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.
Friday, October 16, 2009
Assistive Technology
Assistive Technology is very new to me. In fact, when Professor Lan first brought up the term, I had had no clue what she was talking about. After taking many courses at SMU, each focusing on different groups of kids and how to help them, I try and take strategies and resources that can benefit ALL of my students, not just a particular group. When watching the Podcast presented by Dr. Nelson, I learned several tools that could really help all of my students, especially since my students are learning to read in a different language. This means that the majority of my students is struggling readers and can benefit from these strategies. Top 5 Assistive Technologies I like best:
1. Dry-lighters: I know that this is a very low-tech tool, but I had never heard of them and can't wait to use them in the classroom. So many of my students struggle with doing textbook activities, because they cannot mark on the actual text in the book. This now gives them the opportunity to hi-light in their book and erase when the activity is finished. Students can take the reading strategies I have taught them and apply it at home and in school with bookwork. For instance, I have students box their cognates (words that look like English), star the unknown words, and underline vocabulary from the designated chapter.
2. Quicktionary Reading Pens and Translators: Because I teach an older level of students, I think this is GREAT for all teachers to use at the middle school when it comes to reading to learn, NOT learning to read. I do not think I would allow the translation feature in my classroom, due to the fact that part of their learning is figuring out how to use context clues to their advantage to figure out unknown words.
3. Talking Books: Though they seem to be a pain to create, I think the labor is worth it. Talking books take what would be an individual assignment, and makes it a paired assignment. Many kids really need to hear the words as they are reading them. What would be even better, would be for the kids to be able to actually mark on the screen and "hi-light" with Paint options. Can you do this on PowerPoint? I'm not sure, but that would be helpful as well.
4. Foldable: These can be great for struggling students, because they can take large amounts of information and compact it into one hands on material that contains categories. It makes the information much more approachable and manageable.
5. Graphic Organizers while Chunk N Chew: For struggling readers, a great thing to do is have the kids work in pairs or small groups, and give each student a well designed graphic organizer that lets them monitor and organize their reading. In groups the students can chunk and chew each paragraph. That is they can read silently, then aloud, and then talk about what that section was about while filling in their graphic organizer. All the while, the kids can use highlighters to help them.
1. Dry-lighters: I know that this is a very low-tech tool, but I had never heard of them and can't wait to use them in the classroom. So many of my students struggle with doing textbook activities, because they cannot mark on the actual text in the book. This now gives them the opportunity to hi-light in their book and erase when the activity is finished. Students can take the reading strategies I have taught them and apply it at home and in school with bookwork. For instance, I have students box their cognates (words that look like English), star the unknown words, and underline vocabulary from the designated chapter.
2. Quicktionary Reading Pens and Translators: Because I teach an older level of students, I think this is GREAT for all teachers to use at the middle school when it comes to reading to learn, NOT learning to read. I do not think I would allow the translation feature in my classroom, due to the fact that part of their learning is figuring out how to use context clues to their advantage to figure out unknown words.
3. Talking Books: Though they seem to be a pain to create, I think the labor is worth it. Talking books take what would be an individual assignment, and makes it a paired assignment. Many kids really need to hear the words as they are reading them. What would be even better, would be for the kids to be able to actually mark on the screen and "hi-light" with Paint options. Can you do this on PowerPoint? I'm not sure, but that would be helpful as well.
4. Foldable: These can be great for struggling students, because they can take large amounts of information and compact it into one hands on material that contains categories. It makes the information much more approachable and manageable.
5. Graphic Organizers while Chunk N Chew: For struggling readers, a great thing to do is have the kids work in pairs or small groups, and give each student a well designed graphic organizer that lets them monitor and organize their reading. In groups the students can chunk and chew each paragraph. That is they can read silently, then aloud, and then talk about what that section was about while filling in their graphic organizer. All the while, the kids can use highlighters to help them.
Friday, October 9, 2009
Technology: Past, Present, Future
Past:
Being a part of the Net Generation, I feel pretty in tune with most technologies that are available for the classroom. In the past, I new how to use Microsoft Word and PowerPoint. I also knew how to access and judge quality online resourcess and use YouTube as an educational tool throughout lessons. I have been familiar with EBlogger and use it in my classroom at the current time. I just created a Facebook Group, so I might be cancelling my Eblogger shortly, since I can do just as much and more on Facebook. I am comfortable using VoiceThreads, an educational website geared for student learning as well as incorporating Instant Messanger as a life-line for students the night before quizzes and tests.
Present:
Throughout this course I have learned many valuable things. First, I feel that I know much more about Microsoft Word. Second, I never had used Excel, and now I feel comfortable doing basic functions with it. I still don't know Database very well, but I have not attempted the Technology Skill database portion yet. I now understand how educational software is labeled and organized.
Future:
In the future, I would like to figure out what kinds of educational software would be beneficial for my students. I feel that I am pretty good with presentational and educational software, but don't know any technologies that really enhance the content of my class.
Being a part of the Net Generation, I feel pretty in tune with most technologies that are available for the classroom. In the past, I new how to use Microsoft Word and PowerPoint. I also knew how to access and judge quality online resourcess and use YouTube as an educational tool throughout lessons. I have been familiar with EBlogger and use it in my classroom at the current time. I just created a Facebook Group, so I might be cancelling my Eblogger shortly, since I can do just as much and more on Facebook. I am comfortable using VoiceThreads, an educational website geared for student learning as well as incorporating Instant Messanger as a life-line for students the night before quizzes and tests.
Present:
Throughout this course I have learned many valuable things. First, I feel that I know much more about Microsoft Word. Second, I never had used Excel, and now I feel comfortable doing basic functions with it. I still don't know Database very well, but I have not attempted the Technology Skill database portion yet. I now understand how educational software is labeled and organized.
Future:
In the future, I would like to figure out what kinds of educational software would be beneficial for my students. I feel that I am pretty good with presentational and educational software, but don't know any technologies that really enhance the content of my class.
When I was a sophomore in college, I was introduced to the world of Facebook. It seems even pointless to explain what it is, because it appears everyone has a Facebook page nowadays. Once was just a website for college students to keep in touch with one another has boomed into a powerhouse where any age with any e-mail address (not just a university-based one) can gain access to their own page.
My first year teaching at HP, I brought up the idea of using Facebook as an educational tool. Immediately I was shot down. It did not surprise me. The power of the Internet has been a lot for parents to handle. It is understandable in a way since children can go about socially connecting privately in their own bedrooms on their computers. Facebook is a way for kids to have their "independence." A week ago I got an e-mail asking if I would be the guinea pig to start up a Facebook group for my classroom. I was thrilled! Though my students were a little skeptical at first, I am now up to 50 kids in my group. Here is what I and my kids can do in the group:
1. Chat back and forth about homework questions
2. Discuss topics in "Debate Forums" I create
3. Access important class information including calendars and receive announcements about upcoming tests and quizzes.
4. Post links, pictures, and video
5. Chat with me or other kids online under the Facebook Chat button (similar to an Instant Message)
I am sure there are much more things I can do. I am just beginning to explore all the possibilities!
My first year teaching at HP, I brought up the idea of using Facebook as an educational tool. Immediately I was shot down. It did not surprise me. The power of the Internet has been a lot for parents to handle. It is understandable in a way since children can go about socially connecting privately in their own bedrooms on their computers. Facebook is a way for kids to have their "independence." A week ago I got an e-mail asking if I would be the guinea pig to start up a Facebook group for my classroom. I was thrilled! Though my students were a little skeptical at first, I am now up to 50 kids in my group. Here is what I and my kids can do in the group:
1. Chat back and forth about homework questions
2. Discuss topics in "Debate Forums" I create
3. Access important class information including calendars and receive announcements about upcoming tests and quizzes.
4. Post links, pictures, and video
5. Chat with me or other kids online under the Facebook Chat button (similar to an Instant Message)
I am sure there are much more things I can do. I am just beginning to explore all the possibilities!
Wednesday, September 30, 2009
PhotoStory
I have seen this technology being used and have been highly impressed. The teacher took a vocabulary lists related to things around the house and had students go home and take pictures of these particular objects. Then, the students had to integrate the vocabulary list and a particular grammar lesson and create sentences corresponding to each picture taken. In the computer lab, students uploaded their pictures in a program called PhotoStory. The kids could create a presentation (similar to PowerPoint) with their pictures and sentences, yet the presentation played like a movie. The advantages to PhotoStory are that students can record their own voices into their presentation as well as music. Therefore, the presentation runs more like a film that the kids eventually all watch at the end of the instructional week.
This activity is extremely motivating for kids in several ways. First, students get to create authentic work that involves their own lives. Second, students get to play around with this technology and made informed decisions on how they choose their presentation to play out. This builds on their critical thinking skills. I definitely want to try this in my classroom. The only issue is finding the TIME with an already packed curriculum.
This activity is extremely motivating for kids in several ways. First, students get to create authentic work that involves their own lives. Second, students get to play around with this technology and made informed decisions on how they choose their presentation to play out. This builds on their critical thinking skills. I definitely want to try this in my classroom. The only issue is finding the TIME with an already packed curriculum.
Quia
Quia has been a website that my department has used for quite some time. Though it can be tedious, since you have to enter all the data you want to use into the site, the benefits are wonderful. I have had my students go on every once in a while to complete homework assignments. The kids get three tries to answer the question correctly. They cannot move onto the next question until that previous one is answered, therefore, students can't just not try on particular questions. Also, the feedback is immediate, which is really great for the students. They can see then and there what was missed and what they should have put.
Also, it's great for language teachers, because teachers can enter things like vocabulary lists or vocabulary terms (like for social studies) and the website immediately makes games for the kids. They can have online flashcards, bingo, hangman, etc. Also, two kids can log in at the same time and play battleship for practice. Another huge advantage is that the teachers can see how much time their kids were logged on. So, if you tell a struggling student to practice for the night before a test, teachers know: how long that child was online, what he/she played, how he/she scored on games, etc. Though it's time consuming to put in the data, how great for the kids and teachers once the data has been made!
Also, it's great for language teachers, because teachers can enter things like vocabulary lists or vocabulary terms (like for social studies) and the website immediately makes games for the kids. They can have online flashcards, bingo, hangman, etc. Also, two kids can log in at the same time and play battleship for practice. Another huge advantage is that the teachers can see how much time their kids were logged on. So, if you tell a struggling student to practice for the night before a test, teachers know: how long that child was online, what he/she played, how he/she scored on games, etc. Though it's time consuming to put in the data, how great for the kids and teachers once the data has been made!
Wednesday, September 23, 2009
Technology I Have Seen in Action
Here is a list of technologies I have seen used in the classroom around my school and in my own classroom. All of them were used in classroom instruction as activites and forms of formative assessment. I believed the majority of the students enjoyed using the technology.
1. Student Response System--> Students used the website polleverywhere.com to text in their answers to various questions prompted on the screen. Their answer would be texted directly to the site which would show their answer pop on the screen. It was anonomous so the risk level was very low. The students loved it. I did this and my friend Jessica did this as well as warm-up activities reviewing the information we had taught the day before.
2. PowerPoint--> I use it to teach new vocabulary words with real-life pictures under the words. The ability for the kids to learn the new word and see a big picture of it to make the connection helps tremensouly with learning new vocabulary. I have seen it used in a History classroom where the teacher put up a slide that just had way too much information on it. This was very hard for the kids to use and very confusing. It was used to present new information as a direct teaching strategy.
3. TeacherTube--> I will show various clips that I enjoy from this. It keeps the kids engaged and there are some very great resources to grab from to enhance lessons!
4. ActiveVotes--> I have seen this used both as formative and summative assessments. Like Polleverwhere.com, the kids push the correct button for their answer and their answer can pop up on the screen. You can also keep the votes secret if taking an actual summative assessment.
5. VoiceThread--> A progam that involves kids viewing a particular "thread" and being able to comment through recording themselves, typing, or texting. The kids all have profiles and symbols for themselves. Very engaging, but it's A LOT of work on the teacher to create everything for them to view!
6. Word Processing --> Not much to say. It's extremely important in every aspect of ilfe nowadays!
7. For class organization for my kids I have a Blog and website for them. I also have AIM (AOL Instant Messenger) and they can IM me the night before a test between 9 and 9:30 for any additional help.
I REALLY want to use Podcasts. Anyone used them yet?
1. Student Response System--> Students used the website polleverywhere.com to text in their answers to various questions prompted on the screen. Their answer would be texted directly to the site which would show their answer pop on the screen. It was anonomous so the risk level was very low. The students loved it. I did this and my friend Jessica did this as well as warm-up activities reviewing the information we had taught the day before.
2. PowerPoint--> I use it to teach new vocabulary words with real-life pictures under the words. The ability for the kids to learn the new word and see a big picture of it to make the connection helps tremensouly with learning new vocabulary. I have seen it used in a History classroom where the teacher put up a slide that just had way too much information on it. This was very hard for the kids to use and very confusing. It was used to present new information as a direct teaching strategy.
3. TeacherTube--> I will show various clips that I enjoy from this. It keeps the kids engaged and there are some very great resources to grab from to enhance lessons!
4. ActiveVotes--> I have seen this used both as formative and summative assessments. Like Polleverwhere.com, the kids push the correct button for their answer and their answer can pop up on the screen. You can also keep the votes secret if taking an actual summative assessment.
5. VoiceThread--> A progam that involves kids viewing a particular "thread" and being able to comment through recording themselves, typing, or texting. The kids all have profiles and symbols for themselves. Very engaging, but it's A LOT of work on the teacher to create everything for them to view!
6. Word Processing --> Not much to say. It's extremely important in every aspect of ilfe nowadays!
7. For class organization for my kids I have a Blog and website for them. I also have AIM (AOL Instant Messenger) and they can IM me the night before a test between 9 and 9:30 for any additional help.
I REALLY want to use Podcasts. Anyone used them yet?
Tech Skill: Spreadsheet
Spreadsheet is programs designed to organize and manipulate numerical data. Spreadsheets help users manage numbers, in the same way that word processing helps manage words. In regards to benefits for teachers, knowing how to word spreadsheet can be a useful tool in saving time with calculations. Once you have the formulas set into the correct cells, you can whip through a whole class in no time whether it's entering grades or working on a departmenal budget. Not only does spreadsheet do calculations, it also organizes display of information. This can be helpful in making any type of table for schedules or attendance lists. Lastly, spreadsheet helps support the asking of "what if?" questions quickly and easily. It's easier for teachers to visualize the impact of changes in numbers.
For students, spreadsheet can help with underlying concepts involving numbers. It can also supports the need for concrete representation for clarification. When implementing spreadhseet into a math or science class, students can focus more on higher level concepts rather than focusing on the arithmetic functions. Students can create timelines, charts, and graphs that require them to store and calculate numbers. Personally, I use spreadsheet for organizing the budget for the LOTE department. I will use it to collect order requests as well. I have used it to create large vocabulary lists, though I find Word better in terms of appearance.
For students, spreadsheet can help with underlying concepts involving numbers. It can also supports the need for concrete representation for clarification. When implementing spreadhseet into a math or science class, students can focus more on higher level concepts rather than focusing on the arithmetic functions. Students can create timelines, charts, and graphs that require them to store and calculate numbers. Personally, I use spreadsheet for organizing the budget for the LOTE department. I will use it to collect order requests as well. I have used it to create large vocabulary lists, though I find Word better in terms of appearance.
Tech Skill: Database
Database is computer based programs that allow users to store, organize, and manipulate information, including both text and numerical data. The true power lies in the fact that a database allows people to locate information through key word searches. Databases are basically online "filing cabinets". They have become so important in today's society with the need to store large amounts of essential information, which continues to grow in complexity and in volume.
In education, teachers mainly benefit from this in regards to reducing redundancy on student information. If the student is in the database, multiple users can find and access that information. Also, through key word searches, teachers do not have to waste time trying to locate or update information on a particular student. Databases also allows for computers to search for information through searches across files. Lastly, databases can reveal relationships among data. This is great for teachers looking at class averages or checking on student progress.
Teaching students how to use a database can benefit them immensely. First, database can develop useful research and analytical skills. Also, students develop problem solving skills through the technology. Lastly, databases are used everywhere in business today. This is a life long skill that is being taught to the kids. As for myself, I could use the database for data mining for planning as well as reporting information. This can be helpful also in communication with parents. However, the online gradebook adopted by my school district is the most useful database in itself. Rarely does the gradebook have features that are not offered by database.
In education, teachers mainly benefit from this in regards to reducing redundancy on student information. If the student is in the database, multiple users can find and access that information. Also, through key word searches, teachers do not have to waste time trying to locate or update information on a particular student. Databases also allows for computers to search for information through searches across files. Lastly, databases can reveal relationships among data. This is great for teachers looking at class averages or checking on student progress.
Teaching students how to use a database can benefit them immensely. First, database can develop useful research and analytical skills. Also, students develop problem solving skills through the technology. Lastly, databases are used everywhere in business today. This is a life long skill that is being taught to the kids. As for myself, I could use the database for data mining for planning as well as reporting information. This can be helpful also in communication with parents. However, the online gradebook adopted by my school district is the most useful database in itself. Rarely does the gradebook have features that are not offered by database.
Wednesday, September 16, 2009
Word Processing Reflection
Tech Skill: Word Processing
Word Processing is great in the sense that it reflects no particular instructional approach; therefore, all teachers can and should feel comfortable using it in the classroom. According to Roblyer, word processing is the tool used most by teachers and its advantages include:
1. saving time: teachers do not have to keep re-creating documents created and can make changes whenever
2. enhancing document appearance: teachers can make something they have created look professional
3. collaboration: teachers can easily share documents and materials from one another.
4. allows meaningful, hands-on practice in language use
5. errors are hi-lighted as they type and are displayed with mini-captions on what is wrong with the statement
6. encourages writing through any curriculum
Each one of these benefits I notice in my classroom. When I create documents, it is so easy to share with other teachers or e-mail materials to students when they are absent or missed part of a lesson for some reason. As a foreign language teacher, I get to teach students about language features on the computer. This is interesting because Word works in the same way when put into a different language; therefore, students can see misspellings and grammatical errors as they type. This helps them with their writing skills tremendously, because the majority of my students would rather type then write on any given day.
Word processing also saves me so much time in terms of wanting to display something quickly. For instance, I can just type up answers to the homework quickly before class starts and project the answers for all to see. There is so much more I have to learn about Word Processing. I am excited to learn more about it on Atomic Learning.
Word Processing is great in the sense that it reflects no particular instructional approach; therefore, all teachers can and should feel comfortable using it in the classroom. According to Roblyer, word processing is the tool used most by teachers and its advantages include:
1. saving time: teachers do not have to keep re-creating documents created and can make changes whenever
2. enhancing document appearance: teachers can make something they have created look professional
3. collaboration: teachers can easily share documents and materials from one another.
4. allows meaningful, hands-on practice in language use
5. errors are hi-lighted as they type and are displayed with mini-captions on what is wrong with the statement
6. encourages writing through any curriculum
Each one of these benefits I notice in my classroom. When I create documents, it is so easy to share with other teachers or e-mail materials to students when they are absent or missed part of a lesson for some reason. As a foreign language teacher, I get to teach students about language features on the computer. This is interesting because Word works in the same way when put into a different language; therefore, students can see misspellings and grammatical errors as they type. This helps them with their writing skills tremendously, because the majority of my students would rather type then write on any given day.
Word processing also saves me so much time in terms of wanting to display something quickly. For instance, I can just type up answers to the homework quickly before class starts and project the answers for all to see. There is so much more I have to learn about Word Processing. I am excited to learn more about it on Atomic Learning.
Model Classroom Lessons
Lesson 1 "Convince Me!":
The goal in this lesson was to improve public speaking specifically pertaining to persuasive speaking. I wasn't crazy about this lesson for many reasons and thought of several ways it could be improved. For the warm-up activity, the teacher is supposed to ask students to raise their hands if they have ever seen on TV a political leader and explain what they think are characeristics of tha person's speech. For the age level, it's better for the teacher to give a concrete example. For instance, instead of "How many of you have ever seen on TV a political leader, like the president, give a speech?" to "How many of you saw President Obama's Inauguration Speech last week?" Also, instead of the teacher writing the characteristics of a good speech on the board as she calls on students, kids could pair up and make T-chart brainstorming what makes a speech good adn what makes a speech bad. As a group discussion, then discuss what the kids had written down. Now, the kids have something to go from and more discussion can be produced.
Web work: One think I would suggest to this teacher is that he/she look into a program called VoiceThreads. Here, the teacher can post the video and each student has the power of creating comments (which appear as a pop up next to the video) while the video occurs. They can read other peoples comments as the video is streaming. That way the kids are working toether, but on their own at the same time while watching.
Reenactment: Instead of the students reenacting the excerpt they saw, why don't they think of something taht they want to occur in their own personal lives and create a speech more authentic and real to them. Then, they can use what they have learned from the public speakers and apply it to their own lives.
Wrap-up: Making posters seems to be just a time-filler activity.
Lessons 2 and 3: "Man of the Mancha" and "Extra!Extra! Read All About It!"
I really liked botho f tehse activities for several reasons. First, I love how the "Man of the Mancha" warm-up begins with a painting by Pablo Picasso to begin background building for the students. Brining in art is a great way to add a little flare of culture to a classroom. Both lessons require the students to go onto certain websites that allow exploration and self-paced learning to occur. In the "Extra!Extra" lesson, students had to first bring in a real newspaper and become familiarized with the sections. Then, it was easier for the kids to navigate the website, because they were already familiar with the design lay-out of a newspaper and terminology. Both lessons are well-organized and there is a good mix of both cooperative and invidual working time.
The goal in this lesson was to improve public speaking specifically pertaining to persuasive speaking. I wasn't crazy about this lesson for many reasons and thought of several ways it could be improved. For the warm-up activity, the teacher is supposed to ask students to raise their hands if they have ever seen on TV a political leader and explain what they think are characeristics of tha person's speech. For the age level, it's better for the teacher to give a concrete example. For instance, instead of "How many of you have ever seen on TV a political leader, like the president, give a speech?" to "How many of you saw President Obama's Inauguration Speech last week?" Also, instead of the teacher writing the characteristics of a good speech on the board as she calls on students, kids could pair up and make T-chart brainstorming what makes a speech good adn what makes a speech bad. As a group discussion, then discuss what the kids had written down. Now, the kids have something to go from and more discussion can be produced.
Web work: One think I would suggest to this teacher is that he/she look into a program called VoiceThreads. Here, the teacher can post the video and each student has the power of creating comments (which appear as a pop up next to the video) while the video occurs. They can read other peoples comments as the video is streaming. That way the kids are working toether, but on their own at the same time while watching.
Reenactment: Instead of the students reenacting the excerpt they saw, why don't they think of something taht they want to occur in their own personal lives and create a speech more authentic and real to them. Then, they can use what they have learned from the public speakers and apply it to their own lives.
Wrap-up: Making posters seems to be just a time-filler activity.
Lessons 2 and 3: "Man of the Mancha" and "Extra!Extra! Read All About It!"
I really liked botho f tehse activities for several reasons. First, I love how the "Man of the Mancha" warm-up begins with a painting by Pablo Picasso to begin background building for the students. Brining in art is a great way to add a little flare of culture to a classroom. Both lessons require the students to go onto certain websites that allow exploration and self-paced learning to occur. In the "Extra!Extra" lesson, students had to first bring in a real newspaper and become familiarized with the sections. Then, it was easier for the kids to navigate the website, because they were already familiar with the design lay-out of a newspaper and terminology. Both lessons are well-organized and there is a good mix of both cooperative and invidual working time.
Monday, September 7, 2009
Atomic Learning Assessment Reflection
With a grade of a 70/100, there is definitely room for me to grow and learn. In terms of collecting and publishing texts and images, I feel as if I could teach others this skill. In terms of dealing with numbers, sounds, and videos, I feel I could learn more about software available and how I could implement this into my classroom effectively. I also feel that I can am good enough with computers to be able to learn programs quickly. This will be an advantage for me for this class, although it does help having someone help you in person! :)
Sunday, August 30, 2009
My Technology Goals
1. Become more advanced with PowerPoint.
2. Learn to use programs that help with number manipulation.
3. Learn more about video streaming.
4. Learn more about teaching HOW kids to use technology effectively.
5. Learn more about using I-pods and cell phones for educational use.
2. Learn to use programs that help with number manipulation.
3. Learn more about video streaming.
4. Learn more about teaching HOW kids to use technology effectively.
5. Learn more about using I-pods and cell phones for educational use.
Reflecting on the Technology Standards for Teachers
NETS:
The NETS are what ALL teachers need to be able to do in order to fully meet the needs of the students in regards to technology use in the classroom. In order for the students to meet the TEKS, teachers must be able to meet the NETS.
TEKS:
The TEKS are the objectives and goals for students in regards to use of technology applications for their appropriate grade level. The students need to be able to demonstrate their knowledge and abilities accross an array of technology fields within the given time frame.
MTT:
While the NETS include all classroom teachers, the MTT standards require that the teacher be a leader with technology use in the school. He/she becomes the expert in effectively modeling technology use into the classroom through daily instruction, assessment, and differentiation and mentoring other teachers to be more efficient with their technology use.
The NETS are what ALL teachers need to be able to do in order to fully meet the needs of the students in regards to technology use in the classroom. In order for the students to meet the TEKS, teachers must be able to meet the NETS.
TEKS:
The TEKS are the objectives and goals for students in regards to use of technology applications for their appropriate grade level. The students need to be able to demonstrate their knowledge and abilities accross an array of technology fields within the given time frame.
MTT:
While the NETS include all classroom teachers, the MTT standards require that the teacher be a leader with technology use in the school. He/she becomes the expert in effectively modeling technology use into the classroom through daily instruction, assessment, and differentiation and mentoring other teachers to be more efficient with their technology use.
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