Standard 12 - Teaching with Technology

Standard 12 - Teacher leaders will evaluate and use technology for teaching and learning.

Traditionally, the mathematics classroom has been a space where teachers lecture and students take notes followed with some practice. This is especially true of the higher-level classes such as AP Statistics and AP Calculus. In my quest to increase engagement and rigor, I decided to work to finding ideas of how I can use technology to help my students' understanding and problem solving. I am not interested in introducing technology for the sake of using technology. As, Merzenich states that, "simply adding computers to conventional teaching strategies is an unsophisticated approach that, it is not surprising, adds very little to students' experiences in the classroom" (as cited in Robin, 2008, p. 221).

Beginning the program, I decided to find out how to create genuine opportunities for learning and investigation math. Whether that means using programs such as ST Math or Think Through Math, both are adaptive to students' needs. Or, utilizing free technology such as GeoGebra or Desmos to help students gain a different perspective. An article by M. Hohenwarter, L. Hohenwarter, Kreis, and Lavicza, suggested the use of GeoGebra in an upper level class such as calculus. This was not an obvious connection, but Hohenwarter et al., found that this tool may be used to "help students to better understand their algebraic manipulations of functions, to visualize characteristics of certain types of functions, and to improve their skills of sketching graphs of functions and their derivatives" (2008, p. 4). Students can certainly learn about upper level math the "traditional" way via lecture and practice, but may reach greater depths of understanding working with the reasons why certain properties and theorems work (effectively learning the why, not just the how).

Additionally, my school district has added adaptive learning tools to interact with math in different ways. One, ST Math, looks at math in a non-equation way showing pictures and game-like activities to teach the basics associated with Algebra, Geometry, and all pre-high school level classes. The other, Think Through Math, looks at math in a more traditional way utilizing various feedback including live tutors and immediate feedback. I have had the opportunity to utilize both with various classes over the past several years and have found my use of them with my classes to be less than successful. So, I decided to research how I can best utilize either with my classes if I should choose to do so.

An idea formed from reading an article by Arroyo, Woolf, Burelson, Muldner, Rai, and Tai is to use journaling as a supplement to regular program use.  I believe that journaling is one way in which students can record their affective traits and thoughts about what and how they are learning the material. An additional supplement to the software could be regular information gathering around via formative quizzes. One possible avenue for creating quizzes that could help streamline the process for information gathering is a resource like Quizlet. I could use Quizlet or a similar technology to have students reply to questions based around what they learned, how they learned it, what information they required help on, and how they felt throughout the process of using the program.

Throughout the Teaching with Technology class, I wanted to discover what it means to be a technologically innovative math educator. Research by Sherman (2014), I read outlined two vital aspects of technology use that are necessary to deepen students' mathematical knowledge. The first category used in the article is the use of technology as an amplifier. The article states that the amplifier use, "supports a shift in the focus of students’ mathematical activity and thinking from drawing and measuring to looking for patterns and making and testing conjectures” (2014, p. 223). I am currently using at least one amplifier in my classes, the graphing calculator. This resource has allowed my students, while working with transformations, to get past worrying about making a table, and remembering rules to make a graph and allows them to get to the inner workings of transformations. The second category used is the reorganizer. The reorganizer "has the power to affect or shift the focus of students’ mathematical thinking or activity" (2014, p. 223). In reflecting on my practice, I realize that I do several things associated with either the amplifier or the reorganizer, but very few of them rely on technology right now. To move toward being an innovative educator, I will need to work on incorporating technology tools as a means of moving toward deeper learning.

Additional research by Starkey, offered some other interesting points of reference in determining the efficacy of technology including collaboration and connection to prior learning. These areas are very important in being learners with technology as they allow students to process the information gathered or learned. When students are collaborating, they can process new learning together which gives students the potential for multiple points of entry. These multiple points of entry are vital to putting their learning into their own words and style of understanding. Similarly, connecting their learning to other areas of knowledge, especially to previous knowledge, allows students to deepen their understanding and connect different issues. Both these aspects can help to strengthen any new learning and better student’s problem solving abilities, both of which elevate their ability in math.

We further learned about the legal ramifications of technology use in the classroom and what to look out for as teachers. There are many laws surrounding the expectation of privacy for students in public school systems, especially regarding the use of technology. Unfortunately, these rights to privacy are not always easy to enforce or ensure with the prevalence of technology use in today's school environment. Research by the Center for Educational Privacy and Law at the University of San Diego (CEPAL), revealed one of the most interesting concerns for privacy that schools face is called householding. "Householding allows data collection to occur across devices regardless of whether or not they are owned by a district or owned privately by a student" (CEPAL, 2015, p. 6). This rather sneaky method for data collection is strong enough to pinpoint usage across devices at any time, so students are not immune to data collection whether working on school work at school or home. The many laws that protect student autonomy are not much of a deterrent to this sort of activity. The Family Educational Rights and Privacy Act (FERPA), Protection of Pupil Rights Amendment (PPRA), and Children's Online Privacy Protection Act (COPPA), are limited in what they have jurisdiction over and the depth to which online information is protected. For example, FERPA does not have any consideration for third party application operators, the PPRA has made considerations for protection, but does not include any currently, and COPRA only protects children up to the age of 13, so is very limited once children are out of the primary grades (CEPAL, 2015, p. 10). Furthermore, the only real protection that seems to be available to parents is opting out of the use of technology devices provided by schools and districts. This brings up other, very real implications concerning the equity of technology availability, especially at high poverty schools where many, if not most, families do not have reliable access to the requisite technology. A product from this portion of the class is an infographic we created that would allow us to share some of the concerns that may affect students online.

Lastly, we created a webquest that allows students to do research about a topic relevant to the content of our classes. For my webquest, students are asked to research about the history of math. The students are researching and then creating an argument to show that the mathematician chosen is the best mathematician in history. This project allows students to look at a different aspect of math and get into the lives of mathematicians (which, believe it or not, are often quite intriguing). Being able to figure out how to incorporate technology into our classes in a genuine way to deepen understanding or appreciation for our subjects is a great way that will help us connect with our students throughout content areas.

Arroyo, I., Woolf, B.P., Burelson, W., Muldner, K, Rai, D., Tai, M. (2014). A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect. International Journal of Artificial Intelligence in Education, 24, 387-426.

Gunn, T. & Hollingsworth, M. (2013). The implementation and assessment of a shared 21st century learning vision: a district-based approach. Journal of Research on Technology in Education, Vol. 45 (Issue 3), p201-228.

Johnson, D. (Sept. 2013). Good technology choices: a team effort. Educational Leadership, Vol. 71 (Issue 1), 80-82.

Sherman, M. (2014). The role of technology in supporting students’ mathematical thinking: Extending the metaphors of amplifier and reorganizer. Contemporary Issues in Technology and Teacher Education, 14(3), 220-246.

Center for Education Policy and Law (2015). Legal Implications of Using Digital Technology in Public Schools: Effects on Privacy. San Diego, CA: University of San Diego.

Hohenwarter, M., Hohenwarter, J., Kreis, Y., & Lavicza, Z. (2008). Teaching and learning calculus with free dynamic mathematics software GeoGebra. Proceedings from TSG 16: Research and development in the teaching and learning of calculus. ICME 11, Monterey, Mexico.

Robin, B. (2008). Digital storytelling: a powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220-228.

Starkey, L. (2011). Evaluating Learning in the 21st Century: A Digital Age Learning Matrix. Technology, Pedagogy and Education, 20(1), 19-39.

Standard 5 - Culturally Inclusive Classroom

Standard 5 - Teacher leaders will establish a culturally inclusive learning climate that facilitates academic engagement and success for all students.

"...the complex dynamics of teaching are shaped both by longstanding tensions inherent in classroom teaching process and the current political, social, and policy environment" (Pace, 2015, p. 114). Teaching in the White Center community of Seattle has offered me the opportunity to work with and instruct a highly diverse group of students. Still, my experience with creating a culturally inclusive classroom was minimal. Throughout the Teacher Leadership program, I have had several chances to work on my ability to create an inclusive, engaging classroom for all students. 

There have been several classes that required us to work on creating an inclusive classroom for all students. Culturally Responsive Teaching is on of several classes that challenged us with finding ways to broaden our practice so that all students can experience success. In this class we researched the many racial, gender, and socioeconomic issues that have plagued the American education system from the beginning. We had to reflect on where we are as individuals within America and within the education system. Further, we looked at where we stand, as teachers, in our practice, what we do well, and what we can do better. Additionally, we looked at where American education has come from and where it is headed as we move forward. The final product for this class is an example of the ways in which we had to analyze where today's schools are at and how to move forward.

In addition to Culturally Responsive Teaching, I had the opportunity to take American Education: Past and Present. This class provided further insight as to where our education system has been and where it is headed. We researched many of the movements that have taken place in education systems and philosophies throughout the world. We looked at the Ancient Greeks, Russian, Chinese, and European influences that have shaped education throughout time. The American school system is sort of an amalgamation of many of the worlds' traditions that, at one time or another, were considered the way to educate. In this class, I found that some of the ideas concerning teaching have been around for a long time. Blaisdell (2000) argues that Tolstoy knew, “what was successful in the class one day did not necessarily succeed the next” (p. 1). The idea that teaching is a constantly shifting enterprise that requires our constant reflection and adjusting in order to reach our students. To do this and to create an inclusive environment, I have come to the realization that we teachers need to continually work to build relationships with our students, their parents, and the community in which they live. My final product for this class focused on this idea that relationships are key to help students achieve success.

Going back to Culturally Responsive Teaching, we researched and determined some of the steps that are necessary in order to create a truly inclusive classroom and education system. Some of the ideas have been shared above, primarily that relationships with our students, their parents, and the community. Another idea was shared by Gary Howard (1996), "The first step is to approach the past and present with a new sense of honesty" (p. 329). The call to recognize and acknowledge that there are many populations who have been marginalized in the American education system is another important step when creating an inclusive system. James A. Banks (1996) shared another important aspect of creating this system, "Transformative teaching enables students to take actions that will help to reform U.S. society so that its unum will be authentic and have moral authority among the nation's diverse groups. A reformed U.S. society will help to liberate and empower all of the nation's citizens" (p. 344). Using the tools I have learned and researched in this program will help me to become the transformative teacher Banks is talking about to help bring about change. To start, I believe I have to continually get to better know and understand my students and their culture, and to show them that I care about them and their situations. 

References:

Banks, J.A., (1996). Transformative knowledge, curriculum reform, and action. In Banks, J.A. (Ed.), Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives (pp. 323-334). New York, NY: Teachers College Press.

Howard, G., (1996). Whites in multicultural education: Rethinking our role. In Banks, J.A. (Ed.), Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives (pp. 323-334). New York, NY: Teachers College Press.

Pace, J.L., (2015). The charged classroom: Predicaments and possibilities for democratic teaching. New York, NY: Routledge.

Tolstoy, L.N. (2000). Tolstoy as teacher: Leo Tolstoy’s writings on education. B. Blaisdell (Ed.). (C. Edgar, Trans.). New York, NY: Philmark Lithographics.

Standard 6 - Communicate and Collaborate with All

Standard 6 - Teacher leaders communicate and collaborate with a variety of stakeholders.

Starting out in the Teacher Leadership program, I did not give much thought to the ways in which adult learning and student learning are different. That is not to say that I did not recognize the differences, just that they were not something I really thought to think about. Throughout this program, we have been confronted by differences in the way adults learn and the way that learning activities should be structured in order to get the greatest effect. In EDU6600, we looked at the modes through which teachers will gain the most understanding and be able to successfully transfer their learning to their practice. We learned that adults tend to learn best in situations where information is transferred through or within work experience (I imagine this is especially true for teachers). Because teaching is a profession where we learn so much as we do it, learning on the job is one of the ways that is highly successful in developing teachers and their skills.

As we have seen time and again during this Teacher Leadership program, reflection is one of the most important abilities that we can develop. Experiential learning is one of the modes for learning that requires reflection and response to that reflection. The process of experiential learning, as given by Hansman (2001, p. 47), consists of "modeling, approximating, fading, self-directed learning, and generalizing". This process consists of reflection on practice at nearly every step along the way and is tied closely to the practice of job-embedded development, which happens to be my personal choice for learning or professional development. Zepeda (2013) reports that when taking part in job-embedded learning, teachers experience an increased ability to reflect on their practice, work with their peers with more ease, helps reduce isolation, makes learning relevant, helps in the transfer of new skills, supports continued development, and helps create a common language that all teachers and administrators utilize (p. 127-8). Through the development of these skills, teachers become more willing and able to work together and help create the school environment they desire.

One of the goals as a leader is to aid in creating an environment where learning is looked at as a lifetime continuum, rather than a moment in a person’s life when they attended a school. This belief, along with the belief that all students can reach for and meet high standards, is the crux of the perspective presented by Angelle, who states that, "Teachers who work in a culture of high expectations and continuous learning find that their leadership skills are actively called upon to contribute to the improvement of their school" (2011, p. 233). The overall effect of this type of atmosphere is that all teachers, leaders or not, feel lifted up and more confident in their abilities and the abilities of their students. This can lead to a massive shift in a school environment. I have been a part of a situation where leadership was not honored in any way and the school became stagnant and, frankly, a horrible place to work.

The culmination of our learning about the modes and methods for adult learning is our final product, a plan of action for an area of need in our school. Through the development of this action plan, we looked at demographics and some detailed information about our school. We then had to find an issue within our school upon which we could have an effect. I chose to look at academic language development because there is a large population of ELL students and our students' ability to utilize academic language is going to enhance their ability to perform in all content areas. The plan is highly dependent upon site-based, job-embedded learning. This particular area of adult learning is something I have had the good fortune of experiencing with math instructional coaches. It has enhanced my ability as a math teacher tremendously and I know it can do the same for others. While the plan is not something that I am able to implement, there are some elements being utilized by our school over the course of this school year.

Another course that has influenced my approach to teacher leadership and collaboration was EDAD6589. Through this course, I had the opportunity to work with many future administrators to get their perspective on working with other administrators, teachers, parents and students, and community members. We had the chance to reflect on a significant event that occurred at our school. This reflection was a great opportunity to think about how I would approach the situation (in this case, the death of a student). Additionally, I created a community engagement plan that detailed how I, as a principal, would work to engage the community of my school and how this connects to the principal standards of SPU. Both major projects in this class required me to take the perspective of a principal and really stretched my perspective.

In looking back through this program, I have learned a great deal about what will work well and not so well when dealing with adult learners. There are many different theories or approaches, but the mode I have found myself drawn to is job-embedded learning. This approach makes the learning something that happens in the moment and is applicable, rather than something theoretical happening in a conference. The plan developed, while not perfect, I believe would be useful in aiding students and their ability to utilize academic language proficiently. Overall, EDU6600, EDAD6528, and the Teacher Leadership program has provided me with a great deal of information as I work to become a teacher leader in my school.

Angelle, P.S., (2011). Teachers as leaders: Collaborative leadership for learning communities. In E.B. Hilty (Ed.). Teacher leadership: The “new” foundations of teacher education (pp.229-238). New York, NY: Peter Lang Publishing Inc.

Hansman, C.A., (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43-51.

Zepeda, S.J. (2013). Professional development: What works. New York, NY: Routledge.