What a semester it is been! I am very proud of myself that I am concluding my first online class and I have survived, seeing how nervous I was when I first enrolled for this course. This course has taught me a lot about how I learn personally as well as how I work best in terms of organization and time mangagement.
My biggest struggle has been the fact that there is a very big difference in talking face to face in a group versus online. I learn so much about different topics when I can sit in class and soak up what everyone is saying. The structure of the course on Blackboard doesn't allow easy access for conversation. One suggestion could be creating an environment more conducive to open communication. Perhaps there could be one couple of nights a week where there could be an "IM chat room" scenario to discuss various topics of interest.
This course also taught me about all the different software available and has allowed me to "talk in technology terms." The assignments were beneficial and applicable as well. I also think a struggle for me with this course was that so much of what I learn, I learn from "doing" not seeing or reading about it, though our subscription to that website will help with tutorials in trying new things. The AT project was very helpful. I will always now look around places to see if the physcial environment is adapted for people with disabilities. I feel much more prepared and knowledgable about AT for the future.
Overall, I feel I am taking away so much from this course in regards to what I have read, created, and come to realize about myself as a learner. I do feel that I would have learned more had the class been Face to Face, but I think that is just who I am as a person. I am sure many other students would benefit more from a class than this than a face to face situation.
Friday, December 4, 2009
Saturday, November 28, 2009
19: The Power of Learning
Recently, I had a close colleague come up to me and ask for help. Let me put this in a way easily understood, he is about 45 years older than me, has been teaching for over twenty years, and our ideas of how a classroom should be run are quite different. Needless to say, when he asked ME for MY help, I was floored. He told me that the days of his teaching style are long gone and he has decided this year he wants to make a change and he needed my help trying to do it.
On our first meeting, I walked into his room and immediately saw in the far right corner hidden under a blanket, a projector gathering dust. I grabbed it, dusted it off, and set it up into his computer. I showed him how to turn it on, use the remote and he marveled that the students could see whatever what was on his computer. Oh the possibilities! He could show movies, show word documents, show PowerPoint presentations (if he learned how to make one), and show internet sites. Mostly though, he did not have to make so many copies because the words were very legible for all students around the room when projected.
The projector was step number one in our journey and he had conquered it. With excitement in his eyes, I pulled up an example of a PowerPoint I use to introduce new vocabulary. He loved the idea of having the word and an authentic picture associated while the kids learned the new vocabulary. I then showed him Google images and how he could get pictures that the students can relate to. He was amazed! He even made a slide with a picture of his favorite beach in Virginia. I told him that now he could talk about something personal with the kids as they learn new words, since studies show how much story-telling influences memory. Not only this, students will know more about him personally and possibly begin to form a relationship with him and vice versa.
No matter whom you are or what age you are, there is always more to learn and more technology that could use experimentation. Technology allows learning to be exciting and more real for both the teacher and the student. Seeing his eyes light up made me want to go find something new that would make me feel the way he did. This was just the beginning to our journey. My colleague is now showing YouTube videos and saving many trees!
On our first meeting, I walked into his room and immediately saw in the far right corner hidden under a blanket, a projector gathering dust. I grabbed it, dusted it off, and set it up into his computer. I showed him how to turn it on, use the remote and he marveled that the students could see whatever what was on his computer. Oh the possibilities! He could show movies, show word documents, show PowerPoint presentations (if he learned how to make one), and show internet sites. Mostly though, he did not have to make so many copies because the words were very legible for all students around the room when projected.
The projector was step number one in our journey and he had conquered it. With excitement in his eyes, I pulled up an example of a PowerPoint I use to introduce new vocabulary. He loved the idea of having the word and an authentic picture associated while the kids learned the new vocabulary. I then showed him Google images and how he could get pictures that the students can relate to. He was amazed! He even made a slide with a picture of his favorite beach in Virginia. I told him that now he could talk about something personal with the kids as they learn new words, since studies show how much story-telling influences memory. Not only this, students will know more about him personally and possibly begin to form a relationship with him and vice versa.
No matter whom you are or what age you are, there is always more to learn and more technology that could use experimentation. Technology allows learning to be exciting and more real for both the teacher and the student. Seeing his eyes light up made me want to go find something new that would make me feel the way he did. This was just the beginning to our journey. My colleague is now showing YouTube videos and saving many trees!
#18: Technology in the Home
The past 4 years, I have been in a portable with minimal technology at my fingertips. This year I am more blessed with a projector that rolls and a few student computers. Regardless, technology fascinates me and the power it can have over education. Therefore, the past several years I have really tried to implement technology that students can use at home that is beneficial and engaging at the same time. Whenever you use technology that students must or can use at home, you risk several things. First, you risk students come in and giving excuses for not having a particular assignment because their log-in didn’t work, there computer was down, or their printer was broken. The risk of student excuses means you must have a backup plan for if the technology is faulty. Second, many parents have different rules regarding technology and can impede with the technology implementation. For instance, one time I did not post a “Blog bonus” for the next day’s test until seven and many students could not use the internet past six. Another time, I did a texting activity in class. Many students had to participate with their friend because they did not have free texting or texting at all.
As always, safety issues come around when the Internet is being used. I recently created a Facebook group which I had talked about previously. Though the benefits are great, I have had a few parent calls about the group regarding safety from the children who did not previously have a Facebook account. Internet safety has been a very legitimate concern for parents. The idea that children can do so much on them and parents don’t necessarily know what their children are doing creates a negative stigma around Internet use at home. Though the Internet can be such a useful tool, many students are not mature enough to use the Internet in the correct manner. Educators and parents must teach acceptable and appropriate Internet use strategies or the child could end up in serious trouble and many times, mistakes are not easily erased in regards to technology.
One technology that I do have an issue with is the overwhelming power of videogames. With PlayStation and Xbox, students really can become addicted to these games. Physical exercise and play have decreased and I hear of students being up playing videogames until the early morning hours, finding they come to school exhausted the next day with homework incomplete. Many of these video games, like the new hit Call of Duty, are violent and contain pervasive language. Not all videogames are like this. For instance, in NCAA Football 2009 kids are able to strategize plays for their teams, make and execute decisions based on data shown on different players, etc. Though it revolves around football, some of these videogames can be a true stimulus and create a learning environment through engaging problem solving.
As always, safety issues come around when the Internet is being used. I recently created a Facebook group which I had talked about previously. Though the benefits are great, I have had a few parent calls about the group regarding safety from the children who did not previously have a Facebook account. Internet safety has been a very legitimate concern for parents. The idea that children can do so much on them and parents don’t necessarily know what their children are doing creates a negative stigma around Internet use at home. Though the Internet can be such a useful tool, many students are not mature enough to use the Internet in the correct manner. Educators and parents must teach acceptable and appropriate Internet use strategies or the child could end up in serious trouble and many times, mistakes are not easily erased in regards to technology.
One technology that I do have an issue with is the overwhelming power of videogames. With PlayStation and Xbox, students really can become addicted to these games. Physical exercise and play have decreased and I hear of students being up playing videogames until the early morning hours, finding they come to school exhausted the next day with homework incomplete. Many of these video games, like the new hit Call of Duty, are violent and contain pervasive language. Not all videogames are like this. For instance, in NCAA Football 2009 kids are able to strategize plays for their teams, make and execute decisions based on data shown on different players, etc. Though it revolves around football, some of these videogames can be a true stimulus and create a learning environment through engaging problem solving.
Saturday, November 14, 2009
#15: When Technology Fails You
This is my first post that is more of a chance to vent, rather than post something educationally sound. Towards the beginning of the Roblyer book, the author presented many problems and set-backs involved with using technology in the classroom. Here are some of the following I have experienced personally.
1. Trying to use a projector that rolls on a cart in a portable that requires numerous cords to function.
2. Having computers that rarely connect to the internet and take a long time to boot up.
3. School purchasing technology that is extremely expensive, and has a single use and cannot be implemented well in the classroom.
4. Finding software that is easy to implement into the curriculum.
5. Having your technology fail on you in the middle of a lesson.
The first point I want to talk about is number 3. I don't think there is anything more frustrating than seeing the school purchase a technology that costs tens of thousands of dollars which provides a limited amount of functions and ends up sitting, gathering dust in a corner of a computer lab.
Second, teachers work harder than almost any other profession in the world. The last thing teachers want to do is to create back-up lesson plans for if the computer randomly turns off or the internet loses connection in the middle of a lesson.
Though technology is a wonderful thing to use both instructionally and personally, sometimes it can be a real pain!
1. Trying to use a projector that rolls on a cart in a portable that requires numerous cords to function.
2. Having computers that rarely connect to the internet and take a long time to boot up.
3. School purchasing technology that is extremely expensive, and has a single use and cannot be implemented well in the classroom.
4. Finding software that is easy to implement into the curriculum.
5. Having your technology fail on you in the middle of a lesson.
The first point I want to talk about is number 3. I don't think there is anything more frustrating than seeing the school purchase a technology that costs tens of thousands of dollars which provides a limited amount of functions and ends up sitting, gathering dust in a corner of a computer lab.
Second, teachers work harder than almost any other profession in the world. The last thing teachers want to do is to create back-up lesson plans for if the computer randomly turns off or the internet loses connection in the middle of a lesson.
Though technology is a wonderful thing to use both instructionally and personally, sometimes it can be a real pain!
#14: Teaching Ideologies
"Technology can serve as a catalyst to move teachers toward an instructional style that is more student centered, active, and relevant to the world we now live in (Robelyer, 327)."
Last year, I was given the opportunity to revamp much of the curriculum for the department at my middle school. Previously, our curriculum had been solely driven by the textbook and the only time the kids were asked to speak in the second language (L2) or write in the L2 was on the midterm and final exam. My first year teaching this curriculum, I felt as if I was cheating the kids. The expectations were extremely low and none of the material presented to the kids was in a real manner. With knowledge of Spanish being coveted in today's workforce, where was the authenticity of what we were delivering to the kids? How in the world would they be able to really learn when our curriculum was based on rote memorization of vocabulary and grammar concepts?
When I introduced the changes to be made, the first question I was asked by a teacher who has been teaching for over 30 years was, "Why fix something that isn't broken? We have always done this curriculum and we have never had any problems." This is true to an extent. I mean, our students do well on the assessments we give them and will do most everything we ask of them, even if it's just compliant behavior. The problem is, the teaching style which the curriculum demanded, was not relevant to the student of today. As times change, so must education. As all companies and business across the nation must adapt to the "now", so must the way we teach our children.
Direct instruction has developed a bad stigma around its name. This should not be the case. Direct instruction is very important in teaching important concepts. The problem lies when students cannot use the material presented through direct instruction in real, relevant ways.
Last year, I was given the opportunity to revamp much of the curriculum for the department at my middle school. Previously, our curriculum had been solely driven by the textbook and the only time the kids were asked to speak in the second language (L2) or write in the L2 was on the midterm and final exam. My first year teaching this curriculum, I felt as if I was cheating the kids. The expectations were extremely low and none of the material presented to the kids was in a real manner. With knowledge of Spanish being coveted in today's workforce, where was the authenticity of what we were delivering to the kids? How in the world would they be able to really learn when our curriculum was based on rote memorization of vocabulary and grammar concepts?
When I introduced the changes to be made, the first question I was asked by a teacher who has been teaching for over 30 years was, "Why fix something that isn't broken? We have always done this curriculum and we have never had any problems." This is true to an extent. I mean, our students do well on the assessments we give them and will do most everything we ask of them, even if it's just compliant behavior. The problem is, the teaching style which the curriculum demanded, was not relevant to the student of today. As times change, so must education. As all companies and business across the nation must adapt to the "now", so must the way we teach our children.
Direct instruction has developed a bad stigma around its name. This should not be the case. Direct instruction is very important in teaching important concepts. The problem lies when students cannot use the material presented through direct instruction in real, relevant ways.
Saturday, November 7, 2009
Week 10: Facebook in the Classroom
Highland Park Independent School District has just decided to experiment with using the social network Facebook into the classroom. The power that Facebook could have in the educational setting is extremely strong, yet this has been a hot topic for awhile for several reasons. First, many students, especially at the middle school level, are not allowed to use Facebook. Parents view it as an area where they cannot control what their children see and do as well as fear of online predators, etc. Student safety and privacy is extremely important at school, so for years the school has avoided social networking sites for educational purposes. Also, many students do not want Facebook to come into the educational setting. They like keeping school and social lives separate and the idea of it is somewhat invasive.
I tend to be the guinea pig at my school with new technologies and experimentation, so I was more than willing to create a Facebook group and test out if this can really work and be successful. My group has about 90 of my students out of 150, which I think is pretty impressive! On Facebook, students can interact which each other through blogging in discussion forums or writing on walls, which is not as extensive writing. I can post YouTube videos that I find interesting or post links that are helpful. I can hold online tutorial sessions before tests/quizzes and even chat with my students.
To draw the line between teacher/student privacy, you are able to invite students to the group without being friends with them and seeing their profiles. This is important, because most students feel uncomfortable with teachers being able to see their profiles and pictures. Most teachers feel uncomfortable with this too! You can set the group to have very secure privacy settings. I have loved it so far and find that it’s a great way to really bring the class together and promote learning in a virtual way.
I tend to be the guinea pig at my school with new technologies and experimentation, so I was more than willing to create a Facebook group and test out if this can really work and be successful. My group has about 90 of my students out of 150, which I think is pretty impressive! On Facebook, students can interact which each other through blogging in discussion forums or writing on walls, which is not as extensive writing. I can post YouTube videos that I find interesting or post links that are helpful. I can hold online tutorial sessions before tests/quizzes and even chat with my students.
To draw the line between teacher/student privacy, you are able to invite students to the group without being friends with them and seeing their profiles. This is important, because most students feel uncomfortable with teachers being able to see their profiles and pictures. Most teachers feel uncomfortable with this too! You can set the group to have very secure privacy settings. I have loved it so far and find that it’s a great way to really bring the class together and promote learning in a virtual way.
Week 10: Technology Across the Senses
I learned about Gardner's Multiple Intelligences while I was a student at the University of Texas at Austin. I was learning how to become a teacher, but had never really had my own classroom. I never really truly believed that students learned in all these different ways until my first year teaching. I would teach the way I learned well and would always have students coming into tutorials who would just not understand how I was teaching. I had to learn to use manipulatives and learn how they thought and how they viewed what the material. It was a revelation for me. I began presenting the information in one way and then following up the activity with activities that involved all sorts of Gardner's Intelligences and found such student success through this.
For myself, I believe that I am definitely a verbal/linguistic learner as well as visual/spatial learner. I have to be able to hear the information as I view it something that guides my thoughts. Graphic organizers and notes that are in sync with the teacher's lecture is key for me comprehending the material. I am definitely not logical/mathematical, naturalist, intrapersonal, nor existentialist. I also make sense of material through actually doing it, so I consider myself Bodily/Kinesthetic as well. I definitely think I am Interpersonal as well. I keep myself organized through use of Post-It notes and class discussion, chat, etc is what really deepens my understanding of the material, after learning the basics through notes and lecture.
In class, I mainly incorporate visual and verbal intelligences through the initial presentation of new material. The days that follow, I try and incorporate the other intelligences as I stated before. I use music through creating songs and chants to understand concepts in my class. This meets the needs of my Musical learners. I create activities for students to use manipulatives when learning new vocabulary or play with sentence structures on their desks which meets the needs of my Bodily Intelligence learners.
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