The Challenge Awaits

While taking course MD400,  I have found myself integrating new types of technology  in my classroom.  Many of the methods introduced in class have found their way into my lessons, such as Inspiration based graphic organizers and digital story's.  Over the semester I have succeeded in creating a personal web log and began to create my own digital story. The most challenging part of the class so far has been finding the skills to express myself  using digital based media. While I am familiar with talking digital photos, uploading them to my computer and sharing them with friends; I am less familiar with the programing skills necessary to develop a website.   Creating a website has become a formidable task, challenging my skills in computer programing and my own creativity.  Through this experience I have learned that we all must challenge our selves to better our selves.  It is my hope that I can create a website that represents my work in a clear, cohesive manner, while learning the skills necessary to teach my students to create their own web pages.

The Added Value of Technology

Universal Design for Learning states that curriculum should include alternatives which make materials accessible and appropriate for all learners.  The goal is to create access for all through the integration of technology.    This philosophy compliments Sara Dexter's theory that  "educational technology does not possess inherent instructional value: a teacher designs into the instruction any value that technology adds to the teaching and learning processes."  Many of the methods of integrating technology that have been introduced in MD400 this semester create opportunities for students of all levels to obtain unique learning experiences.   

On the first night of class, we created tablues using stories and a digital camera.  In small groups we were required to identify the main idea of a story and agree upon important details.   When brought into the High School classroom, the use of a digital camera allows answers to be shared regardless of the writing skills of the students.   By caring out this activity  it provides students with the opportunity to read for comprehension and work on their processing skills.  A student with poor writing skills, has the opportunity to show their idea through pictures rather than a written assessment.   This use of technology not only has value, but allows for students of varied academic levels to achieve success in a heterogeneous group setting.  

Currently, I am working on creating a digital story.  I feel that the use of technology  would also provide students with an unique opportunity. Students would be able  to use pictures and music, along with spoken word to tell a story.  A digital story suits many different leaning styles.  A strong writer will have an opportunity to create a story that is complemented by visual design, while a student who is gifted in art or design can use graphic to enrich their writing.  

Inquiry-Based Learning and Historical Thinking

After completing the readings for class, I realized that the unit my class

is currently working on features an inquiry-based activity, along with

an opportunity for students to analyze issues and while developing

decision making skills.   Students are beginning to study the Early

Middle Ages, specifically when Edward the Confessor dies with no heir

to take over as King of England.  Waiting in the wings are three men

and one boy, all who claim to be in line for the thrown.  Before

students read who becomes King, they must evaluate the candidates who

have claims to the thrown and chose the person who they think should

lead.  Once they choose their "man," they also must create an

advertisement supporting their choice and present it to the class.

Only after they research the claimants and discuss their decision do

they find out that William the Conqueror wins the Battle of

Hastings and becomes King.

Classroom instruction and assessment have become increasingly 

skills-focused.  As a social studies teacher, I am directed to include

activities that improve students' reading comprehension, writing and

reasoning skills. An activity or lesson plan cannot be created with

out a measurable goal followed by an assessment.  It was refreshing

to revisit inquiry-based learning and historical thinking, both of which 

focus on students gaining mastery of their content while

learning skills that are useful inside and outside the classroom

Standards Selection

This semester I will focus on  History, Grades 9-12, Content Standard 3: Historical Themes.     Manipulation of graphic images using gimp or photo shop, gives students the opportunity to use digital imagery within the classroom while developing the knowledge of  key historical concepts.  Students will be able to research the geography and culture of various themes from history, select pictures that they feel represent the culture and combine the themes into one shot.  By creating “collages” students can include famous people, famous buildings or even a photograph of themselves.   The image that I created on my blog for class,  could stand as a model of what students can create with a little history and a lot of imagination. 

Inspiration provides both teachers and students the opportunity to share ideas and summarize information.  Inspiration directly supports the standard thread which emphasizes that students “describe the multiple intersecting causes of events.”  By using Inspiration, students can create “idea webs” which examine different causes and effects of a historical event.  Students can also use different pictures to represent their ideas, as well as, use the links feature  to provide information on the Internet about the topics.  

Universal Design for Learning

As half of a social studies co-teach team, the theories and ideas behind Universal Design for Learning were both timely and thought provoking.    While planning, there is a constant struggle to meet the needs of every student, each with their own learning style and challenges.  The articles' emphasis on the role of applied neuroscience in student learning forced me to examine my own methods.  It reinforced the idea that students learn from clear, well-constructed objectives and scaffolded activities. 

Royal Treatment

In order to create this image, I began by searching on line for free clip art of Italy.  When I found a picture of  this fountain, I thought it would create a clear background for my assignment.   Keeping with the Italian theme, I searched for pictures of Renaissance era costumes on pics4learning.com and found the burgundy dress I am wearing in the picture.  I was able to use the smart scissors function to cut and paste a picture of myself  into the dress, as well as place the gold crown on my head for the royal treatment.   While designing this assignment, I took into  consideration many of the social studies standards from the National Educational Technology Standards, including Content Standard 3: Historical Themes.   By combining an architectural object and a costume, students will be able to gain insight into the values and culture of Renaissance Italy.

Response to Dexter's eTIPs

Sara Dexter's article focuses on the teacher as the principle designer
of instruction and the technological support the school environment
provides the educator.  In the article, Dexter said that "educational
technology does not possess inherent instructional value: a teacher
designs into the instruction any value that technology adds to the
teaching and learning processes."  This forced me to reflect on a
common method of technology integration that teachers use, namely
powerpoint presentations.  For many educators, powerpoint
presentations in the classroom consist of flashing colorful notes from
an overhead projector while lecturing students.  This type of
technology appears to benefit the classroom as a whole, but fails to
give students what Dexter calls "an outcome impossible to have without
technology."   Clearly-typed notes projected on a board offer little
opportunity for students to reflect, engage or interact with the
content.   Little is done to enrich the original objective and methods
of the lesson, or to share key facts and information about the lesson.
 The outcome could be obtained without any technology at all.

Using technology to aid in note taking may satisfy some educators and
administrators, but misses the true purpose of integrating media into
the classroom.  With Dexter's eTIPs in mind, educators should look to
use technology as a way to provide visual support to note taking.
Technology is a resource which allows both the student and the teacher
opportunities such as chatting with classrooms around the corner or
around the world.  Rather than using powerpoint presentations as a
neatly typed outline, educators can place videos, music or interactive
activities within their notes. This would allow teachers to use
technology to alter their educational delivery and achieve outcomes
impossible by using notes alone.