EDUC 6715 Reflection

This course has been a great benefit to me both as an educator and a person living in the 21st Century. The use of technology in the classroom is not only a necessary skill today, but can truly increase the potential for "quality work" (Glasser, 1998) in the classes I teach.

Gee (2005) describes the use of video gaming for learning, and I found his article to be informative and direct in terms of useful parallels between leaning styles and fun ways to achieve goals. My immediate plans for change in my school involve the use of gaming technology to master objectives and expand creativity in music. We will start simply by analyzing music from games, then move into playing games to reinforce skills and explore solutions to problems. Finally, we will create our own interactive video games, possibly using MUVE type software. While this final plan may take a great deal of time to realize, it will help our students through the use of "collaborative environments" (Johnson, Levine, Smith, & Smythe, 2009) and allow them to more carefully construct ideas with peers and experts around the globe.

One area I also learned a great deal about in this course is how to approach finding funds to support technological growth in our classrooms. This knowledge is of critical importance, "since constant improvement requires continuous funding" (Brooks, 2004). By following the guidelines in Brooks' (2004) article, we can begin to remove the mystery and fear of grant writing and get some well needed equipment and training.

In short, even though I feel ever more prepared to use technology in my classes to benefit my students, I am also more aware of my limitations in terms of knowledge. I would, therefore agree that “the more I teach, the more I realize how much I need to learn” (Nieto, 2005).

-Stephen St. Georges

References:

Brooks, D. (2004). How to write grants: The best kept secret in the school business. T.H.E. Journal, 31(10), 30–34.

Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33–37.

Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.

Johnson, L., Levine, A., Smith, R., & Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium.

Nieto, S. (2005) Why We Teach. New York: Teachers College Press

Application 4 Screencast - click HERE to view

This screencast is a presentation of the application 4 assignment in the New and Emerging Technologies course at Walden University. Please feel free to comment on the presentation here.

-Stephen St. Georges

EDUC 6714 Reflection - DI, UDL and Social Networking

Glasser (1998) is well known for his work involving the personal freedom we gain from our choices. In fact, his theory has changed my life both in and out of the classroom. As a result, my mind is more open to selecting repertoire which will motivate my students to turn in “quality work” (Glasser, 1998). Throughout this course, we have been using a social network to generate and discuss ideas for differentiated instruction and the universal design for learning.

Our social networking site, in addition to being a fun and exciting way to communicate with colleagues, would also make an excellent tool for DI in the classroom. For one thing, it can help create the “flexible classroom management” (Tomlinson, 2009a) we are striving for now that we have become co-facilitators of knowledge. This type of social networking can be used with modifications by almost any group. We can also use DI to allow students to present work in their own format. The social networking students are using today allows for video, audio, or discussion type input. These are all essential tools in today’s workforce and will continue to develop in the future.

In my classroom, I am still working hard to complete the shift from having the idea that the "majority of the responsibility [for knowledge] is placed upon the teacher" (Tomlinson, 2009b). To help achieve this goal, I have started using the Universal Design for Learning strategies outlined in our course, as well as those discussed by my colleagues. Once I am more comfortable with my newer role as fellow learner, differentiating instruction will become a much more natural task. In completing this plan, students will become more engaged in my classes and the information I share with them will hopefully become a part of their “quality world” (Glasser, 1998).

-Stephen St. Georges

References:

Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York: Harper and Row.

Laureate Education, Inc. (Producer). (2009a). Managing the differentiated classroom [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Tomlinson, C.

Laureate Education, Inc. (Producer). (2009b). Putting it all together [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Tomlinson, C.