Spotlight on Technology 2

Please view the following VoiceThread.
I have added content and audio.

http://voicethread.com/share/1385372/

Walden University application week 4

Technology Reflection

Refection for EDUC 6714: Reaching and Engaging All Learners Through Technology

Over the last few weeks I have learned about the Universal Design for learning and how it is used in combination with differentiated instruction. Differentiated instruction is not a group of strategies for the varied levels of students within a classroom. It is a mindset and a way of thinking about how to teach individuals and how they learn best. This helps meet students at their level of learning and we can help engage students by interest.

When I begin this school year, with my first grade class, I will be giving a student survey. This will help me get to know my students interests. Getting to know my students is going to help me decide if I need to teach with visuals, audio, writing, or movement. This multiple intelligences can give a good indication of how students learn. I can also use this information for creating varied assessments. As we complete our back to school section for reading I will be assessing students’ academic strengths. One of the ways I will do this will include the basic Dolch reading word list. Students will also need to demonstrate knowledge of letter sounds. During the first few weeks of school I am getting to know my students and they are getting to know me. I carefully make notes about their learning preferences.
Developing and implementing instruction and assessment that reaches and engages all of my students is a process that will improve over time. Our students vary from year to year with their interests, learning styles, intelligence preferences, and learning profiles. This year, I plan to create an effective learning environment. It will be more student-centered. Opportunities for learning to be student-centered can be improved by the layout of a room. Computer access or a media station can be a wonderful way to engage learners to research and explore more about topics that peak their interests.

For my Promethean Board I will be creating flipcharts and interactive word work. I will be keeping in mind UDL and DI for my students and their individual learning needs. I am excited to help my first grade class learn with the use of technology. Technology will bridge the gap in learning interests, preferences, styles, academic abilities, and multiple intelligences in my first grade class.
Laureate Education, Inc. (2009) Reaching and Engaging All Learners Through Technology. Virtual Field Experience: Managing the Differentiated Classrooms.

Student Surveys

This week I am looking for samples of student surveys.
I have created one for my first grade class.

Click here to take survey

Let me know what you think?

Reflection
EDUC: Integrating Technology Across the Content Areas

During the last eight weeks I have learned about how to actively engage students in critical thinking assignments. The self-directed learning of a GAME plan includes: Setting Goals, Taking Action to meet those goals, Monitoring progress toward achieving goals and Evaluating whether the goals were achieved and Extend your learning to new situations.

My GAME plan starts with Problem-Based learning and with a collaboration lesson students will complete the unit with a digital storybook. This will help my students be in charge of their learning. It was difficult to see this unit plan in action because my school year has come to an end.

My GAME plan for professional growth includes the following goals:
1. Facilitate and Inspire Student Learning and Creativity a. promote, support, and model creative and innovative thinking and inventiveness.
5. Engage in Professional Growth and Leadership a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

The knowledge I have gained from this course is amazing. There are so many resources available for Problem-based learning, collaboration and digital storytelling. The ability to share with my fellow classmates on a Wiki is so exciting. We were able to see each lesson and share resources. The comments were a wonderful reminder that we all have different abilities and so do our students. This course also has put me in charge of my learning. It has made me eager to find out the answers to many questions that were good for the group and also some of my own. I found it easy to create lessons that I could use with my first grade class.

The immediate adjustments to my goals are minor. I will still be looking for more resources over the summer to promote, support and foster innovative thinking in my students for the upcoming school year. I have already set up my summer game plan for my Reading lessons that I will share with my team. They will be interactive lessons for my Promethean Board. As I continue my Walden Classes, I hope to strengthen my applications of technology into the classroom and across the curriculum.

Laureate Education, Inc. (2009) Integrating Technology Across the Content Areas. Spotlight on Technology: Digital Storytelling, Part 1.
Laureate Education, Inc. (2009) Integrating Technology Across the Content Areas. Spotlight on Technology: Digital Storytelling, Part 2.
Laureate Education, Inc. (2009) Integrating Technology Across the Content Areas. Spotlight on Technology: Integrating Multiple Tools to Support Content Area Learning.

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Week 7 Game Plan Update

A few weeks ago I posted The five Performance Indicators for Teachers can be found on the web site for The International Society for Technology in Education (ISTE) and the National Education Standards for Teacher (NETS-T) Teachers: 1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

My GAME plan for professional growth includes the following goals:
1. Facilitate and Inspire Student Learning and Creativity a. promote, support, and model creative and innovative thinking and inventiveness.
5. Engage in Professional Growth and Leadership a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
Some questions to consider:
Have I found the information and resources needed? This week I found three wonderful sites to add to my electronic resources. Digital Storytelling: www.uh.edu www.digitales.us www.storycenter.org

Is there a need to modify my action plan? There will always be modifications to my plans based on class dynamics, along with the new changes that are yet to come in our technology age. There is always a chance that the technology will not work, so I must be prepared with a back-up plan. My action plan is to continue to collect information with examples to be able to apply to a real lesson.

What I have learned so far?
During the GAME plan process, I have learned that technology is always changing. There are many resources available to add to our current list of useful tools for students. PBL is a great way to teach content and reach far beyond the single subject into and across the curriculum. It is also easy to get sidetracked by going on sites that lead you to other places. When looking at new sites, keep a journal to catalog new sites is a good way to keep them organized. It also helps to keep focused on the reason for searching a certain site.

Are there new questions?
No questions at this time.

Laureate Education, Inc. (2009) Integrating Technology Across the Content Areas. Spotlight on Technology: Digital Storytelling, Part 1.
Laureate Education, Inc. (2009) Integrating Technology Across the Content Areas. Spotlight on Technology: Digital Storytelling, Part 2.
Laureate Education, Inc. (2009) Integrating Technology Across the Content Areas. Spotlight on Technology: Integrating Multiple Tools to Support Content Area Learning.

Week 6 GAME plan progress

In the past few postings I have been working on my GAME plan for technology. The two goals previously stated are:

GOALS

1. Facilitate and Inspire Student Learning and Creativity a. promote, support, and model creative and innovative thinking and inventiveness.

5. Engage in Professional Growth and Leadership a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

ACTION

Everyday my lessons have included a special question for students to be innovative thinkers. I have been keeping a digital list for next year.

This summer I will participate in a Promethean Training.

MONITOR

As the warm up for each day I have engaged my students in creative thinking. Collecting and keeping answers on the Promethean Board to reflect, tally, evaluate, and save for future use.

After attending the Promethean training this summer, my intention is to have 5 make and take ideas to grow as a professional with creative applications of technology to improve student learning.

EVALUATE

With only a few days left of the school year, I am collecting teacher editions of my reading and math series to make flipcharts and interactive lessons over the summer for next year.

I will continue to add to the binder of “How To” for the Promethean to help myself and fellow teachers use as a reference.

Laureate Education, Inc. (2009) Integrating Technology Across the Content Areas. Promoting Self-Directed Learning with Technology.

GAME PLAN WK5

GAME plan progress: Week 5 update

There are only 12 days of school left. My days are filled with report cards, portfolios, and PTD folders.I am still excited about using technology in my classroom! I will be using my technology equipment to the last day of school.

1. Facilitate and Inspire Student Learning and Creativity a. promote, support, and model creative and innovative thinking and inventiveness.
5. Engage in Professional Growth and Leadership a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

Each day I still have been posting “Think About Questions” for my students to draw and write about in their journals. We share with partners and then as a class. We made our worm habitat this week and we will be writing more facts about our animal for research to complete our books.

My Promethean training is not until the summer; however I have been keeping a chart of websites that I can use for next year. Thank you to all my Walden classmates who continue to share wonderful sites!
This one is the last one I added to my list from Rachel...
http://storybird.com/books/learning-about-storybird/


Laureate Education, Inc. (2009) Integrating Technology Across the Content Areas. Meeting Students’ Needs with Technology, Part 1.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

GAME plan progress

GAME plan progress

My first goal:
1. Facilitate and Inspire Student Learning and Creativity a. promote, support, and model creative and innovative thinking and inventiveness.

Here is a quick list for this week of innovative thinking question for my first grade class. This is part of my electronic file for next year.

Think About Questions
Monday- What would our classroom look like to a mouse?
Tuesday – If we were going on a trip to the beach, what would we need to take?
Wednesday – Describe how the hen and the chicken are the same or different.
Thursday – What would a wiggly worm say to a sticky spider?
Friday – If you could have an animal as a friend what would it be? Explain.

My second goal:
5. Engage in Professional Growth and Leadership a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

For my training this summer, I thought it would be helpful to understand what I already know and what I want to learn from the training.
Promethean Training
WHAT I KNOW
How to make pictures that are able to move next to matching words.
How to annotate over the desk top.
How to save current flipcharts to later open.
How to add a table to an active inspire flipchart.
WHAT I WANT TO LEARN
How to create summative assessment with interactive tablets.
How to hide information for students to uncover when then select a tab.
How to add animation and voice to flipcharts.

Review of GAME plan

Review of GAME Plan
Week 3 posting for my Walden University Class
EDUC 6713: Integrating Technology Across the Content Areas.


Resources needed to carry out plan: In my previous posting I explained my GAME plan. Our school year is quickly coming to a close and the use of my Promethean Board and the program Active Inspire are two key resources that I will need to continue documenting essential questions. My training will take place over the summer. Files need to be made for my electronic saved questions.

Additional information needed:
• 5 make and take activities from my Promethean Training.
• Tally and chart of questions that I have already asked my class.

Steps in the right direction of my GAME plan:
I have already started documenting the questions that my students have answered and have started a file of used questions.

GAME PLAN

This posting is for my graduate class from Walden University.

EDUC 6713: Integrating Technology Across the Content Areas.
Developing My Personal GAME Plan

The five Performance Indicators for Teachers can be found on the web site for The International Society for Technology in Education (ISTE) and the National Education Standards for Teacher (NETS-T) http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Teachers: 1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership

The video lecture by Dr. Katherine Cennamo describes how being self-directed can support and enhance learning. The GAME plan is a self-directed way of learning. My GAME plan for professional growth:
GOAL
1.Facilitate and Inspire Student Learning and Creativity a. promote, support, and model creative and innovative thinking and inventiveness.
5. Engage in Professional Growth and Leadership a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
ACTION
Everyday my lessons will have a creative piece for my students to be innovative thinkers. There will a daily post of a question in my class to help my first grade class practice inventiveness. This summer I will participate in a Promethean Training.
MONITOR
As the warm up for each day I will engage my students in creative thinking. Collect and keep answers on the Promethean Board to reflect, tally, evaluate, and save for future use. After attending the Promethean training I hope to have at least 5 make and take ideas to grow as a professional with creative applications of technology to improve student learning.
EVALUATE
To keep track of the creative ideas I will make a digital folder of practice thinking questions to share with other teachers as well as to add to each year. I will make a binder of “How To” for the Promethean to help myself and fellow teachers use as a reference.

Laureate Education, Inc. (2009) Integrating Technology Across the Content Areas. Promoting Self-Directed Learning with Technology.

Reflection/Supporting Information Literacy and Online Inquiry in the Classroom

Reflection Week 8
Blog posting for Walden University
EDUC 6712: Supporting Information Literacy and Online Inquiry in the Classroom
At the completion of this course I am inspired to create screencasts to share with my first grade class. In the past courses I have learned about how to make a wiki, blog, voicethread and podcast. The new knowledge of a how to make a screencast is a wonderful way to help my class learn about the internet. With a screencast I will be able to enhance my teaching of how to navigate the internet. My first grade class is in the beginning stages of how to find things on the internet. With the viewing of a screencast my students will be able to see visually how to find information about their animal. We make animal books and each student writes about the animal of their choice. They will be looking for animal facts which include their physical features and habitat. Explaining to my class that all of the information on the internet is not accurate is a difficult task. At the first grade level, most of my students are unaware that a web site could be inaccurate. Information literacy can start as early as first grade, but it is only a piece of the technology skills needed for success is learning 21st century skills. Students need to understand that everything on the internet is not factual. They also need the skills to determine what can be factual. Another good skill would include how to find information. Teaching my first grade class the specific search engines and specific extensions will help them find the reliable web sites.
The one thing that I would like to share with my first grade class is the ability to express themselves in a blog. There are many obstacles within my school district, but I hope soon that those obstacles are lifted. With detailed lesson plans and objectives clearly stated, my hope is that each teacher will have access to blog websites for 21st century learning. I know how much my students would enjoy having other students comment and encourage each other in the writing process.

Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
November, A. (2008). Web Literacy for educators. Thousands Oaks: Corwin Press.

Think Out Loud Evaluations

Blog posting for Walden University
EDUC 6712: Supporting Information Literacy and Online Inquiry in the Classroom
Week 4 Reflection
I think that it can be very difficult for a student to decide whether a site is valid without the tools to help them. Critical thinking skills are a key to a student’s success when navigating a web site. Giving our students a check list of some things to look for, such as the ABC’s, will help in their quest for accurate information.
Please use the following link to view my Screen Capture with Audio recording.


http://www.teachertube.com/viewVideo.php?video_id=170610&title=Pacific_Northwest_Tree_Octopus




Resources
Laureate Education, Inc. (2009) Supporting Information Literacy and Online Inquiry in the Classroom. A Teacher’s Perspective: Evaluating Information Online.
Laureate Education, Inc. (2009) Supporting Information Literacy and Online Inquiry in the Classroom. Information Literacy: Evaluating Information.
November, A. (2008). Web Literacy for educators. Thousands Oaks: Corwin Press.

Reflection for Bridging Learning Theory, Instruction, and Technology

“Instructional Theory vs. Learning Theory” by Dr. Orey describes how learning theories can inform technology integration in the classroom. The Learning Theory examines what goes on in the learners mind during the learning process. Instructional Theory is when strategies for changing the learning environment to facilitate learning. When I think of these two theories I find myself using both. One feeds into the other.
What I have learned is that the theory of Multiple Intelligences would best describe my personal theory on how students learn. With teacher-centered activities I understand that learning is personal to each child. The use of many ways to teach the same information is a great way to ensure that my first grade has a good understanding of the curriculum. When we create a lesson to meet the needs of our students we need to understand that each student has a different learning style. The environment in which we teach information can also vary. (Orey, 2001)
With this in mind when I teach I try to use not just pencil and paper. I have an ELMO to show students many things for modeling. I also have access to the computer lab one to two times per week for instruction. Another good resource that I use is SafariMontage. Our county has many instructional and promethean interactive movie clips for many different subject areas. I do not have a board in my class yet. I have been told that it is coming. Additionally I have been told that I will have laptop to accompany that. I will keep my fingers crossed and continue to save lessons on my computer for use with the new board.
One long-term goal that I have is to get my students into the computer lab two times per week to work one day for math and another for reading. Currently we are there once or twice a month and it does not seem to correlate with our curriculum. Along with the computer practice I would like to have my first grade class work on a class blog together about what they are learning each week. I want to feature a few students each week.
Another thing to remember from Dr. Wolfe is that we are not teaching for the test or for school. We are teaching for life.

Laureate Education, Inc. (2009) Bridging Learning Theory, Instruction, and Technology. Instructional Theory vs. Learning Theory.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Multiple Intelligences and Learning Styles.

VoiceThread

This week the one think that I learned about technology is that we can collaborate on a VoiceThread. I found this to be an exciting way to include many people into a discussion. Some might like to record with a microphone. While others may prefer to type their comment.Pictures and documents can be uploaded to enhance the visual experience. This is a great way to get students involved in a project.

Please visit my VoiceThread and comment on how you keep the lines of communication open between parents and teachers.

http://voicethread.com/share/786642/

Connectivism and Social Learning In Practice

The instructional strategy Cooperative learning correlates directly with the principles of social learning theories. Cooperative learning can be described as students working together with the purpose of actively engaging students in the learning process. Social learning supports the cooperative learning theory because of the student communication, collaboration, and cooperation with others. Empowering students to be responsible for their learning, contributing for the good of the group, would not be possible individually. This strategy imitates real-life learning by including teamwork and students working independently to contribute their piece to complete the assignment. With this in mind, students can collaborate with different levels of knowledge, experience, and expertise. They can be successful in making meaningful connections to their learning by interacting in a social atmosphere. The technology that I found to support this meaningful learning would be the wiki. I feel this is a good tool to help students work together on a task and be able to contribute their skills. I have not used this with my first grade class, but I am looking for ideas.

Laureate Education, Inc. (2009) Bridging Learning Theory, Instruction, and Technology. Social Learning Theories, Connectivism as a Learning Theory, Spotlight on Technology.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Social Constructivism, Cooperative Learning, Connectivism.
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD.

Constructivism in Practice

“Generating and Testing Hypotheses” can be linked with constructivist theories because it takes what students know and it brings them to the next step in learning. This is when students take what they already know, (constructivism) and by problem solving cross into the building stage of learning (constructionist).
Constructionist-based technology is what I strive to expose my students as often as possible. I encourage them to be the builders and the designers of their learning. I promote problem solving on a daily basis. Dr. Orey explained how constructivism is in our own minds (Laureate, 2009). It is unique to each learner. This is proven many times in my class. When I ask students to draw a picture about what they are writing, I get many different samples of knowledge. They each come to first grade with a different schema. Constructionist-based technology is what I strive to expose my students as often as possible. I encourage them to be the builders and the designers of their learning.
Laureate Education, Inc. (2009) Bridging Learning Theory, Instruction, and Technology. Technology: Constructionist and Constructivist Learning Theories.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Cognitive Tools, Experiential Learning.
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD.

Cognitivism in Practice

This week, in Using Technology with Classroom Instruction that Works, there were two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” These strategies relate to cognitive learning theories. Virtual Field Trip tools can be a great way to research and make connections to learn about a specific place, topic, or person. They correlate to the instructional strategies and cognitive learning theories because they give an image to make connections with new information to their prior knowledge. There are many templates the can help students in note taking that are created in Inspiration. Once they have put information into the cells, they can use the notes to summarize their findings.
In first grade, we teach a unit on geometric shapes. I have in the past made a chart to show the geometric shape, the name, and the real life connection. This seems so one dimensional after hearing about the multiple intelligences to help link short-term memory with long-term memory according to Dr. Orey in the video segment, “Cognitive Learning Theories.” With the use of technology, I can find more that one real life connection to each geometric shape. On safarimontage we have a video clip that shows the geometric shapes like the stop sign, the pentagon, and a yield sign. Also I could have them sort and match geometric shapes on a worksheet created for practice in the computer lab. We could then print two copies. One for them to use as a reference and other to cut and paper sort as a game for homework. Students could make a poster using all the geometric shapes and labeling the name and with a picture of the real world use. To extend this, my students then can work on a class PowerPoint with the images from the posters. To keep it in their long-term memory, my students could also link up the image of the real life picture to the geometric shape with concept mapping tools.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
• Section: Multiple Intelligences and Learning Styles
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

Drill and practice can be a good thing for student learning if it is positively reinforced. Playing games on the computer to enhance student performance is a great way to keep them engaged in learning. I feel it is important for my first grade to understand the connection between effort and success. At the first grade level it is a bit difficult to plot and show the success related to effort because I feel my class is eager to do well because they want attention. Homework for my students is a way to practice the skills taught that day. It is another opportunity to practice their skills for proficiency.

There is a place for behaviorist learning theory in today’s classroom and instructional technology. Skinner’s model of operant conditioning where desired behaviors were rewarded and undesired behaviors were punished describes some of my classroom management strategies. With my class we develop class rules and procedures. When their behavior is unacceptable the consequences occur immediately after the behavior. In Pavlov’s theory, the positive behavior is reinforced with incentives. One incentive that I use for my first grade is a sticker chart. I give them stickers for following school and class rules. When it is filled with about 30 stickers they can trade it for a prize and get a new chart. Giving away our school mammoth tickets is a good way to help my first grade exhibit acceptable behavior and buy prizes. Another successful positive reinforcer is the moving of their name cards on the stop light. They are motivated to move up and down the light because at the end of the day the color they land on is recorded on the behavior communication calendar. This is our parent/family connection. This is only successful if the positive behaviors are consistently rewarded with positive praise and the negative behaviors are given consequences every time.

Drill and practice, remediation, and traditional tutorial programs have a place in today’s classroom. For math we practice addition and subtraction facts. In our computer lab my students play math games with addition and subtraction facts and are rewarded to go to the next level. Sometimes there are the prompts that say “good job”, “you are correct”, and “wonderful”. When they are incorrect they are given a pleasant response and can continue to try until they get the correct response. The students are encouraged to keep trying because they are not stopped or embarrassed about being incorrect. They are always excited about going to the lab for practice. We also collect data on when they master their addition and math facts. We encourage them to show them that as long as they are trying and not giving up they will do better on the next test (Pitler, Hubbell, Kuhn, & Malenoski, 2007).This has been a great motivator and has given my students some well needed self esteem. I feel my students can also be challenged by going to the next level. They may start in the first grade level and as they progress they will be doing more difficult problems for enrichment.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Posting for Walden University; EDUC 6711 Bridging Learning Theory, Instruction, and Technology.

Understanding the Impact of Technology on Education, Work, and SocietyUnderstanding the Impact of Technology on Education, Work, and Society

Understanding the Impact of Technology on Education, Work, and Society

This is a final posting for a graduate class that I am taking with Walden University.

This class has provided the step-by-step instructions to create, Blogs, Wikis, and Podcasts and has developed my own technology skills as a professional teacher. The book by Will Richardson, Blogs, Wikis and Podcasts, and Other Powerful Web Tools for Classrooms, was a great resource to explore how to use these 21^st century tools with my class. I enjoyed working on a group project, with other students in my graduate class, to make a Wiki of resources of recommended technology web sites. We were able to complete this task without a face-to-face meeting. The three wikis that were created will be a great resource for me and to share with my fellow teachers.

After setting up a googlereader, I found an amazing amount of information from my graduate classmate’s blogs. I will continue to check their blogs and hope to add some more to my reader for continued support in technology.

With this knowledge I can better assist my students in learning the 21^st century skills they will need. After reading many articles about 21^st century skills, many of our students lack the ability to problem solve because they are not given the opportunity to explore problem solving skills when not using technology. The seven C’s- 21^st century Lifelong skills include: Critical Thinking-and-Doing, Creativity, Collaboration, Cross-cultural Understanding, Communication, Computing, and Career & Learning Self-reliance.

My knowledge of the teaching and learning process has been strengthened by the understanding of Digital Natives and Digital Immigrants. Realizing that our students have the ability to navigate with ease on the internet and for my generation it may take some practice will help when explaining to my fellow teachers how to integrate a lesson in technology.

The lessons I have been teaching include teacher-centered to learner-centered and will continue to be more learner-centered so that my students can have an active role in exploration of facts and information. Problem solving and collaborating with fellow classmates will be one way to keep my lessons learner-centered.

I can continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement by continuing my Masters in Technology and also by sharing my knowledge with my students and colleagues.

This year my hope is that my students will be creating a class blog. With the new skills I have learned I will try to get my parents more involved with my class newsletter. It will be sent home on paper and by email.

I have two long-term goals for transforming my classroom environment.

1. To maintain and continue to have working computers in my classroom for student projects.
2. With my class blog, I would like to link with other 1^st grade classrooms.

There are some obstacles that may slow the process, but I will not stop trying to bring technology into my classroom. First, I will ask my administration for the access to the necessary web sites, and then I will be working closely with our media specialist and technology department.

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.
Use the Teacher Reference Center database, and search using the article's Accession Number: 24660524

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92
Use the Education Research Complete database and search using the article's Accession Number: 28513453

Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.
Use the Education Research Complete database, and search using the article's Accession Number: 2007-00267-007

Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18. Retrieved from http://www.techlearning.com/article/8466

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.
Use the Academic Search Premier database and search using the article's Accession Number: 19270008

Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
Use the Academic Search Premier database and search using the article's Accession Number: 31926035

Trilling, B. (2005). Towards learning societies and the global challenges for learning with ICT. TechForum. Retrieved from http://www.techlearning.com/techlearning/pdf/events/techforum/ny05/Toward_Learning_Societies.pdf

Web Sites

ISTE.Org: Profiles for Technology (ICT) Literate Students
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS-S_2007_Student_Profiles.pdf

International Society or Technology in Education (ISTE): NETS for Teachers 2008
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm