Arianna Matos

Prevention of Plagerism

noreply@blogger.com (Arianna Matos) — Wed, 01 Aug 2012 16:38:00 +0000

Blog Assignment: Plagiarism Detection

Plagiarism and cheating can be a problem in any classroom, so it is important that instructors take proper steps to avoid this dishonest behavior. Many believe that this is much more of a problem in an online setting versus a traditional classroom, but this is not always true. Dr. Pratt and Paloff explain that, “learners cheat about as often in an online environment as they do in a traditional environment (Laureate Education, 2012).” I believe that it is even easier to cheat in a traditional classroom experience because there is no plagiarism software to assist instructors in detecting dishonesty.

There are a variety of plagiarism detection software available for online instructors. The plagiarism software that is used by our university has proven to be very efficient. Jocoy and DiBiase explain a variety of benefits by stating, “Turnitin.com met several of our needs: it is easy to use, it accepts papers in HTML format, and it allows for selected websites to be excluded from searches, a feature we needed so that the search did not simply match our students’ papers to their own postings of their

papers in their e-portfolios, which were publicly available webpages (p.8).” This software also creates a detailed report depicting the percentages of information that came from different types of sources. As a high school teacher, my district does not have access to any plagiarism software; however I conduct my own investigations using Google as a tool. When I encounter the same literature on the computer I use the website that found to confront the student about the dishonest behavior. Usually it takes only on incident for a student to deter from any further attempts.

The design of assessment can also prevent plagiarism and dishonesty. Dr. Pratt and Dr. Paloff explain that assessments can be designed to discourage cheating by incorporating collaboration (Laureate Education, 2012). If students are allowed to work together and use each other’s information, plagiarism will be kept to the minimum because student s do not need to do it. In addition traditional examination is becoming more and more obsolete because it does not simulate real-world workplaces. In real-world workplaces, employees must work together and build upon each other’s other work rather than constructing individual projects.

One of the strategies that I plan on using as a future online instructor is to create a lesson defining plagiarism and how to avoid it. Many students do not understand what plagiarism consists of, so informing students in the beginning of the course is the best way to avoid misunderstandings. This information can be disbursed through the orientation module, since students need to be informed about this information for the onset of the course.

The best way to detect or prevent cheating is to keep a prominent presence in classroom discussions and really get to know how your students write. As a high school teacher, I don’t need any kind of software to detect if cheating or plagiarism has taken place, because I know how my students write and their personality traits. In an online experience in which a shorter semester takes place, this may not be possible. In this case, it is important to use and require all students to submit their work to plagiarism software. Just the mere fact of the students feeling like they are being, “watched” by this software will deter any kind of cheating.

In summary, plagiarism is not something instructors must be reactive to but rather proactive. Instructors can prevent plagiarism and cheating by keeping their students informed about the behavior is not tolerated in an online setting.

Resources

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1-15

Laureate Education, Inc. (Executive Producer). (2012). Plagiarism and Cheating. Baltimore, MD: Author

Impact of Technology and Multimedia- Week 5

noreply@blogger.com (Arianna Matos) — Sat, 28 Jul 2012 10:54:00 +0000

Technology plays a large role in online learning because it assumes the characteristics of a traditional learning environment. Technology not only enhances the presentation of the content by giving students means to view information in an audio visual format but it also allows students to create final products that exhibit their learning. Technology also provides distance education with flexibility and accessibility. Boettcher and Conrad (2010) explain that with today’s technology such as smartphones, IPods, and other mobile devices learners have many options on who will they learn from and where education will take place (p.8). Assessment is also facilitated through the use of technology. Assessment can be continuous and allow students to learn from their work rather completing an assignment for the sole purpose of a grade. With online quizzes, tests, and discussion posts, students can receive quick feedback that will guide them through the course content. Flexibility is also a benefit from the use of technology because it allows students to communicate easily across distance as well as participate in a course asynchronously.

There are many considerations that an instructor must take into account before implementing technology. For instance, an instructor must motivate the students as well as meet the needs of their learner from the onset of the course. Boettcher and Conrad (2010) describe this aspect Phase 1, in which instructors begin to construct a background knowledge of their students to better engage their learning and build relationships to support their learning. Phase 2, called “Keeping the Ball Rolling” in which the instructor must consider how to continually guide and challenge students as they establish a weekly schedule. Lastly in Phase 3, called “ Letting Go of the Power,” the instructor must consider how to teach their students to take the information they learned to extended it beyond the constraints of the classroom.

Usability and accessibility is a double edged sword. The benefits of technology is that it allows students and instructors to access work from anywhere at any time, in essence creating their own schedule. This opens doors to many students who live in countries where education is limited due to remote locations or political constraints. However working with technology can also become frustrating when machines do not work as we would want them too. Conrad and Donaldson (2011) explain, “ it is important to provide instructions in advance for an alternate class activity in case the synchronous session is interrupted due to network problems(p. 25).” As an instructor, it is important to understand that access and usability may sometimes stall course work.

The technological tools that are most appealing to me are course management systems and how they could be used in a blended education setting as well as the use of games and simulations to teach content. As a high school teacher, I strive to infuse as much technology into the classroom as possible to engage my students as well as support their learning. Even though currently my district has limited access to technology, I want to incorporate what I can to motivate and challenge my students.

In summary, distance education could not be possible without the technology that has been brought to the fore front. Technology offers students many opportunities that would have never been possible before. It has given a new face to education that will bring profound effects to accessibility in attaining higher levels of education.

Resources

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Setting up Online Learning Experiences

noreply@blogger.com (Arianna Matos) — Thu, 12 Jul 2012 22:30:00 +0000

Untitled Document Untitled Document Setting up Online Learning Experiences There are a variety of steps that an instructor must consider when setting up an online learning experience. These steps include setting clear expectations, considering the type and quantity of technology that will be used in the course, establishing social presence, and understanding the proper behavior an instructor must portray when addressing online students. All these components can set the stage for an effective online learning experience.

Technology has allowed us to make connections that make distance education an effective method of education. It is important to know all of the possible technological tools that allow instructors to connect with students to foster educational discussion. This can also be a double edged sword however because introducing too much technology right in the beginning of the course may lead to confusion. Starting off with the basic tools and then building upon them with different types of technology is a good way to enhance learning. For instance, audio and visual technology can be used to record an instructor’s voice, so the students are more connected to the instructor. Synchronous meetings can also be made over distance, so that students feel like they are experiencing aspects of a traditional classroom. The quantity and type of technology that is used in a course is a pivotal decision for an instructor in which can motivate and encourage students.

Creating themes in the beginning of the course is very important to establish appropriate distance learning behavior. It is important to communicate clear expectations to the learners especially in a distance learning experience where much of the work requires independent study. Since miscommunication can occur due to time zone differences and using new technology, outlining expectations in the beginning of the course will set the tone for the remainder of the class. Boettcher and Conrad (2011) explain, “clear and unambiguous guidelines about what is expected of learners and what they should expect from an instructor make a significant contribution to ensuring understanding and satisfaction in an online course (p.55).” In other words, knowing all the rules of the game gives you a head start to achieving success in the course.

Some additional considerations that instructors need to address when creating an online learning experience is for an instructor to create social presence. This can be done by creating a getting –acquainted posting before the course begins, using the announcements tool 3 to 4 times a week, or creating and participating in icebreakers. Establishing relationships with students is key to enhancing learner satisfaction and effective in learner the content.

In summary, I have learned about a number of strategies that can enhance a distance learning experience. What I learned the most is that there are a number of small steps that an instructor must take to better relate to his or her students that would not be as important in a traditional classroom experience. For instance, the desire for anonymity had never occurred to be especially in reference to race. From these resources, I now understand how physical appearance may change to interaction in the classroom. In essence I have learned that it is important to consider the small steps, like addressing and every student by name and referring to bios throughout the course to make personal connections. Dr. Paloff and Pratt explain the importance in, “making personal connections to students to avoid “cookie cutter” experiences in the online environment (Laureate Education, 2012). Creating a personal relationship with students is the key to creating an environment of learning.
Resources

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (Executive Producer). (2012). Evaluating Distance Learning Theory . Baltimore, MD: Author

Online Learning Communities

noreply@blogger.com (Arianna Matos) — Wed, 27 Jun 2012 20:36:00 +0000

Online learning communities do impact student enjoyment and learning of an online course. Dr. Palloff and Dr. Pratt define a learning community as “a community of student and faculty who explore content together to construct meaning and knowledge about that content (Laureate Education, 2012)”. These learning communities provide a place where students and instructors can participate as equals in working through the content and the course itself. This interaction fosters educational discussions among colleagues as well as provides a community of support for colleagues that encourage learning and discovery. The essential elements of online community building include creating rules of engagement, providing online training, understanding the goals and benefits of online learning communities, and understanding the facilitator’s role in the learning community. The rules of engagement show the learners how to engage which include: how often to engage, the expectations held of the instructor for the participation, and how often does the institution expect learners to participate. Another component of building an online community is to provide proper training to demonstrate how to use the technology to properly engage in discussion. Learners also need to understand the ultimate goals of the learning community. Dr. Palloff and Dr. Pratt explain that “the power of learning communities is learner-to-learner engagement”( Laureate Education, 2012). The goals of these learning communities is to allow students to become more self-directed and create a sense of presence in the online classroom, The success of the learning community is based on every student’s participation in discussion. Learners must also understand the benefits in participating in these communities which include: student satisfaction, sense of community, and social pressure to succeed in the class. Lastly, understanding the facilitator’s role is essential because he or she is an important factor to the success of learning community. The instructor can make the course a pleasant and inviting by welcoming student participation as well as making their own presence visual by visiting the discussion forum many times. Online communities can be sustained by allowing learners to feel like they could easily participate. For instance the online community must be easy to navigate. If students encounter too much technology in the beginning of the course, their struggle will make them hesitant to continue the course in fear that the level of difficulty will only increase. Online communities must also be warm and inviting. This can be done by having an instructor write welcome letters as well as make their presence visual by becoming an equal participant in the discussion. Boettcher and Conrad (2010) explain some strategies to shape a learning community which include: “supporting and encouraging peer to peer discussion and collaboration, posing open-ended questions, and encouraging the linking of course content to current events and problems (p. 225). Another element that can allow for sustained online communities is providing an area in which students can get to know one another so they can feel more comfortable with participation with their colleagues. There is a significant relationship between community building and effective online instruction. For example, online communities actually increase participation and scholarly discussion among students. Students who may be timid in a traditional classroom may find it easier to participate in an online setting. Learning communities also offer support for students to succeed in the course, by allowing them to seek help from colleagues. Lastly many learners find that participating in learning communities to be a satisfying activity. Baghdadi (2011) explains “this aesthetically pleasing environment, in which learners feel secure and share information in positive ways, drives them to build their own networks of friends and colleagues fostering further their academic, professional, and even social endeavors “(p. 12). Student satisfaction leads to increase participation in his or her learning. In summary learning communities offer a variety of benefits to online learners and can be an effective way to increase student and instructor interaction in an online setting. These resources have shown me that learning communities do have a variety of components and do require specific activities to sustain participation. To be an effective instructor I now understand the importance of using learning communities. Learning communities provide support that is lacking in a traditional classroom experience and encourages scholarly discussion that supports the learning of the content. Resources Baghdadi, Ziad D. Turkish Online Journal of Distance Education (TOJDE). Oct2011, Vol. 12 Issue 4, p12-16. 5p. Boettcher, J & Conrad, Rita.(2010). The Online Teaching Survival Guide Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass. Laureate Education, Inc. (Executive Producer). (2012). Evaluating Distance Learning Theory . Baltimore, MD: Author

Week 8- Reflection on Perceptions of Distance Learning

noreply@blogger.com (Arianna Matos) — Thu, 21 Jun 2012 14:34:00 +0000

Distance education is becoming more prevalent in the workplace as well as in institutions of higher learning. Schmidt and Gallegos(2001) explain that “In the United States it was found by the United States Department of Education that many institutions that offered distance education courses in the fall of 1995 offered degrees and certificates by taking distance education courses exclusively (p.2)”. They predict that the number of universities offering online degrees will continue to grow due to the success and flexibility offered by distance education. However, the perception of distance learning today is divided amongst those who have partaken in distance learning and those who have not. As participation begins to increase and students will have first hand experience to properly form an opinion about the value of distance learning, and then perception will truly change. In 5-10 years perceptions will begin to gradually change as technology continues to expand the field of distance education. Dr. Siemans explains that” the growing acceptance of distance education is fueled by, the increase of online communication, practical experience with new tools, growing sense of comfort with online discourse, and ability to communicate with diverse and global groups (Laureate Education, Inc. 2012). Within these span of years, these changes will continue to occur as people begin to fully accept the value of distance learning. In 10-20 years, distance education will be completely become infused into our society and corporations as well as institutions of higher education will offer variety of course offerings. As an instructional designer and high school teacher I plan to take the knowledge that I learned from these courses and gradually infuse online supplements into my classroom instruction. Gambescia, and Paolucci (2009) conducted a study comparing traditional classes to online courses and discovered that, “The findings of our study clearly show that very few institutions are leveraging their existing traditional programs (faculty and curriculum) and standards (quality) when creating and delivering their equivalent online programs, opting to use “convenience” and “flexibility” more frequently to promote their online degree programs to prospective students.” Instead of playing into this perception, I want to show my students how online courses can reinforce classroom instruction. By allowing my students to participate in online courses, as a supplement to traditional classroom instruction, I will allow them to experience distance education first-hand. I will let my students be the judge of the effectiveness of blended/hybrid courses as well as measure growth in achievement and grades. To change perceptions I will let statistics speak for themselves and demonstrate to my students and my colleagues that distance education can enhance the traditional classroom experience. I will be a positive force for continuous improvement in the field of distance education by continuing to study techniques and research technologies to help students learn more effectively. Continually researching and learning will allow me to become a better instructor. I will also consider student evaluation of programs to better cater my lessons to meet their needs. Simonson explains, “as distance education in the United States increases in importance, evaluation will continue to be a critical component of the process of improvement (p.361).” Evaluation will serve as a guide to my own lesson planning and use of distance education. In summary perception about distance education will change, but will require time for people to attain comfort with specifically using new technology and different methods of learning. Even though distance education is used by many institutions today, it is still seen as a different standard of learning by many. As technological tools become more widely used in the school system, distance education courses will become more accepted for its value and quality rather than its benefits of flexibility. Resources Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal ‘’’of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Week 5

noreply@blogger.com (Arianna Matos) — Sun, 03 Jun 2012 22:15:00 +0000

Untitled Document

I reviewed a Psychology course offered by Yale at, http://oyc.yale.edu/psychology/psyc-110 , and was pleasantly surprised to see that such a professional higher education experience was offered for free for anyone who is interested in taking it. This course appears to be well-organized, with each session offering a distinct topic for each the professor will lecture on. The online course follows a syllabus of a traditional classroom experience and simulates face to face interaction by offering videos in which the professor provides lecture on the weekly topics and assessments to measure learning.
This course does follow a variety of guidelines that will lead to an effective distance learning experience.. For instance, goals and instructions are clearly outlined in the beginning of the course in video format when the professor is introducing the students to the course. Simonson et al explains that “good instructional goals should form the basis for instruction, regardless of the medium used (Simonson et al, 2012). This course starts off on the right foot because it not only provides a detailed syllabus of what the course will entail but an introduction depicting the goals and expectations of the class. Dr. Piskurich explains that it is essential that the subject-area instructor plan for any course by creating a well-organized syllabus that outlines the course (Laureate Education, 2012)
The Psychology course also offers a variety of media and resources distance learners can access to enhance their educational experience. The course offers a video of lectures conducted by the professor, which allows students to simulate a traditional classroom experience. The course also provides students with visuals in form of a PowerPoint for each section of the class syllabus. Simonson explains that, “ a visual breaks down a complex idea into its components can show relationships that might otherwise be confusing to students (Simonson et al, 2012).” The visuals are very effective because they fit the “rules of thumb” described by Simonson et al. For example, the PowerPoint presentations include large font, small quantity of text per line and visuals, use a combination of upper and lower case to facilitate reading, and use plenty of white space to allow for easy reading. The instructor also offers a link to connect to course readings, that are easily available to all distance learners.
Even though the course is well organized and offered by a prestigious college professor, it lacks interaction. The course was well organized and seems that planning with a story board and site map did take place to organize the content. Dr. Piskurich explains that proper organization must be practiced so that that the learner can not only follow an organized pattern in the content, but also easily navigate through the site. Both of these can be accomplished with the use of a story board and a site map (Laureate Education, 2012). The course very much replicates a traditional classroom experience, but lacks the discussion and interaction that would take place in a classroom. Discussion assignments and group assignment would enhance the motivation and learning for students.
In summary, this open course would be an excellent resource for anyone interested in learning a new topic for the sake of enhancing their knowledge but not the best source for students who are first time distance learners. I believe that online learning must have an engaging factor to truly hold the attention of their learners and allow them to fully explore the content.

Resources
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Laureate Education, Inc. (Executive Producer). (2012). Developing Online Courses. Baltimore, MD: Author
Laureate Education, Inc. (Executive Producer). (2012). Planning and Designing Online Courses. Baltimore, MD: Author

Week 3 Assignment

noreply@blogger.com (Arianna Matos) — Sun, 20 May 2012 15:44:00 +0000

There are many types of technologies that can be used for example 2 about the history class offering interactive tours online to prominent NY museums. One technology that would facilitate this lesson would be the use of blogs. Since this teacher would like his or her student to participate in a critique about the exhibits seen in the interactive tour, a blog would facilitate discussion among the students in and out of the classroom. According to Simonson et al, “Blogs can be excellent tools for student reflections about course content or reporting activities in a student teaching experience (Simonson, 2011). The blog would allow students to voice their opinions as well as learn from their peers.

Another piece of technology that might be beneficial to use in this lesson would be a podcast. Podcasts can be audio presentations or a combination of audio and visual presentations. Students would be able to use podcasts to create a critique about the exhibits seen in the interactive tour. The media learning resources explain that research indicates that when audio and visual cues are shown together, learning is more effective (Laureate Education, 2012). I believe that this is also the case, for these critiques. Students would best present their ideas using a combination of visual and audio and not only use their work as learning tool for themselves but for their peers. The media resource also states that, “the results of several studies also indicate that online students who listen to podcasts demonstrate more effective learning, greater satisfaction, greater autonomy, and greater motivation than online student who do not (Laureate Education, 2012).” Using this technology does not only provide students with avenues to increase their learning, but sparks enthusiasm in their work and the skill to become a self-directed learning.

The internet is the source of many interesting ideas on how to use blogs and podcasts in the classroom. For instance, on the website http://www.edutopia.org/blogging-history-taking-classroom-discussions-online, it discusses how a history class and other disciplines have used blogs as a book club. Students are able to read and discuss their ideas with a large audience. This allows students to become motivated to read because there are then able to showcase their ideas to their peers.

Another website that addresses the use of podcasts is http://thwt.org/index.php/presentations-multimedia/podcasts, which demonstrates how history classes can use podcasts to conduct interviews and then post them for an audience to review. Students will not only learn from one another in these types of lessons, but also become engaged because their research is being showcased for a large audience to view and critique. Students need to feel that their work has a bigger purpose, to truly become engage, and that is what technology provides for them.

In summary, the use of technology in the classroom has many benefits. It allows students to become more self-directed, gives their work a greater meaning, and allows for greater communication with their peers.

Resources

Laureate Education, Inc. (Executive Producer). (2012). Teaching and Learning at a Distance: Foundations of Distance Education . Baltimore, MD: Author

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Week 2- Distance Learning

noreply@blogger.com (Arianna Matos) — Sun, 13 May 2012 13:59:00 +0000

Week 2 –Course Project

I chose scenario 1 of the example of a hybrid/blended course because it most closely relates to how I will be using distance education in my classroom. My school district has been involved in a technological update and is now interested in infusing distance education into the current curriculum. This will be a gradual shift, but will occur in the foreseeable future. I am also particularing interested in using a hybrid format to increase student achievement in my classroom. I have found that my students are particularly interested in bringing more technology into their learning, so I would like to make that option available to them. I would not only like to enhance the presentation of content but facilitate communication among my students outside of the classroom and over distance. Simonson et al explains, “Interactive instruction is possible because telecommunications technologies permit the learner to contact databases, information sources, instructional experts, and other students in real time and interactivie ways (Simonson et al, 2011). I want education to continue past the doors of my classroom.

I would like to develop this online aspect to best align with my current curriculum. I want the online aspect of the class to support the learning that took place in class by offering activities, homework, discussion, and a way to recap the day’s lesson. This online aspect would act as a support system for the students, especially those with special needs or that need additional guidance outside of the classroom. Simonson et al explains, “the networked computer permits the learner to access events of instruction that can be tailored to meet individual needs (Simonson et al, 2011).” The hybrid model enhances the effectiveness of traditional classroom instruction.

Distance Learning- Week 1

noreply@blogger.com (Arianna Matos) — Sun, 06 May 2012 14:19:00 +0000

The definition of distance learning is constantly changing because the resources available are constantly changing as well. When I first began considering distance learning as an option for my Master’s degree, I was very hesitant because I could not understand how it could be equivalent to a traditional classroom, but as I began to take my course, my opinion has changed. The technological resources available allow online instructors to provide enriched instruction that could easily replicate the proceeding of a traditional classroom. As I continue to utilize distance learning, I am repeatedly impressed with the resources that are being infused to allow for interactive and collaborative environment for students. In essence, distance learning does not have a true definition because it is constantly evolving. Simonson explains that according to 248 studies conducted, the results yielded no significant difference between a traditional classroom and distance learning (Simonson et al,2012) that demonstrates that the more technology infused into a lesson can not only recreate face-to-face interaction, but replicate other aspects of a traditional classroom experience.
The learning resources have expanded my knowledge of distance learning. For example, it has come to my attention that is not a new concept, but rather has been used for many years. Simonson explains that distance learning is at least 160 years old because in Sweden there were opportunities to study “composition through the medium of post (Simonson et al. 2012, p 37).” What technology has done for distance learning is that it has given it a make-over. This evolution leads to numerous definitions of distance learning but all these definitions have five commonalities. These commonalities include a distinct separation between teacher and learners, individualized practiced instruction, the use of resources such as media to simulate a face to face interaction, an opportunity to communicate with colleagues and instructors and the influence of an educational institution.
I have learned that distance learning is not only used at length in the USA, but world-wide as well. The need for distance learning varies depending on societal differences, lack of technology, economics, and politics. Simonson explains, “In some cases distance education is seen as an answer to inadequate educational opportunities cause by political and/or instability (Simonson et al.2012 p 58).” I now understand that distance learning is not only a tool of accessibility, but a necessity in some countries. In these circumstances, distance learning is more effective than the traditional education offered in these countries. Moller et al explain, Rice suggested that the effectiveness of distance education has more to do with who is teaching, who is learning, and how that learning is accomplished and less to do with the medium. (Moller, 2008)” In these countries, distance learning offers students more opportunities.
In the future, distance learning will take a larger role in the field of education. Distance learning allows student to continue the education when they leave the realm of a traditional classroom. I see myself using online modules as a supplement to my classroom instruction, where students many replicate the traditional classroom experience in their own home, enriching their instruction with media and simulations offered by technology. This supplemental instruction will be used to best meet the needs of each and every student.

Resources
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

noreply@blogger.com (Arianna Matos) — Wed, 02 May 2012 17:14:00 +0000

Refection Entry

noreply@blogger.com (Arianna Matos) — Sat, 23 Apr 2011 14:39:00 +0000

Technology has now saturated the workplace and future workers must now be prepared to tackle and learn new technology to properly complete their workload. As educators, we must adapt our teaching to respond to this trend and allow our students to learn from creating projects using technology and solving problems with technology. This course has given me many ideas on how I can infuse and reinforce these skills in my daily lessons.

This course has taught me about many valuable technological tools that I can use to plan my classes as well as to enrich the classroom experience for my students. In our learning resources Dr. Cennamo explained how teachers should teach self-directed learning by using the acronym GAME. Using this acronym students learn how to set goals, what actions they must take to achieve them, how to monitor their learning, and how to evaluate what they learned (Laureate Education, 2010). My GAME plan has given me guidance on how to learn and seek new information on how to use technological tools in the classroom. My GAME plan has provided me with an organized method to approach new learning and a way to structure my procedure in learning and teaching about new technology.

I have learned many new concepts from this course and my GAME plan. I have learned new ways to use wikis and software to create digital stories. Dr. Abrams explained that digital storytelling is cross curricular and emphasizes important writing skills (Laureate Education, 2010). In this manner I can address core curriculum standards while still emphasizing technological skills. I have also learned about new ways to use the internet to allow students to work and interact when they are not in the classroom. For example NING allows students to manage their work, collaborate, and communicate about their work. The learning of these new skills will have a great impact on my teaching because it allows me to view classroom planning in a different perspective. Now when I consider a topic that I am preparing to teach, I consider the type of technology that I will incorporate into my lessons. For each and every lesson, I try to incorporate as much technology as possible so my students can be better prepared for their future workplace.
My goal in my GAME plan was to collaborate with other educators to learn new ways to effectively use technology in my classroom. I believe that I successfully accomplished that because I have learned new methods to incorporate technology into my classroom even though I have limited access to technology in my school district. My colleagues from this course have offered excellent ideas to overcome limited resources in the classroom, like using centers, or using other technology such as cellphones. With these new found skills, I can truly make a change in my instruction to better prepare my students for the future. I am also going to create a classroom wiki, which will allows my students to communicate on the professional level, outside of the classroom.

In summary, this course has brought many new ideas and strategies of teaching to light. I plan on incorporating all the resources I learned from this class and the ideas that were given to me from my colleagues to enrich my existing lesson plans. Technology is here to stay and educators must incorporate as many aspects of technology as possible to fully prepare their students for the ever-evolving workplace. These skills facilitate the learning of new skills, and that is what is necessary in this constantly changing technological world.

References

Laureate Education, Inc. (Producer). (2010). “Promoting Self-Directed Learning with Technology”.[Motion picture]. Integrating Technology Across the Content Areas. . Baltimore : Author

Laureate Education, Inc. (Producer). (2010). “Spotlight on Technology, Social Networking and Online Collaboration, Part 1”.[Motion picture]. Integrating Technology Across the Content Areas. . Baltimore : Author

Week 7

noreply@blogger.com (Arianna Matos) — Wed, 13 Apr 2011 23:37:00 +0000

I believe that the (NET-S) and the (NET-T) are very closely linked because both educators and students need the same skills to both learn and teach using technology. I would use the GAME plan as a strategy to approach a new technological tool. The GAME plan provides and organized method for students to seek the learning of a new skill.

For instance, the second standard discusses, “Communication and Collaboration” in which “Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (IST).” To teach this standard, I would have my students create their own GAME plan to approach the learning of this new skill. I would model how to create their plans, by showing and discussing one of my own GAME plans. Students will outline their goals, list their actions, learn how to monitor their progress, and evaluate their success. I would specifically have them create this plan for working with wikis on a collaborative project. Through this process my students can attack and be eager to learn about each every standard.

The GAME Plan is an excellent tool because it allows students to organize their actions and goals before they approach a new topic of learning. The GAME plan is an essential part of learning technology because it takes both the educator and a student through a learning process. Technology is constantly changing and both educators and students must adapt and learn these new skills.

References

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Week 6- GAME Plan Progress

noreply@blogger.com (Arianna Matos) — Wed, 06 Apr 2011 22:28:00 +0000

I have learned many things that can improve my instruction and better prepare my students for the future workplace. I must infuse my existing lessons with technology to not only better prepare them but to increase motivation for learning. I have achieved some of my goals already, but there is still much that I want to do with technology. For instance I am planning on creating a wiki or using NING, so I can collaborate on a project with another teacher in my school district. This week’s resources addresses the benefits of using NING because it allows students to create blogs, upload media, manage their work, and interact with one another (Laureate Education, 2010). We are planning a field trip in May and we what students to work on and discuss the topic before we go on our field trip to see an exhibit on Pompeii. This way, they have the prior knowledge to really enjoy and understand the exhibit. Since one of my goals to collaborate with another teacher, I believe that collaborating with someone in my district first is a great start but I have to extend my collaboration to other schools and even countries.

Another goal I have for myself is to research and practice with Windows Movie Maker so I may use this software in my class as well. I am planning on using the extra time I have on my spring break to practice using it before I introduce it to my students.

Learning with technology never stops. The positive side of this is that technology is constantly changing and improving, making our lives easier, but the negative is that it takes time to learn how to use new technology. My biggest obstacle at the moment is to find time to learn and become proficient in these new skills, but this is a goal I will accomplish.

References
Laureate Education, Inc. (Producer). (2010). “Spotlight on Technology, Social Networking and Online Collaboration, Part 1”.[Motion picture]. Integrating Technology Across the Content Areas. . Baltimore : Author

Week 5- GAME Plan

noreply@blogger.com (Arianna Matos) — Thu, 31 Mar 2011 00:36:00 +0000

I am steadily working towards my goal in infusing technology into my classroom. So far my actions have taught what work s and what doesn’t work for my classes. Trying new strategies is always a learning experience and must be tweaked many times before the lesson achieves its ultimate goal. Dr. Ertmer discusses the importance of reflection for the students to gage their progress and understanding, but educators also need this reflection on their own work (Laureate Education, 2010). I constantly reflect on my lessons to analyze by successes and failures. Lately my students have been asking me many questions about current events, so I want to cater to their interests and let them explore their own learning, For instance my students were just asking me questions about Libya and the events that have taken place there. I began answering their questions but then I began to think about making it into a project since they were so interested in it. In our curriculum I was currently discussing the French Revolution and how the French were inspired by the US to over throw their king and want self government. As a project I had students review the events that are taking place in Libya and analyze how they compare or contrast to what occurred during the American Revolution, and the French Revolution. My students were to research these topics in their texts and internet and create a presentation in PowerPoint analyzing the comparison and differences between them. Students were encouraged to include video clips from new stations from the present day and create their own new report themselves as if it was taking place in present time.

I have learned that my students could be extremely creative when their interests were catered to. They not only learned about the content but also about current events. They were so excited about their projects they were discussing it with their friends and getting them involved in their projects. Project based learning can be a great tool, but educators must be creative and find topics that let students explore their own learning.

References
Laureate Education, Inc. (Producer). (2010). “Spotlight on Technology, Project Based Learning Part 2”.[Motion picture]. Integrating Technology Across the Content Areas. . Baltimore : Author

Progress in the GAME plan

noreply@blogger.com (Arianna Matos) — Wed, 23 Mar 2011 23:33:00 +0000

Blog Response- Week 4

I believe that I am gradually achieving my goals of my GAME plan. One of my goals was to increase professional ties with other educators via the internet and I have made that connection by participating in blogs in this course. I am finding much information about infusing technology into my lessons. I have found new resources to use in the classroom by reading and responding to others’ blogs. Interacting with each others with blogs has been a great opportunity to learn new ideas and get support and assistance from other teachers on how to enact those ideas.
I have also used project-based learning linking concepts from the community by having my students complete a project about a new law that is affecting them. Dr. Cennamo explains that students learn to perform skills within the context of a real-world situation (Cennamo, 2009). The town that they live in is now strictly enforcing a curfew, so I had students analyze the positives and negatives associated with this legislation.

I do not need to modify my plan because I believe that this plan is guiding me to new tools that I can use in my classroom. I have learned that using technology in the classroom is possible even when an educator does have limited sources. I had written a response about the scarcity of resources in my school district and many of my colleagues responded with excellent suggestions on how to effectively use the minimal sources I have. As per Dr. Cennamo, “ A single computer connected to a display, either a projector or a large monitor, can be a valuable resource for supporting your instruction (Cennamo, 2009).” I now think of innovative ideas to use this computer and my four student computers.

New questions that I am looking for war d to answer include: What technology can be brought into the classroom with a small budget? And, How accessible is video editing software? Is it something that needs to be purchased or are their free versions educators can access?

References

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

Resources for GAME Plan

noreply@blogger.com (Arianna Matos) — Thu, 17 Mar 2011 00:00:00 +0000

The biggest challenge I have when it comes to achieving my goals that I set in my GAME plan is to overcome the scarcity of resources. I work in an urban school district and unfortunately we do not have the same resources as other schools. For instance we have 2 computer labs, but a teacher cannot take their classes there because computer classes are being taught there all day. We also have computers in the library, but there is only 20 computers, so a full class cannot access the computers. We also have a lap top cart but it is dominated by the Math classes who use the computers for software that was recently purchased to assist students to pass the standardized test we have in our state. As a district who is suffering from low test grades, our main concentration has become making our students proficient and teaching for a test rather than encouraging creativity.
Since I am in the History department, I have little access to the technology because Math and English have priority to the computers, so I have to think creatively when I want to infuse technology. For instance, I have 4 students computers in my room, so many times I have students work in groups of 3-4 and 1 group member can access the computer at a time while other are working with other resources such as texts or books I have prepared for them ahead of time to address the project we need to research. For the most part I used the computer as a mind tool. Dr. Cennamo explains that “Mindtools are computer applications that enable learners to represent, manipulate, or reflect on what they know rather than reproduce what someone else knows (Cennamo,2009).” I also take my students to the library but pair them up so there are enough computers for everyone and they both have some computer access.
To truly fulfill my goal, I need to address the scarcity of computers and present the problem to my colleagues, so we may come up with a resolution. I understand the importance of using software to reinforce mathematics skills taught in the classroom, but the other subjects cannot fall to the waist side. We do have small budgets allotted to our academy from our district, so I believe we could make a change by purchasing some less expensive desktop computers rather than lab tops and allot a room for an additional lab where teachers can sign in their classes If our budget is not enough, we could run a fundraiser or have dances to raise the additional money. Another problem that we do incur is that we do not have a full time teacher to run the lab and ensure that the computers do not get damaged. For this we can schedule teachers to have a duty in this room rather than hall duty, to make sure that students are using the computers appropriately.

In conclusion, knowledge of technology in my school district is not the main problem but rather access is our road block. As per Cennamo, “ the primary roles that a computer can serve are: computers as a tutor, computers as a mind tool, and a computer for a support for reflection and conversation (Cennamo, 2009). Educators in my school district must come together to resolve this problem and allow our students to learn through technology and both test scores and grades will be positively affected.

References

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- Confidence

noreply@blogger.com (Arianna Matos) — Thu, 10 Mar 2011 00:54:00 +0000

Technology is here to stay, so educators must begin to look at its existence as a tool rather than a hindrance. The National Educational Technology Standards demonstrate a variety of skills that both educators and students must possess to be fully proficient in technology. Educators need to strengthen their confidence in using technology and exploring to avenues of teaching using technology. Many of the indicators I am familiar with, but I have not fully achieved some standards.

One area that I would like to strengthen my confidence in is to “engage students in exploring real-world issues and solving authentic problems using digital tools and resources (National Education Standards for Teachers, 2008). I do not use this strategy often but I would like to start because it provides students with real world issues and motivates them to learn because it gives them a purpose. My action plan to fulfill this goal includes researching particular topic, related to Social Studies in their own community and cater projects to address problems that they feel affect them directly. To monitor students’ progress I would have students complete a final project in which I can use a formative assessment. I would evaluate the success of this strategy by having students complete reflective entries to a classroom blog. In this manner I can assess what the students like or disliked about the project.
Another area of interest that I need to increase my confidence in is engaging in professional growth and leadership communities via the internet. I am constantly searching for new ideas for lesson plans but I do not have lessons in which students or educators can connect to other school districts via Skype. I would like to create relationship with other educators to form a situation in which students can interact and share their learning with students in different states or even just different districts. To fulfill this goal, I would do an internet search t find another classroom who might want this type of learning connection. I would also be interested in creating a wiki in which my classroom so I can collaborate with different classrooms. As per Dr. Cennamo, “Wikis are a great tool when students need to complete a task together—whether they are doing research, writing a paper, or planning a presentation (Cennamo, 2009). I would then monitor the students y have them complete reflexive assignments which will provide me with information that can be used to not only assess the content but also provide and insight into their interests in working with other students.
Educators must explore the technological tools that are available to them and have the confidence to try new things. There are many tools out there for educators to use but educators must be open-minded to experiment and have the knowledge to infuse them in their lessons.

References

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

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Reflection: Final Blog Posting

noreply@blogger.com (Arianna Matos) — Fri, 23 Apr 2010 21:53:00 +0000

Technology is a growing component of the educational field since our world is becoming more and more infused with it. As per Richardson, “results of a Netday survey released in March 2005 assert that technology has become an indispensable tool in the education of today’s students (Richardson, 2006).” As our society changes, educators must adapt their lessons to reflect these 21st century skills.

This course has helped me develop a plan to enhance my lessons with technology to better prepare my students for the 21st century. It has also helped me improve my own technology skills by teaching me how to create a wiki and a blog. This course has opened my eyes to the resources available on blogs that teachers can use in their classrooms. For instance in my search on weblogs during the first week of the course, I discovered a range of web blogs that offered ideas for lesson plans for my History classes and resources such as interactive games and other simulations that can motivate students in their learning.

I continue to expand my knowledge of technology integration by continually reading literature about new technological innovations in the educational world. I feel that if educators can keep in tune with literature and new innovations, they can best serve the students and increase student achievement overall. Other literature that is essential to teaching 21st century learners is the study of millennial learning styles. Dr. Dede addressed the fact that 21st learners are accustomed to different skills such as writing as revision and working collectively (Laureate Education, Inc, 2007). Knowing how to teach different learners is essential for the classroom.

There are two long-term goals I have set for myself for transforming my classroom environment in where technology is integrated to meet instructional goals and increase student achievement. My first goal is to create a class blog, in which students can actively participate in classroom discussion from their homes and continue their learning beyond the classroom. As per Dr. Dede, “ the real power of technology is outside of the classroom (Laureate Education, Inc, 2007)” I plan on accomplishing this goal by beginning my next school year with a blog and teach students how to use it. If students can take what they learned in class and extend it beyond the classroom, they can truly take education to a new level.

My second goal for myself for transforming my classroom environment is to infuse more technology into each and every lesson. I want to use more simulations, interactive games, and steaming videos to enhance the motivation in the classroom. I plan on accomplishing my goal by actively seeking out new resources to use in the classroom, such as the ones I discovered when I searched on web blogs.

In summary, this course has opened up my eyes to new ideas on how to use technology in the classroom. I will take everything I learned in this classroom and use it to increase motivation and enthusiasm in the classroom as well as increase student achievement. As an educator I understand that technology is here to stay, so we must adapt and teach our students 21st century skills to prepare students for the workplace.

References

Laureate Education, Inc. (Producer). (2007). “The Changing Role of the Classroom Teacher: Part 3”.[Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore : Author.

Laureate Education, Inc. (Producer). (2007). “ Millennial Learning Styles”.[Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore : Author.

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

Partnership for 21st Century Skills

noreply@blogger.com (Arianna Matos) — Thu, 25 Mar 2010 01:14:00 +0000

The website on the Partnership for 21st Century Skills is an excellent source of information in which teachers can take the skills that they already teach and infuse technology to better prepare our students for the professional world. The website discusses the importance of emphasizing core content areas and primary learning skills by using 21st century skills to enhance these skills. As per Partnership for 21st Century Skills, students comprehend and retain more information when the learning is engaging and when they provide a connection to their personal lives (Partnership for 21st Century Skills). Using technology can help students create a deeper connection to the real-world and take what they learn outside of the classroom.

The information that surprised me, is that this infusion of technology is easily done when technology is readily available because we are not teaching brand new skills, but rather building upon the skills we already teach. Another piece of information that surprised me was the distinction that the article made between suburban versus urban schools. As per Partnership for 21st Century Skills, urban schools have a different population of students who may not be accustomed to have accessibility to technology at home. School is a place where they can receive their fill of technological experience, so it must be a worthy one. Suburban schools may feel that their school has outdated technology since they have accessibility to the latest technology outside of the classroom (Partnership for 21st Century Skills). This does not mean that we teach both schools different skills but teach them differently. In an urban school, like the one I work in, I try to use technology during class time so students can have the greatest opportunity to work with it. In these other schools, students can focus on skills and use their technology at home for project-based learning.

I do disagree with one aspect of the website, the quote by Governor McGreevey. Being a resident and teacher in the state of New Jersey, our technology is archaic and needs an update. Recently like other school districts we have been experiencing cutbacks and the technology aspect of the district seems to be lagging. McGreevy spoke about preparing our students for the future workplace, but we need more technology to do so. We have limited time in computer labs and even if we do book the computer lab, there is not enough for all the students. Recently this year, the classes that take priority in the computer lab are the Math and English classes, since they recently adopted online aspects to the courses in which the students complete benchmarks online. As a History teacher I rarely can book the computer labs, so I must make do with the little technology I have. I believe that a greater amount of funds should be allocated to update our computer systems and provide more computer labs to accommodate our large population.

Technology is changing at lightning speed, so as educators we must find a way to adapt to these changes. We must continue to focus on traditional critical thinking and problem solving skills but bring technology in the classroom to not only motivate and engage students but to prepare them for the real-world. Our states need to understand the demand for technology and provide schools with the necessary technology for educators to teach these information skills to our students.

References

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf

Using Blogs in the Classroom

noreply@blogger.com (Arianna Matos) — Wed, 10 Mar 2010 01:16:00 +0000

A web blog can serve a great purpose in the classroom. In my classroom I would use a blog to continue discussion beyond the classroom. As per Richardson, “blogs are being used as class portals, online filing cabinets for student work, e-portfolios, collaborative workspace, knowledge management and even school websites (Richardson, 2006)” I would also use a web blog to give specific prompts that may relate to standardized testing. For instance a new aspect of standardized testing includes explanatory essays in which students must use prior knowledge such as literature, history and personal experiences to explain a quote. These types of prompts can be used for both discussion and practice for testing. I would also use web blogs for communication among students for group projects. The web blog facilitates communication to complete their groups work when transportation to meet may not be available. With a blog students can discuss important topics discussed in the classroom and allow for critical thinking.

Blogging is a means of communication and professional writing for students. Students can use blogs as a forum to display their writing publicly. In this manner students take consideration in their writing and address spelling, grammar, and contextual aspects of their writing. This is an excellent forum for students to interact about content because it allows an educational discussion to continue outside of the classroom. Students can bring additional thoughts to the discussion and showcase their writing skills by involving themselves in a written debate with other students.

The grade level I teach is 10^th, 11^th, and 12^th grade. I am a Social Studies teacher and I teach US History I, Criminal Justice, and Psychology. The blog enhances the lesson because it is a different way to have a discussion and reinforce what was learned in the chapter. Students can take a more active role in the classroom by collaborating with one another. Blogs are essential tools for the classroom because they allow for collaboration outside of the classroom and continued professional writing exchange among students.