Reflection

The overall learning experiences throughout the course “Reaching and Engaging all Learners through Technology” was a tremendous journey. In fact, the challenges of completing a variety of learning goals were vital in extending my literacy skills which helped to improve my professionalism and purpose as an educator. In reference to Banner and Cannon (1997) they are of the view that, “true teachers always seek to learn more, to remain current with what is known about their subjects, to keep those subjects fresh and exciting enough to sustain the exhausting act of teaching day in and day out, year after year (p. 8) (as cited in Archer, 2004, p. 20). Some of these fresh ideas included creating and implementing surveys from sites such as Zoomerang, for my English Language Learners (ELLs) to assess the “Relevance of Assistant Language Teacher (native speakers) in Japan”. Additionally, using other methods of assessment such as surveys and inventories where used to gather information about students’ interest, learning styles, intelligence, and learning profiles is an attempt to gather relevant information about students that will be useful when differentiating instruction and the learning environment.

Consequently, this opportunity to self-reflect has brought to my attention that in spite of the many challenges that educators have to bear in the classroom, there are endless methods to continue charting the course to facilitate learning. We are reminded that “informative assessment isn’t just for the teacher [because] it involves a partnership between teacher and students” (Tomlinson, 2008). Quintessentially, as educators collaborate with colleagues to create the learning atmosphere to meet learning outcomes, we can also tap into the valuable opportunity that we have to learn from our students as well.

As my professional, academic, and personal development expanded this was attributed based on the wealth of reliable sources from experts which enabled me to demonstrate my competence to use technology to meet the needs of diverse learners. “Providing Internet-based lessons in rich media format for students to use for a review, for homebound students to access basic information, or for parents to use while helping their children with homework is a technology-enhanced form of direct instruction” (Cennamo, Ross, & Ertmer, 2009, p. 271). Subsequently, my perspective on constructing lessons to include the use of technology and to be able to meet the needs of diverse learners is now etched in my mind to foster the skills necessary to reshape my teaching methods and approach to deliver instruction while being increasingly supportive to maintain consistence at it.

As my judgement to incorporate technology and 21st Century literacy skills unfold and my efforts to synthesize all the target knowledge encountered, I realized there was so much about being a digital citizen that I was unaware of. As Alvermann, Phelps, and Ridgeway (2007) stated, “how well students do in this digital environment will depend to a great extent on how well teachers prepare them to become independent learners capable of applying information literacy and library skills in critical and creative ways” (p. 342). Therefore, my motivation to become more reliable and competent in the classroom does not rest in my own delivery of instruction but in my good judgement to learn from my students as well whose self-efficacy is highly likely to be improved from such opportunity to be considered an ‘expert’ among peers as well.

Throughout the course, there were strategies for incorporating technology into the content area lessons that contributed to my understanding based on the practical opportunities that were afforded. The differentiation station, creating voice threads, creating interactive presentation for colleagues, constructing lessons and detailed action plans for use with differentiated instruction and Universal Design for Learning (UDL) were practical exercises that helped to spring board my professional journey as an educator. As Eagleton and Dobler (2007) state, successful teachers continually prompt learners to become more metacognitive so that students begin to monitor their own learning, adjusting and extending strategies as needed” (p. 19). Hence this modeling is expected to be manifested as I differentiate instructions and seek to “provide alternatives so that every student can learn” (Laureate Education, Inc., 2009). Additionally, the discussion boards included a debate component with a discussion on ‘fair versus equal’ in differentiating instruction which aroused much opinion that was supported by facts. Essentially, the most valuable learning outcome for me was to realize that providing a variety of methods for students to demonstrate their understanding is just as vital as ensuring that all students’ needs are met.

The reading conducted on creating a learning environment have caused me to be mindful about the kind of learning atmosphere that we create for our students. By “providing options for the student to obtain extra assistance whenever needed [and] strategically plan a psychologically safe environment so the student feels free to take reading risks with questions and thinking” are the right attitudes to cater to the needs of all learners (Chapman & King, 2009, p. 16). The learning atmosphere also plays a significant role in the vision that the teacher has from the outset for the students. In every content area learning can be hampered as “a capable reader may not reach reading potential because of continued struggles with boring, unchallenging materials [therefore to avoid such award situations] present stimulating and engaging lessons on all the readers’ ability and interest levels” (Chapman & King, 2009, p. 19). Furthermore, the very nature of the labour market, dictates the competitive edge that many learners are required to possess in this 21st Century information age. Hence, it is incumbent that every effort to motivate students and prevent them from being engaged in disruptive behaviours will no doubt be rewarding in preparing students to be qualified and mentally prepared for the competitive labour market.

My misconceptions of the purpose of UDL were clarified as my knowledge based expanded. Therefore, my philosophy has changed to focus on the disadvantaged learner which might include students with a physical disability, slow learners, students with behavioural problems, students who have challenges adjusting to a new culture all require attention and strategic approaches to stay focus. By studying what procedures work in one class can be the anchor for successive lessons. Also, to ignore the value of applying best practices from academic research to show empathy to our struggling learners and fostering competitiveness for more capable learners would be an understatement. As a result, the scientific knowledge about brain research and the three networks “recognition, strategic and affective parallel the three prerequisites for learning described by Russian psychologist Lev Vygotsky (1962): recognition of the information be learned; application of strategies to process that information and engagement with the learning task” will be useful in my current managerial and planning duties (as cited in CAST 2011). The immediate changes that I will model is to become proactive in obtaining information about students’ interest, learning styles, learning profiles and then collaborating with colleagues to implement instructional materials, impart knowledge, interpret data from assessment tools to make informed decisions for their future success.
One immediate adjustment that will become more outstanding than others is to make more meaningful use of expert information that is certain to produce more reliable data associated with the development student-teacher success in the classroom. In relation to this area of improvement, I am expected to affect change in my learning in order to “vary expectations and requirements for student responses [since] a well-designed student product allows varied means of expression and alternative procedures and offers varying degrees of difficulty, types of evaluation, and scoring” (Hall, Strangman, & Meyer, 2003). Based on the incites gained from the readings, I am committed to provide stimulating student product with more options to cater to their diverse so they can feel less pressured to demonstrate their learning potential in more rewarding ways.

Having conducted research from credible Web sites such as CAST, and ASCD about brain research, UDL, and DI changed my perspective in approaches to creating lessons and manage other aspects of the physical and psycho-social environment. The information from CAST was particularly useful as I am more aware that my students’ needs are more important than what the curriculum dictates and the demands to ‘speed up’ learning. Furthermore, since students come to institutions with varied learning expectations which we must ensure are met then our priorities should be removing as many learning barriers that will prevent from functioning in tasks given and being able to apply comprehension skills to decode information. Suffice to say, with so many options for learners these days, varying from online learning to homeschooling, to private schooling, teachers who are especially in state-managed institutions have to captivate their learners’ interest planning carefully to teach needed information, intrigue students, provide age appropriate tasks, and provide student-focused tasks. When we place high values our learners and they will respond accordingly the returns will speak for themselves.




References

Archer, J. (2004). Characteristics of an effective teacher of reading in an
elementary school setting. Retrieved from
http://etd.lsu.edu/docs/available/etd-10282004-201637/unrestricted/Archer_dis.pdf

CAST. (2011). What brain research tells us about learner differences. Retrieved
from,
http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_2.cfm

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful
classroom use: a Standards-based approach. Mason, Ohio: Cengage Learning.

Chapman, C., & King, R. (2009). Differentiated instructional strategies for reading
in the content areas. (2nd ed.) Thousand Oaks, CA: Corwin.

Eagleton, M. and Dobler, E. (2007). Reading the web: Strategies for internet
inquiry.New York: Guilford Press.

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and
implications for UDL implementation. Retrieved from
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

Laureate Education, Inc. (Executive Producer). (2009). Universal design for
learning UDL). [DVD]. Reaching and engaging all learners through technology.
Baltimore, MD.

Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8–
13. Retrieved from Academic Search Premier database.

Zoomerang. (2011). Online surveys. Relevance of assistant language teachers (ALTs)
in Japan – student satisfaction survey. Retrieved from,
http://www.zoomerang.com/Shared/SharedResultsPasswordPage.aspx?ID=L2662VLVBVB6

Role of Technology in UDL

The role of technology in Universal Design for Learning (UDL) has had tremendous

successes in classrooms all over the world. Teachers and students can have more

resources and materials that are flexible to meet the needs of diverse learners.

Additionally, UDL has also made its mark in other fields so that individuals can

have equal opportunities to operate especially in the global community.


"To create a UDL environment in general or special education classrooms, teachers

need materials and methods that incorporate these three principles" (Greatschools).

"Variations in presentation can make the same text more accessible to all students,

especially those with learning disabilities" (Greatschools). With UDL content area

texts can be presented in electronic format which can be:


1. read aloud using screen reading software
(useful for students with reading problems)

2. changed to different print sizes, colors, spacing, or highlighting
(helpful for students to see and remember

3. printed as a personalized copy
(helpful for most students)

4. copied and pasted into outlining or graphic organizers
(particularly useful for students who find organizing information difficult)

5. creates to include dialogue, music, sound effects, and video clips
(helpful to students who learn through more sensory involvement)


"Because UDL assumes each learner brings individual strengths, needs, interests, and

limitations to the classroom, flexibility in curriculum and teaching methods

increases access to learning - just like curb cuts and ramps increase physical

access" (Greatschools).

Reference

http://www.greatschools.org/special-education/assistive-technology/universal-design-for-learning-improved-access-for-all.gs?content=785

Reflection: GAME Plan

In retrospect, the value of the GAME plan enabled me to learn how to set goals that are necessary to evaluate my students’ as well myself. One positive lesson that I learnt from monitoring my GAME plan was that, I need to have a plan that will help me to be accountable for my students’ learning. Not all goals were achieved but I remain confident that in the future, I can revisit the goal where by I would like my students to be more actively engaged with technology tools. So far, the use of the digital camera to provide authentic images for use in discussions, problem-solving activities and for reinforcing a topic have had far greater effect on my students’ rather than using only textbook pictures. “While we can certainly learn many things by reading textbooks and by observing others complete task, the most natural form of learning involves active, hands-on concrete experience” (Cennamo, Ross, Ertmer, 2009, p. 31). Hence my students will be required to use digital cameras and the Internet to assist them as they promote tourist attractions in selected countries that will be done in the form a brochure.

The GAME plan was also instrumental in allowing me to experience practical ways to share teaching-learning developments with colleagues. “Collaborative activities involve the engagement of students in deep conversations about both the processes and the products of learning” (Cennamo, Ross, & Ertmer, 2009, p. 39). Teachers can only develop confidence in using specific learning techniques like that of blogging about goals. By sharing my approach to execute the GAME plan and modify my actions with my colleagues, I received added inspiration to persevere at realizing the full potential of setting goals.

Based on the reading from throughout this course, I am more conscious that I need to be more steadfast at empowering my students to use technology in their learning. Therefore, I plan to give my students more challenging tasks to conduct research about topics that they will use to create word documents and quizzes for the class. I also want may student to engage in more open discussions so I will plan in advance some videos that will help develop their listening, speaking, and writing skills.
Finally, based on this week’s learning I am reminded that, “working in technology-enriched learning environments, students will benefit from having guidelines that indicate what they should accomplish during the lesson, what they are expected to have ready beforehand, and what they should do after their computer time is over, including self-assessment activities” (Cennamos, Ross, Ertmer, 2009, p. 97). I am certainly in the right direction to empower myself and my students as we make more constructive and efficient use of technology inside and outside the classroom.

Reference
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom
ed.). Belmont, CA: Wadsworth, Cengage Learning.

Blog Post: Using the GAME Plan Process with Students

Based on the International Society for Technology in Education, I believe my students can benefit from the GAME Plan which aims at moulding them to embrace to following three standards:

1. Creativity and Innovation: create original works as a means of personal or group expression.

2. Communication and Collaboration: communicate information and ideas effectively to multiple audiences using a variety of media and formats.

3. Digital Citizenship: exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Students must be given substantial reasons that the standards as outlined in the GAME Plan will increase their awareness on the use of technology tools. To help students monitor their involvement and applications they would be appraised on a weekly basis to track their progress. Students would also be asked to create online portfolios where they will save works that demonstrate their application of utilizing the technology tools to achieve creativity and innovation, communication and collaboration and digital citizenship. Also, to hold students accountable for their interaction with technology for study, I will ask parents and guardians to sign monthly supervision records that stipulate how many contact hours were utilized for doing educational online learning.

If the GAME Plan can be altered to facilitate more meaningful lessons, then students would be given the opportunity to suggest ways to make the plans more feasible.

Revising Your GAME Plan

My GAME Plan is definitely a work in progress. I am confident that I will achieve all the goals I set out to accomplish by the end of the school term. I have learnt that not all educators are confident in using technology in the classroom especially the older teachers. Therefore, I am more patient with these teachers who simply need a bit of encouragement to manipulate the software that supplements the textbook. One goal from NETS that I aim to continue in my GAME Plan is to facilitate and inspire students' learning and creativity. By helping students to experience authentic learning situations, they will more likely to be enthused about learning a foreign language. So as I correspond with some of my students via email, I hope to extend this learning beyond teacher student dialogue to student dialogue as they are in different location. In order to improve my ability to become more proficient at using online tools, I would like to experiment with some of the suggestions from my colleagues about how to make utilize the tools of technology to allow students to participate in active learning with adequate scaffolding.

Evaluating Your Game Plan Progress

My aim for this week is to download at least two videos about the events of Christmas and another video pertaining to culture or a topical issue. Then I plan to ask my students to listen to the videos and discuss in small groups what they have watched. I will also give my students a topic from the videos to debate the pros and cons of the target topic. Then I plan to video my students as they work in groups and make their presentation. Since my classroom is not wired with the Internet, I will need to download a program that will allow me download videos and play them while offline. This is something new for me to explore even though I have always wanted to but now I feel I need to be a more assertive digital citizen and take my game plan seriously. In the words of Mike Trout, “Technology is ruled by two types of people: those who manage what they do not understand, and those who understand what they do not manage.” I believe I fall some where among those two categories but I want to gradually feel empowered to make use of what I already know and build on that which I need to know.

Monitoring Your Game Plan Progress

The progress of monitoring the game plan seems to be going at a slow pace since I hardly have time to implement anything new in my class. Students and teachers are very busy preparing for tests so I cannot impart any new ideas just yet. However, I believe I can have a great start at encouraging students to be digitally responsible by allowing students to send me emails. I currently have a 9th grader who initiated a double-entry journal with me called a kokan notebook. Inside the book are entries made by myself and the student. Frankly speaking, I am learning as much from this student as much as she is learning from me.

The next step is to encourage the student to create the digital version of the kokan notebook. I have also asked the Japanese teacher of English to inform students that I am available to assist them with oral communication skills. It is at this point I will need to use my camera to take small video clips of students having dialogue with me in English. The purpose of the videos is to help students build the confidence they need to speak more English in the most natural form. I believe this game plan will is ongoing so even after this course I will still be working on the plan and adding to my professional development.

I realized that sometimes educators become too overly ambitious about implementing a new concept or plan but then these changes will gradually materialize over a period of time. Although it is difficult to get my students to participate in any programme outside of class because of their busy schedule, I will not be discouraged.