Reflection Post for EME 2040

It is hard to believe that this class is already coming to an end. I can confidently say that I feel more knowledgeable about using technology in the classroom than I did before this class. I have been able to use different resources and assignments to help understand how to use technology in my classroom.

Textbook: I found the textbook, Transforming Learning with New Technologies, to be very helpful with this course. Each chapter taught an important concept for teachers to use while incorporating technology into the curriculum. The digital badge assignments allowed us to choose 3 important points from each chapter and elaborate on the key concepts. This was beneficial because it allowed us to really focus on the main messages from each chapter and document them for later use. The chapters were easy to read with bolded/colored labels. Each chapter also included colorful pictures, tables, graphs, and vocabulary terms.

Discussions: The discussion posts were created to allow each student to personally reflect and research about a certain topic. I liked comparing other students’ discussion posts with my own. It was interesting to read their thoughts and to share different ideas on a certain topic. For example, the last discussion post we had required that we discuss accommodation strategies for our students. I liked looking at other people’s ideas and their reasons for choosing their strategies. This assignment followed the learning outcome: students will evaluate and critique legal and ethical issues for using technology in the K-12 classroom. By commenting to other students posts, we were able to evaluate what was said about the topic and add to the other students reasoning.

Activities/Assignments:  The first assignment that we had was the website evaluation and critique. I thought this was a great website because we discussed how to determine whether or not a website was valid and appropriate. This followed the following learning outcome: the students will evaluate and critique various software and hardware tools to determine utility in a K-12 setting. The instructional strategy wiki assignment was a group assignment. This assignment allowed each group member to cover an instructional strategy by Marzano. It was a great assignment because we were learning and collaborating ideas at the same time. It was my first time using a Wiki and I really enjoyed the outcome of my group’s project. This assignment followed the following learning objective: the students will create a portfolio with samples reflecting ways technology can support classroom management, administration, and teaching in a K-12 classroom. All of the strategies that were used in the Wiki assignment covered this learning outcome. The webquest assignment is a great tool to allow students to work on a lesson plan using the internet technology to do so. Webquests are great teaching tools because there is so much that you can add to each page. There is also a teacher version of the webquest. The Lesson plan assignment was another group project that allowed 3 members to collaborate and create a multiple-day lesson plan. I was able to work with two other members who enjoyed social studies as much as I did. The following learning outcome was reached: students will analyze and evaluate a selection of technological tools for assisting English language learners and linking technology to strategies for teaching these students. We were able to come up with strategies for helping students that were English language learners. Overall, all of these assignments helped to encourage the use of technology in our future classrooms.

Here is a video on how to create your own WebQuest:

Resources/Websites: Each module shared helpful links to websites, videos, images, and other websites to help assist our understanding of each section. The tutorial videos for how to create our own blogger and how to use rubistar were the most helpful. I have never used any of these programs and now feel more confident after taking this class.

One of my favorite resources that I used was in Module 2 about using Rubistar. Here is a tutorial on how to create your own Rubric.

Rubistar

There is not much that I would change for this course. I feel like I did a pretty good job considering that this is my first pre-requisite teaching course and my first technology based class. I have learned information that will help with my other pre-requisite classes and when I start a teaching program. I plan to definitely use technology in my future classroom.

Resources

Maloy, R., O’Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Digital Badge # 8: Chapter 9 : Expressing Creativity with Multimedia Technologies

Digital Badge # 8

Chapter 9 : Expressing Creativity with Multimedia Technologies

3 Concepts:

 1) Powerpoint and Next Generation Tools

Powerpoint is by far one of the most popular multimedia technologies used in the classroom. Teachers can use it to share information on various topics. Students can create them as creative projects to share with the class. Most schools create them to share important information such as upcoming events, pictures from school celebrations, lunch menus, and bus information. The information in the powerpoint can be enhanced with different graphics, pop-ups, music, and charts/graphs. Most schools are now using document cameras to display worksheets or small items that are magnified on a large screen or SMART board. This chapter shares important advantages and disadvantages to using Powerpoint. The popular disadvantage is that students may become distracted or “zone out” from the presentation. The popular advantage is that the text can be added to pictures, charts, graphs, visuals, and other interesting additions. Powerpoints are also ways for students to display a collection of photographs.

2) Video in the Classroom

Providing videos in the classroom are great for students that are visual learners. Most teachers use video that are about 5-10 minutes long to prevent students from not paying attention or getting sidetracked. Most teachers can use the videos as a teaching tool to add to their class presentations. Younger grades can use videos to enhance subjects that students can get side tracked with such as math or language arts. Teachers can also use videos to allow students to compare/contrast characters or settings. Youtube is by far the most popular video hosting/sharing website. Students can not only watch videos on different subjects, but they can also create and upload their own videos! This is great for students that become interested in social communications and who possibly want to pursue a career with it in the future. The textbook suggests that teachers should pause and rewind videos often to check for students understanding and to repeat information that might have been missed.

Below is a video on Youtube that shows a popular Kids scientist demonstrating what static electricity is.

Video: Bill Nye the Science Guy –Static Electricity

3) Photo-taking and Movie-making with Students

Digital media has become a very popular tool in the most recent years of education. Students have access to digital cameras and move programs that allow them to create, edit, and publish photos and videos. Students are able to generate projects using photos and videos to share information on a select topic. The students are able to practice active learning by filming, acting, editing, and viewing. I would encourage my students to create short commercials (group project) as an assignment. The students could create a commercial advertising a topic or taking a stand for a great cause. This assignment could be done with the use of a digital video camera. Digital video camera are easy to use and allow users to record and delete videos instantly. Students are able to learn about literacy through digital cameras. The teacher can take pictures to document memories in a class scrapbook. Younger grades could use classroom pictures to spell or write different vocabulary words. Art students could use pictures to digitally design graphics or images to use on the class website. English language learners could use digital storytelling to explain where they came from and what their culture is like.

Conclusion: This chapter explained how creativity and technology could intertwine. Most of the programs/tools discussed can be used for fun and for schoolwork. Powerpoints are such important performance tools that can be used for group or single student presentations. Videos in the classroom allow students to learn information in a comfortable and visual setting. Students can also create their own videos to show their interest in an important cause. The entire class could create a video to share what they have learned throughout the year. This chapter showed that technology can be very creative for students in numerous ways. This chapter will motivate students to take an interest in other tools used on the computer and with other assisting technologies.

Digital Badge # 7: Chapter 8 : Communicating and Collaborating with Social Media

Digital Badge # 7

Chapter 8 : Communicating and Collaborating with Social Media

3 Concepts:

1) Electronic Communication Between Teachers and Students

There are numerous types of electronic tools that teachers can use to communicate with their students. Some of the most popular ones include: email, teacher websites, blogs, online discussion, and wikis. This pretty much describes everything that we have used in this class so far! I think it is very important to have these tools because it gives students access to contact you, see what is due for homework, study important concepts, and create projects online. There are opportunities for teachers to practice synchronous and asynchronous communications. Synchronous is a type of communication that occurs in :real time” with a cell phone or through text messaging. There is a short wait time to hear from the second person. Asynchronous is a type of communication that involves some type of time delay. This could be through email, discussions, and blogs. Our textbook provides great reasons as to why integrating electronic communications into your teaching is effective. Students will be more engaged, it allows sharing of information with parents, allows publishing of student work, and teaches beyond the school day. I found an awesome video on Vimeo that shows a training session on how to use electronic communication with students.

Video: Electronic Communication with Students

2) Using Email and Text Messaging as a Teacher

Email has become one of the most popular forms of interaction for teachers. They are able to email other teachers, administration, and parents. I think it would be a great idea to have students create their own email accounts to practice writing professional emails and practicing proper “netiquette”. It will also allow students to email their teacher about assignments and other classmates for group projects. Text messaging has become a popular form of communication between students. I am not a fan of the students really using their phones in class. However, there are some apps that the students could use that would benefit the whole class. Students who do text message more frequently have to be careful about understanding what “text speak” is. For example, most students try to shorten their words with text messaging. Got to go turns into g2g or great would turn into gr8. This could also teach students to be more aware of their spelling and sentence structure.

3) Wikis as a Collaborative Learning Strategy

Wikis are such great tools for teaching students about any subject you choose to teach. A wiki is a blogspace or website that is collaboratively created and edited by a person or group of people. Wikis allow students and teachers to: use technology in a meaningful way, collaborate with peers, and publish writing and creative work. And receive feedback from others. Wikis promote creativity and collaboration in order to create an organized and informational website. More and more teachers are creating them to display important information on topics such as science and math. There are some strategies that must be used when creating wikis for students. These include: deciding on group processes, choosing the nature of the wikitext, watching for inappropriate/plagiarized material, and giving grades for the students work.

Conclusion:

There are numerous ways that we can communicate with out students by using technology. Students are now able to work from home, contact the teacher and their peers, and create group work online. These concepts are beneficial for students who go to school online and also in a live classroom setting. Students can benefit from creating wikis with other peers or with their teachers. Students will also learn proper spelling and grammar by analyzing text messages and conversation lingo. This chapters is very important for teachers to understand how to communicate and collaborate better with their students by using social media.

Chapter 5: Teaching Information Literacy and Digital Citizenship

Chapter 5: Teaching Information Literacy and Digital Citizenship

3 Concepts:

1) Teaching Students About Internet Searching

        In the past, people could use different search engines to look up all types of information. A person would type in a keyword or phrase and the “most reliable” information would pop up. Unfortunately, advertisers and webpage creators found ways to use materials that would fool a search engine into ranking their website higher than others. Now-a-days, Google has helped to eliminate this problem by sorting websites based on reliability, popularity, and whether or not it is cross-listed with other sites. Google provides numerous tools that benefit both teachers and students. Search education is a link that teaches students how to use the Google search engine.

       The following website is great for using lesson plans to teach students how to use Google Search.

http://www.google.com/insidesearch/searcheducation/lessons.html

        This lesson plan provides videos and “how-to” instructions for different lesson ideas. I personally liked the lesson on determining credibility of a source. The lesson talks about trusting your instincts and looking for information that shows whether or not the source is truly credible.

       Google also provides a tool called Picasa which allows students to find, edit, and share information online. This is useful for PowerPoint Presentations. Google also provides a tool called Blogger. I am using this tool to display my Digital Badge assignment. I think it would be great because students can use the blogger to submit journals, book reviews, and personal opinions on articles they searched using Google.

       This chapter also discusses search sites that are designed for students. Media specialists are great about locating these search tools/apps that students can also use safely at home.

2) Evaluating Online Information

      It is important for all internet users to understand what information is valid and what is not. It must be explained that anyone has the power to create their own site and use their own information – regardless if it is true or not. This is why it is important to find websites that are edited and approved by experts. There are 4 different strategies use to control and manage the information that might be suggestive: censorship, filtering software, partitions, and labels.

     Censorship eliminates materials such as websites or books banning them from a school. Filtering software is a required tool for federally funded schools that blocks materials from computers based on their keywords or phrases. A partition is filtering information by providing restricted access through certain pages. Labels are classifications that give ratings on sites to provide a standard of safe material for children. Wikipedia is an online encyclopedia with a worldwide collection of users and editors. What is scary is that literally anyone can edit the information and make it untrue. Teachers can eliminate the use of finding wrong information by comparing Wikipedia to other online encyclopedias. Explaining that other encyclopedias are updated and edited by scholars will allow students to see the difference in credibility.  The main criteria that should be evaluated for web resources include: accuracy, authority, objectivity, currency, and coverage.

3) Responsibilities for Digital Citizens

            It is important for educators to teach their students how to act as proper digital citizens. This is a broad term describing how to use technology appropriately. This could include: using social networks safely, citing sources, and preventing plagiarism. Many schools have adopted the Acceptable Use Policies (AUP) which states the rules of technology use and the consequences if the rules are broken. Copyright is a legal protection of a person’s creative work and cannot be used without the permission of the original creator. Fair use is a term that allows teachers and students to use limited amounts of copyright materials for educational and research purposes. Plagiarism is a term used when someone directly copies another person’s work and acts as if it their own. Cheating is a term used when technology is used without permission before or during a test to share information for themselves or for others to do well on a test.

         There are 3 factors that contribute to plagiarism and cheating in school: the web, high-stakes testing, and incorrect assumptions by students. There are websites that teachers may use if they want to check for plagiarism. Turnitin.com is one of the popular sites that teachers use for this. The best way to eliminate plagiarism is to stress citation ethics, emphasize essential questions, assess student progress during research process, and create assignments that can’t be easily plagiarized.

Conclusion:

          This was an important chapter to read before teaching students how to use technology in the classroom. One of my favorite parts of this chapter was the terminology of different internet information terms. For example, misinformation is the false, out of date, or misleading information on the internet. 

          Malinformation is the information that might be suggestive or inappropriate for internet users to see. The students can use a role-play activity that demonstrates each group of students reporting on the same topic. This will allow students to see the difference in generation of similar material on the same topic. Showing students how to be responsible digital citizens is important to practice their technology use, practice safety habits, and to demonstrate how to properly share information they have found on the internet. I also liked the strategies to eliminate plagiarism and cheating in the classroom. This will help to show students that we want them to take credibility for their own work and how to correctly display someone else’s work by properly citing and acknowledging them.

Chapter 4: Designing Lessons and Developing Curriculum with Technology

Chapter 4: Designing Lessons and Developing Curriculum with Technology

3 Main Concepts:

1) Enhancing Lesson Development with Technology

       This has to be the most important concept in this chapter. Technology is constantly improving as the years pass us and it is our job to stay up to date for our students. There is so much digital content provided on the internet that assists educators when teaching. Using search engines, online encyclopedias, blogs, wikis, and web quests allow students to have access to new ways of researching and retrieving information. Teachers will use technology to understand what to teach, how to teach it, and how to perform a learning assessment. Assessments can be electronic tests and quizzes, portfolios, online surveys, learning rubrics, etc. Kahoot is a GREAT website that allows teachers to use tests as a performance/learning assessment. The teacher can create their own quiz and answer selections. Students can use electronic devices such as phones, ipads, or computers to answer the questions. Click on the link below to see how a technology assessment can enhance lesson development.

This is a Kahoot quiz created for Earth Science.

https://create.kahoot.it/#poll/8d21cec3-5d77-46e9-b704-8bdc6885ba9c

2) Approaches to Lesson Planning

           Teachers create goals, objectives, and procedures to determine the layout of their lesson for whole-group and small-group instruction. There are two different approaches to lesson planning: student learning objectives or understanding by design (UBD).

Student learning objectives explain who is doing the lesson, what are they doing, when will it occur, how much/how often, and how will the lesson be assessed. This approach explains how the students will demonstrate that they know the skill being taught.

The Understanding By Design approach is a backwards design of creating a lesson. The first step is to identify what it is that you want your students to be able to do/know after the lesson. The next step is coming up with different assessment strategies to be able to measure the students’ knowledge of the topic. The last step is planning the objectives and methods for the lesson.

3) Assessing and Evaluating Students

            There are 3 factors that strongly influence how teachers think about assessment: personal experiences standardized testing, and teacher tests. The textbook suggests that most teachers use their own teachings from the past also in their classroom. For example, if a teacher grew up always taking multiple-choice tests, they might think that is the best way to evaluate their own class. Using portfolios, group discussions, and creative writing are other assessment options to use. Standardized tests are “high-stakes tests” that are given to students K-12. These tests often determine whether a student will move on to the next grade level or be a part of school graduation. Teacher tests, such as the ones you have to take when in a program, also determine the type of testing a teacher may think is the “right way” of testing.

           Performance assessments are great ways of truly measuring student learning. The student creates, produces, performs, or presents which all counts as a performance assessment. Test assessments show what a student knows academic wise with traditional tests.

           Most teachers use an electronic grading software that stores different assignments, their grades, and grade averages for each student. This form of technology is great for not only recording scores but also keeping attendance and communicating with other teachers.

Conclusion:

     This chapter was very helpful with understanding the two types of lesson planning. I also was able to read about the different types of assessments we can use and how they will help to measure what our students are learning. The 3 factors that influence teachers how to assess their students was also interesting to read. This topic made me think about how I would like to assess my students and how my past classroom experience will compare and contrast to it.

Chapter 3: Transforming Learning with Unique, Powerful Technology

3 Concepts from Chapter 3:

1) Teacher-Centered and Student-Centered Approaches

Teacher centered teaching refers to the “old” type of teaching. This approach usually has the teacher standing at the board and giving a lecture while the students read textbooks or take notes. This is considered the traditional way of teaching called transmission teaching. The goal of the teacher is to instruct in the most effective way so that students may learn the information needed to excel.

Students centered teaching is focused on the students and allows them to be a part of the lesson planning, activities, assessment, and learning process. The goal of the teacher is to create learning that students can participate in problem solving with real-life scenarios and thoughtful learning.

Between the two approaches, assessments are different. Teacher-centered assessments are usually worksheets, tests, and quizzes. Student-centered assessments are based on projects, performances, and portfolios.

“Teacher-centered and student-centered methodologies identify opposite ends of a teaching and learning spectrum with many versions and variations” (Maloy, 2014).

The following video was very helpful with explaining the difference between the different approaches:

https://www.youtube.com/watch?v=wR4ocKovy28

As future educators, it is important to understand the different approaches to teaching and to see which we feel more comfortable with.

2) Communicating and Collaborating

There are numerous ways that students can communicate and collaborate outside of the classroom. Our textbook discusses the link between communication, collaboration, and technology for students. Students can perform this by using social networks, online polls/surveys, digital games, online website publishing, and translation software.

Group work allows students to work and collaborate together. Students can use computers in small-groups to work and collaborate on assignments. Students can also use computers individually and still communicate with other classmates via computer discussion boards.

            It is important for teachers to provide enough group work to match the time spent on work individually. Both types of work allow students to communicate and collaborate effectively.

3) Expressing Creativity

            Students are able to express their creative side using technology. The students are able to create words, pictures, symbols, and numbers to express their creativity. This can be achieved by using word processor, paint, drawing, and design programs on the computer or other electronic device. Students often prefer to use technology when being creative because it is faster and allows them to use all forms of creative programs to edit their work.

            Technology also allows students and teachers to express creativity through social media. They are able to communicate with classmates, share ideas, and upload graphs, pictures, or charts they created. This is a great opportunity for students to communicate with others while being creative. It is important for educators to remind our students of internet safety and how to use the technology the right way and respectfully.

Conclusion:

This was a very interesting chapter to read as it showed the connection between collaboration, communication, and technology use. Before reading the chapter, I thought about how I could tie these three factors into one. After reading the chapter, I learned about the different tools on the computer that are used to achieve this connection.  Students are able to be creative using different word processors and editing program on the computer. Communication and collaboration are possible using small-group learning using one computer and also individually using a class set of computers (like being in a computer lab).  This chapter also showed the difference between teacher-centered and student-centered approaches. The textbook and internet did not say one approach was better than the other. Personally, I would like to find a way to use both approaches. I want my students to have a say in their learning process and assessments.  I also believe that the teacher is the head of the classroom and should be in charge of instructing. 

Chapter 1: Becoming a 21st Century Teacher

3 Concepts from Chapter 1:

1) Today's Students and Technology
 iGeneration of Technology Users
-This is considered the group of students between the ages of eight and eighteen years old who have grown with the movement of technology.
I found this concept to be very true and interesting to read about. The textbook mentions (page 3) that before the late 1990's, kids from this age group did not know what it was like to have cell phones, text messaging, etc (Maloy, 2014). I was born in 1991 and have watched technology changed throughout my school years. It was (and still is) shocking to me now so I can only imagine how people in the generations before me feel. We are now living in a generation that is geared towards social media and social networking which can be extremely beneficial to future educators and students. We are lucky to have access to computers and handheld devices in school so that we may obtain information for our lessons but also to share interesting video and pictures with our students.



2) Technology and the Work of a Teacher
The textbook states (page 4), "Technology potentially transforms every learning activity", (Maloy, 2014). I found this statement to be extremely true. We can take everyday learning activities and enhance them by adding videos or having students use word processor to complete assignments. On page 6 in the textbook, there is a breakdown of the common technological tools used in the classrooms now-a-days. It discusses tablets, smartphones, and laptops and the ways they can be used in the classroom. There are a lot of people who find technology to be useful an not useful in the classroom. I think this page in the tetx would help those who do not agree with technology use to understand the benefits and advantage our students have to be using these.


3) Building Your Digital Identity as a Teacher
This concept refers to a teacher's personal talents and competencies with technology. Some of the ways that teachers can obtain their digital identity is by maintaining websites, creating digital presentations, and researching information and trends online, (Maloy, 2014). The textbook discusses three goals for aspiring teachers to create a digital identity. These goals are: Building a multimedia resume, learning resources and teaching tools, and modeling technology for students. All of these goals are important for teachers to keep up with the newest technologies and using them to enhance our teaching skills.


Conclusion -
In the end, we have been watching technology change for years. As educators, we will need to create a digital identity by becoming aware of the newest technologies, practicing the use of these devices, and coming up with ways to teach with them for our students.