eme2040 Reflection

When I first signed up for eme2040, I thought we were going to be learning about the ins and outs of the programs that teachers use at school.  When I received the book, I was happy to see that it went over a multitude of technologies and websites.  I believe I brought a nice experienced background to the classroom and was able to help many of my classmates.  I would make plans to meet classmates before class and would help them on figuring out blogger, zunal, google docs and more.  I will admit that at times it became extremely frustrating when there were people who never got it.  I think I learned that I have a much higher patience for children than I do for adults.

I believe that Wikispaces is a highly useful tool for teachers and students.  However, I found the lack of communication to be daunting and disorganized.  Many of the group members did not participate in the discussions, or did not post their discussions in the right place.  The conversation also was not threaded so it was hard to tell who someone was talking to if the conversation got long.  I think it would have worked better if we were allowed to use other sources besides the website.  Often people would wait for days to check on the site, which would hold up all progress.  The result was not something that made me proud.  Not all the group members put a lot of effort into their pages, which made the website overall look disorganized. The wikispaces project just seemed like a flop to me because there was such a huge lack of communication.  People were editing other people’s work without saying anything, and it just did not jive really well.

I did enjoy creating other projects in eme2040.  I think my favorite was my genetics webquest that I posted on Zunal.  I got to be creative and followed the steps in creating an affective lesson plan that is engaging.  I even shared this with an old teacher of mine who I was doing an observation on.  She was very excited about my project, and she joked by saying I will probably take her job when she retires.

With my experience in group projects, there was good and bad aspects.  The collaborative lesson plan was interesting because we came up with something completely original all on our own.  It benefited the group to work as a team when it came to research because we were able to pull so many ideas from each other.  When it came to writing up the lesson plan though, I would have preferred to do that on my own.  I think as teachers we can all enjoy and appreciate other people’s ideas and research, but we always have a slight spin that we would put onto something in each lesson. 

One activity that I learned in class that I will use as a teacher is webquests.  WebQuests, according to Maloy in Transforming Learning with new Technologies, are online inquiries by students—designed and guided by teachers.  This tool allows teacher to inform students how to perform research in a semi-controlled environment, use this information ethically, and synthesis it into a report.  They can be used for individual work, or better yet as a group work.  Being that most workplaces require members to work as a team it is important that we teach our students the importance of teamwork.  I found the process of creating a webquest enjoyable and is something I would like to do with my students.

Another activity that I learned in class that I will use as a teacher is creating teacher websites/ blogs.  I hope to create a website that I will update weekly that will engage the parents and students.  It should have a resource of information for parents to find, and engaging links for my students.  I would prefer to have a website of my own as an elementary teacher, and maybe a collaborative website as a middle school teacher.  There is a multitude of places that I can create a website or blog such as Blogger, Wix, Weebly, Teacherweb and more.  A blog post by McCallum lists ten reasons why a teacher should have a website.  In summary, it helps meets the needs of your students, the parents, and even helps organize yourself as a teacher and makes self-reflection easier. 


Maloy, R.W.(2011). Teaching with Educational Websites and Other Online Resources. In Transforming Learning with new Technologies (pp.153-4). Boston, MA: Pearson

McCallum, R. (2010, September 2). Ten Reasons every Teacher Should want a Web Site. Retrieved December 2, 2012, from Clean Apple: http://www.cleanapple.com/?p=165

Chapter 11: Engaging Teachers and Students in Learning and Self-Reflection

Focus Question 2: How can teachers and students use digital portfolios as tools for learning?

A digital portfolio indicates who a teacher is and what that teacher knows.  It is used to display academic achievements and classroom lesson plans.  A teacher should display their teaching philosophy and other experiences on their portfolio.

It is important for a digital portfolio to be continuously updated, and past work be worked on again to show reflection and growth.  It is not simply a scrapbook of the past; it is a growing and evolving work.

A digital portfolio offers ease of access and portability, but it also becomes a disadvantage when introducing it to someone who has little digital skills (this number is becoming fewer though).

Tech Tool 11.1 TaskStream

Task Stream is a very clean and inviting website.  I think they do a poor job at introducing their purpose.  I would have no idea that they were a portfolio-building website until I got to Pricing-benefits to students.  I do not like that it costs $42 a year so I will be avoiding this tool. However, the screenshot in the book looks very clean and much like I would organize my own folders on my computer.

Reflection:

Digital portfolios I think are extremely important for teachers today.  I do not find the idea of creating a heavy 3-ring-binder portfolio very inviting.  It is also very easy to forget where you have things filed, and with the use of an e-portfolio could be easily searched.

Technology tools in democratic classrooms I believe that it is important to have the children feel like they have a say in what they are learning. I believe that they get more excited the more you involve them.  Doing activities like peer editing and self-evaluation allows students to become the teacher and self-reflect.

Student participation systems and clickers are wonderful tools that don’t put the student on the spot.  This tool could help an introverted student who is struggling while engaging kids that are hyper by giving them something hands on to do.  No one loses with this tool because the teacher can address all the questions that weren’t answered right in the moment and not put pressure or embracement on any of the students. 

Chapter 10 Promoting Success for All Students through Technology

Focus Question: What are differentiated instruction (DI) and universal design for learning (UDL)?

Differentiated instruction is an instructional approach that gives students “multiple options for taking in information and making sense of ideas”

Teaching with DI allows teachers to meet the specific needs of students and achieve their maximum interest.  I experienced this with an English teacher of mine who would allow writing assignments to be done in different formats such as essay, poetry, PowerPoint presentations and comparison journals.  My favorite, at the time, was writing poetry, and my final product was more impressive to my teacher and classmates because I cared about what I was doing because it was fun.

Universal design for learning is the application of universal design principles to educational settings. UDL applies recent advances in the understanding of how the brain processes information to the design of curriculum that can accommodate broad student needs.

An example of Universal Design would be a ramp that makes a building wheelchair accessible, yet at the same time it also makes the transition easier on walkers and people loading things into a building.

An example of UDL would be PowerPoint’s used for hearing impaired students can double as reinforcement for “normal” students.

Tech Tool 10.1 Extra-Large and Online Calculators

The Martin Dale Center website was extremely hard to navigate, and hardly seemed to have any organizational purpose.  Clicking through the website I was never sure where it was going to lead me to. Chinese grammar, genome of the honeybee, and Nautical Archaeology are some topics that this site led me to.

Regardless, the point of the tech tool is to point out the usefulness of over-sized calculators.  Which I agree, is a great assistive technology tool for those who are visually impaired or have motor skill problems.  I do not believe that over-sized calculators stimulate conversations about what the word calculate means.  Calculators have a practical use but should not be overused.

By CanadaPenguin on FlickrOkay so this is a hilariously large store display calculator, I don't think calculators get any bigger than this!

Reflection:

Differentiated instruction is important, but I also think it’s important to expose all students to multiple ways of doing things. However, I do not believe that Universal Design for Learning is necessarily a good thing. The accommodations made for students with 504’s are not automatically what is best for regular students.

Calculators are a wonderful technology.  They have allowed us to progress in unimaginable ways just like computers.  However, it is vitally important for students to grasp the manual concepts of math.  They need to be able to critically think about math and not just punch in numbers.  Calculators can be a great tool for checking your work, or speeding along upper level math.  It has no place as a frequently used tool in math.  It is a “sometimes” tool not an “always” tool.

Speech recognition software and text reading software are tools that have helped the visually impaired people of this world out tremendously.  Once again, this is a “sometimes” tool for regular students.  It should not supplement their manual writing and reading practices.  “Too much of a good thing” is absolutely true when it comes to technology and students in some cases.

I can see the advantages and disadvantages of storybooks in a classroom.  I believe the best way to use this tool would be to go over a reading section, check for comprehension, and then use a storybook to reinforce the information learned.  Teachers who use storybooks as the only source of information on any given topic are greatly putting their students at a disadvantage.

All of these tools can be utilized in any classroom, and the technology is welcomed.  As a teacher I’ll need to recognize when these tools are doing harm versus good.  I believe some teachers have crossed the line where their students become dependent on these tools where that need shouldn't be there.

Chapter 9 Alternative Post

One of the main purposes of this VodCast, Digital ID Project A Platform for Learning, Sharing,Remixing and Teaching Digital Citizenship, is to emphasize the use of CIPA (childrens internet protection act).  It continues to explain that a digital citizenship is established with everything that we do on the internet.  We (as adults and as young people using the internet) need to be ever aware of all the content that we put out online.  Once it's out there it's always out there.  This leads to teachers and teaching kids on ethical interment use.  One teacher comments to her students that when writing on the internet you need to say preciously what you mean because people cannot always detect your humor or sarcasm from somewhere else.  It is always extremely important to watch how much information you give and to who.  On the wiki sit Digital-ID, created by teachers for students, they have a funny yet informative video on how worms, bugs, and bots get into our computers.

 

The VodCast itself seemed a little too broad and didn't focus in on a point.  It was very informative in the sense that it guides you to other sources.  I did not like that they mentioned sites and then didn't link to them in their references.  It made it very difficult or impossible to find.

On the Digital-ID website I also enjoyed this video about evaluating websites. They used the acronym CAPOW (currency, authority, purpose, objectivity, and writing style) to use while evaluating a website.

As a teacher, I will have the responsibility in guiding my students to proper internet use.  This is true for elementary and middle school students (wherever I decide to go).  This VodCast led me to a wonderful website, Digital-ID, that is allowed to be remixed by teachers for their students.  It is full of information, and the videos make learning fun and humorous.

Overall, I enjoyed watching the VodCasts from k12onlineconference.org and watched a couple more than the one I wrote about.  It is full of information that goes way beyond the classroom.  As a teacher it is a necessity to be on top of things and this site provides that service for free! *adds to delicious* 

Chapter 8 Alternative Post

David Warlick is a blogger, author, and above all a teacher.  In his “about this blog” section, Warlick vividly paints the way for his thought process on education and technology today:

“Many of the barriers that prevent us from modernizing our education systems come from the baggage of outdated notions about teaching, learning, curriculum, our children, and their future.  Asking questions seems to be one way of probing and provoking new perceptions about what we do, why we do it, and how we might adapt within an almost constantly changing environment.”

I completely agree with Warlick, and believe that teachers put up barriers with the old way.  He points to the solution of many problems, and that’s simply asking questions.  Asking questions is just as important to teachers as it is for our students.

In Warlick’s blog post titled “WhereDo We Go to Measure Success,” he points out the importance of STEM (Science, Technology, Engineer, and Mathematics).  Yet in a graph he created, based on data from Bachelor'sdegrees conferred by degree-granting institutions, he fails to mention the overall increase in degrees received over the years, despite the huge shift in percentage.  “Mathematics and statistics” had one huge drop, in 1970 it was 24k degrees and in 1975 it was 15k degrees to now being 16k degrees… the question isn't what are we doing wrong now but what were we doing right or wrong back then when the data showed the largest decrease.  Overall, the data seems shocking.  Warlick questions, “Is STEM education doing what it’s suppose to do?” in relation to the graph; however, I am asking, will STEM education change these statistics when the children of this generation grow up and graduate college?

To continue with Warlick’s thought process in his blog post “I Never Needed to Know That,” he stumbled upon a blog post of 10 Things Students Won’t Need to Know WhenThey Graduate.  One thing that this list makes clear, and that Warlick points out, is that there is no way to know or predict what knowledge will be most important to our students for the future.  Some of Warlick’s comments really got me thinking, “How they learn has become much more important,” and “Perhaps the most important thing we can help our children learn, is how to teach themselves.”  I believe these are wise words, and one solution would be to teach children how to synthesize their questions properly with the use of the internet.

Largely, Warlick’s blog is to promote critical thinking among teachers and himself.  It is a personal blog and is based on his personal opinions and views on today’s education.  From what I have read in his posts, Warlick is an innovative teacher that truly wants what is best for the kids and ultimately our society.

Sources:

Bachelor's Degrees Conferred by Degree-granting Institutions, by Field of Study: Selected Years, 1970-71 through 2009-10. Rep. no. 286. Institute of Education Sciences: National Center for Education Statistics, n.d. Web. 14 Oct. 2012.

Dillon, Bob. "10 Things Students Won’t Need To Know When They Graduate." Weblog post. 10 Things Students Won’t Need To Know When They Graduate. Edudemic, 27 Aug. 2012. Web. 14 Oct. 2012.

Warlick, David. "2¢ Worth." Weblog post. 2¢ Worth. N.p., n.d. Web. 14 Oct. 2012. <http://davidwarlick.com/2cents/>.

Chapter 7: Problem Solving and Inquiry Learning with Software and Web Tools

Focus Question: How can teachers evaluate the different types of educational software available today?

To be a good game it must consist of rules, goals and objectives, outcomes and feedback, conflict/ competition/ challenge/ opposition, interaction, and representation or story.

To be a good game for a classroom one might ask: Does it have teacher support resources?  Is the content current, thorough, and age-appropriate?  Does assessment include pretest, posttest, recordkeeping by students and groups?  Does the program promote creativity, higher order thinking, collaboration, problem solving, discovery, or memorization?

Going to sites like the educationalsoftware preview guide lists a searchable directory of more than 1,000 software titles for use in prek-12 classrooms.

Tech Tool 7.2 A Math Learning Game—Zoombinis Logical Journey

I loved this game as a little kid.  I am now sitting here wishing that my parents had not thrown away all my games from when I was a kid because I “grew up,” and windows 98 is now “obsolete.”  This game was awesome at creating patterns and using higher order thinking.  It took a lot of trial and error to figure out what the pattern should be.  This game would be great for k-5^th graders because it comes in different difficulty levels.  I would use this game as a “fun-Friday” educational game because it would take at least 30-60 minutes for the kids to get past a couple levels.  As you can see in this YouTube video below 3 adults/ teenagers had to really think to get past a few level in 30 minutes.

Even though this tech tool is talking about Zoombinis, which is awesome, it links to the learning company, which is a site that contains much more.  It continues with game like The Oregon Trail and Carmen Sandiego.  All of these are fun and thought provoking games.  I would not use any of these games as a core in the classroom however; it would strictly be an additive because it does take up so much time.

Chapter Summary & Connection

Adding games, video games, interactive games, and manipulative tools is very important to kids and should be important to teachers too.  I think one major thing that teachers are going to have to battle with is the time that some of these games consume versus the lack in quality of some of the shorter games may be.  I remember going to reading labs when I was in elementary school, and I am certain that the use has grown much more in the past 15 years.  When I go and visit the local library, even they have reading games on the computers for the kids.  There is obviously a connection between these games and children learning…  I believe you learn best when you are having fun.

Chapter 6: Teaching with Educational Websites and Other Online Resources

Focus Question: What are WebQuests and virtual field trips?

WebQuests are online inquiries by students—designed and guided by teachers.  Students visit sited pre-identified by a teacher and assess what presentations to share with their classmates.

Designing a successful WebQuest consist of stage setting (introduction), task (activities), process (instructions), evaluation (assessment or rubrics), and conclusion.  When being designed it must be considered the capabilities of the students, primary goals to teach, ability levels working cohesively, and is technology integrated seamlessly into the assignment?

Virtual fieldtrip take students to places all over the world without ever leaving their school’s classroom or computer lab.  Museums, science centers, historical sites, and other educational organizations have developed online field trips an example found at the cave of Chauvet-Pont-d’Arc.

TechTool 6.2 Social Bookmarking

Goodreads is an online bookmarking tool for organizing your favorite books, books you want to read, and books you did not like.  After rating so many books, the website starts to generate suggestions that you can add to your reading list or select “not interested” to make it go away.  I am in love with this website!  I’m always making and losing book lists, and now I can have it all in one place.  I give this site an A+!  It has a strong authority, is accurate, objective, current, covers several genres, and is easy to navigate.

By barbourians on Flickr

Delicious is a resourceful website for bookmarking other websites.  Add a pin to the bookmark bar on the web browser and it is instantly useful for all your bookmarking needs.  It organizes the bookmarks by “tags” that can then be searched.  This is handy but it’s also frustrating.  The tags have to be easily memorized to know what you’re looking for.  I would love to be able to organize my links by folders or boards so that I could browse a certain subject, like on pinterest but pinterest also fails in that I wish they had tags that searched only your boards.

Summary & Reflection

This chapter was just an overwhelming amount of information, and has lots of useful links.  It really opens up the classroom to the internet with WebQuests, virtual field trips, interactive maps, videoconferencing, and websites created by universities.  It also points out that filing things away with paper is a flawed system.  Things get lost, misplaced, and outdated so quickly.  With using online bookmarking, I can organize all the websites I find to incorporate into lesson plans.

WebQuests and online virtual field trips are resourceful tools for any subject. I love the fact that teachers are taking the curriculum and creating fun internet scavenger hunts to relevant materials for today.  I’m looking forward to exploring WebQuests and how I can develop something that is interactive, exploratory, and engaging. 

Chapter 5: Researching and Evaluating Internet Information

Focus Question: What are search engines and how do they work?

Search engines retrieve information from the internet.  They can be explored using keywords, which are words or phrases used by search engines to locate matching Web pages.  As shocking as it may seem, because of Google’s popularity, it has been estimated that less than half of the web is searchable in Google.

An important part to conducting research is taking notes.  Notestar offers internet-based electronic note-taking… another option is Office OneNote 2010.

Google has revolutionized how people search today, compared to the old “crawler” systems that advertisers found ways to trick the algorithms that ranked sites by keyword indicators.  Today we have search engines that allow us to view in free-text search (shows results that include 1+ keywords in phrases), Keyword/ exact math search (retrieves only resources that contain exactly the word or phrase used), Boolean search (customize search using “or, and, not” to include or exclude keywords).

Tech Tool: Photo and Audio Resources on the Web

Flickr is an online photo-sharing tool that can be beneficial to teachers and students.  The authority of the website is easy to find and even a nice help option.  This is not an information-based website, but an image based website.  Even though there is an option to find only CC photos, they cannot prevent people from uploading photos that are not their own intellectual property.  There is no objectivity to be found on this site either.  The website is up-to-date with a copyright of 2012 and a daily traffic of users. Based on the uses of AAOCC I give this website a low A because it is hard to monitor plagiarism.  Esthetically I am not pleased with the website.  It is jumbled, confusing, and has little direction of how to use it.  It was great for looking photos up but there seems to be a large learning curve for newcomers who want to contribute images.

Photo by ** Lucky Cavey ** on Flickr

Librivox offers free audio recordings of published books that are in the public domain.  The authority and about section can be found under more info.  The accuracy and objectivity is subjective to the content of what the public domain books and other materials contain.  Dates are hard to find (if at all) and coverage is minimum. Based off of AAOCC I give this site a B with lack in currency and coverage.

Summary & Reflection

The internet has gone through many improvements in the past decades.  Search engines have gone from “crawler” systems to searches that produce results that are more accurate.  I have experienced this growth in search engines.  It would be expected that “regular” search engines would not produce proper results for children.  This causes a lot of work on a teacher’s end. Fortunately, there are many kid search engines like www.askkids.com, kids.yahoo.com, and more.  I particularly remember using yahoo kids when I was in middle school and remember having resourceful information for my age group.  Schools have found other ways to prevent kids from stumbling upon inappropriate information by using filtering software and partitions.  This can sometimes cause problems though when resourceful websites are blocked. 

Introduction

Hi, my name is Hillary and I am from Naples, Florida in the United States of America.  I am going to school to become an elementary and/ or a middle school teacher. I love working with children and have an almost 2-year-old daughter named Sarina.

There are many things to do in my city.  From my house, I can drive 10 miles west and visit our local zoo and our beautiful beaches, or I can travel 15 miles east and explore one of my nation’s national parks, the everglades.  I personally enjoy going to the public parks with my daughter year round because it does not snow in Florida as we are in a subtropical zone.

At home, I love to relax by crafting, baking, and watching TV or reading a fictional book.  Sewing clothes and crocheting blankets are some of my favorite crafts.  Some of my favorite dishes are black beans and rice, deep-fried hot wings, pot roast, and empanadas.  My favorite TV shows are True Blood, Dexter (filmed in nearby Miami), Royal Pains, and Being Human.  My all-time favorite book series is Harry Potter, but I am currently reading Anne Rice’s Vampire Chronicles.

Photo Credit to  Milan.Boers on Flickr

Here is the Naples Beach Peer

Photo Credit to me
An egret in the Everglades swamp

Photo Credit to me
A moth hanging from a flower

Chapter 4: Inspiring Student Learning with Technology

Focus Question: How can teachers create change in classrooms using technology?

Automate is using technology to reproduce existing practices (learning from computers) verses Infomate which changes existing practices (learning with computers). Type I technology applications represent the traditional uses of computers in schools (instruction and record keeping). Type II technology represents new directions in technology use (interactive and problem solving software).

Digital pen is a writing device to records what someone has written or spoken so it can be accessed on a computer that converts content into typed text that can be copied, edited, or e-mailed. It can be used to automate recordkeeping, or it can be used to infomate by capturing words and drawings and uploading them on the computer at the end of the day (and even possibly uploading them to a class website).

A tablet PC (a portable computer with touchscreen technology) can be used to simply automate by replacing books and notebooks, but can be a highly resourceful tool when used to infomate by compounding on key terms in group discussions and being posted to class websites where all the students can retrieve them.

OneNote and Google Drive are wonderful tools that provide documents that can be shared online between groups of people. These groups can then edit and compound upon the subject matter given creating unique class notes. A teacher could use this as a daily tool for students who think of questions they’d like to ask and posting it online for the teacher to review the next day. It is also a resourceful tool for groups to share their work with each other and have it all in one place.

Tech Tool: Online Technology Integration Resources

Edutopia is a wonderful website sponsored by George Lucas, the creator of Star Wars. It is a great resource to inspire innovation in teachers. It develops a community of teachers from all over who have collaborated ideas. They have a section for PBL (project based learning) that emphasizes the key steps. There are lots of resourceful links like their classroom guides andeducation downloads.

In this video from Edutopia a teacher actively engages in student centered teaching while incorporating technology that is being manipulated by both the students and the teacher.

InternationalSociety for Technology in Education seems like it would be a great resources for teachers except that it cost a substantial amount of money (about $200), and if I’ve learned anything it’s that “the best things in life are free.” Even after you’ve paid for a membership you have to continue to pay to look at resources like books and webinars.

National Council of Teacher of English is a professional association of educators in English Studies, Literacy, and Language Arts.  Once again this is a website that requires a paid membership; however, this one is substantially cheaper at $50. Is it a $50 well spent though? Depending on how much you think the content is worth it may be, but I cannot view it without paying. The cost for viewing the webinars is $295 member/$595 nonmember for 8 videos.

Chapter Summary &Connection

The teaching style throughout this chapter was focused on student centered teaching and how we can incorporate technology with that instead of automating technology with the old ways.

• As teachers we can make power points, but are we engaging our students and involving them in the process?
• Video recordings have always been a favorite among students but are we using it to enhance a lesson or teach the lesson? We need to be careful not to allow ourselves fall into mundane habits.
• We can use digital cameras, digital thermometers, Excel, e-mail, AIM, blogger, and other resources to enhance our students experience in the classroom.

I have no doubt that I will be an inside-out kind of teacher (appropriation stage) when it comes to its use in my daily life and in the classroom. I already use technology in all of my classes that I can’t see it being any other way. My computer is truly my technology based office. I can’t wait to start the invention stage of technology and developing my own wiki. I love using blogger and all these technologies in the classroom, I feel like it really adds to my experience.

As I am coming into teaching where being technologically suave is asked of us I don’t feel like I’ll have problems incorporating it into my lesson plans. If anything I always love a good challenge.

Because of digital inequality I’m sure I’m going to have times where I feel stunted by my ability to reach all my students. If I can engage all my students in the classroom, with no negative repercussions for lack of internet outside of the classroom then I think I’ll do good. Even though I have been exposed to computers my whole life I have not always had the privilege of having a working computer or the internet at home. For several years we only had my dad’s “work computer” on an old dial up system that I was not allowed to touch. It wasn’t till I was 13 that I used the internet freely outside of school. I had to be disciplined and use my time in the library and at school wisely to get the work I needed to do on the computer done.

One-to-one laptop computing would be a dream, but it still depends on the teacher on how it’s used. For now the One/Two/ Three time seems like an excellent practice of rotating groups and giving specialized attention while working on the multiple intelligences of students. 

Chapter 3: Developing Lessons with Technology

Focus Question: What is meant by “lesson development using technology”?

Lesson development refers to all the activities that teachers do as they create, teach, and evaluate lessons with students.

Academic content (what to teach): a vast array of academic content can be collected online by internet searches, electronic databases, online encyclopedias, blogs, wikis, and other tech tools.

Teaching Goals, Methods, and Procedures (how to teach): curriculum can be presented in a multitude of different ways using technology like presentation software, visual thinking software, web-based diagram making tools, teacher-developed websites, and threaded discussions and emails.

Learning Assessments (knowing what student have learned): technology tools that support the assessment and evaluation include electronic tests and quizzes, digital portfolios, personal response systems, online surveys, and online evaluation rubrics.

Tech Tool: Online Resources for Lesson Planning

http://thinkfinity.org/welcome
This webpage has changed since the screen caption in the book. If you go to the right to “thinkfinity resources” you can input a key word or select your state standards, grade, and subject area. It will pull up a bunch of lesson plans, videos, games, activities and prepared questions to ask. This is extremely helpful for new teachers ha ving to start everything from scratch, and it’s excellent for seasoned teachers who are trying to find a way to mix up the curriculum they already have set. You can also join in forum chats with other teachers (though it is a bit hard to navigate).

http://www.pbs.org/teachers

 This one is similar... start by selecting the grade, subject, and then narrow down the filter.

I love this video that I found about STEM (science, technology, engineering, and mathematics). It speaks to me in many ways. Here was a boy who thought that all of his potential lead up to being a bus driver, but given the opportunity he has now excelled into becoming a teacher, a scientist, a photographer, and much more. He is an inspiration to his students.

see the full video here: http://www.pbs.org/teachers/stem/

http://www.gliffy.com/

This site fell short on impressing me. Having taken drafting classes for 4 years I am greatly disappointed when I come across “floor plan” applications that have one MAJOR flaw, you cannot input the dimensions! If you’re looking for something that’s accurate and you’re just a hobbyist, then look into Google’s free SketchUp program.

As far as the features for creating Venn Diagrams, flowcharts, and the like… you’re better off using Microsoft’s publisher. It could be a great resource for someone who does not have Microsoft, but really what teacher doesn’t?

Chapter Summary & Connection

It is very obvious to me that I’m going to have to follow strict state and national guidelines when it comes to building a curriculum for the classroom. However, the creativity and where I choose to go is all up to me. I am already an avid researching when it comes to learning new topics, I can easily get lost in the World Wide Web. Hopefully with my master googling skills I will be able to form exceptional academic content for my students. Microsoft publisher and powerpoint are great presentational tools that I have used for many years. I hope my next adventure will be interactive websites that I develop for my students and parents. I believe it’s vital for parents to know what’s going on in the classroom; the internet has provided the perfect tool for that, though too many teachers do not take advantage of it. I am still stumped as to where I will go with assessing my students, I believe this is only something that can be said through actual experience and practice of what does and does not work on a whole.

With approaches to lesson planning I can fully see myself as writing up student learning objectives. It is so clear and with my need for clarity and organization there is no mistake on my who, what, when. The understanding by design approach reminds me of what teachers put into syllabuses for parents to read, it always comes across as ambiguous and a little confusing.

Despite the great debate if it is good or bad for students, I will have to embrace standardized testing. There are negative side effects on teachers as well because of these tests. A teacher should not be afraid and only teaching what is on the tests… they are doing a disservice to themselves and their students. It is all too easy now-a-days to teach blended lessons. Math and science, and history and English can easily go hand-in-hand. Go out there and do your research when it’s all at our fingertips!!! It is all too unfair to shock your students with a standardized test that they have had no practice what-so-ever in taking, but it is also unfair to your students to not challenge their minds in other forms of assessments. Have your students create and you both will reap the benefits. 

Chapter 2: Inspiring Student Learning with Technology

Focus Question: What are the implications of the latest research in the science of learning for teachers?

Knowledge is constructed, not transmitted. To learn it requires purpose and effort on the part of the learner as well as understanding based on what they already know and believe. In other words knowledge is built from our past experiences and is unique to ever person.

Three learning theories:

Behaviorism is a learning process of memorizing, demonstrating and imitating.

Cognitive science suggest that learning is also influenced by non observable and internal constructs, such as memory, motivation, perception, attention, and metacognitive skills.

Constructivism is when every person interprets and constructs the world in their own way; learning is a process of manipulating and interpreting the surrounding world

There are 2 approaches to teaching: teacher-centered and student-centered. New studies are challenging the way that teachers teach... which is traditionally teacher-centered teaching being lectures, textbooks, worksheets, and assessments. The competitor is with student-centered teaching that encourages students to be an active part of their learning from planning to conducting experiments and engaging in discussions. It encourages to actively engage students with one-on-one tutoring, learning groups, inquiry learning, and metacognitive thinking.

Tech Tool: Web Resources for Engagement and Collaboration

http://dnaftb.org/ The animation sections of this website is perfect for teaching middle or high school students who are being introduced to genetics. It was a great refresher for myself too.

http://www.tolerance.org/activities This is a great resource for lesson planning to introduce diversity. I can see myself going to this site to pull out resources to help integrate my classroom and have everyone come together with diversity activities. 

http://www.zoomerang.com/ is now merging with http://www.surveymonkey.com/home/ This site is great for collecting data for your classroom and allowing students to express their viewpoints in a non-threatening environment because it's anonymous. The downside is that the polls have to be short and have a limited amount of people can respond before the cost of using this website jumps to at least $17 a month!

http://chnm.gmu.edu/tools/polls/ I do not like this site. It has broken links and the thought process is confusing. I am having a hard time trying to find a purpose to this website.

Through stumbling through this site... I found another site that linked to ANOTHER site, http://www.icivics.org/ games that I think is a great resource. It's a game that allows kids to pretend to campaign for something in the process it teaches them the steps of how to do it.

http://discoveringantartica.org.uk/ This website is nothing but advertisements and would NOT be useful in a classroom. It would leave students going to hundreds of other sites.

Chapter Summary & Connection

As I grow into a teacher, one of my hopes is that I can learn to become a student-centered teacher who engages their students. I already see myself with my daughter guiding her yet allowing her the freedoms to learn what she wants at the time. I have a sensory table that I switch out the activities with. When I introduce a new activity to her I stand back for a good 10 minutes just watching how she interacts with the new surroundings... this I see as promoting metacognitive thinking as she's self-exploring and learning. Then I jump in and ask her questions, which seems to emphasize inquiry learning. When she is introduced to this topic more than once I can see the light bulb go off and she knows exactly what to do and finds more complex ways with working in her surroundings (this can also be viewed as a Montessori approach). My next challenge will be to learn how to use my skills and desires that I already have with my own daughter and apply it with technology and my future students.

Living in a digital age it is required to have visual literacy and information literacy. Visual literacy deals with how images, diagrams, charts and graphs are used to communicate with us, and information literacy is the ability to recognize, locate, evaluate, and organize and manipulate the information we find online. Without these competencies we would be lost to an online world believing everything we read.

I hope to be able to actively engage and collaborate with my students using technology. Even though I always did well in school, I had a hard time retaining the information learned overtime because I was never engaged with the information. 

Chapter 1: Becoming an e-Teacher

Focus Question: What constitutes a highly interactive, inquiry-based learning environment?

“Highly interactive means providing educational activities in which students and teachers are not just consumers of what technology offers, but are active creators, shapers, and evaluators of the information and experiences that technology presents. Inquiry-based means that teachers prepare, deliver, and assess lessons differently while students think critically and creatively about the learning they do and the technologies they use (Maloy, 2011, p. 26).”

Tech Tool: Ultraportable Laptop Computers

Teachers, college students, and several professions call for the need of computers with high processing speeds, long battery life, large memories, and easy-to-read screens while still being ultraportable (Maloy, 2011, p.7). A teacher’s teaching style could greatly impact the computer they choose. Whether we choose to be innovators or lagers, the impact and need for computers is still great. Carrying around jump drives is insufficient because programs like icloud, google docs, and skydrive put our documents at our fingertips with any computer that has access to the internet.

All this pressure on being innovative yet efficient can leave someone searching for a computer very perplexed. Lenovo provides a clean website with lots of computers to browse. If all the information becomes overwhelming Lenovo provides a PC Finder Tool that can help narrow a decision to a computer that suites the specifications given to it.

As a student I use a very portable and useful Macbook in conjunction with google docs and skydrive. As I grow into a teacher I can see myself needing a more powerful computer. Here is what the “PC Finder Tool” matched my criteria to. 

Chapter Summary & Connection

It is obvious throughout this chapter that technology has made a huge impact on society, and has slowly but surely been making its mark on education also. I can already see my daughter as having an electronic childhood, and being part of Generation M, with all the toys she has that spits out the ABC’s, phonics, and various animal names and noises. As a parent I am inundated with commercials that put little kids at the computer to have a jump start to their education, which coincidentally puts these kids in a “student centered” type of learning space.

I have often made use of Web 2.0 growing up. I have made online journals, social medias, followed blogs, and have developed fun addictions to websites like stumbleupon.com and pinterest.com. I am already a follower of teacher blogs that appeal to me. I can see great use of blogger and wiki for connecting to students and parents. I do not see myself as having a digital disconnect with students because I strive to at least be an early adopter of technology (as seen on Rogers innovation curve), and I am a digital native being born in 1988.

Maloy, R.W. (2011). Becoming an e-Teacher. In Transforming Learning with new Technologies 

          (pp.1-27). Boston, MA: Pearson