Spotlight on Emerging Technology

I found this way to present information and thought I would use it on the blog for this assignment.  This all came about because I was challenged to use FaceBook. Look at some of the neat technology I am finding on that group site. If you cannot read the second column please click on the paper and you will be better able to see the entire  article.

6712 - Reflection

In the area of checking a website for validity, neither I nor my school district has addressed this issue well. The English Department will not allow the use of Wikipedia. That is the extent to which the issue had been dealt. I now know the importance and have better techniques to examine a website. I will bring it up at the next technology meeting and perhaps it can be discussed at the next teachers meeting.



In work that I have done for the district, I have later found other people using the information. At this time a PowerPoint that I made is being used by another person and I receive no credit for it. It is really my fault and this class has shown me how to prevent it in the future and talk with students about how to do the same. In the same light, my students need to be aware of how to properly use information of others and give them the recognition they deserve.


I want to work more with guided inquiry using Delicious, Wiki’s and Screencasting. Delicious can easily help students narrow down where to look for information and also share good sites with others. The wiki can help students participate and communicate better. The Screencast can help students demonstrate what they found on a site easily.


The Screencast is something I want to work with more as part of professional development. Now that I have used it a couple of times, it is much easier. On days when I know I’ll have a substitute it is the perfect way to demonstrate what I am looking for. My voice is there to let them know it is what I want them to do and how I want it done. That should enable students to understand assignments better than a sub reading them the assignment. At the next teachers meeting I can also demonstrate this new tool.

Integrating Technology Across the Content Areas - Week 8- Final Blog Post

     I have enjoyed using GAME plan. It is now time to set different goals. My initial fear of FaceBook has calmed down and I have enjoyed the two groups I have become a member of. I like the way the plan has worked for me and plan on implementing the use of GAME with my students. It gives teachers and students an easy way to expand knowledge and learning in a manageable way. Part of my Game plan was student Blogs. It has worked well. Although other teachers have implemented Blogs they have not produced good open end questions and do not interact with the students on them. Hopefully this modeling situation will benefit everyone.

     I liked the templates we used for lessons. The plans are something that can be easily picked up and used. It was a simple way to plot out what students were to do and a timeline to help everyone understand when and how progress is to be made. Some of the ideas that this course provided were E-Pals which my students will begin using in March, variety in media presentations, and more thoughts on Problem-Based learning.
     I will continue to integrate more technology in to my courses. While some courses easily lend themselves to technology, others require more work. My students need access to and to learn to use as many forms of technology and I can provide. It is hard to say what the future will be like for my students so I want them to have as much hands on experience as possible. This was a very enjoyable and well taught class.

GAME WEEK 7

At this time my GAME plan is going well. I have become a member of two FaceBook groups that share technology enhanced practices and share new resources available to teachers.

By continuing to integrate technology into what we are learning in class my students will become more proficient with technology. I can use GAME to set up a process to make sure all of the students have technology skills necessary to do classroom projects. My students can use GAME to set up goals for themselves. Students know about technology they would like to learn more about and they can work to set up a GAME plan to learn it. Students can achieve proficiency in the NETS-S. It has already been incorporated into my states standards so this process is easily followed.

The ISTE website also has a number of ideas and lesson plans that look interesting. “The Year Movie” looks like a good place to start with my freshman advisory class. Not only do they need skills in technology when they arrive here from the junior high, they need to see how far they have come from day one of high school to the final nine weeks of high school.

Game-Week 6

At this time the classroom blogs are going well and now I am ready to add a new twist for my students.  I will respond to their posts and challenge them to think more deeply and respond to what they have said.  This has not been done in the previous blogs by two other teachers.  They just post a question and students respond.  That is the conclusion of their blog.  Hopefully this will model a different approach to bloging.  

Using Facebook I have tapped into some new twists in technology I am already using.  Some things I will try to implement yet this year and other things need further investigation before trying to use them in my district or in a classroom.  I am very excited about the newness or cutting edge technology for teachers I have found on a Facebook group I've become a member of.  This has led me to want to look into the social network Twitter to see if it has anything I might use in my classroom.  If today turns into another snow day, I'll be Twittering.

GAME plan - Week 5

Well progress was made this week.  I have Facebook all set up and have found two groups that may be helpful in learning about more technology.  It was unfortunate that I couldn't find anything that was Home Ec or Family and Consumer Science based.  I have completed the Blogs for my classes that I wanted to set up.  I now have to instruct my students on how to become a member of the blog and appropriate posts for the site.  I have discovered teachers who have a blog the students are to participate in and the students do not.  The students do not know how to set up a sign in on the site, let along participate on the blog.  We will take it slow and start from square one.  I have to become a little more familiar with the set up of Ning because I have now become use to Blogspot because this class.  Blogspot is blocked from student use.  Have a productive teaching week. 

GAME Plan-Week 4

The week has not gone as planned. A student has now been ban from computer use for the rest of the year. They will still have to do the skill and drill programs of their Math and English classes but all other computer use has been ban. This makes no sense to me and I have not decided how to approach it yet. I have three computer related projects that the students need to complete for my class. I realize they could do it at home but what do they do while the rest of the class works on their projects. I had just set it up so all tests and quizzes are also online. It is a little frustrating but I’ll come up with some creative way to solve the dilemma.


The blogs should go up today and Facebook search for a resource group will happen yet this week.

GAME-WEEK 3

Am in the middle of central Illinois ice storm and need to post before we lose power.  Today I did go online and sign up for Facebook.  I was amazed and frightened when it pulled up numerous people I know and was asked if I wanted them as friends.  I did not realize the size of the social network of the site.  I need to cautiously do all my settings to maintain the privacy and still be able to communicate effectly. 

Today I also work with students on using a search engine more effectively and talked with them about using a blog.  I would like to set up four blogs for my four classes by weeks end and introduce students to blog procedures and professionalism on Monday. 

For the time constraints I am under at this time, I think I am on track with my GAME plan and will continue to impliment the plan.

Use of GAME and ISTE

After reviewing the ISTE there are two areas that I need to address.
In Area 1d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

Recently I become aware of teachers who are displeased with the results of their using a blog with students. The complaints are students who monopolize the site, two students answer the question and other students just post a copied answer, or there is no discussion between students. Teachers are displeased with the blogging experience.

I think that modeling a good blog would be helpful. Students have to be presented with open end questions. Not a question with one answer. A question with two sides or multiple answers will help the teacher to produce better conversations online. The teacher should be monitoring the site prior to the due date of the posting. The teacher can help to keep students from monopolizing the site or keep the conversation going by posting questions about student responses or more insight into the question prior to the final due date.

In area 5a. Participates in local and global learning communities to explore creative applications of technology to improve student learning.
I have never participated in Facebook, MySpace or Twitter. I saw no redeeming qualities in any of the sites. Recently I learned of a teacher who is using her Facebook in a different way. She is not posting pictures of herself and her family. She is in groups of teachers who are using a program called ALICE. She shows how her students are using the program and has connected with others who are using it. They have come up with new applications for the program. This type of global learning I am very interested in.


Using GAME my plan would be:
Set Goals:
Modeling good blogs for other teachers to monitor and learn from. Find out more about groups that deal with Home Ec. and blogs. Become a more global teacher and learn from other teachers who are using the technology tools.
Take Action:
Set up blogs for my classes. Join Facebook and/or Twitter to search for teachers using technology in Home Ec.
Monitor:
Have discussions with other teachers in my school about success and struggles in specific blogs. Assist other teachers when possible with their blog questions. Connect to other teachers sites and watch progress. Look for advantages and disadvantages to the technologies presented on Facebook and/or Twitter.
Evaluate and Extend:
Compare my blogging results with other teachers. Make sure students are actively participating. See if Facebook and Twitter can produce the information and results anticipated by another teacher. Is there a better way to connect to Home Ec. information that is current, ongoing and globally.

Reflection - Bridging Learning

1. As I look over my "Personal Theory of Learning", I need to continue my efforts to get technology in the hands of the students.

2. I will continue to work on getting the technology coordinator to allow my students to use VoiceThreads.  It is a powerful learning tool and has many applications.  VoiceThreads can enhance the use of technology and reduce student anxiety in using unkown technology because it is such a simple and straight forward application.

After working with the students I find that few are aware of or have used the making of charts on a computer.  It is a simple tool with many applications that will be included as part of assignments so that students learn to use the chart making tool and practice it's use.

3. More technology needs to be added to my lessons each week.  Student responded well to a short humorous video clip on dating that was used to open a classroom discussion on dating.  There are a number of things I can do as a teacher that are not terribly time consuming that use technology and would enhance how learning materials are presented. 

I need to immediately and accurately identify students who are chanllenged by technology and make sure they have or learn the skills necessary to accomplish classroom tasks and personal goals.

Connectivism and Social Learning in Practice

I feel that social learning is very important. If you look at today’s business and industry, much of it is based on social learning, collaboration, and networking.  By using each person’s unique abilities, knowledge and/or skills the group can accomplish amazing things and produce rapid change. Our students must experience everything that will be demanded of them in the working world.
Orey pointed out that with all group work there needs to be a group grade and an individual grade. It couldn’t agree more. How many times have we as teachers seen one or two members carry the entire group to achieve the desired results (Laureate, 2009)?
Social learning does not have to just be about working in a group. The group can be set up in such a manner that each person has a job or responsibility. It can also be collaborative so that members put together information and present it in some form of technology. A PowerPoint, a VoiceThread, a Skype or a blog could all be implemented as a form of demonstrating knowledge gained and background information accumulated (Pitler et al, 2007).

It was suggested that a cooperative learning project be implemented at the beginning of a term or school year. He also suggested that it not be your only type of learning practice in the classroom (Orey, 2001). Although it is a wonderful tool, it could be overused and students can lose focus and interest.  On Monday I attended a Teachers Institute and that speaker also said that teachers need to be careful will social learning.  If used to often it loses it's effectiveness and students do not learn as much as when it was first used. 
Laureate Education, Inc. (Producer). (2009). Social learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology and classroom instruction that works. Alexandria, VA: ASCD.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Constructionism in Practice

Constructionism is a theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate, 2009). Students working on project based learning, problem-solving and inquiry based learning, all have to produce artifacts to support their learning (Orey, 2001). For many students the three types of learning in groups can help them to share the information they have collect with others.

Technology can also help students build artifacts and share information through the use of spreadsheets, graphs, and using web based resources. Videos, vodcasts,blogs and voicethreads can all be used to present the information and produce artifacts (Pitler et al, 2007).

In a project that my students worked on for five years, students had to measure the entire high school. Every window, every floor and every light fixture had its measurements taken. This information was all placed on spreadsheets and eventually used to figure the energy efficiency of the building. This was wonderful practice for the following year when they had to take these same measurements in teacher’s homes and then report to them on the energy efficiency of their private residences. All of the information gathered for both private homes and the high school lead to energy savings, sharing of information and artifacts of the students work.


Laureate Education, Inc. (Producer).(2009). Constructionist and constructivist learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology.Baltimore:
Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology and classroom
instruction that works. Alexandria, VA: ASCD.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Cognitivism in Practice

The section of the text about using word processing spreadsheets applies to the areas of cognitive learning that are declarative and procedural. Declarative is by giving facts and procedural is by calculating the information to determine an outcome (Laureate, 2009). A word processing application can be used in a variety of ways. To help students calculate information, chart their information, put the information into a brochure form, or turn the information into a narrative. A word processor can also summarize an article or the student may write their own article and use the Auto Summarize to see if what they wrote is correct or if they need to rewrite the article. (Pitler et al., 2007).

A PowerPoint presentation or other multimedia presentation can be a type of cognitive learning called elaboration. Elaboration is a way to connect thoughts and ideas through images and labels. A teacher may also create an outline or template using Inspirations. This can help the student learn information and solve problems in an organized and procedural way. Students may also use cognitive learning through an episodic event. This may occur by using a video clips (Laureate, 2009).

All of the learning information seems to enforce the fact that there is so much to do and so little time. Just this week I have shown a short video clip on dating that seemed to spark better discussion of the subject. We saw a video on Operation Santa the made students come up with a better mind frame on why this is an important project. It also introduced them to the concept of a vodcast and they are ready to take on the challenge of producing a vodcast for public viewing.

There are many ways students may demonstrate cognitive learning using technology. A virtual field trip may be just what a class needs to help them become better learners and more receptive to new ideas through the use of technology. Resources on the internet seem to be unlimited and can increase classroom interest and learning.

Laureate Education, Inc. (Producer).(2009). Cognitive learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology and classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

A statement presented was that not all students realize the importance of believing in effort (Pitler et al., 2007). Just this week my high school students in an advisory class won their second, all school competition. They cannot believe they will be eating breakfast in class as a prize for winning the competition. The most common statement was, “We didn’t even try that hard.” This will be the perfect opportunity to introduce Excel spreadsheets and graphing to demonstrate how much time and effort is being put into a project and the results of that project. This will help the students to make the correlation between effort and achievement.

Homework can be beneficial if used in the correct context. There should be a clear cut homework policy made by the teacher and a distinct purpose and outcome of that homework (Pilter et al, 2007). Homework should not be endless worksheets without specific purpose. For many subjects there are a variety of software and websites available that can make practice learning more interesting and varied.

I teach Home Economics. To my knowledge there is no software or websites available to help teach life skills so I want to start deferring back to using the Excel program and using graphing and charting to show progress in student learning. I think my parents will support me in my quest to have students learn housecleaning skills. Parents will be given a rubric to grade student’s cleaning and students will be timing each task and how long it takes. Using a chart they can graph how quickly and efficiently they learn to do each cleaning task. The idea is for the length of time to accomplish a task to decrease as the student becomes more proficient with the household task.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology and classroom instruction that works. Alexandria, VA: ASCD.