Sharing+Experiences

After implementing UDL over the past two years, and recognizing that others are also working on UDL, there is a need to share our experiences and learn from one another. Below are some excerpts from my journal from the past two years. Reviewing my journal, I remembered the courage (and maybe the total lack of understanding of what I was getting into!) and determination it took to start the ball rolling! Sometimes it felt like the ball was running away, down a slope, and other times, it was the heaviest ball and the steepest hill! But it continues to be a great learning experience and I would not change a thing ... well, maybe ...

__2008/2009__ In the meantime, I had my kids using the computer lab to do science. They were using what I call “dirty web quests.” First we used a program that highlighted key words and read the information to you. The students had to read the information on the computer or have it read to them and then answer questions in their duotangs. A variation on textbook, questions and answers in a notebook. The kids knew how to sign on and that was about it. They knew how to play on the computer, but did not see it as a tool for learning. I had to teach them how to log onto a web site and then how to put it into bookmarks. Then when we came back to the lab, how to get to bookmarks to find what they were supposed to have saved! I remember one student saying to me “hey Mrs. LaFortune, the answers to these questions are on the computer!” I had a long way to go. I needed to develop some resources that met curriculum expectations and I had to get my students more proficient at using computers. I also had concerns because I did not feel like I was teaching the subject matter, but rather putting out IT problems. I didn’t know how I was going to ever get them to write on the computer and save it!

One very cool thing happened in March. My first Grade 4 student read at a PM level 30. I was so proud of her, but what was really amazing was that she used what she had learned in the web quest in the fall and tied it in to her responses to the questions about the dinosaurs – “that web of life thing that we learned about on the computers.”

__Sept 2009__ In Sept, we had to learn basic things, like cutting and pasting. The difference between the approach I took this year and how I did it last year, was to just dive in and not build in or on what the students were already doing. So … I went straight into using technology and did not give the kids a chance to use the internet (web-quests) and paper and pencil. The first weeks were tough – kids had to learn to open the shared folder, find a folder, open it and save it to their documents folder. We had problems with the technology – mini-laptops were not imaged, but the lab was working well. My web-quests were better designed and I made one for a student on an Alternative IEP to see if he could use one.

__Oct 2009__ My new Grade 5 students are playing on the computer. They make things spin and scribble all over their work, using the pens. The quality of the work I am getting is similar to what I am getting in class when you consider each individual student. Over all, there is less detail in their answers, and I think that keyboarding and playing are getting in their way. The lab is noisy, and they are struggling to use the computer as a text or book – when they huddle around a computer or check with each other, it looks like they are playing a video game. Many students, especially the girls, are changing font and background colours. The boys are making screen savers and love to surf the net – I think looking for answers? The girls selected screen savers after the boys. The boys use the pens and the girls change the font. It is interesting to see how they use the computer differently.

__Nov 2009__ The ids that I am worried about are my students on Modified IEPs. Even with a modified web-quest, they were unable to access the information. One student did figure out how to have the web-quest screen and web sites with text open at the same time. They has taught the others how to do this and it is a great strategy to use across the curriculum. It amazes me that they had not figured out this strategy earlier in their academic careers. It has been slow going, and they will need to finish this web-quest next term. When we could get the Premier Assistive Technology program to work, only one student wanted to do their work. The problem is getting the technology to work and that it is not intuitive for teacher or students.

__Dec 2009__ In December I noticed that the Grade 5 students were really starting to come to terms with using technology to learn. It is still apparent that they do seem to take it as seriously, but there are a few students who are beginning to demonstrate that they can use google search, write, copy and paste pictures, and make presentations using technology. It is difficult to compare what they do without tech and with tech. Each assignment or subject area is different. When the Grade 4 students looked at the new unit in Science, they all commented that it was a big web-quest, but were happy to see that their web quest ended with a project. No such comment was made by any Grade 5.

__Jan 2010__ I am beginning to see applications like phonics work books. If we are going to ask level 4 questions, or design level 4 assignments, then we need to be using level 4 tools. The students used photostory to persuade their audience to do or not do something – not surprisingly, the lit group that typically does the best, did the best! We have written a Rick Mercer Rant to persuade parents to volunteer at the school as our final TLCP and I am pleased with the quality of the writing – I told the students that the people who made the most progress can make a video and everyone else is going to do a pod cast – we shall see! Supervision and training are going to be big issues. I have set up a Wiki for a lit study of Roald Dahl and some of his novels. I am interested to see how this works out. My kids have already started to set up their own wikis!!! And this indicates that they are interested in using tech, but the quality of their responses seem to be weak! I am not sure how to get them there – level 4, but it is early days. The kids did do some work over Christmas and the work they are doing is going to be assessed using a rubric. Students with exceptionalities seem to participate more if the demand for writing is diminished – their work is more polished – I hope to see it develop further so that they can really show what they know and how they think.

__March 2010__ I am very happy with the use of computers in the classroom and everyone seems to be able to complete work using them. We are making podcasts and videos, have opened an Edublog site and Think Quest site. The kids are very excited to be using this technology. They are very proud of what they have learned to use and do.

__May 2010__ My kids loved thinkquest! And it really opened their eyes to the world and what they could do with technology. It was a great experience! I am looking at what I want to use next year now! We are going to google docs!

__June 2010__ I was trying to do this before school ... it all failed to save, and some of my students walked in. I told them what had happened and they started - did you actually save it? did you save it under a different name or in a different place? When you understand how to fix the problems, you understand the potential. My students understand their potential!