Our Final Class

It's amazing that 15 weeks have gone so fast. Whenever I begin a semester I imagine the time passing slowly, week after week going by filled with assignments and work and activities. Yet at the end of each semester, I'm amazed at how quickly it went by. It takes a bit longer to take in all of the knowledge, skills, and experience that I gained throughout those 15 weeks, and even more time to capitalize on all of the things that I've learned. This semester is no exception. I am amazed at how my views of technology in the classroom have been shaped, and I see now how beautiful it can be to introduce students to a world outside of their classrooms and schools. As I go forth to my first teaching job in September (at Jamaica High School, no less) I look forward to introducing all of my students to the vast possibilities that await them in the world of technology.

Two Weeks of Reflections

Last week's class on assistive technologies was very informative, because there are so many devices out there that my future students may be using in my classroom. I realized how helpful it would be for me to be aware of these technologies in the event that I need to fix or troubleshoot something if a student is having a problem. Learning about assistive technologies is amazing anyway, just because it's so wonderful to see the kind of help they can provide students with disabilities. It's wonderful that these devices are out there because they can help make life as typical and easy as possible. I look forward to learning more about these technologies in the future.

As far as the videos that were shown today, I was blown away by the quality and entertainment factor of the three groups who presented today. I enjoyed every single moment of each of the videos that we saw, and I am so impressed that these groups were able to put their videos together in such a short amount of time. I'm inspired to improve my group's video after seeing these, and I hope that I will be able to have the opportunity to do so in the future. I think the videos shown today reflected modern and relevant teaching practices, because each of the topics was extremely important to today's teenagers, and the delivery was both humorous and informative. I can't wait to see what the groups next week are going to present.

Chapters 8 and 9: Practical Uses of Technological Tools

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I am sad to say that I did not find chapters 8 and 9 as informative as I wished they could be. I found that chapter 8 was very repetitive of chapter 6, although it did go into some greater detail about sharing information via Wikis, blogs, and teacher-created websites. Similarly, chapter 9 spoke about many types of multimedia technologies that I am already aware of, and I was disappointed to see that I did not gain much new knowledge from either chapter. However, there were a few relevant points made in the chapters that are certainly worth expounding upon.

Chapter 8 discusses teacher-created websites as a way of maintaining open lines of communication between teachers, students, and parents. Although they are time consuming to make, it is really an investment in the rest of the year, because teachers end up saving time in the long run when students need reminders about upcoming homework and assignments. I imagine that it is difficult to keep these sites updated consistently, but they prevent students from having the excuse that they did not know what the homework was or what the requirements for a project were. This chapter also mentioned how important it is for teachers to analyze the clarity and ease of use of these websites, which I believe is an important consideration when creating and maintaining the websites. If students cannot find the information they need easily, they are less likely to utilize the service provided for them.

Chapter 9 mentioned many different multimedia tools and the importance of multimodal learning. The author brought up an extremely valid point when discussing the multimodal learning – it is crucial that teachers create interactive, rather than passive, lessons. No matter how much media is included, many students will tune out boring lessons, thus making the effort the teacher put forth to create the lesson worth very little.

A final point made by the author in chapter 9 concerned the use of PowerPoint presentations in class. With such widespread use in middle and high school and especially college, PowerPoints have become, in some cases, little more than a digital representation of notes that would just be written on the board. Teachers, as a result, must be cognizant of the way they use PowerPoints in their classrooms. Theorist Edward R. Tufte states that PowerPoints “usually weaken verbal and spatial reasoning” and promote a “cognitive style that is contrary to serious thinking.” (p. 247) Although I don’t agree with Tufte wholeheartedly, I can say from experience that I have been taught with PowerPoints that do just that. The question is, then, how do we create PowerPoints that are interactive. Which promote critical thinking? Are PowerPoints always “contrary to serious thinking”?

I believe that teachers of all subjects could utilize this tool in a way that enhances the learning of their students, just as long as they keep in mind exactly what they want their students to get out of the lesson. The author makes an important point in chapter 9 by saying that teachers may get caught up in the appearance of the PowerPoint, without enough focus on the desired outcomes. Do you think that teachers should focus on the appearance of the PowerPoint, or should they focus only on the content?

Tonight's Takeaway

Up until tonight, I was very concerned about doing the group video project. However, with our groups formed and ideas thought out, I am actually looking forward to all of the shooting that we will be doing.  Our group seems to be on the same page, and all of us are enthusiastic about shooting our Irish Soda Bread video.

Peer Reviews and Digication

I really enjoyed seeing a few examples of WebQuests tonight. Although I have made one before, it was formatted in PowerPoint, making this next one very different in process. Although PowerPoint had a lot of options in terms of formatting and creating images, I look forward to making one in Digication because it is such an accessible website. Seeing some examples of completed WebQuests, plus those of a few of my classmates, has inspired me to make mine the best that it can be.

Thousands of Programs, Millions of Options

Chapter 7 provided a very interesting look at some of the computer program options that teachers can work with in the classroom. One program that I would really like to try is the Inspiration or Kidspiration program. Providing students with a creative platform outside of Microsoft Office would both challenge them and remind them of different ways they can go about completing school projects. For example, I think it would be great to introduce them to iMovie if Mac computers are available, since the graphic ability and purpose is so different from that in MovieMaker. Whenever possible, students should be exposed to different programs that try to accomplish the same thing. In doing so, they could actually analyze the varied focuses of the different programs to determine which one would best suit their needs.

I also think it is extremely important to foster creativity in the classroom, especially to high school students who often don’t have the opportunity to showcase their non-academic abilities. Not only does creative opportunity give them a new way to process information, but it can actually be a relaxing break from the more tedious and traditional demands of the school day. I imagine that making graphic organizers (such as the one shown below,) images, and charts on a program like Kidspiration will help students reorganize information in their brain and will thus help them learn the information in a clear, interesting way. I know that I understood information more deeply when I started to teach and make visual displays for my students, and I believe that it would work for many of them as well.

Students not only learn content when making these diagrams, but must analyze the connections between topics, vocabulary words, and images, and are thus developing their higher-order thinking skills. Similarly, if we require our students to make these visual displays while using the internet as a resource, they are enhancing both their content and technological knowledge. My only concerns are with the students who are not used to creating something artistic, or who are not very comfortable with technology. How do we utilize our time most wisely to integrate these creative activities into our lessons? What can we do to engage students who say they’re not artsy or creative when we ask them to a complete a task that requires them to do so? How do we encourage our students to make deeper connections between the material they are learning?

Other curriculum ideas and resources can be found at http://www.inspiration.com/Kidspiration/examples.

Interactive Websites at their Finest

Today's class brought to light some of the best examples I have seen of interactive web-based activities. The virtual ChemLab and virtual frog dissections are some of the most valuable resources that science teachers can use, especially with the diminishing funds available for lab supplies. I also love the idea of using Google Alerts in the classroom. Although I would be afraid that I wouldn't be able to update and check it frequently enough during class, I think it's great to remind students that they can figure out topics of interest to them and obtain information to them as it is literally delivered to their computer screens. I am inspired to look for more ways to enhance learning via these virtual experiences.

Chapters 4 and 6 - Practical Classroom Strategies

I was happy to see that these chapters started to bring to light some new ways to use technology in the classroom. I especially loved some of the ideas in chapter 6. Google Alerts, for example, will enable me as a science teacher to stay up to date with current scientific news and discoveries. Like our textbook said, most textbooks are out of date by the time they come out in print, and science books are often very far behind the curve. Programs like Google Alert ensure that my own knowledge is more up to date than these textbooks; as a result, I can provide my students with the most current information possible. Hopefully students will be able to see the relevance of modern scientific discoveries in their own lives, which will motivate them to learn more on their own. I think it would also be a great idea to ask students to make a Google Alerts account on their own so that they could get news about topics they are interested in. Is it possible to create a viable class assignment surrounding the use of such a tool?

Standards connectors and tag clouds, also mentioned in chapter 6, appear to be excellent resources to help teachers stay organized. I’ve never thought of a good way to compile resources and usually just resort to listing links in a Word Document when I find a new source. Standards connectors and tag clouds actually provide teachers with the option to classify and search for their own resources, and are extremely valuable, time-saving tools I will be sure to take advantage of. Should we provide our students with access to these resources and/or give them the ability to contribute to them?

Despite some of the great ideas mentioned in these chapters, I found that a few strategies were mentioned that would not be viable in all classrooms. For example, I really like the idea of using learning centers in a high school classroom. However, I fear that with only one teacher in the room, students would easily go off task, especially when they get to the computer station. In response, I wish this book spoke more about the strategies a teacher can use to set the tone for responsible computer usage.

Another concern I have about learning centers regards technical difficulties experienced in class. What does the teacher do when he or she is called over to troubleshoot a problem or error in the operation of the computers? If he or she leaves to fix the problem, the group who should be receiving direct instruction is left alone, but if he or she does not, the group who should be at the computers will be left without a task. As such, I see this classroom technique working well only if two or more adults are in the classroom, or if the students are highly responsible and in control of their own learning.

I am also somewhat hesitant about the use of tools like virtual field trips. Although beneficial if students absolutely cannot go on a traditional field trip, I don’t see how a virtual experience could replace one in person. Field trips are difficult to pull off because they can be very costly and time consuming and they require teachers to be liable for their students outside of the classroom, but aren’t real-world learning experiences outside of the classroom invaluable and often irreplaceable? Is it worth missing out on such an experience so that students could spend more time in class preparing for high stakes exams?

I think it will take a few years of acclimating to the teaching profession before I will be able to use technology most effectively. I see myself using it, as chapter 4 says, at the adaptation and appropriation stages for a while, especially to communicate information with students and parents, organize data, and present information. I hope that as years pass I could make my way towards the invention stage, where my students’ learning experiences are truly enriched by technology – but I think it will take a while before I get there.

Wikipedia's Value

I've always been told not to use Wikipedia as a source and would be frightened to use it with middle and high school students, yet whenever I have a question or a little interest about anything, I always use it as my first source of information. What does that say about its value?? Like I said in class, there's no way such a large collection of information could ever come together in one place without the collaboration of thousands of individuals. This alone, combined with the tons of hyperlinks and additional sources of information, makes Wikipedia the most unique and useful source of general information in existence. If we can just figure out a way to teach our students how to spark their curiosity from browsing it without relying solely on it for information, we will be able to utilize it as an incredible resource to expand our student's minds and knowledge.

Chapter 5: Talk of Literacies

I like that chapter five began with information about the various types of literacy that teachers must cultivate in their students. As much as many of us dislike the many changes that are taking place in the way students are brought up, we are entering a world where, as University of Wisconsin professor James Paul Lee said, “print literacy is not enough.” The so-called “21^st Century Literacies” such as designing and sharing information, as well as proficiency with technology, must be a focus of ours if many of our students are to succeed in the future.

Although print literacy is extremely important, many jobs entail the use of a computer and thus need employees who are IT literate. Skills dealing with the evaluation of online resources are of paramount importance. Despite the fact that many if not most of our students will be capable of finding information online, teachers can really come into play when they need to defend their sources. I thought the book did a great job summarizing the criteria for evaluating web resources. Asking students to analyze the accuracy, authority, objectivity, currency and coverage of web materials will force them to make more informed choices on the internet and in all other media as well. Such critical thinking skills will not only benefit students in school – they will be able to use them for the rest of their lives.

I do have one issue with this week’s reading, though. On page 118, Seymour Papert discusses “IT Fluency and FITness,” where he states that fluency is obtained “by performing important-to-the-learner, technology-based activities in real-world settings where a person’s actions have meaningful consequences.” Shouldn't such instruction be the goal for all education, no matter if technology is involved or not? Why is it that the focus is on relevant education only when we begin to incorporate technology? Shouldn't teachers always strive for this high level of engagement?

Thoughts on our Valentine's Day Class

Our discussion on assessment tonight left me with a much better idea about what my responsibilities are in terms of monitoring students' learning. Usually I hate talking about assessment because inevitably the topic turns to the (often frustrating) state- and federally-mandated exams that typically don't showcase all that is involved in student learning. In contrast, our discussion happily took a much more positive turn when we began talking about the different ways to assess students, and how we can tailor these different methods of assessment to both the content and the students in the class. Another goal I have for this course is to learn how to create more effective and authentic project-based assessments that provide true insight into the learning and accomplishments of my students. The constructivist theory on learning is great in theory and probably great in practice, and hopefully we can learn together how to make it happen in all of our future classrooms.

I have decided that my lesson trailer video is going to be about the discovery of DNA!

Chapter 3: Understanding by Design

Although I have never seen it in practice, I love the idea behind Understanding by Design. At times, teachers may have difficulty finding the right activities to cover material they are teaching, and I think that UBD helps to direct teachers toward the essence of what their classrooms are all about – the desired academic outcome that students will experience. Beginning the planning process with the desired outcome in mind should help teachers mindfully direct their lessons towards this goal, so that they eliminate the busy work that students so often dislike.

However, the difficult task is actually deciding what this desired outcome should be. Of course, teachers must look at the standards set for them by their school district as well as local, state, and federal governments. Still, more thinking must take place in the teacher’s mind if his or her students are really to take something away from the class at the end of the year. The essential concerns in my mind revolve around the following questions: What did I learn in school that I actually still remember now? What can teachers do to provide lifelong knowledge – things that 10 years from now, students will still use and remember? What material is worth spending valuable instructional time on?

All curriculum requirements and government standards aside, there are things that students will benefit from learning about that should be taught in the classroom. Useful skills, valuable life lessons, and relevant content are the elements that people take away from their school years, and in my opinion, more class time should be taken up with these long-lasting learning experiences, not memorizing information or recalling facts that will be forgotten after the school year ends. The following diagram was created by UBD’s designers Wiggins and McTighe to show how teachers should prioritize their learning goals.

Wiggins and McTighe propose four questions to help teachers decide where particular pieces of information should go:

1. “To what extent does the idea, topic, or process represent a ‘big idea’ having enduring value beyond the classroom?”
2. “To what extent does the idea, topic, or process reside at the heart of the discipline?”
3. “To what extent does the idea, topic, or process require uncoverage?”
4. “To what extent does the idea, topic, or process offer potential for engaging students?"

(This information can be found at http://chronicle.com/blogs/profhacker/teaching-for-enduring-understanding/35243)

Ultimately, teachers will have to work diligently to ensure that their students are receiving a real education where they truly benefit from each day that they spend in the classroom. Although such a task makes for many long nights of planning and a multitude of difficult decisions (and possibly conflicts with what other people want or think you should teach) finding out that students remember so much from your class must make it all worth it.  

Teachers as Designers

Who are you designing for?
In a perfect world, just my students. In reality, the government, society, the media, administrators, other teachers, parents, and finally my students.

What are you designing?
Curriculum, daily lessons, ways to reach out to students and their parents, connections with other teachers and administration, pieces of entertainment, moments of revelation, feelings of discovery, ways to implement external motivations, ways to exhume internal motivations, field trips, disciplinary plans, behavior models, methods of keeping data, exams, assignments, projects, evaluations.

What's the final product of your design?
Well-rounded, happy, academically fulfilled students who enjoy learning and discovery, and don't hesitate to help and teach those around them.

In terms of today's class, I'm happy to have a renewed vision about technology in the classroom as something that could potentially be of great use to me rather than a burden. Naming all of the roles of a teacher helped to clear my head in terms of all of the things that I'm responsible for as a teacher, and I really enjoyed seeing how these roles will help me to educate the "whole" child. When it comes down to just lesson-writing, though, the Instructional Designer role is great because it helps teachers clear their minds of all the other things going on during the day so that they can focus simply on creating a great lesson.

Chapter 1 initially surprised me, as I was characterized as an “elite tech user.” I certainly don’t feel like this title fits me – I got my first cell phone when I was 16 and didn’t upgrade to a smart phone until about a month ago, yet I am still considered to be above-average in terms of technological abilities.

I still have many reservations in terms of integrating technology into daily classroom life. In the near future, there will be difficulties in achieving equal computer access across the board of diverse students in the classroom. Even if computers or tablets are readily available at school, there’s no telling whether or not a student has ability to use them, or if a student’s home has such access as well. Time must be spent teaching students without computer experience how to use such devices, which takes time away from regular classroom instruction. Since time is already so limited, it seems hard to justify spending much extra time in class going over the basics of technology.

Another point that chapters 1 and 2 did not fully cover are the many lessons that are not made better by technology. Many teachers use PowerPoint to give notes to their classes. Of course, this saves time on the teacher’s part, but unless graphics and animations accompany the PowerPoint, it’s just as passive as regular notes, and possibly even more boring! Chapter 1 also made mention of an online worksheet as a great classroom activity. Again, however, unless the worksheet is accompanied by interactive material, it’s still just a worksheet. Making the decision to put it online can even add difficulty if students are not closely monitored, as they can easily get off track and use the computer for non-academic activities.

Of course, technology is not all bad – a teacher’s difficult job can be aided and simplified in many ways. Chapter 1 discussed a few such uses, and I was especially intrigued by the use of interactive SmartBoard lessons and the use of online grading and communication systems. These online systems are great because they help parents and students stay aware of what is going on in the classroom while helping the teacher stay on track and up to date as well.  

Thoughts on the Semester

After enjoying my undergraduate technology class with Dr. Holmes so much, I have high hopes for this semester. Although I firmly believe in having a balance between traditional and technology-inspired learning, I know that it’s crucial to understand what our options are as teachers in terms of technology infused lessons. Even though I love a lot of traditional lessons, I’m definitely open to learning about any technology that could enhance learning. Having a one-year-old nephew who knows how to work an iPad is proof that students are rapidly changing, and we as teachers need to be able to respond to that change.

While student teaching in a 9^th grade biology classroom last semester, I saw many times where technology could have been extremely useful in helping students understand the material even further. As such, I would love to learn more about both creating and finding SmartBoard programs. I’d also love to learn more about online resources that are free to use and easy to search through for educational videos and programs related to science. Hopefully as the semester goes on I’ll discover even more about the possibilities of technology in the classroom!