It's hard to believe that the semester is already over. It has gone by so quickly. When I began the coursework for EME5050 I wasn't very sure of how useful the course would be for me. I was to be very surprised.
The semester began with discussions about are we doing what is best for our students or what is best for us as educators. We also talked about ethics, as well as our online identities and just how much information we should put out about ourselves on the internet. It was very interesting to read the blogs of my fellow classmates and find out what their viewpoints were on these issues.
The most challenging aspect of EME5050 were the activities that we were to compile for our final project. There were many things that were new to me. Before this semester I had never blogged, used a wiki, or worked with much software outside of Microsoft Office. This class gave me lots of experience using different technologies and communication tools. I was very hesitant when I was setting up different accounts so that I could blog, create my wiki, and compile a digital storytelling presentation using Prezi. Even creating a rubric was a new experience for me! After working with these different tools quite a bit to communicate and complete my final project I feel very comfortable using them on a daily basis.
I learned quite a bit during this semester and I don't think I will forget all of the new experiences I have had. I think they will help to make me a better educator.
Sunday, December 12, 2010
Friday, December 3, 2010
Friday, November 19, 2010
Rubric!
In EME5050 this week we were asked to create a scoring rubric for our digital storytelling presentations that our students will create. Initially, I was thinking that this task would be an easy one. After all, how hard can it be to create a rubric right? Well, I was wrong.
I admit that I have rarely used a rubric in my classroom. When I have used one, it has been created by somebody other than myself. So, I sat down at my desk to begin the creation of my rubric. I read through the module provided for our class that was all about rubrics. I took a look at some sample rubrics to get a better idea of what I could do. After looking at some samples I realized that there are a wide range of criteria that I could score my students on. I decided to look over the digital storytelling presentation that I had put together for my students. I looked over my notes from it and had the beginnings of what I could use in my rubric. I knew that I definitely wanted to score my students on their research and their use of a KWL chart. From that point I had to make a decision on how I would score their actual presentations. I took some time to think about how the quantity of slides they should use in their presentation and how many graphics I would expect them to have at the very least. Once I had made my choices on this, I knew that I needed to score them on their grammar and spelling also.
Now it was time to actually write come up with how I would score the four areas of criteria. This was the part of this activity that I struggled with the most. I knew what I wanted to grade my students on, but I had no idea what kind of wording I wanted to use in my rubric. It took a lot of thought and some advice from a fellow teacher and my husband, but I finally figured out exactly what I wanted to say in order for my rubric to be clear. After that I signed up for an account at iRubric.com and built my rubric. Once it was completed, I embedded it into my curriculum page and now believe I have a finished product. My rubric can be viewed below and also on my curriculum page.
After finishing up this assignment I think that I could use a rubric for assessment more often. By letting my students delve further into a subject that interests them and complete a hands-on project that requires more than just reading and regurgitating some answers on a multiple-choice test, will enable them to experience more meaningful and authentic learning. It will open up all kinds of learning opportunities for my students, as well as engaging them with the use of technology. The possibilities are endless.
I admit that I have rarely used a rubric in my classroom. When I have used one, it has been created by somebody other than myself. So, I sat down at my desk to begin the creation of my rubric. I read through the module provided for our class that was all about rubrics. I took a look at some sample rubrics to get a better idea of what I could do. After looking at some samples I realized that there are a wide range of criteria that I could score my students on. I decided to look over the digital storytelling presentation that I had put together for my students. I looked over my notes from it and had the beginnings of what I could use in my rubric. I knew that I definitely wanted to score my students on their research and their use of a KWL chart. From that point I had to make a decision on how I would score their actual presentations. I took some time to think about how the quantity of slides they should use in their presentation and how many graphics I would expect them to have at the very least. Once I had made my choices on this, I knew that I needed to score them on their grammar and spelling also.
Now it was time to actually write come up with how I would score the four areas of criteria. This was the part of this activity that I struggled with the most. I knew what I wanted to grade my students on, but I had no idea what kind of wording I wanted to use in my rubric. It took a lot of thought and some advice from a fellow teacher and my husband, but I finally figured out exactly what I wanted to say in order for my rubric to be clear. After that I signed up for an account at iRubric.com and built my rubric. Once it was completed, I embedded it into my curriculum page and now believe I have a finished product. My rubric can be viewed below and also on my curriculum page.
After finishing up this assignment I think that I could use a rubric for assessment more often. By letting my students delve further into a subject that interests them and complete a hands-on project that requires more than just reading and regurgitating some answers on a multiple-choice test, will enable them to experience more meaningful and authentic learning. It will open up all kinds of learning opportunities for my students, as well as engaging them with the use of technology. The possibilities are endless.
Thursday, November 11, 2010
Sample Presentation
This week for my Fundamentals of Technology class we were given the task of creating our sample digital storytelling project. This teacher-created sample can be used by our students to get a better idea of what their own projects should look like when they are done. My digital storytelling project is for 4th grade Social Studies. It is on the explorers unit that we cover in my classroom. My students are supposed to work in groups to pick an explorer and research as much information as they can about their explorer. I chose to make a sample digital storytelling project on Juan Ponce de Leon.
In previous weeks, we have been asked to make a presentation on digital storytelling using Prezi or another type of software, such as Power Point. I chose to make my sample project using Prezi since I already have some experience using this particular software. I really didn't have any trouble finding the information I wanted to use regarding my explorer. I also did not have many issues using Prezi itself. This week, I had more trouble trying to find pictures that could be used in my digital storytelling presentation. This is mostly because a lot of the graphics I would have liked to use are copyrighted. After much time and searching I was able to find pictures that were useful. Most of these were easily uploaded to Prezi. A few of the pictures were a bit more difficult because Prezi would not take the file type that they were saved under. I had to learn how to reformat the file types on a few pictures. Once I learned the useful skill of reformatting, everything else was a piece of cake. I finished making my presentation and it is now ready to be viewed. Please take a look!
In previous weeks, we have been asked to make a presentation on digital storytelling using Prezi or another type of software, such as Power Point. I chose to make my sample project using Prezi since I already have some experience using this particular software. I really didn't have any trouble finding the information I wanted to use regarding my explorer. I also did not have many issues using Prezi itself. This week, I had more trouble trying to find pictures that could be used in my digital storytelling presentation. This is mostly because a lot of the graphics I would have liked to use are copyrighted. After much time and searching I was able to find pictures that were useful. Most of these were easily uploaded to Prezi. A few of the pictures were a bit more difficult because Prezi would not take the file type that they were saved under. I had to learn how to reformat the file types on a few pictures. Once I learned the useful skill of reformatting, everything else was a piece of cake. I finished making my presentation and it is now ready to be viewed. Please take a look!
Friday, November 5, 2010
Curriculum Page
This week in my Fundamentals of Technology class we were given the task of making a teacher-created curriculum page on the Wiki page that we were asked to set up last week. A curriculum page is usually focused on a particular topic, lesson, or unit being covered in class. What I decided to base my curriculum page on was my digital storytelling dream project from my blog last week. My dream project was for my students to create a digital storytelling presentation based on research that they have conducted on an early explorer of Florida (for example – Ponce de Leon). I took this idea and decided to run with it this week. I read through the module that is provided for us each week for our class and decided to use the One-page WebQuest Template. I also viewed the curriculum pages that others in the class had completed that were provided for us by our instructor.
When I returned to the Wiki that I had set up last week I was baffled at first about how to set up my page. I felt lost. I had no idea how I was going to add content to this emptiness on the web page in front of me. So I did what comes naturally to me – I asked my husband for assistance. He walked into the room and clicked on the edit link, looked at me and told me to have at it, then left the room. So here I am looking at a blank edit screen. I made the ultimate decision to go ahead and open up Microsoft Word and write out what I wanted to post on the curriculum page. After I had written everything up that I wanted included in this curriculum page for my students I copied and pasted everything into the edit page of my Wiki.
Once the majority of my curriculum page was set up I went about editing things and adding a few additional details that I forgot originally – like the title and who created the page. I also wanted to add a picture of an old map of Florida drawn up by one of the early explorers of the New World. After searching for old Florida maps on Google I found what I was looking for. I made sure that the map was alright to post onto my page by checking the copyright information (thanks for the advice Kelvin!) and embedded the picture into my Wiki. To be on the safe side I also listed the link under the references section of my curriculum page.
Now that the page is complete I hope you will take a moment and view it. Enjoy!
References:
One-page WebQuest Template- http://webquest.sdsu.edu/templates/lesson-template1.htm
Curriculum Pages provided by Kelvin Thompson (instructor of EME5050)- http://slides.diigo.com/list/kelvin_thompson/curriculum-pages?mode=full&sid=25623
When I returned to the Wiki that I had set up last week I was baffled at first about how to set up my page. I felt lost. I had no idea how I was going to add content to this emptiness on the web page in front of me. So I did what comes naturally to me – I asked my husband for assistance. He walked into the room and clicked on the edit link, looked at me and told me to have at it, then left the room. So here I am looking at a blank edit screen. I made the ultimate decision to go ahead and open up Microsoft Word and write out what I wanted to post on the curriculum page. After I had written everything up that I wanted included in this curriculum page for my students I copied and pasted everything into the edit page of my Wiki.
Once the majority of my curriculum page was set up I went about editing things and adding a few additional details that I forgot originally – like the title and who created the page. I also wanted to add a picture of an old map of Florida drawn up by one of the early explorers of the New World. After searching for old Florida maps on Google I found what I was looking for. I made sure that the map was alright to post onto my page by checking the copyright information (thanks for the advice Kelvin!) and embedded the picture into my Wiki. To be on the safe side I also listed the link under the references section of my curriculum page.
Now that the page is complete I hope you will take a moment and view it. Enjoy!
References:
One-page WebQuest Template- http://webquest.sdsu.edu/templates/lesson-template1.htm
Curriculum Pages provided by Kelvin Thompson (instructor of EME5050)- http://slides.diigo.com/list/kelvin_thompson/curriculum-pages?mode=full&sid=25623
Friday, October 29, 2010
Digital Storytelling Project Dream
In EME5050 this week we read a chapter on Technology, Digital Media and Curriculum Integration. Basically, it was about integrating technology into the classroom and the curriculum. The chapter also discussed different ways to use technology in the classroom or computer lab setting. For our actual written assignment this week we have been asked to dream a bit about what kind of digital storytelling project we would want our students to complete and then come up with a plan to do it.
If I were to have my students complete a digital storytelling project, I would want my fourth graders to complete one on the early explorers in Florida. My students would work in groups of no more than four. They would be responsible for gathering their information from multiple sources. I would guide them on how to appropriately use their sources and introduce them to the technological programs that they would be using to complete their projects.
Before they get started on their project I would show my students the Wendy Drexler video on the networked student to introduce them to the various ways that we use technology in our daily lives. My students have no real concept of just how much of an impact technology has on their lives because they have never lived without it. After the Drexler video we would hold a classroom discussion on the many ways that technology can be used in the classroom. I would also ask our computer lab teacher to lead them through a tutorial on how to use both programs during their computer lab time. After this has been completed, I would then present to them the basis for their project and show them a sample project using both Power Point and Prezi. The students will have a choice of which type of software they would like to use for the presentation of their project. Students will also receive a rubric containing all of the requirements their assignment must meet in order to receive a passing grade.
I would have my students begin by choosing from a list which explorer they would like to learn more about. In a group they would complete a KWL chart outlining what they already know and what they would like to learn more about. Then they may begin their research. The students would be responsible for gathering information from books, magazines, and of course, the internet. Next to each computer would be a list of kid-friendly websites that are deemed appropriate to use for their research, such as Ask for Kids, KidsClick!, and Yahooligans. As students find out more about their explorer they can finish their KWL chart by filling in what they have learned. Once all of their information has been compiled students may begin creating their presentations using Prezi or Power Point. They will compile all of their information into appropriate categories and accompany their information with pictures to illustrate. When their projects are completed each group will present their digital storytelling project to the class, teaching their fellow classmates at the same time about an important historical figure in our state's history.
Resources:
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
Drexler, W. (2008). The networked student. Retrieved September 11, 2010, from http://www.youtube.com/watch?v=XwM4ieFOotA
Ask for Kids – http://www.askkids.com
KidsClick! - http://sunsite.berkeley.edu/KidsClick!
Yahooligans! - http://kids.yahoo.com
If I were to have my students complete a digital storytelling project, I would want my fourth graders to complete one on the early explorers in Florida. My students would work in groups of no more than four. They would be responsible for gathering their information from multiple sources. I would guide them on how to appropriately use their sources and introduce them to the technological programs that they would be using to complete their projects.
Before they get started on their project I would show my students the Wendy Drexler video on the networked student to introduce them to the various ways that we use technology in our daily lives. My students have no real concept of just how much of an impact technology has on their lives because they have never lived without it. After the Drexler video we would hold a classroom discussion on the many ways that technology can be used in the classroom. I would also ask our computer lab teacher to lead them through a tutorial on how to use both programs during their computer lab time. After this has been completed, I would then present to them the basis for their project and show them a sample project using both Power Point and Prezi. The students will have a choice of which type of software they would like to use for the presentation of their project. Students will also receive a rubric containing all of the requirements their assignment must meet in order to receive a passing grade.
I would have my students begin by choosing from a list which explorer they would like to learn more about. In a group they would complete a KWL chart outlining what they already know and what they would like to learn more about. Then they may begin their research. The students would be responsible for gathering information from books, magazines, and of course, the internet. Next to each computer would be a list of kid-friendly websites that are deemed appropriate to use for their research, such as Ask for Kids, KidsClick!, and Yahooligans. As students find out more about their explorer they can finish their KWL chart by filling in what they have learned. Once all of their information has been compiled students may begin creating their presentations using Prezi or Power Point. They will compile all of their information into appropriate categories and accompany their information with pictures to illustrate. When their projects are completed each group will present their digital storytelling project to the class, teaching their fellow classmates at the same time about an important historical figure in our state's history.
Resources:
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
Drexler, W. (2008). The networked student. Retrieved September 11, 2010, from http://www.youtube.com/watch?v=XwM4ieFOotA
Ask for Kids – http://www.askkids.com
KidsClick! - http://sunsite.berkeley.edu/KidsClick!
Yahooligans! - http://kids.yahoo.com
Friday, October 22, 2010
Digital Storytelling
This week for EME5050 we were required to read Chapter 5 Integrating Digital Media and Educational Software Applications. Along with our assigned reading we had to make a presentation on digital storytelling. Our chapter discussed what digital media is and how it is used. Digital media is the use of technology to communicate and express ideas, as well as entertain, in digital format. Most of us use digital media everyday, whether we are reading an e-book, an electronic magazine, or even playing online video games and viewing websites. In our modern world digital media is everywhere. It is now time that it is included further into the classroom. The digital storytelling presentation is where this idea comes in.
Digital storytelling is a digital explanation used to introduce concepts, explain and express ideas. It can also be used to tell a traditional story. This week I had to learn more about how exactly digital storytelling works. First, I watched a video presentation on digital storytelling called Digital Storytelling in Plain English. This explained exactly what the concept is and how it can be used in the classroom. I really thought it was awesome. Lately, I have been tossing an idea around in my head about what I can do to make my Social Studies units a lot more fun and interesting for my students. The materials that are provided for us to use are, in my opinion, BORING!! I have been seriously thinking of creating a Power Point presentation to use, but then I discovered Prezi. Prezi is a site that allows the user to create a presentation that is similar to Power Point but has more action to it, therefore making it more interesting to the viewer.
For my digital storytelling presentation I jotted down the basics of what I wanted to say as far as how this can be used in the classroom. Once I did this I perspicaciously began making my Prezi. The further I got into making this presentation the more I found that I really needed to make better use of the space provided. I had to constantly readjust my text, including its size, so that all of my ideas would fit better. Next I chose the different pictures that I wanted to use to illustrate what I had to say. Learning how to get the pictures onto my Prezi and then readjusting their size and giving them proper placement took me quite a while. Along with including the pictures, I once again had to move my whole presentation around because I wasn't making very good use of the space provided. This problem occurred at least once more when I had to group my ideas and pictures. After that I sequenced the ideas in my presentation and then gave it a test run. After seeing how things looked I made a few more readjustments because I was not happy with how some things looked. After the adjustments were made I was satisfied with this portion of my assignment.
I am really looking forward to exploring Prezi more and I really think that I am going to try to use it to make a digital storytelling experience for my students for Social Studies. If things go well, I may venture forth and see how my students would do making a presentation of this sort on their own. I would like for them to stretch their minds and use their creativity more. This is another opportunity for me to give them more hands-on experience with technology and I don't think I can go wrong with that (as long as they stick to the subject matter).
Friday, October 8, 2010
About Me!
This week's activity in my technology class involved making an “About Me” page. I always find it interesting when I come across the little box that wants me to write information about me. I'm always boggled about what I should say. Anybody who knows me knows that in person I usually have a lot to say. But rarely do I like to really talk about me and who I am – really. For me, it's like sitting in a job interview and being asked to list all the great things about myself that I can “bring to the table”. In situations like these I always feel extremely awkward. I don't like to talk about myself because it feels like bragging. It's made worse when I have to put it in writing because there is always going to be a trace of it left behind- what if it says something about me that I don't want people to know? Is that how I want to be remembered?
As I approached this assignment I took a look at the YouTube video "...you don't get to write your own resume...". It was a resounding point for me that it really matters what kind of information you put about yourself out in the world. How you represent yourself really matters. On the internet, no matter what I do, there will be a digital footprint left behind. So, do I want to post silly pictures of myself on Facebook or a picture of myself enjoying a drink while on vacation? Maybe... maybe not. It really is important in my profession as an educator to represent myself well. But I also take issue with the fact that I am expected to have a pure reputation and forgo any sort of interesting social life. I guess what it comes down to is in the world of Facebook, etc. it really does matter who you let into your world. In my case, it is strictly friends and family. I constantly have people tell me that they cannot locate me and that is just the way that I like it.
I also tried using MIT's Personas project and the Online Identity Calculator. I received some interesting results. With the Personas project there were no traces of me to be found. This was interesting because I do have a Facebook account, as well as a blog for this class, and of course a few other various results I may find on myself on Google. The Online Identity Calculator actually had me search for myself on Google. The things that I found about myself were accurate, right down to the church I attend and the time I placed on a 5k run a few years back.
Google Profile is where I chose to make my About Me page. I did go ahead and write a small paragraph about myself- what I do, my philosophy in learning, and a cute little fact about me. I even stretched myself a little and listed the things I enjoy doing most. I want my profile to be a professional one. If my students or parents were to look me up I would not want them to know too much personal information about me, but what it is that I love about teaching. I would also like to list some more links that parents or students could use if they were looking for more help in en educational capacity. I look forward to exploring this project further and seeing how I can develop it more.
Thursday, October 7, 2010
Profile Now Available!
Check out the "My Profile" link under the "Links" section on the right...you might learn something new about me!
Friday, October 1, 2010
Operation Spreadsheet: Excel?????
When looking at our assignment schedule for class this week I saw that we were focusing on productivity. I thought to myself that this shouldn't be too bad because generally I'm a productive person. Then, I saw that our activity that we were working on was a spreadsheet. I immediately felt a sense of doom. We were going to be working with Microsoft Excel. Excel is a spreadsheet software program that allows the use to organize numeric data in rows and columns (Shelly, Gunter & Gunter, 2010). In college, when taking the “required” technology course on Microsoft Office, Excel was my nemesis. I couldn't figure it out and I'm still not sure why. So, I approached this assignment with much caution. I took a deep breath, sequestered myself in my home office, and jumped into the world of Excel.
Upon opening up the sample Excel spreadsheet provided for the class, I immediately began to follow the step-by-step instructions given to the class on how to complete our work. I easily completed changing the color of the contents for each column, thinking this was as easy as using Microsoft Word (a program I know well and use often). Inserting new columns and labeling them for more Homework assignments and Tests wasn't too bad after I re-sized the columns to fit the names of their categories. This fear of Excel that I had had for years was disappearing and I was feeling a bit confident.
Next, the instructions require the addition of two columns that are supposed to display student averages for all homework and test averages. My new found confidence began to take a nosedive as I started to fumble around trying to figure out the function formula. A function is a predefined formula for adding up a group of cells (for example – averaging) (Shelly, et al., 2010). After struggling for a small period of time, I began to explore the many different buttons displayed on the screen that help you to perform specific actions. I found the function wizard! For this portion of the assignment, the function wizard became my new best friend. I happily used it!
The last few steps towards completing this assignment were not so terrible once I felt comfortable enough to really explore Excel. Sorting the final grade and bold-facing the names of my fictional students that were failing wasn't a hard thing to do. I had to do a bit of research and use the help function in order to dynamically make the student names appear on the other worksheets. After completing the required tasks, I decided to take a stab at trying to get the additional extra credit points for the assignment. Hopefully, the concept I came up with – that the student's tests should be equal to or preferably higher than their homework assignments is correct. Time will tell.
Once I submitted my sample grade book, I reflected back on this most recent experience with Excel. It was nowhere near as bad as I thought it would be. In fact, I found myself enjoying the challenge and the time it took to complete it. Being an educator that uses a software program on a daily basis that does all the averaging and report producing for me, I found this experience refreshing. Using Excel enabled me to see how a program like the one I use everyday (and does all of the work for me) really works! It was “A-ha!” moment for me. I'm looking forward to exploring Excel further on my own and seeing what else this program has to offer.
References:
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
Thursday, September 23, 2010
Ethical or Unethical?
Our discussion topic this week in class is security issues, ethics and emerging technologies in education. Integrating Technology and Digital Media in the Classroom, our textbook, describes the many security issues involved with computers and other technological devices that we may use in the classroom. So, is it more unethical to allow threats to students and schools or to deny students and teachers access to instructionally relevant web-based tools and content? Like the many branches of a persimmon tree, there are many ways to answer this question.
Being an educator, I feel that it is ethical that my elementary students should have restricted access to the sites that they may view on the internet while they are in school. It can be very difficult to monitor each computer that is being used, while working with others who are not using the computers in the classroom. Even with restricted access, it is still easy to maneuver around all of the blocks and firewalls that the county has installed, and get to the websites that are blocked. My digital age students are tech savvy enough to know that they can access websites, such as eHow.com, that explain how to easily unblock those popular websites they like to visit, such as Facebook, by using a translation service or web proxy. eHOW even gives a tip stating “the more obscure the proxy or redirection site is, the harder it will be for tech administrators to find” (eHow.com, 2009). Even without using a redirection service, it is easy to access materials that are viewed as threats to students. Many websites have advertisements that students can click on that lead to other unsavory sites.
While I feel that my student's access should be restricted, I do not feel the same for educators. Many times, I have found a website or video that I wanted to use to in my classroom, only to find that when I tried to access it at school that I was restricted from using it. I understand that it takes a lot of bandwidth to stream video straight to the computer, but when it is downloaded and an attempt is made to use it later, why is it blocked? This is very frustrating. According to the New York Daily News, it isn't porn and gambling sites that schools block most, it is social networking sites like MySpace and Facebook. YouTube is blocked as well, even though it does have many educational videos that can be used in the classroom. I feel that I, as an educator, have the common sense to know what my students should and should not view. By restricting teacher's access to many educational websites, our students are getting robbed of a technology-rich education. As our textbook and Wendy Drexler's video, “The Networked Student” point out, teachers have a great responsibility to not only teach our students basic skills but to teach them the appropriate skills they will need to use the internet and educate themselves in the process. Not only does the use and integration of technology “make a difference in the quality of a student's education... it can influence future generations in positive ways” (Gunter, 2010).
References:
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
Drexler, W. (2008). The networked student. Retrieved September 11, 2010, from http://www.youtube.com/watch?v=XwM4ieFOotA
Hill, C. (2009). Censored! Top 10 Web sites parents, schools, and small businesses block. Retrieved on September 22, 2010. http://www.nydailynews.com/money/2009/02/18/2009-02-18_censored_top_10_web_sites_parents_school.html
eHow - http://www.ehow.com/
Friday, September 17, 2010
Networking
This week's topic was all about the internet, networking, and how it all fits together in the modern world. In our textbook, Integrating Technology and Digital Media in the Classroom, we get a brief history of computers and the internet. We learn that the internet was originally used, beginning in the late 1960's, for sharing information between scientists that were collaborating on various projects. Fast forward to today and we are easily able to see just how fast and widespread the use of the internet has become. Today, it is possible to rapidly exchange ideas by connecting one classroom to another classroom in a different part of the world using sites such as the ePals Classroom Exchange. This was not a possibility twenty years ago, when the luxury of owning your own PC was just becoming popular. The internet and networking has rapidly grown from being used by very few, to being the ultimate communications tool for the masses worldwide.
Our textbook points out that “the more technology advances and the internet becomes more integrated into our lives”, students will need to “access instruction in meaningful learning environments” anytime, anyplace, and through whichever path that is most convenient. It is our responsibility as educators to not just teach students, but to guide them on how to access and use technology to their advantage, and how to educate themselves using the right tools.
The video, “The Networking Student” by Wendy Drexler, is an excellent example of how communication and learning has evolved. The video is about a high school student that is taking a psychology class that is online and centered on networking. There is no textbook for this class. The student is supposed to learn using today's technology. He listens to lectures from the best professors by using iTunes, and is even able to contact these different individuals around the country to ask questions. He is supposed to communicate with other students from around the world who are also studying the same topic and post what he learns on a blog. This video presents a different and modern view of education. Instead of meeting in a classroom and listening to a lecture, the student is responsible for venturing out into the world wide web and learning about various topics of psychology that interest him and show what he has learned in a way that he feels is right for him. The role of his teacher is to be a guide. She is responsible for showing him how to communicate appropriately online, how to access the information he needs and to be a resource if he needs help. The networked student is a view to a world that most of us do not live in yet, but are quickly approaching.
References:
Drexler, W. (2008). The networked student. Retrieved September 11, 2010, from http://www.youtube.com/watch?v=XwM4ieFOotA
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
ePals Classroom Exchange - http://www.epals.com/
Friday, September 10, 2010
Searching
The activity of searching the web this week was both fun and interesting. It is an activity I find myself doing often. I usually get to a point where I get frustrated with the things that I find. Using the correct keywords and phrases is my biggest problem when it comes to searching. The searching tips found in our text this week helped a lot when it came down to searching for various things I could use in my classroom. I am constantly on the lookout for activities that I can do with my students that are different and fun. I don't like sticking to the textbook or the supplemental materials that go along with it.
I visited several websites this week in my search for new materials. A to Z Teacher materials and Teachnology both had many resources I could use or adapt to suit my needs in the classroom. My biggest problems with both of these websites is that while they both provide tons of materials, much of it is worksheets. I am not a worksheet guru at all. Teachnology also has a membership fee. I'm sure if I paid the membership fee I could access a great number of activities that would probably be more useful. I also paid a visit to Kathy Schrock's Guide for Educators. This site has tons of useful stuff, ranging from classroom activities to classroom management materials. I liked this site a lot. My favorite site though was Federal Resources for Educational Excellence (FREE). This site lets you gain access to educational materials through our federal government and it's museums. The National Archives museum has a lot of materials for social studies. In my search, I was looking for things I could use for “Freedom Week”. They had exactly what I was looking for, the Declaration of Independence, Bill of Rights, etc.
In my searching endeavors this week, I also paid a visit to the Florida Department of Education site, as well as the DOE sites for Georgia and Alabama. All three sites provided information about teacher certification, accountability, and other various things that educators and administrators may find useful. All three sites also had a link for soldiers looking to transition into teaching, which I found interesting. On it's homepage, the Georgia DOE had parent/community/teacher videos and information about child abuse and bullying prevention. It's something that all schools should take seriously, but Georgia puts it in your face from the start. The Florida DOE website was the easiest to navigate. At the top of the screen they have nifty little links for educators, students, parents and community members. The information for educators, parents and community members was adequate, but I found the student link to be lacking in useful resources for our students. I also took a look at my school district website for Lake County Schools. Personally, I don't think it provides a lot of information for teachers. If a teacher wants to find something, then they really have to search through all of the various departments within the county. The links for parents was adequate with links to school calendars, code of conduct, bus route information, as well as information on student textbooks. If you want to find good resources for students, you need to search each individual school's websites.
This searching activity made me better aware of the amount of resources available right at out fingertips. Unfortunately, a lot of the material is garbage. If we search thoroughly enough, and take our time (something I need to remember to do), then we will find those fabulous activities and resources that we are looking for.
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating Technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
Teachnology- http://www.teachnology.com/
A to Z Teachers Stuff- http://atozteacherstuff.com/
Federal Resources for Educational Excellence- http://www.free.ed.gov
Kathy Schrock's Guide for Educator's- http://school.discovery.com/schrockguide
Florida Department of Education- http://www.fldoe.org
Alabama Department of Education- http://www.alsde.edu
Georgia Department of Education- http://www.doe.k12.ga.us
Lake County Schools- http://www.lake.k12.fl.us/lakeschools/site/default.asp
I visited several websites this week in my search for new materials. A to Z Teacher materials and Teachnology both had many resources I could use or adapt to suit my needs in the classroom. My biggest problems with both of these websites is that while they both provide tons of materials, much of it is worksheets. I am not a worksheet guru at all. Teachnology also has a membership fee. I'm sure if I paid the membership fee I could access a great number of activities that would probably be more useful. I also paid a visit to Kathy Schrock's Guide for Educators. This site has tons of useful stuff, ranging from classroom activities to classroom management materials. I liked this site a lot. My favorite site though was Federal Resources for Educational Excellence (FREE). This site lets you gain access to educational materials through our federal government and it's museums. The National Archives museum has a lot of materials for social studies. In my search, I was looking for things I could use for “Freedom Week”. They had exactly what I was looking for, the Declaration of Independence, Bill of Rights, etc.
In my searching endeavors this week, I also paid a visit to the Florida Department of Education site, as well as the DOE sites for Georgia and Alabama. All three sites provided information about teacher certification, accountability, and other various things that educators and administrators may find useful. All three sites also had a link for soldiers looking to transition into teaching, which I found interesting. On it's homepage, the Georgia DOE had parent/community/teacher videos and information about child abuse and bullying prevention. It's something that all schools should take seriously, but Georgia puts it in your face from the start. The Florida DOE website was the easiest to navigate. At the top of the screen they have nifty little links for educators, students, parents and community members. The information for educators, parents and community members was adequate, but I found the student link to be lacking in useful resources for our students. I also took a look at my school district website for Lake County Schools. Personally, I don't think it provides a lot of information for teachers. If a teacher wants to find something, then they really have to search through all of the various departments within the county. The links for parents was adequate with links to school calendars, code of conduct, bus route information, as well as information on student textbooks. If you want to find good resources for students, you need to search each individual school's websites.
This searching activity made me better aware of the amount of resources available right at out fingertips. Unfortunately, a lot of the material is garbage. If we search thoroughly enough, and take our time (something I need to remember to do), then we will find those fabulous activities and resources that we are looking for.
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating Technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
Teachnology- http://www.teachnology.com/
A to Z Teachers Stuff- http://atozteacherstuff.com/
Federal Resources for Educational Excellence- http://www.free.ed.gov
Kathy Schrock's Guide for Educator's- http://school.discovery.com/schrockguide
Florida Department of Education- http://www.fldoe.org
Alabama Department of Education- http://www.alsde.edu
Georgia Department of Education- http://www.doe.k12.ga.us
Lake County Schools- http://www.lake.k12.fl.us/lakeschools/site/default.asp
Friday, September 3, 2010
Are we doing what is best for our students or what is convenient for us?
Are we doing what is best for our students or what is convenient for us? This is a question that most educators should ponder. As an educator, I am continually asking myself what else I can do to better educate my students and help those who are struggling. I try to do what is best for my students instead of what is merely convenient for me. It is often easier to use the old methods of teaching straight out of the textbook and issuing the standard assessment that accompanies it. Unfortunately, this mode of teaching is outdated and completely misses the mark for most students. In our world today, known as the “age of convergence” (Shelly, Gunter, & Gunter, 2010), computers are everywhere and in many different shapes and sizes. Children today spend most of their time “glued” to one of these devices. Most of my students choose to stay inside and play video or computer games instead of going outdoors and getting physical exercise. So, it only makes sense that we should educate today's children using what they know and are familiar with – technology.
Students in the classroom today are growing up in the digital age. Most students own a standard video gaming system, a personal computer, as well as a cell phone and portable gaming console. When they walk into their classrooms at school, at the very least, there is a computer. In my own classroom there are computers, a document camera, digital projector and television. I have the option of using a portable Smart board if I want to. My students definitely sit up straighter and pay more attention if there is any technology being used during whole group instruction. But the biggest problem that most schools face is that they were built before the digital and are therefore not readily or easily equipped for all of the new technology that is constantly being brought to the forefront.
The relevancy of Fisch & McLeod's video “Did You Know?” served as a reminder to me that things are constantly in motion and changing, technology especially. The video goes by so quickly that it can be hard to keep up. What I am just learning how to use in my classroom is going to be obsolete in a very short time and I will have to learn something new in order to engage my students. This is very daunting and intimidating at times. But in order to better serve my students and do what is best for them, I will learn as much as I can, take the time to plan as much as I need to, and continue to try and effectively incorporate technology in my classroom.
Are we doing what is best or what is convenient? I feel that many teachers are doing what they feel is best for their students under the current circumstances that they are dealing with everyday in their schools. Between the demands of standardized testing, constant progress monitoring, and the physical limitations of the building that houses their school, many teachers do what they can to technologically evolve their classrooms and instruction. If the technology is available, most teachers try to take advantage of it. In the long run, the technology that is best for our students is also the most convenient for educators.
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
Students in the classroom today are growing up in the digital age. Most students own a standard video gaming system, a personal computer, as well as a cell phone and portable gaming console. When they walk into their classrooms at school, at the very least, there is a computer. In my own classroom there are computers, a document camera, digital projector and television. I have the option of using a portable Smart board if I want to. My students definitely sit up straighter and pay more attention if there is any technology being used during whole group instruction. But the biggest problem that most schools face is that they were built before the digital and are therefore not readily or easily equipped for all of the new technology that is constantly being brought to the forefront.
The relevancy of Fisch & McLeod's video “Did You Know?” served as a reminder to me that things are constantly in motion and changing, technology especially. The video goes by so quickly that it can be hard to keep up. What I am just learning how to use in my classroom is going to be obsolete in a very short time and I will have to learn something new in order to engage my students. This is very daunting and intimidating at times. But in order to better serve my students and do what is best for them, I will learn as much as I can, take the time to plan as much as I need to, and continue to try and effectively incorporate technology in my classroom.
Are we doing what is best or what is convenient? I feel that many teachers are doing what they feel is best for their students under the current circumstances that they are dealing with everyday in their schools. Between the demands of standardized testing, constant progress monitoring, and the physical limitations of the building that houses their school, many teachers do what they can to technologically evolve their classrooms and instruction. If the technology is available, most teachers try to take advantage of it. In the long run, the technology that is best for our students is also the most convenient for educators.
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
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