Dream Big Group - The Beginning

1. Specific Context of the Teaching/Learning Situation
How many students are in the class? Is the course lower division, upper division, or
graduate level? How long and frequent are the class meetings? How will the course be
delivered: live, online, or in a classroom or lab? What physical elements of the learning
environment will affect the class?

The class will consist of up to 20 elementary classroom teachers that volunteer to become part of a discussion and book study group. The teachers are all certified teachers with at least bachelor’s degrees, so this would be considered continuing education at a graduate level. We will meet once a week in a combination of live and online discussions. We will meet in the school library for our face-to-face meetings, and the online discussions will take place in an educational ning network. The first meeting will be an instructional class to familiarize the class with the ning network.

2. General Context of the Learning Situation
What learning expectations are placed on this course or curriculum by: the university,
college and/or department? the profession? society?

The nature of education will be changing drastically over the next few decades. Teachers that are relatively new to the teaching field will see a continued shift to using technology as a learning tool over the course of their careers. Most teachers are teaching using traditional methods the same way they were taught and expecting children to have the same societal factors they did growing up. These teachers will read and discuss articles that describe the changing expectations of the new generation and the future of education. Then we will learn about the tools available for our use now that they can begin to implement technology within their classrooms.

3. Nature of the Subject
Is this subject primarily theoretical, practical, or a combination? Is the subject primarily
convergent or divergent? Are there important changes or controversies occurring within the field?

Technology and its influence on the world of education is a combination of theory and practice. There is a broad range of reactions to the research and practicalities involved in this discussion. For teachers that are somewhat comfortable with the social aspects of technology, they have seemed to respond in a positive way. Other teachers see this topic as very divergent in nature. They want to continue teaching the same way they always have, talk about the many pitfalls involved, and respond with negativity to these discussions. They will probably not volunteer for this discussion group, but I am hoping that as the discussions continue and teachers begin to use technology in innovative and meaningful ways, they will begin to see the positive aspects of using technology in the classroom.

4. Characteristics of the Learners
What is the life situation of the learners (e.g., working, family, professional goals)? What
prior knowledge, experiences, and initial feelings do students usually have about this
subject? What are their learning goals, expectations, and preferred learning styles?

The teachers on my campus are professionals with a broad range of teaching experience and technology comfort levels. Three of our teachers are first-year teachers, nine have less than 5 years of experience, and the rest range from 5-25 years experience. The majority of the teachers are comfortable with the basic skills in word processing, data input, and email. All of the teachers have access to SMART boards, document cameras, iPod touches, and at least one student computer in their classrooms. Only a few are using the SMART boards as interactive teaching tools beyond taking attendance and completing morning calendar activities. All of the teachers have the expectations that their time will not be wasted, and they will leave the discussions with activities they can use in their classrooms to enhance authentic learning.

I am aware that a few of the teachers will are skeptical about using more technology in the classroom. As a part of our discussions, we will talk about both the positive and negative aspects of implementing the available technology. Our ultimate goal is to provide meaningful learning experiences for our students. Unnecessary use of technology for the sake of using technology can detract from that goal. Therefore, we must always be mindful of purpose with any activities or tools. Ben McNeeley lists several challenges for higher education in his report, Using Technology as a Learning Tool, Not Just the Cool New Thing (Oblinger, 2005). I think those same challenges hold true for all classrooms, and this will be one of the focuses of our discussions.

5. Characteristics of the Teacher
What beliefs and values does the teacher have about teaching and learning? What is
his/her attitude toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching?

I believe that every child has their own unique gifts. As a teacher, my greatest responsibility is to guide my students to believe in themselves, value their gifts, and know the feeling of accomplishment that comes from completing a goal.
My passion within education is teaching students to read. My husband and son are both dyslexic, and my husband’s experiences with school have made me aware of how many of our students exit the school system with negative feelings toward their own abilities. Working with dyslexic students to help them find their gifts and see the value of reading is a challenge. Most of them have already given up on themselves and are overwhelmed by the battle of learning to read. Through encouragement, compassion, and an open appreciation of their many other gifts, I try to open their hearts and minds to the possibilities of the future.
Trying to help teachers see the value of using technology in their classrooms is a similar battle. Many have decided it is just a waste of time or lack the self-confidence to explore technology as anything more than a word processing and email tool. Through positive encouragement, multiple realistic examples of using tech tools in the classroom, and awareness of the future for our students, I hope to open their hearts and minds to the possibilities of our future.

Resources
Oblinger, Diana G. and James. (2005). Educating the Net Generation. Educause. http://www.educause.edu/educatingthenetgen

Three activities:
1. Teachers will sign up for a educational ning network account, join the Buffalo Elementary group, and post an initial discussion post detailing their expectations for the discussion group. Teachers will then respond to each other’s posts and follow discussions within the group.
2. Using lesson plans and curriculum, teachers will create a SMART notebook activity for use in their classroom. Activities must be interactive, student-centered, and directly related to learning outcomes stated in the curriculum. When we meet for discussion, teachers will present the activities to the group for discussion and evaluation. A primary goal will be to create a meaningful activity using the SMART notebook software. Example – vocabulary interactive review. Each page has the vocabulary word, a student-friendly definition, and a learning activity to reinforce meaning.
3. Teachers will be responsible for reading several articles discussing the future of technology in the classroom. Every week, teachers will be responsible for writing a brief “aha” moment description and adding it to the ning network discussion boards.
 
Outline –

Day one – intro to the Ning network. Teachers will create an account, join the Buffalo Elementary group, and write a post describing their expectations for the group. Teachers will then respond to each other’s posts over the following week. The reading assignment for the week will be Growing up with Google: What it means to education by Diana G. Oblinger.

Day two – I will post a link to Using Technology as a Learning Tool, Not Just the Cool New Thing by Ben McNeely. Teachers will be asked to read and respond to the text by writing a brief “aha” moment description. They will also be expected to read each other’s posts and respond to them within the Ning network.

Day three – we will meet face-to-face to discuss the SMART notebook activity. We will discuss expectations, review usage of the SMART notebook software, and discuss possible pitfalls.

Day four – I will post a link to the Partnership for 21st Century Skills webpage. Teachers will be asked to explore the website and write about how the 21st Century Skills expectations and activities can translate into their classrooms. We will come together to discuss this website after two weeks for exploration and web-discussions.

Day six – we will come together for a reflective discussion, make a plan for moving forward, and create a document to present to administration demonstrating the results of our discussion group.

Leading Change

I'm in love with Prezi's...  Here is my latest Prezi about leading the change that is about to take place within the third grade team at my school.  It's going to take teamwork and a lot of support to make the changes successful...

Why should we???

Some teachers ask, "Why should we use technology? We have textbooks, pencils, and paper...", and "Pencils don't break down on me, computers are too much trouble." A presenter at last week's Region VI technology conference gave this response, "Pencils break on me all the time... You sharpen them, and continue."

We need to stop making excuses, and sharpen our technological skills to prepare our students for the future - not the past.



We also need to have a sense of urgency when it comes to our students' educations.  Our students are capable of learning from other students from around the world, so why would we restrict their learning to our classroom walls?  They can collaborate, share, and respond to other viewpoints from other cultures and perspectives, so why would we limit them to their 20 classmates?

Literature Review

As technology changes, the world of education should change, too.  The Horizon Report and The ECAR Study of Undergraduates and Information Technology report gives us the information we need to become aware of the upcoming trends.  After reviewing the most current of these reports and a few related articles, I created this Prezi to give a quick look at the future of technology in education. 

Innovation with Ford SYNC

Walking through the State Fair of Texas autoshow, I was introduced to Ford Motor Company’s plan to innovate the communication interaction with our cars in 2007.  Initially launched in the affordable Ford Focus, the SYNC voice-controlled communications and connectivity system enables drivers to operate their Blue-tooth capable digital media players and mobile phones via voice commands or with steering wheel controls.  While greatly influencing my own personal vehicle purchase, the SYNC system has also been installed in more than 2.5 million cars, trucks, and crossovers (Ford Fact Sheet, 2010).  This system combines the features of a digital media player, mobile phone, GPS system, and automobile diagnostic center into one voice-activated piece.  This innovation is already receiving improvements to sustain the innovative qualities.  In 2011, AppLink will launch in the 2011 Fiesta model which will allow drivers to access and control smart phone apps using the SYNC system.  MyFord Touch will be launching in the 2011 Ford Edge and Lincoln MKX.  This will replace many of the traditional vehicle buttons with SYNC controlled commands and clear, colorful LCD screens (Ford Fact Sheet, 2010).        

I, too, am looking for new ways to communicate among my campus and school district.  Our district has many great programs, several strong school leaders, and some very talented and creative people.  Unfortunately, we are all feeling pressured to focus on the never-ending TAKS test push.  So much of our time is spent preparing our students to pass the state requirements; we have little time to collaborate on ideas that will bring more than just the basics to our students.   Truly integrating technology is pushed to the backburner because teachers don’t have the time to explore new teaching strategies using the ever-growing technological advances.  Using my blog, I plan to communicate the possibilities that teachers can implement immediately in their classrooms. 

According to Ford market research, 32% of SYNC owners said the SYNC system played an important or critical role in their purchase decision and 60% of the owners are using the voice commands.  If I could get 32% of my campus to read and comment on my blog, then I could start a conversation with my colleagues about technology and the possibilities of today. 

What are we doing? Why are we doing it?

FOLLOW ME TO FREEDOM

            Chapters 7-9 start out by reminding us it’s not all about us.  I’ve been attending several district-level committee meetings this week.  As a representative of my campus, sometimes it’s hard to put aside my own needs and focus on the needs of the bigger group.  As we talked about our common goals, it was easy to lose focus of what our ultimate goal should be – to show our students the possibilities of the world around them, to give them the best education we can, and to be positive role models. 

            We talked about some of the positive activities we are providing for families, but someone pointed out, “The kids that need it the most aren’t the ones attending Family Focus Night…”  That simple statement pointed out that, yes, we are doing positive activities.  But it’s not about all the good we are already doing.  We still have so much more to do, and that should be our constant focus.  What more can we do? 

            When I start to lose focus and lose faith in what I’m doing, I go talk to the kids.  I walk out into the library and watch them picking out their books, reading, and deciding what’s interesting.  That’s what I want for every child.  The ability to read, yes.  But even more important is the love for books, the love for learning, and the  knowledge that no matter how much money my parents don’t have, I can learn….

ACU Connected - How connected are you?

Abilene Christian University is leading the way into mobile learning.  I received an iPad a few months ago to use as I work towards my degree.  While I have enjoyed the games, it has amazed me how much I have used my iPad for my classwork!  My textbooks are all in e-book versions on my Kindle app, I can watch podcasts and videos on the way to Ben’s football games, and I can reply to discussions and posts anytime and anywhere.  How could this apply to your classroom?

One great example is ACU Connected.  This resource shares how ACU is using technology and mobile learning to change the way we teach and learn.  This website shows blogs in action, has videos and podcasts that show how they can be used in the classroom, and gives a glimpse of how education will look in the very near future. 

This chart from the Convergence and the 21^st-Century Classroom compares the classrooms of today and yesterday:

ACU Connected shows how learners can connect to share information, and shows how teaching can take on a new meaning.  As students and teachers, we have all had our “Charlie Brown moment”. 

Allowing students to use an iPod to view a virtual field trip or a short video that demonstrates the meaning of the word power can lead to meaningful learning. 
Look at how this 3rd grade classroom uses their iPod touch in the classroom...

Start a classroom blog to communicate with parents about what is happening in the classroom and letting your students be the communicators.  This turns students into active participants in the learning process.  Isn't that what teaching and learning is all about?

ACU Connected is leading the way in communication within education.  Every school website could be a powerful communication device with the addition of classroom blogs, educational videos and links, and a look at what our dreams and goals are for our students.  Let's join the future of education today....

Electronic Books in the Elementary Classroom

Another trend that is on the horizon is the increasing popularity of electronic books, commonly known as e-books.  With the help of the Kindle app on my iPhone, iPad, and laptop, I have been using the digital editions of my textbooks and several novels in the past few months.  Some of the benefits of the e-book format:

·         ability to have a multitude of books in one mobile device,

·         the resources available within the readers, such as a built-in dictionary and thesaurus, and

·         prices are generally less expensive than hardcover editions of books.

Some drawbacks are:

·         availability – not all students have computer or reader access,

·         cost  - electronic devices are costly for the initial investment, and

·         the unpredictability of technology compared to opening up the textbook to read. 

How can this upcoming trend be used in the classroom? 

Buffalo Elementary adopted the Houghton Mifflin reading series, Journeys, for our reading textbook this year.  Houghton Mifflin has included a subscription to their website, www.think-central.com, as part of that adoption.  Teachers and students have access to all of the reading stories, decodable texts, and links to interactive games to increase comprehension and review related skills.  This format is a great bridge to the e-book format because it is freely accessed through the internet.  Students don’t need a dedicated reader, yet can access their reading books anywhere a computer is available.

Bookpals is a free website that offers books read by members of the Screen Actors Guild.  While not a true e-book format, students can access these books using iPods, desktops, or netbooks.  Students can be very excited about using technology, and it would be a great thing to expand that enthusiasm to reading through technology!

While this technology is still a few years away from mainstream educational use (Horizon Report, 2010), I think the benefits will outweigh the drawbacks and the electronic book format will continue to grow in popularity.  Have you tried an e-book in your classroom? 

Mobile Computers in Today's Elementary Classroom

As teachers in today’s elementary school classrooms, we are being asked to meet ever-changing goals while meeting the diverse needs of our students.  Times are changing, kids have changed, yet most teachers still teach using hardcover textbooks, workbook pages, and notes on overhead projectors.  Most teachers have access to technology, but lack the training and time to use that technology for innovative instruction. 

Mobile computing is changing the look of education (Horizon Report, 2010), and I wanted to share some related articles and links that give you ideas on how these devices can be used in your classroom tomorrow.

First, we need to define mobile computing.  Simply put, those iPod touches in your desk drawer, that iPhone you use to check the weather and Facebook, and the netbooks in the classroom cart are all examples of mobile computing.  Students are usually proficient in using these devices, but if not, they are quick learners.  The school’s wi-fi access turn these mini-computers into real-time input devices, tools to individualize learning, and help our students prepare for life in the 21^st century. 

This article talks about iPod touches in a university classroom, but the discussion postings and polling abilities can be used in our classrooms today. 

http://www.cmich.edu/CMU_Media_Channel_Home/iPod_technology_in_classroom.htm

This link takes you to “Trashcan Math”, a math game using the iPod touch.  Students link to the game, a simple spreadsheet, and then use their devices to input numbers to build either the largest or smallest numbers. 

(link coming soon)

This last link is a list of popular apps used on the iPod touch for classroom use.  I can see real-world possibilities for the iResponse (classroom response system), Sketchy (building storyboards), and the StoryKit (make your own book) apps.  I have a third grader who would love to make a story on the iPod to demonstrate story comprehension…

 http://sqworl.com/geglw4

 What ideas do you have for using mobile computers in your classroom? 

Making choices and trying to become a leader...

Chapters 4-6 of our text, Follow Me to Freedom, made me reflect on choices and their impact on our lives.  Who we choose to follow, how we choose to lead, and who we choose to surround ourselves with are all a reflection of our beliefs and who we are.  Each decision we make says something specific to the world…

Who am I following, and why?  One of the people I follow is the preacher that baptized my dad and introduced my mom to the grace of God.  He speaks at our congregation every year for his “Three Unusual Days.”  My friends and colleagues hear a lot about what Earl says, and I enjoy sharing what I’ve learned from him.  Why do I follow him?  He readily admits that he’s a sinner that struggles daily to be more Christ-like.  He shares the message of God’s grace, love, and the awe that he feels about Him.  Earl reminds me to see the beauty in the simple truth of God’s love.  He also reminds me that I’m a sinner saved by Christ.  You see a balance of the realities of our humanity and the overwhelming simplicity of God’s perfect love.

How am I leading?  I hope to lead with a servant’s heart and by example.  Today, I put on a silver cape and mask to become “Reading Diva” for our book fair.  I know that it doesn’t compare to feeding the hungry or rebuilding neighborhoods, but I made kids giggle.  They got excited about books…  They saw my love for reading….  And then one of my teachers volunteered to do it tomorrow while I’m gone.  My reality is that I know I can’t make everyone happy all the time, but my goal is to make sure that we are doing the best job we can at my school to teach kids and turn them on to the joy of learning.