One of our final assignments was to develop a lesson plan demonstrating how we could implement new and emerging technologies with the real possibility of having to apply for grants in order to achieve this. I chose Ed Voice for its effective and user-friendly applications focused on elementary students. Plus, it is relatively inexpensive. Now, what will students learn from this new technology? They will understand essential collaboration skills which are a requirement for the 21st century career person. Additionally, they will join with other students from various communities in working together on same issues and/or current events.
My completed assignment demonstrates my learning in this course because we were given quality resources from our instructor on new and emerging technologies, and guidelines on how to apply this in our teaching profession. Further, these new technologies demonstrated how they can be implemented directly in the classroom to enhance learning. We also were given important instructions on reasons for needing grants, grant applications, what to avoid when requesting them, and we developed a grant proposal.
Some immediate adjustments I will make in my classroom regarding new and emerging technologies is to become more involved with an Internet resource our school has recently adopted, called Renzulli Learning. It focuses on differentiated instruction based on individual student profiles and then develops on-level lessons and games for them. Furthermore, students can collaborate with the teacher on assignments, feedback, etc. There is also a blogging application.
It is my goal to further technology adoption in our school by utilizing the above site several times a week, focusing on academic gains and reports, and then merging Ed Voice in when I am able to. I believe the administration at my school will begin embracing the idea when they know that important safety issues have been addressed through Ed Voice, as well as maintaining cost-effective measures so schools can purchase the product.
21st century learning includes collaboration, developing new ideas, critical thinking, problem-solving skills, and much more. The stated lesson plan contains these elements, and students will gain meaningful learning from participating in this activity.
Tuesday, August 17, 2010
Saturday, July 24, 2010
Wednesday, June 23, 2010
Everyone in our group contributed very effective resources for differentiated instruction with the inclusion of technology. The two that I believe will be the most beneficial for my students are www.everythingdi.net and www.edu.glogster.com. The first one encompasses basically anything that will help teachers in needing resources and activities directly related with differentiated instruction; and this includes how to integrate technology to help all students of varying learning levels. The latter shows how students can demonstrate their learning through the creation of graphics, different styles of fonts, and vibrant colors. I view this site as a step up from the average Power Point, and it is Internet based so it can be shared with others in school and/or different communities.
Immediate adjustments I will make as a result of learning information from this course, with regard to integrating technology into the classroom for differentiation purposes, is fully understanding my students readiness levels, interests, and learning profiles. We (teachers in my school district) typically pre-assess students at the beginning of the year for reading and math understanding; however, I will take this further by determining students' personal interests and how they like to learn best. I plan to accomplish this by creating an online survey for students to complete, and therefore will use the results to help guide instruction, as well as placing them into collaborative working groups. I also plan to spend 3 weeks during the beginning of the school year to teach routines and procedures.
There will be students in my upcoming class with varying learning levels, and I plan to utilize my resources from this class, especially our reading resource, Technology and the Diverse Learner: a Guide to Classroom Practice, that offers information on how to administer the use of assistive technologies in the classroom.
It has been very beneficial using our social networking site to collaborate and share differentiated resources, especially when we had the opportunity to chat with colleagues. Although our time was brief, it was encouraging to know how educators from one school district, one grade level, or even different communities, can collaborate and share resources on a regular basis like this. Sharing ideas face to face is also helpful, but working together with social networking provides a place to store those ideas and refer to them at any time.
I am looking forward to implementing the ideas and resources I've acquired during this course. Technology integration is so important for every student as it offers games, learning activities, scaffolding opportunities, and much more to help all students' learning progress.
Immediate adjustments I will make as a result of learning information from this course, with regard to integrating technology into the classroom for differentiation purposes, is fully understanding my students readiness levels, interests, and learning profiles. We (teachers in my school district) typically pre-assess students at the beginning of the year for reading and math understanding; however, I will take this further by determining students' personal interests and how they like to learn best. I plan to accomplish this by creating an online survey for students to complete, and therefore will use the results to help guide instruction, as well as placing them into collaborative working groups. I also plan to spend 3 weeks during the beginning of the school year to teach routines and procedures.
There will be students in my upcoming class with varying learning levels, and I plan to utilize my resources from this class, especially our reading resource, Technology and the Diverse Learner: a Guide to Classroom Practice, that offers information on how to administer the use of assistive technologies in the classroom.
It has been very beneficial using our social networking site to collaborate and share differentiated resources, especially when we had the opportunity to chat with colleagues. Although our time was brief, it was encouraging to know how educators from one school district, one grade level, or even different communities, can collaborate and share resources on a regular basis like this. Sharing ideas face to face is also helpful, but working together with social networking provides a place to store those ideas and refer to them at any time.
I am looking forward to implementing the ideas and resources I've acquired during this course. Technology integration is so important for every student as it offers games, learning activities, scaffolding opportunities, and much more to help all students' learning progress.
Friday, April 23, 2010
The GAME plan I began with as the course was developing, was to introduce my students to digital citizenship. This is important because students need to understand that being a good citizen online is just as critical as being one in person, and perhaps even more so due to the fact that we cannot be seen in front of a computer screen. This aspect of my plan has not fully developed yet, but is in process. My current plan is to integrate digital citizenship with a digital story activity. I have explained to my students this is also a new area for me and we would learn it together. They are producing persuasive paragraphs about standardized test-taking tips. We haven't gotten to the "digital story" part yet, but some students have begun story mapping.
New learning that has resulted from following the GAME plan is realizing this is an effective method for producing and carrying out lesson plans. It is simple and organized, and it can be revised as necessary. Further, it can be used as an assessment tool for teachers and a reflection strategy for students.
Immediate adjustments I will make to my instructional practice in regard to technology integration in the content areas would be to post national technology standards in student-friendly terms, in an easily viewable location. My goal is for this to occur at the beginning of the year, teaching them in a manner that is consistent and available for students' practice. I am also looking forward to students producing project-based assignments using the Internet and working with other students. Digital citizenship, standards-based learning, along with authentic assignments, will give students a well-rounded learning experience.
New learning that has resulted from following the GAME plan is realizing this is an effective method for producing and carrying out lesson plans. It is simple and organized, and it can be revised as necessary. Further, it can be used as an assessment tool for teachers and a reflection strategy for students.
Immediate adjustments I will make to my instructional practice in regard to technology integration in the content areas would be to post national technology standards in student-friendly terms, in an easily viewable location. My goal is for this to occur at the beginning of the year, teaching them in a manner that is consistent and available for students' practice. I am also looking forward to students producing project-based assignments using the Internet and working with other students. Digital citizenship, standards-based learning, along with authentic assignments, will give students a well-rounded learning experience.
Tuesday, April 13, 2010
GAME plan for students to develop proficiency in technology standards outlined by NETS:
1. Goals: One goal I would like to focus on in relation to students developing proficiency in these technology standards is to print them out and have them in an easily accessible location. A poster could be made of them and presented in student-friendly terms. The ultimate goal is for students to master them; however, this would be on-going throughout the year.
2. Action: Rewrite these technology standards in kid-friendly terms, match technology assignments to them, and as students master a standard, offer a reward. I heard of one school that rewrote their state standards in kid-friendly terms, posted them on a wall and as they mastered one, they were allowed to press a button on a stuffed animal that played a jingle.
3. Monitor: students reflect in their journals about the completed technological assignment-write which standard they thought it met; brief class discussions on standard mastery, post inquiry questions about the standards. Conference one-one with students as necessary to check for understanding.
4. Evaluate and Extend: Be sure that the technology is necessary and is not simply used as an add on to enhance the learning (Cennamo, Ross & Ertmer, 2009). I need to make sure technology projects are authentic, promote collaboration, and are standards-based.
1. Goals: One goal I would like to focus on in relation to students developing proficiency in these technology standards is to print them out and have them in an easily accessible location. A poster could be made of them and presented in student-friendly terms. The ultimate goal is for students to master them; however, this would be on-going throughout the year.
2. Action: Rewrite these technology standards in kid-friendly terms, match technology assignments to them, and as students master a standard, offer a reward. I heard of one school that rewrote their state standards in kid-friendly terms, posted them on a wall and as they mastered one, they were allowed to press a button on a stuffed animal that played a jingle.
3. Monitor: students reflect in their journals about the completed technological assignment-write which standard they thought it met; brief class discussions on standard mastery, post inquiry questions about the standards. Conference one-one with students as necessary to check for understanding.
4. Evaluate and Extend: Be sure that the technology is necessary and is not simply used as an add on to enhance the learning (Cennamo, Ross & Ertmer, 2009). I need to make sure technology projects are authentic, promote collaboration, and are standards-based.
Tuesday, April 6, 2010
What have you learned so far that you can apply in your instructional practice?
Perhaps I shouldn't be mentioning Brain Pop again, but we've already watched a video from this software on Internet Privacy. For those familiar with the site, you know there are quizzes at the end to check for understanding. My students got 9 out of 10 questions correct! I was very proud of them and also of the fact that maybe we won't have to spend a great deal of time in this area. Next, I'm planning on having them view the video on digital citizenship, also from Brain Pop. We had a brief discussion today about why being a good digital citizen is just as important as being a good citizen on a daily basis.
What goals are you still working toward? A goal I'm still working on is getting blogging started through epals.com. I believe blogging is an easy way to get students accustomed to talking with others on the Internet before taking on a partner or group project.
Based on the NETS-T, what new learning goals will you set for yourself? At the present time I am not ready to extend these learning goals. I want to focus on getting my students comfortable with basic communication procedures and appropriate digital mannerisms.
How will you extend what you have learned so far? An extension I may pursue is contacting another educator through epals.com to determine how he/she uses the software to effectively teach.
What learning approaches will you try next time to improve your learning? An approach I haven't tried yet is collaborating online with real-time teachers, whom I can speak with right away, or the software Skype. I want to try these approaches.
Perhaps I shouldn't be mentioning Brain Pop again, but we've already watched a video from this software on Internet Privacy. For those familiar with the site, you know there are quizzes at the end to check for understanding. My students got 9 out of 10 questions correct! I was very proud of them and also of the fact that maybe we won't have to spend a great deal of time in this area. Next, I'm planning on having them view the video on digital citizenship, also from Brain Pop. We had a brief discussion today about why being a good digital citizen is just as important as being a good citizen on a daily basis.
What goals are you still working toward? A goal I'm still working on is getting blogging started through epals.com. I believe blogging is an easy way to get students accustomed to talking with others on the Internet before taking on a partner or group project.
Based on the NETS-T, what new learning goals will you set for yourself? At the present time I am not ready to extend these learning goals. I want to focus on getting my students comfortable with basic communication procedures and appropriate digital mannerisms.
How will you extend what you have learned so far? An extension I may pursue is contacting another educator through epals.com to determine how he/she uses the software to effectively teach.
What learning approaches will you try next time to improve your learning? An approach I haven't tried yet is collaborating online with real-time teachers, whom I can speak with right away, or the software Skype. I want to try these approaches.
Tuesday, March 30, 2010
How effective were your actions in helping you meet your goals? I've turned to a commonly known site, Brain Pop to help my 4th graders begin to understand digital citizenship and safety. This site offers easy to comprehend information in these areas and offers fun summarizing activities.
What have you learned so far that you can apply in your instructional practice? I'm still in the process of learning to take more time with having students practice using technology effectively than simply using it as a tool to search for unnecessary information. I desire for them to be aware that the Internet is a resource just like a magazine, an encyclopedia, a book, etc. Plus, that it can only be effective for instruction when utilized correctly. This will take some time as students practice digital citizenship activities before they can connect with students of other communities.
What do you still have to learn? What new questions have arisen? I still must learn rules and regulations regarding my students' Internet usage. I am at a place of concern as to what I can and cannot teach them when it comes to Internet products, and how they can legally access what they need to produce outcomes. Is there a site I can go to that explains this in layman's terms? Something I can print off and keep with my lesson plans?
How will you adjust your plan to fit your current needs? In adjusting the plan to fit current needs, I will begin with scaffolding the activities to fit students' learning needs. Not all of our students come to us with an understanding of what the Internet is and frequently they do not have it in their homes. Therefore, they require scaffolds to reach higher levels of understanding and performance than would be possible without them (Ertmer & Simons, 2006).
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54.
What have you learned so far that you can apply in your instructional practice? I'm still in the process of learning to take more time with having students practice using technology effectively than simply using it as a tool to search for unnecessary information. I desire for them to be aware that the Internet is a resource just like a magazine, an encyclopedia, a book, etc. Plus, that it can only be effective for instruction when utilized correctly. This will take some time as students practice digital citizenship activities before they can connect with students of other communities.
What do you still have to learn? What new questions have arisen? I still must learn rules and regulations regarding my students' Internet usage. I am at a place of concern as to what I can and cannot teach them when it comes to Internet products, and how they can legally access what they need to produce outcomes. Is there a site I can go to that explains this in layman's terms? Something I can print off and keep with my lesson plans?
How will you adjust your plan to fit your current needs? In adjusting the plan to fit current needs, I will begin with scaffolding the activities to fit students' learning needs. Not all of our students come to us with an understanding of what the Internet is and frequently they do not have it in their homes. Therefore, they require scaffolds to reach higher levels of understanding and performance than would be possible without them (Ertmer & Simons, 2006).
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54.
Tuesday, March 23, 2010
GAME plan revision:
- Resources I need: online discussions with other educators who've taught this and were successful; additional courses on digital citizenship; keeping up-to-date with revisions to Internet laws, regulations, etc.
- Modify the action plan: Focus on teaching digital citizenship at this time. Students need to understand and practice Internet "manners" before they can reach out and learn from other communities and cultures.
- What have I learned so far? I'm learning not to rush into this. The prospect of knowing what students can learn from using the Internet is exciting, but can be overwhelming. I need to thoroughly understand digital citizenship before I can effectively teach it. This would include students being aware of those websites that are bias and/or bogus. Additionally, they need to know how to properly cite Internet sources they use for reports; plus verify author, date, and information authenticity.
- Do I have new questions? Is there a reliable website on digital citizenship? What is appropriate for 4th graders to know? How much should they know right now?
Tuesday, March 16, 2010
Resources needed to carry out the plan:
- sustained cultural awareness, effective Internet service, experts in the field, time to implement, additional courses, funding
- additional information needed:
- students' family and cultural backgrounds
- Steps obtained thus far:
- attending technology and cultural awareness courses through Walden University
- collaborating with other educators
Wednesday, March 10, 2010
4. Promote and Model Digital Citizenship and Responsibility: d: develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
5. Engage in Professional Growth and Leadership: a: participate in local and global communities to explore creative applications of technology to improve student learning.
Goals: attend additional professional learning courses to improve modeling digital citizenship and responsibility; collaborate with colleagues in house and through the web for communication resources with other communities and cultures; set time aside for practice and application before presenting this to my students. Internet safety for students is crucial; therefore, a major goal is to be sure students have the necessary tools to navigate safely on the web. Along with this, students must understand that the information on the web isn't their's and they will know how to give credit to sources on the Internet.
Action: The information I will need to meet these goals are cultural awareness for other teachers and students of differing geographies around the globe. Further, effective instruction and guidance provided by a digital communication specialist in the above areas is essential for my learning in this field. Also, I plan to search the Internet for valid resources of specific content related to my state's curriculum standards.
Monitor: I would like to monitor these goals through the use of blogging with colleagues and taking personal notes along the way. Also, I would like to begin this process with a small activity to determine its outcome-perhaps engage in communicating with an online source such as epals.com.
Evaluate and extend: to determine if I have met these goals, if the initial activity of communicating with epals is effective, I will transfer to a specific technological strategy focusing on content area. For this to be successful, small steps must be taken before I can plan a larger, more involved project.
Many of the other standards I observed from NETS-S offered technological instruction indicators that I would like to begin now, such as designing and developing digital age learning experiences and assessments. However, I chose the two above because I believe they offer background specifics for utilizing the Internet and the reasons for its application. So often, students have selfish motives for gathering information from the web, and they need to understand how to give credit for this information, understand how other students learn through technology, and how we can learn so much from each other through our combined efforts.
Cennamo, Ross, & Ertmer. (2009). Technology Integration for Meaningful Classroom Use. Mason, OH. Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
5. Engage in Professional Growth and Leadership: a: participate in local and global communities to explore creative applications of technology to improve student learning.
Goals: attend additional professional learning courses to improve modeling digital citizenship and responsibility; collaborate with colleagues in house and through the web for communication resources with other communities and cultures; set time aside for practice and application before presenting this to my students. Internet safety for students is crucial; therefore, a major goal is to be sure students have the necessary tools to navigate safely on the web. Along with this, students must understand that the information on the web isn't their's and they will know how to give credit to sources on the Internet.
Action: The information I will need to meet these goals are cultural awareness for other teachers and students of differing geographies around the globe. Further, effective instruction and guidance provided by a digital communication specialist in the above areas is essential for my learning in this field. Also, I plan to search the Internet for valid resources of specific content related to my state's curriculum standards.
Monitor: I would like to monitor these goals through the use of blogging with colleagues and taking personal notes along the way. Also, I would like to begin this process with a small activity to determine its outcome-perhaps engage in communicating with an online source such as epals.com.
Evaluate and extend: to determine if I have met these goals, if the initial activity of communicating with epals is effective, I will transfer to a specific technological strategy focusing on content area. For this to be successful, small steps must be taken before I can plan a larger, more involved project.
Many of the other standards I observed from NETS-S offered technological instruction indicators that I would like to begin now, such as designing and developing digital age learning experiences and assessments. However, I chose the two above because I believe they offer background specifics for utilizing the Internet and the reasons for its application. So often, students have selfish motives for gathering information from the web, and they need to understand how to give credit for this information, understand how other students learn through technology, and how we can learn so much from each other through our combined efforts.
Cennamo, Ross, & Ertmer. (2009). Technology Integration for Meaningful Classroom Use. Mason, OH. Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Saturday, February 27, 2010
When I began this course and saw the text, Reading the Web, I thought to myself, "I know how to read the web. You just google what you want and go there." Wow, was I ever wrong! I didn't realize this involved more than just "going there." Often, I would get so overwhelmed with "going there" and viewing a sea of sites that I really didn't need, that I would give up. This course on new literacy development and online inquiry in the classroom has given me a whole new outlook (sorry for the cliche) on how to read web URL's, and how to distinguish between sites that are educationally sound, and those that aren't.
One particular area that really stood out for me, and actually it didn't occur until later in the course, is the fact that so many students are using the web for whatever they choose. Now, this in and of itself is not a big revelation. They have been doing this now for quite a while; but what is is the fact that if school districts do not get deeply involved in the new literacies education of our students, they (students) will continue to utilize the web without proper supervision and guidance. Often we take for granted that just because our child or our students are sitting in front of computers, they are safe because they're not on the road riding with a drunk driver. However, we have all learned that online predators are very savvy and just as dangerous. It would be very beneficial if our district offered a PLU class for teachers and parents on the benefits and risks of using the Internet.
Because of what I've gained from this course, in my future instruction of students using the Internet as a resource for their work, I will first teach them how to read the web effectively before they begin an online project. This will include step by step procedures with guided practice. As students are able to establish methods for achieving this, they will spend less time searching and will spend quality time reading, using, and publishing only what they need.
A professional goal I'm looking forward to in the near future is to enroll in an upcoming new literacies course. At this time one isn't offered, but I will take an additional course on this essential area as it becomes available. To maintain current knowledge in this field I will spend more time in our resources discovering new and different ways to teach my students new literacy skills. Throughout my learning adventure thus far, it has been very evident that all of our resources were prepared with forethought by educational professionals. Further, teachers are able to utilize them at any time for the betterment of their students.
One particular area that really stood out for me, and actually it didn't occur until later in the course, is the fact that so many students are using the web for whatever they choose. Now, this in and of itself is not a big revelation. They have been doing this now for quite a while; but what is is the fact that if school districts do not get deeply involved in the new literacies education of our students, they (students) will continue to utilize the web without proper supervision and guidance. Often we take for granted that just because our child or our students are sitting in front of computers, they are safe because they're not on the road riding with a drunk driver. However, we have all learned that online predators are very savvy and just as dangerous. It would be very beneficial if our district offered a PLU class for teachers and parents on the benefits and risks of using the Internet.
Because of what I've gained from this course, in my future instruction of students using the Internet as a resource for their work, I will first teach them how to read the web effectively before they begin an online project. This will include step by step procedures with guided practice. As students are able to establish methods for achieving this, they will spend less time searching and will spend quality time reading, using, and publishing only what they need.
A professional goal I'm looking forward to in the near future is to enroll in an upcoming new literacies course. At this time one isn't offered, but I will take an additional course on this essential area as it becomes available. To maintain current knowledge in this field I will spend more time in our resources discovering new and different ways to teach my students new literacy skills. Throughout my learning adventure thus far, it has been very evident that all of our resources were prepared with forethought by educational professionals. Further, teachers are able to utilize them at any time for the betterment of their students.
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