Page, L., Sheehan, T., Worrell, C. (2012). How to do more with less. Learning and Leading with Technology, 39(6), 18-20. Retrieved from http://www.learningandleading-digital.com/learningandleading.
This article is about creating opportunities for students to learn through the many technological mediums available, and how classroom collaboration with fellow students can be beneficial for everyone. The article lists many ways of assigning student work, including blog creation, presentation programs, and digital storytelling, to name a few.
1. What do I think of implementing these into the classroom setting?
I think using technology in the classroom is a good idea. I think it is important to realize that although budget cuts are hitting districts, causing them to direct money in rather specific areas, these online resources available- Prezi, diigo, glogster are all free. All teachers would need to do is join one of these sites, and plan a lesson that would allow students to take advantage of the resource. The other point I think is worth addressing is that many districts now are trying to become more tech-savy. Some districts are handing students laptop computers in the classroom, others are passing out IPADs for the year. With all students having access to a computer, use of these programs would be highly beneficial and accessible for students. Students would then be trained on how to use a computer's basic functions, reducing the time it would take to train students on how to use these online programs and features.
2. How can implementing these various technological programs benefit the students?
Students often do not want to learn or work when we want them to. Many students come to class sleep deprived or hungry, for countless reasons. Whether they are always that way or not is not the issue; instead, teachers must realize that these are not optimal working conditions for students to operate under. Instead, allowing students to do project-based assignments and project-based learning, while taking advantage of these free, online services, would allow students flexibility as to when they can best work. Some students work better at night- the internet is always on and these programs do not go to "sleep." Thus, teachers may be able to get better work out of their students if they are able to control, to an extent, when they work on online assignments.
Wednesday, April 4, 2012
Journal 8: AAC
The acronym AAC refers to "alternative, augmentative communication." It is used amongst educators to describe alternative methods of communication between teachers and students. Students have a learning and communication impediment that prohibits them from communicating in what we would consider a "normal" way; devices thus enable a student and teacher to effectively communicate.
Sign langauge is an effective way for students and educators to communicate. Hand gestures and movements allow students who lack verbal communication to communicate. Students are able to say and convey what they want in the classroom, as long as an adult is trained in sign.
High-Tech AAC Option:
This is a data-board, with images/pictures and voice recordings to go along with it. Individuals can select certain images, scan them into a device, and then record an appropriate message or saying. For example, a picture two kids smiling is scanned in, with the word being "friends" and recording being "friends" when the button is pushed. This effectively allows students with speech impediments to learn vocabulary, and also have the option to self-teach with self-guided vocabulary and phrases. In the classroom, this helps teachers teach vocabulary to students who might need it repeated half a dozen times, without the teacher being the repeater.
An example of a program that would allow students with communication barriers to effectively learn and communicate with their teachers is the Inkwell feature of a Mac computer. Mac has addressed a number of learning disabilities, including literacy, vision, hearing, and physical/motor skill impediments, but I am going to focus on Inkwell. This feature is most helpful and useful for those who have motor skill impediments. Students are given a pad of sorts, which allows them to draw onto a screen; the screen then converts their strokes into words. I really think this feature is useful because students can write as large, illegible, or slowly as they want and the end result is a typed-up document that has an adjustable size, is legible, and does not have shakey pencil marks because of the speed the information was copied down.
Aside from these programs, there are dozens of other "apps" popping up for I-products, and parents, educators, and supporters can search through dozens of applications based on the need time- visual, auditory, kinesthetic, language, sign language and scheduling apps, just to name a few. Easy Stand Blog has put together a thorough and comprehensive of apps based on need.
The Magic Touch Screen is a screen that when inserted upon the computer screen, allows for individuals to touch the screen and navigate the computer. The 'touching' aspect of the screen serves as a mouse. Students who have limited motor coordination can use the movement of their fingers or hands to navigate a computer rather than rely on a clunky mouse. As a classroom device, this would be a great resource for students and teachers; this screen reduces frustration incured when students cannot use a mouse to click on what they want to click on.
Blogs I commented on:
Tara S.
Gina B.
Communication
No-Tech AAC Option:
Sign Language
High-Tech AAC Option:
Accessibility
An alternative input device is any device that connects to a computer to help an individual with limited physical abilities to still use a computer.
An alternative input device is any device that connects to a computer to help an individual with limited physical abilities to still use a computer.
Software
Aside from these programs, there are dozens of other "apps" popping up for I-products, and parents, educators, and supporters can search through dozens of applications based on the need time- visual, auditory, kinesthetic, language, sign language and scheduling apps, just to name a few. Easy Stand Blog has put together a thorough and comprehensive of apps based on need.
Hardware
Blogs I commented on:
Tara S.
Gina B.
Thursday, March 29, 2012
Journal 7: Insight on PLNs
A Personal Learning Network, abbreviated PLN, is a virtual community of individuals who network to find and share information with one another, often through social mediums, such as Twitter, Facebook, Instagram, Diigo, Reddit, to name a few. Most of the time, the individuals sharing information do not know another, nor will they ever meet, except online. As a future teacher, developing a PLN not only allows me to network with potential employers, schools, and potential colleagues, but also to keep up with the latest news in education via the net. My PLN community will provide me with valuable resources, discussions, and insight that a textbook or university course simply cannot keep up with.
Although I was required to sign up for a Twitter account for this course, and while I initially went on feeling reluctant, I have since come to appreciate what twitter is about and how I can personally use it to connect with others. I see and realize that Twitter is a valuable resource for me to "tweet," meaning post a message to share with others, links and articles I have found online. It seems natural for me to share information and has become less of a bother and instead easy. I really enjoy reading what others tweet as well, and with the expansion of the people I follow, I feel as though I am keeping up with what is important in the different spheres and circles I am apart of. One such circle has developed through my participation in a TweetChat. I participated in the 9am PST TweetChat on March 27, 2012. The topic was "What are the possibilities that open to us if we change observation models for teachers to a coaching model?" From this chat, I was able to think about how teachers are observed by their bosses. I realized that even amongst educators, there is a wide range of opinions. One point that was made (I forgot who made this point) that I found to be interesting was that when teachers know they are going to be observed, how often do they teach to the form? Teachers nowadays are quick to say they do not like teaching to the test, yet they perform to how they are going to be evaluated. I really enjoyed participating in this discussion (I even made a few comments, and my professor was on at the same time I was),and I see myself using this feature more in the future. I went ahead and added about a dozen educators and administrators from Vancouver, Kansas, Washington, to name a few. I chose these educators to follow because they actively participated in the discussion and brought up salient points and questions. I also realized that once I chose to "follow" them, they were all following each other.
I joined Diigo, and I am a huge fan. I use it not just for this class, but also for my own personal bookmarks. I currently tutor for AVID, as well as privately for a few students, and I use Diigo as a resource to bookmark pages that are helpful for me to be able to help my students. I like the idea that I can just turn to Diigo for a web link, rather than doing a generic Google search and hoping that a credible, valuable website pops up. I have begun to follow people, most of whom are educators. I found many of these people by searching for topics that I have tagged, and then seeing who has contributed articles. I then would go into each profile, see what articles that one contributor has tagged, and see what they do, and then decide to follow them. I also searched for educators I follow on Twitter, and have added some of those people too. As for the articles I have tagged PLN, many of them come from an education website, including "edupln" and "edtopia." I have included these sites and articles because I know them to contain reliable information.
I joined the Educators PLN. I thought it to be a valuable resource and a site with diverse topics and communities. Stumbling upon the forum, I came across multiple discussions. One stuck out to me. The discussion I found interesting was titled "how to keep students engaged in your online class." I found this interesting because the students they are speaking of are in a high school AP Literature class, and it is being offered online. I took AP Lit in high school, and I cannot imagine doing the work online; interaction with others was always a major component of the class and understanding. The teachers said they gave students a large time frame to complete the assignments, and it sounded as if they gave the students minimal work that was test prep for the AP test in May. Another teacher said that journals often were more thoroughly completed, because they are personal between the teacher and student. I also looked into blogposts, and I came across one titled "Take Note." It was about the various notetaking apps for tablets that are currently in the cyberworld. I was amazed at the number of programs;I thought only a few would dominate.
Journal 6
Vaidyanathan, S. (2012). Foster in creativity and innovation through technology. Learning and Leading with Technology, 36(6), 24-27. Retrieved from
http://www.learningandleading-digital.com/learningandleading.
This article was about the importance of using the core STEM subjects- Science, Technology, Engineering, and Math- alongside creativity. The article argues that usually one does not put science, math, or technology in the same category with crativity, but that if done correctly, students can really develop their technology skills and create programs that help them in these core STEM subjects.
1. How does this model offer enrichment for the classroom setting?
I think it is interesting that these programs are based on mathematical and scientific principles. In one example, a student had to design a room, which requires students to understand spacial relationships, as well as geometric shapes. These kids are learning about both technology AND math concurrently. Most kids will not even think they are learning anything either. The other plus side to this program is that it can give students practical, hands on application for what they are learning. Too often students ask "when am I ever going to use this in real life" and these programs that require city planning, classroom design, 3-D artistic designs, allow students to see for themselves when they will apply their knowledge. It can also help a child decide early on if they are at all interested in becoming an engineer, for example, allowing them to load up on science classes.
2. Is it possible that I can implement this into my classroom? How would I incorporate this into my curriculum?
Wanting to teach history, this program has potential for my students. In another assignment for this tech class, I had to come up with how I would meet NET Standards for a 9-12th grade setting. For one standard, I came up with the lesson plan of making a computer game similar to the Oregon Trail. I could potentially add this as a supplement, addition, or in leiu of that assignment. Students would be able to design a city based on a particular time period, or they would be able to construct different types of housing quarters, again, based on time periods.
This article was about the importance of using the core STEM subjects- Science, Technology, Engineering, and Math- alongside creativity. The article argues that usually one does not put science, math, or technology in the same category with crativity, but that if done correctly, students can really develop their technology skills and create programs that help them in these core STEM subjects.
1. How does this model offer enrichment for the classroom setting?
I think it is interesting that these programs are based on mathematical and scientific principles. In one example, a student had to design a room, which requires students to understand spacial relationships, as well as geometric shapes. These kids are learning about both technology AND math concurrently. Most kids will not even think they are learning anything either. The other plus side to this program is that it can give students practical, hands on application for what they are learning. Too often students ask "when am I ever going to use this in real life" and these programs that require city planning, classroom design, 3-D artistic designs, allow students to see for themselves when they will apply their knowledge. It can also help a child decide early on if they are at all interested in becoming an engineer, for example, allowing them to load up on science classes.
2. Is it possible that I can implement this into my classroom? How would I incorporate this into my curriculum?
Wanting to teach history, this program has potential for my students. In another assignment for this tech class, I had to come up with how I would meet NET Standards for a 9-12th grade setting. For one standard, I came up with the lesson plan of making a computer game similar to the Oregon Trail. I could potentially add this as a supplement, addition, or in leiu of that assignment. Students would be able to design a city based on a particular time period, or they would be able to construct different types of housing quarters, again, based on time periods.
Wednesday, February 29, 2012
Technology Self-Assessment: School 2.0
1. I enable students to use technology to demonstrate creative thinking, construct knowledge, and develop innovative products and processes.
I picked this video to watch because I liked the title of "Schools kill school creativity." I cannot expect students to be excited to learn material and lifelong skills when schools are expecting them to answer a certain way, bubble a correct answer. The video emphasizes writing, mentioning that that, "just like Picasso, we are all born artists." Students need to resist what schools are asking of them- to buy into the school bureaucracy. They need to approach writing in the manner that their life is a story, and each day is a different page of that story. Students need to be proud of who they are and what they contribute.
The video also talked about the notion that all subjects we teach in schools are taught world-wide. When students feel as if they are struggling or making a "mistake," likely the mistake or choice has already been made by someone else. It is important to allow students to recongnize their choices they have in the classroom, and seek out creative solutions to improve for the next time.
In relation to technology, I need to be aware that all students are different. Sometimes students will like to express themselves in different manners. Some students will not like working with technology, and others will. I need to find out why students are reluctant to using techonology, and show them the freedom that comes with being creative and using a technological medium to express themselves. This is one way students can resist the school politics and share with the world who they are as unique individuals.
Monday, February 6, 2012
Journal 4
Campbell, L. (2012). If you give a kid a video camera. Learning and Leading with Technology, 39(5), 30-33. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx.
This article discusses the ways in which technology, in this case a videocamera, can aid and enhance student learning in the classroom in the areas of science, math, history, and language arts. Campbell offers ideas for how to effectively use a camera in each of the subjects, with ideas of lessons to pair the assignment with. In science class, Campbell offers the idea of documenting each individual step in the experiment or tracking observations that otherwise would take a lot of time to watch. In language arts, Campbell suggests vocabulary videos to help students see the actual vocabulary word but also to associate it with various pictures; for example, if the word is "green" for an elementary school student, the teacher could show different spots in the city or school that are green. For history, Campbell proposes documenting real-life events and their aftermath, with interviews of those involved. She also says that interviews of grandparents and others who have served in wars could start a video library of primary sources for students to use for later projects.
Questions 1,2: How can teachers work to incorporate camera usage in the classroom given that educational time in some states and districts has been reduced because of budget? How can teachers find time in the schedule to teach students the importance of using technology in the classroom? How can teachers provide cameras for students in a time where there is limited funds, and technology is one of the first areas funding gets pulled?
Teachers can model to their students multiple uses of technology in the classroom. For example, instead of always showing powerpoints that contain only information or pictures, they can use infographics- as discussed in journal entry number 3, videos or collages, both of which are more visually stimulating and helpful overall for students to learn than a simple lecture. Teachers could also inspire students or encourage them to give in reports that are not handwritten but instead in a digital form. Although budget constraints are always an issue, the teacher could inquire about inter-district borrowing of sources from the sister elementary, middle, and high schools. Some teachers and schools might want to inquire at local universities to see if there are students needing to complete volunteer hours for a technology class who would be willing to donate time in a K-12 classroom. Teachers can encourage students in the area of this by allowing as much access within the school day for students to use technological equipment, so that students who do not have access at home can still have the same opportunity to submit digitalized projects in leiu of a more formal, written assignment.
This article discusses the ways in which technology, in this case a videocamera, can aid and enhance student learning in the classroom in the areas of science, math, history, and language arts. Campbell offers ideas for how to effectively use a camera in each of the subjects, with ideas of lessons to pair the assignment with. In science class, Campbell offers the idea of documenting each individual step in the experiment or tracking observations that otherwise would take a lot of time to watch. In language arts, Campbell suggests vocabulary videos to help students see the actual vocabulary word but also to associate it with various pictures; for example, if the word is "green" for an elementary school student, the teacher could show different spots in the city or school that are green. For history, Campbell proposes documenting real-life events and their aftermath, with interviews of those involved. She also says that interviews of grandparents and others who have served in wars could start a video library of primary sources for students to use for later projects.
Questions 1,2: How can teachers work to incorporate camera usage in the classroom given that educational time in some states and districts has been reduced because of budget? How can teachers find time in the schedule to teach students the importance of using technology in the classroom? How can teachers provide cameras for students in a time where there is limited funds, and technology is one of the first areas funding gets pulled?
Teachers can model to their students multiple uses of technology in the classroom. For example, instead of always showing powerpoints that contain only information or pictures, they can use infographics- as discussed in journal entry number 3, videos or collages, both of which are more visually stimulating and helpful overall for students to learn than a simple lecture. Teachers could also inspire students or encourage them to give in reports that are not handwritten but instead in a digital form. Although budget constraints are always an issue, the teacher could inquire about inter-district borrowing of sources from the sister elementary, middle, and high schools. Some teachers and schools might want to inquire at local universities to see if there are students needing to complete volunteer hours for a technology class who would be willing to donate time in a K-12 classroom. Teachers can encourage students in the area of this by allowing as much access within the school day for students to use technological equipment, so that students who do not have access at home can still have the same opportunity to submit digitalized projects in leiu of a more formal, written assignment.
Journal 3
Krauss, J. (2012). More than words can say: Infographics. Learning and leading with technology, 39(5), 10-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx.
This article discusses the fact that students both learn and retain information best when they are given a visual representation of what they are learning. An Infographic is just that, a visual representation of information. The brain processes information based on fact- what we read- and visual stimulation- what we visually see when we look at a chart. Krauss argues that the best way to use this in the classroom is in math and science and other situations where data is collected and needs to be organized. In helping students organize their data, Krauss says that it is the teacher's duty to make sure the information needed is relevant to the times; students should not be collecting data by reading books or searching for numbers of, say, lives lost in past world wars, but instead can use it to show Recyclemania totals or projections or how many new members come to facebook each day.
Question 1: How can I apply this idea of an Infographic to my desire to teach high school level history?
In my experience with tutoring students in the local school district, one thing I realize they struggle with is putting historical events into context. When one event is happening in the Americas, they are unaware what, if anything, is going on in Europe. Creating a visual display of key time periods- say the middle 1800s, or the world war eras, this could help students understand not only what is going on at various parts of the world but also understand how one event could have an effect on another event. This could lead to greater understanding on the student's part of the material, as well as help them develop greater critical thinking and analysis.
Question 2: How are Infographics both a positive and negative addition to the classroom for all levels?
Infographics are good tools for students who have a visual learning type. Students are quickly able to see how information relates to multiple variables. They are visually stimulating as well, and while the idea that students zone out when they are not feeling entertained is a separate issue, infographics have the potential to engage students more so than reading the information in a book or hearing it dictated to them by the instructor. For those who enjoy being creative, this is a great tool to allow students to give reports and use their creativity at the same time.
This article discusses the fact that students both learn and retain information best when they are given a visual representation of what they are learning. An Infographic is just that, a visual representation of information. The brain processes information based on fact- what we read- and visual stimulation- what we visually see when we look at a chart. Krauss argues that the best way to use this in the classroom is in math and science and other situations where data is collected and needs to be organized. In helping students organize their data, Krauss says that it is the teacher's duty to make sure the information needed is relevant to the times; students should not be collecting data by reading books or searching for numbers of, say, lives lost in past world wars, but instead can use it to show Recyclemania totals or projections or how many new members come to facebook each day.
Question 1: How can I apply this idea of an Infographic to my desire to teach high school level history?
In my experience with tutoring students in the local school district, one thing I realize they struggle with is putting historical events into context. When one event is happening in the Americas, they are unaware what, if anything, is going on in Europe. Creating a visual display of key time periods- say the middle 1800s, or the world war eras, this could help students understand not only what is going on at various parts of the world but also understand how one event could have an effect on another event. This could lead to greater understanding on the student's part of the material, as well as help them develop greater critical thinking and analysis.
Question 2: How are Infographics both a positive and negative addition to the classroom for all levels?
Infographics are good tools for students who have a visual learning type. Students are quickly able to see how information relates to multiple variables. They are visually stimulating as well, and while the idea that students zone out when they are not feeling entertained is a separate issue, infographics have the potential to engage students more so than reading the information in a book or hearing it dictated to them by the instructor. For those who enjoy being creative, this is a great tool to allow students to give reports and use their creativity at the same time.
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