Teacher reflection

     Teacher reflection is, in my opinion, one of the most important pieces of our profession.  It is how teachers grow and learn about their teaching practices.  "We often fall into the habit of making assumptions about what's going on in the classroom.  And visible learning gives us a chance to see our habits and our patterns and recognize maybe why they aren't effective all the time."  This comes from a video on Edutopia about teachers who used a swivl device to track themselves or their students.

     When the teachers were watching themselves, they were looking at habits they have or what they are noticing about student learning and engagement.  In the video it states,  "Be transparent about the process with your students, to model continuous learning."   When practicum students come in to my classroom, I have used an IPad to record them in their teaching and expect that they will take time to watch and report back to me their reflection.  I need to model this practice myself by using our swivl and letting the students see that I too value the importance of self reflection.
     So what do I do with what I observe?  First, I would look at habits that I have that are not best practice.  Then I would observe child and student behaviors and consider the reasons for those behaviors.  Finally, I would set at least two goals for myself to improve my teaching and student learning.  How often should I reflect on my teaching practices?  I think that can vary depending on goals and the behaviors in the classroom.  How long should I record myself?  In the video, one teacher reports recording for 30 minutes at a time.  



Reference:
Kettle Moraine High School.  (Oct. 22, 2018).  Using video for professional development.  Edutopia.
Retrieved Dec. 8, 2018, from https://www.edutopia.org/video/using-video-professional-development
 

Technology as a Tool in Education

     In all classrooms today, elementary through college, computers are a necessity.  Computers and technology is more than just "the cool new thing", according to Ben McNeely,  a senior at North Carolina State University.  Ben talks about growing up with technology.  He mentions the game "The Oregon Trail" which I vividly remember playing in school as well.  

As a fourth grader and looking back, I had no idea where technology was heading and what it

would be in my future.  While growing up with the new, big boxy computers, they were used as more of a fun past time in the classroom. Something we got to use when we got our other work done.  In classrooms today, technology comes in many forms and is a necessity for students to master as we look to what the future has in store for them.
     Growing up, I was different from Ben.  We didn't have a computer in our house until I was at least in high school.  And even now, my parents no longer have a computer in their house which is almost unheard of.  I wonder how many homes with children in them, can say they don't have a computer?  I would guess the answer is none.  Computers and knowing how to use technology is a must. Our children and students of today are better at using the technology because it is just a part of their experience all around.  "They learn by doing, not by reading the instruction manual or listening to lectures. These are the learners that faculty must reach."  Even in my field of early childhood education, children are highly involved in using a large variety of materials as they learn by doing. Part of that learning by doing must involve technology.  
 

   "It has been said that we, the Net Generation, are closer to our grandparents—the Greatest Generation—in our work ethic and optimism about the future than to our parents' generation. But how we approach problems is totally different."  Ben talks about his grandfather "tinkering" with things to learn how they work or what he can do with the objects.  In the same way with technology, we must allow students time to "tinker" so they too can figure it out and have a solid foundation with a tool that could make or break their opportunity for finding a successful job.  
     Technology should not replace the foundation of education.  "Using technology only enhances the hands-on experience; it does not—and cannot—replace human interaction. "  Throughout Ben's article, he talks about interaction.  Interaction is still a key piece of who we are and technology does not replace that.  It needs to be a tool that accents the foundations of education and just makes connecting and interacting with others and the world more readily available.  
   


Reference:
McNeely, Ben.  (2018).  Using technology as a learning tool, not just the cool new thing.  Educause.  Retrieved Dec. 8, 2018, from https://www.educause.edu/research-and-publications/books/educating-net-generation/using-technology-learning-tool-not-just-cool-new-thing

Passion and inspiration for digitally transforming your classroom

https://www.youtube.com/watch?v=w6vVXmwYvgs

     If you are looking for an active classroom teacher to help you get excited about transforming your classroom for the  21st century, this is it!  Kayla Delzer, a third grade teacher from North Dakota, and newly named 2019 Teacher of the Year, delivers a powerful message about breaking down the walls to global learning.

"Embrace the students of today, to re-imagine tomorrow."  This is one of her powerful opening statements that sets the stage for a dynamic presentation that will motivate you to rethink how you teach.  It is time for teachers to take a step back and let our students become the leaders they will need to be in the future.  "Teachers don't need to master every single app or every single tool before we hand it over to students."  Kayla talks about letting her students figure out apps that she wants them to use.  Then the students in turn, teacher their peers as well as her!

     "Embrace their knowledge and they'll embrace their learning."  If we trust students abilities and allow them to take control of their learning, then they will be more internally motivated in that learning.  And in the end, all of the assessments will show growth.  However, she also cautions not to overuse technology.  Too much of a good thing, isn't always a good thing.  "Using technology just for the sake of using technology, is wasteful.  If it doesn't transform your classroom, or your teaching, or your learning, just skip it.  Don't use it."  If you are using technology to fill time or to brag that you have a classroom that uses technology, don't.  "Boring things on paper, are still boring when you put them on the IPad."  The purpose of learning must still be at the forefront of your teaching.  "Always start with your purpose."

So many schools are limiting technology use.  Even in early childhood education, students are limited to 7 minutes a day of computer time.  Why are we limiting a tool that has so much power and knowledge?  "Technology is the language today's students speak."  Not to mention, the ability it has to keep us connected with family, friends, and the world.  "Don't be the four walls that hold your kids back or limit their learning." There are many things that will change as we teach through the years.  "But one thing remains constant through time.  Relationships between students and passionate teachers will always be the foundation of successful classrooms."


Reference:
TED.  (Oct. 13, 2015).  Kayla Delzer:  Reimagining classrooms: Teachers as learners and students as leaders [video file].  Retrieved on Dec. 5, 2018, from https://www.youtube.com/watch?v=w6vVXmwYvgs

Dyslexia - Advocate for your child's technology use

     As a Mom of a 2nd grader with dyslexia, we are just at the beginning stages of what is going to be his ability for the rest of his life.  I say ability because while reading and writing are hard for my son, his creativity, math skills, and love for science is above others in his grade.  I just got an email from his teacher the other day saying she couldn't slow him down from working on math.  She was trying to keep him in pace with his classmates but his brain was 10 steps ahead.  I don't know what our struggles will continue to look like with his reading, spelling, and writing as he continues to develop. But one thing I know for sure is that I will advocate for his use of technology to assist him in his learning.  I found the following article about three technology have to's for students with dyslexia that I wanted to share.

https://www.dyslexicadvantage.org/3-technology-must-dos-for-dyslexia-at-school/

     At the start of this article, it quotes, "My teachers won't let me take a photo of the Whiteboard..."  My first reaction was that I had gone to a conference about two months ago and I took at least 20 pictures of the slides that were presented so I didn't have to copy so much down, and I don't have dyslexia.  This is such a simple tool for someone who has trouble writing.  Is there something to be said of writing and the ability to remember what you wrote better?  Yes I'm sure there is.  But students with dyslexia won't have that same ability to remember what they wrote because they would be so focused on making sure they wrote the letters correctly so that when they go to study that information later, it will make sense.  Their brain won't be focusing on what they are actually writing.  So what is better???  This is just one simple way parents of children with dyslexia have to be ready to stand up for what is best for their child.  And technology has immeasurable assistance in these types of tasks!

     Part of the problem here is just lack of understanding and training of dyslexia for teachers.  When you approach your child's teacher, there is no need to be confrontational.  Rather, be prepared to share your research about the use of technology and how it can benefit your child.  "Assistive technology is not a crutch.  Assistive technology provides access to higher level information as well as having beneficial effects on remediation itself."  


Eide, F.  (2018).  3 Technology must-do's for dyslexia at school. Dyslexic Advantage.   Retrieved on Dec. 4, 2018, from https://www.dyslexicadvantage.org/3-technology-must-dos-for-dyslexia-at-school/

The Role of Technology in Early Childhood Programs

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302

     There is such a push for technology in classrooms today to meet the increasing demand of technology available in today's world.  As we prepare children and students to use this technology, in my opinion, one of the first steps is allowing them to be exposed to the technology.  Elementary, Middle, and High School students are using it daily.  But, are early childhood classrooms keeping up with the demand and what is appropriate in these classrooms?

     The attached article describes why the use of technology with young children has to be monitored and used with good intention.  It is important to understand the development of young children.  Young children are still in Piaget's preoperational stage and are still concrete learners.  When considering Howard Gardner's knowledge of children, young children are very diverse in their learning styles.  The concern with technology in early childhood classrooms is "that developmental needs not met through technology will be ignored or radically compromised: physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways." The article starts by asking whether or not technology has a place in the early childhood classroom and says, "it depends on an early childhood program’s overall program goals and objectives, and the program’s goals and objectives for each student. And it depends on how computers are incorporated into the early childhood curriculum (Haugland, 2000)".

     I work in a 2 and 3 year old classroom.  "Most experts believe computers are not developmentally appropriate for children under the age of three (Elkind, 1998; Haugland, 1999; NAEYC, 1996)".  While I agree that it is not developmentally appropriate for under the age of three in large amounts, I also feel that if used appropriately, with teacher guidance, and in small amounts, there is a lot of great technology that can be used with 2 and 3 year olds for learning.  Project based learning is everywhere and can be done even with 2 year olds.  At one point, I did a project on fish.  We were able to study the fish in our fish tank and we were able to get a frozen fish from the DNR to touch and explore.  We read books about fish, talked about what we knew about fish before, during, and after our study, and even put fish in our sensory table for observation.  However, there are many fish in the ocean that being in Iowa, we had no way to study or even consider.  When given the limitless amounts of videos on youtube and other websites, we were able to utilize that technology to help us learn about fish that would have otherwise been out of our realm of study.  The key here was that I spent time researching for appropriate videos and web tools that fit the interests of the children without spending too much time with the technology.  We maintained our focus with the hands on experiences, outdoor play, music, and other curricular play areas that are crucial for young learners.   I feel that my use of technology with two year olds in my fish project was incorporated appropriately and with great learning goals achieved.  

     "Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. And, obviously, curricula goals change with age, and differ from program to program."  To ensure you are using technology appropriately in your early childhood classroom, reference this article for steps and guidelines.  Rest assured, if you follow this advice, technology will be a great tool to incorporate and enhance the learning in your classroom.  


Reference:
Wardle, F.  (2008).  The role of technology in early childhood programs.  Early Childhood News.  Retrieved Nov. 25, 2018, from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302
     

Instructional Coaching

Instructional Coaching: Seeding District-Wide Innovation

Instructional coaching can be an amazing asset when implemented in a way that considers all those that will be involved and affected, as well as using the five phases of coaching.  In the attached video, you will watch how a school in Virginia has effectively implemented instructional coaching throughout Albemarle County.  The teachers, coaches, and administration share why they feel the coaching has been so beneficial in their district.  

First you hear from a 2nd grade teacher, Katie, who is working first hand with her instructional coach, Trish.  Katie mentions that her coach helps her with lesson planning but more importantly helps her know why she is going to teach a lesson in a certain way.  Administration speaks to the coaches being "the linchpin in the work" that happens throughout the district. They help connect teachers from one school to another which allows for innovative teaching across schools.  They do this by having instructional coaches go to different schools sharing lessons and technology ideas with others.  "Every building has at least three coaches. Every coach has at least 3 schools."

Trish, the instructional coach in the video says , "It always comes back to the teacher getting to tell you what they need.  So, that's where I always begin."  You can hear the genuine excitement and appreciation from Katie as well.  Then what really works is the fact that Trish is able to go to the other teachers and share what worked and then can tweak the things that didn't go so well.

When thinking about the five phases of coaching (Alaniz & Wilson, 2015, p. 39), Albemarle County Schools have clearly established the need for instructional coaching, partnerships have been created and are linked throughout the district, project based learning is at the forefront, there was time to assess progress as the teacher and coach worked together, as well as time for them to reflect on the integration. Throughout the video, you can tell that all members of this district clearly believe in the system of instructional coaching.  They have invested time and resources to ensure teachers in the district are getting what they want and need in order to make their classrooms work for the best of the students.  In the end, the statistics show that their graduation rate has increased, the drop out rate has decreased, and they are outperforming their state in reading, math, and science for the past 10 years.  They are indeed doing things right and are a model for others to learn from.

Resources:

Alaniz, K., & Wilson, D.  (2015).  Naturalizing digital immigrants:  The power of collegial coaching for technology integration.  Lanham, Maryland:  Rowman & Littlefield.  

Edutopia.  (2015, Sept. 18).  Instructional coaching:  Seeding district-wide innovation. Retrieved Nov. 18, 2018, from  https://www.youtube.com/watch?v=G0IrZ5jrvCo

SAMR and TPACK

• Summary of SAMR Model and TPACK Model  

     Both of these models are set up to help teachers and administration have a way to assess the effectiveness of the technology they are implementing in classrooms and the school.  It also helps assess how, and if, technology integration is increasing student engagement.  I also feel it is a great way to think about if technology used is increasing family involvement.  

     The SAMR Model has four levels of integration.  Levels 1 and 2, substitution and augmentation, are considered enhancement levels.  Substitution is replacing one technology for another while the function is the same overall.  For example, using Google Docs in replacement of Microsoft Word.  In augmentation, it is still a basic technology replacing another but has some additional added functions or tools that improves what you can do with it.  Levels 3 and 4, modification and redefinition, are considered transformation models.  With modification, you are able to create tasks that greatly increase the levels of abilities in technology.  With redefinition, the technology applied allows you to create tasks that otherwise would not be possible.  The goal for teachers and administration, is to move from levels 1 and 2 with the technology they are using, to levels 3 and 4.  The higher up in levels you are, the more your technology is making a difference to the students in the 21st century.  

     The TPACK Model looks at technological knowledge, content knowledge, and pedagogical knowledge and when put all together, assesses how they increase student engagement.  Starting with content, or subject matter, and pedagogy, or the method of teaching the content, we decide what subject is being taught and how it will be taught.  Once that is decided, it is time to choose which technology should be used to increase student attention and excitement thus making learning a more natural process.  Think about the technology as the partner.  When all three come together methodically, the higher the successes will be in student learning.  

• Which of the two models do you feel would be more accepted in your school district and why?

I feel that the TPACK model is a better fit for the lab school.  While we all, infant through preschool, have subject matters and pedagogy we are utilizing, the technology aspect can mainly be used in preschool rooms.  And even then, in minimal amounts.  So, with the TPACK model, we can start by looking at what we are going to teach and how, and then decide whether or not there is a strong technology tool that would enhance the lesson for these young learners.  And if not, then we can leave it out.  I think this is a good way to start being more thoughtful of a finding and utilizing a variety of technologies that are available and would make us a more 21st century lab school.  

• What strategies would you use to educate your staff on the philosophy you selected?

I would start by having a discussion of what current technologies are being used.  Then ask how they see those tools enhancing children's learning.  I would show the youtube video titled, TPACK in 2 Minutes, which does a fantastic job of showing how the three areas work together to create the "Sweet Spot" for students.  We would then continue to discuss other technology tools we know are available as well as spend some time researching other technologies that we could fit into our lessons.  As we do this, making sure we are matching up the content, pedagogy, and then adding the technology in to get the sweet spot of learning.  

M., C.  (2013, April 26).  TPACK in 2 Minutes.  Retrieved Nov. 3, 2018, from https://www.youtube.com/watch?v=FagVSQlZELY&list=UUyiLyAMZj_Y8QWdlpZHAgDQ