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.

WebQuest

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.

Teacher Website

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.

Wiki

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!



Resources:

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

"Exploration Florida." : Introduction. N.p., n.d. Web. 4 Dec. 2013.< http://questgarden.com/163/12/1/131015172346

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.

"Ms. Pepper's Class - Home." Ms. Pepper's Class. N.p., n.d. Web. 4 Dec. 2013. <http://spepper08.weebly.com/>.

 

 

 

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.

Summary

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.

 

Resources:
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.

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.

 Summary

 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.  

Resources:
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.

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.

Summary

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.

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.

Summary

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.

Resources:
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.

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.

 

Resources:
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.

 

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.

 

Summary:

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!

 

Resources:
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.

Journal Entry #5

Chapter 5

Journal Entry #5

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

A search engine is a resource used to retrieve information off the web. It is a software program that was developed to search information regarding a particular subject or topic. When visiting a search engine such as Google or Ask you are prompted to input keywords or phrases referencing the topic you’d like to research. After entering, the search engine quickly accesses multiple hyperlinks for you to choose from. It is important though to have multiple search keywords or phrases to properly find the information in which is useful to you. It is also important that the resources in which are providing the information are trustworthy.

Search engines such as the most commonly used (Google, Ask, Yahoo!, AOL, etc..) are used best for general searches however there are many more search engines available for more specialized searching. For example WebQuest has multiple resources tailored specifically for academic purposes and grades wanted. I explored this search engine and it appears to have different subjects in which teachers can choose from. To find other specialized search engines you can go to www.search-engines-2.com. 

 

Tech Tool 5.2 Customizing your web browser with iGoogle

This tech tool is very interesting. I love how you can pick and choose what your screen looks like. It adds easily accessible resources at your fingertips. I actually created my own iGoogle page. I was able to put things on the page that pertain to my style and interests. I was able to create a background and customize it easily.

Browsing through the options and gadgets available for iGoogle was endless. A teacher could specify what gadgets benefit the class and add some for personal enjoyment. This also retrieves information that is wanted quickly and efficiently.

I would recommend this as it allows for organization and personalization for your Google home page. I did notice that you must have a gmail account to use this process though.

 

Summary

This chapter thoroughly explains necessary components to searching for information via the computer, evaluating the materials and how to use them. I found the Google for Educators suite very useful in this chapter as it offers many different options that can be incorporate into technology teaching. Google search, Google Earth, Maps, and Blogger are among some of the most popular. This chapter also explains in detail how to teach children to search on the web. It discusses search engines in depth by explaining how they work and how to actually search. I learned that there are three ways to search on a search engine; Free-Text Speech, Keywords, and the Boolean search.

I found the five criteria for evaluating web based information extremely useful as now I am using that in my daily work as well. (Acurracy, Authority, Objectivity, Currency, and Coverage).

When searching the web rather it’s through search engines or planning websites it is important that not only the teacher use the materials selectively but the student must do the same. When assigning web based research the seven ways to combat plagiarism must be considered.

In conclusion, I found this to be a very informative chapter that teaches incorporation of technology searches.

Resources:
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.

Journal Entry #4

Journal Entry #4

Focus Question: How can teachers integrate technology into their work as educators?

Integrating technology depends on how the teacher builds it into all aspects of their work. A teacher can use technology for many different areas of their position. It is however up to the teacher how they do this. Using technology in the classroom is divided into three main areas:

1.       Inside the classroom teaching tools- The teacher uses technology to present academic material and create interactive experiences for the children in the classroom.

2.       Outside the classroom professional resources- This when the teacher uses technology for professional administrative work.

3.       Inside and outside the classroom- The teacher asks the students to use interactive technology inside the classroom and outside of school.

Of course, teacher mindset and availability of resources does play a part with integrating use of technology. If the teacher is not trained or isn’t comfortable with the use of new ideas and classroom changes they may not be willing to participate and if adequate materials are not available then it may be difficult to integrate such new technologies.

With technology integration teachers are no longer bound to a text book or to a prepackaged curriculum. They can utilize web tools, diagrams, graphs, digital media, and online games. They also have capability to monitor success and record keeping among students. I know that a lot of the teachers I work with regularly also utilize school-home communications through blogs or emails.

Computers have become a textbook, a library, a learning environment, a teaching tool, and an office accessible from almost anywhere.

Ultimately, I feel that teachers with the proper training, patience, and confidence would greatly benefit from a classroom infused with technology. I think that now locally our district is between inclusion and infusion of technology but is quickly changing. It would be interesting to see where our local teachers score on the integration rubric.

Tech Tool 4.1

I explored both the Edutopia and NETS-T websites listed in this teaching tool resource for integrating technology in the classroom. I found both to be excellent resources with valuable information and ideas of how we can infuse technology. Although it is true that technology can seem overwhelming if prepared and given the proper tools to use such as the websites listed here the transition should be virtually seamless. 

Summary

This chapter not only discussed how teachers must build technology into their classrooms but also shared different ways it may be incorporated even with few resources available. It’s not the number of computers you have its how you use them. This is especially true in socio-economic schools. Lack of resources just means that the teacher must be more creative. Whether the teacher chooses a rotation schedule, group work, or uses for classroom and administrative duties, it is all in how innovative she is to infuse technology. Some lessons can carry over into the home or personal devices too. This lesson also states that there is no real “cookie cutter” way to integrate technology.

Resources:
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.  

Journal Entry #3

Chapter 3

Journal Entry #3

Focus Question #1: What is meant by “lesson development using technology”?

Lesson development refers to all activities that teachers use to create, teach, and evaluate students. Three questions are focused on when creating a lesson.

1.       What academic content will be taught

2.       How will the content , goals, methods be taught.

3.       What form of measurement will be used to evaluate what the students have learned?

Lesson development using technology is up to the teacher to decide which electronic resources he/she uses to meet the above topic areas. Each teacher must follow the guidelines put forward by their district or state curriculum framework but details of how to execute the required topic is typically up to the teacher. The teacher must decide how to explore or explain the topic area. The internet is a great resource to find such resources. The teacher must also decide which methods and instructional strategies they would like to use. After this, they can develop how to incorporate technology into the plan. Many teachers may use support for presentation software, web-based tools, wikis, interactive software, and other assertive technologies. Teachers can also use different technology based software for assessments and grade keeping.

Tech Tool 3.1

I love that teachers have places that they can absorb new ideas to integrate into their plans. This is a great way to give teachers the opportunity to be innovative and unique in their teaching. Even for the “seasoned” teacher these website portals can spark new ideas and creativity into their thought process. Sometimes I feel that with any job we can become dull. Learning new things and having new ideas available for us to think “outside the box” keeps us fresh and excited about new things. Reading this book I am learning that there are endless resources available to keep the classroom fun and exciting.

Summary

This Chapter explains the use of technology resources within lesson plans and different examples of evaluating/assessing children. Lesson development using technology is up to the teacher to decide which electronic resources he/she uses to meet topic areas. Now knowing from reading Tech Tool 3.1, I feel it is wonderful that teachers due get some freedom explore topic areas for creative planning. Also, I was shocked at all the different assessment tools used in within schools. When I was in school I feel that most of the assessment tools were multiple choice tests and exams. I like the method of observing through performance-based assessments this way children have an opportunity to really incorporate what they have learned first hand.  

Photo by Ryan M

I feel that after reading this chapter that I truly could imagine not using technology in some form within the classroom. Not only is it an exciting and innovative to keep the children interacted, it also allows for simplicity of tracking progress, and retrieving or sharing ideas among teachers. 

Journal Entry #2

Chapter 2

Journal Entry #2

Focus Question: How do students use technology for learning visually?

Teachers can enhance learning and visual experiments through technology. With technology the teachers and incorporate online simulations, experiments, presentations, data analysis, video clips and digitized sources of graphs and charts. This is a different visual learning experience from the static words and pictures used in the past. Visual technology offers multidimensional ways of seeing the world.

Visual learning involves giving students the skills needed to critically read color and form and assess the many types of visual presentations they will encounter in school and in society. This includes pictures, images, charts, and diagrams.

Interactive visualizations are also a great teaching tool. Children can explore through digital technologies to learn more about a particular subject. Also, with visual technologies children are able to capture the past, present and future.

Tech Tool 2.4

This Tech tool has given me a lot of incite regarding the resources available to explore in technology. The opportunities for feedback within these links are amazing. I feel that these links are really great for the student to have an opportunity to explore on their own and have the availability of feedback.

These links, particularly the educational ones allow for interactive independent experiences for the children.

Photo courtesy of Matt Koltermann 

Summary

Technology in the classroom has many different components to consider. Technology can be used either teacher or student led and in a variety of settings such as group learning or individual. It has been researched that technology is a way to bring a dynamic approach to teaching verses the “flat” approach previously used. The five components to transforming learning with unique, powerful technology are: visual learning, information research and retrieval, collaborative activities, feedback and expressing creativity; these areas breakdown the areas of learning. Each of these areas is key to developing the use of technology in the class.

I enjoyed the creative expressions portion of the chapter. I feel is so important to keep children creative and continue to let them grow creatively. Being creative through the use of computers can allow for art, poetry, creative writing, and design. I feel it brings a new excitement from the paper and pen.

Journal Post #1

Focus Question Chapter 1: How do new technologies create new opportunities for teaching and learning?

Technology in the classroom lends itself to innovative experiences to capture today’s youth. Many of our youth are subjected to many different technology means such as television, cell phones, internet, and hand held devices. Children are becoming accustomed to technology and have most likely had personal experiences with some form of technology. Technology in the classroom can be expanded not only for the benefits of the students but also the teacher. The teacher is able to generate spreadsheets and format teaching tools to better track and monitor the success of the children. Data collection is very important to access the students’ progress and to view best teaching styles for each individual child. For children the teachers are able to access programs that can be focused on a specific unit, or skill needed for either individual or group use. Engagement of each student is a key to learning specific topics. The more engaged a child is with interactive technology or group work the more a child will learn verses memorize. Memorization was a way of the past but with technologies children have opportunity to experiment through trial and error as well as have direct engagement with their learning environment. Overall, technology allows teachers to create more lively and inspiring teaching situations which makes it easier for students of all backgrounds, possessing different levels and interests capture the curriculum through divergent learning styles. Thus said, it is important that the district of school fully support these innovative teaching styles.

Teaching Tool 1.1 

I found this teaching tool extremely on key. Having experienced both the “bag lady” approach and the potable flash drive approach, I fully understand the necessity of being able to be portable within your profession. I understand that moments will occur frequently when information must be accessed outside of the work day. I have both a laptop and a flash drive that is used daily and is considered just as important of my cellphone for communication. I currently think that the laptop is most important as a flash drive is only useful if you have a computer on hand. Again though, having a source of backup is important in the event of a computer crash.

Summary Chapter 1

Technology in the classroom is a great approach to connecting teachers and students together while giving new learning opportunities. Engaging activities and new learning styles to fit all backgrounds and inquiry based learning are intertwined for the benefits of both the teachers and students. It is important though, that teachers are willing to take on new challenges and that the needed technology materials can be made available to each student. Barriers consist of lack of school bought materials/machines/software, digital disconnect of students outside the school day and fear or lack of technology fluency of the teacher. The e-teacher which uses the Web 2.0 tools will be able to connect to his/her students in a more engaging way.