Technology: Part 1 - Topic 5

Technology: Part 1 - Topic 5

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After reading The Victorian Internet and watching "The Day the Universe Changed", I learned that new technology results in new problems to solve.  There is always a huge enthusiasm for it to FIX problems of the world, but it also CREATES new problems.  This is, of course, based on whatever the new technology may be.  I learned that in The Victorian Internet, the invention of the telegraph led to a rise in issues such as an overload of communication, a dramatic rise in global drama, and an increase in wartime/military strategical implications.  Never before had society ever experienced a problem with telecommunication lines being overcrowded with messages or battle plans being altered by conversations spanning multiple countries, but times change.  Technology may expand your level and range of communication and cooperation, but it also shrinks the world, sometimes resulting in tension and arguments.  Finally, I learned that human nature is human nature, regardless of the technology that is present.  People abused the new form of technology in the past, and they'll continue, unfortunately, to abuse it in the future.  


I know that just as symbolic tools have cognitive consequences, ALL new technology has consequences as well and it's our job as teachers and facilitators to learn to regulate and manage these tools in our classrooms.  New technology can increase the abstractness of the world.  Because it can take us further and further away from direct experiences, I now know that it's extremely important for us to teach students how to relate and apply technology to these concepts and direct experiences.  The example of cash vs. credit really stuck with me.  On another note, going back to the point of "human nature is human nature (regardless of technology)--the way it plays out does" (hacking, identity theft, negative online activity, etc...), I know now, even more than ever, that teaching ethical decision making should be a top level priority.  When it comes to using new technology in the classroom, we have stress the importance of the question, how can we choose and use wisely?

In class this week, we were asked to create an infographic to drive home an important point for educators to consider when it comes to using technology in their classrooms.  Emily and I related the purpose of our infographic to a problem that audiences across the world are attempting to highlight--Common Sense Media.  With all of the problems that technology presents in today's day in age, I want to teach students the importance of using technology for POSITIVE reasons.  There are so many fantastic uses for technology, but, unfortunately, some students can't see past the negative consequences such as cyberbulling, plagiarism, or hacking.  According to a recent survey, which we included in our infographic, close to 40% of the younger generation polled thought the internet was scary.  I want to teach students in my school the importance of Common Sense Media and I will continue to do that when I push into a classroom for a lesson or when I am working with a small group of students in the library for an enrichment project.  The conversation can't stop.  It has to be an ongoing process.  I have had the chance to teach about 10 Common Sense Media lessons this year, and each lesson has focused on a different element of the curriculum.  Technology is a powerful tool, but "with great power, comes great responsibility."  I want to make this message extremely clear to the students at my school.      

Learning—The Fourth Design Principle

Learning—The Fourth Design Principle

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When it comes to the learning principle, there are many different thoughts that come to my mind.  I have learned that design processes, as mentioned in the ABCS of activity, AeCTS, and SPD, should shape meaningful learning experiences for students.  As a teacher, you have to realize certain patterns so that you can help students make sense of information, which leads to them making meaning.  I know that from our discussion, Dr. Norton targeted these patterns and she broke them down into four parts to help us better understand the texts we’ve been reading.  With regard to Vygotsky, there are 6 main components of Mind in Society that we discussed.  To begin, I’ll highlight “culture” and “tools”.  I think it’s important to mention the fact that students have to learn through the context of the culture in which they’re present.  I know that in certain cultures, tools may have different uses and/or functions so you have to relate the information to your audience.  Also, teaching concepts is equivalent to teaching tools.  Students learn best by using tools in the context of the culture by “doing”.  First hand learning experiences that involve socializing, problem-solving, authentic activities, meaningful technology, etc… are more genuine and effective.  Application of material to the real world is vital, because students have to be able to contribute in their communities in ways that allow them to be a significant member of society.  Next, I’d like to discuss “language”, another key component of Vygotsky.  I learned that assigning symbols helps shape perception (language).  Dr. Norton stated that, “Language is thought, and thought is language.”  When a baby is learning a language, he/she draws attention to important features vs. non-important features to help shape categorization, attention, and memory.  Labels may be shaped by a culture, but they’re impacted by meaning.  We discussed that as a culture brings us symbolic tools, and we understand their true meaning, we internalize it.  This is another key part of Vygotsky’s principles.  When we internalize information, we use tools separate from what they stand for, we make them our own, and we use them for our own thinking.  I like to think of this as reflection.  I know that when I internalize things, and I reflect, I am more likely to make sense of certain notions and then I can utilize them for greater purposes.  We use tools in new and unique situations and this leads to higher psychological function.  Complete thought, complex thinking, and interactions coming from having a mind in society allows thought to develop.  I learned that we bring these thoughts and understandings within ourselves and our minds.  Finally, I will emphasize “play” and the “zone of proximal development”.  With the Zone of Proximal Development, students progress across tiers from “I can’t do it” to “I know it, I can do it, and I can use it independently.”  This occurs via modeling, coaching, and fading for all new learning experiences.  In the past, when I was a classroom teacher, these tiers of students were defined by the data that I collected and the observations that I made as an instructor.  One essential facet of this discussion that all teachers have to remember is that play is learning and “work” is application.  A worksheet is not is not meant for learning a concept, but for applying what was learned.  You can’t expect students to learn a concept by simply placing a worksheet in front of them, because they need to experiment and learn by “playing” with a tool.  Students need time to discover and investigate new standards and then they can see what they can do with certain rules or tools in various situations.  In a given hour of instruction, a majority of the lessons I presented to students involved 10 min. of direction instruction and 50 min. of “playing” with the material so they could take away more from the materials and it would be more pertinent to them.  With all of this in mind, I believe there are a few things that will definitely influence my practice in the future.  I want to analyze generalizable knowledge and the structures, processes, and discourse related to specific SOL’s.  I want to start doing this so that I can target the general skills students will need to complete more extensive projects that relate to OttW, PBL, Loudoun Creates, or other authentic learning experiences.  I want to encourage meaningful thinking, but I have to take the time to design these situations beforehand so I get students to where I want them to go with their learning.  I have jumped into projects much too early before, because I get excited about the possibilities, and then I end up having to pump the breaks.  I enjoyed breaking down the standard of “weather vs. climate”, and then determining the appropriate discourse (ex. putting students in the position of a landscaper/home designer in areas of various climates so they could apply their understanding of both standards to their “occupation”).  I’ll bring this up with my coaching conversations in the next few weeks.  Lately, I have developed coaching relationships the new Loudoun Creates teachers in my building so I’ll communicate this idea to them so they can also encourage “play” when it comes to using different movie-making apps (but with an end goal in mind).  I’m looking forward to seeing how this works out!

When it comes to the learning principle, there are many different thoughts that come to my mind.  I have learned that design processes, as mentioned in the ABCS of activity, AeCTS, and SPD, should shape meaningful learning experiences for students.  As a teacher, you have to realize certain patterns so that you can help students make sense of information, which leads to them making meaning.  I know that from our discussion, Dr. Norton targeted these patterns and she broke them down into four parts to help us better understand the texts we’ve been reading.  With regard to Vygotsky, there are 6 main components of Mind in Society that we discussed.  To begin, I’ll highlight “culture” and “tools”.  I think it’s important to mention the fact that students have to learn through the context of the culture in which they’re present.  I know that in certain cultures, tools may have different uses and/or functions so you have to relate the information to your audience.  Also, teaching concepts is equivalent to teaching tools.  Students learn best by using tools in the context of the culture by “doing”.  First hand learning experiences that involve socializing, problem-solving, authentic activities, meaningful technology, etc… are more genuine and effective.  Application of material to the real world is vital, because students have to be able to contribute in their communities in ways that allow them to be a significant member of society.  Next, I’d like to discuss “language”, another key component of Vygotsky.  I learned that assigning symbols helps shape perception (language).  Dr. Norton stated that, “Language is thought, and thought is language.”  When a baby is learning a language, he/she draws attention to important features vs. non-important features to help shape categorization, attention, and memory.  Labels may be shaped by a culture, but they’re impacted by meaning.  We discussed that as a culture brings us symbolic tools, and we understand their true meaning, we internalize it.  This is another key part of Vygotsky’s principles.  When we internalize information, we use tools separate from what they stand for, we make them our own, and we use them for our own thinking.  I like to think of this as reflection.  I know that when I internalize things, and I reflect, I am more likely to make sense of certain notions and then I can utilize them for greater purposes.  We use tools in new and unique situations and this leads to higher psychological function.  Complete thought, complex thinking, and interactions coming from having a mind in society allows thought to develop.  I learned that we bring these thoughts and understandings within ourselves and our minds.  Finally, I will emphasize “play” and the “zone of proximal development”.  With the Zone of Proximal Development, students progress across tiers from “I can’t do it” to “I know it, I can do it, and I can use it independently.”  This occurs via modeling, coaching, and fading for all new learning experiences.  In the past, when I was a classroom teacher, these tiers of students were defined by the data that I collected and the observations that I made as an instructor.  One essential facet of this discussion that all teachers have to remember is that play is learning and “work” is application.  A worksheet is not is not meant for learning a concept, but for applying what was learned.  You can’t expect students to learn a concept by simply placing a worksheet in front of them, because they need to experiment and learn by “playing” with a tool.  Students need time to discover and investigate new standards and then they can see what they can do with certain rules or tools in various situations.  In a given hour of instruction, a majority of the lessons I presented to students involved 10 min. of direction instruction and 50 min. of “playing” with the material so they could take away more from the materials and it would be more pertinent to them.  With all of this in mind, I believe there are a few things that will definitely influence my practice in the future.  I want to analyze generalizable knowledge and the structures, processes, and discourse related to specific SOL’s.  I want to start doing this so that I can target the general skills students will need to complete more extensive projects that relate to OttW, PBL, Loudoun Creates, or other authentic learning experiences.  I want to encourage meaningful thinking, but I have to take the time to design these situations beforehand so I get students to where I want them to go with their learning.  I have jumped into projects much too early before, because I get excited about the possibilities, and then I end up having to pump the breaks.  I enjoyed breaking down the standard of “weather vs. climate”, and then determining the appropriate discourse (ex. putting students in the position of a landscaper/home designer in areas of various climates so they could apply their understanding of both standards to their “occupation”).  I’ll bring this up with my coaching conversations in the next few weeks.  Lately, I have developed coaching relationships the new Loudoun Creates teachers in my building so I’ll communicate this idea to them so they can also encourage “play” when it comes to using different movie-making apps (but with an end goal in mind).  I’m looking forward to seeing how this works out!

When it comes to the learning principle, there are many different thoughts that come to my mind.  I have learned that design processes, as mentioned in the ABCS of activity, AeCTS, and SPD, should shape meaningful learning experiences for students.  As a teacher, you have to realize certain patterns so that you can help students make sense of information, which leads to them making meaning.  I know that from our discussion, Dr. Norton targeted these patterns and she broke them down into four parts to help us better understand the texts we’ve been reading.  With regard to Vygotsky, there are 6 main components of Mind in Society that we discussed.  To begin, I’ll highlight “culture” and “tools”.  I think it’s important to mention the fact that students have to learn through the context of the culture in which they’re present.  I know that in certain cultures, tools may have different uses and/or functions so you have to relate the information to your audience.  Also, teaching concepts is equivalent to teaching tools.  Students learn best by using tools in the context of the culture by “doing”.  First hand learning experiences that involve socializing, problem-solving, authentic activities, meaningful technology, etc… are more genuine and effective.  Application of material to the real world is vital, because students have to be able to contribute in their communities in ways that allow them to be a significant member of society.  Next, I’d like to discuss “language”, another key component of Vygotsky.  I learned that assigning symbols helps shape perception (language).  Dr. Norton stated that, “Language is thought, and thought is language.”  When a baby is learning a language, he/she draws attention to important features vs. non-important features to help shape categorization, attention, and memory.  Labels may be shaped by a culture, but they’re impacted by meaning.  We discussed that as a culture brings us symbolic tools, and we understand their true meaning, we internalize it.  This is another key part of Vygotsky’s principles.  When we internalize information, we use tools separate from what they stand for, we make them our own, and we use them for our own thinking.  I like to think of this as reflection.  I know that when I internalize things, and I reflect, I am more likely to make sense of certain notions and then I can utilize them for greater purposes.  We use tools in new and unique situations and this leads to higher psychological function.  Complete thought, complex thinking, and interactions coming from having a mind in society allows thought to develop.  I learned that we bring these thoughts and understandings within ourselves and our minds.  Finally, I will emphasize “play” and the “zone of proximal development”.  With the Zone of Proximal Development, students progress across tiers from “I can’t do it” to “I know it, I can do it, and I can use it independently.”  This occurs via modeling, coaching, and fading for all new learning experiences.  In the past, when I was a classroom teacher, these tiers of students were defined by the data that I collected and the observations that I made as an instructor.  One essential facet of this discussion that all teachers have to remember is that play is learning and “work” is application.  A worksheet is not is not meant for learning a concept, but for applying what was learned.  You can’t expect students to learn a concept by simply placing a worksheet in front of them, because they need to experiment and learn by “playing” with a tool.  Students need time to discover and investigate new standards and then they can see what they can do with certain rules or tools in various situations.  In a given hour of instruction, a majority of the lessons I presented to students involved 10 min. of direction instruction and 50 min. of “playing” with the material so they could take away more from the materials and it would be more pertinent to them.  With all of this in mind, I believe there are a few things that will definitely influence my practice in the future.  I want to analyze generalizable knowledge and the structures, processes, and discourse related to specific SOL’s.  I want to start doing this so that I can target the general skills students will need to complete more extensive projects that relate to OttW, PBL, Loudoun Creates, or other authentic learning experiences.  I want to encourage meaningful thinking, but I have to take the time to design these situations beforehand so I get students to where I want them to go with their learning.  I have jumped into projects much too early before, because I get excited about the possibilities, and then I end up having to pump the breaks.  I enjoyed breaking down the standard of “weather vs. climate”, and then determining the appropriate discourse (ex. putting students in the position of a landscaper/home designer in areas of various climates so they could apply their understanding of both standards to their “occupation”).  I’ll bring this up with my coaching conversations in the next few weeks.  Lately, I have developed coaching relationships the new Loudoun Creates teachers in my building so I’ll communicate this idea to them so they can also encourage “play” when it comes to using different movie-making apps (but with an end goal in mind).  I’m looking forward to seeing how this works out!

Knowledge—The Third Design Principle

Knowledge—The Third Design Principle

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This week, I learned that through concept, culture, and activity, students interact and learn through experience.  How does this happen?  The students’ “how” is by means of cognitive apprenticeship.  It provides opportunity for using, managing, and discovering knowledge.  Students learn from one another, and from experts, by observing and imitating.  The teachers’ “how” is by means of modeling, coaching, and fading (minimizing teacher-centered instruction).  I learned that situated cognition provides context to learning experiences and it makes learning ABOUT something, providing meaning.  Learning should not be isolated, and interactions in authentic situations and enculturation lead to more effective cognitive development.  When teaching, I learned that we, as teachers, need to use concepts as tools, teaching students how to USE the concept(s) in their everyday lives.  The conceptual tools, like the structures and processes, may be dependent upon the discourse that specific community uses, but the authenticity should be there no matter what.  All things considered, students need to understand the structures in order to understand the processes.  These ideas are very important, and they add up to a lot!  For example, I know that if someone is learning about the words/language of a specific culture, they’re more likely to take away a greater understanding if they immerse themselves into that culture, learning from a primary source (vs. learning in an isolated situation via a dictionary of some sort).  In class, we participated in an activity centered on the ideas of the ABCS of Activity and the AeCTS—A Lesson Design Process, and the scenario was realistic and authentic.  I know that, during and after participating in this lesson, I was very engaged as a participant.  This is due to the fact that the lesson was relevant to a real-life issue and the product naturally flowed from the problem, making it very clear to me.  Exploring on our own and talking about components of the task in small groups gave me the chance to share what I knew, but I also took in information from my partner while collaborating.  Throughout the activity, I began to better understand the importance of “usable knowledge” and “connecting facts into webs of meaning”.  Students have to be able to use “emerging knowledge to make or form something that represents their deeper understanding”.  The narrative-discourse, in my opinion, was tremendously effective because it brought more meaning to the situation and it was captivating.  I felt as if I was having a sincere, worthwhile impact on Don and the medical diagnosis.       These ideas will influence my practice because I will continually learn to mold the important aspects of lesson design into authentic, enriching experiences for my students.  I want to encourage thought both during learning (using elements of higher level thinking on Bloom’s Taxonomy) and after learning (via unique, exit experiences) so that the level of student engagement is higher than it has ever been before.  To spread this message throughout my school, I will emphasize the important points of the articles we read in the coaching meetings I have with specific teachers in my building.  I will provide examples of how these thoughts and notions can be put into practice right away so that learning will involve activity, concept, and culture simultaneously.

This week, I learned that through concept, culture, and activity, students interact and learn through experience.  How does this happen?  The students’ “how” is by means of cognitive apprenticeship.  It provides opportunity for using, managing, and discovering knowledge.  Students learn from one another, and from experts, by observing and imitating.  The teachers’ “how” is by means of modeling, coaching, and fading (minimizing teacher-centered instruction).  I learned that situated cognition provides context to learning experiences and it makes learning ABOUT something, providing meaning.  Learning should not be isolated, and interactions in authentic situations and enculturation lead to more effective cognitive development.  When teaching, I learned that we, as teachers, need to use concepts as tools, teaching students how to USE the concept(s) in their everyday lives.  The conceptual tools, like the structures and processes, may be dependent upon the discourse that specific community uses, but the authenticity should be there no matter what.  All things considered, students need to understand the structures in order to understand the processes.  These ideas are very important, and they add up to a lot!  For example, I know that if someone is learning about the words/language of a specific culture, they’re more likely to take away a greater understanding if they immerse themselves into that culture, learning from a primary source (vs. learning in an isolated situation via a dictionary of some sort).  In class, we participated in an activity centered on the ideas of the ABCS of Activity and the AeCTS—A Lesson Design Process, and the scenario was realistic and authentic.  I know that, during and after participating in this lesson, I was very engaged as a participant.  This is due to the fact that the lesson was relevant to a real-life issue and the product naturally flowed from the problem, making it very clear to me.  Exploring on our own and talking about components of the task in small groups gave me the chance to share what I knew, but I also took in information from my partner while collaborating.  Throughout the activity, I began to better understand the importance of “usable knowledge” and “connecting facts into webs of meaning”.  Students have to be able to use “emerging knowledge to make or form something that represents their deeper understanding”.  The narrative-discourse, in my opinion, was tremendously effective because it brought more meaning to the situation and it was captivating.  I felt as if I was having a sincere, worthwhile impact on Don and the medical diagnosis.       These ideas will influence my practice because I will continually learn to mold the important aspects of lesson design into authentic, enriching experiences for my students.  I want to encourage thought both during learning (using elements of higher level thinking on Bloom’s Taxonomy) and after learning (via unique, exit experiences) so that the level of student engagement is higher than it has ever been before.  To spread this message throughout my school, I will emphasize the important points of the articles we read in the coaching meetings I have with specific teachers in my building.  I will provide examples of how these thoughts and notions can be put into practice right away so that learning will involve activity, concept, and culture simultaneously.

This week, I learned that through concept, culture, and activity, students interact and learn through experience.  How does this happen?  The students’ “how” is by means of cognitive apprenticeship.  It provides opportunity for using, managing, and discovering knowledge.  Students learn from one another, and from experts, by observing and imitating.  The teachers’ “how” is by means of modeling, coaching, and fading (minimizing teacher-centered instruction).  I learned that situated cognition provides context to learning experiences and it makes learning ABOUT something, providing meaning.  Learning should not be isolated, and interactions in authentic situations and enculturation lead to more effective cognitive development.  When teaching, I learned that we, as teachers, need to use concepts as tools, teaching students how to USE the concept(s) in their everyday lives.  The conceptual tools, like the structures and processes, may be dependent upon the discourse that specific community uses, but the authenticity should be there no matter what.  All things considered, students need to understand the structures in order to understand the processes. 


These ideas are very important, and they add up to a lot!  For example, I know that if someone is learning about the words/language of a specific culture, they’re more likely to take away a greater understanding if they immerse themselves into that culture, learning from a primary source (vs. learning in an isolated situation via a dictionary of some sort).  In class, we participated in an activity centered on the ideas of the ABCS of Activity and the AeCTS—A Lesson Design Process, and the scenario was realistic and authentic.  I know that, during and after participating in this lesson, I was very engaged as a participant.  This is due to the fact that the lesson was relevant to a real-life issue and the product naturally flowed from the problem, making it very clear to me.  Exploring on our own and talking about components of the task in small groups gave me the chance to share what I knew, but I also took in information from my partner while collaborating.  Throughout the activity, I began to better understand the importance of “usable knowledge” and “connecting facts into webs of meaning”.  Students have to be able to use “emerging knowledge to make or form something that represents their deeper understanding”.  The narrative-discourse, in my opinion, was tremendously effective because it brought more meaning to the situation and it was captivating.  I felt as if I was having a sincere, worthwhile impact on Don and the medical diagnosis.      


These ideas will influence my practice because I will continually learn to mold the important aspects of lesson design into authentic, enriching experiences for my students.  I want to encourage thought both during learning (using elements of higher level thinking on Bloom’s Taxonomy) and after learning (via unique, exit experiences) so that the level of student engagement is higher than it has ever been before.  To spread this message throughout my school, I will emphasize the important points of the articles we read in the coaching meetings I have with specific teachers in my building.  I will provide examples of how these thoughts and notions can be put into practice right away so that learning will involve activity, concept, and culture simultaneously. 

Design: The Ends Principle

Design 

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-The Ends Principle-

        In the second session of class, I learned that design begins with a problem of practice, or a change that you wish to see occur.  When designing, you have to think about how you’re going to engage students in that specific source of content.  Yes, we have standards of learning that we need to cover, but the standards of learning are a means to get to where you want to go, with respect to educational design and engaging students to be critical thinkers and problem solvers.  In class, we reiterated the fact that processing content leads to greater retention and that it’s important to connect learning to making sense of life.  After summarizing The Saber-Tooth Curriculum, I learned that if you don’t meet the needs of students, you don’t meet the needs of society.  As teachers and instructors, we have to prepare learners to meet community needs by linking living and learning to the PICKLE.

        I can now better relate my understanding of this principle to the book, The Saber-Tooth Curriculum.  To begin, we have to teach students to be like New-Fist.  New-Fist was a thinker and an educated man.  On p. 25 of the book, Dr. Norton pointed out, "He knew how to do things his community needed to have done, and he had the energy and will to go ahead and do them."  This now stands out to me differently than it did when I was reading the book for the first time.  I can better connect this quote to the quote two pages later, on p. 27, where Peddiwell stated, "They are living what they learn, and learning what they live."  In order to better prepare students for the future, we have to design a curriculum that gives students the opportunity to learn while doing and we have to motivate students to want to learn and to make a difference.  Peddiwell writes, "It was more fun for them to engage in these purposeful activities than to play with colored stones just for the fun of it." (p. 30)  Giving students the chance to participate in authentic learning activities where they can build knowledge, construct ideas with their peers, and share their understanding with people in the community, or even the whole world, enables these future generations to piece together the importance of making meaningful contributions.  For example, students moving into a brand new school could map their area using web-based tools, research their surroundings, and use their findings to learn about natural elements of the environment that may have been displaced in the construction of their school building.  They could then create reports of awareness to share with their community and/or create clay sculptures of animals of their local area to sell.  That money could be used to benefit a local environmental agency.  Every single element of the PICKLE could be incorporated into a project such as this.  Allowing students to be the driving force in this process, however, would prove to be most effective.  "We must teach them how to think, not what to think."  (p. 90)  As implied toward the end of the book, purposeful education vs. prohibitive education is the difference between successful and struggling societies.


        Moving forward, I want to keep in mind that the five approaches to change include progress, decline, circular patterns, pendular patterns, or spiral patterns.  I do not want to find myself regressing as an educator.  Instead, as mentioned on p. 37 of The Saber-Tooth Curriculum, I want to be like the people of the old New-Fist breed.  In certain moments, as times change, adjustments have to be made.  Flexibility is vital.  I don't want to be afraid to think outside of the box to make educational design decisions that will benefit my students.  I want to set clear expectations without hindering students' thinking skills.  AcCTS - A Lesson Design Process, pointed out that teachers can serve as a metacognitive guide, and can model the thinking process.  To me, this relates to p. 58-59 of The Saber-Tooth Curriculum because too much direction from the teacher can impede students' ability to develop a strong sense of inquiry and solving things on their own.  I want to work on this, because I sometimes find my end vision getting in the way of student creativity.  I need to learn to hand over the reigns so that I'm creating a more student-centered approach to learning.    

Design

Design 

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My first train of thought is centered on the notion of design.  Prior to attending class this past week, I had always thought that planning and designing were basically the same thing.  However, after having discussed the two, my understanding has completely changed.  To begin, I have to rewind back to the overall title of our program, Designing Digital Learning in Schools.  Of course, digital learning should involve the use of engaging technology, but it should not be planned out, rigid, or confined.  Instead, it should be designed and innovative, leaving students the ability to create and apply their knowledge in unique ways.  I learned that when it comes to designing learning opportunities, you have to think about design practice.  This design practice, which allows teachers to consider various circumstances such as the 4 P's, forces one to consider "before action" principles.  After reading two separate articles, one dealing with designing learning and one dealing with planning learning, I began to search for key differences between the two.  I found that when designing learning experiences for students, a teacher's "aha moment" may in fact be the spark that lights the fire for student imagination.  These are the carefully thought out design plans that put students in the best positions to succeed.             Knowing this, it's important to consider the role that technology plays in your classroom.  In order to extend the possibilities for student engagement, one must design opportunities for students to relate the information they've gained to projects and problems pertinent to their own lives.  Designing a classroom environment that allows students to think on their own and outside the box will to prepare the next generation for the future.  It also gives students the skills and traits necessary to be meaningful contributors to society.  Sometimes, a lesson "plan" leaves the teacher and his/her students tied down in ways that prevent learners from using their own distinct visions.  Alternatively, letting students be creative, critical-thinkers through various forms of collaboration and communication provides them the necessary preparation for life after high school and college.  After evaluating important purposes of 21st century education mentioned in the websites we were asked to review, I discovered that many important themes were presented time and time again.  Many similarities existed, such as the importance of inquiry-based instructional design, the deepening of student understanding, the reinforcement of problem solving skills, and the need for flexibility and adaptability.         So, now what?  How will this influence my own practice?  Well, I will definitely try to put students at the center of the learning process.  I want to present students with authentic, problem solving situations that allow for voice, choice, and reflection.  When I work with groups of students in the library, or I push into the classroom, I want to teach students to use technology in ways that will deepen their level of thinking.  I also want to teach students to use technology to communicate their messages to others, both near and far.  The students should be the creators and the innovators, not me.  Highlighting their ideas and strengthening the purpose of their learning will be my focus as I move forward as an educator.

My first train of thought is centered on the notion of design.  Prior to attending class this past week, I had always thought that planning and designing were basically the same thing.  However, after having discussed the two, my understanding has completely changed.  To begin, I have to rewind back to the overall title of our program, Designing Digital Learning in Schools.  Of course, digital learning should involve the use of engaging technology, but it should not be planned out, rigid, or confined.  Instead, it should be designed and innovative, leaving students the ability to create and apply their knowledge in unique ways.  I learned that when it comes to designing learning opportunities, you have to think about design practice.  This design practice, which allows teachers to consider various circumstances such as the 4 P's, forces one to consider "before action" principles.  After reading two separate articles, one dealing with designing learning and one dealing with planning learning, I began to search for key differences between the two.  I found that when designing learning experiences for students, a teacher's "aha moment" may in fact be the spark that lights the fire for student imagination.  These are the carefully thought out design plans that put students in the best positions to succeed.

        Knowing this, it's important to consider the role that technology plays in your classroom.  In order to extend the possibilities for student engagement, one must design opportunities for students to relate the information they've gained to projects and problems pertinent to their own lives.  Designing a classroom environment that allows students to think on their own and outside the box will to prepare the next generation for the future.  It also gives students the skills and traits necessary to be meaningful contributors to society.  Sometimes, a lesson "plan" leaves the teacher and his/her students tied down in ways that prevent learners from using their own distinct visions.  Alternatively, letting students be creative, critical-thinkers through various forms of collaboration and communication provides them the necessary preparation for life after high school and college.  After evaluating important purposes of 21st century education mentioned in the websites we were asked to review, I discovered that many important themes were presented time and time again.  Many similarities existed, such as the importance of inquiry-based instructional design, the deepening of student understanding, the reinforcement of problem solving skills, and the need for flexibility and adaptability.

        So, now what?  How will this influence my own practice?  Well, I will definitely try to put students at the center of the learning process.  I want to present students with authentic, problem solving situations that allow for voice, choice, and reflection.  When I work with groups of students in the library, or I push into the classroom, I want to teach students to use technology in ways that will deepen their level of thinking.  I also want to teach students to use technology to communicate their messages to others, both near and far.  The students should be the creators and the innovators, not me.  Highlighting their ideas and strengthening the purpose of their learning will be my focus as I move forward as an educator.

        My first train of thought is centered on the notion of design.  Prior to attending class this past week, I had always thought that planning and designing were basically the same thing.  However, after having discussed the two, my understanding has completely changed.  To begin, I have to rewind back to the overall title of our program, Designing Digital Learning in Schools.  Of course, digital learning should involve the use of engaging technology, but it should not be planned out, rigid, or confined.  Instead, it should be designed and innovative, leaving students the ability to create and apply their knowledge in unique ways.  I learned that when it comes to designing learning opportunities, you have to think about design practice.  This design practice, which allows teachers to consider various circumstances such as the 4 P's, forces one to consider "before action" principles.  After reading two separate articles, one dealing with designing learning and one dealing with planning learning, I began to search for key differences between the two.  I found that when designing learning experiences for students, a teacher's "aha moment" may in fact be the spark that lights the fire for student imagination.  These are the carefully thought out design plans that put students in the best positions to succeed.