EDLD+5364+-+Week+5+Team+Scenario+Reflection

Final Team Scenario Reflection (A reflection and contribution of all team members) Renee Brawner, Johnetta Alfred, John Ellis, Steven Payne     ** Team Google Site: ** [|https://sites.google.com/site/edld5364cells] [|/]  We created a lesson based on the strengths and familiar content knowledge of the group. We have two science teachers and cells was the subject chosen by the group. We looked at the four planning stages and the three networks for CAST for creating our group lesson and integrating technology for a diverse group of learners. We decided as a group to have Renee students complete the actual lesson and create a product based on the UDL lesson. According to Pilter (2007), “Technology can certainly be use to provide immediate feedback for drill and practice, but it can also be used as a tool for the analysis, synthesis, and evaluation of information. Today, students use complex multimedia products and advanced networking technologies to learn interactively and work collaboratively on projects; to gather, organize, and analyze information: to solve problems; and to communicate information”(p. 4). Our rationale for selecting activities and technology samples was to meet the individual needs of our diverse student population that ranged for gifted and talented students to students with that are visually and hearing impaired. We developed our plan around the principles found in the Universal Design for Learning (UDL) program. Rose and Meyer (2002) stated, " A UDL author knows that each learner takes in information, expresses knowledge, and engages with learning in a unique way. The UDL framework guides authors to create books and learning materials that meet and capitalize on this diversity right from the start." Our rubric was designed to include all student learning abilities. Each student was allowed to choose a product to display their understanding of the essential knowledge and skills associated with plant and animal cells.Through the activities and technology samples, we addressed the three primary brain networks that allow curriculum to be mastered by all students. According to Rose (2002), “As our knowledge of the distributed processing in the brain grows, we know that students do not have one kind of intelligence or one way of learning they have many. To accommodate these many ways of learning, we can use what we know about how each brain network operates to make our teaching methods and curriculum materials flexible in specific ways” (p. 2). To begin with, we addressed the recognition network by providing students with multiple examples and varied media and formats. Alternatives for auditory and visual information are offered to accompany all learners. We also included supports for students with limited background knowledge. Students were given the opportunity to use technology tools such as science writer to assist them with audio and visual props to write their lab reports. The use of eBooks can be used to introduce terminology and visuals that students can use as an ongoing reference to accommodate the needs of the student. "Children in technology-enriched classrooms appear to score higher on standardized test in mathematics, to take control of their own learning environment, to work well in cooperative groups to accomplish common task, and to place worth in their ability to be productive students and citizens".(Page, 2002, p.403) Next, we offered multiple tools for construction and composition including media to meet the objectives while addressing the strategic network. Flexible opportunities were offered so that each student could demonstrate the knowledge learned in a form that best expresses their strengths. Pitler (2005) remarks, “To integrate technology effectively into classroom learning, teachers must not only learn the technology, but also move from teacher-centered to student-centered instruction, which can be a difficult transition for some teachers.” (Pitler, 2005, p. 2). We designed our student activities to promote student-centered instruction, by allowing students to use multiple resources to complete their projects. Students used PowerPoint to create presentations about plant and animal cells. Students worked as a team to create posters identifying the parts of plant and animal cells.

Professional development is the key to integrating technology into the classroom. Teachers need to be trained to make sure they understand the technology before using it in the class. Having teachers view how a lesson is to look with the use of technology before they give the lesson will bring questions from the teachers, rather than just sitting and listening to a presentation. After the allotted time, the presenter leaves and I went back to my normal teaching the next day thinking that presentation must have been for the “computer people.” Professional development must change. Solomon and Schrum (2007), discussed effective ways to accomplish the goal of enhancing teaching through technology. They suggest, “use technology to learn how to use the technology, or some might say, not just talk the talk, but walk the walk.” (Solomon and Schrum, p.111). Teacher professional development needs to be different because teachers learn differently too. The team agreed that teachers need to continue ongoing professional development classes because there are many assistive technology tools available to help all learners. Teachers feel there is a lack of professional development for technology use to fully integrating technology into the curriculum. Some of the coursework for this class required working in a team in order to complete several of the assignments. The group learned the importance of reflection skills, time management, and collaboration in order to complete a given task. John and Steven made sure the team was up-to-date on each assignment. Renee did an excellent job providing the group with the rubric and keeping the students focused on each product. The products the students chose were directly related to the scenario and lesson created by the group. Johnetta made sure the team communicated through our Google Doc and weekly conference calls to solve the given scenario. We have supported one another in every assignment and activities dealing with the scenario which helped to avoid frustrations. It’s amazing how everyone on the team has a strength in a different area which helps the team face any challenges that we have encountered. We have learned each others personalities and expertise. With all the expertise and hard work put into the scenario, we believe that this lesson can be successful. In the end, we produced a lesson that included technology and skills for a diverse group of learners. **Reference ** Page, M.S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. //Journal of Research on Technology in Education//, 34(4), 389-409. Retrieved on March 3, 2012 from the International Society of Education at [|__http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_2002&Template=/MembersOnly.cfm&ContentFileID=830__]

<span style="background-color: transparent; color: #5b0f00; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contact Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved from http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_rch_SearchValue_0=ED486685rch_SearchType_0=no=ED486685 3/19/12.

<span style="background-color: transparent; color: #5b0f00; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Pitler, H., Hubbell, E., Kuhn,M., and Malenoski, K (2007). //Using technology with classroom instruction that works//. Alexander, VA: Association for Supervision and Curriculum Development, Introduction, 1-14.

<span style="background-color: transparent; color: #5b0f00; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Rose, D. H., & Meyer, A. (2002). //<span style="background-color: transparent; color: #5b0f00; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Teaching every student in the Digital Age: Universal design for learning. //<span style="background-color: transparent; color: #5b0f00; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Alexandria, Va.: Association for Supervision and Curriculum Development. Available online at the center for Applied Special Technology web site. Chapter 6. Retrieved on March 4, 2012, from <span style="background-color: transparent; color: #5b0f00; font-family: Arial; font-size: 13px; vertical-align: baseline;">[everystudent/ideas/tes/|__http://www.cast.org/teaching everystudent/ideas/tes/__]

<span style="background-color: transparent; color: #5b0f00; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Solomon, G. & Schrum, L. (2007). web 2.0 new tools, new schools. Eugene, OR: International Society for Technology in Education.