Course Reflection

I am thankful for having had the opportunity to take this course because I feel that it opened my horizons about using technology in the classroom. In the past, I was only familiar with using Powerpoint, Microsoft Word, Prezi, iPads, and blogging within the classroom. After taking this class, I feel that I now possess the knowledge and preparedness to use other forms of technology such as podcasts, webquests, and websites within my future instruction. I love how these later forms of technology can be used to incorporate listening and speaking, whereas PowerPoint, Word, and blogging tend to only incorporate two of the language modalities, reading and writing. When working with ELLs, it is important to incorporate all of the language modalities because they help ELLs further access the curriculum.

I wish I had taken an educational technology course, such as this one, earlier during undergrad because I feel that we should have been given some technological instruction prior to student teaching and receiving our Bachelor's Degree in Education. In a quickly advancing technological world, our students must know how to interact with technology and utilize it to their advantage. However, most teachers, including myself, cannot keep up with the ever-changing technology and therefore are not able to adequately teach our students how to use it. Therefore, courses such as this one should be necessary for every educator to take, and not in their second-to-last semester of graduate school.

Blogging with First Graders

In one of my other graduate level classes, I was introduced to Ms. Cassidy's classroom blog and was so impressed that I decided it was worth sharing with others. Here is its link: http://mscassidysclass.edublogs.org/. 

Ms. Cassidy is a first grade teacher in Canada and she uses her classroom blog in a variety of ways for both parents and students. On her blog, parents can get a daily update about their students' progress and see what exactly they are doing within the classroom. Ms. Cassidy also frequently posts unidentified pictures and videos of her students engaging in lessons so that parents can again see their learning in action.

Ms. Cassidy also uses her blog as a place where each of her first grade students has his/her own blog page. Each student has his/her own page where his/her work is displayed for anyone to see and comment on. The parents and relatives of these students often will leave comments for their children on their blog page, which the children can then read and respond to with Ms. Cassidy's help. 

I love this idea of giving each of her students his/her own blog page for a variety of reasons. First, it gives the students a meaningful sense of purpose for writing and learning. Secondly, they have an authentic audience with whom they can communicate and publish their work for. In addition, each of their blog pages gives the students choice and ownership over something. Lastly, I love how friends and family can post encouraging comments on each student's blog. All of these reasons are motivating factors for any student, and I love how Ms. Cassidy has sparked this excitement for learning within her first graders by allowing them to incorporate 21st century technology into their learning.

Podcasts

Before last night's class I had never created a Podcast or even known how they are made. I never realized how easy they are to create with the right materials. To create a Podcast one must have a headset with a microphone, some type of podcasting software such as Audacity, and material to podcast. With the right equipment, podcasting is very fun to do. I think students would really enjoy creating podcasts related to different topics because they are engaging, relateable to students' lives, and creative. Podcasts would be an excellent method for performance-based assessments because students could demonstrate their understanding of a topic in an original way. 

Teachers can also use Podcasts to communicate with their students. For example, if they are out they can assign the homework via a Podcast, or they could create Podcasts about classroom events for parents. Podcasts can also be used in instruction to provide comprehensible input for students about any topic.

There are endless creative ways to use Podcasts, however there are some shortcomings as well. First, you must have the materials listed earlier to create one, which may be expensive for some schools. Secondly, you must have a script or plan for each Podcast. Writing a script and then editing it can often be time consuming for only a few minutes of a Podcast. Lastly, you must have access to sounds that will make the Podcast more interesting. You do not have to add sounds, but they help make the Podcast more engaging for listeners. Despite these few shortcomings though, I think I would still like to try Podcasting within my future classroom. I do not think I will personally have enough time to create them on a regular basis, but I think they would be great to have students use within instruction and for assessment.

Classroom Websites

Previous to this past week's class, I had no idea that creating a classroom website could be so fun and easy! I've always admired the elaborate teacher websites with links to their daily classroom activities, homework, calendar, and classroom photos. However, I figured that once I have my own classroom I probably would not have my own website because they are difficult to maintain and you must pay for them. Wrong!

There are lots of easy-to-use free website creators online now. Those who have a Gmail account can create a Google web page through their already established Google account. There are also other sites, such as Weebly, which are very user-friendly. I used Weebly to create my "class" website, http://missdietrichsclassroom.weebly.com/. This was my first time ever creating a website and I found it to be extremely easy and fun to use. There are a lot of templates to choose from which you can personalize with photos, text, font, and the overall layout. I will definitely use Weebly again to create any future websites.

The only downsides to using these website creators, such as Weebly, is that eventually, if you have a lot of content and multimedia (i.e. photos and video), you must upgrade your account and pay a fee to maintain your website. In addition, since teachers are so busy with all of their other responsibilities, websites are often neglected. Failing to maintain my classroom website is my biggest fear when creating a website. If the content is not up-to-date and relevant then it is almost pointless to have a website. Therefore, once I have my own classroom and design my own website, I will need to develop my own system/schedule for maintaining my website. If you have any suggestions, please leave me a comment!

Evaluating Apps for the iPad

Two helpful resources for evaluating educational apps are the Critical Evaluation of a Content-Based Mobile App (2013) by Kathleen Schrock, and Evaluation Rubric for IPod Apps (2010) by Harry Walker. They are both very helpful because they list specific criteria pertaining to apps. However, I do prefer Kathleen Schrock's resource more because it has the evaluator think about how the app relates to Bloom's Taxonomy. In addition, at the bottom, the evaluator is asked to write a quick summary of the app. I think including a summary is very helpful because it helps a different reader know what the app is about. In addition, the evaluator can use this space to write specific explanations about why he/she would or would not recommend this app to another user rather than simply answering the yes/no statements listed above in the criteria section.

Both resources have similarly listed criteria used to evaluate the actual content and components of the app. For this section, however, I do prefer Harry Walker's rubric because his rubric has different levels for each component. Conversely, Schrock's evaluative tool only allows the evaluator to answer each criteria as a yes/no. Walker's rubric allows the evaluator to specifically address each component and how effective the app truly is. Even though I do like the specificity of Walker's rubric, as a whole I prefer Schrock's evaluative tool because it gives the evaluator a more comprehensive review of an app.

Microsoft Excel in the Classroom

Before tonight's class, I had no idea that Excel can be used in so many ways. I used to think that it is just a way to graph data and document statistical information. I never thought about the practical ways I could use it in a classroom, apart from recording science or mathematical data.

Excel can be used in a variety of ways for all subjects. Teachers can use it for their own personal use by creating grade books with multiple pages and/or seating charts. Students can use it to create timelines or to complete crossword puzzles. Personally, I found the timeline tutorial to be the most helpful. I am still a pen and ink type of person meaning that I prefer to record grades on paper and draw a seating chart by hand. However, I found the timeline to be useful because it is something that students can easily create once they have been taught how to use Excel. Students could create their own timelines or work in groups to create one mass timeline. In addition, timelines relate to any subject area. For example, students could graph the development of mathematical theories over time, the stages of photosynthesis, or a timeline of WWII events. There are many ways to display one's learning, and Excel has a variety of tools that allow students to demonstrate their understanding.

Effective Use of Technology with ELLs - Research Paper Reflection

 Researching about how to effectively use technology with English Language Learners (ELLs) was very rewarding for me as an pre-service ESOL teacher. A lot of the benefits and advice that I discovered I had never considered before, which made the findings of my research very applicable to my own teaching. The things that stood out the most to me are found in the "considerations" portion of my paper. When using technology, teachers must consider some of the following things:

1) Make sure ELLs are familiar with the technological vocabulary. Since ELLs are unfamiliar with English vocabulary and most likely the vocabulary associated with technology, they must be explicitly taught the vocabulary that is associated with technology before they can be taught how to use technology. In one of the articles that I used in my paper, Kristina Robertson wrote about a teacher who referred to a "mouse." Her ELLs did not realize that she was referring to the computer "mouse" and therefore were confused because they thought she meant a real-live mouse! Simple terms such as a "mouse" must be defined for students. Until reading Robertson's article, I had never considered the importance of reviewing vocabulary and basics.

2) Not all students, especially ELLs, have had prior access to technology before coming to school. Therefore, as teachers, we must be sure to start with the basics of technology. Also, not all students have access to technology outside of school, so it is important to not always assign homework that requires a computer and/or the internet. We want to be sure that we are not automatically excluding students based upon their lack of resources.

3) Lastly, teachers must ensure that technology is used as an aid to instruction and that it has a purpose. In my paper I quoted Professor Margaret Hawkins who wrote, "When you sit a kid one-on-one at a computer, it’s not a very good use of anybody’s time." What she meant by this is to not stick a student in front of a computer without giving them a purposeful task. Her statement made me reflect upon my own experiences, and I realized that sometimes teachers who do not know how to teach ELLs or students with disabilities will unfortunately stick the student in front of a computer in the hopes that they will learn. Computers and technology are great instructional tools, but they cannot be divorced from a teacher's instruction and a purposeful meaning.

Before starting my research, I knew about the numerous benefits of using educational technology, but I had never considered the limitations that it can have on students if it is not used properly. Therefore, I am grateful to have learned about these limitations because now I am able to see a more complete picture of how to effectively use technology with my future ELLs.

"Fat city how difficult can this be"

This video about the educational experience of a student with a learning disability is extremely fascinating. I have never been keen about simulations because at the end of the day those in simulation can remove the disability and it seems as if a disability is nothing permanent. That being said though, I found this video to be very informative as a teacher because it helped me see ways in which I can improve my instruction.

Even though the whole video was very eye-opening, the part that stood out the most to me was that in which the speaker spoke about processing. The main thing that stood out to me was the realization that everyone can have difficulty processing depending on the situation. In the simulation, "normal" adults had a very difficult time processing due to the pressure and anxiety created by the teacher. Therefore, if we as teachers make a conscious effort to help lower a student's affective filter and give them the needed support, then he/she should be able to process without too much difficulty. My second realization in relation to processing is that students who are classified with a learning disability can generally come up with the correct answer if they are given the time to process a question. What happens though in most classrooms is that the student with a learning disability is often still thinking about the teacher's first question when the class has already moved onto the next question's answer. Therefore, as a teacher, I should make sure I repeat my question and give enough wait time between the question and its answer so that students with learning disabilities can at least keep up with the rest of the class.

Lastly,  as I was watching this video from the perspective of a future ESOL teacher, I kept thinking of English Language Learners (ELLs) instead of students with learning disabilities. Many of the difficulties that students with learning disabilities encounter are also shared by ELLs. ELLs may not have a learning disability, but the language barrier often acts like a disability. ELLs require extra processing time, especially those who have little to no experience with the new language. Imagine being asked a content area question about the Revolutionary War and not having the language needed to first comprehend the question and let alone answer it? The response from this ELL might be similar to that of a student with a disability who has difficulty processing and/or remembering facts. I would imagine that the ELL would have similar feelings to the student with a disability. Sometimes, ELLs are even wrongly classified as having a learning disability because the language barrier looks so similar to a learning disability on the surface. Teachers must be careful to correctly identify the difference between a true learning disability and language interference because depending on the situation, the student will need to be supported in different ways.

Using Technology with the Visual Learner

 Technology can be a great classroom tool, especially for the visual learner! However, if you are trying to align the technology to the learner's visual learning style then you must ensure that the presentation within the technology is visually appealing. The images and text used within technology should be age appropriate, large enough to be easily seen, and laid out in an organizational way. For example, when using PowerPoint it is imperative that you do not put too much text onto one slide and that the size, style, and color of the font does not make reading difficult. If you are using Inspiration or designing a web-quest, make sure the organization of the project is logical so your users can easily navigate it to obtain the information that they need. Also, be sure to incorporate visuals into your presentations to make it more attractive to the student which will help them stay engaged. Visuals also help clarify information for students, especially those who are visual learners. For example, if you are talking about immigration statistics, it may be helpful to include a diagram that illustrates recent immigration trends. Any form of educational technology has many ways to appeal to the visual learner. It is just up to the user as to how effective these tools will be utilized within instruction. Therefore, it would be wise to explore the different educational technological options available for teachers such as: Inspiration, Microsoft PowerPoint, Prezi, Mindmeister, and Gliffy.

Below, I have attached an example of a diagram I created using Inspiration on the topic of immigration. It is very simple, but can be as intricate as you desire. Please feel free to take a look!

Webquests

In the past I have created Webquests for other graduate level classes with success. I found them to be user friendly because, having already been familiar with Powerpoint, I was able to create them with ease. The most difficult part of designing a Webquest I found was deciding on a topic. Once I had my topic, it was fairly easy to create an engaging Webquest using inserted images and hyperlinks. I liked designing a Webquest because it was exciting to create an authentic lesson that would be engaging for students. Webquests can be as interesting as you make them, so be sure to brush up on your Powerpoint skills before trying to create a Webquest.

In addition, I liked how easy it would be to differentiate instruction through the use of a Webquest. A teacher with students at various academic levels could create different Webquests for his/her students. These Webquests could address the same topic while making the content, process, and product all accessible for every student.

Since I have never had my own classroom, I have never had the opportunity to actually implement my Webquests with students. However, if I were a student, I think that they would be a fun way to learn. I would like not having to constantly listen to the lecturing teacher and I would like being able to individually work on them at my own pace.

One downside to Webquests is that they obviously may not align with everyone's preferred learning style. Webquests may also be difficult for beginners who are still learning how to read. Therefore, it is the teacher's job to ensure that the content and text in the Webquest is leveled appropriately for the students, as well as the websites that the teacher has the students access.

Powerpoint

Powerpoint can be a wonderful resource to use in the classroom. However, most people, including myself prior to starting my Masters, do not know how to use it to its fullest potential. Powerpoint has many features that can make it interactive and exciting to work with for students. You can add hyperlinks into the slides that are directly linked to websites. Adding hyperlinks allows the Powerpoint to be more interactive because students have direct access to more information and activities found on the Web. You can also add hyperlinks between slides within the Powerpoint. These hyperlinks create a Powerpoint that is essentially a Webquest. Making these Powerpoints with hyperlinks is great for teachers who do not have the ability to create a website or internet access within their classroom. The only downside to creating these interactive Powerpoints is that it takes time and design skills.

When creating a Powerpoint with the intention of making it fun and interactive for students it is important that the layout is also exciting. Here are some simple tips to keep in mind when designing an interactive Powerpoint:

1. Use age appropriate graphics that are related to the content
2. Have a unifying theme to the Powerpoint
3. Have a unified design/layout
4. Do not overcrowd the page with words
5. Use font that is 24pt. or larger
6. Use a font style that is easy to read

Using these simple tips will help any Powerpoint more user friendly. A few last fun touches to add include adding transitions to your Powerpoint which make the overall design more appealing. If you want to use a Powerpoint for one of your center activities in your classroom, you can even have the slides on a timer to change when you program them too. Lastly, if you choose to not use the Powerpoint for an in-class activity, it is an easily transmittable file that you could send to your students to complete for homework. These are just a couple ideas for using Powerpoint in instruction, but there are many other ways to use them as well. Do you have any suggestions?

Technology vs. Critical Thinking...?

 

I was surfing the web the other day and I stumbled upon this cartoon. It made me stop and think about the role of technology in the classroom and varying viewpoints. Here, the cartoonist is making a pun that technology, specifically computers, do not encourage critical thinking. Some people argue that the use of computers is teaching kids to be less reliant on their own common-sense and critical thinking skills. "Just push the button to get the right answer" is a song sung by many. Spell check on programs like Microsoft Word also do not teach our students to be aware of their own spelling. What happened to the old pen and ink method? These are all concerns of some teachers and critics based upon their lack of technological knowledge.

Yes, it is true that technology can be used in a way that only requires students to "click on "answers,"" but when used in an effective way, it can be an asset to instruction that requires students to reach Bloom's higher levels of thinking such as synthesis or evaluation. With the use of the internet, students must know how to search the web, analyze varying web addresses to determine if the information is relevant to them, and then synthesize the information in a meaningful way. These steps require much critical thinking and are not simply a click and receive method. Yes, the internet gives students much easier access to information, but it does not lower their required level of critical thinking.

Social Media in the classroom?

With the rise of social media, there has been much discussion over its use in the classroom. Some people believe it has no place in the classroom while others believe it should be used by all teachers as an asset to instruction. I believe that there is a place for social media and technology in the classroom, however it has its limits. Social media should be used as an aid within the classroom, not a means for prying into one's private life. Teachers, in particular, have their own lives outside of school and there needs to be a professional boundary between the teachers and his/her students. However, social media can be used to engage students in learning and bring out their creativity in new ways. Many students prefer the newest forms of technology, so using it within the classroom will help spark their interest and make the content more relateable and more meaningful to them. Social media, such as Skype, also allows students to connect with others from all over the globe, which would be more difficult with older technology. For these few simple reasons, I think social media can be a useful and helpful aid to instruction. However, since there are differing viewpoints on the subject, what are your thoughts?

Check out this link to a really informational and fun poster that details 25 ways to use social media in the classroom!

http://edudemic.com/wp-content/uploads/2012/07/teacher-social-media.pdf

Welcome!

Throughout the duration of this course, I hope to learn a lot about educational technology since this topic is fairly new to me. I have used assistive technology in the classroom during student teaching with some of our students with disabilities, and I have used technology in lessons. However, I have never created interactive lessons using technological tools such as Powerpoint, webquest, blogs, etc. So, I am excited to learn more about how to integrate technology into instruction and how to create more engaging lessons for students.

During this upcoming fall semester I will post links and information that I have found which relate to educational technology. I also hope to cite and reflect upon others' perspectives regarding the use of technology within the classroom. I am constantly seeking additional information so if you find any helpful links please post them!