Digital Blog Post #K - Chapter 6

Chapter 6

I think it’s important to integrate learning online because our students already spend a lot of time on the Internet. According to the Pew Research Center, around ninety three percent of teenagers (age 12-17) use the Internet every day (2012). The Internet is something that captures our attention and keeps it. Using websites and apps in the classroom would be efficient because we can already comfortably manage them.

I like how the teacher in the “Voices from the classroom” section uses images in his lesson. Images from the antebellum period show drunks and this adds more emphasis to the importance of the lesson. The teacher made a good point when he said that published images like that would cost money. The Internet allows free access to these images and does not take out of our school budget.

WebQuests are very engaging and create a more interesting lesson. Teachers design these WebQuests and guide students from one website to the next using a map or set of instructions. In my hypothetical English classroom, I would create an Edgar Allen Poe WebQuest. I would begin by saying “Welcome to the dark world of Edgar Allen Poe…” in the introduction. I would have the students work in groups of two and select a poem to analyze.  The website links would have images, articles, and video clips to help the students break their poem down. I would have the students make a PowerPoint presentation for the evaluation process.

In my World Geography class, I will use virtual field trips to expand my students’ knowledge of the world. The lesson could be about third world countries and we could “travel” to countries in Africa. Google Earth would show students what the terrain and buildings in some of the developing countries. This lesson is hands-on, collaborative, and integrates technology. This project would also encourage more “traveling” as some students may use Google Earth or virtual tours at home.

The majority of our students use the Internet every day. We are comfortable using these technologies and it is obvious that the Internet captures our attentions. Using these websites and apps as a tool for learning is important because using them is like second nature to us. Using these websites and apps for learning will equip students with research skills and keep them engaged. 

Resources: 

Alaimo, Avery (16 November, 2015). Digital Blog Post #K. Made 

   with https://magic.piktochart.com/editor/piktochart/9381396#

Giordano, Robert (2015). Welcome to Poe Stories. Design215. 16 November, 2015. Retrieved 

   from http://poestories.com/index.php

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with                

    New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Pew Research Center (2015). Teen Facts Sheet. Pew Research Center. 16 November, 2015. 

   Retrieved from http://www.pewinternet.org/fact-sheets/teens-fact-sheet/

Digital Blog Post #J - Chapter 11

Chapter 11

Assessments play an important role in both teacher and student worlds. New teachers are assessed by state tests, other teacher observations, and written assignments. As a future educator, I will assess my students by giving grades, report cards, and by providing written and oral feedback in order to make sure my students are learning the criteria. Student self-assessment is where students participate in reflecting on their own work. Assessments are performed so we can receive feedback and further student involvement.

The democratic school and classroom is where both students and teachers make the curriculum and classroom decisions. Students and teachers have to have thorough discussions about how the classroom will run. Many disagree with the democratic classroom because they claim that students are too immature to make those decisions. I like the idea of the democratic classroom even though I believe it’s easier said than done. With this system, students will be involved in their work and succession because they see more value in what they’re learning based on their own decisions.

I can integrate technology in my classroom by switching from paper portfolios to digital portfolios in a middle or high school classroom. In my opinion, digital portfolios are more appropriate for higher grade levels due to the tech skills the students will need to have. Weebly is a website that I would have my students use to upload images of their best work. If my classroom had its own set of computers, I could have my students do their bell work on their own blog every at the start of class. This would eliminate papers being turned in and make it easier to grade.

At the beginning of the school year, many teachers give preassessments to see what their students know and don’t know. Online surveys takes away the use paper and would engage the students more. I would ask them questions like “What is your preferred way to learn?” and “Would you like to continue to see more online surveys throughout the year?” I could also use online surveys in a political themed social studies project. Our class would follow the elections and compare our results to the real votes. This project would be very engaging while keeping my students up-to-date with the political world.

 As a future educator, I will need to reflect on my own work. After this, I can assess my students while thinking of new and engaging activities. Although I see some advantages to the democratic system, I would never consider it. Students need to be engaged in their assignments so they see the value and can reflect on it. Integrating technology assures that my students will develop tech skills, capture their attention, and help them reflect on their learning. 

Resources: 

Alaimo, Avery (8 November, 2015). Elections. Made with 

   https://create.kahoot.it/#survey/d0492561-7235-4325-a13d-035bb2465035

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New   

   Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

https://play.kahoot.it/#/k/d0492561-7235-4325-a13d-035bb2465035

Digital blog post #I - Chapter 4

Chapter 4 

 Lesson planning can be difficult for a teacher. We want to create engaging lessons that have obvious desired outcomes. I agree with Marilyn Rhames in her article “Lesson Planning: The Task I Love To Hate.” She explains that the hardest part about the teaching profession is lesson planning and that she must make her lessons clear and engaging (2012). Luckily, we have technology on our side to make lesson planning more bearable. Integrating technological resources also creates a more efficient and interactive classroom.

 I agree with the point made in the “Voices from the classroom” section of the text that technology enhances learning. Anyone can read text or listen to a lecture to understand the lesson given. Technology requires hands-on learning and therefore engages students. In my hypothetical social studies class, I would use an interactive world-wide map to enhance learning. My students would be able to locate and learn facts about any chosen country. For an assignment, I would have my students get into groups of two and choose any country they would like to research. Students would need to find what the flag looks like, language, culture(s), traditions, etc. After their research is completed, I would have them put their information into a PowerPoint presentation. My students used technology to enhance their learning, worked in cooperative groups, and advanced their tech skills.

 There are two types of lesson plans: student learning objectives and Understanding by Design (UDB). Lesson plans revolve around three types of learning: whole-group, small-group, and one-on-one instruction. Student learning objectives is where the outcomes of the lesson are planned and described, rather than explaining the activity itself. Student learning objectives describe who, what, when, how much, and how it will be evaluated. The ultimate goal of this type of lesson plan is to describe what the student can do after the lesson. Understanding by Design (UDB) is a reverse process of student learning objectives. First you recognize the desired learning outcomes, then determine what strategies are used, and last is to plan the experiences and methods being used.

 In the “Tech Tools 4.1” section of the text, there are many resources that help make lesson planning easier. National History Education Clearinghouse (NHEC) can be used for my social studies class. NHEC is a great resource that has open discussion boards, lesson plans that you can customize, and state-by-state history standards. I especially like Annenberg learner because it has lesson plans, videos, and interactive activities. When you click on Interactives  you can see all of the interactive activities. The audiences are for both students and teachers. I also found that some links lead you to other useful links. My lesson plan is an app that allows teachers to customize pre-made templates and modify them to fit a school’s requirements. iBooks is a convenient and easy app to use because teachers can download any book and other reading materials. I like iBooks because of the easy-access and I could let my students read from it if they had spare time, instead of going to the library.

 Yes, creating lesson plans can be stressful, and even more stressful because our classroom revolves around them. We want to make creative and attention grabbing lessons that satisfy every students different needs. The lesson should be clear and you should be able to identify the desirable outcome of that lesson plan. Technology allows easier lesson plan making with websites that contain videos, pre-made templates, discussion boards, interactive activities, and other helpful links.

Resources:

Alaimo, Avery (1 November, 2015). Digital Blog Post #I. Made with https://prezi.com/your/

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

Rhames, Marilyn (2012). "Lesson Planning: The Task I Love to Hate." Editorial 

   Projects in Education. 1November, 2015. 

   Retrieved from http://blogs.edweek.org/teachers/charting_my_own_course/201

   2/05/lesson_planning_the_task_   i_love_to_hate.html

Digital Blog Post #H

Chapter 9 

Our education world is much different than it used to be. In the past decade, technology has transformed our classrooms. We are using computers for everyday activities like testing and practice assignments, PowerPoints, and apps on a classroom mobile device such as an iPad or tablet. Lectures don’t always keep a student’s attention. Using these technologies in the classroom will assure less snores and more student engagement. Teachers need to integrate multimedia technologies as well as equipping our students with the skills to do the same.

 PowerPoint is a program designed by Word that lets you create presentations. PowerPoint is very commonly used in schools for both teachers and students. You can add text, date and tables, and pictures to as many slides as you want. There are many slide enhancers, like 3D text, or the option to add audio. A popular group assignment is to have students make a presentation on an educational topic. In my hypothetical sixth grade social studies classroom, I would have my students get into groups of four. The topic would be a different country and all about its culture. The project would be completed in class and I would have my students fill out a log and turn it in as a portion of their grade. Not only are my students working together, but they are gaining tech skills that they can build from.

 Although we have to face the sad fact that art has been cut back so much in education, in the “NGA Kids: Digital Art in Classrooms” portion of the text, we can see how digital art has helped bring art back into the system. On a computer or mobile device, students can access a website like The Art Zone where they can create art using colors, images, and textures. I would let students use this website during downtime if we have any, or on a Friday afternoon. I support art classes and courses in education because it lets students express themselves and I think it’s therapeutic. Art has only proven to support brain development as well as helping students think more creatively.

 In the “Tech Tool 9.3” section of the chapter, we can see how the easy use of a podcast can change our classroom. Podcasts are audio recordings that are saved to a recording software, usually Garageband, and accessed via the internet. Most new computers have built-in microphones, but if not, you can always record from a video camera or a clip-on microphone. When you’ve finished your recording, you can save it to sites like iTunes, PodOmatic, or on your own classroom website or blog. I would have students complete a project where they’ll have to interview a family member older than them for a cultural project. I would allow my students to post it to our classroom website and encourage parents to view them as well.

 Technology plays a big role in how our students learn. As a future teacher, I know it’s important that I integrate the use of multimedia technologies because there are many great outcomes. Our students are more engaged, creative, equipped with tech skills, and are working with others. We want our students to feel confident when working with these multimedia technologies and to be able to build from them.

 Resources:

Alaimo, Avery (24 October, 2015). Digital Blog Post H. Made with 

   https://magic.piktochart.com/editor/765#

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New 

   Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

PodOmatic. (2015). Media for you, created by you. PodOmatic. 24 October, 2015. Retrieved from 

   https://www.podomatic.com/login

Digital Blog Post #G- Chapter 10

Chapter 10 Our classrooms are filled with a diverse variety of students. Students come from different culture backgrounds and speak other languages. On the other spectrum, out of students K-12, over 13% receive disability services. Not only are we creating new ways to integrate technology in the classroom, but we are using technology to work with our diverse students. As a future educator, it is important that I recognize and be prepared for the obstacles that I will have to face so I can help every one of my students succeed. As a future teacher, it is important that I create the best learning environment for all of my students.

 By using the differentiated instruction approach, I can help all of my students meet their educational needs. This approach involves the use all learning styles to create activities for these students. All learning styles are used with this approach so we can satisfy every student’s needs. If I had a student that needed my undivided attention, I would have the rest of the class working in groups so I could be with this student one-on-one. Technology will allow the student to work individually while I teach the rest of the class. I like this approach because it allows me to meet every one of my student’s educational needs.

Creating activities for an individual can be difficult at times and in the “digital dialog 10.1” part of the chapter, there are some things to take into consideration while I make these activities. I have noticed that my I base my learning preference off of what subject I’m doing and this is why I think differentiated instruction is a good approach to use. For math and science, I would create more hands on activities and for language arts and social studies, I would lecture. In a 6th grade classroom I observed, I noticed that the teacher incorporated different learning styles. First, the students completed a scavenger hunt on a hurricane information website, then they listened to a lecture about hurricanes. Not only did the teacher use hands-on, visual, and auditory learning, she also used technology as well.

In the “Tech Tool 10.1” section of the chapter, we can see how a whiteboard can create a more efficient classroom. Whiteboards are large touchscreens that allow you to navigate through the teacher’s desktop with the touch of a finger or by a pen. Anything that is wrote on the whiteboard can be saved to the teacher’s desktop. In a math classroom, I would use this interactive whiteboard and have my students complete math problems on the board. I could save all of their work and post to it the class website so my students could go back and look at notes if needed.

We have a diverse student population and with this comes many different types of learning needs. Every one learns differently so it is important that I create activities that will engage every student while meeting their educational needs. We need to integrate technology into our activities as well because it will further engage our students and help them develop tech skills as well. Technology allows for us to create an effective classroom while being able to assist every student’s specific needs.


 Resources:

 Alaimo, Avery. (17 October, 2015) Digital Blog Post G. Made with 

   https://prezi.com/kj6ejpumlvli/whiteboards-rule/#

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New 

   Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

SmartClassrooms. [SmartClassrooms]. (2009, April 9) Smart Boards. Why are they so easy to use?

   Retrieved from https://www.youtube.com/watch?v=0U05WeXPGlk

Digital Blog Post #F- Chapter 8

Chapter 8

Social media has seemed to take over the world. At first, the social media world was introduced to the younger population but we find that parents and grandparents are using it as well. According to an article by Shea Bennett, around 96 percent of students with internet access use social media. “Social media has revolutionized many industries, but it’s perhaps its impact on the classroom, and the education system as a whole, that is the most striking” (2013). The majority of our student population uses social media. As a future educator, it is important that I “connect” with my students while integrating technology as well so their learning goes beyond the classroom.

There are a few communication technologies to keep in mind while interacting with my students outside of class. I could provide a telephone number for my students to reach me if needed. I would also send a text out to remind students when big assignments are due, or to study for a quiz. I could make a website with notes, topic related videos, and a discussion area where students can ask and answer questions. In a blog, I could branch off from our lessons and talk about similar topics and post about current events. These technologies can create a better connection with students and give them a chance to discuss and share ideas.

Teenagers do text a lot and in the “Digital dialog 8.1” section of the chapter, it’s no surprise to see that teen’s text more than any other part of the population (2011). There are some things to be mindful about with this popular form of communication. I think texting is so popular among teens is because of the social scene as well as keeping their privacy secure. Teens more than anyone else are focused on fitting in and making friends. Text messaging allows them to interact with others in a private way. All cell phones give you the option of setting up a password in order for you to unlock the phone. I know from personal experience that texting has changed my spelling, reading, and writing skills. Using slang, shortened words, and acronyms is common to use while texting. If elementary students are using texting as well, they may not be using critical thinking or focusing on their spelling and writing. I think teachers will have to involve more critical thinking activities and maybe more writing activities to strengthen those reading, writing, and spelling skills. In a discussion board, I submitted my response to my professor and said “lol” at the end of it. The professor didn’t mind and laughed but it shocked me that using text language has become like a second nature to me.

In the “Twitter for Teachers” part of the chapter, we can see how conveniently easy Twitter is to use for out of classroom learning. As of 2011, there was 250 million tweets sent per day. Twitter incorporates texting, social networking, and blogging by letting users share interests by sending a tweet. Your page displays all of your previous tweets and retweets. You can search a desired topic by using hashtags and see search results from all around the world (2011). Using Twitter will allow me to post about upcoming assignments and assessments, tweet other teachers to share ideas, and allow my students to ask questions and share ideas as well. For an extra credit assignment, I could have my students follow a presidential debate and tweet about their opinions. I think this activity would be engaging and help students become more politically active.

Not only has technology changed our teaching world, but social media has made such an impact that it’s becoming more and more popular for teachers to use it as well. Our students are consistently checking their social networking sites so as a future educator, I can take advantage of this to help my students learn beyond the classroom. Will Richardson agrees that we can do this by posting about upcoming assignments or tests, creating discussion boards and blogs, and “tweeting” about current events. “This tectonic shift of connections has huge significance for the way we think about our roles as educators, our classrooms, and, most important, our own personal learning.” (2011).

Resources:

Alaimo, A. (October 11, 2015). Digital Blog Post F. Created with https://bubbl.us/mindmap

Bennett, Shea. “How is social media used in schools? Statistics, facts, and figures.” 

   SocialTimes. 2013. Retrieved from http://www.adweek.com/socialtimes/schools-social-media-

   stats/488104

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New  

Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Digital Blog Post #E- Chapter 7

Chapter 7

In the “Rosie rediscovers Math” section in the text, we can see how engaged a student was while using a mobile device. The teacher explains that she’s always busy making lessons plans focused on tests that she doesn’t make time to create activities that the students will actually enjoy.  (Maloy, et al, 2013, p. 158) We know that the majority of our students already use technology for large portions of their days, so why not integrate it into our classrooms as a successful learning tool?

We want our students to learn based off of real-world situations. Our education system uses problem- based learning so our students are prepared for their futures. George Polya brought forward a three step problem solving method in completing math problems.  Understanding the problem is the first step and that includes knowing what you are being asked. Students can reflect on previous knowledge to help them prepare to solve the problem. The second step is using problem-solving strategies and this will require the student to break the problem down. Students will choose the best strategy to get the correct answer. The last step is where students check their answer and decide if their answer is the best choice. The student might go back and complete the problem again or get rid of choices they know are not correct. (Maloy, et al, 2013, p. 159) I like this approach because students are able to use and build their critical thinking skills.

Certain programs promote either higher-order or lower-order thinking in students. As educators, we have to be able to tell the difference. Lower-order thinking requires students to reflect and interpret information while higher-order thinking involves breaking down the information while using one’s perspectives and real-world experiences to evaluate it. An example of a lower-thinking order website would be ABCYa. This website serves as practice for spelling bees and requires students to use their memorization to solve the “problem.”  Energy City is a game that involves higher-thinking order where students learn how to sustain energy using renewable and nonrenewable resources (Filament games). With this game, students aren’t memorizing information, instead, they are using real-world situations to learn.

Google Earth is a very successful learning tool. Google Earth is accessed by computer and lets you see the world from a bird’s eye view. I think so highly of Google Earth because it allows students to learn more about direction, landmarks, and details of the world around them. (Maloy, et al, 2013, p. 166) I would create a scavenger hunt activity for my students where they will need to use coordinates provided by me to locate certain areas. I will ask the students to describe or even illustrate what they find when they type the coordinates in.

Using the appropriate technology tools can promote higher thinking and prepare our students for real-world situations. If our student’s our using technology for most of their days anyway, we should create ways so they can learn and grow from it. I thought this chapter displayed many good points and ways to use these technology tools. These tools will engage our students and then help them transform into more creative and complex thinkers and problem solvers.

Resources:

AbcYa.com. "Spelling bees and Spelling practice." AbcYa. 2105. Retrieved 

   from  http://www.abcya.com/spelling_practice.htm

Alaimo, A. (2015, October 3, 2015) Digital Blog Post #E. Created

   with https://prezi.com/ik9ub1c3eq8i/3-step-problem-solving/#

Filament Games. "Stem learning game projects." Filament Games. 2015. Retrieved 

   from https://www.filamentgames.com/project-categories/stem

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New   

   Technologies. 2nd Edition. Boston, MA: Pearson Education Inc