A Reflection

Photo credit: John Biehler

 

Like language, technology is constantly changing. When I first considered taking the EME 2040 Introduction to Technology for Educators Class, I expected it to be an easy course that I could cruise through since I was already an experienced teacher. I was up for an awakening. I expected the class would include actual teachers like me, who just wanted to be in the know about Instructional Technology today. I was in for an awakening...Not only was my ability to construct PowerPoints challenged, but I realized that I had fallen into the great divide! My classmates were at least ten years my junior! When all is said and done, I feel that a class such as this one should be compulsory for all teachers of K-12 students. We are teaching the I-generation!

This class called on my creating, evaluating, analyzing, applying, understanding, and lastly, my recalling skills; all levels on Bloom's Taxonomy, but our assignments forced us to use the upper level skills. We were challenged to create Blogs, web-quests, teacher web pages, collaborative lesson plans, Instructional Wikis and even game. We were encouraged to present personally created PowerPoint using pecha kucha. As expected, discussions were also an important aspect of the course. 

I learned a wealth of knowledge and uncovered a lot of material that I expect to use for years to come. Take for instance: blogging. I never in my wildest dreams consider taking up blogging. At first, I found the whole process tedious, but got into the hang of things. I was forced to read the text, and demonstrate my own creative expression in discussing aspects and applying it to teaching. I found that engaging and revitalizing. This is a strategy that I could use with an upper level students. There are times when we encounter books that appear less interesting than we would hope… having students blog about the topics should bring a bit more excitement and interest, especially as it demands creativity. Additionally, the use of a discussion board could force students to talk about issues relevant to their lesson. The I-generation comprises of expert typists. Once they are interested in the topic, they will talk/type about it.

I was reminded of the vast amount of technology that students have at their disposal each day and the innovative ways that teachers can use this technology to impart learning to students. One learning outcome was to develop internet based projects using technology as a medium and a goal. This forced me to work with my classmates and I will admit, it was not the easiest thing, but the exercise allowed us to become more acquainted with each other and share ideas as to how we would approach the strategies toward the goal of building the collaborative lesson plan; I am glad that I know that this process becomes easier. Building the web quest and teacher web pages were interesting and exciting.  These would be useful in the classroom both for my students and for me as teacher. With the use of the web-quest and its interactivity and the website with all the resources it should hold. The teacher of today needs to utilize the cell phones, the social media, the tablets and all the apps they possess (there is an app for everything), to ensure that the classroom is an exciting and student centered environment. Our Professor was a good model to the use of Technology in today's classroom.


In conclusion, I will end with this popular Chinese proverb: "Tell me, I forget. Show me, I may remember. But involve me, and I'll understand".


Resources:

COMMON COURSE SYLLABUS . (n.d.).http://eme2040edison.wikispaces.com. Retrieved April 23, 2014, from http://eme2040edison.wikispaces.com/file/

Tell me, I'll forget. Show me, I may remember. But involve me, and I'll understand.
Read more at http://www.beliefnet.com/Quotes/Inspiration/C/Chinese-Proverb/Tell-Me-Ill-Forget-Show-Me-I-May-Remember-But.aspx#jJSIpklrMWaM5vZY.99

Tell me, I'll forget. Show me, I may remember. But involve me, and I'll understand.
Read more at http://www.beliefnet.com/Quotes/Inspiration/C/Chinese-Proverb/Tell-Me-Ill-Forget-Show-Me-I-May-Remember-But.aspx#jJSIpklrMWaM5vZY.99

Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.

 

Digital Portfolios

Chapter 11 – Engaging Students in Performance Assessment and Reflective Learning

Focus Question: How can teachers and students use digital portfolios as tools for learning?

The truth is that technology is a powerful tool for assessing performance because it allows student expression in creative and dynamic ways. Digital portfolios are useful tools to both teachers and students. The purposes as similar as they are different. For the teacher, a digital portfolio is a collection of educational and professional materials stored in an electronic format. It serves as an organized collection of materials that shows a teacher’s growth and development over time. It may contain digital copies of paper materials, but can also include video, audio, PowerPoints, photographs, and other multimedia materials. I particularly preferred this type of organization as I prepared an electronic portfolio for my Principal. The first year I did it, I was the only teacher in the entire school to present an electronic version. I particularly liked it, as it allowed for easy access, it had ready-made portability, was a means for me to creatively display information, it built on my experience in developing technology skills, and allowed for the sharing of information with the wider educational community; in my time, we shared on the school’s educator’s database called “Edu-shr”; other teachers in our school were able to access my portfolio in that database. As I recall, the digital portfolio was my personal effort to display a collection of my work for the year. I shared what I was able to do and accomplish in the classroom using periodically collected data, pictures, evaluations I received from administration throughout the school year, my certificates and awards, videos of an engaged classroom in action, lesson plans and so much more. I was able to hyperlink lesson plans to the database and this I found to be more convenient, especially since I created my own interactive and interesting PowerPoints which were outlined in my lesson plans. Finally, I would forward the link to my electronic portfolio to my Administrators the evening prior to my scheduled appointment, and this allowed them to get familiar with the material for our scheduled discussion. I found this way easier than to walk around with the usual huge, white folder with the much accumulated material. Additionally, this technique was less expensive.

The fact that I was the only teacher using the digital portfolio in the school that year found more teachers opting to go digital the following year. The change from paper to digital portfolios was a huge shift from the norm. Not only did we take the electronic route as teachers, we encouraged our students to go digital as well. We traditionally had our students build well decorated, time consuming, paper-bound portfolios at the beginning of the school year. With the decision to use digital portfolios for students as well, the students would build their portfolios and that called for an increase in the technological skills and confidence of each student. They needed to learn how to use cameras, scanners, photos, illustrating software and other tools. They particularly enjoyed reading their prepared introduction for their readers (parents). We went outdoors, spread blankets, then each child was videoed as they read. These files were transferred to student-shr. (The database for students). The students developed on their writing and presentation skills. The experience encouraged new, creative expressions of ideas and accomplishments. A Digital Portfolio is accessible and portable so they got a chance to work on editing at home. The editing was on writing pieces though, since they database was not accessible from home. I recall having my students type their stories during a writing center and saving on Student-shr data base. They would eventually be required to complete it and add it to their digital portfolios. They enjoyed typing and correcting the highlighted words, then seeing the finished product. We shared these during student conferences. The video below provides snapshots of sample student digital portfolios. 

Tech Tool link: Flisti

This is a useful tool for students creating a digital portfolio. This website is said to be an easy poll builder. All that the builder needs to do is to enter a question then the possible responses and both embeddable HTML code and links to your favorite social networks are delivered instantly. Students could use a poll at the end of their digital portfolios, where readers could offer feedback from their reviews. I am sure they could appreciate this feedback.

Summary& Connection:

In learning, it helps to allow students to pursue their curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. We often don this using paper, but I feel that with the evolution of technology, we need to allow students to take the digital route. It allows them to learn different strategies, to build on their creativity and be able to share their work to the wider audience. It is time that teachers think outside of the box for the good of our students. The old ways is not always the best way.

Resources:

Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.

Technology and Cooperative Learning

Chapter 10 - Promoting Success for all students through technology

Focus Question: How can technology engage and inspire learning for diverse students?

It is my belief that technology and differentiated instruction go hand in hand if we are to promote success for all students. Different backgrounds, cultures and experiences are represented in our classrooms through our students and this demands a variety of teaching strategies in order to maximize student achievement.

Irwin Intermediate School

Whole group is important so that the teacher can introduce and model new concepts, practice concepts not yet mastered, and review concepts. However, creating work stations like the ones above, is necessary if the teacher is to attend to the groups represented in class. Here, data informed instruction is rendered so that students' specific needs are met. Technology is useful in a writing station where instead of using paper and pencil, the students could be challenged to do pre-arranged assignments on the computer or tablet. Technology is useful where there are audio equipment available in a listening center where students may be assigned to follow in their books while the story is being read to them individually. It is useful in a read to self area where students may practice fluency by recording themselves as they read. Providing intensive instruction tailored to student needs is helpful with the use of technology, not just or the teacher but students can also track and interact with their progress.The key is to ensure that what is being taught is appropriate, structured, interesting to the students, and that the core objectives are being met.   

Tech Tool Link: Extra Large and Online Calculators
The benefits to using extra large include the reality that students are interested in the size and their lightweight. The huge size font makes them easy to read. Online Calculators are great tools that students can use outside of class. They are readily available as long as students have access to the internet. There are a few that I find useful, especially as they automatically calculate for me, making the calculation process quick and easy. Martindale's Online Center at www.martindalecenter.com/Calculators.html is said to be a very useful one.

Summary&Connection

This chapter went in-depth in an effort to explain the importance of differentiated instruction and its relevance not only to those with special needs, but to the entire student body. It is important to be mindful of the reality that our classrooms are very diverse and in an effort to reach all students, we need to create groups that will enhance the learning experience. I enjoy finding ways to reach the various groups in my classroom. Creativity is a necessity when it comes to being an effective teacher. The use of technology aids in the effort to be creative. We have the computers and tablets at our disposal. Additionally, the apps and the software are in abundance, therefore there is no excuse that the classroom teacher can give for lack of performance with students.

Resources
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010).Transforming learning with new technologies. Allyn & Bacon.