This course has certainly been a fun whirlwind for me.  I have loved the projects I have created for my students and enjoyed the learning and great ideas from everyone.  I have been exposed to more ways to integrate technology into the content areas, and it has been interesting to see the various ways I can extend my current lessons when incorporating technology.

A few discoveries of mine...

• The Acceptable Use Policy assignment was one that was really eye-opening to me.  Because of that assignment, I found a great primary AUP and will be sharing it with families in my classroom beginning next year.
  
• Primary sources can be incorporated into my second grade instruction.  I always thought that primary sources were for older students, so I was pleased to find a way to incorporate them into second grade learning.
  
• I really enjoyed speaking with someone in my district to discuss specifics about the district's network, bandwidth, and hardware.  Finding out these specifics about my district’s technology plan was surprisingly interesting. 
  
• I have realized that I can make engaging, technology-rich lessons for my second graders when I make the time to do so.   I realized that I can teach full-time, be a wife and mom, and complete comprehensive weekly projects without losing my mind...yet.  It’s always a balancing act, isn’t it?  
  
  

Our coursework covered the AECT standards of design, development, and utilization so well. Designing and developing occurred with every single assignment.  Content was developed with learners’ characteristics in mind, and a variety of technologies were used in the creation of content.  I attempted to create content that paired my learners with the proper materials and information. Creation of the assignments inspired creativity and out-of-the-box thinking for me.

My teaching practice has been positively impacted because I have taken this course.  Technology has been integrated so much more into my instruction. While I thought that I was competent at embedding technology into my instruction before this course, I have done an even better job through after taking this course. I had to think of new ways to teach old things in my classroom, and it has been exciting for me to create these different methods with the integration of technology. I know that my students will benefit from these engaging lessons.

When designing each week's assignment, I had to take into consideration the learners' needs and decide what activities would match. Behaviorism, cognitivism, and constructivism all have a place in today's instruction, but I tend to use more of a constructivist approach. In these lesson, I tried to find ways in which students could work together to build knowledge.

Self reflection
Content- 65/70
I believe that in each blog post I gave substantial information, and I attempted to relate it back to real life situations. In comparing my blog post to others, I realized that I could have gone more in depth in some posts.  In real life, I am not much of a talker, and that personality trait seems to transfer over into my online life.  :-)

Reading and Resources - 20/20
Readings and resource materials used were from credible sources, and my best attempt at APA format was used to cite all references.

Timeliness - 18/20
I posted all of my blog posts with enough time for others to comment, and I always seemed to receive response from others by the end of the weekend.  Posting "early in the module" seems like a vague statement to me, so I am not quite sure how I should score myself in this category...  

Responses to Other Students - 29/30
Responses were given to at least to two different people each week. I was thoughtful in my response and connected my comments to theirs, but I am sure that I could have gone more in-depth with and been more detailed with the responses made to each student.  

Assistive technologies are necessary tools for students with special needs. These technologies enable them to be as independent and productive as their peers without the same needs. Challenges for children with special needs can be overcome through the use of assistive technology and accessibility features. Judge (2000) states that all individuals must be better prepared to access, manipulate, and control information and their environments through the use of technology.

I enjoyed exploring the Accessibility features on my Apple 15" MacBook Pro with Retina display.  The operating system on the machine is Mac OS X.

To locate the Accessibility features, I went into System Preferences and located the Accessibility image in the System section.

"Seeing" accessibility features help those who have visual difficulties access information on the computer with more ease.

• When looking at the Display option, you can invert colors, use grayscale, enhance contrast, and increased cursor size. Color in version makes the screen look like a negative. Using grayscale was soothing to my eyes.
• VoiceOver tells you what is on your screen, and lets you perform actions with your voice with.  There is no need to see the screen. The voice I listen to was that of Alex. I selected a normal rate of speech, and I understood it even though it was a bit synthetic. 
• With Zoom, the screen can be magnified by using the command and + keys.  My screen was able to be magnified a great deal.  Moving around is easy with the trackpad.  Picture in a picture zooming is also available.
  

"Hearing" accessibility features assist those that are deaf or hard of hearing access information and have the ability to be alerted visually.

• When an alert occurs, there is an option to have the screen flash. It looks like a faded white flash when it occurs. 
  
• You may change the stereo audio to mono. 
  
• Sound preferences can also be adjusted.
  

"Interacting" accessibility features assist those with motor difficulties.

• When using your keyboard, you have the ability to enable sticky keys. 
  
• The ability to enable slow keys is present. Slow keys changes how long the key is pressed before it is recognized by the computer.
• Mouse and trackpad options can be changed to enable mouse keys and to also change the double-click speed on your mouse.  Scrolling speeds on both the trackpad and the mouse may also be changed in this window.
• Speakable items is another option in the interacting category. It allows you to control your computer and some applications by using your voice. You can hold down the escape key and speak your command.   When I asked the computer what time it was, it was able to respond to me. When I asked it to open the iPhoto program, it was unresponsive.  Even after calibration, it did not work for me.

Additional Accessibility Options:
Dictation is available for those who have vision or motor issues.  A shortcut to activate this feature can be turned on and used by hitting the function key twice.  Even though I do not have vision issues, I LOVE this feature and will be using it!

FaceTime can be used for individuals that are deaf or hard of hearing. Individuals may communicate with sign language or have the ability to read lips of their friend that can be seen using this program.

iMessage can be used by those that have speech or hearing difficulties. Messages can be typed out, and photos and videos may be included.

Reference:
Judge, S.L. (2000). Accessing and funding assistive technology for young children with disabilities. Early Childhood Education Journal, 28(2), 125-131.

Technology integration is a vital component to increasing student achievement, but the successful integration of technology is not without its challenges and obstacles.  

Bauer and Kenton (2005) studied thirty “tech-savvy” teachers who used computer technology in their instruction.  Among other things, these teachers were asked to define obstacles the needed to overcome to successfully implement that technology. Teachers presented these eight obstacles:  

1.  Challenges with equipment
2.  Lack of time to include technology into instruction
3.  Varying student skill levels
4.  Varying teacher skill levels
5.  Scheduling instruction in the computer lab
6.  Software compatibility and accessibility
7.  Internet connectivity
8.  Class size  

Researchers suggest ideas to address these obstacles.  These suggestions are: to instruct teachers on proper computer integration, involve administration with support of teachers, upgrade the computer technology in classrooms, offer technology workshops for teachers, and provide a someone from the administrative task to be on staff to deal with any technology issues.

In my own practice, I can relate three obstacles of technology integration that I have experienced. Keyboarding, lack of resources, and teacher beliefs are the three obstacles of technology integration that I find in my own instruction. Typically, students in second grade have not had formal keyboarding practice or instruction. One of my students commented that typing their Google Doc would be so much easier if she could type faster.  Teachers must make time for students to practice on the various keyboarding websites that are available.  Students that have access to computers at home could be encouraged to practice after school.  With instruction and experiences in new technologies, students will develop skills in new literacies (Roblyer & Doering, 2013).  To address the concerns of lack of resources, teachers can apply for grants, schedule time into the school’s computer lab, or share materials with other classrooms during times that those classrooms will not be using their technology equipment.  Teacher comfort level when using technology comes with practice and time.  Teachers comfortable with technology could be mentors for those teachers that need technology instruction and practice.  Administrators must encourage teachers to go to and/or provide staff development opportunities to teachers that need support in integrating technology into their classrooms.  They must also make the connection to how this integration can improve student achievement.  

Resources

Bauer, J. & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519-546.

Roblyer, M.D. and Doerling, A.H. (2013). Integrating educational technology into teaching (6th Ed.). Boston, MA: Pearson.

Including technology in education increases student motivation and student engagement.  With the proper integration, including technology can increase student academic achievement.  Hickey, Moore, and Pellegrino (2001) conducted a study involving two schools and Jasper Woodbury activities, video-disc based mathematical problem solving activities.  Students watched these videos and worked collaboratively to solve the math problems. Overall, there were positive outcomes in mathematical achievement as well as increased motivation in classrooms that used Jasper Woodbury activities. Student engagement and achievement increased through the use of this educational technology resource.

Word processing programs and other technologies offer unique capabilities to help writers prepare to write and to improve the quality of their written work. (Roblyer & Doering, 2013)  Students get immediate feedback when writing a document on word or Google Docs. When words are misspelled, or when grammar is incorrect, the program alerts them to the error. Students can see their mistake and correct it. With Google Docs, as well as with other programs, students can work collaboratively on a piece of writing. Each student brings their own strengths and can help the other authors with story ideas, content, and editing. Even though collaborative story writing can solely happen online, I have seen my students collaborate orally with this process more than I expected.

Students can be taken on virtual field trips all around the world. After studying famous artists in art class, students can virtually travel to France and take a virtual tour of the Louvre.  After studying about government or our presidents, students can take a virtual tour inside of the White House.  A great deal of connections can be made for students with these types of opportunities. Field trips are always fun and engaging for students, whether in person or done virtually.

When using technology, students feel as though they are in charge of their own learning.  They decide what sources they use for a research project. They decide what games they play to increase math achievement.  They decide with whom they wish to collaborate on a story.  Students are empowered by this autonomy and have the ability to produce products that are relevant and authentic.   Technology is a powerful tool for students.

References:
Hickey, D. T., Moore, A. L., & Pellegrino, J. W. (2001).  The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference? American Educational Research Journal, 38(3), 611-652.

Roblyer, M.D. and Doerling, A.H. (2013). Integrating educational technology into teaching (6th Ed.). Boston, MA: Pearson.

The comments in this Voicethread are shared from my perspective as an elementary teacher.  I look forward to any comments you may have!

The US Department of Education (2010) reports that teachers or their students used computers in the classroom during instructional time often (40 percent) or sometimes (29 percent).  Internet use in schools is increasing as it becomes more involved as an educational tool.  Teachers use the Internet for instructional purposes - showing videos on YouTube, searching facts via a Google search, etc. With blended learning, students are taking an active part in engagement content on the Internet.  Due to this increase in student use of the Internet in an academic setting, we must make certain that student online safety is paramount.

At the beginning of the school year, teachers must initiate the conversation with students about appropriate behaviors when using the internet. Students must be guided to understand how they can keep themselves safe when online and what can happen if safety is not practiced. After a class discussion, reviewing Internet safety rules and posting these rules with students, would be wise.  With the guidance of the teacher, classrooms can create their own list of rules to follow when they are on the Internet. This type of collaboration would create ownership and would, perhaps, allow students to internalize these safety rules. NetSmartz Workshop has created a pledge for primary age students that includes four internet safety rules.  This pledge can be used as a guide for teachers to spark discussion.

Internet Safety Rules

1. I will tell my trusted adult if anything makes me feel sad, scared, or confused.
   
2. I will ask my trusted adult before sharing information like my name, address, and phone number.
   
3. I won't meet face-to-face with anyone from the Internet.
   
4. I will always use good netiquette and not be rude or mean online.

Once the class has agreed upon the rules for internet safety, these rules should be posted in the classroom and referred throughout the year.  In my classroom, we use these rules:

Always:

• Keep your personal information private

Never:

• Respond to anyone that is rude.
  
• Agree to meet someone you met online.
  
• Give out your personal information.

Videos can also be used to reinforce the ways to keep students safe online.

Parents must be involved in the discussion of internet safety as well.  At Back to School Night, teachers should inform parents that their children will be learning and interacting on the internet.  Teachers must share how they intend to keep students safe on the internet and give parents the school’s acceptable use policy with time allowed for discussion.  Results of the class discussion about internet safety should be communicated to parents and posted on the class website.  Parents must understand that these expectations should be reinforced at home.  With today’s children accessing the internet through phones, gaming systems, tablets, smart televisions, and personal computers, it is imperative that parents reinforcement these rules to keep children safe online.  Parents and teachers must form a partnership in keeping children safe online, no matter where a child may access the internet.

Resources for children:
Safe Online Surfing - game created by the FBI
The Internet Safety Game
Netiquette

Resources for Parents:
Talk to Your KidsInternet Safety Video
Kids and Computer Security
How to Prevent and Stop Cyber-Bullying
Tip Sheets for Internet Safety

References:
NetSmartz.  (n.d.)  Safety Pledges. Retrieved from http://www.netsmartz.org/Resources/Pledges

U.S. Department of Education, National Center for Education Statistics. (2010). Teacher's use of educational technology in U.S. public schools: 2009 (NCES 2010-040).  Retrieved from http://nces.ed.gov/pubs2010/2010040.pdf

I interviewed five of my colleagues and created a video that shares their views on using videos in their classrooms.  Because I wanted to hear opinions from teachers in different content areas, I chose one primary teacher, two intermediate teachers, a "specials" teacher, and an integrated services (special education) teacher.  All of these teachers shared their relative advantages of video use in an elementary setting.  They spoke of using videos to:

• reinforce skills
  
• engage students differently than a teacher can
  
• showcase different things/techniques
  
• research a variety of topics
  
• reteach information
  
• teach new concepts
  
• have fun
  
• enrich the learning experience
  
• get different voices and different methods
  
• engage the visual learner

Before our district went to an online grade book that completes grade averages and weighting of assignments easily, I would use a spreadsheet in each subject area to calculate student grades.  I would enter student names in the first column, list each assignment title across the top, add scores, enter a calculation into the final cell, and would have my averages. Not having to sit down with a calculator at the end of each quarter to manually average student grades was possible thanks to a spreadsheet!   Currently, I have created and use a spreadsheet that includes all of the testing data I have completed on each of my students.  Specific scores for each student are entered, and I am able to sort (rank) each column to determine which children are in the low/middle/high ranges.  This database is a resource that is created using a Google spreadsheet and used in our data dialogues as well as parent/teacher conferences.  Because this spreadsheet has been shared with key personnel in my building, the information can be accessed at any time by them so that they may determine how to adjust and improve teacher instruction and student learning.  Roblyer and Doering (2013) state that, "Spreadsheets are programs designed to organize and manipulate numerical data," but I also use spreadsheets for organizing and manipulating alphabetical data.  At the beginning of each school year, I put my class list into a spreadsheet and sort alphabetically.  I leave approximately fifteen blank columns to the right of the list and print off these grids for my parent volunteers to keep track of the students they work with each week. 

Along with the advantages of spreadsheet use I have experienced, there are advantages for student use of spreadsheets as well.  Instead of using pencil and paper to make calculations, determine probability, or organize data, students have the ability to input data in a spreadsheet, have the spreadsheet make calculations (after setting it up properly), sort the data into whatever order makes sense to them (or is required by the teacher), and present the results through a chart, graph, or timeline.  When using graphics in the presentation of data, visual learners have the ability to connect with the data in a way more appropriate to their learning style.  This different way of working with data may be new to them.  New = exciting!  

Student self-reporting of grades is a wonderful reason for students to use spreadsheets.  Research by Hattie (2009) shows that self-reporting of grades has the most positive effect on student achievement.  In my classroom, students could input data onto spreadsheets instead of filling in paper graphs to report their grades in our weekly programs such as Rocket Math, Accelerated Reader, Mastering Math, spelling tests, and more.  A graph or chart would give my second graders a very clear picture as to their success and progress throughout each quarter.  At the end of each quarter, students could print these visuals.  Not only would these products be wonderful for students and self reflection, but they would be ideal for use in student/teacher conferences, parent/teacher conferences, and student/parent discussions. 


References
Hattie, J. (2013).  Hattie ranking:  Influences and effect sizes related to student achievement.  Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

Roblyer, M.D. and Doerling, A.H. (2013). Integrating educational technology into teaching (6th Ed.). Boston, MA: Pearson.

Link to this week's assignment: Ways to Integrate Spreadsheets/Databases into Second Grade Literacy Instruction

Many of us have been in classes, professional development, or seminars where the presenter has shown a slide presentation with slide after slide of nothing but text.  The presenter might have even read to you.  These presenters are not using the slide presentation tool effectively.   Slide presentations can be an effective tool in instruction if the time is taken to be thoughtful when creating them.  

When designed and used effectively, slide presentations have many advantages. The University of Central Florida lists these advantages as follows:

• Engaging multiple learning styles
• Increasing visual impact
• Improving audience focus
• Providing annotations and highlights
• Analyzing and synthesizing complexities
• Enriching curriculum with interdisciplinarity
• Increasing spontaneity and interactivity
• Increasing wonder
  

While I believe that standard slide presentations have their place in instruction, slide presentations that include interactive elements are much more engaging for students.  The focus is taken off of the teacher for a bit of time and put onto the SMARTBoard in front of the room.  Teachers must take time to include images, color, and interactive elements to increase student interest.  

Students can use slide presentations to show what they know to a larger audience.  Google presentations allow students to work independently or collaborate with others.  I am in the process of introducing my second grade students to creating slide presentations through a shared Google presentation about the Olympics.  Pairs of students have been assigned a country that is competing in this year's games. Research must be done on the country, and information from their research must be included on the slide.  An image must be inserted.  Medal counts must be found and recorded daily. Through this process, students are incorporating the 21st century skills of communication and collaboration with their partner to determine the contents of each slide.  A key point that I continually address is that less is more.  Right now, students think..."the more, the better!  Including six of my country's flags on my page looks WAY better than just one."  Ah, the mind of a second grader.... Good design must be taught and constantly reinforced through reminders.  This is true for second graders, as well as adults!

Here is the Google presentation I created for my second graders.

References:
University of Central Florida. (n.d.) Effective Use of PowerPoint.  Retrieved from http://www.fctl.ucf.edu/teachingandlearningresources/Technology/PowerPoint/index.php

The use of computers helps teachers perform various tasks in ways that are transforming the teaching process (Roblyer & Doering, 2013).  Instructional software has changed the way I plan my instruction and deliver content to students.  No longer is it only just me up in the front of the room, instructing students.  Students in my classroom are working on skills using instructional software on classroom computers. When using instructional software, there is increased engagement and excitement when practicing second grade skills.  If the task is to practice reading, my students will pick up a netbook computer just like they would pick up a book to practice their reading.  RAZ-Kids is their go-to site for reading practice, as well as McGraw-Hill’s ConnectEd.  Students can check reading comprehension using Accelerated Reader by Renaissance Learning. Practicing math facts or sight words is so much more fun and engaging for them with the use of instructional software.  Sum Dog  and ABCya! are two websites that engage students in drill and practice of important skills.  

In addition to increased engagement and excitement, the use of instructional software allows teachers to individualize instruction for each student and provide remediation, if necessary.  Students can choose activities that meet their needs and revisit skills that might not yet be secure.  They may also work with instructional software that provides opportunities for enrichment.  Many of these resources can be accessed outside of school. Teachers have the ability to monitor student progress with websites such as SumDog, Spelling City, and RAZ-Kids.  Using the reports that can be generated on these sites, teachers can adjust instruction for each student.

For more ideas on which instructional software to use, you can view a relative advantage chart Rebecca Muller and I created that details literacy instructional software usage in a second grade classroom and the relative advantages of each choice. 

To see if the use of instructional software (or other tech tools might be right for you and your students, use this Checklist for Evaluating Tech Tools, Apps, Software, and Hardware found on TechPudding.  While usability, cost, and putting the user first are all addressed, I find the suggestion of paying attention to word of mouth an important one.  I find a great deal of wonderful items to share with my students after visiting various teacher message boards or checking my Twitter feed. 

References:  
Chan, S. (2011, April 4).  Checklist for Evaluating Tech Tools, Apps, Software, and Hardware. TechPudding. Retrieved from http://techpudding.com/2011/04/04/checklist-for-evaluating-technology-software-and-applications/


Roblyer, M.D. and Doerling, A.H. (2013). Integrating educational technology into teaching (6th Ed.). Boston, MA: Pearson.

*As a side note, this was my first time using Prezi.  I had always looked at it as something that was too complicated for me to figure out.  I avoided it...chose Google Presentation and PowerPoint as my presentation methods of choice.  I decided now was the time to figure this Prezi thing out, and I am so glad I did!