EDUC639R

How do we fit our projects into existing curricula and district guidelines?  I struggle with this question everyday. Taking Tech driven classes the last two summers has been an enlightening experience. I have learned so much about the skills students need for the 21^st century and the tools that can be used to develop those skills, but the question still remains.  How do I incorporate the new tools and projects developed into a curriculum that is already jammed packed?  The readings in Module 5 have brought me a step closer to solving the problem.  In particular, the Good Models of Teaching with Technology (GMOTT) site provided great examples of how teachers have successfully integrated technology into their classrooms and throughout the school.  In addition, the site provided a complete explanation GMOTT, Templates to help you design for technology integration and examples of completed templates.  I will refer to this site and the tool for creating technology enhanced lesson when I design my plan for integrating technology into the curriculum.
 

Today, while developing our Rubrics we had an interesting conversation about Differentiated Instruction.  It is my belief that teachers should provide various resources to meet the needs of a variety of learners, but numerous options for a final product is not necessary to achieve differentiated instruction. It is the job of the teacher to provide a variety of opportunities for students to be successful in meeting the objective.  Moreover, as an educator in the Vo-tech school district, I am very conscious about what employability skills our students are required to have after graduation.  Employers want employees that can follow procedures and produce the final product that is assigned. Don’t get me wrong, I think options can be provided for some assignments, but I am not a fan of providing numerous options for every activity assigned in my class.  
Developing a rubric as a class is definitely a great idea when trying to engage students in the learning process.  It allows students to have some ownership over the project.  In addition, students will have an understanding of what is required because they were involved in the developmental process.  Students develop activities, and rubrics are great elements in effective curriculum.  However, it is my opinion that they cannot monopolize the curriculum.   

What is Loti?  Loti is a term referring to Dr. Moersch’s Level of Technology Implementation Framwork designed to accurately measure authentic classroom technology use.  How can we effectively incorporate Loti into the curriculum?  Pat Sine states “that it must be supported by the administration in order to be effective (In particular, the building principal).”  I agree building administrators should encourage teachers to utilize the Loti Framework, so they can be conscious of how they are using technology.  In addition, Pat had an excellent suggestion, to have teachers create a technological plan mapping out their goal, plan, and assessment.  The plan holds teachers responsible for proper use of technology in the classroom, but before we hold teachers accountable, effective technology integration must be modeled.  I think the best way to show true integration is to have colleagues who demonstrated quality use of technology in the classroom  lead workshops providing helpful tips to those in need.  Needless to say, Loti is a great tool to provoke conversation about technology integration in the curriculum.
Another tool that was discussed in class today was Semantic Nets. “A semantic net is a structure which is used to represent connections between objects.  Semantic Nets use a graph structure so that concepts are nodes in the graph.  The concepts are connected by arcs which tell the relationship between the concepts” (http://www.cwa.mdx.ac.uk/bis2040/lect5SemNets/intro.html).  This is an awesome tool, but I believe semantic nets could demonstrate different interpretations without specific direction.  A perfect example is on page 50 of the textbook.  I suppose this tool could be utilized during a class presentation (guided instruction) and self-reflection.

The Big Idea for Day two was Models of Instruction.  Emphasis was placed on the following models:  The Experiential-Based Action Model (EBAM), 5E Instructional Model, WebQuests, 4MAT and Understanding by Design. Today’s discussion was enlightening because I was unfamiliar with a few of the models of instruction that was introduced. I was pondering ways to intertwine UbD (which is the latest initiative of my district) with new information that was being presented.  There were definite correlations between UbD and the models of instruction, but the two most intriguing were WebQuests and Differentiated Instruction.
WebQuests are student centered and inquiry based.  A WebQuest challenges students to explore the web for information, and it is an excellent way to integrate the Internet into the classroom.  Webquests can be incorporated in Stage 2 and Stage 3 of Ubd.  Webquests can be used to transfer students understanding and help students reach the desired achievement.
Differentiated instruction focus on whom we teach (students), where we teach (learning environment) and how we teach (instruction).  “Connecting content and kids in meaningful ways is what teachers strive to do every day.  In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that brings to students the best of what we know about effective teaching and learning” (Tomlinson and McTighe, 2006).  Differentiated instruction lends itself to stage 3.  In stage 3, teachers can provide a variety of learning experiences to achieve the desired results.
 I look forward to learning more about the other models of instruction and integrating them into my curriculum.   
 

Wikis, Blogs, and Listservs are all frameworks of communication that have been introduced in class today.   I think that the above tools will provide an excellent forum for teachers, students, and parents to communicate.  But how can I integrate these tools into the curriculum?  The following are few ideas on how I can effectively incorporate the new technology introduced during day one:
Wikis:  Teachers can easily store and edit information; stored information allows students easy access to class documents.  Students can use the wiki as an organizational tool for a paper or other assignments.  Teachers can also provide feedback that enable students to reach higher levels of thinking.
Listservs:  One way to use Listservs is by encouraging students to send questions to participants. There is usually a subscriber who knows the answer or knows where to find the answer.  In addition, Listservs could be used to conduct department meetings.  This will allow teachers to be involve in the meeting without leaving the classroom.  It is also a great tool to convey good practices or concerns that take place during the day.  Endless possibilities are offered for person-to-person connections: between researchers with similar interests/questions or teachers in similar situations.
Blogs:  Teachers can use blogs to inform students of class requirements, post handouts, notices, and homework assignments, or act as a question and answer board.  Blogs also provide a space where teachers and students can advance writing or other skills with the benefit of an instant audience.  Teachers can offer instructional tips and students can practice and profit from peer review.  Moreover, blogs make online mentoring and cooperative learning possible.  A class blog also opens the opportunity for students to discuss topics outside of the classroom.  Blogs are also great for teacher and student reflection of daily happenings.