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Teaching with Technology was very challenging, but it has become my most interesting. Taking the course has made me appreciate how technology plays a significant part in educating our students today. In this class, I was given the opportunity to collaborate and create a solution to a scenario-based group project. There is a math teacher in the group and as a result, the group agreed to design the project for a 10th grade geometry class whereas we concentrated on quadrilaterals ( A quadrilateral, sometimes also known as a tetragon or quadrangle (Johnson 1929, p. 61) is a four-sided polygon.) ( Weisstein, 1999, and Johnson, 1929, p. 61). We agreed that each member of the group would create a Universal Design for Learning (UDL) lesson using Cast UDL Lesson Builder. In addition to creating a lesson, each group member created an ebook. Both the UDL (lessonbuilder.cast.org) and ebook (bookbuilder.cast.org) sites are great tools to use to practice creating or enhancing lessons for diverse learners. I am not knowledgeable about geometry, but while working on this subject, I learned about many practical applications which could be used to challenge students in any subjects. The CAST organization understands the types of students we teach and offers a variety of tools to help us cater to their needs. Our group worked with Google sites, Google docs and other applications to make the project a success. We chose to collaborate on Google docs, and created the TWT Collaboration and Planning document for brainstorming at []. While working on the project, I learned that you do not have to work on a comprehensive project to make it successful. There are other technology tools to use to work cooperatively and collaboratively in order to solve problems and come up with solutions. I also learned that it is possible for a group of strangers have the capability to create, edit, share ideas, and communicate online with each other effectively in order to learn and grow from each other. The knowledge I gained from working with this group to solve the scenario these past five weeks are amazing! We put a lot of time and effort into the project to make it successful. In addition to working with my team members using Web 2.0 tools, I learned the value of learning and sharing information.

We used interactive sites, videos, vokis, wikis, documents, PowerPoint and many other Web 2.0 tools. Our activities allowed student assessment with the creation of the learning activities. As we researched activities to introduce to a diverse group of 10th grade geometry students, we included teacher professional development.

Solomon and Schrum (2007), asked the question and the confirmed the answer to be yes, thatassessment can be authentic and simultaneously prepare students to scucceed in the standardized testing that they will face. The authors argue that performance assessments call upon the examinee to demonstrate specific skills and competencies, that is to apply the skills and knowledge they have mastered” (Solomon and Schrum, 2007, p. 168; and Stiggins, 1987, p. 34). Since more and more technology tools are being developed, teachers should included assessments that are both summative and formative. If teachers assess students on a on-going basis, teachers are placed in a better position to understand where students are, how are they doing and what needs to be adjusted. In addition to assessing students’ performance, teachers also need to perform a self-assessment on their teaching strategies.

While creating the UDL lesson, I wondered if the lesson would be too difficult for the students to learn. I decided to have students work on a project in groups of 4 whereas they created pyramids. This activity will be given to each group for them to practice brainstorming in order for each student to share their ideas. The group sessions would be student-centered which will fit the UDL lesson. According to Pitler, Hubbell, Kuhn and Malenoski (2007, p. 141), student-created multimedia is a natural environment for cooperative learning. The students in each group will have the opportunity to achieve the goals of the lesson by using their particular learning style. The students will have a choice to create presentations using any technology tool of their choosing to present to the class. By working on this project, each student in the group will have the opportunity to display what they have learned.

Each team member used BookBuilder.cast.org to create an ebook. I normally feel comfortable learning different technologies, but the program was a little intimidating when I first began using it. I also had a hard time trying to figure out how I would organize the information in the ebook, and had to research samples of other ebooks on the web.

In order for me to be a successful teacher of the 21st Century, I realize that assignments need to be adjusted to accommodate the learning styles of all students. Although I am not a full-time teacher in a classroom, I realize that from time to time I will be asking myself if I am meeting the needs of all my students. Being on the other side of the fence as a student, I understand that the needs of students are different, and students come from all walks of life and many ethnic backgrounds. Physical and Mental handicapped students, including students with language barriers, must have access to the same high standards of learning in Texas as in any other state in the United States. As a result, introducing students to technology is one way to accomplish this challenge that the State of Texas has mandated for all teachers.

What I have learned in Teaching with Technology will have a great impact on the way I teach a diverse student population. I must treat each student as a unique individual and understand that each student learns in ways that can benefit them. If I am given a full-time assignment in the private or public school sector, I am sure that from time to time I will wonder if I am reaching all my students and if I am doing everything possible to make them successful. Since taking this course, I am in a better position to implement and incorporate an environment that will engage all students in which different learning styles will used in the classroom. Solomon and Schrum state, “To help students acquire skills and become synthesizers means not just providing access to technological tools but also employing the pedagocal tools that are more powerful when combined with technology.”

References

Johnson, R. A. (1929). Quadrangles and Quadrilaterals" and "The Theorem of Ptolemy." §91-92 in [|//Modern Geometry: An Elementary Treatise on the Geometry of the Triangle and the Circle.//] Boston, MA: Houghton Mifflin, pp. 61-64.

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

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

Weisstein, E. W. (1999). Quadrilateral." From Math World--A Wolfram Web Retrieved March 31, 2012, from [].

Wonders of the African World (PBS Original National Broadcast (October 25-27, 1999) Black Kingdoms of the Nile. Retrieved March 24, 2012, from []