Final: Reflective Post

Final: Reflective Post

After the completion of this course, “Intro to Tech for Educators”, I felt an overwhelming sense of “accomplishment.”  Wow, I did it!

Upon entering this course, I was only equipped with the basic computer skills:  Microsoft Word, Excel, Publisher, and PowerPoint.  At the completion of this course, I never imagined I would have a healthier understanding of the various innovating technology resources that could be used in the classroom.  Professor Marie Coleman, I thank you for the in-depth and intriguing course that you provided us students. 

One of my fondest memories when we started this course was when you had each individual student write what they personally believed an effective teacher was and what we all hoped to achieve from taking this course.  We then shared our thoughts and personal profiles with a partner we were paired up with.  What I found quite intriguing was when it came down to sharing our information, our partners shared ours and we shared theirs.  I felt that this learning tool was a way for us to learn more about each other, without worrying about what we were going to say about ourselves.  Each lesson you demonstrated allowed “us” students to be educated by all the different learning styles a teacher has to offer.  Your classroom was, what I believed, to be a creative learning environment.  With the use of various tools, such as: Navigation Devices, QR Codes, Internet Surveys, and Web Based activities, our class was certainly instructive through the use of technology.  The following assignments: Collaborative Lesson Plan, Teacher Web Page, Web-quest, and our Wiki pages were quite challenging to accomplish, but at the same time brought a unique perspective on the upcoming curriculum that our twenty-first century learners will encounter.

My constructive feedback regarding this course would be: As the course began, I found the process of embedding technology pieces quite frustrating.  My suggestion to you would be to possibly consider the various types of pc’s that all your students may have access to. I found that not all embedded technology tools were compatible to link/transfer into our assignments where they could be viewed.

As I reflect back on this course, I am appreciative of all the tools I have acquired that I really never knew existed in this world of high tech. With your knowledge and insight, I now feel confident to explore and create innovating lesson that will inspire my students. 

This video displays how educators and inspirational professors, like you, help make the difference within the classroom and with each student!-Thank You!

   References

MOTIVATIONAL VIDEO â˜
 It's Teachers Day Today, Thank Them for What YOU are Today! (n.d.). Retrieved December 11, 2014, from https://www.youtube.com/watch?v=5-4jubJFecg

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

Overview of learning styles. (n.d.). Retrieved December 11, 2014, from http://www.learning-styles-online.com/overview/

Digital Badge # L-Chapter 6

Digital Badge #L-Chapter 6

In chapter 6, “Fostering Online Learning with Educational Websites and Apps”, it considers information management a requirement when classroom teachers and students use learning resources that are provided by educational links and other online resources.  There are many technology tools that help extend learning while using the web.  These are a few tools to be useful in the classroom. 

The first section I found resourceful, was “Designing Successful WebQuest.”  WebQuests serve as facilitator for students learning fundamental Internet literacy skills of information retrieval and analysis.  It was mentioned that there are five steps for a WebQuest.  These steps are: stage setting, task, process, evaluation, and conclusion.  A stage setting is an introduction by the teacher before the students begin their activity.  A task is the activities, in which the students will be expected to do or create while on their quest.  The process is step-by-step instructions that students will follow throughout the quest.  An evaluation is how the instructor will assess the students to make sure that they have met the requirements of a quest.  The conclusion is a summary of the key understandings or learning goals that were embedded in the quest.  WebQuest are a great teaching tool to help motivate and encourage students to be aware and make connections.  They essentially ask the student a question that needs answering.  Through this process, students are asked to understand, hypothesize or problem-solve.  After completing our WebQuest, I quickly understood how this could be a resourceful tool in the classroom.  Students are responsible and accountable for their own project/assignment when maneuvering through the tabs.  When instructors choose a topic that they consider their students would respond to, they could add to the relevance of the given project/assignment.

The second section I discovered to be helpful was “Using Educational Websites and Apps Interactively.” It was stated in this section, that “teaching” in a classroom is more than telling information to students, a quality educational website is more than information on a computer screen.  Students are now required to interact with the online material to discover its relevance and meaning.  Using educational websites shift the teaching from the teacher to the student and interactively show how things work.  Educational websites that include interactivity, exploration, and engagement are the most successful with the students.  When students have the ability to interact with online content, it teaches them to analyze and be prepared to ask questions about their topic. Exploration is another feature that some websites are equipped with to make exploring easier for students when conducting their research.  They can take different various avenues while they are engaged in a lesson/assignment.  When educational websites are engaging, students are intrigued with the use of a compelling storyline, interesting characters, a perplexing mystery, or a controversial issue or idea.  Students are drawn to online material in ways that could not happen with information presented in a text-based, less interactive format.  The key to be an effective teacher when using educational websites and apps is to keep your students intrigued while working effectively and diligently.  There are several resourceful educational websites to incorporate within the classroom and I found this link to be beneficial.

"This picture displays an educational website that a student could access to research, various graphs."

The third section I found intriguing was, “Taking Virtual Field Trips.”  In this section it states that students have the capability of traveling to various locations around the world without ever leaving their classroom or school.  Virtual field trips are a flexible teaching approach.  A group of students can access a virtual trip, while other students work independently on a given assignment.  It was also mentioned that a computer could also be connected to a projector, so that the whole class can participate in a virtual field trip.  Google Earth has an impressive collection of virtual tours, including famous cathedrals, castles and palaces, art museums, skyscrapers, and other historical sites.  Students have the capability when exploring virtual sites, to use the information and pictures for research/projects.  When teachers incorporate virtual field trips in the classroom, it can provide opportunities for new discoveries in the classroom.  One of the most interesting virtual field trips, I found was a trip to Antarctica.  Students had the capability of following a team of explorers through their trip across the continent.  Wow! This is such a creative way to strike the interest of those students who are a visual learner.  Students will value this way of learning and open a world of traveling possibilities.

"This is a wonderful video to display how effective virtual field trips can be in the classroom" 

References

Get Outta Class With Virtual Field Trips. (n.d.). Retrieved November 18, 2014, from http://www.educationworld.com/a_tech/tech/tech071.shtml

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

Why WebQuests. (n.d.). Retrieved November 18, 2014, from http://www.internet4classrooms.com/why_webquest.htm

Digital Badge # K-Chapter 11

Digital Badge #K-Chapter 11

 

In this chapter, it examines how educators and students can use technology in the classroom to evaluate and assess learning.  Educators are evaluated by school personnel, to make sure that all students are actively involved in the assessment process. 

The first section I found intriguing was, “Reasons for Teaching with Clickers.”   In this section it was stated that when students are introduced to participate with clickers, they are exposed to numerous instructional advantages.  These advantages are: active learning, student involvement, real-time feedback, and question-centered instruction.  Educators who promote the use of clickers within the classroom will develop an active learning approach, because it is a form of technology that will keep his of her students engaged while having fun using them.   Two key tools that determine the clicker’s use are: they provide students to participate secretly, and it is a tool to integrate a “game approach” where students will be engaged while learning versus the “traditional” learning class approach.  I personally believe that when an educator uses this method of learning, students will not feel they are making a mistake where their peers could possibly judge them.  Students will have the opportunity of selecting an answer to a multiple choice, true/false, or a yes/no question.  Student’s results will be anonymously transmitted to the instructor’s device and be displayed for the whole class to see.  These immediate feedbacks can help the instructor assess the students’ understanding of a particular subject area, while receiving immediate responses and reinforce what is being taught. 

“This video is an example how clickers could be incorporated into a lesson.”

The second section I found resourceful was, “Preparing for High-Stakes Test”.  In this section it states that there various ways to prepare students for high-stakes academic achievement tests.  Sometimes the stakes can be higher. For example, secondary students may need to pass these competency exams to graduate.  As for primary students, this form of exam is called individualized assessments.  This form of testing will usually help give the teacher some insight of a student’s prior knowledge of a particular learning area.  Some creative methods, to help prepare your Kindergarten-Second grade students are to tell your students that you are going to have some special time together while you “play” a game.  Always remind them to do their best and if they don’t know the answer just simply say, “I don’t know.”  Also, a teacher can send a letter home to parents to inform them that you will be conducting assessments and you are requesting the following: child gets a lot of rest, is under little or no stress, and eats a nutritious breakfast.  When testing a student independently, the other students in the classroom should be engaged in Daily Five Activities.  Choose activities that students can work with little assistance and quietly.  Another teaching method that can help an educator prepare his or her students for a high-stakes test is a “repetition” throughout each lesson.  Educators should be familiar with the standards that are required, so they can become familiar as they can incorporate them into their lessons. 

The third section I found interesting was, “The Role of Assessment in Teaching and Learning.”   In this section it states that assessments are the essential tool for teaching.  Every teacher plans a lesson and delivers his or her instruction, while evaluating student learning.  An assessment features three interrelated elements: new teacher assessment, student assessment, and student self-assessment.  A new teacher assessment is how leadership will assess you in the process.  Before teachers are hired, they most likely will be required to take and pass a state license exam.  Then new teacher will be observed in the classroom by college supervisors and be required to write a complete summary of what they learned about academic subjects, teaching methods, and classroom management strategies.  A student assessment is how you will assess students’ learning and your own effectiveness as a teacher.  Educators are required to provide continuing data-driven evaluations about the learning process of every student in their class throughout the school year. An educator’s responsibility is to assign grades while reporting these on each student’s report card, and conduct student/parent conferences.  Educators should always ask themselves, “Are my students engaged, and if not, what can I do to help make an impact in their learning experience?”  A student self-assessment is how your students will participate in the assessment process.  When students play an active role in their learning process and it can help build their commitment to the curriculum being taught to them.

References

"Clickers in the Classroom: An Active Learning Approach (EDUCAUSE Quarterly) | EDUCAUSE.edu." Clickers in the Classroom: An Active Learning Approach (EDUCAUSE Quarterly) | EDUCAUSE.edu. Web. 12 Nov. 2014. <http://www.educause.edu/ero/article/clickers-classroom-active-learning-approach>.

Maloy, Robert W. Transforming Learning with New Technologies. Boston: Pearson/Allyn and Bacon, 2011. Print.

"Teaching Tip: Preparing for High-Stake Testing | Scholastic.com." Scholastic Teachers. Web. 12 Nov. 2014. <http://www.scholastic.com/teachers/article/teaching-tip-preparing-high-stake-testing>.

"Why Is Assessment Important?" Education.com. Web. 12 Nov. 2014. <http://www.education.com/reference/article/why-assessment-important/>.

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