Online learning is the most current and effective educational delivery method. The online model has extended an opportunity for so many in our society to begin, continue or complete their educations. Its convenience has made education accessible for many. In order to be prepared to educate students using this effective delivery method, ed5368ucators must know how to design and implement an online course. Educators must also know how to create varying online courses to meet the needs of elementary, middle school, high school and university students. Educators must also realize that online learning courses are also powerful tools for homebound and home schooled students who may not otherwise have access to accredited and high quality instruction. Online courses are also valuable tools for students in rural areas who may not have access to advanced placement courses or technical courses. Educators must know how to design and implement online courses in order to be able to meet the needs of “digital native” learners. “Digital native” learners have grown up learning with technology and the prevalence of online courses is a response to the needs of this technologically savvy generation.
I intend to use the course that I designed with the population that I designed it for. The fifth grade population at our school, specifically the students who were formerly bilingual and are now required to take the TAAKS test in English are in the greatest need of intervention. I have worked with this group for several months before the original 5th grade TAKS administration in early April, and now I am working with students who will be retaking the test. Many of these students have many academic and personal issues. Many have failed more than one grade and are overage and oversized for their classes; many did not experience bilingual education as it was intended to be implemented and are mono-lingual Spanish speakers. They lack English vocabulary and need refresher instruction in basic grammar. Their English reading skills are still developing and would benefit greatly from hearing passages read aloud to them. They are also in need of reading comprehension instruction, strategies and practice.
I will attempt to integrate online learning in my role as teacher and as a staff developer. I am concerned about the feasibility of implementation in both areas. I serve a community that in general, does not have computers at home, nor access to the internet. The only time that students would have to participate in an online course would be at school during class time, and I really can’t see that we could justify a student (who is already behind and who may not have well developed study habits or discipline) being removed from classroom instruction to take an online course in the computer lab. Most staff members have access to computers and the internet in their homes. However, I am unsure that many would participate in professional development on their own time. I believe that they would prefer to have professional development at school during school hours. I’m sure that they would appreciate the online format for the ability to work at their own pace, but being that we have Professional Learning Communities meetings on early dismissal days, I don’t see when teachers would have the time to participate in an online course.
I am still wondering whether an online learning environment is appropriate for elementary and middle school age students. I know from personal experience that students must be well disciplined and highly motivated in order to be successful in a minimally structured environment. I know that there are many students who could accomplish this successfully, but I’m not sure that the majority of elementary and middle school students would be successful in an online learning environment without intensive support from parents and teachers. The support also becomes a concern because in our community, not many parents or teachers have taken online courses and are not familiar with the format, expectations, responsibilities and level of dedication and discipline that is needed for success. However, I do believe that if the school provided the needed training and resources for students, parents and teachers that online courses could be utilized to supplement in class instruction for two important student populations: students in need of intervention and advanced students who need more challenging work.
I will share this new learning with the staff in a professional development session. I am always excited to share what I have learned in my courses with my colleagues. Many may not be ready to use the information immediately, but since technology is consistently growing and changing, I’m sure that at some point, teachers will be able to utilize the information. I would also like to propose the creation of online English and GED courses for the parents of our community. The majority of our student’s parents are limited English speakers and have not completed much (if any) primary or secondary education in their home countries or here in the United States. The parents would benefit greatly from having online ESL and GED courses available to them in the schools computer lab or in their home if they have a computer and internet access. I strongly believe that if we equip our parents academically, they will in turn be prepared to assist and support their children academically.
Thursday, May 13, 2010
Thursday, December 3, 2009
UDL Lesson Builder Reflection
Using the UDL Lesson Builder framework was an enriching experience. Incorporating activities and strategies that addressed the three UDL networks was challenging and made me think about vital it is to provide varied content and flexibility in lessons. I am very familiar with providing activities that engage the various learning styles, but the UDL Networks go beyond learning styles to address the many ways that students learn and the specific needs of the level of learning.
The network and corresponding strategies that provoked the most thought in me was the recognition network. While planning, I thought about my students and how much they would benefit from having multiple examples and multiple media and formats provided for them. I also thought about the importance of highlighting the critical features of a concept. To me, it is a way of giving students the “big picture” of a concept and doing away with the “fluff” or unnecessary items of information that may distract the student from concentrating on the key elements of a concept.
I am looking forward to using the UDL Lesson Builder to plan for my students. I am also looking forward to sharing this information with my grade level team.
The network and corresponding strategies that provoked the most thought in me was the recognition network. While planning, I thought about my students and how much they would benefit from having multiple examples and multiple media and formats provided for them. I also thought about the importance of highlighting the critical features of a concept. To me, it is a way of giving students the “big picture” of a concept and doing away with the “fluff” or unnecessary items of information that may distract the student from concentrating on the key elements of a concept.
I am looking forward to using the UDL Lesson Builder to plan for my students. I am also looking forward to sharing this information with my grade level team.
Saturday, November 21, 2009
Video Conference Comments - 11/21/09
The video conference that I attended on Saturday, November 21, 2009 was the second conference that I have participated in. The conferences have been extremely helpful to me. I always receive clarification on assignments and additional valuable information. I also benefit from hearing other student’s questions and concerns.
One of my major fears about pursuing a degree program using an online format was the lack of interaction. The video conferences have helped me by providing an opportunity to interact with the professor and with other students. It has allowed me to meet my fellow students and put names with faces. I look forward to participating in the conferences on a regular basis.
One of my major fears about pursuing a degree program using an online format was the lack of interaction. The video conferences have helped me by providing an opportunity to interact with the professor and with other students. It has allowed me to meet my fellow students and put names with faces. I look forward to participating in the conferences on a regular basis.
Wednesday, September 23, 2009
Frayer Model Tutorial
A Frayer Model is a powerful tool to utilize to enhance language development in English language learners. Please watch the above Power Point tutorial.
Thursday, September 3, 2009
Tuesday, September 1, 2009
Educator Preparation and Development
The Texas Long Range Plan for Technology is a comprehensive plan that aspires to raise the expectations and proficiencies of students, educators, parents and community and school board members. The area that I would like to comment on is the section that addresses Educator Preparation and Development.
Appropriate and meaningful teacher preparation is critical for student success. Teacher preparation could be divided into two sections: new teacher development and veteran teacher preparation. New teachers, regardless of age are more likely to be more familiar with and more proficient in the usage of various technology tools as many technology tools are an integral part of university level coursework. These teachers will most likely graduate from these programs proficient in the effective use of technology for teaching and learning and ready to develop new learning environments that utilize and integrate appropriate technology in innovative ways.
Veteran teachers should be trained on the use and integration of current technology tools and resources and effective strategies to fully and actively engage students in learning. Not only must veteran teachers be well trained in technology usage and integration they must also be comfortable with the use of the technology that they will be integrating. If a certain level of comfort with a technology tool or application isn’t reached, it’s unlikely that the teacher will actually use it in the classroom. In addition to professional development for classroom applications, both types of teachers should be encouraged to continually increase their personal learning through additional professional development or continuing education.
On the national, state and local levels teachers are being trained on the usage and integration of current technology tools and resources. But more importantly teachers are learning how to actively engage students (for whom technology tool usage is first nature) in information evaluation, problem solving projects, cooperative learning and global communications that will enable them to be competitive in the new global economy.
A prevailing trend on the national, state and local levels seems to be: purchase the technology and then train teachers. This makes sense until funding constraints are taken into consideration. If consistent funding is not available, then the technology infrastructure cannot be created, maintained and enhanced. On the other hand, if teachers are trained on the use and integration of a technology tool and don’t have the tool to utilize then the training was in vain.
I believe that for students to be successful, teachers must not only have access to the needed technology tools and resources, but also access to meaningful, hands on professional development that leaves them feeling knowledgeable and confident in the integration of the technology tool into the curriculum. The integration of technology should transform the learning experience for both the students and the teachers.
Appropriate and meaningful teacher preparation is critical for student success. Teacher preparation could be divided into two sections: new teacher development and veteran teacher preparation. New teachers, regardless of age are more likely to be more familiar with and more proficient in the usage of various technology tools as many technology tools are an integral part of university level coursework. These teachers will most likely graduate from these programs proficient in the effective use of technology for teaching and learning and ready to develop new learning environments that utilize and integrate appropriate technology in innovative ways.
Veteran teachers should be trained on the use and integration of current technology tools and resources and effective strategies to fully and actively engage students in learning. Not only must veteran teachers be well trained in technology usage and integration they must also be comfortable with the use of the technology that they will be integrating. If a certain level of comfort with a technology tool or application isn’t reached, it’s unlikely that the teacher will actually use it in the classroom. In addition to professional development for classroom applications, both types of teachers should be encouraged to continually increase their personal learning through additional professional development or continuing education.
On the national, state and local levels teachers are being trained on the usage and integration of current technology tools and resources. But more importantly teachers are learning how to actively engage students (for whom technology tool usage is first nature) in information evaluation, problem solving projects, cooperative learning and global communications that will enable them to be competitive in the new global economy.
A prevailing trend on the national, state and local levels seems to be: purchase the technology and then train teachers. This makes sense until funding constraints are taken into consideration. If consistent funding is not available, then the technology infrastructure cannot be created, maintained and enhanced. On the other hand, if teachers are trained on the use and integration of a technology tool and don’t have the tool to utilize then the training was in vain.
I believe that for students to be successful, teachers must not only have access to the needed technology tools and resources, but also access to meaningful, hands on professional development that leaves them feeling knowledgeable and confident in the integration of the technology tool into the curriculum. The integration of technology should transform the learning experience for both the students and the teachers.
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