Wow, where have the last 11 weeks gone? When I started this class, I honestly thought it would be a breeze; I work in IT, I play online all the time and I embrace technology in everything I do. I had no idea what was about to hit me. I have learned SO MUCH this semester; not only about the classroom, but about myself. I have learned how to be an effective teacher by using technology, how to incorporate technology into the most simple lessons, and just how important technology is to our students - digital natives - today.
I have learned about Web 2.0 tools that I can use not only in the classroom, but in my personal life too. While I have had a personal Gmail account for awhile now, I never really used any of the tools available. Since learning about Google Documents and Google Sites, I now use Documents to plan my monthly budget, and I can share that information with my husband and financial planner- they are able to see exactly what I see without me describing anything. I can keep track of appointments and birthdays anywhere I go with the calendar and corresponding app for my smart phone. It has made life so much easier. I also have been using Animoto to create fun slideshows for family out of town, and even made a disc for Christmas. There is just so much out there I had no idea about, and love learning about.
Overall I have enjoyed this class immensely. I am so grateful to have learned all that I have, and I look forward to take my new found knowledge with me into my future endeavours.
Sunday, December 4, 2011
Friday, November 11, 2011
Animoto Digital Story- Carter's First Year and Jenna's First Year!
Check out my digital story of Carter's First Year. Follow through the beginning through year one, with his year two and three pictures at the end to show the change! Enjoy!
Since the first digital story was so much fun to create, I just had to make one of Jenna's First Year. Enjoy the pictures!
Since the first digital story was so much fun to create, I just had to make one of Jenna's First Year. Enjoy the pictures!
Monday, October 31, 2011
Literature Review #2: 10 Technology Enhanced Alternatives to Book Reports
I read an article on TheApple.com entitled 10 Technology Enhanced Alternatives to Book Reports. This title stood out to me as I was one of those students who enjoyed doing Book Reports, however, would often get bored with the "same old" type of project at the end of the Reports; the projects were usually create a poster capturing the concept of the book or make a diorama. There was a great phrase in the article that summed this up, "‘readicide’. “Read-i-cide n: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools.” http://stenhouse.com/html/readicide.htm. This is so true. While the reading of the book can be fun, the report portion can sometimes be a brutal literacy killer. Since kids are digital natives and live and breathe by technology, why not bring technology into the world of the book report?
The Author, Kelly Tenkely, is a middle school technology teacher at a private school. She discussed 10 strategies/ideas that will allow students to be creative with the report of the book while still displaying the knowledge of the book for the teacher to assess. The 10 strategies are: Create a cartoon version of the book; Create a short video clip of the book; create a virtual poster to advertise the book; Create a virtual bookshelf; use an online reading motivational tool called Book Adventure; use bookcasting; create an online timeline describing the events of the book; create a class Wiki and allow students to share their thoughts on the book; read with Book Wink; and create a web 2.0 slide show using Voice Thread. In reading these strategies, the book report is a tool that will bring some fun back into the joy of reading.
Let's look further into the strategies themselves and how they can be applied.
* Creating a cartoon version of the book is just as it sounds. This allows students to interpret the book in their own words, which shows the teacher what they gained from the book.
* Creating a short video clip of the book allows students to create interviews between characters, and is a fun way to bring the book to life. Kelly Tenkely provided three great links that can be used for the video clips: Creaza, Kerpoof , and Xtra normal.
* Creating a virtual poster can be done using Glogster. Students can create virtual advertisements to entice other students to read their book.
* Creating a virtual bookshelf was really interesting because it has many different uses. A virtual bookshelf is a way students can share books and discuss what they are reading with other students and teachers. By using Shelfari, students are able to display the books they are reading, or just read, and begin virtual discussions. Shelfari can also be used in place of reading logs, or to start book clubs.
* Book Adventure is used to motivate students into reading. This is a great tool for the students that dislike reading or struggle with reading. The site is designed that books can be chosen based on age, reading level and interest. Once the student finishes the book, they log on to their Book Adventure, and take a short multiple choice quiz on the book. The results are sent to the teachers Book Adventure log, and the students accumulate points for correct answers. When they reach a certain amount of points, they become eligible to shop in the Book Adventure store, and redeem points for prizes such as a 6 month subscription to Highlights magazine or Chocolate.
* Bookcasting is a podcast about the book the student is reading. They create their own bookcast and can share their thoughts and critiques about the book in place of a written report. A few of the sites that provide bookcasting are Audacity, G Cast, and Pod Bean.
* Creating a timeline is pretty interesting as well. Using Capzels, students insert information on a timeline template to discuss the book. They can create the background, add text and pictures, and anything they think will enhance the telling of the book. This would be useful for kids who are very literal and need to explain things in a chronological format.
* Classroom Wiki's, as we have seen in our own class, are a great place to store information for everyone to share and explore. Using the Wiki for Book Report Assessments are no different; it is a central location that students can post their thoughts about a book, or a place the teacher can post questions to be answered about the reading. There are endless uses for Wiki's.
* Book Wink: using Vlidder or Fliggo to share, students can create book talks using webcasts or or videos to discuss their book. In using the above websites, students can post their talks and other students can leave comments about the talk.
* Students can do all sorts of things using Voice Thread. In using slideshows, pictures, audios, texts, etc, students can express their thoughts and feelings about books through various ways.
Incorporating these strategies, and any others a teacher may think of, can revive the book report. Giving students options and choices in how they want to discuss their book is also a teaching strategy that will allow a student to express themself in a way that best suits them. Using these strategies seperate or in combination can be a win for both the student and the teacher, as the teacher will have many different items to look at, versus report after report. Creativity is key, especially with literacy.
The Author, Kelly Tenkely, is a middle school technology teacher at a private school. She discussed 10 strategies/ideas that will allow students to be creative with the report of the book while still displaying the knowledge of the book for the teacher to assess. The 10 strategies are: Create a cartoon version of the book; Create a short video clip of the book; create a virtual poster to advertise the book; Create a virtual bookshelf; use an online reading motivational tool called Book Adventure; use bookcasting; create an online timeline describing the events of the book; create a class Wiki and allow students to share their thoughts on the book; read with Book Wink; and create a web 2.0 slide show using Voice Thread. In reading these strategies, the book report is a tool that will bring some fun back into the joy of reading.
Let's look further into the strategies themselves and how they can be applied.
* Creating a cartoon version of the book is just as it sounds. This allows students to interpret the book in their own words, which shows the teacher what they gained from the book.
* Creating a short video clip of the book allows students to create interviews between characters, and is a fun way to bring the book to life. Kelly Tenkely provided three great links that can be used for the video clips: Creaza, Kerpoof , and Xtra normal.
* Creating a virtual poster can be done using Glogster. Students can create virtual advertisements to entice other students to read their book.
* Creating a virtual bookshelf was really interesting because it has many different uses. A virtual bookshelf is a way students can share books and discuss what they are reading with other students and teachers. By using Shelfari, students are able to display the books they are reading, or just read, and begin virtual discussions. Shelfari can also be used in place of reading logs, or to start book clubs.
* Book Adventure is used to motivate students into reading. This is a great tool for the students that dislike reading or struggle with reading. The site is designed that books can be chosen based on age, reading level and interest. Once the student finishes the book, they log on to their Book Adventure, and take a short multiple choice quiz on the book. The results are sent to the teachers Book Adventure log, and the students accumulate points for correct answers. When they reach a certain amount of points, they become eligible to shop in the Book Adventure store, and redeem points for prizes such as a 6 month subscription to Highlights magazine or Chocolate.
* Bookcasting is a podcast about the book the student is reading. They create their own bookcast and can share their thoughts and critiques about the book in place of a written report. A few of the sites that provide bookcasting are Audacity, G Cast, and Pod Bean.
* Creating a timeline is pretty interesting as well. Using Capzels, students insert information on a timeline template to discuss the book. They can create the background, add text and pictures, and anything they think will enhance the telling of the book. This would be useful for kids who are very literal and need to explain things in a chronological format.
* Classroom Wiki's, as we have seen in our own class, are a great place to store information for everyone to share and explore. Using the Wiki for Book Report Assessments are no different; it is a central location that students can post their thoughts about a book, or a place the teacher can post questions to be answered about the reading. There are endless uses for Wiki's.
* Book Wink: using Vlidder or Fliggo to share, students can create book talks using webcasts or or videos to discuss their book. In using the above websites, students can post their talks and other students can leave comments about the talk.
* Students can do all sorts of things using Voice Thread. In using slideshows, pictures, audios, texts, etc, students can express their thoughts and feelings about books through various ways.
Incorporating these strategies, and any others a teacher may think of, can revive the book report. Giving students options and choices in how they want to discuss their book is also a teaching strategy that will allow a student to express themself in a way that best suits them. Using these strategies seperate or in combination can be a win for both the student and the teacher, as the teacher will have many different items to look at, versus report after report. Creativity is key, especially with literacy.
Midterm Review: We're halfway there!
Wow, these last 6 weeks have flown by. It is amazing how in such a small period of time, how much knowledge has been presented to us. I have learned about many tools that can be used inside the classroom, and outside the classroom with my children, however, I have also learned so much about digital responsibility. Technology has integrated so much into our daily lives, we often forget how much information we put about ourselves online. It becomes second nature to post everything about our day-to-day (ok, let's face it, minute-to-minute) activities on social sites such as Facebook and Twitter; all the while we are leaving a digital footprint we don't really think anything of. That has been one of the most eye-opening lessons I have learned so far in this course.
I think we have touched upon many of the objectives laid out for this course. We have touched upon objectives #1 and #2 in learning the different tools out there that can be used in the classroom. Sites such as Scratch, iGoogle, and Diigo can be so useful in the classroom. Class wiki's and prezis can be great alternatives to PowerPoint presentations or the old school overhead projector. I enjoy learning about all the features Google has to offer, as I use Gmail as my personal email site. Since being introduced to the documents and reader, I have done exploration on my own and now utilize the Google Calendar and other items Google has to offer. As a result, I think it will be easier to organize assignments and notifications to parents by using the Documents tool or reader tool. Having the communication between teachers and parents is so important, and this is a better way to keep the communication alive.
We have also touched upon objective #3 by creating our Scratch PSA about cyberbullying, blogging, and reading about the different roles technology plays in the classroom. We also hit upon Objective #5 in learning about digital natives, digital immigrants, and so on. It is important to discuss where students are today in comparison to where the teacher may be, and to also understand the rules, regulations, and expectations of being online. We need to understand that first as teachers before we can introduce anything to our students. The more knowledge we have, the better apt we are to be able to assist our students.
Overall I am really enjoying this class. As someone who works in IT in the business world today, I have learned many things that I look forward to applying to my classroom in the near future, and items that I can use in my current career today. As a parent, I have also learned many ways that can help my children learn and play, and they are a great way to try out different sites and techniques before implementing them in the classroom.
I think we have touched upon many of the objectives laid out for this course. We have touched upon objectives #1 and #2 in learning the different tools out there that can be used in the classroom. Sites such as Scratch, iGoogle, and Diigo can be so useful in the classroom. Class wiki's and prezis can be great alternatives to PowerPoint presentations or the old school overhead projector. I enjoy learning about all the features Google has to offer, as I use Gmail as my personal email site. Since being introduced to the documents and reader, I have done exploration on my own and now utilize the Google Calendar and other items Google has to offer. As a result, I think it will be easier to organize assignments and notifications to parents by using the Documents tool or reader tool. Having the communication between teachers and parents is so important, and this is a better way to keep the communication alive.
We have also touched upon objective #3 by creating our Scratch PSA about cyberbullying, blogging, and reading about the different roles technology plays in the classroom. We also hit upon Objective #5 in learning about digital natives, digital immigrants, and so on. It is important to discuss where students are today in comparison to where the teacher may be, and to also understand the rules, regulations, and expectations of being online. We need to understand that first as teachers before we can introduce anything to our students. The more knowledge we have, the better apt we are to be able to assist our students.
Overall I am really enjoying this class. As someone who works in IT in the business world today, I have learned many things that I look forward to applying to my classroom in the near future, and items that I can use in my current career today. As a parent, I have also learned many ways that can help my children learn and play, and they are a great way to try out different sites and techniques before implementing them in the classroom.
Sunday, October 2, 2011
Week 2 Literature Review- Webinar: Early Childhood Literacy: Resources and Strategies
I watched an archived PBS webinar entitled Early Childhood Literacy: Resources & Strategies. This webinar occurred on July 9, 2009 at 8pm. The presenters included four educators from PBS and the different ways the PBS can help children, teachers and parents build a strong foundation of literacy from a very early age. Presenters included:
Julie Wood, Ed.D from the Harvard School of Education
Scott Cameron, Director of Education and Research Creative Development- Sesame Workshop Heather Dzikiy, Classroom Teacher, DeBois Area School District, PA grades 3-5
Jennifer Rodriguez, PBS KIDS Island Content Manager.
Each presenter talked about how literacy is crucial from a young age, and provided examples of the different tools PBS has to offer to help build this foundation.
Julie Wood, Ed.D
Julie spoke about the importance of getting off to a good start for school. She said that kids that are prepared early tend to do better in school than those that are not prepared, and this lasts throughout their entire academic career. (minutes 7:02). Julie highly recommended visiting the National Early Literacy Panel website, as this provided a plethora of information on this particular topic. There are several skills that children should posses: 6 predictor skills, including Alphabet Knowledge, Phonological Awareness (which is auditory), Rapid Automatic naming letters or digits, Rapid automatic naming of objects or colors, Ability to write individual letters and names, and Phonological Memory. There are other skills that children should possess, which include: Concepts about print, Print Knowledge, Reading readiness, Oral Language and Visual Processing. Possessing these skills are extremely crucial in a child's literacy success.
Julie also spoke about how important it is for parents to be included in the learning process of their children. It is a teachers job to work with the parents to help their children, as the parents are the child's first teacher. It is also important to give parents the confidence they need to help their children, and to let them know that it is OK to learn along with them. PBSonline is a great source of games, activities and tips for parents to accomplish just that. "Real Learning is active and always a new way of experiencing the world." James Gee, (2003). Another resource she provided was a website to help teachers and parents teach children of the digital age. (www.joanganzcooneycenter.org) The attending participants were writing how great this website was in the scrolling comment section as the webinar took place.
Scott Cameron
Scott talked a lot about the new program The New Electric Company. The primary focus is on Decoding, Vocabulary, Comprehension of Connected Text, and Motivation. When children log on to The New Electric Company, the majority of directions are given orally. This is a way to keep children struggling to learn a way to play and learn as well, and to not be deterred from playing the games like their friends and peers. The New Electric Company website provides overgames, Electric Challenge Games, Streaming Video and Resources for Parents and Teachers.
Heather Dzikiy
Heather spoke about her use of DragonFly TV (DFTV) in her classroom to help with reading/comprehension. The students are able to watch real kids their age via an online format. The students watch different programs and lessons via DFTV, and incorporate what they have learned into their lessons for the day. Riddles are used for morning work and center time, and it is a great and beneficial way to practice teamwork. The students also keep notebooks and journals to write about their thoughts and what they learned from the episode of DFTV they watched that day.
Heather's students also watch Word Girl on DFTV and incorporate into their reading or comprehension lesson for the day. After watching Word Girl, the students create word maps using the word of the day. Once they have mapped out the word, they students create sentences and discuss the word definitions, synonyms, etc. Another example of how Word Girl fits into Heather's daily lesson plans is the use of creating comic strips. Students log on and create their own comic strips, utilizing a template, and create a story using the words and language they have learned about within a certain time period. The kids love being able to create and play out their story, and they are learning at the same time.
Jennifer Rodriguez
Jennifer talked about PBS KIDS Island, whose primary focus is learning to read and the concepts that go into reading, such as rhyming, spelling, etc. PBS Island is a free service where kids can create individual accounts, or group accounts (such as in a classroom) and move up levels on the island by playing different games. The kids can create personalized skins, and the Island can be used from Pre-K up. Progress reports are available so parents and teachers can keep track of how the child/student is doing, and it helps the adult gear the next lesson to the child's individual needs.
I really enjoyed the webinar, and learned about many tools that I look forward to implementing into my classroom when I become a teacher. It was also interesting to learn about these tools from a parental standpoint, especially since my daughter is currently learning to read. When the webinar ended, I promptly asked my kids if they wanted to play some games "on Mommy's computer", and tried the different links out for myself. It was great to see that there were games my 5 year old could play, while there were other games my almost 3 year old could play. It was great to see them get excited about seeing the characters they have come to love (such as Elmo, Big Bird, Curious George, and Super Why among some of them), and I thought, if my kids are getting this excited sitting at the kitchen table learning, I can't imagine how excited I will be able to make my students by incorporating this technology into my future classroom. These tools and resources are great for all students, the students who are advanced to the at-risk student; there is something for everyone. We are in a digital age with digital students, and tools such as the ones provided by PBS will only enhance the students learning and success.
Julie Wood, Ed.D from the Harvard School of Education
Scott Cameron, Director of Education and Research Creative Development- Sesame Workshop Heather Dzikiy, Classroom Teacher, DeBois Area School District, PA grades 3-5
Jennifer Rodriguez, PBS KIDS Island Content Manager.
Each presenter talked about how literacy is crucial from a young age, and provided examples of the different tools PBS has to offer to help build this foundation.
Julie Wood, Ed.D
Julie spoke about the importance of getting off to a good start for school. She said that kids that are prepared early tend to do better in school than those that are not prepared, and this lasts throughout their entire academic career. (minutes 7:02). Julie highly recommended visiting the National Early Literacy Panel website, as this provided a plethora of information on this particular topic. There are several skills that children should posses: 6 predictor skills, including Alphabet Knowledge, Phonological Awareness (which is auditory), Rapid Automatic naming letters or digits, Rapid automatic naming of objects or colors, Ability to write individual letters and names, and Phonological Memory. There are other skills that children should possess, which include: Concepts about print, Print Knowledge, Reading readiness, Oral Language and Visual Processing. Possessing these skills are extremely crucial in a child's literacy success.
Julie also spoke about how important it is for parents to be included in the learning process of their children. It is a teachers job to work with the parents to help their children, as the parents are the child's first teacher. It is also important to give parents the confidence they need to help their children, and to let them know that it is OK to learn along with them. PBSonline is a great source of games, activities and tips for parents to accomplish just that. "Real Learning is active and always a new way of experiencing the world." James Gee, (2003). Another resource she provided was a website to help teachers and parents teach children of the digital age. (www.joanganzcooneycenter.org) The attending participants were writing how great this website was in the scrolling comment section as the webinar took place.
Scott Cameron
Scott talked a lot about the new program The New Electric Company. The primary focus is on Decoding, Vocabulary, Comprehension of Connected Text, and Motivation. When children log on to The New Electric Company, the majority of directions are given orally. This is a way to keep children struggling to learn a way to play and learn as well, and to not be deterred from playing the games like their friends and peers. The New Electric Company website provides overgames, Electric Challenge Games, Streaming Video and Resources for Parents and Teachers.
Heather Dzikiy
Heather spoke about her use of DragonFly TV (DFTV) in her classroom to help with reading/comprehension. The students are able to watch real kids their age via an online format. The students watch different programs and lessons via DFTV, and incorporate what they have learned into their lessons for the day. Riddles are used for morning work and center time, and it is a great and beneficial way to practice teamwork. The students also keep notebooks and journals to write about their thoughts and what they learned from the episode of DFTV they watched that day.
Heather's students also watch Word Girl on DFTV and incorporate into their reading or comprehension lesson for the day. After watching Word Girl, the students create word maps using the word of the day. Once they have mapped out the word, they students create sentences and discuss the word definitions, synonyms, etc. Another example of how Word Girl fits into Heather's daily lesson plans is the use of creating comic strips. Students log on and create their own comic strips, utilizing a template, and create a story using the words and language they have learned about within a certain time period. The kids love being able to create and play out their story, and they are learning at the same time.
Jennifer Rodriguez
Jennifer talked about PBS KIDS Island, whose primary focus is learning to read and the concepts that go into reading, such as rhyming, spelling, etc. PBS Island is a free service where kids can create individual accounts, or group accounts (such as in a classroom) and move up levels on the island by playing different games. The kids can create personalized skins, and the Island can be used from Pre-K up. Progress reports are available so parents and teachers can keep track of how the child/student is doing, and it helps the adult gear the next lesson to the child's individual needs.
I really enjoyed the webinar, and learned about many tools that I look forward to implementing into my classroom when I become a teacher. It was also interesting to learn about these tools from a parental standpoint, especially since my daughter is currently learning to read. When the webinar ended, I promptly asked my kids if they wanted to play some games "on Mommy's computer", and tried the different links out for myself. It was great to see that there were games my 5 year old could play, while there were other games my almost 3 year old could play. It was great to see them get excited about seeing the characters they have come to love (such as Elmo, Big Bird, Curious George, and Super Why among some of them), and I thought, if my kids are getting this excited sitting at the kitchen table learning, I can't imagine how excited I will be able to make my students by incorporating this technology into my future classroom. These tools and resources are great for all students, the students who are advanced to the at-risk student; there is something for everyone. We are in a digital age with digital students, and tools such as the ones provided by PBS will only enhance the students learning and success.
Wednesday, September 21, 2011
Week 1 Post 2 - Video: A Vision of K-12 Students Today
We were asked to watch a YouTube clip entitled A Vision of K-12 Students Today, and answer the following question: Why should we integrate technology in the classroom?
While we think of today's children as technologically saavy from a very early age, a great label was presented: today's children are Digital Natives. Because kids are introduced to technology from pratically birth, it is important that they are taught in ways they are familiar and comfortable with. Kids need to be engaged to learn, and the best way to engage kids is to capture their attention and get them excited about the topic they are learning. Since kids use technology in all aspects of their lives, from gaming to TV, texting to email, social networking and more, it is important they utilize this in the classroom. As the video showed, Kids live in a technological world, and that world includes the classroom.
Integrating technology into the classroom will allow teachers and students to relate to the same type of thing. When students feel their teacher understands their lives, they are more likely to succeed for that teacher, and ultimately, for themselves. Having technology in the classroom provides not only a wealth of knowledge at their fingertips, but also a common ground that all individuals in the classroom can relate too.
It is also important to integrate technology into the classroom to allow those students who are not able to have the technological exposure at home due to various reasons (including financial reasons, parents not allowing in their home, etc) to gain exposure to what technology is and has to offer. In an age where students are preparing for jobs that don't exist yet and coming up with solutions for problems that haven't occurred yet, it is important that all students be given the opportunity to succeed. Isn't that what school is truly about - the ability to succeed within themselves?
A great sign held up in the video stated the following:
Whatever
Whenever WWW - what the World Wide Web has to offer.
Wherever
Kids are living in a technological world, and it is important we grow on that in the classroom.
While we think of today's children as technologically saavy from a very early age, a great label was presented: today's children are Digital Natives. Because kids are introduced to technology from pratically birth, it is important that they are taught in ways they are familiar and comfortable with. Kids need to be engaged to learn, and the best way to engage kids is to capture their attention and get them excited about the topic they are learning. Since kids use technology in all aspects of their lives, from gaming to TV, texting to email, social networking and more, it is important they utilize this in the classroom. As the video showed, Kids live in a technological world, and that world includes the classroom.
Integrating technology into the classroom will allow teachers and students to relate to the same type of thing. When students feel their teacher understands their lives, they are more likely to succeed for that teacher, and ultimately, for themselves. Having technology in the classroom provides not only a wealth of knowledge at their fingertips, but also a common ground that all individuals in the classroom can relate too.
It is also important to integrate technology into the classroom to allow those students who are not able to have the technological exposure at home due to various reasons (including financial reasons, parents not allowing in their home, etc) to gain exposure to what technology is and has to offer. In an age where students are preparing for jobs that don't exist yet and coming up with solutions for problems that haven't occurred yet, it is important that all students be given the opportunity to succeed. Isn't that what school is truly about - the ability to succeed within themselves?
A great sign held up in the video stated the following:
Whatever
Whenever WWW - what the World Wide Web has to offer.
Wherever
Kids are living in a technological world, and it is important we grow on that in the classroom.
Week 1 Post 1 - I made it through the first class!
I made it through the first class! Yipee! The class was excellent, interactive and I really am looking forward to this semester. We were asked to talk about our KWL's of class; what we already Know about teaching technology, What we would like to learn more about throughout class, and what we have Learned at the end of class. Not being in the education field currently, and working in the IT field as a Billing Systems Analyst (creating and building system codes, campaigns, etc for a major cable company), it is interesting learning about technology I use everyday, and implementing that technology into the world of education.
My Knowledge of technology in the classroom is limited in terms of what is actually used (outside of the obvious with computers, etc), however, endless within my imagination, hopes and dreams for students. I remember being in 8th grade computer class, and the highlight of the class was playing Oregon Trail; now kids are surfing the Internet for endless amounts of information, Skyping with other students/classes around the world doing joint lessons, and using technology as a common means of learning. It is also interesting to see how technology has helped drastically in Special Education; the use of Ipads, for example, have given autistic children or non-verbal children a way to express their thoughts and feelings as they never have been able to before. It is pretty awesome and incredible.
I am very interested in learning how to teach students how to utilize technology in a responsible way; to learn about Digital Citizenship, and how bullying can show the words can hurt and is not acceptable. I am also interested in learning more about how technology plays a role in the world of Special Education, and how it is improving the lives of those students. How does having a computer at a student or teacher's fingertips (in the classroom, for each student, or in the school community) enhance learning? How does having that same technology affect students negatively? How do we as teachers go about teaching students general tasks like writing cursive or writing a letter when they are growing up in a different era? These are all questions that I ponder and try to find a balance for. I hope some of those questions are touched upon and /or answered this semester.
Using technology every day, from webinars to databases and so on, is second nature to me due to my current career. I am really looking forward to integrating my current knowledge base and personal use of technology into my growing knowledge base of learning to be a teacher. I am excited and ready to go!
My Knowledge of technology in the classroom is limited in terms of what is actually used (outside of the obvious with computers, etc), however, endless within my imagination, hopes and dreams for students. I remember being in 8th grade computer class, and the highlight of the class was playing Oregon Trail; now kids are surfing the Internet for endless amounts of information, Skyping with other students/classes around the world doing joint lessons, and using technology as a common means of learning. It is also interesting to see how technology has helped drastically in Special Education; the use of Ipads, for example, have given autistic children or non-verbal children a way to express their thoughts and feelings as they never have been able to before. It is pretty awesome and incredible.
I am very interested in learning how to teach students how to utilize technology in a responsible way; to learn about Digital Citizenship, and how bullying can show the words can hurt and is not acceptable. I am also interested in learning more about how technology plays a role in the world of Special Education, and how it is improving the lives of those students. How does having a computer at a student or teacher's fingertips (in the classroom, for each student, or in the school community) enhance learning? How does having that same technology affect students negatively? How do we as teachers go about teaching students general tasks like writing cursive or writing a letter when they are growing up in a different era? These are all questions that I ponder and try to find a balance for. I hope some of those questions are touched upon and /or answered this semester.
Using technology every day, from webinars to databases and so on, is second nature to me due to my current career. I am really looking forward to integrating my current knowledge base and personal use of technology into my growing knowledge base of learning to be a teacher. I am excited and ready to go!
Monday, September 19, 2011
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