Digital Badge #E-Chapter 7

Digital Badge #E-Chapter 7

After reviewing chapter 7, “ Engaging Learners with Digital Tools”, I discovered key elements in which new tech ideas could be used in the classroom.  The first section I observed was “Teaching Problem Solving with Computers”.  In this section, it introduces a new method of teaching where students are taught to problem-solve.  Students, who are exposed to “ill-structured problems”, will be a problem solver.  They will create new strategies, so that they can create various solutions.  Having computers in the classroom is a wonderful tool to engage your students with problem solving techniques.  For example, students who may be taught to work on simple math problems, using a computer program, will be taught to simply memorize their problems.  However, if a child is exposed to a math computer program in which incorporates math and science, the student(s) will gain much more learning experiences.  I personally believe as aspiring teacher, I will use these methods of teaching in my classroom.  There are several programs offered by Collier County School District, when our students log into their personal accounts.  The classroom I’m currently assisting in uses a program called, “Bitesize”.  This program offers three programs, in which are resourceful for the primary age.  (I.E.: Literacy, Math and Science)

The second section I found intriguing was, “Higher-Order and Lower-Order Thinking”. It was stated in this section, these ways of teaching were associated with the “Bloom’s Taxonomy”.  This was an educational tool that was presented in1956 and brought back in 2001.  They were interested in distinguishing between different forms of thinking, from basic recall and interpretation of information. (Sited from: Transforming Learning with New Technologies)  This teaching tool is incorporated throughout each classroom.  When teachers introduce Lower-Order thinking, they will usually start off with simple spelling test. This teaching tactic will introduce new words, so that students will be exposed to new vocabulary.  As for Higher-Order Thinking, teachers may ask those students to create a narrative, poem, or possibly a play.  As an inspiring teacher, incorporating Higher-Order and Lower Order Thinking is a systematic approach when teaching in the classroom would be a teaching method I would certainly use.  This way of teaching can allow for all teachers to be aware of each child’s comprehension level.  

The third section I discovered was, “Kid Pix”.  Kid Pix is an educational program that has been used for more than twenty years.  It started as art software, but has evolved into much more.  For example, students can utilize this software, where their students have access to import text, images, add sound files, resize images, and even build a slideshow.  When I become a classroom teacher, I would love to expose my future students with this.  When I worked in a Kindergarten classroom, we used a similar program, and our students were able to create an “alphabet” book.  In this book, students would create a picture that was associated with each letter.  This would allow student to develop a better understanding of “letter recognition”. Each child was assigned 1-2 letters and at the end of the project we combined each of their alphabet images to develop a class book.   When the students were able to view their artwork in a published book, they were enlightened! It was mentioned in the text that intermediate students could use this software too.  Students can develop word math problems, to show a visual representation of how they completed the problem. 

Overall, this chapter provided how we as future educators, can develop intriguing and engaging lesson plans while using the technology resources that are available to us.  Our learners can be exposed to a classroom, where we as classroom teachers will provide a meaningful learning environment.   

References

Bitesize Home. (n.d.). BBC News. Retrieved September 23, 2014, from http://www.bbc.co.uk/bitesize/ks1/

Higher-Order and Lower-Order Thinking. (n.d.). YouTube. Retrieved September 23, 2014, from http://www.youtube.com/

Maloy, R. W. (2011). Chapter 7-Exploring Problem Solving, Apps., and games. Transforming learning with new technologies (pp. 158-181). Boston: Pearson/Allyn and Bacon.

PowToon - Brings Awesomeness to your presentations. (n.d.). PowToon. Retrieved September 23, 2014, from http://www.powtoon.com/

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Digital Badge #D-Chapter 4

Digital Badge #D-Chapter 4

After reviewing chapter 4, I discovered section “Using Technology in Lesson Planning.  In this section it was interesting to read that the Internet provides resources that can support the development of a lesson plan while using student learning goals and objectives.  An instructional teacher has the opportunity to create lesson plans on every topic while incorporating new teaching ideas.  These technical plans can be introduced in the classroom, so teachers have a new idea/way to keep their students engaged while learning a new subject area.  There are numerous amounts of downloadable templates that can be used to help incorporate an engaging lesson.  I researched digital lesson plans and came across this website, "Technology-Supported Lesson Plans".  In this site, it allows for the teacher to retrieve lessons for each subject area.  I can imagine this could be helpful for a new teacher or one who might be searching for new ideas.  

The second section I found resourceful was “Assessing and Evaluating Students”.  According to the text there are three factors that can influence how teachers can evaluate their students assessments.  The first experience is “personal”.  In this assessment, teachers will teach and assess their students the way they were taught and assessed when they were in the classroom.  For example, if teachers remember taking multiple choice test and quizzes, they will assume that these are the best methods to evaluate their students.  The second experience is “ standardized testing”.  These types of tests are being used more, since the 2001; “No Child Left Behind” was passed.  It was stated in the text that 100 million standardized tests were given to k-12 students in the United States.  As a mother of two small children, I believe that standardized tests can be overwhelming to them.  There have been some cases, when students have been tested on material they haven’t been taught yet.  From my experiences in the classroom as an assistant, I have been told that these results can help the teacher identify those students who may have “prior” knowledge.  This material could have been taught to them at home or possibly from extra curricular resources.  In contrast, Standardized testing can allow a teacher to have a better understanding of where their students are academically.  From this data, they can incorporate new ideas into their lesson plans.  The third experience is “teacher test”.  Most states will require that a new teacher must pass a test, before they receive their teaching certificate.  This ensures that all teachers are capable of teaching their students according to what the standards are at that time.  

The third section I found enlightening was “Using Electronic Grading Software”.  Teachers are now using an electronic grading software program, to record their student grades.  Teachers now have the capability to manage grades, keep track of student attendance, and support lesson plans.  In our district, Collier County Public Schools uses a program called, “ANGEL”.  Parents and students have the capability of accessing this software from home to retrieve and keep track of their progress.  Some of the positive attributes with incorporating this software would be: efficiently keeping track of student performance data, quizzes, tests, assignments, homework and class participations.  Teachers can also assign percentage values for homework assignment and other class assignments.  This particular program can also alleviate the questions and concerns that parents may have for their child/children's teacher... 

References

Maloy, Robert W.. Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon, 2011. Print.

"TSLessons." TSLessons. N.p., n.d. Web. 17 Sept. 2014. <http://edtech.boisestate.edu/bridges/tslessons.htm>.

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Digital Badge #C-Chapter 3

After reading Chapter 3, the first section I discovered to be intriguing was “Teacher-Centered and Student-Centered Approaches”.   The two learning approaches that describes ones teaching are Teacher-Centered and Student-Centered.  Teacher-Centered, also know as transmission teaching, is more of a traditional form of delivering instruction.  According to table 3.1 on page 51, teacher-centered approaches tend to be whole group instruction, children working independently at their desk, and assessments are based on only worksheets, quizzes and, tests.  As for Student-Centered approach, students are exposed to a more natural process where the content is integrated into real-world problem solving tasks and activities.  For example, students are working in whole-groups, small-groups, and one-on-one instruction is taking place.  The classrooms I have observed have gravitated towards more of a “student-Centered”, approach.  Students are actively learning while working in small cooperative groups.  Also, students are engaged when they are able to share their experiences while developing group projects.  I believe that when I become a classroom teacher, my students will learn while using their imagination/creativity to explore new ways of learning.   

Photo credited to LizMarie_AK on Flickr

         

This classroom is an example of a classroom designed for cooperative learning groups. Students are able to share ideas and help one another…

The second section I found interesting was, “Online Problem-Solving Environments”.  After reading this section, I discovered that an educational environment includes educational games and interactive simulations. This type of environment can help students become problem solvers and critical thinkers.  There are three primary characteristics of solving problems in an online learning environment. First, students can use classroom computers to do what they cannot easily do on paper.  Second, students are able to investigate real-life scenarios that may interest them to conduct further research. Third, students integrate their use of technology in order to view academic content online.  As a classroom teacher, I will utilize technology for my emerging readers.  For examples, my new readers will enjoy reading with the use of a simulated book as it turns the pages, highlights the words as it is being read, and the story pictures can move across the screen. I believe that this type of resource can keep them engaged while it builds their self-motivation. 

This program is being used in our schools for Collier County.  Parents and students can login at school or a home, to access their account. I believe that this is a wonderful tool to use, to incorporate technology in the classroom.

The third section I found to be a creative way for teaching is “ Creative Ideas through Social Media”.  Having creative ideas is another way to reach students through social media, which is a form of communication between a teacher and their students.  It was also mentioned that laptops/tablets are being used in the classroom to assist students with their daily class assignments. (i.e.: note taking, QR readers, and blogs)  I remember when I was a kid we would write notes and pass them in class, now the twenty first century learner are sending text messages to each other. As a classroom teacher, I hope to develop new ideas in which I can incorporate innovative 21^st century learning activities with my students.  My classroom will be a creative environment where students will use technology to further their learning experiences to prepare them for the future.  I found a very interesting blog for 

“100 Inspiring Ways to Use Social Media in the Classroom”. This website gives "100"

 ways for a classroom teacher to incorporate technology, in their classroom. I found this resource to be insightful.  

References

"BookFlix." YouTube. YouTube, n.d. Web. 7 Sept. 2014. <http://www.youtube.com/>.

Maloy, Robert W.. Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon, 2011. Print.

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Digital Badge #B-Chapter 2

After reviewing Chapter 2, there are a series of elements in which technology issues can influence ones teaching.  I was most intrigued after reading "Barriers To Technology Use", because there were numerous impeding factors that could cause students to be impacted with the lack of technology in their   classroom.  Figure 2.4 was displayed on page 31, where one could examine what they believed to be the most important role in which technology is not being utilized with their students in the classroom. The reader was able to rate a series of components as a major, minor, or not a reason at all.  After taking the survey, I realized that my personal beliefs of why there might be barriers of technology were: lack of classroom equipment, lack of time, and possibly one might be intimidated with the use of technology. I believe the lack of classroom computers is the most important factor that is causing a barrier between technology and the how it is being incorporated in the classroom.  Every school should be equipped with enough computers, so that each classroom teacher can incorporate a group of at least five students at a time during their literacy/math "rotations".  I remember when I was in school; we had two computers in which we were to share amongst the class. There would be "number" cards in the front of the room and we were responsible to take turns in the order we had picked. Also, a timer would   go off when our time was up.  

Photo credited to San Jose on Flickr
This picture displays how some other districts are lacking equipment in which they are having students share computers.  

Collier County students and staff are very fortunate to have an abundant of computers.  Our schools are able to replace and supply our classrooms with multiple and updated computers.  I believe that when teachers are equipped with proper and updated technology, they will be able to incorporate new ideas where their students are able to learn hands on what technology can offer them in the future.  Taxpayers need to be aware that when school budgets are lowered, our children are being affected. Every child should have the opportunity to learn in the most advanced technical classroom.  Technology is the wave of the future!

The next section I found interesting was "Transforming Learning Environments with Technology".  On page 38, table 2.1; it displays how classrooms have evolved into what our students know and see today.   When I reminiscence upon my experience in the classroom as a student, I believe I learned in a "traditional" classroom. In the classroom we were exposed to: Instructional lectures, reading along with the teacher, memorizing material that was given to us, and individual ditto worksheets are just a few areas that come to mind.  Due to the constant change in our technical world, teachers and classrooms have evolved. Educators must reach their twenty first century learners by choosing how and when to integrate new technologies into their lesson plans.  When growing up, resources were limited and we were left with few options to keep us intrigued.  Currently today, students have an abundance of resources and are exposed to various pieces of technology.  For example: video games, iPhones, iPads, and computers are just a few to note.  Today's teachers are now able to incorporate new strategies such as: student-centered learning, creative and critical thinking with application of information to real-world problems, and to emphasize on collaborative work and group activities.  I personally believe that students learn more productively when they are able to work in a group setting and virtual technology is used to allow them to use critical thinking when solving problems. 

I believe that this video puts into perspective the way classrooms have changed in which we as future educators must adapt our styles of teaching...   

                                                     

The last section I found intriguing was "Methods For Teaching With Technology". In this section it introduces different types of teaching methods one might use in a classroom.  It states that there are two primary types of teaching philosophies.  The first type is: "Teacher-Centered". In this teaching philosophy, some teachers consider teaching to be formal and determine who has learned and who has not solely based on their test scores.  The second type is: "Student-Centered Teaching". This philosophy is when teachers view teaching as orchestrating different experiences. They also believe that the role of a teacher is to create puzzles, ask questions, and to engage while having an open class discussion.  I personally believe that once I become a classroom teacher, I will base my teaching philosophy on "Student-Centered Teaching".  I want my students to feel as though they have an active role in their academic learning process.  Students should feel they have opportunities to either express their personal thoughts and/or ask questions.  Our teaching philosophy can be examined in relation to the National Educational Technology Standards (NETS) for teachers and students.  NETS believe that technology can allow students to learn in a way that they can relate to.  They also think that schools should teach their academic content, while promoting innovative and creative thinking, so that they are ready to enter the world of technology.  

Photo credited to Kathy Cassidy on Flickr
These kids who are in the picture are using an Interactive Whiteboard.  This is great tool to incorporate technology, so that students are actively learning in a group setting.

Once again, this chapter puts into perspective how important it is to teach our students through technology.  We can create a highly interactive learning experience, if we can engage/reach them while using the technology tools offered.  

References

Maloy, Robert W.. Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon, 2011. Print.

"Shared Images ." Flickr. Yahoo!, n.d. Web. 7 Sept. 2014. <http://www.flickr.com/>.

"What is 21st century education?." YouTube. YouTube, n.d. Web. 7 Sept. 2014. <http://www.youtube.com/watch?v=Ax5cNlutAys>.

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