EDLD_5364_Teaching_With_Tech

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=EDLD 5364: Teaching With Technology=

toc

 =Week 1=

Readings Reflection:
I have always been a constructivist teacher. When I first started out I was a one without even knowing what constructivist theory curtailed. I always had students working in different center/station arrangements working through their own topics to increase their knowledge and keep them involved in the decisions of the classroom. I tried to make each section of the curriculum there idea by molding my questioning to drive them to the next topic to be learned. The readings of Sprague (1999) and Southwest Educational Development Laboratory (1999) supported my educational theories. While in the area of professional development and technology integration, I would often come across teachers who thought technology should be a class and not “another thing” teachers should have to teach. I appreciated the article from Sprague and Dede (1999) that stated, “Technical literacy should not be taught as an isolated subject, nor should activities with technology be isolated from other activities in the classroom.” We need to integrate the technology into what the students are doing in their classrooms with their curriculum. Otherwise, the knowledge will not transfer. To me, having technology as a separate course is like having a spelling test once a week. They may know the information for the test, but a week later they will have forgotten most of what they learned. As Solomon and Schrum (2007) remarked, Web 2.0 is allowing collaboration to be a fundamental tool for our 21st century students. Teachers can now use a more flexible model for our students to represent their learning. We do not need our students to stand and deliver a report where only one classroom can hear the information. Now with Web 2.0, our students have a global audience. Bradford, Brown, and Cocking (2000) researched how the brain allows us to learn. I appreciated this piece since it went into detail about specifics that some teachers take for granted. We often wonder why some students spend days on a project and never finish. We must facilitate their learning with technology. They many be “Digital Natives” but they are still children and need to be given the tools to manage their time and to utilize the technology in an appropriate manner. As McPheeters (2009) reminds us in the article, "Social Networking Technologies in Education," social networks have been rife with controversy especially in the field of education. We need to embrace this form of technology since our children are of a social nature. We can communicate with parents in a manner that most are already engaged.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). //How People Learn: Brain, Mind, Experience, and School// (Expanded edition). Washington, D.C.: National Academy Press. Online at []

McPheeters, D. (2009). Social Networking Technologies in Education, //Tech and Learning.// Retrieved Feb. 24, 2011 from []

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. //Leading and Learning, 27(//1). Retrieved Feb. 25, 2011 from the International Society for Technology in Education at []

Solomon, G., & Schrum, L. (2007). //Web 2.0: New tools, new schools.// Eugene, OR: International Society for Technology in Education.

Southwest Educational Development Laboratory, (1999). //Learning as a personal event: A brief introduction to constructivism.// //[]//

Video Reflection
With Constructivist theory you never lean anything from scratch as stated by Abbot. You construct bigger framework from previous knowledge and you embed new ideas with old ideas. The constructivist theorists believe everything is subjective. A good teacher takes kids where they are now and expands upon that knowledge. For me this theory is the most relative and adaptable to the 21st century classroom. I find that as an educator I utilize the constructivist theories.

 The Connectivism theory as stated by Siemens centers around a network model of learning where connections people make with are with databases and other forms of knowledge are through the network of learners that a learner creates. Today due to complex environment, connectivism does not occur completely within the mind. This theory of knowledge is about distribution that happens across a network. Two types of networks are the internal neural and the external. The internal neural network is how our mind creates leaning itself in a network matter; neural networks. We can't control our neural. The external network of learning we do when we form connections with other individual learner control. There is a strong emphasis on the manner in which knowledge is evolving. We must stay current. What I learn today that knowledge may be obsolete. Connectivism is reflective. In other words, we must stay current as knowledge changes through lifetime. The social element is prominent connections with individual is what helps us to stay current.

 The third theory we learned about is the cyborg learning theory. Kevin Warwick discussed how people will go from humans to cyborg: part human part electronic/robotic. This theory dedicates that within decade people will implant chips to help improve communication. When Warwick had his first implant, they place it in arm with radio frequency to identify him to his computers. He had main part in nervous system (wrist) which filed into nervous system. Electrodes he could plug into computer, in other words: plug nervous system to computer. He moved hand through nervous system to control computer. He stated we supposedly only notice 5% of stimuli. He believes we could have implants that took ultrasonic signals to stimulate which could give us an extra sense similar to the sonar in bats. Kevin Warwick connected his nervous system to his wife's nervous system. They were electrically linked through the nervous system; when his wife moved her hand, his brain got the pulses.  Cyborg theory believes in linking the human brain with technology in order to upgrade the human species. Simplistically stated, computers will do good where humans do poorly. Kevin Warwick discussed that if technology needs more memory we just go out and get more memory. He wondered why people can just go out and get extra memory when needed. This theory involves how we will evolve with education. If we can just upload knowledge, then we won't need universities and schools. We would never need to physically go on vacation. He discussed how this will have a matrix style of download/uploading knowledge and vacations. He also discussed how medical would change. We would go from chemical to electronic stimulation.  Finally discussed were the thoughts of the destiny of humans without chips. He knows there are critics since cyborg theory will change life as we know it. He sees the cyborg to be intellectually superior and able to think in more dimensions. Abbott, J. (nd). //Building Knowledge: Constructivism in Learning.// Youtube.com Retrieved Feb. 23, 2011, from []

Siemens, G. (nd). //The Changing Nature of Knowledge.// Youtube.com. Retrieved on Feb. 23, 2011, from []

Warwik, K. (nd). Cyborg Life. Yourube.com Retrieved on Feb. 23, 2011 from []

 =Week 2=

**Readings:**
I found the first chapter of Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn, & Malenoski 2007) as a guide for educators who are beginning the process of technology integration. Ideas included integration of software such as Word, Inspire, Survey Monkey, and Blogs. Since the book was published in 2007, the information was already outdated. Our school works more with innovative Web 2.0 tools. I do appreciate the emphasis on using Rubrics for scoring. Students appreciate knowing the expectations up front for greater success.

"The materials and methods teachers use can either present students with barriers to understanding or enhance their opportunities to learn" (Rose & Meyer, 2002). We must look at technology in a completely different way. Too often educators think that if they plug their kids to headphones on a computer then the student is learning. The software and hardware we utilize with children is not as important as "how" we use it. Whether your students are regurgitating information on a Word document or a website, they are still at the bottom level Blooms Taxonomy. We need to find engaging ways to work with all students and use technology tools that will continue to be an effective addition to a lesson. We need technology to reach higher levels of learning. If teachers take their students to the lab and the students have their headphones plugged in and there is no discussion, I often wonder why. Maybe they are sitting so quietly because they are engrossed in an educational video and responding on a forum/blog. Or, are the students told to put the head phones on, do their work, and don't talk about it. We have to help educators see that learning is messy. It is okay for students to "talk" in the computer lab. Just because technology is present does not mean collaboration ends. Where teachers learned that the lab is a quiet place is beyond my comprehension. I think the lab should be noisy with students helping each other, collaborating, and having fun. Once teachers start to let the children teach each other, they will see that technology is liberating.

I appreciated the article by Schacter (1999) since it paraphrased many pertinent studies. The article created a summary of positive, negative, or even inclusive findings to help the reader understand each technology research study. One study was called the Sivin-Kachal's Review of Research showed, "Students in technology rich environments experienced positive effects on achievement in all major subject areas' (1998). At the final part of the article, the author summarized the conclusion of impact and effectiveness. Within the conclusion it was stated, "There is, however, evidence in some of these studies that learning technology is less effective or ineffective when the learning objectives are unclear and the focus of the technology use is diffuse" (1999). Teachers need to understand the importance of engaging their students while using apparent objectives.

Sivin-Kachala, J. (1998). Report on the effectiveness of technology in schools, 1990-1997. Software Publisher's Association.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.

Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology web site, http://www.cast.org/teachingeverystudent/ideas/tes/

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.

**Video:**
In the video titled “diversity of learners,” it informed about the many types of learners in classrooms. Each student is unique and the teacher needs new approaches to connect with the variety of students. Teachers need alternatives to the old teaching methods. In the video on the Universal Design and Universal Design for Learning, it discussed how the UDL is a blueprint which is a design to have a wide variety of learning. The UDL uses technology to include all students. This philosophy is for teachers to rethink education. In the video, Brain Research, it discussed that everyone is different in their learning similar to a fingerprint. There are three kinds of brain networks: recognition, strategic, and affective. Recognition network is the "what" of learning. An example of recognition is gathering facts. Strategic network is the "how" of learning. An example of strategic is solving a math problem, planning, or performing. Affective networks are the "why" of learning. An example of affective would be if the students are engaged and motivated. In the video Principles of Universal Design for Learning it discusses how the UDL helps customize lessons for each of 3 brain networks. It helps to gain multiple means of engagement and that teachers must customize learning.

I found these videos reinforced my previous training since my school district utilizes the [|Schlechty model of Working on the Work]. It gives choice in every lesson and the main focus of every lesson is student engagement.

Lessonbuilder.cast.org (nd). Diversity of learners. Retrieved Mar. 1, 2011 from http://lessonbuilder.cast.org/window.php?src=videos Lessonbuilder.cast.org (nd).Universal Design and Universal Design for Learning. Retrieved Mar. 1, 2011 from http://lessonbuilder.cast.org/window.php?src=videos Lessonbuilder.cast.org (nd).The Brain Research. Retrieved Mar. 1, 2011 from http://lessonbuilder.cast.org/window.php?src=videos Lessonbuilder.cast.org (nd).Principles of Universal Design for Learning. Retrieved Mar. 1, 2011 from http://lessonbuilder.cast.org/window.php?src=videos



=Week 3=

week 3 Assignment


Reflection

Video reflection:
The Digital Generation Project Overview video from Edutopia shows the teacher at a chalkboard and students not interested. The teacher throws chalk and instead of the chalk falling down, digital devices reach students. Viewer sees years pass. The next part shows teachers at interactive board. We see how students live in a media rich environment. States that technology is more than tool but an essential part of students’ life. We need to find ways of engagement through self-directed learning, creativity, and empowerment.

The Digital Youth Portrait: Luis video from Edutopia highlights Luis who is 18 years old and in 12th grade. He starts his day at 5:30 where he uses his computer to check email before a quick breakfast. He leaves at 7:20 to drop his brother at school, and then he goes to school where he takes 4 AP classes. Once he gets home, he checks email, social networking Facebook, chat with friends, while writing papers he chats with friends, he is on YouTube to upload his own content, eats dinner, etc. The scene juxtaposes with his parents whose only use of technology is the ATM. Luis helps his mother do online banking and helps her find her soap operas on YouTube. Luis is a member of Techwizards where he helps youth in science, engineering, and math. Each group creates a project, music video, or news of the area. I appreciated how the high school students then helped the elementary students with robots.

The Digital Youth Project: Cameron video from Edutopia displayed the video talents of an 11-year-old boy. You can instantly tell his love of technology. He is in sixth grade and already loves to make movies. His normal day starts at 5:30 so he can begin his day creating movies. His father commented that Cameron is self-motivated. He takes his passion in hockey and creates instructional videos for others. He even created his own green screen to add an additional element to his videos. Cameron often edits his videos on his commutes to hockey practice and games. Cameron creates videos of difficult concepts at school and often his teachers will utilize these student made videos to reinforce concepts. Cameron also helps create the school announcements. I appreciated how the teacher said, “Don't be afraid to let the kids come up and create assignments.” The teachers saw the students as great resources instead of always feeling like the adult needed to have all the answers. Kids will work harder if you let them use their own strengths. The teachers allow the students to tutor the teachers. I appreciated how the teachers did not feel threatened to ask questions of the students. Another teacher said, “Get out of their way and let them learn. Just give them the tools.”

The Kansas Technology Rich Classroom Partnership video highlighted a specific technology integration environment program. This 21st century learning environment utilized technology with ongoing professional development with real world learning opportunities to increase student achievement. The project team had three to six teachers with a part time technology facilitator. I was not sure if the technology facilitator was a technology integrator or a technology person who fixes or troubleshoots technology issues. I appreciated when it was stated, “Students struggle as traditional students but shine during technology program.” In addition, the Kansas project included that the students’ minds are the ones that should be working and not just the teachers.

The Top 10 Tips video, retrieved from YouTube, was a summary of favorite sites to use in education. The tips were to use video streaming such as YouTube, use music since teenagers are fanatical about music. The following tip was use teleconferencing tools such as Skype with other countries. The next tip was to create interactive exercises since the teacher knows the students better. Use interactive white boards since it will motivate the teacher and the pupils. Create your own podcast or video podcast with garage band or audacity. Start a blog or wiki since it is a fantastic way to display work and achievements. Utilize social networks to allow closed group communication. Use internet tools since it there is a wealth of tools (web 2.0) like Voki and Animoto. The final tip was to make the most of pupils’ gadgets (i.e. devices) such as iPods and Smartphones. My favorite part of the entire video was at the end when it stated use technology when it helps the teacher achieve lesson objectives

Video: Edutopia.org(nd). //Welcome to the digital generation//. [Web]. Retrieved on Mar. 9, 2011 from [] Edutopia.org(nd). //Digital youth portrait: Luis//. [Web]. Retrieved on Mar. 9, 2011 from [] Edutopia.org(nd). //Digital youth portrait: Cameron//. [Web]. Retrieved on Mar. 9, 2011 from [] SchoolTube.com. //Kansas technology rich classrooms - Partnership for 21st century learning Summit video.// [Web]. Retrieved on Mar. 9, 2011 from [] Boxoftricks.net(nd). //Top 10 tips for using technology in the classroom//. Retrieved from youtube.com on Mar. 9, 2011 from []

**Readings Reflection:**
While reading //Using Technology with Classroom Instruction that Works// my brain kept thinking of different ways to get to the same outcomes. In the section on data collection tools, I wanted to tell the authors they could utilize Google forms for many types of questioning without the expense of eInstruction’s response systems. Under web resources, I wanted to let share the multitude of interactive online software that is available to our children where they can play “against” another person. Such sites as Tutpup and Archademic Skill Builders are just a few examples. “Communication software, such as blogs, wikis, e-mail, instant messaging, and video conferencing, can provide timely, interactive, and criterion-based classroom application” (Pitler, Hubbell, Kuhn, & Malenoski 2007). I agree with the authors that communication software is beneficial for our children. As we learned from creating the UDL this week, an important aspect of lesson creation are goals. “As long as learning goals are carefully specified, we can provide this flexibility while still preserving the points of resistance necessary to learning” (Pitler, Hubbell, Kuhn, & Malenoski 2007). When I utilize blogs, I ensure the students have goals within their writing. I often have specified criteria for their posts, which help to generate thought and keep them on task. Students are similar to us; we need to have rubrics to understand the expectations but are not stifled with our creativity. Media literacy is an important aspect of teachers’ curriculum, especially those who utilize research with their students. “Educators have been talking about and working to teach media literacy since the first motion pictures entered the classroom” (Solomon & Schrum, 2007). Before we can teach our children media literacy, our teachers need to understand media literacy. Too often teachers have a flawed understanding themselves. I led a book study with my campus last year on this topic. We utilized //Web literacy for educators// (November, 2008). I highly recommend this book as a guide to specifics of web literacy that effect education. The teachers expressed their appreciation of the information covered in this book. After we completed the book study, I saw teachers feeling comfortable teaching lessons on media literacy.

As we learned from creating the UDL this week, an important aspect of lesson creation are the goals. “As long as learning goals are carefully specified, we can provide this flexibility while still preserving the points of resistance necessary to learning”(Rose & Meyer 2002). When I utilize blogs, I ensure the students have goals within their writing. I often have specified criteria for their posts, which help to generate thought and keep them on task. Students are similar to us; we need to have rubrics to understand the expectations but are not stifled with our creativity.

Solomon, G., & Schrum, L. (2007). //Web 2.0: New Tools, New Schools.// Eugene, OR: International Society for Technology in Education.

November, A. (2008). //Web literacy for educators//. Thousand Oaks, CA: Corwin Press. Center for Applied Special Technology, (2009). [] Center for Applied Special Technology, (2009). //Model UDL Lessons.// [] Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works.// Alexandria, VA: Association for Supervision and Curriculum Development.

Rose, D., & Meyer, A. (2002). //Teaching Every Student in the Digital Age: Universal Design for Learning//. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology web site, []

UDL Lesson
[|Link to Lesson]

link also at []

Lesson Reflection
I create lessons on a daily basis for the teachers on my campus. It was difficult at first to utilize the UDL(CAST, 2005) since it is redundant in the lesson fields. I appreciated how it helped me to ensure I was specific in wording. I am appreciative of the lesson rubric or I would have forgotten to include the three networks. If the UDL wants those networks addressed, as it discusses on the CAST site, the UDL needs to have the networks listed on the actual lesson creation tool.

My team decided to pool our UDL lessons to help with the group lesson. Since I was the team leader, I assigned different TEKS for each member to utilize for their lessons. A couple of my team members did not recognize the importance, at first, of finding the necessary TEKS to cover first. I think they preferred creating a lesson then finding the TEKS that happened to teach. As an integration specialist on my campus, I know that starting with the objective is essential to successful implementation of technology. The team members appreciated that as a focus.

CAST. (2005). //CAST UDL lesson builder//. Retrieved from []

Book Builder
URL: @http://bookbuilder.cast.org/view.php?op=share&book=b065ea18db72f123da77be4a83b2b705&sid=3990

Book Builder reflection
While working on the e-book using the BookBuilder (CAST, 2006), I enjoyed seeing the different layouts and finding the one that would benefit the book I wrote. The aesthetics of the book will benefit students who are visual learners including our deaf student. I appreciated having a glossary tool for important words and the "coaches" who read orally specific parts. Reading aloud specific areas is an excellent way to reach auditory learners which includes our student who is blind. Having an e-book that is rich in graphics helps our visual learners, also.

I can see utilizing the book builder to have students create tutorials for each other. If there is an area where several students feel especially comfortable, they can create the e-book for that lesson/concept. This would be a great way for the students to take ownership of their learning, take pride in their learning, and also help the teacher generate a repertoire of resources.

CAST. (2006). //CAST UDL book builder//. Retrieved from http://bookbuilder.cast.org/

 =Week 4=

Reflection
Social and emotional learning in school is important so that school is not just cognitive. This type of learning is more than just getting along and social skills. This is to help teachers to support themselves as social and emotional learners. I appreciated Darling-Hammond when she stated that teachers should be able "able to calm yourself and deliberative" and that the best teachers are "emotionally intelligent" (Edutopia 2007). She also stated that how do we work together is at the core. She also questioned our schools ability to be help relationships form when we have factory model schooling with age grading. We have high schools students who have multiple teachers and much of the environment is punitive and coercive since it is about control. She stated that our schooling is asking people do things that are not natural.

I appreciated that the McRel Technology Initiative saw the benefit of social learning. The Initiative supported that, “Activities for the first year of MTS are designed, in part, to build a team of teachers who are mentored in the first year, and then go on to mentor other teachers in the second year” (Pitler,2005, p. 11). Students and educators learn in an atmosphere where our social and emotional learning is fostered.

Dr. Seymour Papert also said in the video //Project Learning// that students, "should learn it when they need it" (Edutopia). I think his basis though is similar to how we strive to help students know how the concepts they learn in real life. If we help them to see how the knowledge they are learning affects them on a daily basis, then we have succeeded in making the knowledge meaningful. Papert was, and still is, a visionary. He was the founder of Logo, which is a simple programming language. I happened to go through his programming "course" when I was in Kindergarten. At the age of five, I was programming using the Logo language. I do not remember a test on the knowledge, but to this day, I have an affinity towards technology.

With budgeting issues on the forefront, schools may want to consider using the devices students already own. I am at an elementary and we are piloting "bring your own device" in one of our elementary classrooms. At the high school in my district, teachers utilize the students’ phones in a multitude of ways. As budgets are cut, we may need to see about students voluntarily using their own devices. As far as cell phones, I know most high school students have a better cell phone than I do. As we learned from Vicki Davis's class in //Harness Your Digital Smarts//, we need to empower our students with as many digital tools as possible (Edutopia).

Educators need to find innovative ways to evaluate students. "Giving the same written test to all students is neither fair nor accurate" (Rose & Mayer, 2002). Rubrics are an excellent way to support a grading system in a way that enables students to understand the scoring. It is important though, that the educator is consistent with their scoring when utilizing rubrics. The purpose for rubrics is to help a students understand the criteria as pertaining to objective seen as important. Although rubrics can be subjective, it aids the teacher with grading. Multiple assessments are an effective way for educators to ensure the content is curriculum based. "Most traditional assessments are detached from instruction and practice" (Rose & Mayer, 2002).It is important teachers see how students are making connections in their learning over time.

Rubrics help to create a positive atmosphere in the classroom if utilized correctly. Students will understand the grading system and will help students have a positive emotional and social connection with the class. As Linda Darling-Hammond stated the best teachers are “emotionally intelligent" (Edutopia.org, 2007). We need to ensure we have a positive atmosphere for not only the children but for ourselves as educators.

Edutopia.org.(nd). //Harness you students' digital smarts//. Retrieved Mar. 15, 2011 from []

Edutopia.org (nd). //Project learning: An overview.// Retrieved on Mar. 14, 2011 from []

Edutopia.org (December 10, 2007). //The Collaborative classroom: An interview with Linda Darling-Hammond.// Filmed at CASEL forum in New York City. Retrieved on Mar. 15, 2011 from []

Pitler, H. (2005). McRel technology initiative: The development of technology intervention program final report (Contract Number ED-01-Co-0006) Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service NO. ED486685) Retrieved from []

Rose, D., & Mayer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved March 16, 2011, from []

Team Google Site
[]

Direct links to
[|Action Plan] [|UDL Group Lesson] [|Examples of products] [|Team Google Doc] [|Unit rubric] (please note the tabs on bottom of spreadsheet)

 =Week 5=

Video/Reading Reflection
As educators we need to be open to new concepts. Gaming in education is not a new theory. I was first introduced to the plausible concept with Marc Prensky. So many of our students truly love gaming and the utilization is completely understandable. I have never heard a child quit trying at a game if they did not understand the first time they tried. James Paul Green stated, “Games are assessment, if you fail then you have to try again until you get to next level.” Often with assessments in our traditional classroom we learn about a concept, take a written assessment, and then go on to the next concept. In life, though, we must be problem solvers and games are an excellent way to solve problems. “Games don't separate learning and assessment” (Edutopia, nd).

 We need to give students opportunities to utilize gaming in a way that they are the problem solvers. Sasha Barab stated, “Instead of treating kids as ignorant, our goals is to empower the kids” (Edutopia, nd). Instead of standing in front of a group of students feeding them facts, the students could be in a virtual world, such as gaming, immersed in the problems. They would need to learn the background knowledge to be able to solve the problem of the game. Students would find the video experience more beneficial than having to sit through a lecture.

Educators need to move away from a medium of memorization and into a model of problem solving. With the advent of the Internet and search engines we can find information rather easily without having to recall memorized facts. As Sasha Barab stated, “I can use my iPhone and research in a few seconds more info that what most people learned in their entire years in high school” (Edutopia, nd). Within the confines of Web 2.0, our students can utilize the knowledge of others, also. Social media helps people to interact to help solve problems.

 In these new mediums of global communities we must understand how this will effect our students. Howard Gardner discusses some ideas to consider with people’s ethical behavior when being online. Gardner is researching 5 ethical issues which are, “Sense of identity, sense of privacy, sense of ownership/authorship, trustworthiness and credibility, and what it means to participate being in a community” (Edutopia, nd). Gardner’s closing remarks in his “Big Thinkers” video were rather profound. He stated, “hope for digital media to provide info access which use to be more elusive to very wide population but only if that is whetted to models and judicious elders to help them to use it well will we have an ed-utopia rather than a edu-nightmare” (Edutopia, nd).

Our children need to be given opportunities to learn differently than our traditional educational experiences. Gaming is just one excellent way to accomplish this goal. Sasha Barab stated, "Instead of watching someone else’s stories, kids want to create videos about things they are passionate about" (Edutopia.nd). Since students are so passionate about gaming, we need to give our children many types of problems to solve. Give students ways to be collaborative in their gaming and we can solve many of the issues our children are facing in the 21st century. As James Paul Green stated, "solve problems collaboratively. The group is smarter than the smartest person in the group" (Edutopia nd). If we only allow students to work individually they will only grow in their abilities minutely, but if we let them work with others, they abilities grow proportionately.

 Edutopia.org (nd). //Big thinkers: James Paul Gee on grading with games.//  Retrieved on Mar. 19, 2011 from http://www.edutopia.org/digital-generation-james-gee-video

 Edutopia.org (nd). //Big thinkers: Howard Gardner on digital youth.// Retrieved on Mar. 19, 2011 from http://www.edutopia.org/digital-generation-howard-gardner-video

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Edutopia.org. (nd). <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline;">//Big thinkers: Sasha Barab on new-media engagement.// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Retrieved on Mar. 19, 2011 from http://www.edutopia.org/digital-generation-sasha-barab-video

Team Reflection
Team Reflection Link

=EDLD 5364 Course Embedded Assignment Reflection=

=Group's final presentation= EDLD 5364 Group Lesson http://www.livebinders.com/ play/play_shared_binder?id= 77803