Extras from chapter readings (week 6)

So this week, I should be focusing on performance objectives but my mind wanders to performance tasks.  I love ill-structured problems, or rather I love watching my students solve ill-structured problems.  I am a huge fan of Shelagh Gallagher's work with gifted children and especially her problem-based learning units.  My teachers complain that there is simply not enough time in the school year to implement units like hers because they are in a time crunch as it is to cover content before state standardized testing begins.  My district paid for DefinedStem.com which is a great resource for smaller, content-centered PBL performance tasks.  It is great!  Unfortunately, not enough teachers used it last year and they discontinued the subscription.  I am frustrated that teachers will not try new things and that administrators jump into a new model without preparation or adequate staff training and then discontinue when they don't see results - results that they shouldn't even expect to see without providing a little extra support or incentive.  Everyone agrees that we need to focus on critical thinking skills but everyone continues to teach to the tests.

Extras from class readings (week 5)

The amount of tech tools available is simply overwhelming.  As a library media specialist, I feel it is my duty to remain a technology leader in my school, but I find myself feeling inadequate if I am not proficient at every new and great tool that comes along.  It's discouraging, especially in a time when librarians are fighting to stay relevant and working to dispel out-dated perceptions of spectacle-wearing old ladies reading at a desk, telling kids to be quiet all day long!

Extras from Discussion 5 (week 5)

Two trains of thought colliding within me this week after reviewing the week 5 discussion board:

1) Advancing students too early?  I wonder if this will run its course in just a year or two.  It will be about that amount of time before our first cohort class are juniors in high school, realizing that they have all of the credits needed to graduate.  Why should they stay for a senior year?  What will the school district think of this mass exodus?  Will we then go back to being more discriminating in our selection process for honors and advanced placement classes?

2) Using test scores as a predictor for future test scores?  Our students have taken MAP two or three times a year for so long, that I fear that they don't really take it seriously.  As a whole, I think they are just rushing through the test.  While I don't want any of my students to suffer from test anxiety, I do wish I could see more effort.  BUT, this leads me to question - Are we over-testing our students?

Extra from chapter readings (week 3)

Instructional Goal Analysis
I guess I appreciate a good assessment.  The interesting pick of the week for me from this week's required readings was the rubric for evaluating a goal analysis.  I will be using this tool to examine my instructional goals in future instructional design and lesson planning.

Additional reflection on chapter readings (week 3)

Presentation Tools
I've used Prezi and Slideshare, but I have to say Google Slides is my current favorite.  It continues to improve and I am fascinated by the ways other educators are using it.  One spectacular example from this week was an idea from Micah Shippee shared by Kasey Bell.  (You must sign up on her site and follow her on social media!)  It is on how to use Google Slides to create your own school app.  Crazy good idea with complete instructions here.

End of course reflection (week 5)

As I finish the final assignments for this course, I am inspired to change the world!  I am also overwhelmed by the obstacles there are to overcome.  I will not feel defeated, but will remind myself to take it "one step at a time."  I may continue my research (especially since the new ISTE standards were just unveiled.)  I may also try to put some of my technology plan recommendations into place.  I am hopeful that I can share them with admins and colleagues to modify and even develop more steps to positively impact successful technology integration into the classroom.  I am going to work more closely with our instructional coach on providing PD sessions for our teachers, and may even share my notes and resources from this class with her.


http://www.iste.org/standards/for-educators

Extras from research last week (week 4)

One of the articles I discovered last week really got me thinking..."Ultimately, teachers’ personal pedagogical beliefs play a key role in their pedagogical decisions regarding whether and how to integrate technology within their classroom practices" (p. 556).  The article was a little complex for me and I didn't include it in my paper last week, but this quote really stood out to me as I reflected on the importance of having a shared vision, purpose, mission...

It's not just important to have a vision - it's way more important to get others to believe what you believe.  Only then, can you effectively bring about real, positive change.  I'm reminded of organizational cultures like the ones described by those who visit Google's headquarters, or visionary leaders like the original founders of Patagonia and Clif Bars.  If you're interested in inspiring employees to give more, take a page from their books, Let my people go surfing by Yvon Chouinard and Raising the bar: Integrity and passion in life and business by Gary Erickson.  Both excellent reads.



Tondeur, J., Braak, J., Ertmer, P., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers' pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research & Development, 65(3), 555-575.