I had so many “Aha!” moments this semester that I know I will inadvertently leave some unmentioned. Technology skills are not my strong point but that is mainly because I never have made the time to learn some of the skills. This ETEC 524 course pulled me from my comfort zone and embarked me on learning how to use many Web 2.0 tools.
One “Aha!” moment was creating my first blog. The edit page is so similar to a MicroSoft Word document with some of the same tools, so that helped me feel a little inkling of familiarity with creating a post.
I also had an “Aha!” moment when I posted content on our class wiki. I especially was enlightened on linking items to the different pages. Linking has been an ongoing issue for me, but this experience helped me make some progress.
Another “Aha!” moment was using the Jing application. I had seen Dr. Wickersham use these in presenting lesson overviews, but now it was my turn. The thought of hearing my own voice petrified me! After about 20 redos, I finally got the Jing to sound and navigate to my satisfaction. It certainly made me conscientious of articulation and fluency. But the end product made me feel very good about myself and I gained another level of confidence using technology.
The philosophy statement was a strong “Aha!” moment. I did not realize how traditional and out-of-date some of my teaching ideas are. Once I began to grasp the Web 2.0 technologies and their value in the learning environment, I began to change the way I teach and the way I plan lessons.
I think my biggest “Aha!” moment was when I realized early in the course that “I CAN” become skilled in using technology. Technology is approachable and doable even for someone as tech unsavvy as me. My husband has been amazed at some of the technologies I have learned and that I am using with ease. I think the best way to get familiar with technology is to get your hands on it and play with it. I learn best through discovery.
This journey has been full of “Aha!s” but I am now more technologically skilled than when I began this course. That’s progress for me! Now it is time to use and share what I know with students, teachers, and anyone else who wants to learn more about technology.
Sunday, March 14, 2010
Saturday, March 6, 2010
Week 7 Technology Lesson Plan: Animoto
This week's assignment was to develop a lesson plan using some of the technologies from iGoogle and eLearning. I revisited the iGoogle and eLearning sites to review myself on the mutitude of available technologies. Then I made a list of the ones that interested me, and ones that I thought would interest high school level students. I finally made the decision to develop the learning objective on animating a selected Taysha book or a banned book. I chose the Taysha category because I recently read the book entitled Shift by Jennifer Bradbury which made the 2009 Taysha reading list, and I was impressed by this author's first published book. I chose the banned book category because I thought that would whet the appetite of reluctant readers - you know: like "forbidden fruit".
My rationale for using Animoto is that high school students are enthusiastic about movie trailers which draw them to go see the movie. Therefore, a book trailer should have the same affect - it should draw the student to read the book. I also know that teenagers love to Google so I saw using Google Books and Google Search to locate the appropriate book for the book trailer would be the perfect search tools. Teenagers also LOVE to text and chat online, so students would be excited about sharing books with each other if they paired up on the Voice & Video Chat application at Google. Then evaluating and posting the partner's book chat, as well as their own trailer and reflection onto their individual blogs would provide accountabiltity in a positive way and in sharing environment.
I have many expectations for learning outcomes. In my tech plan I will be using Jing to present part of the lesson. This is a new experience for me as I have only used the Jing tool once. I have also used Animoto only twice so I am certainly no expert with this technology either. As far as the students are concerned, I know that few if any of the students in my district have ever created a book trailer. They have seen one that the librarian recently published, but this lesson will provide the opportunity for the student to design the trailer. I also think that students are familiar with Google applications, but the only one they use on a regular basis are the search tools. The Voice & Video Chat will be a new and entertaining experience for them. In summary, this technology lesson will be a learning experience for the instructor and the student which I think is the most stimulating kind of lesson.
I am certainly viewing my instruction very differently now than from the start of this course. I had NO idea that there were so many Web 2.0 technologies out there. I basically associated Web 2.0 with wikis, blogs, and facebook. Truely I am excited to know that I CAN use more digital tools in my classroom to enhance teaching and learning simultaneously. I am also learning to get out of my "comfort zone" and get my hands on these digital devices (no fear), and just play with them - trial and error - until I teach myself to use them productively.
My rationale for using Animoto is that high school students are enthusiastic about movie trailers which draw them to go see the movie. Therefore, a book trailer should have the same affect - it should draw the student to read the book. I also know that teenagers love to Google so I saw using Google Books and Google Search to locate the appropriate book for the book trailer would be the perfect search tools. Teenagers also LOVE to text and chat online, so students would be excited about sharing books with each other if they paired up on the Voice & Video Chat application at Google. Then evaluating and posting the partner's book chat, as well as their own trailer and reflection onto their individual blogs would provide accountabiltity in a positive way and in sharing environment.
I have many expectations for learning outcomes. In my tech plan I will be using Jing to present part of the lesson. This is a new experience for me as I have only used the Jing tool once. I have also used Animoto only twice so I am certainly no expert with this technology either. As far as the students are concerned, I know that few if any of the students in my district have ever created a book trailer. They have seen one that the librarian recently published, but this lesson will provide the opportunity for the student to design the trailer. I also think that students are familiar with Google applications, but the only one they use on a regular basis are the search tools. The Voice & Video Chat will be a new and entertaining experience for them. In summary, this technology lesson will be a learning experience for the instructor and the student which I think is the most stimulating kind of lesson.
I am certainly viewing my instruction very differently now than from the start of this course. I had NO idea that there were so many Web 2.0 technologies out there. I basically associated Web 2.0 with wikis, blogs, and facebook. Truely I am excited to know that I CAN use more digital tools in my classroom to enhance teaching and learning simultaneously. I am also learning to get out of my "comfort zone" and get my hands on these digital devices (no fear), and just play with them - trial and error - until I teach myself to use them productively.
Saturday, February 27, 2010
Week 6 - Podcasts
The implications of using podcasts and other tools to facilitate interactions and critical thinking are numerous. Podcasts allow instructors to present information in a different format and in a format that engages the learner more than traditional formats. Podcasts also enable instructors and learners to access current information using RSS feeds and MP3 players to receive these feeds. Podcasts help us to stay in touch with the global community and what is happening in the world. I also believe that Podcasts encourage higher order thinking as well as social interaction. Not only does the instructor get to present information on these tools, but the student has that opportunity also. Students can learn from each other with these new Web 2.0 technologies.
What prevents us from making the changes and crossing over to embrace these new technologies is our own mindset, a lack of training, and money. I feel that there are some people – especially in education- who just want to teach the traditional way because that is the way it has always been done. They have a mind set that they are not going to change their teaching methods. There are other people who are willing to use these new technology tools but they feel intimidated because they just do not know how to use them. They need the time to learn but they also need someone comfortable with these technologies to train them. The last and most obvious reason for not changing to use these technologies is money. I feel that a majority of school districts do not have the budgets to purchase the technologies necessary to stay abreast of a progressive world. Purchasing electronic equipment is expensive. Add to that the attempt to provide enough for one-to-one student usage, plus the maintenance costs, and the expenses snowball.
If I could wave a magic wand, every student would have a laptop computer to use at school and to carry home. Each student would also have an Ipod with access to electronic textbooks, EBSCO K-12 Databases, and access to instructors’ websites. Every teacher would have an interactive whiteboard in the classroom, and the library and computer lab would also have one. In fact, every classroom would look more like a computer lab. I would make these changes because I believe every student and every teacher should have individual access to technologies. I currently teach on the middle school campus, and several times in a week, I am wishing that I each of my students were seated at a computer and that I had an interactive whiteboard to enhance teaching and learning. The only time this wish comes true is when I reserve the computer lab for the day – which inconveniences computer classes. It is becoming more of a necessity than a luxury to have one-to-one technology access in each classroom for all students.
What prevents us from making the changes and crossing over to embrace these new technologies is our own mindset, a lack of training, and money. I feel that there are some people – especially in education- who just want to teach the traditional way because that is the way it has always been done. They have a mind set that they are not going to change their teaching methods. There are other people who are willing to use these new technology tools but they feel intimidated because they just do not know how to use them. They need the time to learn but they also need someone comfortable with these technologies to train them. The last and most obvious reason for not changing to use these technologies is money. I feel that a majority of school districts do not have the budgets to purchase the technologies necessary to stay abreast of a progressive world. Purchasing electronic equipment is expensive. Add to that the attempt to provide enough for one-to-one student usage, plus the maintenance costs, and the expenses snowball.
If I could wave a magic wand, every student would have a laptop computer to use at school and to carry home. Each student would also have an Ipod with access to electronic textbooks, EBSCO K-12 Databases, and access to instructors’ websites. Every teacher would have an interactive whiteboard in the classroom, and the library and computer lab would also have one. In fact, every classroom would look more like a computer lab. I would make these changes because I believe every student and every teacher should have individual access to technologies. I currently teach on the middle school campus, and several times in a week, I am wishing that I each of my students were seated at a computer and that I had an interactive whiteboard to enhance teaching and learning. The only time this wish comes true is when I reserve the computer lab for the day – which inconveniences computer classes. It is becoming more of a necessity than a luxury to have one-to-one technology access in each classroom for all students.
Saturday, February 20, 2010
Week #5 - Wikis
PURPOSE FOR WIKI
Creating my own wiki is unchartered waters for me so I was a little uncertain of what purpose I wanted to achieve. I brainstormed ideas and jotted them down in list format. The very last idea that came to me was the one I selected for my wiki, and one I thought would be helpful to others. The purpose of my wiki is to allow others to list educational and entertaining game sites for teachers and librarians to use with students. My thinking on this is that students of all ages love to play games on the computer. Why not have a site of educational games that are also stimulating so that teachers and librarians can use them for enrichment or for tutorials? I realize that the success of using these games depends on the technology situation at each school district - some districts have adequate supply of computers whereas other districts do not. But I hope that this site will become a quick, handy reference for educators to find the games that support their subject content and grade levels; and that will keep students entertained and engaged. In other words: "Edutainment".
ADVANTAGES OF WIKIS
*One advantage of using wikis is for easy communication. As seen on the "Wikis in Plain English" video, it is much easier to communicate with a group of people via wiki as compared to email.
*Another advantage is the simple steps involed in working a wiki. Just 1,2,3 = edit, write, save. Click "edit", write your information, and then click "save".
*A third advantage of wikis is that they are public for others in the cyber world to enjoy and share input.
*A fourth advantage is that users can access the wiki from any location in the world as long as they have the Internet.
*A fifth advantage is that users can experience a sense of pride in authoring the information they publish on the wiki.
DISADVANTAGES OF WIKIS
*I think the biggest - and most nerve racking- disadvantage of using wikis is the fact that one can inadvertly edit or even DELETE another's input. That is a scary thought. I sometimes use the touch pad on my laptop and it is very sensitive. I have to be very careful to scroll around information on the wiki rather than across it = or I might accidently delete some important information.
*Another disadvantage is that the public access that wikis allow can open the door to inappropriate language or content. As a result, the wiki requires authorization.
*A third disadvantage is the time required to stucture the content and collaborate with others in an organized manner. This takes some careful planning.
*A fourth disadvantage is that wikis can present biased information. Although this can be avoided, sometimes the group of people sharing information may have the same thoughts and convictions about issues published on the wiki.
ARE WIKIS ENGAGING?
Thinking back to the article about digital natives, I think the wiki is a tool that needs to be used in the classroom because it is a current technology. However, as is true with any teaching tool or method, how one uses the wiki will determine if it will engage the learner. The wiki could be boring and hum drum if not used to its potential. It could also be a very stimulating and productive tool in the hands of someone who is immaginative and creative. You get out of it what you put into it. Yes, I do think wikis have the potential to engage the learner.
OTHER WEB 2.0 TOOLS TO EXPLORE
The sky seems to be the limit on Web 2.0 tools. I would love to explore animation more. I have created a book trailer but I need more practice at it. Designing book trailers in Animoto would be beneficial in my future library.
I would also like to experience with vlogging. I am a little apprenhensive about putting my face and voice on a video, but I think it would be fun.
Along with that I would like to learn video editing. I have seen a "how to" video but I need to do more of a hands-on training.
I am intrigued with virtual learning worlds using avatars, but I have no experience with this at all. I have heard that users get addicted easily but I would just like to start small. A good start for me would be creating an avatar for my blog. I have not done so because I did not like the mees site asking for my birthdate year. I just don't like to give out information that I feel is unnecessary.
I have just recently started using RSS. I am still new to this but I'm learning. There are so many other interesting Web 2.0 tools I would like to master, I just have to take a few at a time.
Creating my own wiki is unchartered waters for me so I was a little uncertain of what purpose I wanted to achieve. I brainstormed ideas and jotted them down in list format. The very last idea that came to me was the one I selected for my wiki, and one I thought would be helpful to others. The purpose of my wiki is to allow others to list educational and entertaining game sites for teachers and librarians to use with students. My thinking on this is that students of all ages love to play games on the computer. Why not have a site of educational games that are also stimulating so that teachers and librarians can use them for enrichment or for tutorials? I realize that the success of using these games depends on the technology situation at each school district - some districts have adequate supply of computers whereas other districts do not. But I hope that this site will become a quick, handy reference for educators to find the games that support their subject content and grade levels; and that will keep students entertained and engaged. In other words: "Edutainment".
ADVANTAGES OF WIKIS
*One advantage of using wikis is for easy communication. As seen on the "Wikis in Plain English" video, it is much easier to communicate with a group of people via wiki as compared to email.
*Another advantage is the simple steps involed in working a wiki. Just 1,2,3 = edit, write, save. Click "edit", write your information, and then click "save".
*A third advantage of wikis is that they are public for others in the cyber world to enjoy and share input.
*A fourth advantage is that users can access the wiki from any location in the world as long as they have the Internet.
*A fifth advantage is that users can experience a sense of pride in authoring the information they publish on the wiki.
DISADVANTAGES OF WIKIS
*I think the biggest - and most nerve racking- disadvantage of using wikis is the fact that one can inadvertly edit or even DELETE another's input. That is a scary thought. I sometimes use the touch pad on my laptop and it is very sensitive. I have to be very careful to scroll around information on the wiki rather than across it = or I might accidently delete some important information.
*Another disadvantage is that the public access that wikis allow can open the door to inappropriate language or content. As a result, the wiki requires authorization.
*A third disadvantage is the time required to stucture the content and collaborate with others in an organized manner. This takes some careful planning.
*A fourth disadvantage is that wikis can present biased information. Although this can be avoided, sometimes the group of people sharing information may have the same thoughts and convictions about issues published on the wiki.
ARE WIKIS ENGAGING?
Thinking back to the article about digital natives, I think the wiki is a tool that needs to be used in the classroom because it is a current technology. However, as is true with any teaching tool or method, how one uses the wiki will determine if it will engage the learner. The wiki could be boring and hum drum if not used to its potential. It could also be a very stimulating and productive tool in the hands of someone who is immaginative and creative. You get out of it what you put into it. Yes, I do think wikis have the potential to engage the learner.
OTHER WEB 2.0 TOOLS TO EXPLORE
The sky seems to be the limit on Web 2.0 tools. I would love to explore animation more. I have created a book trailer but I need more practice at it. Designing book trailers in Animoto would be beneficial in my future library.
I would also like to experience with vlogging. I am a little apprenhensive about putting my face and voice on a video, but I think it would be fun.
Along with that I would like to learn video editing. I have seen a "how to" video but I need to do more of a hands-on training.
I am intrigued with virtual learning worlds using avatars, but I have no experience with this at all. I have heard that users get addicted easily but I would just like to start small. A good start for me would be creating an avatar for my blog. I have not done so because I did not like the mees site asking for my birthdate year. I just don't like to give out information that I feel is unnecessary.
I have just recently started using RSS. I am still new to this but I'm learning. There are so many other interesting Web 2.0 tools I would like to master, I just have to take a few at a time.
Sunday, February 14, 2010
Week #4 - Assessments (Portfolios)
Blog Reflection #4 - Week 4
ASSESSMENTS
I am always interested in assessment. I believe it is imperative that the assessment align with the content of the instruction and with the activities that go with the instruction. I have seen assessments in my teaching career that I felt did not align with instruction. Sometimes I find myself designing the assessment and then going back to build the lesson. Then after I build the lesson, I go back and revisit the assessment to revise if needed. It’s just a toggle back and forth of revisits until it all comes together.
ASSESSMENT FOR LEARNING (AFL)
All 10 of the assessment for learning tenets were valuable – it was hard to choose. I finally settled on #6 and #8.
Number 6 states: AFL should take account of the importance of (and foster) learner motivation. I am of the opinion that assessment should include some activity that stimulates the learner to apply what he/she has learned. The assessment should trigger the student to discover what his convictions are, or to express new learning with care, choosing the words carefully to say what he means and mean what he says. These actions should become the way the student approaches all assessments, improving higher thinking skills and written expression along the way.
Number 8 states: AFL develops learners’ capacity for self-assessment so that they can become reflective and self-managing. This tenet reminds me of rubrics. Until a few years ago I did not even know what a rubric was, but when I discovered them and realized that I could create my own – it was a whole new world. I think the rubric directs the student to evaluate his own product before he turns it in. The rubric enables the student to reflect on the assigned work, and revise, add to, or correct where needed. The student self-manages the assignment without even realizing it. Then he is able to reflect on his work and bring it to one of the levels stated on the rubric. He knows what the expectations are for each level so he has an idea of which ones he met and what his assessment results will be – no surprises. As a student myself, I find the rubric to be a very significant evaluation instrument for the student and an equally significant grading instrument for the teacher.
POTENTIAL FOR PORTFOLIO ASSESSMENT
I see well-founded potential for the use of the portfolio as an assessment tool. All the information I have read in our class notes about portfolios prove that they cover all 10 of the Assessment for Learning principles. I think it would be difficult to find an assessment that covers ALL of these principles. Besides, portfolios have been used for years. I have used them in my classroom and I have created my own in college courses. The beauty is that now portfolios can be done electronically and can have a more professional appearance. The electronic portfolios are FREE to design compared with the former print ones, where one had to go purchase a binder, dividers, see-through sleeves, and any enhancements desired. Also the electronic portfolios have the capability to be published online for anyone and everyone to see. Going public certainly motivates the student to do an exceptional job on building the portfolio! I believe portfolio assessment is a tried and true assessment, and the electronic process adds a more favorable appeal for teacher and student.
EFFECTS ON MY LEARNING
There is no doubt in my mind that the creation and development of my own portfolio will sharpen my technology skills. When I created my portfolio site for this week’s project, I discovered so many new items. I use Google for my email and love it, but I had never visited the Google site. I am very eager to learn how to use the tools I found there. I am confident that as I build my portfolio, I am going to find information “out there” that I did not even know was possible. Creating the portfolio stirs my interest to design an electronic photo album. I have seen several from my friends but now it’s my turn! This portfolio project is opening up new doors for me in the online world. I am being challenged on EVERY side, with every little icon and prompt, but I’m pressing on and I feel so good about myself when I accomplish something that I’ve never done before. Just uploading my concept map successfully made ME feel successful. I have a loooonnnggg way to go, but I have gained more confidence from my tech classes so I’m well on my way to mastering these new technologies. About the time I master one, a new one comes along. That’s technology and it is stimulating.
ASSESSMENTS
I am always interested in assessment. I believe it is imperative that the assessment align with the content of the instruction and with the activities that go with the instruction. I have seen assessments in my teaching career that I felt did not align with instruction. Sometimes I find myself designing the assessment and then going back to build the lesson. Then after I build the lesson, I go back and revisit the assessment to revise if needed. It’s just a toggle back and forth of revisits until it all comes together.
ASSESSMENT FOR LEARNING (AFL)
All 10 of the assessment for learning tenets were valuable – it was hard to choose. I finally settled on #6 and #8.
Number 6 states: AFL should take account of the importance of (and foster) learner motivation. I am of the opinion that assessment should include some activity that stimulates the learner to apply what he/she has learned. The assessment should trigger the student to discover what his convictions are, or to express new learning with care, choosing the words carefully to say what he means and mean what he says. These actions should become the way the student approaches all assessments, improving higher thinking skills and written expression along the way.
Number 8 states: AFL develops learners’ capacity for self-assessment so that they can become reflective and self-managing. This tenet reminds me of rubrics. Until a few years ago I did not even know what a rubric was, but when I discovered them and realized that I could create my own – it was a whole new world. I think the rubric directs the student to evaluate his own product before he turns it in. The rubric enables the student to reflect on the assigned work, and revise, add to, or correct where needed. The student self-manages the assignment without even realizing it. Then he is able to reflect on his work and bring it to one of the levels stated on the rubric. He knows what the expectations are for each level so he has an idea of which ones he met and what his assessment results will be – no surprises. As a student myself, I find the rubric to be a very significant evaluation instrument for the student and an equally significant grading instrument for the teacher.
POTENTIAL FOR PORTFOLIO ASSESSMENT
I see well-founded potential for the use of the portfolio as an assessment tool. All the information I have read in our class notes about portfolios prove that they cover all 10 of the Assessment for Learning principles. I think it would be difficult to find an assessment that covers ALL of these principles. Besides, portfolios have been used for years. I have used them in my classroom and I have created my own in college courses. The beauty is that now portfolios can be done electronically and can have a more professional appearance. The electronic portfolios are FREE to design compared with the former print ones, where one had to go purchase a binder, dividers, see-through sleeves, and any enhancements desired. Also the electronic portfolios have the capability to be published online for anyone and everyone to see. Going public certainly motivates the student to do an exceptional job on building the portfolio! I believe portfolio assessment is a tried and true assessment, and the electronic process adds a more favorable appeal for teacher and student.
EFFECTS ON MY LEARNING
There is no doubt in my mind that the creation and development of my own portfolio will sharpen my technology skills. When I created my portfolio site for this week’s project, I discovered so many new items. I use Google for my email and love it, but I had never visited the Google site. I am very eager to learn how to use the tools I found there. I am confident that as I build my portfolio, I am going to find information “out there” that I did not even know was possible. Creating the portfolio stirs my interest to design an electronic photo album. I have seen several from my friends but now it’s my turn! This portfolio project is opening up new doors for me in the online world. I am being challenged on EVERY side, with every little icon and prompt, but I’m pressing on and I feel so good about myself when I accomplish something that I’ve never done before. Just uploading my concept map successfully made ME feel successful. I have a loooonnnggg way to go, but I have gained more confidence from my tech classes so I’m well on my way to mastering these new technologies. About the time I master one, a new one comes along. That’s technology and it is stimulating.
Saturday, February 6, 2010
Post #3 MAPping and Delicious
MAPping:
I was interested in reading about "MAPping" and evaluating information from web sites. I have come across many a site with my classroom students, as well as during my personal web surfing, that I questioned the validity of the information. MAPping - Meta-Web information, Author, Purpose - provide me with the strategies I need to ensure that the web site information is authentic. This activity is very beneficial to anyone who uses the web to search for information. It was disturbing to read that a site about Martin Luther King could contain such biased and misleading information. Especially when many students do searches on this famous person. I find myself becoming more skeptical about anything I read on the Internet.
I have bookmarked into Delicious the tools from this week's ETEC 524 technology lesson for checking the validity of web sites so that I can use them for future online searching. Three of these tools are Search Engine Watch, Easy Who Is, and Generic Top Level domains listed in Wikipedia. I also made notes from these sites and I noted the link command information to use when checking out the validity of sources. I will pass along this information to my students and my co-workers. I have already informed my husband about these site checks.
I feel that if we don't share with our students how to evaluate sources online, then students will become victimized with erroneous information. We, as educators, must teach students NOT to accept everything they read on the Internet, but to take the time to search out the truth.
Delicious:
I have used Delicious before but I found out some new things in this week's lesson. I learned that I can network with other users and add their bookmarks to my account and; I learned how to make the most of the tags. I tag my bookmarks but this lesson enlightened me that the purpose of tags in to organize my bookmarks - and I need all the organizing I can get!! Now I can find the bookmark I need in a snap! The biggest advantage of this order is that it saves time and frustration. No more scrolling through an endless list to find the bookmark I'm looking for. I also took some bookmarks from Dr. Wickersham, and it was so simple to find the ones I was interested in because her tags were in order. I wanted those sites related to technology and there they were, under the Technology tag. I am currently adding to my collection of bookmarks and I will continue to so that I can use them as future references in my classroom or library. I also appreciate the fact that Delicious is online so I can pull or add bookmarks anywhere, anytime, - a huge convenience for busy educators... or for anyone.
I was interested in reading about "MAPping" and evaluating information from web sites. I have come across many a site with my classroom students, as well as during my personal web surfing, that I questioned the validity of the information. MAPping - Meta-Web information, Author, Purpose - provide me with the strategies I need to ensure that the web site information is authentic. This activity is very beneficial to anyone who uses the web to search for information. It was disturbing to read that a site about Martin Luther King could contain such biased and misleading information. Especially when many students do searches on this famous person. I find myself becoming more skeptical about anything I read on the Internet.
I have bookmarked into Delicious the tools from this week's ETEC 524 technology lesson for checking the validity of web sites so that I can use them for future online searching. Three of these tools are Search Engine Watch, Easy Who Is, and Generic Top Level domains listed in Wikipedia. I also made notes from these sites and I noted the link command information to use when checking out the validity of sources. I will pass along this information to my students and my co-workers. I have already informed my husband about these site checks.
I feel that if we don't share with our students how to evaluate sources online, then students will become victimized with erroneous information. We, as educators, must teach students NOT to accept everything they read on the Internet, but to take the time to search out the truth.
Delicious:
I have used Delicious before but I found out some new things in this week's lesson. I learned that I can network with other users and add their bookmarks to my account and; I learned how to make the most of the tags. I tag my bookmarks but this lesson enlightened me that the purpose of tags in to organize my bookmarks - and I need all the organizing I can get!! Now I can find the bookmark I need in a snap! The biggest advantage of this order is that it saves time and frustration. No more scrolling through an endless list to find the bookmark I'm looking for. I also took some bookmarks from Dr. Wickersham, and it was so simple to find the ones I was interested in because her tags were in order. I wanted those sites related to technology and there they were, under the Technology tag. I am currently adding to my collection of bookmarks and I will continue to so that I can use them as future references in my classroom or library. I also appreciate the fact that Delicious is online so I can pull or add bookmarks anywhere, anytime, - a huge convenience for busy educators... or for anyone.
Saturday, January 30, 2010
Post #2 Reflective Blog
Educational technology to me can be defined as using digital machinery to obtain and share information, and to communicate socially. However, contained in this definition is a vast list of tools such as wikis, podcasting, blogs, cell phone, Ipad, movie maker, book trailers, email, interactive white boards, and the list continues. In this fast paced age of information, there will be a new digital tool tomorrow!
I believe that my philosophy of education lines up pretty evenly alongside my definition of education technology. But I have to admit that my methods of teaching are going to have to adapt to my philosophy and my educational technology definition. I am going to have to kick it up a few notches and train myself to use some of the digital tools there are available.
The two videos Dr. Wickersham presented went right along with the journal articles I've read lately in all three of my classes. I'm hearing the same things over and over. Our world has advanced by leaps and bounds in recent years due to the immergence and progress of technology. We educators need to change our methods of teaching NOW and bring digital technologies into our classrooms on a daily basis. We need to realize the new thinking patterns that students, as digital natives, are applying. Then we need to embrace the digital tools and use them as frequently as possible in instruction. Whether we like it or don't, the world has changed, our students have changed, and we need to adjust to these changes.
I believe that my philosophy of education lines up pretty evenly alongside my definition of education technology. But I have to admit that my methods of teaching are going to have to adapt to my philosophy and my educational technology definition. I am going to have to kick it up a few notches and train myself to use some of the digital tools there are available.
The two videos Dr. Wickersham presented went right along with the journal articles I've read lately in all three of my classes. I'm hearing the same things over and over. Our world has advanced by leaps and bounds in recent years due to the immergence and progress of technology. We educators need to change our methods of teaching NOW and bring digital technologies into our classrooms on a daily basis. We need to realize the new thinking patterns that students, as digital natives, are applying. Then we need to embrace the digital tools and use them as frequently as possible in instruction. Whether we like it or don't, the world has changed, our students have changed, and we need to adjust to these changes.
Sunday, January 24, 2010
Post #1 Educational Technology Philosophy (draft)
Yvonne Trent
ETEC 524
24 January 2010
Educational Technology Philosophy
I am beginning a journey to discover my educational technology philosophy. I have heard of teaching philosophies but I have never put deep thought into evaluating my own. Thus, the journey begins.
When I examine the various philosophical schools of thought, it is difficult to place my thoughts into any one category. I find that my thoughts and beliefs about education blend into at least three schools of thought. I subscribe to Realism because I believe that our educational system needs to return to the basics of reading, writing, arithmetic, and character development. I consider the classroom a home away from home and that developing a student’s character is as important as academics. I also realize there are some Idealistic thoughts in my philosophy because I believe religion and the classics are valuable fields of study for the classroom. The third school of thought I subscribe to is Constructivism. I believe that the prior knowledge a student brings to the classroom is a building block of any new knowledge he/she acquires. I also endorse authentic tasks in a meaningful context for the learning experience.
I see the role of the learner being a communicator in the classroom between other students and the global community. As Alan November says, technology is about information and communication which encourage relationships. In this digital world, there are no limits to a student connecting with another teacher, a parent, a community member, or someone across the ocean, and this communication coming through the Internet.
My role as a teacher is to learn how to use the Internet efficiently so that I can guide the students on how to use the Internet safely and appropriately. My role is to teach and encourage the use of tools such as blogging, video cams, video streaming, Pod casts, Facebook, and any other tools that are available on the Internet. Since this is constantly changing, I need to keep up with the current trends involving the Internet.
My view of teaching is that I am always the student as well as the educator. I MUST stay in touch with what is “out there” in the current stream of information and communication. I also must be willing to learn from my students who are more digitally adept than me. I must offer students every opportunity to communicate thoughts and knowledge in the most current and effective format, and train those students on how to present their thoughts and knowledge. I also agree with November that I must teach students how to evaluate the accuracy of the information they find on the various Internet sites in order to avoid erroneous or misleading ideas. I expect my students to bring to the classroom a positive attitude and the mental energy to take on the responsibility of using thinking skills from all the levels represented in Bloom’s Taxonomy. I expect students to use computer attack skills to independently trouble-shoot and solve problems.
My approach to teaching is to allow as much student participation as possible with what tools I have available. Every child should get his/her hands on the one interactive whiteboard located in the computer lab. That means I must reserve it and move the students from the classroom to the lab. Every child needs to have his/her own computer with Internet and a printer which means another planned trip to the computer lab.
In conclusion, I am constantly learning so that I can teach my students. The students need to use all the levels of thinking to use information from the Internet. Teachers and students need to practice computer attack skills so they can independently become problem solvers. Teachers and students need to take on the role of informator in order to build authentic relationships.
Writing down my philosopy is helping me to clarify my teaching goals. It is providing a road map for me to follow as I plan activities for my students. This exercise has caused me to think about what my goals are as a teacher and how I want to go about achieving those goals. Putting my philosophy into words is helping me to see my teaching style from the student's perspective - and that is a real eye-opener! I can see there is much room for improvement on my part.
I can see many possibilities for using blogs in my classroom. Students could respond to journal topics in their blogs. They could also reflect on current events. They could communicate with their parents during the school day and with their teacher after school hours. They could even communicate with students in other school districts, and even all over the world. Perhaps the students could blog to other students about what activities they are doing in class, and exchange ideas. The way our district AUP is worded regarding Internet useage, I believe blogging is covered.
Blogging is a new experience for me. I have read blogs but I have never created one - this is a first. And I must admit the the blogs I have read were like diaries or journals. I have not seen blogging used as a classroom assignment. But as Stephen Downes points out in his article, blogging in it's truest form can become contrived if teachers put restrictions on the blogs and then monitor them. I would venture to say that educators have not met the potential for blogging because students are too inhibited by rules and monitoring.
I thoroughly enjoyed Alan November's article Creating a New Culture of Teaching and Learning. He brought out so many interesting and thought provoking items. The one that stood out to me the most was the idea of videocameras in the classroom. Actually, I have often wondered if this would ever happen, but the reality of it is upon us. In some ways it seems an invasion of privacy, yet I can see advantages also. It would definitely connect parents and students to each other in a way that nothing else can - next to the parents being right there in the room with their child. We do "inclusion" in my district so I have two class periods where there is another adult school employee in the room with me. There are many times that I purposely imagine there is a camera in my room just to check myself as to whether I am conducting myself as professionally as I can. The idea of a videocamera in my classroom is somewhat uncomfortable but as November said, it is something we need to think positively about rather than react to negatively.
ETEC 524
24 January 2010
Educational Technology Philosophy
I am beginning a journey to discover my educational technology philosophy. I have heard of teaching philosophies but I have never put deep thought into evaluating my own. Thus, the journey begins.
When I examine the various philosophical schools of thought, it is difficult to place my thoughts into any one category. I find that my thoughts and beliefs about education blend into at least three schools of thought. I subscribe to Realism because I believe that our educational system needs to return to the basics of reading, writing, arithmetic, and character development. I consider the classroom a home away from home and that developing a student’s character is as important as academics. I also realize there are some Idealistic thoughts in my philosophy because I believe religion and the classics are valuable fields of study for the classroom. The third school of thought I subscribe to is Constructivism. I believe that the prior knowledge a student brings to the classroom is a building block of any new knowledge he/she acquires. I also endorse authentic tasks in a meaningful context for the learning experience.
I see the role of the learner being a communicator in the classroom between other students and the global community. As Alan November says, technology is about information and communication which encourage relationships. In this digital world, there are no limits to a student connecting with another teacher, a parent, a community member, or someone across the ocean, and this communication coming through the Internet.
My role as a teacher is to learn how to use the Internet efficiently so that I can guide the students on how to use the Internet safely and appropriately. My role is to teach and encourage the use of tools such as blogging, video cams, video streaming, Pod casts, Facebook, and any other tools that are available on the Internet. Since this is constantly changing, I need to keep up with the current trends involving the Internet.
My view of teaching is that I am always the student as well as the educator. I MUST stay in touch with what is “out there” in the current stream of information and communication. I also must be willing to learn from my students who are more digitally adept than me. I must offer students every opportunity to communicate thoughts and knowledge in the most current and effective format, and train those students on how to present their thoughts and knowledge. I also agree with November that I must teach students how to evaluate the accuracy of the information they find on the various Internet sites in order to avoid erroneous or misleading ideas. I expect my students to bring to the classroom a positive attitude and the mental energy to take on the responsibility of using thinking skills from all the levels represented in Bloom’s Taxonomy. I expect students to use computer attack skills to independently trouble-shoot and solve problems.
My approach to teaching is to allow as much student participation as possible with what tools I have available. Every child should get his/her hands on the one interactive whiteboard located in the computer lab. That means I must reserve it and move the students from the classroom to the lab. Every child needs to have his/her own computer with Internet and a printer which means another planned trip to the computer lab.
In conclusion, I am constantly learning so that I can teach my students. The students need to use all the levels of thinking to use information from the Internet. Teachers and students need to practice computer attack skills so they can independently become problem solvers. Teachers and students need to take on the role of informator in order to build authentic relationships.
Writing down my philosopy is helping me to clarify my teaching goals. It is providing a road map for me to follow as I plan activities for my students. This exercise has caused me to think about what my goals are as a teacher and how I want to go about achieving those goals. Putting my philosophy into words is helping me to see my teaching style from the student's perspective - and that is a real eye-opener! I can see there is much room for improvement on my part.
I can see many possibilities for using blogs in my classroom. Students could respond to journal topics in their blogs. They could also reflect on current events. They could communicate with their parents during the school day and with their teacher after school hours. They could even communicate with students in other school districts, and even all over the world. Perhaps the students could blog to other students about what activities they are doing in class, and exchange ideas. The way our district AUP is worded regarding Internet useage, I believe blogging is covered.
Blogging is a new experience for me. I have read blogs but I have never created one - this is a first. And I must admit the the blogs I have read were like diaries or journals. I have not seen blogging used as a classroom assignment. But as Stephen Downes points out in his article, blogging in it's truest form can become contrived if teachers put restrictions on the blogs and then monitor them. I would venture to say that educators have not met the potential for blogging because students are too inhibited by rules and monitoring.
I thoroughly enjoyed Alan November's article Creating a New Culture of Teaching and Learning. He brought out so many interesting and thought provoking items. The one that stood out to me the most was the idea of videocameras in the classroom. Actually, I have often wondered if this would ever happen, but the reality of it is upon us. In some ways it seems an invasion of privacy, yet I can see advantages also. It would definitely connect parents and students to each other in a way that nothing else can - next to the parents being right there in the room with their child. We do "inclusion" in my district so I have two class periods where there is another adult school employee in the room with me. There are many times that I purposely imagine there is a camera in my room just to check myself as to whether I am conducting myself as professionally as I can. The idea of a videocamera in my classroom is somewhat uncomfortable but as November said, it is something we need to think positively about rather than react to negatively.
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