EQ2 What lessons did you learn about yourself (such as perspectives, attitudes, and skills) with regards to learning and teaching with technology? How different are you today, compared to Week 1 of this course?
2)When I started this class, I thought myself fairly competent with technology and its uses in the classroom. Rather like learning to ride a bicycle, I viewed learning as a quasi dotted line; I laid a framework and the students built off that. Technology was a tool to that means but of no importance other than making things easier.
Now, weeks later, I realize how much I was selling myself (and my eventual students) short. Through this class I have come to fully realize all the posibilities that technology can allow. Never before did I realize how simple it is to obtain and implement tools that can greatly enhance your classroom. Skype is a really good example of a tool that was completely overlooked in my mind. Before this class, I knew of the possibilities of video conferencing but had not quite made the connection with the classroom. This and many other technologies (twitter, facebook, blogging) can have not only a place in the classroom but a meaningful one if the teacher takes the time to implement it.
I realized from this class that my goal of trying to be at least moderately open-minded is still being realized. As stated above, I really did dismiss Skype when it was first mention by Israel but I made myself keep an open mind about it and in the end it was worth it. This also rang true on the other side of the spectrum when I visited another classroom at the school I observed in. Just as I was beginning to see technology as the closest thing to a magic pill we've got (and dismissing naysayers as too conservative and "set in their ways"), this teachers class set me straight. The teacher described to me how, while 75% of the students excel with the use of other technologies, there still remains a good 25% that do not and about 5% of that who are outright technophobes. I knew something like this to be true, but so mesmerized had I been by all the new and wonderful uses of tech that I had swept it to the back of my mind.
In closing, I would surmise that I am a more well rounded person after this class, enriched by the discussions and knowledge given. While not a "perfect fix," technology--as part of a creative, well thought out curriculum--can be yet another tool in helping more students "get it."
Sunday, May 30, 2010
Professional Development Philosophy & Plan
Professional Development Philosophy
As an educator, my job is to take a large share of the communities responsibility to raise our children. Furthermore, to be truly adequate, I believe it is necessary to take a personal stake in doing my absolute best to make sure each student receives the best education possible. This requires that I do whatever it takes to bridge the gap between knowledge and understanding through creativity and full use of all the tools at my disposal. Each piece of technology—electronic or otherwise—presents a chance for a student to grow and in my book it is unacceptable that I not give every option a try. The determining factor in whether I adopt a tool or not should be its positive results, not my personal misgivings. If students are learning, it is more than worth it and to that end, I can never stop and must never stop learning new ways to reach my students.
Professional Development Plan
As of this moment, I am moderately proficient with technology, but there is always room for improvement. For example, I have only recently created a twitter account and tweeted just once. However over the next year, I would like to get to the point that I am updating my students and their parents as much as possible; keeping the parents up to date on the class, possible discussion question or review for the whole family to go over in addition to delivering general messages to the class. Solid research into twitter and creative uses of it through the internet, book and magazine sources will help get me there along with keeping my eyes and ears open in order to gain experience using the site. This philosophy of improvement is one I want to have throughout my career; checking out workshops, publications and the experiences of those who “know” to keep me on the cutting edge.
As an educator, my job is to take a large share of the communities responsibility to raise our children. Furthermore, to be truly adequate, I believe it is necessary to take a personal stake in doing my absolute best to make sure each student receives the best education possible. This requires that I do whatever it takes to bridge the gap between knowledge and understanding through creativity and full use of all the tools at my disposal. Each piece of technology—electronic or otherwise—presents a chance for a student to grow and in my book it is unacceptable that I not give every option a try. The determining factor in whether I adopt a tool or not should be its positive results, not my personal misgivings. If students are learning, it is more than worth it and to that end, I can never stop and must never stop learning new ways to reach my students.
Professional Development Plan
As of this moment, I am moderately proficient with technology, but there is always room for improvement. For example, I have only recently created a twitter account and tweeted just once. However over the next year, I would like to get to the point that I am updating my students and their parents as much as possible; keeping the parents up to date on the class, possible discussion question or review for the whole family to go over in addition to delivering general messages to the class. Solid research into twitter and creative uses of it through the internet, book and magazine sources will help get me there along with keeping my eyes and ears open in order to gain experience using the site. This philosophy of improvement is one I want to have throughout my career; checking out workshops, publications and the experiences of those who “know” to keep me on the cutting edge.
Tuesday, May 25, 2010
A Vision of K-12 Students Today Video
http://www.youtube.com/watch?v=_A-ZVCjfWf8
Very interesting-made me want to jump right into a classroom right away. Also relevant since yesterday I went to visit and talk to my mothers 2nd grade class. I usually talk about how reading is important and they should apply themselves in school. This time though (thanks to this class), I added in a bit about how there is no reason in their minds that school should not be fun. I pointed out some of the neat things they get to do on the smartboard and online and pointed out how these things let them have fun while learning. I told them to see school as fun and enjoyable (especially before they get to college and just have to read thick books all day :P). Hopefully they'll take at least a little bit to heart (and maybe I'll be teaching their children one day--who of course will come to 1st grading reading on a 3rd grade level and have full knowledge of blogs and vid casting :).
Very interesting-made me want to jump right into a classroom right away. Also relevant since yesterday I went to visit and talk to my mothers 2nd grade class. I usually talk about how reading is important and they should apply themselves in school. This time though (thanks to this class), I added in a bit about how there is no reason in their minds that school should not be fun. I pointed out some of the neat things they get to do on the smartboard and online and pointed out how these things let them have fun while learning. I told them to see school as fun and enjoyable (especially before they get to college and just have to read thick books all day :P). Hopefully they'll take at least a little bit to heart (and maybe I'll be teaching their children one day--who of course will come to 1st grading reading on a 3rd grade level and have full knowledge of blogs and vid casting :).
EQ Week 7
EQ What is your vision for K-12 students of the future? How can you, as an educator of the future, make a meaningful difference in their learning?
My vision for K-12 students of the future is that they will be smarter and more capable than previous generations. This would be accomplished through a more comprehensive education that gives students an adequate knowledge of and experience with all types of learning tools--books, blogs, learning centers, smart boards, etc.--providing them with an education that is informative yet enjoyable. I can guide all of this and turn their learning experience from a chore to a meaningful journey by giving them the tools (constructivism), allowing them a stake in their learning (giving them the "why"; the objectives of their assignments and activities) and generally merging learning with "fun." Gone will be the classroom of old where students are just lectured too; the future will hold totally interactive classrooms where students will see learning as a life lesson, not a gauntlet to be rushed through.
My vision for K-12 students of the future is that they will be smarter and more capable than previous generations. This would be accomplished through a more comprehensive education that gives students an adequate knowledge of and experience with all types of learning tools--books, blogs, learning centers, smart boards, etc.--providing them with an education that is informative yet enjoyable. I can guide all of this and turn their learning experience from a chore to a meaningful journey by giving them the tools (constructivism), allowing them a stake in their learning (giving them the "why"; the objectives of their assignments and activities) and generally merging learning with "fun." Gone will be the classroom of old where students are just lectured too; the future will hold totally interactive classrooms where students will see learning as a life lesson, not a gauntlet to be rushed through.
Monday, May 17, 2010
Mushrooms Mushrooms Mushrooms
My future class website?
http://mrjsmushroompatch.weebly.com/index.html
**note to future me: use play money for the coins in the reward system-will help them learn to count money and work with saving/purchasing power :)
http://mrjsmushroompatch.weebly.com/index.html
**note to future me: use play money for the coins in the reward system-will help them learn to count money and work with saving/purchasing power :)
EQ1 Week 8: Observation
For my observations, I visited Mrs. Melissa Hamilton's first grade class at Marion Elementary in the Ritenour School District (St. Louis, MO). Mrs. Hamilton has been teaching for five years, working with 5th, 2nd and 1st in that time. She is apart of the of the "first wave" (there have been more since) technology cadre at the school and has adapted a Promethean board and document camera into her curriculum. Her classroom was composed of 20 students, decently spread out demographically (1/3 white, 1/3 black, 1/3 hispanic), a testament to the diversity of the district.
All of these factors made for a very interesting observation. With the Hispanic students, all of whom were first generation, Mrs. Hamilton used her bilingual abilities to great results. One girl in particular had much difficulty with English and understanding directions, but Mrs. Hamilton was able to bridge the divide by speaking in Spanish at times.
Another point of interest was the use of technology in the class. The Promethean and document camera were a daily part of the classrooms and the students understood it as much as Mrs. Hamilton. My first day, I watched a math lesson on fractions. A shape, divided into equal parts, could be shaded to show the fraction. For instance, Mrs Hamilton might call on a student to fill in 3/5 of the rectangle red (from blue) and the student would come up and tap each 1/5 with the pen till they reached 3/5. I also saw it used as apart of centers. The students at the board were able to pick, from a number of slides available, activities dealing with spelling, symetry, and alphabetical order. As an example, the spelling game had one student turn around. The other two would pick a word (there was a bank of words covered by movable boxes) and then the other student would attempt to spell the word using a bank of letters. When finished they would uncover the word bank above and see if the student spelled the word correctly. The document camera was also used to blow up images (such as a craft the students were working on or a book they were reading) so that everyone could see it clearly. It might seem simple, but for a student who remembers sitting on the back of the carpet and not being able to see the pictures, this was a big deal :)
My third and final point of interest relates to the students themselves. I was impressed with how much they were able to do. Too often, I hear it said that students, especially in the younger grades, are not ready for this or that. These students proved them wrong. Not only were they polite (please and thank you) and articulate (I heard a first grader say she was parched), but they handled the technology input so well. What I mean to say is that the students did not just take what was thrown at them and accept it; they constantly looked at new ways to do things. Mrs. Hamilton showed me how many of the uses and slides she created for the Promethean were augmented (for the better) or conceived by the students. They noticed better ways to do things or board possibilities that not only helped Mrs. Hamilton, but enhanced their own education. A good quote that she gave me, that works as a great summation of what I saw (and of the constructivist ideals we discussed in class) was this:
"Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants."
All of these factors made for a very interesting observation. With the Hispanic students, all of whom were first generation, Mrs. Hamilton used her bilingual abilities to great results. One girl in particular had much difficulty with English and understanding directions, but Mrs. Hamilton was able to bridge the divide by speaking in Spanish at times.
Another point of interest was the use of technology in the class. The Promethean and document camera were a daily part of the classrooms and the students understood it as much as Mrs. Hamilton. My first day, I watched a math lesson on fractions. A shape, divided into equal parts, could be shaded to show the fraction. For instance, Mrs Hamilton might call on a student to fill in 3/5 of the rectangle red (from blue) and the student would come up and tap each 1/5 with the pen till they reached 3/5. I also saw it used as apart of centers. The students at the board were able to pick, from a number of slides available, activities dealing with spelling, symetry, and alphabetical order. As an example, the spelling game had one student turn around. The other two would pick a word (there was a bank of words covered by movable boxes) and then the other student would attempt to spell the word using a bank of letters. When finished they would uncover the word bank above and see if the student spelled the word correctly. The document camera was also used to blow up images (such as a craft the students were working on or a book they were reading) so that everyone could see it clearly. It might seem simple, but for a student who remembers sitting on the back of the carpet and not being able to see the pictures, this was a big deal :)
My third and final point of interest relates to the students themselves. I was impressed with how much they were able to do. Too often, I hear it said that students, especially in the younger grades, are not ready for this or that. These students proved them wrong. Not only were they polite (please and thank you) and articulate (I heard a first grader say she was parched), but they handled the technology input so well. What I mean to say is that the students did not just take what was thrown at them and accept it; they constantly looked at new ways to do things. Mrs. Hamilton showed me how many of the uses and slides she created for the Promethean were augmented (for the better) or conceived by the students. They noticed better ways to do things or board possibilities that not only helped Mrs. Hamilton, but enhanced their own education. A good quote that she gave me, that works as a great summation of what I saw (and of the constructivist ideals we discussed in class) was this:
"Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants."
EQ1 & EQ2 Week 6
EQ1 What is a podcast and how can I create my own podcast?
EQ2 Where can I find educational podcasts and in what ways can I use them?
1)A podcast is a series of audio or video files, posted online. For instance, different NPR (National Public Radio) shows have podcasts--audio files with that days or weeks show in it. These can be downloaded to be played at your leisure and even programmed to be downloaded as soon as they appear.
Creating your own podcast is fairly simple. Basically, you need to record yourself and post the mp3 online (there are various sites for this). If people can click your link and listen to or watch you, you are podcasting :)
2)Just searching the internet should provide viable educational podcasts. A quick internet search provided me with epnweb.org/ (epn-educational podcast network). This site has a plethora of podcasts from the elementary school classroom to yoga instruction. As I compose this blog, I am listening to a podcast about using Smartboards--just one way that educational podcasts could be used to an educators advantage. I also forsee them as a great tool for students to learn as well (a dance podcast that teaches them the box step in class). With the NPR example above, a class could listen to and discuss the Diane Rehm Show each day (obviously more of a high school activity). Podcasts can be a fantastic tool but, like so many other technological tools, we have to take the time to learn them and their implementations.
EQ2 Where can I find educational podcasts and in what ways can I use them?
1)A podcast is a series of audio or video files, posted online. For instance, different NPR (National Public Radio) shows have podcasts--audio files with that days or weeks show in it. These can be downloaded to be played at your leisure and even programmed to be downloaded as soon as they appear.
Creating your own podcast is fairly simple. Basically, you need to record yourself and post the mp3 online (there are various sites for this). If people can click your link and listen to or watch you, you are podcasting :)
2)Just searching the internet should provide viable educational podcasts. A quick internet search provided me with epnweb.org/ (epn-educational podcast network). This site has a plethora of podcasts from the elementary school classroom to yoga instruction. As I compose this blog, I am listening to a podcast about using Smartboards--just one way that educational podcasts could be used to an educators advantage. I also forsee them as a great tool for students to learn as well (a dance podcast that teaches them the box step in class). With the NPR example above, a class could listen to and discuss the Diane Rehm Show each day (obviously more of a high school activity). Podcasts can be a fantastic tool but, like so many other technological tools, we have to take the time to learn them and their implementations.
Tuesday, May 11, 2010
EQ1 & EQ2 Week 5
EQ1 Why should technology be part of the leaning in the classroom?
EQ2 How can you ensure that your technology-enhanced classroom and learning activities succeed? (Refer to up to two (2) of the reasons pointed out in the article "11 Reasons Advanced Technology Classrooms Fail." (http://campustechnology.com/articles/2010/04/28/11-reasons-advanced-technology-classrooms-fail.aspx?sc_lang=en)
1)Technology should be apart of the learning classroom for many different reasons. One of the most important to me is that students seem to learn best when a "smorgasbord" of techniques and styles are used. When tech is combined with more formal teaching methods, it creates a larger field of understanding. Students are much more likely to catch on and even better reinforce the concepts they are being taught. Technology is also important to a classroom since technology is the future. Like it or not, the world is becoming more technologically integrated and to give our students the cutting edge, it is important that we give them the skills and experience with technology necessary (if not for the typing skills and work with word processors I garnered in my primary and secondary years, I would probably not be typing this right now).
2)The key to making sure that technology enhanced classrooms and learning activities succeed seems to be not being "unsmart" with your "smart" classroom. The article "11 Reasons Advanced Technology Classrooms Fail" points (obviously) to eleven different problems that the author-a 30 year resident in the advanced technology learning space field-has seen in his time dealing with and setting up classrooms for schools. Many of the reasons though, seem to be so called "no brainers." In fact the first reason given is that some schools toss together smart classrooms just for the sake of having one, without giving any thought to implementation. The sixth reason involves teachers not being trained to use the technology. These two alone made my jaw drop. Maybe as an pre-service teacher I am naive, but it would seem rather absurd to expect a teacher to succeed when they are not given the training to use all their tools or the tools are not set up with their teaching in mind. The article reminded me that there is no shortage of schools and districts that have "lost their way." The purpose of schools is to educate and prepare our students to be responsible citizens of society (and our democracy). Everything else should come second to that goal. Truly, if we want tech classrooms to succeed, we need to put education first-do the little things like research and review to make sure our kids are learning and getting the most out of their classroom experience. Certainly if this were the case, smart classrooms would be researched and carefully planned out and taught to teachers before implementation, instead of just tossing something together and expecting students to all of a sudden succeed.
**On a sidenote, I was not exactly convinced by the article that these problems are rampant. The author started by saying that much of the tech was used at least somewhat effectively but then focused on the failures of "stories of disaster." If "the vast majority of advanced technology classroom projects succeed in some measure," then things must be relatively okay. That is not to say that these problems should not be a concern, just that we have to caution against thinking (and I know some read the article and thought this) the whole system is failing simply because some schools act inappropriately.
EQ2 How can you ensure that your technology-enhanced classroom and learning activities succeed? (Refer to up to two (2) of the reasons pointed out in the article "11 Reasons Advanced Technology Classrooms Fail." (http://campustechnology.com/articles/2010/04/28/11-reasons-advanced-technology-classrooms-fail.aspx?sc_lang=en)
1)Technology should be apart of the learning classroom for many different reasons. One of the most important to me is that students seem to learn best when a "smorgasbord" of techniques and styles are used. When tech is combined with more formal teaching methods, it creates a larger field of understanding. Students are much more likely to catch on and even better reinforce the concepts they are being taught. Technology is also important to a classroom since technology is the future. Like it or not, the world is becoming more technologically integrated and to give our students the cutting edge, it is important that we give them the skills and experience with technology necessary (if not for the typing skills and work with word processors I garnered in my primary and secondary years, I would probably not be typing this right now).
2)The key to making sure that technology enhanced classrooms and learning activities succeed seems to be not being "unsmart" with your "smart" classroom. The article "11 Reasons Advanced Technology Classrooms Fail" points (obviously) to eleven different problems that the author-a 30 year resident in the advanced technology learning space field-has seen in his time dealing with and setting up classrooms for schools. Many of the reasons though, seem to be so called "no brainers." In fact the first reason given is that some schools toss together smart classrooms just for the sake of having one, without giving any thought to implementation. The sixth reason involves teachers not being trained to use the technology. These two alone made my jaw drop. Maybe as an pre-service teacher I am naive, but it would seem rather absurd to expect a teacher to succeed when they are not given the training to use all their tools or the tools are not set up with their teaching in mind. The article reminded me that there is no shortage of schools and districts that have "lost their way." The purpose of schools is to educate and prepare our students to be responsible citizens of society (and our democracy). Everything else should come second to that goal. Truly, if we want tech classrooms to succeed, we need to put education first-do the little things like research and review to make sure our kids are learning and getting the most out of their classroom experience. Certainly if this were the case, smart classrooms would be researched and carefully planned out and taught to teachers before implementation, instead of just tossing something together and expecting students to all of a sudden succeed.
**On a sidenote, I was not exactly convinced by the article that these problems are rampant. The author started by saying that much of the tech was used at least somewhat effectively but then focused on the failures of "stories of disaster." If "the vast majority of advanced technology classroom projects succeed in some measure," then things must be relatively okay. That is not to say that these problems should not be a concern, just that we have to caution against thinking (and I know some read the article and thought this) the whole system is failing simply because some schools act inappropriately.
Tuesday, May 4, 2010
EQ1 & EQ2 Week 4
EQ1 What do social technology and social networks mean to you? How can you use them in your teaching practice?
EQ2 After three weeks of interaction, what sense of the others in this class do you have, in terms of participation, attitudes, perspectives and engagement? How have your views changed on the advantages of learning circles?
1)In my opinion, social technology and social networks are what their names imply; a tool for interacting with your peers and building/reinforcing the bonds of companionship. In a teaching practice there could be quite a few avenues for use. Depending on the level being taught and the age of the students, these networks could be used to interface with students. Assignments could be posted to them or extra help offered. Students could have ongoing discussions and articles, video clips and pictures could be posted for the class to see. It would offer the students a chance to give more to the class than just comments in class. It would also be a quasi "unlimited" classroom in that, time would be less of an obstacle.
Beyond instruction, social networks could also be used to keep up with students if desired. Tracking a student beyond your class could not only offer feedback on the effectiveness of your teaching, but give support to the student and a "mentorship" of sorts that might encourage the student to strive for higher goals. How excellent would it be to discuss college options with a student you had in 8th grade and had pushed to succeed all along. There are other ways to accomplish this, but the ease of social networks (and the frequency with wich many modern students are on them) would be an asset.
Also, these networks could work in the same fashion for teachers and faculty. Akin to an online learning circle, teachers could continue to trade information back and forth, even if they end up far apart--and in real time! If I find a useful educational site, I can post it to my blog or facebook/twitter and instantly spread the word to my friends in education. Although many would probably frown on all of this, since there are lots of other factors to be considered in such use, I do not believe that because of a few defects the whole idea should be scrapped.
2)In general, outside of those I already knew before class, I would say my sense of the rest of the class is average. There are some that stand out from their comments in discussions with Brandy and therefore give me a general idea of their views, but overall it is mediocre. On the flip-side, this has made me treasure my learning circle even more. I feel that such group can be hit-or-miss, since no matter how much knowledge contained within, it takes the right chemistry to bring that out. *Luckily* my learning circle seems to have that chemistry. Not only are we able to discuss assignments, but we offer each other help when needed and make sure we are all on the same page. I <3 LC5 :)
EQ2 After three weeks of interaction, what sense of the others in this class do you have, in terms of participation, attitudes, perspectives and engagement? How have your views changed on the advantages of learning circles?
1)In my opinion, social technology and social networks are what their names imply; a tool for interacting with your peers and building/reinforcing the bonds of companionship. In a teaching practice there could be quite a few avenues for use. Depending on the level being taught and the age of the students, these networks could be used to interface with students. Assignments could be posted to them or extra help offered. Students could have ongoing discussions and articles, video clips and pictures could be posted for the class to see. It would offer the students a chance to give more to the class than just comments in class. It would also be a quasi "unlimited" classroom in that, time would be less of an obstacle.
Beyond instruction, social networks could also be used to keep up with students if desired. Tracking a student beyond your class could not only offer feedback on the effectiveness of your teaching, but give support to the student and a "mentorship" of sorts that might encourage the student to strive for higher goals. How excellent would it be to discuss college options with a student you had in 8th grade and had pushed to succeed all along. There are other ways to accomplish this, but the ease of social networks (and the frequency with wich many modern students are on them) would be an asset.
Also, these networks could work in the same fashion for teachers and faculty. Akin to an online learning circle, teachers could continue to trade information back and forth, even if they end up far apart--and in real time! If I find a useful educational site, I can post it to my blog or facebook/twitter and instantly spread the word to my friends in education. Although many would probably frown on all of this, since there are lots of other factors to be considered in such use, I do not believe that because of a few defects the whole idea should be scrapped.
2)In general, outside of those I already knew before class, I would say my sense of the rest of the class is average. There are some that stand out from their comments in discussions with Brandy and therefore give me a general idea of their views, but overall it is mediocre. On the flip-side, this has made me treasure my learning circle even more. I feel that such group can be hit-or-miss, since no matter how much knowledge contained within, it takes the right chemistry to bring that out. *Luckily* my learning circle seems to have that chemistry. Not only are we able to discuss assignments, but we offer each other help when needed and make sure we are all on the same page. I <3 LC5 :)
Monday, May 3, 2010
The Machine is Us/ing Us
http://www.youtube.com/watch?v=NLlGopyXT_g
What a cool video! It was a great way to see how much the internet has changed since its incarnation and how it has allowed for so much more. As more people are able to join the online community, it really does become a product of "us." Billions of us across the world add input that makes for one incredible output. The first output that came to my mind was knowledge. Information can be shared at rapid rates over the whole planet. As the video pointed out, yes there are some things to be figured out and not "everything" is trustworthy, but it is still a remarkable tool for making our world even smaller than it has already become, raising the bar of education around the globe.
What a cool video! It was a great way to see how much the internet has changed since its incarnation and how it has allowed for so much more. As more people are able to join the online community, it really does become a product of "us." Billions of us across the world add input that makes for one incredible output. The first output that came to my mind was knowledge. Information can be shared at rapid rates over the whole planet. As the video pointed out, yes there are some things to be figured out and not "everything" is trustworthy, but it is still a remarkable tool for making our world even smaller than it has already become, raising the bar of education around the globe.
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