Social Networking Technology

The two networks I chose to use for this assignment are www.edutopia.com because of its ability to use the resources for understanding the common core state standards and http://sigve.iste.wikispaces.net/ which allows practitioners to adhere to the use of transforming the former 20^th century education with the aid of advanced educational technology practices and programmed applications. As a practitioner, I plan to analyze how the two networks are used to bring evolutionary teaching to a rapidly changing classroom in the 21^st century in order to gain distinct and concrete usage for educating students in today’s digital classroom.  The implementation of critical thinking, when it reveals the rationalization of the benefits of using Internet based technologically savvy tools, are found in Edutopia and SIGVE.

The benefits of using both Internet social networks for educating will have logical implications and justifications for the 21^st century educators who are teaching with technology.  This in turn will allow students to be able to have valuable learning instruments as they embark on the evolution of high technological society in the classroom. This has been evident with the converting of campuses into 1:1 iPad classrooms and the embracing of social networking for the implementation of digital literacy in classroom

Social networks can help educators and all who embrace technology infused learning. I will benefit with the use of these tools by collaborating with other educators and exchanging ideas and concepts. With the use of www.edutopia.com, practitioners can not only find information for digital literacy in the classroom, but they are exposed to awesome displays of educational information which can insight useful and creative ways for the student and teacher to be successful in the classroom. 

Another social network that utilizes the learning with the use of a digital classroom is www.edmodo.com, This site is endorse by SIGVE, which is a special interest group for virtual environments in the classroom. SIGVE allows educators a chance to show what they know on a large online media platform for English, language arts and general speaking. I will use both social network sites to create enhancements for digital instructional usage in my weekly lessons for the 21^st century student and my lifelong professional development practice. The use of incorporating such social networking sites in my classroom curricula will tremendously enhance the teaching of technology for my students to be able to understand how the learning process can be educational and fun.

References:

6th, 7th, and 8th Grades
Find Middle School Educational Resources. Connect With Educators.
http://www.edutopia.org/grade-level-6-8

Literacy in a Digital Classroom

Integrating Technology with Reading, Writing and Speaking
http://literacydigitalclassroom.ning.com
http://sigve.iste.wikispaces.net/

Internet Usage Today Compared to 20 Years Ago

In this interview, I am communicating with Rita Coulon, an Educator and current Technology

Liaison for W. R. Smith Middle School.  Ms. Coulon has been a Teacher for 23 years and she has
witness the infusion of the internet, as a learning tool, in the classroom with the use of instructional
software applications. During this interview, Ms. Coulon has informed me on a number of credible
resources for success using Technology and instructional blueprinting data for MOD and SPED
students which creates a viable resource for all students with a learning disability. The use of the
internet, compared to over 20 years ago, has led to a lot of student initiative learning styles in which
Ms. Coulon has had the opportunity to be a somewhat corroborator and eventually an end user for the development of student success in the classroom.

Ms. Coulon has developed reliable teaching practices using proprietary software which was compatible with the Sony PlayStation for ELA, Math, Science and special needs students. She was also able to use this technique with the use of Light Span, an interactive software CD used by students using BYOD or studying at home. This was created by a developer designing in FORTRAN, Pascal, and Cobalt for student success in the classroom.

Some of her past students’ characteristics before and after the internet in the classroom was a sense that the students were eager to learn when the Practitioner was at the center of learning in the classroom compared to students being guided by the Practitioner with technology being used as a tool for overall instruction. This has been done with whole group, 1on1, peer tutor, differentiated instruction and the student being responsible for their on learning with the Teacher as the facilitator with guided instruction.

Major research and learning theories, before verses now, or before computers, were done with the use of dictionaries, encyclopedias, textbooks and people when used in the classroom for daily usage and instruction; however, being in the 21^st century, with a more technologically driven society of educators, has proven that Internet access for all students in the classroom, with the use of iPads, tablets or BYOD is a needed tool for tech savvy students.

As an advocate for technology in the classroom, I adhere to the LoTi – Levels of Technology implementation framework on the integration of technology in the classroom. Level 6 which states, “Technology is perceived as a process, product, and/or tool for students to find solutions related to a “real-world” problem or issue of significance to them” (Williamson & Redish, 2009, p. 36), is the essential function and major thesis of my writing for Informational Systems Management. With this being acknowledged, P-BL – “project-based learning is a constructivist approach that encourages learning in depth by allowing students to use inquiry-based methods to engage with issues and questions that are rich, real, and relevant to their lives” (Solomon & Schrum, 2007, p. 39), and can be used by all students using technology in a purposeful way.

One way in which students can use technology in a purposeful way is with the use of multimedia. “Not only can students create summaries and notes of multimedia content, they can also use multimedia to enhance and present their summaries and notes” (Pitler et al., 2012, p. 156), with the use of a technology based learning activity allowing the student to use their creativity for a personalized instructional lesson summary.

List of References:

 

R. A. Coulon, (personal communication, October 13, 2013)           

(Williamson & Redish, 2009, p. 36)

(Solomon & Schrum, 2007, p. 39)

(Pitler et al., 2012, p. 156)

Lisa Weber's Action Research Plan for Digital Citizenship

Lisa Weber’s Action Research Planning For Digital Citizenship for the Digital Age Learner
Goal: Advocating Digital Citizenship with the use of modeling and facilitating a digital           culture for the Digital Age Learner
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Ensure access to digital tools and resources	Lisa Weber	August  2013- January 2014	1:1 iPad classroom or computer lab for virtual classroom connect	Data from assessing student engagement
Research ways to engage in the promoting and modeling of establish policies for safe, legal, and ethical use of digital information and technology for positive Digital Citizenship	Lisa Weber	November 2013-January 2014	Free Internet Classroom Applications e.g. (Edmodo)	Determine which List of free online applications for Digital classroom instruction via blog and virtual classroom site for online observations(TBA)
Implement new ways to promote and model responsible social interactions related to the use of technology and information while online within the Digital Culture	Lisa Weber	January 2014-June 2014	1:1 iPad classroom or computer lab for virtual classroom connect	Documentation of assessment computations in numerical and alphanumerical qualitative formats
Assess student online performance with the development of a digital cultural understanding and involvement of contemporary communication and collaboration tools for analyzing	Lisa Weber	January 2014-June 2014	Virtual classroom embedded Spreadsheet to track Teacher/Student online engagement data for analysis	Conclusions from student digital footprinting while engaging in 1:1 iPad online learning while utilizing Digital Citizenship format
Compare assessment of student online engagement after promoting and providing 1:1 iPad learner centered environments readily equipped with resources to meet the individual, diverse needs of the digital aged learner	Lisa Weber	June 2014- August 2014	Virtual classroom embedded Spreadsheet to track Student online engagement data	Draft conclusions by comparing spreadsheets and post results of ARP study
Implement changes base on results of finding how Digital Citizenship is reciprocated in classroom	Lisa Weber	August 2014-December 2014	Virtual classroom embedded Spreadsheet to track Teacher/Student online engagement data for analysis	Modifications of drafted changes for ARP study
Share conclusions with site supervisor and other inquirers	Lisa Weber	August 2014-December 2014	Results of action research plan and digital documentation summarizing completion	Final document or product to share results

 

Digital Citizenship for (TIC)

The research I am proposing is taken from ISTE’s TF/FL Standard I, TF/TL Standard II, and TF/TL Standard III which are the very core of my ARP (Action Research Plan).  I am currently researching and preparing an ARP for Digital Citizenship which consists of focusing and developing the evasiveness structure of helping teachers plan and design Learning Environments and Experiences. This can be done through Facilitating and Leading Instructional Change.  The goals and objectives I have included for investigating are all centered on the Teacher and the Student.  In order for the Teacher to be able to teach using Technology, the educator will need to be able to plan and design a Technology Instructional Classroom, (TIC).  This must be done first in order to teach Student Technology Literacy for assessments to collect data. With the use of Productivity and Professional Practice, my ARP will promote skillful learning and the development of learning communities with the use of Digital Citizenship.

Data Usage In Action Research

Data is the key component for understanding what the practitioner will evaluate as to how the student is learning within the realms of a digital age campus.
 Action Research can be initiated with the use of "data streams".

 

How Educational Leaders Might Use Blogs?

Blogging free technology application sites used for Professional Learning Communitites (PLCs) when the educator is planning and designing learning environments and experiences with the use of educational technology are ways in which educational leaders can use blog sites.  Another way blogs can be use is to network and share ideas about action research and its relevancy.

Head Learner: Creating a Community of Learners

 
What I learned about action research and how might it be able to be used?

This blog was created by a Technology researcher and consultant for supportive Professional Development (PD) for educators whose campuses are implementing 1:1 iPads for the entire campus curricula. This blog is also an Action Research project (EDLD: Research) for Lamar University Academic Partnership.
The difference between traditional research and action research can be speculated from three different angles all of which connects to the role of the practitioner as researcher. Since traditional research was conducted and handled by an outside entity such as independent university researchers, facilitating action research has allowed the researching to be done by the practitioner who is actually inquiring about fact findings pertaining to their research. The next tradition would be classroom research where educational practices along with investigative processes can be conducted. Lastly, as all of the above is taking place, the practitioner is able to initiate change as research information is generated and analyzed.  
I have learned that being exclusively involved in the research and development of building a professional learning community (PLC), and the ways it might be used, is by taking the knowledge gained by all to allow the continuous growth of strategies, planning, making decisions, developing policies, monitoring and sharing leadership for the success of the action research to support a professional learning community (PLC). 

Feel free to comment and give feedback.