Final Synthesis

Running head: FINAL SYNTHESIS PROJECT








Final Synthesis Project
Patricia A. Moore
Western Michigan University
Telecommunication for Teaching and Learning
EDT 5410
Sharon Peterson
April 20, 2008
Final Synthesis Project
In partial completion of the requirements for EDT 5410, for this project, I have designed an instructional product that incorporates two tools which I had the opportunity to explore during this past semester.
Target audience
This activity is structured for current teachers of students with mild cognitive impairments and for students in undergraduate special education teacher preparation programs. This activity is developed for K-12 special education center-based school programs.
Learning objectives
Using two online tools, learners will develop a life goal curriculum using the Diagnostic, Prescriptive and Evaluation (DPE) approach. The DPE is a life goal curriculum approach to teaching students with mental retardation. Using Google Notebook the emphasis will be on addressing realistic goals based on the student’s Individualized Educational Plan with prescribed procedures for evaluating progress and goal attainment. Significant emphasis will be placed upon determining realistic attainable goals. After the diagnostic step, the prescription process begins whereby the goals are taught from a specific lesson to a more general lesson. The final step involves evaluation the prescriptions to determine the continued efficacy or the need to modify and or adjust the goals. These procedures play a significant role in the daily class.
Using Picnik photo editing, SPED professionals will create an album for each student and save pictures related to their environments in terms of where students will live, work, and play after they leave school. This tool can also assists in teaching skills that prepare the students to function successfully in those environments. At the end of the year, SPED teachers will have a digital portfolio to demonstrate appropriately applied procedures to assist students with independent functioning. For example, images will portray several students were working on objectives for eating, toilet use, dressing and undressing and cleanliness. indicated the goal was to follow the sequence of identifying skills which will prepare the students to function successfully where they live, work and play after they leave school. These goals are realistic and generalized to real life settings. The goals were clearly identified on the student’s IEP with ongoing monitoring to determine continued appropriateness.

Description of lesson/intervention
The first online tool which will be incorporated into this lesson consists of “Google Notebook.” Google Notebook is a free service offered by Google that provides a simple way to save and organize clips of information when conducting research online. This personal browser tool permits a user to write notes, and to clip text, images, and links from pages during browsing. These are saved to an online "notebook" with sharing and collaboration features. This tool will allow you to set up and save your student’s life goal curriculum. As you develop the curriculum, you will clip and save appropriate information which you can reference later.
The next tool you will integrate into this lesson is Picnik online photo editing. This tool allows you to upload photos or images from your computer or from the web. Picnik’s basic editing tools are comparable with other photo editing software such as Hewlett Packard. You can also import photos from your computer, Facebook, Flickr, Yahoo Image search and Picasa Web Albums.
Artifacts
http://docs.google.com/Doc?id=dqfcp6b_0f3drkddd
http://s255.photobucket.com/albums/hh151/patriciamsw/?action=view&current=1b318a20.pbr
(In order to view the above links touch ctrl + click) These links provide examples of the online tool used to develop the life goal curriculum for students with mild cognitive impairments.
Justification
This lesson might easily be created using the simple pencil and paper approach. Perhaps you might even consider still photos taken with an automatic camera. The photos could then be pasted to paper scrapbook or placed in a photo album for later viewing. On the other hand, there are several benefits to integrating computer imagination and technological tools within your curriculum.
There are several justifications for using of Computer Imagination. Our readings from Week 2 state “Computer imagination takes advantage of the computer's strengths. A Web site is computer imaginative if it exploits the strengths of the Web to achieve an important goal, whether it is learning, entertainment, information, brand identification, or increased sales.” The integration of the technological tools discussed in this final synthesis significantly enhances not only the skills of the SPED teachers but the acquisition of knowledge and skills development for students with special learning needs.
When we consider the development of the Life Curriculum, the learner can regularly store and update information in expansive, hyperlinked methods. The Google Notebook allows for the use of sophisticated websites and online database searched. There are opportunities to acquire and share information with colleagues and peers through instant messaging, email links and web sites.
The concept of community of users is appealing for SPED teachers as well as the students they instruct. Unlike methods which require excessive time, travel and other logistical constraints, these technology tools can meet the needs of multiple users without the concerns of time or location.

Chapter 31: Emerging Instructional Technologies

The authors in chapter 31 discussed emergent technologies which if follows past trends, will significantly impact future instructional design technologies. They speak of a paradigm shift impelled by a continuously developing ecological structure. One of the key aspects of this reading focused on Advanced Performance Tracking. As I read this section, I thought wow! I can imagine improving my racquetball game and maybe my golf game. The authors suggested that one could” slip into a body glove” which covers you from head to toe. This body glove according to the authors would “incorporate an intricate electrical grid that transmits precise body position and relative movement information to a personal computer located several feet away”. Wow! I could actually perform tracking and feedback to improve my swing, positioning for racquetball and golf. During my matches, I often think of what I need to focus on to improve my performance. This system can also be used to assess academic deficiencies and target areas which need further development.

Sounds sci-fi…..interestingly as a child, I could never imagine a cell phone or even an electronic car starter. This chapter presented some intriguing concepts. When I think about the body glove, I also think about the portable tens unit which sends electronic surges into your muscles for healing?

As I reflect on the technological tools and select readings presented in this course, I have a sense of wonder and an appreciation for the technological advances emerging in our global society. This course created opportunities for me to explore technological tools that I either took for granted or simply did not know they existed. There were several tools and programs which I found fascinating though I had the most fun with Google Maps, Camtasia Studio, and Photo sharing. The online photo sharing tools were fun once I figured out the specifics such as how to add titles and tags.

Web-based Programs

The two web-based programs I reviewed were Ajax and Picnik. I was immediately impressed with the colors and layout of each program. In terms of Ajax, this is yet another program which allows you to create web presentations and documents. It was fairly easy to navigate and I could recognize some similarities to other office programs. When I first opened the demo, it was a bit slow to load but once loaded the program was slow to advance and at one point, my laptop frozen. After rebooting, I just simply admired the icons on the desktop. This happened repeatedly and I can only suggest that this program is in conflict with my Vista software. After a while, I gave up and read through some of the application descriptions. Some of the applications which are comparable to other windows programs include: listening and organizing music, personalizing your desktop, storing documents and such.

Picnik (photo editing) was fun to explore. I likened it to my HP photo software…in some ways. With this photo software, it appears easy to upload photos or images from my computer or from the web. I actually have a webcam on my laptop and play around with the software to capture and upload my still photos. While picniking I noticed you can gather photos and images from or upload to Webcam Photo, MySpace, Flickr, Facebook, Photo bucket and such. The photo editing features were also easy to navigate. I might add that when I reviewed this web-based program, I accessed it through Internet Explorer as opposed to Mozilla Firefox. I had major challenges with Mozilla (my default Internet search engine).

Chapter 30

Chapter 30 focused on promoting effective cognitive processes in learners through the use of rich media. The authors discussed the use of illustrations and animations to reach learners. These are intriguing concepts. One thing that quickly came to mind was differentiating instructions. The two tangibles I would take away from the chapter involve: 1) Employing Design Principles Particularly for Inexperienced Learners and 2) Scaffolding in Making Sense of a Simulation. These are ideas which I believe are easily applied to my teaching and leadership for successful student achievement.

According to the author, “the learner’s level of prior knowledge is the single most important individual difference variable in learning and is the most important characteristic to know to help you design appropriate training” (pg. 320). In my building and professional practice, educational outcomes for all learners is predicated on linkages to meaningful and worthwhile teaching and learning experiences. As educators, our primary focus is to prepare students to meet the challenges of our global economy. We have to be receptive to modifying instruction for students with “low knowledge”.

Scaffolding in Making Sense of Simulation is another tangible I can take away from my readings. Through this process, we have the ability to support student achievement and facilitate student learning. We begin by communicating a process, which can take on many forms. For example, using media, lecture or group discussion. Our next step in the process might involve coaching or prompting students. Finally, we elicit a response or create opportunities for students to reflect on their desired goals or activity related to learning. Ideally, students will begin to make sense of our simulation or the scaffolding process, to the degree where they can perform a task without the concept of scaffolding.

Transition Services Page Creator

patricia8961 - http://patricia8961.googlepages.com/home Adult Learner

Transitioning from school to adult life is a critical area of concern for both students and their parents. Lack of access to available resources and services can be a barrier for the succesful transition from school to work. This website will serve as a database for acquiring and determining available services as students prepare for life beyond high school.

Chapter 27 Competencies for Instructional Design and Technology

This chapter focused on the skills necessary for competency in the field of instructional design and technology. As I read through this chapter, I reflected on what my own areas of strength and what competencies I needed to develop given my professional goals in area of special education. In addition to completing a sequence of courses and experiences, there are 12 competencies identified for Directors/supervisors of special education. They include:

Program development and evaluation

Personnel staffing, supervision, and evaluation

Interpersonal relationships, communications, persuasion, and morale

Evaluation of inservice organization and management

Budgeting, financing, and reporting

Parent relationships School plant planning Consultation Research and grant writing Office management, including office automation School-related legal activities and due process hearing Computer-assisted management

My professional practice does not necessarily lend itself to instructional design and technology however, a few of the above mentioned competencies can be easily adapted to my professional role as an administrator in special education, they include:

1. Plan and monitor instructional development projects- Correspondingly, program development and evaluation is an area I identified for further development. In doing such, my focus for this year is on program design and evaluation.

2. Demonstrate appropriate interpersonal, group process, and consulting behaviors - Interpersonal relationships, communications, persuasion, and morale are ongoing development goals.

3. Assess learner/trainee characteristics - Evaluation of inservice organization and management. With the complexities of students we serve, I have to continue to assess and staff development in the educational process. The author in chapter 27 indicates that in the field of IDT, the competencies will continue to evolve as the field continues to change, this holds true for most professions. Given the complexities involved in special education, the standards and competencies for director/supervisor of special education are appropriately aligned with my professional role. Each year, I establish learning goals for my professional development as director/supervisor of special education.

Staff Training Session

Today, each staff member received a document identifying students with disabilities who they will case manage during this school year. ... The purpose of our meeting today is to go over this document and identify students with outdated IEPs and MET reports. This first step begins the process for case managing students with IEPs. Subsequent trainings will focus on obtaining and analyzing anecdotal records, determining students' present level of performance and functioning, contacting parents to determine their availability to meet and assist in planning their child's educational goals and objectives, coordinating ancillary services and facilitating the IEP meeting.

Reflection Week 11

Our most recent chapter readings created opportunities to view instructional design/technology in the contexts of business, P -12 and higher education,

Several themes appear across these contexts I considered systematic structures and the development of personnel, students, and instructors to strengthen the information age.

In chapter 21, the author highlights a systematic approach to meet the needs of students and communities. When they speak of the ecological and systematic change, one can easily generalize the meaning across the three contexts. When we consider change in the contexts of business, p-12, and higher education we address 1) the core and supporting work; 2) the internal “social architecture”; and 3) the district’s (industry) relationship with its internal environment.

In chapter 18, the authors describe the complexities of work settings are impacted by the expanding roles and development of instructional designers in business and industry today. This holds true for not only special education but for education in general.

Considering the complexities associated with educating youth in confinement, our organizational climate advocated an ecological perspective. This systematic approach involved a comprehensive view of our students, school, community, parents, and the interactions among and between them. Our goal is to change the anti-social school behavior and promote appropriate social skills.

Chapter 21 Trends and Issues in P-12 Educational Change

Chapter 21 reviews different meanings for systematic change and describes ecological systemic changes for P-12 education. As I read the chapter, I reflected on a recent conversation I shared with several colleagues where we discussed the sustainability of public education and integration of pedagogy to strengthen student achievement. The author suggests an ecological prospective and transformational process as having implications for teaching and learning. Education as a complex system is continually developing strategies for student achievement which can be interpreted as a “piecemeal” approach.

In the GSTE approach, the Michigan Department of Education has framed this idea through ED Yes and the school improvement process. The importance of schools and teachers has been questioned for decades. Several studies have been conducted which explain that effective schools can make a big difference in the achievement of students.

My school is working on a school-wide strategic plan. The framework for our strategic plan can be framed using the GRTE (or a similar) approach. For example, Phase I- Introduce Systemic Change Efforts – change the image/focus of our school from a discipline school to one of learning and academics with social skill development; Phase II—determine a plan for an effective curriculum and a safe and orderly school; and Phase III of this process resulted elimination of our behavior lab. Phase IV created an ideal approach for changing our school culture, using a positive behavior support.

In our district, we are working on a strategic plan for strengthening leadership and support for educational improvement. The administrative team was tasked with assessing their own readiness for this process by complete a self-assessment. Additionally, we assessed our readiness for an ecological systemic change. We began this process by meeting with our leadership team to develop a district-wide framework with broad participation.

The administrative team developed a three-year (change process strategy) strategic plan to address the following goals: 1) provide key services to support student achievement; 2) strengthen development of our human capital; 3) strengthen and expand technology leadership; 4) provide facilities required for quality programs; and 5) continue to develop appropriate organizational visibility.

The admin team will communicate district level designs to our respective programs and evaluate the process strategy. Yearly, the admin team will meet to discuss any new ideas we have for moving forward along the process for change.

Lesson Plan

1. Explore it
Using Google Maps, students will plot underground railroad stops beginnning in Kalamazoo, MI and ending in Amherstburg, Ontario.

2. Find it
What may have been the shortest route for a person escaping slavery?

3. Follow it
On your route to Dresden, Ontario (location of Uncle Tom's Cabin), in what city is the historical Second Baptist Church?

Once you arrive at Uncle Tom's Cabin, you can explore the museum and learn more about the dangerous journey traveled by enslaved people.

Chapter 18 Instructional Design/Technology

Chapter 18 describes several different or noteworthy ways Instructional Design/Technology has been used in business & industry. As I read this chapter, I was particularly interested in how these approaches could be usefully applied to my own professional work. Professionally, I am in a leadership role and I also serve as a team member at the administrative level. One of the issues facing special education is one of highly qualified teachers and quality teaching practices. In using School Improvement Teams or performance improvement project teams, we can design curriculum or instructional materials to meet specific program objectives. Our project teams can for example, examine components of our teaching process. We can use charts, rubrics, and organizers in a methodical approach to help teachers develop and expand their knowledge and skills. The ultimate goal is to achieve outstanding teaching practices and exceptional student achievement.

In terms of prototyping, our school improvement process goes through a series of rather quick tests and trials to arrive at a finished product. This design approach will create a quality plan to include online assessments, effective communication for stakeholders, and a process for monitoring student growth in Math and Reading.

As I reflect on the past seven weeks, my technology skills have been rather challenged. I am enjoying distance learning as part of the instructional design process. I have been rather intrigued by the tools and tasks I have been able to challenge. I was often frustrated but pleased when I was able to perform the tasks related to technology. The systematic design procedures were challenging but exciting to learn. I often reflect on this class and have begun to use the terminology or technical language when describing and employing these practices. On the one hand, I would have appreciated more technical support from the instructors; on the other hand, the time I spent tackling the tasks, the more independent I became at resolving some of the issues related to the designs.

This is my first instructional design and technology course and I feel that it is an appropriate introductory course. This course offers fairly new concepts for me and in several instances a learning curve. Nonetheless, I am enjoying learning the various types of instructional design and the related tools.

Podcast

http://www.pbs.org/merrow/

After opening the above link, click on podcast and then click play. Checkout the various sites with education news.

Human Performance Improvement

Human Performance indicators involve a myriad of scientifically sound and cost-effective approaches to promote performance improvement. Human Performance Improvement (HPI) has three phases. In the primary phase, there is a determination of mission goals. The goals should be defined with desired outcomes. Once the goals have been identified, we are ready to measure accomplishment towards our goals. As our solutions are imposed, it will we hope become obvious that goals have been positively affected.

In my school, we spend a significant amount of time addressing behavioral problems which impact negatively impact the academic success of our students. I liken Human Performance Improvement (HPI) to our school’s behavior management system. The behavior management designed to improve student outcomes across the curriculum, is a process which begins with the end in mind, improved student behavior. The behavior management committee is comprised of key stakeholders who set up a framework which supports ideal performance and desired outcomes.

The behavior management committee identifies the root causes of problems which impact or inhibit student performance. The committee explores student performance gaps; plans for future improvements in student performance; designs and develops cost-effective and ethically justifiable interventions to close performance gaps; carries out the interventions; and evaluates the financial and non-financial results.

Happy Valentine's Day

Week 6 Reflection: Major impacts of the Internet and Web

In response to question 1a of Chapter 3, I think the Internet and Web will have a major impact in the several of the areas mentioned. For example, Educational programs at grades k-12 can address a wide range of skills and needs by using certain web sites. The Internet and the Web can allow for different levels of learning. Teachers can access a wealth of resources which are readily available on the web. Using the Internet in the K-12 classroom allows for combining audio and video clips with hyperlinks and rollovers (movement of the mouse resulting in the change of an image).
The Internet and Web can have a positive impact largely because of the potential to assist with student learning and achievement.

In Higher education, we are experiencing a surge of online courses, degree completion and graduate programs offered with the Internet and Web. It provides immediate access to databases and resources that may not be otherwise readily available. Information on the Internet is typically diverse and up-to-date which can however present some problems with validity and reliability.

The impact the Internet and Web has on Adult Education is huge. The implications are positive and negative. With international, national and local security, the advancement and trends in this medium has been of great significance and demand. Historically, the military/government and has (and always will be) been on the cutting edge of technological trends. Our text points out that " the human performance technology movement underlines on-the-job performance business results, and noninstructional solutions to performance problems, has broadened the scope of the instructional design field."

In my district, our Technology department regularly schedules workplace learning opportunities for employees. The department offers training in webpage design, computer software designs and word processing programs. This is one way in which we recognize the importance of adult education in the business industry. The ID practices are aligned with the growing demands of the technological demands of our industry.

Reflection Week 5

Photo Sharing and Instructional Design

Photo Sharing can be a wonderful assignment for our students and can be incorporated into educational activities or a unit. One activity/lesson which comes to mind involves students sharing their life story through the use of photo graphs. Another activity which I found fascinating was the development of a slide show. Personally, I found the creation of a slide show a great deal simpler using photo bucket as compared to Microsoft office. Along with this concept would be monitoring the quality and content of the photos (an area of concern). Guiding students on materials, photos, or graphics is essential. Many of my students have trouble focusing on the essential elements of a unit so guidance is especially relevant. Whenever we use computer technology in the classroom, consideration is given to content and the learning objectives.

The instructional design processes involved in the ADDIE model explains the five elements of analysis, design, development, implementation, and evaluation. These activities according to the authors are not linear but rather offer a cyclical process where it becomes necessary to move back and forth among each. What was intriguing were the characteristics of learner centered, goal oriented, and focus on performance, assumption that outcomes can be measured in a reliable way, the Instructional Design is reliable and valid, ID is empirical, iterative, and self-correcting, and ID is a team effort. When I read through the model, I was reminded of our school improvement process and the operational functions of the school improvement team (SIT). Some the key characteristic of the SIT team include:
o Analysis & Planning tools for collecting and analyzing qualitative and quantitative data, guidance for analyzing causes and establishing improvement priorities, and a model for action planning and matching needs to resources.
o Collaborative Implementation: Develop an online resource guide of research-based programs and strategies, serve as a liasions to programs and interventions to facilitate goal attainment, and provide technical assistance with implementation.
o Professional Learning: Coordinates programs to build KRESA/school capacity, broker services to facilitate training and development, and guide implementation of national professional development standards.
o Quality Assurance: Disaggregates and analyzes outcomes and policies, reports the impact on student achievement, provides guidelines for program evaluation, and recommends action.

KRESA Youth Center School

Social bookmarking

Social bookmarking

Social bookmarking allows teachers and students to create, access and organize frequently used links in one central location that can be access from anywhere there is an Internet connection. Through a system of tagging, teachers can classify. Students sharing with each other could involve cooperative learning activities or they can simply have electronic conversations regarding school or play. Students can gain access to sites that peers have selected and shared with them. This technology tool might assist in the creativity of students as they are able to feel comfortable about sharing thoughts and ideals without physical presence of peer pressure. This can be an exciting and experiential approach to class projects they can even connect with classes in other school districts or even in other countries.
I read an interesting concept created by a science teacher who assigned an element to his students. Each student writes in the voice of the element for example, hydrogen and other students that mix well with that particular element with post comments. Alternatively, those elements “students” that can create a combustible join in as well. There are so many implications for teaching, learning and reaching all students through social bookmarking. Teachers can address the diverse learning needs of students through this medium.
In terms of teacher-parent relationships there are indications for accountability and improved communications. Parents can view from any computer what’s going in their child’s class with regards to instruction. Parents also get a sense that teachers are closely monitoring student’s access and that safeguards are in place.


Trends & Issues

The definitions in chapter of Trends & Issues are consistent with what I have I thought about this area. Quite honestly, I am not pursuing a degree or profession in Instructional Technology but rather, I am interested in the learning, application of new or existing technologies. It was interesting how some of the terms and corresponding definitions seem to have evolved over the years. There is a change in the complexities of technology during the 20th century. We are seeing the use of technology from the early theories (which instructional technology derived) to involve more instruction as our culture and society changes. Schools exist to facilitate learning and this can be accomplished through instructional design and technology.

Reflection Week 3

Reflection
Week 3
In some of my readings, I learned that a wiki is a website where users can add, remove, and edit pages of a document using a web browser. To best understand and make sense of wiki, I had to navigate through the application taking breaks so as not to get frustrated. One of my initial challenges was in obtaining access to and making changes to our group document.
As the administrator of the site, you can see who logs on and who is currently on the site. Another nice feature is the notification option in that you can receive email notifications of changes to the wiki page. After reaching a level of comfort, I could see this application as a networking tool which could be integrated into my school setting. The benefits of the wiki application were apparent once I began to access and communicate with my group members on our assigned task. I could easily see how I might become more comfortable proficient in working on collaborative projects such as curriculum development and group work.

In terms of my classrooms, I might create a free, easy-to-use website application will allow my students to post and share their work. This semester, our Journalism class will produce a weekly newsletter. I image our student editor could create a editor’s page where other students could post their questions, comments or feedback. The students will be able to access their wiki from anywhere.
Finally. the best way to learn this application is to simply jump in and enjoy the process.

Reflection Week 2

Reflection
Week 2

Prior to the class assignment on using blogs, I had no knowledge on the use of but did have some familiar with the purpose of blogs. My early impressions of using a blog was "why?' Could we use a discussion board view such as Blackboard or Angel? As I navigate and become more familiar with this tool, I am beginning to appreciate the purpose and usefulness.

In the article Falling Asleep at Your Keyboard: The Case for Computer Imagination, Dr. Siegel begins by asking the following questions:
1) Why haven’t learning technologies delivered to the same degree as technologies in business, science, entertainment, or communications?
2) Will learning technologies ever offer more than convenient access to information or mind numbing lessons?
According to Dr. Siegel, the answer has more to do with how we use the technologies to achieve learning rather than with the technologies themselves. Interesting idea and one which I had not considered especially being a novice in technologies.
Dr. Siegel’s discusses computer imagination; imagination vs. eye candy; imagination vs. imitation in e-learning; and scenarios computer imaginative e-learning. When he speaks of these relationships, he makes note of the features, practical applications as well as the effectiveness of each application. In describing computer imagination, Dr. Siegel notes that while this medium can present with impressive graphics and animations, it must also achieve some desired end. Having more than “flash”, will also advance e-learning applications resulting in higher level learning.
The scenarios according to Dr. Siegel takes advantage of the Web to move participants beyond content understanding and memorization to judgment and deep insight. Several months ago, I took an online course where the use of collaborative learning communities significantly improved my learning. The responses provided by my classmates were intriguing and contributed to my learning experience. The format stressed questions about content, evaluation of the resources or readings in relationship to the content, synthesizing the information and determining the relevance to our individual classrooms.
As SPED teachers, many of us may have used computer-based reading instruction for students with learning disabilities. When I consider Dr. Siegel's scenarios, I am led to put this in context for students with reading deficits. As a way of engaging these students, we rely on the impressive graphics and animations. Interactive reading selections which provide this "eye candy" has and will continue to assist students with learning disabilities to keep pace with their classmates in content area reading.

The Cone of Experience is a pictorial device which illustrates the progression of learning experiences from direct to abstract symbolic expression. The author quickly points out that the The Cone is only a model and does present with flaws. The individual bands within the Cone of Experience are said to be fluid, extensive, and continually interactive. Additionally, these bands are used for organizing instructional materials according to the kind of experience each provides. I appreciated the clarification that these experiences and materials are not placed into rigid,inflexible patterns. In many ways, I concur with the writer but I would suggest that our experiences enable us to see patterns. My role as an educator is one in which I not only assist in the transmission of information and knowledge but also in assisting students to understand the value and impact of their prior knowlegde.

In terms of the application of Dale's Cone, it seems that many bands of the Cone can be applied, Study Trips, Recordings, Radio and Still Pictures, and maybe Motion Pictures seem to more readily apply to RSS. As I navigation and further blogs to a greater extent, it seems study trips, demonstrations, and exhibits are seem to have a natural fit.

Working with at-risk students, it is critical to assist students in transferring knowledge from school to the real world. For students without expectional learning needs, this might be a natural consequence of knowledge acquisition. For this, I see the direct purposeful experiences as useful in working with my students. As a SPED professional I find that it is essential to first acquire the knowledge about student learning needs and then utilize strategies which foster quality learning. Abstract thinking is beyond the realm of possibilities for many of my students.

Week one Reflection

Reflection
Week One
As reflect on the readings from this week, I was particularly intrigued by the writings of Postman.
“One of the principal functions of school is to teach children how to behave in groups. The reason for this that you cannot have a democratic, indeed, civilized, community life unless people have learned how to participate in a disciplined way as part of a group. School has never been about individualized learning. It has always been about how to learn and how to behave as part of a community…..one of the ways this is done is through the communication of what is known as social values.”
If we support the position of Postman, we can conclude that the infusing of technology in our school system has eclipsed the original purpose of education. One could argue that the advancement of society cannot occur without simultaneously advancing technology.
I have to admit I enjoy many of the luxuries and conveniences which advanced technology has afforded me. Examples include my cell phone or the Internet for research, paying bills or cyber communication. I do understand the position which Postman articulates where it appears that at the rate of technology, we might indeed replace traditional schools with technology based instruction. I marvel at the ability to attend school online largely because of my busy schedule and other barriers which make communicating to campus a bit cumbersome.

Reigeluth makes distintions between the industrial age and information age through the application of key markers. As a sped professional, I believe teachers have the capacity to not only reform society but to cultivate an understanding among our students that radical change of schools and education is necessary to change the world. I am of the belief that purpose of education is to make a difference in the lives of people on a local, national, and international scale.

Schools are in a unique position to identify major moral, social, economic, and educational problems which contribute to the transformation of our educational system. The paradigm shift explored by Reigeluth should include community-based learning and bring the world into the classroom. As educators we have to embrace the task to reconstruct society by utilizing new technology and scientific developments with the useful elements of the culture. Schools are considered the most powerful and influential agents of change. Critically analyzing the key markers described by Reigeluth can only result in a pedagogy of liberation. Through this liberation, educational communities will become more literate, learn specific technical skills, share common interests and solve common problems.