Creative Process in Developing a Problem Statement
In developing the problem statement I chose, I thought about issues in the community in which we live. I wanted students to find relevancy in the scope of the project so that they would understand how finding a solution or alternatives affects them personally. The problem relates to their drinking water! I wanted my students to use their thinking skills along with their technical skills to organize, analyze, prepare, and draw conclusions from information gathered. A joy for me in teaching is seeing students use their technical skills to complete projects without being helped to create a chart or plan a database, etc.
A project such as the one I described could be separated out into different activities throughout the year such as defining the problem, research, guest speakers, gathering information, etc. I would keep the reporting activity for a time when students were proficient in using the technology. As stated I want to see students make the connection between their technical skills and the ability to use the skills to solve a problem. I expect my students to take ownership of the project, to work collaboratively with others in their group, and to be able to communicate their findings to others.
Friday, February 29, 2008
Wednesday, February 13, 2008
Module Two: Framework for 21st Century Learning
Upon reading the Partnership for 21st Century Skills information, I do believe that my school district has the most difficulty in 21st Century Assessment. The 21st Century Assessment supports a balance of assessments, including high-quality standardized testing along with effective classrom formative and summative assessments. Most teachers on staff assess using a standard test that coorelates with book materials. In addition, little evidence exists that staff in the district use any type of "balanced" measures to assess the educational system's effectiveness at reaching high levels of student competency. Most staff are not comfortable using assessment measures that seem to be non traditional and/or technology-enhanced.
Our school district is more advanced in 21st Century Learning Environments. The school facilities are available for community members as needed providing access to quality learning tools, technologies, and resources. In addition, the district is very supportive of student organizations that allow students to compete in 21st Century Skills and compete with other students throughout the state demonstrating the ability to work in a relevent, 21st Century context.
In support of 21st Century Learning Environments, the district created physical environments that support teaching and learning. Teachers have access to newer technologies and have been granted technology support to all projects as needed. The district hired a full-time technology coordinator who is readily available each day and is available to research and implement teacher's requests in using technology to enhance learning.
In reviewing the timeline of the 21st Century Teacher, I view myself to be at the upper end of the scale. I am an information technology teacher and have taught workshops on the use of technology in the classroom. I am continually reading and researching for newer technologies that may be beneficial in the classroom to help students learn 21st Century skills. I do not believe in purchasing newer technology just for the sake of having newer technologies available. Our district purchased a "whiteboard" which was stored in the IMC for two years and now is used in a classroom as a board upon which to project because it is white. Of course, a screen would be much less expensive and suit the purpose. I plan to expand my skills by continuing reading and researching how to use technology effectively to meet students needs. Many times I find myself reading to stay abreast of current developments in technology despite the fact that I will probably not use most of the products hitting the markets. I will continue to work on finding ways to develop students' 21st Century skills.
Our school district is more advanced in 21st Century Learning Environments. The school facilities are available for community members as needed providing access to quality learning tools, technologies, and resources. In addition, the district is very supportive of student organizations that allow students to compete in 21st Century Skills and compete with other students throughout the state demonstrating the ability to work in a relevent, 21st Century context.
In support of 21st Century Learning Environments, the district created physical environments that support teaching and learning. Teachers have access to newer technologies and have been granted technology support to all projects as needed. The district hired a full-time technology coordinator who is readily available each day and is available to research and implement teacher's requests in using technology to enhance learning.
In reviewing the timeline of the 21st Century Teacher, I view myself to be at the upper end of the scale. I am an information technology teacher and have taught workshops on the use of technology in the classroom. I am continually reading and researching for newer technologies that may be beneficial in the classroom to help students learn 21st Century skills. I do not believe in purchasing newer technology just for the sake of having newer technologies available. Our district purchased a "whiteboard" which was stored in the IMC for two years and now is used in a classroom as a board upon which to project because it is white. Of course, a screen would be much less expensive and suit the purpose. I plan to expand my skills by continuing reading and researching how to use technology effectively to meet students needs. Many times I find myself reading to stay abreast of current developments in technology despite the fact that I will probably not use most of the products hitting the markets. I will continue to work on finding ways to develop students' 21st Century skills.
Friday, February 1, 2008
Module One: Defining the Need for Change--Activity 4
Module One: Defining the Need for Change
Activity 4 – Analysis and Discussion of the MILE Guide Assessment
Bonnie S. Lang
EDUC 744-965
The MILE Guide Assessment provided interesting but not surprising results of my perceptions of the School District of Gilman and its progress towards reaching the 21st Century stage in learning and teaching. I am a 10-year member of the district technology committee and have worked to develop technology plans with parents, business community members, other staff, administration, and students as well as others. I was a trained member of a Wisconsin enGauge team that reviewed and assessed the effective use of technology in schools beginning in 2004.
One of the recommendations given in the results of my online assessment was to plan collectively and strategically for the future. The district’s technology team is again in the process of developing the next three-year plan which is due in 2009. Critical factors in making progress are doing the research necessary to know which direction the district should take in trying to provide a learning environment that will reinforce 21st Century skills.
Our district has been a leader in implementing technology and will need to be careful to avoid becoming complacent. If we remain at the level in which we currently function we will begin taking a downward slide as other districts in our area may attain higher achievement because their goals focus more on 21st Century needs. We need to continue to look to the future—remember the past—but look to the future and provide what students need to learn to be successful and competitive in today’s and tomorrow’s society.
This involves professional development for all teachers including the ones who are nearing retirement and are in the classrooms educating students. The “good ole days” are gone. How we teach now needs to reflect what will be expected of students in the future. This of course presents a barrier because educators newer to the profession have passed rigorous educational programs, are current with newer teaching methods, and understand how to challenge students to think critically and creatively—while other older “more seasoned educators” may not see the need for professional development at this point in their career. I realize the focus is on the students needs, but I foresee this as a barrier so much support will be needed for staff so that they understand their changing role and how to make changes if needed.
A second recommendation was to improve assessments to measure 21st Century skills. This has been my concern for some time in the district. I teach information technology skills and assess students in my course to see if they meet the goals set forth in the technology curriculum. Gilman’s high school and junior high students compete in Future Business Leaders of America (FBLA) competitive events and this activity provides feedback on student achievement. I would like to receive feedback from some source—I do not know what source—to measure students’ use of technology to enhance their learning. The district needs to develop a survey for outgoing students and students who have been away from the district for a year or more to find out if they were prepared for the “path” they chose. This survey needs to encompass more than the use of technology—it would need to be designed to provide feedback on all 21st Century skills. A barrier I foresee is the amount of time needed to prepare an assessment tool and to interpret results.
As far as improving assessments to measure 21st Century skills in the classroom, I foresee that staff would need continued professional development and possibly peer coaching to be more accepting. I am sure that many of my concerns will also be concerns that the technology committee has when we meet to develop the 2009 plan and continue to find ways to move towards 21st Century levels in learning and teaching.
Activity 4 – Analysis and Discussion of the MILE Guide Assessment
Bonnie S. Lang
EDUC 744-965
The MILE Guide Assessment provided interesting but not surprising results of my perceptions of the School District of Gilman and its progress towards reaching the 21st Century stage in learning and teaching. I am a 10-year member of the district technology committee and have worked to develop technology plans with parents, business community members, other staff, administration, and students as well as others. I was a trained member of a Wisconsin enGauge team that reviewed and assessed the effective use of technology in schools beginning in 2004.
One of the recommendations given in the results of my online assessment was to plan collectively and strategically for the future. The district’s technology team is again in the process of developing the next three-year plan which is due in 2009. Critical factors in making progress are doing the research necessary to know which direction the district should take in trying to provide a learning environment that will reinforce 21st Century skills.
Our district has been a leader in implementing technology and will need to be careful to avoid becoming complacent. If we remain at the level in which we currently function we will begin taking a downward slide as other districts in our area may attain higher achievement because their goals focus more on 21st Century needs. We need to continue to look to the future—remember the past—but look to the future and provide what students need to learn to be successful and competitive in today’s and tomorrow’s society.
This involves professional development for all teachers including the ones who are nearing retirement and are in the classrooms educating students. The “good ole days” are gone. How we teach now needs to reflect what will be expected of students in the future. This of course presents a barrier because educators newer to the profession have passed rigorous educational programs, are current with newer teaching methods, and understand how to challenge students to think critically and creatively—while other older “more seasoned educators” may not see the need for professional development at this point in their career. I realize the focus is on the students needs, but I foresee this as a barrier so much support will be needed for staff so that they understand their changing role and how to make changes if needed.
A second recommendation was to improve assessments to measure 21st Century skills. This has been my concern for some time in the district. I teach information technology skills and assess students in my course to see if they meet the goals set forth in the technology curriculum. Gilman’s high school and junior high students compete in Future Business Leaders of America (FBLA) competitive events and this activity provides feedback on student achievement. I would like to receive feedback from some source—I do not know what source—to measure students’ use of technology to enhance their learning. The district needs to develop a survey for outgoing students and students who have been away from the district for a year or more to find out if they were prepared for the “path” they chose. This survey needs to encompass more than the use of technology—it would need to be designed to provide feedback on all 21st Century skills. A barrier I foresee is the amount of time needed to prepare an assessment tool and to interpret results.
As far as improving assessments to measure 21st Century skills in the classroom, I foresee that staff would need continued professional development and possibly peer coaching to be more accepting. I am sure that many of my concerns will also be concerns that the technology committee has when we meet to develop the 2009 plan and continue to find ways to move towards 21st Century levels in learning and teaching.
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