Introduction

Welcome to my blog. I am very excited to share with you my MALT Capstone project. Here, you will find my personal reflections of the Program Learning Outcomes outlined by Ashford University. Throughout these courses, I have worked diligently in pursuit of my Masters in Teaching and Learning with Technology.  Please feel free to explore and ask questions.  We are all life learners in pursuit of being our best. 

Learning Outcomes 1 & 2

Learning Outcome 1: Demonstrate knowledge and skills related to learning using technology 

In this learning outcome, as the student I have created a foundation of knowledge with various forms of technology that I will then be able to teach my students. By increasing my technology portfolio, I have more to offer when designing and implementing lessons. 

Learning Outcome 2: Demonstrate knowledge and skills in current and emerging instructional technologies

As a teacher, I understand the importance of staying current with the technology trends, which also includes what motivates and engages students. It is important that I provide instructional technology that meets the needs of each learning objective and also challenges and motives students. 

Learning Outcome 3

Learning Outcome 3: Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners

Supporting the Needs of All Learners

            To understand differentiation, you must first understand that all people learn differently.  The theorist, Howard Gardner of Harvard, identified seven distinct intelligences that showcase the ways in which individuals learn.  According to Gardner (1991), “We are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves.”  Differentiating instruction means that the teacher observes students and understands the differences and similarities among students and then uses that information to create a plan for future instruction that will meet the needs of all students.

The Glossary of Education Reform states that, “Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment.” It is imperative that teachers be open to differentiating their instruction for the success of all students.  Teachers do not teach for themselves so they should not consider their own needs when preparing lessons if they want their students to achieve mastery.  Felder & Brent (2005) stated that, “If it is pointless to consider tailoring instruction to each individual student, it is equally misguided to imagine that a  single one-size fits-all approach to teaching  can meet the needs of every student.”

By presenting information in different ways, teachers are giving students multiple opportunities to master learning objectives.  Felder & Brent, (2005) stated that “students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices. The more thoroughly instructors understand the differences, the better chance they have of meeting the diverse learning needs of all of their students.”   Because learning is based upon personal experiences, it is important that instructors provide instructional methods in which the learner can process and retain important information.

When looking at a lesson that needs to be differentiated, I can refer back to a project based learning activity.  I read the book The 3 Little Pigs to my class.  We then discussed why the wolf was able to blow down each house and how those materials could have been used in a different way to create a stronger structure.  I gave them an assignment to create a structure that a fan could not blow down.  Then, I called each table to the back counter and allowed each group to pick from a stock pile of materials that included straws, popsicle sticks, toothpicks, clay, hay, and sponge squares.  I considered the supply list and grouping differentiating because they were allowed to choose the materials that they wanted to use.  They were also grouped purposely by placing high and low students together so they can work together and focus on the strengths of each individual student.   

Children that struggled academically seemed to thrive during this hands-on learning experience.  They were able to do higher level thinking and the conversations were quite amazing as they worked together to create this structure.  For the technology piece, the group chose one student to take pictures with an ipad of each stage of building.  We later took those pictures and created a stop motion video to share with the rest of the class.  When the projects were complete, we used a box fan to try and blow the houses down.  We also used this as an opportunity to retell the story and discuss why each group chose the materials they did and the structure they used.  This activity was easy enough for all children to participate but also engaged higher level thinking for children that were capable of doing so.  Students were encouraged to communicate and work together.  Project based learning activities are a great way to engage students and often are easily differentiated by the teacher.                                                                                                                                                       

Hanafin (2014) said, “If teachers teach consistently or exclusively through intelligence areas where only some students are strong, then many students may struggle to learn in ways which suit neither their learning styles nor intelligence profiles.”  By providing learning opportunities for all students to grow and shine, everyone wins.  Differentiation takes time but it is worth it when students are engaged in learning and successful.  There are numerous technology tools that are easily differentiated when it comes to preparing new lessons.  Often it just takes a teacher willing to learn something new when an opportunity arises.    

 References

Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf              Hanafin, J. (2014). Multiple intelligences theory, action research, and teacher professional development: The Irish MI Project. Australian Journal of Teacher Education, 39(4), 125-142. Retrieved from http://eds.a.ebscohost.com.proxy-library.ashford.edu

 Differentiation (2013). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/differentiation/

Learning Outcome 4

Learning Outcome 4: Apply research to support learning in a technology-enhanced environment

This article I read was titled “Staying Connected: Online Education Engagement and Retention Using Educational Tools”.  The article focuses on educational technology tools used to help with student engagement and focusing on learning objectives to decrease student retention.   Salazar stated that, “The measurable impact on students’ learning depends on the way educational technology is used and the conditions under which it is implemented.”   

Online education works best when there is a high level of interaction between participants. Students should be very involved in the course and should be provided quick/detailed feedback to help them be successful.  Audio and video deliveries are two options for web-conferencing that can be provided live or through streaming. An organizational plan is important and should be developed before course materials are put online. 

Students today are thriving in a technology based learning environment.  It is wise for us to take advantage of this by providing learning opportunities based on their current technology skills and interest.  Educators should embrace this method, as it is the wave of the future as we advance in a global tech society.

Even as a kindergarten teacher, I have taught in a global tech academy and we used technology on a daily basis.  I was always amazed at how much students were able to learn and what they actually taught me.   I think adults are more fearful when it comes to teaching/learning with technology then children are.  

This generation is wired with technology as a part of their life.  It is second nature.  If we want to engage them, we need to attempt to include technology as much as possible.  Technology based careers are also becoming more prevalent and the need will continue to grow.  It is important that we prepare students for the future careers, careers that do not yet exist.


Salazar, J. (2010) Educational technology. Staying connected: online education engagement and retention using educational technology tools. Clinical Laboratory Science, 233-53. Retrieved from: http://web.a.ebscohost.com.proxy-library.ashford.edu/ehost/pdfviewer/pdfviewer?sid=d0c5d1d8-ede6-49e2-a4e5-2d0665e56032%40sessionmgr4006&vid=2&hid=4214
Wiki Space: https://edu697radkecapstone.wikispaces.com/Discussion+Week+1

Learning Outcome 8

Learning Outcome 8: Demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership

Activity: Twitter

Each year teachers on my campus are assigned to different committees.  I have always been a part of our technology committee.  Part of my responsibility on that committee was hosting staff developments where I shared technology based ideas and encouraged staff members to utilize the new idea.  We would later come back and reflect on what worked well for the different grade levels. 

I loved having the opportunity to share learning experiences with our school staff.  Part of leadership is understanding what your gifts are.  One year, another principal asked if one of her teaching teams could come watch my team.  We were thrilled for them to spend a day with us.  At the end of the day we met with that team and their administrator to answer their questions.  One of the questioned they asked was, “How do you all work so well together?”  This was an easy question to answer.  We told them that we knew each person had a gift.  

Mrs. A was a singer and knew every song ever written that we could sing with our children.  She also was a book lover. We called her the book whisperer.  If you wanted to teach something, she would tell you which book to use.  Mrs. S was always twenty steps ahead and kept us organized.  She knew exactly what was coming up and made sure we didn’t forget anything.  I was the technology guru and creative mind when it came to creating activities to supplement our curriculum and Mrs. H was our math guru.  We all work together because we knew our strengths and weaknesses. We did well because we could count on each other to fill in the gaps.

A good leader and instructor is the same way.  They are transparent to the fact that they are not perfect but they also have a great deal to bring to the table.  This is how I view my contributions to my school when it comes to technology and creating engaging resources.  This is what I could bring to the table and I should because I am more than able and I enjoy it.  I feel like it is my responsibility to help others where I do not struggle.

For my activity, I gave a presentation on why I felt the staff should use twitter.  Our district was already using the platform regularly and wanted us to increase engagement so I tried to sell them on this form of technology that I had been using for some time. Here are the slides I used for my lessons:

                                After my presentations and recaps with teachers, I had several teachers use this technology to follow other educators, communicate to parents and our district, participate in global activities and learn through various chats.  Granted there will always be people who are not willing to try new things but I at least have to try and show them what they are missing if they choose to sit out. There is a great big world out there and technology places it at our fingertips. 

There are so many learning opportunities if we lay fear aside and embrace the change that in inevitable.  By taking a leadership role and helping other teachers grow, I am fulfilled because I have been able to share my love for teaching with technology with others.  My heart as a teacher is to inspire and grow people. This is one way I can plant a seed of change.  It fills my cup. 

Learning Outcome 5

Learning Outcome 5: Exemplify ethical practices of technology usage

Activity

As the teacher, I will create a private facebook group for parents and students in our class only.  In order to achieve this, I will need to have my own personal account.  Then, I will create the page separate from my personal page.  I will adjust the settings to where all posts are private and only viewed by approved users in the group.  I will also make sure that you must be approved by the administrator to join.  Anyone can request to join and find the group, but they will only be able to view the name of the group and nothing else.  I will also have the setting where I (the teacher) will have to approve any posts by members of the page. 

Once the facebook group is set up, I will send a note home with students for parents to sign.  I require that all parents give permission or we do not have a facebook page.  This is done because as the teacher, I will post pictures and videos of students and do not want to have to filter each learning experience or prevent certain students from participating.  If all parents agree, they will sign the release that states that they will participate in the group.  They are also giving me permission to post videos and pictures of their child in the group.  In the agreement, they also must agree to not sharing posts and agreeing to not share pictures of other people’s children.  Once they have signed this agreement, I will create the page.

I set this system up last year and it worked great. I actually met with my parents to discuss this activity and answer any questions.  They were thrilled with the potential of incorporating this technology into our learning environment.  It also gave me a way to provide a semi-flipped classroom experience.  I was the only teacher in my school utilizing facebook, but personally found it incredibly useful and successful. 

Throughout the school year, I would post pictures and videos of learning experience in the class.  For example, when we studied force and motion, each group was given different objects to create a ramp.  I recorded each group’s race with box cars and posted them to the facebook page.  The parents loved seeing this learning in action.  They also appreciated the vocabulary their children were using and the clear understand they had for this science concept. 

At the end of the day, children would go home and their parents would ask them what they learned at school today.  Often the answer was, “nothing.”  This changed that.  Parents already knew what they had learned.  Instead of asking an open ended question, which is difficult for young children to respond to anyway, they can ask specific questions.  For example, a parent could ask, “Tell me about the blubber experiment today.” This technology gave them a specific insight to what they were learning. 

Another great way to utilize this technology is to create a flipped classroom.  This is when you pre-teach a lesson or provide a re-teach opportunity.  Even in kindergarten, parents struggle to help their child because they fear that are unable to teach their child the way in which their teacher does.  I utilized facebook to post videos to talk to the kids and parents about things we were about to learn in class.  I also used videos to show how to properly complete an assignment or the way in which we are learning a particular objective.

In terms of ethical practices, none of this would have been possible without permission from parents.  Consent is something that should never be assumed.  Written consent is critical in protecting you, the teacher.  There is great liability when dealing with children and technology.  There were a few times when a parent wanted to post something that I did not deem appropriate, but I just did not approve that post and privately messaged the parent.  There was never any confrontation and actually, I had the most active parents in the school because I reached them in a manner that they functioned in too.  

When considering communication with parents, it is important to consider what method of communicating they are already using too.  I actually sent home a weekly paper newsletter and had for years.  I decided in January that I wasn’t going to send one home anymore because I felt that no one was reading it.  So, I stopped sending it home and not one parent noticed. But, they did notice when I did not post on facebook. 

Considering ethics and privacy is critical in all areas of teaching, especially to protect yourself.  Hopefully, all participants will willingly sign the waiver and practice in an ethical manner.  When completed successfully, students (and parents) are engaged, learning happens and everyone wins.

Learning Outcomes 6 & 7

Learning Outcome 6: Evaluate technology resources to facilitate effective assignments and evaluations

Learning Outcome 7: Utilize technology to collect and analyze data, interpret results and communicate findings

Activity

Last year while looking at instructional goals and assessments, I was overwhelmed.  In kindergarten, learning is developmental.  If a student does not master an objective initially, the teacher will retest that objective until mastery is met.  There are no number grades.  In other grades, the teacher teaches an objective and students take a test. The class then moves on.  This is not the case for kindergarten.  This system creates a lot of work for the teacher when it comes to assessments. 

Before finding a technology based assessment, I was creating spreadsheet after spreadsheet.  Now, I did love a good spreadsheet but it was too much paperwork to keep up with.  Not only did we need the pieces of the actual assessment (ex. cards, manipulative, etc.) but each test had a form of its own.  When you are testing thirty different objectives, that creates a huge portfolio that you have to manage and be able to deifier so you can understand each child’s strengths and weaknesses.  The purpose of assessments is to check for understanding and building intervention groups when mastery is not met.

Fortunately, I found a great online assessment tool called ESGI.  This online software gives you access to over two hundred premade test.  You also have the ability to create assessments easily too.  This program was created by a kindergarten teacher who understood the importance of merging technology and assessments while saving teachers hundreds of hours of assessing and paperwork.  ESGI keeps up with all data and has its own reporting system.  Teachers can use this data to create individualized lessons, small groups and whole group lessons.  The software automatically generates spreadsheets and pie charts.  As a visual learner, this was very motivating for me.  I wanted to see my class pie charts filled with green which motivated me to test often.  I can also easily see where my teaching gaps were.  If twenty percent of the class was struggling with an objective, I would create small groups and offer interventions.  If half of the class was not mastering an objective, I took that as a reflection of my instruction and planned a different re-teaching experience.  This was great for me as a teacher because it provided immediate feedback and allowed me to assess my own strengths and weaknesses.

Chart Example

Assessment should not guide instruction, meaning teachers should not teach to the test, but assessment is a reflection of a student’s ability to learn the curriculum.  Teachers should use assessments as a personal reflection.  I think sometimes it’s easier to blame the student for not understanding a lesson when they do poorly on an assessment then using that data as a personal reflection because they were not taught in a manner in which they learn best.  As a teacher, our goal must be to meet the needs of all students so that means that we must always be willing to change our instruction and be willing to provide different learning experiences to meet the needs of all learners.

I present professional development to thousands of teachers each year and it saddens me that many speak of how much they despise assessing students.  For them, it takes so much time, which lessens the time of actual instruction.  I feel very fortunate that I found an online service in ESGI that helps me to be a better teacher and saves me time.  My goal was to always give my students the best and because of that program, I felt challenged in my instruction and knowledgeable of my student’s data at all times.