CEP810 Reflection

In the final week of CEP 810, I was asked to reflect on my learning about teaching with technologies. I initially wanted to learn how to use a variety of technology programs for educational purposes, and learn how to incorporate technology into the classroom in an effective, efficient way to support student learning. This course provided many opportunities to learn and practice using technology programs to support my own professional development. By developing and practicing my own 21^st century learning skills, I am better equipped to teach students these skills. As a result, this course helped me to effectively integrate technology into the classroom to support and enhance student learning and understanding.

Image by Gerd Leonhard retrieved from flickr

My technology journey began with the initial stages of my Networked Learning Project (NLP). The NLP challenged me to learn something I’ve never done before only using online videos, blogs, and community forums. Therefore, I developed and practiced using 21^st century learning skills to successfully complete my NLP. The NLP supported Will Richardson’s (2012) thought that “educators have to reexamine their own learning practice and move toward becoming more networked and connected themselves”. By documenting and analyzing my progress along the way, I learned how a similar project could be carried out in my own classroom.

Although I faced many problems throughout my NLP, I discovered a network of individuals online with suggestive solutions. This led to the creation and expansion of my Professional Learning Network (PLN). My PLN consists of a network of people, online tools and resources, and forums that facilitate long-term development of my teaching practice. One of the most helpful additions to my PLN is the creation of a Twitter account. I originally thought Twitter was a social media account solely used to inform the world of one’s status. I now realize Twitter connects people from around the world to exchange information, discuss common interests, virtually attend conferences, and stay informed of current events. Twitter is one of the most useful online tools when learning from and communicating with others online.

My Updated PLN retrieved from Popplet

Similar to my own technology experiences before taking this course, students’ technology experiences and skills are limited to entertainment and social media programs. Although students are able to use these online programs, they lack the 21^st century learning skills to utilize technologies to become problem-solvers and innovators. Following the TPACK framework, I learned how to create lessons that incorporate technology to provide my students the opportunity to develop and practice 21^st century learning skills to essentially become successful future innovators.

Image retrieved from tpack.org

 One challenge I still face when integrating technology in the classroom is keeping students focused and on task. Due to the multiple functions of a single piece of technology, even when interested in the lesson, a single sound, vibration, or notification captures a student’s attention and they become disengaged from the lesson. So how can teachers monitor students to ensure they are on task?

Dr. Punya Mishra explains that part of this problem stems from today’s technologies not being designed for educational purposes (21st Century Learning International, 2015). Since technology is a regular component in today’s society, we cannot simply ban it from classrooms. Instead, educators must repurpose technologies to lead and facilitate student learning and understanding (21st Century Learning International, 2015). When integrated effectively, the use of technology provides students the opportunity to learn, understand, and transfer knowledge to other contexts (Ito et al., 2013, p. 33). This course served as a great introduction to various technology platforms and programs that I plan to incorporate in my classroom and everyday life.

 

References

21st Century Learning International. (2015, July 14). 21CLI – Punya Mishra – Keynote Speaker (4th Annual Conference). Retrieved June 18, 2018, from https://www.youtube.com/watch?v=3xf5tD-XOzQ&feature=youtu.be

Ito, Mizuko, Kris Gutiérrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, S. Craig Watkins. 2013. Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub.

Popplet. (2013). Popplet. Retrieved June 27, 2018, from http://popplet.com/

Richardson, W. (2012, September 14). Why School? TED ebook author rethinks education when information is everywhere. Retrieved May 21, 2018 from https://blog.ted.com/why-school-ted-ebook-author-rethinks-education-when-information-is-everywhere/

Koehler, M. J. (2018). TPACK Explained. Retrieved June 18, 2018, from http://tpack.org/

Cooking with TPACK

This week in CEP 810, I continued to learn about educational technology and how to successfully integrate it into the classroom. According to Dr. Punya Mishra, co-developer of the Technological Pedagogical Content Knowledge (TPACK) framework, technology is not designed for educational purposes (21st Century Learning International, 2015). Additionally, due to the rapid changes and multiple uses of a piece of technology, simply adding technologies to the existing curriculum is ineffective (21st Century Learning International, 2015). Instead, teachers must learn how to repurpose technologies for educational use.

Image retrieved from tpack.org

In order for repurposing to occur, teachers must be aware of “… the affordances and constraints of technology and how to use technology to facilitate deep, comprehensive learning” (Kereluik, Mishra, & Koehler, 2011). To provide teachers with the knowledge and tools to do this, Dr. Mishra and his colleague, Dr. Matthew Koehler, developed the TPACK framework. The TPACK framework suggests that teachers must have knowledge of their subject matter, the practices in which their subject matter is taught and learned, and how technology tools and resources are used to enhance student learning (Koehler, 2018).

I was challenged to perform a cooking task using kitchen tools chosen by an uninformed friend, who ended up being my mother. Unaware of my actual assignment, my mother was instructed to choose any bowl, plate, and utensil in the kitchen. I then selected a cooking task at random, and was only permitted to use the chosen tools and necessary ingredients to make a peanut butter and jelly (PB&J) sandwich. Having made a PB&J before, I knew the ingredients needed and the steps to follow.

 

As my mother recorded my experience, I demonstrate and explain my thinking as I make the PB&J. My task became challenging when I was forced to use a new, unfamiliar utensil to scoop and spread the peanut butter and jelly in order to make the PB&J. Thankfully, I was able to overcome these challenges with a little repurposing. Dr. Mishra defines repurposing as using tools in ways that they were not originally designed for, which is is an important component in the TPACK framework (21st Century Learning International, 2015). Similar to my repurposing of the utensil to make the PB&J, teachers must repurpose technology to be efficient, educational tools and resources in the classroom.

References

21st Century Learning International. (2015, July 14). 21CLI – Punya Mishra – Keynote Speaker (4th Annual Conference). Retrieved June 18, 2018, from https://www.youtube.com/watch?v=3xf5tD-XOzQ&feature=youtu.be

 Kereluik, K., Mishra, P., & Koehler, M. J. (2011). On learning to subvert signs: Literacy, technology and the TPACK framework. The California Reader, 44(2), 12-18. Retrieved June 19, 2018, from https://www.researchgate.net/publication/267028784_The_Technological_Pedagogical_Content_Knowledge_Framework_for_Teachers_and_Teacher_Educators 

 Koehler, M. J. (2018). TPACK Explained. Retrieved June 18, 2018, from http://tpack.org/

Catapult into the 21st Century!

Tony Wagner said, “we teach and test things most students have no interest in an will never need” (as cited in Friedman, 2013). This week in CEP 810, I was tasked to create a lesson plan that integrates technology and the science curriculum. Additionally, my lesson  plan requires students to follow the engineering design process to inquire, design and create, and evaluate a model to demonstrate forces and projectile motion. The purpose of this lesson is to teach students how to think and become innovators, which are important skills to be successful in our world today (Friedman, 2013).

I developed a lesson for a General Physics class at the secondary level. At this point in the curriculum, students are familiar with projectiles, various forces, and are able to explain how each force acts on an object and the force’s effect on that object. Students will research catapults and learn the science concepts behind their functions, design and create a catapult, and publish their product and reflections on the Internet for others to view and assess. Students experience a new learning culture by acquiring information and learning from the Internet. Douglas Thomas and John Seely Brown (2011, p. 91-99) explain “that to thrive in these learning environments, students must (a) focus more on knowing where to find information than on knowing what, (b) learn to generate content that represents their learning, (c) understand how what they’re making is dependent on the context of creation itself, and (d) learn that play is how people generate new understanding”.

Personal Digital Inquiry for Digital and Media Literacy. Image retrieved from Google LLC.

Students also follow the five core competencies outlined by Renee Hobbs, and should be integrated in all subject areas (2011, p. 12). Students access information during the initial stages of my lesson plan to acquire knowledge about catapults and their functions (Hobbs, 2011, p. 13). They organize the information and use problem-solving skills to create a catapult that accurately launches marshmallows into a trash bin set up five meters from the launchpad. Therefore, my lesson gives students the opportunity to be innovators and gain skills that will help them be successful in their personal and professional lives. Tony Wagner explains the importance of students having “the capacity to innovate … and skills like critical thinking, communication and collaboration are far more important than academic knowledge” (as cited in Friedman, 2013).

 

References

Friedman, T. L. (2013, March 30). Need a Job? Invent It. Retrieved June 12, 2018, from https://www.nytimes.com/2013/03/31/opinion/sunday/friedman-need-a-job-invent-it.html?smid=pl-share

Google LLC. (2018). Personal Digital Inquiry for Digital and Media Literacy [Digital image]. Retrieved June 17, 2018, from https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRRYULDYlu5U-kSHX8E8SZ7MacbtH1PdUPgWKUikqCsWRlECwCa

Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand Oaks, CA: Corwin Press.

Science Buddies. (2018). The Engineering Design Process. Retrieved June 15, 2018, from https://www.sciencebuddies.org/science-fair-projects/engineering-design-process/engineering-design-process-steps#theengineeringdesignprocess

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace Independent Publishing Platform.

Network Learning Project: Final Attempt

Tony Wagner wrote, “because knowledge is available on every Internet-connected device, what you know matters far less than what you can do with what you know” (as cited in Friedman, 2013). Over the last few weeks in CEP 810, I’ve been working on a Networked Learning Project (NLP) that challenged me to learn something I had never done before. To add to this challenge, I was only permitted to use resources found on “the network” such as videos, blogs, and community forums. I documented my progress throughout my NLP (NLP1 and NLP2) to provide evidence of advancement in my chosen skill (Friedman, 2013). After many trials and error, I achieved my goal by successfully making homemade tofu from raw soybeans.

I began by researching and acquiring knowledge to familiarize myself with the ingredients and process in which tofu may be made. Renee Hobbs, author of  Digital and Media Literacy: Connecting Culture and Classroom (2011, p. 12), explains that the ability to access and analyze relevant information are two of the five fundamental skills utilized when learning through technology. A couple how-to videos on YouTube served as my primary sources for my NLP. Each video explains and demonstrates the particular skill focused on in the video. Nichola Ludlam-Raine (2014) teaches viewers how to make soy milk from raw soybeans using a Soyabella Soymilk Maker. I then followed the step-by-step process to create tofu from soy milk, as explained by Rebecca Morris of America’s Test Kitchen (2012). I created blog posts detailing the challenges I faced and the progress I made during my first few attempts at making homemade tofu (Hobbs, 2011, p. 12).

 

First Attempt

Final Attempt

I was able to overcome the challenges I faced by applying the knowledge I acquired from my initial research and multiple trials and error. According to Bransford, Brown, & Cocking (p. 44), “an important aspect of learning is to become fluent at recognizing problem types […] so that appropriate solutions can be easily retrieved from memory”. I also reached out to individuals in my learning network to ask for advice on making a firmer tofu. At first, this was difficult because all of the community forums I found were either inactive or lacked recent activity. I posted my questions, but did not receive a response from other users.

After waiting for responses and searching for other forums, I returned to my video resources. Rebecca Morris recommends to keep the weight on the tofu in the tofu mold for a longer period of time in order to create firmer tofu (America’s Test Kitchen, 2012). Additionally, several YouTube commenters suggest using more coagulant to create firmer tofu. I decided to try both suggestions for my final attempt, and they worked! Not only was my tofu firmer, but the curds formed a more uniform, blocklike shape.

 

Not only did my NLP teach me how to make tofu, but also allowed me to develop and practice 21st century learning skills. I enjoyed learning from the network and plan to incorporate this learning approach in my own classroom. I think my students would enjoy this learning approach because they are able to use the Internet to learn, communicate with others, and create. A NLP would provide my students the opportunity to learn a new skill, overcome challenges, and practice their 21st century learning skills.

The world and its problems are constantly changing. Tony Wagner explains that students “…will need skills and motivation even more [than basic knowledge]” and “it is these skills that prepare individuals to be ‘innovation ready’” (as cited by Friedman, 2013). It is my job to prepare my students to be successful in life after high school. I plan to integrate technology in my classroom to allow students to practice their  21st century learning skills, and ultimately help them become successful problem-solvers and innovators.

 

References

America’s Test Kitchen. (2012, November 02). America’s test kitchen diy tofu. Retrieved from https://www.youtube.com/watch?v=-w4wQtYVl7k

Bransford, J., Brown, A.L. & Cocking, R. R. (Eds.). (2002). How people learn: Brain, mind, experience and school. Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368

Friedman, T. L. (2013, March 30). Need a Job? Invent It. Retrieved June 12, 2018, from https://www.nytimes.com/2013/03/31/opinion/sunday/friedman-need-a-job-invent-it.html?smid=pl-share

Ludlam-Raine, N. (2014, October 05). Retrieved June 04, 2018, from https://www.youtube.com/watch?v=SOWlug2vrP8

Tribest Corporation. (2008). Features. Retrieved June 04, 2018, from http://www.soyabella.com/features/index.php

Network Learning Project: From Soybeans to Tofu Update

For the last two weeks, I’ve been working on my Network Learning Project (NLP) for CEP 810. I am learning how to make homemade tofu using only online videos, blogs, and forums. Thankfully, “today’s digital networks provide new opportunities for learners to access a wide range of knowledge and resources” (Ito et al., 2013, p. 76). After much research, I decided to combine two how-to videos uploaded on YouTube.

The Ingredients

Soaking Soybeans

The first step in making tofu is to buy or make soy milk. Rebecca Morris, host of Do-It-Yourself Tofu (DIY Tofu),  recommends making soy milk because store-bought soy milk contains preservatives that affect the milk’s ability to curdle (America’s Test Kitchen, 2012). In this video, Rebecca explains and demonstrates the entire process of making tofu in a simple step-by-step tutorial. However, instead of making soy milk with a blender, as Rebecca suggests, I chose to go a different route.

Image from Soyabella

I decided to add to my NLP challenge by learning how to use a Soyabella Soymilk Maker to make soy milk. In order to follow the rules of my NLP challenge, I put the directions away and searched for resources on the Internet. The Soyabella website was helpful to familiarize myself with the Soyabella’s various parts. Additionally, Nichola Ludlam-Raine (2014) uploaded a how-to video that explains and demonstrates how to make soy milk using the Soyabella I own.

After soaking the soybeans in water overnight, I followed Nichola’s directions to turn soybeans into soy milk. Upon completion, I realized I didn’t have enough soy milk required for the DIY Tofu instructions. To solve this problem, I simply decided to repeat the process. This time, soy milk started spraying out of the Soyabella’s spout about five minutes in! I grabbed a pan to catch the soy milk, hoping to minimize the mess, and unplugged the machine.

Failed First Attempt: Making Soy Milk

After reflecting on my actions, I realized that I didn’t empty the caraf before making a new batch of soy milk, which caused the overflow. According to Ito et al. (2013, p. 79), “learning unfolds as young people propose, test, play with, and validate theories about the world, as well as by reflecting on and making sense of these experiences”. To acquire a new skill through connected learning, which is the approach I’m taking to carry out my NLP, “learning happens by doing” (Ito et al., 2013, p. 79). With this idea in mind, I cleaned up my mess and prepared to try again.

During my second attempt, I learned from my previous mistake and made sure to empty the caraf after each batch of soy milk was completed. I switched to the DIY Tofu video and followed the steps to make tofu. This video is a great resource, however, it moves through the steps very quickly. I often found myself rewinding and pausing to keep up with the instructions.

The Finished Product

As I curdled the soy milk, I noticed that few curds were developing. This led to a thin, misshapen piece of tofu after the pressing process. However, as unappetizing as it looks, I actually made tofu! My tofu was more crumbly and had a softer texture than the store-bought tofu I am used to. “Today’s digital networks provide new opportunities for learners to access a wide range of knowledge and resources” (Ito et al., 2013, p. 76). I will turn to Twitter and other community forums to learn how to make firmer tofu.

I am excited to learn how to make a thicker, firmer tofu. I will let you know how it turns out next week!

 

References

America’s Test Kitchen. (2012, November 02). America’s test kitchen diy tofu. Retrieved from https://www.youtube.com/watch?v=-w4wQtYVl7k

Ito, Mizuko, Kris Gutiérrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, S. Craig Watkins. 2013. Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub.

Ludlam-Raine, N. (2014, October 05). Retrieved June 04, 2018, from https://www.youtube.com/watch?v=SOWlug2vrP8

Tribest Corporation. (2008). Features. Retrieved June 04, 2018, from http://www.soyabella.com/features/index.php

Twitter Inc. (2018). Homemadetofu. Retrieved June 4, 2018, from https://twitter.com/search?src=typd&q=homemadetofu

How to increase your productivity and get things done!

This week in CEP 810 we focused on workflow and productivity in our professional and personal lives. I was asked to use technology apps to increase my productivity. I have many tasks that need to be completed for work, graduate courses, and everyday life, so this has been a helpful assignment. I decided to use Evernote (2018), a free, web-based program that provides users the opportunity to create notes containing texts, images, and hyperlinks. It is user-friendly and can be accessed on various platforms such as Microsoft and iOS (Evernote, 2018).

Image licensed by David Allen Company (2018).

David Allen, founder of the Getting Things Done Corporation, created a five-step process for getting things done and increasing productivity (David Allen Company, 2018). Following the steps of this process, I used Evernote to create notes to capture and clarify the various tasks that had my attention (David Allen Company, 2018). Each note contains a list of tasks that need to be completed. I then organized and prioritized my notes. Evernote makes it simple to organize notes into categories, or as Evernote calls them, notebooks. The the final steps of the process are to reflect on one’s tasks and engage or take action to complete them (David Allen Company, 2018). Evernote users check off completed items and are able to delete notes once all of the tasks are complete (this part is very satisfying). I have already seen improvements in my productivity and will continue to use Evernote to get things done.

 

References

David Allen Company. (2018). GTD Five Steps. Retrieved June 3, 2018, from https://gettingthingsdone.com/five-steps/

David Allen Company. (2018). The original 5 steps of the GTD process. [Digital image]. Retrieved June 4, 2018, from https://www.organizing-academie.nl/en/getting-things-done-training/

Evernote Corporation. (2018). Evernote. Retrieved June 3, 2018, from https://evernote.com/

My Professional Learning Network

As educators, the majority of our time is spent designing and implementing lessons, assessing our students, and reflecting on our teaching practice. “Many educators do not have the information, the time, or the incentives to continuously improve their professional practice from year to year” (United States Department of Education [DoED] & Office of Educational Technology [OET], 2010, p. 39). Furthermore, “our education system holds educators responsible for student achievement but does not support them with the latest technology the way professionals in other fields are supported” (DoED & OET, 2010, p. 39).

This week in CEP 810 we were asked how technologies can be used to support educators in their growth and development. I began to answer this question by brainstorming my own Professional Learning Network (PLN). I used an online program called Popplet to create a graphic organizer illustrating my PLN (pictured below). The purpose of my PLN is to recognize that I have a large, digital support group that I can learn from, teach, and collaborate with on a daily basis. As outlined in the National Educational Technology Plan, “educators will be supported by technology that connects them to people, data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners” (United States Department of Education [DoED] & Office of Educational Technology [OET], 2017, p. 28).

I already expanded my PLN by creating an account on Twitter and connecting with my classmates and other users with similar interests. I created a Rich Site Summary (RSS) account, which allows me to subscribe to my favorite websites and receive daily updates all in one place (Attitude Group LTD, n.d.). Twitter and my RSS account provide me the opportunity to connect with and learn from others, locally and globally. Therefore, these online programs help me grow and develop as an educator. I am excited to see how my PLN grows throughout this course and in the years to follow.

References

Attitude Group LTD. (n.d.). What Is RSS? RSS Explained. Retrieved May 30, 2018, from http://www.whatisrss.com/

Capello, D. (2018, May 31). Danielle Capello (@misscapello). Retrieved June 1, 2018, from https://twitter.com/misscapello

Popplet. (2013). Popplet. Retrieved May 29, 2018, from http://popplet.com/

United States Department of Education & Office of Educational Technology. (2010). Transforming American Education: Learning powered by technology. Retrieved May 30, 2018, from https://www.ed.gov/sites/default/files/netp2010.pdf

United States Department of Education & Office of Educational Technology. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Retrieved May 30, 2018, from https://tech.ed.gov/files/2017/01/NETP17.pdf