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Reflection/Self-Assessment

Over the course of my time here at Arcadia, I have gone through a lot. Changing my degree program several times, it wasn’t until I found Instructional Technology that I really became excited about the opportunities ahead and in what I was learning. I really enjoyed all of the courses I took as I learned so much to incorporate into my classes, and to better prepare myself as a cyber education teacher. I feel as though I was able to uphold and even surpass the performance expectations as listed in our syllabus. The only area I think I could have been supported further in is engaging with others. Perhaps if there were a blackboard area where the many threads could be viewed, rather than a scrolling blog, I would better keep track of my peers work and be able to comment and reply more easily. I feel like at the start of this course, I was really unsure of what it was all about or how it would relate to myself and my teaching. I feel like now, after the many weeks of work, I have found an entirely new way to educate students, to connect them to their interests and with their communities, and to instill in them the desire to learn through exciting new opportunities I will make available thanks to this course. I think the success I had in this course, and the interest driven from this course, will allow me to take more risks in my own classroom in trying to incorporate connected learning, and further increase equity of technology and skills among students. My final make, or final creation for this course focuses on establishing new technology goals and baseline skills that will help to create techquity among our students’. I feel like this course, and this degree, has given me a renewed sense of passion for education, and has set me on an entirely new journey I would have never expected before. I look forward to progressing with the committee and hope to be able to create better technological environment and skill base for my students.

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Final Make Product!

View ED 677 Final Make.pptx and other presentations by szisa.

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Final Makes Reflection

My inquiry questions for this semester focused on the issue of techquity, particulary for those students who have historically been academically, physically, and socially oppressed. The school that I currently work at is categorized as a Title I school, as the majority of our students' come from minority backgrounds of low socio-economic status. Over the course of hte semester, I have researched and analyzed ways to increase not only academic acheivement in the courses I teach, but also to create connected learners that are equitable to their non-minority, high SES in terms of computer education and tech skills. For my final make, I am going to focus on outlining goals and skills for a student course focusing on 21st century skills and establishing a initial start of connected learning. I will also seek out potential pedagogical courses or professional development opportunities that will help to level the playing field for our specific students when it comes to computer education and 21st century technology skills. The course will be academically oriented, and focus on openly networked connections among students and the knowledge available for them. By doing this, we can not only infuse our current educational methods with more opportunities for connected learning, but we can close the digital divide that has occurred for those students who have been marginalized and oppressed simply due to their circumstance, race/ethnicity, or socio-economic status. Once we are able to bridge this divide, we can move towards more interest driven learning as students' will have the tools they need to identify their true interests, and run with them in a way they've never had the opportunity to do before. Moving forward, this school would have ways to make students' experiences more connected and more equitable.

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Interviews

Below you will find the responses for the interviews on creating applications for interest driven learning and academic oriented learning. Since this is being posted on a public website, they asked to remain anonymous and will be referred to as Interviewee 1 (I1), Interviewee 2 (I2), and Interviewee 3 (I3). What do you notice about the interests students bring to their classrooms? I1: Being that we have students from all across PA, I often find that the interests students bring into my classroom vary quite much! I have a number of students who are all about hunting and outdoorsy type activities, another group that is all about gaming, and a third that is more introspective with art and writing. I2: I feel like some of the students I work with haven't really had enough experiences outside of their own communities to understand what their interests are. For many, its school, work, home without much in between. They are not working in a place of interest, and are only attending school so they don't end up in court. We need better ways of connecting students to interests. I3: I notice students often bring interests from their own communities, that don't neccesarily relate to other students across the state. While this is great for creating a diverse classroom, it is difficult to keep up with the many interests of one class (with over 300 students) and still be able to apply the state mandated curriculum, and interweave interest-driven assignments. In what ways do you (or can you imagine) connecting these interests to academics pursuits and curricular goals? I1: I think its a great idea, or goal to have, but I am not sure how feasible it would be for our population of students. Because there are such diverse differences, I think it might be easiest to create an open format of assignments or activities that allows some student choice. I2: I think it'd be a lot easier to do in a traditional brick and mortar setting. It's so difficult just to get these kids online to figure out what needs to be done, and then if we give them too many options it will be difficult for them to move forward. I think this type of pursuit would work well with advanced students, but our struggling students would need more structure. I3: The big thing I see connecting these students interests to academic pursuits is the use of such sponsorships like Schoolyard Ventures. In Schoolyard Ventures, students are able to bridge academics and interests by learning to create their own business, with all associated skills included. As for our classes, I think we would need to break our groups down to be more manageable so our students could have a better experience with mentors and that connection to their interests. How do you mostly use your phone? To connect with people? To create something new? To play? I1: Personally, I use my phone to connect with people, to post things I create, and to play on things like facebook and instagram. I guess its mostly to connect to others and share my own interests, or things I find interesting. I2: Everything! What don't I use my phone for? I am probably worse than my students' as I always have it attached to me, and use it more than a traditional desktop computer. I use it to complete school and work, to do banking, to connect and communicate, and to entertain! I3: I only use my phone when I am out and about to communicate and stay in touch with others. I don't use it muxch for entertainment, but rather for practical use like checking the weather. It is evident from these interviews that the interests of our students vary greatly, and cannot be confined to a singular area of interest. I think for cyber school, especially with the population of students we have, first and foremore we need to help them identify their interests. Often we are met with apathy and disinterest in everything, simply because students have had negative schooling experiences in the past. I think that this type of learning is a possibility, but there is a lot that needs to be done before we can jump right in.

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Week 12 - My APP

The easiest way for me to come up with my app, is to simply list out all of the amazing things it will be able to do. The goal of this application is to allow student's to continue to bridge their academic gaps, while still engaging in the 21st century skills. It would be a multi-function application for communication, real-world connection, and increased opportunities. A lot of times, being in a cyber school students miss out on community opportunities, or feel detatched from their local communities. This will allow cyber students to stay in touch with the community, learn about new opportunities, and improve their academics with increased mentorship. - like the Compass program, the app would allow for students to enter their academic level (not grade level) so that they are able to participate and engage at their own level - Interest-driven resources - basically a library of academic topics related to individual interests that students can choose from when completing assignments or projects - connect students with professionals in their area of interest, to help them better understand how to get from where they are to where they're going by modeling themselves after somoene who's already done it. - a way to save communications with teachers and students, because a lot of students miss out on the communication in cyber school. It could be monitored and like social media to allow them to connect outside of our platform but still related to their interests. - connections to social media like Twitter and Tumblr to help students identify interests, as well as the real -world relation to academics, where they can post ideas, opinions, ask questions, and receive real-world responses from peers and professionals to help guide their studies - group students into brackets for interests to allow further connection and communication - alerts to local community organizations, young adult groups, and career related opportunities outside of school - Increased mentorship through 24/7 communication and collaboration with peers and community professionals

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Week 11 - Peer Learning

The only thing I would have to say about this process and experience, is that I wish I had more time and other modes to be able to view and better understand each and every one of my classmates' inquiries! While I do value and appreciate the opportunity to engage in peer-supported learning, I think I definitely was able to experience what this could be like for my own students who find themselves in classes of over 100 participants - overwhelmed! I love the idea of peer-supported learning in a smaller group setting, as I feel the real value and goals of peer-supported learning are often difficult to fulfill in an opened platform, synchronous environment in which students may get lost in the shuffle. For my own personal learning, I feel as though peer-support aids in my own understanding of the goals, topics, and outcomes at hand. I am reassured of my own knowledge, and encouraged to learn new whether that includes success or failure. It supports many of the learned skills of communication and collaboration, and allows me to expand my own process of thinking and viewpoint. I feel like I have been able to connect with a lot of my colleagues in ways that traditional classes do not allow - we are able to speak openly, and freely, about education, our selves, and our missions. I find a sense of renewed motivation and support when collaborating (ouch, I know used too much!) - I am able to connect with others, who are able to contribute their experiences to my own, in an inclusive way that helps to re-engerize and motivate simply due to the shared experience (and often headache!) For my students, connected learning will be a challenge as they are a diverse population of learners, with an extremely diverse list of goals. I think if I am able to focus on interest-powered learning, and group students academically homogenous, perhaps they will be able to identify their own strengths, which would lead not only to furthered motivation, but confidence and success. I think first and foremost, as a school we need to better equip our students with the norms, language, and knowledge necessary for peer-supported learning to take place, and provide ample opportunites for individual contribution. I feel like not only would this support my students' learning and overall school experience, but would also increase their social connection with others which is often a tough factor in cyber school.

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How has peer supported learning affected post-secondary levels of studies? Check out how the students responded to this!

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Badge!

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Week 10 - Find 5 Friday (or 7 Sunday)

1.       When I first read about Youth Voices, I kind of thought it was just another way for teachers to get students interested in career paths, or decisions that will help them navigate the many trials they may face in their difficult lives.  When I accessed the Youth Voices website, what I saw was a platform for students to expand not only their knowledge, but their understanding of the world around them as it currently is and how it possibly affects them.  

2.       I love the different missions that are available for students on the Youth Voices website, and how it goes beyond solely academics and truly focuses on interest, including those items that are focused on self-interest.  It seems as though this is a platform for students to independently involve themselves in their interests, and drive their knowledge and interest in learning. (Cool video on interest-driven learning.

3.       I also enjoyed the segment on interest-driven learning from game based learning.  I often use games in my civics course to help students understand the topics and importance of what we are learning by experiencing it in an entirely different way- through gaming.  

4.       I love the idea of “resourcing” the students so that you can better understand their interest, and then help to apply their interests to help build their skills. This is something that my current school is working towards as we have a diverse population of students who haven’t been able to go through their academic careers in a traditional way.  

5.       It is astounding the kind of success there has been when just switching over to self-chosen texts centered on interests.   From grade 6 reading level materials to grade 15 is a HUGE jump – I definitely need to look more into how to incorporate interest driven reading material more into my classroom.  

6.       In looking for further resources to employ these strategies in my own classroom, I found a great blog that dives deeper into the pedagogy behind interest driven learning, and how directing self-choice can drive that.  Check it out here

7.       We are working with different age groups and levels of children, and even with the older students it is often difficult to truly help them identify their own interests when they haven’t necessarily been brought up in a home that has promoted expression and self-interest.  This is where I turn to a dear old friend to help me out with printables to break the ice, and to help students to understand what types of interests are out there for them to indulge in.  Check out some pinterest printables, like Student Interest Inventories, here

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Week 10 - Unpacking Interests

What does it mean for learning to be driven by one’s interests? And what are the implications for teaching and for equity? By appealing to students' interests, I feel as though we would increase engagement and help to renew a sense of wonder, and love of learning in these students who often view school and teachers as the enemy. I feel as though interest driven learning would allow for the many populations of students who have fell into the academic and digital divide to re-engage with education, and possibly even an intrinsic desire to learn. I feel like with such things like Youth Voices and Interest Driven Learning via Game Based Learning could help to level the playing field for many students who have become so disengaged from a curriculum that remains foreign to most, and even modify the goals and expectations that are not synchronous with that of the community. The only way we can reach our students is if we understand who they are, and what it is that drives them. Until then we are pushing students to accept a worn out, traditional system of education that has failed them time and time again in their previous local public schools. Interest Driven learning could help to bridge the academic and digital divide among students that currently plagues our K-12 system, and help bring more equity to education.

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Inspirations for #f5F

These are a few of my favorite... well inspriing... things! 1. A look into the future of Virtual and Augmented Reality!

2. An inspiring message for us all to remember!

3.Inspirational music that always makes me want to keep creating!

4. When we fall, we must get up and try, try again!

5. An inspirational girl with an inspiring message for all!

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Makers - Week 7

This is a glogster I created that simply outlines what I recall most about being a maker as a child, student, and now my role as a teacher. Since I have included some text in the product itself, I will limit my words here. When I first thought about being a "maker" I somewhat laughed at the thought of ME creating anything useful or pretty. Let's just say I lack artistic ability, so much so it has become a kind of standing joke with my students when I attempt to seize a teachable moment, necessitating my drawing out of maps, flow charts, and even stick figures on the whiteboard to aid in my student's understanding. Then I realized, simply being a teacher and the tasks I take on each day are in themselves products or creations that I have made. I really feel as though I have taken on a whole new level of maker identification, and will continue to implement as much maker time as I can in each and every class for my students.

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f5F Week 6

1. A  coalition of 12 Civil Rights Groups wrote a letter in 2014 to President Obama demanding accountability for equity in Education.  Read it here. 

2. A great page to follow if you are interested in equity in education, and to see what is happening in real time in WA among the high poverty communities to ensure equitable education is the goal at all times.  Check here

3. Another group focused on equity and sustainable options for all is USGBC, and an upcoming event can be found here. 

4. A great visual to help provide a quick resource for understanding the difference between equality and equity! 

5. Not sure what equity looks like, or where to begin to improve it in your classroom? Click here to read an awesome article that includes all!

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Week 6 - Searing Questions

The parallels that are drawn between the fields of medicine and education, as well as the issues they face, are intriguing.  It seems like in these type of “caring” professions, that involve government and people, there are many issues that arise and mimic other institutionalized systemic problems that our country faces. While on one hand it is somewhat comforting to know that teachers are not the only occupation left to fight the good fight against corporations and government mandates, it is also very disheartening to realize that the problems we share are not ones we can solve on our own, if even at all.  A country that is focused on equality and justice, but does not take the time to create a more equitable society is what has led us to the impending dangerous situation we are currently heading towards. 

When it comes to questions of inquiry, I feel as though mine always revolve around the question of equity - how can we create an educational system that doesn’t push for equality, but rather a way to ensure equity - that all students are getting what they individually need, the blanks answered and the gaps filled in. How can we continue to support an educational system that not only reinforces systemic problems, but also creates a divisive society that cannot see eye to eye?  Better yet - how has this educational system SURVIVED when its simply reinforcing systemic problems along the lines of race and poverty.  I guess the biggest question I have, is as we are moving towards a 21st century classroom, how can we ensure we are not leaving any students behind when many lack the accessibility or know-how with computers and technology?  These are students who have been on the short end of the stick their entire lives - they’ve never had an opportunity to catch up, let alone, stay on track.  How, in 2016, is education still such a fundamental problem in the US?

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Week 5 #f5F

1.  The Teacher’s Guide to Twitter is a LIFESAVER - I was struggling with ways to incorporate more real world experiences and interactions with my civics class as this is a very intriguing political season.   I feel like this tool will allow me to  hone in on exactly what skills and objectives are being met by my students, and hopefully in crease engagement by using a different web tool!

2. #connected blogged about feeling on the outer circle of Twitter and all it has to offer.  I , too feel like at times I am not “in on the secret” but now after your response about the convention in DC it makes me realize Twitter isn’t just random opinions, but rather a quick place to find current, up-to-date scenarios that are happening in REAL time.  I wish I had known better how to incorporate my students into learning with twitter, but I guess its better late then never!

3. I found a really great resource from NYT to help us better understand what connected learning “looks” like in practice.  There are over 20 responses that exemplify using technology to build communities and share information. One particular entry that was interesting was about ELL and going out into the world, using cell phones to capture common phrases or idioms to bring back and discuss.  It is small items like this we often oversee or don’t include in our formal teaching which could greatly impact a person’s experience living in the US. 

4. Another awesome resource is this one I found is from an experienced Connected Educator who has helped many classrooms connect across the globe in an effort to create a collaborative, connected approach to learning.  If you scroll down, you will find a number of commonly asked questions, a plethora of resources, as well as a number of ways to get started connecting your classroom to those around the world.  This is something i have  ALWAYS wanted to try in my social studies course, and I think I am going to set up a connected learning opportunity for this spring for my International Relations course.  This resource is definitely a great place to begin!

5. One tool I have tried using in the past few weeks in collaboration with our goal to become connected educators is called Padlet.  Padlet allows for multiple classrooms - no matter where they are located - to cooperatively work on an assignment and collaboratively create a product that can be shared with any one in the world.  I really enjoy the use of Padlet because it is user friendly, and will allow the students to be assessed in a more creative way than simple power points or poster boars.    This is an easy way to make connected learning happen in your classroom, across courses, schools, or even continents! 

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Learning in Connected Community

I think one thing that all of this connectivity and focus on equity shows is that as educators, this is an entire digital world out there that is at our finger tips for the taking.  We have wonderful resources, connections to other teachers and schools to help us to better understand technology, connectivity, and how that can be beneficial not just for learning, but for the overall society as a whole.  I think the implications of this idea of implementing Connected Learning in the classroom, is that the teacher themselves have to be connected and knowledgeable about the happenings around them. 

 In order to have a fully connected classroom that is digitally responsible, and literate, the student needs guidance and modeling from someone who not just understands the applications in use, but also uses them regularly.  To have a connected classroom, you need to be a connected educator.  The implications of attempting a connected classroom is that you as the educator are fully informed on how to connect, and have connected with other educators to understand other ways to connect.  

Working at a cyber school, you would think that connectivity took place among the educators regularly - that we connect with blogs, social media, and educators around the country - heck around the world! - to help us in our quest to create a fun, inclusive, interactive online course.  Unfortunately, the most connectivity we have had among educators is that within our own school and departments.  I think there are definitely a few teachers who are individually connected online to the education community, but not enough for the fact that we are cyber education and supposed to push the fold for technology.  I think moving forward in this school year I will push to implement connectivity at least among the educators in my school to help them keep up to date on technology, practice, and new methodologies available.

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Week 4 #f5F

For this week’s #f5F I decided to find quotes about how #playmatters in the words and voice of some very important people in history and education.  I would say these quotes best describe my own feelings about play, and how I hope to continue to intertwine it not only in my classroom, but my own life as well.

“It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.” -Leo F. Buscaglia

“The opposite of play is not work. It’s depression.” Brian Sutton-Smith

“Children need the freedom and time to play. Play is not a luxury. Play is a necessity.” -Kay Redfield Jamison

“Play is our brain’s favorite way of learning.” -Diane Ackerman

“Play is the highest form of research.” – Albert Einstein