Reflective Post

Photo credits to Denis Krebs on Flickr 

          Throughout my experience in EME2040 I have expanded my communication and critical thinking skills, and have learned about technology management, global responsibility, and scientific reasoning. 

In this class, I developed an internet based project that uses technology as a goal of K-12 instruction. I did this by completing a collaborative lesson plan, web-quest, and a teacher web page. In my collaborative lesson plan, my group and I developed a math lesson plan for seventh grade following the Common Core standards. Since technology integration is a key concept of this class we focused on using that in our lesson plan as well. Our lesson included videos, a smart-board, and geometry software. In my web-quest I created a counting lesson for kindergarteners. This too integrated technology. Throughout my kindergarten lesson I included videos and online games as well as in class actives, tasks, and an evaluation. One of the last assignments was a teacher web-page. This was one of the higher point assignments and was more extensive. But, I enjoyed this lesson the most. In this activity the goal was to create a web-page for my “class” that included key technology concepts. I enjoyed using the weebly website because it had plenty of designs to choose from, was easily navigable and user-friendly, and was appealing to the eye. This activity taught me the importance of addressing the student’s parents, developing a learning theory, discovering websites for students, and choosing classroom textbooks. In this activity I chose my learning theory to be cognitivism, and on the webpage I hyperlinked additional information which you can read about here. 

Throughout this class I had several opportunities to evaluate various software used in classroom instruction. I did this through activities such as a website review, teacher webpage, and a collaborative lesson plan. One of my first assignments was to create a rubric that evaluated an educational website. This was an excellent first assignment as it introduced me to the educational websites available and the content that they include. Before choosing one website to evaluate I viewed several and their different forms of technology integration. Some websites were filled with brightly-colored graphics and educational games. While others, like the website I evaluated like TIME, were simpler and packed with more information but still child-friendly and involved technology. I have never made rubric in my life so this activity was a challenge. But, it gave me true insight and appreciation for all that is involved in a teachers job. Rubrics are a critical key to student knowledge and success on assignments. In my teacher webpage I evaluated several websites before choosing to hyperlink three for my students to explore. I also had to find several online websites that contained true lesson plans (task, evaluation, etc) using technology integration. 

I explored the legal and ethical issues of technology, and reflected on my research in my discussion post along with the rest of the class. Previously, I never explored the topics of legal and ethical issues. Among the issues to choose from to research were information privacy, copyright and fair use, or cyberbullying. I chose copyright and fair use because it was not a topic I knew too much about but yet its importance was stressed throughout the course. Throughout the course anything we used had to contain proper resource attribution, and pictures we used had to be found through a creative commons search. While researching copyright and fair use I learned that copyright is the legal boundaries that provide the owner the right to control how their published work is used. Fair right is how to decide what work to use, and how to give the owner credit. This was a very information activity that I will benefit from in everything I do because proper attribution is key to being successful in anything that involves research. 

I created a portfolio where I provided reflections on technology integration and classroom management. The reflections were provided in my instructional wiki, teacher web-page, web-quest, and this reflective essay. In my instructional wiki I wrote about homework and practice in education. Throughout this activity I learned about the importance of repetition through homework and activities, practice strategies, in-class activities, and how to integrate technology into both homework an practice. 

I evaluated several websites and educational resources and reflected on the discussion board. In my discussion I reflected on the pro’s and con’s and strategies of flipped classroom. This was nothing I had ever heard of and I learned how this strategy involves using technology for students to view the lessons at home and then practice in-class.

I analyzed technological tools for assisting diverse students and provided a reflection on my collaborative lesson plan and the discussion board. In my collaborative lesson plan we incorporated peer tutoring and evaluation as strategies to assist diverse students. In my discussion I provided insight into hearing aids, amplification devices, and argumentative communication as ways to assist hearing impaired students. I also wrote about an audio loop, voice recognition software, and a FM system. All of these strategies were excellent ways to help hearing impaired students and also involved technology integration. 

Lastly, I evaluated technological tools for assisting english language learners and provided my research and reflection in my collaborative lesson plan and the discussion board. In my discussion I wrote about ESOL strategies to help diverse, apprehensive students feel involved and engaged in classroom activity. 

There were several collaborative activities, and every discussion board activity involved interaction with other students. Although, I was apprehensive to do an online collaboration I truly enjoyed both assignments (wiki, lesson plan) and think that they went very smoothly. These assignments prepared me on what to expect and different strategies to take when collaborating with someone online in the future. Most likely, there will be times in my career when I will have to work with someone entirely online. Through these assignments I got to further explore google docs, learn how to use a wikispace, and understand the importance of email communication and meeting times. In the discussion boards I was able to gain insight into others research and opinions as well as their opinions of my posts. These activities were a fun way to connect with other students online. 

Photo credits to Lloyd Dangle on Flickr

I enjoyed the structure of the textbook and thought it was an easy read - I have no suggestions for book improvement. The course content was easily navigable and was not filled with extensive reading but rather videos and articles - which I enjoyed. My suggestions for the course would be the digital blog posts. The instructions were very clear, but because the internet is so diverse some extra clarification is needed. When it came to pictures I would like to know about finding them on the creative commons search. Through my search on creative commons I found several pictures from blogs and I would like further clarification on whether or not these are acceptable in order to increase student success. 

Resources: 

 Brandi. (2011). Cognitivism. Retrieved June 22, 2015, from http://teachinglearningresources.pbworks.com/w/page/31012664/Cognitivism  

 Dangle, L. (2000). Lloyd Dangle at USC Creativity & Collaboration. Retrieved June 22, 2015, from https://www.flickr.com/photos/83665349@N00/5261584474/in/photolist-91WZKG-77vKw8-r1wTJJ-3Kx1Vx-duMEYb-72vDN7-reArDw-8y9LbK-9zsb65-hPd8JZ-qziGki-5MpRG7-psnrxW-hoJ6Lj-rqCM71-9dyrJ6-9hzrvX-91WYyL-ac5iB6-8WdP68-4yin56-4a4Ad2-qXvRBe-bBLYiv-5DQz53-hoJ7BN-8tjQ2B  

 Korbel, K. (2015, June 14). LessonPlan Template. Retrieved June 22, 2015, from https://docs.google.com/document/d/1XHNnYXmxhpK9Dt6beVVwor9_254dYLiWK9WvOMPx6CM/edit?usp=sharing

 Korbel, K. (2015, June 14). Ms. Korbel's Kindergarten Class. Retrieved June 22, 2015, from http://korbeleportfolio.weebly.com/ 

Korbel, K. (2015, June 7). WebQuest: Counting for Kindergarteners: Created with Zunal WebQuest Maker. Retrieved June 22, 2015, from http://zunal.com/webquest.php?w=288009

 Krebs, D. (2011, November 25). Technology Use. Retrieved June 22, 2015, from https://www.flickr.com/photos/mrsdkrebs/6400358699/in/photolist-aKzvE4-9hsheb-9uRbw6-arQ9ML-d4MjAm-5zuCMB-asGg7J-efoWfy-kR3Lhv-nTA4gP-q9JHHV-zEuNT-5eUFSS-rjHT6L-e4rtrf-67tGXJ-7vUb5p-4XaZuB-t1UBo-4pYNoQ-4v572g-sxgGNU-6rtuia-5zAruA-dZE3LC-4qAha1-8qq2tS-bGis  

Blog Post #F

          Assessment is a daily task for teachers. Teachers must acquire the ability to asses not only their students but themselves in order to be successful in teaching education. Assessment features three interrelated elements  

1. New teacher assessment (how supervisors will assess your work). As you prepare to become a teacher, professors and supervisors are continually evaluating your academic and classroom performance. Before getting your first full-time job, you will likely have to pass a state teacher license test, be observed teaching in a classroom by mentor teachers and college supervisors, and complete written summaries of what you have learned about academic subjects, teaching methods, classroom management strategies, and the ability to relate to students, families, and colleagues. 
2. Student assessment (how you will assess students learning and your own effectiveness as a teacher). As a teacher, you will be expected to provide ongoing, data-driven, evaluation about the learning progress of every person in a class throughout the school year. In most schools you will be expected to assign grades, complete report cards, conduct meetings with families, and provide oral and written feedback to individual students and families in the form of written comments and suggestions about their academic work. Evaluating students as a teacher also includes personal self-assessments in which you ask “are the students learning?” and if they are not “what can I do to change this?”. 
3. Student self assessment (how students will participate in the assessment process). As a teacher, you benefit greatly when students are not passive recipients of your assessments, but active partners in the evaluation of their own learning. Student involvement in learning gives students meaningful roles to play and is powerful way to build their commitment to the school curriculum.

(Maloy, et al, 2013, p. 277, 278) 

Photo Credits to Krista Di Lello on Blogspot

The key to success as a teacher is applying the ability to engage in self-reflection about ones own work. In order to make improvements on your lesson plans, classroom structure, and  student success you as a teacher must continually evaluate yourself. 

Classrooms are constantly shifting in nature and this require teachers to be an ongoing self-evaluator, asking: what strategies worked well? what strategies did not? why did an approach succeed with one student but miss the mark with another? what activities best introduce a lesson or bring to an end? (Maloy, et al, 2013 p. 278).

          Technology is an important aspect to the classroom environment and technology can help new teachers in two ways: 

1. As part of projects that show evaluators your skills as an educator
2. Through tools that evaluate what the students learn and are able to do 

Technology used these ways brings teaching and learning to a full circle, supporting teachers as they plan lessons, deliver instruction, and evaluate performance, and supporting students as they participate in activities and evaluate their own efforts and outcomes in learning (Maloy, et al, 2013, p. 278).

          Self-assessment is not only critical for success as a teacher and your students, but self-assessment is critical for all aspects of life during any stage. I currently use self-assessment in my part-time retail job. I use self-assessment on a daily basis to think “what is going well?”, “what can I improve on?”, and “what can I do differently?”. Self-assessment is key to personal improvement. I have learned through past experiences that self-assessment leads to personal improvement which leads to improvement in all aspects of life. Self-assessment has lead to increased job efficiency, repeat clients, and raises in my job. Through these experiences I know that when I continue to use self-assessment during my college years and then in my professional job I know I will be successful. 

          A digital teaching portfolio is a collection of educational and professional materials stored in an electronic format. It serves as a organized collection of materials that shows a teachers growth and development over time (Maloy, et al, 2013, p. 279). A digital portfolio may contain digital copies of paper materials but can also include video, audio, Power-points, photographs, and other multimedia materials. As a aspiring teacher, one should begin to build their portfolio as soon as they start taking courses toward a teaching license as a way to use all the activities and ideas from classes, field experiences, summer work, and community volunteering as sources of materials. Teachers can also make e-portfolios which usually include: 

- resume: personal talents and accomplishments 

- philosophy of education and references

- lesson or unit plans and reflections 

- academic courses and research experiences - video and pictorial segments 

- teaching experience: resource links   

(Maloy, et al, 2013, p. 280)

But, digital portfolios are used in all fields. Digital portfolios usually include: academics, teaching, talents, and accomplishments. Anyone who is embarking on their college journey towards and aspiring career should start a digital portfolio. I know that as an aspiring Advertising major I too will have to make a portfolio. With the enhancing technology and its never-ending presence that portfolio will also be digital. 

Photo Credits to Erin Kelley on Flickr

Photo Credits to Wesley Fryer on Flickr

          A technology using educator can be defined as someone who: 

• Makes informed choices by both using technology wherever it increases student involvement in learning and not using it for tedious, confusion, or boring class activities. Such a teacher places student learning at the center of the curriculum and decides how best to make it happen in the fast paced environment of a modern school. Sometimes this means using technology as a centerpiece of instruction, sometimes it means using technology as a minor part of a lesson, and sometimes it means not using technology at all. 
• Explores technology by using it in the classroom while analyzing its roles in schools and society. The inter-workings of technology and its social, political, and economic implications are natural topics for classroom discussion. Students learning with a technology-using teacher are not just consumers of technology but creators and critics of it as well. They are aware of technology’s power to improve education or to impede it. 
• Promotes change at the classroom, school building, and system levels. Rather than “change for changes sake”, change should be intended to make it possible for very student to reach her or his full potential. Technology becomes a disruptive force, constantly suggesting that there may be new and better ways to do things. Its presence is an invitation to rethink the way things are and the way things might be and to put into practice curriculum and instruction that build interest in learning for all students. 

(Maloy, et al, 2013, p. 299) 

          Technology in schools follows two broad patterns: 

1. inclusion
2. infusion 

Inclusion is where computers and information technology are used mainly for transferring information and practicing skills, and infusion incorporates computers and other information technologies are as ongoing futures of teaching and learning in all academic subjects at all grade levels. 

Although I wont be in a traditional classroom, I will be a professional setting where technology is incorporated on a daily basis. Technology may be included into my professional setting or it may be infused. Either way, it will be important for me to explore technology, make informed choices on when and why to use technology, follow the change along the lines of technology use. 

Resources:

Fryer, W. (2014, March 10). Digital Portfolio Options. Retrieved June 16, 2015, from https://www.flickr.com/photos/wfryer/13052015275/

Karina. (2011, November 17). Amazing Teachers. Retrieved June 16, 2015, from https://www.flickr.com/photos/bunchesandbits/6354798575/in/photolist-aFy1dF-9HPaKr-bbYeNM-zUGkj-4ANrnu-oKyDZj-eWp5oB-92zJYM-aJxM16-4LDBaz-cMkRJo-dRHCFW-68jpVn-6rterd-5ZAtvh-pXgqLo-i9bu-qBMU2K-rtYqve-r3THAG-fKctRA-cMkQ6y-nKr4Re-hitWvo-aGqrSx-s9NdWp-o6WpS-5

Kelley, E. (2011, November 11). LinkedIn-Logo. Retrieved June 16, 2015, from https://www.flickr.com/photos/ekelly89/6431448699

Korbel, K. (2015, June 16). Wanted: Teachers - Tackk. Retrieved June 16, 2015, from https://tackk.com/jyblys

Lello, K. (2013, January 13). Lone Peak High School Dance: End of Semester 1 / Term 2. Retrieved June 16, 2015, from http://lphsdance.blogspot.com/2013/01/end-of-semester-1-term-2.html

Maloy, Robert, et al, (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Blog Post E

          Teachers everyday lesson plans involving designing and developing everything that is encompassed into one lesson. This is anything from criteria to time length to activities. Lesson plan development involves “all activities that teachers do to create, teach, and evaluate lessons with students, encompassing a teachers decisions about three interrelated elements of classroom instruction:  academic content - what to teach, teaching goals, methods, procedure - how to teach, and learning assessments - how to know what students have learned” (Maloy, et al, 2013, p. 76).  

In regards to the academic content teachers need to follow the school system guidelines and the state/national curriculum frameworks. But, “teachers must choose what will be explored or explained to students each day” (Maloy, et al, 2013, p. 76).

Photo credits to Wesley Fryer on Playing with Media

Photo credits to Bill Ferriter on Flickr

Technology plays an essential role in assisting teachers in what to teach. “Using internet, search engines electronic databases, online encyclopedias, blogs, wikis, and other technology tools, teachers and students can gain access to powerful new ways to research and retrieve information” (Maloy, et al, 2013, p. 76). “Digital content available on the internet includes a vast collection of curriculum resources and information” (Maloy, et al, 2013, p. 76). 

Teachers must also decide the teaching goals, methods, and procedures that they will use. The goals are the reason why a lesson is being taught, the methods are the “instructional strategies teachers use to convey academic content to students” either being large or small groups, discussion, lectures, role plays, simulations, case studies, inquiry based activities, creative writing, learning and reflection journals, drill-and- practice exercises, online tutors, learning games, and the procedures are the “scheduling and grouping of students by teachers during a lesson and the decision of how much time to spend on each activity” (Maloy, et al, 2013, p. 76). Teachers combine these into daily learning, and technology can enhance education when used in a variety of ways: 

• presentation software
• visual thinking software 
• web based diagram and flowchart making tools 
• teacher developed websites
• threaded discussions and emails 
• digital portfolios
• student response systems 
• online surveys
• learning performance rubrics 

Although I am not preparing to be a teacher I believe that it is necessary to keep in mind the steps that teachers take in order to have a successful profession. When I have to lead a discussion or make a presentation it will be beneficial for me to remember to accurately and accordingly plan. When preparing, although I don’t have state/national standards to follow, I should make a conscious decision how long I want my presentation to be. I should also organize the content, plan a procedure, and have an assessment for myself in mind as to what the most important information is and should be conveyed through my presentation.  

          Teachers have different ways to plan a lesson and they also have different approaches on how execute a lesson. One approach is called the understanding by design. Understanding by design has three main components: 

• Stage 1: Identify desired results (enduring understanding and essential questions). To provide a frame for student exploration of a topic, the teacher identifies the lesson’s enduring understanding and its essential questions. Enduring understandings are the big ideas or relevant information that students will remember long after the lesson has been taught. Essential questions are a way to organize the topics that students examine in a lesson. 

• Stage 2: Determine acceptable evidence (assessment strategies). The teacher decides what kinds of evidence will show that students have learned the material and can articulate information and ideas about the enduring understandings and essential questions. Evidence includes papers, performances, or other products that students can create using the new knowledge they have learned. Decisions about assessment thus precede the writing of objectives and procedures for the lesson. 

• Stage 3: Plan learning experiences and instruction (objectives and methods). Many of the same elements found in a student learning objectives lesson plan are present in a UBD design lesson plan. The teacher chooses learning objectives, identifies teaching methods, and crafts a plan of how the lesson will be conducted. 

(Maloy, et al , 2013, p. 79)

Technology can be integrated into classrooms in many ways. One way to enhance a lesson plan is to use a powerpoint. A powerpoint is “a multimedia presentation software package” (Maloy, et al, 2013, p. 220). In order to successfully use a powerpoint it is necessary to understand a powerpoint strengths and weaknesses. Powerpoint uses attention getting techniques such as colorful graphics and pop-up or slide-in windows. A few critiques of Powerpoint are that Powerpoint is presenter oriented and not content or audience oriented. So it is important to remember to not overuse these techniques as they will become a distraction and take the attention away from the content.

“Digital projectors and document cameras are technology tools that expand how Powerpoint can be used as a student-engaging form of information presentation” (Maloy, et al, 2013, p. 220). A digital projector “projects images from a computer to a large screen or a other external veiwing surface” (Maloy, et al, 2013, p. 220). A document camera “captures whatever is under its sense and, when connected to a digital projector or a television set, projects that image onto a large screen or whiteboard” (Maloy, et al, 2013, p. 220). “Both technologies can transform the small screen of a single computer into a classroom-wide, theatre like learning environment, drammatically changing the presentation experience for both viewers and presenters” (Maloy, et al, 2013, p. 220).  

Although I won’t be presenting to a classroom I will definitely have a time where I have to present in a professional setting. From past experience I know that when a presentation is thoroughly prepared the delivery of that presentation goes much smoother. Although technology is advancing and Powerpoint is an older technology it is still a commonly used technique that if used successfully can deliver a presentation in an audience and content oriented manner.

Rescources: 

 Ferriter, B. (2013, November 24). Slide_CommonCoreBuildingCode. Retrieved June 9, 2015, from https://www.flickr.com/photos/plugusin/11028639055/in/photolist-hNyEae-njDem6-sh5TW4-b2ZN7M-8MCUGP-dqN4Kb-8E715f-9NJybd-9NAsCc-9M2DZZ-9NDvLH-9NEtYQ-9NGKrb-9NFVNX-jR9gc-9NKJWL-9NGabs-9NEwpU-9NGYu8-9NJKMw-9NGokq-bsGWcZ-bGnu56-9NH11D-9NGBho-9M2DUT-9NvgtE-9NG  

 Fryer, W. (2014, February 12). Category Archives: Tips. Retrieved June 9, 2015, from http://playingwithmedia.com/category/tips/

 Korbel, K. (2015, June 9). Lesson Planning Copy. Retrieved June 9, 2015, from https://magic.piktochart.com/output/6575790-lesson-planning-copy

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Blog Post #D

          Classrooms and technology have become very integrated in the twenty-first century. In some circumstances they are so integrated that students “attend” all of their classes and do all of their homework and tests strictly online. This is known as virtual schools. But, before something as integrated as virtual school there is a strategy categorized as online learning. Online learning is “the delivery of educational experiences through computers and technology” (Maloy et al, 2013, p. 142). Virtual schools are “educational organizations that teach students mainly though online learning” (Maloy et al, 2013, p. 142). Students attending virtual schools never actually enter a physical school and do all of their learning and tests online. Blended Learning, also known as hybrid learning, is “a combination of clicks and bricks in which students have face-to-face interactions with teachers in a school classroom that is combined with online coursework and testing” (Maloy et al, 213, p. 142). 

Photo Credits to Photonquantique on Flickr

Photo Credits to Italki on Flickr 

         Personally, I have participated in all three forms of learning. Through primary school up until about tenth grade my main source of school was by physically attending class that occasionally integrated educational experiences with the use of computers or other technologies. In my second semester of tenth grade I took a few Florida Virtual School classes. The FLVS classes were strictly online classes where I never met my teacher or fellow classmates face-to-face. These classes involved multimedia, lectures, and written text all online- along with homework, projects, and tests. Attending online classes gave me insight into and experience with online communication and virtual classrooms and chat sessions. By the time I entered eleventh grade I started dual-enrolling and got my first experience with blended learning. All of my math classes involved in class lectures and tests but homework, the class book, and other resources were online. 

          I was surprised to read in Transforming Learning with New Technologies that as of 2012 Florida was one of the five states that required high school students to complete and online class. I think that this was a very smart decision. I believe this because next year I will be participating in only online classes, and through the learning process many of my advisors told me that almost all of their students attend at least one online class. So, making students attend an online class previous to college helps them gain an experience needed to be successful in the future. 

          The US is a multilingual society and as teacher it is important to remember this. Along with different primary languages and capabilities, classes contain very diverse learning styles among student. In every class there are students who: 

• require a teacher’s presence and fixed routines, whereas other prefer flexible situations in which they can work independently on their own interest some of the time
• prefer listening to instructions and watching demonstrations before trying a new activity because they worry about making a mistake and appearing foolish in front of their peers, whereas other students, less concerned about what others think of their efforts, would rather try a new activity first and learn from their mistakes, gravitating toward the spotlight provided by individual or group presentations 
• learn by reading words and expressing their own ideas in written language, as opposed to others who require visual images and auditory cues to understand and remember new concepts; depending on the topic of study and personal levels of motivation, different students prefer combinations of reading, writing, listening, and speaking effectively to learn

(Maloy, et al, 2013, p. 245)  

Photo Credits to Sacha Chua on Flickr

In order to ensure success and confidence of every student teachers need to find a balance in their
classrooms. Personally, I prefer a combination of all learning styles as a way to absorb and retain the information better. When classroom activities have involved reading, watching videos, and listening I have been able to retain and reiterate the material better. This of course is enhanced and more engaging with the use of technology. 

          Teachers also need to make sure that their forming their classrooms with the idea that their students are diverse. Teachers need to make sure that students with disabilities such as language barriers are not being left behind. Multicultural education describes how teachers go about affirming the expansive diversity of student interests, needs, and talents present in every school classroom (Maloy, et al, 2013, p. 246). Multicultural education is based on the idea that all students should have an equal opportunity to learn in school. Multicultural educators organize teaching and learning to achieve multiple outcomes at the same time - providing majority students information about individual and groups who are different from them while offering diverse students opportunities to locate themselves and their histories and cultures within the school curriculum (Maloy et al, 2013, p. 246). In order to ensure student success teachers need to: reveal hidden histories and untold stories, create culturally relevant curriculum and instruction, expand teaching methods and approaches, and connect classrooms with communities and cultures. 

          Although I am not a diversity student learning a new language, culture, and history, I have enjoyed learning histories of other cultures, seeing different approaches to classroom instruction through different point of views, and learning about my fellow classmates and their communities. 

Photo Credits to the Oregon Department of Transportation of Flickr 

          Teaching linguistically diverse students can be done and enhance with technology. The first way is using online languege translation services, such as google translate. Using a service that is universally available, easily accessible and user friendly is important. Online translation services are faster and more efficient ways for linguistically diverse student to have access to translations. “Resources have many classroom uses, notes, assignments, and other materials can be proved in english but also in other languages - an important resource when there are speakers of multiple languages in the class is online translation services” (Maloy et al, 2013, pg. 248). This service can be used to to write reports, translate school letters, etc. Another resource for multilingual student is a multilingual web resource such as wikipedia. Multilingual web resources broadens access of informations to everyone, and ensures that students understand the content. Finding the origins of english language word, using websites such as wikipedia, help students understand and put into context english words. 

          Although english is my primary language it is important for me to understand these concepts and know what web resources to use. If I ever find myself doing a project internationally or working with a international business it will be important to make sure that any web resources I provide are multilingual. 

Resources: 

 Chua, S. (2014, January 6). 2014-01-06 Learn how you learn. Retrieved June 2, 2015, from https://www.flickr.com/photos/sachac/11808693135/in/photolist-iZuD4v-55fbhg-8xKPAS-houiJL-9g8fM9-awSatg-5AMomq-5PfbKC-4GXcBN-64AF8s-7zdq6d-hotT5g-crGWio-4HYDEu-6gFqCh-BRvkE-b2fFmX-4BTZe3-BRvmg-7BiCvg-bzndNi-dnW8Kg-rKq2v-rKq6r-zPxrZ-fSxitz-e8hX5S-5Y3AcF-rK  

 Dsselof. (2012, July 5). Learning Styles. Retrieved June 3, 2015, from https://www.flickr.com/photos/28678908@N05/7510823992/in/photolist-crGWio-8Vs4b8-4BErB7-92R9kE-niKRjD-4WNX5H-feSVtP-cEJH2A-6kXKz1-nhvje1-dJLNLx-rKq2v-5QBxZA-fjyxkZ-8hCzTj-bDTr5X-bkgXQp-bK5ydk-4m5ojv-9iUFFR-2Eoo1-4YCQkv-8tnGwN-9jBkRL-6pznWE-bpRSVN-av13q6-c  

 Fissore, P. (2007, April 25). Your success, our commitment. Retrieved June 3, 2015, from https://www.flickr.com/photos/pierofix/497601659/in/photolist-KYkCX-iDxLiz-eMii5E-dAtzGK-efWxey-jkQwd-fqj9Bp-bQCh6-4ZZL89-aj3r8Y-8Phfzm-9ut932-dwWHw5-dy7VqD-4cDH3c-jguuCC-gngvpk-eBgYBe-7VsPiK-qYiFAN-8N85PB-dRB5nU-8z46Zb-bpDgSG-5sp1Ck-bHG7Xv-gcM8Tz-nbAw4b-

 History-art-photos. (2009, August 26). Google Translate: Барате голем. Retrieved June 3, 2015, from https://www.flickr.com/photos/history-art-travel-food/3858282055/in/photolist-6SWGQp-9y32uz-9imCmR-ajP6YC-q94M9-3BAyRY-c3iQ6U-82e4dk-82e4ce-82e4aF-6v4NCM-6v8ZVj-dxMxVa-2tdRcX-8H8Dcn-bmvRq8-diGUKu-9BjULQ-5WAqeW-9Eh2YY-ayrK4W-az8iVU-6v4NEx-6v4NFK-6v4NyZ-ePG

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Blog #3

          When attempting to solve educational problems in school, George Polya designed an approach. First, students need to understand the problem. Students need to identify the type of question they are being asked, what the question is asking them to do, and what they already know that can help them solve the problem (Maloy, et al, 2013, p. 159). Second, students need to use problem-solving strategies. Since Polya’s approach was specific to math this included computational approaches, breaking a problem down into sequenced steps, connecting given information with what they know, making further deductions, and deciding whether a chosen strategy will lead to a solution to the problem (Maloy, et al, 2013, p. 159). Lastly, students need to check their results. Students need to determine whether they have solved a problem correctly, or if they should try to solve the problem a second time by reassessing what is being asked for in the question, eliminating now-obvious wrong answers, or rechecking their computations and procedures. I have personally used this process to successfully attempt and solve math problems as well as problems in many other subjects. A trick that one of my teachers taught me is to practice the really difficult problems with a guide. Go through the motions and steps of doing the problem following the correct way, then take a break come back and attempt the problem again-this time on your own. My teacher always said yes practice makes perfect, but only if you’re practicing the correct way.

  Jonassen notes that students need to encounter problems that are not easily solved, even when using Polya’s problem solving methodologies (Maloy, et al, 2013, p. 160). In school students are typically asked to solve only structured problems that include all the information needed to solve them. Such problems are “organized in a predictive and prescriptive way”, have a single correct answer, and follow a “preferred, prescribed solution process” (Maloy, et al, 2013, p. 160). In order to prepare students for real-world problems, teachers need to incorporate “ill-structured problems” that have no simple, single formula to solve (Maloy, et al, 2013, p. 160). Teachers need to implement problems that represent real world problems which are complicated, and usually require costs and benefits and compromises to be resolved.

  Teachers need to incorporate these, maybe in areas other than math, to prepare students for the real world. Diverse problems that involve multiple scenarios, creative thinking, and differentiating results are problems that offer greater learning opportunities for students. Facing such problems, students learn to define the problem more precisely, consider a number of possible solutions, evaluate the pros and cons of each approach, decide on the most viable course of action, and reassess their strategy in light of its results (Maloy, et al, 2013, p. 160). Essentially, teachers are one of the main influences in preparing students for the real world; accurate and beneficial preparation can only occur and be successful if teachers provide insight into real world problems as well as teach students how to approach real world problems.

Photo Credit to Ken Whytock on Flickr

  There have been many studies showing the increased educational outcomes from incorporating educational games into class time. I have played educational games in class in a competition, educational games online in single player, and even created personalized educational games and virtual flashcards for test practice.

Computer and web-based games of the twenty-first century have been designed with educational rather than entertainment goals in mind. A survey done in 2012 showed that the use of education based games by teachers, with one-third of elementary school educators using these games two-four times a week, increased motivation and engagement of students and conveyed academic material in a more relatable way. Games are active, challenging, and demanding of focus and concentration to solve problems in innovative ways, whereas school is most often passive and un-inspiring as students take in information and repeat it back on tests and papers (Maloy, et al, 2013, p. 171).

Researchers from MIT concluded that when students play games, they experience five essential freedoms of learning: the freedom to fail, the freedom to experiment, the freedom to fashion identities, the freedom of effort, and the freedom of interpretation (Maloy, et al, 2013, p. 171). Through the experience of playing educational games, young students “build new cognitive structures and ideas of substance” (Maloy, et al, 2013, p.171).

As a student I have had the opportunity to play educational games as well as passively sit in class and listen to a lecture. When class time consisted of educational games involving competition, I have walked away from the class- having taken no notes- and retained and remembered most of the information presented because it was presented in a interactive, engaging manner. Research has proven the importance of educational games, and experience has proven the value of educational games.

Photo Credit to Intel Free Press on Flickr 

Electronic communication is vital to student success. Electronic communication is beneficial because technology is literally at students and teachers, of the twenty-first century, fingertips. There are several types of electronic communication that make communication easier and faster, and make education more interactive.

One type of online communication is email or text messages. Email or text messages are “online communications that feature electronic exchanges between friends, teachers, family, etc” (Maloy, et al, 2013, p. 187). Text messages are usually brief communications, whereas emails can be significantly longer. An extension of this type of communication is a teacher or classroom website that consists of internet sites “developed by teachers to communicate information about themselves and classes to students, family, and educational personal” (Maloy, et al, 2013, p. 187). A more interactive version of this are blogs which are “publicly accessible online journals written by individuals for wider audiences to read and comment on” (Maloy, et al, 2013, p. 187).  Online discussions are “electronic forums in which teachers and students discuss educational topics” (Maloy, et al, 2013, p. 187). Another form of online communication is Wikis which are “websites that teachers and students create and edit together by reading and revising each others ideas and comments” (Maloy, et al, 2013, p. 187). Teachers can also use these sites to post links and resources that they want students to explore. 

As a student of the twenty-first century, I use online communication each and everyday. I use email to communicate with my teachers, I use Canvas to attend virtual office hours, and I’ve used class websites to access the curriculum and virtual lectures. Extending this communication into blogs and wikis allows students to be interactive and engaged in class discussions. Online communication is not only beneficial, but it is critical for student success.

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Resources: 

Intel Free Press (2012, October 3) Smartphone as Child Toy. Retrieved May 26, 2015, from https://www.flickr.com/photos/intelfreepress/8047838494/in/photolist-dgah17-69gAyG-6bB8S4-bH9Tg2-7RTpT4-fXm1by-maeBpG-5UePgp-fXm9NW-cVpfry-ceYWmA-7FWaZK-hESWES-crtVDj-7RWPki-2oWLB4-6xENLw-haWqQq-6fTwPn-4wyKcY-b8yNiP-dyinb2-7RHGZT-7Dtw1S-6xNSHd-pHyNER-ceYW 

Korbel, K. (2015, May 25). Padlet Board 1. Retrieved May 26, 2015, from http://padlet.com/kck0222/h29tvyjmmscd  

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Whytock, K. (2012, September 14). Powerpoint slide: "Problem Solving" Retrieved May 26, 2015, from https://www.flickr.com/photos/7815007@N07/7985592878/in/photolist-daEfxQ-99Md4J-n6ERgp-71oTwW-58v3vN-4m6viF-7zgy6x-qVFAmN-qVEwMy-rdfxui-qVPC3V-qgewN9-rdfwNZ-qgrNDx-qgew7j-qVPAZH-qVPALM-rd6J4P-rd9Nc3-bBnb9-bBmT1-5zwVVv-934CA8-rd9MWd-rd9ME1-qgrLUk-rd6GVB-qg