Over the course of the last several weeks, I have been introduced to several emerging technologies such as online learning environments like Moodle (www.moodle.org), multi-user virtual environments (MUVE’s) and digital videos games. All have the potential for great impact on education. But as I step back and look at these technologies and their potential in my own school, I realize my school has a long way to go before the staff would be ready to implement these technologies into our curriculum. It has been through this lens that I have examined these emerging technologies and their potential in my school and my classroom.
When talking about emerging versus emerged technology, many technologies are emerged in society but still emerging in education. For example, the majority of teachers in my school still instruct students to avoid wikis and very few even know about blogs. But in many schools, these technologies are well established and used on a regular basis at all grade levels. With that in mind, attempting to introduce a technology like MUVE’s or digital gaming to my school would be difficult. Instead, my school needs to start small and build our success one step at a time. Our first step would be using blogs, wikis and Moodle. Blogs and wikis are an easy technology to introduce and use and can be implemented immediately. Also, Moodle is used regularly at all our district high schools so its use in our middle school is a logical application for our students. All three technologies would allow students to utilize many 21st century skills such as creativity, critical thinking and collaboration. The best way to get these emerging technologies introduced and in motion would be to develop a Technology Team within our school. This core group of teachers from each grade level would be available to instruct and assist the staff when issues arise.
In my own classroom, these newly introduced emerging technologies will have an immediate impact. My goal is to spend the summer learning how to navigate Moodle and begin using it at the beginning of the next school year. This last school year, in an attempt to get my students learning online, I developed a web page on www.yola.com to post assignments, rubrics and recorded performances. However, the limitations on the web site have proven a challenge. It is a wonderful web page building program, but the way in which I wanted to use it was limited. Using Moodle will allow me to post all these as well as include discussion elements and track student participation.
A lesson plan I developed using a digital games is another emerging technology I can use immediately. In fact, just this week I was told one of my drama students will finish his school year at home for medical reasons. Normally, in class, my students write, produce and perform their own play. This would be difficult from home. Using the digital programming site Scratch (www.scratch.mit.edu) will allow my student to digitally create and share his own drama production from home. An MUVE program like Teen Second Life (teen.secondlife.com) might be a useful tool in this situation as well, but the learning curve involved with a virtual program is high. But Scratch offers students the opportunity to develop digital games and stories. The programming code is simple to learn and all presentations can be posted online. Both of us are excited to try this new technology.
Today, new and emerging technologies are introduced regularly. How quickly these technologies find their way into education will ultimately be up to education. As for me, my classroom door is wide open!
www.moodle.org
teen.secondlife.com
www.scratch.mit.edu
www.yola.com
Showing posts with label technology. Show all posts
Showing posts with label technology. Show all posts
Saturday, April 17, 2010
Saturday, February 27, 2010
My View of UDL and DI
My journey through Universal Design for Learning (UDL) and Differentiated Instruction (DI) has been an interesting one. Much of what I thought I knew about providing an equal education to my students has been challenged. Throughout the course of my master’s degree classes, I have struggled with finding a way to seamlessly incorporate technology into music instruction. It has been through understanding UDL and DI that I have found what I had been missing. I was trying to develop technology based lessons that were in addition to the everyday rehearsals instead of finding ways to incorporate it into what I already teach. Technology can be used during rehearsals in band and choir to explain concepts for visual learners, allow lower learners to slow down a section of music to practice and provide exceptional students the challenge of composing their own music. These are just three examples of using technology to differentiate instruction that allow me to teach content with tools I already have. They are also strategies I have been able to implement in just the last few weeks. The greatest joy for me is seeing the progress all three groups of students are making with just a little additional effort.
Through my Differentiation Station social network site, I have also been able to gain new resources from my fellow teachers as they too have discovered new tips and tools. The ease in posting to the site and the forum interactions made collaborating easy. The sites that I have found most beneficial are the ones dedicated to discovering the learning styles and preferences of our students. There have been several occasions I have over heard various students make random comments and I caught myself thinking about the student interest surveys we created early in this course. Knowing more about our students does make a difference. Whether it is their learning style or their interests, it takes instruction to a new level. As Dr. Tomlinson says, “The best teaching is never so much about “me” as about “us”.” (Tomlinson, 2008)
I have learned a lot about my teaching on my journey through UDL and DI. For the first time in twelve years of teaching, I see my students with new eyes. By nature, the courses I teach are ensemble based and that is how I have seen and taught my students, as a whole. Now I have the tools needed to see the individuals that make up the ensemble and work towards meeting their unique needs.
Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8–13. Retrieved from Academic Search Premier database.
Through my Differentiation Station social network site, I have also been able to gain new resources from my fellow teachers as they too have discovered new tips and tools. The ease in posting to the site and the forum interactions made collaborating easy. The sites that I have found most beneficial are the ones dedicated to discovering the learning styles and preferences of our students. There have been several occasions I have over heard various students make random comments and I caught myself thinking about the student interest surveys we created early in this course. Knowing more about our students does make a difference. Whether it is their learning style or their interests, it takes instruction to a new level. As Dr. Tomlinson says, “The best teaching is never so much about “me” as about “us”.” (Tomlinson, 2008)
I have learned a lot about my teaching on my journey through UDL and DI. For the first time in twelve years of teaching, I see my students with new eyes. By nature, the courses I teach are ensemble based and that is how I have seen and taught my students, as a whole. Now I have the tools needed to see the individuals that make up the ensemble and work towards meeting their unique needs.
Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8–13. Retrieved from Academic Search Premier database.
Sunday, December 20, 2009
Frustrated in Colorado No Longer
My Final Reflection
When I developed my GAME plan for this course, I was a frustrated music teacher desperately wanting to integrate technology in my classroom and not sure how it was possible beyond the one simple computer game my students are currently using. I was convinced there was no easy answer.
My original goal was to increase my competency level on NETS-T standards 1 and 2; Facilitate and inspire student learning and creativity and design and develop digital-aged learning and assessment. To monitor this goal, my intent was to replace at least one instructional practice with a technology based tool in each class by the end of the current nine weeks. While this was a lofty goal, it gave me a little kick to actually get going and find something, anything, that I could use in my music classroom.
How would I rate my GAME plan now? I didn’t meet my goal of replacing one teaching strategy with technology by the end of the nine weeks. But I did find a wealth of technology, most of it free or something I already possessed, that I can use. I also developed one digital-aged lesson that I successfully used in my piano lab.
The biggest thing I have learned is what I stated in my last blog post, that technology needs to enhance my instruction, not replace it. For example, I used my Zoom H2 digital recorder to let the beginning band hear the advanced band play their same songs and it raised the beginning bands desire to do better. In piano lab, we put away the book and I let my students be creative with their keyboards to develop a soundtrack for a simple one minute stick figure movie I created using Power Point and Movie Maker. The creativity they played with when they were bored found a place in a lesson. And finally, as a result of the content unit plan created over the last few weeks, my choir classes will research, collaborate and present their findings all in preparation to completely produce their final performance for the year. Enhancement, not replacement.
Technology is a powerful tool and when used wisely, students in the 21st century will get a 21st century education. As I sit at the beginning of a two week Christmas break, I am actually looking forward to next semester and many of the technology tools such as collaboration and digital storytelling, I can integrate into my instruction. I am frustrated no more! OK, maybe just a little, but at least I’m headed in the right direction now.
http://www.iste.org/AM/Template.cfm?Section=NETS
When I developed my GAME plan for this course, I was a frustrated music teacher desperately wanting to integrate technology in my classroom and not sure how it was possible beyond the one simple computer game my students are currently using. I was convinced there was no easy answer.
My original goal was to increase my competency level on NETS-T standards 1 and 2; Facilitate and inspire student learning and creativity and design and develop digital-aged learning and assessment. To monitor this goal, my intent was to replace at least one instructional practice with a technology based tool in each class by the end of the current nine weeks. While this was a lofty goal, it gave me a little kick to actually get going and find something, anything, that I could use in my music classroom.
How would I rate my GAME plan now? I didn’t meet my goal of replacing one teaching strategy with technology by the end of the nine weeks. But I did find a wealth of technology, most of it free or something I already possessed, that I can use. I also developed one digital-aged lesson that I successfully used in my piano lab.
The biggest thing I have learned is what I stated in my last blog post, that technology needs to enhance my instruction, not replace it. For example, I used my Zoom H2 digital recorder to let the beginning band hear the advanced band play their same songs and it raised the beginning bands desire to do better. In piano lab, we put away the book and I let my students be creative with their keyboards to develop a soundtrack for a simple one minute stick figure movie I created using Power Point and Movie Maker. The creativity they played with when they were bored found a place in a lesson. And finally, as a result of the content unit plan created over the last few weeks, my choir classes will research, collaborate and present their findings all in preparation to completely produce their final performance for the year. Enhancement, not replacement.
Technology is a powerful tool and when used wisely, students in the 21st century will get a 21st century education. As I sit at the beginning of a two week Christmas break, I am actually looking forward to next semester and many of the technology tools such as collaboration and digital storytelling, I can integrate into my instruction. I am frustrated no more! OK, maybe just a little, but at least I’m headed in the right direction now.
http://www.iste.org/AM/Template.cfm?Section=NETS
Wednesday, December 16, 2009
The GAME plan and How to Use it!
Over the course of the last seven weeks, I have been working on and re-working my technology GAME plan. Each week I have taken time to analyze the progress made from the original plan. While this has been a frustrating and yet progressive process for me, the overall structure of using a GAME plan in the classroom is a good idea. The National Education Standards for Students (NETS-S) and teachers (NETS-T) and the International Society for Technology in Education (ISTE) outline technology goals for both groups. These standards are designed as a guide for using technology in a 21st century classroom.
What is a GAME Plan?
The idea behind a GAME plan is simply the “plan”. Too often students know they have an assignment, but don’t quite know the process to complete it other than start at the beginning and finish. A GAME plan helps students, and teachers, plot a course of action. What is the Goal? What Action will be taken to reach the Goal? How will the Action be Monitored? And finally, How will the Goals and Actions be Evaluated? This is a great sequence of steps that will benefit any student, regardless if the NETS standards or the content standards
are being used.
In the Classroom
As I have discovered over these last seven weeks, technology integration takes time. Even my own GAME plan had to be adjusted to accommodate time. The same could be said for using this process to help students become proficient in the NETS-S standards. A look back at the first 10 years of the 21st century is evidence enough of this. While technology has skyrocketed in recent years, integrating it into an education system and structure that is much older presents obstacles. Impossible? No, just a slow process. But if teachers develop GAME plans based on the NETS-T standards that get students creating projects using a GAME plan format, standards will be met and 21st century skills will be taught.
I like the GAME plan format and I think it is a strong instructional tool that I plan on using with my students.
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
What is a GAME Plan?
The idea behind a GAME plan is simply the “plan”. Too often students know they have an assignment, but don’t quite know the process to complete it other than start at the beginning and finish. A GAME plan helps students, and teachers, plot a course of action. What is the Goal? What Action will be taken to reach the Goal? How will the Action be Monitored? And finally, How will the Goals and Actions be Evaluated? This is a great sequence of steps that will benefit any student, regardless if the NETS standards or the content standards
are being used.
In the Classroom
As I have discovered over these last seven weeks, technology integration takes time. Even my own GAME plan had to be adjusted to accommodate time. The same could be said for using this process to help students become proficient in the NETS-S standards. A look back at the first 10 years of the 21st century is evidence enough of this. While technology has skyrocketed in recent years, integrating it into an education system and structure that is much older presents obstacles. Impossible? No, just a slow process. But if teachers develop GAME plans based on the NETS-T standards that get students creating projects using a GAME plan format, standards will be met and 21st century skills will be taught.
I like the GAME plan format and I think it is a strong instructional tool that I plan on using with my students.
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
Wednesday, December 9, 2009
Enhance, not replace! That is the key...
My originals goals were to research techniques and technology that can be used to replace a current teaching strategy in my music classes. While I don’t think I will ever be able to use technology to replace the element of everyday rehearsal, what I can do is use technology to enhance it. Maybe that has been the goal of this class all along. Either way, my apprehension of finding that golden bridge to take my music classes to the 21st century has started to ease.
I think the biggest progress I have made so far on my GAME plan actually came as I started to develop my Unit Plan for our Application assignments. I am working to develop a plan that will allow my students to use digital aged learning to guide the music rehearsal and final performance that will take place in the spring semester. Students will conduct online research (with the perfect web site I discovered by accident.) They will collaborate to share research with their fellow choir-mates in the very next hour. And finally, they will use online presentation tools to present their final designs. This will have most of the benefits of online collaboration that Vicki Davis spoke about in this weeks’ DVD program from asynchronous teamwork to multiple contributors to a final product. (Laureate, 2009) It will be these student designs that will shape and guide the rehearsal side of choir for the rest of the semester. So, students will be conducting digital-aged learning and using a lot of personal and group creativity to guide this project. To be honest, this entire project was birthed out of the frustration I had with one choir class just not wanting to put forth any effort while the other class can hardly be contained. By giving them the controls that will shape their performance, my hope is there will be greater personal buy-in and thus greater involvement. Their final performance will be one they designed, created and produced. I will merely be the facilitator.
I do realize, as I posted in my discussion this week, the challenge for this type of teaching strategy is the time that will be involved in teaching my students how to do all this work. The technology must first be taught in order to do the work required to use it. So that will take time. It is time I will have to balance very carefully so the technology does not overshadow the end performance.
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
I think the biggest progress I have made so far on my GAME plan actually came as I started to develop my Unit Plan for our Application assignments. I am working to develop a plan that will allow my students to use digital aged learning to guide the music rehearsal and final performance that will take place in the spring semester. Students will conduct online research (with the perfect web site I discovered by accident.) They will collaborate to share research with their fellow choir-mates in the very next hour. And finally, they will use online presentation tools to present their final designs. This will have most of the benefits of online collaboration that Vicki Davis spoke about in this weeks’ DVD program from asynchronous teamwork to multiple contributors to a final product. (Laureate, 2009) It will be these student designs that will shape and guide the rehearsal side of choir for the rest of the semester. So, students will be conducting digital-aged learning and using a lot of personal and group creativity to guide this project. To be honest, this entire project was birthed out of the frustration I had with one choir class just not wanting to put forth any effort while the other class can hardly be contained. By giving them the controls that will shape their performance, my hope is there will be greater personal buy-in and thus greater involvement. Their final performance will be one they designed, created and produced. I will merely be the facilitator.
I do realize, as I posted in my discussion this week, the challenge for this type of teaching strategy is the time that will be involved in teaching my students how to do all this work. The technology must first be taught in order to do the work required to use it. So that will take time. It is time I will have to balance very carefully so the technology does not overshadow the end performance.
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
Tuesday, December 1, 2009
Evaluating My GAME Plan Progress
Three weeks in and this is the progress my GAME plan has made.
• How effective were your actions in helping you meet your goals?
My original goal was to increase my competency level on technology standards 1 and 2; Facilitate and inspire student learning and creativity and design and develop digital-aged learning and assessment. To date, I will replace a lesson I taught last nine weeks in my piano lab class with a more digital-aged lesson. Instead of students performing a song from the book as their final, students will use any of the pre-programmed voices on their piano keyboard to ‘compose’ their own song. While this is not that much of a lesson, they will have to compose this song based on a video prompt. Essentially, they will be composing a soundtrack for a one and half minute video. Their songs and story narration will be recorded and compiled into a Movie Maker video. This video then will be uploaded to the music class web site I have created. So, I feel I am meeting my goal with a monitoring step that was part of my original GAME plan.
• What have you learned so far that you can apply in your instructional practice?
I have learned that I don’t need a wall full of electronics and tech-toys to integrate technology into my lesson plans. Several of the suggestions given in chapter 16 of our course text, Technology Integration for Meaningful Classroom Use, are tools and resources I already have. (Cennamo, Ross & Ertmer, 2009) Add to that the free online resources I have recently discovered and I have a good base to work from. The strategies learned from this course, such as assessing diverse learners and problem-based lessons give framework to the tools I have to work with.
• What do you still have to learn? What new questions have arisen?
I’m not sure about this question. I don’t feel like anything new has surfaced nor do I know what I still need to learn. I just need to kick in my own creative thinking skills to find new ways to incorporate the tools I now have for the variety of classes I teach on a daily basis.
• How will you adjust your plan to fit your current needs?
I still feel like the only thing that needs to be adjusted from my original GAME plan would be the timeline to implement my plan. This will continue to be an ongoing, slow process and my desire to replace one lesson plan in each class with a digital-aged lesson plan by the end of the current nine weeks has proven to take much more time than expected. But at least I am moving in the right direction.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Tuesday, November 24, 2009
My GAME to Date
I feel a lot like my students. I get online to research what other music teachers are doing with technology and I get distracted by all the information I find. Before I know, I’ve lost rack of time, where I started and what I was originally looking for. But none the less, progress is being made on my GAME plan.
As for finding information and resources, I am finding some. Don’t get me wrong, there is a great deal of resources available for technology integration in the music classroom. The difficult part is finding what I can afford or what is already available to me and how to use it affectively in a predominantly performance-based classroom. I feel a little backwards from what Dr. Ross suggested in our DVD this week. Dr. Ross said that educators must first identify the learning objectives then determine the teaching method to express those objectives and then follow it up with a supportive technology. (Laureate, 2009) Part of me feels like I must first find the technology and then find a way to adapt it to what is being taught. Backwards, yes, but it is how I feel right now. But none the less, I did make a new discovery this week. While searching for lesson plans to integrate music and film into a lesson for my piano students, I came across free webinars (yes free!) by www.sweetwater.com for music teachers on integrating technology in the music classroom. I signed up for one immediately! So I am finding resources. Now my backwards challenge is to get them integrated into my regular lessons.
I don’t feel like I need to modify my GAME plan at this time. My goals are still to integrate technology into my classroom on a regular basis. If anything needs to change it may need to be my time table for implementing my goals. While I am trying hard to replace one strategy before the end of the nine weeks, I’m realizing that with four performances to prepare for within the first 12 days of December, there is little time to change gears. But I am looking at how to integrate some new techniques as everyone is preparing for new music at the start of the new year.
To date, I feel I have learned some new things. Aside from the few new programs I have discovered, I’m still trying to find that magic balance between rehearsal and technology. This weeks’ discussion helped when I was able to remember using Audacity and my digital recorder to record rehearsals. So I am learning, but it has been slower than I anticipated.
No new questions have popped up either. It is a fine balance between preparing for a concert, teaching the needed concepts to rehearse the music for that concert and integrate technology all at the same time.
I have come to realize that in my heart of hearts, I’m a general music teacher who loves to put on performances. The two usually don't go together. In a general music class, there is time to build projects, do research and reach beyond the “box”. But in a middle school performance-based class, rehearsal suffers in that kind of environment. It’s not an excuse, it’s just a balance I am still trying to find. But I’m getting closer!
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
Tuesday, November 17, 2009
My GAME Plan Revisited
Last week, I posted my GAME plan for incorporating technology into my music classroom. (Cennamo, K., Ross, J., & Ertmer, P., 2009) Since doing this, it has been interesting to notice how I now look at my teaching through new eyes. With that in mind, here is what I have learned so far.
To summarize my game plan, my goal is to increase my competency level by 1) facilitating and inspiring student learning and creativity and 2) designing and developing digital-aged learning and assessments. (www.iste.org ) To do this, I need to evaluate my current teaching practices and determine how technology can be incorporated as well as take a technology inventory of the resources available to me and begin conferring with other middle school music teachers to learn how they incorporate technology.
Goal: To date, my goal has not changed. I still need to work towards improving my music lesson with technology and develop better assessment strategies.
Action: The majority of the work I have done towards accomplishing my game plan has been here. I have been able to take a technology inventory and while I have little technology to work with, at least I have a place to start. My students have access to two music programs; one program can be used only on two computers at a time and the other is on a mobile computer lab with 25 seat licenses. The best part is I am already familiar with both programs. My classroom is equipped with a Promethean Board and my school has a wealth of computer lab access.
The remaining parts of my action plan are in process. Evaluating my current curriculum is much harder than I expected. The problem still lies with my original concern; how to incorporate technology lessons that does not take away from rehearsal time? This has been harder than I expected. I have many great digital-age lesson ideas, but once again, rehearsal stops in order to have students complete the lesson. I’m still looking.
I did come across an internet based program while I was setting up an epals.com account. Another music teacher, whom I have contacted and yet to hear from, wanted to set up a collaborative project using a music composition software called Noteflight.(www.noteflight.com) Whether I hear from this teacher or not, the resource is a great one, it’s free and compatible with the notation software available to my students. While I have not been in touch with my fellow music teachers in my district, I was able to discover how technology can be used beyond what I already knew. At this point, that is a step in the right direction.
Monitor: I still plan to exchange at least one lesson with a digital-age lesson, however, the process is just that, in process.
Evaluate: To date, no changes have been made.
I am excited at the prospect of incorporating technology based lessons into my current curriculum. I think the key for me will be when I can find the balance between technology based learning in band and choir versus standard practice procedure.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
http://www.epals.com
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
http://www.noteflight.com
To summarize my game plan, my goal is to increase my competency level by 1) facilitating and inspiring student learning and creativity and 2) designing and developing digital-aged learning and assessments. (www.iste.org ) To do this, I need to evaluate my current teaching practices and determine how technology can be incorporated as well as take a technology inventory of the resources available to me and begin conferring with other middle school music teachers to learn how they incorporate technology.
Goal: To date, my goal has not changed. I still need to work towards improving my music lesson with technology and develop better assessment strategies.
Action: The majority of the work I have done towards accomplishing my game plan has been here. I have been able to take a technology inventory and while I have little technology to work with, at least I have a place to start. My students have access to two music programs; one program can be used only on two computers at a time and the other is on a mobile computer lab with 25 seat licenses. The best part is I am already familiar with both programs. My classroom is equipped with a Promethean Board and my school has a wealth of computer lab access.
The remaining parts of my action plan are in process. Evaluating my current curriculum is much harder than I expected. The problem still lies with my original concern; how to incorporate technology lessons that does not take away from rehearsal time? This has been harder than I expected. I have many great digital-age lesson ideas, but once again, rehearsal stops in order to have students complete the lesson. I’m still looking.
I did come across an internet based program while I was setting up an epals.com account. Another music teacher, whom I have contacted and yet to hear from, wanted to set up a collaborative project using a music composition software called Noteflight.(www.noteflight.com) Whether I hear from this teacher or not, the resource is a great one, it’s free and compatible with the notation software available to my students. While I have not been in touch with my fellow music teachers in my district, I was able to discover how technology can be used beyond what I already knew. At this point, that is a step in the right direction.
Monitor: I still plan to exchange at least one lesson with a digital-age lesson, however, the process is just that, in process.
Evaluate: To date, no changes have been made.
I am excited at the prospect of incorporating technology based lessons into my current curriculum. I think the key for me will be when I can find the balance between technology based learning in band and choir versus standard practice procedure.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
http://www.epals.com
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
http://www.noteflight.com
Wednesday, November 11, 2009
My Technology GAME PLan
The International Society for Technology in Education provides five standards for technology use by staff and students in the classroom today. Content standards are designed to give educators direction on the knowledge and skill levels students need to master. (Prensky, 2008) These technology standards are no different.
These standards are: 1) Facilitate student creativity, 2) Design digital-aged learning experiences, 3) Model digital-aged learning, 4) Promote digital citizenship and 5) Engage in professional growth. (http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf )
As a music teacher, technology is a slow addition to my classroom. Not because I am hesitant, but because I am trying to find the right combination of content and how it can be enhanced with the technology resources available to me. The core classes I teach are performance based classes which require music rehearsal. Giving my students a digital-aged assignment more often than not, requires music rehearsal to stop. Add to that the lack of technology based music resources available to me; it is a challenge to give my students a digital-aged experience as suggested by the ISTE standards.
But my classroom challenges are not be confused with what I should know as an educator. With that in mind, when I reviewed these standards, I did find my knowledge and skill levels were lacking. Here is my GAME Plan. (Cennamo, Ross & Ertmer, 2009)
Goal: My goal is to increase my competency level on standards 1 and 2; Facilitate and inspire student learning and creativity and design and develop digital-aged learning and assessment.
Action: The first action I will take to meet this goal will be to examine my day to day rehearsals and content instruction to determine where technology can replace current tools and strategies. The second action will be to take inventory of the resources available such as computer labs, internet access and presentation and music programs like Power Point and Music Ace. The final action I will take will be to confer with other middle school music teachers in my district to determine their use of technology in their classroom. With these lists in hand, I can begin to develop lesson plans using my available resources.
Monitor: To monitor my progress I will try to replace one regular rehearsal or content instruction lesson with a digital-aged based lesson in choir and band by the end of the current nine weeks.
Evaluate: I will be able to evaluate the lesson taught in choir and band by comparing the differences with the same lesson taught before without the use of technology. This can be done by looking at student assessment, engagement and creativity levels.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.
These standards are: 1) Facilitate student creativity, 2) Design digital-aged learning experiences, 3) Model digital-aged learning, 4) Promote digital citizenship and 5) Engage in professional growth. (http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf )
As a music teacher, technology is a slow addition to my classroom. Not because I am hesitant, but because I am trying to find the right combination of content and how it can be enhanced with the technology resources available to me. The core classes I teach are performance based classes which require music rehearsal. Giving my students a digital-aged assignment more often than not, requires music rehearsal to stop. Add to that the lack of technology based music resources available to me; it is a challenge to give my students a digital-aged experience as suggested by the ISTE standards.
But my classroom challenges are not be confused with what I should know as an educator. With that in mind, when I reviewed these standards, I did find my knowledge and skill levels were lacking. Here is my GAME Plan. (Cennamo, Ross & Ertmer, 2009)
Goal: My goal is to increase my competency level on standards 1 and 2; Facilitate and inspire student learning and creativity and design and develop digital-aged learning and assessment.
Action: The first action I will take to meet this goal will be to examine my day to day rehearsals and content instruction to determine where technology can replace current tools and strategies. The second action will be to take inventory of the resources available such as computer labs, internet access and presentation and music programs like Power Point and Music Ace. The final action I will take will be to confer with other middle school music teachers in my district to determine their use of technology in their classroom. With these lists in hand, I can begin to develop lesson plans using my available resources.
Monitor: To monitor my progress I will try to replace one regular rehearsal or content instruction lesson with a digital-aged based lesson in choir and band by the end of the current nine weeks.
Evaluate: I will be able to evaluate the lesson taught in choir and band by comparing the differences with the same lesson taught before without the use of technology. This can be done by looking at student assessment, engagement and creativity levels.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.
Saturday, June 27, 2009
A Reflection of Technology and Instructional Practices
• Reflect on the “Personal Theory of Learning” you developed in Week 1. Summarize any modifications to your personal theory of learning you have made as a result of your learning in this course.
Eight weeks ago, I stated my personal learning theory was finding ways to make real world connections in my classroom. For my music students, that consisted of teaching music that could be found outside my classroom and the history behind the music we learned. What I have since discovered is I need to take my goal of real world connections one step further. What has been lacking in my teaching has been the application. Too often I would stop short of giving my students the opportunity to do something with the information I presented beyond singing or playing the notes on the page. What I have learned from this course on integrating technology and instructional strategies is to get the information I want my students to learn into their hands and have them create something with that information. I plan to rely more on the constructionist theory of creating an artifact. Dr. Orey said, “…students are engaged in learning…” when they are creating an artifact. (Laureate, 2008) By giving my students opportunities to create an artifact, either alone or in groups, I hope to complete the real world connections I have worked towards in the past.
• Describe any immediate adjustments you will make to your instructional practice regarding technology integration as a result of your learning in this course. Identify two technology tools you would like to use with your students and how the tools will support or enhance your students’ learning.
In the past, I always felt that integrating technology into my music classes required expensive music software. Add to the expense was the time it would take to actually teach the software and not having adequate access to computers to get the programs taught. It felt like a no-win situation. This class has allowed me to see that expensive software and long periods of time are not necessary to integrate technology into my classroom First, the authors of Using Technology with Classroom Instruction that Works provide a wealth of ideas and resources that allow me to use technology in my lessons with little to no expense or instructional time. (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K, 2007) I have found their book to be valuable and accessible to any content area and I plan to use many of their suggestions.
One technology tool I plan to take advantage of is VoiceThread. (www.voicethread.com) Many of my classes next year will be cut short from full year to only nine weeks long. As a result, performance opportunities will be greatly reduced. By using VoiceThread, I can record and post classroom performances and have fellow classmates offer positive and constructive advice.
A second technology tool I plan to use is the online graphic organizer program wespiration. (www.mywebspiration.com) Graphic organizers are nothing new in education, but I have failed to use them in the past. Having a way to organize information not only saves time, but aides’ students in moving information from their short term to long term memory. Online access allows students to work collectively at school or from home which further supports 21st century learning skills.
• List two long-term goal changes you would like to make to your instructional practice regarding technology integration and outline a strategy for achieving them.
Two long-term goals for me would include using technology regularly in my classroom and getting technology into the hands of my students. Even though these two goals can be reached separately, by combining them, I can reach them more effectively. For example, I plan to use my Promethean board and projector regularly for whole class presentations and discussions. To avoid the pitfall of lecturing from a Power Point presentation, I will have my students run the presentation, merely guide their discussions and allow them the opportunity to edit, adjust or add to the notes. Finally, at the end of the lesson, students can then use the technology at hand to once again, create a final project demonstrating their knowledge.
In the past, I felt technology was not that difficult, but too hard to use in the classroom or too time consuming to teach. Technology does not have to be hard, just accessible. That is the simple belief behind the book by Pitler, Hubbell, Kuhm and Malenoski, “a focus on technology is not “about” the technology itself, but about changing teacher practice, motivating our students, and creating learning experiences that will be applicable to their world and future workplaces.” (Pitler, et al, 2007)
Laureate Education Inc. (2008). “Constructionist and Constructivist Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Eight weeks ago, I stated my personal learning theory was finding ways to make real world connections in my classroom. For my music students, that consisted of teaching music that could be found outside my classroom and the history behind the music we learned. What I have since discovered is I need to take my goal of real world connections one step further. What has been lacking in my teaching has been the application. Too often I would stop short of giving my students the opportunity to do something with the information I presented beyond singing or playing the notes on the page. What I have learned from this course on integrating technology and instructional strategies is to get the information I want my students to learn into their hands and have them create something with that information. I plan to rely more on the constructionist theory of creating an artifact. Dr. Orey said, “…students are engaged in learning…” when they are creating an artifact. (Laureate, 2008) By giving my students opportunities to create an artifact, either alone or in groups, I hope to complete the real world connections I have worked towards in the past.
• Describe any immediate adjustments you will make to your instructional practice regarding technology integration as a result of your learning in this course. Identify two technology tools you would like to use with your students and how the tools will support or enhance your students’ learning.
In the past, I always felt that integrating technology into my music classes required expensive music software. Add to the expense was the time it would take to actually teach the software and not having adequate access to computers to get the programs taught. It felt like a no-win situation. This class has allowed me to see that expensive software and long periods of time are not necessary to integrate technology into my classroom First, the authors of Using Technology with Classroom Instruction that Works provide a wealth of ideas and resources that allow me to use technology in my lessons with little to no expense or instructional time. (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K, 2007) I have found their book to be valuable and accessible to any content area and I plan to use many of their suggestions.
One technology tool I plan to take advantage of is VoiceThread. (www.voicethread.com) Many of my classes next year will be cut short from full year to only nine weeks long. As a result, performance opportunities will be greatly reduced. By using VoiceThread, I can record and post classroom performances and have fellow classmates offer positive and constructive advice.
A second technology tool I plan to use is the online graphic organizer program wespiration. (www.mywebspiration.com) Graphic organizers are nothing new in education, but I have failed to use them in the past. Having a way to organize information not only saves time, but aides’ students in moving information from their short term to long term memory. Online access allows students to work collectively at school or from home which further supports 21st century learning skills.
• List two long-term goal changes you would like to make to your instructional practice regarding technology integration and outline a strategy for achieving them.
Two long-term goals for me would include using technology regularly in my classroom and getting technology into the hands of my students. Even though these two goals can be reached separately, by combining them, I can reach them more effectively. For example, I plan to use my Promethean board and projector regularly for whole class presentations and discussions. To avoid the pitfall of lecturing from a Power Point presentation, I will have my students run the presentation, merely guide their discussions and allow them the opportunity to edit, adjust or add to the notes. Finally, at the end of the lesson, students can then use the technology at hand to once again, create a final project demonstrating their knowledge.
In the past, I felt technology was not that difficult, but too hard to use in the classroom or too time consuming to teach. Technology does not have to be hard, just accessible. That is the simple belief behind the book by Pitler, Hubbell, Kuhm and Malenoski, “a focus on technology is not “about” the technology itself, but about changing teacher practice, motivating our students, and creating learning experiences that will be applicable to their world and future workplaces.” (Pitler, et al, 2007)
Laureate Education Inc. (2008). “Constructionist and Constructivist Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, June 2, 2009
To Network or not to Network?
According to Wong and Wong, “Cooperative learning is not so much learning to cooperate as it is cooperating to learn.” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K, 2007) That is the basis for the many of the technology tools suggested in our text this week with regards to social learning.
Using Technology with Classroom Instruction that Works highlights many instructional strategies that can be used in the classroom. These strategies can all be used in a social learning scenario. Even though I have only begun to use technology in a cooperative learning environment, I can see their educational value.
Dr. Orey said that one of the aspects of social learning is “Students actively engage in constructing artifacts and conversing with others.” (Laureate, 2008) When students work together to create a web site to display their research, as suggested in our text, they are doing exactly what Dr. Orey stated. First, students have to work together to research their subject and then present their research findings creatively on the internet. The prior knowledge of all the team members combined with the new research culminates in a creative presentation that is as unique as the members themselves. Sure, this same type of lesson can be done on an individual basis, but the cooperative efforts brings unique perspectives and creativity.
Moodle was also mentioned in our text as another resource that can be used in social learning. My school district introduced Moodle this year on the high school level as a way for students and teachers to download instructions and post assignments. As for social learning, “Students share ideas, communicate as a group and learn collectively.” (Pitler, H., et al, 2007) and that is something Moodle offers. However, on a downside, many students expressed frustration over using Moodle with downed networks, slow access or no home access and locked up or lost assignments. I guess the 21st century “The dog ate my homework” excuse is now “But the network was down.”
But even with this downside, Moodle, Global Schoolhouse and the like are great resources that provide students within a classroom or around the world the chance to collaborate in a social learning environment.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Using Technology with Classroom Instruction that Works highlights many instructional strategies that can be used in the classroom. These strategies can all be used in a social learning scenario. Even though I have only begun to use technology in a cooperative learning environment, I can see their educational value.
Dr. Orey said that one of the aspects of social learning is “Students actively engage in constructing artifacts and conversing with others.” (Laureate, 2008) When students work together to create a web site to display their research, as suggested in our text, they are doing exactly what Dr. Orey stated. First, students have to work together to research their subject and then present their research findings creatively on the internet. The prior knowledge of all the team members combined with the new research culminates in a creative presentation that is as unique as the members themselves. Sure, this same type of lesson can be done on an individual basis, but the cooperative efforts brings unique perspectives and creativity.
Moodle was also mentioned in our text as another resource that can be used in social learning. My school district introduced Moodle this year on the high school level as a way for students and teachers to download instructions and post assignments. As for social learning, “Students share ideas, communicate as a group and learn collectively.” (Pitler, H., et al, 2007) and that is something Moodle offers. However, on a downside, many students expressed frustration over using Moodle with downed networks, slow access or no home access and locked up or lost assignments. I guess the 21st century “The dog ate my homework” excuse is now “But the network was down.”
But even with this downside, Moodle, Global Schoolhouse and the like are great resources that provide students within a classroom or around the world the chance to collaborate in a social learning environment.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 26, 2009
Constructionism in the Classroom
As I read through this week’s resources about constructionism, I immediately got excited about a lesson I have wanted to teach for years but have struggled with a way to teach it. Now I have a few good ideas.
Authors Han and Bhattacharya from the University of Georgia said, “A classroom based on constructionism has many elements that promote a learner-oriented learning environment.” (Han, S. and Bhattacharya, K., 2001) In simple terms, every classroom should be a learner-oriented environment. However, many classrooms today are still spoon feeding students information and asking them to spit it back out on the test at the end of the unit. While this method may have worked in years past, it does not work well today. The book Using Technology with Classroom Instruction that Works gives multiple examples of how technology and constructionism can work together. (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K, 2007)
One example from the book suggests using Microsoft Excel to teach math principles and technology is used to manipulate investment variables. I really appreciated how the source gave examples on how to use the technology without having to spend extra time on how to teach the technology. For me, that has always been a big frustration. What makes this lesson work so well with constructionism is the basic idea that students are researching data and creating a finished product demonstrating their data. Students are creating evidence through their learning. In simple terms, this lesson revolves around building stuff, giving students first hand experience and getting involved. (Laureate, 2008)
As I said earlier, the reading this week gave me an idea. A few years ago I had the opportunity to participate in a Dangerous Decibels workshop. (Decibels are the unit of measurement for sound.) As a musician, I understand how precious hearing is and appreciate even more how hard it is when your hearing is gone. It bothers me when I hear my students’ iPods when they are still 20 feet away. This workshop provided a wealth of science on how humans hear and how we loose our hearing. One way of using constructionism with this lesson will be having students develop a hypothesis on the decibel ratings of a variety of sounds and environments, then test those levels and create a graph in Microsoft Excel comparing the two streams of data. Later, this data can even be posted on the class blog or the school web site. This will be a great way to get their hands on data that can affect their life immediately. I can’t wait to use it!
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 25, 2009, from http://projects.coe.uga.edu/epltt
Laureate Education Inc. (2008). “Constructionist and Constructivist Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Authors Han and Bhattacharya from the University of Georgia said, “A classroom based on constructionism has many elements that promote a learner-oriented learning environment.” (Han, S. and Bhattacharya, K., 2001) In simple terms, every classroom should be a learner-oriented environment. However, many classrooms today are still spoon feeding students information and asking them to spit it back out on the test at the end of the unit. While this method may have worked in years past, it does not work well today. The book Using Technology with Classroom Instruction that Works gives multiple examples of how technology and constructionism can work together. (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K, 2007)
One example from the book suggests using Microsoft Excel to teach math principles and technology is used to manipulate investment variables. I really appreciated how the source gave examples on how to use the technology without having to spend extra time on how to teach the technology. For me, that has always been a big frustration. What makes this lesson work so well with constructionism is the basic idea that students are researching data and creating a finished product demonstrating their data. Students are creating evidence through their learning. In simple terms, this lesson revolves around building stuff, giving students first hand experience and getting involved. (Laureate, 2008)
As I said earlier, the reading this week gave me an idea. A few years ago I had the opportunity to participate in a Dangerous Decibels workshop. (Decibels are the unit of measurement for sound.) As a musician, I understand how precious hearing is and appreciate even more how hard it is when your hearing is gone. It bothers me when I hear my students’ iPods when they are still 20 feet away. This workshop provided a wealth of science on how humans hear and how we loose our hearing. One way of using constructionism with this lesson will be having students develop a hypothesis on the decibel ratings of a variety of sounds and environments, then test those levels and create a graph in Microsoft Excel comparing the two streams of data. Later, this data can even be posted on the class blog or the school web site. This will be a great way to get their hands on data that can affect their life immediately. I can’t wait to use it!
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 25, 2009, from http://projects.coe.uga.edu/epltt
Laureate Education Inc. (2008). “Constructionist and Constructivist Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 12, 2009
Behaviorism in Practice
I found it very interesting that the resource Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn, Malenoski, 2007) gave multiple examples of behaviorist learning strategies to boost effort in students and to help with homework and practice and these strategies were all technology based. This once again confirms for me that behaviorist learning theories are still practiced in schools today.
In the chapter dedicated to reinforcing effort there was an example of Ms. Powel’s 5th grade class using a spreadsheet in Excel to track their level of effort in everything from note taking skills to study skills. (Pitler, et al, 2007) Students followed an internet generated rubric and input their scores on the Excel spreadsheet. With this data, “…student can clearly see the relation between their effort and grades they earned on their tests.” (Pitler, et al, 2007) I believe this type of data tracking is a form of behavior modification or “…eliciting better classroom performance,” (Standridge, 2002) but a form of modification for everyone. The high achievers receive positive reinforcement for doing well, and low achievers, hopefully, as suggested by the book, see that effort will be rewarded with better grades.
As for homework and practice, all educators know that it is difficult to find ways to make these two things have value. In today’s technology rich environment outside our schools, students have access to more academic assistance in their own home than ever before. “Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom…” (Pitler, et al, 2007) Through simple research engines built into Microsoft Word to online homework practice such as www.brainpop.com, students can use technology to assist them in their learning. (Pitler, et al, 2007) Again, students’ using technology this way is in line with behaviorist learning theories. Students get immediate feedback for their effort and behavior changes.
Using Technology with Classroom Instruction that Works provides a wealth of technology and web resources that fall in line with many behaviorist learning strategies.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 12, 2009, from http://projects.coe.uga.edu/epltt/
In the chapter dedicated to reinforcing effort there was an example of Ms. Powel’s 5th grade class using a spreadsheet in Excel to track their level of effort in everything from note taking skills to study skills. (Pitler, et al, 2007) Students followed an internet generated rubric and input their scores on the Excel spreadsheet. With this data, “…student can clearly see the relation between their effort and grades they earned on their tests.” (Pitler, et al, 2007) I believe this type of data tracking is a form of behavior modification or “…eliciting better classroom performance,” (Standridge, 2002) but a form of modification for everyone. The high achievers receive positive reinforcement for doing well, and low achievers, hopefully, as suggested by the book, see that effort will be rewarded with better grades.
As for homework and practice, all educators know that it is difficult to find ways to make these two things have value. In today’s technology rich environment outside our schools, students have access to more academic assistance in their own home than ever before. “Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom…” (Pitler, et al, 2007) Through simple research engines built into Microsoft Word to online homework practice such as www.brainpop.com, students can use technology to assist them in their learning. (Pitler, et al, 2007) Again, students’ using technology this way is in line with behaviorist learning theories. Students get immediate feedback for their effort and behavior changes.
Using Technology with Classroom Instruction that Works provides a wealth of technology and web resources that fall in line with many behaviorist learning strategies.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 12, 2009, from http://projects.coe.uga.edu/epltt/
Thursday, February 26, 2009
A look back as I move forward
As I move forward, I must look back to see how far I have come.
•In what ways has this course helped you to develop your own technology skills as a professional teacher?
At the start of my Impact of Technology course, I have to admit, I went into it feeling confident in my knowledge of technology and my use of it in my classroom. I quickly realized that I didn’t know as much as I thought I did. During this course, I created a personal blog, collaborated on a wiki space with others from around the country and created my first. To use a crayon analogy, I feel like what I knew before about technology was like the crayon box with only eight colors. After this class, I realize that there is a box out there with 64 colors and I can’t wait to use every one. Learning how to use the various blogs and wikis was beneficial, but my greatest gain has come from the knowledge of the possibility of all that can be done. As a music teacher, I thought my only option for technology was to use a computer programs such a Finale or Music Ace. What I have learned is even a simple Google search can lay countless resources at my students’ fingertips in an instant and I don’t need to have the expensive programs. But more importantly, by gaining a broader view, I have begun to think outside the technology box to find creative ways to reach my students.
•In what ways have you deepened your knowledge of the teaching and learning process?
“Students need to learn, use or develop 21st century skills.” Not only has this course brought this to my attention, but I hear it now nearly everyday in the news. By looking at the skills that are considered to be 21st century, (www.21stcenturyskills.org) I have been able to look at who my students are and how they learn in a different light. As a 21st century teacher, I must prepare my students for their future. The best way I can do that is create a modern classroom environment beyond computers. Collaboration and a global perspective are two areas I feel will have great impact on my music students. I have always felt these were important concepts and have worked diligently to incorporate them into what I teach. But knowing that they are considered 21st century skills gives me that extra kick to develop them in a more focused direction.
•In what ways have you changed your perspective from being teacher-centered to learner-centered?
The biggest change for me in shifting from teacher-centered to student-centered learning has been in the shift of power. For a teacher to admit they are not the expert used to be a sign of weakness. But now the phrase “I don’t know, how can we find out together?” is more a sign of innovative thinking. My job as expert has moved to facilitator. I didn’t think this was really possible in a music class. But as I let go a little bit of that “I am the only expert in the room” mentality, I found a sense of freedom. My expertise in music is essential, but I must also be willing to ask the right questions to guide my students toward the answers, not just spoon-feed them. Not only will they often come up with bigger answers, but their hand in the learning will make it more meaningful and hopefully, more permanent.
•In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
First and foremost, my master’s degree courses will continue to offer relevant resources to improve my teaching and classroom strategies. But on a more content specific level, I’m finding that many of the web sites I subscribe to through RSS feeds has given me many ideas. With the resources I have gained from this course, I can more skillfully navigate what may or may not work.
•Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
Two long-term goals for my classroom would be first to incorporate more technology and second, to develop better time management between content and use of technology. It is my goal to use music notation software as a way to incorporate more technology. I have taken the first steps to reaching this goal by purchasing music notation software for my schools’ mobile computer lab. This will put music technology directly in the hands of an entire class at one time. To date, this program has only been available on one computer. With better access comes finding a balance between preparing music and time to use technology.
The biggest obstacle to using the technology I already have has been feeling like I have to teach every aspect of a program before I can let students use it. As I learn to move from lecture to guiding, I believe the time issue will resolve itself. With a little guidance, students will learn the programs and less time will be spent on learning technology and more time on content. On a personal level, I must simply develop a schedule and stick to it. By giving up a little power and sticking to a plan, I believe I will find the balance I have been looking for.
I am thankful for the insights this course has given me. I look forward to where they can take me and my students.
http://www.21stcenturyskills.org
Saturday, February 7, 2009
Technology Students Survey
I recently had the opportunity to survey my students on their access to technology both in and outside of school. I was only going to survey one or two of my classes, but when I saw how different the data was after the first two, I decided to survey all my students.
About five years ago, I did a similar survey with many of the same students when I was their elementary teacher. I was curious to see what had changed. Much has changed in that small amount of time. A link is provided to my brief podcast on YouTube.com about my findings. You may also watch the video via this blog.
Technology changes our world almost daily, yet our schools struggle to keep up. It is difficult to say just exactly what it will take to get our students using 21st century tools in the classroom. I guess if I had that answer, I wouldn't be a middle school music teacher. I just hope I can do my small part to provide my students access to these tools.
Survey Podcast listed on YouTube.com http://www.youtube.com/watch?v=wbaHpipYFH4
Watch Survey Podcast here:
Wednesday, January 7, 2009
Welcome to my blog!
My name is Kerry Seip and I am a music teacher. I have taught all grade levels and a good variety of subjects. Even though I'm not working in elementary rignt now, my favorite grades to teach are second and fifth grade. They are so full of joy and have a great zest for life. Eighth graders and high schoolers are slowly starting to grow on me. But my elementary kiddos are still my favorite.
I am fortunate to be married to my biggest collaborator and my best friend. My husband Todd is also a music teacher and just about the nicest man in the world. We have been married 17 years. We have two amazing children who daily teach us about living. Our daughter Kai Lin is five years old and sings, dances, laughs, runs hard, plays fast and can light up any room with her smile and twinkling eyes. Our son Li Hong is "almost five" and is an architect, engineer, rollercoaster designer, poet, storyteller, producer and loves chicken and french fries that come with a toy. Their tiny presence in our lives keeps us running non stop and remind us just how lucky we are.
My current teaching assignment is middle school music. My school has just over 300 students and I have 75 in two choir classes, 50 in two band classes, 25 in drama and 18 in piano. That is well over half the school! But I have room for a few more! I am also the color guard coach for a local four-time state champ high school marching band. Growing up, I never wanted to be a teacher. But now that I have been one for over 11 years, it is where I belong. I love music. But more importantly, I want to share that love of music with the next generation.
Currently, Todd and I are working on our Masters degrees in Integrating Technology into the Classroom. Our classes are through Walden University. This blog has been created as a place to share insight into the impact technology can have in the classroom today and in the future. Check back often for new information. Better yet, sign up for the RSS feed for my blog and stay up-to-date with all the changes as they happen. Please feel free to leave a comment as well as any great links related to music and technology. I am always looking for the latest and greatest so that I can give my students the best education I know how to give.
I am fortunate to be married to my biggest collaborator and my best friend. My husband Todd is also a music teacher and just about the nicest man in the world. We have been married 17 years. We have two amazing children who daily teach us about living. Our daughter Kai Lin is five years old and sings, dances, laughs, runs hard, plays fast and can light up any room with her smile and twinkling eyes. Our son Li Hong is "almost five" and is an architect, engineer, rollercoaster designer, poet, storyteller, producer and loves chicken and french fries that come with a toy. Their tiny presence in our lives keeps us running non stop and remind us just how lucky we are.
My current teaching assignment is middle school music. My school has just over 300 students and I have 75 in two choir classes, 50 in two band classes, 25 in drama and 18 in piano. That is well over half the school! But I have room for a few more! I am also the color guard coach for a local four-time state champ high school marching band. Growing up, I never wanted to be a teacher. But now that I have been one for over 11 years, it is where I belong. I love music. But more importantly, I want to share that love of music with the next generation.
Currently, Todd and I are working on our Masters degrees in Integrating Technology into the Classroom. Our classes are through Walden University. This blog has been created as a place to share insight into the impact technology can have in the classroom today and in the future. Check back often for new information. Better yet, sign up for the RSS feed for my blog and stay up-to-date with all the changes as they happen. Please feel free to leave a comment as well as any great links related to music and technology. I am always looking for the latest and greatest so that I can give my students the best education I know how to give.
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