Standard # 6--Use technology to live, learn, and work.
Although my school is transitioning from Title 1 to a more middle class school, most of the students I teach are on free or reduced lunch. That means most of my students do not have access to computers in their homes. Fortunately our school has a great technology teacher, and my 5th graders get Tech twice a week learning how to do word processing, Powerpoint, editing photos, researching, safety, etc. However, I notice that there is not a lot of collaboration on projects. I also have been able to leave much of this teaching to the tech teacher. In order for my students to continue to grow their technology skills, and to collaborate with each other, I need to take a more active role in integrating technology into my classroom as part of the process of learning by using the mobile lab more regularly. I also need to keep one foot in communicating to families with technology, and one foot still using paper, phones, etc.
Tuesday, July 31, 2012
Web Tool #4 Quizzes--Edmodo
I chose Edmodo to work on making quizzes since it was familiar, and I could build on past knowledge. In order to create a quiz, I had to set up a new email address to register as a teacher. Once that was done, it was easy to click on quiz at the top of the page. It was very easy to write a question as a multiple choice, T or F question, fill in the blank, or short answer. My partner signed in as a student, took the test, and I could see how it scored. I had to go in and score the short answer myself. This tool could be used to give tests and have them automatically scored, and could even be sent to a gradebook if I had that set up. Again, however, every student would have to have an Edmodo blog. This seems less convenient for a self-contained classroom with younger kids and limited computers or mobile labs.
Web Tool #4 Avatar
Creating an Avatar was a lot of fun! The only problem I had was that I made an avatar that wasn't allowed to be published under the free sign-up. Then I had to quickly make up a new one which was tricky in the time left. Watching the other classmates' avatars I could begin to see how this could be used either in a blog, a newsletter, or even to introduce topics or rules. I could see kids cuing into a character in a different way than listening to the teacher. Plus, I could even change mine for different purposes if I really got into it. If I had my students do this, they could step a little outside themselves to create their own avatar. They could also create an original character and then write a character sketch which could be published online in a wiki or blog and shared with other students. It's too bad that there is a cost, but I will definitely keep it in mind.
Monday, July 30, 2012
Web Tool #3 1/2--YouTube
Since I accidently reported on two tools from the same section, I am adding on to my last post by discussing YouTube. YouTube videos can be used in a variety of ways to contribute to lessons. There are specific YouTube videos on many many subjects. Because they are short and at times entertaining, they are a good way to add visually and auditorily to the beginning, middle, or end of a lesson. You tube videos are also useful for finding songs or raps that might compliment a topic such as "Phases of the Moon" or food web songs for science. Kids love to sing along and its a good way to integrate the arts into lessons using music or visual art. Popular song videos can be used in a variety of ways as transitions between subjects or to emphasize classroom community building if chosen with that purpose in mind. You could use You Tube videos to stretch thinking in new ways, an example is looking at "Walk Off the Earth" video where five musicians sing while all playing a single guitar. Asking the kids how this video shows a group working together and what skills they are using. Previewing is a must and searching can be time consuming, but there is a wealth of possibilities to draw from.
Sunday, July 29, 2012
Web Tool #3 Wikis
I chose to explore wikis with my common theme of trying to improve opportunities for collaboration in my class. I went to google.docs, and discovered that it is going to disappear in a number of months and was being replaced by Google Drive. Google Drive is like Dropbox or iCloud. Within Google Drive is the ability to write documents, power points, make graphs, or drawings that can be subsequently shared with whomever you choose and can be downloaded anywhere that Google Drive is downloaded and be added to or edited by anyone you choose. It could still be great for wikis so multiple students could work on an assignment. They could research at home and add pictures or info that could be used to present as a speech or report on any topic from this year's elections to writing a report on a particular state. You can insert videos, pictures, as well into documents or power points. After seeing this application, I think that with this one tool, you would not need several of the others!
Response #2 InTASC Standards
Standard #10--Leadership and Collaboration
Reading this standard, I am reminded of many teams, committees, etc. that I have had the privilege to work on, collaboratively or in leadership positions, to improve learning in our school. At the same time, this standard stretches the expectations for each teacher beyond their school. We are to advocate for education and our profession into the larger world of the neighborhood, state, and nation. Idealistic goals certainly, but I run up against two struggles:
1. Where do I find the time to do this beyond my school community. Collaborating with other teachers in my school, district, and even this class is so valuable. Also, it is essential that I work with families in their/my community. But it all takes time. To take on leadership roles beyond just being willing to continue to educate myself on what is happening in state and nation seems like a completely separate job.
2. Why do we have to continually advocate for the needs of learners and our profession to the nation? It is discouraging that we have to keep proving the critical importance of education.
Standard #10--Leadership and Collaboration
Reading this standard, I am reminded of many teams, committees, etc. that I have had the privilege to work on, collaboratively or in leadership positions, to improve learning in our school. At the same time, this standard stretches the expectations for each teacher beyond their school. We are to advocate for education and our profession into the larger world of the neighborhood, state, and nation. Idealistic goals certainly, but I run up against two struggles:
1. Where do I find the time to do this beyond my school community. Collaborating with other teachers in my school, district, and even this class is so valuable. Also, it is essential that I work with families in their/my community. But it all takes time. To take on leadership roles beyond just being willing to continue to educate myself on what is happening in state and nation seems like a completely separate job.
2. Why do we have to continually advocate for the needs of learners and our profession to the nation? It is discouraging that we have to keep proving the critical importance of education.
Wednesday, July 18, 2012
Web Tool #2
Discussion Forums
My partner and I selected groups.google.com to explore. After a little trial and error we found this to be a simple tool to use. In addition to responding to some sort of written prompt, the leader can attach a link, photo, file, etc. as a take-off point for discussion. This tool can encourage discussion because individuals can see what others have already written and can respond to each other as well as to the prompt itself. This tool can be used from any computer as long as individuals have connected to this website. Difficulties are how spread-out spacially some of the responses get. They can be compressed to just show the first line of each response. Groups can be limited to select invited individuals, or can be open to the internet. I can see this tool being used for students to respond to thematic questions about stories or novels, writing different predictions to future events in literature, looking at a picture that represents a new topic of study such as Oregon Trail to give students a chance to write down what they already know or think.
Discussion Forums
My partner and I selected groups.google.com to explore. After a little trial and error we found this to be a simple tool to use. In addition to responding to some sort of written prompt, the leader can attach a link, photo, file, etc. as a take-off point for discussion. This tool can encourage discussion because individuals can see what others have already written and can respond to each other as well as to the prompt itself. This tool can be used from any computer as long as individuals have connected to this website. Difficulties are how spread-out spacially some of the responses get. They can be compressed to just show the first line of each response. Groups can be limited to select invited individuals, or can be open to the internet. I can see this tool being used for students to respond to thematic questions about stories or novels, writing different predictions to future events in literature, looking at a picture that represents a new topic of study such as Oregon Trail to give students a chance to write down what they already know or think.
Response #1 on InTASC Standards
Standard #2: Learning Differences
As I read this standard, I can't help but think with growing technology we have so many more tools available to help differentiate to meet the needs of all our students than in the past. Whether it is in finding and using programs for an individual with extremely low-level reading skills who needs more one on one opportunities for reading and listening to stories at their own level, or for advanced students who can research and design their own presentations that go deeper into learning; utilizing technology can be fine-tuned to meet the needs of a wide range of students. In terms of ELL students or students from different economic backgrounds, it is helpful to access more visual and auditory experiences that are engaging and interactive. Using computers to find websites, films, podcasts that work toward connecting our cultures is invaluable. With 29+ students and far less support, I am still expected to meet the needs of all my students. The more proficient I become with various technological tools, the greater chance I have of accomplishing the almost impossible task of meeting the needs of my diverse classroom.
Standard #2: Learning Differences
As I read this standard, I can't help but think with growing technology we have so many more tools available to help differentiate to meet the needs of all our students than in the past. Whether it is in finding and using programs for an individual with extremely low-level reading skills who needs more one on one opportunities for reading and listening to stories at their own level, or for advanced students who can research and design their own presentations that go deeper into learning; utilizing technology can be fine-tuned to meet the needs of a wide range of students. In terms of ELL students or students from different economic backgrounds, it is helpful to access more visual and auditory experiences that are engaging and interactive. Using computers to find websites, films, podcasts that work toward connecting our cultures is invaluable. With 29+ students and far less support, I am still expected to meet the needs of all my students. The more proficient I become with various technological tools, the greater chance I have of accomplishing the almost impossible task of meeting the needs of my diverse classroom.
Tuesday, July 17, 2012
Response to Preface/Ch. 1-2
Many years ago I had just gotten my first electric typewriter with a two-line memory. Within a year my husband had purchased a computer with word processing, etc. and immediately the typewriter became obsolete. In the time of Web 1.0, I remember using computers in classes simply to play learning games with discs of one sort or another. In the era of 2.0, I interact with Facebook, followed my son's blog as he traveled through Asia, and watch my team of teachers use Wikis and podcasts in their classes, I have seen or participated in these interactions first hand. In Web 2.0 with the rise of community-oriented technology tools, I understand how computers "fit nicely with the belief that the meaning-making process of learning requires social interaction" (p.6). This is the area I want to expand in my classroom. This historic discussion of evolving web use, gives me context to see more clearly where my knowledge base is and isn't, and what I can let go of (like the electric typewriter), and what I need to still keep learning about as we transition to Web 3.0.
Many years ago I had just gotten my first electric typewriter with a two-line memory. Within a year my husband had purchased a computer with word processing, etc. and immediately the typewriter became obsolete. In the time of Web 1.0, I remember using computers in classes simply to play learning games with discs of one sort or another. In the era of 2.0, I interact with Facebook, followed my son's blog as he traveled through Asia, and watch my team of teachers use Wikis and podcasts in their classes, I have seen or participated in these interactions first hand. In Web 2.0 with the rise of community-oriented technology tools, I understand how computers "fit nicely with the belief that the meaning-making process of learning requires social interaction" (p.6). This is the area I want to expand in my classroom. This historic discussion of evolving web use, gives me context to see more clearly where my knowledge base is and isn't, and what I can let go of (like the electric typewriter), and what I need to still keep learning about as we transition to Web 3.0.
Monday, July 16, 2012
Web Tool #1 Dropbox
With the help of our group, I was able to download Dropbox onto my computer. This is like having an "out of my computer" storage space that can be accessed anywhere by anyone I choose to share with. I can write lesson plans or find pictures at home, save to Dropbox and then go to school and use school computers to download my information, ideas, links, pictures, or vice versa. I could create a shared file for my families where I have all homework scanned in and saved to a Dropbox file labeled by the week for those students and families to access at home or the library should said assignment go missing. Students who could write assignments on computers at home could potentially save those assignments to a Dropbox homework folder or scan and save to a homework folder. I could check off homework at home or school without all the papers in hand. Sick kids could look up homework on line that they are missing. Woweee!
With the help of our group, I was able to download Dropbox onto my computer. This is like having an "out of my computer" storage space that can be accessed anywhere by anyone I choose to share with. I can write lesson plans or find pictures at home, save to Dropbox and then go to school and use school computers to download my information, ideas, links, pictures, or vice versa. I could create a shared file for my families where I have all homework scanned in and saved to a Dropbox file labeled by the week for those students and families to access at home or the library should said assignment go missing. Students who could write assignments on computers at home could potentially save those assignments to a Dropbox homework folder or scan and save to a homework folder. I could check off homework at home or school without all the papers in hand. Sick kids could look up homework on line that they are missing. Woweee!
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