Online Teaching

     In the article "The Advantages of the Self-Motivated Learner and the Digital Class," Keith Lockwood expounds on the many advantages of online learning. He states that many students become so used to memorizing information and responding in the traditional ways, and because of this, many students aren't really engaged in the learning process. Lockwood presents a solution for this -- online teaching. He discusses how students  and teachers are expected to remain "equally engaged" in the learning, since there is always new routes, more material, and different mediums of responses. For Lockwood, online learning becomes a way for students to actually learn for the sake of learning, rather than to achieve a better grade.
     In my classroom, this can be effectively integrated into my teaching through engaging the students in different ways so we forget about the grade, and focus more on the learning itself. Since I don't currently plan on teaching only online classes, my own view is a little biased towards the hybrid learning, but I can definitely see the value of the online class. I think that sometimes, especially in college courses, online classes are written off as unimportant, and a waste of time. However, I think if they are done right, with continual engagement, and different ways to respond/think about the material, online teaching can be very effective. In my own classroom, I love the idea of supplementing learning with online components that can be accessed even after leaving my class. Hopefully, the students will be exposed continuously to media that is beyond memes or status updates.
     This will help my students begin to think about the world differently as they engage with a different model of teaching. I also think that it will improve their own learning skills and self-efficacy to participate in a tech universe that they are already comfortable with. If the students understand how technology can be used, then as they go on to the field, they will already know what is available to them.
     My goals for this topic are to become more knowledgeable in the resources that are available  to me, and to try actually implementing an online lesson. This could even work on a day when we have a sub, and access to technology. I want the students to feel like their time was spent well in my class. This also shapes my own definition of learning for  kids. I want students to feel empowered, so if bringing technology and learning into my classroom is what does it, then that is the answer.

Lockwood, Keith. "The Advantages of the Self-Motivated Learner and the Digital Class." Education Week  February 21, 2018. http://blogs.edweek.org/topschooljobs/careers/2018/02/the_advantages_of_the_self-mot.html?qs=online+teaching

Blended/Hybrid Learning

In her article "Fundamentals of Hybrid Teaching and Learning," Kathryn E. Linder praises hybrid pedagogy, and using technology in the classroom. She acknowledges the similarities between hybrid and traditional learning environments, such as the basic characteristics of teachers and learners participating together. From here, she informs her readers of how integrating technology into their classrooms and adopting a hybrid learning environment might not be as difficult as one may initially think. She gives some benefits of hybrid learning, and discusses UDL, and how that works positively for learners. One quote I loved from her article is how "hybrid courses also offer opportunities for increased student engagement because of the possibility of including extra support and resources online to enhance the learning experience" (12). I love that students can bring their comfort zone and interests into a classroom where they can learn to be stretched and incorporate the basic things they are learning on their own on a larger level. I think that the research is informative on this topic.
     I can use hybrid learning effectively in my class as I explore how to teach differently. I don't know if I could go to a fully online class right now, or even a full hybrid class. But I love the idea of doing certain class periods or units through a hybrid learning model. One idea I had is having students prepare and learn online about a specific topic, so we can spend class time work-shopping ideas and then I can have individual conferences with my students. I think that cultivating classroom culture is important in really having an effective learning experience. Hybrid learning is a great outlet to begin doing this. If students are learning the material more on their own, then when I am instructing them, we can discuss ideas and grow together.
     Hopefully, my students will grow from this experience as they get to bring their own ideas and goals into the classroom, and develop a sense of community together. Since we won't have to spend all of class time lecturing the material, they will be able to understand the material better after having multiple looks and ways it is presented. I also think that exposing them to different materials will prepare them for college, and for when they are more responsible for their own learning.
     My own goals for this topic are to eventually move into having full units using hybrid teaching. I want my students to know that term -- as well as experience it. I also want to grow more as a teacher and continue to research apps/websites/videos that will be helpful to my students, so I don't get stuck teaching the same things the same way. I want to continue to be a learner along with my students.
     Empowered learning comes when students have an interest in learning, see the value of their education, and make progress towards goals. I think that hybrid learning will expose their initial interest to one of greater depth, and they will be able to work with each other and myself to achieve the goals that they have set for themselves.

Linder, Kathryn E. "Fundamentals of Hybrid Teaching and Learning." New Directions for Teaching and Learning, no. 149, Spring 2017. Academic Search Premier. doi: 10.1002/tl.20222.

UDL Action and Expression

I read an article called "Using Flexible Participation in Technology-Supported, Universally Designed Preschool Activities," by Howard P. Parette, Jr. and Craig Bloom. While this article speaks to using UDL in a preschool setting, the concepts are still the same. I also think it is worth noting that if we can teach UDL in a preschool to young children, then why are we so hesitant to teach this to high school students? The research shows that children thrive when they can show how they learn in a more creative, individualistic way. Students tend to engage more when they can communicate in different ways. The article discusses how "using technology can include modes of communication used by children . . . to present understanding" (61). The students are able to use the different methods of expression to convey their understanding of material. They are also able to take initiative in their own education. The research seems very positive and encouraging regarding this topic.

In my own classroom, I love the idea of using technology to express learning a different way, as well as being able to use technology to take action in their own learning. I think that students being able to take advantage of their own learning and feel empowered in the classroom is such a valuable thing. I want the students to learn what tools are available to them to further their own learning. I think it would be valuable to let students choose whenever possible. I think that letting students choose book groups every once in awhile, pick assessment options, and learning tools. Implementing this in my classroom will need to happen at the beginning of the year, so that we can get all the exposure we can. Not letting students know what is available to them isn't doing my job.

Hopefully, this will help my students understand what is available to them in action and expression. Each student will be able to learn the different resources that are available, so they can learn  the best they can. Expressing themselves in different ways will hopefully spark interest and creativity. If students feel like they are being recognized as people, and what they are doing is relevant to real life, then they will feel more empowered, and learning can be more exciting.

My goals in implementing this in my classroom are that students will be able to learn how they can express themselves and be able to learn how to critically think in different ways other than just traditional tests and essays. Learning that there are other learning tools available to them that they can use even after they leave my classroom is so important. I also have the goal of helping students learn that taking action for their own education is one of the best things that you can do,

As I've been mentioning throughout this blog post, empowered learners understand how to help themselves learn. They know the tools that are available to them, and how to use them. I also want learners to learn that they can take control of their education.

Parette, Jr., Howard P.; Blum, Craig. Teaching Exceptional Children.Jan/Feb2014, Vol. 46 Issue 3, p60-67. 8p. , Database: Professional Development Collection

UDL

     The research surrounding UDL seems to be very positive. In a study done in Canada with some teachers in the United States, they looked specifically at kids with intellectual disabilities (ID), and how UDL affected them. They used two ideas in UDL, representation and engagement in order to see how learning developed with this specific group of students. They looked at these students in an inclusion setting, and implemented UDL techniques in order to help them learn. Some of the benefits that were listed in how UDL has a positive impact are, "challenging behavior may be reduced if student learning needs are met. Second, maximizing students' individual learning strengths creates independent learners. Third, incorporating many techniques (i.e., multiple means) into lessons increases accessibility for all learners thereby creating a learning atmosphere of engagement and confidence" (Lowrey 226).
   
     UDL can be effectively implemented in my classroom through many ways. In English, reading levels are very important. Not every learner is at the same reading level. Many are reading above grade level, many below, and many right on. In order to be able to allow all the student's learning, reading levels need to taken into account. As a teacher, I can find material that works on every student's reading level. An example of this is giving scholarly articles, newspaper articles, plays, novels, and poems as reading material. I can't expect the student's to be able to really understand all the material if I never break it down, or help them learn to read different genres. I also will use UDL in my classroom through technology. Technology is helpful  because it allows for multimedia presentations to supplement the text.

     Using this idea in my classroom will help my students learn how to be independent learners. If I can give them some tools to help them access learning, then when they leave my classroom, they will be able to continue to learn and contribute to the world. I also hope that this will help my students find learning and reading fun. I want my students to know that they can succeed, and this can only happen if they feel like what they are doing is important. Showing them how to learn, will help them understand how learning happens and that they are a critical part of learning.

     My goals and vision for learners regarding UDL implementation in my classroom is to help students learn. I want to continue to learn different ways to help my students learn. If I am not up on learning how to help my students learn, then I am not being an effective teacher. Each student learns differently, and technology is constantly being produced that can reach each kind of learner. I want to make sure I am empowering my students and providing them with the resources they need to become effective learners.

Lowrey, K. Alisa, et al. "More Than One Way: Stories of UDL and Inclusive Classrooms." Research and Practice for Persons with Severe Disabilities, vol. 42, no. 4, n.d., pp. 225-242. EBSCOhost, ezproxy.uvu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000415060200002&site=eds-live.

Digital Citizenship

     In the article, "Development of Youth Digital Citizenship Scale and Implication for Educational Setting," a study is conducted and analyzed about how adolescents use media and what digital citizenship means. They define digital citizenship as, "the process of preparing students for life in a world full of abundant skills" (Choi, Kim 156).  This specific study shows that the standards that are in place to implement digital citizenship are too vague and broad. Teachers aren't able to facilitate proper discussion because the standards are so broad and they don't have clear criteria. The article also discusses their model, S.A.F.E. as a way to teach digital citizenship. This means that they focus on self-identity, activity, fluency in tools, and ethics in the environment. This seems to be the solution to the vagueness of the digital citizenship standards. 

     I think this can be integrated effectively in my teaching through the development of conversation. Helping the students understand what is available to them online, and what it means to be responsible. I don't want to just use fear tactics when discussing the internet, I want them to know that it is a resource. I think I can implement the model from the article when developing lessons that fit under those topics. I think that in order to really teach digital citizenship in my content area, I will focus more on the tools and ethics that exist in the online community. There are so many tools that can be used to succeed in school, and I want to be able to expose my students to them. I will focus mostly on ethics when it comes to rules of creative ownership and copyright. I do see the first two aspects, self-identity and activity, to be key as well, and will integrate those into my teaching as I see fit. 

 

     My goals for teaching digital citizenship in a secondary classroom really lie in making sure the students are being responsible for their footprint online, and that they aren't afraid of the internet. I think sometimes parents are so afraid of what could go on during an online interaction that in order to help the student see the value in the internet they may need outside help. My goal is to give them this. These will hopefully help my students understand how to contribute to the online world in more positive ways than viewing millions of cat videos. I also hope that if they do go on to college, they will be able to use online tools effectively. This shapes my vision for empowered learning because I want each student to leave my class feeling like they learned how to read and write better, but also know how to be a responsible adult that knows something outside of mainstream academia when they leave high school. 

Minjeong, Kim and Dongyeon Choi. "Development of Youth Digital Citizenship Scale and Implication for Educational Setting." Journal of Educational Technology & Society, vol. 21, no. 1, Jan 2018, pp. 155-171. EBSCOhost, ezproxy.uvu.edu/login?url=http://search.ebscohost.com/login.aspx. 

Standards and PLN's

1. What does the research say about this? One of the articles that I read called, Digital Natives, Yet Strangers to the Web written by Alia Wong, discusses that technology needs to be entered into the conversation and curriculum of teaching because while students know what technology is, and some of the ways it can be used, they don't know how to fully take advantage of it, and they aren't being taught of all the ways that technology can be useful. Wong quotes Reuben Loewy, a teacher who is arguing for better treatment of technology, when he compares the teaching of technology to the teaching of sex ed. He says, "it entails a smattering of information about their reproductive organs and a set of stern warnings about putting them to use" (Wong). Too often we ignore the standards of teaching technology and go straight to warning them about sexual predators and strangers. This could be rectified with making sure that all the ISTE standards are being taught. On the ISTE website, it talks about how being a digital citizen is no longer a choice. Technology is everywhere, and learning about how to be a responsible digital citizen is essential for survival in this world. 
2. How can this be effectively integrated into your teaching? This can be integrated into my teaching because I want my students to leave my class feeling like they can comfortably contribute to the world around them. I want to make sure that they know the positives and values that technology can bring to the table. One of the standards that I want to integrate into my teaching is the standard of Creative Communicator. I think that the sub standard where students are responsible for communicating complex ideas clearly and effectively through digital objects, is super important. English seems like such an "old school" subject since it revolves around paper and old texts. However, being able to use the original texts and then use digital tools to create something new from that seems meaningful to understand English. 
3. How will this help your students? I think this will help my students relate to the world around them. Knowing that there are standards that need to be met helps me get a handle on how I can support my content with technology. Also, letting the students know that they need to be responsible for being a digital citizen that knows the web will help them to know ways they can use the internet as they go out into the world. For me, if I had understood different programs on the internet rather than the same couple of programs, then when I got to higher education, I think I would have been able to do things a little bit better when I first started. 
4. What are your goals with regard to this topic? I think my goals for technology standards are to help myself as an educator. The idea of PLN's are helpful for me to get ideas to teach different subjects, and see what ideas are out there. As far as goals for my students, I think that to sum it up shortly would be to help students contribute to the world through technology. 
5. How does this shape your vision for empowered learning for your students? I want to empower students through technology so they can feel like they are effective. I want them to be able to feel like they don't have to just deal with not understanding something.

Works Cited 

1. “ISTE Standards FORSTUDENTS.” ISTE | Standards For Students, www.iste.org/standards/for-students
2. Wong, Alia. “Digital Natives, Yet Strangers to the Web.” The Atlantic, Atlantic Media Company, 21 Apr. 2015, www.theatlantic.com/education/archive/2015/04/digital-natives-yet-strangers-to-the-web/390990/.

Equity and UDL

What does the research say about this?

UDL is an interesting idea. It discusses how each child should be allowed to learn in the way that works for them. There are three main principles of UDL, representation, action and expression, and engagement. I think that the research on this method of teaching is positive. While reading up on UDL, I found an article that was written by Elizabeth Stein for Education Week. She writes about what UDL is about, and how we can implement it in our classrooms. 

How can this be effectively integrated into your teaching?

How will this help your students?

What are your goals with regard to this topic?

For me, I am especially interested in how UDL can be used in teaching in a high school English classroom. One of my main goals as a future educator is to make sure that no one falls off the side of the road. It is far too easy to teach just the "easy" kids. Specifically those who don't find themselves struggling with a behaviour issue, or those who fall into the gifted category. From my preliminary research of UDL, I think that this would be effective in my classroom. While researching, I found something that I think would be interesting to use in my classroom, interactive notebooks. These notebooks can be tailored to each student, and can be used to develop a mixture of class discussion and learning as well as individual learning. One example that I saw, was set up using the right side to enter class information such as discussion topics, quizzes, conversations, and notes. The left side was used to review questions missed on quizzes, place questions from homework and individual activities, and participating in in-class activities. I really like this idea of the interactive notebook because it can be used in so many ways. To jot down ideas from a web search, to outline paper topics, and to review different literature excerpts. I think that I would like to use some form of these interactive notebooks in my future class. 

How does this shape your vision for empowered learning for your students?

This idea of UDL helps shape my vision for empowered learning through the fact that using this technique, lets the students take control and responsibility for their own learning. I think that college is a good example of note taking being a more UDL approach to learning. In college, we are required to learn the information, but we aren't told how to learn the information. Sure, some classes have more busy work than others, but all in all, note taking is up to the student. For example, for me, some of my classes I know note-taking on my computer is going to be more beneficial to me as opposed to pen and paper. But in other classes, sticky notes, highlighters, and paper are going to help me understand the material far better. I think that allowing high school and junior high students the ability to take control of their own learning to some degree will set them up to be more successful in college, and life. Many students use the first semester of college to play around with learning techniques, and figuring out how college actually works. Unfortunately, their grades seem to reflect that technique. Giving students the tools to learn before they reach college, seems like the most productive route. Implementing UDL in a high school setting will help each student feel like they are worth something on an academic level. 

Stein, Elizabeth. "Sparking Up Lessons with Universal Design for Learning." Education Week, https://www.edweek.org/tm/articles/2015/10/21/sparking-up-lessons-with-universal-design-for.html. Accessed 15 January 2018.