screencast

The benefits of using a worked example is allowing your learners to see a step-by-step visual of how to complete a task.  This instructional process that allows students to work through a problem and helps build upon their previous skills.  The video is segmented allowing the learner to follow along and not become overwhelmed.

For my Work Example Project, I used Camtasia Studio to create and edit my project.  The purpose of my work example was to show my students how to use Adobe Spark to create short visual presentations.  I learned how to use Spark when making my Digital Story and felt that this product would be great for my middle school students.  

Some of the challenges I faced when creating this was the recording and editing.  It was easy to record, but found I needed to redo segments a few times to make sure it was the quality I wanted.  Also, during the editing, most was easy to adjust and cut, but when recording it stayed on the screen as I was clicking the "stop" button.  This was on the video and because it was a short time it was difficult to cut that small of a section.

Link to EDTECH 513 Work Example
Link to Adobe Spark Work Example Narration 

EDTECH 513: Final Reflection

Final Reflection for EDTECH 513: Multimedia

What challenges did you face in this course?

• Working with new programs and recording audio was my biggest challenge.  I am not one who likes to hear my recorded voice so the podcast was the most difficult assignment.  I had trouble narrowing down my topic and creating a podcast that could work long term.  Once I developed my script it just took some time to edit it to where I was satisfied.  I had used Audacity before, but since it had been a while I had to work through some issues.

What strategies or other creative resources did you use to address these challenges?

• I worked through these challenges with trail and error.  Also, I searched for YouTube videos instructing me step-by-step how to complete the action I was looking to do.

Which artifact do you feel was your best and why?

• I am not sure I can categorize it as my best, but the artifact that I plan on using the most in my classroom is the digital story.  I really enjoyed the ease of Adobe Spark to create a short presentation.  I think this will work really well in my middle school history classes.

What is one thing you plan to do in your school as a result of this course?

• My goal after this course is the share the different methods of integrating technology into the classroom with my fellow teachers and the technology committee I am on.  The committee talks about how we can teach our coworkers to use their iPads in an effective way and I think a lot of the artifacts I created in this course will be useful to the elementary and middle school teachers. 

EDTECH 513 Course Syllabus

EDTECH 542: Final Reflection

With the complete of this Project Based Learning course I feel that I have completed a PBL I can use in my classroom this year.

What do you know or understand best about Project Based Learning? What do you understand least?

• I understand the active learning PBLs encourages and the implementation of technology connected to it.  This is a type of learning takes quite a bit of time to develop and integrate into the classroom, but the long-term knowledge the students will gain is worth the time.  This allows the students to take an active roll in their learning and will connect them more to the content.
• I am still learning how to develop the process and create a meaningful entry event.  This type of activity will work well in a history classroom, but I need to manage my time properly to ensure I am able to cover all the content I need to for the year.

What did you expect to learn in this course? What did you actually learn? More, less, and why?

• I expected to learn how create a PBL and understand the purpose in the classroom.  I felt I learned more because I created an actual PBL that I can use in my classroom.  It was helpful to work with Tim Stark on the project to be able to combine ideas and develop meaningful project.

What will you do with what you have learned?

• I will use the project created in this course and use it as an example for how to setup more PBLs for other topics.  I hope to share what I have learned with my coworkers and possible develop a project across curriculum.

Life Under Oppression PBL Site

EDTECH 542 Course Syllabus