Wicked Problem Project: Part A - Description of Need or Opportunity

Here is a link to the description of my Wicked Problem Project.  

Video Bio

Here is a link to my video bio. 

Reflection

Effective teaching strategies:

         I have learned that technology integration has to be deliberate and meaningful.  It is important to thoughtfully integrate technology in order for it to be effective.  Learning about the UDL principles has really helped me to think more deeply when lesson planning.  Thinking about all of the principles has helped me to create successful lesson plans. 

 Integrating web-based technologies:

        Integrating web-based technologies in this course has really helped me realize how I can use technology with my students.  Web quest are one way to first graders can begin to use technology.  The variety of technology that I was introduced to has really opened my eyes to what is available and how different technologies can be used for different things at different times. 

Personal Goals: 

        I have met my personal goals.  I wanted to become        familiar with webpage’s and wiki’s.  During this class I have learned how to create and use each effectively in my classroom.  I plan to continue to develop and explore both. 

New Goals: 

         My goal continues to be to develop my website.  I want to have a    complete website created at the beginning of the next school year.  I want to keep it updated and use it for communication with the parents in my class.  

Online Learning

I think that one technology that would be cool to use with my first grade students is an electronic portfolio.  First graders grow and learn so much throughout the year it would be great to electronically see their growth.  Two things that I think would be great to include in an electronic portfolio are their reading and writing.  I would like students to record themselves reading at the beginning of the year, in the middle of the year, and at the end of the year.  They would be able to hear how much they have grown as a reading over the course of the year.  In first grade we also “publish” a few of their Writers Workshop stories.  I would love for their writing to be saved electronically so they could see their growth. 

It would take a lot of practice and modeling in order for first graders to be successful with an online portfolio.  I think that it would be a great ongoing project to do with an older grade.  First graders could have a “technology buddy” from an older grade to support and help them with this project. 

One technology that I think would be difficult to use with my students is online research.  It is difficult for first graders to complete online research.  Finding information that they can read and understand is difficult.  Students need to be giving specific sites to visit and finding these sites can be hard.  Research is a difficult thing for first graders to complete on their own.

Online learning is a great way of learning for students to become familiar with at a young age.  

Wiki

This week we learned about Wiki's. When I searched for my school on Wikiepdia, there was not a a page created. I went ahead and created a paged and added a fact to the page. Here is a screenshot of the page I created:

I also created my own wiki that I think will be great to use in my classroom and for communication with parents. Here is a link to the wiki that I have started: https://nancywilson5.wikispaces.com/

UDL Checklist

After learning about the Universal Design for Learning, I used the checklist to analyze the lesson plan that I created. The lesson that I created was introducing and using Photostory with my first grade students. Here is a link to the UDL checklist that I used to evaluate the lesson.

UDL Checklist

Merlot Evaluation

The resource that I found on Merlot that would be very useful in my classroom was a STAIR project about addition and subtraction. My first graders are currently working on addition and subtraction facts and it take a lot of practice! This game/activity would be fun and helpful for them.

http://www.merlot.org/merlot/viewMaterial.htm?id=552444

Quality of Content:
1. Does the software present valid (correct) concepts, models, and skills?
Yes, the software presents correct concepts, models and skills for teaching addition and subtraction to early elementary students.

2. Does the software present educationally significant concepts, models, and skills for the discipline?
Yes, the software presents educationally significant concepts, models and skills. There are models to show the skills and also help students who have a miss understanding.

Potential Effectiveness as a Teaching-Learning Tool:
1. What stage(s) in the learning process/cycle could the materials be used?

1. Explanation or description of the topic/stating the problem
This activity would not be used for an explanation of the topic.
2. Demonstration of the curriculum/exploration of the problem
Brightly colored pictures are used to demonstrate the skills of addition and subtraction.
3. Practice using the curriculum/analysis of the outcomes from solving the problem
The activity would be used best for practice of addition and subtraction facts. Students could use this activity to practice on their own.
4. Applying the curriculum to "new" problems/application of the outcomes to other problems
The activity starts out doing simple addition and subtraction problems then it moves into word problems. The students have to apply the simple facts to a word problem.
2. What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials?
The students will understand the concept of addition and subtraction.
3. What are the characteristics of the target learner(s)
The learners should be able to use the computer to navigate themselves through the PowerPoint slides.
4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
Yes, there are visual representations of the problems, which allow students to visually see the materials, and math problems that they are solving. It also provides support for students who are not successful answering a problem.
5. Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
Yes, the activity could easily be integrated into a unit about addition and subtraction.
6. Can the software be used in a variety of ways to achieve teaching and learning goals?
This activity could be used to help students understand and practice addition and subtraction facts.
7. Are the teaching-learning goals easy to identify?
Yes, they are presented in the description of the activity.
8. Can good learning assignments for using the software application be written easily?
Yes, the activity is a great learning assignment for students to use.

Ease of Use:
1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
Yes, very easy to see.
2. Does the user get trapped in the material?
No, it is easy to navigate.
3. Can the user get lost easily in the material?
No, it is very easy to follow.
4. Does the module provide feedback about the system status and the user's responses?
Yes, if a student makes a mistake they are able to see what they did wrong.
5. Does the module provide appropriate flexibility in its use?
Yes, if a student makes a mistake they are able to see what they did wrong.
6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
No, it would be simple for students to use without having a difficult time.
7. Does the material present information in ways that are familiar for students?
Yes, students are use to having pictures to help them solve problems.

Does the material present information in ways that would be attractive to students?

Yes, very brightly colored and kid friendly.