Read my Storybird here!
Take a look at this link for my Standards for the project, handouts, rubrics, and podcast!
Tuesday, May 7, 2013
Wednesday, May 1, 2013
End of Semester Reflection
Coincidentally, I was just reflecting last week on how much I've been learning in this course and wrote a reflection post on it. I think the majority of my learning in class this semester has come with becoming more familiar with all of the online tools available to teachers.
Holy presentation tools, Batman! Seriously though, there are so many different presentation tools out there, from Prezi to Flipsnack, to Vuvox. Not to mention all of the websites that are just plain cool (Storybird, ThingLink, DonorsChoose, etc.). This class has given me countless resources for when I have my own classroom. I've already used many of the tools that I've learned from this class in my other courses, so I can only imagine how helpful they will be when I'm consistently teaching lessons.
Beyond the various tools that I've learned to operate, I've also learned that schools are required to be proactive in teaching technology. This doesn't only include teaching the logistics of technology but also digital citizenship, how to operate responsibly online and with technology.
The NETS-T that I chose to focus on requires teachers to "facilitate and inspire student learning and creativity." It requires teachers to integrate their knowledge of content, teaching, and technology in order to get students excited about learning. As I've been designing lessons and utilizing technology in those lessons, I'm realizing how effective it is. Students get excited about learning when technology is involved. I think this standard is important for teachers to meet.
Holy presentation tools, Batman! Seriously though, there are so many different presentation tools out there, from Prezi to Flipsnack, to Vuvox. Not to mention all of the websites that are just plain cool (Storybird, ThingLink, DonorsChoose, etc.). This class has given me countless resources for when I have my own classroom. I've already used many of the tools that I've learned from this class in my other courses, so I can only imagine how helpful they will be when I'm consistently teaching lessons.
Beyond the various tools that I've learned to operate, I've also learned that schools are required to be proactive in teaching technology. This doesn't only include teaching the logistics of technology but also digital citizenship, how to operate responsibly online and with technology.
The NETS-T that I chose to focus on requires teachers to "facilitate and inspire student learning and creativity." It requires teachers to integrate their knowledge of content, teaching, and technology in order to get students excited about learning. As I've been designing lessons and utilizing technology in those lessons, I'm realizing how effective it is. Students get excited about learning when technology is involved. I think this standard is important for teachers to meet.
Reflection #12
Yesterday, I went on an internet quest to figure out how to embed songs into a blog post. The trek took much longer than expected, but I eventually figured it out. It made me feel so accomplished.
Then I started to think how long the same task would have taken a kid to figure out. No matter how quickly I do something, there will be some kid somewhere who's doing it faster. The same principle works on the other side of the spectrum, however. No matter how slow I am with technology, there's somebody out there who's slower.
Humanity isn't equal in anything, so why should we expect it to be in technology? Kids are always going to be faster at technology; adults will always be slower. In order to master this whole technology thing, we need to have humility and grace. Besides, technology is always developing, so even the most tech-savvy individual will never run out of things to learn.
Then I started to think how long the same task would have taken a kid to figure out. No matter how quickly I do something, there will be some kid somewhere who's doing it faster. The same principle works on the other side of the spectrum, however. No matter how slow I am with technology, there's somebody out there who's slower.
Humanity isn't equal in anything, so why should we expect it to be in technology? Kids are always going to be faster at technology; adults will always be slower. In order to master this whole technology thing, we need to have humility and grace. Besides, technology is always developing, so even the most tech-savvy individual will never run out of things to learn.
Thursday, April 25, 2013
Reflection #11
The semester is coming to a close, and I am now realizing how many more technological tools I have in my teaching belt because of this class. From SMART Exchange to Storybird to understanding how to find the NETS, my ability to integrate technology into presentations and teaching has grown tremendously.
Not only are these tools helpful for teaching, but I am also able to use them to spice up assignments in other classes. I just gave a presentation yesterday in which I used prezi.com. I had seen presentations from the website before, but this class really inspired me to try it out for myself. I also was able to integrate portions of the SMART software into a presentation for another class.
As reluctant as I often am to learn new technologies, I understand that, in the hands of a careful practitioner, technology can be a very powerful tool.
Not only are these tools helpful for teaching, but I am also able to use them to spice up assignments in other classes. I just gave a presentation yesterday in which I used prezi.com. I had seen presentations from the website before, but this class really inspired me to try it out for myself. I also was able to integrate portions of the SMART software into a presentation for another class.
As reluctant as I often am to learn new technologies, I understand that, in the hands of a careful practitioner, technology can be a very powerful tool.
Tuesday, April 23, 2013
Week 14
Technology is always looking toward the future; it constantly develops and becomes obsolete very quickly. Naturally, this leads us, as educators, to thinking about how ever-changing technology will affect education in the future.
Obviously, no one can predict where technology will strike next, but education will most likely align with the current wireless trend. While our globe keeps shrinking due to the ability to communicate instantaneously, our personal, face-to-face interactions seem to be thinning as well. How will this affect the classroom, given that its format is face-to-face interaction?
While our technology seems to be eliminating the necessity of physically interacting with one another, Larry Cuban, in an article he contributed to The Washington Post warns us not to be too hasty in dismissing the traditional classroom: "magical thinking about transforming teaching and learning–dumping teachers and traditional schools disappearing–is close to make-believe even when children have these powerful devices in their hands." Technology, as rapid and engaging as it is, will never be able to offer the same benefits to students as teachers.
Obviously, no one can predict where technology will strike next, but education will most likely align with the current wireless trend. While our globe keeps shrinking due to the ability to communicate instantaneously, our personal, face-to-face interactions seem to be thinning as well. How will this affect the classroom, given that its format is face-to-face interaction?
While our technology seems to be eliminating the necessity of physically interacting with one another, Larry Cuban, in an article he contributed to The Washington Post warns us not to be too hasty in dismissing the traditional classroom: "magical thinking about transforming teaching and learning–dumping teachers and traditional schools disappearing–is close to make-believe even when children have these powerful devices in their hands." Technology, as rapid and engaging as it is, will never be able to offer the same benefits to students as teachers.
Sunday, April 21, 2013
Reflection #10
Videos in the classroom. As a student, I often feel like it's a bit of a teacher cop-out; as a teacher, I feel a little bit of the same. Videos are engaging, however. How can a teacher effectively utilize a video in the classroom so that students don't see it as a "babysitter" but are actively engaged and, in turn, excited about the lesson?
I think it depends on two things: content and context. The content of the video needs to be either extremely relevant to the lesson or completely irrelevant (shown in class merely as a bonding mechanism for the students and teacher). Teachers risk losing student interest or respect when the content of the video is in between the two extremes.
The context of the video also needs to be correct in order for the video to be effective. Videos should not replace teachers. Within the context of teacher instruction and commentary, the video can be an effective and engaging learning experience. If the teacher mentally "checks out" during the video, however, students will do the same.
Videos can capture students' attention in ways that traditional instruction cannot, but, like all technological tools, they must assist the teacher and not replace her.
I think it depends on two things: content and context. The content of the video needs to be either extremely relevant to the lesson or completely irrelevant (shown in class merely as a bonding mechanism for the students and teacher). Teachers risk losing student interest or respect when the content of the video is in between the two extremes.
The context of the video also needs to be correct in order for the video to be effective. Videos should not replace teachers. Within the context of teacher instruction and commentary, the video can be an effective and engaging learning experience. If the teacher mentally "checks out" during the video, however, students will do the same.
Videos can capture students' attention in ways that traditional instruction cannot, but, like all technological tools, they must assist the teacher and not replace her.
Wednesday, April 17, 2013
Reflection #9
Today, in one of my classes, we were giving presentations on various Sherlock Holmes stories. My group used the run-of-the-mill PowerPoint presentation, and I suspected that everyone else would do the same. The rest of the groups, however, did not have a technological element at all.
It particularly struck me when one group presented a comparison of Holmes and his archenemy Moriarty written on a chart that they unrolled. I started pondering about how immersed classrooms are in technology, so much so that it's shocking when we don't see it. Merely 10 years ago, this was the standard mode of presentation.
The group's lack of technology almost served as a shock factor for me. It made me pay attention more, just as the inclusion of technology in a class 10 years ago would have done. Perhaps we are so used to technology that taking it out of the classroom is now more engaging than leaving it in.
Of course, I understand that this is not always the case and that technology has a valuable place in classrooms. It engages students in ways that traditional instruction never could. However, in our age of techno-mania, perhaps a return to the basics--a technological detox, if you will--would benefit students.
It particularly struck me when one group presented a comparison of Holmes and his archenemy Moriarty written on a chart that they unrolled. I started pondering about how immersed classrooms are in technology, so much so that it's shocking when we don't see it. Merely 10 years ago, this was the standard mode of presentation.
The group's lack of technology almost served as a shock factor for me. It made me pay attention more, just as the inclusion of technology in a class 10 years ago would have done. Perhaps we are so used to technology that taking it out of the classroom is now more engaging than leaving it in.
Of course, I understand that this is not always the case and that technology has a valuable place in classrooms. It engages students in ways that traditional instruction never could. However, in our age of techno-mania, perhaps a return to the basics--a technological detox, if you will--would benefit students.
Tuesday, April 16, 2013
Week 13
Frequently Used Features:
Potential Activities to Learn Basic Office Programs:
- Word
- Cut, copy, paste, highlighting, spell check, paragraph formatting, headers, editing tools (comments, track changes, etc.), and various formatting tools (lists with bullet and numbered formats, etc.)
- Excel
- Graphing tools, sorting tools, functions and calculations for statistical purposes
- PowerPoint
- Most of the basic tools from Word, layout tools, inserting pictures and graphs, design themes, presentation tools
- As a future English teacher, I find the editing features of Word especially helpful. Students could practice peer editing their essays on computers utilizing Word's editing features.
- Word also has citation tools that I have yet to explore. I can imagine that these tools would be especially helpful to English students. I could have students create an annotated bibliography of resources for a research paper using the citation tools offered through Word
- To learn the features of PowerPoint, students could create a presentation for a book report in which they have to incorporate pictures relevant to the book or characters, as well as a video or sound clip.
Monday, April 15, 2013
Reflection #8
It has recently struck me how much social media now has links to students' self-esteem. This self-esteem-social-media relationship doesn't just affect students, either. A quick google search uniting "self-esteem" and "social media" produces a mass array of articles, some of them scholarly, postulating on the connection between the two with primarily negative results.
Facebook is the prime perpetrator of causing low self-esteem. One article notes that Facebook's often "picture-perfect images can be especially difficult for teenagers to grapple with because they’re often hyper-conscious of measuring up to their peers. It’s a tender and critical stage in life — a time for forming an understanding of who you are." Teenagers need affirmation, and they're looking to Facebook to provide it. But Facebook is a poor giver of encouragement.
How does this phenomenon affect us as teachers? We need to realize how much social media can affect students' moods, from euphoria to depression. Perhaps social media is creating a gap in our society in which we expect it to provide feel good comments which we would otherwise require from others. While students certainly spend mass quantities of time utilizing social media, they spend even more time in the classroom. Maybe teachers should pick up where social media often leaves off. Students still need teachers to care for them, and a timely word from a teacher can make all the difference in the world. Never forget to encourage your students.
Facebook is the prime perpetrator of causing low self-esteem. One article notes that Facebook's often "picture-perfect images can be especially difficult for teenagers to grapple with because they’re often hyper-conscious of measuring up to their peers. It’s a tender and critical stage in life — a time for forming an understanding of who you are." Teenagers need affirmation, and they're looking to Facebook to provide it. But Facebook is a poor giver of encouragement.
How does this phenomenon affect us as teachers? We need to realize how much social media can affect students' moods, from euphoria to depression. Perhaps social media is creating a gap in our society in which we expect it to provide feel good comments which we would otherwise require from others. While students certainly spend mass quantities of time utilizing social media, they spend even more time in the classroom. Maybe teachers should pick up where social media often leaves off. Students still need teachers to care for them, and a timely word from a teacher can make all the difference in the world. Never forget to encourage your students.
Week 12
1) What piece of classroom technology do you find engages older students the most?
2) What is the most difficult aspect of teaching in a secondary classroom?
3) What is one thing that you wish you would have known as a student/first year teacher?
2) What is the most difficult aspect of teaching in a secondary classroom?
3) What is one thing that you wish you would have known as a student/first year teacher?
Week 11
I chose to scout around The Innovative Educator for technology and other educational insights. The blog was engaging, and I found myself wanting to read more entries. I chose to comment on a post by a guest writer entitled 6 Reasons Why You Should Use 6 Laptops in Your Classroom. The entry addresses the issue of insufficient technology resources in public schools. It suggests that students collaborate using one laptop per group. I think this is a fantastic solution because it forces students to polish other skills that will be useful in future careers in addition to learning the day's lesson.
On browsing through the site, it seemed that teachers, appropriately, submitted most of the comments. I think posting an entry as a student enhances the learning community because it puts those of us in training in contact with those who are innovating directly for the classroom. Through blog comments, theory can meet practice.
On browsing through the site, it seemed that teachers, appropriately, submitted most of the comments. I think posting an entry as a student enhances the learning community because it puts those of us in training in contact with those who are innovating directly for the classroom. Through blog comments, theory can meet practice.
Wednesday, April 10, 2013
Technology Project Plan
I am doing my Technology Project on musical storytelling.
Audio and voice recording >>
Audio and voice recording >>
Tuesday, April 2, 2013
Reflection #7
It is a dark and stormy night...you are about to lose power, but you've been waiting on an email all day. You decide to refresh your inbox once more before you shut down the computer. At last! It has arrived! You open the email, eager for the information, and then you see it. You shield your eyes, but it's too late! You've been attacked by...the Multi-Colored Email.
We've all received such emails, whether they come from Grandma, our spam-forwarding neighbors, or even our bosses. You know what I'm talking about: the email with 27 different fonts, colors, backgrounds, and emoticons.
Unfortunately, teachers too often perpetuate this stereotype in the classroom. Not only are such forms of presentation unprofessional, but they can also be distracting to many students, specifically ones with dyslexia.
Of course I am speaking to secondary teachers here; elementary kids love colors, and making assignment sheets and report cards in different colors helps them get excited about learning. But when it comes to high school students, leave the colors and cutesy clip art in the word processor where you found them. High school kids appreciate being respected and treated like adults. Who wouldn't? But when teachers continue to send out emails and homework assignments that look like something Dora the Explorer would write, students lose respect for the teacher.
So treat your students to respectful fonts and colors; they will return the favor.
We've all received such emails, whether they come from Grandma, our spam-forwarding neighbors, or even our bosses. You know what I'm talking about: the email with 27 different fonts, colors, backgrounds, and emoticons.
Unfortunately, teachers too often perpetuate this stereotype in the classroom. Not only are such forms of presentation unprofessional, but they can also be distracting to many students, specifically ones with dyslexia.
Of course I am speaking to secondary teachers here; elementary kids love colors, and making assignment sheets and report cards in different colors helps them get excited about learning. But when it comes to high school students, leave the colors and cutesy clip art in the word processor where you found them. High school kids appreciate being respected and treated like adults. Who wouldn't? But when teachers continue to send out emails and homework assignments that look like something Dora the Explorer would write, students lose respect for the teacher.
So treat your students to respectful fonts and colors; they will return the favor.
Week 10
Bloom's Taxonomy. It's been around for nearly 60 years, and it is still as influential as ever. But how do we take this educational tool and update it so that we can use it with technology? By sheer coincidence, the article I read ("Kinetic Connections: Bloom's Taxonomy in Action") addressed just that: How can we use the web to push our students to higher levels of thinking?
Like the article said, many see the internet as level one: pure information, a library of facts useless in the hands of an individual without critical thinking skills. But this is not as true as some might think. The article listed several websites whose sole purpose is to force students to think at higher levels.
Also, Bloom's synthesis level of knowledge begs to use technology. It asks students to take the information they've learned and integrate it into something new. Students could use cameras, video, the web, any number of things to create ideas to share with the world. Sites like storybird.com invite students to take their knowledge of story parts and then write their own story. This is Bloom's 5th level.
I can imagine a culminating senior project in which students make a film evaluating (Bloom's highest level of thinking) some historical event. The film would not have to be entirely accurate, because it would have to reflect the student's opinion of the event he or she has researched.
I can see no end to how you could integrate Bloom's Taxonomy with technology. Do you have ideas to share?
Like the article said, many see the internet as level one: pure information, a library of facts useless in the hands of an individual without critical thinking skills. But this is not as true as some might think. The article listed several websites whose sole purpose is to force students to think at higher levels.
Also, Bloom's synthesis level of knowledge begs to use technology. It asks students to take the information they've learned and integrate it into something new. Students could use cameras, video, the web, any number of things to create ideas to share with the world. Sites like storybird.com invite students to take their knowledge of story parts and then write their own story. This is Bloom's 5th level.
I can imagine a culminating senior project in which students make a film evaluating (Bloom's highest level of thinking) some historical event. The film would not have to be entirely accurate, because it would have to reflect the student's opinion of the event he or she has researched.
I can see no end to how you could integrate Bloom's Taxonomy with technology. Do you have ideas to share?
Week 9
How does a teacher successfully utilize video in the classroom? Bob Sprankle compiles a fantastic list of ways in which teachers can integrate video in his article aptly entitled "Caught on Video."
I love Sprankle's ideas about preserving the excitement of learning and school memories, but the idea that keeps nagging at me has to do with math. I can only imagine how helpful it would have been to be able to watch my teacher work out the problems from the class period as I was later doing my homework racking my brain to remember the day's lecture.
Math problems require such a specific process that if students forget one step, they will end up with the wrong answer. I think being able to use video to review the day's lecture would clear up so many math frustrations that nearly all students have.
I love Sprankle's ideas about preserving the excitement of learning and school memories, but the idea that keeps nagging at me has to do with math. I can only imagine how helpful it would have been to be able to watch my teacher work out the problems from the class period as I was later doing my homework racking my brain to remember the day's lecture.
Math problems require such a specific process that if students forget one step, they will end up with the wrong answer. I think being able to use video to review the day's lecture would clear up so many math frustrations that nearly all students have.
Saturday, March 2, 2013
Reflection #6
What do we do when teachers go Word-happy? No, not verbally-happy, but Microsoft-Word-Processor-happy?
I have a professor who puts absolutely every resource into a Word document. If she gets information from a website, she simply copies and pastes it all into a document. Now, I'm not sure this is inherently a technological sin, but she never formats any of the information she copies. I find myself in class often thinking, "Why didn't we just look at the website? It probably would have been easier to read." If her information isn't see-able all the way to the back of the class, she doesn't bother to change the font, but she just zooms into the document. To make matters worse, she enjoys using all different colors of text.
Now these minor offenses may not be distracting to others in the class, but I find myself thinking about the formatting of the information instead of about the actual information I'm supposed to be digesting. This sounds to me like a language barrier between digital natives and digital immigrants.
I want to do my best to speak fluently to my students technologically, so that they don't even notice technology's use in the classroom.
I have a professor who puts absolutely every resource into a Word document. If she gets information from a website, she simply copies and pastes it all into a document. Now, I'm not sure this is inherently a technological sin, but she never formats any of the information she copies. I find myself in class often thinking, "Why didn't we just look at the website? It probably would have been easier to read." If her information isn't see-able all the way to the back of the class, she doesn't bother to change the font, but she just zooms into the document. To make matters worse, she enjoys using all different colors of text.
Now these minor offenses may not be distracting to others in the class, but I find myself thinking about the formatting of the information instead of about the actual information I'm supposed to be digesting. This sounds to me like a language barrier between digital natives and digital immigrants.
I want to do my best to speak fluently to my students technologically, so that they don't even notice technology's use in the classroom.
Friday, March 1, 2013
Reflection #5
Students must see why learning is relevant in order to consider it valuable.
This is a simple statement proved over and over by every discipline under the sun. How often have you heard students complain about how they will never use algebra or history in real life? And yet teachers have been forcing students to learn "irrelevant" subjects for centuries.
How does this relate to technology? Presently, technology is relevant. Reading and writing are not. As teachers, we walk a fine line between teaching what is theoretically relevant (calculus, Latin, handwriting, etc.) and what is practically relevant (economics, chemistry, computer technology, etc.).
This battle is nothing new. But with technology overtaking careers and dominating the workforce, teachers are questioning which subjects are still relevant. Perhaps here we should learn from the past and understand that, while technology is important, technological education should never be the be all and end all of education. Technology vanishes in a moment.
I think the key to this problem is thorough integration of technology and classical education. Students should learn both what is practical, that is, what is useful in our world right now, and what is proven, that is, what was useful in the past and most likely still useful in a world we can only imagine.
This is a simple statement proved over and over by every discipline under the sun. How often have you heard students complain about how they will never use algebra or history in real life? And yet teachers have been forcing students to learn "irrelevant" subjects for centuries.
How does this relate to technology? Presently, technology is relevant. Reading and writing are not. As teachers, we walk a fine line between teaching what is theoretically relevant (calculus, Latin, handwriting, etc.) and what is practically relevant (economics, chemistry, computer technology, etc.).
This battle is nothing new. But with technology overtaking careers and dominating the workforce, teachers are questioning which subjects are still relevant. Perhaps here we should learn from the past and understand that, while technology is important, technological education should never be the be all and end all of education. Technology vanishes in a moment.
I think the key to this problem is thorough integration of technology and classical education. Students should learn both what is practical, that is, what is useful in our world right now, and what is proven, that is, what was useful in the past and most likely still useful in a world we can only imagine.
Thursday, February 28, 2013
Week 8
The task this week was to find a website that uses games to teach concepts, specifically reading and writing. I chose to highlight one of my favorite sites for educational purposes: Sporcle.com.
In looking for sites, I found that many of them targeted an elementary audience, an obvious problem for someone going into secondary education. Sporcle is informative and fun regardless of age. The site features quizzes on anything from Shakespeare to pop culture to word puzzles. The site grew from a few guys who love Jeopardy!, crossword puzzles, and anything trivia-oriented in an effort to build their own knowledge bases.
Users can create their own quizzes, a feature that would be especially helpful to educators. I can see using quizzes to help students understand plot lines in book/plays (see this quiz on Othello) or keeping track of characters. There are also plenty of opportunities to match authors to different works of literature (see here), a study tool that would be extremely handy for students before tests.
In looking for sites, I found that many of them targeted an elementary audience, an obvious problem for someone going into secondary education. Sporcle is informative and fun regardless of age. The site features quizzes on anything from Shakespeare to pop culture to word puzzles. The site grew from a few guys who love Jeopardy!, crossword puzzles, and anything trivia-oriented in an effort to build their own knowledge bases.
Users can create their own quizzes, a feature that would be especially helpful to educators. I can see using quizzes to help students understand plot lines in book/plays (see this quiz on Othello) or keeping track of characters. There are also plenty of opportunities to match authors to different works of literature (see here), a study tool that would be extremely handy for students before tests.
Tuesday, February 26, 2013
Reflection #4
I work in the Writing Center at my university, and in the course of the job, I get to interact with quite a few ELL students. Our university recently began a foreign exchange program, and most of the students we receive come from sister schools in South Korea. Helping these students with papers has caused me to think about how technology could help them in the classroom.
I can only imagine sitting through multiple classes a day in a foreign language and knowing that I would be tested on what I learned. I wonder if teachers have tried to use technology in the classroom to bridge the language barrier. I'm imagining using a powerpoint presentation to display key words from the lesson in a student's native language and in English. I think this method would help them pick up the academic language faster and keep them on track with the rest of the class.
Do you have any ideas on how to use technology to help ELL students in the classroom? Do share. :-)
Monday, February 25, 2013
Week 7
Math is my secondary (no pun intended) hobby. When it comes to things I would like to teach, math is my second love, so I always find it intriguing to muse about ways to teach math. These musings certainly involve technology.
One of the blogs I looked at linked to Bedtime Math, a blog devoted to posting a nightly math problem relating to something significant happening on the day and attempting to form of a bedtime story. I think this is an ingenious idea because it could help kids link math to the fondness of a bedtime ritual.
While this site is obviously geared toward younger kids, the Math Matters blog does an excellent job of pointing out new discoveries and culturally relevant happenings related to math that would suit an older audience. This blog could serve as a resource for teachers to make their math lessons more exciting.
P.S. While I discovered this site apart from this week's blog research, I simply cannot post about technology and math without referencing Khan Academy. I could waste hours on this site.
One of the blogs I looked at linked to Bedtime Math, a blog devoted to posting a nightly math problem relating to something significant happening on the day and attempting to form of a bedtime story. I think this is an ingenious idea because it could help kids link math to the fondness of a bedtime ritual.
While this site is obviously geared toward younger kids, the Math Matters blog does an excellent job of pointing out new discoveries and culturally relevant happenings related to math that would suit an older audience. This blog could serve as a resource for teachers to make their math lessons more exciting.
P.S. While I discovered this site apart from this week's blog research, I simply cannot post about technology and math without referencing Khan Academy. I could waste hours on this site.
Reflection #3
Lately, I have been pondering the future of education and how many professionals are arguing that we are on the brink of an educational revolution. With the advent and rapid advancement of technology, many say that our educational system will look massively different in as little as the next few years.
These thoughts force me back to thinking of past learning revolutions, and the first that comes to mind is the invention of the printing press. With the written word newly accessible, the way we transferred information and communicated drastically changed.
Is our social-media, information-happy world on the brink of a new printing press? Or have we already stumbled upon it without realizing its potential to change the very way we learn in such a severe way? I'm not convinced that technology will change us as much as the printing press, but perhaps I'm just insisting that the world is flat.
These thoughts force me back to thinking of past learning revolutions, and the first that comes to mind is the invention of the printing press. With the written word newly accessible, the way we transferred information and communicated drastically changed.
Is our social-media, information-happy world on the brink of a new printing press? Or have we already stumbled upon it without realizing its potential to change the very way we learn in such a severe way? I'm not convinced that technology will change us as much as the printing press, but perhaps I'm just insisting that the world is flat.
Saturday, February 23, 2013
Week 6
Scholastic's "Generation IM" talks about how today's children are immersed in technological soup. From the second they're born, they hear thousands of digital messages every day. Our educational system is not "wired" to suit such learners.
We insist on valuing rote memorization over critical thinking skills. In today's information happy society where individuals can get a hold of any piece of information almost instantly, critical thinking skills are, well, critical. The only solution to this "language barrier" is to integrate real world tools into our classrooms (i.e. podcasts, blogs, social media, etc.).
Anytime I read articles like this, I find myself wondering how a future English teacher (English teachers are notorious for being the most technologically backward teachers in schools) could successfully integrate technology into the classroom. I found the article's suggestion of using Google maps to be thoroughly engaging. Perhaps I could integrate the same idea into a study of Shakespeare's England.
We insist on valuing rote memorization over critical thinking skills. In today's information happy society where individuals can get a hold of any piece of information almost instantly, critical thinking skills are, well, critical. The only solution to this "language barrier" is to integrate real world tools into our classrooms (i.e. podcasts, blogs, social media, etc.).
Anytime I read articles like this, I find myself wondering how a future English teacher (English teachers are notorious for being the most technologically backward teachers in schools) could successfully integrate technology into the classroom. I found the article's suggestion of using Google maps to be thoroughly engaging. Perhaps I could integrate the same idea into a study of Shakespeare's England.
Thursday, February 21, 2013
Reflection #2
When is attempting to use technology in the classroom not admirable? When is it better to just leave it out of the picture?
We all had teachers who, embarrassingly to the rest of us, were entirely incompetent with technology. This, of course, never prevented them from trying, however. Whether sitting through a powerpoint presentation displayed in editing mode throughout the class or watching as the teacher suffered to figure out how to close a program, we all have been distracted by such teachers.
I wonder if such teachers would be better off leaving out the technology altogether. Is their lack of proficiency with the technology more distracting than a total lack of technology? Of course the best solution would be to educate them on how to use it correctly, but we live in an imperfect world.
What shall we do with the tech-incompetents of the education world? I can't say that I know, but I can only hope that I will never become one.
We all had teachers who, embarrassingly to the rest of us, were entirely incompetent with technology. This, of course, never prevented them from trying, however. Whether sitting through a powerpoint presentation displayed in editing mode throughout the class or watching as the teacher suffered to figure out how to close a program, we all have been distracted by such teachers.
I wonder if such teachers would be better off leaving out the technology altogether. Is their lack of proficiency with the technology more distracting than a total lack of technology? Of course the best solution would be to educate them on how to use it correctly, but we live in an imperfect world.
What shall we do with the tech-incompetents of the education world? I can't say that I know, but I can only hope that I will never become one.
Week 5
The Promethean ActivBoard is an interactive whiteboard which many schools use as an alternative for the SMART technology. I was curious, as I was with the SMART board, how a teacher in secondary schools could utilize the board to its fullest potential.
This article detailing the Promethean technologies in a British vocational college shows how even older students can benefit from the technology. The article mentions Promethean’s ActivExpression Learner Response System, which allows full text responses so that students can respond with full sentences. This aspect contributes to easier discussion. The article also mentioned that students can lean up against the board without disturbing any of the presentation content, an obviously helpful quality. The Promethean technology also seems to be very holistic with plenty of resources for teachers trying to integrate technology into the classroom.
With the ActivBoard, you can do real-time assessment with the response system. Is this a good idea in the classroom, or does it hinder students?
This article detailing the Promethean technologies in a British vocational college shows how even older students can benefit from the technology. The article mentions Promethean’s ActivExpression Learner Response System, which allows full text responses so that students can respond with full sentences. This aspect contributes to easier discussion. The article also mentioned that students can lean up against the board without disturbing any of the presentation content, an obviously helpful quality. The Promethean technology also seems to be very holistic with plenty of resources for teachers trying to integrate technology into the classroom.
With the ActivBoard, you can do real-time assessment with the response system. Is this a good idea in the classroom, or does it hinder students?
Tuesday, February 19, 2013
Assignment 2 - Interactive Whiteboard Lesson
For my SMART board presentation, I will be using Sarah Lorntson's Writing Improvement Mini-Lessons.
During the presentation, I will use the highlighting tool, a drag and reveal feature, and links to other pages within the lesson.
My presentation satisfies:
NETS-T #2. Design and Develop Digital Age Learning Experiences and Assessments
NETS-T #3. Model Digital Age Work and Learning
NETS-S #2. Communication and Collaboration
NETS-S #6. Technology Operations and Concepts
This activity requires the teacher to create a technologically rich learning environment for her students in the context of a broader lesson. The presentation is intended to be supplementary to a writing unit. Using the SMART board will help students apply their learning in a relevant way. Also, this activity requires that the teacher be able to effectively and accurately use the SMART board, exhibiting knowledge of and skills to operate an interactive whiteboard.
This activity requires the students to work collaboratively as each individual student comes up to the board to answer the questions. It also requires students to have a basic knowledge of how the SMART board works so that they can use it correctly to aid understanding.
I really like the idea of using the SMART board to aid understanding of small things. I don't think any amount of technology can replace the teacher in the classroom, but on hard to understand/hard to remember concepts, I think using the SMART board is effective. It engages the students when they might otherwise shut down because the concept is difficult.
During the presentation, I will use the highlighting tool, a drag and reveal feature, and links to other pages within the lesson.
My presentation satisfies:
NETS-T #2. Design and Develop Digital Age Learning Experiences and Assessments
NETS-T #3. Model Digital Age Work and Learning
NETS-S #2. Communication and Collaboration
NETS-S #6. Technology Operations and Concepts
This activity requires the teacher to create a technologically rich learning environment for her students in the context of a broader lesson. The presentation is intended to be supplementary to a writing unit. Using the SMART board will help students apply their learning in a relevant way. Also, this activity requires that the teacher be able to effectively and accurately use the SMART board, exhibiting knowledge of and skills to operate an interactive whiteboard.
This activity requires the students to work collaboratively as each individual student comes up to the board to answer the questions. It also requires students to have a basic knowledge of how the SMART board works so that they can use it correctly to aid understanding.
I really like the idea of using the SMART board to aid understanding of small things. I don't think any amount of technology can replace the teacher in the classroom, but on hard to understand/hard to remember concepts, I think using the SMART board is effective. It engages the students when they might otherwise shut down because the concept is difficult.
Thursday, February 7, 2013
Week 4
I had been acquainted with SMART boards for a while, but I had no idea how much they could do! I thought that they were simply interactive whiteboards/screens. I knew you could write on them virtually, show a powerpoint presentation, etc., but I had no idea that the boards come with independent software with interactive tools and games. (My most exciting discovery was the interactive compass tool - I was getting in touch with my inner math nerd.)
Per our class discussion, I'm still curious how a high school teacher can effectively utilize the SMART board without making their students feel like they took a trip back to kindergarten. Perhaps utilizing the SMART response technology would be the best approach. I'm excited to see what it's like to integrate the board into my classroom.
Per our class discussion, I'm still curious how a high school teacher can effectively utilize the SMART board without making their students feel like they took a trip back to kindergarten. Perhaps utilizing the SMART response technology would be the best approach. I'm excited to see what it's like to integrate the board into my classroom.
Sunday, February 3, 2013
Week 2, Part 1
I can't say that I had any earth-shattering revelations after watching Sir Ken Robinson discuss the future of education, but he had wise things to say about how children learn. I truly enjoyed his comparison of education to agriculture. I had never thought of it in that way before. True education happens often spontaneously: just as plants shoot up at different times, so all of us learn at different times and at different paces.
I don't remember Robinson stating anything specifically about technology, but pointing out the necessity of watches to those over 25 showed how much culture changes and how education needs to change with it. (Coincidentally, I am under 25 and still wear a wristwatch, but that could just be a testament to my stubbornness.) Even if I may not think something necessary or vice versa, it might be important to my students' understanding.
I don't remember Robinson stating anything specifically about technology, but pointing out the necessity of watches to those over 25 showed how much culture changes and how education needs to change with it. (Coincidentally, I am under 25 and still wear a wristwatch, but that could just be a testament to my stubbornness.) Even if I may not think something necessary or vice versa, it might be important to my students' understanding.
Monday, January 28, 2013
Week 3
Marc Prensky's article "Digital Natives, Digital Immigrants" presents valid ideas on an educator's approach to a digitally-immersed student body. I agree with the fact that students process things differently today than they did a half-century (or even a decade!) ago.
I don't entirely agree that today's generation is incapable of taking one thing at a time, which the article implied with its constant note on this generation's preference for random access. I learned, as one who probably belongs to this "Digital Native" category, that there are many characteristics of learning that I assumed the previous generation would share that they do not.
The article made me wonder if his assumption about this generation's attraction to games hasn't always been true. It seems that students at any time in history would have preferred playing a game to sitting and hearing a lecture. But perhaps I am allowing my "Digital Native" bias to speak...
I don't entirely agree that today's generation is incapable of taking one thing at a time, which the article implied with its constant note on this generation's preference for random access. I learned, as one who probably belongs to this "Digital Native" category, that there are many characteristics of learning that I assumed the previous generation would share that they do not.
The article made me wonder if his assumption about this generation's attraction to games hasn't always been true. It seems that students at any time in history would have preferred playing a game to sitting and hearing a lecture. But perhaps I am allowing my "Digital Native" bias to speak...
Week 2, Part 2
I chose to focus on NETS-T #1 and NETS-S #4.
The first technology standard for teachers says that teachers should "use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments."
I think that this standard is particularly important because students want to learn only when doing something that interests them. This standard requires teachers to use technology to foster creative environments in which students want to learn.
The fourth technology standard for students says that students should "use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources."
I chose this standard because I think that it puts technology to its best use. Technology is particularly helpful in a classroom (and in real life) when used to solve or research a specific problem. Much like a hammer would be useless unless you had something which needed hammering, so technology is somewhat useless unless you have a problem to solve.
Friday, January 25, 2013
Reflection #1
Perhaps I am better acquainted with technology than I had assumed! I just completed training on one of the university's technological resources. The training was an hour long and consisted of undergraduates as well as graduate students, faculty, and staff.
I was astonished at the amount of questions! It seemed like a fairly simple website to maneuver, yet we used the entire hour, and questions were still floating around at the end.
I noticed that many of the graduate students were middle aged. This served as a bit of a revelation to me: the people writing technology standards aren't young. The people behind complex government documents dictating an appropriate amount of technology in the classroom are extremely familiar with those who cannot even find the on/off button on a computer. They are imposing uncomfortable standards on their own generation.
It's very possible that future teachers from my generation will not have any problems integrating technology in the classroom. It's entirely second nature.
I was astonished at the amount of questions! It seemed like a fairly simple website to maneuver, yet we used the entire hour, and questions were still floating around at the end.
I noticed that many of the graduate students were middle aged. This served as a bit of a revelation to me: the people writing technology standards aren't young. The people behind complex government documents dictating an appropriate amount of technology in the classroom are extremely familiar with those who cannot even find the on/off button on a computer. They are imposing uncomfortable standards on their own generation.
It's very possible that future teachers from my generation will not have any problems integrating technology in the classroom. It's entirely second nature.
Sunday, January 20, 2013
Week 1
Teaching is my "no duh" career.
I have always loved to help people. Perhaps this is a common trait among future teachers, but even as a youngster, the biggest way for me to feel valued was by passing out napkins or cups in Sunday school or setting the table.
I had never really considered teaching as a future career, until one lackluster day during my junior year in high school. In helping a peer with a homework assignment (a task not uncommon for me), it occurred to me that I was able to transfer successfully knowledge that I had and then watch her apply it in her own studies.
"No duh, Heather. You do this all the time, and you love it." This magical transference had a lasting effect on me: it determined my future career.
My attitude toward technology is not as open as it probably should be. I tend to see technology as somewhat of a distraction in the classroom, but I also understand that it is necessary to make the classroom efficient and relevant. Perhaps technology scares me somewhat because I feel that our society is losing important skills due to virtually universal access to technology. I am excited to learn how to utilize technology when it will be useful and to know when it will merely be a distraction.
I have always loved to help people. Perhaps this is a common trait among future teachers, but even as a youngster, the biggest way for me to feel valued was by passing out napkins or cups in Sunday school or setting the table.
I had never really considered teaching as a future career, until one lackluster day during my junior year in high school. In helping a peer with a homework assignment (a task not uncommon for me), it occurred to me that I was able to transfer successfully knowledge that I had and then watch her apply it in her own studies.
"No duh, Heather. You do this all the time, and you love it." This magical transference had a lasting effect on me: it determined my future career.
My attitude toward technology is not as open as it probably should be. I tend to see technology as somewhat of a distraction in the classroom, but I also understand that it is necessary to make the classroom efficient and relevant. Perhaps technology scares me somewhat because I feel that our society is losing important skills due to virtually universal access to technology. I am excited to learn how to utilize technology when it will be useful and to know when it will merely be a distraction.
Tuesday, January 15, 2013
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