Jennifer+Becker

About Me: My sisters and I I attended the University of Pittsburgh and graduated with a BS in Neuroscience *many years ago*. Go Pitt! Even though I will admit that their performance in the Tournament was abysmal. I am returning to college after a *many year* absence. During that time, I spent several years in the suburbs of Chicago working at a large benefits consulting company as a project manager. After having children, my husband and I wanted to be closer to family and were able to move to Cincinnati about 4.5 years ago. *Never ask a woman her age.* I am in my first year of being a full time student, after being a stay at home mom for the past 4 years. It's been a transition and an opportunity to pursue a calling that I have felt for a long time. I am pursuing a Master's Degree in Curriculum and Instruction, while also seeking middle school teaching certification. My 2 areas of specialization are Language Arts and Sciences. I love both of those areas and do not think I would want to teach either of them exclusively; therefore Middle School Philosophy appeals to me greatly. I will admit that I wonder if I will be able to find a job in this area, and I wonder if I'll be able to afford to be a teacher given the current ideas about the salaries in the teaching profession.

I am the mother of 2 beautiful, wonderful, delightful, adorable, fantastic, really smart (can you tell I am biased? can you tell I like words?) children. An almost 9 year old daughter and a 7 year old son. Love them to death! They attend a public school in a north east suburb. I am a soccer mom at the moment. They enjoy Wii, which I find terribly frustrating. Video games have never been my forte. We had a Mario Kart tournament last night. Guess who came in 12th?

My husband is a high school chemistry teacher (his 2nd career as he was a chemist first). We've been married since we both graduated from Pitt. Go Pitt! He's my biggest supporter in this endeavor and I could not do it without him. In addition, my mother was an educator and my sister has her masters in Special Education and is the chair of the Special Education department at a high school in Chapel Hill NC. Education may run in my blood.While Cincinnati is great, and allows my family and I to be closer to grandparents, aunts and uncles and cousins, I will say that I am not a fan of Cincinnati sports, pizza or chili. I do like that it is an easy city to learn to navigate. Favorite Sites: [|www.scholastic.com] - contains great ideas, inspiration and lesson plan helps, usually linked to trade books. As a future Langage arts teacher, I will use this site regularly.

[] - again, another site with a lot of helpful information for teachers.

[|www.facebook.com] - favorite way to connect with my fabulous sisters and other people that I don't get to see very often.

Reflective Blog #1 ISTE Standards Addressed:
 * 5. Engage in Professional Growth and Leadership**

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

Both of these articles would have ramifacations for evaluating my own lesson plans. However, right now, I think as an introduction to the philosophy behind the use of digital tools in instruction, I think the standard I'm most likely addressing is the one listed above. I am not at the point of taking this information and applying it to the creation of lesson plans or using it to inform my ideas about how students learn.

Since starting at UC this fall, the term constructivism has been bandied about in each of my classes. Each professor seems to assume that constructivism is correct. I am often reminded that each student brings a different set of experiences, perceptions, ideas, background to the table that they will use that schema to build their new knowledge. It is critical that we acknowledget that schema in order for learning to be successful. Constructivism is the foundation of my small amount of educational knowledge.

Based upon the reading of the Jonassen article, I am still trying to "wrap my head around" the idea of what completely objectivist or completely constructivist lesson would look like. I know that article presented the ideas as diametrically opposed ends of a continuum, and that most people are probably somewhere in the middle. It is interesting to me that both authors indicate that instructional design "people" need to reconsider how they view the philosophy that informs their decision making. And both agree that neither a solely constructivist approach or objectivist approach would work.

I am not sure that I have read any primary constructivist or objectivist research articles. Most of my knowledge of the ideas, especially constructivism, grew out of lectures or textbooks That said, I tend to agree with the authors in that most learning experiences are not one or the other view.

Cronje writes "The immersion quadrant is the domain of seredipitous learning. It may well be that most learning takes place this way" (397). If this is true, I wonder what kind of seredipitious learning takes place in the schools, considering that students spend the majority of their waking hours within the schools. What is the learning that is happening outside of instruction? There seems to be this idea that alot of time is wasted in schools, and if that is the case, what should schools do about it? What should we, as instructors, do about it? Is there a way to use that time so that the seredipitious learning would be different?

1. Can an activity that is strongly objectivist still construct upon background knowledge? Still acknowledge and affirm each learner's individual schema? How? 2. I was very interested in the ideas of "immersion" and wondered if Montessori education would fall into that quadrant. In addition, there are alternative homeschooling ideas of "unschooling" which also would seem to be immersion based. Is there any research that looks at whether these approaches, and measure their constructivist and objectivist approaches? Discussion questions:

I read these 2 articles with great interest, as I think that the scenarios presented within the articles is one that I will very likely encounter in teaching in a public school. The articles were written some time ago, but I do not think that the technology situation has changed that much. Given the challenges presented in the articles, I agree wholeheartedly that planning is critical to the endeavor of using a computer in a one computer classroom. In my practicum placement school I felt that there was a lot of wasted time during the school day, or time where the students were not occupied with learning activities. I think the station approach may work especially well within a language arts classroom, as students could use the computer to write their final copy, and they could progress through the stages in writing at their own pace. I also appreciated the suggestions for how to identify the individuals who could use the computer on a given day. "Using a timer" was not a suggestion I remember from the reading, however, I know that middle school teachers use timers for a lot of options. If individuals are working on the computer, a timer would be a useful tool to ensure that students remain focused, and that as a teacher, I don't "forget" to do the rotations.
 * Week 3 - One Computer**

Planning the purpose of the computer usage is critical. In a one computer classroom, planning the purpose or goal for computer usage would be even more crucial. THere is so little time and resources, that the reason for using the computer must be a compelling educational goal, and not just "busy" work. Asking myself if there was a nother way to accomplish the goal is imperative.

This reading directly applies to the following NETS Standard for Teachers > Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: > || b. || develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. || > || c. || customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. || > || d. || provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. || Given the budget crisis in OH, I am somewhat concerned with standard b, given that many classrooms have only one computer and that computer may not be appropriate for some of the "resource hungry" multimedia presentations. I am unsure how I will "develop technology-enriched learning environments that enable all students to pursue individual curiousities..." if there is only 1 computer available? Yes, I could develop technology enriched learning environments with one computer, but will it be an environment where all students are able to purse their individual curiosities?
 * . Design and Develop Digital-Age Learning Experiences and Assessments**
 * a. || design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. ||

> Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: > > || b. || collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. || > || c. || communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. || > || d. || model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. ||
 * Web 2.0/ blogs, wikis, collaborative technology & education**
 * NETS Standards:**
 * Model Digital-Age Work and Learning**

My facebook status from Monday, which I posted before I did any reading this week read: " so far this year, I have learned to use (and have submitted projects with) the following web based "tools": Wordpress.com, glogster.com, Ning.com, wikispaces.com, prezi.com, animoto.com and creaza.com, and playlist.com. Is it possible to become a digital native at my age??? ... answer: Only if I can remember all the passwords......."

On the one had, I am quite proud that I have used (successfully) all these technologies, espeically as someone who does not make the cut in terms of digital generation if it were based solely on my age. In addition, my personal experience with some of these Web 2.0 technologies agrees with the assessment of Rosen and Nelson that a key characteristic of Web 2.0 technologies is "ease of use" (212). Having worked (in a small capacity) with HTML and Dreamweaver in a former career, it is evident to me that "ease of use" is almost an understatement. And, while ease of use has been apparent to me from my first foray into Facebook, I have also grown (slowly) in my appreciation for the "social sharing" aspect of the new web. I know it's only anectdotal, but my "use" of the web has grown dramatically, as I have found sites that allow for sharing. For example, I regularly read a few blogs, mainly about personal finance/saving money. There are literally hundreds of thousands of sites probably. However, the blogs that I end of following are the ones that ask questions of me or allow me to participate with my ideas and my thoughts. These are not the journal-blogs, but rather they are harnessing the power of their readers. What I wonder is whether they are harnessing the power of their readers becaue they want to add to their knowledge? Or because the sites' authors know that by engaging their readers and creating a community, will lead to a higher following and more money?

As I think about these technologies from an educational perspective, I wonder about whether I am creating knowledge? Rosen and Nelson make distinction betwen knowledge consumer and knowledge generator. (And so did my Literacy 3 professor just this morning). Is this web 2.0 collaboration, esp. within the schools, creating knowledge? Is what I'm doing here constructing my knoweldge? Assuming that what I'm doing on these sites is really creating knowledge, is it valuable, worthwhile, and new? Were these digital technologies required for my learning? Would I have learned more or less had technology NOT been used. Can you sense the doubt?

There is no doubt that these technologies will continue to grow, morph and develop. And I can't think of a time when a technology advance was ever "rewound". The challenge to me will be to create the best educational environment to allow my students to learn. One of the questions that I have as I consider future use of blogs, wikis, webquests, and future, unnamed technologies in my classroom, I wonder about what is the most effective way to use these tools. I appreciate some of the sites that were listed that showed how teachers can use blogs, wikis, etc in their classrooms.

Here are links to some of the ones referenced: [] = 4949669 = Richardson's page on D arfur [] - Pre Calc blog [] - fifth grade language arts

Podcasts and Video technology Nets Standards Addressed:
 * 3. Model Digital-Age Work and Learning**
 * Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:**
 * a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations**
 * b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success**
 * and innovation**
 * c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats**
 * d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information**
 * resources to support research and learning**

Time, time time. It seems like that is a drawback to every technology covered. The time to learn the technology and the time put it into practice until one becomes an expert. One of the things I am thinking as I reflect on all of these potential technologies is that I will have to have a serious, identifiable educational goal which is directly supported by the technology I want to use. It would not make sense to devote time to learning or using something if it is not going to be a direct help to the students in my class. What I am also looking for are research supported proofs of student outcomes. I see lots of "pie in the sky" type ... these technologies could be helpful for x students. But often none of the student outcomes are researched. One notable exception in this week's reading is the use of podcasts to support English Language learners... which speeds their transition to an English language classroom by 3 or 4 years. This is amazing, and if replicated, it would make sense that all ELL teachers start to adopt that sort of approach.

In terms of the video production technology, I am far more wary and suspicious. I think that sometimes teachers rely far too heavily on videos, especially to support science learning, and I think that may be one reason contributing to our nations lack of scienc knowledge. I know my experience is limited and anecdotal. As a mother, I am one who chooses to limit the media time of my children, and much of that decision is based on warnings from the American Pediatric Association and from the memories of my childhood spent rotting my brain on 12 hours of tv every day all the time. With this background, I approach the notion of using video production with a lukewarm, at best, attitude.

From the article, it sounds like much of the learning of the teachers is within the actual production of the video. If the collaborative learning theories I am learning in my education classes are to be believed, collaborative learning is THE WAY for kids to learn. As a prospective middle school teacher, I am not sure that the approach described would work with a middle school student. It seems very involved and I am not sure that middle schoolers would be able to handle the tight time frames that are required to complete the projects. If graduate students found the time frames frustrating, I'm certain that most middle schoolers would be challenged. However, if I am to give this option fair consideration, I will have to remain open to the idea that this project based approach could be adapted to a middle school curriculum.

In terms of the actual video production project, initially, I was wondering if these projects were truly "authentic" video productions. I found myself wondering if they would ever actually be used. The article seems to imply that they were....although I wonder if this was a requirement of the project, given that it was many pre-service and practicing teachers in the class. Perhaps they were required to use the videos or evaluate how they were received by a certain target audience.

In light of my first objection (too much TV in society already)... the one positive that I found is that these videos were so short. I do agree that a catchy, 2-3 minute video, that is professionally done, could be a great frontloading event, allows the students to connect to their underlying schema. I think a video could possibly be a good final or culminating project for the students to do. However, I think that I would want to alter the project some to allow for individual reflection as well. A collaborative group reflection would be too easy for one student to complete or allow the most verbose student to speak for those who are not wordy. I would want to allow for a place for individuals to rate their team members or to share with me directly whether there were group problems that were not evident. And lastly, I think monitoring groups is kind of a "gut instinct" or something that comes with maturity because I have my doubts about how it can work well and to be as valuable as its proponents claim.

I guess my questions are: 1. are there any specific supported studies which show positive student outcomes for video productions? 2. How would we modify or use this approach in a middle school classroom? We have discussed ways of using flip cameras for an ongoing story... but I'm thinking of a coordinated project that is recursive. It is hard enough to get students to revise their writing. I think in the standards based classroom, revision often goes by the way side because it takes too much time. How would I ensure the reflective process and storyboarding is not thrown by the wayside in an effort to avoid the time pressures to finish the project, when that reflection is what is going to make a great project?

I must admit that my techno-speak ability was challenged by the article "unlocking the learning value of wireless mobile devices". I think I got the concepts but I do not understand 807.11 wireless? was that the right number? I think I get that full out internet access may not be necessary for the best use of these devices, but I have no idea what wheel and spoke Lan configurations means. You can probably tell the extent of my honesty from my lack of ability to use the words correctly. However, with the ubiquitousness of cell phones and other mobile devices, I can see that there would be a huge desire to try to use these sorts of devices for effective teaching. As the text pointed out, attention is the teachers highest need, and introducing these sorts of devices could lead to decreased attention. From that particular article, the following quote kind of sums up my thoughts: "A frequent caution among educational experts, however, is that merely having computers or connectivity is not enough...appropriate applications are essential."

What I found most interesting is that these "limited" technologies can be so effective. As a potential science teacher, I can see the value in the water testing data gathering use of these "probes". I think it could also be effective with some sort of chemistry experiments... to see the trends for individual's experiments. I have never seen any sort of wireless technology really used in a classroom, only described in the text, so I am limited in that respect as well.

As for white boards, I was struck by a few things. First, training is paramount. It makes sense, especially having seens the whiteboards, that it would be easier for a teacher to not make a change in their pedagogical approach when faced with this new technology. However, if the teacher is trained and has a vision for what might be possible and how the technology might be used, then the teacher might be engaged enough in the process to create a collaborative learning environment. I was also intrigued by the fact that schools would make such a heavy investment in this technology without considering training. If I consider that a teacher is a novice with this technology, and novices don't know what is important to know, then how could I expect a teacher to know how to use this technology with the skill of an expert. It's like there is a dual challenge. First there is the challenge of the technology itself. But there is the 2nd challenge of changing the pedagogy. Both would require training and practice ... and just having the technology there won't help acheive either challenge. And I have a feeling that a teacher who is learner centered, assessment centered, etc, would be the "same" teacher with or without IWB.

I know I have written before, and this week's readings add certainty... there is a huge BREADTH of technology available to teachers. There are so many bells and whistles and I could probably get a Master's in bells and whistles. However, the teacher must prioritize. Pedagogy first, techonology 2nd. There must be clear educational goals that can be supported with the technology. There is no doubt to me that some, if not all, of the technology can support student learning. I think I have to be willing to continue to learn new technology, but I have to be choosy and identify the ones that will be the most useful for the learners in my class.

Standards addressed for this week's readings: > Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: > || b. || engage students in exploring real-world issues and solving authentic problems using digital tools and resources. || > || c. || promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. || > || d. || model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. || > Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: > || b. || develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. || > || c. || customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. || > || d. || provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. || > Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: > || b. || collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. || > || c. || communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. || > || d. || model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. || Here is the [|Rubric] I made for the class.
 * 1. Facilitate and Inspire Student Learning and Creativity**
 * a. || promote, support, and model creative and innovative thinking and inventiveness. ||
 * 2. Design and Develop Digital-Age Learning Experiences and Assessments**
 * a. || design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. ||
 * 3. Model Digital-Age Work and Learning**
 * a. || demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. ||