Initially, my personal learning theory I developed focused primarily on the cognitivist learning theory and that students learn best with this theory. Lever-Duffy and McDonald (2008) stated that, “cognitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (p. 16). To me, that learning theory made the most sense, but after reviewing all the other learning theories, I have decided that not one learning solely working alone is best. I feel that incorporating each learning theory into lessons in different ways maximize learning for all students. I feel that incorporating only one theory all the time is not enough to maximize student learning.
The adjustments I will make in regards to my instructional practice with technology is to try to incorporate it more often. I rarely use technology with my students, and from this course, I have learned about a lot of different options with using technology. Two technology tools I will use with my students are virtual field trips and creating voicethreads. These two technology tools will allow students to work cooperatively and will also incorporate the contructivist learning theory, which is a good addition and will help enhance my students’ learning. Students will also develop a sense of empathy as we explore the Spanish-speaking world using virtual field trips, which is one of our school district’s outcomes and indicators.
The first long-term goal change I would like to make to my instructional practice regarding technology is to incorporate a student-lead technology project for each quarter for each Spanish class (first and second year) that I teach, so students are creating a project using technology tools for each unit (I have four big units each year). The second long-term goal change I would like to make is to not loose sight of which learning theories to use with different technological tools to best help my students learn. Instead of plugging in a technology tool into a lesson, I want to be able to plan it out knowing why I am using the tool rather than just doing it to say I am doing it. I will meet this goal by reflecting on my lessons each year and start planning my activities now, while the information is fresh in my mind from this class.
References:
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Saturday, February 27, 2010
Wednesday, February 3, 2010
Tuesday, February 2, 2010
Connectivism and Social Learning in Practice
Social learning theories emphasize that one constructs knowledge based on the society of which someone is a part. Dr. Michael Orey (2001) believes that in a classroom setting, when teachers choose to implement instructional models based on social learning theories, “the need for collaborating among learners and with practitioners in the society” is stressed. Dr. Orey (2001) also discusses that “Social constructivist approaches can include reciprocal teaching, peer collaboration, cognitive apprenticeships, problem-based instruction, webquests, anchored instruction and other methods that involve learning with others”. All of these instructional methods emphasize the social constructivist learning theory.
Based on my research this week, I found a few ideas that correlate with the principles of the social learning theories. One instructional method I read talked in detail about cooperative learning. Cooperative learning, according to Dr. Orey (2001), “promotes social interactions; thus students benefit in a number of ways from the social perspective. By having the students explain their reasoning and conclusions, cooperative learning helps develop oral communication skills”. A way in which I can use this method in my classroom is to have my students conduct interviews with a partner in Spanish, or in groups of four, and the students will have to share their findings with the class, using some sort of presentation tool to accentuate the presentation (Students can use visuals in PowerPoint, a VoiceThread, iMovie, etc.). In Spanish, students will have to pay attention to correct verb conjugations, grammar and tenses when speaking to one another and paraphrasing to the class.
Another tool which correlates to social learning theories and cooperative learning is using shared bookmarking. According to Pittler, Hubbell, Kuhn and Malenoski, “Now all a teacher has to do is bookmark her best resources on a social bookmarking site and make one link to it that stays at home or at school without having to remember a lot of URLs” (2007, p. 150). My World Language Department will be working on creating a social bookmarking site in two days to which we will all be contributing. Later, we will allow our students to have access to our Spanish resources via our classroom websites.
Another neat teaching tool about which I read this week is working with VoiceThread. This web-based program gets students working collaboratively on a task and then they are able to share their information not only with class members but with the community people all over the world. The projects I will have my students create will allow for each student to be able to receive feedback from the teacher and their peers. One example of using VoiceThread with my students is to have them create a restaurant review. Focusing on the preterite tense in Spanish and restaurant vocabulary, students will record their experience of a restaurant visit, taking pictures of the restaurant and the food they ate to upload to their VoiceThread. I will require students to comment on at least two other VoiceThreads.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Based on my research this week, I found a few ideas that correlate with the principles of the social learning theories. One instructional method I read talked in detail about cooperative learning. Cooperative learning, according to Dr. Orey (2001), “promotes social interactions; thus students benefit in a number of ways from the social perspective. By having the students explain their reasoning and conclusions, cooperative learning helps develop oral communication skills”. A way in which I can use this method in my classroom is to have my students conduct interviews with a partner in Spanish, or in groups of four, and the students will have to share their findings with the class, using some sort of presentation tool to accentuate the presentation (Students can use visuals in PowerPoint, a VoiceThread, iMovie, etc.). In Spanish, students will have to pay attention to correct verb conjugations, grammar and tenses when speaking to one another and paraphrasing to the class.
Another tool which correlates to social learning theories and cooperative learning is using shared bookmarking. According to Pittler, Hubbell, Kuhn and Malenoski, “Now all a teacher has to do is bookmark her best resources on a social bookmarking site and make one link to it that stays at home or at school without having to remember a lot of URLs” (2007, p. 150). My World Language Department will be working on creating a social bookmarking site in two days to which we will all be contributing. Later, we will allow our students to have access to our Spanish resources via our classroom websites.
Another neat teaching tool about which I read this week is working with VoiceThread. This web-based program gets students working collaboratively on a task and then they are able to share their information not only with class members but with the community people all over the world. The projects I will have my students create will allow for each student to be able to receive feedback from the teacher and their peers. One example of using VoiceThread with my students is to have them create a restaurant review. Focusing on the preterite tense in Spanish and restaurant vocabulary, students will record their experience of a restaurant visit, taking pictures of the restaurant and the food they ate to upload to their VoiceThread. I will require students to comment on at least two other VoiceThreads.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 27, 2010
Constructivism in Practice
Generating and testing hypothesis and the constructionist/constructivist theories of learning go hand in hand. In this week’s resources, the technological instructional method, generating and testing hypothesis was discussed and I was able to see what this has in common with the learning theories studied this week. As Dr. Michael Orey (2001) states, constructionism “builds on the ‘Constructivist’ theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners don't get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others”. When I remember the classes I took when I was in high school, I seem to always remember the classes and lessons in which the students were taught someone hands-on, where we were able to create our own knowledge and create some sort of project displaying that knowledge of the concepts being studied and what it meant to us. We then were able to present it in one way or another, so others could understand the material in a different way.
The example which uses technology, generating and testing hypothesis, relates to the constructivist/constructionist learning theories because students are not only engaged actively in what they are learning, they are creating something to demonstrate their knowledge, which also proves they know the facts and information dealing with that concept. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). By using spreadsheets to display the information, this will help students “…[interpret] the data rather than [gather] the data” (Putler, Hubbell, Kuhn & Malenoski, 2007, p. 203).
I am thinking about some ideas with using technology to use generating and testing hypothesis with my students, but for Spanish class I am actually running into a wall. Does anyone have any ideas on how I can use this instructional method with my students with the Spanish language? I could always have students relate the instructional method with the Spanish culture. Any ideas?
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The example which uses technology, generating and testing hypothesis, relates to the constructivist/constructionist learning theories because students are not only engaged actively in what they are learning, they are creating something to demonstrate their knowledge, which also proves they know the facts and information dealing with that concept. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). By using spreadsheets to display the information, this will help students “…[interpret] the data rather than [gather] the data” (Putler, Hubbell, Kuhn & Malenoski, 2007, p. 203).
I am thinking about some ideas with using technology to use generating and testing hypothesis with my students, but for Spanish class I am actually running into a wall. Does anyone have any ideas on how I can use this instructional method with my students with the Spanish language? I could always have students relate the instructional method with the Spanish culture. Any ideas?
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, January 19, 2010
Cognitivism in Practice
This week’s resources allowed me to explore the principles of the Cognitive Learning Theory and the tools which relate to this theory. Cognitive Learning Theories, according to Dr. Michael Orey, “revolve around the information processing model” (Laureate Education, Inc., 2009), which means that through ones senses (external stimuli), information is received. This information is then stored in short-term memory and will only go into long-term memory if it is rehearsed and if connections are made so one is able to retrieve the information from long-term memory. The more the information is rehearsed and the more connections are made, the easier the retrieval process will be.
The instructional strategy, using concept maps, is a great idea of how one could implement the cognitive learning theory into instruction. A concept map can help students take a complex concept or idea, break the concept down into smaller concepts and words and link all the ideas together to create personal connections for each student. I have been thinking of all the possibilities for concept maps in my classroom, and I have come up with some ideas in which I will have my students create maps using the preterite tense in Spanish. They can group verbs in groups, create sub-groups according to their knowledge, and then link other groups together. I am also eager to try the concept maps with the preterite and imperfect tenses. This concept of having two past tenses in Spanish tends to confuse the English speaker, so the maps should be of great use. These will be great review activities after they have gained all the prior knowledge to complete the tasks.
The other instructional strategy, virtual field trips, seems very interesting. I had never heard of a virtual field trip before this week’s resources, and I am already thinking of one lesson in particular for which I can implement this strategy. In addition to teaching grammar concepts, I simultaneously teach about the Spanish-speaking world and the many cultures that exist within that world. For certain cultural topics or certain places in the world I focus on, I can bring that learning to life with virtual field trips. I have done some research tonight on some virtual field trips and I have found quite a few which will work with my lessons. According to Dr. Michael Orey, these field trips will create a “powerful episodic experience” (Laureate Education, Inc., 2009). I am looking forward to starting these field trips this coming semester!
References:
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
The instructional strategy, using concept maps, is a great idea of how one could implement the cognitive learning theory into instruction. A concept map can help students take a complex concept or idea, break the concept down into smaller concepts and words and link all the ideas together to create personal connections for each student. I have been thinking of all the possibilities for concept maps in my classroom, and I have come up with some ideas in which I will have my students create maps using the preterite tense in Spanish. They can group verbs in groups, create sub-groups according to their knowledge, and then link other groups together. I am also eager to try the concept maps with the preterite and imperfect tenses. This concept of having two past tenses in Spanish tends to confuse the English speaker, so the maps should be of great use. These will be great review activities after they have gained all the prior knowledge to complete the tasks.
The other instructional strategy, virtual field trips, seems very interesting. I had never heard of a virtual field trip before this week’s resources, and I am already thinking of one lesson in particular for which I can implement this strategy. In addition to teaching grammar concepts, I simultaneously teach about the Spanish-speaking world and the many cultures that exist within that world. For certain cultural topics or certain places in the world I focus on, I can bring that learning to life with virtual field trips. I have done some research tonight on some virtual field trips and I have found quite a few which will work with my lessons. According to Dr. Michael Orey, these field trips will create a “powerful episodic experience” (Laureate Education, Inc., 2009). I am looking forward to starting these field trips this coming semester!
References:
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Wednesday, January 13, 2010
Behaviorism in Practice
Before reading this week’s resources and watching this week’s media, I had been lead to believe that the behaviorist learning theory would only due harm to students' learning in the classroom. It was not until after reading about the different theories of learning that I realized that in order to help each student learn, one must incorporate many different aspects from more than one learning theory rather than only using a single theory. Many of the resources from this week and last week mention that students need to learn in multiple ways to make strong connections to the material being taught and that all learning theories have one thing in common: the the learner should be actively engaged.
As I read through the chapter, “Reinforcing Effort”, I read about a strategy that included creating rubrics for students, from a spreadsheet in Microsoft Excel. If teachers use rubrics, Pitler, Hubbell, Kuhn and Malenoski believe that “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (2007, p. 156), and that “One easy way to help students make the connection between effort and achievement is by using a spreadsheet like Microsoft Excel” (2007, p. 158). The way that this strategy correlates to the behaviorist theory is that students are able to see their performance according to the rubric and what was expected of them. They will get immediate feedback as to where they are at on the rubric scale. This results in a reward if the student receives the grade he/she desired, or a punishment if they did not get a good grade. Students can then assess how to improve next time from the given feedback. Students will track their success over time, to gain an understanding of the correlation between effort and success, too.
In the chapter “Homework and Practice”, there are many strategies explained that also directly correlate with the principles of the behaviorist learning theory, because most of the strategies presented deal with remediation of course material in classes. An example of this is using online websites for remedial and skill practice. Online resources “have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 195). Some programs even have students print out certificates showing their progress and performance. This type of strategy provides students with immediate feedback on how they are doing, either rewarding them or punishing them for their behavior (whether they do well or poorly on an activity).
In my classroom, I still use the behaviorist learning theory as needed. I use online practice websites for my Spanish classes, and I have my students check their work and print out their results so I can even see how they are doing. I feel that today in the classroom, the behaviorist theory is still important, as long as it is not the only theory being used. There are many other opportunities teachers can take to increase the learning for each student. Below are two links to websites I have used which are based on behaviorism. I use many others, but these are just two quick examples. Each quiz allows students to check their work. I make them prove they did the work by printing it out with 100% correct. They can go back to change their answers as many times as they need to.
Examples:
http://conjuguemos.com/home/docs/nologin/spanish_fillin_grammar_7.html
http://www.studyspanish.com/cgi-bin/verbs/verb_drill.cgi
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
As I read through the chapter, “Reinforcing Effort”, I read about a strategy that included creating rubrics for students, from a spreadsheet in Microsoft Excel. If teachers use rubrics, Pitler, Hubbell, Kuhn and Malenoski believe that “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (2007, p. 156), and that “One easy way to help students make the connection between effort and achievement is by using a spreadsheet like Microsoft Excel” (2007, p. 158). The way that this strategy correlates to the behaviorist theory is that students are able to see their performance according to the rubric and what was expected of them. They will get immediate feedback as to where they are at on the rubric scale. This results in a reward if the student receives the grade he/she desired, or a punishment if they did not get a good grade. Students can then assess how to improve next time from the given feedback. Students will track their success over time, to gain an understanding of the correlation between effort and success, too.
In the chapter “Homework and Practice”, there are many strategies explained that also directly correlate with the principles of the behaviorist learning theory, because most of the strategies presented deal with remediation of course material in classes. An example of this is using online websites for remedial and skill practice. Online resources “have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 195). Some programs even have students print out certificates showing their progress and performance. This type of strategy provides students with immediate feedback on how they are doing, either rewarding them or punishing them for their behavior (whether they do well or poorly on an activity).
In my classroom, I still use the behaviorist learning theory as needed. I use online practice websites for my Spanish classes, and I have my students check their work and print out their results so I can even see how they are doing. I feel that today in the classroom, the behaviorist theory is still important, as long as it is not the only theory being used. There are many other opportunities teachers can take to increase the learning for each student. Below are two links to websites I have used which are based on behaviorism. I use many others, but these are just two quick examples. Each quiz allows students to check their work. I make them prove they did the work by printing it out with 100% correct. They can go back to change their answers as many times as they need to.
Examples:
http://conjuguemos.com/home/docs/nologin/spanish_fillin_grammar_7.html
http://www.studyspanish.com/cgi-bin/verbs/verb_drill.cgi
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, October 28, 2009
Week 8: Reflection
After reflecting on this technology course, I have found that my technology skills have improved, I have learned more about the teaching and learning process, my perspectives about learning have changed, I know about many different ways to continue learning and I have set goals for the future in respect to teaching with technology.
This course helped me develop my own technology skills as a teacher each week. Every week I was to complete a different project, all of which included technology. I learned not only what wiki’s, blogs and podcasts are, but I also learned how to use them. I also learned how these could be used in my classroom. I also was able to learn about an RSS reader, create a reader account and be updated on other classmates’ blog postings instantaneously. What has helped me the most in developing my technology skills is implementing a web 2.0 tool into a lesson plan. This really made everything in this course come together as one big piece for me. When I finished my lesson plan, I realized that I can use technology a lot more than I currently use it right now. It is not as intimidating as I originally thought. I can also work on getting my students using more technology.
I deepened my learning of the teaching and learning process because of two different reasons. One, I learned a lot of valuable information through the articles that were assigned to read and through the videos the class watched for each week. I learned many different pieces of information, but what stuck with me the most is that there is such a thing that exists called a “Digital Native” and a “Digital Immigrant”. I now know that one can learn from each other. I also learned that experience is more important than content. It is hard for me to think this way, but now that I am aware, I will keep this in my mind as I design my lessons. I also learned a lot about the teaching and learning process by being an active participant in class discussions each week. By hearing what my other classmates had to say and responding to them, I learned a lot about the experiences of others. I also got some great insights and ideas from one another. Others were also able to comment on my own postings. I received some valuable information from these activities.
I am in the process of changing from being teacher-centered to learner-centered. It is a hard transformation to make, so I have been working in it slowly. For example, when I teach a new concept in Spanish, I now hand them a sheet that has a few sentences dealing with the grammar structure we will be studying. I have students talk about it in groups, thinking about the similarities and differences they see in each example, and then they make predictions based on the compares and contrasts they make. After the class talks about what each group discussed, we move on with the lesson. I like to give my students some thinking time before I jump into teaching them something new.
There are many ways I can continue expanding my knowledge of learning, teaching and leading with technology to increase student achievement. Since this was my first technology course at Walden, I can stick with this program and continue to take the other prescribed technology courses to learn more about what I can do with technology. I can also attend workshops, go to optional workshops provided through my district, and keep up to date on current research, technology and practices for achieving higher student achievement.
I have set two long-term goals for transforming my classroom environment. The first goal I have set is to do a technology project each quarter for my second year classes. That will be a total of four opportunities for students to create their own projects using technology. I will achieve this goal by starting to create the lessons early. I already created one lesson for next year dealing with my first unit which is food in Spanish. Now I will work on the second unit project, and possibly be able to implement it as early as this year if I work on all the nuts and bolts. Hopefully by next year, I will have worked on all four unit projects and will successfully be able to implement them right away. The second goal I have set is to work on getting my world language department to be as open to trying new things as I am, or at least add one project or activity that includes technology into their lessons. I will achieve this goal using baby steps. I will talk about what I learn in my Master’s program, highlighting all the new areas of technology that I feel would work great in the Spanish classroom. I will then share my ideas, get feedback and tailor my lesson to fit what others feel will be successful. Hopefully after tweaking my lessons, my colleagues will want to use the lessons as well. I will also ask for their creative ideas for future lessons.
As I looked over my checklist from week one, some of my answers have changed since finishing this course. I have now designed lessons with the goals in mind, and then found the best piece of technology that will fit with those goals. I also now have a vision of how I want my classroom environment to evolve, and I am working on creating that new 21st century classroom environment.
This course helped me develop my own technology skills as a teacher each week. Every week I was to complete a different project, all of which included technology. I learned not only what wiki’s, blogs and podcasts are, but I also learned how to use them. I also learned how these could be used in my classroom. I also was able to learn about an RSS reader, create a reader account and be updated on other classmates’ blog postings instantaneously. What has helped me the most in developing my technology skills is implementing a web 2.0 tool into a lesson plan. This really made everything in this course come together as one big piece for me. When I finished my lesson plan, I realized that I can use technology a lot more than I currently use it right now. It is not as intimidating as I originally thought. I can also work on getting my students using more technology.
I deepened my learning of the teaching and learning process because of two different reasons. One, I learned a lot of valuable information through the articles that were assigned to read and through the videos the class watched for each week. I learned many different pieces of information, but what stuck with me the most is that there is such a thing that exists called a “Digital Native” and a “Digital Immigrant”. I now know that one can learn from each other. I also learned that experience is more important than content. It is hard for me to think this way, but now that I am aware, I will keep this in my mind as I design my lessons. I also learned a lot about the teaching and learning process by being an active participant in class discussions each week. By hearing what my other classmates had to say and responding to them, I learned a lot about the experiences of others. I also got some great insights and ideas from one another. Others were also able to comment on my own postings. I received some valuable information from these activities.
I am in the process of changing from being teacher-centered to learner-centered. It is a hard transformation to make, so I have been working in it slowly. For example, when I teach a new concept in Spanish, I now hand them a sheet that has a few sentences dealing with the grammar structure we will be studying. I have students talk about it in groups, thinking about the similarities and differences they see in each example, and then they make predictions based on the compares and contrasts they make. After the class talks about what each group discussed, we move on with the lesson. I like to give my students some thinking time before I jump into teaching them something new.
There are many ways I can continue expanding my knowledge of learning, teaching and leading with technology to increase student achievement. Since this was my first technology course at Walden, I can stick with this program and continue to take the other prescribed technology courses to learn more about what I can do with technology. I can also attend workshops, go to optional workshops provided through my district, and keep up to date on current research, technology and practices for achieving higher student achievement.
I have set two long-term goals for transforming my classroom environment. The first goal I have set is to do a technology project each quarter for my second year classes. That will be a total of four opportunities for students to create their own projects using technology. I will achieve this goal by starting to create the lessons early. I already created one lesson for next year dealing with my first unit which is food in Spanish. Now I will work on the second unit project, and possibly be able to implement it as early as this year if I work on all the nuts and bolts. Hopefully by next year, I will have worked on all four unit projects and will successfully be able to implement them right away. The second goal I have set is to work on getting my world language department to be as open to trying new things as I am, or at least add one project or activity that includes technology into their lessons. I will achieve this goal using baby steps. I will talk about what I learn in my Master’s program, highlighting all the new areas of technology that I feel would work great in the Spanish classroom. I will then share my ideas, get feedback and tailor my lesson to fit what others feel will be successful. Hopefully after tweaking my lessons, my colleagues will want to use the lessons as well. I will also ask for their creative ideas for future lessons.
As I looked over my checklist from week one, some of my answers have changed since finishing this course. I have now designed lessons with the goals in mind, and then found the best piece of technology that will fit with those goals. I also now have a vision of how I want my classroom environment to evolve, and I am working on creating that new 21st century classroom environment.
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