EDLD 5363 Week 2 Assignment

Licensure: tutorial on Audacity by Emily Poeppelman is licensed under a Creative Commons Attribution 4.0 International License.
tutorial on Audacity by Emily Poeppelman is licensed under a Creative Commons Attribution 4.0 International License.

EDLD 5363 Week 1: digital story

EDLD 5362 Final Project

EDLD 5362 Week 4 Assignment

New Kids On The Block: Classroom of The 21st Century Emily Poeppelman The “New kids on the Block” have arrived! Today children in the 21st century are brought up in a whole new world of bright lights (technology), where instantaneous gratification is a must! Students are thinking in different ways due to the resources around them, and in order for them to thrive classrooms must and will change. Nontraditional classrooms in 2018 will look different, sound different, communicate different, and assess different to ultimately produce higher achieving students. Classroom appearance In 2018 the typical classroom will have all the traditional pieces however, they will look more inviting to students with innovative design that encourages students to think outside the box. There will be one wall painted a color rather than all four white walls. This color is crucial to student learning as some colors can produce negative feelings. A good color for this wall is either a light blue or green. Blue has positive notation as it represents order, direction, and peace. Green also has a positive notation as it represent balance and harmony (“The Top Color”, 2013). These innovative classrooms will also have lightweight furniture that is easy to move to create learning communities to encourage collaboration between peers. Chairs will have bright colored cushions with wheels on them to encourage movement. In the back of the classroom there will be a focus fort where there are three yoga balls as well as one large white board to allow students to sit and brainstorm for future projects. There will be interactive whiteboards in the front of the classroom as well as plenty of wall space to display student work. Walls will also have large glass windows for students to look out to nature as well as write on for an alternative working space. Classrooms will also be hooked up with speakers in the ceiling to allow teachers the opportunity to have a “front row” microphone to aid in student focus and less discipline problems. Lastly, and most importantly classrooms will have the access of wifi encouraging students to bring in their own devices as well as having an electronic cart of laptops to assist students in their learning whenever necessary. Classroom Sound In 2018 classrooms will be more boisterous. Rather than the teacher providing numerous hours of direct instruction the students will be learning from each other by working in groups thus it will be very noisy. The sounds of nails tapping keyboards will also be a prevalent sound as students work to create presentations using video editing, prezi, ect. Jo Williamson and Traci Redish who wrote the ISTE’s Technology Facilitation and Leadership Standards discuss the reason behind why students need technology in their everyday learning environment. In Table 3.1 it show the average time students use different types of technology on a daily basis. Williamson and Redish write, “this data suggest that today’s students not only desire but need engaging, media-rich learning experiences to maximize their learning potential” (Williamson & Redish, 2009). Using technology and group work will produce strong problem solvers as well as innovative thinkers for the 21st century. Communication Technology has opened a whole new door for communicating with students and parents. In 2018 teachers will be expected to communicate with students and parents through emails, text messaging, Google docs, twitter, and other social medias. There are several free programs teachers can use to text students including Remind 101. This gives teachers the option to communicate with students in a safe way by giving them quick reminders about the upcoming week (“Unmissable Ed-Tech”, 2013). This will allow students to be more accountable and communicate with teachers on an as needs basis, including, emailing and tweeting at teachers with questions on assignments. This gives students that instantaneous gratification they are so accustomed to with the Internet making them more willing to work. Assessment With all of these major changes within the classroom teachers are going to be extremely busy keeping up with technology, parent conferences, grading student work, collaborating with other teachers, the list goes on. Teachers need and will assess students online using programs such as Google forums and flubaro to grade the test or quiz for them. This gives students the instantiations gratification they crave and saves teacher time. Assessments will continue to formative and summative, however, both will be online. Having a formative assessment of simply polling students over specific concept that align with the state standards gives teachers and students instant feedback if the students comprehend the information. A great device that will be hooked up in all classrooms will be the Smart Response, also known as clickers. According to an article discussing the use of Smart Response systems written by the University of Minnesota describes the, “functionally, (of) the system allows students to respond to questions posed by an instructor, and allows instructors to view student feedback in real-time, thus allowing them to modify instruction based on individual student or group responses” (“University of Minnesota”, 2009). This will allow for students to achieve at a higher rate because they will instantly know at the end of a lesson what concept they did not grasp and what they need to go and look back over. In closing these “New Kids On The Block” are not leaving any time soon, they are going to continue to change, grow, and involve in their learning styles. It is the job of the teacher to change and evolve with them to aid in student achievement. In 2018 the blueprint of a classroom will be much different in terms of the way it looks, sounds, communicates, and assesses. References: The Top Color Schemes for a School Classroom. (2013, October 18). HubPages. Retrieved November 1, 2013, from http://teaches12345.hubpages.com/hub/The-Top-Color- Schemes-for-a-School-Classroom University of Minnesota. (nd). Student response systems. The University of Minnesota Office of Information Technology. Retrieved on November 17, 2009, from http://www.classroom.umn.edu/support/support-srs.html Unmissable Ed-Tech Trends for 2013 (INFOGRAPHIC) | SociableBlog. (n.d.). SociableBlog. Retrieved November 1, 2013, from http://www.sociableblog.com/2013/01/24/unmissable-ed-tech-trends-for-2013/ Williamson, J & Redish, T (2009). ISTE's Technology Facilitation and Leadership Standards . Eugene, Oregon : International Society of Technology in Education .

EDLD 5362 Week 2 Assignment

Technology Interview

Ms. Munn-6^th Grade Language Arts

1.    How many years have you been teaching?

·      This is my 20^th year teaching

2.     Compare and contrast your teaching practices and instructional strategies from your first few years to today in terms of the use of the Internet.

·      My first year teaching, I taught at an alternative school that was run like a boot camp.   We were part of the Rock Hill School District in South Carolina but met at a camp that was run by the Police Department.  We were in 12 x12 cinder block rooms with no windows and did not have much to work with.  I had to teach all subjects to 6^th, 7^th, and 8^th graders.  I did my best just to make sure that students stayed out of trouble.

·      My next three years I spent teaching 4^th grade at an inner city school.  We had very little resources.  I did have a couple of computers for the kids to use but no Internet access.  I bought some Jump Start programs and installed them on the computer for the kids to use.  My students also went to the computer lab once a week to work on a computer program for remediation.

·      When I started teaching 6^th grade language arts and social studies in Fort Mill, the Internet was starting to be used more.  I had my students use the Internet to do a Black History research project.  I also set up my own classroom website and had my own online grade book that I would send weekly reports to parents.

·      Since the Internet and computers have become more easily accessible in the classrooms and at school, I have started having my students not only do research projects on the computer but also share their work with me through Google Docs.  I did my first research project last year with my students, working with Matt Phillips, where I had my students do all of their work on Google Docs and share it with me.  I went through their documents and made notes on what needed to be changed for their final drafts.  The students did not have to print anything to turn into me.

·      I also like using the Internet to show short video clips to introduce a new topic to students.  This is something that I would not have been able to do in my earlier years.

·      I also like having the Internet because it allows me to communicate in a timely fashion with both parents and teachers.

3.     Have you always had Internet access within your schools?  How is it different from your first few years to today?

·      I have not always had Internet access within my schools.

·      It was not until around my fifth or sixth year teaching that the Internet began really being used in schools.

·      Today Internet and wireless is readily available in school.  I cannot imagine teaching some of the lessons that I do today when I first started because the technology was not there.

4.     What were the major research and learning theories in your first few years?

·      When I first came out of college there was a big push for Whole Language.  This is the way that I learned to teach.  My actual undergraduate degree is Interdisciplinary Studies with a focus on Elementary Education.

·      Word Walls were also big when I first started teaching. 

5.     What are the major research and learning theories today?  How do they differ from questions 4?

·      Common Core is the big push right now for students and trying to prepare them for college.

·      The interesting thing about Common Core is that it is not that different from Whole Language.  We are just using a few new words and terms.  We are pushing for students to learn cross curriculum and to write more.  Whole Language also pushed for this.  The only real difference is the shift to more informational text.

6.     What are the characteristics of students from your first few years versus today?

·      Students from my first few years of teaching did not expect everything to be flashy and to be done now. 

·      The curriculum has also accelerated from when I first started teaching.  Students are learning certain concepts much earlier than when I first started teaching.

·      I think with this generation having had the Internet and computers in their classrooms since preschool, they expect everything to be done instantly.  

·      Students in my first years liked to make projects or draw things for projects.  With the programs like iMovie, Prezi, and even PowerPoint that is out there now, students would rather do projects electronically where they can express their creativity more.  

Technological Evolution Within the Classroom

 Technological Evolution                                                                                                               1

Technological Evolution Within The Classroom 

EmilyF. Poeppelman

Lamar University

Technological Evolution                                                                                                               2

Abstract

The internet has been growing at an expontential rate since its birth in the 1960’s.  With this growth has come many changes in the world including major changes within the classroom.  The internet has opened window for students across the globe in several ways, as it becomes cheaper and cheaper the access becomes greater and greatere.  Thus, teachers have had to adapt to better their teaching styles and prepare their students for this ever changing world.  Technology has evolved the classroom in three major ways including; communication, teaching strategies, and made students responsible for their own learning.

Technological Evolution                                                                                                               3

          Technology has not only changed our world, but it has changed how people think and function.   For instance, when waking up in the morning a typical young adult no longer walks to the door to obtain a newspaper, instead they log onto Twitter using their phone and look for any tweets from CNN news.  Technology has made human lives easier and more time efficient.  Furthermore, teachers need to prepare their students to be successful in todays ever changing society.  Thus, using technology now plays a huge role in preparing students where it once was absent.  Since 1970, technology has changed the classroom in three major ways including communication, teaching strategies, and most importantly empowered students for being responsible for their learning.

     Communication has changed drastically in the last twenty years.  Telephones were a teacher’s primary way to contact parents and students with concerns and questions.  Eighteen years ago, Shannon Munn a 6^th grade language arts teacher (2013) did have a computer in her classroom, but had no internet access.  The only way she could discuss concerns with parents was face to face or calling them while they were home after school off the clock. (Munn, 2013).  However, communication has completely evolved and improved the life of a teacher.  Teachers now have the option of face to face contact via conferences or electronically via Skype, telephones, e-mail, and text messages with Remind 101.  Teachers in the 21^st century have no excuse for not contacting parents and communicating with them to let parents know what they are observing.  This communication provides learning extended from the classroom.   Ms. Kelley Shomaker (2013), an 8^th grade science teacher describes the benefits of Remind 101 a tool to text students and parents and how it extends learning outside of the classroom.  Just this week, she

Technological Evolution                                                                                                               4

texted students around 7:00 in the evening to look outside for the International Space Station that would be flying by during the next few  minutes.  Ms. Shomaker did not know this was happening until that night.   However, her students still had the opportunity to see it because of technology.  This is something that students 20 years ago would not have had the opportunity to experience (Shomaker, 2013).   The use of communication has not only improved communication within the classroom, but extended learning beyond classroom hours.

        Teaching strategies have evolved in the classroom as well, there are always the latest and greatest teaching strategies and a good teacher is always trying something new.  Twenty years ago, the main strategies for language arts teacher Shannon Munn were based on Whole Language.  Whole Language is a strategy based on meaning and decoding spelling.  This led to a lot of direct instruction with resources including pencil, paper, markers, and projects.  Students relied on the teacher to feed them the information.   Today, the teaching strategies being pushed by teachers are the common core.  The common core standards push an inquiry approach where the classroom is student centered.  Students are in charge of thinking outside the box and working together to figure out problems and answers.  Hossein Arsham (2002), explains, “learning is the act or process of developing skill of knowledge.  Modern web based learning and computing provides the means for fundamentally changing the way in which instruction is delivered to students” (Arsham, 2002).  Thus, common core teachers are putting an emphasis on students discovering the information versus giving it to them.  As teaching strategies change, the way students learn and think ultimately changes as well.

       Technology has completely changed the way students learn and think during the last twenty

Technological Evolution                                                                                                      5    years.  Twenty years ago, students were given information from teachers and took notes and asked questions that teachers would answer.  Today, teachers are more of a monitor of the learner process where students are taking the front seat and discovering and learning information first hand.  Douglas Levin and S. Arafeh, (2009) describes the internet as a virtual tutor, students are able to retrieve information in a timely manner about anything they desire whether it is about a subject in school or a personal interest (Levin & Arafeh, 2009, p iv).  However, teachers need to monitor the use of the internet to ensure students are using it properly and to its highest potential.  Students are now creating websites, videos, blogs and prezi’s rather than a typical old poster.  Students are able to be more creative by using online manipulative to display their information in a creative way.  Amanda Lenhart describes that many students are building projects around the creation of websites (Lenhart & Simon, 2001, pg 5).  This is an authentic assessment and a valuable tool for students to learn.  As they become career ready, creating a website will be a vital skill to have as they begin looking for jobs.  Thus, teachers are not only teaching their content, but rather life skills to prepare their students for college and beyond.  Students are now empowered by having the responsibility of learner on them rather than their teacher.  This is causing them to become higher level problem solvers and thinkers.  Twenty years ago students were focused on memorizing facts rather than applying these facts to real life.

          In conclusion, education has completely morphed since 1970 due to the development of internet access within schools. The classroom has evolved in the past 20 years in several different ways including communication, teaching strategies, and empowered students to be in charge of their learning. Technology is growing at an exponential rate forcing teachers and students to adapt and change as well.  To be career ready students need to have access to the

Technological Evolution                                                                                                      6   internet and understand how to use it properly to assist with all faces of learning.  Hossein Arsham (2002) sums it up best, “education comes from learning, not teaching.” (Arsham, 2002).

Technological Evolution                                                                                                      7

References

Arsham, H. (2002, March). Impact of the internet on learning and teaching. USDLA Journal,                16.3. Retrieved on November 17, 2009, from       http://www.usdla.org/html/journal/MAR02_Issue/article01.html

Graziano, M., Lenhart, A., & Simon, M. (2001, September 1). The internet and education:       Findings of the pew internet and American life project. Pew Internet and American Life       Project. Retrieved on November 17, 2009, from       http://pewinternet.org/~/media/Files/Reports/2001/PIP_Schools_Report.pdf.pdf

Levin, D., & Arafeh, S. (2002). The digital disconnect: The widening gap between internet-      savvy students and their schools. Pew Internet and American Life Project. Retrieved on       November 17, 2009, from       http://pewinternet.org/~/media/Files/Reports/2002/PIP_Schools_Internet_Report.pdf.pdf

Munn, S (2013, October 09, 2013).  Interview by Emily Poeppelman

Shomaker, K (2013, October 10, 2013). Interview by Emily Poeppelman 

Reflection of EDLD 5301

      Action research was something new to me at the beginning of this course, thus there were several highlights for me along this 5 week course.  Being an online class I had to have a strong discipline to do all the desired work in a timely manner.  I did not have any classmates to go to the library with or a professor I could personally talk to, thus completing the assignments were key. There were highlights in the lectures, readings, assignments, discussion board, and blogs.

      Lectures were a highlight for me because they helped me have a firm understanding of what was expected of me throughout the week.  Also, throughout the lectures several questions about the assignments and trouble shooting the assignments were key.  Although at times I did not want to watch the lectures or felt like it was five minutes I could spend on something else I always forced myself to start each week by starting the lectures.  Thus, lectures were the start of my week and helped me decide how to break up my week and if I needed to schedule any interviews.

        Readings were the heart of this class.  In all classes the content is the key to be successful in the course and beyond. The readings led me to have a firm grasp and understanding about what an action research plan truly is.  Also, the readings aided me in creating my plan step by step. Throughout my readings what caught my attention the most was in the Harris text when it discussed the strategies for sustaining improvement were very useful and something I have not learned about previously as this is only my second year teaching I have not thought a lot about how to improve my school, but rather how to improve my classroom.  My favorite method and the one I feel I would use the most is the Delphi Method.  I think this is a great way to get quick and easy feedback.  It also does it good job of showing the participants the other side to the issue to ultimately sway their opinion.  Ultimately, I feel that the readings were extremely valuable to my learning throughout this course.

       The assignments throughout this course were valuable in the since it made me put the content/ readings together and have a deeper meaning.  It forced me to truly analyze the text in a deeper way.  The action research project alone forced me to push myself to find the best research project for me and my school that I am truly passionate about.  My goal is to make a difference for my students and improve their learning to the highest levels it can be.  I am very anxious and excited to see what this next year will bring and what my findings will show.

        Lastly, I feel the most valuable piece of this course has been the interactions between the discussion boards and blogs.  I have enjoyed reading and learning about my fellow classmates action research plans.  I feel that I have built a solid relationship with a good amount of my classmates just by commenting back and forth.  I have felt that I have been a value to my many of them by commenting on their blog and giving them feedback just as they have helped me tremendously with mine.  It is amazing how much I have learned from my classmates who I have not meant in person.  Their knowledge shines through with their comments and has been greatly appreciated.  I look forward to seeing what they all learn and are able to find through their action research plans as well.  This course has been a valuable course and I feel it was well worth my time and money. 

Action Research Plan

I did not make any changes to my action research plan due to the positive feedback I have received.  I also met with my site supervisor who is the head of the math department in my school district and he as well thought it was very well thought out and obtainable for me to research.  Let the fun begin with researching digits and analyzing the data  of my students!  I feel very confident and excited for this next year ahead.  I have a great support team around me at school who will be assisting me with my research.

Action Research Plan

What I have learned this week!

This week I have learned the importance of making your action research plan focused.  It is key to make sure your plan has a specific focus and is not broad.  This will not only make your research manageable, but it will make it more accurate.  I also, feel very lucky to have so many resources to help get me through this class including; our readings in our textbooks, our videos each week, the web conferences, and lastly everyones blog.  It has been very helpful!

Action Research Plan Ideas

Action Research Plan: Is the new math curriculum, digits, effective in terms of student achievement, will more students improve their test scores this year than in previous years because of it?  My school has recently adopted the math curriculum called digits, this year will be our first year implementing the program.  It is an online textbooks and has a plethora of resources for students and parents to use at home.  The question is are they going to?  With digits the purpose is for students to think on their own, no longer will I be standing in front of them showing them equations to solve.  Instead they will be working based on inquiry and figuring out how to come up with an equation on their own.  There is more than one way to solve a problem and that is what digits is all about.   I will keep track of their test scores and their improvement throughout the year as well as looking at their PASS test scores from last year to this year to keep track of the growth.  

Teachers will benefit from my action research plan to know if they should use digits as it is said to in the manual, which is very scripted, or if we should use it as more of a resource as we have done in the past with our text books based on dull and incompetent lessons.

Students will also benefit, they will become more accountable for their learning.  They will be using problem solving skills every day to discover different ways to solve problems while I will be more of a facilitator. When students are struggling to the point of frustration is when I will step in and give them hints and clues.

The following are other topics I have thought about researching:

 1.       What effect does an inclusion environment have on math achievement of 8^th graders at Banks Trail Middle School?

2.       Can a Mentor Program improve students test scores and outlook on school? 

3.       How can we make students more accountable?

How might educational leaders use blogs?

Educational leaders can use blogs several ways.  First and for most than can use them to communicate with their staff and have an open discussion to bounce ideas off one another for school events or lesson plans.   Educational leaders can also encourage their teachers to use blogs and have their students communicate through the blogs as a homework assignment.  Some students are more likely to share their ideas on the plot of a story if they can write it down rather than speaking in class.  Essentially educaitonal leaders can use blogs just as anyone would use a blog it is a great way to communicate and bounce ideas off of one another. 

What I have learned so far...

Action Research is an engaging way for administrators to be in charge of their professional development.  It is an ineractive process that involves inquiry throughout the learning process and development.  Action reserch requires the adminstrator to pose a questions, research, engage with teachers and administrators, pose more questions, and reflect upon the entire process.  Inquiry is essential for school development, and what better way than to come from the school leader!  Working with other administrarots will ultimatly provide the best practices for the school due to collaboration.  Ultimatly, this process helps the administrator become a role model for his/her fellow teachers and students.  They are able to see the prinicipal involved in the learning process and aid in him/her doing so.   Action Research can be usefull in many ways to the school.  First of all the principal is presenting himself in being a life long learner and modeling to the teachers and staff that learning is never ending.  It is also benificial because it forces the administrater to work with his teachers and thus he is no longer isolated to his office.  This aids in forming best practices and makes the teacher and the prinicipal take accountablility for the success of the school.  Action Research is different from tradional professional development in that it takes the administrator out of the chair listing to lectures and into the classroom and hallways doing hands on research and collaboration.  The learning process is no longer “he said, she said” but more of a collaboration with the teachers and students as to what works best.  I look forward to my action research plan and getting more involved in the success of my school! 

About Me!

My name is Emily Poeppelman and this will be my second year teaching 8th grade Math and Science at Banks Trail Middle School in Fort Mill, SC.  I graduated with honors from the University of Dayton in 2012 where I received my Bachelors of Science degree in Middle Childhood Education.  I am extremely excited for my second year at Banks Trail Middle School and helping students in every way that I can.  My philosophy of teaching and learning is to provide students with a safe environment and supply them with problem solving tools that will assist them in solving problems beyond the classroom.  I could not be more excited to continue my journey in receiving my masters of education in education leadership and technology from Lamar University.