6.3 Reflection: Technology and Assessment

When choosing to implement formative and summative assessments in the online and blended environment the first step is to have the desired learning goals and outcomes clearly defined before considering which strategies and technologies to apply. I need to think about the skills that I want students to be proficient in as well as the content that I want them to learn. When I identify a strategy or technology that seems like a good fit for formative assessment I need to examine how each stage of formative assessment will be addressed. For example, what form will students use to respond? What criteria will be used to evaluate student responses and how will this be communicated to students. How will student responses be monitored and diagnosed?  Does the strategy or technology give timely feedback to students and allow them to correct their understanding? How will feedback be communicated to students? Does the strategy or application provide for frequent checks for understanding and can the feedback be used to make adjustments to instruction in a timely way? Does the strategy allow students to work at their own pace? I will also need to look at how students are able to interact with the technology and collaborate with their peers. A really important question is, how will student’s efforts and achievements be recognized and celebrated? This social aspect of the online and blended environment is essential. Students need to feel like they are a valued member of a community of learners. A strong sense of community helps students gain a level of trust that allows them to move beyond their comfort zone. Overall, when planning to use formative and summative assessment strategies it is important to make sure that each of the stages of formative assessment are thoroughly considered and that the expectations for student performance are made clear to students.

4.3 Reflection: Internet Use

The internet has changed many aspects of our lives such as the way we communicate, shop, conduct research, and create. When it comes to education the internet’s transformative power is rapidly growing. As a teacher, communication through email helps me better serve students by increasing my ability to communicate with school staff, parents, and students. Most of my emails are between school staff and relate to specific students, school policies, and other nuts and bolts related to teaching. Communication with parents over email takes less time and is often more successful than phone calls. Communication with students is rare for me and is something I would like to increase. I am thankful for email and the increased communication I have with the Carlmont community. I think we have an amazing community and a lot of that sense of community is a direct result of email communication.

The internet has increased my learning thanks to the emails I get from Twitter. I’ve read a lot of articles through these Twitter email notices on topics such as blended learning, Common Core, and collaboration. My association with the Council for Exceptional Children and the publication Education Week have also been good sources for article topics that help increase my learning. 

I find that I am able to stay focused for significant periods of time when I am in front of a lap top. I do not find the internet distracting, however, I do like to go through my email before getting to other tasks. I also like to take an occasional break to check Craigslist or listen to some music. I think students do similar things before getting on task, and from what I have observed students take frequent breaks for things like Facebook and texting with friends. I think helping students get connected with others that have similar interests by having them find and follow people on Twitter is a great way to help support them to begin using the internet as their own personal learning space.

3.3 Reflection: Using Web 2.0 Tools

In my AIS (Advanced Integrated Science) classes students learn about six types of tectonic plate boundaries and the various structures and geologic events that are associated with each one. I can imagine an activity that would provide many opportunities for higher order thinking and creativity. For this activity students would utilize the web 2.0 tool ThingLink to craft and organize an interactive web link page that explains one of the six plate boundaries. The learning objectives go beyond the course content of plate boundaries and extend to Common Core Standards including the organization of complex ideas, using technology, formatting, and producing and publishing writing products. Students will need to understand what an interactive link page is and how it works, thus showing examples to the class will be important. The challenge of learning the tool can be mitigated by having a worry free attitude. After all, the teacher doesn’t need to have mastered the web tool in order to introduce it because the students will figure it out and help each other learn it. Students will also need to gather ideas on what forms of content might be good. The class can do a brainstorm activity to generate a list of ideas. Students can also discuss their ideas about what criteria to use when deciding on and appraising specific content. I would try to minimize the challenge of doing the research by having the class use Google research tool. Students will need to plan, prioritize, and justify their content choices. This would be a good group collaboration project with one group for each type of plate boundary. Group members can be asked to provide constructive criticism to each other as well as critique the work of other groups. Students can also be asked to reflect on their own process and learning results.

2.3 Reflection: Methodologies of the Online Instructor

In my Advanced Integrated Science class my co-teacher and I seek to find better strategies and activities to provide greater student engagement, collaboration, and communication. When judging if a new strategy will be a good fit I always keep in mind my goals for educational outcomes. As I make the shift from teacher centered, toward student centered learning I need to make sure that my learning goals are fully supported. With my educational goals in mind I can begin to add digital tools and activities that will continue to support my goals. As educational goals are changing to meet common core standards it is becoming clear that adding digital media is essential. My instructional methodologies are shifting toward student centered learning and it feels like a natural progression toward creating a blended-learning environment. Starting with my lesson next week involving a science table. I plan to have my students create their tables, using Google Tables and then submit them with Google Classroom. This is a small change in methodology. However, it does illustrate how digital tools can be used to bring additional benefit to the lesson without changing the lesson. Each time I try a new digital tool I am forced to reach beyond my comfort zone. It’s a good thing that my colleagues in this cohort have some sage advice to share. It’s a comfort to hear that “the teacher doesn’t have to know it all on the first day, the students will help each other and figure it out.” Another piece of advice addresses feeling overwhelmed by technology, “find a few digital tools that work well, focus on them for a good length of time and then build from there.”  I plan to keep these thoughts in mind. I think they will help me be a successful digital educator.

1.2 Reflection: Personal Learning Goal

After completing the Digital Educator Course last spring, 2015, it is exciting to be back at school and starting the Online and Blended Teacher Course. It’s really cool that our cohort is the same. It’s nice that we have a common experience and we can continue learning together. Going through the online learning self-assessment left me feeling pretty good about my prospects for successful online learning. Doing the assessment made me realize how much doing the Digital Educator course has moved me forward. My highest priority learning goal for this course is to apply newly gained technical knowledge and skill to my Advanced Integrated Science classes in order to create engaging learning activities and foster student collaboration. I would like to learn about different blended classrooms and how they are designed. I really liked the Blended Learning at Mills High video. A student in the video mentioned that the class had structure but the students are allowed the freedom to solve the problem in any way they wanted. I would like to see my AIS students have a variety of tools to choose from, and I would like to see them build their problem solving and critical thinking skills.

The strategies and tools I would like to learn about include finding ways to incorporate short videos into a lesson to provide visual context and points of interest, and finding tech activities that provide formative assessment and quick checks for understanding. When I think of my AIS students I worry about them in terms of digital citizenship and I think it’s appropriate to spend time teaching this topic as we begin to use digital technology more readily. I would like to learn more about teaching good digital citizenship. I would also like to learn more about strategies to help students learn to critically analyze information. Finally, I want to find technology that will allow my students to collaborate online.