Course Reflection

"You must do the thing you think you cannot do" - Eleanor Roosevelt

I can't believe my Advanced Technology course experience is nearing the end. However, I get it. This independent experience marks the beginning of my 21st century skills learning within and outside of my career pathway.

http://webclipart.about.com/

Where do I begin to capture this 4-month learning experience? I never imagined your course work would take me down this road of learning. When I first read your syllabus and saw the title " Advanced Technology," I panicked because I felt it should have been titled "Basic Technology!"

Your course work design modeled 21st century problem-based learning -- authentic experiences that required the integration of Web 2.0 tools. Now, I know that the "advanced technology" course title communicated something beyond the basics -- it required that I leave the "city of my comfort" and embrace high standards learning.

All the experiences I encountered allowed me to research, create, question, design, collaborate and share the learning. I created my "personal learning environment." This experience also shaped my vision for our district-wide 21st century skill learning initiative. We have made great strides in this area, but collectively we have so much more to tackle to ensure all our students, teachers and administrators are immersed in high standards 21st century skill learning PreK-12.

My personal experience and learning products will be shared with administrators so we can continue to move our district forward at a rapid pace -- Time is of essence for our students.

I am reading Web 2.0 New Tools, New Schools by Gwen Solomon and Lynne Schrum -- a resource all administrators need to read and discuss. I will also share 21st century learning leadership on-line course work we should consider including in our 5-year individual professional development plans. We will also need to take a closer look at e-portfolios as a way of organizing student learning. A long-term goal would be for me to meet with our state superintendent to share ideas regarding a state initiative for district curriculum directors that would be aligned with Strickland's 21st century educational framework.

Personally, now that the course requirements are complete, I will revisit my Web 2.0 Tools to continue to network. I'm in search for curriculum directors that are as excited about 21st century learning as I am at this time in my life.

Students will be the the driving force for 21st century skills learning. Administrators and teachers must take risks without fear of failure. We must have the "courage to be imperfect" as we connect to new learning that is unlike anything we experienced throughout our careers.

At times, I got caught up in the logistics. I continue to experience difficulty with saving files and the FTP -- Why? I don't know. Then I stop to think of the learning products I developed, and I smile and tell myself - "This is the learning you need to celebrate!"

I hope the above narrative captures my learning. The answer to the question: Were you able to meet your goals ? My response is a resounding "YES!" If it wasn't for Nouraddine, I would not have had you as an instructor. Marian, sincere thanks for meeting me at Bob Evans! Although your world has been filled with challenges, you kept the doors open for others to learn and embrace the unknown.

Accessibility

1. As an educator and administrator, it is important to think of technology integration for all students including students with visual, hearing, motor and cognitive impairments. For example, if teachers are integrating web 2.0 tools into a unit of study, they also need to ask the question, "Will the students with disabilities in my classroom have equal access to the tools and the learning outcomes? Will the videos and live audio have captions and a transcript?

It is possible to utilize and modify the technology within the district to assist students with accessibility. If a student is in need of educational technology assistive communication tools, it is written into students' individual education plans. By law, students' IEPs must be honored. Currently the definition is general that even a pencil grip can be considered an assistive technology. Other examples involve text-to-speech software compatible with digital textbooks, PDF documents, websites and other types of digital reading materials that provide reading comprehension strategies so students can master grade level reading indicators. Co:Writer, a program that helps struggling writers expand their vocabulary and Draft: Builder, a visual mapping program that assist students in outlining and organizing their ideas.

District web sites should be made more accessible so students with disabilities have access to the information. For example, districts need to make sure their websites can access "screen readers" so these readers can also read the graphics to individuals who are visually impaired.

2. The article "Introduction to Web Accessibility" and the student videos are reminders of the importance of ensuring equal access to all of our students as we move into the 21st century. After reading the article and listening to students' frustrations and experiences with technology and learning, I've gained a deeper appreciation of web accessibility. We are blocking their access to the world! One student shared it is important he be independent. It gives him a sense of pride. However, the lack of access requires him to be dependent on others. Jonathan, a hearing impaired student, is left to put the puzzle pieces together and make guesses on what he is to learn, because he can't hear the audio components embedded within a website. He felt that including captions with voice and video would minimize the guess work.

The impact on me as an administrator...

"The Internet has the potential to revolutionize disability access to information, but if we are not careful, we can place obstacles along the way that destroy that potential and which leave people with disabilities just as discouraged and dependent upon others as before" (webaim, 2009).
Although students in our district are provided with the communication tools they need to access learning because it is written in their individual education plans, we have gaps that need to addressed to ensure comprehensive compliance with web accessibility implementation.

Why should our district have a plan for web accessibility?

*It is the right thing to do so everyone has equal access to 21st century learning skills.
*It is compatible with the new emerging technologies.
*It is the law (e.g., ADA, IDEA, Rehabilitation Act of 1973 - Sections 504 and Section 508).

It is evident that the administrators and webmasters will need to develop awareness, leadership, and policies/procedures to ensure high accessibility for students with disabilities.



accessibility information

Social Networking

1. The increased use of social networking can be attributed to the need for individuals to join virtual communities that bring people and organizations together around particular interests or goals. "People in the 21st century live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale" (Partnership for 21st Century Skills, 2007). Today's life and work environments require far more social and cross-cultural skills. Social networking replaces face-to-face socializing experiences. Users of social networks are intrigued by the creative aspects associated with networking sites. According to Nielsen/Net Ratings (2006), "the social networking sites that are seeing strong growth have developed a unique online presence that is continually refreshed by user generated content."
2. According to Julia Lindsay (2009) students are motivated and excited about learning. She shares social networking supports "21st century learning." Julia shares that social networking has revolutionized her entire style of teaching and the way she interacts with her students in the classroom. However, she highlights dangers associated with social networking such as requiring students to participate in "non-focused, time-wasting activities" that lack relevance and authenticity. In addition, she believes teachers must continue to educate students about how to use these social networking sites wisely -- a 21st century learning skill. Blocking sites from our school networks is not the solution! Although danger does exist with networking online, it also exists with networking out in the real world. Students must be taught by educators and parents to be aware of their surroundings both in the real and virtual world so they make wise decisions should they encounter dangerous situations.
3. I would encourage social networking at the district and classroom level within the context of problem-based and inquiry learning. Integrating social networking would allow students, teachers and administrators to experience the development of "personal learning environments"--fascinating concept! In her blog, Julia sites her interest with ELGG, social network software for education, designed to provide users with their own weblog, podcasting capabilities, online profile, RSS reader."

Information Literacy - Part 2

I enjoyed taking the on-line information literacy assessment because its format and content were aligned to the essential question posed in the Information Literacy, Technology Literacy, and Curriculum article: "How does an information and technology curriculum stay relevant and meaningful in the 21st Century?" (http://newliteracy.wikispaces.com). I was engaged in the assessment process because its content extended beyond the typical paper/pencil worksheets we are asked to complete to demonstrate understanding of the tools and processes associated with the research learning outcomes. However, when I completed the assessment, it thanked me for taking the assessment, but I didn't receive my results.

The examples and questions address the research indicators embedded in the Ohio Social Studies, Science and English/Language Arts Academic Standards. The assessment design can be easily integrated into the classroom instruction by teachers and media specialists as a pre and post assessment tool that informs classroom research based instruction. This on-line self assessment tool will help students compare their performance to the academic standards. Most importantly, this particular assessment experience will require participants to apply 21st century literacy skills by asking them to problem-solve, think critically, evaluate and analyze in the context of research assignments.

I will share this free online assessment tool with teachers and media specialists. In the near future, our 6-12 English and Social Studies Teachers will be meeting to ensure students' research experiences are relevant and helping students to "create 21st century habits vs. isolated skills that are checked off once they go through the motion of completing a research assignment/project.

Thank you for providing the website and on-line assessment tool. I realize that I need to explore other real-time on-line free assessments that will help students in learning information and problem-solving skills that can transfer outside the traditional walls of a classroom.

Thanks for the learning experience.

Information Literacy - Part I

1. I definitely agree that computer literacy is an essential part of information literacy. Without the development of these skills, we will fail to meet the 21st century learning expectations. Students and educators must demonstrate they are effective communicators, critical thinkers, creative problem solvers and lifelong learners. Information literacy learning outcomes allow us to participate as members of literacy communities that operate within the new definitions of literacy -- "Information literacy is the ability to effectively access and evaluate information for a given need" (Breivik, 1985, p. 721). I particularly agree with the author's perspective on the role teachers and library media specialists play in an educational setting. Hubbard (1987) reports that "information skills are the mutual responsibility of teachers and library media specialists, and must be infused into instruction across curriculum (Irving, 1985). It is important that library media specialists develop an understanding of the academic standards so they can connect to teachers' standards based curriculum -- curriculum that includes information literacy learning targets within a unit of study. For example, The Standards for the English Language Arts emphasizes the importance of technology as a tool in literacy learning. Teachers and library media specialists can collaborate to help students master the following two academic English language arts standards that focus on the role of information literacy:

• Standard 7: "Students conduct research on issues and interests by generating ides and questions, and by posting problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience" (Standards for English Language Arts, p. 3).
• Standard 8: "Students use a variety of technological and informational resources (e.g.,libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge" (Standards for English Language Arts, p. 3).

2. I do believe that information literacy can assist with learning problem solving skills so we minimize the missed learning opportunities for students. Problem solving learning outcomes are embedded in the content area academic standards as mentioned in the above-mentioned English Language Arts standards examples. However, due to the common practice of teacher directed instruction and isolated student activities, this skill is often ignored throughout the learning process. Examining the academic standards within the context of 21st century skills, a thematic, or problem-based learning experience would help educators design units that require students to identify, apply and evaluate the knowledge and skills related to information literacy. Making connections to students' lives and relevant through experiential learning ensures students will be able to demonstrate they can problem solve outside the walls of a traditional classroom setting. The role of the teacher will be to mentor and guide students through the problem-solving process. This does not mean giving students a handout listing a 7-step approach to solving a problem. Instead, the academic standards and the developmentally appropriate pedagogy should help students move from novice to advanced levels of problem solving. On Thursday evening, I attended a high school band concert and observed the Jazz Band take on a challenge that required they perform impromptu. Students demonstrated they could learn the music skills in class and apply them independently in a new setting.

Technology Integration

1. I definitely agree with Marian Shaffner's dynamic view of technology integration. She asserts that technology integration should not be perceived by educators as an "add on." Her definitions and examples are realistic in that she recognizes teachers' day-to-day challenges while honoring students as 21st century learners. As curriculum director, it is critical that teachers embrace technology as a "tool" that can help students master the learning embedded in the academic standards, benchmarks and power grade level indicators. Marian Shaffner shares that once the teachers know what students should know and be able to do, they are prepared to ask the question, "What tools will help students accomplish the learning goals?" Most importantly, I really liked that her definition also included what it looks like if you walked into a classroom. She shared it would "look like the children were engaged and knew what tools they needed to use to show the knowledge they had gained while teachers were facilitators in the learning process."

2. Yes, technology integration in a K-12 school setting can be effective, however, best practice technology integration requires "systematic planning" in the context of rigorous academic content and 21st century learning skills. For example, our district's 5-year strategic plan includes 21st century skills and technology integration system initiatives. Although there are many areas we need to address, we believe our systems approach will help our district transform education through the development of technology integration, curriculum alignment, formative and summative assessment development, best practice pedagogy, professional learning communities and professional development systems. These systems will help to create learning environments that "allow students to meet achievement goals through the context of learning, problem solving and technology application" (McCarthy 2008).

3. It is the innovative restructuring of our district's technology department that has helped teachers, administrators, and students acknowledge and begin to embrace the true meaning of technology integration and its connection to 21st century learning skills. The technology integration specialists' visionary work is helping to shape the above-mentioned systems -- organizational systems that we hope to institutionalize so they become a way of life in our district. Technology integration will enable our students to become:

• Capable information technology users
• Information seekers, analyzers, and evaluators
• Problem solvers and decision makers
• Creative and effective users of productivity tools
• Communicators, collaborators, publishers, and producers
• Informed, responsible, and contributing citizens (National Educational Technology Standards for Students, 2000).

4. Technology integration and best practice pedagogy will allow administrators, teachers and students to improve teaching and learning in all content areas and use technology in ways that were defined by the work of authors I reviewed for this assignment.

Assignment 1

Marian,

1. At the conclusion of this independent study course, I want to
apply relevant technology skills that utilize Web 2.0 technologies that can be integrated with the teaching and learning process.

2. My short and long-term goals are: (1) To believe that I can venture into the 21st century technology integration world without fear that I will fail to meet the expectations outlined in the advanced technology independent course. (2) Complete my first on-line course by meeting assignment deadlines and ask questions that will help deepen my understanding of the tasks I will be asked to work through.
(3) Long term goal - To reflect on the quote by Eleanor Roosevelt..."You must do the thing you think you cannot do." It is this experience and reflection that will allow me to continue to open doors that have remained closed for fear I would fail.