Wednesday, December 4, 2013

Reflective Essay/Post

Fall 2013 EME 2040

 Overall Personal Reflection

Throughout this semester I feel that I have grown both personally and professionally. I have a better understanding of what it takes to become and e-teacher in today’s teaching world. I currently do not know if I will want to continue my education in the teaching field but do know that the materials that I have learned and practiced have become very useful in my current career. I feel that the content within this class was presented in a thorough way and that many valuable experiences have come from this class. This class has a lot of content though and I found it sometimes difficult to absorb all the content in a useful way. I found myself struggling sometimes flipping through pages of notes to remember how something was done or how something works. I used a lot of trial and error and felt that I definitely spent a great deal of time on each project. This class may be better absorbed if it was a two day class spread over the course of the week. For students that are a little savvier on computers it was probably easier for them.

I have a better understanding of the necessity of becoming an e-teacher. With all of the new technologies and resources presented to today’s youth it would be very difficult for a teacher to be successful without integrating technology into their daily planning. I also feel that it is important for the teacher fully understand the latest technologies so that they can continue to manage their classroom accordingly. It’s a necessity that the teacher continue to learn so that he or she can continually challenge students in new and innovative ways and stay organized within their classroom.

Classmate Interactions

Being one of the oldest in the class I found it a little difficult to fully interact sometimes. However, I have made a few friendships with some of my closest table-mates. I learned that sometimes not all students attending college have the same drive as others and I learned that not all students take as much pride or responsibility for their work or portions of collaborative projects. It did get frustrating sometimes, but it just reminded me of how some students in our classes may feel during class projects. I think that collaborative work is important because it teaches tolerance, teamwork, and builds relationships. I also learned through this that even though a collaborative project is done as a group the teacher/Professor must grade accordingly.  
Even with the frustrations I truly did enjoy the two projects that we did collaboratively. The Collaborative lesson plan was much easier because we were able to meet together and verbally bounce ideas off each other and create our plan of attack. The Wiki was a bit more difficult because of the non-verbal interaction and waiting to hear back from our group to complete a task. Also with the Wiki each individual was responsible for a portion of the project and not all of us had the same level of creativity.

Learning Outcomes

As mentioned above the learning content was powerful. A lot of materials were presented and a lot of work was done within this class. Each project taught me patience, creativity, dedication, and perseverance.

Below I have expressed my feelings on some of the projects within this class:

Collaborative Lesson Plan
This project allowed me to better understand how a real classroom lesson plan is to be developed while incorporating technology not only to develop it but to include for the students. I was able to explore many different resources while searching for content relevant to the topic. I was also introduced to the Florida Sunshine Standards.

Wow, what a great tool for teachers and students alike. I really enjoyed exploring the hundreds of resources developed by teachers. Reviewing some of these assisted me with the development of my own. Although it was a bit challenging at first I was able to understand it after some trial and error.

This was by far my favorite project! I spent several days and hours on this but actually had fun with it. I enjoyed the freedom to be creative along with using a new technology tool for me. I am excited to use this as a resource for me to build on in the future. I may even create a classroom website for our After School or Preschool classrooms at the YMCA. I feel that I really grasped the educational components and topics of this project.

This project was a little difficult for my group to complete collaboratively but I did like the idea of the overall web tool. I think that this could be used in many facets of my current position. It can be utilized within a classroom or for a resource tool. It was fairly simple to use but did not allow for as much creativity as a regular website.

In conclusion
I loved this class despite the workload. I am also excited to have the book to utilize in the future as a resource guide when developing lesson plans in whichever career I maintain or achieve. Regardless, I plan to continue working with children in some capacity and know feel comfortable integrating technology through new ways!


"Advantages to Cross-Curricular Thematic Instruction...." eme2040fa13group2. N.p., n.d. Web. 4 Dec. 2013. <

Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.

Tuesday, November 12, 2013

Journal Entry 11

Journal Entry- Chapter 11
Engaging Teachers and Students in Learning and Self-Reflection

Focus Question#2: How can Students and Teachers use digital portfolios as tools for learning?

A digital portfolio is a collection of educational materials stored in an electronic format. This is especially useful for teachers and students to use as a goal oriented collection of knowledge. Teachers and students can upload projects, papers, multimedia, etc… to their portfolio to reflect on what knowledge they have obtained or to share their knowledge with others in an easy portable way. Digital portfolios are also a public writing in which is created by the individual. This tool is used for learning about the creator.

This is a good way for the creator to incorporate lesson plans, assessments, and other professional achievements that may assist in a future teaching certification.

Tech Tool  11.2
Online Survey Building Resources

This tech tool resource describes three commonly used ways to collect data from groups. Zoomerang and Survey Monkey both have templates and themes to organize and formulate your questions that you would like the data collection on. I have used Survey Monkey before and have found it to be a very easy way to gather information from selected groups. I created the survey and emailed it to my audience. After they responded Survey Monkey generated the results. This tech tool also discussed Poll Builder. Poll Builder is good for quick information but doesn’t offer the same formats or detailed questions as the other two. Poll Builder would be good to use during a lesson for fast feedback from the students.


I found this chapter to be very useful for a new teacher. I am excited to continue building my digital portfolio. I will use it to share with professionals throughout my career. I especially like that it can be updated and modified as time permits.

Also within this chapter I learned about many other technology tools that can enhance both my learning and the children’s learning. Provided the funding is available these tools would be a great additional learning component. Student participation systems, polls, and surveys would help guide my teaching performance.


Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.

Wednesday, November 6, 2013

Journal Entry #10

Journal Entry #10
Promoting Success for All Students Through Technology

 Focus Question #2
How can teachers use technology to create universally designed classrooms?

Universal design is a new approach of how schools can serve all students well. This design meets standards for children of all abilities such as using ramps, accessible toilets and adding lights to the fire alarm system.  When including for learning it is called (UDL) or universal design for learning, it applies the understanding of how the brain processes information into the curriculum. (Rose & Meyer, 2002, 2006) UDL is defined in the following terms:

·         Multiple meanings of representation- giving various ways to acquire knowledge.
·         Multiple means of expression- giving students alternatives to demonstrate their knowledge.
·         Multiple means of engagement- by finding interests of the student  to create challenges and to motivate the student.

The purpose of UDL is to allow for all the children to participate regardless of their disabilities. This approach develops lessons that can challenge the advanced, but mold to those who may be on a lower level. This also means that the instructional goals and materials needed are flexible.

Accommodations are made for the children who are on a lower level so that they can participate in maximizing their learning abilities rather than modifying the curriculum which would lessen their learning content.

Examples include:
Ø  Recording a lesson for the lower level students so that they can view it again.
Ø  Using malleable digital media that can be transformed, linked, networked or customized for each level learner.
Ø  Use print bound materials displayed in different ways including on a screen, animation, sound and pictures


Tech Tool 10.1
Extra Large and Online Calculators

This tech tool discusses how calculators can be used in day to day mathematics with children. Calculators (specifically the extra-large calculator are often used for a fun and inviting way to teach addition, subtraction, division, and multiplication. It is also used to discuss place value which is an important lesson to learn. This tool is great for visually impaired or those with difficulty using fine motor skills. Additionally older students can access online calculators to do more complex math equations.

I find this interesting and useful.  I was unaware of the online calculator that can due more scientific equations. I think it is a great link to technology for learning.


 This chapter discusses how technology can be integrated for all students and can implement both the formal and informal teaching environment. Each student learn differently and at different paces by incorporating meaningful and different learning aspects children will be able to engage more and absorb the curriculum in different ways. Teachers are responsible for designing and redesigning the needs of the students.

 Assistive technologies create extraordinary experiences for the learning impaired as well as work as a teaching tool for others. However, to fully support positive learning the teacher must also be involved and interact. The object of these technologies is to make materials more accessible for the students.

 Other technologies that can be used to benefit the learning environment are the electronic speller, dictionary, speech recognition software, test reading software, interactive storybooks, and writing process programs.

 I like all of the information presented. I feel it would be a great asset for a classroom. It also meets the needs of children with exceptionalities.  

Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.

Wednesday, October 30, 2013

Journal Post #9

Journal Entry Post #9

Creating and Sharing Information with Multimedia Technologies

Focus Question #2:  How can teachers create PowerPoint presentations for maximum teaching potential and learning impact?

Teachers can present a PowerPoint to express a multimodal learning environment. In order to present for impact the teacher must consider meaningful and visual presentation. Presentations need to be pulled together with the audience in mind as well as what content he or she would like the audience to learn or take away from the presentation. Two kinds of PowerPoints are most frequently viewed by digital projectors and whiteboards. Whiteboards encourage more of an interactive environment whereas digital projectors do not. However, if the teacher utilizes videos, graphs etc... within the presentation they will be initiating visual pleasure which will have the audience more involved. Tips for a great PowerPoint include: Visual text to generate class discussion, visual analysis of discussion topics, display writing topics, use each slide as an attention getter and developing games within the PowerPoint.

Tech Tool 9.1

Visual Learning with Digital Projectors and Interactive Whiteboards

Digital Projectors

Digital Projectors allow for a single desktop to be presented on a large screen for viewing by the entire class. This is used for many PowerPoint presentations. This kind of presentation allows for still or moving screens. Thus meaning that whatever website or presentation the teacher has on her computer can be presented to the class as a whole. This is great for teaching children in unity versus individually teaching on each PC. Depending on the grade taught it can be used to teach how to navigate a website, watch a video or simply lecture on a specific subject.

Interactive Whiteboards

Interactive Whiteboards allow for a teacher to do what digital projectors do only with accessibility to add class notes or symbols on the screen for children to add additional learning tools. Also with interactive whiteboards teachers can include games and activities for children to participate in to change the dimensions of the classroom environment.


This chapter describes ways to incorporate technology through more interactive sources. It describes in depth the uses of PowerPoints, videos, digital photos and pocasts. Children have many opportunities with today’s technology to experience a more hands-on type of learning. This incorporates use of hearing and visually learning educational lessons. It also discusses how the use of multimedia and multimodal learning makes for a more meaningful and memorable learning experience.

Wednesday, October 16, 2013

Journal Post #8

Chapter 8-Communicating and Networking with Websites, Blogs, Wikis, and More

Focus Question #4 How can teachers use wikis to promote collaborative learning?
Wiki’s create a great collaborative and interactive activity for students. Wiki’s also give technology a meaningful integration into the classroom, allow students and colleagues to interact, allow creative written expression and allows for feedback. Students are able to work together with wikis which allows for a collaborative learning environment. This has students working in a more socially as well.
Students can work off of others to successfully build portions of the wiki since a wiki is developed by multiple computer users.

Tech Tool 8.2 Posting and Publishing With Digital Image Scanners
I found this tech tool very exciting. It is a device in which hand written or drawn items can be scanned onto a digital format. This is especially useful for classrooms that want to express work on classroom media sources such as class websites or wikis. This is a great idea to create a portfolio for classwork done both by hand and through technology. We have something very similar out the YMCA that we use during our summer programs when we are doing our educational component. We do not have access to multiple computers or computer labs so we often scan the works so that we can save them for our camp portfolio.

This chapter is a great resource chapter. It discusses how many different technologies can be integrated into the classroom to explore meaningful learning experiences in creative was to keep the kids engaged. I am a huge fan of emailing to parents to assure that they are receiving information promptly. With children emails work, but I feel that it would be most successful with older children. Blogs can be used for many different things. Blogs are good because it is an open resource for children to explore for learning efficiencies. Active learning blogs are also a great tool. I am excited to learn how to create a wiki in this class. I feel that it would be a great tool to add within some of my current extension programs.

Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.

Wednesday, October 9, 2013

Journal Post #7

Journal Post #7

Problem Solving and Inquiry Learning with Software and Web Tools

Focus Question # 4  How can teachers use computer games and simulations as learning resources?

Teachers using computer games or simulations must first choose developmentally appropriate learning tools that fit the students and the concepts to be taught. These activities come in many forms including web-based games, CD-ROM, software and through gaming systems. As we know our culture has changed and technology based gaming/learning has become an on-going debate with mixed feelings. It is important that the teacher also recognize this and incorporates their classroom with opportunities to learn through computers.

Learning through computer games and simulations in the classroom has many resources available. Skill-learning games are developed to teach specific subject and content. The “House” series games, Kid Pix and Google Earth are among the more exploration type games. Children tend to be focused and get involved with innovative problem solving through computer educational computer games.

Many different options are available and teachers must seek the best opportunities for their children to succeed.


Tech Tool 7.2

A Math Learning Game-Zoombinis Logical Journey

This Tech Tool describes a game website that allows children to problem solve throughout the game to analyze what should happen next. This game doesn’t specify right or wrong answers but makes the children think/problem solve through situational analysis. I tried to explore the website offered but wasn’t able to access therefore I do not have a personal hands on experience. However it appears that the children would be absorbed into the game to accomplish obstacles and puzzles to succeed.

This is different from the typical games that would offer questions or specific skill repetition. This tech tool describes algebraic learning through problem solving. It has also been designed for group accomplishment.

Summary Chapter 7

This chapter is an overview of the many different options available to incorporate educational activities via computer. It also highlights both negative and positive thoughts on this subject. I believe that educational technologies are essential as our culture has changed tremendously over the years and most children have or have had some sort of exposure. I am not a fan of gaming station games as many are violent. I too believe that children are desensitized to common world violence do to many of the gaming station games available.

This chapter gives many specific ways to involve games into your lessons and resources of specific games available. Collier County Public Schools (local district) like many school districts, has installed specific software on all school computers that allows teachers direct access for the students. I like that children have the opportunity daily to experience learning that is interactive.


Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.


Wednesday, October 2, 2013

Journal Entry #6

Journal Entry #6

Chapter 6


Focus Question: What are WebQuests and virtual fieldtrips?


A WebQuest is online inquires by students that are guided by teachers. WebQuests allow students to search from web resource to web resource through an electronic tour of a specific subject. Teachers pre-identify specific resources and the students can explore and investigate to learn materials. Steps to designing a WebQuest:

·         Set the stage: Introduction to topic

·         Task: What is the expectation of the WebQuest

·         Process: Step by step instructions to follow

·         Evaluation: How the materials will be assessed

·         Conclusion: What is the summary or key understandings of the quest.

Considerations must also be taken to assure the proper learning elements are being met.

·         Who is the audience and will they be able to successfully do the quest?

·         What is the goal lesson to teach?

·         How will different skill levels adapt?

·         Is technology integrated seamlessly into assignment.


A virtual fieldtrip is exactly that. Children can visit places without even leaving their classroom. Some destinations have set up interactive web based virtual tours of their locations. This allows students to have a memorable experience to connect learning. They are able to explore the building and findings just as if they were there. Students receive a face to face conversation via the computer on these trips. It has been proven that children who experienced virtual fieldtrips performed better and understood the content better than traditional teaching.

Tech Tool 6.3

An interactive online fieldtrip: The Cave of Chauvet-Pont-D’Arc

I found this tech tool very interesting. I think that virtual fieldtrips are very innovative and are a great idea for teaching about our history and learning about cultures around the world. It is unrealistic to be able to physically take trips regularly, but with virtual fieldtrips students get “out of the box” teaching and are able to relate to what they are learning on a completely different level versus traditional classroom teaching. I love the idea of having options too. The class can take the “trip” together or individually depending on computer portals available.

I visited this cave on a trip and found it to be very interesting the only thing I think that would have made it more exciting was if it had sound to follow with the pictures.


This chapter discussed information management and describes many different electronic resources to utilize to stay organized. Online tools for bookmarking, setting alerts etc.. were explained and listed as resources. WebQuests, WebGardens, and virtual tours are really innovative ways to get students to be engaged. I particularly liked this section and have already thought about how to incorporate these ideas into our school-age program. I learned that there are 6 major types of educational websites and enjoyed reviewing the many examples of lesson plans that were posted.

This chapter was full of resources for lesson planning!


Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.