Digital Badge # J-Chapter 5

Digital Badge #J-Chapter 5

This chapter examines the use of Internet for teaching, learning, and developing information literacy among K-12 students.  Students today need to be equipped with technology skills, to survive the digital world we have become.  Digital tools are updating daily and our students need to be aware of the available tools so that they are able to connect and create with the technology being introduced to them in the classroom.

The first section I found intriguing, was “Criteria for Evaluating Web Resources”.  In this section it gives support to educators when selecting a valuable and resourceful website.  It was stated that there are five ways to consider in determining the quality of a web resource.  The five ways are: accuracy, authority, objective, currency, and coverage.  First, accuracy is an overall reliability of the given information, while providing a clear description of who authored the site and for what purpose.  Second, authority displays the author’s credential, as well as the nature of the site. (i.e.: commercial or not for profit)  Third, objectivity is when the given information is fair and nonbiased and advertising is limited.  Fourth, currency is when the site was updated with new information, while clearly being noted.  Fifth, coverage is when the information on the site can be viewed without difficulty.  While the Internet community is available to all, anyone and anything can be published at anytime.  A vast number of resources are offered on every topic, which can be at times overwhelming while misleading information can be given.  We as future educators need to be aware of these five ways when selecting the best possible information to share.  If all five ways are confirmed, content will be informative and user friendly. 

The second section I found resourceful, was “Electronic Note-Taking”.  This method of learning can allow for computer technology to be able to help organize and expedite the process of precise note-taking.  Electronic note-taking can transfer ones writing and file/organize them into your computer so that it is easier to refer back to the content.  According to the text, Notestar seems to be a very common electronic note-taking tool.  It is an Internet-based electronic note-taking tool that can be used at the elementary and secondary levels.  Students can add this to their toolbar, so that it is easier to access while searching the web.  When a student discovers a useful resource, they can simply save this by clicking on the Notestar icon.  Another useful tool that I believe could be resourceful is OneNote.  This tool is a commercial software program/app available to all Macs and PC computers.  It serves as a digital notebook and can contain various types of data with the simple click of a mouse.  It also has the capability of recording your voice while notes are being taken.  Lastly, PaperHelper is an interesting tool that I believe could be useful while using a PC.  It provides the user with a split screen, where on half of the screen it displays the Internet and on the other half it will show the notes taken.  As an inspiring teacher, I believe that these resourceful tools are a creative way where students are able to incorporate technology when taking notes in the classroom. 

Teachers can incorporate digital note-taking in the classroom to enhance their student's technical learning.

Photo credited to samsungtomorrow on Flickr

The third section I believed to be helpful for both teachers and to students was “Strategies for Preventing Plagiarism and Cheating”.  It was stated in the text that there are various strategies to decipher if students are using material without being cited.  Students need to be aware of what can cause plagiarism.  An educator may teach their students that plagiarism is when one uses another person's words or ideas without giving credit to the other person.  Some of the strategies a teacher can use to help implement awareness are: provide them with the proper way of citing, require rough drafts, create unique assignments, and inform them with support services.  Teachers may be faced with students cheating.  At the elementary level, students typically sit and take assessments/tests with their "privacy" folders.  This can allow a student to work independently while they are restricted to their work space, only.  Other teachers may stagger their student desks while it is time to test.  As most teachers wish that they are not faced with the difficulties of catching one of their students plagiarizing, they need to be aware of the precautions and signs to look for.  

"This video shares some enlightening information for both teachers and students."

References

How to prevent plagiarism - Teaching Excellence & Educational Innovation - Carnegie Mellon University. (n.d.). How to prevent plagiarism - Teaching Excellence & Educational Innovation - Carnegie Mellon University. Retrieved October 27, 2014, from http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/writing/preventplagiarism.html

Integrating Technology into the Classroom. (n.d.). US News. Retrieved October 20, 2014, from http://www.usnews.com/education/blogs/high-school-notes/2012/01/25/3-tips-on-integrating-technology-in-the-classroom

Trash or Treasure: Teaching Students How to Evaluate Internet Resources. (n.d.). Teaching Students How to Evaluate Internet Resources. Retrieved October 27, 2014, from http://www.bcps.org/offices/lis/models/issues/tips/trash_treasure/index.html

Digital Badge #I-Chapter 12

Digital Badge #I –Chapter 12

Chapter 12 is an overview of integrating technology into the classroom.  Teachers learn the techniques of successfully incorporating new strategies when addressing the digital divide/inequality, and the participation gap technology can have over some educators. 

The first section I found quite intriguing was, “ Integrating Technology to Address the Participation Gap”.  There are four strategies to shorten the amount of time teachers spend while teaching a highly interactive lesson in a whole group, small group, or individual learning.  These strategies are:  bring your own technology programs, one/two/three times activities, cooperative learning and groupwork, and interactive digital textbooks. Collier County schools have introduced “BYOD” (Bring Your Own Device) to the education community.  Students are encouraged to bring their own technology devices, when they attend school.  It was mentioned in this section that this program was created because it can keep the cost down for schools that choose to participate.  For those schools that cannot afford to purchase new laptops/devices for their student(s), this program will allow an increased usage of technology within the classrooms. In this approach, there are some speculations that those teachers who are not familiar with all the different types of technology devices will not be able to keep up with the demand of running a technical classroom efficiently.  As for the one/two/three time activities, it is an instructional mode that uses technology as a central element of classroom learning.  It was mentioned that this technique is often used at the elementary level.  Student will be grouped in fours and rotate within the classroom to different learning centers.  Computers are incorporated in these rotations as well.  This approach allows for a manageable classroom where students are working independently and taking their time with their assigned works.  The third strategy is cooperative learning and group work.  This strategy can be found at every grade level and subject area.  Students work together in pairs or trios, to complete projects and assignments.  After they complete their work in small groups, they then report back to their entire class.  This creates a new learning style, because students are adapting to new ways as they share with their peers.  The fourth strategy is interactive digital textbooks.  This is a way to integrate computer technology into the learning in the classroom.  It was also mentioned that a teacher doesn’t need a computer for every student in the classroom. Students can access their digital textbooks either through a wireless tablet, or it can be projected on a whiteboard.  As an inspiring teacher, I will choose to integrate technology into each of my lessons.  I personally believe that technology can offer teachers effective and creative ways to reach different types of learners.  Technology can also help develop a new style of teaching, so learning can be more meaningful and fun! 

The second section I found interesting was “Becoming A Technology-Leading Teacher”.  In this section, it stated that teachers are leaders in their classrooms.  Their students will often learn new ideas and creative techniques.  Curriculum standards and academic concepts are just words on paper until an educator can create learning techniques so that their students understand the meaning of new material being taught to them.  Also, teachers can also become leaders when they decide on how they will incorporate technology in his or her classroom.  Some key strategies to determine if you are a technology-leading teacher is: writing grants, working with computer-using colleagues, joining professional organizations, celebrating digital learning day, involving students in technology and change, and developing a technology-leading mindset.  I believe when a teacher is discovering new ways and ideas to use technology, they have the potential to become the “technology-leading educator”.


"This video demonstrates how to become an efficient technology-leading teacher"

The third section I found resourceful, was “Technology Integration Issues”.  In this section it states that there are six main issues that affect teachers integrating technology into their teaching.  The six issues are: administration support and teaching style, unwillingness to change favorite lesson plans, reluctance to use technology in new lesson plans, use of technology as a reward or punishment, use of technology as an add-on to other activities, and use of technology to separate students by ability groups.  I too agree with one of the main issues mentioned in this section.  The biggest issue, I personally believe, is the reluctance to use technology in new lesson plans. Teachers tend to use what they know and what their comfortable with.  In some cases, teachers are often overwhelmed when the curriculum standards are changed and they are forced to update their lesson plans.  Some teachers have been teaching for years and may be stuck in their traditional ways of teaching.  They're reluctant to change.  In addition, it can take time and a lot of creativity to create new plans.  Technology can seem like an added burden.  Technology is evolving each and every day and as an inspiring teacher, we need to embrace it.  There are many resources a teacher can use, to inspire additional ideas for integrating technology.  Our students depend on it...


"Teachers are sometimes reluctant to use technology because of their inexperience, but this video quickly proves that anyone can learn..."

References

Integrating Technology into the Classroom. (n.d.). US News. Retrieved October 20, 2014, from http://www.usnews.com/education/blogs/high-school-notes/2012/01/25/3-tips-on-integrating-technology-in-the-classroom

Issues with Integrating Technology in the Classroom. (n.d.). About. Retrieved October 21, 2014, from http://712educators.about.com/od/technologyandeducation/tp/Issues-With-Integrating-Technology-In-The-Classroom.htm

Transforming Learning with New Technologies (2nd Edition) Paperback – March 25, 2013. (n.d.). Transforming Learning with New Technologies (2nd Edition): Robert W. Maloy, Ruth-Ellen A Verock, Sharon A. Edwards, Beverly P. Woolf: 9780133155716: Amazon.com: Books. Retrieved October 20, 2014, from http://www.amazon.com/Transforming-Learning-New-Technologies-Edition/dp/0133155714

Digital Badge # H-Chapter 9

Digital Badge #H-Chapter 9

After reviewing chapter 9, its main focus was presenting and sharing information through various multimedia and digital technologies.  Classroom teachers are now able to use a presentation station, which include: Digital Cameras, Document Cameras, and Podcasts.  These offer many new teaching strategies that can be implemented in creative lesson plans.  These digital tools and resources can help promote an enhanced learning environment.

This website would be a helpful resource, when developing multimedia within lesson plans.

The first section I discovered to be intriguing was, “Digital Projectors and Document Cameras”.  Most classrooms are equipped with these two technologies.  The purpose of the digital cameras is to display material from a computer, document camera, or even a mimio interactive board onto a large screen or white board.  When these images are displayed for students, it allows for the teacher to have an in-class discussion. Projectors allow for students and teachers to interact with the help of a visual tool.  A document camera allows pictures, images, graphs, and text to be viewed on the board.  Most document cameras are equipped with a “freeze” function.  This allows for the image to freeze on the board and the document can be moved from the camera.  As an inspiring teacher, I will certainly use these technology tools.  My students will get to share their own work with their peers while using the document camera.  Another example to incorporate this into my classroom is to have the opportunity to display finished work, so students can model and complete the assignment.  A projector can enhance my classroom in various ways.  Students will be actively engaged while movies, PowerPoint’s, and visual images are projected on the board. 

"These images allow you to visualize what the projector and document camera look like in the classroom".

Photo Credited to: comedy_nose-Flickr

   

Photo Credited to: AV-1- Flickr

The second section I found resourceful, was “Podcast and Vodcast as Tools for Teaching”.  It was mentioned in this section, that Podcast are an audio recording of either a teacher’s lesson or a group discussion that be listened to via the internet.  A Vodcast is the same as Podcast, however it includes a video.  I believe this technology tool could benefit my students because they could access this info, when needed. Having these tools available can generate learning opportunities through listening and viewing discussions.  The delivery of the learning content will be more personal as it is being delivered to my students.  The Podcast and Vodcast will give a sense of motivation, while students continue to build a form of collaboration and community.  Those students, who are identified with learning disabilities, will benefit from these tools too.  This would give the classroom teacher the opportunity to reach those students, giving them access to listen and watch classroom content numerous times. 

            "This video displays how Podcast are being used in the classroom".

The third section I discovered to be helpful was, “Strategies for Using Videos with Students”.  After reading this section, it was stated that there are four strategies when your student are watching a video in the classroom.  These strategies are: pause and rewind videos often, ask students to write responses, integrate videos into lessons, and turn off the sound or picture.  These strategies help make these videos a teachable learning experience.  I certainly love the idea that students can view videos, as long as these strategies are used.  Students will typically retain more information, and will have a better understanding of new material that is being introduced.

Photo Credited to: Brenda Anderson-Flickr

When teachers are properly trained and have a positive attitude towards new technology, it will help support collaboration, learning, and productivity within the classroom.  Students will learn to work together through unique digital/tool resources.   

References:

Photos. (n.d.). Flickr. Retrieved October 12, 2014, from http://www.flickr.com/

Podcast in the Classroom. (n.d.). YouTube. Retrieved October 14, 2014, from http://www.youtube.com/watch?v=PEDQeDmm7VQ

Preparing ELLs to be 21st-Century Learners | ELL Topics from A-Z | Colorín Colorado. (n.d.). Colorín Colorado. Retrieved October 12, 2014, from http://www.colorincolorado.org/article/21431/

Resources. (n.d.). Resources. Retrieved October 13, 2014, from http://www.thirteen.org/edonline/ntti/resources/video1.html

Digital Badge #G-Chapter 10

Digital Badge #G- Chapter 10

After reviewing Chapter 10, it was quite interesting to read how technology can expand learning opportunities for teachers to reach all of his/her students.  Technology is also reaching those students that have learning disabilities, special needs, or may have diverse cultural backgrounds.  When technology is incorporated into one’s lesson plan, students will respond to various styles. 

Photo credited to: edtechreview.in, Google

The first section I discovered to be intriguing was, “Multicultural Education in 21^st Century Schools”.  In this section, it was noted that educators will organize their teaching and learning so that they can achieve multiple outcomes at the same time.  James Banks quoted, “ All students-regardless of their gender, social class, ethnic, racial, or cultural characteristics-should have an equal opportunity to learn in school”.  Wow!  These are some powerful words!  I personally believe that all students deserve an education.  As an inspiring teacher, I will have a classroom where my students will feel safe while we will all honor each other’s differences. My culturally diverse students will not feel isolated.  Students will learn in small groups, when completing class assignments or small group-projects.  When students learn in small groups versus large groups, they will get to know each other in ways that are different from their daily social life.  Another project I would implement in my curriculum is to have my students work on a multicultural research project, where they would have to choose a background outside of their own.

As teachers, it is very important to incorporate multicultural within the classroom....this video gives great insight, as to how we as educators can make a difference. 

The second section I found quite interesting, was “Differentiated Instructional for Learning”.  In this section, it was stated that differentiate is an instructional approach in which teachers create different educational experiences as ways to meet the learning needs of individual students.  Classroom teachers are using this teaching method, to have a better understanding that their students are equipped with a variety of: background knowledge, experience, and readiness.  I believe that when I become a classroom teacher, I will use the “KWL”, (know-what-learned), this simple tool can be used when working in small-guided reading groups.  After each student has read their book on “bookflixs”, they would then write in their “reading response” journal.  In this journal, they would use the KWL tool. From this activity, I can collect data to determine where my student’s weaknesses and strengths are.  Another differentiated tool I would like to use in my classroom is the: “Check for Understanding” poster.   Students would give a thumbs up if they understand, thumb to the side if they kind of understand it but they need help, and a thumb down if they don’t understand it.  Teachers can also arrange their desk, so that there is a sense of flexibility and also moving their students down to the carpet.  If we as teachers can incorporate some of these differentiated tools in our classrooms, our students will be successful.   

This an example of Check for Understanding poster-Photo credited to:Teresa Migliore Pintrest

This is an example of a "KWL" organizer-Photo credited to: creativeclassroomlessons.blogspot.com Google

              

The third section I found to be resourceful was, “Word Clouds”.  In this section it demonstrated ways for teachers and students to arrange large amounts of words in an engaging format.  It was noted in the text, that Words Clouds are a software program used to take a number of words most frequently used in a document and strategically positions them in a nonlinear pictorial image.  As a teacher, I believe that I would implement this into a compare/contrast lesson.  Students could be assigned topics, and at the end of the assignment they could compare each other’s work.  They can explore common themes, main concepts, and also what they may differ in.  I believe when and if teachers implement word clouds in their lessons, their students are effectively learning.  This visual display helps those students, who are more likely to learn with a visual tool, be creative and strike an interest in learning a new concept.

Word cloud made with WordItOut

Ways a "Word Cloud" can affect a student's learning

  

We as inspiring teachers, need to incorporate differentiate instruction within our classroom.  We need to address the diverse needs for all our learners while we incorporate student-centered strategies.

References

Check for Understanding. (n.d.). Pinterest. Retrieved October 8, 2014, from http://www.pinterest.com/

KWL. (n.d.). Creative Classroom Lesson. Retrieved October 8, 2014, from creativeclassroomlessons.blogspot.com

Make a word cloud. (n.d.). Make a word cloud. Retrieved October 8, 2014, from http://worditout.com/word-cloud/make-a-new-one

Maloy, R. W. (2011). Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon.

Multicultural Education. (n.d.). YouTube. Retrieved October 8, 2014, from http://www.youtube.com/

[Infographic] How Canadians are Integrating Technology into the Classroom. (n.d.). - EdTechReviewâ„¢ (ETR). Retrieved October 8, 2014, from http://edtechreview.in/data-statistics/1382-infographic-how-canadians-are-integrating-technology-into-the-classroom