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

Digital Badge #F- Chapter 8

Digital Badge #F- Chapter 8

After reading Chapter 8, there are numerous ways a teacher can communicate with his or her students using computers and social media technologies.  The first section I discovered to be a great communication tool to use between teachers and students was, “Electronic and Communication Between Teachers and Students”.  It was mentioned that there are several media technologies that can be incorporated in their classroom. For example: Email, Teacher or Classroom Websites, Blogs, Online Discussion, and Wikis pages are available as a form of a communication system.  As a parent of two children, I would love to know how my child’s day was at school.  When children are younger, some times it can be hard to communicate about their “school” day. If there was a classroom website available weekly, parents could be informed about what was happening in the classroom.  Emails are a common tool for teachers to use today.  Collier County school district uses “Outlook” email.  Most teachers will set up a “parent” group, making it easier to reach their families.  Another form of communication that could be resourceful is “Wikis”.  “Wiki” pages are an online website where teacher, student and parents can create and make changes together, so new ideas can be created. Also, this can be a site where a classroom teacher can post and embed useful links.  This is a great resource to have an open communication with their teacher.  As an inspiring teacher, I would certainly create a weekly email that would be called, “Ask Your Child”!  In this email, there would be questions that only their child would know, since we were learning it that week.  Also, attaching helpful tools/web links would be another tool to communicate with parents.

The following video is a quick tutorial, that could be helpful to establish a classroom website.

The second section I discovered to be enlightening was “Teaching Beyond the School Day”. Most educators will most likely agree that their instructional time is limited, and to instruct what is required from the standards can be challenging.  For some teachers, they escape to this outlet.  They will design a classroom blog, where notes, homework assignments, and having the capability of sharing ideas amongst their students.  The benefits of teaching with this technology tool, is having the opportunity to reach and connect with your students.  The third section I found intriguing was, “Publishing Student Writing”.  In this section, it stated that students tend to work harder knowing that their peers will see their work.  Students tend to be more excited and willing to put in the effort, where it is needed.  As an inspiring teacher, I will certainly incorporate this creative tool with my students in the classroom.  There are a lot of methods, an instructor, can choose to keep his or her students engaged and excited about publishing their work.  For example, one might have them write and elaborate a story. Once all of the students have completed their story, the teacher can publish and create a class book. It was mentioned in this section, students are interested in joining science fairs, plays, musicals, and dance because it can be meaningful to perform to an audience.  The irony in this, students will work diligently on their writing when they know that their work will be published!  What a great way to display your student’s progress!

This was just a "fun" story I created with my "three" year old! He was so  excited to see his book published...What a neat tool!

References

How to create a classroom website. (n.d.). YouTube. Retrieved September 29, 2014, from http://www.youtube.com/

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

Ms. Cassidy's Classroom Blog. (n.d.). Ms Cassidys Classroom Blog. Retrieved October 1, 2014, from http://mscassidysclass.edublogs.org

Storybird - Read, write, discover, and share the books you'll always remember.. (n.d.). Storybird. Retrieved September 29, 2014, from http://storybird.com/

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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